Friday, December 16, 2016

Speaking with Confidence

Take a moment to think about something you are exceptionally confident in your ability to do. Odds are you have practiced this time and time again.  Odds are, with your experience, you have successfully completed this task or performed this skill a number of times already.

Whether you're an athlete in competition, a doctor in surgery, or an attorney delivering the closing argument, your confidence improves with practice and experience.

The very same is true of speaking.  And so this week I combined a hands-on classroom activity with a techtool website called Let'sRecap.

My classroom activity had my students up and out of their seats, excitedly wandering the classroom while engaging with their classmates.  The timing could not have been better.  Winter Break is just around the corner and students are as giddy as a toddler on Christmas Eve.

Ultimately, if the lesson went perfectly, it was my goal that students would not only understand new concepts, they would also be able to explain these new concepts using academic language.  And this is where comes in.

With, I created a reflection assignment for my students that video-recorded their verbal responses.  I chose to limit their responses to only 15 seconds, which forced students to be concise in their response and created less grading burden on me as their teacher.

I believe it's important that education and athletics be dynamic.  Certainly content/ skill knowledge is important.  But perhaps more important are the abilities to read and comprehend, write with proper sentence structure, and speak using proper grammar, tonal fluctuations and eye contact.

LetsRecap allowed my students to practice speaking in their own chosen low-stress environment; and I found students did well to take advantage of this.  Most notably was one student who recorded himself dressed in a Tigger costume and sunglasses!

Friday, December 9, 2016

Relating HBO's Westworld to the Classroom

It's amazing to me, these self-learning computers.  Artificial Intelligence (AI) isn't just something we've enjoyed on HBO's Westworld, but it's beginning to make its way into many aspects of our lives.

I found a fascinating quick-read online about AI, and about how it relates to education and learning in general.  Machines are learning on their own.  They take the information available to them, and use it to make themselves smarter.  But as the article states, not all learning is done this way.
We are stuck with centuries old methodologies, where schools and teachers act like the gateway to knowledge, but at a time when students can access all they want by simply asking Alexa. Finland understood this change and decided to get rid of the passive learning education and lecture format. Instead students are working in groups on topics of their choice, practicing problem solving. Teachers guide students as they are learning on their own.
And so this week I took aim at evolving as a teacher, bringing this new methodology to my classroom.  The technologies I used to facilitate this move (Google ClassroomEdPuzzle, and Verso) help to increase student collaboration, engagement, accountability and critical thinking, all essential qualities in society's strongest leaders.

Not everything went exactly as planned, but overall, the lesson was a success.  As this was the first time my students used a couple of the Apps (and my first time as well), there were the normal hiccups.  Some students were unable to login and spoke up, at which point we navigated through the glitch together.  Others chose to use bumps in the road as an excuse to stare into the abyss of their empty monitor until I made my way around and urged them forward.

Using Verso, I had students summarize their opinion from their Google doc and anonymously post for the class to see.  This helped guarantee student engagement.  On the fly, I grouped students into two groups, those who agreed with the prompt and those who disagreed, and I asked them to write a contradicting comment to a post of a classmate who shared the same opinion.  (It was my hope that this would help increase critical thinking.)  Finally, given the content the students created and posted in Verso, I initiated a classroom discussion/ debate; again, a fun and outstanding source of critical thinking.

In the future, I think the biggest adjustment I would make is that of having more questions prepared for the class to respond to, both in small groups and as a whole, after they have posted individually to Verso.  I anticipated that the Google doc and questions/ prompts contained within would be sufficient to drive class discussion throughout the period, but it was not.  Looking back, the online interaction at Verso did not spawn a group/ whole-class discussion.  (Perhaps the students were tired of the prompt?)  I expect that having more questions would help launch the online discussion into the classroom.

Clearly, students could have engaged in a read/ recite lesson and successfully (debatable) come away having learned the content.  But we know that we learn best when we deeply engage with the process; and we know that in society today, just knowing isn't enough.

It's what we do with the content once we know it that matters most.
In Westworld, how will the robots behave once they have consciousness?

Tuesday, November 29, 2016

Video as a Teaching Tool

Image result for athletic video analysis software
On a fundamental level, athletic coaches have been using technology to improve student-athlete achievement for years.  Think about video as a teaching tool.  I can share a video clip with my student-athletes, perhaps one that shows our offense attacking a particular defense, and I can pause it, and from that point, I can ask, "At this exact moment, tell the person next to you what each person on defense (and/or offense) is thinking?  And what should he be ready to do?"

