JIM HUBER – BREAKTHROUGH BASKETBALL DIRECTOR OF COACH DEVELOPMENT & LEAD INSTRUCTOR – EPISODE 618

Jim Huber

Website – https://www.breakthroughbasketball.com/ https://www.coachhuber.com/

Email – jim@coachhuber.com

Twitter – @BreakthruBball

Jim Huber is the Director of Coach Development and Lead Instructor for Breakthrough Basketball.  He has over 25 years of coaching experience at the youth, high school and college levels. Huber helped Breakthrough Basketball grow to conducting over 300+ nationwide camps and reaching 12,000 + campers yearly.

Jim has devoted a large portion of his professional career towards developing youth through sport. He has been instrumental in helping more than 70 high school student-athletes earn college scholarships.

Jim is a graduate of St. Thomas Aquinas High School where he was a three year varsity starter earning honorable mention All-State honors his senior year. He then went on to play at Allen County Community College and Avila University.

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Have pen and paper handy as you listen to this episode with Jim Huber from Breakthrough Basketball.

What We Discuss with Jim Huber

  • Watching the old Kansas City Kings and seeing NBA stars come to town when he was a kid
  • Being influenced by his Dad who was his youth coach in multiple sports
  • Two lessons he learned from his Dad – ” Work on the right things in the right way.” “How you do anything is how you do everything.”
  • “I saw people get better, not just improve as basketball players, but as people.”
  • “Kids don’t remember so much of what you teach them. They remember how you made them feel.”
  • “Are you connecting with the athletes that you’re coaching? Do they know that you care, do you want the best for them? Do you have a relationship? Because when you create a relationship with somebody and they know you care and love for them, they’ll want to run through a wall for you.”
  • ” I’m demanding these things from you because I see greatness within you.”
  • “Basketball is a vehicle for me to transform you into a better person.”
  • Demanding a lot from players and holding them accountable
  • Be willing to apologize if you make a mistake as a coach
  • Communicate clearly and be straight up with players so they know where they stand
  • Avoiding slippage as a coach and remaining true to your standards
  • Competing against yourself instead of against the scoreboard, always try to be the best version of yourself
  • Don’t let a talented player get away with stuff because it erodes trust with the rest of the team
  • How to handle wins and losses in the locker room immediately following a game
  • “Defense and rebounding wins championships.”
  • Thoughts on practice design
  • “I love to teach kids how to play and not teach them a bunch of plays.”
  • Quick instruction and then reps, reps, reps
  • Using film to help players understand what it means to play hard
  • If players don’t play hard you have to sit them on the bench, but you can’t yank them out for every mistake
  • “When you gotta win a big time game in a big time moment, the little things matter.”
  • “Stay true to who you are, what you believe in and be great at it.”
  • “I’m always trying to find ways of how I can be more mindful of my players and help them to be more confident when they’re on the court.”
  • Reaching out to coaches who are the best in a particular area
  • Helping players with their mental game
  • Quieting your inner critic
  • The importance of self-reflection for coaches
  • “If you’re not growing, you’re dying.”
  • “You don’t have to start your kids early playing five on five basketball , especially year round.”
  • The danger from burnout and overuse injuries in youth basketball
  • What parents should look for in a youth basketball experience
  • Short-term success vs. long-term development
  • Planning and putting systems in place can improve youth basketball developement
  • Designing a high school basketball youth feeder system
  • Delegating tasks to get more done while lightening your work load
  • Don’t delegate what you’re best at
  • “Train the mind the body will follow.”
  • The joy in being able to control your own schedule

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ros with the all new FastDraw and FastScout. FastDraw has been the number one play diagramming software for coaches for years, and now with it’s integrated web platform, coaches have the ability to add video to plays and share them directly to their players Android and iPhones via their mobile app. Coaches can also create customized scouting reports,  upload and send game and practice film straight to the mobile app. Your players and staff have never been as prepared for games as they will after using FastDraw & FastScout. You’ll see quickly why FastModel Sports has the most compelling and intuitive basketball software out there! In addition to a great product, they also provide basketball coaching content and resources through their blog and playbank, which features over 8,000 free plays and drills from their online coaching community. For access to these plays and more information, visit fastmodelsports.com or follow them on Twitter @FastModel. 

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THANKS, JIM HUBER

If you enjoyed this episode with Jim Huber let him know by clicking on the link below and sending him a quick shout out on Twitter:

Click here to thank Jim Huber on Twitter!

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And if you want us to answer your questions on one of our upcoming weekly NBA episodes, drop us a line at mike@hoopheadspod.com.

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TRANSCRIPT FOR JIM HUBER – BREAKTHROUGH BASKETBALL DIRECTOR OF COACH DEVELOPMENT & LEAD INSTRUCTOR – EPISODE 618

[00:00:00] Mike Klinzing: Hello and welcome to the Hoop Heads Podcast. It’s Mike Klinzing here with my co-host Jason Sunkle tonight, and we are pleased to welcome to the Hoop Heads Pod, Jim Huber from Breakthrough Basketball. Jim, welcome to the Hoop Heads Pod.

[00:00:11] Jim Huber: Well, thanks for having me on the show tonight. I appreciate it.

[00:00:14] Mike Klinzing: Excited to have you on, I know we’re going to dive into a lot of interesting coaching topics and things that are very relevant to coaches out there in the world today, but let’s start by going back in time to when you were a kid, just give us an idea of how you got into the game of basketball when you were younger.

[00:00:30] Jim Huber: Yeah, for me is a I grew up with, my dad was an air traffic controller, but he’s also a youth coach. So, and of course back in this is kind of late seventies. And at that time you think about like youth coaches weren’t, weren’t paid for what they did. They just said as a passion and somebody loved the help and work with kids.

So I grew up like seeing my dad, coach other kids in the community and he was kind of known as a coach. I got a lot of the practices, whether it was football, basketball, baseball, and I kinda got into the basketball side cause I’m from Kansas City. At the point we had the Kansas City Kings was big at that time.

And so we had season tickets for you saw us go to the games and you know, when you’re down there and you’re seeing like Larry Bird and you’re seeing Julius Erving, Dr. J and Magic come in and you see these individuals that are plant this high level and you know, there’s a desire to be like Michael Jordan back in the day too.

So for me, it’s just I got a desire from the, see my dad coached and then I got involved in my dad played high school basketball for a good high school player. And he’d work with me at home in the driveway. And we put a lot one-on-one and then I started playing my friends and. It got eventually out to a kind of youth team back then we didn’t start really playing them.

So like the fifth grade on teams he didn’t start as early as like kindergarten nowadays. So played fifth grade CYO teams and kind of fell in love with it. My friends, my buddies, and just translated in the high school in college. And, and once I got out of college and realized you have that dream, you want to play professional basketball.

But at that point I realized it wasn’t good enough to play professional. I wanted to stay in the game. So I had a desire to kind of, my dad and other mentors that I’ve had that have coached me, like had a desire to coach as well. So sort of, kind of you know, getting in to coaching at the college level kind of to start it out.

[00:02:25] Mike Klinzing: What do you remember about your dad as a coach? Something that you took from him that may be still as a part of you as a coach?

[00:02:34] Jim Huber: Yeah, the thing my dad, the thing I got from him is like he always talked to me about having a positive attitude but working hard it’s like work hard, but work smart.

And he’d always get on me about like, you could go out and work on a game and you can spend many hours out there, but you’re not really improving. So he talked me to go out how to work on the right things in the right way. And understand one thing I always got from him, but I’ve always used is like how you do anything is how you do everything.

And he would get on me about that while there was basketball and he’d relate it, whether it’s like in school and if I didn’t do well in school, I mean, I, I would employ and he wouldn’t let me play. So he realized that everything mattered in my life not just the game of basketball.

[00:03:18] Mike Klinzing:  You mentioned that just like every kid, you had the dream of playing professional basketball. And at some point, unfortunately for all of us, the ball stops bouncing. So are you one of those we found in the course of our conversations with coaches, that there’s really two schools of coaching in terms of how guys get to the profession.

There’s some people who grow up in, even when they’re playing, they’re like second or third grade and they’re already drawn plays on a napkin or on the back of their notebook in school while the teacher’s talking. And then there’s other guys who they’re playing, they’re playing, they’re not even thinking about coaching.

And then all of a sudden they get done playing. They look around and they’re like, oh man, the game is going to go away here because my playing career is over. Maybe I need to get into coaching. Do either one of those descriptions fit you better?

[00:04:04] Jim Huber: Yeah. Thanks for me. It’s this, I grew up and I realized as I went to a junior college is funny.

When I loved high school at a high school coach, he used to be an assistant at Iowa state under Johnny Orr back in the day. And then he was our he’s our head coach in high school and moved into Kansas city. And it’s funny when I was leaving, he was telling me, he’s like, Hey, it’d be better. Probably, if you want to like an NAIA school, it’s a smaller school.

And it’s funny. I went to junior college and when I went in there, I was like, this coaches tell all these types of things that he’s done with individuals and the levels he can get to. And there were some high level kids as back in the Jayhawk conference, back in in Kansas and a guy on our team was like Isaiah Rider, JR Rider played in the NBA. And we had like some high level kids, high-level flyer. So when I went there, Yeah, I wasn’t used to that type of over competition. We had kids out Chicago and LA and different places, and I grew up this different in those days. We’d have the travel teams that play in your area. And it was eye-opening for me.

I was like, whoa. Okay. Different level here. So I realized I was there for a year and then I went to in high school, played there and I, and then when I was there always kind of like was kind of a leaders of teams and did the little things to help us succeed. And wasn’t like getting a wave athleticism and being like six foot under size and not extremely quick.

So I had to kind of outsmart individuals on the floor and that coach mentality. So I kind of had that, and I knew when I was in college, I wasn’t going past that, but I have desire to stay in the game and a love, even when I was playing, working with individuals people on the team and help them motivate them and getting them better and working out and kind of leading some of those workouts.

[00:05:52] Mike Klinzing: Would you say then that the first thing that attracted you to the coaching side was maybe that individual player development, where you’re actually working on kind of taking what you knew as a player in terms of helping yourself to get better and translate that knowledge to other players that you worked with initially, is that where you would say maybe your first love was when it came to coaching?

