This article was written and submitted by retired High School Coach Dave Millhollin. I am always looking for good information to share. If you have an article, drill, play, or anything else that you would like to have posted on the Coaching Toolbox, feel free to contact me.

Building Great Teams Part 1

By Dave Millhollin

Editor’s note: This is part One of Two parts for this article. Here is the link to: Building Great Teams Part 2

Over the last two decades, much attention has been given to the concept of “Team Building” by private, public, and volunteer organizations. In all situations where groups of people are necessary to produce a product, generate revenue, or provide services, the groups that work best together and possess a sense of shared common purpose tend to be the most effective and efficient.

Our program’s approach to “Team Building”

We have established four fundamental reasons for team building:

• First, we want the experience of participating on the team to be the most satisfying and enjoyable experience it can possibly be for every individual member of the team.

• Secondly, we want each individual member of our team to experience as much personal growth as possible in the context of being a member of our team.

• Thirdly, participating on a team affords the members of that team to form meaningful and lasting relationships. The relationships we develop while participating on teams can be wonderful and life-long.

• The fourth reason for team building is to ensure that our team is as competitive as it can possibly be; that we play the absolute best basketball that we are capable of playing, win as many games as we can, compete for championships and advance as far as we are capable of in post season play.

We promote the concept of “cause over self” and profess that individual achievement will be accomplished through the giving of one’s self to the goals and welfare of the team. Therefore, unselfishness and self sacrifice are two of our program’s core values.

Building the “Team”

Leadership by the coaching staff

As adult leaders we determine what kind of program we want to run. While at Ponderosa, we decided to involve our players in as much of the decision making as possible. We want to achieve the highest degree of “ownership” and commitment as possible and we want our players to be accountable to one another and to their coaches with regard to the standards we set for our program. As coaches we see our primary responsibility as that of helping our players establish realistic goals and expectations, then doing everything in our power to help them achieve those goals and expectations.

Collaboration, “Ownership”, and Commitment

Prior to and at the beginning of the season, we conduct a series of meetings where our players and coaches engage in discussions and come to agreements on almost every aspect of our program. We clarify our values and our behavioral expectations and we discuss and agree on consequences. We agree on the role of the coach and the role of the players. We also discuss and agree on what we want to accomplish during the season. These desired accomplishments are written in two areas; season goals and progressive benchmarks. The progressive benchmarks provide us with a checklist of things we want to accomplish as the season goes along, this helps us progressively evaluate our performance and identify necessary adjustments as the season moves along.

As the season gets underway we also develop an identity statement that epitomizes the kind of team we want to have for that season. One season our team decided on the slogan; “Belief, Trust, Discipline and Unselfishness”.
We want all of our actions to reflect our identity statement.

The overall purpose for the collaboration process is to bring about a sense of ownership and develop a strong sense of responsibility and commitment by the members of our team. We will then be better able to hold one another accountable during the course of the season

Players are accountable to each other, not just to their coach. They live up to a set of standards and attempt to accomplish goals that they help develop, not ones imposed upon them by authority figures.

Individual Roles

Once we have established our goals for the season and discover our team’s identity, our coaches then work with each individual player to establish individual player roles. We base these roles on the specific attributes each player has in relation to the team’s goals. We have each player answer a set of questions designed to help them recognize what they can do to help the team achieve its goals. This part of the team building process is critical. If we can get every player on our team to align his personal goals with the goals of the team and establish his role on the team accordingly, then we will have a much better chance of having a great team. This is where unselfishness and personal self sacrifice for the goals and welfare of the team comes in to play.

For a player who would like to have a different role, we allow him to work on the areas he would like to improve on in practice so he will have a chance to change his role. This comes with the understanding that first and foremost he must be focused on and be committed to his initial role. If his role is to change, he and his coach must agree on that change in order for the change to take place.

Once we establish individual player roles, we have each player write down three to five things they can personally commit to that will help the team achieve its goals. This commitment list is a reflection of each player’s individual role. We require all of our players to become familiar with all their teammates’ commitment lists. We want all our players to “Know and understand your self and your teammates”.

