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.
私なりに成功の定義をしたのは 1934年 インディアナの高校で教えていた時 私は少し戸惑い、がっかりしました 英語のクラスの学生の親は 子供たちにAかBをとる事だけを 期待していた 近所の子がCを取ってもいいが... 近所の子供はみな平均的だから しかし自分の子の場合は不満で むしろ 悪いのは教師だとでも言いたげだった これは間違いだ 全能の父なる神は 人間の形や見た目、知能でさえも 平等には作られなかった
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.
みんながみんなAやBを取ることが出来る こんな評価は好きではない。 30年代に 卒業生や学校関係者が コーチやチームをどう評価したかは知らない 全勝していれば まあ「成功」のようだが でもそうとは限らなかった なぜなら 私たちはUCLAで何年間も負けを知らなかったが 小差でギリギリ勝ったとき以外は 結果をよまれていた それでときどき 私は (笑) 私はその読みにもっと実利に基づいた 裏付けでもあったのかと思った
(Laughter)
30年代にそれは普通で 理解できたが
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.
私は賛成しなかった 望むような良い教師になれて生徒に慕ってもらえるような 何かが欲しくて 体育でも英語の授業でも 成績以外に 目標と出来る何かが 教室でも、大会でも通用するような何かが しばらくの間考えて
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.
自分なりの定義を造ってみた ウェブスターの定義は知っていたが 物質的財産の蓄積だとか 権力や名声の類いのことだ それらはもちろん価値あることだが 私には成功を導くものとは限らない だから私なりの定義が必要だった
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.'"
南インディアナの小さな農園で育ち 父は、私と兄弟に 「人よりも上に立とうとしてはいけない」と教えた 父は確かにそう言ったが ずっと私は忘れていて あとになって思い出された 決して人の上に立つな いつも他人から学び、諦めず 自分のベストを目指す--自分の力で 自分の力で出来ない事に 夢中になったり 悩んだら それが自身の価値にまで影響してくる それから 私はこんな話に出会った 「神の御前で 打ちひしがれて跪き 『私は負け犬だ』 と嘆く男に 神は『汝の最善が成功だ』と諭した」
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.
こんな事を考え合わせて 私の成功の定義を造り出した つまり 人は自分の能力の範囲での ベストを尽くした時に 自己を満たす ことが出来る 本当だ 努力すれば 出来る限り 一生懸命に己を 改善しようとする これが成功だ 誰も批判できない成功 「性格」と「評判」が私たちにはついてまわる 「評判」は己のこうあるべき姿 「性格」は本当の自分 「性格」の方がずっと意味がある こうある「べき」より姿よりね もちろん どちらも良くしたい でも 両方が同じとは限らない そう これが若者達と分かち合いたいことだ
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,
他の事もある 私は教えるのが好きだ さっきの人も言っていたが 私はには詩の趣味がある 私に救いの手を伸ばしてくれるんだ より良くなるために あるべき姿ではないのは分かっているが 前の自分よりは確かに良くなっている 詩に出会わなかったらもっと違っていたかもしれない こんな詩がある 「紙の上の文字にも 口からでる言い訳にも
"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."
若者が学ぶことはない 本棚に並ぶ本も違う 若者は 教師の背中を見ているのだから」
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,
1930年代の私には 衝撃的だった 私は教壇で実践することにした 体育でも英語の授業でも 私はいつも詩が好きだった たぶん父が語り聞かせてくれたおかげだ ランプを灯して--電気はなかったからね 農場の家で 父は詩を読み聞かせてくれた だから詩に1行また1行と出会った あるとき誰かが女性教師に 教師になった理由を聞いた 彼女は少し考えて そして彼女は
"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?'"
「教師になった理由を聞かれたので 『他にこんな素晴らしい仲間はいないでしょう?』 強くて実直で賢い 雄弁な ウェブスターの生まれ変わりもいれば その横にはお医者様もいます その有能な手で 骨や血流を修繕する 大工は 教会を建て そこで 牧師は神の言葉を語る そして迷える者を神のもとへと導く 彼らは全て教師 農夫 商人や労働者の集まり 皆より良い明日のために働き 闘い 造り 考え そして祈る 私は出来上がった協会を見る事はないかもしれない その言葉を聞く事も 食べ物を口にする事も しかし 私は何度でも申します 彼らのことは知っている 弱くて強い 勇敢で 誇りにみち のんきな子たち 私が知る子どもたち 教師になった理由を聞かれました 『他にこんな素晴らしい仲間はいないでしょう?』」
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.
