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AFM Magazine


Philosophy of Performance: One Coach\'s Interaction Style

by: Fayyadh R. Yusuf, Ph.D.
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On January 22, 1996, Malcolm Glazer, owner and president of the Tampa Bay Buccaneers, made a pivotal administrative decision by hiring Tony Dungy as his head coach. The appointment wasn't significant just because Dungy was one of only a handful of minority coaches. Rather, the hiring struck many as unusual because Dungy's personality - on and off the field - was far from the stereotypical mannerisms of other head coaches.

Unlike some of the more renown names associated with "great" football leader's, Dungy was not the emotional, screaming, cussing fanatic many of his colleagues (past and present) appear to be while pacing the sidelines. Instead, he has always remained a picture of calm and composure. The question on many people's minds, therefore, was whether this mild-mannered gentleman could motivate a team of well-paid athletes to play their best all game, every game. Four years later, those who doubted his personality must reassess their perceptions while the coaching profession as a whole is left with a new debate: what school of coaching is best for athletes and organizations trying to maximize their performance?

The old school is typically what we associate with the militaristic attitude, where coaches control players through fear and intimidation. Examples of this type of behavior include belittling players or man-handling them for making mistakes. New-schoolers, on the other hand, assume the role of teacher rather than authoritarian thereby employing positive motivational strategies to produce desired results. Using Dungy as a model of new school coaching, this article examines the coaching options to consider when examining your own interaction style.

While knowing the Xs and Os of football is required of all coaches, there is another equally important personal quality which demands attention: philosophy. Philosophy guides how one thinks in life, perceives events, and reacts to situations. In sport, it is commonly referred to as the mental game. Combined with physical abilities, these two factors influence competition outcome considerably. Another similarity between a strong mind and great strength, speed or coordination is that both are inherited and changeable.

Coaches typically inherit their philosophies from previous coaches, teachers, parents and mentors. Consequently, the way a person acts as a coach today is probably some amalgam of all past experiences. Because these tendencies exist in the mind, they can be refined through extensive evaluation, planning and effort, provided the incentive is worthwhile.

Why are interaction styles important? Coaches are role models to their players and staff. As persons in an "authoritative" position, they establish the standard for how others will act in a specific situation. Consequently, coaches must perform their best at all times to set a good example and instill high levels of confidence in everyone around them. After all, learning on the field is not limited to technique, formations and plays; attitude is also developed during practices. An example of mental training is how a coach handles stressful situations. If players are expected to maintain composure after penalties or when it's third and nine, they must see the benefits of composure in others. Suppose the offense runs a series of bad plays during practice. The coach can react in one of several manners: a) he can try to teach from the mistakes; b) he can scream at the players; c) he can punish the players; d) he can make the offense repeat the plays until they're done properly; or e) he can ignore the mistakes and continue practicing.

The course of action a coach chooses will undoubtedly affect how his players perform later. Although there is no steadfast rule to determine which course of action to take (given the many variables), everyone has a natural tendency. The question is, what are the consequences of those habits and how can they be improved?

Niccolo Machiavelli was a 16th century philosopher who theorized about leadership styles. He claimed that fear and love are the two ways to lead troops into battle. For the short term, Machiavelli claimed that both methods are effective in getting soldiers to fight. But the difference lay in the soldiers' motivation to do so. Those who feared their leader fought to avoid punishment; those who loved their leader were willing to die for him.

The same mentality can be found between a parent and a child. There is so much love between the two that the sacrifice of one's own life for the other is unquestionable in times of peril. Can the same be said of the relationship between a coach and a player? In Dungy's case, the answer is yes.

"A lot of the players really enjoy (Dungy) and want to come out and play for him," said former Bucs punter Tommy Barnhardt. "I mean, there's going to be a point where if there was a handgrenade laying there, people would want to dive on it for him. Because he's just that type of guy. He can treat you - number one - with respect. ... He's very professional and he's very honest. ... And I think if you have those qualities and you treat people like that, people are going to always want to come out and play for you."

Although Dungy may not have expected this degree of loyalty from his players (and neither should you), he does understand the psychology of athletes. He knows which model of coaching will serve him best in the long run.

"I never thought leading by fear would work over the long haul," said Dungy. "Because at some point, when that fear factor is gone, whether it's (because of) familiarity or (their fortune and fame), the fear factor is going to go, and the respect factor is what carries over."

Intimidating players only works for a little while at best. Eventually, they become immune to your ravings. Perhaps you have either done it or seen it - the turning off of the brain and shutting down of all cerebral systems so that someone's tirade goes in one ear and out the other. In professional sports this is particularly feasible since the players are considered a higher commodity than coaches (as evidenced by salaries). Compare the number of organizations who have chosen to release their coach rather than a star player in just the past five years. The number, relative to the previous fifty years, is high because of the huge contracts players command and their ability to draw fans into the stadium.

