The laws of leadership
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1. The document discusses the top 4 expectations of a team leader: influence others positively through good performance; leadership takes time to develop through handling challenges well; providing a clear vision and direction for the team; and connecting with others by listening respectfully rather than talking trash. 2. Key points about leadership include that influence increases with performance, leadership is a process that can't be gained instantly from a title alone, and leaders must "live their message" as role models who practice what they preach. 3. Successful leaders provide a vision for the team's direction, think before acting, and don't lose credibility by going in a different direction than the vision.
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Personal qualities of a leader pt1
1. The document discusses the top 4 expectations of a team leader: having character, competence, courage, and discernment.
2. It provides guidance on each quality, such as having character means standing by your convictions even when it's unpopular, being competent means continually improving your skills, and having courage is confronting fears when others won't.
3. The purpose is to help develop these leadership qualities in one's daily life as a member of different groups through self-reflection.
The top 4 expectations of a team leader
The top 4 expectations of a team leader are:
1) Never lie - speak the truth to coaches and teammates to build trust.
2) Don't take things personally - don't get angry at constructive criticism from coaches as they aim to improve skills.
3) Don't make assumptions - trust what coaches say without hidden meanings and give teammates a fair chance without judging them.
4) Always show up and do your best - leaders are motivated and give full effort daily through challenges to set a strong example.
Personal qualities of a leader pt2
This document discusses the top 4 expectations of a team leader:
1. Have a positive attitude at all times and address teammates' negativity promptly.
2. Be a problem solver who sees possibilities rather than obstacles and asks others for their solutions.
3. Take responsibility and never make excuses, putting the team ahead of personal desires.
4. Have security in who you are and not constantly seek approval, as leadership can be lonely at times.
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This document discusses attractors and detractors of leadership. It provides instructions for reflecting on and answering questions in small groups about attractors and detractors. The questions include making lists of things that attract and push people away, identifying leaders admired and listing their attractive characteristics, identifying unadmired leaders and traits that detract from their leadership, and identifying one's own attractive and detracting traits as a leader. The final question involves getting feedback from teammates on attractive and detracting qualities and committing to strengthen attractors and reduce detractors.
Update1
The top 4 expectations of a team leader are:
1) Never lie - speak the truth to coaches and teammates at all times as honesty and trust are important.
2) Don't take things personally - don't get angry at constructive criticism from coaches as they are trying to help improve skills and performance.
3) Don't make assumptions - trust what coaches say without reading into hidden meanings, expect the best from teammates, and prevent "groups" or "cliques" from forming on the team.
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1. The document discusses the top 4 expectations of a team leader: having character, competence, courage, and discernment.
2. It provides guidance on each quality, such as having character means standing by your convictions even when it's unpopular, being competent means continually improving your skills, and having courage is confronting fears when others won't.
3. The purpose is to help develop these leadership qualities in one's daily life as a member of different groups through self-reflection.
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The top 4 expectations of a team leader are:
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2) Don't take things personally - don't get angry at constructive criticism from coaches as they aim to improve skills.
3) Don't make assumptions - trust what coaches say without hidden meanings and give teammates a fair chance without judging them.
4) Always show up and do your best - leaders are motivated and give full effort daily through challenges to set a strong example.
Personal qualities of a leader pt2
This document discusses the top 4 expectations of a team leader:
1. Have a positive attitude at all times and address teammates' negativity promptly.
2. Be a problem solver who sees possibilities rather than obstacles and asks others for their solutions.
3. Take responsibility and never make excuses, putting the team ahead of personal desires.
4. Have security in who you are and not constantly seek approval, as leadership can be lonely at times.
Attractors and detractors of leadership
This document discusses attractors and detractors of leadership. It provides instructions for reflecting on and answering questions in small groups about attractors and detractors. The questions include making lists of things that attract and push people away, identifying leaders admired and listing their attractive characteristics, identifying unadmired leaders and traits that detract from their leadership, and identifying one's own attractive and detracting traits as a leader. The final question involves getting feedback from teammates on attractive and detracting qualities and committing to strengthen attractors and reduce detractors.
