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The Strategy for Small-Sided Games and Player Development · A Quick Timeout

• 0:00
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• 0:26
  SPEAKER_00: Welcome back to another episode of a quick timeout podcast.
• 0:29
  SPEAKER_00: Today's episode comes from an appearance on after the timeout podcast.
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  And this one I sit down with Todd and John to share insights
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  for developing
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  offensive systems of play using small sided games to improve
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  players skills and
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  SPEAKER_00: decision making and ideas for improving your practices.
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  SPEAKER_00: This is one I think coaches young and old will enjoy.
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  We are going to start off with,
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  you talked to so many coaches about their systems and concepts.
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  SPEAKER_03: But let's dig into, for you, what are your favorite systems and concepts?
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  SPEAKER_03: And then kind of what's the style for you guys at Bob Jones?
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  SPEAKER_01: It's been something that's evolved over the years.
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  SPEAKER_01: I started coaching in college back in 2012.
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  SPEAKER_01: And when I started, I didn't have any experience at the college level.
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  The coaches that I had admired growing up where I was from
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  North Carolina.
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  SPEAKER_01: So guys like Coach K and at the time, Roy Williams.
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  And so my my background was kind of varied,
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  but it had been something where I had I had
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  viewed coaches from afar rather than being hands-on and
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  learning from somebody.
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  So it wasn't like I had played for somebody and this was the
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  system now that I was
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  SPEAKER_01: going to do because my coach did it that way.
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  SPEAKER_01: So it was really just kind of here and there and picking.
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  SPEAKER_01: And that's one of the things,
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  just learning is an important part of who I am and being that
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  continual learner.
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  SPEAKER_01: And I've tried always to kind of pick from the best.
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  SPEAKER_01: And so I really have ended up with just kind of a mishmash of different
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  SPEAKER_01: styles.
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  SPEAKER_01: And so as I kind of went through those first few years,
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  SPEAKER_01: the head coach that came in,
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  he had his system and had some things and we were starting out
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  as a brand new
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  SPEAKER_01: program.
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  SPEAKER_01: So deciding what we were going to be and forming our own identity,
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  which was a little bit different because I didn't go into a
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  situation where there
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  had been an established coach and established program and
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  players who had already
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  SPEAKER_01: been there.
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  SPEAKER_01: So it was really neat to kind of kind of grow with the program.
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  At the time,
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  it was just myself,
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  another assistant,
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  and then the head coach,
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  And so we had just kind of tried to look into different things
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  that were out there
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  SPEAKER_01: and kind of being hopefully on some of the cutting edge with some things.
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  SPEAKER_01: We kind of,
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  SPEAKER_01: because the two coaches,
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  SPEAKER_01: the head coach and the other assistant were from the Midwest,
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  SPEAKER_01: they had kind of been around pack line defense.
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  So we started out our program with pack line defense and we
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  were that way for about
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  SPEAKER_01: the first six or seven years.
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  SPEAKER_01: And offensively,
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  SPEAKER_01: it seemed kind of like it wasn't that it didn't change every year,
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  SPEAKER_01: but we were just trying to add things along the way.
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  SPEAKER_01: We kind of landed on read and react offense.
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  So we did a lot of read and react the first few years,
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  did several of the layers.
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  SPEAKER_01: Those of you that know read and react,
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  SPEAKER_01: we didn't do all of the layers,
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  but I think God threw about introduced up to about the first
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  seven or eight.
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  and here there had sets too as well and the other assistant had
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  kind of had some
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  connections to Kansas so we did a lot of their inbounds plays
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  and that sort of
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  SPEAKER_01: thing so
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  SPEAKER_01: Like I said, it wasn't one set thing.
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  SPEAKER_01: It was neat because we got to, as I said before, grow with the program.
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  SPEAKER_01: Some things worked and other things didn't work.
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  SPEAKER_01: We were able to figure out what would fit to our players.
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  SPEAKER_01: Obviously,
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  we didn't have an identity as a program as far as the kinds of
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  players that we were
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  SPEAKER_01: recruiting in.
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  There were just a lot of factors that allowed us to be fluid
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  those first few years.
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  SPEAKER_01: And had success here.
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  SPEAKER_01: Athletic directors, our program there at the university grew.
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  And the new head coach that was brought in was actually a
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  friend of mine previously.
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  SPEAKER_01: And we'd have known each other before that and had some connections.
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  SPEAKER_01: So I ended up just going on as his assistant,
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  SPEAKER_01: which looking back and those of you that know how college sports works,
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  SPEAKER_01: like that doesn't usually happen.
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  SPEAKER_01: You get a new head coach, he brings in his own staff.
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  SPEAKER_01: But, you know, different situation for
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  SPEAKER_01: for various reasons.
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  The new head coach has some things that he wanted to do,
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  but when he first came in,
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  we had a lot of the players left over from the previous coach
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  and they were really
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  SPEAKER_01: good players.
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  SPEAKER_01: And so we didn't want to in their final year,
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  SPEAKER_01: final two years,
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  kind of introduce brand new things and showed some real wisdom
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  on his part.
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  SPEAKER_01: And so we did a little bit more of,
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  SPEAKER_01: you know,
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  SPEAKER_01: kind of numbered,
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  SPEAKER_01: numbered cuts and numbered,
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  SPEAKER_01: you know,
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  SPEAKER_01: number for screen aways and flares and that kind of thing.
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  So really it was kind of basic,
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  but we had good players and we ended up that year winning,
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  over 20 games and we lost in the national championship game by
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  two points in like
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  SPEAKER_01: the last two seconds of the game.
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  SPEAKER_01: But once those players graduated,
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  SPEAKER_01: we went full blown into more like conceptual offense for offense.
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  SPEAKER_01: And so long story short,
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  SPEAKER_01: I had some connections and I would,
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  my in-laws were only like nine minutes from Doug Novak up at
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  Bethel university.
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  SPEAKER_01: And that was the, that was the coach, the main coach that,
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  SPEAKER_01: My head coach, he was interested in running his offense.
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  So we spent some time up there with Coach Novak and since then
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  have been fortunate
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  SPEAKER_01: enough to kind of develop a little friendship with him.
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  SPEAKER_01: And so I've learned a lot from him and from some others as well.
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  And so kind of that conceptual offense on offense and then on
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  the defensive side
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  SPEAKER_01: have done a little bit more of like a modified pack line defense.
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  SPEAKER_01: It's not really pack line.
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  SPEAKER_01: It's more of like
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  SPEAKER_01: gap and just trying to play to our player strengths.
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  SPEAKER_01: And a lot of it too has been analytics driven.
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  SPEAKER_01: I am,
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  we do every year a disc assessment and the disc assessment
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  shows that I am more of
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  SPEAKER_01: an analytical thinker.
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  SPEAKER_01: And,
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  SPEAKER_01: and so from that perspective,
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  tying in things that are being prevalent at the high college
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  level and professional
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  SPEAKER_01: level,
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  SPEAKER_01: you know, we're, we're a very unique university.
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  SPEAKER_01: And so we try to get any kind of edge that we can get.
