A Late Wish for Everyone to Have a Merry Christmas

I ran across this story about a boy named Teddy a few years ago.  I wanted to share it.  Have a Merry Christmas!

It seems that there was a lady named Jean Thompson and when she stood in front of her fifth-grade class on the very first day of school in the fall, she told the children a lie.

Like most teachers, she looked at her pupils and said that she loved them all the same, that she would treat them all alike. And that was impossible because there in front of her, slumped in his seat on the third row, was a boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed he didn’t play well with other children, that his clothes were unkept and that he constantly needed a bath. Add to it the fact Teddy was unpleasant.

It got to the point during the first few months that she would actually take delight in marking his papers with a broad red pen, making bold ‘X’s and then marking the ‘F’ at the top of the paper biggest of all.

Because Teddy was a sullen little boy, nobody else seemed to enjoy him, either.

Now at the school where Mrs. Thompson taught, she was required to review each child’s records and--because of things--put Teddy’s off until last. But when she opened his file, she was in for a surprise.

His first-grade teacher had written, “Teddy is a bright, inquisitive child with a ready laugh. He does work neatly and has good manners … he is a joy to be around.”

His second-grade teacher wrote, “Teddy is an excellent student and is well-liked by his classmates--but he is troubled because his mother has a terminal illness and life at home must be a struggle.”

The third-grade teacher wrote, “Teddy continues to work hard but his mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest in school. He doesn’t have many friends and sometimes sleeps in class. His is tardy and could become a problem.”

By now Mrs. Thompson realized the problem but Christmas was coming fast.

It was all she could do, with the school play and all, until the day before the holidays began and she was suddenly forced to focus on Teddy Stoddard on that last day before the vacation would begin.

Her children brought her presents, all in gay ribbon and bright paper, except for Teddy’s, which was clumsily wrapped in heavy, brown paper of scissored grocery bag.

Mrs. Thompson took pains to open it in the middle of the other presents and some of the children started to laugh when she found a rhinestone bracelet, with some of the stones missing, and a bottle that was one-quarter full of cologne.

But she stifled the laughter when she exclaimed how pretty the bracelet was, putting it on, and she dabbed some of the perfume behind the other wrist.

At the end of the day, as the other children joyously raced from the room, Teddy Stoddard stayed behind, just long enough to say, “Mrs. Thompson, today you smelled just like my mom used to.”

As soon as Teddy left, Mrs. Thompson knelt at her desk and there, after the last day of school before Christmas, she cried for at least an hour.

And, on that very day, she quit teaching reading and writing and spelling. Instead she began to teach children. And Jean Thompson paid particular attention to one they all called Teddy.

As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded and, on days that there would be an important test, Mrs. Thompson would remember the cologne.

By the end of the year he had become one of the smartest children in the class and … well, he had also become the “pet” of the teacher who had once vowed to love all of her children exactly the same.

A year later she found a note under her door, from Teddy, telling her that of all the teachers he’d had in elementary school, she was his favorite.

Six years went by before she got another note from Teddy. And then he wrote that as he finished high school, third in his class, she was still his favorite teacher of all time.

Four years after that, she got another letter, saying that while things had been tough at times, that he’d stayed in school, had stuck with it, and graduated from college with the highest of honors. He assured Mrs. Thompson she was still his favorite teacher.

Then four more years passed and another letter came.

This time he explained that after he got his bachelor’s degree, he decided to go a little further. That she was still his favorite teacher but now that his name was a little longer. And the letter was signed, “Theodore F. Stoddard, M.D.”

The story doesn’t end there. You see, there was yet another letter that spring. Teddy said that… well, that he’d met his girl and was to be married.

He explained that his father had died a couple of years ago and he was wondering … well, if Mrs. Thompson might agree to sit in the pew usually reserved for the mother of the groom.

You’ll have to decide for yourself whether or not she wore that bracelet, the one with several rhinestones missing.

But I bet on that special day, Jean Thompson smelled just like … well, just like she smelled many years before on the last day of school before the Christmas Holidays begin.

Little Eyes

There are little eyes upon you
and they're watching night and day.

There are little ears that quickly
take in every word you say.

There are little hands all eager
to do anything you do;

And a little boy who's dreaming
of the day he'll be like you.

You're the little fellow's idol,
you're the wisest of the wise.

In his little mind about you
no suspicions ever rise.

He believes in you devoutly,
holds all you say and do;

He will say and do, in your way
when he's grown up just like you.

