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 THE SOFTBALL
COACHING BIBLE

National Fastpitch Coaches Association

Project coordinated by
Jacquie Joseph
Michigan State University

Human Kinetics
 Library of Congress Cataloging-in-Publication Data

The softball coaching bible / National Fastpitch Coaches Association ; project

coordinated by Jacquie Joseph
p. cm
ISBN 0-7360-3827-2
1. Softball--Coaching. I. Joseph, Jacquie, 1962- II.
National Fastpitch Coaches Association
GV881.4.C6 S64 2002
796.357'8--dc21
2001039841
ISBN-10: 0-7360-3827-2 (print)
ISBN-13: 978-0-7360-3827-0 (print)
ISBN-10: 0-7360-8502-5 (Adobe PDF)
ISBN-13: 978-0-7360-8502-1 (Adobe PDF)
Copyright © 2002 by Human Kinetics, Inc.
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including xerography,
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written permission of the publisher.
Developmental Editor: Cynthia McEntire; Assistant Editor: John Wentworth; Copyeditor: Scott
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 THE SOFTBALL
COACHING BIBLE

National Fastpitch Coaches Association

 CONTENTS

Introduction: Learning From the Best vii

Jacquie Joseph

PART I Coaching Priorities and Principles . . . . . . . 1

Chapter 1 Sharing a Love for the Game . . . . . . . . . . . . . . . . . . . . . . 3
Dianne Baker
Chapter 2 Making Softball Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Margo Jonker
Chapter 3 Competing With Class . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Carol Bruggeman
Chapter 4 Outhustling Your Opponent . . . . . . . . . . . . . . . . . . . . . . 33
Teresa Wilson
Chapter 5 Coaching With Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Marge Willadsen

PART II Program Building and Management . . . . 53

Chapter 6 Organizing and Orchestrating a Winning Program . . . . . 55
JoAnne Graf
Chapter 7 Mentoring Within Your Staff . . . . . . . . . . . . . . . . . . . . . . 65
Gayle Blevins
Chapter 8 Building a Recruiting Network . . . . . . . . . . . . . . . . . . . . 77
Brian Kolze
Chapter 9 Marketing and Promoting Your Program . . . . . . . . . . . . 87
Yvette Girouard
Chapter 10 Establishing a Successful High School Program . . . . . . . 97
Denny Throneburg

PART III Creative and Effective Practice Sessions . . 107

Chapter 11 Organizing Indoor and Outdoor Practices . . . . . . . . . . 109
Bill Edwards
Chapter 12 Conducting Innovative Practices . . . . . . . . . . . . . . . . . . 127
Deb Pallozzi

iv
Chapter 13 Using Practice Drills Effectively . . . . . . . . . . . . . . . . . . . 139
Betty Hoff and Jacki Wright

PART IV Individual Skills and Team Strategies . . 159

Chapter 14 Developing Productive Hitters . . . . . . . . . . . . . . . . . . . . 161
Mike Candrea
Chapter 15 Manufacturing Runs . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Jay Miller
Chapter 16 Producing Elite Pitchers . . . . . . . . . . . . . . . . . . . . . . . . . 189
Cheri Kempf
Chapter 17 Charging Up the Battery . . . . . . . . . . . . . . . . . . . . . . . . 209
Lori Sippel
Chapter 18 Playing Situational Defense . . . . . . . . . . . . . . . . . . . . . . 217
Linda Wells
Chapter 19 Competing in Tournaments and Playoffs . . . . . . . . . . . 235
Margie Wright

PART V Player Motivation and Leadership . . . . . 243

Chapter 20 Winning the Mental Game . . . . . . . . . . . . . . . . . . . . . . 245
Jeff Janssen
Chapter 21 Building Team Chemistry . . . . . . . . . . . . . . . . . . . . . . . 255
Rhonda Revelle
Chapter 22 Developing Responsible Athletes . . . . . . . . . . . . . . . . . 265
Elaine Sortino
Chapter 23 Building Loyalty and Tradition in Players . . . . . . . . . . . 271
Carol Hutchins
Chapter 24 Inspiring Today’s Players . . . . . . . . . . . . . . . . . . . . . . . . 279
Mona Stevens

PART VI Off-the-Field Opportunities,

Challenges, and Pressures . . . . . . . . . . . 293
Chapter 25 Learning and Developing As a Professional . . . . . . . . . 295
Rayla J. Allison
Chapter 26 Conducting Camps and Clinics . . . . . . . . . . . . . . . . . . . 309
Judi Garman
Chapter 27 Beating the Burnout Factor . . . . . . . . . . . . . . . . . . . . . . 319
Sharon J. Drysdale and Karren J. Drysdale

About the NFCA 339

About the Contributors 341

v
This page intentionally left blank.
 INTRODUCTION

Learning From
the Best
Jacquie Joseph

For as long as I can remember I have been fascinated by and studied coaches.
What makes one better than the other? Is it just getting better players? Do
you have to scream and carry on, or, if you’re a more reserved type, can you
just be yourself?
For the first time in the sport of fastpitch softball, we have a book that
addresses these issues. In The Softball Coaching Bible, many of the finest
coaches in the country share their principles, insights, strategies, methods,
and experiences. Topics range from teaching the best skills and drills to
many subjects rarely written about, such as developing responsible ath-
letes and building character and loyalty in players.
When I started my coaching career, I took every opportunity to observe
coaches in action. One of the greatest qualities of our sport is the willing-
ness of coaches to share their knowledge of the game. In my first year as a
head coach, I flew to Arizona State University over Christmas break to spend
time with a legend in the game, Linda Wells. She let me hang around her
preseason practices to observe and learn. Each May, I would head out to
the College World Series two days early to catch the teams practicing. I
stood as close as I could to the fence, hoping to learn as much as I could
from the great ones. I would also sneak into the pressroom for the pregame
and postgame interviews with the coaches.
That experience observing Linda and many others like her over the past
15 years revealed several commonalties in the approaches taken by coaches
who have achieved at the highest level. The best coaches I’ve known share
these traits.

vii
 INTRODUCTION

These coaches live their own values and are authentic. Being authentic
is more than just being yourself. Authenticity means that your actions are
consistent with your words. Authentic coaches are able to communicate a
genuine sense of caring. That, in turn, nurtures trust among the coaching
staff, team, and parents.
The best coaches are driven by their desire for personal excellence and
are technically competent. Technical competence means knowing the Xs
and Os in addition to being able to communicate and teach them. It also
means knowing how to use motivational and problem-solving skills to put
in sufficient practice time and overcome challenges that inevitably con-
front coaches and athletes.
Great coaches exude enthusiasm for the game, their teams, and coach-
ing. They have the ability to unite people as a team to work toward a com-
mon goal. Although they set their expectations high and are demanding in
performance, they encourage and support their teams and staff, maintain-
ing discipline and giving constructive feedback. Even when they are faced
with tough decisions, the best coaches persevere. They have a sense of
competitive greatness and can make people believe in themselves.
It may be impossible to achieve the highest level in all of these areas, but
the best coaches have competence in most, and they never stop learning
and growing in the sport.
The coaches in this book not only continue building upon their vast
coaching knowledge, they also make the effort to share what they know
with other coaches so that they may use their newfound understanding
and tools to enhance the experience and development of their athletes. The
Softball Coaching Bible is a shining example of such knowledge sharing.
Soak it up, enjoy the stories, and appreciate the wisdom of our sport’s fin-
est mentors.

viii
 PART

I
Coaching
Priorities and
Principles
This page intentionally left blank.
 CHAPTER ONE

Sharing a Love
for the Game
Dianne Baker

Due to rights limitations,

this item has been removed Photo courtesy of Texas Woman’s University
 THE SOFTBALL COACHING BIBLE

My life’s passion has always been playing and coaching softball. I truly
love every part of the game. I am a fierce competitor and make no excuses
for it. I played the game hard; I coach the game even harder. I enjoy coach-
ing young people and trying to bring the best out in them. To me, there is
something exciting about facing an opponent and finding the edge my
team needs to win the game. My athletes keep me young, and nothing
makes me happier than listening to them laugh and share their enthusi-
asm for softball.
When I started coaching softball 25 years ago,
I thought I would stay a few years, then move
into the corporate world. But coaching got into
g re at -
s i a s m is the t
my blood, and now I cannot get enough of it.
Enthu .I
e world
When I am not coaching softball, I am usually
t i n t h speaking about, writing about, or promoting
est asse ey and power the game. I live it every day. My passion for
on
beats m nfluence. the game keeps me going after a loss, when
and i r the weather doesn’t cooperate, or at the end
Cheste
Henry of the season when I’m so tired that I can
barely move. I just can never wait for the
next game or the next season.
There is no magical formula for my passion. I believe that when you
really love what you do, it shows in your language, actions, and attitude.
When you commit yourself to something, you owe it to yourself and others
to give your very best. Take how you feel about softball, add your team to
the mix, and together you will enjoy the game more than you ever thought
possible.
I am an all-or-nothing kind of person. The things that are important to
me get my complete focus and commitment and are driven by my own set
of standards. This set of standards makes me go and gives me the energy to
work hard. Coaches have to define their personal standards to discover
what turns their passion into action. For me, 10 simple statements define
my professional makeup:

1. Respect your profession.

2. Give credit to your colleagues who have helped the sport prosper,
and mentor those who are just beginning.
3. Do not be afraid to show your emotions.
4. Stand for something. It’s okay to disagree with the majority.
5. Be honest and accept responsibility for your actions.
6. Never be outworked, outprepared, or have your team outhustled.
7. Keep coaching in perspective. Softball is a game, and it should be
fun.

4
 Sharing a Love for the Game Dianne Baker

8. Keep your energy high.

9. Have the best interest of your athletes at heart at all times.
10. Loyalty to your program is of the utmost importance.

Baker’s Dozen
The way you express your expectations to your team is important in the
process of sharing your love of softball. You want your vision to become
their vision. Your team embraces your passion by what you say and how
you say it. In my first team meeting, I share my blueprint for success, which
I call the Baker’s Dozen.
First, I tell my team to expect to win. I do not hope they will win; I
expect them to win. I do not hope my athletes will be committed; I expect
them to be. My athletes meet my expectations, so I want my expectations
to be set high. As Dr. Preston Bradley once said, “Expect victory and you
make victory.”
I encourage my players to recover quickly from a loss and move on, but
this closure is something coaches need to learn, too. It has always amazed
me how athletes recover more quickly from a loss than their coaches. Many
coaches take the losses personally. It is not about our success—it’s about
our players’ success. We must understand why we are coaching and keep
the sport in perspective.
Plant the seeds of greatness. Athletes must believe that they each have the
ability to achieve greatness in their lives. I tell my team that each of them has
a choice: You can become great or remain good. This is often decided by
work ethic, commitment, and attitude as much as it is by talent. “The differ-
ence between great and good is a little extra effort” (Clarence Munn).
I tell my players to put themselves on the line. I want my athletes to
believe that there are no limitations to what they can accomplish when
they work hard and work smart. It bothers me that some athletes limit them-
selves. It’s my job to show them there doesn’t have to be any limits to what
they can achieve. After all, “Until you try, you don’t know what you can
do” (Henry James).
Surround yourself with excellence and you become excellent. This say-
ing is one of my all-time favorites. I strongly believe that people act like
their environment. Proverbs 13:20 reads, “He that walketh with wise men
shall be wise.” Hopefully, you can put yourself in an environment that
allows you to prosper.
Do not be afraid to succeed. Growing up, I would hear the phrase afraid
to fail, but I personally believe that some people are afraid to succeed. When
you succeed, there is so much more responsibility thrust upon you, and
you must be willing to welcome that responsibility. Teach your athletes not
to be afraid to be at the top.

5
 THE SOFTBALL COACHING BIBLE

Dreams can come true, but it takes work. You can dream all you want,
but it’s the hard work that makes dreams come true. Hard work builds con-
fidence, and playing with confidence creates success.
You cannot fake confidence. You either believe in yourself, or you do
not. As Ralph Waldo Emerson said, “Believe in yourself, and what others
think won’t matter.”
Judge a player’s strength on how she acts when things are going wrong.
We have all heard the expression, “When the going gets tough, the tough
get going.” When the game’s on the line, you really find out who rises to the
challenge.
Do the little things right. A reporter once asked the great baseball player
Ty Cobb, who held the record for most stolen bases for nearly half a cen-
tury, why he nervously kicked first base when he was on the bag. Cobb
replied, “Son, let me explain something to you. I was definitely not ner-
vous when I was on first base. But very early in my career, I discovered that
if I kicked the first base enough times, I could move it a full two inches
toward second base, which gave me that much of a jump towards stealing
the base!” It is the little things done right that make a big difference in
softball.
Keep pressure on your opponent. When you leave your door open, people
walk in. The same holds true in softball. When you let your opponent back
into the game, you find yourself asking, What happened? Don’t give them
the opportunity.
Welcome pressure. Go through life welcoming tough times and tough
situations for they make you stronger, better adjusted, and more successful.
I want athletes who want the ball hit hard to them with bases loaded, two
outs, bottom of the seventh with a big game on the line. Talk about having
fun!
Build a team of players who complement each other. John Wooden once
said, “There is no limit to what can be accomplished when no one cares
who gets the credit.” Softball is a team sport that relies on everyone being
good at what they do to be successful. No team wins without the help of
everyone.

Coming Full Circle

Coaching is a tough business. It is one of the few jobs in the world where
your livelihood depends on someone else performing well. My relation-
ship with my sport has always been one of give and get. I have always tried
to give my best and, in turn, have been rewarded with so much. I am not
saying there have not been some hard times, but these have been overshad-
owed by the joy the sport has given me. In coaching, every day is different,
every team is different, and every player is different. These differences

6
 CHAPTER TWO

Making Softball
Fun
Margo Jonker

Due to rights limitations,

this item has been removed Photo by Robert Barclay, courtesy of Central Michigan University
 THE SOFTBALL COACHING BIBLE

Making softball fun is easy. Fastpitch softball is fun; it is the greatest sport.
Let there be no doubt in anyone’s mind. Think of the thrill—the rush when
the ball is hit to the center fielder with a runner on second base. The out-
fielder attacks the grounder, picks it up cleanly as the runner rounds third,
fires a strike to the catcher just in time for the catcher to tag the sliding base
runner for the third out in the bottom of the seventh inning to ensure the
victory for the team. The sound of the crowd, the excitement—what more
is there in the world of athletics? Softball is fun.
Having the opportunity to coach young women in the sport is a treasure
in itself. It is what the game is truly all about—the people. So I asked my
players what makes softball fun for them, and I used their responses through-
out this chapter.
Everyone views fun in a unique way, but most define fun as enjoyment or
pleasure. How does the game of softball elicit such responses?
First of all we must remember that the game of softball is just that: a
game. We must keep it in the proper perspective. As coaches we should
always remember that softball is a part of life, often a huge part of life, but
not life itself. The lessons our players’ learn from
softball will help them in the game of life. For
example, a great lesson we learn through sport
a m -
your te
is to realize and identify what we can and can-
r i n g o n not control. In softball, some things we can-
Chee s i s f u n.
mate not control, some we can influence . . . but
others we have no influence over. We can
teach our players to control their reactions to conditions,
but we cannot control the conditions, whether it is a teammate’s play, an
umpire’s decision, or the weather itself. Our players will learn to control
what they can and to handle uncontrollables with class and poise. Our
own attitude is one item that we can definitely learn to control—although
it is often difficult.

