Coach & Athlete in Education by Clemson University Athletic Leadership Program

“ONE ETHICAL VOICE”

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FEBRUARY 2012

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Athletics Teaches Valedictorian Defining Life Lessons

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HOMETOWN HERO CULTURE SHOCK OF THE NEXT LEVEL COACH & ATHLETE in Education

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editor’s note elcome to Coach & Athlete in Education: Oxford American Dictionary defines “ethical” as morally correct or honorable. Our nations coaches, administrators and teachers come from diverse populations, bringing with them a multitude of beliefs and perceptions about appropriate behaviors in athletics. Other than professional journals there are limited resources in the form of magazine publications for the high school and college coach to rely on in shaping the character and leadership of athletes. Coach & Athlete in Education will bridge this gap with articles, features and resources from across the nation that collectively represent "One Ethical Voice.” Coaches exert powerful influence in the lives of athletes. Coach has the power to be a positive influence and effectively change a student athlete’s life extending well beyond the athletic arena. We invite you to share your experiences and suggestions to aid our mission in serving the public with research and resources that contribute to positive experiences and environments for student athletes.

Please join us in delivering “One Ethical Voice.” Regards,

Jo Giehl, Editor Email: editors@coachnathlete.com Journal for the Study of Sports and Athletes in Education One of our favorite research journals.

Bose Silencer Headphones. Enough Said.

A Class Act

life lesson #911

So you are in college… congratulations! You are special beyond words. With your own thoughts. Your own beliefs A unique walk & talk. There is no one quite like you in the universe. You make your own decisions About your hair, clothes, food, friends, love. It’s intended. Go for it. Keep it that way. Make your own decisions Be responsible. It’s classy. You are a class act! We love and support that about you. It’s amazing how peer pressure can make YOU someone “else”. Just like all the others. You choose to be you— every second, every day. Drink responsibly, or not at all. Reflect true class & distinction. Stand for what serves you. End “binge-drinking” that is killing our beautiful young adults.

This message is brought to you by Coach & Athlete in Education Editors, 2012

COACH & ATHLETE in Education

binge drinking

COACH & ATHLETE Contents

Professionals in Academic Athletics Interviews:

ON THE COVER

Interscholastic Athletics: An Educational Edeavor

Feature article

Jess: Academic Discipline at Bat

How this young athlete juggles maintaing a 4.0 in the classroom and a .465 Batting Average on the field

P.20 Photograph by

FEBRUARY 2012

C&A speaks to Bill Utsey about his take on high school athletics

P. 8 Dual Roles Serve Students

Interview with Diane Shuck, Assistant Principal and Athletic Director for Air Academy High School in Colorado Springs, CO

Tom Hubbard “ONE ETHICAL VOICE”

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PREMIER ISSUE FEBRUARY 2012

P.13 A Coach who Truly Cares Why Coach Barry Clark doesn’t believe coaching should end on the court

P.17 SHAPED BY LACROSSE

Coaching a Hometown Hero

Athletics Teaches Valedictorian Defining Life Lessons

Coach Jay Graber shares his experience from behind the scenes on what it was like coaching a true Hometown Football Hero.

P.30 OTHER ARTICLES IN THIS ISSUE:

HOMETOWN HERO

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CULTURE SHOCK OF THE NEXT LEVEL www.coachnathlete.com

The Academic Heart of the Lions Athletics: Faculty committed to Ensuring Students Success

P.33 other articles this issue: Youth Specialization in Athletics The controversy over the benefits to young athletes

P.24 Making Your Team Work How Coaches Can Transform Groups into Teams

Shaped by Lacrosse

Sport teaches Valedictorian Defining Life Lessons

P.37

P.28 The Culture Shock of the Next Level: What freshmen athletes should expect

P.40 COACH & ATHLETE in Education

CREDITS Coach & Athlete in Education Magazine: JO GIEHL Editor Mike Godfrey Research Editor RENIE VALENTI Copy Editor February ÂŠ2012 editors@coachnathlete.com PO Box 815, Central, SC 29630 864-650-8410 Contributing Writers: Rob Lawson Ryan Hedstrom Dusty Oates Graphics & Design: Kelly Staggs Art Director Brindley Faile Design Assistant Interviews: BILL UTSEY DONNA SHUCK BARRY CLARK JAY GRABER JESS CADORETTE JONATHAN BAILEY Photography:

AIR ACADEMY HIGH SCHOOL DW DANIEL HIGH SCHOOL BROOKSTONE TENNIS.COM TOM HUBBARD GREENVILLE COUNTY SCHOOLS JAN SCHEUERMAN JL MANN LACROSSE C&A in ED STAFF

Publication: PURPLE TIGER INK, LLC

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Positive Coaching Alliance (PCA) is a non profit organization that promotes positive coaching in youth sports and athletics. They provide online training and live workshops for coaches, athletes and parents. For more information on how they can assist your organization, visit their website at:

www.positivecoach.org

â&#x20AC;&#x153;A leader, particularly a teacher or coach, has a most powerful influence on those he or she leads, perhaps more than anyone outside of the family. Therefore, it is the obligation of that leader, teacher, or coach to treat such responsibility as a grave concern. I consider it a sacred trust: helping to mold character, instill productive principles and values, and provide a positive example to those under my supervision. Furthermore, it is a privilege to have that responsibility, opportunity, and obligation, one that should never be taken lightly.â&#x20AC;? -COACH JOHN WOODEN, 1997

Photograph of DW Daniel High School Central, SC

Where Pistol Pete Marovich played during his high school basketball career

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

Interscholastic Athletics...

an educational endeavor

Bill Utsey is the Greenville Counties Schoolsâ&#x20AC;&#x2122; District Athletic Director in South Carolina. He is responsible for providing leadership and management of the interscholastic athletic programs for 14 high and 18 middle schools, with over 500 coaches. Additional duties include maintaining over 150 athletic fields, coordinating sports medicine programs, and providing annual professional development for coaches.

Above: Utsey (right) with John Thorpe, Manager, Steadman Hawkins Sports Medicine

W SAT WORD TO KNOW Assiduous - constant in application or attention; deligent; hard working

hen I left coaching a number of years ago to become a district level athletic administrator, I thought that I would miss the competition, the intensity that comes with it, and the strategizing of coaching interscholastic sports. What I found out was none of the above. What I really missed was being around young people and affecting their lives. I have since been a high school principal and have again returned to athletic administration. In these positions I have had to interview and hire many teachers and coaches. There are two things that stand out when making the decision as to whom to hire does this person have a passion for teaching/coaching and do they have a passion for young people. It is these two traits that will not only get a person hired, but will most likely lead them to a successful career in academics or athletics. I often tell young people as they are looking to go into teaching or coaching, "If

COACH & ATHLETE in Education

LEFT: National Interscholastic Athletic Adminstrators Association (NIAAA) honors Bill Utsey in 2010 at awards ceremony.

ABOVE: Gameday responsibilities always involve clear communication with coaches and officials.

you can communicate these two traits (a passion for teaching and a passion for kids) in an interview, you will significantly increase your chances of getting hired."

I have two very memorable experiences in athletics. The first was when I took over a head football situation where the previous teams were not productive. After defeating a highly regarded opponent carrying a 14 game win streak in the fourth game of the season, I shook hands with opposing players and coaches and a few parents of ours, and made my way off the field and toward the locker rooms. I suddenly realized none of the players were following me and I was all alone. I turned and realized an unforgettable feeling that I can only describe as one of self-actualization. The players were still on the field and their parents, girlfriends, and fellow students were enjoying this signature moment. I could see for myself their joy and great satisfaction in knowing that they were worthwhile individuals and that their many hours of hard work and their commitment to one another had paid off a great dividend. It was at this point in my coaching career that I truly left my ego behind and made my commitment to young people the foremost thought in all that I did from this point onward.

