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Speaker 1: If your players see you enthusiastic about trying to help

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Speaker 1: them get better, especially young kids, I think that's the

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Speaker 1: best way to try to reach them to help them development.

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Speaker 1: So I think his coaches were all accountable for the

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Speaker 1: energy we're bring them to the training or practice on

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Speaker 1: a daily basis. This is the Reformed Sports Project, a

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Speaker 1: podcast about restoring healthy balance and perspective in all areas

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Speaker 1: of sports through education and advocacy. This is Nick Bonacourt

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Speaker 1: from the Reform Sports Project podcast with me today. Is

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Speaker 1: the new head baseball coach of the six time national

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Speaker 1: champions L s U Tigers, J Johnson coach. Johnson is

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Speaker 1: the reigning Pack twelve Baseball Coach of the Year and

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Speaker 1: led Arizona to a conference championship and birth in the

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Speaker 1: College World Series. In one Jay and I talked about

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Speaker 1: everything from sequential learning and how to keep kids engaged

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Speaker 1: to his blueprint for moving forward and losing for learning. Man,

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Speaker 1: I am fired up again. I have another just ridiculous guests,

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Speaker 1: So fired up to have them spoke before. Uh touched

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Speaker 1: on a lot of things, but really excited to dig

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Speaker 1: in here a little bit deeper. New head coach for

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Speaker 1: the L s U Tigers head baseball coach coach j Johnson.

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Speaker 1: Coach Johnson, man, thanks so much for hopping on, sir,

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Speaker 1: No doubt. Man, I know you got a day off today,

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Speaker 1: You're you're ramping up for the season, so I really

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Speaker 1: appreciate you taking the time. Um. You know, as we

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Speaker 1: kind of touched on a little bit off air, you

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Speaker 1: know we're we're talking about youth sports athletic development. I'll

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Speaker 1: often hear, you know, parents of youth athletes ask some

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Speaker 1: of these higher echelon folks who deal with college and

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Speaker 1: pro athletes, what can I incorporate on my practice plan

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Speaker 1: at my ten you practice that you use at the

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Speaker 1: college level. And oftentimes I hear some of these folks

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Speaker 1: who say, man, I really wouldn't do much. I mean,

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Speaker 1: you're talking about apples and orange is there? So you know,

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Speaker 1: you're coaching the l s U Tigers, You're in the SEC.

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Speaker 1: You're trying to get to Omaha every year and win

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Speaker 1: national titles. If you were to literally say, hey, I

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Speaker 1: want to start over my career and I want to

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Speaker 1: coach youth baseball twelve you whatever the case is, what

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Speaker 1: would your approach be? Would it be more towards development? Winning.

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Speaker 1: Can you just start there kind of talk how you

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Speaker 1: would approach coaching at the youth level. Yeah, for sure.

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Speaker 1: I think if you're no matter what age player you're

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Speaker 1: talking about, the college player, the youth player ten eleven,

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Speaker 1: twelve years old, if you're talking about being in a

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Speaker 1: math class um. I've always believed in this concept of

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Speaker 1: sequential learning and having an organized teaching plan where you

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Speaker 1: can't get two steps see before going through A or B.

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Speaker 1: And I had a really good mentor in Rich Hill

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Speaker 1: when I worked from the University of San Diego, and

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Speaker 1: his concept was always about cutting things in half and

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Speaker 1: mastering that and that you cannot proceed to the next

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Speaker 1: layer of development until you've mastered the one in front

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Speaker 1: of you. And that's monotonous. But if you think about

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Speaker 1: the game of baseball, it is a game of monotonous repetition.

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Speaker 1: So I think repetition is great, you know, for young players,

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Speaker 1: obviously within reason, but I think really having a deliberate

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Speaker 1: plan uh in sequential order will help make the young

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Speaker 1: player uh good learner. So that's the first thing. Secondly,

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Speaker 1: I don't think anybody in life accomplishes great things or

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Speaker 1: improvement or elite status without passion. And I think that

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Speaker 1: if you can develop a love for the game in

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Speaker 1: young people based on how you teach them, it will

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Speaker 1: produce a lot better results. They'll look forward to go

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Speaker 1: into that baseball practice or training session to look forward,

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Speaker 1: you know, to putting on their cleats and and pulling