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  And so catering those things and tailoring those systems to
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  those analytics,
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  SPEAKER_01: and then also to bigger picture,
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  what we're wanting to do on offense and defense has kind of
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  left us where we're at
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  SPEAKER_01: right now with our,
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  SPEAKER_01: with our philosophy on both sides of the ball.
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  SPEAKER_01: And,
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  SPEAKER_01: you know,
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  SPEAKER_01: obviously we're always willing to change and adapt and whatnot,
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  SPEAKER_01: but I'm,
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  SPEAKER_01: I'm really happy with where we're at right now.
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  SPEAKER_01: And the head coach and I, I think are kind of like
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  SPEAKER_01: perfecting what we have and with the players that we have bringing in,
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  SPEAKER_01: I'm really excited to see kind of where it goes this next year.
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  SPEAKER_01: So it's kind of a long,
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  SPEAKER_01: long answer to your question,
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  but hopefully that kind of shows the thought process behind how
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  we got to where
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  SPEAKER_01: we're at right now.
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  SPEAKER_02: Oh,
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  SPEAKER_02: I think every coach try,
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  SPEAKER_02: tries to go through that thought process and has those,
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  SPEAKER_02: whether it's high school,
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  SPEAKER_02: you know,
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  SPEAKER_02: high school gets a new guys coming up and they got to adapt a little bit.
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  SPEAKER_02: So you mentioned that,
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  You started from scratch and then you kind of started over
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  again,
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  new coach,
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  new system.
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  So we're thinking just offense as a whole,
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  introducing it,
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  putting stuff in.
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  SPEAKER_02: You got five guys on the floor.
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  SPEAKER_02: Are you starting with system?
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  SPEAKER_02: Are you breaking down the concepts, drills, one-on-one?
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  How do you start that process going when you're putting in all
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  of the stuff you
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  SPEAKER_02: want to get in or your system or whatever it may be?
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  SPEAKER_01: Offensively,
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  SPEAKER_01: fundamentally,
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  SPEAKER_01: it really is about finishing around the basket,
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  SPEAKER_01: being able to shoot from outside and then decision making.
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  And so with those three kind of building blocks,
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  everything else goes on top of it.
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  So the foundation of those three skills,
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  then how can we teach those three skills?
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  And it's been interesting because the first year that we ran
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  this,
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  it was new to all of us.
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  SPEAKER_01: The second year that we ran this, we had half of our team were freshmen.
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  SPEAKER_01: And really this coming year,
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  SPEAKER_01: because of how many young players we had and some injuries and whatnot,
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  SPEAKER_01: we're going to add about eight or nine more new players.
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  So I'm going to get three years in a row to almost start,
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  not from scratch.
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  It's gotten easier each year because of returners that we had
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  and they've known the
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  SPEAKER_01: system and that kind of thing.
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  But what we found is when we start with those fundamental
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  finishing moves,
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  SPEAKER_01: which we have about nine that we use,
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  SPEAKER_01: we'll teach them the finishing moves to start with.
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  And then we'll start introducing some of the concepts within
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  that conceptual offense.
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  SPEAKER_01: And it really is basic.
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  SPEAKER_01: There are some basic points to it.
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  SPEAKER_01: And it's about spacing,
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  SPEAKER_01: creating space on the floor,
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  creating double and triple gaps for guys to drive in and
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  teaching them where to
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  SPEAKER_01: drive,
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  SPEAKER_01: how to read,
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  SPEAKER_01: where is the right.
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  SPEAKER_01: place to drive, what to look for.
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  SPEAKER_01: And so we very quickly get to small sided games.
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  SPEAKER_01: So we'll do a lot of with the finishing,
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  SPEAKER_01: for instance,
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  we'll do one V one and putting players either at an advantage
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  on offense or an
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  SPEAKER_01: advantage on defense.
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  Typically on offense,
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  you have the advantage and then making the right read for the
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  finish.
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  SPEAKER_01: And then we'll do another part of another section,
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  SPEAKER_01: another session of practice will be more of like two on two.
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  SPEAKER_01: And so you're just reading a secondary help defender,
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  SPEAKER_01: making the right pitch or making the right read for the finish.
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  And then we'll do a little bit three on three where we add that
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  third player so
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  that now you've got another extra pass to make or another extra
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  help defender to
• 9:50
  SPEAKER_01: read.
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  We do a lot of three on three,
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  especially the first probably month and a half of practice.
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  SPEAKER_01: Because I feel like three on three is enough that you can read.
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  SPEAKER_01: To put it another way,
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  SPEAKER_01: when you're out on the floor,
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  a lot of times you're in three on three situations because of
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  where the ball is
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  SPEAKER_01: placed.
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  So you're really reading a primary defender,
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  a second layer and a third layer.
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  SPEAKER_01: Like very rarely are you reading a fourth layer in most cases.
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  You know,
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  once you give up the ball,
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  then you're just in another three on three scenario.
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  SPEAKER_01: So three on three exists in a lot of different places on the floor.
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  SPEAKER_01: And then we'll add the four on four and we'll play five on five some,
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  SPEAKER_01: but not a lot of five on five.
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  It mostly is three on three or somebody is at an advantage or
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  disadvantage.
• 10:35
  SPEAKER_01: So maybe a two on three or three on two.
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  SPEAKER_01: And it really is about like placing guys to start with.
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  SPEAKER_01: putting some constraints on them.
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  SPEAKER_01: You can only dribble twice or you have to make a,
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  you have to have a post touch before you finish or we use a lot
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  of times shot
• 10:52
  SPEAKER_01: clock.
• 10:52
  SPEAKER_01: So you only have seven seconds on the shot clock.
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  You have to score within seven seconds or you have to get a
• 10:56
  shot up within seven seconds.
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  SPEAKER_01: So it, that way you get a lot of reps.
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  SPEAKER_01: And I think all of us as coaches would agree.
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  SPEAKER_01: Like you,
• 11:04
  SPEAKER_01: you teach,
• 11:06
  SPEAKER_01: you teach,
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  SPEAKER_01: you teach a concept,
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  SPEAKER_01: but a player only gets better at it through repetitions.
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  SPEAKER_01: With doing those two-on-two,
• 11:14
  SPEAKER_01: three-on-three,
• 11:15
  SPEAKER_01: players are getting a lot of repetitions in a 10-minute period.
• 11:18
  SPEAKER_01: We do a lot of times six-minute segments.
• 11:21
  SPEAKER_01: This year, we saw a very quick progression in their skills and
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  SPEAKER_01: Because we did so many three on three,
• 11:30
  SPEAKER_01: two on two,
• 11:31
  they were getting so many reps in those six minute sessions
• 11:33
  that they were able to
• 11:34
  SPEAKER_01: quickly pick up on what we were trying to accomplish.
• 11:36
  And it's not that they perfected it by the sixth game or
• 11:40
  anything like that,
• 11:41
  SPEAKER_01: but their understanding of what we were trying to accomplish,
• 11:46
  SPEAKER_01: it sped up a whole lot.
• 11:48
  SPEAKER_01: year two versus year one.
