ISSUE May /June 2013
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2013 ISSUE May/June 2013
The Inner Coach and Athlete
The Inner Coach & Athlete is where it all begins. It is what guides you through the journey. IT IS the journey. If coaches and athletes learn how to get there, the struggle ends; performance begins. Coach & Athlete in Education staff writers go inside with interviews and articles. They share what motivates and inspires coaches and athletes to maintain their demanding lifestyles. What drives a coach through a difficult performance or practice? Or just the day? What are they thinking? What is their light at the end of the tunnel? What defines their moment? We have selected several books that shed new light on how the thoughts coaches and athletes choose influence athletic performance. These cognate books relate to the inner-athlete and are excellent tools for learning more about ones thoughts and how they are connected to performance. We are individually responsible for our beliefs, thoughts and actions which come from within, yet we shy away from trying to understand this process. We are a very primitive society in the western world when it comes to being in touch with the non-physical human being (spirit). Ask yourself who you are and what your individual beliefs are concerning your purpose in life. How does this belief affect your profession? How does it affect your ability to communicate and coach? Many coaches and athletes embrace this spiritual connection and use it as a motivational tool for success. We encourage you to search and seek out your inner -self. Work to develop the whole person, physically, spiritually and mentally in yourself and in your athletes. When this is our mission we are truly serving our purpose.
editors’ note
Coach & Athlete in Education
Sincerely, Deborah Cadorette Mike Godfrey
OUR FAVORITE THINGS this Month... Sunset St Helena Island, SC
EMAIL US @
djcat@clemson.edu mgodfre@clemson.edu
Grace Mike’s Daughter
COACH & ATHLETE T�� C���� ISSUE MAY/ JUNE 2013
ISSUE May / June 2013
What is the inner coach or athlete? It is experiencing success by adopting a standard
of excellence rather than expecting perfection. It’s talking less and listening more; relaxing more and stressing less; learning the truth of the silent you living deep within—who withholds judging; the one who connects with others and dispels the ego. dr. michael Bernard Beckwith explains the difference: “A perfectionist must outstrip the competition and satisfy the ego. A person who functions at a standard of excellence reflects his or her personal best while satisfying the heart. those seeking perfection push others aside for the sake of personal gain. those who strive for excellence seek success for others as well as themselves.” you probably know athletic coaches and administrators who model and support this standard of excellence. they often go beyond the athletic arena and live this role with each individual person they come in contact with—from student-athletes and parents, to colleagues, officials and administrators. they prepare children and young adults to think and respond appropriately in this wild new world with purpose so a balance of performance, confidence and humility serves them and the world well. Who and what does your inner coach or athlete serve?
serViCe:
We have all known students who volunteer their time to help worthy causes. the student writers for this issue put together some activities that reflect the service student-athletes are doing in various parts of the nation. these are only a few class acts being administered by student-athletes. they are far; wide and diverse—serving those in need out of the goodness of their hearts; the inner student-athletes connecting with people in need.
pHotogrApH By marK mCinnis markmcinnisphotography.com
COACH & ATHLETE C�n��nt� ISSUE MAY/ JUNE 2013 FEATURED ARTICLES
TOP SOCCER
HOW STUDENT ATHLETES ARE MAKING DIFFERENCE IN THE LIVES OF CHILDREN WITH SPECIAL NEEDS
P.30
FAITH & BASKETBALL
INTERVIEW with BRYAN NARCISSE, FORMER CLEMSON ATHLETE AND HARLEM GLOBETROTTER
team service projects:
To some athletic teams, the definition of teamwork may just be something you rely on in game situations, but for these schools the definition continues on past the field.
P. 8
P.34
PROFESSIONALS in Academic Athletics:
OTHER articles in this issue:
SUCCESS IN COACHING: THE INNER ATHLETE
HEAD COACH JOLENE HOOVER IS ONE OF THE MOST WINNING COACHES IN THE NCAA. SHE TALKS ABOUT THE “INNER BALANCE” OF LIFE AND COACHING
P.23
STUDENT ATHLETES that LEAD:
ALEXA RAND
INTERVIEW WITH CLEMSON VOLLEYBALL PLAYER AND WINNER OF ACC POST GRADUATE SCHOLARSHIP.