[00:06:14] Jim Huber: Yeah, I think so. And when I was in college as a college coach, that was really big into not only skill development, but really player development at the time and developing his complete person. And he was a big kind of a John Wooden, Bobby Knight kind of guy back in the day, but he would have like reflections of the day.

Emphasis that you had to memorize and you had to know, and just like quotes, you had to know. And I really just saw the development that he did with individuals to make them better people. And that was something a little far me. I was like, wow, that’s really cool. And I saw people get better, not just improve as basketball players, but as people.

And I think that was bizarre for me. I sold a sport of basketball through this coach. I was like, it was kind of a carrot that they had and these individual one to play the game, but he developed them more into better people and just better basketball players.

[00:07:06] Mike Klinzing: And it’s interesting because I think the further you go back in time and maybe this is just a stereotype, but I think in a lot of ways, there’s a lot more awareness now in coaching today.

The important side of making your players better people and having that be a part of it and incorporating life lessons and all those kinds of things. I think the best coaches have probably always done that. But if you go back in time, I don’t know that it was quite as prevalent back. Let’s say while you were, I were playing as it is today.

I think coaches are much more aware of how important those relationships are as compared to in the past. It was more, Hey, you’re going to respect this position. You’re going to do what I say, because I’m the coach and the relationship piece of it. In some cases wasn’t always as important. So when you think about the relationships that you had with your coaches, when you were growing up as a player, how did those relationships impact you and how you felt like you would want to interact with you had players that were on your team.

[00:08:11] Jim Huber: Yeah. I mean, I felt like the coaches I had were demanding, I didn’t really have I felt like there’s probably one coach. At one point when I was in college at junior college, I felt like was more about the winning on the scoreboard and not holding people accountable and allowing people to get away with things that I felt like should not be allowed to get away with.

But I felt like the majority of coach that I had were individuals that they demanded of you, they expected greatness. And they were tough on you, but I felt like they, they cared for you and they wanted the best. And they would reach out to you. They would see how you’re doing things like that.

And that’s the stuff that kind of like helped me to I mean, I think that’s the inspiration for me. I realized those coaches are the coaches I wanted to be like ones that we want to succeed. They want to succeed on the court or on the football field, baseball field, whatever it is.

But they knew even after that, you’re much more, it’s like you’re a human being, not a human doer. And that was the ones I kind of the coach. So I felt like I had quite a few of those in my life that inspired me to do what I’m doing today.

[00:09:22] Mike Klinzing: Yeah. I love that Jim, because both Jason and I are teachers as our day job.

And one of the things that I think is always so important to me, and I think it also goes to coaching, but it goes to teaching as well, that there’s so much emphasis in the teaching profession about, Hey, we got to raise test scores and we got to get this. We got to make sure that we teach this entire curriculum.

And not that that stuff is not important. Same way in coaching. Again, part of your job as a basketball coaches to coach basketball and help players improve on the basketball floor, but ultimately the coaches that it sounds like had the most impact on you. And when I think about coaches and teachers that I remember as my favorites, as the ones that I really loved, they’re the people who put their arm around me and built a relationship with me and asked me about how I was doing with things off the basketball court or outside the classroom, or what was going on in my life.

And that’s really, I think, where as coaches, as teachers, that we can make an impact. And so often, especially in the teaching profession, you end up looking at, okay, this teacher’s a good teacher, a bad teacher because of their test scores will ultimately whether or not I teach you algebra or not yet, that’s important.

But really the teachers who have the biggest impact are the ones who can build that relationship, because then that allows them to teach algebra that allows them to coach basketball and help their players. Because they have that relationship with their players. And to me, that’s something that any coach, if you’re looking for a way to improve your team, both on the scoreboard, but more importantly, as people and building relationships within your team, both between players and coaches and players, the players to me, investing in that relationship piece is so important.

[00:11:05] Jim Huber: You go back to this and you kind of say a few things there. One is, this is like I was so people doing our camps, we have in Cosa work with them. Like kids don’t remember so much of what you teach them. They remember how you made them feel. Right. And I think that’s the key thing we have to understand.

Like as coach, like, I hear a lot of coaches say kids, aren’t like, they used to be kids. Aren’t tough. Like they used to be kids don’t listen. Like they used to be kids aren’t motivated. Like they used to be. And I’m like, well, we evolve in society, but we realize that sometimes you maybe can’t coach them like you did in the 1970.

Right in the early 1980s. So we have to evolve, but I think he goes back to, are you connecting with athletes that you’re coaching to? They know that you care, do you want the best for them? Do you have a relationship? Because when you create a relationship with somebody and they know you care and love for them, they’ll want to run through a wall for you.

Right. And I’ve had to evolve as a coach myself and realizing how do I connect better with the students or the athletes that I’m working with. And I think that’s an art and that’s a skillset that I think as coaches, we have to go within, we have to create awareness within ourselves and find out better ways to do what we’re doing.

[00:12:22] Mike Klinzing: What are some things that have worked for you in terms of helping you to better build relationships with players? And obviously each relationship is an individual relationship and there are different things you do with different players or different teams, but just in general, what are some things that you found that as you’ve evolved, that you’ve gotten better at, that have helped you to build those kinds of relationships that let you reach your players in a more meaningful way?

[00:12:46] Jim Huber: I think a couple of things is one is like I come in with kids and teams I coach, and I talk about, we have standards. We have standards that this is a part of what we do and this year, my expectations and I’m demanding these things from you Because I want to see greatness within you.

And I believe that you have that and I’m like, I’ll let you settle. Right? So, so I talked to more about the expectations, my standards, why? Because I want the best for them. And I’ll speak to them a lot about, this is not about just basketball. It’s about life. Like this. Basketball is a vehicle for me to transform you into the other person.

And I’m not going to let you settle. You’re not going to settle around me and understand because I care and I want the best for you. So I will, I will kind of start that and profit stuff in the beginning with, with kids in their parents to understand that. And so when I hold them accountable, I’ll talk to them about like the reason why I’m holding them accountable, because it was circumstances in life and any needs choices you make, but I’m doing it because I care about you and I want the best.

And so I’ll do that. If there’s times where I feel like I’m demanding and practice and do it. I will still make, put my arm around them, you know afterwards over on the side and talk to them and explain to them what’s going on and why I did what I did and that I care. And I believe in them and I went to bus for them.

So I’m always making sure, like, this is a, this one instance for you. A couple of years ago, I had a team that I was him and it was a tight game at the end. I felt like a couple of kids. They weren’t playing as well. And I demanded a certain thing from him on the bench and priding go about it the best way per se.

And after the game I reflected and I thought about it and I’m like, I don’t feel good about it. So I reached out to each one of them separately afterwards and had conversation with them on the phone, like did a FaceTime talk to them, said, Hey apologize. And I’m not perfect. You know, there’s things may have said, I shouldn’t have said, and the way I did it, because I believe in you.

And I know you got greatness in you. So I think it’s going back to that. You can demand of them. And you might say things as coaches, we all get emotional. We say things, but you have to also tell them that you’re not perfect. And you admit your mistakes and you’re sorry for certain things. And you even want to be better that you’re human, right.

There’s a humanist to us. And I think we have to come with that with our athletes who work with, but I think like you said, you spend time with them daily, reaching out, communicating them, letting know that you care seeing how you doing, checking on them.

[00:15:16] Mike Klinzing: At times, that vulnerability to me, I think is really important, especially when you start talking about building relationships between players, right?

Because you want the players to get to know one another so that they can play for each other. And a lot of times, the way that we do that as coaches is we get the players talking to one another. We get them sharing things about themselves. And it’s important, I think to share things about ourselves as coaches.

And when you do that, you make yourself vulnerable. You put yourself out there, you relay things that have happened to you in your life that the kids can relate to. And consequently, they get to know you as a person. And that helps to deepen that relationship so that when times get tough and there’s some adversity that you have that relationship to fall back on.

Another word that you mentioned in there, Jim, that I think is really an interesting one to think about in terms of coaching is you said you explained why you made a particular decision to your players. And I think about myself as a player. And so I graduated from college in 1992, and I can honestly say that.

I don’t think at least not to my knowledge, I don’t ever remember a coach explaining to me necessarily why a particular decision. Maybe like, okay, we made this lineup change where we ran this particular play in this situation. I don’t remember a coach ever walking over to the sidelines to me and putting their arm around me and say, Mike, here’s why we made this decision.

I just don’t remember that. And yet today, I think as a coach, it’s so important to be able to share those things with players, because as you said, it builds trust. So how what’s your evolution been as a coach from when you started to where you are now with, with the word, why? And giving those players that explanation?

[00:17:06] Jim Huber: Yeah, because when you first, like I started coaching back in 1993 so I mean I’ve been in for like 29 years and when you start at that point, even at that, I remember one of the guys I was assistant in college and he would decide not to start a kid or do something and we’ll assist and be like, man, we need to, we need to talk to Ben and we didn’t tell him, oh, we don’t need to talk to him.

He didn’t figure it out. And he’s like, well, he’s going to be upset. He’s kind of as like, oh, he’s got a tough enough, whatever it is. And as I’ve evolved through coaching I realized that even for myself, I look at it like how many times did I play? And maybe a decision, a coach made them similar bench in doing something and you don’t know why.

And you start the, what you start to ask questions in your own head, right? You’re running all these, these, these scenarios of, of why this is going on, why it’s happening to some of maybe not even true. And I think it goes back to like, like for example, I had a this, I coached some youth teams out of this eighth grade team that I coached recently and I was going to start this kid a particular game and we’re playing 12 o’clock or plan two o’clock.

And I said, Hey, listen, John, just want to give you a heads up. I’m not going to search this game. I’m gonna search the next game. And I gave him the reason why we’re going to start him. Right. And he understood, I mean, how many times can you sit there? And you can tell a kid like, Hey, we’re not playing as much in this game right now.

Cause a matchup. So, because this situation, I, I took you out of the game towards the end because we’re in a situation where we had to scramble in certain defensive traps and that’s not your, your strength in that area or whatever it might be. Right. And you can let them know. So they understand because otherwise, while they do and they’re going to leave and they’re going to wonder, and then are talking to parents or other people in there come up with scenarios and they might not even be right.