• 11:50
  SPEAKER_01: So it's a lot of,
• 11:52
  SPEAKER_01: again,
• 11:52
  SPEAKER_01: just doing a lot of finishing,
• 11:53
  SPEAKER_01: a lot of shooting,
• 11:55
  SPEAKER_01: a lot of decision-making,
• 11:56
  SPEAKER_01: putting them in decision-making situations.
• 11:58
  And that comes through just so that somebody that's listening
• 12:01
  to this doesn't,
• 12:02
  isn't confused.
• 12:03
  SPEAKER_01: It's not just, you know, three on three.
• 12:04
  SPEAKER_01: We have a guy up at the top, two guys at the wing.
• 12:06
  SPEAKER_01: We check it up and we play three on three.
• 12:08
  We're always putting somebody in an advantage or a disadvantage
• 12:11
  so that's,
• 12:11
  SPEAKER_01: so that there's a required situation for the,
• 12:15
  SPEAKER_01: maybe an offensive case,
• 12:16
  SPEAKER_01: the defense to help.
• 12:18
  so that we are making the right either pitch or the right
• 12:21
  finish breeding our
• 12:22
  SPEAKER_01: primary defender there.
• 12:24
  SPEAKER_01: So, yeah, a lot of three on three, a lot of two on three.
• 12:29
  SPEAKER_01: We get to that very quickly.
• 12:30
  SPEAKER_01: And then five on five is very rare,
• 12:33
  SPEAKER_01: especially early on until we get to,
• 12:35
  SPEAKER_01: you know,
• 12:35
  the last 15 minutes of practice and we'll do a five minute
• 12:39
  session or four minute
• 12:40
  SPEAKER_01: segment or we do a whole lot of three possessions.
• 12:43
  SPEAKER_01: So we'll start with maybe an inbounds play.
• 12:46
  SPEAKER_01: play five on five,
• 12:47
  SPEAKER_01: go to the other end,
• 12:48
  SPEAKER_01: play five on five and come back and finish five on five.
• 12:51
  SPEAKER_01: And that's the end.
• 12:52
  SPEAKER_01: And we'll talk through things,
• 12:53
  SPEAKER_01: how'd they do,
• 12:54
  SPEAKER_01: what they saw,
• 12:55
  SPEAKER_01: what they could have done differently.
• 12:56
  SPEAKER_01: All right, three possessions again.
• 12:58
  SPEAKER_01: And so that's really the only five on five.
• 13:00
  We very rarely just put six minutes or eight minutes or 10
• 13:03
  minutes on the clock and
• 13:04
  SPEAKER_01: play five on five at the end of practice.
• 13:05
  SPEAKER_01: So,
• 13:07
  SPEAKER_01: you know,
• 13:07
  I think one of the things that scares coaches sometimes when
• 13:10
  they hear a lot of
• 13:11
  SPEAKER_01: three on three or five on five is,
• 13:13
  SPEAKER_01: I don't have as much control over this.
• 13:15
  SPEAKER_01: My players aren't just able to handle it.
• 13:17
  SPEAKER_01: And that's not really the case if it's done well and done correctly.
• 13:20
  SPEAKER_01: Um, and it does make for sloppier practices, which is coaches.
• 13:26
  SPEAKER_01: A lot of coaches don't like that.
• 13:27
  They want their practices to look pretty and to run according
• 13:30
  to what's on their
• 13:30
  SPEAKER_01: three by five card or whatever.
• 13:32
  SPEAKER_01: Um,
• 13:33
  But I think we all would agree that real learning takes place
• 13:37
  when the learning is
• 13:38
  SPEAKER_01: in the hands of the learner.
• 13:39
  SPEAKER_01: They're making mistakes.
• 13:41
  You know,
• 13:41
  we talk about,
• 13:42
  you know,
• 13:43
  losing is great because it teaches you lessons.
• 13:45
  SPEAKER_01: And then we go against what we say in practice.
• 13:47
  SPEAKER_01: We want everything to be done right every single time.
• 13:50
  SPEAKER_01: And when it's not, we yell at the players.
• 13:52
  SPEAKER_01: So.
• 13:53
  Just allowing your players to make mistakes and allowing them
• 13:56
  to make mistakes
• 13:57
  SPEAKER_01: sometimes a lot in those reps.
• 14:00
  SPEAKER_01: That's the best way for them to learn.
• 14:01
  SPEAKER_02: So that's perfect.
• 14:02
  And you kind of transitioned talking about small side of games
• 14:05
  into kind of what we
• 14:06
  SPEAKER_02: wanted to talk about next.
• 14:08
  You know,
• 14:09
  you talked about your players adapting really quickly in those
• 14:12
  small side of games.
• 14:14
  SPEAKER_02: And I feel like, you know, that became even more important this year.
• 14:19
  SPEAKER_02: because of the limited time most programs have,
• 14:21
  SPEAKER_02: you know,
• 14:22
  SPEAKER_02: like in here in Illinois,
• 14:23
  SPEAKER_02: we had,
• 14:24
  SPEAKER_02: we said,
• 14:24
  SPEAKER_02: they said,
• 14:25
  SPEAKER_02: you're playing,
• 14:25
  SPEAKER_02: you got two weeks.
• 14:27
  SPEAKER_02: You know, we had played since October ago.
• 14:30
  SPEAKER_02: So you got to kind of find a way.
• 14:33
  SPEAKER_02: But just in the bigger picture,
• 14:36
  SPEAKER_02: tying the small side of games into systems and what you're doing.
• 14:40
  Talk about the process you guys use to kind of figure out the
• 14:44
  emphasis of those
• 14:45
  SPEAKER_02: small side of games,
• 14:45
  SPEAKER_02: maybe the rules,
• 14:46
  SPEAKER_02: the constraints,
• 14:48
  SPEAKER_02: you know,
• 14:48
  SPEAKER_02: what you're adding,
• 14:49
  SPEAKER_02: subtracting,
• 14:50
  SPEAKER_02: taking away.
• 14:50
  SPEAKER_02: Yeah.
• 14:51
  SPEAKER_01: So it's based off of their positions when they come down the floor.
• 14:55
  SPEAKER_01: So we will typically line up in the slots.
• 14:57
  SPEAKER_01: If we're playing five out,
• 14:58
  SPEAKER_01: then somebody's in the stretch,
• 15:00
  which is basically you take a pencil and just draw off the free
• 15:04
  throw line out to
• 15:05
  SPEAKER_01: the sideline.
• 15:05
  SPEAKER_01: It's around the coach's box and then your two corners there.
• 15:09
  SPEAKER_01: And so if it's three on three,
• 15:10
  SPEAKER_01: a lot of times we'll maybe go slot,
• 15:11
  SPEAKER_01: slot,
• 15:12
  SPEAKER_01: corner and start with the ball in one of the two slots,
• 15:15
  SPEAKER_01: make the pass,
• 15:16
  SPEAKER_01: run the slice cut off of it,
• 15:18
  SPEAKER_01: and then play out of that.
• 15:20
  SPEAKER_01: And like I said before,
• 15:21
  what's happening is you're essentially putting them in spots
• 15:23
  that they would find
• 15:24
  SPEAKER_01: themselves in a game,
• 15:26
  SPEAKER_01: but something is happening very quickly.