My second most memorable experience was coaching a football team that started out losing our first six games. We knew we had a very talented team and that we had lost to six very outstanding opponents. The year was 1989, and Hurricane

Hugo had just ravaged over half of South Carolina the night before our fifth loss. My parents lived on James Island, decimated by the hurricane. I left my home in North Augusta the next morning after this fifth loss to help my father clear the 32 trees that fell in his yard with three tall pines laying lengthwise across the house. When I returned to North Augusta, we had a team meeting to do some serious soul searching. After seeing the "war zone" of the coast of South Carolina, our situation with five losses was nothing but a speck on the wall in comparison. I told the team if they thought five losses was adversity, they had no idea what it was like on the coast with many without even a house to call home. The team absorbed this lesson in reality. It was as if someone had pulled an aching tooth from their mouths-football was just a game. The team focused on the road ahead and began an incredible turnaround. Even though we lost another two games the team, on our state's quirky point system, made the playoffs as the last seeded team. They upset the number one seed in the first round and went on to win the state championship. This unbelievable turnaround provided tremendous life lessons we so often claim that sports teaches. These young people learned about dealing with adversity and the reality of what's important in life. The scenario for these lessons was better than a movie script could have provided.

In my district of fourteen high and eighteen middle schools, I meet at the beginning of each season with COACH & ATHLETE in Education

all the coaches. This seasonal meeting with our coaches each year is the opportunity to remind all our coaches of the role they play in the lives of young people and why academic athletics are some of the best classrooms many kids will ever see. One of the main purposes of the meeting is to remind coaches that interscholastic athletics is, first and foremost, an educational endeavor. Historically, school versus school sports were started by the academia of the nation's colleges and universities. They saw sports as adding great value to the academic environment on their campuses. They also made it clear that sports competition was a great venue to teach life skills, character, and social awareness. As an educational endeavor, school sports are a refreshing difference from the paradigm shift we are now experiencing with club and travel team sports programs. I am proud to be a part of this educational endeavor we call interscholastic sports. 8

BILL UTSEY

Stats

Profession in Education: Current Position: Director of Athletics Greenville County Schools, Greenville, SC College Attended: Citadel University of South Carolina Highest Degree: Educational Specialist Experience to date: 1970 Second Lieutenant US Army, Armor Branch 1971-1979 US Army Reserve Control Group Captain 1971-Present: High School Teacher, Coach, Athletic Director, & Principal Certifications: SC Dept of Education: Superintendent Secondary Administration: Gen Science, Biology, Physical Education & Health Teacher, Certified Athletic Administrator 10

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“The 2012 National Coaching Conference sponsored by the USA Coaching Coalition (National Federation of State High School Associations (NFHS), United States Olympic Committee (USOC), the National Collegiate Athletic Association (NCAA), and the National Association for Sport and Physical Education (NASPE), will be held in Indianapolis, Indiana on June 19-21, 2012 at the Downtown Hyatt Hotel. This conference brings people together from all levels of sport. This year’s theme is “Sports – Take Part. Get Set for Life.” For conference information go to www.nfhs.org COACH & ATHLETE in Education

life lesson # 41

What if today you could wipe the slate clean, start over, and write your own ticket? No. Wait. Let’s change that. What if every day you could wipe the slate clean, start over, and write your own ticket? How many days would have to go by before you discovered that your “slate” and your “ticket” have nothing to do with each other? That your past need not live in you future? Your absolute freedom and total power lie in the present moment. -Notes from the Universe by Mike Dooley www.tut.com

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

Dual Role Serves Students

Diane Shuck is the Assistant Principal and Athletic Director for Air Academy High School in Colorado Springs, CO. Diane is one of the most innovative and energetic athletic directors we have had the pleasure of meeting. She shares her philosphy for shaping athletic programs in education. The Captains’ Council at Air Academy provides the student athlete team captians with leadership skills. C&A in Education: What inspired you to seek a profession in athletics? Shuck: I am an athlete. I was naturally drawn to athletics. I had my first coaching position my freshman year in college and I was hooked. After receiving my degree in physical education and health (teacher license), I knew that coaching and sport would be my future. After teaching for six years, I spent a lot of time supervising many athletic contests for our previous athletic director and I knew early on that athletics was my passion. When the time came, I was sure I had been prepared to make a difference in the area of athletics and sport not only in my school, but in the state of Colorado and the nation. C&A in Education: What is your leadership philosophy in athletics?

your career in athletics and education? Shuck: One of them was my college soccer career. I attended George Mason University the year after their Cinderella story season of winning the Division I National Championship (1985). I am the type of person who is never satisfied with “just being there” and I was determined to not only make the team but also be a large contributor. I started every game my freshman year and we made it to the final four, losing to the eventual National Champion UNC – Chapel Hill. Over my four years of playing collegiate soccer, I started and played every minute. From that I was honored as a two-time D-I All American. It was there I learned the valuable lesson of hard work and determination and there came my second experience. I had the incredible fortune of making

Shuck: I view my role in sport leadership as servant. My coaches don’t work for me, I work for them. I serve the 800+ athletes and their families each year as well as my coaching staff. To be an effective leader you must lead by example and that is what I do each day. I don’t ask someone to do anything I can’t and won’t do myself. There are no “ranks” in my eyes, everyone is equal. I have a picture/verse in my house that speaks to the very topic of leadership “The ultimate measure of leaders is not where they stand in moments of comfort and convenience, but where they stand in times of challenge and controversy.” Leadership is challenging, yet extremely rewarding. C&A in Education:What key experiences led to COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

Shuck: I would encourage them to find supportive mentors and get involved ASAP. I can honestly say that I love my job. Whether it is celebrating with a team after a state championship, a win over a rival, hugging the seniors after their last high school game or getting involved with our crowd to support our teams, each and every day is rewarding beyond words. I have noticed over my 10 year career that more and more women are making the jump into the profession and doing a fantastic job! The old stereotype of the “football coach” who is also the athletic director is not as prevalent; instead you are seeing women step up in leadership roles in athletics in education and making a positive impact each day. If you want to get involved in athletics as an administrator volunteer to do whatever you can in the field. During college, volunteer to work with the local middle, high school or intercollegiate athletic program however you are needed. Volunteer to assist the AD with paperwork and learn the responsibilities of the job. Do the ‘grunt’ work. Get as much experience as you can. Learn from various athletic programs in education throughout the state and nation. Join your C&A in Education: What suggestions would you professional organizations and attend the conferences. have for young women in college seeking careers in Be a professional. Treat people and coaches respectfully, athletics in education? smile, and hold them accountable for the shaping of successful student-athlete experiences. Shuck: Although sport is a career that is dominated by men, women have demonstrated success in this C&A in Education: What are some major challenges profession now more than ever. Follow your dreams. If women may encounter wanting to seek careers in the someone told me that I would accomplish what I have sport field? in 10 short years, I would never have believed them. I often get asked how I work so many hours a day, week Shuck: I think the biggest thing is competency. Although and year and I always respond “when you truly love women have proven themselves to be successful in the what you are doing, time position, there still may be a slight stigma as to who should occupy the doesn’t matter.” It is one position. The many organizations of the MOST rewarding I have been fortunate to work with professions because don’t have that bias but I believe it is kids love their athletic Whenever still out there. I feel as though the teams. students return to visit area of sport in general has made after having gone off to incredible strides (for example, 10 college, we reminisce years ago you would NEVER have seen a female sideline reporter about their athletic on a NFL game or better yet, coexperiences. anchoring ESPN). It tells you that women have earned their place in C&A in Education: sport and are equally able to perform the job. What advice would you give women who want to pursue careers in athletics? the US Youth National Team where I played with Mia Hamm, Kristine Lilly, Brandy Chastain, Julie Foudy, Carla (Werden) Overbeck, Joy (Biefeld) Fawcett. All of those women went on to maximize their careers and put women’s soccer on the map. I remember while we were at a national tournament someone said to me on the bench how excited they were to be on the team and all I remember thinking was how badly I wanted to play and make a difference. Being one of the best 18 in the country was just not good enough. But I think the most important experience I had that landed me where I am today was watching my mom give so much to sport. She was instrumental at US Soccer as well as the US Olympic Committee, all as a volunteer. She was the consummate role model in my life when it comes to sport. She taught me how to stand in the face of adversity, she pushed me to always be my very best, she instilled a work ethic beyond words and above all she supported me in everything I did. When you are raised with that type of leadership and example to follow, you fulfill your dreams in the area of sport!

