Latest / Momentum Sessions / Coachable Doesn’t Mean Compliant | Ric Bucher

Transcript

Coachable Doesn’t Mean Compliant | Ric Bucher · Momentum Sessions

• 0:02
  SPEAKER_01: I think the ultimate coachable player is the player who actually challenges the coach.
• 0:10
  SPEAKER_01: And because then the coach has to have a better sense of what I'm doing and why I'm doing it.
• 0:15
  SPEAKER_01: And is this the best way to do it?
• 0:19
  SPEAKER_00: Rick Bucher has spent more than three decades around some of the greatest athletes and coaches in sports.
• 0:26
  SPEAKER_00: In his new book, Coachable How the Greatest Performers Reach Their Highest Potential, he explores the trait that stars like Michael Jordan, Stephen Curry, Brandy Chastain, Steve Young, those are some good names, and many others that have identified as essential to their success.
• 0:43
  SPEAKER_00: They were coachable.
• 0:45
  SPEAKER_00: Today we want to go beyond simply just telling athletes, though, to be coachable.
• 0:49
  SPEAKER_00: We want to understand what coachability actually looks like and what coaches can do to intentionally develop it.
• 0:55
  SPEAKER_00: Rick, welcome.
• 0:57
  SPEAKER_00: Thanks for joining us.
• 0:58
  SPEAKER_00: You've actually said, though, that you weren't always especially coachable yourself.
• 1:03
  SPEAKER_00: What did you maybe misunderstand about coachability when you were an athlete?
• 1:07
  SPEAKER_00: And then the second part of that is how did that shape what you later noticed in elite performers?
• 1:13
  SPEAKER_01: I had a vision of what I wanted to be, and that drove everything.
• 1:21
  SPEAKER_01: And uh, and I remember um, and I was and I was a goal scorer, and I was uh supremely confident.
• 1:28
  SPEAKER_01: And one of the things that I've learned about uh great athletes or great performers, anybody great at anything, is that you do have to have a certain degree of confidence.
• 1:38
  SPEAKER_01: Uh you also, and this was the part that I was missing, you have to have a certain degree of humility, uh, the willingness to listen to someone else's idea of who and what you can be.
• 1:53
  SPEAKER_01: And and I wouldn't say that I was completely obstinate.
• 1:57
  SPEAKER_01: Uh, I I just I go I go back to my senior year in high school, and we got a new uh coach who happened to be the former uh high school coach of the state champions, who I played against my freshman year.
• 2:13
  SPEAKER_01: And and I was a goal scorer up until that point, and he wanted to use me in the midfield because he wanted to be able to utilize all the different things that I did.
• 2:23
  SPEAKER_01: My ego had always been wrapped around I'm a goal scorer.
• 2:26
  SPEAKER_01: When I the chapter that I do with Brandi Chastain, I completely identified with her thinking of like, what do you mean?
• 2:33
  SPEAKER_01: Like, I'm you want me to be a defender like uh on the national team.
• 2:37
  SPEAKER_01: I I'm I'm a goal scorer and I'm the best goal scorer you could possibly have.
• 2:42
  SPEAKER_01: And and so I was open to that, but I was open to it because this was the former state champion coach, right?
• 2:51
  SPEAKER_01: And this was what he was suggesting.
• 2:54
  SPEAKER_01: And what I've found is that to truly be coachable is to be open to the idea of who can help me.
• 3:01
  SPEAKER_01: And uh, and and if they are exposing or they're pointing out my flaws, that's not a negative.
• 3:08
  SPEAKER_01: That's not something to run away from, that's something to embrace.
• 3:13
  SPEAKER_01: And to uh and it and it's an indicator that they actually care about my development.
• 3:19
  SPEAKER_01: They think I am something.
• 3:21
  SPEAKER_01: I didn't get that from the beginning.
• 3:24
  SPEAKER_01: And and so I just look back and I feel like there was some opportunity lost where if I had understood that earlier, I could have taken advantage of it sooner.