And then they get pissed off. And I think when you can talk straight with them and communicate it, I like to have no connection. I want to be straight up. This is what it is. All right. We’re on the same page. Right. And even asking kids, I think sometimes I don’t know if you’ve ever experienced this, where you’ve had a conversation with somebody and you thought of a really well, and then afterwards you hear back from somebody said, oh, so-and-so thought this and this and African conversation, like what?

That’s not even what I said. Right. And I think like they talk about, and there’s miscommunication, you’re a fault. And because you need to be asked them like, okay Hey Jason, what did you hear me say? Can you, can you let me know what you heard me say or whatever it is? Oh, no, no. That’s I met, this is what I meant.

So that way we’re on the same page. And there’s this level of awareness we have and there’s no misunderstanding.

[00:19:39] Mike Klinzing: It’s so true. I think that one of the things that, especially, I think young coaches struggle with sometimes is having those direct conversations. Right? Sometimes young coaches especially tend to.

The you know, you kind of beat around the bush instead of coming out and saying, Hey, this is the way it is. And having those direct honest conversations, almost every coach that we’ve talked to on the podcast in some shape or form has talked about the need to be the term that keeps coming back to me as being brutally honest with players and explaining to them exactly.

Here’s why you want to get more playing time. Here’s why you’re not playing as much as you want. Here’s what you can do to be able to earn that playing time. And I think when you have those honest conversations, then to your point, there’s no confusion. There’s no going home and wandering. There’s no going home.

And having that conversation with dad, who’s telling you one thing, or your friend who’s in the stands during a games telling you something else. And it just eliminates a lot of confusion when you know exactly where you stand. And yet I think sometimes coaches feel like, oh, especially in today’s world where you have so many players that transfer or leave.

I think you have coaches sometimes. Are afraid to tell, especially their best players, they’re flavored free to tell their best players the truth, because that best players would be like, well Hey, I’m going to go somewhere else. So if you had to give a young coach out there, advice about having those direct conversations, what would you say to somebody who was maybe struggling to have those brutally honest conversations?

[00:21:12] Jim Huber: Yeah. I mean, I ended going back to this. I see too many coaches and I’m kinda near other side is, is they’re afraid of losing kids. Right. And especially like, if a kid don’t get me wrong, I don’t want his kids to leave, but if kids not bought into what you’re doing, your culture, what you stand for, whatever.

Why do you want them around? Like, I don’t know. Like I, like I was in college. I was assistant at a place and we had this kid is really talent. And he was a knucklehead and he just like would not a good teammate and do certain things with the coach to allow him to do it because he’s like, we can’t get this high level.

He’s an NBA type player. We can’t get those type of players at this this level. So he dealt with it and it, there was so much dissension within the team. He never became as good as we could be. And I’m just one of those believers. It’s like, like if you’re not honest with somebody from the beginning and like a lot of people have a hard time having what they call difficult conversations.

Right. If you can’t have a tough conversation initially, and you let that go it festers and it’s almost builds into a forest fire and it, and it gets so engulfed and it’s tough to put out. And I think you’ve got to nip stuff. Like I’m just a big believer. If you see things as coaches, I see too many coaches, like even going back to.

The they’ll start off a certain way and they’ll be demanding like on a first practice or whatever, and say, they’re going to do things certain way and then they’ll let the next practice slippage. The next practice there’s slippage. And they’ll constantly have the slippage and our coworkers will be going on and they won’t NIF stuff.

And then it gets really net bad. They get on a losing streak, whatever happens. And then what happens? They start getting crazy, yell, get upset, and they’re sitting in and they’re going to give ultimatums, they lost a team on deaf ears by then. It’s hard to pull them back. I’m a big believer is you gotta lay the lane here.

Here’s our standards. Like I said, here’s what I stand for. If you don’t, I’m going to nip it. We’re going to have direct conversations and you’re going to stay on my expectations and I give them a give a chance to buy. And if you don’t want to buy in, then maybe there’s some other place that you need to go, right?

[00:23:14] Mike Klinzing: Yeah, absolutely. That goes to trust, right? Where the players have to be able to trust you as a coach, that you’re going to come in and you’re going to demand the same thing. If you say. And we’re going to run the lanes this way, and we’re going to run this hard and this is how it’s going to be done. And then two weeks later, you’re not putting an emphasis on that.

There’s clearly guys that aren’t doing what you asked them to do. And now suddenly the trust that those players have with you is slowly eroding because one day you’re one thing and then the next day you’re another. And so I think that consistency is what helps you to build trust. You gotta do what you say you’re going to do, or it’s really easy to lose a team.

[00:23:55] Jim Huber: Well, as you said, you gotta be consistent while you’re winning or losing. You know, I see too many people like when you’re winning, it sounds great. And I tell so many coaches, you can’t get caught up in the scoreboard. I don’t, I mean, I tell our kids, we’re competing against ourselves, the best version of themselves and I know you sometimes play a team that’s not very good and you might win by two or three points should be.

And everybody’s all happy. Cause you won and then you go play some team that you should have got to be about 20 and you only lost by one pledged your butt’s off. Everybody’s disappointed. It’s like, no, that that’s not the case. It’s like, we got to focus on being the best version of ourselves on every possession and it, it, it matters.

And I think you can’t get caught up in just because you won a game lose game and I’m happy because we won. I’m sad because we lost and people pick up on those emotions, right? You can’t be Fairweather. And I think you got to focus on the things that matters through time that will give you consistent success, whether it’s on and off the court and what you do.

And eventually the scoreboard will take care of itself. If you’re taking care of the things the right way as a coach, demanding excellence, doing it in a good way and making sure you keep those standards high and not accepting less than that. Because again, somebody is talented and you let them get away with stuff because they’re talented or whatever.

Because it erodes your team. Kids see that and they, they eventually go on deaf ears. You got to me, you got to hold everybody accountable to your standards in the same way. And I think when you do that, when a lose, you get people to truly buy in,

[00:25:30] Mike Klinzing: let’s go to those two scenarios that you described, where one where you beat a team by a couple points that you probably shouldn’t be by 20.

And then the team that you should have lost two by 20, but that you keep it close and you end up losing that game by a point or two. What does it look like in the immediate aftermath in the locker room as each of those two scenarios? And then what does it look like the next day on the practice floor in terms of your approach as a coach?

What advice would you have for a coach in those two situations?

[00:26:03] Jim Huber: Yeah, I mean, I think you have to.  I think in the wins, you don’t want to get it to where you’re beating your team down in the wins. Right. And you’re not excited about winning a game. So I think there comes a point, like I would come in and first of all, I tell coaches all the time, like I used to just, when I first started coaching out, I used to go in and try to like explain a bunch of things and get on if we lost or whatever, without looking at film and letting my emotions settle down.

Sometimes I would say things and I’m like a 26, 27 year old coach. So I’d be like, why did I say that? Oh my God. And you can’t get that back. So I throwing like markers or like breaking a board or doing something. I, and so for me through time have evolved and I’m like, I don’t like if I’m upset about something, I will, I will work on myself and breathe.

Right. And change my thoughts and get my mind right before I go. And say, so for example, say we didn’t play well, but we won. I’d be like, Hey guys, I know you’re excited. You’re happy won. We did do some good things, so, blah, yeah, you succeeded score. We get a lot of things to work on. And I might, if I have a a sheet in the game, they have a statistics shape we gave up 12 offensive rebounds.

We turned it over 22 times, whatever it is, we gotta improve in these areas. We got to get better because this team, if we play the way that we’re capable playing, it’s a 20 point game. Right? So we didn’t play to our standards. So you, you have to realize we got to come back to practice and we got to focus on getting better.

Right? It’s about getting better each and every day, we’re going to focus on 1% better if we lost the game and we played somebody really well and they put the butts off, I’m coming in and I’m commending them. I’m talking about, man. That was great. You competed. Right. You know, it’s like maybe lost by a point or two in a like you know, I always say winning’s a fine line, man, between winning and losing, somebody might hit a shot, they got all excited and they won and we lost, but one or two, and it’s like, it’s a fine line.

And we could have had a couple of things go our way could have been different a scoreboard, but I’m proud of you, how you competed. You know you know, and I encourage them, but also talked about still things we need to improve on because there’s all talk coaches all the time, basketballs along seasons.

I mean, you’re talking about close to six months, seasons or whatever it could be. And you got to focus on, you gotta get your kids’ minds, right. To go into the next day to get better. Because I feel like sometimes people don’t go with that mentality. We got to improve and I’m giving them something. We get them.

We got to come in and prove we’re going to get better in this area. So we’re constantly improving each and every day. They’re out there and practice making sure we’re getting better because it’s not like it’s the journey we’re on. It’s not this like little destination we’re on this. Like they talk about with the great coaches.

When you talk about Nick Saban, as the process is each and every day, we’re on this journey together. And we’re going to focus on getting better.

[00:28:59] Mike Klinzing: Let’s talk about getting better when it comes to practice design and thinking about what you do as a coach, as you’re looking at your previous game, as you’re looking at what your team has done over the course of the season, what is your process for putting together a practice plan?

How do you go about it? What are some key things that you make sure you include? In every practice that you have, just talk a little bit about your practice design and how you go about that process.

[00:29:29] Jim Huber: Yeah, me, my practices are kind of formulaic. Like I said, I might spend a little extra time in certain areas that I feel like we need to improve and get better in, but I’ll come in and I’m always bringing them together and we’re going to have kind of we have life skill development and character developments.

We’ll have like maybe a word of the week and we’ll have micro lessons on it and we’ll discuss it and our proven going to get better. So we’ll spend time on that. I’ll spend a lot of time on the first beginning, like the first maybe it’s like you know, one third of practice we’ll do a lot of skill development is going to be a ton.

I’ll we’ll do some one on O whether it’s shooting, ball-handling finishing, but we we’ll get into one-on-one type stuff too. I’m always a big believer in like, we can do some one on other stuff, but now we gotta make it one-on-one and we got to make a game. Right. So we’ll get into that. And it could be also some skills, some small side of stuff, type stuff, some two on two, three and three.

Once we get done with skill, then I really, I I’m a big defensive guy, big defensive rebounding guy. And I feel like defense and rebounding wins championships. I mean, it, it travels and I get it, the score and we got a score. I get that. But I’m a believer if we defend a rebound every night that we’re out there, we got a chance.

