• 1:44 - How would the key ideas of coaching fit in with a constraints led/ecological approach?
• 3:31 - Explaining Frans Bosch’s idea of “attractors” in as a guide for achieving specific skills in athletes.
• 7:11 - If athletes are too knowledgeable of the checkpoints involved towards a key, does that take away from the variability that allows for greater stabilization?
• 10:37 - Why does Shane allow his players to fail?
• 13:39 - What qualities does Tom dislike in athletes, and does failure fit into that?
• 15:46 - How does Tom approach scenarios where his players are engaged, but aren’t successful in creating momentum in game?
• 17:34 - Do weak performances in practice correlate lead to successful competition in real games?
  • Failures in practice as a sign of learning
• 24:05 - Over the last couple years, have Tom and Shane started to implement differential learning in their coaching models?
• 29:05 - Explaining deliberate practice vs. changing the focus of practices.

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• 1:48 - What has changed for Shane since the last CYBO episode he was interviewed in?
• 2:34 - How did Shane adjust to coaching different positions?
• 3:59 - Has Shane’s experience within the last few years coaching different positions allowed him to gain a perspective of football that benefits his capability as a coach?
• 4:43 - What has changed for Tom in the last few years since he was last interviewed for CYBO?
• 5:21 - What have Shane and Tom been chatting about over the last few years?
• 6:54 - What do their discussions look like?
• 8:51 - What kind of tactics does Shane employ to make meetings run smoother?
• 10:48 - Since the last episode, how have Shane and Tom further explored the topic of dynamic systems?
• 13:09 - Why does Shane put an emphasis on the psychological side of motor learning?
• 18:47 - How have Shane and Tom’s practices and interactions with athletes changed over the last few years given the pandemic and other factors?
• 24:06 - Has the balance of process and result become established well in the volleyball world over the last five years?
• 25:26 - What has Tom changed in the University of Georgia volleyball program that has had an effect understanding what failure means?
• 26:32 - Dissecting the motor learning components of the changes Tom has made.

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• 1:22 - What kind of traits define the most effective leaders?
• 4:54 - What kind of traits are more “myth” than actually useful for great leaders?
• 7:02 - How do leaders successfully build trust from their coaching staff and their teammates?
• 8:55 - Given Sean’s belief in having a solid vision for a team, how can leaders clarify their thoughts or plans for the future?
• 10:57 - How can leaders adapt to different situations while still staying true to their original vision?
• 13:58 - Can decision making be trained or taught?
• 17:20 - How to ignore influences that may blur your ability to make your own or the best possible decisions?
• 19:42 - What leadership qualities made Chris Marlowe stand out as the captain of the 1984 men’s volleyball Olympic team?
  • Amazon link to the book that Sean and John mention: https://www.amazon.com/Captain-Class-New-Theory-Leadership/dp/0812987071/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1660193975&sr=8-1
• 28:00 - How was Karch Kiraly able to maintain the same leadership qualities as Chris while balancing being the star of the team?
• 28:36 - Were there signs that Karch would be successful as both a leader as a player and also as a coach?

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• 1:26 - A little bit about Sean’s background and how it connects to the story of his recently published book.
  • Find his book on Amazon here: https://www.amazon.com/If-Gold-Our-Destiny-Mavericks/dp/1538154854
• 6:28 - Describing Sean’s father’s profession and how it differs from modern day sports psychology.
• 9:09 - Explaining the backstory of the “Outward Bound experience” as mentioned in Sean’s book.
• 16:19 - Sean’s tips for coaches looking to replicate a similar experience and create a stronger team bond.
• 17:58 - Despite not being friends, how was the men's volleyball team of the 1984 Olympics able to come together and win the gold medal?
• 20:21 - Separating talent and commitment, and why that distinction was important despite the public’s opinions on the organization of the team.
• 23:36 - How do the qualities of Doug’s quote “We weren’t afraid to look foolish” tie into the important skills needed for leadership.
• 27:40 - Besides the two person serve receive format that Sean described, what were other examples of experimentation and exploration that the 1984 team tried out?
• 31:28 - Alongside the players, how did the coaching staff overcome their differences despite struggling to find common ground?
• 34:08 - How were practices structured close to the start of the 1984 Olympics?