I think back to video lectures as a young student-athlete, and as a young coach, and I remember very well nearly falling asleep and watching my athletes fall asleep.

Could this small adjustment to the teaching and learning process change all that?
Could this add to the already doing that is taking place in practice and in the classroom?

I'm left asking myself, how can I make this even better?  And more importantly, how does this apply to the classroom?

I'm excited to see how far this Tech Fellowship develops!

Tuesday, November 22, 2016

The Digital Learning Coach

I've enjoyed adding new tools to my teacher's tool box over the past 3 years of teaching AP Government and CP Economics at Beckman High School in Irvine, CA.  But this year I aim to take this to a new level.  This year I am embarking on a Tech Fellowship journey, gratefully sponsored by Tustin Unified School District.

Working with my Digital Learning Coach, Crystal Kirch, I hope to enhance my curriculum with new technology tools so that my students (and student-athletes) will start conversations necessary to explore some of the concepts I hope they will learn.

Image result for teaching with technology

Tuesday, November 15, 2016

Learn Something New Each Day

I remember reading some years ago about a college student who had taken it upon himself to spend one hour every day learning something new.  Renaissance Man is what they called him!  I remember thinking about how rewarding a life that would be!  But it's not everyone who has time to learn new things every day.
Image result for learn something new each dayFortunately for us teachers and coaches, we are immersed in a profession that affords us exactly that!  In fact, a strong argument is made that unless we do learn something new each day, our profession and our students will pass us by.

Tuesday, November 8, 2016

Repetition: the Mother of All Learning (but not the only way...)

Image result for ucla athletics
UCLA has won more NCAA titles than any other university.

I'm a believer.  It's the optimist in me; perhaps instilled as a life-long UCLA athletics fan.

I believe there are a number of ways to increase student (and student-athlete) learning.  We all know that repetition is the mother of all, mother of all, mother of all, mother of all, mother of all, mother of all, mother of all learning.  When I think about the things in life that I am best at, certainly I have done these things a lot.  But repetition doesn't have to be the only way.  And in fact, adding tools to my teaching (and coaching) tool chest to create a dynamic and FUN learning experience, I expect will produce even better achievement results.

Wednesday, May 25, 2016

Coaching: When Less Becomes More

I remember when I first started coaching, I felt like I needed to "joystick" my athletes during the entire game.  I felt like it was my job as coach to tell them exactly what they had to do and when they had to do it.  And as a result, my athletes only performed as well as I coached, if not worse.

With so much of the beauty of athletics lying in the creativity, flow and personal ownership an athlete or team has over the game, why would I ever want to limit my athletes to doing and thinking only what I say or think?

(Side note:  Think for a moment about the irony in even trying to control every action and thought of one teenage kid during high intensity, emotional activity, let alone the thoughts and actions of many teenagers!)

I saw the chart pictured above a few months back, and it immediately struck a chord with me.  It made me reflect back on my attitude as a coach, and how it has evolved.  Today, teams I coach receive very little direct instruction while games are being played; and during timeouts and at quarter breaks, I try to keep things simple.  I limit general team adjustments/ reminders to three or fewer, and individual adjustments/ reminders to only one.

I now believe that the most important part of my job exists in practice, in preparing my kids' for their biggest moments in the game.  If I've done my job, the game will take care of itself -- athletes can think and act according to habit, knowledge and experience.  And having personally experienced games where my athletes do think and act correctly on their own, I can say that those games give me the greatest satisfaction as coach, regardless of the outcome or the score on the scoreboard.

Until it Hurts, book, Mark Hyman
Recommended Reading
Re-read the above, substituting the words "life, parent, kids, son, daughter" for "game, coach, athlete" and so on.  Do you see a connection between sports and life?  Which lesson is more important that kids learn: those that are sport-specific, or those applicable to both sports and life?

As you can see, I like to relate coaching philosophies back to life, and to the role of a parent.  Our kids, inevitably, will find themselves in precarious situations where difficult decisions have to be made.  Often, it will be up to our kids, entirely, to make their own best decisions!

In sports, as in life, if we as parents and educators have done our job correctly, (most of the time) our kids (we hope) will make the best decisions possible.