Attitude
Our attitude, as coaches, makes a major difference in our players having
fun. Our enthusiasm is vital. We need to have a passion for the game and
for coaching young people. How can we not be excited about coaching
softball to young people? Working with motivated, quality people in the
greatest sport makes it easy to be enthusiastic most of the time. Our athletes
need to see that in us.
We must respect the game. It is unfathomable to coach young people in a
game and not know that the game is bigger than we are. To make it fun, we
must hold the game in highest regard and truly enjoy it. We must value our
athletes and enjoy their successes.

10
 Making Softball Fun Margo Jonker

How we go into each practice, each drill, and each game makes a differ-
ence. We all hope to win every game, but in reality 50 percent of the teams
lose. Winning is definitely more fun than losing (a subject we’ll go into in
more detail later), but we want the whole expe-
rience to be enjoyable, win or lose. Look at a
team that has lost some games. Is that team still
The sm
having fun? Are we still excited when our ath- el
lete makes a great play? glove, t l of my leathe
he r
We need to remember what is important at hand [m feel of it on m
the moment, go into each practice or game ake soft y
ball fun
with new positive energy. That is our imme- ].
diate task; our personalities don’t matter. High positive en-
ergy in every practice and game interaction helps our players have the most
fun. We should all coach within ourselves and not try to be someone else.
The enthusiasm is shown in our own unique way.

The Game
The actual game—knowing the game, playing the game, being a part of
something bigger than we are—now that is fun. We need to know as much
as possible about the actual game. We need to know all the rules and how
they can help us win. Respect the game enough to honor the rules, but do
everything within the spirit of the rules to help your team win.
Skills are a major part. Skills combined with strategy executed to perfec-
tion bring a new level of enjoyment. Successful athletes usually mean a
successful team and fun.
Different coaches have different philosophies. Some coaches play a con-
servative game: With a runner on first base and no outs, expect the bunt or
just hit away. Others have a more aggressive style of play: If the team has
the personnel to run, doing so always adds excitement. Throwing in the
unpredictable keeps everyone on edge and in the game, but of course, we
must coach within our philosophy and our players’ abilities. There comes
a time, no matter how good a team is, when the sticks are not coming through
and we must create runs.
Being alert on the base paths puts pressure on the defense, and taking
the extra base when able keeps everyone in the game. With the correct
people in the right places, the suicide squeeze gives an element of excite-
ment. Of course, the home run ball is always thrilling; power is a plus for
every team and player. Power cannot, however, always be relied on.
Add the hit-and-run, the bunt-and-run, the safety squeeze, the suicide
squeeze, the straight steal, and the delayed steal to the power game; that
keeps every player and every fan in the game and having fun.

11
 THE SOFTBALL COACHING BIBLE

The Team
Each member of the team must feel she is an important part of the whole.
Each individual has to buy into the team’s goals for the year. The team
needs to know what the yearly goals are.
Often goals can be reached by different meth-
ods. An analogy of travel can explain our path
to our goals. When traveling, we have to know
u se o f the starting point and the destination—but the
i s f u n beca
l d
Softbal forme ways we get there can be very different. We
s h i ps
tion can go by alternate modes of transportation.
the rela eld, the team We could all agree on taking a car, and yet
i
on the f ing able to there are choices after that decision. Which
i t y , b e n
un c o mmo route is the best route? Some drivers may opt
l i s h
accomp gether.
for the interstates to arrive at their destina-
goals to
tion faster. Others may choose back roads for
a more scenic route. The same is true with a
team. There are many ways to do something, but
one way has to be agreed on by the team.
Team personnel need to know each other, trust each other, and be able to
depend on each other. How do we do this? Some teams use ropes courses;
others have camping trips and tell stories by the campfire; others have a
motto for the year. The options are numerous. Finding a route for the year
is crucial for the enjoyment of that year’s athletes.
If a motto is used, we need to keep returning to it throughout the year
and not let it drop. A team that was rebuilding used the video about build-
ing the Hoover Dam. They used this theme throughout the year. At differ-
ent times during the season, different elements of the video were shown,
depending on situations that materialized. It was something all the players
could relate to. They could all come back to it, relate to it, and draw from it.

Knowing Roles and Responsibilities

To help each member of the team truly enjoy her experience, each must
know and accept her role. That is true for the coaches, managers, trainers,
and all support staff as well as the players. Each must feel a sense of be-
longing and importance. Each must have a feeling of ownership.
Because of their positions and skill levels, players automatically fall into
different roles. These differences only make the unit stronger. In most games,
a pitcher is in the limelight more than an outfielder. A hitter who comes to
bat with a runner on second has a more visible role when she gets an RBI
than the person who moved the runner to second via a sacrifice bunt. The
roles are different, but each depends on the other to reach the goal. Each
was essential. Our players must understand and embrace this.

12
 Making Softball Fun Margo Jonker

For starters, what are their roles? Is the leadoff hitter expected to come
back to the dugout and give her teammates information she may have picked
up regarding the speed of the pitch or if she was able to pick a certain
pitch? Or is that not in the coach’s philosophy? Does the on-deck batter
have a role? Each has to be informed of the coach’s desires.
All players desire to start, but it’s not possible for everyone to start in
every game. Nonstarters need to know their roles just as starters should
understand theirs. Take our bull pen catcher, for example. Hers is not a
glamorous role, but it is essential to our pitchers and to our overall success.
She takes pride in making sure the pitchers are both mentally and physi-
cally ready to go into the game. Before the game, she goes to the coach and
asks who is in relief and in which order. She takes it upon herself to under-
stand that day’s plan for the pitching rotation so she can make sure the
pitcher is ready if called on.
Everyone needs to know the team is behind her. The atmosphere created
on the bench is an especially significant factor for team unity. Each player
needs to be into the game. Everyone—starters and nonstarters—must al-
ways know the outs, what the defense is doing, and so on. Some players
may have the assignment of watching where the middle infielders go on a
first and third situation. Other players take great pride in stealing the coach’s
signs, whether it is the signals to the hitter or to the catcher when the coach
is calling the game.
Some players may be called on to keep charts. Charts can be very helpful
if they are used. It can be frustrating for a player to keep a chart if it is never
used. Someone on the staff may be in charge of
making sure the player calls out the informa-
tion to the appropriate people. The keeper of
the chart needs to know it is helpful in reach- It’s fun
being in
ing the team’s ultimate goals. Everyone has to tion wh a situa-
be on the same page with these roles. e r e peopl
depend
The bench players need to know they are ing on y e are
an important link. They should be informed you com ou and
e throu
them. T g
when they are doing a good job—that it is
hen if y h for
expected and appreciated when they are come th ou
ready to go into the game, that it helps when rough t don’t
time, th hat one
they support the starters. The starters need ey will
b
to know if the expectations we have of pick yo e there to
them have been met. u up.
Each player needs to know her teammates’
needs. Some athletes like a teammate coming up to them
immediately after an at-bat or a play on defense. Others like to be left alone.
Coaches and teammates alike need to know the player well enough to know
her wishes. That doesn’t mean it is always adhered to—at times it is in the
best interest of the athlete not to go with her wishes. But knowing is still

13
 THE SOFTBALL COACHING BIBLE

important. Then you can make a decision on which course of action to take
for the desired outcome.

Communication
Good teams gel, which is a product of honest communication. Communi-
cation is a two-way street. Listening is as important, if not more important,
than talking. Too often, both parties don’t listen to each other. Rather they
interrupt or are just waiting for their chance to talk without really listening
to what is said. Listening to what is said and how it is said is essential to
fully understand the person you are communicating with.
Players need to know they can trust the coach to listen to their concerns,
to know their conversation is confidential unless, for the team’s or athlete’s
benefit, there is a need to share the information.
The trust factor is huge in a player having a
positive experience. An open-door policy al-
k of t h e lows the player to come in and discuss things
t h e cr a c
Hearing hat I enjoy].
with the coach.
People don’t care how much you know un-
bat [is w til they know how much you care. Listening
and getting to know the athlete indicate the coach really
cares about her as a person and not just a means to a win/loss record.
There are always conflicts in a group of people who work closely to-
gether. How we deal with these conflicts dictates our success. Putting out
brushfires before they become forest fires helps. We need to confront issues
when they first come up to keep them from getting out of control.

Honest Positive Reinforcement

Whether in a practice setting or in a game setting, players should receive
honest positive reinforcement. When a player makes a good effort, whether
she succeeds or not, let her know. When a player makes a good play, has a
great hit, or does something well, let her know. The danger is in positive
reinforcement that is not honest. The key to positive reinforcement is that
it is honest; it must be genuinely earned.
An athlete usually knows when she is being told the truth. Telling some-
one she is doing a good job when she isn’t undercuts your credibility and
doesn’t help anyone. Coaches often say good job, but they don’t say at what.
Was it good effort? Were the hands in the right place on the swing? To tell
someone she had a nice swing when it was a poor one is worse than giving
no feedback at all. To tell someone a great pitch was thrown when it was a
meatball makes the pitcher wonder if the coach is knowledgeable; future
advice may be questioned.
The flip side of positive reinforcement is negative reinforcement. When
a softball player performs poorly, her self-worth shouldn’t be threatened by

14
 Making Softball Fun Margo Jonker

the coach’s comments. Comments should be directed at the performance,

not at the player. Indicating only that it was a poor job leaves the athlete
short. Unless she has been instructed numerous times before, there needs
to be a follow-up session. She needs to know what was done poorly and
how it can be corrected.

The Softball Family

The team is all about people. Softball is great because of the people. There
are none greater than those who are part of the softball family. When there
is a crisis, we need to look no further than our softball sisters and brothers
to be there for us. It is truly a family.

Players
Players learn this early. When recruits come on campus, it is so important
that they enjoy the people, that they enjoy their future teammates. Often
that initial bonding is the main reason a recruit chooses one program over
another, an indication how important the people really are.
Players come from different backgrounds, different locations, and differ-
ent beliefs, but all come together to form a team. It is exciting when players
come from different parts of the country or dif-
ferent cultures. They can learn about the dif-
ferences and likenesses of all involved. How
The bon
many times are there van conversations that d
discuss how different words and phrases are with ou that we form
rt
said in the different parts of the country? How coaches eammates and
[
many times are life questions discussed that become is special]; the
truly broaden the educational experience? our seco y
Players learn to accept and, yes, even em-
nd fam ily.
brace differences. What better education is there? What
can be more fun, more rewarding than that? What can be better than
these individuals with all their differences bonding together into one unit
with common goals?
Many of the best life friendships are formed within the team. We learn to
depend on our teammates in crucial situations in games. We also learn to
depend on our teammates in crucial situations in life. Quantity and quality
time is spent together in practice, in rehab, on the road, and in social settings.
Team chemistry often determines if the team is successful or not. A lesser-
talented team can defeat a more highly skilled team if the chemistry is
there. That is why we play the game on the field. Isn’t it so much more fun
in life when we enjoy each other’s company? People enjoy sharing things
with others. That is why team sports are great. We depend on the others
and they depend on us.

15
 THE SOFTBALL COACHING BIBLE

Alumni
The family goes beyond this year’s team; it includes the alumni. Many pro-
grams have alumni games. The alumni enjoy coming back and seeing what
this year’s team has. They love reminiscing about the great times they had.
The current team players watch the fun the alumni has. The seniors of-
ten comment on their anticipation of being on the other side of the field the
next year. It shows everyone involved that it is bigger than the current team.
There is a bigger family out there.
To make a connection to the alumni and the program’s history, some
teams have current players research the players who wore their numbers
before them. The coach gives the current play-
ers the names and addresses of the alumni with
their common numbers. The players write the
s . alumni and ask about their experiences and the
t h e t r adition significance of the number to them. It helps con-
I love
nect the past with the present.
The current team should know the history of the program.
They should know who went before them and what was significant to them.
It makes them appreciate what they have and identify with the alumni. It is
significant for us all to know how those who came before us helped build
what we have, to appreciate efforts that were made. The traditions of a
program are thus carried from year to year. Tradition.

Fans
The softball family extends to the fans—the fans who are friends and rela-
tives of players, the fans who are true to their team with no direct connec-
tion to a particular player but just enjoy watching the game. A higher level
of energy is present when there is a large attendance. The electricity is
enhanced when the stands are full of fans cheering on the plays and play-
ers, sighing on any misplay. These sounds all add to the overall experience
of making the game fun.
To get fans to the game, there needs to be a plan to market softball as well
as all the other sports. We have a great product. The word needs to get out.
Once fans come, they are often hooked for life. Being at the game is great
for the players’ and the fans’ enjoyment, but promoting softball is also a
must for the future of the game.

Support Staff
We depend on our support staff. Look at all the people who help our games
run smoothly. A good grounds crew, one that takes pride in the field, en-
hances the experience for players, coaches, and fans alike. Players enjoy it
when the field is in great shape—when the outfield grass is cut in a certain
pattern, when the edges are sharp. Having a quality field to play on adds to

16
 Making Softball Fun Margo Jonker

the quality of play and the aesthetics. Our grounds crew takes pride in how
well the team does. The players appreciate the grounds crew and the great
job they do. The athletes need to let them know how much their work is
appreciated, as they are also a part of the family.
Whoever else works to support the team—the video people, the sport
information people, the trainers—it is important that the players acknowl-
edge their work. It makes for a close-knit family and adds to the overall
experience for all involved. To say thank you only takes a minute, but it
means the world.

Competition
People love to compete. To have a great experi-
ence, it is essential that the players love to com-
pete. That is usually not a problem—even bus It’s fun
trips often include card games. Athletes love to comp
ete!
to compete.