Communication and Reminders

Communication is an area that is essential for the effectiveness of all groups. In the area of team sports, teams that communicate on the field or court are normally the most effective at what they do. We encourage our players to communicate on and off the court. We have them constantly give each other “Reminders”. These reminders can range from players reminding each other to be on time for a meeting to getting their hands up on defense. We demand each other to communicate about every expectation of our program. During practice sessions we run many drills which reinforce communication and during games we have our players on the bench constantly communicating to their teammates on the court, giving them reminders and encouragement. This communication is critical to our team chemistry, accountability, and overall effectiveness. During our goal setting meetings the coaches discuss the importance of communication and guide the members of the team to set communication as one of our team goals. Once our players understand how important communication is, they normally buy in to it and take ownership for being good communicators.

This is part One of Two parts for this article. Here is the link to: Building Great Teams Part 2

About the author of this article, Coach Dave Millhollin In fourteen years at Ponderosa High School, Coach Dave’s teams won 260 games (.665). From 2000 through 2009 Ponderosa won 207 games over a ten year stretch which included four SVC Conference Championships and two CIF Section final four appearances. Over his 27 year Boys Varsity Coaching career, Coach Dave posted 391 wins, produced 20 college basketball players and was named SVC Coach of the Year four times. At Ponderosa, Coach Dave’s teams were #1 in California in team defense five times and in 2008 Ponderosa was the top defensive team in the Nation among shot clock states. Over Coach Millhollin’s last five seasons (2005-6 through 2009-2010; 136 games) Ponderosa averaged a composite 50% total field goal percentage, 58% two point field goal percentage and 32% three point field goal percentage. Since retiring from High School coaching in 2010, Coach Dave has been actively involved in coaching Jr High level School and AAU teams as well as and running instructional basketball clinics from the primary grades through the College level.

This post was written by Del Harris and posted with his permission.

This was written for Coach Harris’ book, On Point–Four Steps to Better Life Teams.

Thoughts on communicating in Mentorship

Five levels of communication. When speaking to groups about relating to others more effectively from a leadership position such as coaching, I often specify five levels in communicating with team members. Each succeeding level requires a bit more volume and urgency in order to be effective.

a. Conversational. In the conversational level you are getting to know your people or are conducting normal verbal exchanges with acquaintances, good friends or loved ones. This is necessary learning what makes each individual tick, as well as in forming and maintaining relationships. Some of the conversation will be about the work involved, but much will be of other items that affect daily life—family things, current events and the like. It is important to set a good environment for learning (getting better at whatever the endeavor happens to be on a life team), but it is equally important to get to know each individual’s “personal context.” Each of us is different and part of being able to show real concern for another is to learn what things are unique to the person you are mentoring. Once you understand a little better one’s personality and background, it is easier to help that person on both the good and bad days that he will go through as you work together. Good listening technique is required, whereas many coaches/teachers tend to dominate the conversational levels with the second level that is noted next. Never underestimate the power of listening, and it takes a measure of humility to do that.

b. Informational. At the informational level, you are speaking more authoritatively and more firmly because you are teaching or expressing an opinion you think is of value. Teachers, preachers, coaches, and similar type leaders will raise their tone and expand their body language when instructing in order to emphasize the subject matter. This results from the passion that one should have for his subject material and the desire to help the listener to become a better performer. Or, it may simply be the way a person speaks when he “has the floor” in a group. His voice will be elevated above the conversational level, but controlled, compared to the level of a sales pitch or election rally. It is amazing that some overlook this difference when in a restaurant, seemingly wanting to get the attention of everyone in the restaurant.

c. Encouragement. Expressions of encouragement must be real, appropriate and given with feeling. It is important to express genuine excitement for improvements and successful achievements. The level of emotion should be commensurate to the value of the act. Overplaying a simple achievement, or underplaying a real accomplishment, can undermine the speaker’s credibility. In the NBA for example, some feats deserve a nod, some a fist bump, while others merit a chest bump, perhaps. Extreme jubilation should probably be reserved for winning a championship. In the NBA, when an individual player or an entire team celebrates with over-the–top animation too soon, most experienced onlookers will say, “Hey, act like you have made a shot before, or act like you actually won a game in the past!” However, while chest bumps may be out of place in the office, good performances do demand a commensurate level of acknowledgement. Faked or forced encouragement cheapens real achievements and does little to uplift the person, who probably assumes he is about to hear the next sentence with “But,” and then be followed with a suggestion or criticism.