P.22
IMPROVING THE LEARNING ‘ASPECT’ OF SPORTS P. 14
human garage: Pre Exercise Nutrition ART ICLE BY: Rob Lawson
P.36
PROFESSIONALS in Academic Athletics CREDITS Coach & Athlete in Education Magazine: DEBORAH CADORETTE Editor MIKE GODFREY Research Editor RENIE MEZZANOTTE Copy Editor Spring ©2013 Clemson University Clemson, SC 864-656-0434 Contributing Writers: ROB LAWSON MIKE GODFREY DEBBIE SMITH Graphics & Design: KELLY STAGGS Art Director Interviews: BRYAN NARCISSE ALEXA RAND JOLENE HOOVER Photography: MARK MIGINNIS CLEMSON ATHLETICS ORANGE & WHITE C&A IN ED STAFF Contributing Student Writers: ANNE MILLER ADAMS LAURA BELLINO AUSTIN BURRIS KATIE COX FEREBEE FRAZIER CHRISTINA GASPARINO KELLY HALL HANNAH KIRBY KELSEY LARSON KIMBERLEIGH RIGGS Publication: PURPLE TIGER INK, LLC
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COACH & ATHLETE in Education
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
RESOURCE Guides EDITOR’S CHOICE
JOURNEY TO SELF DISCOVERY These books will guide you on a course to transform your relationship with your inner-self.
STILLPOWER: THE INNER SOURCE OF ATHLETIC EXCELLENCE by Garret Kramer http://garretkramer.com/book/
Kramer’s book, STILLPOWER, will captivate your attention with simplicity, and without pretense. You will learn what it is to go within to deal with your situation by using circumstances and your own perceptions to give clarity and meaning to everything on and off the field. Who knows better than you—what you are feeling at any given time? The Universal Rule is love. Simply stated and easily available through everyone at any given time. It is the guiding light in every direction for every situation. Garret Kramer provides examples of STILLPOWER in action. Learning the power of stillness within and what it can do for you is an amazing tool! Garret Kramer is the founder of Inner Sports. His clients include Olympians, NHL, MLB, and collegiate players and coaches, and he often conducts seminars about his “inside-out” paradigm for performance excellence. Garret has been featured on ESPN, WFAN, FOX, and NPR; and in The New York Times, The Wall Street Journal, Forbes, and Sports Illustrated.
RALPH WALDO EMERSON’S SELF-RELIANCE by Andrew Holmes
Although written in 1841 this 30 page book provides powerful, positive suggestions for everyone from coaches and athletes to teachers and educators to discover who they are and stand for what they believe. Author Tom Butler Bowden in 50 Psychology Classics says of Self Reliance, “For Emerson, genius was not owned by the great artists and scientists. The genuine things we do, those that don’t refer to what others are likely to think, are fragments of genius that must be expanded to form all the days of our life. Only by finding and expressing this essence is a person’s true nature revealed, whereas your conformity explains nothing.”
SEASON OF LIFE: A FOOTBALL STAR, A BOY, A JOURNEY TO MANHOOD by Jeffrey Marx www.seasonoflife.com
“What is our job as coaches?” he asked. “To love us,” the boys yelled back in unison. “What is YOUR job?” Joe shot back. “To love each other,” the boys responded. Jeffrey Marx After a quarter-century, a professional football star and a ballboy for the Baltimore Colts, Joe Ehrmann and Jeffrey Marx once again cross paths. The outcome is a remarkable journey through the greatest football season of all.
COACH & ATHLETE in Education
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PROFESSIONALS in Academic Athletics
Clemson Basketball Alum and harlem Globetrotters rookie lives a life devoted to Christianity. This interview captures his dedication to the sport he loves and what gives him his drive
- his faith in Jesus Christ.
Article By: Anne Miller Adams
C&A: We’d love to hear a little about you, tell us about where you grew up, your family, your hometown, high school, Clemson, anything! NARCISSE:
I grew up in North Augusta, South Carolina (not to be confused with Augusta, Georgia, where I was born). I started kindergarten at the age of three, so I was always younger than most kids in my grade. I originally signed a letter of intent to play college basketball at Western Kentucky, but a coaching change prior to my arrival allowed me to re-sign elsewhere, and I was then offered a scholarship to play at Clemson. I am thankful to have all the opportunities that I have and pray that I continue to make the most of them.
