Acquiring Game Time Equity
One of the toughest decisions we make as coaches is who receives playing time during games. Clearly communicating to players (and their parents) how game time will be distributed can be an important exercise in self discovery for the athlete.
One of the toughest decisions coaches make is who receives playing time. Clearly communicating to players (and their parents) how game time will be distributed can be an important exercise in self discovery for the athlete. Ensuring game time allocation is fair and equitable is beneficial to coaches, players, and the team. #DailyMight
One of the toughest decisions we make as coaches is who receives playing time during games. Athletes train relentlessly during the week or through a season and I have yet to meet a player who doesn’t think they deserve to play in a game. Truth is, there is a finite amount of game opportunities regardless of the sport. It’s helpful then to have a criteria set out in advance to help determine which players have acquired game time equity (that’s what I call game time participation).
Having a written playing time guide for how players can increase their game time equity prior to the season starting is probably the most important document you’ll hand out at tryouts (besides the criteria for team selection). Clearly communicating to players (and their parents) how game time will be distributed can save the coaching staff hours of headaches later in the season. And remember, if it’s written, you must follow it to gain trust (if you need to change it, simply alter and distribute as needed in writing). But you must document and follow it.
For teams I lead, I use an equity equation for game time that takes into consideration three major areas of participation requirements. If players want to earn game time equity, it will be earned at team events (including practice) and exhibited through the three A’s: Attendance, Attitude, and Aptitude.
ATTENDANCE
Players earn equity by being present and prepared to perform at their highest level for all team activities unless an excused absence has been approved by the Head Coach at least 48 hours in advance of the event. Equity comes to those players who adequately manager their time and responsibilities both within the team and outside of it. Equity will not be increased for unexcused absences such as homework, job, or any other reason that can be solved with proper planning. Game time equity will be reduced due to missed practice time for unexcused absences.
ATTITUDE
All players, regardless of surroundings or situations, are to show respect in tone of voice, body language, reaction to instruction, and facial expressions toward coaches, officials, opponents and teammates. Players are to maintain a high level of effort in the classroom, within their families, and to their other commitments to match that of the effort on the ice. Equity is gained by lifting up teammates, encouraging their effort, and being open and willing to accept corrective feedback.
APTITUDE
This is the skill and knowledge of the game and what the team is trying to accomplish and how each player’s abilities in those areas relate to the success of the team. Players gain equity by having knowledge of the team’s offensive and defensive strategies and what to do in particular game situations. Game time equity is awarded to players who have the ability to learn, listen, and follow instructions (coachable) and have high levels of physical conditioning. Players who possess key hockey skills for specific situations also build game time equity.
I opened with the notion that having criteria set up and documented can be extremely helpful in cashing in game time equity for athletes. Although it is the desire of the Head Coach to have all players on the ice in any situation, it must be recognized that situations may prevent every team member from cashing in every contest or situation. The Head Coach reserves the right to decide which athletes play in every situation, but that decision must be built on trust. Which is why documenting equity makes a lot of sense.
On teams I lead, game time equity is acquired through the combination of the three A’s above that the coaching staff use (to the best of our ability) in determining who is to be on the ice in any given moment during games. We do our best to help players develop the skills and understand roles as they relate to playing time. It is imperative though, that players approach the Head Coach when that understanding is not occurring to the player’s expectations.
Approaching a Coach About Playing Time
No matter how detailed our thought process is or our criteria documented – there is bound from time to time to be a miscommunication regarding cashing out game time equity. I would encourage parents to support the player to first self-evaluate the situation, before it is brought to the Head Coach’s attention. If after some self assessment and player dialogue with the coaches without desired results, then set up a meeting between you, the player, and the coaches to talk about expectations and how more game time equity can be earned.
Deciding on game time usage doesn’t have to be the nightmare that it’s being made out to be. When an effective criteria is laid out for earning game time – and followed – the process can be an important exercise in self discovery for the athlete. With the built up trust and allocation of game time equity, as coaches, you can have a successful and fair season ensuring the right players are on the ice for the duration and situations most beneficial to them and the team.
Give everything your everything. And then some.
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