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• 1:39 - Outlining the benefits and drawbacks of specialization and generalization in sports.
• 4:28 - To prevent the physical and mental “burn out” of a dedicated athlete, is it beneficial to try spending time playing a similar sport to their main one? (e.g. volleyball and tennis, basketball and soccer).
• 6:05 - Even at the college level is there a benefit to practicing a “donor” sport in the offseason?
• 8:43 - While certain physical skills and movements would not be transferable to the main sport from the donor sport, are qualities like mentality and other non-cognitive skills easily transferable?
• 11:06 - Even with the variety of gameplay within sports, would solely playing one sport still be considered specialization?
• 12:52 - How would Joe implement specialization/generalization in a youth club organization?
• 14:43 - Introducing the German system of “Ballschool” and why Joe thinks highly of it.
• 15:37 - How effective is the ballschool system?
• 16:45 - Why Joe thinks that enjoyment, autonomy and intrinsic motivation are the key components of skill acquisition?
• 17:25 - How can coaches inspire qualities like intrinsic motivation?
• 21:10 - Should autonomy be more emphasized in youth athletes or in elite athletes?
• 22:28 - How should autonomy be implemented in an ideal practice setting?
• 23:29 - What should enjoyment look like in elite athletes?
• 25:27 - What should coaches do to raise “enjoyment” in youth sports.
• 27:14 - Key motor learning principles that coaches should implement in their own styles and practices.
• 28:35 - Are there drawbacks to taking an ecological approach to sports?
• 30:36 - Where to reach out to Joe.
  • Twitter : @bakerjyorku
• Joe’s book: The Tyranny of Talent.

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• 1:17 - Introducing Joe and explaining how he started becoming heavily invested in the fields of skill acquisition, talent identification, and athlete development.
• 3:22 - Why do coaches and scouts as a whole struggle with talent identification?
• 4:47 - Why is it important for coaches to recognize and acknowledge that because humans lack the ability to map out long term decisions, identifying successful athletes will also be difficult?
• 6:42 - Do most coaches think that either they or others are skilled at talent identification?
• 8:13 - Consequences of making mistakes or poor decisions when picking and choosing which athletes are projected to be successful.
• 11:16 - Are successful athletes successful solely because of inherent qualities like height and body type, or also because they might have been “chosen” to receive development and training at an early point?
• 13:28 - Examples of “soft skills” like aggressiveness or other mentalities that coaches should look out for.
• 16:00 - Given that the ability to identify soft skills is linked to improving talent identification, what can coaches do to improve that ability?
• 19:56 - Should a quality like technique also be highly valued, or do coaches often overvalue what they believe is the “ideal” technique when scouting athletes?
• 21:55 - What Joe has found to be the most common “blind spots” of coaches.
• 24:20 - Where in the world has Joe identified an effective talent identification system, and what are some of its core aspects that makes it so successful?
• 26:16 - Given the limitations of being able to fully watch or analyze potential players when scouting, how should coaches go about effectively picking the most talented athletes?
• 29:02 - When interviewing or talking to a player, how can coaches identify if the player has the soft skills they desire?

