Latest / The Gill Athletics Track and Field Connections Podcast / #60: Gill1918 presents Anthony Branch "Coaching Today for Tomorrow’s Success"

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#60: Gill1918 presents Anthony Branch "Coaching Today for Tomorrow’s Success" · The Gill Athletics Track and Field Connections Podcast

0:00
Welcome to the Gill 1918 Project, a podcast series by
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coaches, for coaches, powered by Gill Athletics.
0:06
Think of this as the Ted Talks of track and field coaching.
0:09
Short, insightful, and packed with valuable strategies to help
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you grow as a coach. We're bringing the once a year
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track clinic straight to your ears daily.
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Interested in creating your own episode?
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Everyone's welcome to participate.
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Check out the show notes below For more information.
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Now let's get into today's topic.
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Hello coaches, my name is Anthony Branch and I am doing a
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presentation for you. It is coaching today for
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tomorrow's success. Give you a background about
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myself. I'm the head cross country coach
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at ATM Consolidated High School here in College Station, TX.
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We obviously take our athletics very seriously here in Texas and
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cross country is no different. I'm very, very lucky to be at
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this school. They've had a great tradition of
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success for many years. And so this is currently my
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third year here at Amon Consolidated and I am entering
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my 28th year overall in coaching.
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I've been ahead basketball, I've been assistant football, had
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softball, had track, I've done a variety of different things and
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I had a passion for coaching basketball for 24 years and did
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cross country along with it at the smaller schools.
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And when I had a chance to get this job jumped at it and here I
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am today very lucky beat and consolidate and just thankful
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for my administration here. So I did this presentation at
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the Texas High School Coach Association and excited about
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being able to do it again and be posted here for Yale Athletics.
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So without further ado, we'll go ahead and get rolling with this
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presentation. So whenever I first talked to my
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runners and asked them what should I name my presentation
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about character development, one of them said, Coach, you're
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always telling us if all we learn from you is running, then
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you haven't taught us anything. And when you really think about
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that, it really gets home as to what we're supposed to do each
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and every day. If we all we do is focus on
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running and teaching them running, which is partly what
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we're supposed to do, then we really haven't taught them
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anything. And I think one of the most
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important things when you're coaching young people is your
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job is to develop their character.
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So when the guys kind of told me, this really hit home and I
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said, what do y'all think of this title?
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Coaching days for tomorrow's success?
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And they all agreed. And they love the idea and the
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title of it because really that's what we're doing.
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What we do today is going to help them be successful in the
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future because we really don't know how successful they're
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going to be until 20 years down the road.
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So we played big hand in that. And so hence my title, coaching
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today for tomorrow's success. So the objective of this
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presentation is again, bringing awareness of character
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development and why it's important to the success of this
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program. I to give you a little
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background reason why I'm more into character development than
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I ever have. It goes back to a guy named
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Brett Ledbetter and his book called What Drives Winning?
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If you haven't researched any of his stuff or read his books, I
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highly recommend it. I think he does such a great
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job. He's worked with so many great
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teams and great players that he's, I'm, I'm telling you, you,
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you really need to read his book.
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He's had a profound effect on me and my coaching career and it's
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made me think completely different.
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And now instead of focusing on workouts, it's more about
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focusing on their care development.
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So what is the CPR model? The CPR model is where we focus
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less on results, more on the process which drive the results.
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But what drives the process is the character.
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So when runners have a race on Saturday, you come back to
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school on Monday and the questions that get asked after a
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race is what place did you finish and did you PR
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immediately? The first thought isn't about
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how did you run, it became about the results, which is what I'm
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trying to get my kids to steer away from a focusing on just
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results because we don't always control results.
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There's so many different factors that control the actual
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results. And So what we want to focus
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more on is your character, which drives those, drives the
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process, which then drives the results.
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When you think about it, runners, are they really in
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control the results? And there are certain things
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that happened that don't allow you to control the outcome of a
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race. There's injuries.
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Injuries occur, course conditions, competition, weather
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conditions, and there's life issues that these kids have to
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deal with. I think of injuries as a big
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one. I've had kids that were leading
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the race at the first mile and then after the end of the race
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they come through and they're finishing tenth because they
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pull their quad. Another one is corpse
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conditions. Here in Texas, we had a pretty
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good drought and there's there was one race we were at that
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actually had huge cracks in the ground that were right in the
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middle of the course. So those things have an effect
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that you know what, you're not going to run as fast because of
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those cracks. You're having to avoid those.
