It turns out these PDFs were created in 2010 as part of a larger USAU document called the “USA Ultimate Resource Guide” (archived PDF, 08/09/2010 version). The 2nd Google hit is Part 4 of the Resource Guide, while the 1st hit is one section in that same Part. It turns out that most of the guide is still quite timely and useful — whether for coaches, team managers, or organizers of clinics, camps, or leagues. There are even some sections about growing the sport that might be worth reviving — even in Seattle where youth ultimate is already big — like field acquisition, facilitating ultimate in PE classes, and getting the word out. Here’s the entire table of contents…
Table of Contents
PART 1: Ultimate Organizations
PART 2: Ultimate Leagues
Recruiting Players for Leagues
Timing Strategy when Starting a League
Field Acquisition for Local Leagues
Recruiting and Retaining Women
PART 3: Ultimate In Schools
10 Simple Steps To Starting a School-based Ultimate Team
Starting an Ultimate Club At Your School
Starting a High School League
Traveling With a Youth Ultimate Team
Growing Youth Ultimate Through PE Classes
PART 4: Teaching Ultimate
Ultimate In 10 Simple Rules
Teaching the Spirit of the Game™
Coaching Youth League Ultimate
Running a Youth Skills Clinic
Starting an Ultimate Camp
PART 5: Getting the Word Out
Gaining Media Attention
Building the Ultimate On-line Presence
PART 6: Appendices
Appendix A: Sample Camp Application Form
Appendix B: Sample Camp Evaluation Form
Appendix C: Sample Medical Authorization Form
Appendix D: Sample Youth Chaperone Consent and Release Form
Appendix E: Sample Waiver/Release of Liability Form
Appendix F: Sample Player Information Form
Appendix G: Sample Press Release Layout
Appendix H: 10 Tips For Writing a Press Release
Things that caught my eye:
The idea of getting some official discs for your school’s PE program. I’ve meant to do this for years at Eckstein. I bet just 10-15 discs would be a welcome contribution for a typical PE class.
Goldenberg’s coaching suggestions are aimed mostly at high school, but her ideas of teaching defense first, and then letting a team find their own offensive strategy makes good sense. I also noticed that when she lists off strategies that a (high school) team could consider, the list included not only horizontal and vertical stack, but also “dominator” and “chaos.” This reminds me we need a historical list of all the offenses ever tried — just to show kids that they can be creative in how the create, defend, and claim open space.
Goldenberg also mentions the compliment sandwich at the end of her piece… as “praise, comment, praise.”
Goldenberg verbally describes a “straight-on throwing” drill which is diagrammed (with much less confusion for me) in the last section of Part 4 (Ultimate Drills). The other two drills she describes are also diagrammed.
There’s a historical depiction of DiscNW on page 14. I was interested in the mention of their role in the “Magnuson Park upgrade” and the proud mention of their online tools: the DiscNW “bulletin board” (which still exists!) and photo/video sharing mechanisms (not sure what these were)…
(We all thank John for helping us access the school where he’s a teacher. Prior to his help, Scott was really struggling to find a space that met the USAU facility requirements and budget!)
Alex led the group in a quick name-game. We went to the cafeteria and threw a soft cone in two circles of ~10 participants. You had to thank the person who through to you (e.g. “Thanks, Alex”), say your name, say the name of a person who had not yet been thrown while making eye contact with them, and then throw the “disc” to them.
The two groups competed to see who could cycle through everyone in the circle and back to the original thrower. The groups were different sizes, so it wasn’t fair, but it was fun to add complexity to the game — first by speeding up the cycle; then by adding a second “disc” that was started after the first disc had reached the third or fourth person. We headed back to Leahy Land with a new game that could help a team of unfamiliar players learn each others names efficiently.
Back in the classroom, Alex had us go around the room introducing ourselves. This was the beginning of one of the best aspects of the in-person workshop: getting to know other local coaches and sharing ideas with them. Here are a few topics that folks said they were hoping to learn about during the day:
How to manage middle schoolers!
Nuts and bolts of running a practice
How to get more young girls involved
How to teach the rules
How to get equal improvement in a group with varied experience or different learning styles (e.g. not leaving passive kids behind)
How to “seed” elementary and middle school teams in ways that support the development of high school teams
Best practices for coaching elementary school
9:00 Why do people play ultimate
This was a great group discussion. We came up with lots of ways to “hook” new players on the sport, as well as some shortcomings of the game as it’s currently played by younger youth (mostly grades 3-8). I’ve listed some highlights (ideas that were new to me), but there were many more that Alex noted and discussed.
Why people play ultimate:
The beauty of the disc flying (play Dog on the first practice!)