• 3:34
  SPEAKER_01: And I carried that attitude into my profession afterward, uh, until I got to a point where I realized, you know what, people who are asking me to adapt or to change or to go in a different direction are actually not discouraging me.
• 3:54
  SPEAKER_01: That it's it's encouragement if I if I understand it correctly.
• 3:58
  SPEAKER_01: So my goal with my kids was to one, for them to understand that as soon as possible.
• 4:06
  SPEAKER_01: What the value of being coachable, how it's about learning tools that you can utilize in everything that you do.
• 4:17
  SPEAKER_01: And and to have that, yeah, be confident, believe in yourself, but also be open to someone being willing to shape you in a way that might allow you to maximize everything that you're you're capable of being.
• 4:34
  SPEAKER_01: And and so in seeing their success, uh it that's one of the many motivations I had for writing this book.
• 4:44
  SPEAKER_00: Love it.
• 4:44
  SPEAKER_00: It's funny that your kids also, you when you come full circle, you learn teaching is kind of the best way to learn something fully in the 100%.
• 4:53
  SPEAKER_00: If you take a step back though, after studying so many elite performers, how do you personally define coachability?
• 5:00
  SPEAKER_01: I would say the the ability to maximize the maximize the vision that you have of who and what you want to be, or rather synthesize the vision of who you want uh want to be with someone else's vision of who and what you can be, and to be able to incorporate those two together, that it's not and it's not all one or the other.
• 5:32
  SPEAKER_01: I can be uh I can I can still pursue what it is that I want to be, but in the meantime, if someone is suggesting that I need to play a different role, for example, or I need to learn different skills in order to be effective.
• 5:48
  SPEAKER_01: And a lot of this has to do with with team sports in particular.
• 5:52
  SPEAKER_01: It applies to individual sport, but uh I think it's more applicable to team sport, which is more valuable because in most of the things that we do in our lives, we're part of a team somehow, somehow, whether it's a family or it's it's a company or or whatever it may be.
• 6:09
  SPEAKER_01: And uh, and and so it's really understanding that, and that's where the the confidence and humility combination come together, right?
• 6:18
  SPEAKER_01: The confidence that I can set a goal, I can have a target, I can imagine myself being a certain something, and then the humility to take in someone else's vision of who and what I am and what my strengths and weaknesses are and what my where my compass truly should be set.
• 6:37
  SPEAKER_00: And you kind of touched on this, I think, in the earlier answer, but how is being coachable different from simply being obedient or compliant?
• 6:46
  SPEAKER_01: And this is where the coaches come in, in in that it's not just by rote that I take advice from anyone about anything.
• 6:56
  SPEAKER_01: It it has to be how does this, you know, ask ask the why.
• 7:03
  SPEAKER_01: And I think it's on a coach's responsibility for a player not just to tell them what to do, but why you're asking them to do it and why they're particularly suited to do that thing and how it can be valuable.
• 7:18
  SPEAKER_01: And so that's where an athlete, when I when I when we were selling the book, when we were meeting with publishers, they asked me, like, who are you writing the book for?
• 7:30
  SPEAKER_01: And I said, first and foremost, it's for the athlete or the performer, but it's as if the coaches and the mentors and the parents are in the other room listening.
• 7:40
  SPEAKER_01: And but but I but I made it first and foremost about the athlete because the athlete does have to drive, drive the bus.
• 7:48
  SPEAKER_01: The athlete does have to determine like who is it that I am going to be coached by.
• 7:55
  SPEAKER_01: And the important element there is, unlike me, is doesn't necessarily have to be somebody with incredible credentials.
• 8:03
  SPEAKER_00: Can an athlete disagree with a coach and still be highly coachable?
• 8:10
  SPEAKER_01: Yes, I believe uh there can be disagreement, but at in the end, there has there has to be resolution.
• 8:19
  SPEAKER_01: Like at some point, there has to be a meeting where whether it's I don't, you know, this is whether it's compromise or whether it's just an understanding this is how we're gonna approach things, but I believe the best coach-player relationships are a two-way street, that it's not the coach laying down the law, and I'm either accepting of what they're they're saying, or I gotta go find you know a different situation.
