The flipped classroom inverts traditional teaching methods, delivering instruction online outside of class and moving “homework” into the classroom.  5 Years ago, “flipping the classroom” would have been an impossible undertaking. Improvements in technology, and the advancements in proliferation and access have made “flipping the classroom” not only feasible, but easier than it has ever been for teachers and coaches.  My question and challenge is, “Could “flipping the practice field” make you a more effective coach?’”

I want to refer back to several recent posts regarding using technology in coaching.

• In my post “Checking for Understanding”, I referenced Coach Keith Grabowski in his post, “Retention of Learning“

“… I wanted them to move towards using dynamic content whether that was Power Point diagrams with animations, still shot step-by-step illustrations with coaching points, film or preferably a combination of those things. I also encouraged them to use our editing system to prepare video walk thru – essentially a screencast of them talking through a play and giving coaching points. I like this method for an install because your comments as a coach are saved and accessible for player review later, whereas if you just talk through video in a meeting, once the meeting is over, there is nothing for the player to refer back to.”

• In my post, “Making a Screen Recording”, I described how to make the type of screencast (screen recording) that Coach G. is talking about.
• Both Coach Grabowski and I gave examples of using technology in coaching with these posts, mine, “The Playbook is dead! Long live the Playbook!” and his “The Playbook of the Future”

What I am suggesting now is that you can expand this concept to “flip your practice field”.  Here are a couple of ideas.

Consider your install days during your pre-season or spring practice sessions.  How much more production could you get out of your meeting and practice time if you had your install lectures already recorded on a screencast.  Prior to your installation of a particular front/ stunt/ or coverage (or of an offensive play) you require as “homework” viewing the screencast of your install lecture of that piece.  How much more efficient could you be in your meeting time (answering specific questions about the install) or how much quicker would you move to actually practicing the piece instead of spending time installing on the field.

What if you had the most important (or better yet, all!) of your drills for each position group online, described with text, diagramed in an automated PowerPoint presentation, with a telestrated video of YOU explaining the key organizational and coaching points of the drill, and your players demonstrating.  Before you use a drill in a practice, you gave as “homework” to your position group the task of studying this online content for the drill.  How many more reps would you get in that drill during practice, and how much better understanding of the drill would your players have during the course of the year?

This online content embraces many different learning styles.  It can be viewed on their own device, at their own pace.  The content can be played, rewound, played again… over and over and over… on their own time.

Let me know if you have any questions, or if I could help you in any way.

You Can Do More!

Jeff Floyd – youcandomore1@yahoo.com

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