Coaches and players alike realize how organizations are making personnel decisions, so it's in the coach's best interest to keep everyone happy. Owners are made content when their teams win (or at least make money); teams win when players are willing to buy into a coach's system and play to their potential. In order to achieve that goal, however, players must be committed to their team leader. "Coach Dungy is one of the greatest coaches I've ever played for," said Barnhardt. "He understands the game, but more so. . . he understands how to deal with people. . . when you make a mistake, he doesn't just degrade you out in front of everybody. . . when he criticizes you, it's constructive criticism you can understand; you can learn from it. ... He challenges his players, but it's in a good way. Not a derogatory way. And that's what I feel (is necessary) in order to get human beings to respond for you and to play to their potential."

Although Barnhardt's perspectives convey the benefits of positive motivational strategies, the difference between old and new school philosophies is not limited to "not screaming." Coaches must find other means to command their players' respect. Two additional characteristics which stand out in Dungy are integrity and consistency.

Among the major issues players are concerned with is knowing where they stand with their coach. Many athletes feel they're often lied to during personal conversations or evaluations. A few years ago, an NFL veteran commented to me that he and his teammates simply assume the coach is lying until proven otherwise. Based on this sentiment, he suggested that sport psychologists could improve the game by developing the relationship between athletes and coaches. But in Tampa, this doesn't appear relevant.

"I just love that (Dungy) hasn't got anything that he's going to hide from me," Bucs All-Pro defensive tackle Warren Sapp said. "He's going to tell it to you straight. And that's the only thing that you want as a player. You don't want a coach that'll walk behind a door and say something that he won't tell you in your face. You don't want to be walking around with a false sense of security. ...That's the one thing you won't get (from Dungy) and that's what I love about him. Everybody that you talk to would probably kill for him."

Information is a powerful resource, so some coaches choose to hide certain facts in order to maintain control. But to develop players and create a positive atmosphere, integrity is a stronger weapon than deception, provided it's the norm and not the exception.

"Teddy Roosevelt said, 'Speak softly, but carry a big stick.' I think (Dungy's) integrity is his stick," said former Bucs kicker Michael Husted.

Honesty with players is a "stick" that Dungy carries all of the time. Consistency in words and action is another characteristic players appreciate about Dungy.

There are two aspects of consistency which are relevant in the discussion of consistency. One is organizational, the other is behavioral. Organizational consistency requires great confidence in one's abilities as a coach. When creating a year-long plan and short-term outcomes aren't expected (e.g. several losses in-a-row), a natural response is to abandon the plan for something new. This conveys two messages. First, that the original plan wasn't good, thus calling the coach's competence into question. And second, altering a planned course of action can be inferred as panic. Losing composure when times are difficult is not a message for coaches to send their players.

"From day one last year - from the first day of training camp to the last day of the season - (Dungy) was completely the same," Husted said.

"(Dungy's) going to lay it all out in front of you," said Sapp. 'Here's what we expect from you, and now let's go get it done.' And that's the way he's always been. When he came here, we got a schedule. I don't think we broke from it one time in the whole year."

Sticking to a plan doesn't mean that it's perfect. In fact, Dungy spends weeks reviewing film and journal entries on previous seasons trying to improve his system. But once the schedule is set, he commits himself to it fully. Knowing this, the players are able to relax and focus on the tasks at hand. Maintaining consistency in attitude (or behavior) also lends itself to creating a positive learning environment.

Think of personalities as a body of water. Is it easier to learn how to swim in a calm pool or in the ocean? The former is much easier because there aren't unpredictable waves distracting the mind and upsetting the focus of players. By creating and maintaining a positive learning environment, Dungy is a target of high praise from the team. "If you were down here for practice, if you were in the staff meetings, if you were in the player meetings, or if you were on the sideline during a game, it's the same," said Bucs defensive assistant Kevin O'Dea. "And you know, being consistent, the players know what they're getting and they know what to expect and then they're able to go out and perform their job because that's what it is at this level."

"He's probably one of the best I've worked for," offensive coordinator Mike Shula added. "I think one thing is he makes you feel real comfortable as a coach working for him because he's always the same. Nothing really changes." The whole notion of consistency is very important for both players and coaches. In a sense, it's what we strive for in order to succeed. The ability to make a play during practice and then do the same on game day. Barring injury, players have the technical and physical ability to make plays consistently. The only thing that might get in the way is their own mind. Consequently, coaches can help their players by creating a positive learning environment during practices and leading by example.

Coaches are sometimes conditioned to obsess over the strategies of games. They will watch film over and over without fail in order to better understand their team and opponents. What is sometimes missing from such a system is a thorough evaluation of themselves. This process begins by understanding their individual coaching philosophy. One part of that philosophy are interaction styles.

How coaches relate to players is of utmost importance because it determines the quality of learning which takes place during a season. Remember, being an expert at football is inconsequential if players don't respect or listen to you.

The purpose of this article is to get you thinking about your personal philosophy. Since it is an inherited trait passed down from previous mentors, you may not realize all of your subtle tendencies - both the positive and negative ones. Furthermore, you may not have considered the benefits of changing your philosophy. By assessing this matter, you have the opportunity to minimize the habits which don't promote growth while emphasizing those that do.






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