TED | 什么才是真正的成功！ - John Wooden
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用一种深刻而简单的方式，John重新定义了成功，敦促我们都应该努力追求自身的最佳状态。在这个激励人心的演讲中，他分享了在加州大学洛杉矶分校传授给他的球员的建议，引用诗歌，并回顾了他父亲的人生智慧。
什么才是真正的成功！ - John Wooden
演讲双语文稿
I coined my own definition of success in 1934, when I was teaching at a high school in South Bend, Indiana, being a little bit disappointed, and [disillusioned] perhaps, by the way parents of the youngsters in my English classes expected their youngsters to get an A or a B. They thought a C was all right for the neighbors' children, because they were all average. But they weren't satisfied when their own -- it would make the teacher feel that they had failed, or the youngster had failed. And that's not right. The good Lord in his infinite wisdom didn't create us all equal as far as intelligence is concerned, any more than we're equal for size, appearance.
00:51
Not everybody could earn an A or a B, and I didn't like that way of judging, and I did know how the alumni of various schools back in the '30s judged coaches and athletic teams. If you won them all, you were considered to be reasonably successful -- not completely. Because I found out -- we had a number of years at UCLA where we didn't lose a game. But it seemed that we didn't win each individual game by the margin that some of our alumni had predicted -- (Laughter) And quite frequently I really felt that they had backed up their predictions in a more materialistic manner.
01:31
But that was true back in the 30s, so I understood that. But I didn't like it, I didn't agree with it. I wanted to come up with something I hoped could make me a better teacher, and give the youngsters under my supervision, be it in athletics or the English classroom, something to which to aspire, other than just a higher mark in the classroom, or more points in some athletic contest.
01:52
I thought about that for quite a spell, and I wanted to come up with my own definition. I thought that might help. And I knew how Mr. Webster defined it, as the accumulation of material possessions or the attainment of a position of power or prestige, or something of that sort, worthy accomplishments perhaps, but in my opinion, not necessarily indicative of success. So I wanted to come up with something of my own.
02:15
And I recalled -- I was raised on a small farm in Southern Indiana, and Dad tried to teach me and my brothers that you should never try to be better than someone else. I'm sure at the time he did that, I didn't -- it didn't -- well, somewhere, I guess in the hidden recesses of the mind, it popped out years later. Never try to be better than someone else, always learn from others. Never cease trying to be the best you can be -- that's under your control. If you get too engrossed and involved and concerned in regard to the things over which you have no control, it will adversely affect the things over which you have control. Then I ran across this simple verse that said, "At God's footstool to confess, a poor soul knelt, and bowed his head. 'I failed!' he cried. The Master said, 'Thou didst thy best, that is success.'"
03:01
From those things, and one other perhaps, I coined my own definition of success, which is: Peace of mind attained only through self-satisfaction in knowing you made the effort to do the best of which you're capable. I believe that's true. If you make the effort to do the best of which you're capable, trying to improve the situation that exists for you, I think that's success, and I don't think others can judge that; it's like character and reputation -- your reputation is what you're perceived to be; your character is what you really are. And I think that character is much more important than what you are perceived to be. You'd hope they'd both be good, but they won't necessarily be the same. Well, that was my idea that I was going to try to get across to the youngsters.
03:43
I ran across other things. I love to teach, and it was mentioned by the previous speaker that I enjoy poetry, and I dabble in it a bit, and love it. There are some things that helped me, I think, be better than I would have been. I know I'm not what I ought to be, what I should be, but I think I'm better than I would have been if I hadn't run across certain things. One was just a little verse that said,
04:08
"No written word, no spoken plea can teach our youth what they should be; nor all the books on all the shelves -- it's what the teachers are themselves."
04:19
That made an impression on me in the 1930s. And I tried to use that more or less in my teaching, whether it be in sports, or whether it be in the English classroom. I love poetry and always had an interest in that somehow. Maybe it's because Dad used to read to us at night, by coal oil lamp -- we didn't have electricity in our farm home. And Dad would read poetry to us. So I always liked it. And about the same time I ran across this one verse, I ran across another one. Someone asked a lady teacher why she taught, and after some time, she said she wanted to think about that. Then she came up and said,
05:02
"They ask me why I teach, and I reply, 'Where could I find such splendid company?' There sits a statesman, strong, unbiased, wise; another Daniel Webster, silver-tongued. A doctor sits beside him, whose quick, steady hand may mend a bone, or stem the life-blood's flow. And there a builder; upward rise the arch of a church he builds, wherein that minister may speak the word of God, and lead a stumbling soul to touch the Christ. And all about, a gathering of teachers, farmers, merchants, laborers -- those who work and vote and build and plan and pray into a great tomorrow. And I may say, I may not see the church, or hear the word, or eat the food their hands may grow, but yet again I may; And later I may say, I knew him once, and he was weak, or strong, or bold or proud or gay. I knew him once, but then he was a boy. They ask me why I teach and I reply, 'Where could I find such splendid company?'"