C&A:
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COACH & ATHLETE in Education
Bryan,
being
a
D1
athlete at Clemson, and now a Harlem Globetrotter are all huge accomplishments. As an athlete at each of these different levels and adjusting to these changes, what helped you stay focused, confident, and ready to play?
NARCISSE:
My initial drive was proving wrong all the people that told me that I couldn’t play Division One basketball, let alone pro ball. As I got older and wiser (so I’m told haha), I started to see basketball not just as a means to an end, but an ingredient in the recipe that is my life. Faith became my anchor for the latter mindset and allowed me to persevere through certain circumstances.
C&A: There are so many pressures and distractions in college, yet you still seemed to push past these things
PROFESSIONALS in Academic Athletics
Photographs Courtesy of harlem Globetrotters international
and succeed. What influenced your “inner athlete” most directly?
NARCISSE:
I’d say the fact that I was playing for something bigger than me; there was a bigger call on my life beyond playing basketball in college or possibly playing professionally. The experiences I’m going through are so I can share them with others down the road.
C&A:
I know a big part of your college experience was being a part of Clemson Fellowship of Christian Athletes, how has this made an impact on your career?
NARCISSE: It made a huge impact on my career, because I got plugged into small groups with others of faith. I was able to grow my faith and find a community that encouraged me and held me accountable.
C&A:
Before each game, practice, or event, do you have any kind of ritual or routine to get you ready for the game?
NARCISSE:
I listen to music to get pumped up and loose for the game, and then I say a prayer that helps me focus on the real reason that I play.
C&A:
Outside of basketball what are some of your other hobbies and interests?
NARCISSE:
I like to write and make music, basically through any medium possible. I like to hang out with my friends, play video games and make videos. Due to the demand
COACH & ATHLETE in Education
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PROFESSIONALS in Academic Athletics
“Understand that
you were made for something greater than this world, so your satisfaction and fulfillment cannot be found solely on Earth” NARCISSE:
I love that they vocalize the fact that athletes such as Tim Tebow and Jeremy Lin are so strong in their faith. There are times when the message gets blurred and generalized to the point that some will treat it as just another “athlete” ritual. It goes well beyond the arena of sports.
of competitive athletics, I’ve learned to incorporate naps as one of my hobbies, “ha ha”.
C&A:
When did you become so devoted to your
faith?
C&A: Young athletes are always looking for ways to improve their game, help their program, and to learn more about other athletes. What advice would you give them to find their inner strength and confidence? NARCISSE: Be independent. Don’t be so quick to conform to a standard. Blind tradition stagnates growth. You may be stifling your own potential by submitting to the levels of those around you. Understand that you were made for something greater than this world, so your satisfaction and fulfillment cannot be found solely on Earth.
C&A: I know you are a devout Christian. What are your thoughts on how the media protrays other athletes who are just as outspoken about their faith, such as Tim Tebow?
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COACH & ATHLETE in Education
NARCISSE: Well, I grew up going to church with my
parents, but as I got older I had to figure out what that meant for me. Toward the end of my junior year of high school the foundations of my faith were tested, and it became the surest thing I could hold on to.
C&A:
How has being a professional athlete and outspoken Christian allowed you to impact the lives of others?
NARCISSE:
It’s allowed me to share my beliefs with some influential people (many of whom came through Clemson). The relationship through sports afforded me opportunities to be able to share my personal faith as well as serve others.
PROFESSIONALS in Academic Athletics
ROLE MODEL: Most definitely my parents, Bernard
and Millicent Bowman. I also respect any current or former athlete in the world today that is living unashamed of their faith.
FAVORITE BIBLE VERSE: But those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. ISAIAH 40:31
FAVORITE MEAL: BBQ and Mac n’ Cheese FAVORITE BASKETBALL SHOES: Gotta love Nike’s, I’m a fan of the old school Nike’s like Flights, Maxs, etc WEEKEND FUN: Chill and hang out with friends.
