1 00:00:02,759 --> 00:00:05,560 Speaker 1: We get so wrapped up in early success and we 2 00:00:05,600 --> 00:00:08,000 Speaker 1: want to applaud it, we want to elevate it, and 3 00:00:08,039 --> 00:00:11,719 Speaker 1: then we question why parents chase them. They chase it 4 00:00:11,760 --> 00:00:14,000 Speaker 1: because we hold it in the highest esteem. And if 5 00:00:14,040 --> 00:00:16,159 Speaker 1: we really want to play the long game, if we 6 00:00:16,239 --> 00:00:18,400 Speaker 1: really want to grow our athletes and we want to 7 00:00:18,440 --> 00:00:21,000 Speaker 1: give them skills and develop them, sometimes we have to 8 00:00:21,040 --> 00:00:23,919 Speaker 1: really challenge ourselves as to why is it that we 9 00:00:24,239 --> 00:00:26,160 Speaker 1: celebrate this early success. 10 00:00:26,640 --> 00:00:29,639 Speaker 2: This is the Reform Sports Project, a podcast about restoring 11 00:00:29,680 --> 00:00:32,919 Speaker 2: healthy balance and perspective in all areas of sports through 12 00:00:33,000 --> 00:00:36,879 Speaker 2: education and advocacy. Hi, this is Nick Bonacor from the 13 00:00:36,880 --> 00:00:41,840 Speaker 2: Reform Sports Podcast. My guest today is Kyle Wagner, teacher, coach, 14 00:00:42,200 --> 00:00:45,960 Speaker 2: founder of Go Wags Baseball, author and sports parent. A 15 00:00:46,000 --> 00:00:49,159 Speaker 2: former Wake Forest baseball player, Kyle is coach players of 16 00:00:49,200 --> 00:00:52,720 Speaker 2: all ages from grade school through college, including forty Division 17 00:00:52,760 --> 00:00:55,960 Speaker 2: one athletes and three first round draft picks. He's the 18 00:00:56,000 --> 00:00:59,920 Speaker 2: author of How the Rivercats Won, lessons on relationships and competition, 19 00:01:00,440 --> 00:01:03,000 Speaker 2: as well as green Light hitting from the backyards to 20 00:01:03,080 --> 00:01:05,720 Speaker 2: the big leagues. Kyle and I discussed his belief in 21 00:01:05,760 --> 00:01:09,200 Speaker 2: student advocacy, his skepticism to define a person by one 22 00:01:09,319 --> 00:01:12,880 Speaker 2: metric and the three things that create a fear based 23 00:01:12,920 --> 00:01:17,360 Speaker 2: mindset and athletes. I have another phenomenal guest. I've been 24 00:01:17,400 --> 00:01:21,040 Speaker 2: following this dude for a few years. Few years. We've 25 00:01:21,040 --> 00:01:23,880 Speaker 2: had a couple of conversations, some good interaction on Twitter 26 00:01:23,920 --> 00:01:28,520 Speaker 2: in particular now known as X twenty twenty four. But man, 27 00:01:28,560 --> 00:01:30,679 Speaker 2: I'm super pumped to have him. He is very forward 28 00:01:30,680 --> 00:01:32,080 Speaker 2: thinking and I love it. 29 00:01:32,120 --> 00:01:32,280 Speaker 3: Man. 30 00:01:32,280 --> 00:01:35,440 Speaker 2: He calls himself a student advocate. He's a teacher, he's 31 00:01:35,440 --> 00:01:38,520 Speaker 2: a coach. He's a former absolute stud baseball player, a father, 32 00:01:38,640 --> 00:01:42,400 Speaker 2: sports parent, all the above. My man, Kyle Wagner, coach Wax, 33 00:01:42,400 --> 00:01:43,800 Speaker 2: thanks so much for hopping on man. 34 00:01:43,959 --> 00:01:47,800 Speaker 3: Oh, it's an honor. I'm privilegit. I'm looking forward to Yeah. 35 00:01:47,840 --> 00:01:49,400 Speaker 2: And here's where I want to start with you, Man. 36 00:01:49,520 --> 00:01:52,080 Speaker 2: I love your content. I think you would have been 37 00:01:52,240 --> 00:01:55,400 Speaker 2: my favorite teacher in high school based off of all 38 00:01:55,440 --> 00:01:57,120 Speaker 2: the stuff I see you say. You call yourself a 39 00:01:57,160 --> 00:02:00,360 Speaker 2: student advocate. You put out a recent tweet that I 40 00:02:00,400 --> 00:02:03,760 Speaker 2: thought was very interesting, and I actually had the experience 41 00:02:03,800 --> 00:02:06,240 Speaker 2: with a couple of professors like this in college. A 42 00:02:06,280 --> 00:02:08,600 Speaker 2: student was asking you, why are you giving us the 43 00:02:08,919 --> 00:02:12,360 Speaker 2: questions to the exam you know before the exam, and 44 00:02:12,400 --> 00:02:14,919 Speaker 2: your response on the tweet was, well, because I'd rather 45 00:02:15,000 --> 00:02:17,600 Speaker 2: you know the information than me punished for not knowing it. 46 00:02:18,040 --> 00:02:19,720 Speaker 2: What is that about? What does it mean for you 47 00:02:19,760 --> 00:02:21,840 Speaker 2: to be a student advocate? And why the hell are 48 00:02:21,840 --> 00:02:24,280 Speaker 2: you not concerned with grades? Why do you think grades 49 00:02:24,280 --> 00:02:26,040 Speaker 2: are not a reflection of a kid's intellect? 50 00:02:26,360 --> 00:02:29,520 Speaker 1: Oh boy, yeah, you've been following me to know that 51 00:02:29,560 --> 00:02:31,240 Speaker 1: those are touchy subjects for me. 52 00:02:32,240 --> 00:02:36,360 Speaker 3: I just I'm skeptical of anyone. 53 00:02:36,000 --> 00:02:39,520 Speaker 1: Metric to define a person. And it's not just true 54 00:02:39,520 --> 00:02:42,639 Speaker 1: in school, it's true everywhere. I mean with respect to baseball, 55 00:02:42,680 --> 00:02:46,160 Speaker 1: everyone knows that, you know, batting average doesn't define an athlete, 56 00:02:46,280 --> 00:02:50,080 Speaker 1: and slugging or and earned run average. And I even 57 00:02:50,160 --> 00:02:54,480 Speaker 1: think that my body mass index would qualify me as obese, right, 58 00:02:54,520 --> 00:02:55,799 Speaker 1: And so that's another one. 59 00:02:56,040 --> 00:02:57,680 Speaker 3: And so the idea of the. 60 00:02:57,639 --> 00:03:03,520 Speaker 1: Great thing judging our students I'm really sensitive to. And 61 00:03:03,600 --> 00:03:05,760 Speaker 1: so you know, when when it comes down to it, 62 00:03:06,000 --> 00:03:08,799 Speaker 1: I would rather teach them than judge them. I have 63 00:03:08,919 --> 00:03:15,400 Speaker 1: done so much research on how that judgment component is flawed. 