• 15:28
  SPEAKER_01: They have to make a decision within those six seconds, make a read.
• 15:31
  SPEAKER_01: And so you end up getting, like I said before, a lot of reps.
• 15:35
  And that's the game-like essence of it,
• 15:37
  is that in the game,
• 15:38
  there's no on-air business.
• 15:41
  SPEAKER_01: We're not just doing a random finishing move for 25 minutes.
• 15:45
  SPEAKER_01: We may do a finishing move to warm up with,
• 15:47
  SPEAKER_01: But we're throwing them into the fire right away.
• 15:49
  And I think that's where the accelerated learning and being
• 15:52
  able to translate it
• 15:53
  SPEAKER_01: over quicker to a game comes in,
• 15:56
  SPEAKER_01: is that you are putting them in repetitions.
• 15:59
  SPEAKER_01: They're not only getting repetitions in the skills,
• 16:01
  SPEAKER_01: but they're getting repetitions in game-like situations,
• 16:04
  SPEAKER_01: which I feel like most practices are missing.
• 16:08
  They're doing some,
• 16:09
  but they're not maximizing their time with those game-like
• 16:12
  repetitions.
• 16:14
  SPEAKER_01: So where can I put them in game?
• 16:16
  So if you're playing a four out one in and one of your primary
• 16:20
  offensive strategies
• 16:21
  SPEAKER_01: is to get your post player a touch,
• 16:23
  we'll start your three on three with somebody throwing the ball
• 16:27
  into the post and
• 16:29
  SPEAKER_01: allow the ball to get into the post.
• 16:31
  SPEAKER_01: So once the ball gets in, that's one of the constraints.
• 16:33
  SPEAKER_01: So the defense, you're not live until the post player touches the ball.
• 16:38
  SPEAKER_01: So we'll do something like that.
• 16:39
  And we worked on something this last year where doubling the
• 16:42
  post,
• 16:42
  we double the post.
• 16:43
  SPEAKER_01: So we would let the ball go into the post.
• 16:46
  SPEAKER_01: We'd go down and double the post,
• 16:48
  which would force the post player to then make a game-like
• 16:51
  decision of either
• 16:53
  throwing the ball out of the post or quickly recognizing that a
• 16:56
  double team was
• 16:56
  SPEAKER_01: coming and make a move.
• 16:58
  SPEAKER_01: So I guess essentially what I'm saying,
• 17:00
  SPEAKER_01: it kind of goes back to that old part,
• 17:02
  SPEAKER_01: whole part business that coaches would often talk about.
• 17:06
  SPEAKER_01: And what are the parts that make up the hole?
• 17:09
  SPEAKER_01: I can now turn that part into a small sided game.
• 17:13
  SPEAKER_01: And so,
• 17:13
  SPEAKER_01: you know,
• 17:13
  whether that modified game is a we want to get a post touch or
• 17:16
  that modified game
• 17:17
  SPEAKER_01: is we start with the we start the three on three with a ball screen or.
• 17:23
  Um,
• 17:23
  we,
• 17:24
  it starts with a skip pass or it starts with a pass out of the
• 17:27
  post.
• 17:27
  SPEAKER_01: Um,
• 17:28
  SPEAKER_01: one that I just posted on Twitter yesterday,
• 17:29
  SPEAKER_01: we want to work on that dagger three that everybody talks about.
• 17:33
  SPEAKER_01: So when the ball is rebounded, it's kicked out.
• 17:35
  The defense is scurrying because everybody was paying attention
• 17:38
  to the offensive rebound.
• 17:40
  SPEAKER_01: And what typically happens is on the pass out, um,
• 17:43
  SPEAKER_01: The defense will recover to the shooter.
• 17:44
  SPEAKER_01: But what ends up happening is another guy's left wide open.
• 17:48
  So can I get my players to recognize that one more pass that's
• 17:51
  wide open and make
• 17:52
  SPEAKER_01: the extra pass and then the player be ready to catch and shoot that shot?
• 17:56
  So we would just break it down by starting out with three
• 17:59
  players on offense,
• 18:01
  SPEAKER_01: two players on defense,
• 18:02
  SPEAKER_01: throw the ball up.
• 18:04
  SPEAKER_01: put the defensive rebounder at the disadvantage.
• 18:06
  So maybe start with them already buried underneath of the
• 18:09
  basket so that it's
• 18:10
  almost guaranteed that the offensive player will grab the
• 18:13
  offensive rebound
• 18:14
  SPEAKER_01: recognizes now that there's a defender in front of me.
• 18:17
  SPEAKER_01: Well, I can't go back up with it.
• 18:18
  I need to turn and find an open teammate because there's only
• 18:22
  one defender out
• 18:23
  SPEAKER_01: there guarding two people.
• 18:24
  SPEAKER_01: Somebody is going to be open.
• 18:25
  SPEAKER_01: And when that,
• 18:27
  SPEAKER_01: Defensive player recovers to the guy on the outside.
• 18:30
  SPEAKER_01: We make the one more pass and then we shoot a shot.
• 18:33
  SPEAKER_01: That took all of literally six seconds.
• 18:36
  So now I can get another repetition and now we're just
• 18:38
  constantly practicing dagger threes.
• 18:40
  SPEAKER_01: And I'll just use that as an example.
• 18:42
  SPEAKER_01: That's a drill that we just introduced this last year.
• 18:44
  And it was fun to see after just a few practices,
• 18:47
  guys got excited about dagger threes.
• 18:49
  SPEAKER_01: And so you'd hear them say in a real game,
• 18:51
  SPEAKER_01: they'd catch the ball,
• 18:52
  SPEAKER_01: they wouldn't get it,
• 18:53
  SPEAKER_01: they'd kick it back out,
• 18:54
  SPEAKER_01: make the one extra pass,
• 18:56
  SPEAKER_01: and some guy would yell something about a dagger three.
• 18:58
  SPEAKER_01: And then it transferred over to games like that.
• 19:00
  And I just think that's one of those things where when you
• 19:02
  actually practice those things a lot,
• 19:06
  SPEAKER_01: Kids do actually start doing them and they recognize then that what we're
• 19:09
  practicing in practice does transfer over to games and you
• 19:12
  actually see players get
• 19:13
  SPEAKER_01: better.
• 19:14
  SPEAKER_01: And I feel like a lot of times coaches get mad because,
• 19:16
  SPEAKER_01: well,
• 19:16
  SPEAKER_01: we talked about that one time or we worked on that one time.
• 19:20
  Yeah,
• 19:20
  but most of your players didn't get repetitions,
• 19:22
  even practicing dagger threes.
• 19:24
  They saw in a drill or we did it three on O,
• 19:26
  but I didn't actually do it in a real game.
• 19:28
  SPEAKER_01: And so I just feel like the transfer of going from those practices,
• 19:32
  small side of games to five on five happens quicker when
• 19:36
  players see it and get,
• 19:38
  SPEAKER_01: have success.
• 19:39
  SPEAKER_01: Um,
• 19:40
  SPEAKER_01: through multiple repetitions.
• 19:42
  SPEAKER_01: So, you know, the bigger idea is like maximizing your time.