• 8:49
  SPEAKER_01: I don't know too many coaches that it's my way or the highway who ultimately they may be successful for a degree, but not as successful as they could potentially be because they're not maximizing the abilities of the players that they have, that that reaching them and getting that buy-in rather than I have to do this because the coach says, getting me to believe as an athlete that there's a purpose behind what I'm being asked to do and a value.
• 9:22
  SPEAKER_01: Uh an athlete's gonna approach it a completely different way.
• 9:25
  SPEAKER_01: Whether it's an athlete or it's an employee or whoever it might be, they're gonna approach it in a completely different way.
• 9:31
  SPEAKER_01: So if an athlete has a disagreement, it's also on my responsibility as the athlete to bring that up to so that we can work on a resolution, so that I can better understand what the coach is asking me to do.
• 9:49
  SPEAKER_00: What's the biggest misconception coaches may have about coachability?
• 9:54
  SPEAKER_01: That's a great question.
• 9:55
  SPEAKER_01: And I've done some coaching, so I in fact, yeah, I probably invested more emotional energy in coaching fourth graders in basketball than I than I did in in anything that I've done professionally.
• 10:12
  SPEAKER_01: I wake up and then I'm sure every coach can relate to this.
• 10:15
  SPEAKER_01: You know, you woke up in the middle of the night thinking, how do I get Johnny to buy into what I what I think he can be?
• 10:22
  SPEAKER_01: Like, why does he I don't I don't need him to be the class clown?
• 10:26
  SPEAKER_01: Like we look how do how can we shape this, right?
• 10:29
  SPEAKER_01: I think coachability, the the idea uh that that coachability is the athlete who does whatever you ask them to do without asking any questions, is it that that sort of that obedient subservient that that's the ultimate coachable guy?
• 10:44
  SPEAKER_01: Like, I don't I think the ultimate coachable player is the player who who actually challenges the coach.
• 10:53
  SPEAKER_01: And because then the coach has to have a better sense of what I'm doing and why I'm doing it.
• 10:59
  SPEAKER_01: And is this the best way to do it?
• 11:02
  SPEAKER_01: If I have a coach that cares enough about me to tell me what I need to be better at or how I could help by by working in a certain area, and this is gonna make me better overall.
• 11:19
  SPEAKER_01: It also is a value to me as a coach for a player who's asking questions and wants to understand because it means that he's invested in he wants to try to do what I'm what I'm asking him to do, or he wants to be a part of what I'm trying to build, but he wants to understand how he's a part of that and how he can best be a part of that.
• 11:41
  SPEAKER_01: And so not to be fearful of a player who asks questions or even challenges a coach, not to look at that as being disobedient or uncoachable.
• 11:55
  SPEAKER_01: Um, that I would say it's kind of the opposite.
• 11:58
  SPEAKER_01: It's somebody who is is looking to invest themselves in what I'm trying to do.
• 12:04
  SPEAKER_01: They just don't have a grasp of how they're supposed to do that.
• 12:07
  SPEAKER_00: Yeah.
• 12:08
  SPEAKER_00: It kind of sounds like coachability is not just a personality trait an athlete either has or doesn't have the relationship and the environment.
• 12:16
  SPEAKER_01: Can you ever we're all different, you know, we we all respond in different ways.
• 12:22
  SPEAKER_01: And I the the best coaches in the book talk about that.
• 12:26
  SPEAKER_01: Bruce Arena talks about like if I have 25 guys on my roster, I know I've got you know, potentially 25, I've got to have 25 different ways of getting the best out of my team.
• 12:40
  SPEAKER_01: And I don't know that it's quite that extreme, but what going into it with the attitude of one size does not fit all, I think is a healthy way to approach it as a coach.
• 12:52
  SPEAKER_01: You you can have certain baseline principles that everybody has to adhere to.
• 12:56
  SPEAKER_01: I'm not saying that it's like, you know, different rules for everybody, but how I engage with everybody, um, or understanding what's the best way to engage.