64 00:03:15,600 --> 00:03:18,520 Speaker 1: And ultimately, when we sit down and we make an 65 00:03:18,560 --> 00:03:21,720 Speaker 1: assessment of a student, I think we have to as 66 00:03:21,760 --> 00:03:26,520 Speaker 1: teachers recognize that we are flawed, we are biased, we 67 00:03:27,240 --> 00:03:30,840 Speaker 1: design the questions we judge them. I actually just spend 68 00:03:30,840 --> 00:03:36,120 Speaker 1: today talking about Daniel Pink's research when and he gets 69 00:03:36,160 --> 00:03:39,120 Speaker 1: into the idea of that, you know, the time of 70 00:03:39,240 --> 00:03:42,800 Speaker 1: day impacts how we assess people, and so that that 71 00:03:42,840 --> 00:03:46,000 Speaker 1: tweet that you're referencing, I just think, ultimately, with all 72 00:03:46,040 --> 00:03:49,800 Speaker 1: the hats that teachers, where the most important one is educator. 73 00:03:49,920 --> 00:03:54,920 Speaker 1: And educator means I need to give you information and 74 00:03:55,480 --> 00:03:58,120 Speaker 1: I'm constantly trying to communicate that that. I try to 75 00:03:58,120 --> 00:04:01,560 Speaker 1: extend the time horizon as long as so you know, 76 00:04:01,600 --> 00:04:04,800 Speaker 1: if I judge you on a Wednesday, but you forget 77 00:04:04,800 --> 00:04:07,320 Speaker 1: it on a Thursday, have I done my job? And 78 00:04:07,320 --> 00:04:11,000 Speaker 1: that's sort of playing the long game says ultimately, what 79 00:04:11,040 --> 00:04:14,360 Speaker 1: our job as an educator is is to inspire them 80 00:04:14,480 --> 00:04:17,640 Speaker 1: and educate them. And so that's why I share that 81 00:04:17,720 --> 00:04:20,400 Speaker 1: and I reflect on it often, and that's that's where 82 00:04:20,440 --> 00:04:23,080 Speaker 1: I've landed twenty five years into this profession. If I'm 83 00:04:23,560 --> 00:04:26,400 Speaker 1: if I'm going to choose between teaching and judging, I 84 00:04:26,440 --> 00:04:27,360 Speaker 1: will choose teaching. 85 00:04:27,400 --> 00:04:29,599 Speaker 2: Every time you just mentioned the long game, and I 86 00:04:29,640 --> 00:04:31,600 Speaker 2: know that's something obviously you're passionate about I know you're 87 00:04:31,640 --> 00:04:33,960 Speaker 2: an author as well. I talk about it a lot, 88 00:04:34,040 --> 00:04:37,040 Speaker 2: and you're someone who's doing it firsthand. Huge correlation between 89 00:04:37,080 --> 00:04:40,760 Speaker 2: coaching teaching. Jim Calhoun, who I had on obviously a legend, 90 00:04:40,800 --> 00:04:44,920 Speaker 2: and even Tim Corbin they talk about being teachers in sport. Right, 91 00:04:44,960 --> 00:04:51,160 Speaker 2: So how do we formulate considering our entire ecosystem, whether 92 00:04:51,200 --> 00:04:54,760 Speaker 2: it be academia or athletics, particularly at the youth level. 93 00:04:54,880 --> 00:04:57,839 Speaker 2: It's all based on performance, right. There's winners, there's losers, 94 00:04:58,040 --> 00:05:02,359 Speaker 2: there's scoreboards, there's acceptance into universities. I'm going through this 95 00:05:02,480 --> 00:05:05,760 Speaker 2: right now with my second oldest. So how do we 96 00:05:06,040 --> 00:05:10,200 Speaker 2: curtail that and when we're teaching or coaching keep the 97 00:05:10,839 --> 00:05:14,680 Speaker 2: perspective of, you know, the individual, while still trying to 98 00:05:14,680 --> 00:05:17,320 Speaker 2: help them. Tim Corbin send to me, everyone runs their 99 00:05:17,360 --> 00:05:20,599 Speaker 2: own race? Is that? Is that what we're talking about? Yeah? 100 00:05:20,600 --> 00:05:23,839 Speaker 1: I did a I put a video out the other day. 101 00:05:24,080 --> 00:05:26,920 Speaker 1: I you know, I think there are three things that 102 00:05:27,480 --> 00:05:31,840 Speaker 1: really create a fear based mindset in athletes. It's comparisons, 103 00:05:31,839 --> 00:05:34,719 Speaker 1: It's outcomes, and it's deadlines. And you know, every coach 104 00:05:34,839 --> 00:05:37,120 Speaker 1: knows that, you know, you could get the greatest buy 105 00:05:37,200 --> 00:05:39,760 Speaker 1: in with your athletes and then the minute you post 106 00:05:39,800 --> 00:05:43,640 Speaker 1: a lineup, now now you've you've created a comparison, and 107 00:05:43,680 --> 00:05:46,839 Speaker 1: that that can be challenging, and immediately you've got this 108 00:05:47,040 --> 00:05:51,600 Speaker 1: judgment of running through the program. Uh, and it's undeniable, 109 00:05:51,640 --> 00:05:54,200 Speaker 1: like every coach eventually has to do it, and and 110 00:05:54,240 --> 00:05:58,280 Speaker 1: that can fracture culture if if you're not communicating that 111 00:05:58,360 --> 00:05:59,760 Speaker 1: message and how every. 112 00:05:59,560 --> 00:06:00,880 Speaker 3: Coach works his lineup. 113 00:06:00,920 --> 00:06:03,400 Speaker 1: But what I would argue is I would say that 114 00:06:03,520 --> 00:06:08,080 Speaker 1: so often we create these deadlines and we get outcome 115 00:06:08,160 --> 00:06:11,080 Speaker 1: based when we don't have to create deadlines and become 116 00:06:11,120 --> 00:06:11,880 Speaker 1: outcome based. 117 00:06:11,920 --> 00:06:12,080 Speaker 3: Right. 118 00:06:12,160 --> 00:06:14,560 Speaker 1: So, yeah, I'm a big fan. I have three hashtags 119 00:06:14,560 --> 00:06:16,559 Speaker 1: that I love it. It's run your race, no finish 120 00:06:16,680 --> 00:06:19,919 Speaker 1: lines and top with carry water, And those are the 121 00:06:20,000 --> 00:06:23,719 Speaker 1: three that I think that if I embrace and I 122 00:06:23,760 --> 00:06:27,400 Speaker 1: can communicate to my athletes, then we can live in 123 00:06:27,520 --> 00:06:30,480 Speaker 1: this love based reality. And I know that might sound 124 00:06:30,480 --> 00:06:33,440 Speaker 1: a little touchy feely, but I really think it's important. 125 00:06:33,520 --> 00:06:37,040 Speaker 1: And in twenty twenty four, it does feel like this 126 00:06:37,279 --> 00:06:40,240 Speaker 1: relationship model is at the forefront. 