I have to add, I feel very fortunate to have a majority of team-parents in full support of this idea. Lucky me :)

Wednesday, May 18, 2016

Teaching Character: A Team-building Activity

movie, rudy, sprots, film, character, teacher, team-buildingNo doubt you have read the letter below.  And if you have not, well, now is the time.  Simply put, this letter from a college coach to a prospective recruit highlights the worst characteristics of high school athletes with the most potential.

As humans, we are a competitive species.  From the time we walk, we challenge one another even in the most basic ways.  (Think about the game of "Tag!")  Unfortunately, that means we also have the tendency to be competitive in the negative, just as we are in the positive.  So when we ask our leaders (each of our student-athletes is a leader) to engage with the content in this letter, let's put a positive spin on these otherwise negative concepts.

Teaching Character Team-building Activity
Step 1:  Divide your team into 8 small groups.  Have student-athletes work in groups to read and annotate the letter below, asking them to change each of the negative characteristics to positive.

Step 2:  Assign one debriefing prompt to each group.  Have each group share out.  For each prompt, have groups (1) identify at least two parts of the letter that relate to their topic, and describe why, and (2) identify three teammates who they feel best exemplify the positive character trait, and describe why.
Debriefing prompts:
steve nash, nba, inspirational quote, character
Steve Nash, 2x NBA MVP
   a.  Attention to Detail
   b.  Maturity
   c.  Communication 
        (Verbal and Non-Verbal)
   d.  Media/ Cell Phones
   e.  Consistency/ Positive Energy
   f.  Team Rituals/ Culture
   g.  Celebrating Team
   h.  Personal Accountability/ 
        Mistakes are OK

Wednesday, May 4, 2016

Leaving a Legacy

Allen Iverson, Tim Duncan, NBA rivalry, NBA legacy
Fast forward a few months.  Your season (career, semester, etc.) is over.  It is important to know where you ultimately want to be before you head out on your way!  To help you identify your personal and team goals, think about the legacy you would most like to leave behind.

In thinking about your legacy, consider athletes who put personal goals ahead of the goals' of the team.  Allen Iverson won a handful of scoring titles in the late-90's and early-2000's.  But people remember him most for his clearly selfish comments about missing team practice:  "We're talkin' about practice?"

More likely, when reflecting about NBA basketball legacies, people talk of the selfless team game of Tim Duncan and his San Antonio Spurs.  Duncan and his teammates brushed aside ego, scoring titles and individual accolades, and even accepted lesser salaries and lower-paying contracts, all in honor of their team.

In setting your personal and team goals, consider the following:

Wednesday, April 27, 2016

The Human Knot Game

Team Building Game, Leadership Game, Human Knot, Game, Leadership, Team BuildingHave the group make a large circle. (This game also works well as a race between several circles in larger groups.) 

Have everyone put one hand in the middle, and hold hands with someone in the circle.  Make certain not to hold hands with the person directly next to you!  Repeat with the other hand, and be sure to hold hands with a different person.  Again, make certain not to hold hands with the person directly next to you! 

Then your group must use teamwork to unravel yourselves into a circle again without coming disconnected.

Helpful Hint:
To ensure that everyone is in the same circle, send a “pulse.” One person begins by gently squeezing their right hand. The person who is squeezed gently squeezes their opposite hand, which passes the pulse to the next person. Continue until the first person has their second hand squeezed. 

Wednesday, April 20, 2016

Navy SEAL Standards

Navy SEALS, fitness test, fitness challenge, PST

Here is the physical fitness test for the Navy SEALS' training program, known as BUD/S(Basic Underwater Demolition/SEALs).  Are you up to it?

Navy SEAL PST Standards
PST Event                    Minimum Standards        Competitive Standards
500 Yard Swim                12:30                                        8 Minutes
Pushups                            40 in 2 minutes                      80-100
Sit-ups                               50 in 2 minutes                      80-100
Pull-ups                             10 in 2 minutes                      15-20
1.5 Mile Timed Run        11:30                                         9-10 Minutes

Wednesday, April 13, 2016

Ultimate Patriot Championship

Speiker, Aquatics Center, UCLA, Speiker Aquatics
Here is one variation of an amazing team building, discipline, commitment and competitiveness program used by Coach Sam Bailey and Tustin-Irvine Patriot Aquatics water polo team.  How might you adapt a similar concept to your team?
  1. Each athlete votes for two student-athletes they consider leaders.  Coaches will tally votes.  The top three are made platoon leaders.
  2. Platoon leaders draft their team (platoon).
  3. Each platoon begins with 4000 points.  Points can be earned or lost each week according to performance and service. 
  4. The platoon that finishes last at the end of each week will have extra conditioning before or after the following practice.
  5. The top two platoons at the end of practice on June 18th will be brought the breakfast of their choice, as prepared by the other platoons, on the morning of June 23rd.