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We obviously know if you want to race fast, you have to race
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against the competition. You have to race against great
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competition and obviously when you run against better
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competition, you're going to run fast.
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When you run against competition that's not as good, you're not
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going to run as fast. Weather conditions.
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You don't control the humidity, you don't control the rain,
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whether it's hot, cold, things like that.
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At another school I was at, we actually qualified for the state
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meet. And I think one of the big
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reasons why is we were prepared for a 230 race in November with
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the crazy humidity here. And so we had to prepare for
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that by making sure the kids were drinking water and being
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hydrated. And again, they didn't run great
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times, but they ran well enough as a team that we were able to
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fancy the state meet on the boys and girls side.
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Another thing is life issues. Boyfriend girlfriends test
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classes. A lot of our kids that run
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distance are also high achievers in the classroom and they're
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usually taking the hardest classes.
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So those things do come do affect how the results come
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about during the race. So we want to focus on the
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process. Process is what drives the
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result. What our job as coaches is we've
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got to create an environment that allows runners to focus
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more on effort over results. I asked them after workouts, how
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was your workout today? How was your run?
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And the first thing they go to is about the time, their pace.
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And I have to stop them, say, hold on a second, how was your
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effort? And they're like, well, coach,
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my effort was great today. I was at a nine and say hey,
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that's great, you could have been a 10.
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Why was it not a 10? What was happening?
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Well coach, I didn't get enough sleep last night.
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Got a test. OK, well there you go.
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You just figured out why you didn't run as well.
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It's going to happen. So if we can focus on more about
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effort then the results, I think that really creates that
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environment for them to really thrive.
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Also trust in the process. They've got to be, they got to
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understand that you have to put the work in and you have the
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trust of what you're doing. There's going to be times you're
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not going to always have PRS, you you might have two or three
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races that you run a plus races. It's not going to be every time.
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So we have to get them to understand that it's important
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that they trust the process and in order for them to trust the
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process, we have to develop character skills.
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A lot of people will say that these are more character traits,
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but the difference between the trait and the skill is a trait
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you're born with. A skill is something that you
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can develop over time. So we want to be able to focus
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on the character which drives the process.
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So to give you an example, here we have an athlete who drives
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the process. Me and the athlete we sit down
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to create the perfect training plan.
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It's worked for many other runners before and it's going to
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continue to work. But if the athlete doesn't have
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the discipline to follow plan, is he going to have the success
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and results that he would like to see happen?
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No, it's not going to happen. So how do we get kids to drive
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the processes? We got to develop the character,
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which obviously in this situation, the kids not getting
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his workout done, he's not, he does not have the discipline.
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So we have to focus on discipline as a skill.
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We go into this thing. There's two types of character
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skills. There's performance skills and
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there's moral skills. The performance skills are
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skills that govern your relationship with yourself.
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These are the discipline things. These are the hard working
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things. They're going to get you up
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early in the morning to make sure you get your run in even
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when you don't feel like it. If we can get where we master
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those skills, we're definitely going to improve.
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The moral skills is another skill that we want to focus on
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being a good person, being a great teammate.
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So moral skills actually govern your relationship with others.
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Again, these are things are going to make you a great
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teammate. Here is the glossary of
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performance skills. We have hard working,
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competitive, positive, focused, accountable.
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I don't have to read through the list.
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You can see it here. And you notice that there is a
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simple clear cut definition for each of those skills.
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And the reason for that is because we want it simple number
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one, we want them to be able to know a definition for it.
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The entire program knows the definition for hard working.
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There's been times I'll have the teachers, they ask any of my
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runners what the definition of competitive is.
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And if they do not know it, the teacher let me know, hey, so and
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so didn't know the definition. And therefore we'll have a
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little consequence. So it really holds them
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accountable. It's really important that they
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understand these definitions and everybody has to have the same
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definition. Here are the moral skills.
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You can see unselfish, honest, respectful, appreciative,
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humble. So these are skills are going to
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help our athletes become better teammates.
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And so when we're going through these skills, I like to ask the
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kids these questions as we're going through them.
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First one is I always ask if you can improve your performance
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skills, would you become a better runner every time?