There's a wide-eyed little fellow
who believes you're always right;
and his eyes are always opened,
and he watches day and night.

You are setting an example
every day in all you do;

For the little boy who's waiting
to grow up to be like you.

-Edgar Guest

Basketball Doubleheader Tonight @ Home vs. Glenwood

Girls Game Begins @ 6:00

Boys Game Will Follow @ 7:30

USA Basketball Names Barbara Nelson, Don Showalter 2010 Co-Developmental Coaches Of The Year

While Barbara Nelson (top) is a first-time honoree, Don Showalter is now a two-time recipient having also earned the USA Basketball Developmental Coach of the Year Award in 2009. (USA Basketball Photos)
COLORADO SPRINGS, Colo. (Dec. 16, 2010) - In recognition of the USA's outstanding gold-medal performances at the inaugural men's and women's FIBA U17 World Championships in 2010, USA Basketball today announced Barbara Nelson, head coach of the USA U17 women and Wingate University (N.C.), and Don Showalter, head mentor for the USA U17 men and Mid-Prairie High School (Iowa), as the 2010 USA Basketball Co-Developmental Coaches of the Year. 

Nelson and Showalter each led USA teams to undefeated performances in 2010, with Nelson capturing the women's FIBA U17 World Championship title July 16-25 in Toulouse and Rodez, France, and Showalter bringing home gold on the men's side July 2-11 in Hamburg, Germany.

"I am honored to be selected as a Co-Developmental Coach of the Year," Nelson said. "Working with USA Basketball and all of the young athletes was a wonderful experience, and the memories we made were once in a lifetime. This recognition is a tribute to the players and coaches who worked very hard to become a great team. I also want to congratulate coach Showalter and his U17 team for their great accomplishments. USA Basketball had a phenomenal year."

"When I look at the names of previous winners, it's a pretty elite group," Showalter said. "I feel honored and privileged to be recognized alongside Barbara Nelson. To represent USA Basketball and your country in international competition is the highest honor a coach can have, let alone a high school coach, and I am very fortunate to have had the opportunity."

USA Basketball's Development Coach of the Year award was established in 1996 to recognize a USA Basketball head coach who, during the year of the award, made significant impact on the success of individual athlete and team performance at the developmental level. The USA Basketball Board of Directors is responsible for selecting USA Basketball's annual coach, player and team of the year awards.

"Barb and Don helped build exemplary teams this past summer, and USA Basketball is very proud of its performances in the inaugural FIBA U17 World Championships," saidJim Tooley, USA Basketball Executive Director/CEO. "Both coaches inspired their team to play with great skill, commitment and team work, which is obvious from their incredible performances, but they also inspired great sportsmanship."

Another Great Article From Jay Bilas

America needs more 'teaching' from its coaches

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By Jay Bilas
Special to ESPN.com

I have been watching more high school and junior basketball than ever, and I am worried about what I see. The canary in the United States' basketball coal mine has not yet died, but it is starting to teeter on its perch.

No reasonable basketball person can refute the fact that the fundamental skills of American players are slipping, and so is the American game. I believe a primary reason is an increased emphasis on coaching the game, and a decreased emphasis on teaching our kids how to play the game.

Pete Newell, the legendary coach and teacher, has often said that basketball is "over-coached and under-taught". He is absolutely right, and that is finally catching up with us, as is the rest of the basketball world.

Generally, "coaching" consists of team preparation, the devising of game plans and schemes to defeat opponents. When you are coaching, you are dealing with strategies, different offenses and defenses, and putting in plays to take advantage of the skills, strengths and weaknesses of your players. The measure of a coach is the quality of the development of his system, and has been distilled into winning.

"Teaching" consists of instruction and training of individuals in the fundamental skills of the game, and in teaching players how to play, instead of how to run plays. The measure of a teacher is not in winning, but in the fundamental soundness and skill level of the players taught. A player with excellent fundamentals and skills can play successfully in any system.

Generally, American players are less skilled than their European counterparts. The United States produces the best "athletes" in the game, but not necessarily the best "basketball players".  Here are the reasons why American coaches, at all levels, have gotten away from teaching, and have gravitated more to coaching.

Immediate Gratification of Coaches: Coaches, especially at the grassroots and high school levels, seem more interested than ever in winning rather than developing well-skilled and fundamentally sound players. They are impatient, and too focused on winning games instead of developing players.  


It takes time to teach and instill discipline. While it may seem more important to spend the majority of time in practice working on the execution of halfcourt offense, or putting in new set plays, it is far more important to develop the skills of your players. Coaches do not have enough time with their players anymore, which means that floor time cannot be wasted.