教師という仕事は 若者たちを目の前にする UCLAの生徒たちのなかには 30以上の弁護士 歯医者と医者は11人 多くの教師も 他の仕事に就いた者もいる 彼らの成長を見るのは これ以上無い喜びだ いつも生徒たちに言いきかせた 教育を受けることがまずは第一 バスケは二の次にして 生きる力をつける 社会活動にも多少の時間をさく 他の二つよりは優先させるが それほど長続きしない 私は生徒たちにこの考えを わかってもらいたかった
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.
私には3つのルールがある UCLAに来る前に学んだことで いつも大切にしてきた 1つ目は-- 絶対に 絶対遅刻はいけない いつも選手にこう言っていた 遠征に行くときは 常にキチンとした格好をすること ある時はジャケット シャツにネクタイまでさせたのに 校長先生がジーンズに タートルネックで来ていたから 少しやり過ぎたと気づいた ただ-- 少なくともキチンとしているように言った 私のチームにはビル・ウオルトンという 有名な選手がいたが ある時バスに乗り遅れそうになった 遠征にでかけるときだった 彼はキチンとしていなかったから バスには乗せなかった 乗れなかった彼は 家に帰って着替え 空港に向かった 自分の信念には頑固なんだ 時間は大切だ とてもね 時間厳守であるべきだ 例えば 練習は時間通りに始まり終わる だからダラダラと長引く心配はない
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 --"
コーチ養成学校で良く言うのは 特に若いコーチたち-- 最近はだんだん若いコーチが増えてきたのだけど 大体若いコーチは新婚なことが多い それで「練習は延長するな イライラしながら家に帰ることなるぞ イライラして帰るのは 特に新婚には好ましくない」と言うんだ まあ 年を取れば大した問題ではなくなるが...
(Laughter)
(笑)
So I did believe: on time.
時間は大切だ 開始時間も
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.
終了時間も 2つ目が-- 汚い言葉は使うな 一言でも暴言を吐いたら 一日追放だ ゲーム中なら 即退場でベンチに座っているだけだ 3つ目はーチームメイトを批判してはいけない とにかく嫌だった 私の場合はお金をもらって生徒を批判する それが仕事だから 薄給だったけど お金をもらっているのだから 最近のコーチみたいに高給取りじゃなかった あの頃は多少違っていた これが常に私が大切にしていた3つのこと これは実は私の父から教えられた 父が私たち兄弟に教えたこと
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.
随分後になってこのようなピラミッドを 考えだし 詳しくは話さないが これが教師を志す私の救いだった そうですね ピラミッドは個々のブロックの積み重なりだ 土台は勤勉さと熱意 一生懸命に働き 楽しむことで 頂点に近づく 私の成功の定義によれば そして頂点には 誠実さと忍耐力
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.
つまり 何をやっていようとも 忍耐強くなくてはいけない 忍耐力は 成功へと導いてくれる 若いときには難しくて すぐに変化を求めたがるものだ 変化は進歩だと思いがちだからね それが少し歳をとると 物事をなるようにまかせ 変化が進歩だと思わなくなる だから我慢強くなくてはいけない それから誠実であること 大事なことは信じることだ 本当に信じる 口先だけでなく 全ては上手くいくと信じること そこから何をすべきか見えてくる 多くの場合 自分の思うように物事は好転すると考えやすい それなのに 本当にやるべきことは 避けて通ろうとしがちなのだ 私はこんな事を14年間も考え 結局は 良き教師となる助けとなった しかし最後には 成功の定義に戻る
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.
随分前に ジョージ・モリアティという 審判がMLBにいた モリアティのスペルは i ひとつだ そんなスペルは見たことなかった バスケの大リーグ選手は そんな事には敏感で モリアティには i が一つと気づいていた 驚くべきことに 多くの人が 彼の頭にあるよりも一つ多いと 言ったものだ
(Laughter)
(笑)
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."
しかし 彼は私がピラミッドを実践している時 私が思ったとおりに書いた「目の前の道と 背後の道」と題した 「ときどき運命の女神は 敗北を運命のせいにして責め立てても にこやかに笑わなくては 運命の女神の存在を疑われても 昔から言ったものだ 勝ち負けに自分は関係ない 頭上に光るトロフィは 明日の勝利をもたらしてはくれない よくわかっているのだ いつも勝利のチャンスは転がっている でも 力を尽くせなかったとしたら 勝利のために全身全霊をかける 機会に出逢わなかっただけなのだ 根性のかけらを見せる機会に 他がやめても続ける機会に 気が済むまで続けられる機会に 勝利を手にするまで力を尽くすーゴールを目指して 夢やぶれるのを願い 希望がさるのを祈り しかし負ける 落ちる事は怖くない 全てを投げ出す勇気があればね 自分がもてる 以上を求める者 全てを差し出せば 勝利は遠くない だから運命は時々間違える どんなに工夫しても 運命はあなたと私の手の中にある-- 目の前にある道への扉を開くのも閉じるのも我々だ」
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.