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They always say yes. My next question is, if you
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improve your moral skills, would you be a better teammate?
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The obvious answer is yes, they would.
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And then ultimately, if you improve both your performance
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and moral skills, would you achieve better results?
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And hands down, they all say yes.
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So we really want them to focus not just on the performance
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part, but we want them to focus on themselves as being great
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teammates. We want them to think of others
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instead of themselves. And so these things are very
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important in in the overall development of our runner.
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But you can see if they improve both of those things, we feel
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like that they're going to achieve better results.
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I had a young man that you'll see his some of his things in
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this presentation that he did at the beginning of school year.
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He was probably my 3rd to 4th best runner, maybe 5th at times.
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And by the end the track season, this guy had improved from being
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a 5450 Miller to a 430 Miller. And the big change for that was
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the fact he worked on his performance and moral skills.
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And he's a completely different runner, but more importantly, a
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completely different person. And now instead of focusing on
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results, he's more focused on the other things to help you
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become that runner that he wants to become.
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And so he's quit. Focusing on those results really
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made him a better runner and even a better person.
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So character, we know that character is going to drive the
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process. Process drives results.
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So the first thing we've got to do is develop the character.
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Once we've developed the character, that in turn will
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drive the process, which once the process, excuse me, let me
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go back to it, it will drive the results.
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So how do you implement the CPR model?
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So here is a checklist as to how we want to implement our
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character development plan At the beginning of each year.
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Or if I have a bunch of new runners, the runners that have
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already been there will go through it because some of these
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things do change throughout the throughout each school year.
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So even if they've done this before, we still want them to to
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do it again because some things do change.
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The first thing we want to do is called holding you back.
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The second thing is the letter to the sport.
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They'll develop an inner circle, a board of directors, the
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glossary, character checklist, and the end of your speech.
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So we're going to go through each one of these one at a time
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and you'll see how this all works together and how you can
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implement it. It's your in your situation.
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So the first thing we want to do, it's called what's holding
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you back? I'm going to show you this
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worksheet and you'll see that this is a PDFI do not create
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this. I took this from what drives
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winning. Like I said, you can see this
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online. You can search what drives
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winning and you'll find all this stuff.
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So this is a checklist that they will get when we do our log book
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sessions. And So what we want them to do,
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These are predetermined struggles that athletes have
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experienced in the past. We want them to check off as
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many as they want. Once they've checked them off,
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we have them share these with the athlete next to them.
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We're trying to create vulnerability and usually the
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person next to them is someone they trust right away.
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After they have shared their things that hold them back.
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Then we have them rank their top five in order with the number
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one being the thing you struggle with the most.
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Once they've achieved their five struggles, have them share it
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with another person, maybe the person on the other side of
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them. Then after we do that, we have
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them write a letter. So the athletes are going to
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write a letter to the sport of running.
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They're going to incorporate those five things they struggle
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with the most from that previous worksheet.
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And I give them 5 minutes to complete.
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So this letter they, we want them to views running as a
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person almost like as if they're writing a letter to their loved
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one, maybe their boyfriend or girlfriend.
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For those older coaches, listen to this presentation.
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You remember the days before you had text messages, you wrote
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letters on paper to your boyfriend and girlfriend.
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And so we just want them to write a letter kind of
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explaining how they feel about the sport of war running and
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incorporating those five things they struggle with.
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As the kids are doing that, a lot of times I'll be playing
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music in the background that doesn't have any words.
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I just want instrumental because I want them to focus more on
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their letter. When we finish this letter, I'll
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try to find someone who's willing to share their letter to
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the group. And we make it a big deal for
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sharing because that is being courageous.
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And courageous is one of our skills, character skills that we
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have in our program, which the definition for being courageous
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means getting outside your comfort zone.
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The thing we need them to be in this situation, we want them to
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become vulnerable. The more vulnerable they become,
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the more willingness that they have to sharing things that are
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really tough for them. Because a lot of times kids are
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going to put up a wall and they don't want to share because
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they're scared that those things will be used against them.
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So we want to make it where they feel vulnerable and feel
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comfortable in our setting. Here is the worksheet I give
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them. They'll write the letter.
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Here's an example of the young man I was telling you about that
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wrote about running, and this was early in January.
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Then we have them identify their inner circle.
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What's important about the inner circle is these are the people
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who are going to love them unconditionally no matter what.
