Words Have Power

During the pregame meeting with Coach Graham, the athletes were on one knee or standing. They were close together. Young people filled the room, but it was quiet. All the players knew Coach Graham was moments away from speaking with a pregame message. His message could make a difference before the team took the field.

Coach Graham enters the room with perfect posture and a brisk walk. His eyes moved throughout the room, and each player felt he was making eye contact. His movements were with purpose as he made his way to the front of the room.

"You all look ready," said Coach Graham. "I couldn't be happier with your preparation for this game. I believe in each one of you. You worked hard, and there's no doubt in my mind we are going to make a difference on the field today."

Coach Graham stands tall and gives the impression of total confidence to his team. With his hand, he points in the direction of the players. "When you go out there on that field, believe in yourselves, and believe in your teammates. Get rid of any negative thoughts. Only think of what you can do to help the team win this game. I am impressed with your ability to execute some of our most difficult plays. Your focus throughout the week has made you a stronger team. You prepared, and that's how you should think and execute each play! We are going to win this game! Let's go!"

Another team gets together for the pregame meeting in a room on the other side of the building. Coach Miller is late for the pregame meeting. He comes in holding a lot of paperwork in his hands. Instead of looking at his team, Coach Miller is shuffling through papers. He makes no eye contact with any of his players.

Most of the athletes sit close together on benches while some team members are standing. They are watching the coach and waiting for the pregame message.

Coach Miller slowly looks up and towards the athletes. "I was just talking to the assistant coaches about play X and Z. I'm worried that we may not have prepared for the execution of those plays. We have a moment before the game, so I would like Assistant Coach Smith to sketch out those plays on the board. Make sure that you listen closely because this is the only way the plays are going to work. I don't think you practiced the plays well enough this week. They are hard plays, and we can't win without them. You need to listen up! Coach Smith, go ahead."

The assistant coach takes over, and no further feedback is given to the team by the head coach.

Would you feel more enthusiastic about running to the field with Coach Graham's team or Coach Miller's team? Words make a difference. Preparation should have happened before the pregame meeting. A coach should avoid pointing out significant problems during the pregame meeting because it is too late.

Players on each team can learn good or bad leadership characteristics from their coaches. What they say makes a difference. If they say things negatively or positively, the players can still learn.

Your words are important and powerful. If you think or speak in a fatalistic (no win, lacking confidence) way, your thoughts and words may lead to less than satisfactory results. If you talk and think positively, you have a better chance of influencing yourself and others – especially if you have a plan and skill.

Listen to how you talk and think. You should hear statements such as the ones below:

This skill will be a challenge to learn, but I know that I can do it.

I have practiced hard. I have the skill to do this.

I have perfected skills like this before.   I will do it again.

Nothing is going to stop us. We worked hard, and we will win.

I prepared for this speech. It is going to go well.

Practice using "I can" thoughts and language. Stop yourself when negative thoughts come to your mind. Words have power. Your words can influence you and others. Now let's get out there and win!

Teaching Resources: Words Have Power

Intended Use: This teaching resource will help mentors or teachers discuss the importance of positive language and thoughts.

Objective: to evaluate why it might be better to use “I can” thoughts and language

Note: During this activity, avoid using the names of people you know. As you discuss the article, you should not use the names of people you know who may speak negatively or positively. For this activity, it is not appropriate to talk about a person and identify them as having a messaging problem. You can also not use the names of people you know who speak in “I can” language. These are good role models, but we will not present their names during this lesson. Just as we would not appreciate people using us as examples, we will not use others as examples.

Questions:

1.        What evidence would you use to justify that Coach Graham used more effective language during the pregame meeting.

2.       What evidence would you use to justify that Coach Miller did not use effective language during the pregame meeting.

3.       If you were coaching Coach Miller’s team, what would you have done differently?

4.       Based on Coach Miller’s pregame comments, how would you coach him to improve how he communicates with his team?

5.       Consider your conversations. How can you improve to speak more positively? If you improve by speaking more positively, what do you think will be the outcome?

Using Positive Language and Vocabulary Activities

Materials:

·       copy of Words Have Power article (link to article)

·       lesson plan (link to plan)

·       flip chart paper or electronic message board

·       Post-it notes

·       pen or pencil

·       vocabulary outline (link to outline)

·       dictionary or electronic device capable of defining words

·       one sheet of paper for a writing activity or use the link to the questions

Small Group Activity (3-5 students):

Each group member should receive several Post-it notes and a copy of the article Words Have Power.

Scenario: You are at a prestigious national coaches seminar. You are a coach. The seminar facilitator has provided you with a copy of the article Words Have Power.

Note: During this activity, avoid using the names of people you know. As you discuss the article, you should not use the names of people you know who may speak negatively or positively. It is not appropriate to talk about a person and identify them as having a messaging problem. You can also not use the names of people you know who speak in “I can” language. These are good role models, but we will not present their names during this lesson. Just as we would not appreciate people using us as examples, we will not use others as examples.

After reading the article, you are working with other coaches in a small group.

Students in the small groups will all play the role of head coach at the seminar.

As coaches, you will identify “I can” statements you will use during a pregame meeting with your team. Below are a few examples:

·       “Nothing can stop us!”

·       “You are ready!”

·       “We are prepared for this game!”

Students will have five minutes to write down the “I can” statements on the Post-it notes. Within the group, the students should share what they wrote. Students can combine similar comments.

After combining similar statements, each student will choose one of the comments. It might be their favorite comment. After selecting a comment, on a sheet of paper, each student should respond independently to the following questions:

1.        When and where might you be able to use the statement?

2.       Why do you like your chosen statement?

3.       Who might benefit from your statement?

4.       How can you use the statement soon?

After the writing activity, students can share their responses in the small group. The teacher can use flip chart paper to collect the many “I can” statements. Have students participate in a gallery walk to read the positive messages.

Technology Option: Instead of using a flip chart paper, students might be able to post their “I can” statements on an online message board. Project the ideas for all to see.

Vocabulary Activity (Independent Activity)

Choose words:

Have students identify unfamiliar words from the Words Have Power article. For younger students, the mentor or teacher should choose the vocabulary words.

Using a word map outline, students will make connections between the unfamiliar word and other words.

To create a word map outline, the students should write the vocabulary word in the middle of the paper. Circle the word. Connect other descriptive categories (definition, similar to, and examples) to the word.

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