Wednesday, April 6, 2016

Outcome Goals vs Process Goals

goal-setting, setting goals, outcome goals, process goals, measurable, not measurable
It is important to set both outcome goals and process goals, and especially to know the difference.

Process Goals
Think of process goals as actions, or habits.  Collectively, you expect actions and habits to lead to a desirable end result.  But initially your goal will likely be to simply develop the habit itself!  Once you have the habit down, that's when you'll turn your focus to the end result, or the outcome, those habits are intended to produce.

Example of a process goal:  getting into shape.  When you begin working toward the goal of "getting into shape" you likely need to get into the habit of eating better and exercising more.  

So a process goal might be, “For the next three months, I am going to exercise three times a week for at least 45 minutes each time.  Additionally, I will eliminate all snacks and sweets from my diet.”  The goal is measurable and time-bound, but there is no specified outcome – no amount of weight lost or muscle gained.

Wednesday, March 30, 2016

Setting Achievement Standards

Muggsy Bogues, Michael Jordan, determination
Muggsy Bogues, 5'3"
NBA's Shortest Athlete Ever
In setting your personal and team's achievement standards, closely consider the following two questions:
  1. What do you want to achieve?
  2. Realistically, what can you achieve?
The first question, what do you want to achieve, takes into consideration the physical athletic talent that you and your teammates possess.  
  • How athletic is your team?  
  • How big, strong, and fast is your team?  
  • What is your team's competition?  
Answers to some of these questions may change over time as you and your team develop.  But answers to others will not.  For example, you will never have control over being in the most challenging league or division. 

The second question, realistically what can you achieve, takes into consideration the motivation and commitment of you and the people who surround you.  Ask yourself, 

Monday, March 21, 2016

Quote of the Week, from Coach John Wooden

"It's the things that you learn after you know everything that count."  - Coach John Wooden to Bill Walton

Coach John Wooden, Bill Walton
Coach John Wooden and Bill Walton
Bill Walton, Coach John Wooden
Bill Walton and Coach John Wooden

Tuesday, March 15, 2016

7 Habits of Successful Athletes: A Team-Building Activity

multi-sport athlete, Bo Jackson, Bo Knows
Bo Jackson, multi-sport athlete
Here's a fun, quick activity to do with your teammates.  It doesn't matter which sport you play -- give it a try!  You'll understand the inherent advantage multi-sport athletes have over sport-specific athletes.

1.  Have all athletes on the team read the article found at this link:
(A portion of the blog post is found below.)

2. Then ask athletes to work in small groups substituting words, phrases and terminology from the blog post to make the writing specific to your sport.

3. After each group has essentially re-written the article so that it fits your sport, have athletes re-read the new version out loud, with one group reading the first paragraph aloud, the next group reading second, etc. The leader of the activity should stop at any point to discuss ideas and concepts that are most important to the team or the coach.

4. At the conclusion of team's reading, have the team discuss major themes of the blog post and how they relate to specifics of your team's strategy.  Ask athletes also how each theme relate to specifics of athletes' individual goals.

Highlights from the blog post follow: 
7 Habits of Successful Shooting Guards  
By Shelby Turcotte

As I reflected back on 15-plus years of competing in basketball I couldn't help but think that a quick checklist would be helpful. The principles I outline below can be applied to any shooting guard regardless of height, speed, shooting ability, or athletic giftedness.

Know Where You're Best
As simple as it sounds, one of the biggest differences between high-level shooting guards and "good" shooting guards is often a difference of understanding. Good shooting guards take whatever the defense gives them. High-level shooting guards find ways to get the shots that they're best at. Put yourself in the positions on the court where you're most successful. If you like receiving the ball coming off of the left wing, find ways to set yourself up there more often.