And so I’ll hang my hat on that. So we’re going to spend, we’ll get the next one. Third of practice. We’ll get into a lot of defensive breakdown stuff. Be to be closeout type stuff, one-on-one type stuff. Some rebounding things we’ll get into a shell, different shell type stuff we’ll get into you know, we’ll get into some live, play off of that.

And there’s certain things that they have to do to be able to get out on the defensive end. And you know, we’ll hold them accountable, whether it’s the communication. You know, being more of an anticipating defense and certain screens or we’re defending doing things. So we’ll, we’ll break that down.

Then what we’ll do is we’ll come back in and we’ll do like, I’m a big motion guy. I love to teach kids how to play and not teach them a bunch of plays. Especially on the youth side. I feel like youth basketball is very broken. And I feel like we’re teaching kids a bunch of plays, a bunch of continuity or offenses that when they go to high school and they go and play for somebody, that’s like, well, I just taught them flex for three or four years.

Well, they’re not run a flex over here. Or I taught them UCLA cut, or I taught them. These three or four plays. They don’t run them at that high school. So I’m a big believer in spacing kind of the all offense we’re going to teach them how to space, move the ball, move each other with cots, with strains, without screens back screens, ball screens, handoffs, temporary post penetrate, and pitch.

I’m going to teach them out of plays. We’ll do a lot of like all offensive. We’ll do some drills and that type of stuff. Conceptual we’ll get into some small side of stuff that we’ll play. We’ll get into transitional play transition defense transition office. I believe that you gotta be, can you score quickly?

And can you stop people from scoring? Can you get back form a wall and make it tougher with. We’ll get an also braking pressure traps, a full court pressure. Half-court things like that break a pressure situational play we’ll get into, and usually we’ll have a font type thing at the end, or I’ll have them do maybe a game competitive type thing, bring them in, finish on our life skill, a character type development that we’ll do to wrap it up and we’ll end that way.

So it’s kind of a base of what I do. It just depends. Like I said, like this past year we were struggling a little bit in his pressure and the half-court different things. So I spent a couple of practices. I spent a lot of time, like no durable ones, trouble you know, having the other team trap pressure us, they had extra guys on the court.

We had to be strong with the ball, stepped in the basketball, understanding, like a guy in a guy behind guy, the middle flash. So we’d work on that type of stuff.

[00:33:10] Mike Klinzing: So you’re teaching players how to read situations within a game and a dynamic environment. And I think that’s obviously the direction.

Coaching has shifted away from what you talked about, where, Hey, we’re just running flax, right? We’re just gonna let it learn how to run this continuity offense, or we’re going to just have this particular action. We’re going to run it over and over again. Instead we’re putting players in situations where they have to make reeds and they have to make decisions.

What I always am curious about when I talk to coaches is how do you balance out teaching that stuff and coaching it and still giving the players the freedom to be able to make those decisions. In other words, as the kids are playing, let’s say you’re playing a small side of game of three on three. You could probably watch that small side of game of three on three, and on every single decision, you could probably blow the whistle and stop it and say, Hey, why’d you make that decision?

Or could you have made this other decision? How do you balance out how much you interject suggestions? Coaching into that versus how much do you let the players experiment, figure it out for themselves? Just what’s your process for teaching those reads within a dynamic environment?

[00:34:24] Jim Huber: I used to probably earlier in my coaching career, I used to like to hear myself talk and thought everybody else wanted to hear me talk.

So I think I probably interrupted and try to instruct and show how smart I was on the court. You know, what I do more of now is let them play. But what I’ll do is I might like freeze and on my, Hey, see this right here. Bang came off of this. You had an opportunity in our explain show, okay, let’s go bang.

Or I might wait till the play ends and stop. Hey, let’s they end up replay. Let’s go back. Boom. Okay, look a transition. We came down, you’re not sprinting back, we’re jog and here we’re not getting back forming a wall or whatever it might be, or it might be like defensively. There’s a back screen right here.

We didn’t communicate talk, and it could be many different things that we get into. So I will make it quick instruction, but I want them to get reps, reps, reps, reps, I want them to apply and figure out some of those things on their own. Now, if they’re not playing hard they’re not given the effort that I expect and I want to see, I will stop and really demand more of that from them, because I feel kids in today’s day and age, and I see this a lot.

I don’t feel like kids are taught how to play hard. They’re allowed to go through motions and that’s one thing we’ll stop and really emphasize, but it’s more of a short, quick explanations. Let’s go. Let’s keep working.

[00:35:54] Mike Klinzing: Let’s talk about that playing hard piece. So let’s say your team’s not playing hard and you step into interject.

Do you, what do you reference when you talk about, Hey, we need to play harder. Do you give a specific example in a situation like let’s say, okay, a kid’s coming off a pin down, right. And maybe they don’t set their guy up and they don’t break out hard off the pin down. Do you then go back and reference a time where maybe you watch film or maybe a type of kid got a shutter?

Just how do you go from this general nebulous idea of, Hey, we got to play harder to giving the kids a specific instance. Here’s what I mean, when I say we need to play harder and obviously the longer you go on the season, the kids probably have a better understanding of what it is that you mean when you say it.

But just as you’re setting that up, what does that look like? Yeah.

[00:36:44] Jim Huber: I mean, I think it’s many different instances. You can kind of go with them, but I think at the beginning of practice, as you’re explaining what great effort looks like, what the expectations, like if I’m sitting there and blowing the whistle and I’m singing, we’re going in this basket, we’re spreading the basket.

We’re not walking. What is local? I want to jog. And we got so much time, like if I’m going to drill, like if these kids are walking around and they’re jogging and are sprinting areas, I’m gonna stop right there and show them what a sprint is. We better sprint. Right. That’s one right there. The other thing, like I said, it could be like we’re sitting there playing and, and they’re not sprint back in transition, not doing something.

I might stop right there and be like, show them like joining on the floor. I mean, it’s not accepting. That is, is not acceptable and I can’t play you if that’s going to happen. So it could be simple, things like that. But the other thing I think is really great is what you mentioned. I’ll show, show film.

I remember showing a high level of kid that plays in the NBA right now, and he was not a great defender when he was in the ninth grade and he thought he was, but he wasn’t an employee that hard. And I remember breaking down film and show showing film to team what it looks like to play hard. And you might show example of other teams playing hard, but then you might have instances where your team played hard and you can show that, and then you can show clips of is that really playing hard?

No, it’s not right. So I think it’s good to show visuals and sometimes it might not be just your team. You’re showing them, showing somebody, a team that really plays hard and gets after it. And what you would like your team to emulate. You can show that as well. But I think one of the things I want to emphasize on that, I’m a big believer of kids don’t play.

And that you can, you can like in games, you can sit there and demand them, whatever, but they’re not playing hard. The kids are playing are, sit them on a bench, said, pull them out. Don’t just let them just go, not play hard. You know, you’re going to play or whatever. And you go, it was Joey not playing hard.

And you get on the other kids on the bench about join up. No, Joey, sit down, Joey, you’re going, gonna sit here. And when you understand that I’ll put you back in, when I do your first sprint, the floor, you better sprint the floor. Or I do like loose ball, get the loose ball, whatever it is, I’m going to give you another opportunity.

But I think sometimes you got to hold kids accountable. And one of the ways to do that is sit them on the bench. I’m not a big believer in if a kid misses a shot or he turns it over, whatever, and you guys, I used to do this back in the day. You used to like crazy. You just pull, yank and pull them in and out.

Whatever, because I was kind of taught that a little bit, but now anymore, like I will take kids out if, if they don’t play hard, if they have poor attitudes, They mouth off and official, whatever use it. They don’t do that on my team, my coach. But if they do something like that, they’re bad teammate or they take really bad shots and I got to pull them out to talk to them about it.

I’ll visit with them on that, but I’m not pulling them out just because they make like a mistake.

[00:39:32] Mike Klinzing: Yeah, That sets up a really difficult situation. Anybody who’s ever played under those circumstances, you can see it when you go and watch a game. And you can just tell the teams that play scared, right?

Because they know that, Hey, if I make this mistake, I’m coming out and consequently, you get a team full of kids who don’t want to try to do anything because they’re not trying to really do anything positive because they’re too afraid of doing something negative. And I do think that unfortunately, we see that too much.

But to your point, if teams aren’t playing, I’m always amazed in all honesty gym. Like I go in my son’s a 10th grader this year. And so I went and sat and watched a lot of high school games this year. And quite honestly, I’m amazed by the number of times. The kid, there’s a turnover. The kid maybe walks two steps down towards the end of the floor.

It doesn’t run. And I’m looking going, is that kid really going to stay to get in the game? I’m constantly amazed by the number of times that the kid just doesn’t run the floor. Now, granted, sometimes as a coach, especially as a head coach, you’re making, you may be watching something else. You may not necessarily see every single guy in every single possession.

Sometimes you can miss it or overlook it, obviously go back and watch the film. You could see it, but so often it happens. I’m just like, how do you, how do you leave the kid in there after that? Even if it’s one of your best players, get somebody in there, talk to them and get them back in and say, Hey, we’re not this isn’t going to be acceptable because at some point that’s going to cost you a big game because somebody didn’t get back and kid misses the layup, but now suddenly there’s nobody there for your team to get the rebound because they just assumed all that chat’s going in and they’re just not running hard.  It’s amazing.

[00:41:11] Jim Huber: We’ll see, that goes back to, I think coaches, like you might get away, like you saw by, you might get away with some of that. And in games you’re expected to win, right. Or certain games a year. But when you gotta win a big time game in a big time moment, the little things matter.

And I’ve seen teams where I’ve remember a couple of years ago, a talent. This was a talent of high school team. I mean, they, they had a lot of really talented players, but they weren’t really together as a team. And I remember talking to one of the guys was administrator at the school and he’s like, oh, we’re going to go state this year.

I go, you guys, aren’t going to state. And he’s like, look at me and go, you’re not because I said, you can be like teams. You’re supposed to be in teams or maybe are close to or you’re a little bit better. But the teams that are like really, really good, you won’t be able to beat. Because you’re not going to do the little things on the defensive end of the floor consists of rebounding and you don’t play together as a team and you have kids of poor attitudes and they get away with it.