05:56
And I believe the teaching profession -- it's true, you have so many youngsters, and I've got to think of my youngsters at UCLA -- 30-some attorneys, 11 dentists and doctors, many, many teachers and other professions. And that gives you a great deal of pleasure, to see them go on. I always tried to make the youngsters feel that they're there to get an education, number one; basketball was second, because it was paying their way, and they do need a little time for social activities, but you let social activities take a little precedence over the other two, and you're not going to have any very long. So that was the idea that I tried to get across to the youngsters under my supervision.
06:39
I had three rules, pretty much, that I stuck with practically all the time. I'd learned these prior to coming to UCLA, and I decided they were very important. One was "Never be late." Later on I said certain things -- the players, if we were leaving for somewhere, had to be neat and clean. There was a time when I made them wear jackets and shirts and ties. Then I saw our chancellor coming to school in denims and turtlenecks, and thought, it's not right for me to keep this other [rule] so I let them just -- they had to be neat and clean. I had one of my greatest players that you probably heard of, Bill Walton. He came to catch the bus; we were leaving for somewhere to play. And he wasn't clean and neat, so I wouldn't let him go. He couldn't get on the bus, he had to go home and get cleaned up to get to the airport. So I was a stickler for that. I believed in that. I believe in time; very important. I believe you should be on time, but I felt at practice, for example -- we start on time, we close on time. The youngsters didn't have to feel that we were going to keep them over.
07:47
When I speak at coaching clinics, I often tell young coaches -- and at coaching clinics, more or less, they'll be the younger coaches getting in the profession. Most of them are young, you know, and probably newly-married. And I tell them, "Don't run practices late, because you'll go home in a bad mood, and that's not good, for a young married man to go home in a bad mood. When you get older, it doesn't make any difference, but --"
08:14
So I did believe: on time.
08:16
I believe starting on time, and I believe closing on time. And another one I had was, not one word of profanity. One word of profanity, and you are out of here for the day. If I see it in a game, you're going to come out and sit on the bench. And the third one was, never criticize a teammate. I didn't want that. I used to tell them I was paid to do that. That's my job. I'm paid to do it. Pitifully poor, but I am paid to do it. Not like the coaches today, for gracious sakes, no. It's a little different than it was in my day. Those were three things that I stuck with pretty closely all the time. And those actually came from my dad. That's what he tried to teach me and my brothers at one time.
08:58
I came up with a pyramid eventually, that I don't have the time to go on that. But that helped me, I think, become a better teacher. It's something like this: And I had blocks in the pyramid, and the cornerstones being industriousness and enthusiasm, working hard and enjoying what you're doing, coming up to the apex, according to my definition of success. And right at the top, faith and patience.
09:24
And I say to you, in whatever you're doing, you must be patient. You have to have patience to -- we want things to happen. We talk about our youth being impatient a lot, and they are. They want to change everything. They think all change is progress. And we get a little older -- we sort of let things go. And we forget there is no progress without change. So you must have patience, and I believe that we must have faith. I believe that we must believe, truly believe. Not just give it word service, believe that things will work out as they should, providing we do what we should. I think our tendency is to hope things will turn out the way we want them to much of the time, but we don't do the things that are necessary to make those things become reality. I worked on this for some 14 years, and I think it helped me become a better teacher. But it all revolved around that original definition of success.
10:18
You know, a number of years ago, there was a Major League Baseball umpire by the name of George Moriarty. He spelled Moriarty with only one 'i'. I'd never seen that before, but he did. Big league baseball players -- they're very perceptive about those things, and they noticed he had only one 'i' in his name. You'd be surprised how many also told him that that was one more than he had in his head at various times.
