Georgia Knockouts

Georgia Knockouts
By Panda Smith
Team Information
• Organization: AAU basketball team (Amateur Athletic Union)
• Members: David Shippey, Coach, Wade Mason, Captain, Daulton Pope,
Capain, Sean Shippey, Brent Mason, Ethan Powers, Colton Pollard, Nick
Walker, Kelton Hunt, Lavonte Morring, Rashaun Dobbs, Tyreke Dobbs
• I observed, on a sporadic schedule, Coach Shippey teach and motivate a
boys’ basketball team. I have done observation with this coach previously,
and assumed he had a baseball team this spring and I would be an
assistant. However, he has a basketball team and I know nothing about it, so
I became an interested observer in his methods of instruction.
• They usually practice at the Bremen High School gym, but occasionally
workout at the recreation department. The team is comprised of boys that
are fourteen and fifteen years old. They vary in height from under five feet to
just over six feet.
Is Coaching teaching?
• At the start of the season, Coach Shippey had a cookout to promote team
unity among both parents and players
• Plays that are a huge success in one practice or game may be a disaster
with the next one, so adaptations must be made on the fly
• Differentiated Instruction: The players differ from one another in many ways (
intelligence, learning style, ethnicity, & social class
• Coach expectancy is high for all players
Age Level Characteristics
• Physical: Some have reached physical maturity and attained puberty
• Social: Peers influence immediate status
• Cognitive: Capable of formal thought, but not always use this capability
Typical for Age Level
• Their age would place them within in Erikson’s “Identity versus role
confusion age.”
• Most exhibit several characteristics of 3 of James Marcia’s identity
statuses: Identity diffusion, foreclosure, and moratorium.
• Behaviors exhibited: disorganized, impulsive, difficulty with problems
under stress, feeling superior to peers, depending on approval from
authority figures, daydreams, dissatisfied with school, etc
Diverse Group of players
• They vary in psychosocial and cognitive development, mental
ability, thinking style, achievement, ethnic background and social
• They come from Carrollton, Ranburne, Bremen, & Villa Rica, so no
have no automatic team loyalty.
• In fact, several have played against each other in rec and school
Applying Erickson’s Theory of
Psychosocial Development
• Coach Shippey
presents tasks
that they can
complete and
• Gives recognition
and praises
Piaget’s theory of cognitive development
• They are in the formal operational stage, so are able to deal with
abstractions, form hypotheses, solve problems systematically, and
engage in mental manipulations
• Most of these guys have played ball before, so they have learned
adaptation. As it happens slowly, a good deal of time is spent practicing.
• They assimilate the new plays into their existing schemes
• Sometimes they must accommodate new concepts that the coach puts
• Unlike Piaget, Coach Shippey does not overestimate their capabilities
Vygotsky’s theory of cognitive development
• Scientific concept: allow
students to manipulate
their environment
consciously and
• Well-designed instruction
is like a magnet. If it is
aimed slightly ahead of
what children know and
can do at the present time,
it will pull them along and
help them to master new
Scaffolding / Mark Tappan
• Model desired behavior. Children
imitate behaviors
• Create a dialogue with the student.
An exchange of questions,
explanations, and feedback
between coach and child
• Practice.
• Confirmation. To confirm others is
to bring out the best in them by
focusing on what they can do
Operant Conditioning / B F Skinner
• Positive Reinforcement:
Praise, recognition, and
playing time
• Negative Reinforcement:
Remove an unpleasant
stimulus (sitting on the
• Punishment: Scolding,
time-out, extinction
• Variable schedule of
Character Education
• Be a “Team” player
• Be respectful
• No verbal abuse toward
team mates or other team,
however “trash-talking”
does come from a couple
of players
• No cursing
• Win or lose, shake hands
at the conclusion of the
• Although not typical
classroom subjects,
learning on many levels
is happening
• Therefore, coaching is

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