High school coaches get less floor time than ever to teach, and less and less access to their players. Players now play an excessive amount of games over the summer in AAU competition, which means that they play many games and have far fewer practices.  


While young kids are busy traversing the country to play in AAU competitions, they are spending hour upon hour running up and down the court in a helter-skelter atmosphere where, 95 percent of the time, they do not have the ball in their hands. What this does is cement bad habits -- and habits, good or bad, are what players revert to under stress.  If these same players were in focused practice environments instead of in so many games, they would spend the majority of time with the ball in their hands, working on their skills and footwork.

Increased Specialization: Basketball in this country has become over-specialized, and players have become "systematized".  Kids are identified by size and body type into positions way too early on in their devopment and are "coached" differently. As young kids, players are told, "you are a point guard," "you are a power forward," "you are a center." Then the guards and big guys are separated, sent to opposite ends of the floor, and coached to work upon different skills that are specific to position.

In Europe, players are encouraged to work on the same skills, whether small guard or big forward.

The result of this specialization is that our players are boxed into positions, and therefore limited. Why should kids be labeled and limited into being "point guards" or "shooting guards" and coached to be only that? A point guard is coached to be a primary ballhandler, while a shooting guard is coached to be a scorer and therefore limited in making the "transition" to the point. Similarly, big guys in America are used as screeners, rebounders and low-post robots. Very few programs in America, college, high school or lower level, produce versatile and skilled big men who can dribble, pass and shoot.

We cannot expect the players to combat this trend. Players want to play and will do whatever the coaches tell them to do because, ultimately, the players want to play out on the floor, and coaches control playing time. Doing what the coach tells you to do is a necessary element of gaining playing time at any level. And we cannot expect players to simply work on individual skills on their own. We would not expect kids to educate themselves outside of a classroom environment, we certainly cannot expect it in sport.

European programs approach teaching differently. Players are not limited in how much they can practice, and therefore spend from 60 to 90 minutes in the morning working on footwork, shooting and ballskills. The same players then practice another 60 to 90 minutes in the afternoon on more team-oriented concepts. There is no separation of big guys and guards, every player works on the same skills. As a result, European players are generally more well-rounded and more fundamentally sound. And they are more coveted by coaches at all levels.

Shoe Companies and AAU Basketball: Contrary to popular belief, the shoe companies and AAU programs are not full of bad people looking to exploit kids. As in any endeavor, there are good people and bad people in those organizations. However, it is clear that the goals of the shoe companies and AAU programs are at odds with the proper teaching and development of fundamentally sound players.

Whether well intentioned or not, shoe companies are in the business of selling shoes, not growing the game. While the major shoe companies have "grassroots" programs, they are more interested in growing their influence than in growing the game. The best evidence of that is in the national camps run by Nike and adidas every summer. These camps are designed to showcase players against the best competition, not improve their skills. Instead of running stations in the morning or early afternoon, where the players would spend time at each different basket in the gym working on individual skills, they play games all day.

The coaches and scouts evaluating these players would much rather watch the kids in one game per day and get the chance to evaluate skill levels through station work. And the kids would be better off as well. But teaching is not the goal.

The same goes for AAU programs. Far too many AAU coaches are more interested in playing and winning games, rather than teaching young players the skills necessary to be successful players. While young kids are travelling the country playing games, they are not able to practice or work on their games. It is really that simple.

Skills 'Players' Need to Have
Fundamentally sound players need to be able to handle the ball, shoot the ball, pass the ball, and use their feet. Unless a player has these basic skills mastered, he will be limited and therefore easy to guard and difficult to play with.

Here are the basic skills needed by every player on the court:

Ballhandling: If a player cannot handle the ball with either hand, he will get attacked and overwhelmed by the defense because he cannot go anywhere off the dribble. To be a competent ballhandler, a player needs to be able to control the ball with either hand, and know the proper use of the dribble given the situation. Once a player knows when and how to dribble, how to set up his man to make a dribble move, and has the basic skills and footwork, he becomes much harder to guard, and much more valuable to any team.  The best way to become a better ballhandler is to handle the ball more often. Repetition is the key to success as a ballhandler, whether it is doing game speed drills in dribbling around cones or executing the footwork and handling of a spin move, rocker step or reverse pivot. Ballhandlers must also learn to handle the ball playing against a defender. That is the only way to learn how to protect the ball, use the body, and learn to set the defender up for counters. If you want to make players better handlers of the ball, make them handle the ball. And make the big guys handle it in the same situations you ask guards to handle it.