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

C&A in Education: How important is training and seeking role models for athletics in education?

all kids as if they are athletes or not. We also have an eligibility process that protects athletes from failing (or hopefully from not failing) ensuring success of all who Shuck: I believe this is the key to success of any person. participate in athletics and activities at our school. We I was fortunate to have amazing role models in my life. conduct bi-monthly eligibility checks and at no time From my parents and siblings to the previous athletic can ANY student athlete have a failing grade or they are director giving me a foundation in which to work and out for two weeks of competition. I have tracked the create the job to be my very own. I can also count my grade point averages of all student/athletes over the past blessings with the support I have had from the various five years and the overall cumulative GPA principals and District leadership that has surrounded is about a 3.276. me. I honestly believe though that you can provide all the training and guidance in the world but the old cliché, “What you put in is what you will get out” is truly how a job in the area of sport is defined, particularly with athletic in education where you are shaping lives. You can do the minimum and get by but depending on your own personal beliefs is how you will make a difference in the lives of so many. C&A in Education: How do you do this? Shuck: In order to leave your legacy on the many lives you touch, you must be creative and innovative. Once I learned the basics of the job, I began to come up with various ways to enrich the lives of the students and coaches that I interact with daily. As I stated before, I have had the luxury of having amazing support from all areas within my job and I have been able to enact initiatives that support the full development of student/ athletes. From my Captain’s Council, to our positive student fan group the “Kadet Krazies” I am always looking at ways to improve our school and programs.

This is amazing when you factor in we have about 800 student/ athletes annually. Our District also instituted a program called E.L.F. (Education for Life) where all students have a faculty advisor to help them begin planning for their high school years and post high school options. This has been very helpful to our counselors as many students have an idea of what is needed to be successful prior to graduation. If schools don’t have something, they need to look at implementing a program to help C&A in Education: Do you believe student-athletes guide students. Many are confused or don’t know what are in need of academic counseling at the high school they need and it is our job to help provide them with a level? framework for success. Shuck: I believe this is a must. People don’t realize how difficult it is to balance it all. Sometimes their only focus is athletics so it is imperative that they understand that they are “students” first and “athletes” second. Since we have such a high graduation rate and of those who choose to go on to college, our counselors work with

C&A in Education: Your advice for student-athletes: Shuck: I say that if students take care of the basics (in the classroom, do things with integrity and honesty, work hard at all times) then winning is the by-product. I learned early in life that there is NO substitute for COACH & ATHLETE in Education

hard work and commitment. Many try to take the short cuts but they soon learn whatever success they might have had never lasts. What I have found in my storied career is the way you would define winning. Winning to me is not always a state championship – instead it is giving all student/athletes an “experience” they will never forget. Whether it is camaraderie within their team, overcoming an obstacle larger than life, learning the value of commitment and dedication, or just being a part of an amazing group of young men or women—that is what winning is about to me.We make a big deal out of our academic successes as they are the very foundation of why kids are in school. They are there to receive an education. Another area where we are hoping to win with kids is that of service before self. We have instituted an expectation with all of our athletic programs this year that all teams will plan, execute and evaluate/reflect on a community service project during their season. This is winning to me when you are developing the whole child. C&A in Education: How important is character development in your program, and what are the consequences for student-athletes who demonstrate inappropriate behaviors on or off the field? Shuck: Character defines you so their development is extremely important to me. I honestly feel that kids “want” to do the right thing but given the situation and pressure of their peers, they don’t always. By instilling character in their leaders (not only coaches but my work with the captains of their teams) doing the right thing isn’t a “sometimes” thing, it happens always. We talk a lot about this in our Captain’s Council and develop scenarios and how to deal with them. C&A in Education: Do they experience consequences? Shuck: I was taught at a very young age that ALL actions have consequences whether positive or negative. What I would share with you is that all of my teams know where I stand and what my expectations are regarding character. Whether it is in the area of sportsmanship or actions, I hold all of my teams, players and student fans to the highest expectation of character. On a side note, I had a coach come to me asking to help him write a class for our student athletes (or kids involved in a school sponsored activity) called “Emerging Leaders” which focuses on building the leadership density within our school and character education is a large part of that. C&A in Education: Would you ever support removing an athlete from participation due to violation of character expectations/code? Shuck: Without hesitation. If you ask any of our student/athletes, fans or parents they would probably quote me as saying “You only get one chance to make a first impression so what will Air Academy’s be?” I will always share with kids I discipline (whether as an assistant principal, or in my role as athletic director speaking to an athlete), I explain that “you are the sum of your life’s experiences” and how and what you learn from your mistake is what matters most. I tend to look at any mistake as either a “teachable moment” or a “fatal error”. My hope is to always teach young adults so that others can learn from them. Although I don’t like to follow through with “fatal errors” I won’t compromise myself or our school and district’s reputation for someone who chooses to put her or himself first. I can honestly say we don’t have many problems because of all of the front end work my coaches do with our teams. They are the ones who deserve the credit because their character is what is leading our youth.

Diane Shuck Stats

graduated from George Mason University with a Bachelor of Science in Physical Education, Universty of Northern Colorado with a Masters in Sports Administration. She recieved her pricipal’s license from the Universty of Colorado. NIAAA Certified Master Athletic Administrator.

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

A Coach who Truly Cares Barry Clark is a teacher and Head Basketball Coach for Air Academy High School. He was instrumental in developing the Captains Council program and highly recommended by Diane Shuck for his positive approach to coaching both in the classroom and on the court.

C&A:

What do you find most rewarding about coaching high school athletics? What inspired you to become an athletic coach?

Coach Clark: The relationships are the greatest reward, when you are asked to attend the major events in their life after practice. I love watching kids â&#x20AC;&#x153;get itâ&#x20AC;? and take off. I love being around competitive people, who always want something more and feel that they can offer so much more. Ross Coldwell was my freshmen football coach. After I graduated from college he invited me to volunteer and was a great mentor on how to coach. C&A: How important is winning in the overall picture of preparing your athletes for life?

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

“Teaching them to prepare to the best of their ability and give their all in life is the legacy I want to leave.”

they can compete in a game then they can still get time on the varsity.