Spirit of the Game (try playing look-up/down to choose throwing partners)
More equitable and confidence-building play:
Don’t say sorry rituals
The “special” (has to be thrown to before team can score)
Keep away (practice low-emotion mistakes)
2v2 scrimmages (lots of touches for everyone)
try mixed and single-gender practices/drills/scrimmages
rotate who leads a middle school team each practice
girl-girl leadership pair
boy-girl leadership pair
boy-boy leadership pair
Try 4 girl, 3 boy scrimmages
Hire more female middle school coaches!
Attracting more girls and retaining them through middle school
understand other sport calendars and trends
market to groups of girls/women
classrooms, especially social groups of girls
teams from other sports that are burning out
Verbal face-to-face recruitment of girls by coaches (helps make them feel valued!)
Riot’s 3 tenets: ETL = Excellence. Trust. Love.
Team work and athletic development: be purposeful with a charter?
Seattle Public Schools has a process to follow for creating a charter (Charlie mentioned it, but I missed its name)
A charter should describe how do you want to feel (as players; as a team)
Then plan: What do you do to achieve the charter?
Camp Orkila has a process for creating a constitution/charter with new campers…
As a coach: watch 1 player for about 2 minutes and ask “Are they engaged in this drill/lecture/game?”
Experienced parent’s role: teach ultimate culture to other parents
Things that detract from ultimate:
soccer gets calendars out 6 months in advance!
USAU web site is messy (trick is to google your search term and append “site:usaultimate.org”)
Lack of good practice fields
Canceled games (because many youth games are played on grass fields which SPS closes when super-wet)
Handout: 25-page booklet — “Coaching Ethics Workshop” including sections on: intro; the sport; Spirit of the Game; Liability and Insurance; Safety; & Emergency procedures; plus 2 appendices on: child abuse reporting agencies; references/readings.
We read through the USAU ethics pamphlet, discussing each point (many of which originated with the U.S. Olympic Committee).
Key concepts for coaches of youngest youth:
Teach and practice the foul/conflict resolution process (Rules; how to call fouls; how to contest; how to resolve; best perspective)
In game, coach is a resource not a judge
“Do you have a question about the rules?”
“Can I help you with the process of calling and resolving a foul?”
Use them mostly for compliments and positive coaching
If both teams mis-understood a rule in the game, coach can use as a teachable moment and clarify for all
Pet peeves (of various participants)
Don’t teach middle schoolers to call travels!
Don’t allow kids to kick rolling discs!
Playing time: try to keep it balanced by using a sub-sheet
Player is unspirited (cheating): start with a question, like “How did you feel about that last play?” Then educate about a relevant rule or process.
10:50 Took a 15 minute break for snacks!
11:20 Spirit of the Game
We broke up into small groups to define and discuss SotG. Then came back together to share and look for commonalities.
Try having a spirit “captain” (esp on high or club school teams)
Coaches role is as a model of good spirit (calm communication; fairness
Incorporate SotG into drills: e.g. high 5s when you enter a line; offering encouragement and compliments to teammates.
5 duties to avoid exposure
Proper instruction for risky activities (e.g. lay outs)
Provide safety equipment (safe field; don’t mix cleats and bare feet!)
Provide care (upon injury)
We made sandwiches, ate chips, drank juice, and chatted at our desks.
Handout: 76-page booklet “Coaching Performance Workshop” covering: intro; communicating with your school; parents; logistics; growth/promotion; equipment; conditioning; & tips; plus 12 appendices on rules; affiliates; state associations; sample season schedule; sample parent letter; sample med form; intro clinic schedule; 12-week fitness program; injury prevention; nutrition/hydration; injuries; and references/readings.)
We discussed the fundamental skills and knowledge we need to teach in ultimate, then prioritized them into an optimal sequence for new players.
5 steps to learning:
Brevity ends with a “Why?”
TALK LESS (2 minutes is too long)
Use 2 or 3 cues, e.g. for backhand “keep disc level” (see hard-copy handout “Skill Specific Cues” for lots more)
13:15 Transition to gym
The active portion of the workshop included: coming up with a drill (in groups of ~4 participants) to teach fundamentals; demonstrating how to run those drills to the rest of the group; and Alex demonstrating typical parts of a practice (warm-up/plyos, throw foci; drill iterations).
13:15-14:30 — Coming up with a drill to teach each fundamental
Groups formed up, took 10-15 minutes to prep a drill, and then demonstrated it (for a few minutes). [I have video of some of these if folks want to see themselves in action!]
Cues and notes on each demo:
level the release by thinking of serving a glass of water on it
Snap your wrist (like snapping a towel?)
“pull through” (not uncurl, that’s the “BBQ throw”)
hinge from the shoulder
“buckle the seatbelt
outside edge down
finish with palm up
hips low, shoulders up
arms active and low
“land” then throw
be clear with language
“pivot on foot opposite your throwing hand?”