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Speaker 1: that baseball hat down over their head and running out

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Speaker 1: onto the field. So I think anyway that you can,

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Speaker 1: you know, establish passion in any way you can establish

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Speaker 1: UM a process of learning and development and make it

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Speaker 1: really organized and stick to it, I think that gives

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Speaker 1: you a good chance of success. Now your question about UM,

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Speaker 1: winning it all costs versus development, there's no question. I

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Speaker 1: think that the younger age levels, development is really really

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Speaker 1: important and more important. I think, UM, there's not all

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Speaker 1: bad in competition. I think, you know, when you talk

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Speaker 1: about winning and losing, adversity and success, learning how to

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Speaker 1: deal with both for young people is not necessarily a

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Speaker 1: bad thing. I think keeping those things in perspective though

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Speaker 1: really important. That's a great point. And it's kind of

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Speaker 1: like where I was as you were mentioning, you know,

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Speaker 1: And I've been guilty of this man. You know, I

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Speaker 1: have my oldest is sixteen, and I have a younger.

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Speaker 1: You know, I have six kids. My youngest is three

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Speaker 1: and a half, and I kind of did it a

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Speaker 1: little bit different. I think, you know, it's easy to

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Speaker 1: get caught up in wins and losses. Now, I think

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Speaker 1: there's a difference between you know, teaching kids how to compete,

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Speaker 1: to win in a healthy way than competition in a

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Speaker 1: healthy way at any age is vital to development. But

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Speaker 1: there's different ways to approach that. And one of the

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Speaker 1: ways that you find in youth, particularly baseball, is people

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Speaker 1: often keep kids they're best players at the most skilled positions.

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Speaker 1: You know, like say you're a ten, eleven, twelve, you teen,

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Speaker 1: you got your best athlete, you put them in shortstop

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Speaker 1: or picture catch or first base, right those positions that

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Speaker 1: are going to more likely get you out. And then

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Speaker 1: oftentimes you may take your kids who are behind and

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Speaker 1: put them in positions where there's not as much activity,

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Speaker 1: which in turn you might find some kids that may

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Speaker 1: lose interest. How important is it to keep that kid's

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Speaker 1: active engagement by maybe moving positions around. Isn't that part

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Speaker 1: of developing? And maybe you might suffer some losses, But

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Speaker 1: I mean I think the weight of keeping maybe the

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Speaker 1: kid actively engaged in developing a passion may outweigh that,

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Speaker 1: you know, winning perspective. I think, you know, talking about

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Speaker 1: that deliberate practice or development or sequential learning, I think

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Speaker 1: keeping the training and the practice is fun is equally

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Speaker 1: important in doing that. You know, how can you capture

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Speaker 1: their attention? I think you know, the age old just

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Speaker 1: standing in front of them and talking and explaining. You know,

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Speaker 1: with attention spans being very small is not always the

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Speaker 1: best way. Can you create some type of competition or

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Speaker 1: rotation or engagement from the player, you know, in the

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Speaker 1: practice setting that keep their interest? And then if we're

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Speaker 1: talking about a fall youth baseball game, I mean winning

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Speaker 1: and losing. It's great for them to learn how to

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Speaker 1: deal with both, but in terms of the actual result,

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Speaker 1: I think you're probably better served to give young kids

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Speaker 1: an opportunity and see what they could do and help

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Speaker 1: them develop and help create that passion for for learning

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Speaker 1: and developing and from the game of baseball, because it's

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Speaker 1: hard enough as it is. I mean, it's it's one

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Speaker 1: of those things that you know, even the old adage

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Speaker 1: it's built around failure, at lend itself failure, so you're

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Speaker 1: already dealing with that element, and I can distract kids

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Speaker 1: in their own right because everybody wants to be good

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Speaker 1: at what they do, so keeping their interest is really important,

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Speaker 1: and then I think it helps them deal with the

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Speaker 1: failure element of baseball better. You know, people often say, well,

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Speaker 1: you know, unless you're a baseball person, it's very easy

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Speaker 1: to look at the sport, particularly at the youth level,

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Speaker 1: and watch a practice and kids will get bored if

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Speaker 1: someone doesn't really know how to you know, the driver

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Speaker 1: of literal league baseball right, you know where it's you

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Speaker 1: know more recreational is driven by volunteers. So a lot

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Speaker 1: of coaches at times are dad's moms who really have

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Speaker 1: the experience, of course, like you or even myself who

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Speaker 1: played at a relatively high level, how to keep that engagement.