Coach Clark: Winning is important, I always want to win. Winning is great, it is an awesome feeling. That being said I feel that the process of competition is more important than winning. We cannot control who we play but we can control how we play and the mental and physical fight we put up. Teaching them to prepare to the best of their ability and give their all in life is the legacy I want to leave. When they go for a job they cannot control who applies but they can go in and give it their best, and hopefully their best will be more refined than someone else’s.

Coach Clark: I have two great assistants. The first is a retired coach who came back to help, he has experience and knowledge about the game and how to work with kids. He has a huge repertoire of skills and coaching tricks. My second assistant is very analytical and a great teacher and learner, he did not have a great knowledge of the game at first but has quickly gained it. I think Character and teaching ability are at the top of the list of must haves.

C& A: What three top qualities do you consider important in an athlete other than skills and physical development? Coach Clark: Coachablity – Will they listen and try to do what has been asked of them? Mental toughness – Do they crumble when faced with adversity or do they rise above it? Competitiveness – They love the fight and have the lost trait of “Grit.” C&A: What suggestions do you have, or methods do you use to keep the athletes motivated who may not see much playing time? How important is it that these athletes understand their role on the team? Coach Clark: I am upfront when we divide the teams that I normally only play 8, then depending on the situation others will play. I also try to make sure that if they have really contributed in practice then I find some minutes for them. I also talk to them and keep encouraging them. If they are a younger player, not a senior, I make sure they play in the JV game a little so

COACH & ATHLETE in Education

C&A: What qualities do you seek in personalities of your assistant coaches? Why?

C&A: How do you monitor academics with your athletes? Does your school have a system in place for this (for example, teachers enter athletes grades every other week during season and once a month out of season)? Coach Clark: Our AD does biweekly grade checks. This is a two edged sword, their eligibility can change every two weeks, gratefully I have never had anyone not make it. What is tough to deal with is the other teachers who have their own personal reasons for how they grade, it makes it tough on kids. C&A: How do you inform parents of college opportunities? Do you consider it the coaches’ responsibility to assist with recruitment for your athletes? Coach Clark: I do not feel it is part of my job to get kids placed. I ask the player what they want from school: sport, school, or both. Then we talk about what schools they want to go to and I contact the coach to help with the placement. 99% of my guys want school first so that is what we focus on. I also talk and build networks with college coaches and try

Professionals in Academic Athletics Interviews

not to recommend sub-par athletes to them. I do not want my credibility to be destroyed. C&A: Is there a study group or tutoring available in your school for athletes who require assistance with academics?

captains from every in season sport get together and talk leadership and how they can help each other. We are trying to get a leadership class going to create a leadership density at the school. True we canâ&#x20AC;&#x2122;t all be the leader but leaders also recognize good leadership and can follow. 8

Coach Clark: Because we share the gym with the girls program we alternated between early and late practices. If we have late practice we have a one hour study hall followed by a 45 minute leadership training/ practice prep. Our school also has a 40 minute time set aside for teachers to help those who are struggling. C&A: Did you have a positive experience in athletics when you were a student? Coach Clark: Yes a great one, because I choose to see it that way. I was not the star but a role player who had to fight every week to maintain my position. I was undersized but had coaches who trusted me and taught me the mental part of the game and I was able to overcome the physical weaknesses. C&A: If you had to choose a successful coach who created a positive experience for his/her studentathletes, either past or present, who would it be? Why? Coach Clark: Jim Nagel and David Kitchell. Coach Nagel and Kitchell were my coaches at Ashland High School in Oregon. Coach Nagel instilled a tradition of winning and unified a town that was accustomed to losing and now the town basically shuts down on Fridays to go watch the games. Coach Kitchell taught and lived the ideals of love and trust. He is still the glue that keeps the team together. An amazing feat seeing how he passed away from cancer 3 years ago. His funeral was so widely attended that there was no room in the gym so it had to be held in the football stadium.

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C&A: What does your school do that might be considered unique that other coaches and athletic programs could benefit from? Coach Clark: We have a captainsâ&#x20AC;&#x2122; council where all the COACH & ATHLETE in Education

Student Athletes who Lead Interviews

Jess

ACADEMIC DISCIPLINE AT BAT

Her name is Jess. Her game is on.

Batting a .465 while maintaining a 4.0 in academics, she is a significant example of a student athlete pursueing her goals. Thatâ&#x20AC;&#x2122;s why she is one of this months editorâ&#x20AC;&#x2122;s choice student athletes. In this interview Jess discusses what it takes to balance a life of both athletics and academics 24/7.

SAT WORD TO KNOW

Autonomous: not controlled by others or outside forces; independent working

COACH & ATHLETE in Education

Student Athletes who Lead Interviews

It’s important for me to be among people who have the same morals and character that my parents instilled in me... C&A: What is you most important memory in your athletic career? Why? Jess: My first homerun because I have worked so hard and to finally achieve it, it was a feeling of accomplishment. C&A: You do realize you are a role model for younger athletes who have watched you play, observed your actions and sportsmanship. Obviously you have experienced success as a student-athlete and you must have experienced some real challenges that taught you lessons along the way. What recommendation(s) would you make to young athletes who want to be successful? Jess: I would say don’t be afraid to fail because it will push you to work harder and that will make you a better athlete. Also, don’t be afraid of competition. Competition is what pushes you to reach the next level. C&A: Is there any special training that has helped you to become more successful (camps, professional instruction)? Jess: Yes, I attended camps during summers and holidays since I was twelve years old. I also take weekly batting lessons at my coach’s hitting academy.

then developed my competitive spirit. C&A: In your opinion and based on your experience in high school athletics what are 3 top characteristics/qualities you believe all coaches should have? Jess: 1. A desire and determination to see their players constantly improve. 2. A coach should have patience. 3. A coach should be able to stay calm even under high pressure. C&A: How important is it to you for your teammates to demonstrate superior character? Why? Jess: It’s very important because I don’t want to be around people who lack the morals and character that my parents instilled in me and that I believe in. C&A: What is the most difficult part of balancing your schedule during your school sport season? Jess: Finding enough time to do my school work and keep up with my grades. C&A: What goes through your mind when you are in a pressure situation, the score is close and your actions could make a difference in the outcome of the game? How do you stay focused on the task and remain calm? What goes through your mind and where are your eyes? What do you want to hear from the coach and your teammates at that time?

C&A: At what age did you begin competing in your specific sport? How important was winning to you at that age? Jess: I started playing when I was ten years old. At first winning wasn’t that important for me, I just enjoyed being a part of the team. However, I learned quickly that losing was no fun at all and I COACH & ATHLETE in Education

Student Athletes who Lead Interviews

Jess: I stay calm by taking a deep breath and clear my mind. I try my best to block out the situation, stay focused on what I need to be doing, trust my abilities and let it rip! I don’t really hear anything from the coach or my teammates; I’m trying to remain focused on the task. C&A: What do you believe are the reasons most athletes want to be part of high school sport teams? Jess: Most athletes are competitive people and they want to showcase their ability against other athletes. C&A: What do you want to do with your life after you are no longer involved in athletics as a student? Jess: I want to have a well rounded life, a good career, a nice family, and be active in my community.