Shooting: If you cannot shoot the ball, you will always be able to get an open shot, because nobody guards a substandard shooter. Like ballhandling, the best way to become a better shooter is to shoot the ball over and over again at game speed. The motto for shooters in practice should be "game shots, game spots, at game speed". Shooting "game" shots over and over creates muscle memory, and provides confidence to the shooter.

The first thing shooters must learn to do is to look at the basket when they catch the ball. Defenders must believe that you are a threat to shoot the ball, and nobody will by that if you don't look at the basket, and no good defender will go for a shotfake. In looking at the rim, a player will be able to see what is going on under it as well. To be a good shooter, a player has to use his feet effectively to create space and get open, and must be ready to shoot as the ball arrives. Good shooters go straight up and down without drifting, and therefore don't have to shoot at a moving target. They have their shooting hand under the ball, and the elbow under their shooting hand. The motion should be up and not out in order to shoot a soft ball with good trajectory and velocity.  


Whatever shot a player wants to perfect, the proper repetition of that particular shot is the key. No player can get that proper repetition by simply playing in games, but must be made to do it in practice.

Passing: No skill in American basketball that is more neglected than passing. Good coaches will tell you that the quality of the pass determines the quality of the shot. That is absolutely correct. In order to score, the defense has to be moved, and the pass is the most effective way to move a defense.  


Players need to be taught how to properly throw two-hand chest passes, overhead passes, bounce passes with either hand, and to pass with exactness and imagination. The first rule of passing is that, if you have a clear path to an open player, pass him the ball. You do not pass-fake to open people, you pass the ball to them. Passing should not be a last resort, after you have exhausted all possibilities to obtain your own shot. Rather, you should pass the ball to get your team the best quality shot. Watch any game, on any level, and see for yourself how many times passes are made only when all other avenues have been closed. It happens a lot.  If a player cannot pass, he cannot play, and the ball dies in his hands.

Footwork: Basketball is played with the feet, and every phase of the game is dependent upon good footwork. In any game, a player plays 90 percent or more of the game without the ball. Learning how to play with your feet, offensively and defensively, is of vital importance for basketball players at any level, and an area in which youngsters need the most attention and instruction. Without attention to detail of the footwork necessary to execute basic moves in the game, and to create space, the player is severely limited.  


The United States has the best athletes, the best coaches and the most basketball resources in the world. We need to spend less time coaching, and more time teaching, especially at lower levels of the game. We need to encourage coaches to teach, not just to coach, and for players to practice, not just to play. There is no reason why our best athletes cannot be our best players. If we do a better job of teaching, the level of play in the United States will skyrocket, and the game will be better for it.

The Story Of Legendary Coach Don Meyer

I have not had the opportunity to read this book yet, but Coach Meyer has had a tremendous impact on a lot of coaches and lives.  I remember going to David Lipscomb College in Tennessee as a kid with Dad going to Coach Meyer's clinics.  I have been fortunate enough to attend some of his clinics now as a Coach myself, along with learning from his various DVD's and other books.  Below is a brief overview of the book, which is written by ESPN's Buster Olney.

“How Lucky Can You Be- The Story of Coach Don Meyer” 

By Buster Olney 

In September 2008, Northern State University men’s basketball coach Don Meyer stood on the brink of immortality. He was about to surpass the legendary Bobby Knight to become the all-time NCAA wins leader in men’s basketball. Then, on a two-lane road in South Dakota, everything changed in an instant. 

In How Lucky You Can Be, acclaimed sports journalist Buster Olney tells the remarkable story of the successive tragedies that befell Coach Meyer but could not defeat him. Laid low by a horrific car accident that led to the amputation of his left leg below the knee, Coach Meyer had barely emerged from surgery when his doctors informed him that he also had terminal cancer. In the blink of an eye, this prototypical 24/7 workaholic coach—who arrived at the gym most mornings before 6 a.m.—found himself forced to reexamine his priorities at the age of sixty-three. A model of reserve, Coach Meyer had sacrificed much of his emotional life to his program. His wife, Carmen, felt disconnected because of his habitual reticence, while his three children—all now well into adulthood—had long had to compete with basketball for his attention.