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Speaker 1: So a lot of kids are standing around, you know,

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Speaker 1: so people will say, let's get to the field, let's

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Speaker 1: roll out a bucket of balls, let the kids warm up,

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Speaker 1: and then, like you said, talk to him about different things,

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Speaker 1: and then let's throw batting practice while half the team

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Speaker 1: stands in the outfield and tries to catch the balls.

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Speaker 1: I think that's the worst practice possible. It's the most

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Speaker 1: boring and unproductive. But again I have a background in it.

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Speaker 1: What are some ways that you think it's a good

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Speaker 1: like drills for instance, or ways to maybe run a

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Speaker 1: practice plan at a young level to keep kids engaging.

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Speaker 1: And I also love what you said kids love to compete.

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Speaker 1: Find ways to make competition out of different drills. What

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Speaker 1: are some things that you have experienced with that may translate,

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Speaker 1: you know, to the youth level. Yeah, I think a

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Speaker 1: couple of things. Um, anything that you can surround around

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Speaker 1: the concept of this is fun that grabs their attention.

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Speaker 1: This may not be specific to you know, really young kids,

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Speaker 1: but even college age players, high school aged players probably

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Speaker 1: even say it's moved into the junior higher realm. Left

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Speaker 1: notice about this generation is they love watching themselves. So

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Speaker 1: if you incorporated some kind of video of a skill

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Speaker 1: you were teaching, and then you took just a cell

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Speaker 1: phone video of each player during practice doing the skill

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Speaker 1: that you're working and teaching and showing them a good

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Speaker 1: rep and this is what we want this to look like,

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Speaker 1: it immediately draws them into what you're doing. And so

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Speaker 1: maybe that's one idea, you know, we mentioned the competition thing.

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Speaker 1: Everybody wants to be on the winning team. Where you

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Speaker 1: could set up your drills in a way where you know,

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Speaker 1: you split your team into two squads and each squad

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Speaker 1: is getting points for you know, making a hard contact

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Speaker 1: or you know the fielding percentage game in the in

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Speaker 1: the field and competing against each other and seeing them

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Speaker 1: you know rise, So you know, I think there's a

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Speaker 1: lot of ways you can do it. I think, um,

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Speaker 1: anything that can be built around fun. I think something

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Speaker 1: that I even drilled into our coaches all the time

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Speaker 1: is it takes a lot more energy to be positive

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Speaker 1: and and really engaging on daily basis. And if your

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Speaker 1: players see you enthusiastic about trying to help them get better,

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Speaker 1: especially young kids, I think that's the best way to

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Speaker 1: try to reach them to help them develop. So I

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Speaker 1: think his coaches were all accountable for the energy we

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Speaker 1: bring to the training or practice on a daily basis.

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Speaker 1: How do you what are ways that you I'm listening

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Speaker 1: to you, I'm going in There's so many ways that

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Speaker 1: you can pull out so much value from a practice

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Speaker 1: or from a game or whatever and any sport. But

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Speaker 1: the word teammate, right, how do you know sometimes people.

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Speaker 1: I was actually asked this on Twitter recently. Is being

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Speaker 1: a good teammate a teachable skill? And I sit there

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Speaker 1: and the gentleman and asked me was like he struggles

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Speaker 1: with it. Some kids seem to get it easier than others. I,

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Speaker 1: for one thing, it's very teachable and it should be taught.

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Speaker 1: What are your thoughts on teaching kids how to be

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Speaker 1: great teammates? And how are ways that you can go

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Speaker 1: about doing that. It's a great question, and I think

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Speaker 1: you hit on it. It's a learned skill. I talked

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Speaker 1: to our team a lot about this, and I think

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Speaker 1: this supplies to use players too. Is if I have

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Speaker 1: something I want them to do, if I have a

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Speaker 1: this is is going to be our process of winning.