JESS

Stats

A Typical Day for Jess

Education: Class of 2013 Junior Braden River High School, Bradenton, FL HS Softball Stats: .465 Batting Average 51 RBIs 5 HRs Coach Doug Powell Jess’ Bat: Demarini CF4, 34” 24 oz

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YOUTH SPECIALIZATION IN ATHLETICS By: Rob Lawson

Specialization

among younger athletes has been on the increase in recent years. There is some controversy among athletes, parents, coaches, and others as to whether this is beneficial to the overall well-being of the athlete. Coach & Athlete in Education has invited Dr. Rob Lawson to give us a little more information on this topic. Why do you think that there has been an increase in specialization? First, let’s define specialization. Generally, what we mean when we use that term as it relates to young athletes is that they participate solely or predominantly in one sport. The reasons that most will do this is the hope that by choosing

COACH & ATHLETE in Education

to focus their energy into one sport or activity only, that they will progress to higher levels more efficiently. This is sometimes a path chosen by the young athlete, but many times they are influenced by parents, coaches, athletic camp staff, and promoters of “traveling or elite” teams, all of which may not have the athlete’s best interest in mind, but may see dollar signs or self promotion instead. Most athletes will have the dream of obtaining a scholarship to college and/or playing professionally. The fact that top athletes can earn high incomes and obtain national and international notoriety, are huge incentives. The increase in media attention given to athletes and the 24/7 promotional machine that is part of many sports today, only

adds fuel to the flame. What are some positive aspects to specialization? Naturally, the big reason is improved performance. By concentrating on one sport, the athlete will spend more time focusing on specific training for that particular activity. Training cycles through the year will be much easier to adhere to as opposed to switching from sport to sport. Momentum and progress that is made “in season” can be continued in the “off season”, without interruption from other sports. In the long run, I think the largest benefit is simply the increased time spent participating on that activity. In a classic study (Simon and Chase, 1973) the research found that variation in

performance can often be explained by the quantity and quality of training. Since then, many studies on mathematics, music, chess, swimming, distance running, tennis, decathlon, and many other ”skill” activities have found that it generally takes about ten years of focused, diligent training to reach expert levels at those activities. One recent study was more specific and found that about 10,000 hours of training was required to reach expert levels. I’m no math wizard, but that is a lot of hours to train. 2.7397 per day for ten years to be exact – yes, I used a calculator. What are some negative aspects to specialization? Okay, here is where I will probably step on some toes. I do think there are appropriate times and situations where focusing on one sport or event can be very beneficial, in fact, may be vital to an athlete moving up to the next level. With that being said, I think it is the exception rather than the rule. I believe for younger athletes (up through at least middle school) the main reasons to be involved in sport are learning teamwork, learning respect for others, learning social skills, learning proper conduct and ethics, and many other valuable life lessons. However, one, if not the largest, reason is to maintain a decent fitness level. The level of fitness for the “average” athlete/kid has decreased rather dramatically in the past few years. If you doubt me on this one, take a look around, there are a lot of fat kids out there. So if you can keep an athlete/kid simply interested and involved

with youth athletics instead of playing video games with one hand and eating potato chips with the other, you are doing a good thing. The reason I started on a rant about fitness and interest in sport is that there is a very high percentage (recent studies have shown up to 98%) of athletes that specialize early will “burn out” and quit the sport by the end of high school. Athletes usually give up the sport due to the activity becoming “a job” rather than something they enjoy. The reason it becomes a job is often due to the pressure placed on the athlete by parents, coaches, and others who may have an interest in the athlete’s continued participation. There are also several studies that have found that early specialization often leads to dysfunctional parent/ child relationships. Another consideration is the increased incidence of overuse injuries in athletes who specialize. The American Academy of Pediatrics has stated that overuse injuries accounted for approximately 50% of new injuries to pediatric sports medicine practices and recommends that athletes under the age 12-13 avoid specialization to avoid overuse injuries. Do you feel that an athlete who specializes early has a better chance of obtaining an athletic scholarship? There may be a slight increase in the odds for a high-skill sport, provided the athlete can avoid injuries, burnout, and other possible side effects listed above. That being said, the odds of any athlete getting a partial scholarship are low (less than 2%

of high school athletes according to the NCAA), the odds of a ”full ride” even lower. As far as choices for those precious scholarships, many recruiters and coaches would prefer to find a good well-rounded athlete which often is the result of playing multiple sports and a broad based training approach. In general, the best overall animal usually gets picked. The “combine” for football is a great example. It is not a “skill” test, but a test to find the best overall physical specimen. The idea is that if they can find a great animal, they can then train them in the skills and positions that they will need. This is definitely true for team sports such as football, basketball, and soccer. It would be less true in greater skill sports such as golf or tennis. The number of scholarships given and the odds of obaining one vary with each sport, but the odds are not encouraging, and most of the ones given are partial scholarships. So is there a place for specialization in youth athletics? It is ultimately an individual decision. I feel that is a decision that should be made predominantly by the athletes when they are mature enough mentally and physically to make an informed decision. Another factor to consider is “why” the athlete wants to specialize. If you have a high school level athlete in a high-skill sport that has a great passion for it and has the realistic potential to move up to the next level, it may be a good decision to specialize. However, for the vast majority of youth athletes, I think it is a mistake. Most will never play COACH & ATHLETE in Education

beyond high school if they get that far. So unless you have a twelve year old who is 6’4”, weighs 245, has less than 10% body fat, can power clean 1.5 times bodyweight, and can run 40 yards in 4.49 seconds, let them enjoy youth athletics for what they are intended: to learn, to maintain fitness, and to have fun. However, if you do have a twelve year old who meets the above criteria, please give me a call as I would consider being a personal agent. Just kidding – do not write the editor.

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“40 million kids play sports, and most of them are between 7 and 12. By the time they are 13, more than 70% of them have stopped playing because it is not fun anymore. All of a sudden when kids get into junior high, we feel this need to have them become professionals, and the coaches become professionals… The message I’d like to get out to them is to honor the game. The goal, or the victory is important, but team sportsmanship, the athletic endeavor itself, is just as important.”

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“Do not become too concerned about what others may think of you. Be very concerned about what you think of yourself. Too often, we care more about a stranger’s opinion of us than our own. Your opinion of yourself begins on the inside with your character. What do you believe in, and are you willing to stand up for it despite what others may think or say?

It’s what my dad meant when he said, be true to yourself. This comes first, then the opinion of others.” -Coach John Wooden, 1997

COACH & ATHLETE in Education

Whether it is on the field or in the locker room, effective coaches need to understand the strategies to turn a group of individuals into a cohesive and successful team. Not all groups of individuals are teams. Successful teams have distinct characteristics such as shared leadership, fluid responsibility, accountability to the group, and shared goals (Lussier& Kimball, 2009). To understand this sense of shared vision and teamwork, one only needs to look to the sky. As geese fly south for the winter, they fly in a distinctive “V” formation. This yearly task is the epitome of teamwork:

MAKING YOUR TEAM WORK: How Coaches Can Transform Groups into Teams By: Ryan Hedstrom Manchester College

• Flying in this formation increases the flying range compared to flying individually. What’s the lesson? Working together towards a common goal helps the entire team finish more efficiently. • Falling out of the formation causes the birds to feel sudden resistance. As a team, they continually adjust to keep initial formation. What’s the lesson? who travel together.

There is power in those

• When a bird becomes tired, s/he rotates to the back of the formation. What’s the lesson? Everyone must take turns doing the difficult jobs. • Birds at the back of the formation continually honk in order to encourage the front. What’s the lesson? Effective teams provide constant encouragement to their members. (Lussier& Kimball, 2009)

4. Mutual Trust and Cooperation. So what makes an effective team? There Each team member must trust and cooperate with the

are several characteristics that determine team as a whole. While this is an obvious ingredient to team success, outlined by Yukl (2006). team success, it is also a very difficult one to cultivate.

1. Commitment to Shared Objectives.

All team members must agree on what the team is trying to accomplish. Teams work much harder if members have a say in team goals and focus. Having team members discuss and decide on team goals would foster this sense of team commitment.