d. Correctional. Mistakes should not be overlooked; they must be identified and corrected. Again, there should be an increase in the emotion or urgency in the voice, similar to the encouragement mode. The third and fourth levels, encouragement and correction, must be balanced against one another, but carry more emotion and urgency than the previous levels to be effective. It is great to be positive in one’s approach to problems, but everything isn’t “OK”, particularly repeated, similar violations. While a good argument can be made that the process of any endeavor is more important than the result, real life dictates that we are judged primarily on results. It is obvious that eliminating errors is important to achieving good results. This is especially true when done in an orderly, disciplined manner. To emphasize, people may shortcut or cheat to get a good result in the short run. But that is not a legitimate method on which to base a program or system. Correction that facilitates proper execution will provide better long-term results than will ill-advised shortcuts. In sports the best teams do not beat themselves by ignoring errors or committing the same mistakes repeatedly.

e. The fifth degree, or “going crazy” level.” As for the fifth degree, there are simply times when the person who leads or takes the point in a situation has to assert a strong authoritative approach. Occasionally, the followers must learn that the leader has a limit, an edge, that they really don’t want to challenge often. Does overturning the tables in the temple ring a bell, or how about calling the Pharisees a generation of vipers face to face in front of a large audience? However, this is an area that can be overdone to the leader’s and the entire operation’s detriment. I have embraced the following plan for over 30 years: Think of it like having one of the six-shooters in the old Western movies—or maybe a nine-shot clip for the younger folks. When the season or campaign or yearly audit is over, it is good to have a bullet or two left in the chambers. Use them up too soon, and you will be like a villain in those Westerns—you will pull the trigger and all that will be heard is a click—you are out of bullets! You may as well throw in your black hat—you are done! If you think you can use an automatic weapon approach when criticizing, you will wear down your people quickly and they will shut you out. That method of teaching/coaching just doesn’t wear well in the post 1970’s society. Whether that is a good or bad thing is dependent on one’s opinion, but it is the reality in team building in the post-Vietnam era.

Think of it this way: better putting will improve all golf scores. Don’t be so quick to pull out the driver (sorry, no mulligans); use your power wisely. Scale back to the correctional level and then move on down to the instructional level, as soon as it seems appropriate to do so. Once you have made your point, move away from an emotional response to a more controlled one. A lot of times we forget that we can only make our main point once. After that, it is making the same point over and over; that tends to become argumentative and/or destructive.

Culture Trumps Everything
The Power of the Setting

By Dr. Cory Dobbs

Founder, The Academy for Sport Leadership

*This Following is An Excerpt from the workshop workbook: A Leader in Every Locker.

Authors Note: The workshop workbook for A Leader in Every Locker(excerpt below) provides a very disruptive approach to team building. The idea of a leader in every locker is borderline laughable according to most coaches. I know, I’ve been presenting this idea and approach to coaches for some time. Most find it difficult to conceive of, but that’s the point. It wouldn’t be disruptive if it fit with everyone’s thinking and practice. The notion of a leader in every locker sounds like chaos. It’s quite the opposite. It is an organized learning system that shapes a high-performing culture by shattering long-standing socially conditioned traditions of leadership.

Why do some team cultures inspire energy and commitment, instilling loyalty and persistence, while others create individualism, in-fighting, diminish participant effort and tarnish the value of teamwork? Do some coaches have access to a magical elixir for creating a high-impact context, while others haven’t a clue? I doubt it. So what’s going on?

The conventional view of student-athlete leadership is that of a strong preference for appointing or electing team captains. The Academy for Sport Leadership’s research on the selection of a team’s captains reveals that close to eighty-percent of all captains are viewed by their teammates as extraverts. So team leadership starts with extraversion, but it’s also linked closely to playing ability. Likewise, our research shows that well over eighty-percent of all team captains are starters. The very idea of a team captain being a starting player is somewhat of a sacred cow. Thanks to this mythos, we find that players near the end of the bench are least likely to provide substantial leadership. Also, according to the players, team captains are expected to motivate and inspire teammates, with their doing so mostly by acting as a model of what to do. In other words, the defining criteria for choosing a team captain has more to do with one’s disposition—internal characteristics that reside within the individual—than fit together with the external context and the needs of the situation.

The central premise of this workshop workbook is that many of the leadership practices of sports teams are in fact backfiring because of the errant assumptions about who can lead. The scheme of a leader in every locker explores the complex ideas about dispositional (personal) versus situational determinants of behavior.