Monday, March 7, 2016

A Killer Instinct is Born by Kobe Bryant

Kobe Bryant, dunk, Dwight Howard
Kobe Bryant dunks on Dwight Howard
Zero. That’s the number of points I scored the entire summer while playing in Philadelphia’s Sonny Hill Future League when I was 12 years old. I didn’t score. Not a free throw, not an accidental layup, not even a lucky throw-the-ball-up-oops-it-went-in basket.
My father Joe “Jellybean” Bryant and my uncle John “Chubby” Cox were Future League legends in their day. My father as a 6-10 point forward and my uncle as a 6-4 point guard.
I was putting my family to shame!
I considered maybe just giving up basketball and just focusing on soccer. Here’s where my respect and admiration for MJ was forged. I learned that he had been cut from his high school team as a freshman; I learned he knew what it felt like to be embarrassed, to feel like a failure. But he used those emotions to fuel him, make him stronger, he didn’t quit. So I decided to take on my challenge the same way he did. I would channel my failure as fuel to keep my competitive fire burning. I became obsessed with proving to my family — and more importantly to myself — that I CAN DO THIS.
It became an obsession. I learned everything about the game, the history, the players, the fundamentals. I wasn’t just determined to never have a summer of zero again, I was driven to inflict the same sense of failure on my competition as they unknowingly inflicted on me. My killer instinct to score was born

Monday, February 29, 2016

Winner's Mentality by Robert Horry

Robert Horry, Big Shot Bob, game winner, game winning shot, Lakers, Kings, 2002
Robert Horry hits game winner, Lakers vs Kings, 2002
When I got traded to the Lakers in ’97, Kobe Bryant was just a rookie. The dude couldn’t shoot threes. We would play this shooting game every day after practice. It was me, Kobe, Brian Shaw, Mitch Richmond and Kurt Rambis. Kobe would lose every time. We would get to practice the next day and sure enough, Kobe would already be there shooting nothing but threes. Like clockwork, at the end of practice he’d say, “Let’s play the game! I’m ready for you.” And we would beat (him) again.
He would never stop. It was incredible. He practiced until one day, a couple months later, he finally won. If you literally said, “Kobe, I bet you can’t make five in a row by dropping the ball and kicking it in from half court,” that (guy) would go out there and practice it until he could do it. And that’s what people don’t understand when they talk about champions — when they talk about a winner’s mentality. Kobe’s dedication to the game is unreal. And I mean that in the truest sense … it was literally unbelievable. The common denominator in every championship team is the mentality that Kobe has. You have to be so obsessed with winning that you pull no punches with your teammates, even when you’re in first place. Even when you’re a defending champ.

Monday, February 22, 2016

Competitive: Kobe Bryant Loses in Ping-Pong, Orders Table to His House

Mike Trudell has been the beat reporter for, since the 2008-09 season, and is the team’s sideline reporter for Time Warner Cable SportsNet.  Trudell recalls a favorite Kobe memory involving Thanksgiving dinner and a Ping-Pong table.
Kobe Bryant Competitive

“​Thanksgiving 2013, and the team was in Detroit. None of us had plans. We thought we were going to have Thanksgiving alone. So, Kobe basically made sure that one of the ballrooms was open and had a fully catered Thanksgiving meal for everybody. Inside this room there’s a Ping-Pong table and some of us are playing, and I grew up with a Ping-Pong table, so I’m pretty good. At some point, Kobe makes a comment about one of the players I had just beaten. So I said, ‘Kobe if you want to, I’m happy to give some to you next.’ So, we play the first game and you can tell he can play, but he’s not a super experienced Ping-Pong player, so I sense a couple weaknesses and beat him rather handedly the first game. He is talking a bit of shit, mostly just calling me a MF-er. But, the reason I’m telling this story is not as a humble brag but because during the entire game, he was literally watching every point and learning as the game is going on. So, we get done with the game, and he wants to go again. Now, I beat him again the second time, but he got much closer. Within 5 minutes, he was taking the Ping-Pong game so seriously, and I thought, this is why he’s so great at basketball. I’ve never competed against anybody in anything, and I played a D1 sport, that felt as intense as that Ping-Pong game.”​
One week later, Kobe ordered an Olympic sized Ping-Pong table delivered to his house.
Kobe, Ping-Pong
Kobe Bryant plays Ping Pong, Thanksgiving 2013.