• 13:09
  SPEAKER_01: Greg Popovich talks about it.
• 13:11
  SPEAKER_01: Like the way he can he coached Tim Duncan was different than the way he coached Manu Ginobili, then was the different than the way he coached Steven Jackson.
• 13:20
  SPEAKER_01: Uh, because it was all about how do I get the best out of each one of them?
• 13:25
  SPEAKER_01: And and when athletes as a group see you taking the time to understand them as an individual within the group, they're gonna give you a lot more than if they think they're just part of the herd.
• 13:40
  SPEAKER_00: What conditions make an athlete even more receptive to to the coaching and to really being coachable?
• 13:48
  SPEAKER_01: Desperation.
• 13:50
  SPEAKER_01: In my case, desperation.
• 13:52
  SPEAKER_01: Like it was it was I want to get to hear, uh, I I I better I better listen to what I'm being asked to do.
• 14:01
  SPEAKER_01: I better learn how to, if I want to get on the field, this is what I've got to learn how to do, right?
• 14:06
  SPEAKER_01: I I want to play, I want to participate.
• 14:09
  SPEAKER_01: And but it it depends.
• 14:12
  SPEAKER_01: And and I would say part of it is, and this is where the parents or the mentors come in, and um, and and and the early coaches, which is is giving an athlete or performer an early understanding from the very start about what is a healthy dynamic for me to develop and realize my potential in.
• 14:42
  SPEAKER_01: Like everybody has before I become great, before I have any success, like let let that be part of the building block.
• 14:50
  SPEAKER_01: And that's again why the parents are uh are a vital part of this.
• 14:55
  SPEAKER_01: Um and and was another motivation in writing the book, because as you know, my kids had a certain degree of success, I was surrounded by parents who had an idea of what success looked like, and by God, they were gonna make it happen for their kid, regardless of whether that was the ideal path, uh, or and regardless of what it did to anybody else, like I'm gonna make it happen for my kid.
• 15:23
  SPEAKER_01: And that's the wrong lesson to be teaching, and is an indicator that that kid may not have, may not have been given the proper perspective or tools from the very start about what facing an obstacle or a challenge is all about.
• 15:43
  SPEAKER_01: It's not it's not an obstacle or a challenge is an opportunity, is a chance to grow and get better, not something that is supposed to be avoided by all and in all costs.
• 15:57
  SPEAKER_00: That's um an awesome insight I think that's in the book there is that many great performers valued the situations where they were where they struggled and were allowed to struggle.
• 16:08
  SPEAKER_00: So on that point, how does a coach know when to step in and and when to let an athlete actually just work through a difficulty on their own?
• 16:16
  SPEAKER_01: Well, honestly, it starts with like having a conversation from the very beginning, like before the obstacles or the challenges come up.
• 16:24
  SPEAKER_01: You know, I may ask you to do some difficult things, I may ask you to do some things that are outside of your comfort zone.
• 16:31
  SPEAKER_01: Just know that that is coming, right?
• 16:34
  SPEAKER_01: Uh, because that's part of the growth.
• 16:37
  SPEAKER_01: And I'm not gonna kick you to the curb if you struggle.
• 16:40
  SPEAKER_01: I'm here to help you get through this, right?
• 16:43
  SPEAKER_01: And and it's understanding that when you see somebody struggling, like, how do I devise ways in which that they can improve?
• 16:51
  SPEAKER_01: Am I giving them a plan for getting better?
• 16:54
  SPEAKER_01: And then when I see that improvement, am I rewarding it?
• 16:58
  SPEAKER_01: Am I acknowledging it?
• 16:59
  SPEAKER_01: Even if it's not showing up necessarily directly in the big picture, it's it's recognizing, you know what, they're really hard, they're really working hard at getting better at this particular thing.
• 17:11
  SPEAKER_01: Why?
• 17:12
  SPEAKER_01: Because I asked them to.
• 17:16
  SPEAKER_01: And that is something that they're giving me, so I need to give something back.
• 17:20
  SPEAKER_01: How do I help them continue to go in that direction?