127 00:06:40,400 --> 00:06:42,800 Speaker 3: It's pushing away this this. 128 00:06:42,880 --> 00:06:47,000 Speaker 1: Social Darwinism, survival of the fittest when it all costs. 129 00:06:47,160 --> 00:06:50,080 Speaker 1: I think it's it's pushing that aside, and I think 130 00:06:50,080 --> 00:06:53,080 Speaker 1: it's recognizing that this love based reality is the way 131 00:06:53,120 --> 00:06:56,159 Speaker 1: to go. So when I hear run your race, that 132 00:06:56,240 --> 00:06:59,799 Speaker 1: gets me fired up. No finish lines, right, lifelong learner 133 00:06:59,839 --> 00:07:03,479 Speaker 1: that idea. And then the chopboy cherry water is you know, 134 00:07:03,560 --> 00:07:06,000 Speaker 1: don't don't swallow the praise because you'll swallow the poison. 135 00:07:06,160 --> 00:07:09,360 Speaker 1: Try to interpret feedback as feedback. Keep it neutral, don't 136 00:07:09,400 --> 00:07:11,880 Speaker 1: get don't get wrapped up in wins and losses, just 137 00:07:11,960 --> 00:07:13,760 Speaker 1: keep just keep moving forward. 138 00:07:14,200 --> 00:07:16,160 Speaker 2: You played ball at Wake Forest, Am I right about that? 139 00:07:16,480 --> 00:07:16,800 Speaker 3: Yes? 140 00:07:17,000 --> 00:07:19,760 Speaker 2: All right, So so you played at an extremely high level. 141 00:07:20,080 --> 00:07:22,520 Speaker 1: Now that Wake Forest I played at wasn't the Wake 142 00:07:22,600 --> 00:07:23,880 Speaker 1: Forest that currently exists. 143 00:07:24,000 --> 00:07:27,000 Speaker 3: Like we we were middle of the road. 144 00:07:27,040 --> 00:07:29,120 Speaker 1: Acc we were good. I don't want to I don't 145 00:07:29,120 --> 00:07:31,600 Speaker 1: want to disparage my time there. But certainly Wake has 146 00:07:31,600 --> 00:07:33,600 Speaker 1: a vault into a power power program. 147 00:07:33,840 --> 00:07:37,440 Speaker 2: Sure, but obviously still acc you know the quote unquote 148 00:07:37,440 --> 00:07:39,560 Speaker 2: power five. You're playing at the highest level of collegiate 149 00:07:39,600 --> 00:07:42,840 Speaker 2: athletics at the time and still is. But what I'm 150 00:07:42,840 --> 00:07:45,080 Speaker 2: going with that is you have the perspective of you know, 151 00:07:45,080 --> 00:07:47,600 Speaker 2: a lot of sports parents, youth sports parents, will listen 152 00:07:47,600 --> 00:07:50,520 Speaker 2: to this. Obviously, coaches as well. You have the perspective 153 00:07:50,520 --> 00:07:53,600 Speaker 2: of coach, former high level athlete. You're a sports parent 154 00:07:53,640 --> 00:07:56,080 Speaker 2: as well, so so as a sports parent listened to this. 155 00:07:56,160 --> 00:07:57,960 Speaker 2: Who may not be in form right, they don't have 156 00:07:58,040 --> 00:07:59,840 Speaker 2: the same person, They didn't play in the acc they 157 00:07:59,840 --> 00:08:01,760 Speaker 2: don't coach, they don't teach, they haven't been in the 158 00:08:01,760 --> 00:08:05,040 Speaker 2: classroom for twenty five years. Hypothetically, I'm a thirty five 159 00:08:05,080 --> 00:08:07,400 Speaker 2: year old parent. My kids are just entering the youth 160 00:08:07,440 --> 00:08:11,040 Speaker 2: sports ecosystem where everything's based on performance. How do we 161 00:08:11,120 --> 00:08:15,240 Speaker 2: not get sucked into, you know, results driven with very 162 00:08:15,280 --> 00:08:18,360 Speaker 2: little you know, background to be able to formulate or 163 00:08:18,440 --> 00:08:20,280 Speaker 2: kind of go in there with any shield. Right, It's 164 00:08:20,280 --> 00:08:22,000 Speaker 2: almost like at times you could be going into a 165 00:08:22,080 --> 00:08:24,360 Speaker 2: war with no protection. It's I mean, I mean a 166 00:08:24,400 --> 00:08:26,600 Speaker 2: little you know, might bee being a little extreme, but 167 00:08:26,640 --> 00:08:29,120 Speaker 2: it could feel like that and a little overwhelming. How 168 00:08:29,120 --> 00:08:32,080 Speaker 2: do we prepare ourselves as young parents who may not 169 00:08:32,120 --> 00:08:33,199 Speaker 2: have the background, you know? 170 00:08:33,400 --> 00:08:35,240 Speaker 1: One of the things I call into question a lot 171 00:08:35,320 --> 00:08:37,000 Speaker 1: is what you'll hear people say you got to compete 172 00:08:37,040 --> 00:08:41,240 Speaker 1: at everything you do. And although that might be true 173 00:08:41,280 --> 00:08:43,680 Speaker 1: on some levels, like when you become a parent. If 174 00:08:43,720 --> 00:08:47,240 Speaker 1: you engage in a competitive mindset, you're going to find 175 00:08:47,280 --> 00:08:51,199 Speaker 1: yourself fighting on the sidelines. You're going to find yourself, 176 00:08:52,440 --> 00:08:55,240 Speaker 1: you know, valuing wins more than they should. Because if 177 00:08:55,280 --> 00:08:57,520 Speaker 1: we're competing at everything we do, we need to win. 178 00:08:57,600 --> 00:09:00,000 Speaker 1: We need to win this this nine you baseball game. 179 00:09:00,080 --> 00:09:03,640 Speaker 1: And the one thing that I think often gets overlooked 180 00:09:03,760 --> 00:09:07,160 Speaker 1: is young athletes have young parents. And I think sometimes 181 00:09:07,640 --> 00:09:11,679 Speaker 1: as you age, you simply gain the perspective of maturity 182 00:09:11,679 --> 00:09:15,680 Speaker 1: and you look back and you realize that ultimately it 183 00:09:15,760 --> 00:09:18,360 Speaker 1: is about development, it is about growth, it is about 184 00:09:18,360 --> 00:09:23,600 Speaker 1: developing relationships. And having said all of that, I desperately 185 00:09:23,679 --> 00:09:27,600 Speaker 1: wanted to treat my young athletes as baseball players, and 186 00:09:27,640 --> 00:09:28,960 Speaker 1: I wanted to value the win. 187 00:09:29,440 --> 00:09:31,320 Speaker 3: I wanted to teach them how to compete. 