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Speaker 1: Let's call it. These are the things that we need

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Speaker 1: to do. Yet we don't train or practice those I

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Speaker 1: don't have any right to expect them to be able

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Speaker 1: to know what to do, or handle situations or execute

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Speaker 1: those things. So I'm like, I become that teacher that

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Speaker 1: puts everything on the test that wasn't in the book,

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Speaker 1: he didn't cover in class. We've all been there, right, Like,

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Speaker 1: that's not really fair. So I think that applies to

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Speaker 1: being a good teammate. And I hear a lot of

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Speaker 1: coaches will talk about, Hey, this player is selfish. This

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Speaker 1: player is all about themselves. They don't care about the team.

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Speaker 1: You know, it's all about them. Yet they don't do

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Speaker 1: anything to train being a good teammate. And I agree

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Speaker 1: with you, Nick, I think that's a learned skill. Uh.

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Speaker 1: This past weekend. You know, one of my best friends

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Speaker 1: in here, Dean Wilhelm's um from Team Elite, and he

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Speaker 1: worked with our players and we basically we're working towards

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Speaker 1: getting them connected and and that in itself lends itself

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Speaker 1: to placing the needs of the team of their own.

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Speaker 1: And you have to have this kind of servant type

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Speaker 1: mentality to be able to do that. But if we

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Speaker 1: don't show them how to do it in examples of it,

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Speaker 1: you can't expect players or young players to know how

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Speaker 1: to do that. And I think just even in a

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Speaker 1: youth practice, you know, being able to get some type

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Speaker 1: of activity go on of like a you guys are

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Speaker 1: split up in the squads. You know, this is gonna

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Speaker 1: be your group, This is gonna be your group. You

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Speaker 1: gotta work together to figure out how to win, how

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Speaker 1: to make this think go you have to figure out

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Speaker 1: how to pull for your teammate as much as you

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Speaker 1: want yourself to be successful. And if you think about it,

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Speaker 1: like the first twelve, let's say, fourteen years of your life,

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Speaker 1: you're a young person, you're kind of just trying to

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Speaker 1: stay alive. Like without your parents, you're probably not going

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Speaker 1: to stay alive. So that is kind of a selfish endeavor.

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Speaker 1: So it's not anybody's fault. That's kind of how we

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Speaker 1: start out life. You just have to kind of take

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Speaker 1: care of yourself first. So learning how to take care

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Speaker 1: of other people, which is growing up and masuring that's

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Speaker 1: essential and becoming a good teammate. But they're earlier, some

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Speaker 1: of those lessons can be taught. They could have a better,

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Speaker 1: better society in a lot of ways. When we come back,

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Speaker 1: Coach Johnson and I discussed how sports teaches more than

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Speaker 1: just physical skills. Where we left off, Coach Johnson and

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Speaker 1: I were about to discuss the life skills kids learn

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Speaker 1: from sports and how they can extract the most out

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Speaker 1: of their athletic experiences. I often say, and I think

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Speaker 1: it's important because you do find a lot of volunteer

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Speaker 1: coaches who really don't have a background the game, but

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Speaker 1: they're great people and they find ways to help make

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Speaker 1: it a positive experience for the kids. But yet you'll

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Speaker 1: have parents say he doesn't know what he's talking about,

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Speaker 1: he doesn't know the game, and I'm sitting here going, well,

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Speaker 1: he's given up He or she is giving up their

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Speaker 1: time and they're fostering a great environment for these kids

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Speaker 1: to have fun. If you have to volunteer your your

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Speaker 1: organization needs a coach, I don't think you should back

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Speaker 1: away from that if you have the right intentions on

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Speaker 1: trying to false through a great environment. I feel like

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Speaker 1: there's enough information out there where you can find little

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Speaker 1: skills and drills. But if you really want to help

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Speaker 1: kids get better and prepare them for let's say the

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Speaker 1: next level, or you know, just become better overall people,

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Speaker 1: I think there's other ways you can do that outside

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Speaker 1: of just the skill specific things that sports teaches, particularly

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Speaker 1: in baseball. I agree one pent and get any of

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Speaker 1: us to be better our craft. As coaches, we have

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Speaker 1: to put the time into figuring out how we can

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Speaker 1: do our job better to help our our pupils. There

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Speaker 1: are players, and I think that's whether you're a little

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Speaker 1: league coach, whether you're high school coach, a college coach,

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Speaker 1: you're running a company. I mean, leadership is about positively

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Speaker 1: affecting other people. And so I'm always looking for any