2. Accurate, Shared Mental Models.

Coaches need to stress trust and cooperation from the very start of the season. Whether it is through team building activities (such as ropes courses or challenge games) or shared experiences (both social and sport related) the team must have a solid foundation of trust and cooperation.

5. Collective Potency.

Call it the swagger, confidence, or belief…teams must As a coach, one of the ways that teams can work believe they are capabl of team success. This sense of confidence translates into a belief of team effectiveness. effectively is have a shared sense of what is to come All of the above mentioned team characteristics play into this belief of potency. Teams that know what is to be accomplished and can cooperate in order to get there have a sincere belief in team effectiveness. Coaches can impact this sense of collective potency by staying positive and focusing on team success. Coaches need to remember that the mood and confidence of the leader has a major impact on the collective mood and confidence of the team.

(a mental model). Understanding, as a group, what to expect and how the team can respond develops this sense of teamwork. Coaches can foster this mental modeling by practicing different competition scenarios, discussing logistics of an event, and providing as much accurate information about upcoming opponents as possible. Through this preparation the team develops this shared mental model.

3. Role Clarity and Acceptance.

All team members must understand that they have a role on the team. At times it may seem insignificant and can be hard to accept, but everyone must know their role is vitally important to team success. Coaches can promote this team characteristic by stressing the importance of each athlete to the team. Team members need to see how their actions genuinely affect the team’s objectives. Teammates also need to show that each member’s contribution is important.

Effective coaches know that turning a group of individuals into an effective team takes a keen understanding of team characteristics. By incorporating the above team characteristics into coaching strategies, coaches will help guide individual players into adopting a team vision and commitment. Just like the geese that work together every year to accomplish a monumental task, effective teams develop a shared sense of responsibility and accountability that maximizes success.

References: Lussier, R.N.,& Kimball, D.C. (2009). Applied sport management skills. Champaign, IL: Human Kinetics. Yukl, G. (2006). Leadership in organizations (6th ed.). Upper Saddle, NJ: Pearson Education.

Published by the author with permission from Association for Applied Sport Psychology (AASP) resource center where the article first published, 2011. www. Appliedsportpsych.org

Professionals in Academic Athletics Interviews

SAT WORD TO KNOW

Diligent: marked by persevering, painstaking effort; hard working Student Athletes who lead successful lives

COACHING A HOMETOWN HERO

hen Allentown (NJ) High School Football started experiencing success the town came alive with excitement. Standing room only at the games, and the buzz at Downtown Woody’s was Redbird Football and all the records Ross Scheuerman was breaking in his career as a student athlete. What caught our attention most were the “humble”, “good kid” comments that came up over and again. Ross played football and wrestled for Allentown High School. He accepted a full scholarship to play for Lafayette College in PA. Coach Jay Graber shares his experience from behind the scenes on what it was like coaching this hometown hero.

COACH & ATHLETE in Education

Professionals in Academic Athletics Interviews

What was it like coaching an athlete like Ross? Ross is a fantastic young man who has earned everything that he has to this point. He is a very good student who works hard in the classroom. He is a role model off the field, a natural leader and talented young man on the field. He finished high school with a 3.7 GPA as a student and worked very hard to maintain his grades while being extremely active in school extra curricular activities. Off the field he is a role model; he never gets into the trouble and always does the right thing. It is a pleasure to know him off the field because he is a very respectful young man. On the the field he leads by example and demands the best of his team. He is a talented player who can change the game at anytime in one play. He had the best two years in the history of Allentown and set county records in rushing yards and touchdowns.

Tell us why 2010 was such an important season for AHS in football. What role did Ross play in that? 1968 was the last winning season for Allentown football, so our 6-4 Record last year was the first winning season since then. Ross broke a few records that I stated above. He holds every major school rushing record possible.

How did this affect the community? Our student body, school and community rallied around our team as the season pushed forward and showed great support for our players and program. It gave our students and community something to get excited about during the season.

What do you find most rewarding about coaching high school athletics? The most rewarding thing about coaching high school is being given the opportunity to make a difference in the life of a student. Being a positive influence and role model for students is what I most enjoy, and seeing them grow into an adult is very fulfilling. I was inspired to become a high school coach becuase I had a great experience myself in high school athletics. I wanted to give these student athletes this same opportunity.

COACH & ATHLETE in Education

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The Academic Heart of the Lions Athletics: Faculty Committed to Ensuring Students Success by Deborah Cadorette and Dusty Oates Art imitates life. â&#x20AC;&#x153;Coach Carterâ&#x20AC;? told the true story of Coach Ken Carter, who demanded grade reports from teachers to monitor academic progress and status of his student-athletes. Academics came first for student athletes who wanted to focus on athletics.

COACH & ATHLETE in Education

“At Best, IQ contributes about 20 percent to the factors that determine life’s success, which leaves 80 percent to other forces.” - Emotional Intelligence by Daniel Coleman, 2005

“Remember the Titans” told the tale of

Coach Herman Boone who confided in an athlete that he would personally see to it that the studentathlete would receive assistance with academics and that his teammates would get involved with academic support. Academics are important if student-athletes want to move to the next level.

“Rudy” Daniel Ruettiger, whose life was portrayed

in the movie, “Rudy,” was an athlete who entered a two-year college and persisted with academics to raise his grades so he could meet eligibility requirements for a transfer to Notre Dame. His dream came true in that athletic environment and pursuit of excellence at Notre Dame. He received tutoring from and the support of a friend who believed in his dream. Academic rigor is required of student-athletes who choose to participate in an intercollegiate athletic program.

“The Rookie,” the true story of Jim Morris, tells

the triumphant story of a high school baseball coach who gets a second chance at the pros when the team he coaches, challenges him to take risks for glory, especially when even he doubts that he can. The team starts winning “beyond all odds” when their coach begins to pitch to them during practice. An injury that put his shoulder to rest before he could make it in the pros appears to have healed to bring enough heat for the team to believe he CAN make it in the pros!

SAT WORD TO KNOW Ameliorate: to make or become better; improve

Likely to experience success in SAT by learning these words

COACH & ATHLETE in Education

Proven time and time again, when athletes have others’ belief in their success, their own confidence and desire to achieve are affirmed.

Today, it’s not just in the movies. It’s happening in real life, in real time, with real teachers, all for real kids. It’s happening at D.W. Daniel High School in Central, South Carolina with the collective effort of certified teachers, coaches, and student athletes. Ms. Ann Rash (English), Ms. Lee Ann Qualkinbush (Math), Mr. Noah Welsh (Science), Ms. Amy Norris (Math), Ms. Charlotte Bruner (English) and athletic coaches during their respective season(s) meet at various times after school and athletic practices for the purpose of extra tutoring in school subjects, practice for required state examinations, the SAT, and any other academic needs that extend beyond the regular school day. It’s happening in classrooms and the computer lab at Daniel High School because teachers and coaches want to see students succeed not only in athletics, but in the classroom, as well. Because these students are athletes at Daniel, their schedules vary greatly and may preclude some from receiving after school help in troublesome subjects. Numerous situations among high school students across the nation contribute to the need for additional tutoring and assistance. High school coaches and faculty from Texas, California, Hawaii, Florida, New Jersey and South Carolina reveal some of the

situations that have challenged student’s lives and academic performance:

tudents have different learning styles, grasping and mastering information at different rates and through various deliveries. What some students grasp during regular class time may elude others who need more practice;

tudents come from diverse backgrounds, some with parents who may not be high school or college graduates, or who may not support or value academic achievement for their child and so may not have a home environment where study is even possible.

ome students may lack transportation to an environment that supports learning and studying, or may be responsible for the care of siblings after school hours, until a parent arrives. School work may not be the top priority for such families.

ome students may be expected to care for siblings throughout the night while a parent works one or more jobs to support the family.

orst case scenario, some students may be living out of their cars, homeless, staying at friend’s homes on a rotating basis, with parents unaware of the situation.

