Can We Learn Something About Court Management from Class Management? You Betcha.
Swen Nater

If you’re a coach and/or classroom teacher, you’ve probably got some well-deserved time off coming, year-round school or not. What are your plans? Going to Disneyland? Cool! I grew up around that place and I loved it. Of course, when I began approaching seven feet, things got a little tight in the toboggan on The Matter Horn, but, when it was over, it only took a few minutes to get the feeling back in my legs.

Have fun during your off-season, but, may I suggest spending some time to improve yourself as a teacher? Each off-season, Coach Wooden studied one part of the game exhaustively and arrived at conclusions that he applied the next season. His effort to continually improve himself is a main reason he became a master teacher.

I’m not an expert on classroom teaching, but I do know something about coaching. This posting will present some suggestions for off-season improvement for coaches. Ironically, I got my answers from an ex-principal and high school teacher. I interviewed Dr. Wendy Ghiora (http://teaching4achange.blogspot.com/2010/05/treat-teachers-way-you-want-them-to.html), soliciting information about classroom teacher off-season improvement/development, hoping some of what she said would apply to coaching as well. I was not disappointed.

Tired Teachers
Dr. Ghiora prefaced the information she provided by saying that, because classroom teaching is so mentally and physically taxing, it is understandable teachers like to take a complete break from it. From her experience she knows, one needs to get away for some time to prevent “burn-out” and come back refreshed, recreated, and excited about teaching.

However, she was quick to add, teachers should reserve some of that time to improve themselves. For sustained energy and excitement, as well as longevity in the profession, consistent improvement is as important as taking breaks. 

The Case for Class Management
I called Dr. Ghiora and asked her some questions related to how classroom teachers can improve themselves when school was not in session. During the Q and A, she said, many teachers fail to master the most fundamental area of classroom teaching: “Class Management.” I then asked her for principles of good class management. As she answered my questions, I noticed many of the concepts for classroom management also applied to the court, field, or rink.

Mind you, no written word can teach court management completely for each class is different and each student is different. The following are general considerations for creating an atmosphere where things are under control and learning can take place:

1. Establish Clear Rules, With Clear Consequences, and Follow Through
At UCLA, we had several rules for practice: Socks must be pulled up with no wrinkles; t-shirts must be tucked in with a little play around the waist; no profanity; thank a player for an assist; no screwing around; and more. All rules were designed to have a practice that was productive in the areas of skill, conditioning, and team spirit. Violators were not necessarily punished; they were reminded that they let the team down. In most cases, this was punishment enough. But whatever you do, enforce the rules.
2. Keep a Consistent Daily Schedule, and Communicate Changes
Coach Wooden, more often than not, kept the order of main events consistent, practice to practice. Fundamentals were first, conditioning drills second, demonstration of the whole third, breakdown drills fourth, five-on-five fifth, and special situations sixth. There were rare instances where some of those elements (not fundamentals, “Goodness Gracious Sakes Alive”) were omitted or things were moved around. But Coach always told us about the changes at the beginning of practice. We liked order and consistency, but were comfortable with changes, as long as we were prepared for them.
3. Create an Atmosphere of Curiosity and Interest
Coach told me, one of his Purdue professors almost always began class with a thought-provoking question. Often, he ended class with a question that his students were expected to think through, and bring answers for next class. Basketball (every sport) is a thinking game. For example, you don’t just run an offense; within the offense, you read what the defense is doing and react. Like classroom teachers, coaches can ask tough thought-provoking questions too. Coach Wooden often did this at the beginning of a practice. Then, as practice progressed, the answers came. But sporadically, during practice, Coach Wooden asked leading questions, designed to cause us to consider how to solve a problem. In that way, he kept us engaged. Engagement is key to class management.
4. Get Them Busy by Getting Right Into Learning
I’ve seen hundreds of basketball practices, at all levels. Sadly, for the most part, coaches treat the first part of practice (the teaching of the fundamentals) as something they “have to get through to get to the important part.” They announce the drill and then stand by, silently, watching. As a result, during this most important area, players go through the motions. But, coaches that, while players are working on the basics, correct every error, demand perfection, and remind players how important, what they are working on, is, will see improvement, by the second. Beginning practice with learning and improvement, mentally connects players to the practice. There is no motivator greater than improvement, especially when the coach recognizes it. And motivation is key to class management.
5. Keep Things Moving with No Wasted Time
There is nothing that will quench class management more than a long pause in the action. In the classroom, a teacher taking a phone call or asking students to be excused a minute while she leaves the classroom, will, most definitely pull the energy plug from the classroom. Many times, that energy cannot be regained. The same is true on the court or in the classroom. Organize practices so there are few breaks and all transitions are seamless.
6. Make it Competitive
No matter what level, sport should be fun. For us at UCLA, we had a lot of fun because most of practice was competitive. Coach made a game out of almost every drill, even the fundamentals. When we got into breakdown drills (parts of the offense), it was a blast. Can this be done in the classroom? Of course. Dr. Ghiora gave one example of this where one could divide the students of a history class into two teams: One that is pro Louisiana Purchase, and One that is against it. Let the debate begin. Then, invite the principal in to decide who wins.

Conclusion
So, this off-season, reserve a little time each day to improve yourself in some area of teaching. If you’re new to the profession, class management is a good place to start. But, don’t forget to go to Disneyland. Who knows; you might see me there. I’ll be the guy on the bench, just outside The Matter Horn ride, rubbing the feeling back in his legs.