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Speaker 1: way I can to help our our team get better,

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Speaker 1: find successful people at what I do, and really look

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Speaker 1: across other sports, how can I get my messaging across

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Speaker 1: to our players in a more effective way so they

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Speaker 1: can become really really good learners. And so I commend

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Speaker 1: the youth coach that will go to a coach's clinic

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Speaker 1: and just trying to learn from new drills and learn

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Speaker 1: from new things. And uh, that's really awesome that they're

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Speaker 1: willing to invest their time because at that level, they're

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Speaker 1: probably not doing it for a ton of money, and

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Speaker 1: so they're just trying to help, you know, use in

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Speaker 1: society be better. And so for me, that's that's it

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Speaker 1: pouring yourself into how can you become better yourself to

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Speaker 1: help the people around you get better. We touched on

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Speaker 1: the competition aspect of it, and can you kind of

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Speaker 1: dig in a little bit because this is a line

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Speaker 1: that people struggle with understanding, right, focusing so much on

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Speaker 1: outcome and performance. And while there's definitely a score board,

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Speaker 1: And I think score boards are important. You know, you

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Speaker 1: can lose a close game and compete your rear end

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Speaker 1: off and be a great competitor. Being a great competitor

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Speaker 1: doesn't necessarily mean you're always victorious. But can you talk

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Speaker 1: about what it means to compete and be a great

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Speaker 1: competitor and maybe how just by focusing on that, how

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Speaker 1: can I be the best team? May be the best competitor?

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Speaker 1: I can't how they can you know, correlate after you know,

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Speaker 1: putting a body of work together into better results, but

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Speaker 1: not always looking at the scoreboard going we wonder loss.

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Speaker 1: Sure we may have won or loss, But was I

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Speaker 1: a great competitor? Did I have a great energy? The

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Speaker 1: control of those versus the things that you can't control,

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Speaker 1: which of the outcomes? Yeah, I think that's a really

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Speaker 1: important lesson. I think it's important to kind of define

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Speaker 1: what that looks like. And I think I heard a

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Speaker 1: guy named Bruce Brown long time ago, like one of

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Speaker 1: the first abc A conventions I went to. And as coaches,

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Speaker 1: we don't want to say dwell on the negative, but

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Speaker 1: we're always looking to correct. But he he had a

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Speaker 1: phrase that I really liked that I still trying to

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Speaker 1: do to this day is like catch him doing it right.

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Speaker 1: And so if you see a great effort of focus,

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Speaker 1: of competing, of really being engaged with young players, I

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Speaker 1: think it's important as coaches that we really reinforce that

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Speaker 1: you pull a player aside, you send him a text

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Speaker 1: message later that night. I'm really proud of how focused

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Speaker 1: you were, how much intent you had was what you did,

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Speaker 1: how you competed, and really trying to encourage him and

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Speaker 1: the world all use a lot with our players. Is

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Speaker 1: that's the blueprint for moving forward. That's what I want you.

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Speaker 1: I want you to lock this in and this is

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Speaker 1: the new standard for you for whatever skill it is.

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Speaker 1: You know it might be a physical skill, but you

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Speaker 1: concern and throw competing and focusing into that realm. Also,

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Speaker 1: you say lock in, man, and you're you get any

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Speaker 1: charged up when you say that, because that is a

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Speaker 1: learned skill. Now again we're kind of scaling up here

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Speaker 1: a little bit age wise, but you talk about competing

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Speaker 1: in the SEC and I want to kind of move

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Speaker 1: a little bit because you know, people want to know

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Speaker 1: how kids can develop. And we're talking about physical, we're

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Speaker 1: talking about mental, we're talking about all those things. But

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Speaker 1: there's also an element of intent, and you brought that

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Speaker 1: up to and I think that's a learned skill. Man.

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Speaker 1: I wish I can go back in time and repeat

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Speaker 1: my you know, athletic or even my academic career with

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Speaker 1: the knowledge I have now is a forty two year old,

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Speaker 1: like a lot of us could. But um, you know,

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Speaker 1: you're distracted. How are ways that that parents and coaches

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Speaker 1: could teach kids how to lock in to get focused? Kids?

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Speaker 1: Social life in high school and even in middle school

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Speaker 1: are important to them, you know, as they should be.