188 00:09:31,360 --> 00:09:34,000 Speaker 1: I mean, it was important to me, but it was 189 00:09:34,120 --> 00:09:37,920 Speaker 1: important only if we did it with integrity. And I 190 00:09:38,000 --> 00:09:40,560 Speaker 1: think as a coach at that youth level, part of 191 00:09:40,600 --> 00:09:42,720 Speaker 1: integrity is making sure everyone has a role. 192 00:09:42,840 --> 00:09:44,280 Speaker 3: Like we're not a college team. 193 00:09:44,320 --> 00:09:46,560 Speaker 1: It isn't like we have bench players that have to 194 00:09:46,679 --> 00:09:50,160 Speaker 1: support the starters, and that's not it. And so if 195 00:09:50,200 --> 00:09:53,720 Speaker 1: I were presenting to a group of young parents, I 196 00:09:53,760 --> 00:09:56,680 Speaker 1: would again, would I would try to emphasize the long game. 197 00:09:56,720 --> 00:09:59,960 Speaker 1: I would try to emphasize, you know, be an ambassad 198 00:10:00,240 --> 00:10:03,120 Speaker 1: for the sport. I would try to emphasize, you know, 199 00:10:03,720 --> 00:10:07,200 Speaker 1: root for your teammates, your son, your daughter's teammates, as 200 00:10:07,280 --> 00:10:09,280 Speaker 1: much as your root for your son and daughter. I 201 00:10:09,320 --> 00:10:13,480 Speaker 1: think when we get that narrow focus of mom and dad, 202 00:10:13,640 --> 00:10:16,320 Speaker 1: sometimes not only do we lose sight of the big picture, 203 00:10:16,360 --> 00:10:19,839 Speaker 1: but we focus our attention on our son and our daughter, 204 00:10:19,960 --> 00:10:22,240 Speaker 1: and then therein lies a lot of the root problem. 205 00:10:22,320 --> 00:10:25,120 Speaker 1: Is that that intensity, that competition that we have to 206 00:10:25,160 --> 00:10:30,320 Speaker 1: get ours and so yeah, it's it's it's retracting the lens, 207 00:10:30,400 --> 00:10:32,200 Speaker 1: it's that thirty thousand foot view. 208 00:10:32,840 --> 00:10:35,320 Speaker 3: Ultimately, we're trying to grow in the game, not win 209 00:10:35,800 --> 00:10:37,959 Speaker 3: a game. I guess that would be my message. 210 00:10:38,360 --> 00:10:41,719 Speaker 2: Do you feel like sports parents, and some rightfully so, 211 00:10:41,800 --> 00:10:44,960 Speaker 2: get a bad rap. Oftentimes, you know, you'll hear people, 212 00:10:45,040 --> 00:10:47,960 Speaker 2: even I for that matter, will say, Hey, we drop 213 00:10:47,960 --> 00:10:50,600 Speaker 2: our kids off at school. They're in the classroom. We're 214 00:10:50,640 --> 00:10:52,520 Speaker 2: not sitting there watching them take a test. You know, 215 00:10:52,559 --> 00:10:54,600 Speaker 2: We're not sitting there watching them get their lecture or 216 00:10:54,640 --> 00:10:57,840 Speaker 2: doing whatever assignment they have for the day. So why 217 00:10:57,880 --> 00:10:59,800 Speaker 2: do we feel like we need to impede upon a 218 00:10:59,840 --> 00:11:01,960 Speaker 2: coach during a practice. Why do we need to be 219 00:11:02,120 --> 00:11:05,600 Speaker 2: so engaged? Do you notice that the classroom has changed? 220 00:11:05,679 --> 00:11:09,400 Speaker 2: Is there a correlation? Are parents the same with the 221 00:11:09,520 --> 00:11:12,240 Speaker 2: classroom aspect of it their students in the classroom as 222 00:11:12,240 --> 00:11:15,360 Speaker 2: they are with sports, or do you notice a difference. 223 00:11:15,679 --> 00:11:18,000 Speaker 1: Well, obviously, I'm a teacher, I'm a coach, I'm a parent, 224 00:11:18,040 --> 00:11:20,520 Speaker 1: I'm all the above. I'm just going to speak from 225 00:11:20,520 --> 00:11:23,080 Speaker 1: my perspective, Like if I were on a practice, I 226 00:11:23,080 --> 00:11:26,520 Speaker 1: would invite anyone to stay and watch, like I just 227 00:11:26,679 --> 00:11:32,439 Speaker 1: enjoyed my time coaching athletes and practice planning that I 228 00:11:33,280 --> 00:11:36,560 Speaker 1: enjoyed having the parents there to watch and learn. Like 229 00:11:36,720 --> 00:11:41,439 Speaker 1: for me, I wanted my message to resonate behind closed doors. 230 00:11:41,480 --> 00:11:43,280 Speaker 3: I wanted them to talk about what it was. 231 00:11:43,280 --> 00:11:47,040 Speaker 1: We were learning, so they could, you know, they could reiterate 232 00:11:47,120 --> 00:11:50,320 Speaker 1: my message, they could emphasize my message. There are some 233 00:11:50,480 --> 00:11:56,360 Speaker 1: coaches that might perceive that as a parent imposing on them, 234 00:11:56,400 --> 00:11:58,960 Speaker 1: like this is my time and I want my message. 235 00:11:59,000 --> 00:12:01,480 Speaker 1: But I was always more inclusive in that way. I 236 00:12:01,559 --> 00:12:04,120 Speaker 1: would invite the parents for a postgame talk. 237 00:12:04,559 --> 00:12:06,720 Speaker 3: Again, I was talking at a youth level. I'm not talking 238 00:12:06,720 --> 00:12:09,319 Speaker 3: at at like a high school level or a college level. 239 00:12:09,360 --> 00:12:10,840 Speaker 3: But I'm not saying it couldn't be done. 240 00:12:11,000 --> 00:12:15,400 Speaker 1: I just I'm a I'm a big fan of transparency 241 00:12:15,679 --> 00:12:19,520 Speaker 1: and I would share as much as possible. And I'm 242 00:12:19,559 --> 00:12:21,440 Speaker 1: even humble enough to recognize. 243 00:12:21,000 --> 00:12:23,520 Speaker 3: I wrote a book How the River Cats Won, and 244 00:12:23,559 --> 00:12:24,000 Speaker 3: I had. 245 00:12:23,840 --> 00:12:26,600 Speaker 1: Some amazing parents, and you know, I talked in there 246 00:12:26,640 --> 00:12:30,360 Speaker 1: about being challenged by parents when my emotions got too hot, 247 00:12:30,400 --> 00:12:32,240 Speaker 1: and they were right, and I'd like to think that 248 00:12:32,280 --> 00:12:35,360 Speaker 1: they were capable of challenging me because I created an 249 00:12:35,480 --> 00:12:39,280 Speaker 1: environment that they were permitted to do so. So it 250 00:12:39,400 --> 00:12:44,120 Speaker 1: is absolutely a sticky wicket like it is absolutely one 251 00:12:44,160 --> 00:12:48,400 Speaker 1: of those those tough things to navigate, but I have 252 00:12:48,640 --> 00:12:52,240 Speaker 1: found that it is way easier when the guy in charge, 253 00:12:52,280 --> 00:12:55,200 Speaker 1: the head coach, is humble enough to say I don't 254 00:12:55,240 --> 00:12:57,400 Speaker 1: have all the answers, but I've I've got a ton 255 00:12:57,400 --> 00:13:00,400 Speaker 1: of experience, and I do a lot of reading and 256 00:13:00,640 --> 00:13:02,840 Speaker 1: I try to stay up to speed all the latest research. 