• 17:24
  SPEAKER_00: Does the coach have to earn the right to coach an athlete hard, quote unquote?
• 17:30
  SPEAKER_01: Yeah, they they do.
• 17:31
  SPEAKER_01: I they have to earn the trust of the athlete, I would say.
• 17:35
  SPEAKER_01: That it can't just be directly because of my position, I can coach you hard or I'm going to coach you hard.
• 17:43
  SPEAKER_01: Now, some there are some athletes or performers that that will work with, that they that they will they want it so badly, uh, and and they've been conditioned to accept that.
• 17:55
  SPEAKER_01: But I dare say in today's in today's world, there are fewer of those.
• 18:02
  SPEAKER_01: You know, in my generation, yeah, you the coach was the coach, you listened to the coach.
• 18:08
  SPEAKER_01: Um and I and I did, but I was like, I also like I was talented enough that I and when I wasn't I wasn't breaking rules, but like if I got the job done, I I knew the coach was gonna be okay.
• 18:26
  SPEAKER_01: If I scored goals, it didn't matter how I scored goals.
• 18:29
  SPEAKER_01: If I took the ball and I dribbled through nine people and scored, yeah, you know what, I wasn't incorporated in the team.
• 18:38
  SPEAKER_01: But but I got the job done.
• 18:40
  SPEAKER_01: And I got away with that for a long time until I didn't.
• 18:45
  SPEAKER_01: Uh until the competition and the level of competition was was too great, and I had to learn how to incorporate myself.
• 18:51
  SPEAKER_01: And that was a struggle to do that.
• 18:53
  SPEAKER_01: I think describing and helping an athlete see the big picture of everything gives that coach the license to coach them hard because now I understand why you're coaching me hard.
• 19:08
  SPEAKER_01: I understand why this is so important that I'm able to do this.
• 19:12
  SPEAKER_01: I understand why you are pushing me.
• 19:15
  SPEAKER_01: If I don't have that, then I'm just trusting.
• 19:19
  SPEAKER_01: And and some people will have that inherent trust.
• 19:22
  SPEAKER_01: But I would say that teams and coaches are are losing out on a lot of talent if those are the only ones that they're connecting to.
• 19:31
  SPEAKER_01: Because I think there are others that are capable of being coached hard if they understand why they're being coached hard.
• 19:38
  SPEAKER_00: If coachability became a team standard on any of these coaches' teams tomorrow, what are a couple, two to three behaviors you feel like need to happen for it to be visible in an athlete?
• 19:51
  SPEAKER_00: And then maybe what are one or two behaviors that a coach needs to model to actually show coachability?
• 19:59
  SPEAKER_01: I'm not sure I understand the question.
• 20:00
  SPEAKER_01: What that when it comes to the athlete.
• 20:03
  SPEAKER_00: Yeah.
• 20:04
  SPEAKER_00: What are some things that they should be showing that actually show that they're coachable?
• 20:08
  SPEAKER_00: Is it somehow accepting feedback or asking for feedback or is it well that's the number one?
• 20:14
  SPEAKER_01: I mean, asking questions, asking for feedback, what is it that I can do?
• 20:19
  SPEAKER_01: The number one thing is what role do you think I can best play and how do I get there?
• 20:29
  SPEAKER_01: And and then applying it.
• 20:32
  SPEAKER_01: And I I think it starts there.
• 20:35
  SPEAKER_01: And and so much of this is but so much of it is is communication, honestly.
• 20:42
  SPEAKER_01: It's it's honest and open communication.
• 20:45
  SPEAKER_01: It's and it's allowing um a certain vulnerability, if you will, as an athlete.
• 20:53
  SPEAKER_01: Like coach, this is what I I think I do well, or actually not even that.
• 20:59
  SPEAKER_01: It's asking, what do you think I do well?
• 21:02
  SPEAKER_01: What do you think I need to improve on?
• 21:04
  SPEAKER_01: If you start there, right?
• 21:08
  SPEAKER_01: That's that's that's the base, the foundation for everything.