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Speaker 1: But what are ways in which we can encourage them

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Speaker 1: in a positive way to still stay you know, make

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Speaker 1: sure that they're connizant of the importance of their social

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Speaker 1: life while still keeping them focused on, let's say the

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Speaker 1: task at hand, locking in on the importance of them

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Speaker 1: developing in their academics in their school without making it daunting. Yeah,

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Speaker 1: that's a great question, and I think it probably depends

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Speaker 1: on what age that you're talking about dealing with. Let's

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Speaker 1: say high school. Let's say high school. Yeah, okay, that's

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Speaker 1: that's that's good. So for we just kind of went

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Speaker 1: through exercise like this with our team. We talked about Okay,

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Speaker 1: what could take us off the path that we want

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Speaker 1: to stay on. And use the word distraction, and it's

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Speaker 1: a perfect in Young people today have a lot of distractions.

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Speaker 1: And so what we did is we identified, you know,

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Speaker 1: let's say eight to ten things that could be a distraction.

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Speaker 1: And so I think the first thing is recognizing them,

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Speaker 1: and I think this is a leadership thing for sure,

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Speaker 1: is trying to anticipate problems before they have happened and

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Speaker 1: put solutions in place so they don't happen. So we

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Speaker 1: did this exercise where we here's eight or ten things

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Speaker 1: that could become obstacles, if you will, then underneath them

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Speaker 1: you write this solutions or the strategies or whatever you

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Speaker 1: want to call it to get out ahead of those things.

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Speaker 1: And I think when their structure, when there's some type

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Speaker 1: of plan, I think, at least in dealing with young males,

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Speaker 1: that goes a long way in helping, you know, the

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Speaker 1: lows not become so low because you've identified what could

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Speaker 1: be an issue, and then you have a plan of

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Speaker 1: attack to keep on the straight path so the small

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Speaker 1: thing doesn't become a big thing. If that makes sense now,

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Speaker 1: I think it makes a ton of sense. And my

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Speaker 1: wife and I try to do that as much as

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Speaker 1: she's a teacher. And I like to think that my

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Speaker 1: experience from many screw ups and I had, you know,

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Speaker 1: very engaged parents. I was very lucky in that regard.

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Speaker 1: Help I believe prepare us for But again, you get

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Speaker 1: throwing curveballs. As a parent, it's though there's no there's

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Speaker 1: no way to to navigate that. A lot of that

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Speaker 1: is learning on the fly. So having these tools right

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Speaker 1: then your tool belt are so important. And you know,

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Speaker 1: a lot of kids will listen to this and parents

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Speaker 1: and they are they want to come play at l

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Speaker 1: s U. Coach, they want to play in the SEC.

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Speaker 1: They want to be college athletes. And I know that

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Speaker 1: your path led you to JE co You're a heck

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Speaker 1: of a player. You obviously you're coaching at the highest level,

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Speaker 1: but then you went on and you know, you even

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Speaker 1: coached a n ai A. But like, how did your

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Speaker 1: experience as an athlete prepare you for coaching? What are

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Speaker 1: things that these kids can do to abstract the most

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Speaker 1: value they can out of the because let's face it,

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Speaker 1: very very very few get drafted, very few complayed L

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Speaker 1: s U. Only seven percent of high school kids playing

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Speaker 1: college period at any level. But what are some of

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Speaker 1: the things that they can do to extract the value

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Speaker 1: not just from a skill standpoint, but from a mental

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Speaker 1: standpoint and pull those lessons out and really appreciate the value.

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Speaker 1: And I think you're speaking to the parents here, because

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Speaker 1: at times parents get lost in the scholarship and all this,

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Speaker 1: But there's so many more things that kids are taking

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Speaker 1: away from the sport experience than just the performance and

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Speaker 1: the on the field stuff. Yeah, and I think this

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Speaker 1: has changed a little bit, but there's so much value

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Speaker 1: in being part of the team, first of all, where

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Speaker 1: it's it's not just about you. There's other people that

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Speaker 1: Your performance, your attitude, your decisions, they affect a lot

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Speaker 1: of people when you're part of the team, and when

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Speaker 1: you think about moving forward in your life, if and

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Speaker 1: maybe being a parent, having a family, like as a parent,

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Speaker 1: your decisions affect you know, your family directly. And so