It ain’t gonna work. And I got beaten like sub state. They never made it out. And you can see those things. So I think you can’t get caught up in the fool’s gold like I think too many people do that. It’s like, no, that’s not how championship teams are made.

[00:42:24] Mike Klinzing: I agree with you. I think one of the things that when I try to look at what makes a good coach and I was fortunate enough, I was an assistant varsity basketball coach underneath a guy who he’s now at a different high school than the one that we coached together at.

But one of the things I always told people about his ability to coach a game was that we always beat the teams we were supposed to, and we always competed. Against teams that were better than us. And we want our share of those games because we were always prepared. Our kids always played hard and because they were disciplined and I gave him all the credit for that.

I think when you look at a team that has talent, it’s easy to say a team wins just like the team that you described, where yeah. We can beat up on these teams that we’re better than, and everybody’s great when you’re a front runner. Right. Everything looks good in that environment, but it’s really a matter of, yeah, you got to beat the teams that you should, but how do you do against the teams that you’re even in talent with or teams that are better than you do you win your, share those games?

To me, that’s where coaching discipline and having the right culture and building your program in the right way. To me, that’s when it really makes a difference is when you’re playing against teams that are of a similar ability or better than what you have on your team.

[00:43:42] Jim Huber: Yeah. And, and I think that goes back to is like the little things matter.

And I go back to coaches like. You know, even teams, like, what’s your identity? What are you on the offensive and the defensive end of the floor, somebody asks like, Hey, these are three things you do. Well, what are they? Because I feel like sometimes you look at teams and it’s like, oh, you’re, you’re okay.

You’re good at these areas, but you’re not great in certain areas. What do you hold your hat on? And, and I think that goes back to like, and I tell coaches a lot of times too, you gotta be consistent in what you believe in and stay true to it. Not that you can adapt and adjust, but I see too many coaches sometimes when things aren’t going the way they expect, they want it.

They’re always trying to find the answer, right. They’re always trying to find, oh, maybe I’ll do this or the next thing or whatever. Now it’s like, stay true to who you are. What you believe in and be great at it and making sure that in your practices and what you do. And then as you go into games that you’re coaching and teaching to reinforce those things,

[00:44:48] Mike Klinzing: How long did it take you in your career before you felt like you had a handle on that in terms of who you were as a coach, what your general philosophy wasn’t obviously, again, it varies from year to year, depending on your personnel and your team and all that.

But when did you feel like you had a grasp on this is what I believe about how the game of basketball should be played and how I want to coach it.

[00:45:11] Jim Huber: I mean, I think for me, when I first started coaching, I was a head coach in college at 25. And I wasn’t probably as prepared as I needed to be in part of me too, as I think when you’re young like that.

And when you start coaching, you want people to like you. Right at times, and you would make decisions based upon them liking you and not so much the respect part of it. They respect you. And you’re going to make decisions that they’re maybe not going to like, or, but there’s best for the team and you might not like them as well, but they’re best for the team.

And I think for me, it took me probably, I would say when I was about cause I’d say probably probably 10 years, 8-10 years in the coach when I was probably about 33, when I started probably about 31, 32. I was in it and I started realizing like, okay, this is what you have to do as a head coach.

And, and I started adapt and some of the things started being effective and having success with it. But I even say this. So I keep evolving, like even for myself, the way that I’ve coached when I was 35 is very different than what I coached damn 50. What I coach. I’m very different and the way that I interact my players.

And like for example, something,  I challenged coaches on this, like, of course the three-point line. And you got all the analytics where it’s like three of the layup and not to pull up jumper and things like that. And and I know when I first started coach and it was like defense rebounding get layups inside certain shots and you might be restrictive on kids shooting a certain areas.

And as I’ve grown, I’ve kinda like this freedom of shooting playing fast motion. But I’ll tell kids at times I got the sort of front of mine in Charlie Miller. We’re talking one time and he played Indiana for Bobby Knight and we’re talking about shooting and scoring. He’s like, you know what I realized?

And I talked to kids about this, I’ll ask them like, why you shoot most kids when you ask them that they’ll say, well, I shoot it because to make it, you had to make the shot. Right. And I’m like, yeah. And I was like, that’s not why you should. They kind of look at you funny and they’re like, huh, no, you shoot it because it’s a good shot.

You’re open and you’re on the right. Shoot it. If you don’t shoot it yourself, fish and see what I taught kids all the times that it makes sense is kids, a lot of times should have, because they feel like, and they shoot it and they feel like they have to make it. When you feel like you have to make a shot, what happens?

Your body tightens up, right? You stress, you tighten. And you’re not as loose. Like when you’re working out at home or in a practice, you’re just getting shots at me. Shoot much better. Right. Percentages. I know the game, the quickness of the game, all stuff matters. But what I’ll tell them too is after you miss a shot, I’ll be like, what’s your best shot.

And it’s the next shot. It’s a shot in front of you. And I think it’s this mentality. We have to like develop in our players like distrust and you know, letting them know that it’s okay be aggressive and you got a right. It’s a good shot. Shoot. This. And I think when I started doing that more lately over the years, kids are more free on the floor.

They’re more careful shooting and I see them be more aggressive and more success. And that’s something that I’ve evolved as a coach as well. But I think I’m always trying to find ways of how I can be more mindful of my players and help them to be more confident when they’re on the court.

[00:48:39] Mike Klinzing: So when you think about your evolution as a coach, you think about how the game has changed and how you want to continue to grow and improve.

Where do you go? What are some of the sources that you go to to try to improve yourself? As a basketball coach, are you going to mentors, like you mentioned, are you going to watching games at different levels, doing film study? Are you reading leadership books? What, what is it that you do when you say I’ve got an off season?

I want to improve my coaching in this area. Where do you go? What do you do? What are some of the things that you look for to help you improve as a coach?

[00:49:18] Jim Huber: Well, of course, I mean plug for breakthrough basketball, breakthrough basketball, we have there’s just a lot of you know, DVDs and materials and stuff.

We have some really good coaches that whether it’s offensive or defensive skill development, things like that, that I can tap into, which is great. But besides that, what I’ll do as you mentioned, like, what do I want to be great at what I want to be better at? If it’s like, for me, I’ll tell coach, cause last me and be like, is it man to man defense?

Then I’m finding out who’s the best man to man defensive coach. Right, whatever level it’s at, I’m finding who the bust is and I’m studying them too. They have resources that I can tap into. Can I reach out to them and ask them like, you know what, a better coach they talk about? The no one really knows about us.

Ben McCollum at Northwest Missouri State, he’s won three consecutive national championships. Division two water probably won four for one for COVID, but he has division one coaches reach out to him and talk to him about his ball screen kind of man offense and defense and stuff like that. So I think it’s reaching out to coaches, but also in technology day, compared to when I was growing up, thinking about YouTube, think about like just DVDs and online type resource and things you do.

So that’s something I do also like if I was skilled of element. Best skilled about my coaches out there. You know, I’m looking at them, maybe it’s a cause like again and baker, if it was like you look at like drew Hamlin, you look at guys later that are really good at their craft and what they do.

It’s like studying the best of the best. So that’s what I do, but something I’m big into right now, I’m big into the mental side. I’ve been in that journey over the last probably four or five years, the more mindset, the mental fitness. So I studied a lot of that. So I kind of find out who the best in those areas and understand the mind of how to recondition for success.

You know, understanding, just studying and understanding it and how I can teach it to my athletes. So whatever it is, I feel like I want to dive in and get better into. Help my players and help my team become better. I’m going to find out research you the buses, and I’m going to kind of find out resource to have read books, watch videos, reach out to them personally, and kind of study and get that information.

[00:51:35] Mike Klinzing: All right. So let’s talk a little bit about that mental side of it. Cause that’s something I think that is it’s really taken off and exploded over the last five to 10 years where it’s become something that I don’t think anybody really thought about or really talked about prior to that. Maybe, maybe a little bit, but certainly not to the level it is today.

You mentioned one thing earlier where you talked about just allowing your players to be more free, right? When they shoot to be able to not focus on, Hey, I’m shooting to make this shot instead, I’m shooting it because it’s a good shot and I’m supposed to take the shot regardless of the outcome, because it’s a good shot for me.

It’s a good shot for our team. And so that’s a case of you’re trying to free up the player’s mind in order to. Coke’s a better performance out of them in that particular instance. So what are some things that over the course of your studying, you’re learning, you’re taking a deep dive into that mental training.

What are some things that you’ve tried to incorporate either with yourself as a coach or with your players?

[00:52:35] Jim Huber: Well, I mean, I think a couple of things we have to understand, like for me, I challenge people to study, understand the mind the brain, the mind, the connection, because For me, I didn’t even realize there was like the subconscious mind.

And yet your conscious mind, your thinking mind and the subconscious mind is like in every cell of your being it’s in your body. And it really, they talk about like, there’s this knowing, doing gap, like, you know what to do, but you don’t do it because of doings in the subconscious. And the thing that we don’t realize is like, we’re not only genetically conditioned almost through our families going back almost studies of like four to like six, seven generations.

And then also environmentally, like when you’re born, your conscious, mind’s not even formed. So almost so Asia reason it could be for somebody like five to six years old or whatever, everything that’s said, the emotions around them becomes a part of who they are. And so like, I think sometimes as coaches, we get frustrated certain kids because they do things a certain way, but that’s how they’ve been conditioned.

So I think we have to understand that. And then we have to realize that there’s a way to help recondition our athletes. And I think part of it too, is like for me, what I’ve been doing a lot too with, with athletes is helping them breathe become more mindful because sometimes your breathing, your breath auction of flows, your brain that helps you be able to think more awareness calms you down.

So even like you think about like even athletes, when they come into a a practice or maybe it’s a game, whatever, there’s a lot of stuff that could going on throughout that day. Right. It could have stuff, negative things happen at home could happen in school. They could be carrying these negative things with them.

So to me, I want to get rid of this negative energy that they have. And sometimes it’s just like breathing, getting in touch with their mind body. And it could be as simple as like box breathing. Like the Navy seals do that before they go into combat and stuff. It’s like deep diaphragmatic breaths breathing in for four holding for four, breathe out for four letting us sit and then breathe them back in.