While teachers cannot solve all of the problems that students may face in their daily lives, they are stepping up to help students with what they can.

Sessions are offered en masse to student athletes on Tuesdays immediately after school and on Thursdays immediately after athletic team practices end. Teachers schedule help sessions twice a week, at times the teachers learn work for student-athletes and the majority of regular student schedules. The system is constantly being tweaked; when faculty members learn of student needs, they seek solutions. These faculty members also give up their planning time to accommodate students during school hours who are unable to attend after school tutoring due to transportation problems or other obligations at home. It’s 4 p.m. at Daniel High School on a Tuesday afternoon in the fall. Students are spread among two classrooms and a computer lab. It is organized and supervised by faculty with a collective passion to help students succeed in academics. Students know these teachers care about their academic success because the teachers give their time to work with the students during and beyond the school day. It’s very much like the student-athlete who knows the coach cares about him or her because of the 24/7 hours they commit to help them succeed. These athletes know coaches are paid very little to do the job they do, and that coaching isn’t something one does “for the money.” For example, a varsity high school lacrosse coach may make just over $1,000 for a “season.” In South Carolina fall practices are held for approximately a month. Conditioning starts in January; the season covers February, March, April and sometimes a portion of May. Approximately six months for a salary that may barely cover the cost of a coach’s fuel. In addition (and many coaches from

If providing academic support is what committed faculty members do as part of their job responsibilities, and showing the students they care about students succeeding is a top priority, then the teachers at Daniel High School are proving it every day. When a student is identified as needing help with academics and is unable to attend tutoring sessions that are offered twice-weekly after school, these faculty members collaborate to schedule time during the student’s day when they can work one on one with the student, generally during the teacher’s planning time.

COACH & ATHLETE in Education

other states may not be aware of this), coaches in SC are expected to be certified to drive the team bus for away games, picking up the bus at the district bus location before the game and returning it late in the night. The athletes see the work of committed coaches, just as they encounter committed teachers who make time to help them succeed in academics after the school day has ended for many others. The tutoring sessions have been a part of the school year at Daniel High School for about 17 years. They were modified to include student athletes early in 2000, when administrators, parents and coaches collaborated in an effort to improve the opportunity for many student-athletes to prepare academically for the next level. Recently retired Athletic Director/ faculty member Dusty Oates, recalls when Michael Thorsland was Principal and Carl Sharperson led an inquiry of concerned parents and community members as to why talented student-athletes were not pursuing the opportunity to play at the collegiate level. That survey and the results it yielded spurred the evolution of the existing after-school tutoring program at DWD High School. Talented athletes were ending their athletic careers when they graduated from high school, much like the movie, â&#x20AC;&#x153;Coach Carter,â&#x20AC;? although in a different environment. For many of these students, high school athletics was the highlight of their life. Carl Sharperson and Coach Carter shared a vision of helping student-athletes to achieve academically and move on to the next level. Carl Sharperson brought a legitimate, compassionate concern to an administration, teachers and coaches committed to their profession, and thus a tutoring program was born at Daniel High School that served all students, including student-athletes. Teachers who participate in the program are certified in math, English and science. The intensity of the sessions is sincere and the atmosphere quiet enough to allow for individual communication and support. There is always a minimum of one athletic coach present to provide support and supervision. Many coaches insist on student-athletes attending the tutoring sessions. Student-athletes who can provide

COACH & ATHLETE in Education

peer academic support for teammates is strongly encouraged. The sessions may be altered from time to time to accommodate the various schedules of practices during different athletic seasons. Coach & Athlete in Education would like to thank the administration, faculty and coaches at DW Daniel High School for contributing the information for this article.

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Student Athletes who Lead Interviews

SHAPED BY LACROSSE ATHLETICS TEACHES VALEDICTORIAN DEFINING LIFE LESSONS

laying lacrosse was one of the defining experiences of my time in high school due to the lessons I learned and because of the teammates I played with. When I first stepped onto the practice field my freshman year, I secretly suspected that it would be the only time, as I had never held a lacrosse stick in my hand! However, with the encouragement of my head coach and a few close friends, I continued to play for all four years of high school. As my budding love of the sport grew, so, too, did my passion which revealed the value of going beyond my comfort zone, and I have applied this lesson to my decisions ever since.

COACH & ATHLETE in Education

Student Athletes who Lead Interviews

hile working hard to keep pace with my teammates and master skills, I may have wished I had been born an All-American, but I believe I gained something from my struggles. I learned from experience how to overcome adversity, a concept that had remained quite alien to me before I picked up a lacrosse stick. Those afternoons of getting slammed to the ground by defensemen twice my size and searching for a white ball in a snowstorm challenged and strengthened me like nothing else in my life! My experiences on the team equipped me to endure and persevere, no matter what I face in the future.

relished in every aspect of playing lacrosse, and this enjoyment came from more than just the sport itself. My team represented a virtual cross section of my school, all united in their common goals. Each workout, practice, and game offered the players an opportunity to interact with people that they never would have in the clique-dominated confines of school. Of course, every functioning team knows how to cooperate on the field, but underneath the dance of X’s and O’s lay real bonds that extend well beyond the sport. This unique camaraderie not only cultivated many of my strongest friendships in high school, but also prepared me to interact with the diverse people I will encounter in life in a way that convenient, homogeneous cliques never could.

hile playing lacrosse, controlling the ball and forming plays consumed all of my attention. It’s natural then to think that my relation to the sport was a one-way interaction in which I shaped the game, but in reality I think the game shaped me as well.

Jonathan Bailey recived the US Lacrosse Academic All-American Award for South Carolina in 2011 South Carolina Chapter of US Lacrosse Ret Thomas Sportsmanship Award was awarded 2011 to JL Mann Lacrosse Team

ABOUT THE RET THOMAS SPORTSMANSHIP AWARD The Ret Thomas Sportsmanship Award is presented in memory of Ret Thomas, son of the first SCLL Commissioner. Ret was the first player on a sub-collegiate team in South Carolina to score a goal in interscholastic competition. He was a prime example of the toughest competitive spirit and the highest regard for others that one could find embodied in a human being. It was in Ret’s memory that much of the initial effort toward the organization of high school and youth lacrosse in South Carolina began. This recognition of good sportsmanship is given annually to the school whose lacrosse team, by the vote of the officials and umpires for the SCHSL, best exemplifies the highest standards of sportsmanship consistent with the tradition of lacrosse.

COACH & ATHLETE in Education

Student Athletes who Lead Interviews

COACH & ATHLETE Asks the Questions What does being a student-athlete mean to you? I started playing lacrosse when I was 15. Since then my view of winning has changed dramatically. Over the years, as I invested more into the sport and gained more experience, I felt increasingly connected to my team’s success or failure. At the same time, I came to recognize that the score at the end of the game didn’t tell the whole story. I began to care about how well the team performed compared to how well it could have performed and what that particular game said about our team instead. Winning has remained as important as ever, but how I perceive “winning” has changed over time.

