"HOW PLAYERS LEARN
Players learn by developing unique sets of mental rules, a "motor program", for each activity. "Motor programs" enable kids to perform an action on demand. Stimulating and interesting drills develop "motor programs" faster than slow and boring activities. Matching drills to the player's ability sets the stage for positive reinforcement, success from the coach and increased self-worth for the player.
STEPS IN LEARNING - Step 1: Creating a "motor plan" through a mental preparation. The players consciously spend time developing their own mental process for successfully completing a skill... Step 2: Refining the action by practicing. In this "step", conscious thought diminishes each time the skill is successfully completed. The players refine and reinforce their "motor plan" each time the action is performed. Every time a players does the skill successfully, the child uses less conscious thought the next time they practice the skill. ... Step 3: Making the action automatic. After the action is properly completed many times, the mind performs the action with little, if any, conscious thought. When the action is performed poorly, the child knows what is wrong and what immediate adjustments to complete the skills properly the next time... Step 4: Further refining the skill. The coach builds upon "automatic action" to refine the skill even more. The coach adds more detail to the "automatic" skill the player just mastered and starts the learning process over with Step 1. "

"PLANNING A PRACTICE SESSION
Step 1: Plan an instructional goal for the practice session based upon the player's ability, having fun and challenging the player... Step 2: Plan to break the session's goals into simple movements. Break complex skills into separate parts then combine these skills into the more complex movement... Step 3: Review past skills with the players complimenting the player's actions whenever possible... Step 4: Add the new instructional skills to the session in an interesting, fun way... Step 5: Practice the skills under game conditions, even when these situations are made up verbal situations. Use instructions like "It's the bottom of the ninth, the bases are loaded and there are two outs..."... Step 6: Evaluate the session. Give the players an honest opinion of the skills they are doing well... Step 7: Use this evaluation to plan future practices."