Update1
The top 4 expectations of a team leader are:
1) Never lie - speak the truth to coaches and teammates at all times as honesty and trust are important.
2) Don't take things personally - don't get angry at constructive criticism from coaches as they are trying to help improve skills and performance.
3) Don't make assumptions - trust what coaches say without reading into hidden meanings, expect the best from teammates, and prevent "groups" or "cliques" from forming on the team.
4) Always show up and do your best - leaders are motivated and give full effort every day, even when conditions are difficult, and they never slack off or make excuses.
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The document discusses character development and defining good character. It identifies six key character traits: trustworthiness, respect, responsibility, fairness, caring, and citizenship. It encourages evaluating one's own character, identifying traits to improve, and making a plan to develop those traits. The document emphasizes that good character should be consistently demonstrated through actions, and that every moment is an opportunity to improve oneself.
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The passing challenge involves setting up three lines of cones spaced four yards apart, with the distance between the first line and target gate determined by the player's age. Four balls are placed on the first two lines and two on the last. The player uses their preferred foot to strike balls through the target gate, scoring 1, 2, or 3 points depending on the line. They have 30 seconds to complete as many passes as possible before their overall score is recorded. The challenge requires tape measures, balls, cones of two colors, a stopwatch, clipboard, and score sheet.
Red Bull Skills Challenge - Receiving
The receiving challenge involves a player controlling passes from a coach within a 2x2 yard square, then passing or dribbling through one of four target gates positioned around the square to score points. The player has 30 seconds to work clockwise through as many gates as possible, while other players help circulate balls back to the coach. Equipment needed includes measuring tapes, balls, cones, a stopwatch, clipboard, and score sheet to record the total points scored.
Red Bull Skills Challenge - Turning
The Turning Challenge involves a player attempting to complete as many turns as possible within a 30 second period in a 5x5 yard square, with the entire ball needing to cross the line for each turn to count. The player can use any turning technique and a coach will time and record the total number of turns while 4 cones mark out the square boundaries and equipment like a tape measure, ball, stopwatch and score sheet are also needed.
Red Bull Skills Challenge - Dribbling
The Dribbling Challenge instructs players to dribble a ball around three cones spaced three yards apart within 30 seconds, earning a point for each cone passed without touching the ball. Players' scores are recorded on a score sheet as they complete the challenge individually while a coach times them and keeps track using a stopwatch, tape measure, ball, three disc cones, and clipboard.
Athlete Builder Striking Chart - Defensive Line
Defensive line play techniques are summarized in a striking chart with 10 stimuli and corresponding responses. The chart provides instruction on the proper techniques, including base, reach, double, and scoop stances as well as down, cut, pull, and pass moves. Each move is paired with the correct response, such as squeeze, push, hip, or claw technique, to effectively defend against offenses.
Athlete builder Head Coach Reference Guide - Section 10
This document provides advice for new teachers and coaches dealing with being a new hire at a school. It recommends being proactive in getting to know other new hires for support, not skipping new teacher training without approval, and getting to know the department head to overcome potential power struggles. It also advises being overly prepared with outstanding lessons to be under less scrutiny, being careful about dating colleagues or associating with complainers, and working to gain trust over time.
Athlete Builder Assistant Coach Reference Guide - Section 13
This section provides guidance for coaches on how to conduct themselves in public, including being careful about wearing athletic gear, setting up meetings if parents want to discuss complaints, being friendly to all, avoiding domestic altercations or drinking in public, being courteous to others, avoiding altercations, not running from the law, and ensuring one's children are well-behaved in public to maintain a positive reputation.
Athlete Builder Assistant Coach Reference Guide -Section 10
This document provides advice for new assistant coaches on dealing with being a new hire at a school. It recommends being proactive in getting to know other new hires for support, not skipping new teacher training without approval, and getting to know the department head to overcome potential power struggles. It also advises being overly prepared with outstanding classroom lessons to impress evaluators and gain their trust over time. Coaches are warned to be careful of dating teachers at the school and complainers trying to latch on for support.