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Speaker 1: I think the accountability piece and paying attention to that,

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Speaker 1: I think is really important. We already kind of touched

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Speaker 1: on overcoming adversity and difficulty, and I think another one

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Speaker 1: that I really try to do with my own life

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Speaker 1: and then focus our players on, is you know, resisting

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Speaker 1: you know, the thought of complacency and like your past

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Speaker 1: success is really don't have anything to do with what

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Speaker 1: happens in the future, or or the thought of you know,

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Speaker 1: resting on your laurels is not it's not going to

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Speaker 1: help you if that's what you choose to do. And

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Speaker 1: so I think there's so many values that that that

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Speaker 1: comes from being an athlete that are relatable to growing

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Speaker 1: up and to becoming a solid you know, young man

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00:20:53,160 --> 00:20:57,040
Speaker 1: or young woman, and I think just paying attention. And

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00:20:57,320 --> 00:21:00,560
Speaker 1: that's where coaching leadership comes into the teachable moments, like

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00:21:01,119 --> 00:21:02,720
Speaker 1: when things happen over the course of the game, of

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00:21:02,760 --> 00:21:05,440
Speaker 1: course of a weekend, you know, really being able to say, hey,

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00:21:05,440 --> 00:21:08,600
Speaker 1: this is this is gonna really be relatable for you.

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00:21:08,600 --> 00:21:11,480
Speaker 1: You may not get it right now, but you'll you'll

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00:21:11,480 --> 00:21:13,440
Speaker 1: look back to this and you'll be able to use

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00:21:13,440 --> 00:21:16,920
Speaker 1: this experience this failure. Um there they're just saying, you

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00:21:17,000 --> 00:21:19,000
Speaker 1: know that that Nick Sabden says a lot of like,

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00:21:19,160 --> 00:21:21,600
Speaker 1: you know, they never want to waste a failure, and

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00:21:21,640 --> 00:21:25,280
Speaker 1: that's basically like you're using let's just say losing for learning.

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Speaker 1: And I think that's a really really valid point and

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00:21:28,119 --> 00:21:30,600
Speaker 1: I think it's it's good to use winning for learning

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00:21:30,640 --> 00:21:33,280
Speaker 1: that you show up on Friday and you play a

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00:21:33,280 --> 00:21:36,399
Speaker 1: great game the next day, that those runs don't carry

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00:21:36,440 --> 00:21:38,439
Speaker 1: over to the next day. You know, you have to

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00:21:38,600 --> 00:21:42,840
Speaker 1: re go through your process of preparation of getting yourself

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00:21:42,880 --> 00:21:47,040
Speaker 1: ready to deserve success the next day. And so you know,

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00:21:47,119 --> 00:21:50,639
Speaker 1: really the thought of having to bring it every single day,

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00:21:50,800 --> 00:21:53,760
Speaker 1: that's what separates the elite from everybody else. And I

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00:21:53,760 --> 00:21:56,080
Speaker 1: think those are really good lessons. I want to ask

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Speaker 1: you one last thing. How do these kids get on

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00:21:58,000 --> 00:22:00,680
Speaker 1: your radar? Right? I mean obviously that the talent peace

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00:22:00,880 --> 00:22:03,600
Speaker 1: people say, oh there's so here. Some people say you

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00:22:03,720 --> 00:22:06,000
Speaker 1: can you know, you can't just be a great athlete

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00:22:06,200 --> 00:22:07,760
Speaker 1: and get seen. You gotta go out there. You gotta

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00:22:07,800 --> 00:22:09,680
Speaker 1: put yourself out there. Then I have other coaches say,

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00:22:09,720 --> 00:22:12,400
Speaker 1: I interviewed coach Los Angles the other days, like, there's

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00:22:12,480 --> 00:22:15,040
Speaker 1: very few secrets out there. How can these kids connect

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00:22:15,080 --> 00:22:16,960
Speaker 1: with you? How can they reach out and potentially get

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00:22:16,960 --> 00:22:19,680
Speaker 1: on the radar of L s U or any program. Well,

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00:22:20,040 --> 00:22:22,440
Speaker 1: I'm gonna answer this question a little differently that you

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Speaker 1: want me to, just because I believe in it so much.