Schedule
To enhance the experience, careful consideration should be given to the
schedule. Too easy a schedule takes away the excitement of winning, the
anticipation, and the need to prepare in the best possible way. Too difficult
a schedule is frustrating, defeating, even demoralizing at times. A good
schedule is a mix.
Set a schedule that allows the team to gain confidence while being to-
tally challenged. The strength of a schedule may be different from year to
year, depending on the strength of the team in a particular season. In a
rebuilding year, the schedule isn’t going to be as difficult as in a year the
team is anticipating competing for the championship. When the team trav-
els and when the team is at home helps dictate a quality schedule. Most
players enjoy playing in front of the home crowd. Bring in a talented team,
one that is a rival, and play the game in front of the home crowd. Now that
adds a level of excitement and fun!

Within the Team

How does each player reach her potential? For many players it means be-
ing pushed by someone. With no one competing for her position, the player
can become complacent. She can settle for something less than her best.
Competition within the team affects how each player prepares for posi-
tion play, how she conditions, and other intangible areas of her game. It is
healthy for a player to be challenged within her position. If that’s not pos-
sible in a given year, each can still be inspired to be her best in other ways.
For example, give her challenges in the conditioning program; pair her

17
 THE SOFTBALL COACHING BIBLE

with someone who is a step faster; encourage her to pick up her intensity
and get one step quicker. Not all players are in the starting lineup, but all
can compete for a position. This concept illustrates roles and knowing the
importance of those roles.

Trips
Trips that teams make, whether near or far, give an opportunity for players
and staff to build relationships because of time spent together and experi-
ences shared. These trips to other cities, states,
and possibly countries can be tremendous fun.

e l, to Organization
o t r a v
ance t
It’s a ch erent places,
Organization is key in making a trip all it can
ff be. Pay attention to details. It is helpful for
visit di n ’t h a ve
ce s I w ould e r i-
everything to be prearranged so that the ath-
pl a ex p letes know everything will go as smoothly as
n a c h ance to y. possible. Of course, no matter how well it is
gotte t her w a
n a n o
ence i
planned, something unexpected is bound to
come up. This is when flexibility is needed.
When the players know that everything was planned
and there was a glitch in the plans, they often take it in stride. Not only
do they take it in stride, but it may be something to talk about years later
when they get together at those alumni events.
An itinerary handed out before departure helps answer everyone’s ques-
tions and makes things go smoother. Have maps for the drivers in case
someone gets lost or stopped at a light, and develop a plan for how the
vehicles are to follow one another. Have a plan at the airport that everyone
knows about. (Cell phones sure are helpful in this area.) Upperclassmen
can assist here. They have been in these situations before, so they can ad-
dress questions from the younger players. Make meal arrangements so that
the team doesn’t have to wait for hours to be served. Make sure athletes
have the proper nutrition options and can time their meals appropriately
for competition.
If the schedule allows, it is great to do other things while on a trip. If
there is a day off on the spring trip, a side trip to Disney, Busch Gardens, or
anything unique enhances the experience and adds fun!

Parents and Families

Each coach has a different philosophy regarding how much interaction play-
ers and their families are to have during softball trips. The key is to make
sure everyone is informed. Is there time for the players to go to dinner with
their families? Is there a set time for meetings every night, making sure the

18
 Making Softball Fun Margo Jonker

players are back and ready to prepare for the next day’s activities? Can the
parents and families join the team at the restaurants? Are the parents to
stay in the same hotels as the team? Some don’t allow parents, families,
friends, or anyone other than team personnel in the players’ rooms. The
players are allowed to go to a parent’s room or the lounge, but players’
rooms are off-limits for all nonteam members. As long as it is mapped out
in advance, there should be no problems.
Some send parents local maps to the game fields, motel lists, a general
departure schedule, and a game schedule for the year. That way they can
make arrangements and be able to cheer their daughters to victory. As long
as everyone works within the perimeters established by the coaching staff,
everything should run smoothly.

Success
What is success? Certainly part of success is determined by the win/loss
record of a team.
How do you make softball fun? That’s easy—
win. Everyone loves to win. But not every team
that wins has fun. There is more to it than that.
And how do we win? The key is being willing It’s fun
to win!
to work hard enough and prepare well enough
to win.
Part of winning is attitude. You have to believe you can win. Create an
environment in which the softball player can be successful. She has to be
comfortable enough to reach her potential within the framework of the team.
If we can help each individual reach her potential, we certainly have
won. If we can help players improve each year and come closer to their
peak performance on a regular basis, that is success. Therefore—fun!
When each student athlete reaches her potential, when the team is al-
ways put first, and when each player knows and accepts her role on the
team, the team will reach its potential. The only way for each player to
reach her potential is by productive practices.
A great deal of time is spent in practice each year. Consequently, for soft-
ball to be fun, practices have to be fun. Practices should be organized yet
flexible, intense yet relaxed, competitive yet set in a learning environment.
A practice plan is helpful, but the practice plan shouldn’t be so rigid that
it can’t be changed. If learning a skill needs more time, we need to make
adjustments to the predetermined schedule. Each coach needs to be uti-
lized to the utmost to make practice beneficial for each athlete and the
team as a whole. In practice, we must attempt to strengthen a player’s or
team’s weakness but not spend all our time on that one weakness. We also
need to spend quality and quantity time on the athlete’s strength. It’s fun to
attempt to get better at both weaknesses and strengths.

19
 THE SOFTBALL COACHING BIBLE

During practices, there are many times when a great deal of intensity is
essential. We want to practice as we play, but if something funny happens
it should be relaxed enough for the players to feel free to laugh. Afterward,
it’s time to get back to business. Just like in a game, the players have mo-
ments of higher levels of concentration and in-
tensity versus other moments. When a batter is
in the batter’s box and the pitch is on the way,
fu n .
r a c t i c es are the concentration is going to be greater than
Our p when the defensive team is running off the
field. Make practices as gamelike as possible. Since
most players enjoy competition, incorporate competitive drills into
each or most practices. When players lack competition, these drills inten-
sify their competitiveness.
Each practice should have a purpose; therefore, all the practices as a
whole need to cover every situation that is found in the game. At the begin-
ning of the year, the practice environment is more of learning than of drill-
ing. The closer to the competitive season, the more competitive the drills
are. Practices can be fun. Practices must be fun.
A team needs discipline to be successful—discipline in practice, in games,
on the field, and off the field. Practice is the best place to make sure players
know the expectations. The difficulty with discipline is how to be consis-
tent. Consistency is so difficult and so important.
Every situation—on or off the field—is handled differently for each stu-
dent athlete because no two situations are identical. But discipline must be
handled consistently. The players need to know what to expect. The play-
ers want discipline, and they want it to be consistent.

Pride and Tradition

The players who play the game, the umpires who officiate, the fans who
follow each game, the coaches—they all take pride in softball’s strong tra-
ditions. I relish days when I see athletes take pride in their performance,
when athletes take pride in the team they are part of—wow—now that’s
fun!
Look on the field and see your players with the gleam in their eyes when
they come to third base after a stand-up triple. See the excitement when the
team turns the double play to end a rally. Watch the runner jump up into
the arms of her teammates after sliding in safely on a perfectly executed
suicide squeeze that wins the game. Now you know you have succeeded in
making softball fun!

20
CHAPTER THREE

Competing
With Class
Carol Bruggeman

Due to rights limitations,

this item has been removed
Photo courtesy of Christy Connoyer
 THE SOFTBALL COACHING BIBLE

We have all heard the comment, “Wow, that

coach sure has class!” An image of a certain
scorer
coach comes into each and every one of our
g r e a t
ne minds when we read this statement. But why
When o a g a i n st
o write do some coaches fall into the classy category
comes t let him write and others do not? What is it that a coach does
n a m e , s t,
your o u w o n or lo or says that makes him or her classy? And how
ty the on earth does a coach compete with class?
not tha la y e d
you p After all, competition is hard, where lines are
but how ame. drawn and winning is the only thing that
g matters, right?
n t l a n d Rice Competing with class is a choice, and
Gra
coaches who choose to do so are the biggest
winners of all. Competing with class has its foundation
in sportsmanship. At the heart of sportsmanship, how one goes about
winning and losing is just as important as winning and losing itself. This
process can be a better measure of who we really are as coaches than the
outcome. At the core of every coach who competes with class are basic
beliefs and philosophies about the game, the coaching profession, and ulti-
mately, how life should be lived. Standards are written down, believed in,
committed to, and lived every day with no exceptions.
To compete with class means to treat others with respect. It means main-
taining a positive attitude with players, staff members, opponents, umpires,
and fans. It means accepting the fact that a coach is a role model with an
image to uphold—24 hours a day, 7 days a week, 365 days a year. It means
believing that coaches represent not only themselves during competition
but also their players, schools, and staff. It means treating others the way
one would like to be treated in return. Most of all, it means having the will
to compete and win, and doing so in a way that makes everyone associated
proud.
It is important to remember that class is a subjective concept. People
perceive situations differently. For example, if a coach is emotional and
yells a lot and the team wins, he is a great motivator. If the coach yells a lot
and the team loses, he is too tough on the team. If a coach is laid back and
the team wins, she is a great player’s coach. If a coach is laid back and the
team loses, she is not enough of a disciplinarian. The bottom line is that
when a coach wins, what the coach is doing is perceived to be right. A
coach must trust his or her instincts, experience, and preparation. Do not
change for the sake of changing. Trust yourself as a coach and always keep
the faith in what you are doing and believe to be right.

22
 Competing With Class Carol Bruggeman

Competition
Competing with class does not mean being soft; it simply means you do
everything in your power to win while maintaining the core values in which
you believe. Typically, these core values include integrity, honesty, self-
lessness, respect, and love.
An example of a coach competing with class and holding onto core val-
ues is exemplified by John Thompson, former men’s basketball coach at
Georgetown. In an NCAA men’s basketball tournament game, Georgetown
was ahead by one point with only a few seconds left in the game. A
Georgetown player made an ill-advised pass that allowed the opponent to
win the game, preventing Georgetown from going to the Final Four. Coach
Thompson, a legendary role model and successful man, could have hung
his head, screamed at the player, and pouted off the court. Instead, without
hesitation, he ran onto the court and wrapped the sobbing player in his
arms. “Son,” he said, “if that’s the worst thing that ever happens to you in
your life, you’ll be just fine.” Wow. That’s class. Coach Thompson never
lost sight of his values and the lessons he wanted to teach his players, even
in the heat of one of the biggest moments of his coaching career.
Competition can bring out the best and worst in people. As coaches, we
have all gotten a little hot under the collar at times. Some equate being
competitive with being a jerk and accept behaviors during competition that
would never be accepted elsewhere. However, coaches who compete with
class remain the same before, during, and after competition. They are pre-
pared and therefore more relaxed when competing. Who they are carries
over into all facets of their lives, including game competition. There is no
Dr. Jekyl and Mr. Hyde.
Probably the most important factor in developing class is to acquire a
healthy attitude about competition. A coach stands a good chance to be
successful and reliable if he or she can master such a healthy attitude.
Coaches must respect both themselves and the opponent, and they must
remain composed in difficult situations. During competition, look for ways
to improve a situation. Ask not Why did this happen? but rather How should
I respond? Level-headed decisions under stress are valuable in situations
far beyond the sport itself.
Practices are for coaches; competitions are for players. My idea of a per-
fect game is one in which only the players and the game itself are noticed.
The coaches and umpires seem to disappear. Too often during competition,
coaches try to control everything happening. Let the players play! Sure, some
adjustments need to be made and strategies developed. However, if coaches

23
 THE SOFTBALL COACHING BIBLE

have truly done their job at practice, their role during competition should be
to motivate, encourage, and guide. Then your players, your staff, the fans,
and the umpires have the opportunity to see you compete with class.

Image and Appearance

The old truism states, You never get a second chance to make a good first
impression. Think of how easy it is to judge people from one glance or one
conversation. Coaches who have class consistently are aware of their ap-
pearance. Their appearance is always neat and appropriate for the situa-
tion. They pay attention to detail. Therefore, if you want to compete with
class, first sell yourself through your appearance. Two things happen: one,
you feel better about yourself and, thus, more confident about your coach-
ing. Two, your team, the media, the fans, and the opponent immediately
offer you a level of respect as you set the tone with your appearance.
Whether we like it or not, image does matter. A coach who portrays an
image of confidence, grace, poise, and competitiveness earns many sup-
porters; a coach who portrays an image of arrogance, incivility, panic, and
rudeness does not. By exuding a positive, confident image, you have posi-
tioned yourself to succeed.
Body language plays a significant role in appearance. As a coach, exude
confidence and energy for your team. Your team can read you like a book
and feed off your emotions. When you are tight, they play tight. When you
are confident, they play confident. When you are relaxed, they become
relaxed. The challenge is to be intense without being tense. Coaches with
class do not slouch, throw their heads into their hands after an error, or
shake their heads with every pitch. Every now and then a smile is exactly
what a team needs. Remember, we do play a game. If something funny
happens during competition, go ahead and laugh! Competition should not
change who you are or how you act to an extreme.
Two well-respected coaches in women’s basketball are Nell Fortner, head
coach of the WNBA’s Indiana Fever, and Carolyn Peck, head coach of the
WNBA’s Orlando Miracle. (Both served as head coaches at Purdue in the
late ‘90s.) Ask anyone who knows anything about women’s basketball, and
they will tell you Coach Fortner and Coach Peck are two of the classiest
coaches in the business. They will also tell you they are the most driven
and competitive, and both hate to lose. Coach Fortner and Coach Peck are
consistently aware of their appearance, and they each work with their staff,
the media, and the officials with respect. They both understand how a posi-
tive image can develop a favorable rapport. Coach Fortner and Coach Peck
are composed, committed, honest, and embrace sportsmanship. In win-
ning at every level, they have represented themselves with style, poise,
and confidence.