• 19:46
  What can I do in an hour if I'm just going on air or if I'm
• 19:50
  just going skill work
• 19:51
  versus what can I accomplish in an hour if I'm doing small
• 19:55
  sided games and getting
• 19:56
  SPEAKER_01: reps and practicing multiple skills in one drill?
• 20:00
  So that's probably the bigger picture that we're trying to look
• 20:03
  at with small sided games.
• 20:07
  SPEAKER_02: Okay.
• 20:07
  SPEAKER_02: So I want to narrow it down even more.
• 20:08
  SPEAKER_02: You talked about on air and working on those individual skills.
• 20:13
  SPEAKER_02: Um,
• 20:14
  SPEAKER_02: you know,
• 20:15
  SPEAKER_02: I,
• 20:16
  SPEAKER_02: I believe one-on-one has a lot of value too,
• 20:18
  SPEAKER_02: when you're trying to work,
• 20:19
  SPEAKER_02: work on those.
• 20:20
  SPEAKER_02: I just think back to when I went,
• 20:22
  SPEAKER_02: when I was a kid,
• 20:23
  SPEAKER_02: I'd go to the Y you'd find some guy to play with.
• 20:25
  SPEAKER_02: He's holding you better than you and you'd play.
• 20:28
  SPEAKER_02: Um, so, you know, maybe your kind of thoughts on that and how, um,
• 20:32
  SPEAKER_02: You can use that too.
• 20:35
  SPEAKER_02: That's a version of a small-sided game.
• 20:36
  It's just man-on-man to kind of help with developing skills as
• 20:42
  opposed to being on
• 20:43
  SPEAKER_02: air and not having any decision-making or competition involved in that.
• 20:50
  SPEAKER_01: One of the things that I sometimes overlook or sometimes don't mention,
• 20:54
  SPEAKER_01: I don't want to give the wrong impression.
• 20:56
  SPEAKER_01: At the college level, it's a little bit different from high school.
• 20:59
  SPEAKER_01: We have extra...
• 21:00
  SPEAKER_01: small groups, we call them individual workouts.
• 21:02
  SPEAKER_01: Sometimes they're usually though,
• 21:03
  SPEAKER_01: like two,
• 21:04
  SPEAKER_01: two players or three or four players at an individual workout.
• 21:08
  SPEAKER_01: That's typically when we do what you just described,
• 21:10
  SPEAKER_01: like the one-on-one or working on what we will sometimes,
• 21:13
  SPEAKER_01: like if I,
• 21:14
  SPEAKER_01: if I only have one guy at an individual workout,
• 21:16
  SPEAKER_01: obviously I'm going on air.
• 21:18
  SPEAKER_01: So it's not that I'm like,
• 21:20
  SPEAKER_01: You know, poo pooing those those those on air or one on one.
• 21:25
  SPEAKER_01: It's just that once we get to our practices,
• 21:28
  SPEAKER_01: our practices are typically geared towards more team stuff.
• 21:31
  SPEAKER_01: You know, I'm not having them work on dribbling and passing.
• 21:34
  And,
• 21:34
  you know,
• 21:34
  if you're working with a younger group,
• 21:36
  more on air,
• 21:37
  more skill work,
• 21:39
  you know.
• 21:40
  SPEAKER_01: it's there's not anything wrong with that for us.
• 21:43
  SPEAKER_01: That's typically when those one-on-ones and I totally agree with you.
• 21:46
  SPEAKER_01: It's how I got better playing,
• 21:47
  SPEAKER_01: you know,
• 21:48
  SPEAKER_01: a friend of mine who was a lot better shooter or quicker than I was.
• 21:51
  SPEAKER_01: Um,
• 21:52
  You know how we typically do it in those one on ones,
• 21:54
  how we set them up.
• 21:55
  Even if you don't have somebody that's equal skill to you,
• 21:58
  again,
• 21:59
  using advantages.
• 22:00
  And that can be as simple as if I'm slower than you are or
• 22:04
  you're bigger than I am.
• 22:06
  SPEAKER_01: I give that kid that's smaller and not as fast a little bit of advantage.
• 22:09
  SPEAKER_01: So we'll go with him with his.
• 22:11
  SPEAKER_01: We start with each other on our hip.
• 22:12
  SPEAKER_01: So I'm on your hip.
• 22:13
  SPEAKER_01: You're on my hip on the bounce.
• 22:16
  SPEAKER_01: I get to be the first one that initiates movement or.
• 22:20
  SPEAKER_01: You know,
• 22:20
  you may have seen some where the defender is standing with he's
• 22:23
  facing the basket
• 22:24
  SPEAKER_01: and I have the ball in the center of his back.
• 22:26
  SPEAKER_01: When I take the ball off, he has to turn around and defend.
• 22:29
  Well,
• 22:29
  if I turn it off and trick you and you go left and you go
• 22:32
  right,
• 22:32
  then I have an advantage.
• 22:33
  So there are there are ways of I think sometimes,
• 22:36
  again,
• 22:36
  people think one on one.
• 22:38
  SPEAKER_01: I just check it up.
• 22:39
  SPEAKER_01: You're in front of me and well, I can't get by you.
• 22:41
  SPEAKER_01: So I could just jacks up a shot.
• 22:43
  There are ways to adapt those even even those types of drills
• 22:46
  to get them.
• 22:48
  SPEAKER_01: Give a kid success because again,
• 22:49
  SPEAKER_01: you want to give kids success and allow them to have,
• 22:52
  SPEAKER_01: there's also an element of fun that goes with it.
• 22:54
  If I can get them competing and having fun and having at least
• 22:57
  some success,
• 22:59
  SPEAKER_01: The kid may be the worst kid on the team and slow as Christmas.
• 23:01
  SPEAKER_01: Well, I'm going to back up his defender to half court if I need to.
• 23:05
  SPEAKER_01: I'm going to give that kid an opportunity to succeed.
• 23:08
  And even then,
• 23:09
  maybe the kid may catch up with him,
• 23:10
  but he'll start using a head fake.
• 23:14
  SPEAKER_01: He'll figure out a way.
• 23:16
  SPEAKER_01: Kids aren't stupid.
• 23:17
  SPEAKER_01: They'll figure out a way to at least achieve some success on the floor.
• 23:21
  SPEAKER_01: Or if they're not, then give them some suggestions.
• 23:23
  SPEAKER_01: Hey, next time, why don't you go into his body a little bit more?
• 23:26
  SPEAKER_01: Why don't you give him a head fake on that next one?
• 23:28
  SPEAKER_01: whatever.
• 23:29
  SPEAKER_01: So again,
• 23:30
  SPEAKER_01: I think there,
• 23:31
  SPEAKER_01: there are things that you can do and ways to teach and help them along,
• 23:35
  but I want them to learn on their own because that's going to
• 23:38
  stick with them
• 23:39
  SPEAKER_01: better than me just telling them all the time.
• 23:41
  SPEAKER_01: If I'm the one that's giving them solution,
• 23:42
  it's like the kid that's in the class where the teacher always
• 23:45
  gave them help and
• 23:46
  SPEAKER_01: help them figure out the math problem.