257 00:13:02,880 --> 00:13:05,800 Speaker 1: But if you come across something that you think might 258 00:13:05,840 --> 00:13:08,600 Speaker 1: help the boys the girls, I'm all in. And so 259 00:13:08,640 --> 00:13:11,120 Speaker 1: I don't know if that directly answered it, but that's 260 00:13:11,200 --> 00:13:12,679 Speaker 1: just how I want to do agress. 261 00:13:12,960 --> 00:13:16,599 Speaker 2: When we return, Kyle and I dive into coaching transparency. 262 00:13:16,920 --> 00:13:19,360 Speaker 2: Our friends at Team snap are back with another free 263 00:13:19,400 --> 00:13:23,600 Speaker 2: webinar Wednesday, February twenty first at one pm Eastern. See 264 00:13:23,640 --> 00:13:26,600 Speaker 2: how the latest updates to the registration system on Team 265 00:13:26,640 --> 00:13:29,560 Speaker 2: snap for Business will help you seamlessly collect payments and 266 00:13:29,640 --> 00:13:33,079 Speaker 2: documents and improve the members sign up experience. Team Snap 267 00:13:33,120 --> 00:13:36,000 Speaker 2: for businesses registration system is the best way to sign 268 00:13:36,080 --> 00:13:38,320 Speaker 2: up athletes for your up and coming season, and their 269 00:13:38,360 --> 00:13:42,079 Speaker 2: new features improve the sign up experience for administrators, coaches, 270 00:13:42,120 --> 00:13:45,520 Speaker 2: and families. During their upcoming webinar, you'll get an overview 271 00:13:45,520 --> 00:13:48,679 Speaker 2: of their registration system and learn how the latest updates 272 00:13:48,720 --> 00:13:53,080 Speaker 2: help you create teams even more seamlessly with updated rostering capabilities, 273 00:13:53,200 --> 00:13:56,880 Speaker 2: collect documents such as waivers with even more flexibility, improve 274 00:13:56,920 --> 00:14:01,040 Speaker 2: accessibility with offline payments for non baking family, and much more. 275 00:14:01,320 --> 00:14:04,080 Speaker 2: Sign up to learn more about how Team snaps evolving 276 00:14:04,120 --> 00:14:07,920 Speaker 2: platform meets your sports business needs, head to teamsnap dot 277 00:14:07,920 --> 00:14:18,080 Speaker 2: com and sign up today. Where we left off, Hyle 278 00:14:18,120 --> 00:14:20,800 Speaker 2: and I were about to discuss his approach to communicating 279 00:14:20,800 --> 00:14:24,280 Speaker 2: with his player's parents and the downsize of early praise. 280 00:14:25,240 --> 00:14:28,600 Speaker 2: So I know, in my coaching experience, I always have 281 00:14:29,000 --> 00:14:31,600 Speaker 2: like a pre practice first meeting, you know, like an 282 00:14:31,600 --> 00:14:34,320 Speaker 2: introductory thing. I give him a little bit of my background, 283 00:14:34,360 --> 00:14:36,520 Speaker 2: and this is what it could be seven years old, 284 00:14:36,680 --> 00:14:38,320 Speaker 2: you know, eight years old, nine years old. Just hey, 285 00:14:38,320 --> 00:14:40,280 Speaker 2: here's what we're gonna do. Here's what I think. Let's 286 00:14:40,400 --> 00:14:42,080 Speaker 2: and I try to set a boundary, you know, and 287 00:14:42,120 --> 00:14:44,400 Speaker 2: I even send a long email like, hey, these not 288 00:14:44,440 --> 00:14:46,480 Speaker 2: a long email, but I try to touch on something 289 00:14:46,480 --> 00:14:48,200 Speaker 2: these kids are seven or their rate, you know, like 290 00:14:48,720 --> 00:14:51,880 Speaker 2: let's keep that perspective. Do you set a boundary, like 291 00:14:51,920 --> 00:14:54,280 Speaker 2: do you try to set expectations? Because I totally agree 292 00:14:54,320 --> 00:14:57,200 Speaker 2: with your transparency. You know, the lines of communication have 293 00:14:57,280 --> 00:14:59,440 Speaker 2: to be open. I think a lot of times where 294 00:14:59,560 --> 00:15:02,120 Speaker 2: we get up parents is when there is no transparency. 295 00:15:02,160 --> 00:15:04,560 Speaker 2: It's not necessarily an over communication, but just kind of 296 00:15:04,600 --> 00:15:06,880 Speaker 2: set the expectation from the on sects. I'm sure a 297 00:15:06,880 --> 00:15:08,320 Speaker 2: lot of people will hear this and go, how do 298 00:15:08,400 --> 00:15:11,640 Speaker 2: I navigate that balance right? That juggling act. 299 00:15:12,120 --> 00:15:16,120 Speaker 1: Yeah, transparency doesn't mean all the time, I think, you know, 300 00:15:16,200 --> 00:15:19,280 Speaker 1: we have to account for the fact that anytime that 301 00:15:19,360 --> 00:15:22,280 Speaker 1: a parent and a coach engage in some sort of 302 00:15:22,400 --> 00:15:27,560 Speaker 1: communication in public, every every set of eyes is allowed. 303 00:15:27,280 --> 00:15:29,480 Speaker 3: To interpret that communication however they want. 304 00:15:29,600 --> 00:15:33,160 Speaker 1: And so what I was always hesitant of is that 305 00:15:33,160 --> 00:15:38,040 Speaker 1: that public communication in front of others that could could form. 306 00:15:37,840 --> 00:15:40,520 Speaker 3: Their opinion and one that I didn't want them to form. 307 00:15:40,600 --> 00:15:43,320 Speaker 1: So I said, look, you know, your son, your daughter 308 00:15:43,480 --> 00:15:47,240 Speaker 1: might be struggling, and we might have some communication where 309 00:15:47,240 --> 00:15:50,200 Speaker 1: I'm gonna I'm gonna sit them down for two games 310 00:15:50,240 --> 00:15:53,440 Speaker 1: and just let them, you know, assess the situation from 311 00:15:53,480 --> 00:15:54,120 Speaker 1: a different angle. 