And I’ll do that with my athletes and not all like have them close their eyes and just visualize and see things and how they’re going to how they want to see themselves at this practice game and these type of things and going through challenging situations and how they’re going to overcome it.

And so just things like that, that I’ll do with them and help them, help them understand who they are and how, how their minds work and create that high level awareness for even themselves. So not only when they’re struggling on the court or maybe at home or wherever they have something they can tap into to help them, because we have such a challenge today with like the, the mental health issues that are going on.

[00:55:21] Mike Klinzing: Example, it’s something that I actually read this. I can’t remember now. I’m not gonna be able to give credit to whoever put this in a book that I read, but talked about how, when you are transitioning from one aspect of your life to another. So for example, I’m at school all day as a teacher, I have about a 45 minute commute.

I get home and then I’m putting my work life behind me and I’m moving on to, with my family and this author. And again, I wish I could remember who it was just said, basically that as you transition from one part of your life to another, on a daily basis, that if you just stop and take 15 seconds and do some kind of breathing activity, whether it’s just take a couple deep breaths, whether it’s just close your eyes, refocus or mentally, think I’m just going to put what just happened at my job.

I’m going to put that behind me and I’m ready to put my best self for. For my family when I walk in the door and it’s something that I started doing after I read the book, which is probably like, I think I read this book over Christmas break. And so it’s been whatever three months or so that I started to do that.

And it’s honestly really helped you just before I pull into my garage, sit in my car for 10 or 15 seconds, take that deep breath, kind of let go of what I was doing before and focus on what I’m about to walk into when I go and see my family. And it’s sort of the same thing. What you’re describing, right?

Kids can be at school all day. They can have had. Happened with their family over breakfast, whatever the girlfriend broke up with him, the boyfriend broke up, broke up with them. Boom. You just do this little two, three minutes, 15 seconds, 30 seconds, whatever it is to help them the refocus. And now suddenly you’ve reset their entire mentality so that they can get the best out of where they are in the moment, which right.

That’s something that’s always out there is focused on the here and now you can’t worry about what’s going to happen in the future and you can’t dwell on what’s going to happen in the pet or what happened in the past. You got to look at what’s right in front of you, that sort of next play mentality.

And that’s really, that’s really helped me. And I think that’s kind of the same thing that you’re describing.

[00:57:29] Jim Huber: Yeah. And I think too is like he’s talking about, like, I tell kids, like sometimes even a timeout, you can sit there and have them breathe a little bit. Right. Or when they’re, when they’re getting subbed out and they’re having those anxious moments or whatever, it ends to kind of settle themselves back and get back in the moment.

So I think there’s things that help them. Like there’s so many things we can get into. Yeah. Even the mind part is like the inner critic, we have that inner critic within us. Right. And you know, it’s, it’s kind of this survival of the fittest. We have we’re back in the caveman walking the street or walking around you you’re not aware you might get bit by snake or eaten by lion or whatever it is.

We’re always like we have this kind of sensor around us. That’s, that’s looking for the danger, right. So we have this negative kind of bias to us and the inner critic we have within us, as you know, it as always, like I tell kids all the time, like, would you want your mind to be connected to the scoreboard as basically putting up your thoughts on a consistent basis?

And they’re pretty much, no, there wasn’t. And I, so we have these negative thoughts that go on this inner critic. And I think we have to understand, we have to replace these negative thoughts, right? With positive ones and reinforce like statement, store yourself to reinforce positive things for ourselves and making sure that we’re not saying these things out loud, because the more you say it, the more it becomes like that on studies, the more it becomes relevant or the possible become mature in your life.

So I think words are so key in kids understanding like how many kids say I can’t no, not yet. Right. Drop the T it’s like certain things I’ll tell kids. I don’t want to hear that. Don’t say that. Don’t say that. Right? So you gotta help kids watch not only what they think, but how they speak certain things, especially out loud.

[00:59:21] Mike Klinzing: And so much of that is being intentional in what you’re looking for with your players and what you expect from them. And then how you go about doing things. Because I think intuitively. You. And I were sitting there having a conversation with a bunch of coaches. They would all agree with what we’re saying, but on a daily basis, would they be correcting the player who says, oh, I can’t do that.

Or would they be looking for ways to help the player to put what happened in their daily life, behind them for the hour and a half or two hours that you’re going to be on the practice floor. And it’s just a matter of, I think, as a coach, you really have to, this applies in many, many different areas of coaching, not just what we’re talking about now, but anything that you want to do, that’s important to you.

I think it has to be done intentionally because I know, and I’ve said this on the podcast before Jim, that I tend to be a coach that I’ll read something, I’ll hear something. I’ll be like, oh, that’s a great idea. And I’ll try it. And they’ll be gung ho about it for a week or two weeks. And then you talked about slippage.

I’ve been a coach in the past that I’ve had slippage, I get hooked up on one thing and then suddenly two or three weeks later, I’ve kind of let that slide if I’m not intentional about it. And so I have to make sure that when I’m coaching, that I’m very, very intentional about the things that are important to me, whether that be the mental side, whether that be something related to our culture, whether that actually be something on the floor, basketball, fundamental skill wise, strategy, tactics, whatever.

I find myself that I have to be really conscious and intentional in order to get the most out of myself and consequently be able to give the best of me to my players.

[01:01:14] Jim Huber: I think though, when you talk about being intentional, here’s my challenge for coaches and I used to probably be more like this is like, you would tell kids to do a certain things and be a certain way, but you weren’t.

Right. I see coaches all time, like telling kids, maybe be positive, be confident and be respectful or whatever might be. And they’re acting like idiots on the sideline or they’re there during practices you know, the demeaning players or be in a certain way. And it’s like, what are you kidding me? So I think we have to realize that this self-reflection within ourselves.

Cause I’m always I’ve been doing this for 29 years and I’m not where I want to be. And I’m constantly trying to improve and get better. Whether it’s after every game, whether it’s after every practice, I’m always constantly evaluating myself what I do. Well, what didn’t I do as well? What I need to get better at.

Right. What are things that maybe I need to communicate to a certain player or coach, whatever that I felt like maybe I did something that I should have been better at whatever it might be. So I think we have to go with. And we have to work on ourselves. And I heard this the other day I was reading this and I kind of did a video about it.

And I love it. It’s like this guy was talking about the idea where individuals we’re talking about kids again. They’re not tough. Like they used to be they don’t play hard. Like they used to be, they’re not good teammates. Like they used to be, they’re not coachable, like they used to be.

But I think like when we drive down a road they’re signs, right. That we see. And of course you see like a stop sign. Well, I gotta stop. If I don’t stop at the stop sign, I’m going to probably maybe get in an accident or maybe get a ticket of violation. Right. So I got to stop sometimes in life. We have to stop right with what we’re doing, because if it continues to do what we’re doing, it’s not going to be good.

But then you could go down the road and you see what the detours. Sometimes, once you got to take a detour, you can’t go down the same road. Cause you’re going to not be able to get to where you want to be. Your destination may have to take a different route to get there. But the one that I did see he was talking about was the U-turn and sometimes we got to take a U-turn in our life and that U-turn starts with us.

You turn, I turn and I go within and I find better ways. It’s like Steve Jobs said when he had Apple and he was like making sure apple didn’t go into bankruptcy when he took it over and he’s sitting there and his question was always like, what’s the better way. What’s the better way. Not my way.

Not the way I’ve always been coached, always been taught, not the way that happened back in the 1950s. What is the better way? What’s the best way. And I think we have to be willing and open to ask those questions and find out what’s the better way. Not only for ourselves. Before the athletes were coach and for the coaches were mentoring for people around us, for parents that were mentoring that are part of this process that were helping raise her child to the sport we’re teaching.

[01:04:15] Mike Klinzing: How much were more, how much more willing are you to do that today than you were when you were 25?

[01:04:21] Jim Huber: No, so much. I mean, it’s like, I think when I’m 25, when I’m young and I get this a lot where I know a lot of young coaches having success and there’s a lot of young coach. I see. But, coaching is a process learning how to coach.

And it’s I’ve learned a lot over the years through just coaching and whether it’s coaching a high school, his team of a college team, or was being a head coach of a youth team, a seventh grade team, eighth grade team, fifth grade team, whatever it is, I’m constantly learning. And when I was first started out coaching, that ego was involved and it was about me.

And I didn’t want people to see, maybe I wasn’t as good as well. Probably was right. I didn’t want to see my inadequacies with, with me being a coach. So I would maybe hide those more and I protect myself more. And I think as I’ve gotten older, I’m just more comfortable with who I am with what I’m doing.

But I also realize that if you’re not growing, you’re dying, right. I’m going to look at the plan in front of me if I’m not watering it and I’m not giving it nurturing it the way that I need to with fertilizer that it’s going to die. Right. So I got to continue to give it life, give it to things that it’s going to do to continue to grow.

So what are the things in our life that can help us continue to grow and get better?

[01:05:43] Mike Klinzing: Let’s go to something that you and I talked about on our pre pod call that we both like to see improve and get better. And that’s the world of youth basketball and we talked a little bit about how important it was to educate parents about what they should see and what they should look for when they’re playing with a youth basketball organization.

So maybe just start with, let’s start here. What are some positives that you see? So let’s start with that. And then we can dive into some of the changes that we’d like to see made in youth basketball to make it better for the players who were involved, the coaches, the parents, and ultimately for the sport of basketball.

[01:06:32] Jim Huber: I mean, I guess positives and use for some and I and youth basketball. I mean, I do see that small side of games and I see like three on three and I see some of that trying to be more encouraged, especially younger age, which I think is great. I think some of the. The skill development and some of the things that are being taught to that in regards to the shooting and finishing and a foot work.

And I may have, footwork’s kind of similar would have spin, but I think some have finished and shooting. Some of the skill development general I think is better. But what I, what I do believe if I’m a parent and here’s what I’m, I’m telling parents, and I got young kids, I got a third grader and a kindergartener and my third grader just started playing five on five this year.

And it was like a rec type league. And I probably, I don’t know if I’d have started them, but you know, as friends, one of the place that was fine. So my kindergarten or one to play all three and three. So I let him play that. But I, I, I just think parents realize you don’t have to start your kids or early playing five on five basketball and plan, especially a year round.