24
 Competing With Class Carol Bruggeman

Do these two successful coaches know how to win? Yes. Do these two
successful coaches love to compete? Yes. Do these two coaches compete
with class? Absolutely. Not once have Coach Fortner or Coach Peck pub-
licly lost their love for the game or their staff and players; not once have
they belittled their opponents; not once have they lost sight of their core
values; and not once have they demanded anything but the best from their
players. They are living proof that you can compete with class and truly be
successful.
Katie Crabtree, one of our most talented players at Purdue, taught me a
rewarding lesson in image and the importance of presenting the image you
desire. It was May 1997 (the third year of conference play for our new pro-
gram), and our team was competing in the Big Ten tournament in Iowa
City, Iowa. Katie, a junior in high school, was being recruited by several Big
Ten schools and attended the tournament to see the teams in action. I had
never talked to her prior to that tournament. Despite two tough one-run
games, the Boilermakers ended on the short side of the score and lost both
contests. Although disappointed, our team played hard and I was proud of
their effort, attitude, and competitiveness.
In July of that same year, Katie committed to an official visit at Purdue
during my first phone conversation with her. I was thrilled at the thought
of her becoming a Boilermaker, but I had to ask her why she was so confi-
dent in making us one of her top five choices. She excitedly told me how
she had watched us at the Big Ten tournament and was impressed with our
hustle, attitude, and fight. She also had noticed and appreciated my coach-
ing style. After watching us for two games, which we lost, she knew she
wanted to play for Purdue. Amazing. That true story illustrates how impor-
tant image can be to you and your program.

Attitude
Attitude is a choice. One can choose to be positive or negative in any situ-
ation. As coaches, we continually ask our players to control the things they
can. Players cannot control the umpires, the weather, or the fans. There-
fore, we try to guide our players to focus on the things they can control.
Coaches should heed their own advice.
We all have a choice on how to act and react every day. Every choice has
a consequence. For example, if a coach composes an organized, detailed
practice plan (choice), then practice runs more smoothly and more is ac-
complished (consequence). If a coach wings it at practice (choice), then
practice is more likely to be chaotic, and no goals are achieved (conse-
quence). Choices made with a positive and productive attitude prepare a
coach to be ready to compete with class. When a coach has a negative atti-
tude, his or her mind is cluttered with negative thoughts that ultimately

25
 THE SOFTBALL COACHING BIBLE

affect coaching decisions. It is a challenge to remain in control of our

thoughts, attitudes, and actions, but the more we strive to achieve some
success in this area, the better the outcome. A positive attitude is conta-
gious and powerful.

Players
Competing with class means treating your players with respect on and off
the field. Long after eligibility is exhausted, players seldom remember ev-
ery pitch or at bat of every game of every season of every year. What they do
remember is how they were treated and how they developed and whether
or not their coach really cared about them. Take the time to let them know
you care!
A coach must assume many roles. Coaches must inspire, counsel, mo-
tivate, discipline, explain, and teach. Of all the things a coach must do,
communication is the most important. If a coach can effectively commu-
nicate with players, half the battle is won. Too often, we tell and direct
without explaining why. As the teacher’s creed states, “I hear and I for-
get, I see and I remember, I do and I understand.” It is important that
your players understand what is expected of them, both on and off the
field.
Coaches who compete with class accept the responsibility to their play-
ers of being a solid role model. Coaches can and do affect lives. Before we
demand effort, punctuality, commitment, and class from our players, we
must lead and motivate by example. Coaches are role models both at and
away from the softball diamond. Respect is earned when team needs are
placed in front of any individual needs. Win or lose, you should always be
there for your team. I would even suggest that coaches be more demanding
after a win than a loss. This approach challenges your team as you con-
tinue to push them when they are successful. After a loss, your team feels
bad enough as it is, and they typically need support rather than an earful of
reprimands.
Teaching and discipline can be done with class. The appearance and
attitude of your players and staff are direct reflections of you. A coach must
take responsibility for how a team looks on the field and in public. Every
aspect of a program starts at the top, and accountability must be accepted.
A coach should also be organized and knowledgeable.
Most coaches develop a set of rules, guidelines, or a code of conduct for
their teams. At Purdue, we have several items that we all must adhere to
and believe in to ensure a successful year. Instead of simply writing these
rules down or having the players sign a copy, we try different methods.
One year we wrote the rules on a white, spongy, 12-inch softball. Each
player wrote items on the ball as we discussed each one in detail. Words
like honesty, academics, respect, and loyalty all appeared on the ball, one

26
 Competing With Class Carol Bruggeman

by one. Each player signed it, then I passed around a blank ball for them all
to sign so that I could keep one in my office. Our theme for the year was
Take care of the ball. That theme applied to our action on the softball dia-
mond as well as off the diamond. Anytime we had a problem with a player,
we would take out the softball with our rules on it and discuss where the
breakdown occurred.
Another year, we spray painted a set of eight keys, representing our keys
to success, for each team member. Each key was a different color and had
its own unique meaning. For example, the blue key represented respect;
the yellow key, attitude; the red key, love. We all felt the importance of
having and showing respect for one’s teammates, the coaching staff, the
softball program, Purdue University, the media, fans, and self. If an athlete
was late to a training room appointment, all we had to do was take out the
blue key and begin the discussion about respecting other’s time. It was a
fun way to commit to our rules.

Staff
Coaches who compete with class remain loyal to their staffs and value their
input, abilities, and talents. Everyone on your staff must believe in your
philosophies. Your staff is an extension of you, so it is imperative that you
teach them the hows and whys of your program.
Surround yourself with staff members who have strengths different from
yours. Communication with your staff is vital to success, as open lines of
communication can keep your program flowing smoothly. Have regular staff
meetings to discuss the direction and status of your program and players.
Everyone must be on the same page. When conflicts emerge, remember
this: There is a time and a place for discussion, and in front of your team is
never an option. Your team should feel a sense of togetherness from your
staff at all times. Having a staff that competes with class can be an ex-
tremely powerful tool.
Get to know your staff members, both on and off the field. Do little
things for them that show how much their hard work is appreciated.
When is the last time you did something out of the ordinary for your
staff? The more they feel valued and appreciated, the harder they work
for you. Develop their individual skills and assist them in their profes-
sional endeavors.

Opponents
Do you ever look at your schedule, see a particular opponent, and cringe?
In general, there are two reasons for cringing. One, the opponent is very
competitive. The team is ranked in the top 10, works hard, and is loaded
with talent. You know it will be a tough game, and your players will have

27
 THE SOFTBALL COACHING BIBLE

to be at their best to compete. Two, you know the team is unsportsmanlike.

The team will be mouthy, dirty, or rude and it will not be fun to even play
the game.
Coaches who compete with class treat opponents with respect, realiz-
ing that the treatment of others far outweighs a win or loss. I have seen
coaches criticize the opposing team, yelling obscenities and derogatory
comments. Worse, some coaches allow or teach their players to have the
same behavior. Trying to rattle an opponent or win the game this way is a
waste of time. Disciplined teams are not fooled one bit, and you, as the
coach, have ultimately lost. You have lost respect, credibility, and prob-
ably the game. When coaches use those tactics to win, I question their
core values and whether or not they really belong in coaching as role
models.

Umpires
My father was a softball umpire, and I learned at an early age that not many
people appreciate or like umpires. Some fans attend games simply to see
how far they can push an umpire. Coaches who compete with class realize
that umpires are human beings, too. Various coaches whom I respect have
told me it helped them to remember that an umpire is someone’s dad or
mom, brother or sister. In addition, we would not be able to have a fair
game without umpires.
We all have witnessed coaches spend the entire competition badgering
the umpire. They try to intimidate or work the official. When a call goes
against them, they fly onto the field with a red face, veins bulging, scream-
ing one inch from the umpire’s face about their displeasure with the call.
Two things happen when yelling at an official: One, they tune you out just
as you would do with someone yelling at you. Two, you as a coach look
ridiculous and class goes right out the door.
We all believe in standing up for our players. It may be much more effec-
tive to hold a directed conversation with an umpire. Asking questions is
much more effective than questioning calls—for example, try asking, “Where
was that last pitch?” versus “How could you miss that call?” You may or
may not get that particular call, but you are certainly taken more seriously
and are listened to more closely on the next one. On the other hand, um-
pires may test a coach throughout a game with unnecessary comments. Be
the bigger person and walk away. At times, by saying nothing you can speak
volumes to your players.

28
 Umpires and Coaches
Kathy Strahm
Coaches cannot work with umpires. To work with implies that
Due to rights the two parties have a common goal. Umpires and coaches do
limitations, not. The umpire’s goal is to ensure that neither team gets an
this item has
unfair advantage over the other. The umpire is neither team’s
been removed
ally or enemy. Umpires judge their own success on whether
they were able to conduct a fair and impartial game in which
the teams’ skills determined the winner.
The coach’s goal, on the other hand, is to fight for every
possible advantage for her or his team and to direct the team’s
talents toward victory. Coaches cannot work with umpires to achieve these goals. Doing
so would mean one team would gain an unfair advantage over the other.
Although coaches cannot work with umpires, they can improve their communication
with them. Some techniques work and some do not. The key for coaches is to make
certain the lines of communication remain open. Once the communication line be-
tween the coach and the umpire is damaged or severed, the game is a long one for
everyone involved.

What Works
Take control of your players. If your pitcher is whining and begging in the circle, take
control and stop it before the umpire does. You can expect better communication with
the umpire when you assume responsibility for your players. Show the umpire that you
recognize your job and are willing to do it while letting the umpire do her or his job.
Teach your catchers how to respect the umpire. Holding the pitch is a blatant at-
tempt to show up the umpire and only mangles the possibility of your catcher doing
the very best job for your pitcher. Teach your catchers how to communicate with the
umpire without turning around, drawing lines in the dirt, or holding pitches.
Ask questions when you do not understand a ruling. If, for example, you want to
know why the call was obstruction and not interference, wait for a dead ball and ask the
umpire who made the call. Remember: There is a difference between asking a ques-
tion and voicing an opinion. If you sincerely want a question answered, ask it profes-
sionally, then give enough time for the umpire to answer it. If all you want to do is
express your displeasure with the call, then say what you want to say and leave.
Make a conscious effort not to let the fans know you disagree with the call. If you
have a serious problem with the balls and strikes that have been called, instead of
shouting and demonstrating your displeasure from the coaching box for all the world to
see, call for time. Pull out your lineup card, turn away from the spectators, and stand
next to the umpire as though discussing your lineup. From this position, you can tell the
umpire exactly what you think of those last calls and still keep the lines of communica-
tion open.

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 THE SOFTBALL COACHING BIBLE

What Doesn’t Work

Arguing every call that goes against you doesn’t work. Asking the umpire to go for help
on every judgment call does nothing but destroy your credibility and damage commu-
nication. Crying wolf works the same on the ball field as it does in Aesop’s fable.
Similarly, constant complaining that every pitcher and every pitch is illegal damages
your ability to communicate with the umpires on genuine pitching issues and on all
subsequent matters.
Throwing things never works. Whether it’s throwing equipment or temper tantrums,
throwing needs to be limited to balls on the diamond. Losing control of yourself or
allowing your players to lose control shows the umpire that attempts to communicate
with you may be a waste of effort.
Don’t try to intimidate the umpires, and don’t ever, under any circumstances, touch
them. Intimidation tactics sever the communication line, and physical contact with the
umpire sends the coach directly to the parking lot. Neither situation helps your team.
Instead of taking a confrontational in-your-face position, stand next to the umpire or at
a distance just outside the umpire’s personal space. Keep your hands down and never
threaten the umpire. The coach who resorts to threats can expect that the word will get
around. That coach will continue to have a difficult time communicating with fellow
umpires in a way that could have benefited the team.
Again, coaches cannot work with umpires, but they can work beside them. Coaches
have the job of leading their teams to victory, and umpires have the job of administer-
ing the game fairly and impartially. Bad communication between coaches and umpires
makes it difficult for coaches to obtain every possible advantage for their team. In turn,
effective communication between the two parties makes it easier for both to do their
jobs and achieve their respective goals.
Kathy Strahm has umpired every major fastpitch event in the world, including the Women’s College World Series, the
NCAA Division II and III National Championships, the Pan Am Games, the Women’s World Championships, and the
1996 Olympic Games. Formerly the ASA Umpire-in-Chief of Indianapolis, she is currently the umpire coordinator for
the Big Ten Conference and an NCAA Softball Umpire Advisor.

Parents
Ah, parents. Parents are here to stay. They can be your biggest support
group or your biggest nightmare. For some reason, everyone feels they can
coach and knows how to coach. Many of them have no problem telling you
this at any time, at any place, or in front of any one. Not many people tell a
plumber, or an accountant, or a stockbroker how to do his or her job. For
some reason, coaching is different.
Competing with class means addressing parents with class. I am fortu-
nate at Purdue to have a terrific, supportive group of parents. However, we
have all observed the overbearing dad or mom who sits (or hangs) right
behind the home plate fence and screams, grimaces, or cries with every
pitch his or her daughter throws. We have also seen parents yelling at coaches
from the stands with regard to coaching or decisions about playing time.

30
 Competing With Class Carol Bruggeman

Parents are serious about their daughter’s softball career. Before the sea-
son begins, let them know your coaching philosophies and goals for the
team. This information can be shared at a formal meeting or through a let-
ter. Remind parents you are available to discuss any issue but that there is
an appropriate time and place.
One idea I have found helpful over the years is to welcome conversa-
tions with parents at any time, except when it concerns playing time is-
sues. Before I discuss playing time, I invite the parents to attend practice
for one week. Now they have the opportunity to witness the same work
ethic, attitudes, and performance levels that the coaching staff sees every
day. It is only natural for parents to arrive on game day and want to see
their daughter play. However, we all know playing time is earned in prac-
tice.
Get parents involved in feeling a part of the team. Include them in pot-
luck dinners, promotional activities, and end of the year banquets. Giving
parents a clear understanding of what you believe in as a coach and where
you are going is important in preparing to compete with class.

Recruiting
This topic is near and dear to my heart. Recruiting is one of the most impor-
tant things we do. Whether you are a high school, travel ball, or collegiate
coach, we all do some form of recruiting. We do our best to find young
women who fit our programs. We are excited when they join us and disap-
pointed when they do not.
Class plays a huge role in recruiting. There is no place for cheating or for
negative recruiting. Concentrate your efforts on selling your program, not
bad-mouthing another. Unfortunately, negative recruiting happens more
than we would like to believe, but I have found that eventually negative
recruiting catches up with coaches.
Sometimes when an athlete tells a coach she is not going to his or her
school, the coach is rude and mean. This does not make anyone feel better
and nothing positive happens. Additionally, young players talk to each
other about recruiting. It hurts you to be derogatory to a prospect when at a
later time you are recruiting a teammate of that prospect, and she is seri-
ously considering your program.
It is equally important to be yourself when recruiting. Be careful not to
have a recruiting personality and a coaching personality. I have heard many
travel ball coaches tell their high school seniors that they will have two
coaches in college: the one who recruited them and the one who coaches
them. Coaches who are themselves, both in recruiting and on the field,
have more realistic relationships with their players. The players also are
not surprised by the coach’s behavior once at the school. Coaches who com-
pete with class believe in consistency.