10:45
But he wrote something where I think he did what I tried to do in this pyramid. He called it "The Road Ahead, or the Road Behind." He said, "Sometimes I think the Fates must grin as we denounce them and insist the only reason we can't win, is the Fates themselves have missed. Yet there lives on the ancient claim: we win or lose within ourselves. The shining trophies on our shelves can never win tomorrow's game. You and I know deeper down, there's always a chance to win the crown. But when we fail to give our best, we simply haven't met the test, of giving all and saving none until the game is really won; of showing what is meant by grit; of playing through when others quit; of playing through, not letting up. It's bearing down that wins the cup. Of dreaming there's a goal ahead; of hoping when our dreams are dead; of praying when our hopes have fled; yet losing, not afraid to fall, if, bravely, we have given all. For who can ask more of a man than giving all within his span. Giving all, it seems to me, is not so far from victory. And so the Fates are seldom wrong, no matter how they twist and wind. It's you and I who make our fates -- we open up or close the gates on the road ahead or the road behind."
11:51
Reminds me of another set of threes that my dad tried to get across to us: Don't whine. Don't complain. Don't make excuses. Just get out there, and whatever you're doing, do it to the best of your ability. And no one can do more than that. I tried to get across, too, that -- my opponents will tell you -- you never heard me mention winning. Never mention winning. My idea is that you can lose when you outscore somebody in a game, and you can win when you're outscored. I've felt that way on certain occasions, at various times. And I just wanted them to be able to hold their head up after a game. I used to say that when a game is over, and you see somebody that didn't know the outcome, I hope they couldn't tell by your actions whether you outscored an opponent or the opponent outscored you.
12:42
That's what really matters: if you make an effort to do the best you can regularly, the results will be about what they should be. Not necessarily what you'd want them to be but they'll be about what they should; only you will know whether you can do that. And that's what I wanted from them more than anything else. And as time went by, and I learned more about other things, I think it worked a little better, as far as the results. But I wanted the score of a game to be the byproduct of these other things, and not the end itself. I believe it was one great philosopher who said -- no, no -- Cervantes. Cervantes said, "The journey is better than the end." And I like that. I think that it is -- it's getting there. Sometimes when you get there, there's almost a let down. But it's the getting there that's the fun. As a basketball coach at UCLA, I liked our practices to be the journey, and the game would be the end, the end result. I liked to go up and sit in the stands and watch the players play, and see whether I'd done a decent job during the week. There again, it's getting the players to get that self-satisfaction, in knowing that they'd made the effort to do the best of which they are capable.
14:04
Sometimes I'm asked who was the best player I had, or the best teams. I can never answer that. As far as the individuals are concerned -- I was asked one time about that, and they said, "Suppose that you, in some way, could make the perfect player. What would you want?" And I said, "Well, I'd want one that knew why he was at UCLA: to get an education, he was a good student, really knew why he was there in the first place. But I'd want one that could play, too. I'd want one to realize that defense usually wins championships, and who would work hard on defense. But I'd want one who would play offense, too. I'd want him to be unselfish, and look for the pass first and not shoot all the time. And I'd want one that could pass and would pass.
14:53
I've had some that could and wouldn't, and I've had some that would and could.
14:59
So, yeah, I'd want that.
15:00
And I wanted them to be able to shoot from the outside. I wanted them to be good inside too.
15:08
I'd want them to be able to rebound well at both ends, too. Why not just take someone like Keith Wilkes and let it go at that. He had the qualifications. Not the only one, but he was one that I used in that particular category, because I think he made the effort to become the best. There was a couple.
15:27
I mention in my book, "They Call Me Coach," two players that gave me great satisfaction, that came as close as I think anyone I ever had to reach their full potential: one was Conrad Burke, and one was Doug McIntosh. When I saw them as freshmen, on our freshmen team -- freshmen couldn't play varsity when I taught. I thought, "Oh gracious, if these two players, either one of them" -- they were different years, but I thought about each one at the time he was there -- "Oh, if he ever makes the varsity, our varsity must be pretty miserable, if he's good enough to make it." And you know, one of them was a starting player for a season and a half. The other one, his next year, played 32 minutes in a national championship game, Did a tremendous job for us. The next year, he was a starting player on the national championship team, and here I thought he'd never play a minute, when he was -- so those are the things that give you great joy, and great satisfaction to see.
