Education Writing

Through education, we have the opportunity to build brand advocates who are addicted to our software and services. No matter the content, the goal is to provide the user a solid under­stand­ing of Hudl’s products, empower and excite the user in the process, and push them toward the next level.

Coaches, analysts and players use our products differently. They have different goals and may have different concerns. Read and re-read your content from their point of view, ensuring you address what’s most important to them. If you’re uncertain how a coach, analyst or player might use a product, talk with Hudlies on the front lines or those who have previous experience as a member of your target audience.

Consider what the user already knows and meet them where they’re at. In some cases, you may design a course that’s a part of a bigger learning plan. You don’t need to explain something again if the user has already learned it. Instead, point the user toward resources that can help jog their memory. Enable them to help themselves.

It’s dis­ap­point­ing to spend a chunk of time learning something, only to realize it won’t help you do what you want to do. Be upfront with the user about what the objectives are. Their time is valuable and an investment. Convince them from beginning to end that their time spent learning is worth it. After you finish writing, ask yourself if the content meets the objectives.

Write with a ​“can do” attitude. It should be exciting and rewarding to learn new things, not confusing or tedious. Provide clear and concise instruc­tions when explaining the how, focusing on building a sound understanding.

Keep in mind different learning styles. Some people learn better from images or examples — include them whenever possible. Encourage brain­storm­ing and give users oppor­tu­ni­ties to practice.

Most people learn better when they’re having fun. We don’t want users to ​“grin and bear” our educational content — we want them to enjoy it. Aim for the Hudl voice.

Provide brief, but thorough, instruc­tions, then use exciting examples that get their juices flowing. When a user digests our educational material, they should be motivated to get to work and try it out.

• Who is the audience?
• What does the reader already know?
• What is the objective of this content?
• Is it clear what steps the reader needs to take to achieve the desired objective?
• Will they be able to replicate these steps?
• When read aloud, does the content sound like a con­ver­sa­tion I’d have in a classroom setting?