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 THE SOFTBALL COACHING BIBLE

Final Thoughts
Coaching is an extremely volatile profession with personnel changes nearly
every year. One way to gain some stability is to surround yourself with
successful, quality people. Do this in both your coaching profession and in
life. Do not make time for anything negative in your coaching preparation.
You can control whom you listen to. Sport psychologists suggest that we
get exactly what we expect. Expect success. Set your standards high so that
you can achieve great things. Surround yourself with the people in your
life who can take you where you want to go.
Competing with class is important because of the life lessons involved.
Coaches affect lives. Make it your challenge to leave the field a better coach
every day. Also, challenge your players to leave the field as better players
and better people every day. Success can be measured in many ways. One
of those ways is through wins and losses; however, sometimes winning
and losing are out of our control. We do control our attitudes, actions, and
decisions. We are successful if we can compete with class and teach our
players valuable life lessons along the way.

32
 CHAPTER FOUR

Outhustling
Your Opponent
Teresa Wilson

Due to rights limitations,

this item has been removed
Photo courtesy of the University of Washington
 THE SOFTBALL COACHING BIBLE

When told that hustle and the University of Washington softball program
are synonymous, I was honored, yet my first reaction was “Is there any
other way?” We all know that games are often won or lost because of hustle,
either directly or indirectly. I tend to look at hustle as the norm. I often
notice the teams that don’t hustle and wonder why.
Hustle is a pretty obvious trait. Run out the ground balls and the pop
flies. Dive and slide on anything close. Sprint on and off the field. Go hard
all the time, whether practice or a game, even when it looks like it won’t
matter and even when no one else is watching. These are the obvious, out-
ward signs of hustle, what we perceive as the basic definition. But when
you look deeper, you find that hustle isn’t something you turn on and off
like a faucet. It’s an attitude, philosophy, personality, and approach that
become the foundation for everything you do. If you understand the foun-
dation, then the reason for hustle as a by-product also becomes obvious.
But with this knowledge comes responsibility. It’s not enough to simply
give your team the command to hustle. You must provide the foundation,
set the table, and lead patiently until your team accepts ownership and
adopts the philosophy as their own.
Hustle is born of a team made up of mentally tough players with one
mind and one mission who are motivated to succeed. The challenge for the
coach is to get the team to that stage.

Motivation
I think of motivation as the fuel in the gas tank. Without it, you aren’t going
far. Of course, there are different types and qualities of fuel. As a college
coach, I am very fortunate. The athletes I coach most likely would never
have reached this level without being highly motivated. Motivation has
two sources—internal and external.

Internal Motivation
Internal motivation can be identified, almost exclusively, as a product of
an individual’s personality. Internal motivation can be affected or enhanced
by knowledge, environment, circumstances, maturity, or forms of external
motivation, but my first indication of an athlete’s level of internal motiva-
tion is based directly on identification of certain personality traits.
Although athletes possess different personality traits, certain personal-
ity traits are more common in elite athletes. The most coachable athletes
tend to be open-minded, eager to learn, curious, hard working, and in pos-
session of a high level of respect for themselves, others, and the game they
play. They typically set high standards for themselves and have a deep
sense of pride and a high level of perseverance. They also can remain ob-
jective. They differentiate between the person off the field and the athlete
on the field. The person off the field has emotions associated with that

34
 Outhustling Your Opponent Teresa Wilson

individual’s personality; the athlete on the field has one mission—to win.
The most coachable athletes welcome feedback, love to be challenged, and
possess a passion for the game that motivates them to become students of
the game at a high level.
Internal motivation is the drive that separates the good athlete from the
great athlete. It provides the athlete with the discipline (the term I most often
associate with internal motivation) to train hard and the desire to maintain
her high standards while playing the game year after year. Internal motiva-
tion, most often, is the key to longevity and the avoidance of burnout.
To inspire internal motivation, I have found the most effective tool to be
the sense of accomplishment, discipline, and pride followed by the reward
of responsibility and ownership. If you can convince the young mind that
the sense of achievement she feels when she knows deep inside that she
has given her best and has done the task the right way, you have effectively
instilled ownership. This ultimately is the most powerful sense of internal
motivation.
We talk to our team at length about the difference between a good athlete
and a great athlete. Great athletes find a way to get the job done right when
they least feel like being there. Only the student athlete knows if she has
given everything she has. Others can guess but never know for sure. Own-
ership is the lesson you want them to exercise once they enter the real
world. It will serve them well for the rest of their lives.

External Motivation
External motivation is any form of motivation that comes from outside the
body, such as games on TV, highlight reels, or other videotapes. Some play-
ers are motivated by another athlete and the admiration for her skill level
or the desire to be more like her. External motivation could also be in the
form of a reward for an excellent performance, and discipline often moti-
vates a driven athlete, as does both success and failure, each motivating
her to try again. Quotes, speakers, books, teammates, discussions—all of
these forms as well have their place during the course of the year to pro-
vide any additional external motivation.
Over the years, I have found yelling and screaming to be the least effec-
tive form of motivation. Today’s athletes simply don’t respond to that type
of motivation. Certain actions may merit a firm discussion, with the moti-
vation being to avoid those types of discussions in the future, but that is the
exception and not the rule. Use yelling and screaming too much, and the
only thing coaches accomplish is getting tuned out. With today’s athletes,
we must find a different way.
The most effective form of external motivation is, without a doubt, posi-
tive reinforcement. The word of praise or the pat on the back for the men-
tal, physical, emotional, or skill-related task still elicits the most immedi-
ate and satisfying form of external motivation.

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 THE SOFTBALL COACHING BIBLE

Learning
Motivation and learning go hand in hand. Our learning process involves
exploring and ultimately becoming comfortable with new methods and lev-
els of problem solving. Many people are negatively affected by the pressure
of time lines and the task of finding a solution because they think there is
only one way to solve a problem and only one correct answer. A student of
the game must accept the fact that often there is not a single way, a single
answer, or even a correct answer to solve a problem within a time line.
When players become more familiar with problem solving at a higher
level and learn to apply different methods to different situations with dif-
ferent time lines, they open up a whole new dimension of doing things.
During this process, we eliminate failure as we know it from the equation.
Failure simply becomes part of the process and is perceived as a challenge
and not an outcome.
The process becomes a lesson in perspective. Many times, players feel
like giving up, but through life—and softball—they learn to persevere.
Through success, failure, hardship, motivation, and challenge, we learn to
become better athletes, then ultimately, better people.
Successful people do not set easy goals; they set goals that challenge
themselves. We challenge our team daily throughout the year to push them-
selves, set high goals, be willing to risk failure—then we can put ourselves
in a position to succeed. Improvement is a process. Through failure, evalu-
ation, adjustment, and repetition, we eventually reach levels of success we
would initially not have thought attainable.
We must first reach and affect the individual, then the group. How does
this concept evolve to affect the many, instead of just the one?

Team Chemistry and Cohesion

Each and every member of your team must establish her own learning curve,
and each will inevitably struggle to gain confidence and motivation through-
out the learning process. The team becomes stronger as the players grow as
individuals. Team cohesion and team chemistry are two of the major fac-
tors in determining whether a team is successful. Many times people con-
sider cohesion and chemistry to be the same thing. I believe they are re-
lated, yet quite different.
Team chemistry as a product of the team that has set a mission statement
for themselves and the team. They don’t have to be the closest team off the
field, but once they walk into that locker room or step across that white
line, their mission is singular. They function as one unit with one heartbeat
and one mindset. The respect and unity they have for each other as team-
mates and athletes serve as the driving factor during their quest to achieve
their mission.

36
 Outhustling Your Opponent Teresa Wilson

In the physical sense, team chemistry is timing. In softball, the team that
has chemistry is the team that seems to be in sync, whether they are on
offense—stealing bases, situational hitting—or defense—fielding a base hit,
a bunt, a ground ball, or turning a double play. Softball is all about timing.
To spectators, it seems as if a player’s movements are seamless: She doesn’t
have to look up to see the individual she is throwing to nor does she have
to see the outcome of the throw. She just knows. Players are fluid in their
movements, timing, and communication. They function as one unit. This
is a beautiful sight to behold and the result of months of hard work and
commitment.
Cohesion is the bond that makes a team stick together. It is an achieve-
ment, indeed, to bring together 20 people from every walk of life, every
background, and every part of the country, and develop this cohesion that
enables them to function with complete chemistry as one.
Cohesion begins with the recruiting process and involves identifying what
your team needs to achieve a balance of personality types. We strive for a
mix of personality types. A good, lively mix is a combination of natural
leaders, vocal leaders, leaders by example, feisty players, calm players, good
mom/sister figures, listeners, regulators, motivators, stabilizers, and even
one or two instigators. They complement and play off each other. They
begin to become a family. Families take care of each other and they take
care of business.
This sense of family has probably been the biggest non-skill-related fac-
tor leading to our success. Our players know that they may never again
work so hard with one group of people to achieve a common goal. In the
best scenario, the team develops a unity that bonds them on and off the
field. Examples of how our teams develop unity: We do ropes courses; we
do sports psychology sessions, where we identify each player’s personality
type and preferred method of feedback and source of motivation; we host
guest speakers; and we participate in other team-building progressions and
identification drills throughout the year.
As the cohesion, the mission, and the ownership develop, the chemistry
becomes more apparent. Players feed off each other, and the program’s phi-
losophy comes full circle. Once the chemistry develops, the actions and
reactions become automatic.

Discipline
Over the years, discipline has been the benchmark of our program. Disci-
pline provides the foundation on which our program develops, but it is
even more encompassing than that. Discipline is a trait that transcends
athletics. Discipline is the one characteristic necessary to achieve success
in all aspects of life. We strive to achieve success as students in the class-
room and athletes on the field, as teammates, friends, and family members,

37
 THE SOFTBALL COACHING BIBLE

and as people who will make a significant contribution to society. Our phi-
losophy suggests that you cannot have discipline in only one of these areas
and still be complete.
Discipline and pride provide the internal motivation to do things right
all the time, even the little things. Doing things correctly all the time leads
to success in achieving muscle memory in skill-related tasks. This is a must
for the efficient development of every player.
A motivated team provides most of its own discipline. Anything else
would be a loss of focus and would lead to a path away from the mission.
At this point, the coaching staff provides only information, support, and
guidance. During our program’s inception, the guidance and most of the
discipline had to be provided by the staff. As the program developed, the
team adopted the philosophy and accepted ownership. Now they take care
of everything except rare cases of discipline. The team’s desire to accept
ownership of the program is a true sign of maturity.

Mental Toughness
Mental toughness takes on many definitions in different situations. For
me, mental toughness, ultimately, is the ability to stick with the plan in the
face of adversity. A team develops into one mind. With that one mind comes
consistency. With consistency comes confidence, which leads to success.
As the team accepts the philosophy, goals, and standards of the program
and as they develop pride, discipline, responsibility, and ownership, men-
tal toughness develops as well. Believe in the process—that’s the central
theme to develop mental toughness in players. When the going gets tough,
go back to the fundamentals. The solid foundation is our source of strength.
Like muscle memory in a skill-related task, consistent repetition and rein-
forcement during preseason and all of the regular season lead to confidence
in the process. If you don’t develop the philosophy in practice, don’t ex-
pect it to show up come game time.
The challenges to mental toughness are pressure, failure, the feeling of
being overwhelmed, unfamiliar territory, and distraction. Mental tough-
ness develops when we learn to work through these challenges. Softball is
a game of failure; learn to deal with it. Have you ever heard of a major
league baseball player who never experienced a slump? The more positive
the attitude, the more stable and consistent the plan, the more calculated
the approach, the quicker the solution.
The more a player actually practices problem solving and achieves suc-
cess, the more mentally tough she becomes. Even seeing teammates suc-
ceed provides positive reinforcement, creating a feeling of being in control
and having a plan.
Players who possess metal toughness don’t allow themselves to become
upset by an umpire’s call. By looking at them you wouldn’t know if they

38
 Outhustling Your Opponent Teresa Wilson

were hitless or 4-4 on the day. Their leadership qualities don’t change based
on their success on the field. They maintain focus and stability. They con-
sistently maintain composure in difficult situations. They deal with adver-
sity. When panic and chaos develop, they are the ones who stick with the
game plan. It takes time, patience, discipline, and belief to achieve mental
toughness.

Final Thoughts
At the end of the year, players look back and reflect. For the freshmen, their
careers are now one-quarter complete. A few short months ago they were
wide-eyed sponges soaking up all the information they could hold, but
they lacked experience. Now, they have an entire season under their belts
and suddenly feel very wise. The sophomores have completed half of their
college education. They will soon go from the second year players trying to
apply all they learned as freshmen to the upper classmen who are respon-
sible for helping educate the newcomers. The juniors, who felt like they
had plenty of time to reach their goals, now stand at the threshold of their
final season. Soon, they will realize the sense of urgency felt by seniors for
generations before them. The seniors wonder Where did the time go? How
can it be over? As coaches, we ask ourselves How did they end their ca-
reers? and What marks did they leave for future generations?
When you work to put yourself in a position to succeed, success tends to
find you. We talk to freshmen about what kind of athletes, students, and
people they want to become during their college careers. We talk about
how success is synonymous with giving it their all and doing their very
best each day. We explain that the very best you can do in life is to put
yourself in the best possible position to succeed in everything you do.
We also ask them to look ahead four years. How do they want others to
describe their careers? How do they want to be remembered? And, most of
all, when they walk off the field for the last time, will they be able to look
back on their careers and say, “I have no regrets”?
The lessons learned during their time at Washington—motivation, disci-
pline, ownership, responsibility, and mental toughness—echo throughout
the rest of their lives. Hustle is the easy part.