I don’t know how many times I see people like at young ages four to then playing year round basketball. Why you don’t need. I mean seriously, it’s like you could play four or five months out a year, five months a year, and you can work on you, go some camps, clinics, some skill development, play some of the sports and you can have kids have fun.

I get burned out. So I would tell parents to watch out how much you have your kids playing year round sports. The burnout rates are so high. You know, 70% of kids by the age of 13 are pretty much quitting. Some of the sports they’re playing. So I’m having them play different sports fine. And discovering those sports, having fun in those sports, learning different movements and, and also not over training where you get injuries at young ages.

So that’s something I’m doing. The other thing I’m doing me as a parent and the youth basketball. I’m going to find someone that’s going to coach and teach my kid how. And I’m not having, I’m not, I, I’m not a big fan zone defenses. I’ve played zone on defense in high school and college I’ve done it, but in youth basketball, I love man and man concepts.

I believe it should be taught more teaching kids how to move with man defense, defensive concepts that evolve that when they go to high school, whether it’s somebody joining the zone or whatever management principles will fit into it, and I’m big in teaching kids how to play motion concepts, teach them how to play.

I don’t want a coach teaching a bunch of plays. Also. Hopefully they have a coach running practices that are having kids that they’re basically they’re moving. They’re working on skills are getting reps in practice, not just standing around, sitting around, not doing much. I’m also looking for a coach that is may, is challenging my kid in a good way and hold him accountable, but also making it fun, enjoyable, and not just focus on the medals and trophies and just went along.

Those are things that I’m looking for and I’m looking for somebody that’s going to develop my child to the sport of basketball, to help them become a better person to develop life skills through the sports. Those are the things that I’m looking for and you sports, if I’m, if I’m a parent and I’m navigating my son through it,

[01:09:54] Mike Klinzing: Why do you think that we don’t see more of that?

And what can we do so that we do get more coaches who are doing some of the things that you described? How can we reach both coaches and parents so that a parents understand what they should be looking for and be more coaches, understand what makes for a better experience for their players?

[01:10:20] Jim Huber: Yeah. I mean, I think for parents, it’s just gotta be to communicate with them more, to understand, to create a higher level awareness, to realize what it looks like, because you think.

I’m not how many times I’ve seen this in basketball or in sport in general, just because so many played in high school played junior high basketball or do whatever doesn’t mean. They understand the game. So I think just trying to communicate the parents, understanding what they should be looking for, what questions they should be asking is a key and realize in the process development of a child basketball, I think it goes back to coaches though.

I think coach is like you got a lot of parents coach and you got a lot of people that I don’t know how many times I’ve seen it, where someone’s like, just because somebody played professional, they play college. Doesn’t mean to know how to teach the game. I mean, I don’t know how many times I got to tell people that, oh, this guy play for so-and-so.

He played overseas. Doesn’t mean he can teach. Right. Just cause. And I think the reason why a lot of people playing zone defenses in youth basketball, one, three ones, three twos, a run pattern, all offenses run like a pod or whatever is because it’s easy to teach it. I mean, it is. I can tell him, go to this spot, that spot, and I can show him in a practice real quick.

And that’s it, it is more challenging to teach man to man defenses, but it’s not that hard to do once you understand how to do it. It’s not rocket science. If it was a wouldn’t be doing it. And then like motion called concepts on offense. It’s not hard to teach again, but I think it goes back to, we have to, we have to develop like you look at certain countries, they have it to where they have requirements that you have to have a certification, right?

You go through to be able to coach the United States. There’s not much of that. You can pretty much just sign up and coach, or you can start a club whenever and have a program. And there’s not a lot of accountability that goes with that to make. They’re doing things in a certain way, but a lot of times people think what they’re doing is good the right way.

Like, you know playing his own defense at the fourth grade and teaching a 1-3-, 3-2, and they’re winning trophies and medals and they’re winning on the scoreboard and all it looks good, but there’s a lot of reasons why they might be winning because somebody doesn’t know how to attack his own defense and kids aren’t strong enough and can’t shoot at whatever. But then when maturation ages take place and kids start getting better and now they start being able to attack his own, start up whatever, and they have nothing to fall back on. Now, these kids, they, I think there’s more of the short-term growth in basketball instead of long-term development.

Like what’s the long-term game. And I think we got to look at the long-term vs. the short term game

[01:13:02] Mike Klinzing: That long-term is really important. And I think it’s also something that. Is sometimes difficult for both parents and youth coaches to understand because the lure of winning out of particular, a new weekend is sometimes a lot stronger than the idea that five years from now by nine players are going to be better equipped to make their high school varsity team, because we laid the foundation when they were in fifth grade, as opposed to, Hey, we’re really great at this 1, 3, 1 half court trap where the kids aren’t strong enough to throw a skip past that is needed in order to be able to break that, or they’re not able to shoot from the gaps because they just aren’t equipped to be able to have the strength that’s needed to be able to break that.

And so I think that that’s something that is really a challenge is figuring out how to get those coaches to be able to focus on, Hey, we’re developing players, not just to win this weekend, but we’re trying to develop them so that eventually. As they continue to grow and stay with the game that they have that fundamental foundation to be able to learn.

And I think you mentioned about certification, obviously USA basketball is trying to do their coach certification, but there’s nobody out there that’s really requiring that certification in order to be able to coach at any level. And I think that’s, that’s where there’s that disconnect. And on the other hand, I think one of the other places that you see it, and I think this is something that, to me, it seems like it seems like it would be doable.

Although I know there’s a bunch of competing factions, but I’ve heard this idea tossed around where if you had more organizations that required coaches to get some kind of a certification, whether it was just from the organization. That was hiring them where you gave them some actual coach education.

So let’s say I’m a city recreation department and those teams are usually coached by parent volunteers. And so often I know that just in my own community, I’ll have people that will call me up. They’re like, Hey, I’m coaching a third grade girl’s team and I can’t get them to do anything. Can you give me some ideas?

Can you give me some things that could help? And I think so often that organizations think, well, we’re already getting these people to volunteer. Now we’re going to require them to take a one hour online course, we’re going to have them come to a 90 minute coaches clinic. They’re not going to want to do that.

And I actually honestly think that the opposite is true. Yeah. You might get one or two people that are grumble like, oh I don’t want to go to that. But I think most coaches, especially when you’re talking about volunteer coach, They would probably welcome. I think that opportunity to learn so that when they went into practice, they would have some good ideas of things that they could do that could actually make their players better and make their experience better.

And I just think that there’s, there’s opportunities that if we start small and the people who run different organizations looked at the opportunity of like, Hey, I got this organization, we got 25 AAU teams. If we brought in 25 coaches and did a 90 minute coaches clinic with our best coaches who we know do a good job, man, how much better could that organization be and how many more people could they attract if you had everybody on your staff that was providing a top flight experience for those kids?

[01:16:42] Jim Huber: Here’s where I think it becomes like I’ve done that where you have clinics and you have people come in and. Yeah, he’s showing us off and then you see them run practices or do things like, oh my God, where they really pay attention where they they’re there.

Right? Yeah. What, what I, what I think and what, when I started no basketball organization has kind of one of the better ones throughout the United States today and what our big thing was when we started expanding, we started getting more coasts and organizations in the organization. We were like, okay, we’re going to have systems.

And I think what I would challenge organizations to do, and like you said, it could be a rec organization or whatever, a park and rec, but to have it, to lay out to where here’s a program and here’s practice plans laid out, like we would lay out practice plans. Here’s a fifth grade practice plans. There’s a first, second, third, fourth.

We lay out. It could be almost like, you know 16 practice plans. We lay out and we’d lay out the structure of them and what we’re doing. And then we would have the drills drawn up where they could see. And then we’d have videos. They could see the drill. So think about this. If I’m a parent, if I’m somebody running a practice and I don’t have a lot of time to really study and put something together.

But if I could go look at a practice and I could look at my first practice and I could go through and look at the 8, 9, 10 drills or whatever it’s listed on there. And I could go look at a drawing of it and see a video. And I could do that before I go on to run a practice, I could go run that practice.

Now, am I going to be perfect to run it? Or am I going to be at X teaching certain things, maybe not, but I’m going to have a base, a foundation of it. Right. So I think you have to lay stuff out on a platter and they can do like a step-by-step process. That’s almost digestible that they can do because otherwise they get too overwhelmed.

Like you’re having a lot of these individuals don’t have a lot experience in coaching and things that I’ve realized things that are simple to me. That I could walk in, I could do my sleep. There’s other individuals that can’t do that. Right. That’d be like me going in and try new accounting on the county office.

And the accountant’s like, well, this is pretty simple. I don’t understand do it. Right. So I think we have to make, if we have systems laid out and like I tell people all the time, like for example, like schools that are in small areas, urban air, or small towns and they’re, they, they talk about what we don’t like.

We have a good team or we have a good group of ninth graders. We don’t have a good group of we have a group of like sixth graders are space in between. We’d have good kids in these. I’m like if you develop a feeder program and you would have a system set up that you retrain your parents or whoever’s coach these youth teams, your coach, and their coach in a certain way, and a trained, and you have again, a backend system where they can go in and they give the products plans I can watch.

So that is I see diagrams and they can lead these practices. You’ll be amazed how you’ll get these kids become better because they’re being taught a certain way because these parents are people’s volunteering can do it because it’s set up in a way that they’re able to implement.

[01:19:49] Mike Klinzing: I love that from a, when you think about a high school coach, and you think about how important that youth feeder system is, and that’s been a topic that we’ve talked about a ton here on the podcast with a lot of different coaches.

And to me, I always feel like Lee involvement of the high school coach and their staff in doing exactly what you talked about. Providing that framework, that blueprint for here’s what we need to teach in each particular grade. Here are the things that are similar to what our varsity program runs. Here are the things that we need them to know at each particular grade level.

And then you have that involvement from the high school coach where that third grade kid knows who that high school coach is. And in their mind, they’re already like, Hey, someday, I want to play for coach Smith. When I get to be a high school player, or I want to be like player number 14 on that team. And to me, those things are so, so important.

