First, I want to know your game. What are you already good at? Where do you struggle? What makes you confident? What makes you hesitate?

Then we get to work.

My background in behavior science helps me break skills down, identify exactly where improvement needs to happen, and build them back up through purposeful repetition, modeling, feedback, and reinforcement. We can work on technique, decision making, confidence, focus, consistency, and responding when things do not go perfectly.

I’m not trying to create a great practice player. I want the athlete who shows up in training to show up when the game is on the line.

Bring your energy, because I’m bringing mine.

We start with a goal, get moving, and then get into the work. I like purposeful repetitions, competitive challenges, demonstrations, immediate feedback, and game like situations that force you to think and react.

I will coach you, encourage you, challenge you, and probably joke with you along the way. I also want you asking questions and learning to recognize what you did well and what needs to change.

By the end of the session, I want us both to be able to answer one question: How did you get better today?

My career lives at the intersection of sports, human performance, and behavior science.

I hold a graduate degree in Kinesiology with an emphasis in Human Performance and a graduate degree in Special Education with an emphasis in Behavior Analysis. That combination has shaped the way I approach coaching because I am interested in both how athletes perform and how they learn.

My professional experience includes youth sports coaching, applied behavior analysis, leadership, and direct work with children and families. I am also trained in Sports Behavior Coaching and am continuing my professional development toward becoming a Board Certified Behavior Analyst.

I am currently completing doctoral research that brings my professional and coaching interests together by examining behavioral interventions within athletic performance. My research explores how strategies such as modeling, feedback, and Behavioral Skills Training can be applied to sport skill development.

I have taken a different road to coaching than most, and that is something I embrace. I study performance. I study behavior. Then I bring the two together on the field.

The best coach I ever had made me want to work harder without making me afraid to make mistakes.

That has always stayed with me.

The coaches I respect most know when to push, when to teach, when to listen, and when to remind an athlete that one bad play does not define them. They hold you accountable because they see something in you worth developing.

That is the kind of coach I work to be. I want athletes to remember that Coach believed in them, challenged them, made them laugh, and never let them settle for less than what they were capable of giving.

Your athlete is a person before they are a player.

Yes, I want to compete. Yes, I want to win. And yes, I am going to challenge athletes. But development will always be bigger than a scoreboard.

I want athletes to become more confident, coachable, resilient, accountable, and comfortable working through mistakes. I want them to understand that struggling with a skill does not mean they cannot learn it.

Being a dad shapes the way I coach too. I understand what it means to trust another adult with your child, and I do not take that responsibility lightly. Parents can expect communication, honesty, energy, and a coach who genuinely cares about their athlete.

Athletes will learn something about me pretty quickly: if you tell me “I can’t,” you better be ready for me to help you turn it into “watch me.”