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 CHAPTER FIVE

Coaching With
Integrity
Marge Willadsen

Due to rights limitations,

this item has been removed
Photo courtesy of Buena Vista University
 THE SOFTBALL COACHING BIBLE

What could be more important in the coaching

field today than coaching with integrity? Teach-

e n o v ictory ing players how to hit, field, and run are im-
an b portant, but teaching our players how to play
There c t integrity. and compete with integrity is even more criti-
withou cal as we prepare them for life after their play-
ing days end. Our society needs a sport that is will-
ing to model what is good, what is valuable, and what is important
about being involved in sport. I challenge us as coaches to accept the re-
sponsibility of making softball the model that others want to emulate.
The organization Citizenship Through Sports Alliance (CTSA) promotes
values of citizenship that are realized through sportsmanship and ethical
play in athletics. Their concern regarding the current sports culture is re-
flected in the following statement taken from a CTSA brochure: “Alliance
members have noted a worrisome decline in sportsmanship and ethical
conduct in athletics, a deterioration that permeates sports competition from
the youth leagues to the professional leagues. The breakdown in sports-
manship extends beyond the courts and fields.”
According to Webster’s New World Dictionary, integrity is “the quality or
state of being of sound moral principle; uprightness, honesty, and sincer-
ity.” Translated into coaching terms, integrity means doing what is morally
right. Jim Webb, head coach at Lake City Community College, believes that
“integrity is loving the game so much that playing right is more important
than winning games, and teaching that to young folks.” Susan Craig, head
coach at the University of New Mexico, offers another point of view: “There
is the letter of the law and there is the intent of the law. The questions that
must be addressed are: Is it right? Is it fair? Is it honest? We are not selling
used cars. The lives of the athletes we deal with are greatly impacted by
our actions and our words. The end does not justify the means. Winning
that compromises the lives of those who trust us is always tainted.”
Coaching with integrity is conceivably more important than any other
area when educating coaches. It may also be the most neglected area. Coach-
ing theory courses typically focus on skills and strategies, while topics
such as integrity and ethics receive minimal discussion if any at all. Be-
cause coaches have such a profound impact and influence on the lives
and dreams of young athletes, it is imperative that coaches conduct them-
selves with impeccable integrity. Integrity, however, is often compromised.
The pressure to win, to be the best, and to gain the competitive edge has
replaced the more important moral and ethical goals once thought sacred
in sport.

To gather material on the topic of integrity, I developed a Coaching With Integrity questionnaire and sent
it to a small number of colleagues who coach at the high school, junior college, and NCAA Division I, II,
and III levels of play. The responses to this questionnaire provided me with many of the statements and
insights in this chapter.

42
 Coaching With Integrity Marge Willadsen

Pressures, Temptations, and Compromises

The ultimate goal in the sports world is to win. Winning an Olympic gold
medal or an NCAA championship is the dream of both coaches and ath-
letes. Wanting to win and striving to win are worthy goals that serve to
motivate coaches, but when the pressure and insatiable desire to win over-
shadow all else, coaches may compromise integrity. When this happens,
the game and those who play it are also compromised.
Where does pressure come from, and how does it influence our deci-
sions? Coaches receive pressure from a variety of internal and external
sources. The greatest pressure is often self-imposed, as the majority of
coaches are competitive in nature. For some, winning may become an ob-
session, and losing a game implies failure. Those who are unable to recover
from defeat or a losing season may look for shortcuts to success. These
shortcuts can lead to unethical or unfair practices by coaches who fall vic-
tim to the temptations.
A high school coach who had been coaching for 27 years gave an excel-
lent example of a recent situation in which he was tempted to compromise
his integrity. He had promised his number-two
pitcher that she would pitch in rotation, alter-
nating with the number-one pitcher. The rota-
tion worked out so that the number-two pitcher Our gre
was scheduled to pitch in the final regional atest co
game. Winning this game meant a trip to the i s in teach ntribution
people ing you
state tournament. The coach knew that his
t ng
he valu
number-one pitcher had a better chance of compet es of
winning. He ultimately made the difficult ition: to
c om mitmen make a
but ethical decision to go with number two. t, to w
hard, to
This particular coach indicated that, earlier strive fo ork
lence, t re
o sacrif xcel-
in his career, he might not have made that
same decision. Being a person of your word make th ice to
develops trust and respect from players. e team
be the b be
(Note: The team did win the game.) est you tter, to
a perso ca
As softball programs have gained in n and a n be as
popularity and prestige, the aspiration to n athlet
field national contenders has intensified. Susan
Craig
e.
To accommodate the growing number of
fans and spectators, many new stadiums have
been constructed. These factors have created additional pres-
sure and placed unrealistic expectations on the coaches. In a recent con-
versation, Jay Miller, head coach at the University of Missouri, indicated
that today’s coaches are receiving more pressure to produce winning pro-
grams, and those who don’t produce find themselves looking for employ-
ment.

43
 THE SOFTBALL COACHING BIBLE

Recruiting the most talented players is paramount in the mind of every

college coach who wants to develop a successful program. There is over-
whelming pressure to land these top recruits, which has intensified the
recruiting battles now being waged among coaches.
Head coach Gina Loudenburg, Wheaton College, indicated that she is
tempted to compromise her integrity when she wants to recruit a great player
against another coach when an intense rivalry exists, or against other coaches
who have done things that aren’t right. Sharon
Panske, head coach at the University of Wiscon-
sin-Oshkosh, feels tempted when her opponent
e r wha t has no integrity and no matter what she does,
rem e m b she can’t win.
Always nt and never Incredible time demands are made on
rta
is impo f your coach- coaches as they feel the necessity to attend
ht o
lose sig ophy. Respect all of the major recruiting camps and tourna-
lo s ments held throughout the summer. The
ing phi , the officials, coach who does not attend runs the risk of
e
the gam ne involved. losing the star recruit to the opposition. I
d e v e ryo suspect that many NCAA recruiting viola-
an n P anske
Sha r o tions occur during these periods of compe-
tition.
Coaches who lack the courage and conviction to withstand
pressure and temptation may be more apt to compromise integrity. Let us
now examine the most troublesome areas that plague the integrity of coaches.

Areas of Concern
It is probably not too surprising that recruiting is the area of most concern,
especially negative recruiting. The all-too-common practice of negative re-
cruiting may be one of the gravest issues facing our profession. It is diffi-
cult to prove or prevent and as a consequence may have damaging implica-
tions for a program.
Negative recruiting is the practice of communicating negative or false
statements about another coach’s program, team, institution, or personnel
to a potential recruit, her parents, or a coaching colleague. For example, a
coach from one institution may falsely claim that an opposing conference
school has been known to lie to recruits about playing time or that the
opposing institution has a poor academic reputation.
Opposing coaches may be unaware of these tactics or feel powerless to
counteract them. We must find ways to prevent or punish coaches who
practice negative recruiting tactics. Even though confronting colleagues may
be difficult, Dianne Baker, head coach at Texas Women’s University, be-
lieves that coaches should go directly to the source of the allegations and
talk honestly about their concerns. Most problems can be handled with

44
 Another Random Document on
Scribd Without Any Related Topics
effort, you will leave behind no mark, any more than you do when
you put your finger in a pail of water and pull it out again.
2. The puttee is to make us tight and strong and ready to
march; but the belt is also to hang things on.
That is the worst of life—we have to carry a lot of burdens.
Some of them, of course, we make for ourselves. We often tie things
on to us by silly acts and sins. The best thing to do with them is not
to have any, or get rid of them as soon as possible.
But there are real burdens that God sends. They are His gifts to
us, and we need a place to carry them—duties and tasks and home
calls and troubles and sorrows. Oh, there are a lot of things to do,
and if you have no belt, where in the world are you going to hang
them all?

3. Now the Bible says a splendid girdle is "Truth."

A true girl and boy is well-knit, straight up and down, like a

perpendicular line. You know where to find them. They will always
win out. They have no sloppy one-sidedness that will tip them over.
And they can carry a lot of things on their belt.
A false boy and girl double up when a burden is put on them.
They are too weak to bear up. But a true one stands so nobly, and
whatever you lay on them, you know they will carry safely.
And what is Truth?
It means being real, whole, not broken up, not a fraction, but a
whole number. It means ringing true, like a bell without a crack.
In early times, they used sometimes to make images, and when
they got cracked and old, they would patch them up with wax and
putty and then paint them over till they looked lovely; and sold them
for real things. By-and-by the weather and time wore off the paint
and dug out the wax, and then they stood in their shameful cracky
look, and people said, do not be waxy, but genuine right through.
The word "sincere" is from two Latin words, sine—without, and
cera—wax.
The true girl and boy is unwaxed. There is no paint covering up
nasty cracks. They ring true.
I went into a store once in Toronto and had an awful
experience. I bought some article and sent in an American cart-
wheel. That, you know, is a silver dollar. It shot up the wind tubes to
the office, and in a jiffy it was shot back down again, with an acid
stain on it.
It was a false piece! What do you think of that? I was so
confused, for I feared they might think I was trying to pass bad
money. And me a minister too!
When it struck the testing table, it did not ring right, and the
acid soon told the story, and I got the old fraud back again.
Any life like that has not got on the girdle of truth. It is like a
glittering object on the ground that looks like a diamond, but proves
to be glass. It is like a piece of timber that looks all right and is put
in the ship, but it had a worm inside, and became rotten, and the
ship sank.
Gird yourselves up, girls and boys. Fasten up your life, strong
and firm, and be true, and you will have a great help in being a good
soldier of Jesus Christ.
 XXVIII
THE SOLDIER'S OUTFIT—THE KIT BAG

When you go on a journey you carry a suitcase, or you take a trunk,

in which you place your belongings that you will need while away
from home.
When the soldier goes off to the war he has a bag in which he
puts some of the things he cannot do without—things that are
absolutely necessary.
First. It is wonderful when you come down to bed rock, how few
things we need, after all. Most of us are overburdened.
There is hardly a girl or boy that has not a whole lot of unused
baggage lying around—old toys and books, old ribbons and hats.
They fill the bureau drawer and lie around the room and take up
space in cupboards until your mother simply gives them away or
burns them up.
When I left Vancouver to come to Toronto, I had a bonfire in my
back yard for a lot of stuff that I used to think I had to save up.
Houses are like that, too. I roomed once in a very beautiful
home, but the drawing-room was so full of furniture that you could
not turn around without getting a bump somewhere.
There are a lot of things in our homes and a lot of material in
our lives, and a lot of stuff in our minds that is just like piles of old
lumber in the fence corner, doing no good; or like a lot of old clothes
in a cupboard, only gathering moths.
The soldier knows that, and he just carries around what he can
use, and the kit bag is where he keeps them. It is a very fine thing
to be able to carry useful things around with us.
 A useless girl or boy is usually in the road.
What is the good of a lot of clothes if you can't wear them?
I saw a man on the vessel on which I once sailed to Australia
who had seventeen suits of clothes, and their chief use was in
keeping busy his cabin boy, who brushed them.
And what's the use of a lot of information in your mind if you
can't use it?
I do not know which is the worse, having too many things or
having nothing useful.
I have read of a beehive in California, away out on the face of a
cliff. It is stored full, but all day long hundreds of bees swarm around
the cave; and while men have put on leather suits, very little has
ever been secured from that nest of useless sweetness.
But second: The kit bag has in it not merely things the soldier
has to daily use—socks to keep his feet warm and dry; brushes to
keep the snarl out of his hair; razors to keep his face smooth; soap
to keep him clean—but he also stores away in it precious things, and
they are useful too: Letters from home—what would he do without
their messages of love?
They say the saddest sight in a camp was the disappointed face
of a boy when the mail came and there was nothing for him.
If you are a young person, away from home and forget the old
folks, that's the way your mother looks when you neglect to write.

"The tender words unspoken,

The letters never sent,
The long-forgotten messages,
The wealth of love unspent.
 For these some hearts are breaking,
For these some loved ones wait;
So show them that you care for them,
Before it is too late."

There are books and photographs of those beloved, looked at first

thing in the morning and last at night; and when the kit and all
belongings are left in store when the battle is on, those precious
photos are taken out and hidden next the heart, under the tunic.
There, too, is the Testament, placed by loving hands when the
outfit was packed—perhaps the mother gave her own to her boy
when he left; and there is a smudge mark yet on the cover, where a
tear dropped, that she tried very hard not to let fall, but could not
help it.
Many a boy valued that Testament, and after some of them
were found, there lay in the pocket, with the pages glued together
by the blood, and sometimes torn with a bullet mark, the gift of
pious love.
Oh, how grand it is to have a life filled with precious values—the
values that make us richer, and help to adorn us and cheer us and
brighten us.
A little child on the seashore saw a bright spangle. Picking it up,
she found it was attached to a gold thread, and drawing the thread,
she found other spangles, which she wound round her neck and
body, covering it with brightness. And as we go through life, it is
very lovely to pick up the precious sparkling things filled with love
value, and wind them around our hearts.
 Dear girls and boys, have you anything of value in your lives—of
a real worth while—real costly things?
Marbles and toys and air balloons, and wrist watches and spats
and gorgeous neckties are all right; but you will need more if you
are going to amount to anything, and I suggest you store up your kit
bag with precious things of noble thoughts and full minds and sweet
memories and useful deeds, for it is not what you have or how much
you weigh that counts, but what you are and what you can do.
Did you ever hear people discussing somebody, and did you
overhear some one say, "Oh, there's nothing in him." There may be
feet in his boots, and arms in his coat sleeves and legs in his pants,
and a head in his hat, but his real self is empty—"To Let" is seen
written over his face.

Be something in this toiling age

Of busy hands and feet.
A light upon some darkened page,
A shelter from the heat.
Be found upon the workmen's roll,
Go sow or plant or plough.
Bend to the task with willing soul.
Be something, somewhere, now.

Third: Each soldier has to have a kit bag, and he puts his name on it
in white paint, so that everybody knows it is his.
You and I have to carry our belongings with us too, good or
bad, and nobody can steal them, as sometimes happened with the
boys' kit bags. Ours always go along with us.
It seems so foolish not to gather good belongings that you
won't want to bury or throw away. Life is a queer sort of thing, and
the strange thing is that while you carry your belongings with you,
you are also sending them on ahead of you, and they build your
future home.
A woman once dreamed that she died and went up to heaven.
Angel guides took her through the lovely city and showed her its
wonderful streets and homes.
One was a magnificent palace with a beautiful situation, and
great towers and windows. She asked who it was for and was
surprised to hear it was for her footman who did the dirty work
around the stable and house.
In another street was a little bungalow—beautiful too, for
everything was fair and lovely, but still very small and humble. She
asked who that was for, and was told it was to be her future home.
In disgust she said, "What! Do you know who I am, and how much
wealth I have? You give my ignorant footman a great palace, and
me this little bit of a place!" And the angel quietly said, "Well,
madam, we are doing our best with what's sent up."
So you see your kit bag possessions are with you now, but the
real possessions of your life, your thoughts and words and deeds are
helping to form the home you will some day live in forever.
I think it would be a good idea to see that we have only the
best, and send on only those things that will help build a beautiful
home of the soul.
Oliver Wendell Holmes, a great American writer, once wrote
these words:
 "Build thee more stately mansions, O my soul,
As the swift seasons roll;
Leave thy low vaulted past;
Let each new temple nobler than the last
Shut thee from heaven with a dome more vast
Till thou at length art free,
Leaving thine outgrown shell by life's unresting sea."