• 23:47
  SPEAKER_01: And then we wonder why he doesn't get any better at math.
• 23:49
  SPEAKER_01: Well, it's because you're helping him all the time.
• 23:51
  SPEAKER_01: Stop helping him, like give them some suggestions, but don't,
• 23:56
  SPEAKER_01: Don't give them the answers all the time.
• 23:57
  SPEAKER_01: And too many times in coaching,
• 23:59
  we want to give the answers because we want to show how smart
• 24:01
  we are or we just
• 24:02
  SPEAKER_01: don't have time for it.
• 24:03
  SPEAKER_01: So we just need to give them the solutions.
• 24:04
  SPEAKER_01: And that's what you're not helping players in the long run.
• 24:06
  SPEAKER_01: You do that.
• 24:07
  SPEAKER_01: So,
• 24:08
  SPEAKER_01: yeah,
• 24:08
  SPEAKER_01: I think problem solving the decision making,
• 24:11
  giving them situations where they're they're allowed to make
• 24:15
  mistakes and allowed
• 24:16
  SPEAKER_01: to learn.
• 24:17
  SPEAKER_01: Um, but there is nothing, there is nothing wrong with going on air.
• 24:21
  SPEAKER_01: It's just,
• 24:21
  SPEAKER_01: if that's the only thing that we're doing,
• 24:23
  SPEAKER_01: then you're probably going to see some deficiencies,
• 24:26
  SPEAKER_01: uh,
• 24:26
  SPEAKER_01: once you get to more game-like situations.
• 24:30
  SPEAKER_03: So coach,
• 24:31
  SPEAKER_03: let's go into kind of just as a,
• 24:34
  SPEAKER_03: as a contributor and a college coach,
• 24:36
  SPEAKER_03: you know,
• 24:36
  SPEAKER_03: you,
• 24:37
  SPEAKER_03: there's so much content out there,
• 24:39
  SPEAKER_03: you know,
• 24:40
  SPEAKER_03: Randy Sherman,
• 24:41
  SPEAKER_03: who we have on as a future guest coming up,
• 24:42
  SPEAKER_03: you work with,
• 24:43
  SPEAKER_03: with hoops forum would advocate for that deletion party,
• 24:46
  SPEAKER_03: you know,
• 24:47
  SPEAKER_03: kind of take us through,
• 24:48
  SPEAKER_03: you know,
• 24:49
  SPEAKER_03: how do you,
• 24:49
  SPEAKER_03: how do you sift through all that?
• 24:51
  And then there's so many things that are just difficult
• 24:54
  sometimes for high school
• 24:56
  SPEAKER_03: coaches to run.
• 24:56
  SPEAKER_03: What, you know, what would you suggest to them?
• 24:59
  SPEAKER_01: Obviously looking at your personnel,
• 25:01
  SPEAKER_01: like what's good for our team,
• 25:05
  SPEAKER_01: where the game is going a lot is this conceptual offense.
• 25:08
  I think sometimes coaches would say,
• 25:10
  well,
• 25:10
  my players aren't smart enough to do that.
• 25:12
  SPEAKER_01: I don't think that's accurate.
• 25:14
  SPEAKER_01: I think that if you look into it a little bit more,
• 25:16
  SPEAKER_01: you can find ways to teach it so that it is adaptable to really anybody.
• 25:21
  SPEAKER_01: But I think the biggest one is personnel and knowing –
• 25:25
  SPEAKER_01: what your team is and what kind of kids you have.
• 25:27
  SPEAKER_01: And,
• 25:28
  SPEAKER_01: and then it's like picking,
• 25:29
  it's sticking to something and picking something and then
• 25:32
  sticking with it.
• 25:34
  SPEAKER_01: And I've had coaching friends of mine who like,
• 25:36
  SPEAKER_01: they're just always changing something every year,
• 25:39
  looking for the magic formula or the magic offense that's going
• 25:42
  to win you games.
• 25:45
  SPEAKER_01: And if you really would,
• 25:46
  SPEAKER_01: if I were to ask that,
• 25:47
  SPEAKER_01: that coach,
• 25:48
  SPEAKER_01: you know,
• 25:49
  SPEAKER_01: better,
• 25:49
  SPEAKER_01: what's the thing that actually wins you games.
• 25:51
  SPEAKER_01: We all say it's the,
• 25:53
  SPEAKER_01: Jimmy's and Joe's like it's not the X's and O's,
• 25:56
  SPEAKER_01: but we still want to find whatever that system is.
• 25:59
  SPEAKER_01: It's going to solve all of our problems.
• 26:02
  And so I think the real answer to that is like,
• 26:04
  what are you doing for player development?
• 26:06
  SPEAKER_01: How are you actually getting your players better?
• 26:08
  SPEAKER_01: Can they shoot?
• 26:09
  SPEAKER_01: Can they finish around the basket?
• 26:10
  SPEAKER_01: And can they make decisions as well?
• 26:12
  SPEAKER_01: I was just talking about to you before,
• 26:13
  like if your players can't do those things and if your drills
• 26:16
  and your practices
• 26:17
  SPEAKER_01: aren't designed to get those players better at those things,
• 26:21
  SPEAKER_01: then,
• 26:23
  SPEAKER_01: I don't care what you're running.
• 26:24
  SPEAKER_01: Like it's not going to work.
• 26:26
  SPEAKER_01: So find something that fits with you,
• 26:28
  SPEAKER_01: that you enjoy,
• 26:29
  SPEAKER_01: that you can be passionate about,
• 26:31
  and then go all in on player development and helping them get
• 26:34
  better at running
• 26:35
  SPEAKER_01: whatever that system is.
• 26:38
  It's not about,
• 26:39
  contrary to even what I post on social media,
• 26:41
  I post a billion plays.
• 26:43
  SPEAKER_01: I don't use all those plays.
• 26:44
  SPEAKER_01: I just post those because I know coaches like them.
• 26:47
  SPEAKER_01: It's not because I use all those plays.
• 26:50
  SPEAKER_01: And I think if you use all those plays, you're not doing it right.
• 26:53
  SPEAKER_01: So, you know, what, what, what can actually help my team win games?
• 26:58
  SPEAKER_01: It's player development.
• 27:00
  SPEAKER_01: It's taking, it's not controlling.
• 27:02
  SPEAKER_01: It's not using a joystick and controlling every single Randy's going to,
• 27:06
  SPEAKER_01: I guarantee you,
• 27:06
  he's going to talk about this because he and I spend a lot of
• 27:08
  time talking to each
• 27:09
  SPEAKER_01: other.
• 27:09
  SPEAKER_01: Like he's going to talk about not controlling every action,
• 27:13
  SPEAKER_01: not calling timeouts all the time,
• 27:15
  SPEAKER_01: not being the one that's calling a play every time down the floor.
• 27:18
  It's putting it's equipping your players with the skills that
• 27:21
  they need to be
• 27:22
  SPEAKER_01: successful and then empowering them to do those,
• 27:25
  SPEAKER_01: whatever those things are.