It turns out that social forces subtly and profoundly influence attitudes and behaviors; more so than most people are willing to acknowledge. Social effects hold immense power to shape who we are, both at a moment in time as well as over time. This principle leads to the social phenomenon that where you are shapes who you are; which flies in the face of accepted thinking that dispositions are the drivers. What’s more, student‐athletes are highly sensitive to the social forces, both explicit and implicit, embedded within an event, a situation, a context, and the team’s culture. Yet, too often coaches underestimate the impact of situational aspects—the context, the culture, and the circumstances—that evoke and guide a player’s behavior. After all, it’s much easier to attribute an individual’s behavior to his or her personality than explore the complex social situational determinants of one’s attitude and consequently his or her actions.

Furthermore, when we encounter a social situation most of us seamlessly adjust who we are to accommodate the social setting, to fit into the context. That is, we adapt to the environment. Such transitions are, for the most part smooth and seldom explicitly reflected upon. Not long ago I was admitted to a hospital for a surgical procedure. From the moment I walked in the door to check in I unconsciously acted like a patient. I played the role of a patient when the nurse was prepping me, willingly taking orders from someone I only met minutes ago. This is why leaders of great organizations declare that culture trumps all. The constant dynamic interplay between players and coaches holds great sway over the performance capability of a team. Culture influences are many micro-actions, giving the setting potency to control our behavior in the moment.

Social psychologists tell us that too often we inflate the importance of such things as one’s personality traits and dispositions as a convenient way to explain the behavior of others. When we do this, we fail to recognize and account for the importance of situational factors (immediate and cultural). The point I want to make here is that understanding the context—situationism rather than dispositionalism—provides insights into the potent forces eliciting or constraining a player’s behavior. For instance, in my observational research I have found that the players on the practice field closest in proximity to the coach are more likely to “mimic” the coach than those off in the distance. For example, if a coach is encouraging her team with positive words those players nearest to the coach will offer similar encouragement too. And if the coach is reprimanding a player, those closest to the coach are more likely to express disapproval to the offending teammate than those furthest from the event. All this is done outside the consciousness of those involved, but triggered by the situation. As you can see, the subtle nuance of the situation serves as a compelling force for producing behavior.

Add to this the factor that many coaches I’ve studied limit the ways in which they “describe” reality. Too often they don’t account for the multiple ways in which a situation can be viewed. “We didn’t rebound well last night,” says the head coach reading the game stats sheet. Her assistants all shake their head in agreement. However, maybe the other team shot really well making rebounds a casualty on the stats sheet. Certainly this is a simple situation, but coach’s, like historians, have the power of defining reality. Moreover, coaches often discount how their interpretations are shaped by an already constructed mental schema of a player, usually focused on the traits or disposition of the athlete. “He’s too passive, that’s why he won’t challenge his teammates,” comments the coach, attributing the player’s behavior to his personality rather than the broader context in which the behavior takes place.

Simple truths are often the hardest to come to. The simple truth here concerns the power and subtlety of situational influences on behavior. In the case of the team sport environment in which players perform and take action, the culture impacts the hearts, minds, and behavior—for good or bad. And when it comes to leadership, if you develop a leader in every locker you change the culture. Today, the more forward thinking coaches are adopting the approach of a leader in every locker.

To find out more about and order Sport Leadership Books authored by Dr. Dobbs including Coaching for Leadership, click this link: The Academy for Sport Leadership Books
About the Author

A former basketball coach, Cory’s coaching background includes experience at the NCAA DII, NJCAA, and high school levels of competition. While coaching, he researched and developed the transformative Becoming a Team Leader program for student-athletes. Cory has worked with professional athletes, collegiate athletic programs and high schools teaching leadership as a part of the sports experience and education process. Cory cut his teeth as a corporate leader with Fortune 500 member, The Dial Corp. As a consultant and trainer Dr. Dobbs has worked with such organizations as American Express, Honeywell, and Avnet.

Cory has taught a variety of courses on leadership and change for the following universities:

Northern Arizona University (Graduate Schools of Business and Education)

Ohio University (Graduate School of Education / Management and Leadership in Sport)

Grand Canyon University (Sports Marketing and Sports Management in the Colangelo School of Sports Business)

Visit www.corydobbs.com to read Cory’s leadership blog.

