Teaching Your Boy the Game

Coach John Peter


For those who "coach your son" (or those players who are coached by Dear Old Dad), lend me your ears. Here are some quick and easy thoughts to answer the common problems that surround coaching your own kid.



1st & Foremost
Help him become the best player that He wants to be. When it becomes more about You, the coach, the player's Dad . . . rethink immediately because you just became ONE OF THEM! You know, the guy whose son plays shortstop and pitches, he bats 3rd . . . always . . . and probably shouldn't . . . yes, there are worse things to be than a pushy baseball Dad. So the good news is it's curable! But seriously...think about this.

2nd
Consider the reality of the above and understand that you probably would treat discipline and talk to your own boy differently than you will with the other 12 kids on your team. So when you need to discipline ANY of your team attempt to do this "evenly" and with the same methods. This may take practice as well as having a pre-season discussion with your boy, as he knows Dad and just may attempt to take advantage (I know . . . not my boy!). REVISIT #1 . . . lol.

Along with this thought is the idea of playing time and position play. On all teams there are weak links and positions you just cannot find a player to fill. It's a common problem especially at the younger level up to around age 13.

Here's my own experience. I have coached my son through many levels, from Tee Ball on up. One year we didn't have a catcher, so he played catcher a lot when not pitching. At the next level, a player I counted on for a lot of pitching left a hole at short and yet another season, a hole at 2nd. My first reaction each year was the same . . . teach my son the essentials of these positions . . . as long as he understood that he would be helping the team, and me as well. Confiding in him how I was proud of him to make the sacrifice didn't hurt either.

3rd
Is it easy? Not every day. Know this now! Why should it always have to be easy? Very few things that are important to two people are always easy. Know that you are each other's favorite coach and favorite player. Nothing is more important than that!

Here's the Downside:
Your boy won't progress quite as quickly in what you may see as his "natural position."

Here's the Upside:
Until approximately age 14 he doesn't have a natural position. He has ability and interest in his "natural position" and he has Dad hoping he will play and excel at his "natural position." But unless any boy gets experience all over the field, he may not truly find that "natural position."

My son had as much fun as a catcher throughout his 11-12-13 years as any time I ever saw him play another position . . . for whatever his reasons were. His experience there was due to his team's needs. It ended up allowing him to learn and do something he never really thought much about or had much interest in. It also helped me out of a jam because he got good at it. And yes, he enjoyed it! It also helped our pitchers because he improved where they could count on him . . . and now, as an older player, it allowed him to understand the game infinitely better, now that he is developing into a pitcher and a solid middle infielder.

Ultimately, all it took was he and I initially discussing it (I asked for and frankly needed his help - I truly believe that kids like to help), and secondly I spent time working with him at home, one-on-one, and at the park, which gave us time for just he and I! That time is worth it just by itself. . . the added benefit is that it was time spent at a baseball field!

Under the category of "never say never," my son's High School asked him to play shortstop on the JV summer team a few years ago. He regarded it as quite an honor, as he was only an 8th grader in a school of 2,000 students. Although he certainly had, and has, a lot of learning to do at such a complex position.I think he was extremely happy that he was at least forced out of his "natural position" earlier in his career and could call on past game experiences. It certainly made for a more confident and enjoyable transition!

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Coaching Your Own Child

Dr. Richard Stratton


Question: I have a stepson who is 13 and I coach his team. I feel that he is not giving me the respect of a head coach and he is not trying as hard as the other kids on the team. So my question is: How can I get him to try harder in practice and in the games? Also how can I get him to show me the respect as a regular head coach?

Question: I have two sons, 9 and 11. Both are active in sports and play well. My older son is somewhat on the small side; the 9-year old is big (he outweighs his older brother). Next year I will have the opportunity to have them play on the same baseball team - the first time this has happened. I am concerned that the younger brother may perform close to the level of his older brother, or better, and the effect this will have on my 11-year old. I can have them play on different teams. Your thoughts? (Ed. note: I couldn't tell whether this parent was actually coaching the children or not.)



Question: My son (11) has a coach that is always insulting the players on the team, such as selecting his son and two players on the team that never played before and telling the rest of the team they are the best players and the rest of the team can go jump in the lake. How does a parent approach this?


Do any of these questions sound familiar? Most volunteer youth sport coaches are coaching a team because their children are participating on that team. This, of course, creates the potential for the kinds of problems addressed in the three questions above.