• 27:27
  SPEAKER_01: And when you tell most coaches that they're afraid of that or they say,
• 27:30
  SPEAKER_01: oh,
• 27:30
  SPEAKER_01: my players can't do that.
• 27:31
  But it's because usually they don't want to spend the time
• 27:33
  where they don't feel
• 27:34
  SPEAKER_01: like they have the time to develop those players.
• 27:37
  SPEAKER_01: And so because of that,
• 27:38
  we're going to have a system or we're going to have plays or
• 27:41
  we're going to do
• 27:42
  SPEAKER_01: something,
• 27:42
  whatever that something is to make up for the fact that my
• 27:46
  players aren't really
• 27:46
  SPEAKER_01: that good.
• 27:48
  And,
• 27:48
  you know,
• 27:49
  I understand that in a we need to win and we need to win now
• 27:52
  culture.
• 27:53
  SPEAKER_01: But the truth of the matter is,
• 27:55
  SPEAKER_01: is that success,
• 27:56
  long term success is really only going to come if you take the
• 27:59
  time to develop your
• 28:00
  SPEAKER_01: players and those things that I just mentioned.
• 28:04
  That's probably not what you wanted because you wanted me to
• 28:06
  give you the secret to
• 28:08
  SPEAKER_01: the magic play that's going to win you.
• 28:10
  SPEAKER_03: I think like I think like Sherman, I want as little as possible.
• 28:14
  SPEAKER_03: So that was a beautiful answer.
• 28:15
  SPEAKER_03: Thank you.
• 28:16
  SPEAKER_02: All right.
• 28:16
  SPEAKER_02: Yeah, no, I mean, it's just, there's so many good people out there.
• 28:21
  SPEAKER_02: Like you,
• 28:21
  SPEAKER_02: I mean,
• 28:22
  SPEAKER_02: there's,
• 28:22
  SPEAKER_02: there's any number of people and,
• 28:24
  SPEAKER_02: you know,
• 28:24
  SPEAKER_02: coaches are like,
• 28:25
  SPEAKER_02: you know,
• 28:25
  SPEAKER_02: I was a young coach too.
• 28:26
  SPEAKER_02: And you saw, Hey, yeah, that's good.
• 28:27
  SPEAKER_02: And you throw it in your fast model.
• 28:29
  SPEAKER_02: And you look back in two years and you're like, I never used that.
• 28:32
  SPEAKER_02: And I,
• 28:32
  SPEAKER_02: I'm not going to run a flare,
• 28:34
  SPEAKER_02: you know,
• 28:34
  SPEAKER_02: whatever it may be,
• 28:35
  SPEAKER_02: you know,
• 28:36
  SPEAKER_01: I think really this day and age,
• 28:38
  SPEAKER_01: the skill for coaches is being able to sift through everything.
• 28:42
  SPEAKER_01: That's the real skill.
• 28:43
  SPEAKER_01: It's not about what you know and how much you know.
• 28:47
  SPEAKER_01: It's what can I use that will help my team or what can I take
• 28:51
  You know,
• 28:52
  you can listen to a hundred clinics if you want to,
• 28:54
  but like go into that.
• 28:55
  What one thing can I take from my team that will be applicable
• 29:00
  to my team to help
• 29:01
  SPEAKER_01: them get better?
• 29:01
  SPEAKER_01: And I think probably most even presenters,
• 29:05
  SPEAKER_01: I know that when I speak,
• 29:06
  SPEAKER_01: like when I have a session or opportunity to speak,
• 29:09
  SPEAKER_01: I don't expect them to take everything,
• 29:11
  SPEAKER_01: but I'm hoping just one thing,
• 29:12
  SPEAKER_01: but it may be different for one of you guys than the other one.
• 29:18
  So something that I might say may be more applicable to one of
• 29:21
  you than the other one.
• 29:23
  And I think that that's how you need to go into it as a coach
• 29:25
  thinking I'm the one
• 29:26
  SPEAKER_01: that's listening.
• 29:27
  SPEAKER_01: I don't need everything that this coach is doing.
• 29:29
  SPEAKER_01: I need to take maybe or learn one thing.
• 29:32
  SPEAKER_01: And I even felt like that.
• 29:33
  And I think that that's part of the reason why a lot of coaches
• 29:35
  don't go to clinics
• 29:36
  SPEAKER_01: anymore,
• 29:37
  SPEAKER_01: which I would say,
• 29:38
  SPEAKER_01: and I don't,
• 29:40
  SPEAKER_01: don't just throw all of them out.
• 29:43
  SPEAKER_01: I would say instead go into those things with a different mindset and
• 29:47
  SPEAKER_01: For me,
• 29:48
  it got to the point where I'd sit through a lot of these
• 29:50
  sessions and I'd be,
• 29:51
  SPEAKER_01: man,
• 29:51
  SPEAKER_01: I already know most of the stuff.
• 29:53
  SPEAKER_01: Or I'd sometimes like, I've heard all this before.
• 29:57
  But I would pick up something during that session with maybe
• 30:00
  how somebody taught
• 30:02
  something or terminology that they used or how they simplified
• 30:06
  something in the way
• 30:07
  in which they presented that to their team or to the players
• 30:10
  out on the floor.
• 30:11
  SPEAKER_01: And it was, I think that's the teacher in me.
• 30:13
  SPEAKER_01: Like, how can I become a better teacher of the game?
• 30:16
  SPEAKER_01: not how can I just get more knowledge.
• 30:19
  And I think too many times coaches will go into learning from a
• 30:22
  clinician or from a
• 30:24
  SPEAKER_01: something that they pick up on.
• 30:26
  SPEAKER_01: Like, I just need more information and it's not more information.
• 30:29
  It's how can I become a better teacher of what I already have
• 30:34
  or how can I refine
• 30:35
  what I'm already doing and make it better through whatever you
• 30:40
  just gave me in that
• 30:42
  SPEAKER_01: 30 minute session or whatever it is.
• 30:45
  SPEAKER_02: All right.
• 30:46
  So I want to pick your brain a little bit on the organizational
• 30:49
  theme again.
• 30:50
  Now let's talk about just personal organization because you do
• 30:56
  so many things.
• 30:56
  SPEAKER_02: You're coaching.
• 30:58
  SPEAKER_02: You got a podcast.
• 30:59
  SPEAKER_02: You're fast model.
• 31:00
  SPEAKER_02: You're teaching.
• 31:01
  SPEAKER_02: Yeah.
• 31:03
  SPEAKER_02: And I think it's important for coaches, right?
• 31:05
  SPEAKER_02: To figure out how to do it, you know, families, all that.
• 31:09
  SPEAKER_02: So what are some of the keys to your time management?
• 31:13
  SPEAKER_02: You know,
• 31:14
  maybe you have some routines and systems that help you kind of
• 31:18
  put it all together
• 31:18
  SPEAKER_02: because I feel like,
• 31:20
  SPEAKER_02: especially now,
• 31:21
  SPEAKER_02: you know,
• 31:22
  SPEAKER_02: a lot of times everybody's going everywhere.