This post was written by Bert DeSalvo on his Coaching Blog,

Earn the Right to Win

Tom Coughlin

Notes taken by Bert DeSalvo, @CoachDeSalvo

Introduction – Prepare to Win

“Achieving any goal begins with through preparation.” (p. 2)

“Having a structure to rely on means that when my teams have reached our goal, we can look back at the steps we took along the way to get there. And do it again.” (p. 3)

• Can repeat the process!
• Schedules, lists (lists of lists)
• Systematic approach to success

“Preparation creates confidence.” (p. 6)

“Details count.” (p. 9)

“There is no discussion about methods. The team is my responsibility.” (p. 10)

• Nobody is above the team – Follow the rules
• Rules provide a framework

Chapter 1 – Build the Structure

A. Set a Goal

“My basic philosophy has always been simple and direct: Create an environment and provide the direction necessary to allow our players to perform to the best of their ability, which will lead directly to success.” (p. 17)

“Creating a structure in which winning is the expectation rather than the hope is a long-term proposition.” (p.17)

“The important thing is to make progress, recognize these needs that have to be addressed, and make a plan to do that.” (p. 17)

“Once you establish your goal you can’t take your focus off of your objective.” (p. 18)

• Sends wrong message
• Competition

B. Know What You Have to Work With

“The best place to begin your preparation is to honestly assess the existing situation: How deep in the mud are you? What is the current status of your organization?” (p. 21)

• Starts with critical self-appraisal; Don’t blame others – “We can’t improve without realistic self-appraisal.” (p. 22)
• What’s your situation?
  – RIT/Jax – Blank Slates
  – Boston College/NY Giants – Losing Teams
• Coughlin saw NYG as a loss of pride
  – His goal was to restore pride “by being firm, fair, honest and demanding and by paying close attention to our preparation.” (p. 24)

C. Create a Structure

• Establish priorities (Coaching, staff, roster, etc.)
• “Create an overall culture that would govern everything.” (p. 24)
  – Philosophy ensures consistency of purpose and action  “Allows us to move forward together.” (p. 24)

Coughlin’s Philosophy:

“Structure and organized. A program in which everyone knows their responsibilities and that they will be held accountable for the job they were hired to do. It isn’t complicated; it’s pretty much black and white: This is how things are going to be done, and if you can’t do it this way, we’re going to find somebody who can.” (p. 26)

“Consistency, reliability, and determination guarantee progress.”

• Need buy–Consistency provides this
• Know expectations–Explain them clearly
• Have confidence–Structure will not change

“The Structure is a statement: This is who we are, this is what we do, and this is the way we do it.” (p. 27)

“Once you’ve set up a system with clear goals you also have to make a commitment to consistency.” (p. 27)

• Stick to it – Even under duress
• To make it work you must stay the course (after setting a goal, assessing the situation and building a system)

D. Establish the Rules and Enforce Them

“The culture of an organization is defined by its rules.” (p. 32)

• Must be sensible, realistic and timely
• Clearly stated–No gray areas – “Everything needs to be spelled out, with no room for interpretation.” (p. 33)
• Have other purposes too
  – “Designed to bring the team together, create a professional atmosphere/environment in which we can get all of our work done with a minimum of distraction, and help develop pride in the organization.” (p. 33)
• Setting rules helps you find out who is committed to the program and who isn’t

Examples of Coughlin’s Rules:

1. Be on time every time
2. Know your assignments of the field
3. Conduct yourself like a professional on and off the field
4. Demonstrate pride in our organization
5. Respect your teammates
6. Pay complete attention in our meetings

“When I set the rules I always felt it was better to start out with a firm set, and then, if the situation warranted it, make the necessary adjustments.” (p. 34)

“As a leader, your credibility depends completely on the way you enforce the rules you’ve made. For them to have any value, they have to apply equally to everyone.” (p. 37)

“The day you don’t enforce your rules you might as well just do away with them.” (p. 38)

“When you don’t enforce the rules, people begin to lose respect for you.” (p. 38)

“If you are in a leadership position in any organization, in any job, and you compromise principles the first time you face adversity, you’ll lose all your credibility.” (p. 40)

“Once again, ‘earning the right to win’ means making a difficult or even unpopular decision and sticking to it.” (p. 40)

“The principles and values that form the cornerstone of our beliefs cannot be compromised.” (p. 40)

E. Be Resilient

“There will be times when we all have to overcome adversity – but we believe adversity makes us stronger.” (p. 41) (i.e. injuries = ‘next man up’)

“If you manage to overcome that many obstacles to your goal, you have earned the right to win.” (p. 45)

F. Build an Organization with Character

“The key to building a system that functions smoothly is to find people who share your vision, hire them, and allow them to do their job.” (p. 45)