Athlete Builder Assistant Coach Reference Guide -Section 7
The document provides guidance for coaching responsibilities, including:
- Developing awareness by viewing feedback as opportunities to learn rather than prove what you know, focusing on building a sustainable team culture, and prioritizing athlete development over athletics.
- Organizing practices effectively with limited talking on game days and keeping post-practice meetings brief.
- Tailoring strength and conditioning programs specifically for your sport and athletes based on their age, ability, and growth needs.
- Emphasizing functional movement training over isolated strength to improve sport-specific performance.
- Tracking athlete goals and monitoring improvement using technology for efficiency.
- Guiding athletes in areas like nutrition, social media, the NCAA process, and more through expert knowledge
Athlete Builder Assistant Coach Reference Guide - Section 6
Create a plan with your family for dealing with your busy coaching schedule. Spend time with your family when not in season to maintain balance. Do not miss important family events like the birth of a child for games or practices. Address stress in healthy ways rather than through alcohol or venting work problems at home, which can cause resentment. Involve family in your coaching role as they feel comfortable while avoiding unnecessary drama or stress.
Social Media Responsibility and Awareness for Athletes
1. Social media plays an important role in how college coaches evaluate and recruit athletes. Coaches can easily find inappropriate or concerning online behavior that may cause them to pass on an athlete, regardless of athletic talent.
2. The document provides examples of recruit evaluations where red flags in a player's social media or character led coaches to be skeptical or recommend other options over them. Having a clean social profile and good character recommendations increases recruitability.
3. Maintaining a high GPA, test scores, and avoiding misconduct is also important for recruits, as coaches want reliable students as well as athletes they can trust on and off the field.
Probability of a Scholarship NCAA (Section 11 of 11)
Only about 2% of high school athletes receive athletics scholarships to compete in college sports. NCAA Division I and II schools provide over $2.7 billion in scholarships each year to around 150,000 student-athletes, while Division III schools do not offer athletics scholarships. While a small few may become professional athletes, the real benefit of playing sports in college is earning a college degree, which sets student-athletes up for greater success after college than if they had only pursued professional sports.
Amateurism NCAA Recruiting (Section 10 of 11)
The NCAA determines student-athlete amateur status when they register with the Eligibility Center. Most student-athletes are automatically certified as amateurs after answering questions about their sports participation. In some cases, additional information is needed to evaluate amateur status. Activities like signing a pro contract, playing with pros, participating in pro tryouts/practices, accepting payments or benefits for playing, taking prize money above expenses, accepting benefits from or being represented by an agent, or delaying college for organized sports can impact a student-athlete's amateur status.
Athlete Recruiting Home School Students (Section 8 of 11)
To register as a homeschooled student to play NCAA sports at Division I or II schools, there are 8 easy steps: 1) Create an account at the NCAA Eligibility Center website; 2) Submit home school transcripts and other required documents outlined in the Home School Checklist; 3) Submit proof that home schooling followed state laws. The process also involves submitting a signed statement of who managed the home school program, a Core-Course Worksheet, proof of high school graduation, standardized test scores sent directly to the NCAA, and paying a fee.
Athlete Recruiting SAT & ACT TESTS (Section 7 of 11)
The SAT and ACT are standardized tests that are often required for college admissions. The SAT focuses more on reasoning and vocabulary skills, while the ACT emphasizes subject-area achievement and concepts learned in high school classes. Both tests can be taken multiple times, and the best subscores from different test dates are used by the NCAA. The documents provide testing dates and instructions for students to send their scores to the NCAA Eligibility Center.
Athlete Recruiting Division III Requirements (Section 6 of 11)
Division III has its own eligibility standards set by individual schools rather than the NCAA. It focuses on regional competition and minimizing conflicts between academics and athletics. While Division III schools do not offer athletic scholarships, 75% of student-athletes receive need-based or merit-based financial aid. There are over 183,000 Division III student-athletes across 450 colleges and universities that provide integrated environments with competitive athletics and opportunities alongside academic success.