• 21:13
  SPEAKER_01: And then it's am I willing to take what I'm being told will make me better and go after it?
• 21:20
  SPEAKER_01: And not not need the coach to be on me to go after it.
• 21:24
  SPEAKER_01: Like there has to be some self-propulsion here.
• 21:27
  SPEAKER_01: Uh, and and then for the coach, it's it's asking sort of the same thing.
• 21:32
  SPEAKER_01: What is it you're trying to achieve here?
• 21:35
  SPEAKER_01: Why do you want to be part of this?
• 21:37
  SPEAKER_01: What's your goal?
• 21:38
  SPEAKER_01: What are you hoping to get out of it?
• 21:40
  SPEAKER_01: And then explaining what you think that that athlete or player is capable of getting out of it.
• 21:48
  SPEAKER_00: In your book, you've got like 10 truths.
• 21:50
  SPEAKER_00: Is there one that stands out that maybe a high school coach would most need to hear right now as we oh man, that's a
• 22:00
  SPEAKER_01: That's a great No, I I don't because it's it every situation is just is so different.
• 22:07
  SPEAKER_01: For me to pick out one would give far too much emphasis to that particular one.
• 22:13
  SPEAKER_01: And the and the truths are built the the the what I wanted with what I wanted the truths to convey was sort of the one size and one rule does not fit all.
• 22:26
  SPEAKER_01: That you've got athletes coming from different vantage points who need different things, and how different each and every relationship can be.
• 22:38
  SPEAKER_01: That the relationship is built not by a formula, uh, but by the people that are in that relationship between the coach, the player, and the parents.
• 22:50
  SPEAKER_01: They're they're the ones who shape that experience.
• 22:53
  SPEAKER_01: And everybody sort of has to come to the table with their particular strengths and weaknesses and be willing to share those with the others and figure out how what's the best, what's the best avenue for us collectively going forward.
• 23:08
  SPEAKER_01: And and and if I'm a coach in today's world and I hear someone say that, I go, well, good luck getting the parents to buy into that, right?
• 23:18
  SPEAKER_01: Because that seems to be the number one, the number one issue is getting them to come to the table and have a collaborative uh uh approach, unless that collaborative approach is the way they want it to be, right?
• 23:35
  SPEAKER_01: Or what their expectation is.
• 23:38
  SPEAKER_01: Uh but but you that's where you start is you find out who you're working with.
• 23:42
  SPEAKER_01: And and if the parents aren't giving you the buy-in, well then you have a decision to make about how do I go forward and do I enlist the athlete?
• 23:57
  SPEAKER_01: You know, it it's at least knowing who and what you're dealing with from the very start and how to get something done.
• 24:04
  SPEAKER_01: And and then it really comes down to the guts of the of the coach being willing to say, this is the way we work, and if you want to be part of this, this is the way we work.
• 24:18
  SPEAKER_01: You know, this is this is the kind of relationship we have to have.
• 24:20
  SPEAKER_01: And if we can't, then maybe there is another place that you need to go.
• 24:24
  SPEAKER_01: And I and I fully understand the pressure on coaches to win and be successful and the talent that you need to do that.
• 24:31
  SPEAKER_01: I would just say, from my experience, when you have to co-opt your principles to accommodate a talent, it's going to hurt you in the big picture more than it's going to help.
• 24:45
  SPEAKER_01: That's been my experience over those 30 years, pro-college, whatever it might be.
• 24:52
  SPEAKER_01: The the compromise on those particular principles is what undermines whatever pure talent a team may have or an or an individual.
• 25:04
  SPEAKER_00: Gotcha.
• 25:05
  SPEAKER_00: And Coach Ferdell here on the call, he was writing in just about that exact question.
• 25:09
  SPEAKER_00: How do you get parents on board?
• 25:11
  SPEAKER_00: So you pretty much answer that.
• 25:12
  SPEAKER_00: He's saying he uses a letter from athletes to their parents that has kind of helped in his situation.
• 25:17
  SPEAKER_00: That's kind of interesting.
• 25:18
  SPEAKER_01: Outstanding, outstanding.