If you’re going to develop a high school program as a varsity coach, you have to be more than just the coach of the varsity. You have to be involved from K to 12 and get those kids, those parents, those families, that community to know who you are. And as you said, if you can really lay out that blueprint and put together practice plans and.

Get a video together for them that shows him that lays it out exactly the way you want. It taught, man, you can have, you can really have something. Cause I’ve seen all different kinds of youth programs where you’ve got one team. That’s third grade, they’re sitting at a two, three zone and then you get to fifth grade and that team’s running a diamond press and going up and down and firing up threes.

And then you got the other team that’s there, they’re running this. It’s just and you’re like, are they really, are we really developing the kinds of players that are going to eventually contribute to a high school varsity program? That how could you, how much better could you be doing it if you had everybody on the same page?

[01:21:47] Jim Huber: Well, thinking about this, I tell people that when I coached you teams and I’ll tell parents, I’ll tell the kids, here’s my focus. And my mission is over the time you’re with me. By the time you get into high school, you’re going to understand how to play defense, man, a man you’re going understand whether it’s, how to guard the ball one pass away, right.

Help recover. You know being able to think cutters defend the post, the olefin ball screens back screens, down screens, defense, transition, block, and out. I’ll like, I’ll get through all these things. We’ll do half court and we’ll do full court where you’re gonna learn how to guard, right? No, them, we’re not doing any zone.

Not we’ll, we’ll basically we’ll have a principles down. And then while it is all evaluate teams are playing and maybe a teams really good at penetration. The moon may be silver, seems to do certain, certain way. Maybe somebody who’s got a great post player, we’re going to dig in the post. We’re going to do certain things to get the ball out.

We’ll basically adjust to the team we’re playing right. Do that. And then I’ll be like all offensively. I’m going to teach you how to play the motion concepts we talked about earlier, but teach you how to play. And you’re going to be skilled to teach you how to handle a bat. Right. How to shoot it, how to finish right out a Pasch of footwork, be a great teammate because we’re going to have great life skills and character traits.

And I said, I’m going to give you all these sayings over a couple of years. Now you’re going to walk into high school. You’re going to be a value, right. Cause who is a high school coach wouldn’t want those type of players. Any high school coach wants a kid like that. And as to me is what we gotta do. We, as coaches, we gotta look at we’re developing these kids for this.

And it takes time doing that.

[01:23:29] Mike Klinzing: It’s absolutely right. I mean, I think that it’s not something that happens overnight. It’s not something that you can just wave a magic wand and be like, okay, now suddenly this thing’s going to develop. It really takes a lot of time and coaches that do it well, invest a lot of time.

Putting that program together and figuring out, Hey, what do we want our youth program to look like? And how does that youth program fit into what we want to eventually do as a high school program? And I think that speaks to one of the other things that has been interesting from a learning about, from different coaches and talking to them on the podcast is just when you think about the amount of time that a high school coach has to put in to be successful.

And I think that that, that amount of time continues to go up. It continues to rise. When you think about what the baseline level of just to have, just to meet the criteria, so to speak, to be, to be on a level with other coaches, that baseline amount of time you have to put in has gone up. And then if you really want to be.

Successful man, to spend all that time with your youth program, your off season development and lifting, and then all your in season responsibilities and watching film. It’s just, it’s really incredible. How, how hard high school coaches, especially the ones that put a lot of time in how hard they have to work in order to have the success that they do.

[01:24:54] Jim Huber: That is especially true for what they get paid.

Yeah. I mean, that’s one thing like parents don’t even like, if they understood these coaches, the amount of time and effort they spend and what they do, they’re almost get paid minimum wage really less than that. So, but that’s where I think coaches you have to create systems, right? If you’re going to like everything I’m explaining to you, if you’re going to sit there and do all that on your own, you might as well check out in a year or two because you’re going to be burned out and you’re going to have.

Maybe if you’re married, divorced from your, from your wife and no relationship, your kids. And so there’s a balance to it, but I just think it goes back to like, if you’re going to have a youth program that I’m going to create systems and I’m going to with electronic and online and some of schools and they have video people and students, whatever, I’m going to find a way to do this with people helping me, and then we’re going to put it together and it’s going to be there.

And then all I have to do is once you’re like communicate to the parents who I was doing, this, the kids and youth program, but I’m gonna get my assistant coach. So people involved in it, it’s just not going to be me. And I think that’s what coach has got to realize. It’s like being more like you see college coaches, professional coaches, like to the CEO of the operation and you got to entrust other people to do certain things.

And when you have systems in place that they can follow, I think you can entrust them to be able to follow them if you’ve got the right people in place.

[01:26:19] Mike Klinzing: That’s so true. We’ve talked to a number of coaches that have told us. One of the things that they struggled with early in their career was the ability to delegate some of those tasks.

Coaches tend to be control freaks in some cases where they want to just have their hand in everything because they’ve grown up and you’d know that, Hey, the way that I do things, I feel like I’m going to have some success because of the way that I’ve been able to do whatever it is. Maybe your background as a player, the success you’ve had a coach or your work ethic, whatever it might be.

And so coaches sometimes the early in their career, they have trouble trusting that somebody else is going to be able to do those jobs. We’ve had so many coaches. Jim talked to us about once I became that CEO, once I became a delegator, once I trusted the staff and the people that I hired, and then I put in the right positions, once I trusted them to do their job, suddenly my job became a easier and B our program became way more successful because there was so many more.

Outstanding minds working on making the program better instead of just one person who’s completely overtaxed and just is going completely insane, trying to get it all done.

[01:27:33] Jim Huber: Yeah. And I think too, as a coach, you got to find out what do you do really well? I mean, there’s certain things that I wouldn’t delegate.

Like, like for me, if I, if I’m really good at like maybe when I’m in Praxilene and practice and doing things certain way to make sure, like we’re doing things where we need to do, or like certain game things that I do really well. Or if I feel like when I do it, it’s, it’s no one else can do it like that.

But if it’s like stuff it’s like ordering uniforms or if it’s like you know, sitting there, like if somebody got into or they had to organize camp stuff or it could be, it could be many different things that you can get into, like stuff that’s like, you don’t need to be involved in it.

If you have some males doing. And they’re good at our it’s like social media nowadays. Like I’m, I, I don’t, I don’t want to sit there me on social media and be putting stuff up or whatever, what I would, I would work to get somebody that’s really good in social media that loves doing that. And I would give them like the vision of a one to see and talk to them about it and have them do that.

[01:28:35] Mike Klinzing: That’s so true. I think that if you can double down on your strengths as a coach and look, where do I add the most value and where’s my time, the least valuable where I’m getting the least bang for my buck. Those are areas where you want to be able to delegate and then double down on the areas where you feel like, as you said, where your strengths lie, where you’re going to be able to have the most impact.

I think that’s really key as you look at what’s going to make someone a successful coach. We’re coming up with Jimmy around an hour and a half. So I want to give you one final two-part question before we wrap up. And that is when you look at where you are right now in your career, and you think about where you’re going.

What is the biggest challenge that you see for yourself over the next year or two? And then number two, when you think about what you get to do every day, what’s your biggest joy when you wake up in the morning, when you just consider what you’re getting to do day in and day out?

[01:29:31] Jim Huber: I think the biggest challenge for me is not even basketball related per se.

It’s more of like with the pandemic and with all the statistics that are coming out and with mental health issues and, and you got kids are talking about the anxiety and depression and you almost got almost like 25% of kids, even in higher ed. Some of the teens are, have thought about committing suicide.

For me, that, that, that weighs on my heart. And I think. So what are ways that I can connect more? What are ways that I can to stay in contact to make sure the athletes and I’m working with, are they doing okay? You know, they give getting the support that they need. And it, for me is more of that mental fitness.

Like, I feel like we so much focus on physical fitness, but I think we got to get into mental fitness. And in making sure that we’re strengthening the minds of people, because it’s like, I tell people all the time, train the mind the body will follow. And so I think that’s key and that’s my heart, because I feel like it’s going to get it’s going to get worse for it gets better with, with these next couple of years.

And some of these are going to come from it, so that that’s on that side of it. I think the joy for me is. You know, I get to do what I love to do, and I cannot control my schedule the way I want to do things. And so, so I think when you’re able to do the things that you love to do well, it’s like it’s coaching basketball and it’s actually you know, bring in whether it’s sometimes I get to go to camps and work with camps and train players and train coaches and develop curriculums.

I love doing that. But then also I have teams that I can coach and, and I love developing teams. I feel like you’d get to do a little bit of a lot of things than basketball that I love to do. And I’m able to use the creative side to always find like innovative ways to do things. And then also said we’re kind of from home and control my schedule and be at my family.

So I that’s stuff I’m really thankful for and a perspective that I have that opportunity

[01:31:40] Mike Klinzing: That’s well said. Makes a lot of sense. I think when you do have. That autonomy and that control. We all feel a little bit about the better when we have control of our day and get to do something that we love makes a ton of sense to me.

Before we finish up, I want to give you a chance to share how people can reach out to you. Find out more about what you’re doing with breakthrough basketball. So if you want to share email, social media website, whatever you feel comfortable putting out there for us, and then I’ll jump back in and wrap things up.

[01:32:09] Jim Huber: Yeah. I mean they can definitely go to breakthroughbasketball.com. And you know, we have all kinds of camper information. There’s products that I have up there that I’ve done from like man to man defensive stuff to shooting to. We just got done with doing a youth coach development program of civil, where we talked about is what coaches can do to be able to develop teams and that, so they can go there.

Then also I got a personal site. That’s coachhuber.com you go to find information there. You can contact me as well through there and this kind of social media stuff and things like that. And there’s one of the plays called 40 athletes dot com that we do some stuff with a life skill of character development, kind of like helping kids when the game of life through sports.

So those are different ways you can kind of find me and reach out to me.

[01:33:01] Mike Klinzing: Perfect. Appreciate that. And Jim, we cannot thank you enough for taking the time out of your schedule tonight, to jump out with us, spend a lot of fun, to having a deep dive into a lot of different issues that are facing the coaching profession.

And it’s always fun to be able to talk to somebody. Who’s got some innovative thoughts and ideas. So we appreciate that. And to everyone out there, thanks for listening. And we will catch you on our next episode. Thanks.