SPECIAL TALENT: I can beat box and rap at the same time
“BeinG-niCe” with A CAUSe Bryan opens up about his favorite charities
tAnner’S toteS http://www.tannerstotes.com This company strives to make teens and preteens with long-term hospital visits and treatment have a happier stay. They give patients a large variety of new things to bring some distractions from their situation and some delight. I have been involved with this program for a while, and I am looking forward to making the same impact with the Globetrotters through our Smile PAtrol ProGrAm, where Globetrotter players visit children’s hospitals to brighten the day of kids that might not be able to make it to the games.
COACH & ATHLETE in Education
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(864) 760- 0630 CALL TO MAKE YOUR RESERVATION NOW
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WORDS for THOUGHT
“Every time you make a choice about which objects you bring into your space, where you put them, or whether to remove them, you’re following psychological directives that also shape every other aspect of your life. If you feel overwhelmed by tasks and people, your home will be overcrowded with objects. If you have a lot of secrets, the physical manifestations of those secrets will be stowed—usually in a grubby, hidden, or suffocating bundle—somewhere in your house.” - Martha Beck Martha Beck, PhD, is the author of numerous books including The Four-Day Win, Finding Your Own North Star; Claiming the Life You Were Meant to Live. Martha is a life coach and monthly columnist for O, The Oprah Magazine and holds three social-science degrees from Harvard University.
PROFESSIONALS in Academic Athletics
ARTICLE BY: DEBORAH STEVENS-SMITH CONTRIBUTING STAFF: KELSEY LARSON
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COACH & ATHLETE in Education
PROFESSIONALS in Academic Athletics
Coaching is an interesting art that involves many aspects of learning. One of the most important aspects of coaching young athletes involves their ability to learn. Coaching styles should accommodate the various learning styles of athletes to improve performance. Learning styles are preferences a person has for learning information. Coaches need to be skilled communicators and technically sound in their knowledge of sport (Danish, Petitpas, & Hale, 2007) and an understanding of learning preferences will greatly assist in this area.
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PROFESSIONALS in Academic Athletics Coaches with an awareness of learning style approaches can enrich the athlete’s learning and hope to impact performance in a positive way. This begins by coaches assessing their own learning style. A coach is more than likely to teach the way they themselves learn. If an athlete’s learning style differs from the coach, it is necessary to alter the coaching style to meet the athlete’s learning needs. Athletes are called upon to make quick choices and decisions; any delay in the process can result in a negative performance or missed opportunity. Coaches that understand the athlete’s learning style may be more prepared to teach athletes how to make appropriate choices and improve performance under stressful conditions. A LEARNING PREFERENCE refers to the way the athlete processes information. Some athletes learn best by HEARING the information, some by SEEING what needs to be learned, and others by MOVING to learn the skill. Learning styles can be examined in order to understand why some children have trouble learning via a particular method of coaching. Practical use of modalities – or primary forms of the five sensations - will be examined to show us how to make modifications in coaching that will enhance learning for everyone involved. A LEARNING STYLE is different from a learning preference in that it is the way in which a person takes in information, makes decisions, and forms values. One of the main roles for the coach is to teach skills and determine if learning is taking place. Motor skills are learned by gathering information from different sources in the environment (visual, auditory, kinesthetic), making decisions about the information and responding (Rink, 2005).
ACCORDING TO MARTENS (2004), COACHES TEACH SKILLS USING FOUR BASIC STEPS THAT INCORPORATE THE DIFFERENT LEARNING DOMAINS: 1. INTRODUCE THE SKILL (VISUAL & AUDITORY DOMAIN), 2. DEMONSTRATE AND EXPLAIN THE SKILL (VISUAL & AUDITORY DOMAIN) 3. PRACTICE THE SKILL (VISUAL, AUDITORY & KINESTHETIC DOMAINS)
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COACH & ATHLETE in Education
PROFESSIONALS in Academic Athletics 4. CORRECT ERRORS AND PROVIDE FEEDBACK ABOUT THE SKILL (VISUAL, AUDITORY & KINESTHETIC DOMAINS).