16:24
Neither one of those youngsters could shoot very well. But they had outstanding shooting percentages, because they didn't force it. And neither one could jump very well, but they kept good position, and so they did well rebounding. They remembered that every shot that's taken, they assumed would be missed. I've had too many stand around and wait to see if it's missed, then they go and it's too late, somebody else is in there ahead of them. They weren't very quick, but they played good position, kept in good balance. And so they played pretty good defense for us. So they had qualities that -- they came close to -- as close to reaching possibly their full potential as any players I ever had. So I consider them to be as successful as Lewis Alcindor or Bill Walton, or many of the others that we had; there were some outstanding players.
17:18
Have I rambled enough? I was told that when he makes his appearance, I was supposed to shut up.
我在1934年总结出了我自己对成功的定义， 那时候我在印第安纳州的南岸市一所中学当老师。 有一点点失望，也可能是被 我的英语班年青学生的父母们 期望他们的子女 获得“优秀”或者“良好”的方式给弄糊涂了。他们觉得“一般”给邻居的小孩还差不多， 因为邻居的小孩都是一般般的。 但是如果是他们自己的小孩只拿到“一般”的成绩，他们就不满意了—— 这就使得老师感觉自己很失败，或者年青学生失败了。 但是这是不对的。有着无穷智慧的可敬的上帝 并没有把我们人类在智力上创造成一模一样的， 就像身高体重和相貌的不同。 不是每一个人都能够拿“优秀”或者“良好”，而我也不喜欢这种评判方式。
00:54
我确实知道30年代不少学校的校友 怎么评判教练和运动员队伍。 如果你打赢了所有比赛，你就会被认为是比较成功的。 但是也不完全是这样。因为我发现—— 我们在加利福尼亚大学洛杉矶分校曾经有几年没有输掉一场比赛。 但是感觉上我们每场比赛都没有赢，因为赢的比分差距 没有一些校友预估的那么多。 并且非常多的的时候我—— （大家笑） ——经常我真的觉得他们是 以一种更功利的方式来做他们的预估的。 但是在30年代就是那个样子，所以我理解。 但是我不喜欢，也不赞成。 于是我想总结出能使我成为一个更好的老师的某个东西， 给我指导下的年青人—— 不管是运动员还是英语班学生—— 能激励渴望的东西， 而不仅仅是教室里一个更高的考分， 或者运动比赛中更多的得分。
01:51
我思考了这个问题很长时间， 想开创出自己的定义。我觉得那应该有帮助。 我知道韦伯字典是这样定义的： 物质财产的积累， 权力或者声望地位的获得，诸如此类。 这些可能是有价值的成就， 但是在我看来不一定就意味着成功。 所以我想有自己的定义。
02:14