312 00:15:54,120 --> 00:15:57,320 Speaker 3: We're going to talk about that. But I still believe 313 00:15:57,320 --> 00:15:57,480 Speaker 3: in you. 314 00:15:57,480 --> 00:15:59,680 Speaker 1: I'm still going to give you opportunities and then you 315 00:15:59,680 --> 00:16:01,680 Speaker 1: know you're you're gonna You're gonna find your way back 316 00:16:01,680 --> 00:16:03,840 Speaker 1: in the lineup. But if mom or dad come and 317 00:16:03,920 --> 00:16:07,640 Speaker 1: approach me at the end of the second game, uh, 318 00:16:07,680 --> 00:16:10,720 Speaker 1: and I had every intention of playing them the next game. 319 00:16:10,760 --> 00:16:13,240 Speaker 3: Now parents see that interaction. 320 00:16:12,840 --> 00:16:14,800 Speaker 1: And then all of a sudden that that that child's 321 00:16:14,840 --> 00:16:16,440 Speaker 1: in the lineup, they're. 322 00:16:16,240 --> 00:16:18,000 Speaker 3: Free to go. Oh, this is how it works. 323 00:16:18,040 --> 00:16:20,680 Speaker 1: If I confront coach, then I get in the lineup, 324 00:16:20,960 --> 00:16:23,160 Speaker 1: and I don't want that. So I make it clear 325 00:16:23,280 --> 00:16:26,720 Speaker 1: that look, I want transparency, but I would love to 326 00:16:26,800 --> 00:16:29,280 Speaker 1: do it away from the public arena. I want to 327 00:16:29,320 --> 00:16:32,000 Speaker 1: talk about your son and your son only your daughter, 328 00:16:32,520 --> 00:16:35,160 Speaker 1: and I'll tell you exactly where they fit. And I'm 329 00:16:35,160 --> 00:16:37,400 Speaker 1: doing my best to try to get him in opportunities 330 00:16:37,480 --> 00:16:41,520 Speaker 1: to develop. But if if if people see us talking 331 00:16:41,600 --> 00:16:44,360 Speaker 1: and then I play them like, I don't know if 332 00:16:44,400 --> 00:16:47,000 Speaker 1: that's fair to me. And so that was how I 333 00:16:47,000 --> 00:16:49,600 Speaker 1: always communicated that in the preseason. 334 00:16:49,080 --> 00:16:51,480 Speaker 2: Stuff to kind of shift gears a little bit, but 335 00:16:51,640 --> 00:16:53,560 Speaker 2: stay on the youth piece. This is something I think 336 00:16:53,600 --> 00:16:56,080 Speaker 2: you and I actually connected through this topic was the 337 00:16:56,160 --> 00:16:59,040 Speaker 2: early specialization, you know, multi sport thing, which I got 338 00:16:59,040 --> 00:17:01,600 Speaker 2: to tell you, man, in the last decade plus, but 339 00:17:01,720 --> 00:17:04,600 Speaker 2: really especially the last like you know, five to seven, 340 00:17:04,680 --> 00:17:08,439 Speaker 2: ten years. Man, it's hard. It's hard to you know 341 00:17:08,480 --> 00:17:09,919 Speaker 2: who's right or wrong. I don't know if there is 342 00:17:09,920 --> 00:17:11,639 Speaker 2: a right or wrong. Well I shouldn't say that. I 343 00:17:11,640 --> 00:17:13,800 Speaker 2: think there is a right or wrong. I think it's balanced. 344 00:17:13,800 --> 00:17:18,240 Speaker 2: But but it's becoming harder. It's becoming harder. Everything is 345 00:17:18,359 --> 00:17:20,720 Speaker 2: year round. I mean, I believe you're I think, are 346 00:17:20,760 --> 00:17:22,080 Speaker 2: you down in Georgia? 347 00:17:22,119 --> 00:17:24,320 Speaker 3: I live in Pennsylvania. Is that is that what you're asking? 348 00:17:24,400 --> 00:17:27,920 Speaker 2: Yeah? Okay, so you live in Yeah? Okay, so so 349 00:17:28,000 --> 00:17:32,000 Speaker 2: you live in a colder climate state. I'm in North Carolina, 350 00:17:32,400 --> 00:17:34,520 Speaker 2: so you can't play everything year round. You know, I 351 00:17:34,560 --> 00:17:36,879 Speaker 2: grew up in the Northeast and you couldn't play baseball 352 00:17:36,920 --> 00:17:39,119 Speaker 2: year round. And then it's also thirty years ago. But 353 00:17:39,720 --> 00:17:43,000 Speaker 2: you know, how do you as a coach? I mean, 354 00:17:43,040 --> 00:17:44,679 Speaker 2: for God's sakes, I saw a post the other day 355 00:17:44,720 --> 00:17:47,720 Speaker 2: where apparently there's and it's not just I saw the post, 356 00:17:47,760 --> 00:17:50,760 Speaker 2: but I've heard it. There's like travel coaches encouraging high 357 00:17:50,760 --> 00:17:52,520 Speaker 2: school kids not to play for their high school because 358 00:17:52,520 --> 00:17:54,360 Speaker 2: it's it's not good enough. They're not good enough, They're 359 00:17:54,359 --> 00:17:56,639 Speaker 2: going to get worse. It's like how do we juggle? 360 00:17:56,640 --> 00:17:58,800 Speaker 2: How do you juggle this? And more importantly, like how 361 00:17:58,800 --> 00:18:00,639 Speaker 2: did you navigate it with your It's because I know 362 00:18:00,640 --> 00:18:02,240 Speaker 2: you have kids that played at a very high level 363 00:18:02,280 --> 00:18:02,640 Speaker 2: as well. 364 00:18:03,119 --> 00:18:05,800 Speaker 1: So one of the banners on our inside co egs 365 00:18:05,840 --> 00:18:08,520 Speaker 1: that was our training facility was competer developed at something 366 00:18:08,600 --> 00:18:13,520 Speaker 1: year round and those words were intentional computer develop right, 367 00:18:13,560 --> 00:18:17,080 Speaker 1: And so so often coaches with an agenda only ever 368 00:18:17,119 --> 00:18:19,720 Speaker 1: focused on developing, like we have to sharpen the blade, 369 00:18:19,720 --> 00:18:22,560 Speaker 1: we have to get better. Everyone's improved. They can't waste 370 00:18:22,600 --> 00:18:26,119 Speaker 1: any time. I think they missed that component of compete. 371 00:18:26,440 --> 00:18:27,400 Speaker 3: You know, I would. 372 00:18:27,280 --> 00:18:31,000 Speaker 1: Tell any baseball player that you know, you're standing on 373 00:18:31,040 --> 00:18:33,400 Speaker 1: the foul line down one with two seconds to go. 374 00:18:33,640 --> 00:18:36,520 Speaker 3: I mean, how could you not argue that that wouldn't. 375 00:18:36,119 --> 00:18:40,080 Speaker 1: Be helpful from an athletic standpoint. And we actually have 376 00:18:40,400 --> 00:18:44,359 Speaker 1: a very specific case here in my backyard, Redland High School, 377 00:18:44,760 --> 00:18:47,919 Speaker 1: where we have a really high level baseball player, like 378 00:18:48,560 --> 00:18:52,159 Speaker 1: a high end draft status in the July draft coming. 