• 31:25
  So I think that's an important skill and I think everybody's
• 31:28
  always looking for
• 31:31
  SPEAKER_02: a little bit of help and a little bit of a,
• 31:33
  SPEAKER_02: you know,
• 31:33
  something that they can use and adapt to their own to kind of
• 31:36
  help with time
• 31:37
  SPEAKER_02: management and balance overall?
• 31:39
  SPEAKER_01: Yeah, priorities.
• 31:41
  I think it's important for you to not view everything as being
• 31:44
  on the same plane.
• 31:46
  And a lot of times people from the outside may look at even the
• 31:49
  things that all the
• 31:50
  things that I do and think that they're all on the same plane
• 31:52
  or all to the same
• 31:53
  SPEAKER_01: level.
• 31:54
  But I think if we're honest with ourselves,
• 31:56
  we all know that that's typically not the case.
• 31:58
  SPEAKER_01: There are things that take priority over other things.
• 32:01
  So for me,
• 32:01
  behind the scenes,
• 32:02
  it's making sure that I have the right priorities in place.
• 32:05
  SPEAKER_01: I've been fortunate to also to have
• 32:09
  SPEAKER_01: which it looks like I'm doing a lot of different things.
• 32:12
  SPEAKER_01: But if you actually examine it, I'm kind of doing just a couple things.
• 32:15
  SPEAKER_01: It's just that they overlap a lot.
• 32:17
  SPEAKER_01: And so I've been fortunate from that perspective.
• 32:19
  Like I teach at the university,
• 32:21
  but I teach,
• 32:22
  I'm in charge of the sport management program.
• 32:24
  SPEAKER_01: I teach a coaching.
• 32:25
  SPEAKER_01: I just this today taught a coaching basketball class.
• 32:28
  SPEAKER_01: Well,
• 32:28
  SPEAKER_01: that's not any,
• 32:29
  a lot of the stuff that I do in that class is stuff that I've
• 32:32
  learned a lot.
• 32:34
  SPEAKER_01: done in clinics, like there's an overlap there.
• 32:37
  SPEAKER_01: You know,
• 32:37
  SPEAKER_01: I teach it,
• 32:38
  we have a master's program and I oversee the master's program
• 32:40
  and I teach a
• 32:41
  SPEAKER_01: basketball class on that level.
• 32:44
  SPEAKER_01: Well,
• 32:44
  a lot of the things that I learned at some of these higher
• 32:46
  level clinics and
• 32:47
  SPEAKER_01: whatnot,
• 32:47
  SPEAKER_01: I use for those guys.
• 32:50
  SPEAKER_01: Two days ago, I taught a class on analytics.
• 32:53
  SPEAKER_01: Well, I use analytics all the time in my coaching.
• 32:56
  SPEAKER_01: So a lot of it overlaps.
• 32:57
  SPEAKER_01: I mean,
• 32:58
  SPEAKER_01: even when it comes to like family,
• 33:00
  SPEAKER_01: I would encourage coaches to make coaching a family,
• 33:05
  SPEAKER_01: not job,
• 33:05
  SPEAKER_01: but like a family calling,
• 33:07
  SPEAKER_01: not just a personal calling.
• 33:09
  SPEAKER_01: And hopefully your wife is on board and your kids can be around it.
• 33:13
  SPEAKER_01: But even influencing,
• 33:15
  SPEAKER_01: I would think most coaches are in it not to win games,
• 33:18
  SPEAKER_01: although that's important,
• 33:19
  SPEAKER_01: but it's also to most importantly,
• 33:21
  SPEAKER_01: build relationships with players and have lasting impact on them.
• 33:24
  SPEAKER_01: And I think for this day and age, this culture is,
• 33:28
  the young men need to see husbands that love their wives and
• 33:31
  that love their
• 33:32
  SPEAKER_01: children and,
• 33:33
  SPEAKER_01: um,
• 33:33
  SPEAKER_01: you know,
• 33:34
  SPEAKER_01: involve them in their lives outside of work or even in work.
• 33:39
  SPEAKER_01: So you'll see a lot of times,
• 33:40
  SPEAKER_01: if you see my social media,
• 33:42
  SPEAKER_01: I've got,
• 33:42
  I got a picture that I love of my son asleep on the bus on the
• 33:47
  way back from like a
• 33:48
  SPEAKER_01: nine hour away,
• 33:49
  SPEAKER_01: way trip down in Florida.
• 33:51
  SPEAKER_01: Um, and he rode on the bus and part of the trip he rode next to this,
• 33:57
  State junior like and the Chris was you know having fun with
• 34:02
  Barrett and talking
• 34:03
  with him and they were doing stuff on his phone and that kind
• 34:04
  of thing like
• 34:06
  I think it's good for the players to to be around family and
• 34:08
  young people and for
• 34:10
  them an opportunity to invest in my kids and for my family to
• 34:14
  invest in them.
• 34:15
  SPEAKER_01: And so really,
• 34:16
  SPEAKER_01: I would encourage you,
• 34:17
  how can you weave the different sections of your life together
• 34:21
  to maybe maximize
• 34:23
  SPEAKER_01: your time and really prioritize like what matters,
• 34:27
  SPEAKER_01: even with the podcast?
• 34:29
  You know,
• 34:29
  the podcast has to do with me talking with coaches and building
• 34:33
  relationships.
• 34:34
  SPEAKER_01: And those relationships help outside of having a podcast.
• 34:37
  SPEAKER_01: I mean, it helps with connecting with other coaches about ideas.
• 34:43
  SPEAKER_01: Some of those coaches call me up certain parts of the year and say,
• 34:47
  SPEAKER_01: hey,
• 34:47
  SPEAKER_01: I got a player on our team that's not really playing.
• 34:49
  SPEAKER_01: Would you guys be interested in him coming and playing for you?
• 34:53
  SPEAKER_01: So I think really,
• 34:55
  SPEAKER_01: again,
• 34:55
  SPEAKER_01: just inspecting what you're doing,
• 34:57
  SPEAKER_01: prioritizing your time,
• 34:59
  SPEAKER_01: what matters really,
• 35:00
  SPEAKER_01: what doesn't.
• 35:02
  SPEAKER_01: I've been fortunate a lesson that I learned not too long ago,
• 35:06
  but probably five or 10 years ago is to weed out stuff that
• 35:09
  doesn't matter.
• 35:10
  SPEAKER_01: We all have a lot more time than we think we do.
• 35:13
  SPEAKER_01: We blow a lot of time on things that just don't matter.
• 35:17
  So eliminating the times that just don't matter and maximizing
• 35:20
  the time that you do have.
• 35:22
  SPEAKER_01: And I think a lot of us would say we go to bed at night tired.
• 35:26
  SPEAKER_01: but I would challenge you.
• 35:28
  Are you tired because you,
• 35:29
  you maximized your time that day or did you kind of waste your
• 35:33
  time?
• 35:33
  SPEAKER_01: Did you stay up late scrolling through my Twitter feed,
• 35:38
  SPEAKER_01: looking at plays that aren't going to help you win games anyways,
• 35:40
  SPEAKER_01: like,
• 35:40
  SPEAKER_01: like do stuff that matters.
• 35:43
  And,
• 35:43
  and you can probably you'll probably have more time than you
• 35:46
  think you do.