父が私たちに教えてくれたことを思い出させる 愚痴るな 文句をいうな 言い訳するな 何をしていようと 外へ飛び出すのだ 出来る限りをつくす 誰もそれ以上できないのだから 誰も気づかなかったろうが 私は「勝利」を口にした事はない 「勝利」は口にするな 相手より多く点をとっても試合に負けることもあるし 点が低い時にでも勝つことはある 様々な機会に そう考えさせる場面があった 私は選手達に試合後 顔をあげていてほしかった いつもこう言っていた「試合が終わって 結果を知らない人に会っても 選手達の顔色から結果を知られないように どちらが多く点をとっていようと関係ない
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.
これは本当に大切な事だ 出来る限り 努力したなばら 結果は自ずとついてくるものだ」 自分がどうなりたいかではなく どうあるべきか そして それが可能か 私はそのことだけを願っていた 時がたつにつれて 他にも気づくことがあった 結果はだんだんと よくなっていった 試合の点数は 単なる副産物で 真の結果ではない 信じているのは ある哲学者がーあの そう セルバンテスは 「旅路は目的地よりもよい」と言った これは気に入ったよ 辿り着く道のり 到着してしまうとがっかりする事が多い でも そこまでの道のりが楽しい UCLAのコーチをしていて 練習しているときが一番だった 試合が来ると終わり 終わりの結果だけだ ただスタンドに座って選手のプレーを見守るだけだ それでこれまでの仕事の意味がわかる その一週間のね だから 選手は自己満足を覚え それまでの努力も にじみでる
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.
ときどき選手達は 誰が一番か聞いてきたけど 私は答えられなかった ひとりひとりのことを考えると ある時 誰かが「もしもベスト選手を 選ぶとしたら、どんな選手ですか?」ときいてきた それで私は「どうして自分がUCLAにいるか知っている者 教育を受けるには 彼は一番だ どうしてそこにいるか知っている しかし 彼には同時によい選手であってほしい 考えてほしいのは ディフェンダーはチャンピオンシップを勝ち取る しかし 攻撃型でなくてもいけない 利己主義ではいけないのだよ シュートをうつことよりも つなげる事が大切だ パスができ、パスをするもの
(Laughter)
(笑)
I've had some that could and wouldn't, and I've had some that would and could.
できるがしない人もいる するが出来ない人もいる
(Laughter)
(笑)
So, yeah, I'd want that.
And I wanted them to be able to shoot from the outside. I wanted them to be good inside too.
ゾーンの外からでもシュートできること それからゾーンの内からも
(Laughter)
(笑)
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.
リバウンドもうまくなくては キース・ウィルキスみたいな選手 彼はすばらしい選手だった 彼だけではないけど 彼のことを私は 高く評価した なぜなら 彼は一番になる努力していたからね
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.
私の著書「コーチと呼ばれて」で 二人の優秀な選手のことをあげた 私が知っている限りではベストな選手 コンラッド・ビュルケとドッグ・マクルトッシュだ 一年生のとき 新しチームで あの頃一年生に優秀なのはいなかった-- 私は「もし この二人のうち 一人でも 同じ歳にうまれていなかったら」って でも「もしこの選手が学校代表チームを作ったなら そのチームは散々なことになる」とも ご存知のとおり そのうち一人がスターティングメンバーになって もう独りは次のとしに出場 ナショナルチャンピオンに32分間も 本当にすばらしかった 次の年にはスターティングメンバーだ ナショナルチャンピオンチームのね でも 彼は一分たりとも私たちの試合に出れなかった だから私は本当に嬉しかったし 満足だった
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.
どちらもシュートが上手いわけではなかった しかし シュートの確立は高かった なぜなら 無理をしなかったから ジャンプもダメだった しかし いつも良いポジションをおさえ だからリバウンドも良かった 彼らは どのシュートも外れると思っていたし みんな私の周りでは外れるのを待っていた それから動き出しが遅すぎる すでに他の選手が立ちふさがっている 素早くもなかったし なのにいつもよいポジションにいた バランスが良かったね だからディフェンスはいつもよかった この二人の選手はいつもできるだけ 自分の能力を発揮できるポジションに近づいた 他の誰よりも だから私にとって二人は ルイス・アルシンダやビル・ウオルトンと同じだ 他の素晴しい選手達にも劣らない
Have I rambled enough? I was told that when he makes his appearance, I was supposed to shut up.
取り留めのない話だったかな 彼がきたから そろそろ口を閉じる時間だね
(Laughter)
(笑)
(Applause)
(拍手)