Athlete Recruiting Division II Requirements (Section 5 of 11)
Division II academic standards require student-athletes to complete 16 NCAA core courses, earn a minimum core course GPA, and meet a corresponding test score threshold based on their GPA. For students enrolling before August 2018, they need a 2.0 core GPA and SAT score of 820 or ACT of 68. For those after, they need a 2.2 core GPA and SAT/ACT scores that match their GPA based on a sliding scale. Division II athletics provides opportunities for over 100,000 student-athletes across 300 schools each year, with over half receiving athletic scholarships and a 71% graduation rate.
More from athletebuilder (20)
Basketball Skills Challenge - 3 min baseline to baseline
Basketball Skills Challenge - 3 min baseline to baseline
Athlete builder Head Coach Reference Guide - Section 10
Athlete builder Head Coach Reference Guide - Section 10
Athlete Builder Assistant Coach Reference Guide - Section 13
Athlete Builder Assistant Coach Reference Guide - Section 13
Athlete Builder Assistant Coach Reference Guide -Section 10
Athlete Builder Assistant Coach Reference Guide -Section 10
Athlete Builder Assistant Coach Reference Guide -Section 7
Athlete Builder Assistant Coach Reference Guide -Section 7
Athlete Builder Assistant Coach Reference Guide - Section 6
Athlete Builder Assistant Coach Reference Guide - Section 6
Social Media Responsibility and Awareness for Athletes
Social Media Responsibility and Awareness for Athletes
Probability of a Scholarship NCAA (Section 11 of 11)
Probability of a Scholarship NCAA (Section 11 of 11)
Athlete Recruiting Home School Students (Section 8 of 11)
Athlete Recruiting Home School Students (Section 8 of 11)
Athlete Recruiting SAT & ACT TESTS (Section 7 of 11)
Athlete Recruiting SAT & ACT TESTS (Section 7 of 11)
Athlete Recruiting Division III Requirements (Section 6 of 11)
Athlete Recruiting Division III Requirements (Section 6 of 11)
Athlete Recruiting Division II Requirements (Section 5 of 11)
Athlete Recruiting Division II Requirements (Section 5 of 11)
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The laws of leadership
- 1. ‹#› THE TOP 4 EXPECTATIONS OF A TEAM LEADER THE LAWS OF LEADERSHIP
- 2. ‹#› Main topics of interest Influence Your Title Won't Gain You Respect Integrity is More Important Than Image 1 2 5 Providing Vision3 Listening and Being Respectful4
- 3. ‹#› Module requirements To set a standard in your daily life as a family member, friend, student, coach, player, teacher and teammate. It is important to set a standard for being a leader. Understanding the following Laws of Leadership will help you work with others and be constantly aware of your responsibilities. Review the following curriculum with a group or by yourself and reflect on instances when you have seen or experienced the following: Purpose Instructions
- 4. Leadership impact increases with influence1 The better you perform, the more leadership will be expected. If you are a great player, people will follow you – so you will influence teammates either the right way or the wrong way! Its your responsibility to do the right thing, because people are watching and your coach is counting on you!
- 5. Leadership is a process Leadership takes time…don’t expect to be followed just because you have a title of “captain” Teammates and coaches eyes are on you and waiting to see how you handle challenges and adversity. When you show an ability to make decisions and accept challenges, you’ll gain a following! 2
- 6. Leaders know where they’re going and how to get there3 Leaders provide vision for others – show people what your vision is and what direction you expect them to go! Be thoughtful about what you say and do at all times and to think before you act, if you go in a different direction than the vision – you lose all credibility! “live your message” every day, practice what you preach, and be an excellent role model.
- 7. Leaders connect with others Don’t lecture teammates and talk trash, listen and be respectful, trash talk among teammates is a waste of time and does not help! Get to know teammates different than You! Forget your IMAGE! Integrity is more important. Don’t worry about being cool, leaders put aside image and get more respect! 4