回想过去，我是在南印第安纳州的一个小农场长大的。 老爸总是教导我和我兄弟： 永远不要为超过别人而努力。 我能肯定当时他就是这样做的，而我没有—— 但是这种理念有可能储存在我意识中隐藏的深处， 在很多年之后它又跳了出来。 永远不要为超过别人而努力， 永远从别人那里学习点什么。 永远不要停止尽你所能以达到最佳的努力——这是你自己能控制的。 如果你太沉迷于自己无法控制的一些事情之中， 陷在其中，为之而烦恼， 就会反过来影响那些你自己能控制的东西。 后来我看到这么一段简单的话： “一个可怜的灵魂，跪在台阶上向上帝忏悔，低垂着头， “我失败了！”他痛哭着说。 上帝说：“你尽了全力，这就是成功。”
03:01
从那些事情，或许还有另一件事情， 我形成了我自己对成功的定义。 那就是：平和的心境， 这是只有在你知道自己是尽了全力去做到 自己能力所及的最佳，而能够自我满意才能达到的境界。 我相信这是真的。如果你尽了全力 去做能力所及的最佳，努力去改善你所在的 现有处境，我认为就是成功。 并且我认为别人不能评判。我认为这就像是性格和名誉之间的关系。 你的名誉是你在别人眼中的印象， 而你的性格是真正的你。 我认为本身的性格 比别人的印象要重要得多。 你当然希望这两个都是好的。 但是它们不一定是一样的。 总之，这是我当时尽量传递给年青人的理念。
03:43
我也遇到过其他一些东西。我热爱教育， 刚才演讲的那个人提到 我喜欢诗歌，而其实我有点沉迷于其中，非常喜欢诗歌。 诗歌中有些东西帮助了我，我觉得， 成为一个更好的人。我知道我现在并不是我决心要成为的人， 也不是我应该成为的人。但是我认为如果没有遇到过某些东西， 我就会不如现在的我。 其中一个只是一小段诗：
04:06
“没有什么文字，没有什么话语， 能够告诉我们的下一代应该成为什么样的人。 即使是书架上所有的书也不能 —— 唯有老师本人的为人。“
04:18
这句诗在30年代 给了我深刻的印象。 我也尽可能地在教学中多多少少地使用它， 不管是在体育界还是英语课堂。 我热爱诗歌，并且一直有种说不出的兴趣。 也许是因为以前老爸总是在晚上给我们念诗歌的缘故， 在煤油灯下 —— 当时我们的农场家里面 没有电灯。 老爸就会给我们念诗歌。所以我一起喜欢诗歌。 大概差不多的时候 我遇到了另一件事。 有人问一位女老师她为什么教书。 她愣了一下，说她要想一下。 过了一会儿她走过来说，
05:01
“他们问我为什么教书， 我的回答是：‘还有什么地方我可以拥有如此辉煌的人生同伴？’ 那里坐着一个政治家，坚强，不偏激，有智慧。 一个转世的丹尼尔•韦伯斯特（政治家，两次担任美国国务卿），口才极好。 旁边坐着一个医生， 他敏捷而稳健的手可以修复骨折， 或者引导生命之血的流淌。 那里还有一个建筑工人，在他的手中，一个教学的拱顶徐徐升起， 在那里牧师演绎着上帝的话语， 引领着跌倒的灵魂去触摸耶稣基督。 这就是一个老师， 农民，商人，劳工的聚会。 他们都工作，选举，建造，规划，祈祷着走向更美好的明天。 应该说，我也许不能看到教堂的建成， 听到他们讲的话，或者吃到他们栽培的食物。 但是也许我能。于是后来我可以说， 我曾经认识他，那时候他或弱小，或强壮， 或勇敢果断，或骄傲，或是同性恋。 我曾经认识他，但是那时候他还只是一个孩子。 他们问我为什么教书，我的回答是： ‘还有什么地方我可以拥有如此辉煌的人生同伴？’”
05:55
我坚信教师这个职业—— 真的，你拥有如此多的年青人。 讲到这里，我不由自主地想起我在加州大学洛杉矶分校的年青人—— 30来个律师，11个牙医和医生， 很多很多的老师和其他职业。 看着他们成长 给你很大很多的喜悦。 我一直尽量让年青人觉得 他们是来获得教育的，这是第一位的。 篮球是第二位的，毕竟这是经济来源。 他们的确需要一点时间来社交， 但是如果你让社交活动比另两个还优先哪怕是一点点， 你将在不久之后什么都没有。 这就是我当时试图传授给 我指导下的年青人的理念。
06:38
我有三个原则，基本上我一直都遵守着。 那是在我来到加州大学洛杉矶分校之前形成的。 我认为它们非常重要。 第一个是——决不迟到。决不迟到。 后来我又说了一些东西， 如果我们要出发去什么地方，球员们必须整洁干净。 有一段时间我要求他们穿茄克，衬衫并打领带。 后来我看到我们的校长 是穿着牛仔裤和高领羊毛衫来学校的，于是 我觉得我的要求有些过分了。 后来我就随便他们怎么穿了，但是必须整齐干净。 我最好的球员之一，你们可能听说过的， 比尔•沃顿，有一次我们正准备出发去比赛， 他赶来了，（有些衣冠不整）。 因为没有做到整齐干净，我不允许他出发， 他不能上车，而必须先回家收拾干净 然后去赶飞机。 所以说我严格执行这个原则。我坚信这个原则， 我信守时间。这非常重要。 我坚信你应当守时。不过我发现在实践中，比如 我们准点开始，准点结束， 年青人就不会感觉好像我们延长了他们的上课时间。