While each of the questions is about a different specific problem, they have the common thread of coach-player relationship. In an ideal world all youth sport coaches would make sure that all members of their teams got to play about the same amount of time.

Fortunately, most coaches come close to accomplishing this goal. Unfortunately, some coaches "play favorites." That is, they play certain children most of the time and give other team members only occasional playing time. If one of the coach's "favorites" is a son or daughter, the problem is even more noticeable, particularly if the coach's child is not a skilled athlete.

Coaching your own child has the potential for creating an awkward situation. You may feel pressured by your child or spouse (if married) to play the child more than their fair share. After all, you are the coach, giving of your time, and so your child should benefit, right? Or, sometimes, in an effort to be fair to all the members of the team, you put extra pressure on your child to perform so no one can accuse you of favoring your own child.

How can you reduce or prevent problems when coaching your own child? Before you start coaching you must ask yourself: Can I treat my own child the same as I intend to treat all the other members of the team? Will you expect no more or no less from your own child?

You must also discuss the decision with your child. Your child must agree to these same expectations/conditions. They must understand that on the field, at the pool, or whatever, you are the coach and they are just another member of the team. They should not expect to be treated differently than any other member of the team, nor should they treat you differently as their coach.

If you and your child can abide by these conditions, then go ahead and be the coach. If there is any doubt in your mind or the child's mind, then you probably shouldn't. There is an alternative if you are not absolutely sure. Volunteer as an assistant coach first, sort of as a test, and see how that works out. Then go from there.

Regarding siblings playing on the same team, I think only the parents know their children well enough to make this decision. Ask the children how they feel about it. Would they prefer to play together or on different teams? Because either option may produce some type of conflict, the best answer is specific to your family.

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BASEBALL : Signing On (and Off)

Ways and Means of Running an Aggressive Offense from the Coaching Box and Dugout
Brian Priebe Printer-Friendly Version



Baseball coaches who run an aggressive offense-- squeeze, hit and run, and double steal-- obviously have need of a sign system that will enable them to communicate with the players and adapt to changing situations and personnel quickly and efficiently.

A good sign system will include all or most of the following:

“Indicators” that alert the players that a “live” sign may be on its way.

“Wipe-offs” that negate every live sign that has been flashed to that point.

“Activators” that tell the player to proceed with the designated play (a green light).

“Decoys” -- meaningless signs, at least in the context of the sequence in which they appear.

Perhaps the most common way of flashing a sign is through touching a particular part of the body or uniform, e.g., an ear or the bill of the cap.


Coaches from youth to semi-pro ball often use a simple system in which the first letter of the object touched matches the first letter of the corresponding sign. For example, a touch of the hat will call for the “hit & run”, a touch of the belt for “bunt”, and a touch of the sleeve for “steal.”

Another popular sign system emphasizes the number of touches or taps rather than the location of the touch. For example, 1 tap will call for a take, 2 taps for a bunt, 3 taps for a hit & run, and 4 taps for a steal.

The coach will flash an indicator to have the players start counting and another indicator to signal them to stop. The number of relevant taps in between specifies the play.

Still other methods of transmitting signs involve the coach’s position in the coach’s box (front, middle, or rear), the number of times he claps his hands, the number of fingers he holds up, whistling, and calling out colors, names, or numbers.

Regardless of how the coach delivers the signs, his system must be easy to comprehend and remember.

Tips on Making Signs Easy to Recall Under Game Conditions
Use a single indicator immediately followed by the live sign. Even with a wipe-off included, a player must interpret a maximum of three signs per sequence.

The first or second sign flashed is live (with no indicator). An activator and/or a wipe-off can be added to confuse the opponents.

The last sign flashed is live (with no indicator). This is effective since players tend to look away once they’ve seen the live sign, but before the coach is finished flashing decoys. Some coaches “release” the players’ attention by concluding every sequence with a simple gesture, like clapping the hands.

The only sign flashed twice in a set of signs is live.

Designate either hand as the “hot” hand. The first sign flashed with that hand is live.
Logical Patterns. If the signs consist of taps to specific locations on your body or uniform, arrange the locations in a logical order. For example, begin with a closed fist as the first sign in a set and ascend up the arm with taps to the wrist, elbow, shoulder, and chest. Another option is to divide the chest into quadrants and arrange the signs in a box pattern.

Memory Devices. When numbers represent the plays, it will be helpful to train the players to memorize the plays in sequential order. A mnemonic can turn the plays into a memorable phrase.