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A lot of times, either the parents, they may be their
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grandparents, it may be their friends, and the inner circle of
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people who are going to love you unconditionally.
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Even if you've never competed in a sport or if you messed up in
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life, no matter what, they're always going to be there.
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And it's real simple. We just have a little worksheet
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here. You can see the circle and we
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want them to write the names inside that circle.
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The next one we have is the board of directors and the board
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of directors are people who can help you with what you do.
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In this exercise. We'll have the athletes list who
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is on our board of directors. These people can also be on
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their inner circle and a lot of times you will find one or two
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that are in their inner circle. So we want them to do this.
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And you can see I have a little video.
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I'm not going to play it because we had some trouble making sure
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it played, so I don't want to be playing it and y'all don't see
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anything. So you can, again, you can hit
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the QR code at the beginning of this presentation and you can
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see the video for yourself. But it's Coach K about getting
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on the right bus. And to me, I think it's
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important. Getting on the right bus is like
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having your own board of directors.
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You've got to have the right people that are in your corner.
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So here is the create your board of directors.
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They'll write it on this year and all this stuff stays in
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their log book. We do a log book and they keep
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it in there. And so this also helps me with
19:47
them when they're having struggles.
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The glossary. So the glossary, you saw those
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earlier. A way to get them to understand
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this is I will group the kids up in pairs.
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And I will have them share their definition and define the word
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positive. So I asked six people to share
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their definition of positive at the same time, and we all will
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have the same idea. But the problem is it's not very
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efficient. So there's going to be many
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definitions of the word positive.
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We want to have the same definitions.
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Our definition for positive is good and useful thinking.
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And I use these words when we're at races when I see them
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struggling, you know, after mile one, mile 2, if they had this
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look on their face, I'm, I'm constantly just saying, hey, be
20:43
positive, be positive immediately.
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They know that positive means good and useful thinking.
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And so we want them to change their mindset at that moment.
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So you can use these words during the races and just
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reminding them about these things.
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Here is the glossary. You saw this earlier.
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This is the performance skills. These are the moral skills that
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we want them to work on the character checklist.
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So this will be a handout that has all the performance skills
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and all the moral skills that we work with.
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And So what we have them do is select 5 performance skills they
21:24
want to work on for the season, and then we have them select
21:27
five moral skills they want to work on for the season.
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So there's some of these skills that the kids already have.
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If they're already hard working, they obviously don't need to
21:35
work on that skill. So we want them to find skills
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that they're not very proficient at, and we want them to select
21:44
those things to work on them. We also want to remind them
21:47
different the differences between performance and moral
21:50
skills. And here is the checklist that
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we have them check off which ones they want to work on.
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Now, some of you may not have your runners the entire school
22:02
year. I have most of mine.
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So we work on this the entire year.
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But you may just want to work on three, you may want to work on
22:11
two. It just depends.
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It's up to you. You can decide how many skills
22:15
you want to work on and what is your time frame for this.
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And then we're going to take those skills that they want to
22:23
work on and they're going to write an award banquet speech
22:27
using the handout that they would want their coaches say
22:31
about them at the end of the season.
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So they want to incorporate those five performance, 5 moral
22:37
and five performance skills. And then we have them try to
22:42
find somebody who's willing to share what they wrote.
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Again, we're trying to get them to be vulnerable.
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The more vulnerability we can get, the the better our program
22:52
is going to be, the better they'll be as runners and being
22:55
able to share stuff and not be scared to share things.
23:00
I tell my kids, hey, look, you're going to write this
23:03
speech. This is going to be in your
23:05
binder when we get ready to do our cross country banquet.
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I'm going to read your speech, so you better make sure to write
23:15
something that you would want me to say, incorporating those
23:18
things you worked on. So again, I think that's been
23:22
very successful for us as kids really take it more seriously
23:26
when they realize, hey, coach may read this and I don't want
23:31
to sound not sound stupid. I want to make sure that I sound
23:36
great. And so this is really a kind of
23:39
a motivator to make sure that they're really right and what
23:42
they feel they want to be said about them at the end of the
23:46
season. So here is the handshake.
23:50
The worksheet I give them this year is that same kid again.
23:55
You can see there and read it, but that's what he wrote.
24:01
And then the last thing that we get once we've gone through all
24:05
this, now we're going to teach them the accountability card.