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00:22:25,160 --> 00:22:28,160
Speaker 1: I think, um, the world we live in now, it's

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00:22:28,240 --> 00:22:31,359
Speaker 1: it's a results based world, and that's true, but I

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00:22:31,400 --> 00:22:35,119
Speaker 1: think what gets lost is the improvement on a daily

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00:22:35,160 --> 00:22:39,560
Speaker 1: basis is more important than getting on somebody's radar, because

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00:22:39,720 --> 00:22:41,359
Speaker 1: you know, as you mentioned, there aren't a lot of

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00:22:41,359 --> 00:22:44,639
Speaker 1: secrets out there anymore, and developing yourself to be the

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00:22:44,680 --> 00:22:48,320
Speaker 1: best person player if you can be, will create the

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00:22:48,400 --> 00:22:52,720
Speaker 1: most opportunities for you. Whether it's happens a little later,

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00:22:53,000 --> 00:22:55,520
Speaker 1: maybe the senior year instead of the freshman or sophomore

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00:22:55,600 --> 00:22:57,520
Speaker 1: year of high school, whether it happens as a junior

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00:22:57,560 --> 00:23:00,639
Speaker 1: college player, all of that is okay. You know, I'll

477
00:23:00,720 --> 00:23:03,639
Speaker 1: use my team last year as an example. Um, you

478
00:23:03,640 --> 00:23:06,000
Speaker 1: know a third baseman, you know, we recruited and when

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00:23:06,000 --> 00:23:08,080
Speaker 1: he was fifteen years old, and and so that's a

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00:23:08,119 --> 00:23:11,119
Speaker 1: six or seven year relationship. You know that he was

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00:23:11,200 --> 00:23:13,760
Speaker 1: really talented at that age and it was easy to spot.

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00:23:13,800 --> 00:23:15,840
Speaker 1: We recruited him hard and we got him. The m

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00:23:15,920 --> 00:23:19,720
Speaker 1: v P of our regional was a guy that we

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00:23:19,880 --> 00:23:23,640
Speaker 1: picked up in the summertime to the transfer portal. There

485
00:23:23,680 --> 00:23:26,440
Speaker 1: was a picture in our rotation that was a Division

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00:23:26,520 --> 00:23:30,080
Speaker 1: three player that graduated, and we got us a grad

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00:23:30,160 --> 00:23:33,960
Speaker 1: transfer one month before school starts, and so not everybody's

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00:23:34,000 --> 00:23:36,160
Speaker 1: journey is the same. I think if you could keep

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00:23:36,160 --> 00:23:39,199
Speaker 1: your head down, keep working, stay positive, focus on the

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00:23:39,200 --> 00:23:41,879
Speaker 1: things that are going to develop you, that gives you

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00:23:41,920 --> 00:23:45,720
Speaker 1: the best our chance to create opportunities selfishly. D three

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00:23:45,760 --> 00:23:47,760
Speaker 1: shout out you just you just made me. You made

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00:23:47,800 --> 00:23:49,240
Speaker 1: me have you put my ego a little bit. I

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Speaker 1: love that, Coach Johnson, L s U Baseball, I love it.

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00:23:52,280 --> 00:23:54,160
Speaker 1: I can't thank you enough for taking the time. Man,

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00:23:54,200 --> 00:23:56,359
Speaker 1: I appreciate you. Good luck, You're gonna crush it. I

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00:23:56,440 --> 00:23:59,199
Speaker 1: really look forward to following your coach, Thank you, appreciate you.

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00:23:59,240 --> 00:24:01,840
Speaker 1: Hit me on as J. Johnson, head coach of the

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00:24:01,960 --> 00:24:05,199
Speaker 1: storied L s U Tigers baseball team. Thanks for listening

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00:24:05,200 --> 00:24:08,480
Speaker 1: to the Reform Sports Project podcast. Dominick Boncourt and Our

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00:24:08,520 --> 00:24:11,000
Speaker 1: goal is to restore a healthy balance and perspective in

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00:24:11,119 --> 00:24:14,840
Speaker 1: all areas of sports through education and advocacy. For updates,

503
00:24:14,880 --> 00:24:18,120
Speaker 1: please follow us on Facebook, Twitter, and Instagram, or check

504
00:24:18,160 --> 00:24:20,920
Speaker 1: out our website by searching for the Reform Sports Project