379 00:18:51,960 --> 00:18:54,159 Speaker 3: Up, and yet he's a great basketball player. 380 00:18:54,200 --> 00:18:58,680 Speaker 1: And the coaches got together and they designed a program 381 00:18:58,760 --> 00:19:01,720 Speaker 1: together for the athlete that allows him to. 382 00:19:02,520 --> 00:19:04,879 Speaker 3: Continue to lift, continue to hit, continue to do what 383 00:19:04,920 --> 00:19:07,879 Speaker 3: he needs to do. And yet he's still playing basketball. 384 00:19:08,520 --> 00:19:10,320 Speaker 1: And I don't think that happens if you don't have 385 00:19:10,560 --> 00:19:13,560 Speaker 1: flexible coaches, you know. And I've actually gotten a little 386 00:19:13,560 --> 00:19:16,960 Speaker 1: debate I've shared I've shared his story with others, and 387 00:19:17,000 --> 00:19:17,400 Speaker 1: there are. 388 00:19:17,320 --> 00:19:18,800 Speaker 3: Some basketball coaches that said, no. 389 00:19:18,880 --> 00:19:21,840 Speaker 1: I wouldn't accommodate him in that way. And my response 390 00:19:21,840 --> 00:19:23,880 Speaker 1: would be, if you're not going to accommodate him, you're 391 00:19:23,880 --> 00:19:27,679 Speaker 1: probably going to lose him. And so we can't just 392 00:19:28,480 --> 00:19:31,480 Speaker 1: dump the burden on the athlete and say, hey, play. 393 00:19:31,320 --> 00:19:32,280 Speaker 3: As much as possible. 394 00:19:32,800 --> 00:19:36,680 Speaker 1: The coaches need to accept some responsibility too, and say, look, 395 00:19:37,240 --> 00:19:41,760 Speaker 1: the pressure is immense. It's immense for these athletes with 396 00:19:41,880 --> 00:19:44,480 Speaker 1: so many eyes on him in the social media world. 397 00:19:44,720 --> 00:19:47,160 Speaker 1: You know, what can we do to assist we can 398 00:19:47,200 --> 00:19:50,840 Speaker 1: be flexible? We can we can potentially say, hey, this 399 00:19:50,880 --> 00:19:54,199 Speaker 1: particular athlete might not have to show up for a 400 00:19:54,280 --> 00:19:57,119 Speaker 1: six am lift because he needs his sleep and he 401 00:19:57,160 --> 00:19:59,120 Speaker 1: doesn't want to lose the weight. And so those are 402 00:19:59,119 --> 00:20:03,720 Speaker 1: some concessions that I'm always I'm always impressed when a 403 00:20:03,760 --> 00:20:07,479 Speaker 1: coach shows some adaptability in that area. But yeah, it 404 00:20:07,520 --> 00:20:10,959 Speaker 1: is it is strange that that the travel world is 405 00:20:11,000 --> 00:20:15,920 Speaker 1: imposing on these communities in ways that we're losing our. 406 00:20:16,400 --> 00:20:19,400 Speaker 3: Structure a little bit. That's unfortunately. I hope it turns around. 407 00:20:19,760 --> 00:20:22,399 Speaker 1: I think the more podcasts like this give it a 408 00:20:22,440 --> 00:20:23,080 Speaker 1: fighting chance. 409 00:20:23,640 --> 00:20:26,639 Speaker 2: Do you feel as though that I actually when I 410 00:20:26,680 --> 00:20:28,680 Speaker 2: had David Epstein on a couple of years ago, and 411 00:20:28,760 --> 00:20:30,439 Speaker 2: he kind of brought up the point it almost feels 412 00:20:30,480 --> 00:20:32,359 Speaker 2: like as a young parent you have to go rogue, 413 00:20:32,400 --> 00:20:35,040 Speaker 2: you know, against the system, because he knows all the data, right, 414 00:20:35,040 --> 00:20:37,840 Speaker 2: He's done the research, you know, with range, and he 415 00:20:38,000 --> 00:20:42,080 Speaker 2: knows you know, the value of you know versatility, and 416 00:20:42,800 --> 00:20:45,280 Speaker 2: you know sports sampling or just sampling in life, and 417 00:20:45,280 --> 00:20:47,680 Speaker 2: it's like you almost feel like you have to go rogue. 418 00:20:47,680 --> 00:20:50,639 Speaker 2: And now I am confident in my perspective as a 419 00:20:50,680 --> 00:20:52,960 Speaker 2: parent to be able to give my kids a broad 420 00:20:53,040 --> 00:20:56,240 Speaker 2: buffet or help them adapt their palette to different things 421 00:20:56,280 --> 00:21:00,479 Speaker 2: and let them find their path. But it almost that fomo. Man, 422 00:21:00,480 --> 00:21:02,200 Speaker 2: how do you navigate the fomo as a parent? 423 00:21:02,560 --> 00:21:05,480 Speaker 1: Well, I mean your initial question to me about grades, 424 00:21:05,760 --> 00:21:08,640 Speaker 1: you know, it sort of stems from that, Like we 425 00:21:08,800 --> 00:21:11,920 Speaker 1: tend to elevate and reward people before the race is over. 426 00:21:12,200 --> 00:21:16,199 Speaker 1: I don't understand why we have to celebrate the A 427 00:21:16,640 --> 00:21:22,040 Speaker 1: on October eighteenth, Like why does that define someone? It's 428 00:21:22,080 --> 00:21:25,000 Speaker 1: a letter on their transcript and we can't remove it, 429 00:21:25,040 --> 00:21:28,879 Speaker 1: and an A is elevating them, it's raising them above 430 00:21:29,080 --> 00:21:31,320 Speaker 1: the sea. And then it speaks to the same point 431 00:21:31,359 --> 00:21:34,000 Speaker 1: you're bringing up here, is that you know, we get 432 00:21:34,080 --> 00:21:36,800 Speaker 1: so wrapped up in early success and we want to 433 00:21:36,920 --> 00:21:38,920 Speaker 1: applaud it, we want to elevate. 434 00:21:38,520 --> 00:21:40,920 Speaker 3: It, we want to hold it to the highest level. 