24:09
And you can have you can pair up your athletes with other people
24:14
and have an accountability partner, which is something that
24:16
is very good. I do like to have them turn the
24:19
cards into me and then they'll give it back to them at the at
24:23
the the next week so they can give it to their accountability
24:26
partner. Because a lot of times some
24:28
people are just not real good staying organized.
24:32
And so that accountability card, no telling where it's at.
24:36
So I want to try to help them have to keep up with less
24:40
things. So what we have them do is
24:43
they're going to select that skill they want to work on for
24:45
the week and they're going to decide how they're going to
24:49
improve that skill. So for example, I'm going to
24:53
Fast forward to this kids card. So here is the accountability
24:58
card. He wanted to focus be he wanted
25:01
to be more focused. His skill was going to be
25:03
focused. And his idea, the way he was
25:07
going to do it, he was going to spend 20 hours on social media a
25:10
week. Now, I know you're sitting there
25:13
thinking, my goodness, that's a lot of hours.
25:15
Well, let me just tell you, he's on it probably 30 hours.
25:18
I mean, he is pretty addicted to that.
25:23
And I keep having to remind him you're just losing sleep.
25:26
And a lot of times the reason why he doesn't perform is
25:28
because he's not getting asleep because he's on social media a
25:31
lot. So, but to give you an example,
25:34
he decided he wanted to work on it and he was going to put his
25:39
hours limited to 20 hours a week.
25:42
So after they've done that, they'll turn their card into me
25:47
again. You can pair them up with
25:48
somebody with accountability partner.
25:51
Then the next week the athlete will reflect on how they did the
25:55
previous week and their accountability partner will
25:58
decide if they get their card back.
26:01
So here he wrote his reflection this week.
26:05
I did better in controlling my screen time by only having 15
26:08
hours of screen time on social media.
26:11
Finished his homework every night at 10:30 except for one
26:14
night. Well, he still spent a lot of
26:17
time on social media, but was really awesome is he cut his
26:21
screen time back and that's a lot of hours he's still on.
26:25
It just really showed him that he's spending way too much time
26:29
on social media. And you can see I did the
26:32
accountability cards this past year and I'm the one that kind
26:36
of wrote, I wanted to read all of them and and kind of guide
26:39
them. But I'm going to have the kids
26:42
do it more this year and have them write reflections back to
26:46
them. So that is our example of our
26:49
accountability cards. So how do you teach the
26:52
character skills? Well, there's so many things you
26:55
can use out there. You can use quotes, you can use
26:58
books, you can use videos. I like to use videos and we'll
27:03
search for that character skill in YouTube.
27:05
The key thing is you want to make sure to use videos that are
27:09
relevant. I will tell you, being an older
27:12
person and in this business for 28 years, the movie clips that I
27:16
would be using would not be relevant to our athletes today.
27:21
So sometimes I have to have a little help with with some
27:25
younger coaches and kind of ask them some questions and then
27:28
kind of guide me and help me find videos that are relevant.
27:32
So I have the athletes watch this video and we're all grouped
27:36
up in the morning and we'll watch this video and I have them
27:39
keep a journal. And my question I ask them is
27:42
write down your biggest take away.
27:45
And so they'll write it down and then we'll maybe somebody, we'll
27:50
have someone to, you know, share it and discuss it may ask some
27:54
questions and then we'll go ahead and go to our workout.
27:58
Another way is to have athletes teach the skill to the group.
28:02
So for example, you can see I have the resilient down here,
28:08
which is bouncing back from setbacks and Fast forward here.
28:15
Here is a video that I haven't embedded.
28:17
I'm not going to play it again. Had trouble playing it in
28:20
previous presentations. But this is Steph Curry who hit
28:24
13 threes in a single game, which was an NBA record 2 nights
28:29
before he went over. So he had to be resilient and
28:34
stay the course and just trust the process and follow the plan.
28:38
And you can see that he had a career night.
28:43
So how do you implement this? And a lot of this is going to
28:47
depend on your time with your kids.
28:49
You may have a short season, you may have to get this in a lot
28:53
quicker. But what allows me to do it as I
28:56
have the kids year round? So I spend usually a day on each
29:00
of things on each of these. So with the exception of a
29:03
couple things. So the first day I would do the
29:06
what's holding you back. Then on day 2, I'd have them
29:10
write their letter to the sport of running.