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• 1:23 - Thoughts on what the basis of in-game feedback should be (based on what the coaches think their players need vs. based on what the players want).
• 2:04 - Should feedback be given based on past success?
• 3:42 - Defining “guided discovery” and what role it should play when giving feedback.
• 9:41 - Will forcing athletes to describe concepts and techniques in their own words create a better understanding?
• 10:57 - Reflecting on Jamie Morrison’s episode on storytelling, how often does Andrew find himself using stories within practice, and has it been effective?
• 13:14 - Creating intriguing names for drills to make it seem more exciting.
• 15:13 - Balancing the “silliness” of naming drills with the actual competence of a certain drill to keep it fun, but also maintain its credibility.
• 18:04 - Using the components of internal, external and holistic feedback, how would John structure his practices?
• 20:37 - The most effective external feedback drills that coaches can implement into their practices.
• 25:40 - Should coaches change internal ques or keys based on the athlete they approach (e.g. “slow to fast”)?
• 29:31 - Are keys more so a tool for the coach or a solution given to the athlete?
• 30:35 - Major feedback for coaches with regards to communication with their players.
• 36:30 - A little bit about Nils’ new job working as the head coach for Baker University.
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• 1:56 - Introducing today's topic: Feedback (Chapter 4 of the CYBO book).
• 2:08 - What is effective feedback?
• 2:59 - In terms of feedback, does “guiding” imply that the athlete is guided to only one solution? Or is it more flexible?
• 3:36 - How can coaches determine if an athlete is ready to receive feedback?
• 5:45 - Are TV’s and other video playback devices valuable in giving effective feedback?
• 7:04 - Should athletes be intentionally directed to watch video feedback? Or should coaches put less emphasis on it?
• 8:25 - Should coaches direct athletes to certain aspects of technique in video playback?
• 10:22 - In John’s experience, have his players consistently requested feedback?
• 11:17 - In general, have the players that request feedback consistently demonstrated improvement?
• 11:54 - Dealing with athletes who constantly request feedback.
• 15:04 - Should coaches encourage their athletes to give each other feedback, and what does that look like?
  • Specifically in terms of beach volleyball partners.
• 21:05 - Is it valuable to the player to have a fired up and encouraging coach?
• 24:08 - Giving “non-cognitive” affirmations at a constant rate.
• 27:04 - Balancing giving effective informative feedback while also being a lively coach.

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• 1:24 - Applying “directness” to communication between Russ and his players.
• 2:56 - In Russ’ experience, has being direct with his athletes ever backfired?
• 4:51 - Has there ever been a time where Russ has avoided being direct?
• 7:48 - Does Russ communicate differently with a group of athletes compared to individuals? And how does he adjust?
• 10:05 - What kind of messages should coaches communicate to their athletes when they are successful (e.g. winning streak, defending champions).
• 14:06 - How did Russ address his program’s 109-match winning streak?
• 17:02 - Describing Russ’ approach to the recruiting process.
• 18:13 - When communicating with recruits, how directly involved was Russ?
• 21:37 - How did Russ cultivate the key components/characteristics of his championship teams?
• 23:12 - What statistics does Russ value and why does he value them?
• 27:29 - Russ’ advice for new and aspiring coaches.
• 29:31 - Would Russ want to work with coaches outside of just volleyball?

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• 1:06 - Introducing Russ, and his legacy as former head coach of the Penn State women's volleyball program.
• 1:27 - What Russ will miss the most about coaching volleyball at Penn State.
• 5:33 - Russ’ thoughts on if the strong desire to win can be a developed quality, or if it has to already exist in potential recruits.
• 7:05 - What can coaches do to develop competitiveness in their players?
• 9:13 - How can volleyball players and coaches find and develop a balance of being competitive, but also enjoying the sport?
• 10:44 - Differentiating the players that say they want to win and the players that show they want to win.
  • What does that look like?
• 14:55 - Even if he knows he is going to win a match, does Russ still prepare in the same way?
• 16:40 - What kind of practice environment has Russ cultivated, and what made practices successful in his eyes?
• 20:32 - What does Russ mean when he wants his players to “go hard” in practices.
• 24:39 - In challenging scenarios, does Russ believe in actively guiding his players, or letting them figure out a solution?
• 26:14 - In a team with a smaller roster, how would Russ address a lack of effort among the players, or individuals?
• 29:02 - Did Russ adjust his practices based on the physical or mental state of his players?
• 34:21 - Is there anything Russ changed in his coaching strategy across his entire career that made a significant difference?
• 35:51 - Russ’ travel story about a trip to Washington, and how it reflects his coaching strategy.

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