Blog Posting #21, November 27, 2008 
FAIRNESS
If I had a nickel for every time I heard a parent say, “The coach wasn’t fair; he clearly had favorites and didn’t give my kid a fair chance.”, I’d be a rich man. While it is true, the coach cannot please everyone and, inveriably, some players and students are bound to label the coach as “unfair,” there is much a coach can do to avoid being labeled, “unfair.” Following are six suggestions.
ONE: CLEARLY DEFINE ROLES
The coach must clearly spell out the role for each position, both offensively and defensively. Players will compare themselves to other players, particularly the ones they compete with for playing time, and they will rarely be objective in the comparison. For that reason, the coach must make it clear, what is expected of each position. In this way, apples can be compared to apples.  For example, the role of the point guard may be: Create plays for the best scorers, Keep the assist to turnover ratio to at most six to one, Work with other perimeter players to stop dribble penetration, Lead the fast break for a high percentage shot, Get others involved, Reset the play if need be, and Hit the outside shot when it is available.

One very talented forward once approached Coach Wooden, off the court, and told him, “Coach, you know I’m better than him.” He was referring to the starting forward that, physically, could not compare with the disgruntled player.  But Coach had been wise to clearly define the responsibilities of the position and knew, the unhappy player tried to do too much on the floor. He was always trying to show his talent and, in doing so, got in the way of the others. So, Coach Wooden’s answer to him was, “Yes I do. And it’s a shame you are letting him beat you out of the position.”

TWO: PICK A STARTING SEVEN
 During our preseason meetings, Coach Wooden told us who the starting seven were. They were composed of returning starters and substitutes.  He told the rest of us, “They have the spots and it’s up to you to beat them out of it.” Did any of us think that was unfair? No! As long as we knew the rules and that  the opportunity was there, we were OK with it. But, we were told we better get to work on that during the preseason because, once the season started, it became more and more difficult to beat someone out. Chemistry, teamwork, and team improvement were central to Coach’s philosophy for winning. Making a mid-season personnel change could set us back, no matter how talented that newcomer was.

Do you see a common thread in points one and two? Coach put the responsibility for playing time, at least in part, on the players. In other words, instead of saying, “I decide who plays,” he said, “You need to convince me that I should make the change.” Let’s not forget the affect this method has on the starter; he is given the responsibility to keep that spot and knows the coach will make the change if the benchwarmer does what is required. This is healthy for any team, whether it be sports or business.

THREE: KEEP STATS DURING PRACTICE
If the coach is going to incorporate this system, he must show that he is actively comparing player with player, in the same position. There are two ways to clearly show the players that the “game is on.” The first is to keep statistics during practice, especially scrimmages. There are many “points systems” available that use formulas to show overall value to the team. When rebounds, assists, turnovers, made shots, missed shots, and blocked shots are entered intot he formula, the computer generates a score. Guards are compared to guards, forwards to forwards, and posts to posts. If I were coaching, I would include the pass that leads to the assist, and help defense that results in no score for the opponent. 

FOUR: CONSTANT EVALUATION AND FEEDBACK
The second means a coach should use to actively show he is fairly evaluating is providing constant feedback to the starter and, especially, the one that’s fighting to win the position. The most sure way to be unfair, is to ingnore the contender. This does not mean equal teaching time. The starter deserves much more because the coach’s main responsibility is to improve team performance. What it does mean is providing recognition when the contender does something well. But it also means critique, as players are very good an knowing when they are being patronized. The wise coach will pay a little more attention to the starter when he knows it will motivate the non-starter, and visa versa. This is conducive to a very important component to overall team performance—internal competition.

FIVE: TREAT THEM DIFFERENTLY
Each student is unique. The most unfair thing to do is to treat all players the same. In the pre-season meeting, the coach should tell the players he intends to give eah player the treatment he earns and deserves. Again, this is sharing the responsibility.

At UCLA, if a player was late for practice, he came down to the floor, in his street clothes, and gave Coach Wooden his excuse. If Coach bought it, the player could practice. If not, he may not practice. One can clearly see the fairness. If it was the player’s first violation, Coach usually let him practice. If not, there was a definite chance he would not. Allow players to earn credit. Treat them differently because they are different and deserve tailored treatment.

SIX: ALL PARENTS ARE EQUAL
If the coach allows any parent to give advice, help coach, or give material gifts for the program directly to the coach, it will come  back on him. We all know, when players and parents make comparisons, the relationship between the coach and the parents is taken into account. The coach may be very fair in playing one player over another, but could be accused of having been influenced by his relationship with one set of parents. Spend time with parents as a group. If you meet with parents individually, do so with all parents. Give them equal time and refuse help the others don’t have the opportunity to give.