Can threats work in training?

This is taken from the excellent Australian NRL coaching handbook.

Nice from the NRL. But how is it achieved? Trust…

Here’s a familiar tale.

There was a loud blast on the whistle.

The coach looked slick. If only the parents could see…

Hungry but hearty they halted. And gazed… What was that?

“If youse blokes don’t shut-up I’m not coming next week! I mean it!”

This isn’t engagement and this is worse than non-engagement.

In simple terms, threats have never worked. If you are telling the players to “engage or else”, you’ve

• Not addressing the problem – what lies beneath? Is it you?
• Given yourself no room to move. Are you following through?
• Triggered some from tough homes (like me).
• Targeted others who hear inconsistent threats all the time. They see it as weakness.
• Role-modelled reactive adulting.

Put it this way, if threats worked, teachers would still use canes.

OTHER THREATS

• Negative extrinsic motivation. Sticker charts are disguised threats.
• Yelling at players or referees. Even bellowed encouragement. Think PTSD and learning difficulties.
• Behaviourism (Pavlov’s dog) works. But physical activity as punishment?
• Disciplining a child in front of peers. Get activities going and redirect quietly.
• Standing front-on expecting eye contact. Get side on, at their level or walk and talk.

BUILDING FIRE BREAKS

Use positive behaviours to build trust.

Be meticulous. Here is my preparation despite my experience. If you look prepared they have hope.

Be patient and practice routines.This is 12 minutes into first session with Queensland 15s Warriors.  Teams take ownership of positive norming.  Hear someone call out ‘drop’.

Bring the adults in. Four coaches? One leading an activity? All hands on deck! Get parents in too like Uncle Gunny.

GUNNY ROUTINE EXAMPLE

Reinforcement of ‘engagement’ by ‘whistle while you work’ (Bob Pangrazi) attention game. Can incorporate ‘Tower of Power’,  crawling, falls/rolls which are good for physicality preparation.

IDEAS FOR TODAY

• Film your session – the tape doesn’t lie – focus on transition times between activities.
• Think of a session that went well. Why? What specifically allowed this to happen?
• Repeat this thinking for a negative incident.