How to Give Instruction to Players
The Basics
If you’ve spent enough time coaching, you’ve probably realized that telling an athlete how to perform a skill has mixed results. Some players take the instruction and turn it into an ideal motion right away. Some players might use the ideal motion in structured practice situations, but in game situations the skill breaks down.
The lack of positive results following instruction can frustrate a coach, but the problem does not lie in the player or their ability to listen and comprehend.The problem lies with instruction. Telling players how to move is not the most effective means of teaching or refining a movement skill.
Potential Problems with Giving Instructions
Giving instructions often puts you into the trap of assuming there is one correct way of performing a skill. In reality, there are a range of acceptable ways to perform a skill. That range will depend on the player and the situation. Take for example the basketball jump shot – how many times in a game will the shot be performed in exactly the same way? Game situations dictate how the shot will be performed. The distance from the hoop and the type of defense being applied will influence the pattern of the shot. The physical characteristics of the player matter as well. A shorter player might need to bend their knees and jump in order to clear a defender, whereas this might not be necessary for a taller player.
Instruction can often put you in the trap of repetition. The assumption is that by performing the skill over and over in the same way, we are creating an imprint of how the skill should be performed. Many coaches say they are trying to build “muscle memory,” which is the idea that an oft-repeated skill will be more likely to hold up under fatigue, stress, and game pressure. The problem with repetition is that variation is a good thing. As I noted previously, any skill will be performed under a range of conditions in a game. No two jump shots will look alike. Yet, if we practice repetitive jump shots under controlled conditions with little interference or variation, the player will be less prepared to take varied shots in the uncontrolled conditions of a game.
Our Instruction As Coaches Must Not …
Prescribe one “right way” of performing the skill or accomplishing a goal.
Tell a player how to move, but instead creates a clear movement goal and allows the player to self-problem solve for a solution.
Become overly repetitive, but instead allows for more variation in how the skill is performed.
Don’t Over-Coach
Instruction should not be overly specific in regards to how players should act, make decisions or achieve the desirable outcome.
Overly specific instruction (do this, then this, etc.) narrows the focus of the player, and limits their ability to perceive information and self-problem solve.
When instruction include specific details on the types of behaviors or decisions that should happen, players may fail to notice other potentially important information or solutions.
Rather, broader instruction helps players to expand their focus and enhance their creativity. By giving instructions that are based primarily upon the overall principles that govern decision-making, rather than instructions that are overly specific, players may be encouraged to explore a larger variety of possible solutions to problems and situations.
The only corrections we are making on the first few reps of a drill is to correct the how the drill is set up and organized.
The most important thing is to give the players a chance to act and self-problem solve.
Ideally, we are only giving corrective feedback when the information cannot be obtained in some other manner.
When we do give feedback, it must be clear, concise and useful to the player (feedback must be specific, avoid generalities like “we need more paint touches”). Have a point and get to it.
Remember, a timeout only lasts for 30 or 60 seconds so be quick and concise with any feedback.
Focus on the Result, Not The Process
Instructions should be worded by explaining the desirable outcome, rather than explaining the outcome that needs to be avoided. The instruction should ideally provide players with the objective to achieve, rather than the process to achieve that objective.
Instruction that encourages players to focus on something that is external to their body or associated with the outcome /effects of the movement (the result) tend to be better than instruction that focuses on the player’s mechanical movements or specific technique.
When INtroducing a New Drill …
Command attention - use a whistle, voice or a pre-arranged signal (having players line up at half court) to command their attention.
Name the activity – This makes it easier to use in future practices (“Shell Drill”).
Explain the activity and its purpose to the players - Briefly give an overview of what the drill is, what we are working on and the drill set up/organization.
Establish working rules of the activity - Explain any constraints (spacing, time, scoring system, etc.) and the rotations of the drill.
State one or two teaching points – What do we want athletes to learn and be able to repeat in the game? These are our teaching points for the drill.
Demonstrate – If necessary, give a practical demonstration of what is to be done so that the players can watch how the drill should work and better understand the goal.
Have the demonstrating players get set up, walk through one rep and play two reps live.
Using Demonstrations
Only use demonstrations if absolutely necessary.
Demonstrations are effective when the task requires a specific form of movements or a certain series of movements (setting a ball screen) to be accomplished.
When the task does not require a specific form of movements or a certain series of movements (finishing at the rim), demonstrations are less effective.
Demonstrations may also act to constrain learners by encouraging them to emulate the specific movement pattern employed by the demonstrator.12,76,77,87,131 For instance, after observing a demonstration of a particular basketball shooting technique, the learner may attempt to exactly copy the observed technique, without attempting to engage in an exploratory process to search for a technique that is more suitable to the learner’s own movement capabilities
A different strategy that may encourage the learner to engage in greater problem-solving, and help to alleviate the tendency to imitate the exact technique of the demonstrator, is for coaches to focus the attention of the observer upon the intended outcome goal of the task being demonstrated
REMOVE DISTRACTIONS WHEN GIVING INSTRUCTION
When introducing activities the coach needs to be conscious of how they are positioned relative to the group. Sometimes the coach will turn away from the group, to show a particular area on the court, or to instruct athletes doing the demonstration. The problem with this is that:
it makes it harder for the coach to be heard.
it becomes harder to concentrate on what is being said.
the coach will miss visual cues that can help demonstrate if the players are understanding (e.g. nodding their head tends to indicate they understand whilst a quizzical look can show that they are unsure).
As far as possible, the coach should try when talking to stand in a position in which they are “open” to the group – i.e. the coach can see them, and they can see the coach. If the coach needs to move (e.g. to show where a player moves in the activity) they should speak to the group, move (while not speaking) and then turn to face the group and continue speaking once they are at the new position.