XXIX
THE SOLDIER'S OUTFIT—THE UNIFORM

The uniform helps to change a variegated mass of men into an

army. A regiment would not look anything like what it does were it
not for the uniform.
It is the kilts that not only have a history but that give the
Highlanders their glorious influence. The Scotchman thinks the kilties
are the only soldiers, and one can respect his enthusiasm, for great
deeds have been done by the troops from the land of the heather.
The uniform puts the finishing touch on a soldier.
I have seen the boys take the oath, but it was after they visited
the storehouse and came out in the glory of the khaki, with their
swagger stick, that you saw written all over them, "I'm a soldier of
the king."
That uniform is the badge of service. Every one who wears it is
a marked man. His uniform proclaims him. He does not need a tag.
 A girl was once converted at some church meetings, and she
went up to an old member and with shining face, said, "Oh, Mr.
Blank, I am a Christian, and I wish you were one too." The old man
flushed and said, "My dear little girl, I have been a Christian for forty
years." "Oh, I'm sorry," she said, "I'm sorry I spoke. I never knew."
He was a Christian but nobody knew. He lacked the marks.
But a soldier, once he dons the uniform, is at once known.
More than that, a uniform is like a flag. It represents the
empire. Each nation has its own flag and its own uniform, and
wherever its soldiers go, they carry, so to speak, their country with
them.
If they are bad, they dishonour their flag and bring disgrace on
their colours and the uniform.
One of the greatest motives behind the men in the war was "the
honour of the company or the regiment or the battalion or the
brigade."
One company lost a trench and were heartsick with depression,
and when the time came, half dead with weariness and hunger and
thirst, they retook it and were happy because they had saved the
honour of the company. The uniform means that.
A bad man or a coward not only hurts himself, but he brings
disgrace on the company. Every deed of evil or cowardice comes
back on the flag and the country to which the man belongs who
wears its uniform.
The uniform speaks to the soldier of duty—it makes duty easier.
In New York the street sweepers were clad in a white uniform and
they say every man felt a little bigger and better and more anxious
to do better work because of the uniform.
 A boy in the Trail Rangers or the Boy Scouts can't help feeling
the influence of his uniform.
A mother told me about her daughter, a Girl Guide, doing
something wrong in school one day when she had on the uniform.
The mother said, "Oh, daughter, you did not do it with the uniform
on, did you?" And it nearly broke the child's heart.
You can't do things in uniform you might do in plain clothes. It
makes you a member of a league of honour, in spite of yourself. It
bucks a fellow up and sort of puts him on his honour. It says, "Here,
you are not your own now. You belong as you never did before to
your country, and your country is counting on you." A chap can
hardly go back on that!
The uniform proclaims loyalty too.
To don the khaki meant that the boy heard the call. The S.O.S.
sounded his country's need, and up he sprang because he was a
loyal subject. Of course, some loyal subjects could not and did not
have to join the army. But every one who could did, unless he was a
shirker and a slacker.
Loyalty means doing your duty. It means ready to do your bit
whether at home or on the firing-line. It does not matter which, if it
is your bit.
More than that, the uniform puts responsibility on the wearer.
You know how big even a boy can feel when he joins the Boys'
Brigade or the Boy Scouts and gets a uniform on. It makes him feel
inches taller, and his chest gets thicker, which is perfectly right. He
will do things in uniform and under the spell of what it all means
that before he would hardly dare believe to be possible.
 The uniform is full of history, just as the flag is, and somehow
when it is donned, all the great history presses on the wearer and
makes a bigger man of him, if he has anything in him, and makes
him able for big things.

"Britain be proud of such a son!—

Deathless the fame which he has won.
Only a boy—but such a one;
Standing forever by his gun;
There was his duty to be done—
And he did it."

If your dad had a boy or if you had a brother who heard the world's
call, and signed up and was measured and had his muscles and
heart and lungs and eyes all tested, and then in one big moment,
while his dad's throat was choking, stood up erect before the officer
and swore in for service; and if later that boy or brother came up
home all shining in buttons, with his boots black and his puttees
neat and strong, and his belt tightening up his loins—you know just
how a new passion of loyalty would surge through you.
If you were a girl you would be sorry, and decide to try to go as
a nurse, or perhaps drive a car; if you were a young boy, you would
hit your toy drum harder and step out more briskly and tell all the
other boys you thought you could get the job of a drummer.
Oh, the uniform does help to deepen our sense of loyalty.
Now, girls and boys, I am telling you all this for a purpose. You
know there is another army all over the world called the Salvation
Army, made up of people who wear uniforms and play bands and go
to war against the worst of all enemies, the one called Sin. And they
do a wonderful lot of good in the world and deserve our respect and
support. They have won by their loyalty even homage from kings.
But did you know your father and mother, who are members of
the church, belong to an army too, and wear a uniform too? It is the
great army of Jesus Christ, those who have sworn to be His servants
and to do His work, and the uniform is just their Christian life.
I know some church members do not look or act any different
from those who are not. But the real member tries to and when he
joins he puts on the uniform of a Christlike life which works for
Christlike ends.
When the Christians first began to live it all out, the world used
to say, "See how these Christians love one another." Their Christian
membership was like a badge. Everybody knew where they
belonged.
I want to ask you to join up there and put on the uniform of
church membership. I will tell you why.
It helps to make you a better Christian. It is taking your stand
on His side, and you can't do that, if you mean it, without being
made deeper and stronger.
I do not think any one can be as good outside the church as in
it, and I am sure we should be better inside than out of it. Those
who are good without going to church are good because the church
has made it possible. Just as all who were not in the army were safe
because the great army and navy were protecting them. But it is not
fair to borrow other people's money to live on. You should have your
own. And it is not fair to get the good the church brings us without
coming in and helping her. It is not fair to give no return for service
received.
So I ask you to join God's church because it helps you, and it
helps the church and it tells everybody where you stand.
Then it expresses your loyalty. Jesus gives us His church and if
everybody refused to come in, it would die, and His work would
perish.
Announce your loyalty now! Fight the fight now!

"He is counting on you!

On a love that will share
In His burden of prayer,
For the souls He has bought
With His life blood and sought,
Through His sorrow and pain
To win 'home' yet again.
He is counting on you;
If you fail Him—what then?"

It is very hard to be a citizen-at-large, that is, a citizen of the world.

You have to be a citizen of some country.
A great Scotch poet said:

"Breathes there a man with soul so dead

Who never to himself hath said,
This is my own, my native land."
To love the world you have to know how to love your own part of it.
And so in order to tell the world of our loyalty to Christ, we need
to fasten down to the church that stands for Christ.
To have a sort of general love for God without helping to spread
His cause will soon result in the loss of your love for God.
Take away the church for ten years, and you would not want to
live in your town after.
And then it is a fine thing to put the church uniform on as early
as possible. It is not fair to live your life for yourself and your own
pleasures until you get too old for them, and then bring what is left
and offer it to God.
In the Old Testament days it was the unblemished lamb that
was asked for; and, dear girls and boys, God wants you now, in the
days of your youth. The church needs your fresh, bright young lives.
The future so big with promise needs strength and vigour, and you
have it. Therefore, do not stand off, but line up soon, and then you
will have a long life of service, and not a poor little meagre piece at
the end.
The sooner you become an out-and-out worker for Jesus, the
more you will be able to help Him. There is no life sadder than to
have to go out at the end with no record of service.
A young man, dying, had given himself to God but seemed sad
and troubled, and they asked him what was the matter, had he lost
his trust? "Oh, no," he said, "not that, but I have to go and meet
Jesus with empty hands!"
And some one wrote a hymn which says:

"Must I go and empty handed,

 Thus my dear Redeemer meet,
Not one day of service give Him,
Lay no trophies at His feet?"

You, girls and boys, put the Christian uniform on now; join up soon.
Then think of the long and splendid record of service that will be
yours if you stand loyal to the army of Jesus Christ.

XXX
"Q" AND "S" GROCERY

Did you ever hear of that sort of a store? When I first saw the sign I
wondered what it meant. I had heard of college societies with letters
that describe them, and I had seen letters like that on music sheets;
but whatever could it stand for over a grocery store?
Perhaps it meant "Quick and Sure" or perhaps it was the name
of the men who owned it, only I could not see why they should be
ashamed of their name, for most merchants want their name known.
At last some one told me it stood for "Quality" and "Service."
Then I saw what a splendid sign it was.
It made people curious. It was so mysterious-looking that
everybody would ask about it and talk about it, and that would
advertise it; while the meaning, once found out, made you feel
confident. A store that serves out quality is worth going to.
 Any one who can show that he has quality and that he is
anxious to serve is worth getting acquainted with.
Think of those two things.
(a) Quality.
So many hunt after quantity. When I was a very small boy my
grandfather used to offer me my choice between a nickel and a big
copper penny, and I took the penny every time. It was more to hold.
I could feel it better.
Every child would rather have a big apple than a little one, and
they all hunt the plate for the biggest piece of cake or pie. Some big
people are no better, for they do not always look for quality, either.
Big things do appeal to us.—Big mountains and big seas, and
big trees and big houses, and big horses and big automobiles, and
big men, and I suppose it has a place.
It is wonderful to stand in the mountains and just feel their
great size; it is an inspiration to go out to British Columbia and stand
in some forest corridor and look up at those great Douglas firs, that
tower up above your heads and spread their branches over a field.
In Vancouver, at Stanley Park, there is one so big that autos
back into it and have a photograph taken.
But after all, the chief thing is not size, but meaning and
character. There are some big vegetables that are so big they are no
use. They are soft and overgrown.
Soul is more important than bulk.

"For tho' the giant ages heave the hill

And break the shore and ever more
Make and break and work their will
 Though world on world in myriad myriads roll
Round us each with different powers
And other forms of life than ours
What know we greater than the soul."

Have you ever gone out on a frosty night and looked up at the sky
and thought of the great spaces above you, and the sun millions of
miles off? Did you know that if a train travelling one mile every
minute could fall off the earth and keep going, it would take forty
millions of years to reach the nearest fixed star? And yet your soul is
more important than it all!

"Knowest thou the value of a soul immortal?

Behold the midnight glory, worlds on worlds
Amazing pomp. Redouble this amaze;
Ten thousand add, add twice ten thousand more
Then weigh the whole; one soul outweighs them all,
And calls the astonishing magnificence
Of unintelligent creation poor."

There is a wonderful instrument used by men of science, called a

microscope, and it shows us that the smallest things are more
wonderful even than the big things you can see with your eye. The
little insect that makes the coral, that is so graceful, is an object of
wondrous beauty under the microscope.
 When you buy a flower, it is not the biggest you want, it is the
richest and loveliest, the one of quality.
What is it makes a man? Not size. That may make a prize-
fighter, but who wants to be a prize-fighter? He is muscle and bone
and beef, but that is not manhood.
A real man is a gentleman, even if he is not much to boast of in
size. The real signs are not those of bigness, but something inside of
him—the peculiar quality that makes you honour and love him.
Here is what Margaret Sangster says of it:

THE LITTLE GENTLEMAN

I knew him for a gentleman

By signs that never fail;
His coat was rough and rather worn,
His cheeks were thin and pale;
A lad who had his way to make
With little time for play;
I knew him for a gentleman
By certain signs to-day.

He met his mother on the street,

Off came his little cap;
My door was shut, he waited there
Until I heard his rap.
He took the bundle from my hand;
And when I dropped the pen,
He sprang to pick it up for me—
This little gentleman of ten.
 He does not push or crowd along.
His voice is gently pitched;
He does not fling his books about
As if he were bewitched.
He stands aside to let you pass,
He always shuts the door.
He runs on errands willingly,
To forge or mill or store.

He thinks of you before himself;

He serves you if he can,
For in whatever company
The manners make the man.
At ten or forty 'tis the same.
The manner tells the tale;
And I discern the gentleman
By signs that never fail.

I have read of three women who were once talking about pretty
hands. Not one of them tested the matter by the size of their hands,
and yet they, too, forgot quality. One said she kept hers pretty by
washing them in milk; another dipped hers in berry juice, and the
third washed hers in the fragrance of flowers.
While they were talking, a poor old woman came and asked for
something to eat, and they were so busy talking about the kind of
hands they had they could not help her.
 Another woman whose hands were worn with work, and
hardened by the sun, and all wrinkled, and who was passing by,
listened to the poor old woman's cry, and fed her. Then she asked
the three what they had been doing, and they said, "We will leave it
to you to say whose hands are the loveliest." And do you know, girls
and boys, she passed by the hands of milky whiteness and the
hands that smelt of flowers, and turning to the working woman said,
"She has the prettiest, for she uses them for gifts to others!"
It is quality of character that counts.
You may be as big as a giant and as strong as a horse, and yet
lack in the only thing that really counts or lasts—a quality that gives
you worth.
What is worth anyhow? What are you worth? You say, "Oh, my
daddy is a millionaire. We have a lovely house and gardens, and I
get new dresses every month. Whew! We are worth a lot!"
Well, perhaps you are, for a man can have money and
something more. If he has only money piles, he is terribly poor.
You are worth just what you are. Just what your quality is.
They used to talk years ago of "ladies of quality" and they
meant the upper uppers—the swells and people with titles. Now we
know there are splendid ladies with titles, but it is not the title that
makes them ladies of quality, it is what they carry in their hearts.
I will tell you how to get character quality.

"I would be true, for there are those who trust me,
I would be pure, for there are those who care;
I would be strong, for there is much to suffer,
I would be brave, for there is much to dare.
 "I would be friend to all—the foe—the friendless;
I would be giving and forget the gift,
I would be humble for I know my weakness,
I would look up, and laugh—and love—and lift."