07:47
当我在教练诊所讲课时，我经常 跟年青的教练说——在教练诊所，基本上 他们是才进入这一行当的年青人。 大部分都年青，你们也知道，并且很可能是才结婚不久。 我跟他们说，“不要下班太晚。 不然你就会带着不好的情绪回家， 而这是很不好的，一个年青的才结婚的人心情不好地回家。” 即使你慢慢变老了，情况也没有什么不同。是吧——
08:14
所以我的确坚信要准时。我信奉准时开始， 准时结束。 我的第二个原则是：不讲任何粗鄙的脏字。 只要讲了一个脏字，你这天就不要再果这里了。 如果我在比赛中发现讲脏字，你就出场坐冷板凳，不要比赛了。 第三个原则是：永远不批评队友。 我不想看到这种情况。我过去经常告诉他们我拿薪水就是要批评人的， 那是我的工作。别人付给我钱来批评指导人。可怜，没办法，但是我的工作就是干这个。 跟现在的教练不一样，感谢上帝。 在我们那个时候情况有点不一样。 那就是我一直很认真坚持的三个原则。 其实这三个原则来源于我父亲。 他曾经有一次试图教我和我兄弟这些东西。
08:57
我终于想出了一个金字塔模式， 现在没有时间具体讲这个。 但是这个帮助了我，我认为，成为一个更好的老师。 它有点像这个样子： 金字塔中有石块， 而其中的基石是勤奋，热情， 努力，和投入。 走向最高点， 根据我对成功的定义， 顶点是：信仰和耐心。 我跟你们说，不管你做的是什么， 你必须有耐心。你必须有耐心—— 我们希望做成一些事情。我们经常说年青人浮躁，没有耐心。 没错，他们想改变所有事情。 他们认为只要是改变就是进步。 我们老了一些之后，某种程度上就顺其自然了。 我们开始忘记没有变化就没有进步。 所以说你必须有耐心。 我坚信我们必须有信仰。 我认为我们必须相信， 真正的相信。不只是口头上说说， 而是坚信只要我们做了我们应当做的， 事情就会按它们应该发展的方式展开。 我觉得我们一般倾向于希望事情会如我们所愿的发展， 非常多的时候。但是我们没有去做那些 能使这些愿望成为现实的必须的努力。 我探索得出这个金字塔概念用了14年， 我认为它帮助了我成为一个更好的老师。 但是它是完全围绕着那个原始的成功定义的。
10:18
你们知道几十年前，有一个名叫乔治•莫赖提的 美国职业棒球联盟的裁判， 他拼写他的姓只说一个“i”（英语里面与“眼睛”发音相同）， 我从没见过这种说法，但是他就是那样。 职业棒球联盟的球员 都很有洞察力， 他们注意到他的名字里面只有一个“i”（眼睛）。 你会很惊讶有多少人在各种不同场合告诉他 名字里面的“i”（眼睛）比他脑袋上的还要多一个 （开玩笑笑他做裁判没有看到一些犯规之类）。
10:45
但是他写了一些东西，我认为里面所写的事情和理念 正是我在金字塔模型中想尽量去做的。他写的东西的名字叫作“未来之路， 或者身后之路”。 “有时候我觉得当我们责怪命运， 老是说我们没有赢的 唯一原因，是因为命不好的时候，命运之神一定会诡秘地笑。 其实正如一个古老的论断所说： 我们胜利或者失败都根源于我们自己。架子上光闪闪的奖品 不能让我们赢得未来的比赛。 你和我内心深处都懂得，永远都有机会去赢得桂冠。 但是当我们没有竭尽全力， 我们就没有通过这个人生测试，这个测试需要 全力付出毫不保留直到真正在比赛中获胜。 需要表现什么是坚韧不拔。 需要在别人退出的时候还继续战斗。 需要战斗下去，决不放弃。 要赢得奖杯靠的就是全力以赴。需要梦想着前面的目标。 需要在梦想破灭的时候怀抱希望。 需要在希望消逝的时候虔诚祈祷。 尽管面临失败，也不害怕跌倒， 如果我们已经勇敢地全力以赴了。因为谁能 向一个已经全力以赴的人要求更多？ 全力以赴，对我来说，离胜利已经不远了。 所以说命运之神很少不公平，不管其中有多少蜿蜒曲折。 是你和我在创造你我自己的命运—— 我们打开或者关闭未来之路或者身后之路。”
11:51
这也让我想起我父亲试图传达给我们的另外三个原则： 不要发牢骚。不要抱怨。不要找借口。 行动起来，不管你是做什么的， 把它做到你能力所能及的最好。 这就是一个人所能做的。 我也尽量传达—— 我的对手不会告诉你们——你们从来没有听到我提及胜利这个词。 从不说胜利。我的概念是 即使你在一场比赛中比分超过别人，你也可能是输家。 而你即使比分低些，你也可能是赢家。 我在很多不同场合 有这样的感觉。 而我只是想他们在每次打完比赛之后 都能够昂首挺胸。 我过去常说，一场比赛结束之后， 如果你们看到一个不知道比分的人， 我希望他从你们的表现上判断不出 是你们比分高还是对手比分高。