For example, the players can remember Take, Bunt, Hit & run, Steal as “Thomas Baker High School!” When you flash the number “3”, the players can run through the mnemonic phrase and notice that the third word is High, which means Hit & run”.

You can use any kind of memory device that will help the players recall signs when the pressure is on and the game is on the line.

Groups of Two. In systems that incorporate multiple variations of the basic plays, you may split the live signs into two groups whenever possible, e.g., running plays (straight steal, delayed steal, early break) vs. bunting plays (straight bunt, slash, squeeze).

Likewise, the body or uniform can be divided into two sections-- left side / right side, upper body / lower body, skin / cloth, or school colors, e.g., blue / gray.

Signs consisting of numbers, as well as innings, automatically fall into two groups-- odd vs. even.

Systems based on “two’s” break down into bite-size pieces that will improve the players’ retention and provide a ready-made way to accomplish the other important goals of a flashing system-- to catch the opposition off guard and prevent them from decoding the signs.


Suggestions for Camouflaging Live Signs

Change or Rotate Periodically. Change the indicator before every game, each time you face the same opponent, or during a game based on the inning or count.

The “Hot Spot” system uses a floating indicator that changes with every sequence of flashes. The first spot touched becomes the indicator for that sequence. You can flash the live sign anytime after returning to the hot spot.

The other option is to hold the indicator constant and rotate the live signs. When using the “first (second) sign” method, make the first sign live in odd innings and the second sign live in even innings. When using two distinct groups of signs or two halves of the body, alternate between the two.

For example, in odd-numbered innings put the hitting/bunting signs on the left arm and running signs on the right arm. In even-numbered innings, simply switch sides.

The use of uniform colors can make a system difficult for the defense to crack, especially if you use home and away jerseys and change the signs according to the location of the colors on your body.

When using the “four quadrants of the chest” in your sign system, you may rotate the quadrants periodically. A mnemonic device can again help the players memorize the signs. In using the “Thomas Baker High School” mnemonic, for example, the player need only know which quadrant is the Take (Thomas) sign in any particular inning to figure out which quadrants represent Bunt, Hit & run, and Steal.

Divert the Defense’s Attention. You may have two people flashing signs-- a decoy whose signs are visible and obvious, and a play caller whose signs are much less visible and simpler, e.g., arms crossed or hands in the back pockets.

This technique works great when all signs emanate from the bench and the two flashers are clearly visible to the players.

Another way to divert the attention of potential sign stealers is by using the sign not given as the live sign. The opponents may be so focused on what you are touching that they won’t notice what you’re not touching. In short, you may flash all but that one sign in your sequence-- which will make it the play. For added deception, add an activator and wipe-off.

The most important rule when devising a system is to keep it simple. A very basic set of signs can be highly effective with just one or two wrinkles thrown in.


Simple Ways to Frustrate the Opponents
Give the same meaning to two different signs. Have two bunt or two steal signs. You can also have a sign that means “repeat the same play called on the previous pitch.”

Use an "activator only" in pre-arranged situations. If you want particular plays executed in certain game situations or when certain personnel are at bat or on the bases, discuss this strategy ahead of time. You can then flash decoy signs and just an activator to set the play in motion.

At the very beginning of an at-bat, flash a play you want executed on a specific count, e.g., suicide squeeze on 2-0. When that count arrives and the defense sees you standing motionless, it won’t expect anything.

Flash a sign when the defense is not watching. For example, to the next batter while he’s still in the on deck circle. Use simple, “one syllable” gestures immediately after a play and before the defense settles into their positions for the next pitch.

Before an inning or game, issue a “green light” for players to steal, swing away, or bunt at their own discretion. Then flash only a “red light” sign if you want them to hold their position.

Final Points About Maintaining an Effective System

Flash live signs, but omit the indicator or activator so that the live signs appear to be meaningless.

Intersperse a series of live signs with a few decoy signs. For example, if “steal” consists of four taps to the face, touch the face twice, and then tap the leg and chest before completing the final two taps to the face.

Practice in front of a mirror to develop a smooth delivery.

Flash decoy signs with as much emphasis as live ones, and live signs with as much casualness as decoys.

Also, spend five minutes every day reviewing signs and running through scenarios with the players.

Use signs during inter-squad games and offensive drills to mimic game conditions.

Since players are more likely to understand and remember a system they help create, encourage them to participate in designing the system.

(Author’s note: We’d like to express our gratitude to all the high school and college coaches who contributed to this article and whose names are not disclosed to protect the secrecy of their flashing systems.)

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