Coaching Management 23.2

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BULLETIN BOARD Coaching Management PreseasoN 2015 7 defense as a unit again." In addition to giving Schreiber the chance to check whether the players understand the information they've been given, the videos inspire them to work on their weak areas in practice. "Some play- ers don't have a sense of urgency when it comes to fixing things they struggle with," Schreiber says. "But when they know they might have to teach that skill, they put more effort into it. As the season progressed, I noticed they were paying closer attention to us and working harder during practice, because they knew they might have to make a video." At first, he viewed the videos on the players' phones at practice, then later asked that they be sent to him instead. Although Schreiber doesn't post the vid- eos online, he has used the threat of going public for extra motivation. "We had one player who was a bad bunter, and I told him that I was going to put his video on YouTube," he says. "This player obviously didn't want to look bad online, so he talked to teammates and coaches to learn the finer points of the skill, and did a great job on his video. He's now the best bunter on the team." While improved on-field perfor- mance may be the most direct benefit of the squad's videos, Schreiber says they have probably helped him as much as his players. "This was the first time in my coaching career that I knew for certain the athletes understood what I was teach- ing, because I got that instant, honest feedback," he says. "When I didn't do a good job explaining a concept, I'd see the same problems multiple times. "For example, when I discussed our team hitting philosophy, I stressed that in order to achieve our goal of hitting line drives, the players should try to hit hard ground balls," he continues. "However, when I asked them to make a video explaining our philosophy, a lot of guys said I wanted them to hit grounders. I real- ized that I was stressing the process too much instead of the desired outcome." For coaches who might want to try the technique with their players, Schreiber recommends keeping assignments short in length and few in number. "You don't need to use them for every concept," he says. "They'll lose their impact if the play- ers are doing them all the time. By keeping most of them at about half a minute, the kids can complete them quickly, and they won't take much time for you to watch." SportS Medicine Preserving Young Pitching Arms One OF THe BIggeST BASeBAll STO- rIeS OF 2014 WAS THe IncreASed Inju- rY rATe AmOng pITcHerS. From major leaguers to high schoolers, hurlers were undergoing Tommy john surgery at eye- popping rates. Fortunately, some new research and tools have recently been released to help address the problem. One new study found that the key to arm health may actually lie in the body's core. In the article "lumbopelvic control and days missed Because of Injury in pro- fessional Baseball pitchers," published online before appearing the print version of the American Journal of Sports Medi- cine, researchers at Ohio State university found a connection between pitchers' lumbopelvic control and their likelihood to miss significant playing time due to injury. lumbopelvic control involves the hip, pelvis, and torso and helps pitchers transfer energy from their lower body to their upper body and arms. In the study, researchers assessed 347 professional pitchers during spring training Circle No. 104 HomePlate Premier PROGRAMMED FOR SUCCESS. 3300 Winona Ave., Burbank, CA 91504 (800)448-8867 $5,795 80-ball auto-feeder $7,295 SPORTS TUTOR The Sports Machine Company Programmable pitching machines by Sports Tutor • Throw a different pitch every 7 seconds • Fastballs, curves, sliders up to 90 MPH • Simulate opposing pitchers 3 simple steps to program pitches! Click Here to sign up for our free series of educational digital newsletters

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