What is your most memorable experience as a studentathlete? Out of all the memories that I’ve gained over the past four years, the most important is probably of when the JL Mann Lacrosse team played a rival team from Mauldin High School in 2009 during my sophomore year. The previous season had been a rough one for our team and it seemed that this one would be much the same. Each defeat we experienced lowered our morale, and in turn our exasperation showed on the field and cost us further games. We heard the same things from our coaches at every practice: Don’t get frustrated. Play as a team. Put in that extra bit of effort. The concept was easy enough to understand in theory, but it was difficult to fully comprehend. The Mauldin game was the point when the light bulb turned on in our heads. Our players began to work together and push harder than before, and for the first time, we saw what could happen when we did. JL Mann’s lacrosse team earned a victory over the Mauldin team that night and, from then on, we didn’t just know what it was like to play our game, we could feel what it was like to play our game.

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The culture shock of the next level: What college freshman athletes should expect by: Mike Godfrey, PhD

magine this: a high school student athlete draped in accolades, walking around a school in which everyone knows his name and where he is in the college recruiting process. As he walks through the halls, teachers make it a point to say, “Hello,” students go out of their way to “hang out,” and coaches try their best to keep him “focused.” During the day, he is a secluded superstar, protected by the walls of the high school, returning home each evening to get ready for a new day. This sounds like a dream; however, it is a reality for numerous college bound athletes every year. So why do so many enter college only to be shocked by the new reality of “big-time” athletics? What do they not understand coming in that could make this transition easier? What can a coach do to ease

COACH & ATHLETE in Education

this transition? How can the parents help? How can the athlete prepare for what is in store? The reality for incoming freshman athletes, especially those participating in revenue-producing sports, is that they are entering a world driven by athletics. As incoming freshmen, they are tossed into a schedule of academic classes that takes a tremendous amount of preparation time, athletic meetings that take a phenomenal amount of focus, training sessions that are physically demanding, practices that combine both mental and physical stress, competitions filled with pressure, and travel that erases hours from a student-athlete’s down time. Comparing the demands of high school and college athletics is like comparing grapes to grapefruit: both may be fruits, but differences exist in what cannot be seen.

The goal is to uncover some of the expectations and realities to better prepare student-athletes transitioning into collegiate athletics. For the athlete, this can prepare them for the stresses of college athletics and provide them a better opportunity to be successful both on the field and in the classroom. For coaches, it introduces some of the mainstream changes that have occurred in the digital age, so they can work with athletes as they progress, to better advise them on the changes that they are soon to experience. Ultimately, the goal is to decrease the “freshman funk,” in which the student athlete is so overwhelmed with change and expectations that they perform poorly on both athletic and academic fronts. Research with student athletes has yielded three major areas in which graduating seniors reflect and for which they willingly admit they were unprepared. Time management, the most important aspect of college adjustment, demands that students who have never really had to work on or worry about time management, make it a top priority. Student athletes coming from high school are used to getting up around 7:00 a.m., going to school until 3:00 p.m., practicing until 7:00 p.m., then heading home to finish any schoolwork and have time with family. There are extra pieces, with a few hours a week of film study and weight training, but ultimately time management is set by the school and sport. Entering

college

athletics,

athletes still have some of the same regulating bodies such as scheduled class times and sport participation times; however, the change comes in the quantity. Athletically, students are limited to 20 hours a week of coach-initiated practice/contact hours, but this does not mean that athletes will only be involved in athletics for 20 hours a week. A tremendous amount of athletic homework involving playbooks is required, as is individual film study, game preparation, weight training, and travel time. Academically, students are registered for 15-18 hours per semester, equating to five classes that will take up 2 ½ - 3 ½ hours per class in the classroom. If this is added to the three to four hours a day completing academic work outside the classroom, all of a sudden the hours in the week begin to disappear quickly. Setting a schedule that works for both athletic responsibilities and academic requirements is not an easy task. It will take practice, and the earlier a student athlete can prepare and stick to a schedule, the better chance they have for success. Stress management is essential for a college student-athlete. After allowing for the time needed for general things such as eating, showering, sleep, etc., as well as class and practice times, it becomes clear that there is very little free time. The amount of stress that will be created by this schedule is difficult to describe, and it is very important for the student-athlete to find a healthy stress release. There must be times throughout the week in which the student-

For more information

about playing at the next level, Consult your Athletic Director and/or Guidance Counselor for more information about the Clearinghouse procedures required for high school student-athletes. Parents should access this information to find out about what core courses will be required for students. Knowing what is required in academics for student-athletes will help benefit some students by their 8th grade year in high school.

www.ncaa.org

COACH & ATHLETE in Education

athlete is removed from the sport to have fun. There is no greater stress reliever than fun, and since we are all different, determining what fun is is up to the athlete. It is also important to note, that being an athlete at the collegiate level will eliminate many activities that were considered fun in the past. At the collegiate level, especially now in the digital media age, athletes are extremely recognizable; therefore, spending too much time out on the town generally leads to more problems than fun. Athletes report not being able to relax for a meal because people are constantly coming up to them to talk about their sport, game, or a particular performance. At a time that is supposed to be separate from the sport, the athlete does not receive the needed stress relief. Also, simple tasks that were enjoyable before, such as social media sites or leisurely surfing the Internet, are engulfed with information and websites discussing individuals within a sport. Social media pages are swamped with friend requests, anonymous bloggers write nasty messages, and the athlete and sport are always at the forefront. It is important for the incoming student-athlete to find a stress release from this part of their new college environment, as well as to learn how to let athletics be a part of their life, but not let athletics define their lives. The single best key to survival and success is to find a safe way to have fun that will keep both the academic and athletic worlds enjoyable.

student-athletes to overcome. For the first time, those entering college are leaving home and entering a new world, meaning new living conditions, new friends, new types of food, and taking responsibility for multiple components of their lives that had not been a concern up to this point. Adding this overwhelming sense of responsibility to the academic and athletic requirements for incoming student-athletes is exhausting. Freshman student-athletes often report a general feeling of tiredness. In reality, they are correct: they are physically, mentally, and emotionally tired. The physical demands of their sport are set, and there is little that can be done to adjust this aspect; however, the mental and emotional drain from entering college can be decreased by easing the transition period. The transition period is different for every student athlete. Attending school close to home will cause a different level of homesickness, compared to traveling many hours from home. Attending school with a classmate or several classmates is different from entering alone. The type of school, the geographic location, and the individualâ&#x20AC;&#x2122;s responsibilities will be individual emotional and mental stresses experienced by the student-athlete. Therefore, it is important to prepare them before college for the expectations and responsibilities they will encounter. Coaches and parents can initiate weekly conversations that allow the student athlete to begin thinking about the change, as understanding Transitioning is perhaps the most the upcoming pressures and difficult mental component for responsibilities will decrease

COACH & ATHLETE in Education

unwarranted mental and emotional stress created by the transition. The reality for student-athletes is that they are a special breed of students who do not enter college as traditional students. The emotional, mental, and physical stresses that they encounter will be solely reflected on how mentally and emotionally prepared they were as they transitioned into the exclusive world of college athletics. The goal of all professionals, educational and athletic, is to provide students with all the tools they need to be successful. It is possible to be successful in both academics and athletics in college, but all student-athletes must understand that the environment will be different, the responsibility will be greater, expectations will be enhanced, and time will be limited. Entering college with high expectations is a great attitude. Mentally preparing to maintain a great attitude throughout the collegiate athletic career equates to success and individual growth on and off the field.

â&#x20AC;&#x153;55.5% of U.S high school students participate in athletic programsâ&#x20AC;?(NFHS 2011) This presents An opportunity for coaches to become a powerful, positive influence on the student body.

COACH & ATHLETE in Education

ETHICAL