• Have to hire people who will carry out your vision/philosophy
• The better your people, the better the organization will be

“The success of the program will rise or fall on the ability, initiative, imagination, and determination of the members of our staff.” (p. 46)
Coughlin looks for:

1. Great All-American work ethic
   a. Know the demands of the job
   b. Go beyond this!
2. Commitment (players move to Jax – Means all in!)
   3. Enthusiasm

“Character-based, valued centered philosophy has always been the backbone of my organization.” (p. 47)
“Character is essential.” (p. 50)

Coughlin conducts interviews w/free agents, coaches, draftees to get to know them as people

“You want to work with dedicated people you can depend on to be there when things get tough. The more of those good character people you have in key positions the better chance you have to succeed.” (p. 51)

“Character also accelerates the growth of talent.” (p. 51) [JPP]

“We find the complainers and the whiners, the people who aren’t willing to put in long hours, the people more interested in self-promotion than the success of the team and get rid of them as quickly as possible.” (p. 53)

“Sometimes you just need to get rid of a bad apple. Cutting those people really will cut your losses. Anyone who is serious about building a long-term program has had to do this.” (p. 54)

“No one is irreplaceable.” (p. 55)

G. Delegate Authority

“A successful coach or manager delegates responsibility and allows people he/she trusts to do their job.” (p. 56)

Ultimate responsibility is on the head coach though.

 

You can read inside the book by clicking on the image at the left.

You can read the rest of Coach DeSalvo’s notes at this link: Earn the Right to Win

Champions are Made in the Off-season

The best teams get after it during the summer months. The best coaches effectively engage their athletes and motivate them to put in the work the work that helps them to improve. Whether it’s lifting weights, hitting balls, running miles, swimming laps, or working on technique, the old adage holds true: champions are made in the off-season.

As a coach myself, I admit it can be overwhelming to put together a schedule, communicate consistently, and deliver your off-season workout plans to your athletes.  Being organized and efficient with one’s time is the key.

Programax – The One-Stop-Shop for Summer

A few months ago I came across Programax, a coaching app with a wide range of functionality designed to help coaches lead a better program.  I gave a full product overview here: Engaging Your Athletes In this article, I want to particularly highlighting the effectiveness of Programax for coaches as a tool for off-season athlete engagement.

The benefits of Programax for off-season training are tremendous. As a coach, the easy-to-use web-based tool allows you to:

• Build mobile-friendly skill and strength workouts
• Communicate through sync-able calendars, texts and emails
• Manage your camp-sign up process

Check out the details for these features below. Also, I worked with Programax to secure a limited-time 10% discount for Coachestoolbox subscribers.  Make sure you ask about it when you sign up.

Mobile Strength & Skill Workouts
Your Strength and Skill Workouts Delivered to your Athletes’ Phones

Every coaching staff has an off-season workout program in place. So often the challenge is motivating the athletes to actually participate in the workouts.  Many coaches are still using paper handouts that quickly make their way to the recycle bin, or at best become a poster on the athlete’s bedroom wall. Only the most diligent actually take the time to track their workouts

As we all see everyday, kids are effectively engaged in and through technology. Programax makes it easy for you to capitalize on that trend.

The technology-based coaching tool makes it possible for you to compile a video library of drills and exercises that instruct athletes in the precise way you want the activities executed.

As a coach, you can populate your account with your favorite drills or upload videos already offered on YouTube.

Athletes can then access their own Programax accounts through their smartphones, and then view and execute the workout for the day as instructed and record their performance. Results are posted in real time on program-wide leaderboards, permitting coaches and other athletes to see who is putting in the work..

Communicate in one Place
Messaging and Scheduling

A huge challenge for summer is organizing schedules and getting the word out to your program. Programax has you covered with built-in calendars, text and email messaging services, and team roster organization.  It turns into your communication hub for reaching out to parents, coaches and athletes. Programax also eliminates the need to constantly be collecting and updating contact information by putting it in the hands of the athletes and their parents.

 

 Make Camps Easy
Summer Camp Registration

Summer camps and summer leagues can be particularly demanding of a coach’s time. The Programax Events feature enables coaches to easily create an event, invite participants through the app, and even collect registration fees. The tool populates a real time roster of sign-ups and key information on those individuals–amounting in a huge timesaver for coaches..

 

For more information about Programax, visit their website (www.programax.org) or schedule a demo. 

Don’t forget to ask about the CoachesToolBox discount.