29:13
Day three, I would have them do the circle, inner circle and the
29:17
board of directors. Day four, I would introduce the
29:20
glossary and do the word positive and and then day five,
29:26
I would have them do the character checklist and the
29:28
award speech. And then day 6.
29:31
Now let's start on the accountability system.
29:33
So for example, if we are wanting to, let's say I started
29:37
on Monday, I come back, we'll go through all these things, the
29:41
following Monday will be the first day we would actually
29:44
begin working on our character skills with our accountability
29:48
system. So, but you can do it however
29:51
you'd like. You don't have to follow this
29:53
way. You can combine day one and day
29:56
2, day three together, day four and five together, and then day
30:01
6 can be different, just depends on what you want to do in your
30:04
time. So just to give you an idea, our
30:08
weekly plan, what we do, we meet every morning at 6:30.
30:11
We're on the wall sitting down with our log books open.
30:14
We spend the 1st 10 to 15 minutes before our workout doing
30:18
our log book. So Monday, the very first thing
30:21
is we do the accountability reflection and select our new
30:25
accountability skill. Then on Tuesday, we'll introduce
30:29
the new character skill. Wednesday we'll have a video for
30:35
the character skill. Thursday we'll have the athletes
30:38
teach the character skill. And when I mean athletes, what I
30:41
do is I have my kids grouped up in teams.
30:44
And so if it's teams one opportunity or they're supposed
30:48
to teach that skill for the week, they're the ones that will
30:51
get together with each other and they'll teach it to the rest of
30:55
the group. And then Friday we have a guest
30:58
speaker to reinforce that character skill.
31:02
So this is what works for us. You can do whatever.
31:05
I know a lot of people are not willing to give up the 1st 10 to
31:07
15 minutes before work out working on this.
31:10
But I will tell you this, I want you to think about is, is it
31:16
more important to work on that character skill every single
31:20
day? I think it is huge because if
31:24
you're only spending one or two days on it, I don't think you're
31:28
getting the full the opportunity you have to really to really
31:34
make an impact on these kids. What you make important and what
31:40
you do the most is what the kids are going to take and how
31:46
they're going to be able to perform is what do you reinforce
31:49
each and every day. I will tell you it's not the
31:53
workouts that's going to help you be successful.
31:56
It's going to be the other things such as the character
31:58
development that is what's going to build your program and to not
32:04
just build it for a year, but sustain it.
32:06
And understand there's years you're going to have great
32:08
talent, you're going to do really well and other years you
32:11
won't. It's that's just the fact of
32:13
coaching high school ball or high school and athletics,
32:17
unless you're in a situation where you can recruit your kids.
32:20
So with that being said, I think it's very important that we
32:24
spend the 1st 10 to 15 minutes each day working on character
32:28
skills. So with that being said, this is
32:32
my contact information. You can see my number, my e-mail
32:37
yeah, I try to reply within 24 hours.
32:40
If you do not get an e-mail from me, please text me and just, you
32:45
know, let me know who you are. A lot of times those emails get
32:48
into spam and I can go in there and and find those emails.
32:52
So I'm going to kind of go back to the very beginning of this
32:58
presentation. You can click on the QR code.
33:03
You can see the QR code down here.
33:06
You can get a copy of this presentation and use it however
33:10
you want, but please reach out to me if you have any questions.
33:15
Be more than happy to share it with you.
33:17
I'm an open book. There are no secrets.
33:19
Again, if I can help you so you can help your kids be better.
33:24
And that's what I'm supposed to be doing in this profession.
33:27
And it's time for me to share some things.
33:29
So please reach out to me if you have any questions.
33:32
Thank you for listening to this presentation.
33:36
Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
33:39
episode of the Guild 1918 Project series.
33:42
It's really my mission, my passion to bring you massive
33:46
amounts of value and I hope this one hit the mark.
33:49
The Gill 1918 Project is really dependent on you if for you to
33:54
build your own episode, to hear your voice, to have your voice
33:57
heard you have something to say and teach other coaches out
34:01
there. So please get a hold of me,
34:03
E-mail, text message, Twitter, smoke signals, get a hold of me
34:08
and let's help create your episode of the Guild 1918
34:11
Project. Hope you enjoy the day, they
34:13
will see you tomorrow.