Monday, February 15, 2016

Mine, Yours, OURS!

cooperation, competition
Materials needed:

  • Five hula hoops or circles of rope (one for each team)
  • as many balls as you can get, hopefully 50-60


  1. Lay out the play area of at least 30' x 30'.
  2. Put a circle in each corner, and one in the center of the area of play.  
  3. Place all the balls in the center circle.

Teams begin by standing in or behind their circle.  In three minutes, your team's objective is to have all the balls inside your circle. 


  • Cannot throw balls.

Monday, February 8, 2016

Taking Care of Your Teammates - A letter from Jake MacDonald

All leaders are held to two standards: mission accomplishment and taking care of your people. If polled, I’m confident most people would agree that accomplishing your mission is the more challenging of the two. Taking care of your people is easy. As a young officer in the Marine Corps, I certainly thought so. Accomplishing the mission was the tough part. I enjoyed taking care of my Marines. I was good at it. To me taking care of my Marines meant letting them out early on a Friday, it meant getting some “hot wets” (hot coffee and soup) brought out to the field when we were training in the cold. It was making popular decisions that helped my Marines like me. I thought this way up until my first time in a combat zone.

Monday, February 1, 2016

Help Your Team While You're Injured, with Brandi Chastain

It can be difficult for the injured athlete to continue to feel connected to the team, to feel the same connection as their healthy teammates.  But the job of staying connected is almost entirely up to the injured individual.  In practice, the injured athlete needs to show his/ her teammates that s/he is willing to do everything s/he can to physically get better.  That means seeking out alternative exercises that s/he can do on the sidelines while teammates are practicing (push-ups, sit-ups, squats, riding an exercise bike, etc.).  The injured athlete must always remain 100% focused during practices and games, watching and learning from teammates' successes and failures in drills, scrimmages and games.  This focused engagement in team practices and games helps prepare the injured athlete for when s/he is ready to step back onto the field, and it helps teammates know you are with them.

Monday, January 25, 2016

High Fives by Steve Nash

You hear broadcasters talk about it as a big separator. You read about it in many articles and stories. You hear coaches talking about it all the time, working day and night to create that very thing and instill it in their teams. You see players in post game interviews either attribute their wins to it or blame their losses on the lack of it.

It’s a mysterious and elusive part of being a great team. Some have it right away, and some take a long time to develop it, but no matter what the case may be – no team can win without it.

In the 2011 NBA finals, the intriguing matchup between the Dallas Mavericks and the Miami Heat brought together two essentially different teams in terms of the conceptual theories behind their building process, as well as two different styles of play. On the one hand, LeBron, Wade and Bosh, the big 3 are all stars in their own right. Wade is a former champion (2006), Bosh was a 20 points, 10 rebounds franchise player for his career, and LeBron was arguably the best player on the planet. Erik Spoelstra was a young coach with little playoff experience.

Monday, January 18, 2016

Accountability Systems

Accountability to team standards critically impacts all aspects of team performance.  If the coach is the only person holding members of a team accountable, adversarial relationships naturally form between members of the team.  Athletes eventually become uninspired or perhaps reluctant to perform their best.
team, sports, leadership, huddle
Conversely, having an Accountability System in place helps teams own their standards, improves communication, team involvement, and team success.

Start with four tiers to your Accountability System.

  • Personal Responsibility - Athletes must abide by the standards of the team -- the standards that s/he helped to create.  These are standards s/he must believe in.  They should have been created with the sincere belief that they will help their team achieve its very best.
  • Team Accountability - As mentioned above, when the team creates their own standards, personal and team accountability naturally become part of your team culture.
  • Team Involvement - If/ when a situation arises that threatens your team culture, the athletes on the team must be the first to step up to address it.  One athlete may address it on his/ her own, or a small group of athletes may join together to show their support.  Should this not be enough, then the whole team must join together to address the situation.
  • Coach Involvement - Only when a meeting of the whole team does not resolve the threat should the coach get involved. 

Thursday, January 7, 2016

Quote of the Week

Coach K, Mike Krzyzewski, Duke Basketball, 1000 wins, NCAA Champion, Hug
Coach K, 2015 NCAA Champion
"Our goal is not to win.  It's to play together and play hard.  Then, winning takes care of itself."
-Coach Mike Krzyzewski