But you need quality in work too. We live in a pushing day when we
judge by quantity. Pile things up, drive ahead, keep moving, hustle
along. Do a lot of things.
Now, there is a better rule—not how much, but how well done.
I have a lovely picture with a beautiful frame that has a history.
It is the picture of The Doctor. You all have seen it.—Where the good
man is sitting by the side of the sick child, studying the case, the
lamplight shining on the face, and the father and mother in tears
and anxiety in the background.
Some Scotch craftsmen who knew me framed it in bird's-eye
maple, inlaid with basswood, and the frame has the story on it—The
Iris plant on the sides, a symbol of immortality, the Egyptian symbol
of eternity above, and the sand-glass below; all meant to illustrate
the battle between life and death in the picture itself.
Now, the frame is not very big, but it is very beautiful, because
the Scotch handicraft men have as their ideal to make every piece of
work as perfect in quality as possible.
Solid, steady, sure work tells, not always brilliant.
Lots of brilliant people in school never amount to anything
afterward, because they lack the quality of always sticking at it and
doing each thing the best way possible.
 If you ever watch men bowling on the green, or curling on the
ice, you know that a shot that is too swift, that has too much
quantity in it, goes through the house; the telling shot is the quiet,
steady one with the right quality of delivery in it.
(b) Service.
That grocery store said, "We want to help you." It was thinking
of others and living for others.
The motto of the Prince of Wales is "Ich dien," which means, "I
serve."
In long past years the big man was the fellow who bossed the
job.—He was called the ruler, the magistrate.
To-day, especially since Jesus, the big man is the minister.—I do
not mean the preacher in your church, but the man who gets down
beside the people and serves them. You know "minister" is a Latin
word that means "servant." Every one who tries to serve other
people is a minister. He is the biggest man everywhere. The biggest
word to-day is "Service."
There were four letters in the war that were very touching to
me, C.A.S.C.—The Canadian Army Service Corps.
They worked for everybody. They were supply centres. The
army never could have done its work without them. They were
worth all the honour could be given them, because they were the
army helpers.
Oh, if everybody would only help, what a happy world this
would be!
Most of our troubles are because we want to be helped. It
makes us selfish and jealous and mean and grabby.
The war came from it—nations seeking to get.
 School is made unhappy by it. It spoils play and games and
dinner tables and Sunday Schools and churches and lives.
God serves and nature serves. Parents and teachers serve.
Why don't you? What do you want to be always getting for?
A small boy once put a note by his mother's plate, and when
she came to breakfast, she found a bill.

"Mother, in account with Jack."

—To going messages .................. $1.00
" carrying coal ................... .50
" cutting the grass ............... .75
" gathering eggs and chopping wood 1.00
———
Total ................... $3.25

The dear mother never said a word, but left the bill on the table.
Next morning a note was at the boy's plate.

"Jack, in account with Mother."

—To looking after his baby years .... $0.00
" washing and cleaning clothes .... 0.00
" mending stockings ............... 0.00
" helping all his life ............ 0.00
———
Total ................... $0.00

The second day a shame-faced boy tore up that first bill and later on
laid his head in his mother's lap and cried.—I guess you know why!
Before a train starts, the wipers go all over her to wipe and
examine the engine; the fireman comes and builds and starts the
fire; the engineer comes and goes carefully all over the machinery;
the mechanic comes and tests all the wheels; and then she is linked
on the train, the lever is pulled, and puff! puff!—away she goes,
drawing her long line of passengers and freight!
You are going through the process now of getting ready. By-
and-by you will be hitched on to some life job.
See you get ready properly, and get coupled to the right train;
and then pull for all your might, and help serve humanity by bringing
in your load to the final station where some day we all must land.

XXXI
BETSY

Henry W. Longfellow, the poet, tells us that

"Lives of great men all remind us

We can make our lives sublime,
And departing, leave behind us,
Footprints in the sands of time.

"Footprints that perhaps another,

Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, may take heart again."
That is all beautifully true. It is also true that many a humble,
obscure life can teach us lessons of trust and loyalty, and devotion to
good things.
The story I am going to tell you is about a humble Indian girl,
whose forefathers had been all savages, but whose home was a
Christian one among the simple native children of the North.
Over fifty years before the time of our story, an unchristianized
band of Indians fished in the inland waters, trapped in the forest for
mink and otter, muskrat, bear or silver fox; and paddled the lake in
birch barks; sometimes supplementing their paddle strokes by a sail
contrived of a blanket fastened to a pole cut from a neighbouring
bluff.
From far over the Atlantic came a brave man, with a heart full of
peace, and anxious to acquaint the native with the brightness of his
own life.
It meant much to settle in such a district in early days, long
before the iron horse had made a path across the prairie; days when
the trail wound its wandering way over rock and soil, skirting the
bluffs, penetrating forest, mounting granite hills or hiding itself in
rocky ravines.
And even after the perils of the trail were passed, there still
remained the privations of the lonely Mission, cut off from
companionship, with the keen biting winds of winter, the ice-locked
lake, the powdery-dry snow falling and falling until one wondered if
the air had turned to snow, and when morning came little was left of
the buildings except the chimney tops; the whole Mission was buried
in white as though shut up in the garments of the tomb.
 Twice a year the mail carrier braved first the heat of summer
and then the rigour of winter, and when the contents of the mail-bag
were emptied on the parlour floor what delight in once more
touching the outside world. It was like reading history after it was
past to scan the doings of the year. It was like a breath from the
dear old home to see the familiar postage stamps and to read the
welcome words of dear ones from letters, enclosing home flowers
and fragrant love messages.
In all this life no one made greater sacrifice than the
missionary's wife, who saw no women save her dusky pagan sisters
with the dark brown eyes with a yearning look in them.
Many years ago Keewatin, the "North Wind" with his little
daughter Akwinanoh were sitting by their wigwam door looking
down the long stretch of the Northern Lake, when suddenly a
strange apparition some miles away startled them into attention.
Their cry gathered almost the whole camp, which watched with
wonder and amaze a changing object moving toward them, but
unexplainable by even their keen Indian sight.
Whatever it was it gleamed and glistened in the setting sun until
finally Keewatin, with a glimmer of inspiration in his eyes, said, "I
know what it is. It is an island of light." He was nearer the truth than
he knew, for it was the tin canoe of the English missionary, the tin
reflecting, in scintillating rays, the sunlight, and the canoe bearing
the messenger of a light that so far had never yet shone for them.
Every stranger excites the curiosity of the savage man, but
Akwinanoh had a new object of interest from that day, for with the
white man came a tiny white baby that soon grew into the pet of the
reserve!
 The little daughter of the North Wind adopted the white man's
child as her special charge, and while the missionary worked and
prayed to bring the Gospel of the Christ-child into the hearts of the
Saulteaux, another little child slowly but surely worked its way into
the life of the brown maiden, transforming her, and through its
gentle pressure Akwinanoh soon yielded to the influence of the
Gospel of Bethlehem's babe.
Later she became the Christian mother of her who was known
as Betsy. Betsy grew into a girlhood that was beautiful, even from
the white man's point of vision.
She was gentle as the breath of the south wind, with a sweet
grace of manner and a consistency of life that made her a strong
support to the man who came to them in his canoe.
To be a follower of Christ seemed natural to her, for she had His
spirit, and was full of unselfish thoughtfulness.
One day as she was walking along the river edge she saw a
child slip and fall. Without a moment's hesitation she plunged into
the deep, brown stream, six fathoms at the rock, and brought the
child safe to its parents' tepee. It was early in the spring and the
waters were cold, and before night a raging fever laid her low.
For weeks she suffered, waited upon by the heathen medicine
man, uncomplainingly swallowing the hideous compounds from his
mix-all bottles, and slowly sinking under the fatal grip of pneumonia.
The young husband refused at first to allow the approach of the
white doctor, and the missionary could only pray and hope.
Finally, when one day the light burned low, the obstinate young
Indian bowed before the compelling force of necessity, and proper
medical attendance began. Then the doctor took hold, nursing her
as though she were his own child; watching symptoms and
succeeding in bringing back hopeful conditions into the wasted
frame.
It was a gay day when the report circulated through the camp
that Betsy, the beloved, was recovering under the magic spell woven
around her by the English medicine man, for no one could fail to
notice the sweet spirit and to wish for victory in the stern battle
brought on through her unselfish act.
One day in the evening, the missionary found her, oh so quiet
and worn, but gentle as ever. She could speak a little English and
seemed glad to think that she was cared for.
"Well, Betsy," said the missionary, "you have been very ill."
"Yes," she answered sweetly, "very ill, but the good light the
white man brought has been shining in my heart and all is well."
"We are glad, Betsy," said the missionary, "that God is going to
spare you. We could ill do without you. Your life has been a
benediction to the whole reserve."
"Oh, Missionary," said Betsy, weeping, "do not say that. When I
think of the story of His love it makes me ashamed. But I do wish
my people could feel and know as I do. I would like to stay among
them for a little while, for I love them. But sometimes I have a
feeling in my heart that perhaps it is not to be. I had a dream last
night, Missionary. Would you like to hear it?"
"Yes, Betsy," he replied, "but are you strong enough to talk so
long?"
"Oh, yes; I feel quite strong this evening, thanks to the white
doctor.
 "I dreamed I was going along the trail when suddenly away
before me I saw a wonderful light. It was coming my way and as it
got nearer it took on the form of a person. Soon it stood beside me
and I saw that it was the face of Christ, but oh, it was too beautiful
to describe! And I said, 'Have you come for me?' 'No,' said a voice,
'not yet.' And I thought I was so disappointed, and I said, 'Well, will
you be long?' And the answer was, 'No, not very long.' And as it
spoke it disappeared, and I awakened."
He listened, hushed and awestruck at the story of the dream of
this dusky sister of the plain.
"Well, Betsy," said he, after a moment of silence, "it is all well.
That dream may not come literally true, but the spirit of it is yours,
and some day He will come to your people, and when the right
moment arrives He will come for you too. Shall we pray, Betsy?"
"Oh, yes sir, pray," she said, "pray for me, but do not forget my
people, and my man."
The night shadows were growing darker as reverently he knelt
beside the prostrate form of that northern saint, Indian in race, but
akin to God the Father of us all. A daughter of the King, if ever there
was one.
Then reaching out her hand, she took from a corner of the tent
near her couch a birch-bark basket, made by her own hands, and
sewn with sweet grass. Giving it to the missionary, she said, "Keep
that as a remembrance for your kindness in coming to see a poor
sick Indian child."
That night the northwest wind began to moan. Soon it bore
down with the terrific force of a gale, in howling wrath. Drenching
rain fell; wild gusts of storm dashed against the Mission buildings.
 The wildness of the storm howling in mercilessness in the deep
night stillness struck chill to the heart of every one. It was one of
those sudden storms that sometimes sweep in gales over the north
country, gone in a few minutes, but ofttimes leaving a wake of
destruction.
When morning dawned, some of the boats were driven fifty
yards into the forest; trees around the camp were stripped of limbs,
and great rents ran down the bark and fibre of more than one.
But the worst deed done by it was when it lifted the tent off
Betsy's sleeping form, and left her to the wild elements whose work
was soon finished in her death through shock and wet.
It was not long until the news spread throughout the
settlement, and the Indian wailing could be heard in that lonely,
long-drawn lamentation that is theirs.
Two days later crowds of Indians thronged the little Mission
Chapel. They came dressed in their prints of all colours and fantastic
variety of costume; some with yellow handkerchiefs on their heads.
Purple, blue, white, red were seen everywhere, but mourning was
on every face, and sorrow sat on every bowed form.
A touching service in Cree, with plaintive music set to the words
of Christian hymns, and then, one by one, men, women and children
came to the front and printed a kiss upon the cold brow of the dead
woman, while some whispered messages to her to be taken to the
land of blessed spirits.
It was a sad procession that wound its way through the Mission
fields, over the hills, across the bridge and up the opposite side of
the ravine. There, amid the wooden monuments that marked the
resting-place of relatives and friends, was laid the sacred dust of
Betsy.
As the coffin was lowered, the conquering wind whistled its
triumph through the limbs of the trees in the near-by forest, but it
was a hollow triumph, for beyond the forest were the hills of light
and faith could see there the real conqueror, whose face once shone
in beauty in Betsy's dream, and who had come now for her in the
guise of the storm on which He rode, but who gave His weak one
conquest through the storm.
Reverently they lowered her body, the worn-out jewel-case of
Betsy, simple-hearted, large-souled, unselfish Betsy; heaped the
clods upon her coffin; waved farewells across her grave and went
back to the old life where storms still raged and duties dared and
dangers sought to breed fears within. But many were made stronger
now because of her.
Brave Betsy, dark of skin, but white of soul; true-hearted Betsy,
beloved of all, foe of none; she got her death through giving another
life, and for many a day her story will be told, and children will be
carried to the little Indian burying-ground and shown the simple
wooden cross, simple as herself, on which they will see in simple
letters—

"BETSY"

XXXII
A LIFE DEGREE
The other day the papers announced that when the Prince of Wales
returns from his recent tour, he is to be given the Order of the
Garter, the highest honour in the Empire in civil life, just as the V.C.
is the highest in military service.
And it is a great honour to do some deed or fulfill some duty, so
that a college or a nation gives you some distinguished degree which
allows you to put letters after your name.
But it is all right to be proud of honours, if a fellow really earns
them by hard work or genuine service. The only kind to be shunned
are the kind you buy with money or get through some second-hand
institution without any standard of toil.
Yet, after all is said and done, the great majority of you will
perhaps never have a college degree, and will never be called over
to meet the king and kneel before him, dressed up in gorgeous court
clothes, while he strikes your shoulder with a sword and says, "Rise
up, Sir Knight." You may never be a big lawyer and write K.C. after
your signature, to show you can plead in the king's name; or
K.C.M.G., to show you are one of the select knights of the royal
castle; but I want to suggest you can still wear a title, and use the
letters that stand for things worth while.
"Say, Billy, would you not feel big if the day came when your
friends called you Sir William?" Who knows but what they may! The
big men were schoolboys with some one else, and you may be one
of the coming big men.
You remember when Tom Brown went to Oxford, he used to
walk around and read the names of men like Raleigh and Wycliffe,
and feel two inches taller. He said, "Perhaps I may be going to make
dear friends with some fellow who will change the history of
England. Why shall not I? There must have been some freshmen
once who were chums of Wycliffe and Raleigh!"
Now, my point is that even if you do not, you need not fail.
Some day when you read, or now when you are reading
Tennyson, you will find a poem called "Idylls of the King," where he
speaks of knights who are "wearing the white flower of a blameless
life," and who "live pure, speak true, right wrong, follow the king
——"
If you are that, then I have the power to confer on you titles,
and although you may not put the letters after your name, you can if
you care to—William Blank, K.C.
"K" stands for kindness, and you know,

"There's nothing so kingly as kindness;

And nothing so royal as truth;"

and you know,

"So may we in bonds of love,

Each living creature bind,
And make them gentle as a dove,
If we are only kind."

There is something very attractive about a kind man; and we should

be that, for we live in lands where Jesus has been heard of, and He
has filled the earth with kindness.
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