“move foot on same side as your throwing hand?”
Force — emphasize it is a form of team work
Sharp change in direction
Clap near end of cut?
Chop stop (NOT 1 big stop and step)
Go/fake away from target area, then cut back
“Cut to a cone” (e.g. any corner of the endzone)
3D: defend, deny, deflect?
dictate (instead of chase)?
But be careful with language and younger players!
stop the under; stay between receiver and disc
shadow movement; dance
“be the mirror (image)”
14:30-15:00 — Demonstration practice (by Alex)
Started with a cheer: e.g. “1, 2, Learn!”
Do a lap while tossing with a partner (take note: 40 throws/lap x 10 practices = 400 extra throws per season!)
We’re teaching movement (to protect bodies over a lifetime)
The goal is to talk about and practice movement (e.g. running form)
Think of plyos (dynamic warm-up) as movement puzzles
Have a base warm-up; make small changes; add new challenges
Practice names of muscles and parts of bodies
Go from small, low intensity to big, high-intensity movements
Practice names of muscles and parts of bodies
Science shows: static stretching is good for flexibility after exercise (not before when a dynamic warm-up is better)
Sequence of plyos (from toes to head) [we did these as a big group lined up across the gym]:
Toes out; heels back
High knees; lunges
Airplane; picking dandelions
Close the gate; open the gate
Arm circles (forward, backward)
Fast feet out; high knees back
Butt kickers out; Door busters back (toe pointing to sky; hit door with sole not toe)
Leg swings (with partner or fence)
Kareoka (or Kareoke)
Run @67% out; 42% back
Skips (emphasize height, or distance, or both)
Jump and land (prevent ACL tears [7x more prevalent in girls than boys!]: quiet; soft; knees over toes, NOT knocked-knees)
Proplyoception => challenges (do it backwards; close eyes); try airplanes w/eyes closed; fast knees backwards (and eyes closed?!)
Retro-runs (forward, backward)
Choose high repetition
Prioritize familiar drills; then build on them
Lots of iterations w/small changes and limited focus (2-3 cues max)
Examples of coach challenges and nuanced skills:
How to counter blacksmith leg (from always pivoting on leg opposite dominant throwing hand)?
Catch with dominant/throwing hand under in the alligator (so grip is ready to throw)!
Step back to throw hammer.
Variants on paired throwing drill (we tried these with a partner)
3 forehands; 3 backhands
vary release points (regular, high, low, wide)
vary release angles (inside/out; outside/in;…)
Goofy foot compass throws
15:20 Overhead throws
Normally discouraged with youth, but Alex likes them for fun and to help handlers practice decision making.
15:30 Practical aspects of drills
Clear wide; yell “Safety” to prevent collisions
Alex led a “Go to” drill (2 sets of participants) as an example of how to iterate w/distinct cues
chop feet; go to disc; ready; eye contact
alternate sides to give drops a chance to clear
different focus point each day
5 full steps = deep cut
chop feet; get low; rotate hips; explosive first 3 steps; drive knees.
challenges: pancake every disc; non-dominant hand catch
add a mark (open side; break mark)
different cuts (out/in; handler cut = fake to open side, cut to break mark side)
15:45 Return to classroom to discuss practice planning and structure
Set expectations with players and parents
Pre-season “goal setting” (+ a mid-season check-in)
will this work for elementary?
best practices for goal-setting are still developing
This 10-15 minute warmup was fun & fast for a group of about 22 3rd-6th graders. Try it out with your elementary team!
1) [2 minutes] Run around field to high fives from coach(es)
2) [1 min] Space out arms length apart along one line of cones ~15m away from an opposite cone line:
3) [1 min] Side-shuffle right between cone lines, then shuffle left; alternatively to sideways cross-overs to the right, then left;
4) [1 min] Zombie or Frankenstein kick (swing each step up high to try to touch outstretched arms) to and back from the opposite line;
5) [5-10 min] Make 2 sets of two lines along your original cone line & play paired dog (coaches say “ready, go” & then throw ~20m floaters to each pair that competes to catch it) for 5 min; end w/ high 5s.
Accuracy of throws is a tough skill to tackle with beginning players during practice. I think Brodie is right to suggest that the best way to improve throw accuracy is lots of repetition outside of practice. Fine-tune fundamental throwing skills during practice, and then head home with links to videos that reinforce forehand and backhand throws, along with motivational, fun drills and games like Brodie’s accuracy challenge —
Does anyone else have favorite ways of improving throw accuracy? Frisbee golf? Aiming hucks at targets in the endzones of local football fields? Leave your ideas in the comments and we’ll add them to the post.
Coaches, parents, and players sharing K-12 ultimate