• 25:20
  SPEAKER_01: And that's where I meant like when you have parents, and again, you know, I've talked to high school ADs and and various coaches and whatnot, and they're like, man, and they were so glad that I was writing this book.
• 25:33
  SPEAKER_01: Like, we need this book, right?
• 25:35
  SPEAKER_01: We need to get this message out there.
• 25:37
  SPEAKER_01: And um, but I look, it's but I also had an AD say to me, the parents that most need this book are the ones that are not going to read it.
• 25:47
  SPEAKER_01: There, because they already have their idea of what success looks like.
• 25:51
  SPEAKER_01: And I said, you know what?
• 25:52
  SPEAKER_01: It's like the starfish parable.
• 25:55
  SPEAKER_01: Like, I'm not looking to save every starfish that's washed up on the beach.
• 25:59
  SPEAKER_01: But if I can find those ones that are still capable of swimming or or are aren't already predetermined.
• 26:07
  SPEAKER_01: Like there's, and I again, my experience with my with my kids and with various teams, like there's there's a there's a set of parents that already have their idea, this is what I want for my kid, and this is how I'm going to get it.
• 26:19
  SPEAKER_01: But you have a lot of parents in the middle that are thinking that are looking at those parents going, oh, is that the way I do it for my kid?
• 26:26
  SPEAKER_01: And if you give them an alternative that makes sense, then you might be able to save a few athletes and a few parents by getting to them before they're convinced that the the the way that some parents are modeling is the is is the way it's supposed to be done.
• 26:46
  SPEAKER_00: And as we wrap up here, for a coach um that's watching or listening to this right now, they want more coachable athletes starting tomorrow.
• 26:55
  SPEAKER_00: What's maybe the the one thing they should start doing tomorrow, or what's the one thing they should think about um to improve that idea?
• 27:03
  SPEAKER_01: Well, aside from giving each and every athlete a copy of coachable so that they so that they have some inspiration for what being coachable can actually mean.
• 27:15
  SPEAKER_01: Uh honestly, it's it's it's starting from the beginning of making defining what coachable is, finding out how they define what coachable is, and having a collective idea of what being coachable is.
• 27:34
  SPEAKER_01: So everybody is in the same starting place and speaking the same language.
• 27:38
  SPEAKER_01: And it puts an emphasis, because I dare say, for any coach, every coach that I've ever talked to, for the book or otherwise, being coachable is an immensely valuable tool.
• 27:52
  SPEAKER_01: It's it's it's it's one of the most indispensable things that you can have.
• 27:58
  SPEAKER_01: Being able to cultivate that is finding out or making sure that everybody has the same definition and understanding of what coachable is.
• 28:10
  SPEAKER_01: That that's that's how you cultivate it, that's how you develop it by by making sure that everybody is aiming for the same thing and understands that you're talking about the same thing.
• 28:21
  SPEAKER_00: Yeah.
• 28:22
  SPEAKER_00: The book is called Coachable How the Greatest Performers Reach Their Highest Potential.
• 28:29
  SPEAKER_00: Thank you for helping us turn coachability from something coaches maybe simply demand into something that they can intentionally develop.
• 28:37
  SPEAKER_00: Thank you so much for your time.
• 28:39
  SPEAKER_00: My pleasure, Matt.
• 28:40
  SPEAKER_00: Thanks for having me.
• 28:42
  SPEAKER_00: Hey, it's Matt.
• 28:42
  SPEAKER_00: Thanks so much for listening.
• 28:44
  SPEAKER_00: This conversation was originally recorded inside of Momentum Sessions, a free community for coaches who want to build stronger culture, better leaders, and more connected teams.
• 28:55
  SPEAKER_00: Inside, you can join future conversations live, ask questions directly to our guests, watch the full video replays, and connect with other coaches who are taking this work seriously.
• 29:08
  SPEAKER_00: Join us for free at Momentum Teams.com slash sessions.
• 29:14
  SPEAKER_00: That's MomentumTeams.comslash sessions.
• 29:19
  SPEAKER_00: We'll see you inside.