The PGC Blog

How to Evaluation Yourself: Part One. Stemming from the need for a standard of personal excellence, I offer a citizenship test or “State of the Person” report card. In brief, here are twenty-one categories or subjects in which I think each person should strive to get an A. How do you measure up?

Matt Dyment was a basketball player at Linfield College in McMinnville, Oregon. He is also one of the finest leaders I have ever seen on and off a basketball court. I offer some examples of Matt’s leadership as a yardstick so you can measure your own efforts by comparison.

We, humans, should be most appreciative of our thumbs.  They are pretty super little tools and they help us do things that most other species can’t achieve: jump rope, have thumb wars, and let’s not forget maybe the most important – playing Super Mario Kart. (Man, I miss those red turtle shells!)

A leader must always look for possibilities and opportunities and never give in to complaining or worrying about conditions or circumstances. Then always look for ways to turn things around, and never sink into self-pity or get discouraged.

There is one decision I feel confident no player will regret; that the greatest honor bestowed upon a player is to be remembered as a great teammate. I was a good teammate, but if I could go back and change one thing, I would have pursued being the greatest teammate ever.

This blog post is specifically for those athletes who want to be the best they can be as players and leaders. If you want to be an effective leader it is crucial to first lead yourself. Learning the following five habits to lead yourself in practice will not only earn the trust of your teammates and coaches but it also will give you confidence in yourself.

During practice, seek to be mature, not right. After practice you can work out the rights and wrongs, removed from the tension of competition and performance. What is the difference between a mature athlete and an immature athlete? The answer to this very important question every athlete ought to ask and think about daily is one hour.

Listen carefully, boys and girls.” Teachers, instructors, and other authorities might as well add, “or you won’t get to hear what the nice, boring man is saying.” What a warning. The precise reason you are not listening carefully is that you have no interest in what the nice, boring man is saying. But how often do you hear this sort of thing? How often do you have to put up with it yourself? In my opinion, the whole problem is one of definition.