435 00:21:41,560 --> 00:21:45,320 Speaker 1: And then we question why parents chase that, Well, they 436 00:21:45,440 --> 00:21:48,080 Speaker 1: chase it because we recognize it and we hold it 437 00:21:48,080 --> 00:21:52,119 Speaker 1: in the highest esteem, and if we really want to 438 00:21:52,200 --> 00:21:54,080 Speaker 1: play the long game, if we want to really want. 439 00:21:54,000 --> 00:21:56,200 Speaker 3: To grow our athletes and we want to give. 440 00:21:56,000 --> 00:21:59,040 Speaker 1: Them skills and develop them, sometimes we have to really 441 00:21:59,119 --> 00:22:02,600 Speaker 1: challenge ourselves as to why is it that we celebrate 442 00:22:03,160 --> 00:22:07,400 Speaker 1: this early success. And you know, I've coached lots of 443 00:22:08,359 --> 00:22:11,040 Speaker 1: high level athletes and and some I was fortunate enough 444 00:22:11,040 --> 00:22:14,480 Speaker 1: to be first rounders, and you know, there there were some. 445 00:22:14,440 --> 00:22:16,720 Speaker 3: That were elite at a very early age. 446 00:22:17,040 --> 00:22:19,560 Speaker 1: I was fortunate enough to coach Anthony Boltby and I 447 00:22:19,600 --> 00:22:22,120 Speaker 1: remember coaching him as a as a ten year old, 448 00:22:22,160 --> 00:22:24,399 Speaker 1: walked into the nurses office the next day at school, 449 00:22:24,400 --> 00:22:26,520 Speaker 1: I said, I just I just coached the. 450 00:22:26,480 --> 00:22:30,120 Speaker 3: Future Big leaguer And that played out. But then another. 451 00:22:29,840 --> 00:22:34,159 Speaker 1: First rounder, Benny Montgomery from the the Rockies organization. He 452 00:22:35,040 --> 00:22:37,680 Speaker 1: didn't start on the varsity team as a as a freshman, 453 00:22:38,160 --> 00:22:40,120 Speaker 1: but you could see his potential. He was going to grow, 454 00:22:40,200 --> 00:22:42,240 Speaker 1: he was gonna get he's gonna get super strong, and 455 00:22:43,080 --> 00:22:45,280 Speaker 1: yet you know, there were lots of people that he's. 456 00:22:45,080 --> 00:22:47,320 Speaker 3: Passed along the way. It's this it's this. 457 00:22:47,400 --> 00:22:52,639 Speaker 1: Early praise that I think just gets people chasing their 458 00:22:52,680 --> 00:22:56,200 Speaker 1: own thing. So that that's again, that's that no finish 459 00:22:56,280 --> 00:22:59,760 Speaker 1: line mentality. It's like, why are we celebrating success when 460 00:23:00,040 --> 00:23:01,560 Speaker 1: excess is miles away? 461 00:23:01,920 --> 00:23:04,560 Speaker 2: Coach wags. I want people to connect with you. I 462 00:23:04,600 --> 00:23:06,600 Speaker 2: love what you do, I love your perspective. I think 463 00:23:06,640 --> 00:23:09,200 Speaker 2: you have tremendous insight that can help a lot of people. 464 00:23:09,200 --> 00:23:11,159 Speaker 2: Where can they find you on your platforms? I know 465 00:23:11,240 --> 00:23:13,800 Speaker 2: you're on ex Twitter, Where else can they find you? 466 00:23:14,200 --> 00:23:14,879 Speaker 3: That's really it. 467 00:23:15,000 --> 00:23:18,800 Speaker 1: I had an incident where an unfortunate incident where I 468 00:23:18,840 --> 00:23:23,159 Speaker 1: was hacked, and so I jumped off of Instagram and Facebook, 469 00:23:23,160 --> 00:23:25,000 Speaker 1: and I had all kinds of stuff out there. 470 00:23:25,040 --> 00:23:26,840 Speaker 3: But it's it's X. 471 00:23:26,800 --> 00:23:30,360 Speaker 1: And I mean, I've shared my green Land hitting book. 472 00:23:30,400 --> 00:23:33,120 Speaker 1: I'll share with anyone that's I can share that online 473 00:23:33,160 --> 00:23:37,879 Speaker 1: through X. But that's that's my primary resource that I use. 474 00:23:37,880 --> 00:23:38,359 Speaker 3: Just the X. 475 00:23:38,760 --> 00:23:40,000 Speaker 2: Where can people find your book? 476 00:23:40,320 --> 00:23:41,320 Speaker 3: You can get it on Amazon. 477 00:23:41,400 --> 00:23:44,199 Speaker 1: How the Rivercats Won. How the Rivercats Won was a 478 00:23:45,240 --> 00:23:49,399 Speaker 1: It was my model, my framework for developing not only athletes, 479 00:23:49,680 --> 00:23:52,520 Speaker 1: but you know, growing teams. A lot of a lot 480 00:23:52,520 --> 00:23:56,440 Speaker 1: of young coaches are curious about, you know, the cutting 481 00:23:56,520 --> 00:23:59,920 Speaker 1: process and how they try kids out and you know, shoot, 482 00:24:00,040 --> 00:24:02,280 Speaker 1: should we should we try to keep the same team 483 00:24:02,359 --> 00:24:05,080 Speaker 1: as we grow, and so I sat down and wrote 484 00:24:05,080 --> 00:24:07,399 Speaker 1: a book, How the Rivercats, one that's on Amazon, and 485 00:24:07,400 --> 00:24:10,159 Speaker 1: then the green Light Hitting book that I wrote in 486 00:24:10,200 --> 00:24:11,280 Speaker 1: twenty twelve. 487 00:24:11,359 --> 00:24:13,159 Speaker 3: That thing got so darn expensive. 488 00:24:14,160 --> 00:24:17,840 Speaker 1: I don't even suggest anyone buys the hard copy, although. 489 00:24:17,520 --> 00:24:18,439 Speaker 3: Some people do like it. 490 00:24:18,720 --> 00:24:21,480 Speaker 1: You can get that on Blurb is actually the site 491 00:24:21,520 --> 00:24:21,800 Speaker 1: for that. 492 00:24:22,160 --> 00:24:25,199 Speaker 2: Kyle Wagner coach WAGS, thank you so much for coming on, 493 00:24:25,280 --> 00:24:27,480 Speaker 2: sharing your time, your perspective. We're going to run this 494 00:24:27,560 --> 00:24:29,360 Speaker 2: back again. I can't thank you enough. 495 00:24:29,400 --> 00:24:29,680 Speaker 1: Man. 496 00:24:29,920 --> 00:24:33,040 Speaker 3: You're very welcome and I love that you invited me. 497 00:24:33,080 --> 00:24:34,159 Speaker 3: I appreciate the time. 498 00:24:34,240 --> 00:24:39,040 Speaker 2: That's Kyle Wagner, teacher, coach, author and sportsparent. Thanks for 499 00:24:39,119 --> 00:24:42,680 Speaker 2: listening to the Reform Sports Podcast. If you've enjoyed this episode, 500 00:24:42,720 --> 00:24:44,520 Speaker 2: we would appreciate it if you took a moment to 501 00:24:44,600 --> 00:24:46,840 Speaker 2: rate and review our podcast. As we work to grow 502 00:24:46,920 --> 00:24:50,840 Speaker 2: our community of supporters and advocates for more reform sports content, 503 00:24:50,960 --> 00:24:54,200 Speaker 2: please subscribe to our newsletter and blog at Reformsports Project 504 00:24:54,280 --> 00:24:57,920 Speaker 2: dot com. You can also follow us on Facebook, Twitter, Instagram, 505 00:24:57,960 --> 00:24:58,640 Speaker 2: and LinkedIn.