12:42
真正重要的是：如果你经常努力 去尽你所能做到最好， 结果就会是它们所应当成为的结果。 不一定能达到你所希望的状态， 但是会大概是它们应当的状态， 并且只有你知道你是否能做到那样。 这就是我最希望从他们身上看到的，超过其他任何东西。 随着时间的流逝，我学到了其他一些东西， 我认为上面所说的概念更好地发挥了一些作用， 至少对于比分而言。但是我希望一场比赛的比分 只是这些东西的附产品， 而不是结局本身。 我记得 一个伟大的哲学家说过——哦不是， 是塞万提斯（作家）。塞万提斯说过： “过程比结果更重要。” 我喜欢这句话。我认为它的意思就是—— 我们正在靠近目标。有些时候当你达到目标的时候，总感觉有点失落。 但是不断靠近目标是有意思的。 我把我们的——作为一个加州大学洛杉矶分校的篮球教练， 我把我们的训练比作是过程， 而比赛是结局，是结果。 我会走上去坐到看台上观看球员比赛， 看看上周我是不是 干得不错。 同样，这还是让球员获得自我满意， 因为他们知道自己努力了 去做到能力范围内的最好。
14:03
有时候有人问我谁是 我有过的最好的球员，或者最好的团队。 我从来就不能回答这个问题， 只要是涉及到个人。 有一次有人问我这个问题， 他们说：“假如以某种方式你能够 制造完美的球员，你会想要什么？” 我说：“嗯，我想要一个知道他为什么来到加州大学洛杉矶分校的人： 来获得教育，他要是一个好的学生， 要真正知道他来的首要目的。 但是我也想要一个能打球的人。 我想要一个认识到 防守通常赢得冠军，并且愿意努力锻炼防守的人。 但是我也想要一个能打前锋的人。 我想要他不自私， 先看能不能传球给别人，而不是老是自己投球。 我想要一个能传球也愿意传球的人。
14:52
我曾经有过一些人能传但是不愿意传， 也有一些人愿意传但是不会传。
15:00
我想要他们能够从外围投球， 也想要他们在里面投球也很厉害。
15:08
我还想要他们在场地两头都弹跳得很好。 要不就拿基思•威尔克斯来说吧， 他有这个资格。不只是他一个， 但是他是我曾经用来 作过这方面例子的一个人，因为我觉得他 付出了努力去成为最棒。
15:27
我在《他们叫我教练》这本书里面提到 曾经给了我最大成就感的两个球员， 他们在我的所有学生当中是几乎发挥了全部潜力的。 一个是康拉德•伯克，另一个是道•麦金托什。 当他们还是新生的时候， 我在新生球队里面看到他们—— 当时我们没有——我教的那时候新生不能打校队。 当时我在想：“唉呀天哪，要是这两个球员，不管是两个中的谁”—— 他们处在不同的年级，但是我是根据他们在那里的时候的情况来考虑的—— “万一他能够进入校队， 那我们的校队必然会非常悲惨，如果他能厉害到进入校队的话。” 你们知道其中一个 是一个半赛季的最先上场核心球员。 另一个是——他的第二年 就在一个国家冠军赛中打了32分钟（全场48分钟）， 给我们打出了极棒的成绩。再下一年他就成为了 国家冠军赛球队中的最先上场核心球员。 而当时我还以为他一分钟都打不了，当他是—— 所以这些就是让你感到极大快乐的事情， 看到这个让你非常有成就感。 这两个人投球都不太准， 但是他们有非常高的投中率， 因为他们不强行投球。 他们两个弹跳也不太行， 但是他们能保持占在很好的位置， 所以能够蹦跳得很好。他们记得 每次投球他们都假设会投不中而弹出来， 我看到很多站在他们边上的人等着看是不是会投不中， 然后冲上去但是已经太晚， 已经有人抢先一步了。 他们跑得也不是很快，但是他们能占在很好的位置， 保持很好的平衡。 所以他们为我们打了极其好的防守。 所以他们有那些素质——很接近—— 跟我曾经有过的 其他任何球员一样很接近他们的全部潜力所能为。 所以我认为他们 和贾巴尔或者比尔•沃顿， 或者我们的很多其他球员一样成功——有一些很杰出——一些很优秀的球员。
17:17
我是不是神侃得够多了？ 在之前别人跟我说如果那个人（指主持）出现了的话，我就应该闭嘴了。
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