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And that’s a wrap for another CLF Skill Builder camp! 2 days on court with some of the top u12 & u14 prospects in South Australia. All teaching done through small sided games and a constraints led approach. Thanks to the players and the amazing coaches for making it a success!
One thing we as coaches were cognizant of, was our verbal interventions. Essentially I provided 
guiding principles:
1/ “If the drill can do the talking, then I don’t need to” - design the environment (drill) so it incentivizes or limits the players to/from doing ‘stuff’
guiding principles:1/ “If the drill can do the talking, then I don’t need to” - design the environment (drill) so it incentivizes or limits the players to/from doing ‘stuff’
2/ don’t be a commentator 
. Nothing worse than a coach who is on the side of the court yelling constantly “Dribble! Pass! Look for the open player!”. Your voice can be heard to praise or reinforce but not to give the answers or make decisions.
. Nothing worse than a coach who is on the side of the court yelling constantly “Dribble! Pass! Look for the open player!”. Your voice can be heard to praise or reinforce but not to give the answers or make decisions.
3/ if you are intervening (stopping the drill) freeze the players in place at the point of the mistake. Ask the players an open 
or ask “what am I going to say?”. Allow them to come to the answer. Then count down from 3 and throw the ball in at that exact moment to play on.
or ask “what am I going to say?”. Allow them to come to the answer. Then count down from 3 and throw the ball in at that exact moment to play on.
3/ cont - I find a lot of times coaches correct a mistake but then don’t allow players the opportunity to have a ‘Sliding Doors’ moment (a do-over in real time). We correct and then re-set the drill to the start so that moment/context is gone (sometimes it doesn’t come up again)
Instead, FREEZE the moment, open and correct (short!), and then allow them a Sliding Doors re-do to see what could have happened if they did things differently.
and correct (short!), and then allow them a Sliding Doors re-do to see what could have happened if they did things differently.
If you want to learn more about using verbal instructions in practice, here is a super pod from @ShakeyWaits: https://podcasts.apple.com/au/podcast/the-perception-action-podcast/id994539742?i=1000503166923