With sensitivity and skill, Olney shows how Coach Meyer mined his physical ordeal for the spiritual strength to transform his life. In the months that followed his accident and diagnosis, he reached out to family, friends, and former players in a way he had never been able to do before, making the most of this one last opportunity to tell those close to him how he felt about them—and in turn he received an outpouring of affirmation that confirmed how deeply he had affected others. Sustained throughout an often painful recovery by his love of basketball, he would return to the court once more—with a newfound appreciation for the game’s place in his life. 

The inspirational story of a life renewed by unimaginable hardship, How Lucky You Can Be proves that it’s never too late to start making changes—and reminds us that fortune can smile upon us even in our most trying hours.

Enthusiasm

“Every memorable act in the history of the world is a triumph of enthusiasm. Nothing great was ever achieved without it because it gives any challenge or any occupation, no matter how frightening or difficult, a new meaning. Without enthusiasm you are doomed to a life of mediocrity but with it you can accomplish miracles."

-- Og Mandino

Success comes from knowing that you did your best to become the best that you are capable of becoming.



-John Wooden

Rebounding Thoughts by Kevin Eastman (Celtics Assistant)

REBOUNDING LOGIC

Simple truth you need to tell the players on your team who are responsible for the bulk of your rebounding: “The more you go after – the more you get.”

The best rebounders are the ones that go after the most. While this sounds easy, it’s really all about habits — getting your rebounders’ mindset to the point that they understand that rebounding is an “every possession” mentality. It requires effort, energy, persistence, and the creativity to make sure you have different ways to get inside positioning.

Simply put: rebounding can be greatly enhanced just by making the extra effort to go after more of them.

Never Give Up, Never Give In

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"We're playing for 60 minutes, I don't care what the score is."




   -Tom Brady

10 TIPS TO BUILD A CHAMPIONSHIP TEAM

1. Come and leave as a team - whenever possible . . . teams should arrive, play, and leave as a single unit (team). That means eat together, walk together, drive together, wait in line together, and set up and clean up together. Whatever you do . . . do it together.

2. Be a giver - look for every opportunity to give something to your team and teammates. Give your passion, enthusiasm, honesty, friendship, effort, hard work, determination, perseverance, time, leadership, and expertise. Whatever you do . . . give something of value.

3. Do the little things - when you do the little things . . . your teammates learn to count on and trust you. This is especially true when you do the things that nobody wants to do or expects you to do. So . . . spend extra time with an athlete before or after practice, take the lead with your off-season conditioning program, or hold your athletes accountable in response to their attitude, effort, and follow-thru. Remember . . . trust leads to loyalty . . . loyalty leads to commitment . . . and commitment leads to success. Whatever you do . . . do what needs done.

4. Every performer has a "boiling point" - everyone has that critical point (that extra degree) that redefines their commitment, effort, and intensity. Consistently "push" yourself and others outside their comfort zone - toward greater commitment and goal attainment. Get comfortable being uncomfortable. Whatever you do . . . role model the commitment and behaviors that you would like to see in others.

5. Every team has a "tipping point" - develop a core group of hard working and highly committed individuals that can take your team from good to great and move your team (tip your team) into that next level. This core group "sets the tone" for what is expected in terms of hard work, effort, and intensity. Whatever you do . . . take the time to develop a core group of highly committed leaders.

6. Respect is best communicated with a "thank you" - it's not that difficult . . . you just have to say it. Thank your coaches, your players, your teammates, your athletic trainers, the bus driver, those serving the food, and those cleaning the locker room. Whatever you do . . . say "thank you" . . . and say it often.

7. Stay in the present - the past is done and the future is uncertain (and not yet here) so be careful not to devote much time to either. Instead, stay in the present . . . your performance is "here and now" and your focus needs to stay "in the moment." Whatever you do . . . do it right here and right now.

8. Communication is mostly what we see- more than half of your communication throughout a day is non-verbal. So, take note of your facial expressions and body language and be sure that you are encouraging and empowering others in both what you are showing and what you are saying. Your verbal and nonverbal communication should be consistent and moving others in the direction of positive change. Whatever you do . . . say it and show it.

9. It's not about you - when you are "giving" and "serving" others . . . it cannot be about you. Helping others succeed and leading teams toward unity calls for a constant "other focus." It's about encouraging, empowering, and building others up . . . in words, actions, and demeanor. Whatever you do . . . put others first.

10. Attitude is everything - the task at hand is never as important as the attitude that it will take to complete that task. Your athletes' attitude is more important than their individual role, team status, playing time, knowledge, leadership role, or year in school. The great thing about your attitude is that you get to "pick it" every moment of every day. So, pick it wisely. Whatever you do . . . remember that you attitude is a choice.