As instruction occurs, the coach communicates with the athlete utilizing the visual, auditory and kinesthetic domains. The coach may be working on a 1-3-1 defense in basketball and say to the athlete, “Let me SHOW you the proper positioning when playing the point position in a 1-3-1 defense” (visual), or “Let me TELL you the advantages of the 1-31 defense (auditory), or “Let me help you MOVE into the proper position” (kinesthetic). When individual domains are used throughout the practice session, then all learning styles can be addressed. Athletes, who best understand their learning preferences, can ask coaches to present information according to how they learn best. This method may lessen the possibility of miscommunication between the coach and athlete (Dunn, 2009), which can be the difference between successful or unsuccessful performance and execution, especially during stressful game situations. Coaches and teachers tend to communicate using their strongest preference or learning style. When the coach and athlete have different (or opposite) learning styles, communication can fail. Although most athletes have multiple sensory preferences, conflict can occur and the athlete may not be provided with the best opportunity to learn and perform (Jones, 2005). The result may be an athlete who is left confused about how he/she is to perform and a coach who has no idea how the problem can be resolved through her/his method of delivery (visual, audio, kinesthetic).
MODALITIES...THE KEYS TO ENHANCING LEARNING: Research supports that the three basic modalities of sensory perception involved in any form of teaching include the visual, auditory and kinesthetic modalities (Barbe, 1985). As stated above, some athletes learn best through seeing, some through hearing and others through active hands-on movement. As mentioned by Dr. Carla Hannaford in her valuable resource, The Dominance Factor (1997) at no time should students or athletes be labeled as specific type learners. Coach and athlete should benefit from this helpful information in a positive way. The way we coach may be the result of how we were taught, or how we learn best—our own learning style.
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PROFESSIONALS in Academic Athletics This is often because we are most comfortable with it. However, what might make perfect sense to us in our method of delivery could make very little sense to some of our athletes—leaving them confused, and the coach frustrated! An example of this would be a quarterback who keeps getting sacked even though you have told the offensive line how to protect the quarterback. They may not understand what is being taught because a coaches teaching style may be out of sync(being told; audio) with the way an athlete best learns (being shown; visual).One can expect more effective communication of information when coaches sync their teaching with the athletes learning style. It benefits coaches to watch, listen and ask questions of athletes to note learning preferences. Research by Singer (1980) suggests that visual perception may be the most important source of information in sports. A Visual learners’ primary source of information comes through the eyes from watching or seeing. A visual learner needs to see a move or specific play demonstrated to pick up on the perceptual cues that are important. For example, coach can assist a tennis player that is learning the mechanics of the forehand in tennis by pointing out the visual cues that involve the grip, the stance, swing and use of other body parts. Additional visual aids would include pictures, videos, charts, and diagrams.
AN AUDITORY LEARNER LISTENS FOR IMPORTANT AUDITORY CUES. The ears facilitate
hearing, listening and memory. If an athlete cannot hear the mechanics of the play, they may not be able to discuss it or read the play correctly when it occurs. The athlete that learns best through auditory stimuli focuses on the sounds and rhythms to improve performance (Coker, 1996). The auditory learner requires opportunities to talk about plays, time to share thoughts with other players, repeat directions, and verbalize cues for the team. The auditory learner’s preferences are enhanced when he/she hears him/herself or others discuss each situation, which may enhance performance.
KINESTHETIC LEARNERS NEED TO PHYSICALLY EXPERIENCE THE MOVEMENT YOU WANT THEM TO LEARN. Information for
kinesthetic learners is processed while the athlete is moving. All athletes need to physically move through a new play or skill, but the kinesthetic athlete needs to know what the movement feels like. The correct feeling becomes the reference point to compare all other future movements (Coker). Replicating movements is the key for the kinesthetic learner, so repeated practice along with game simulations is important for this style of learner. Provide demonstrations from all sides of the playing field, including various angles so athletes can see the big picture rather than a small portion of it.
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COACH & ATHLETE in Education
PROFESSIONALS in Academic Athletics MOVING FROM LEARNING STYLES TO DOMINANT PREFERENCES: As with coaches, athletes bring to the team a variety of different ways to learn that have evolved from personal life experiences and perceptions (Hannaford, 2005). Out of the various learning styles, dominant brain, eye, ear, hand and foot preferences emerge. These dominant preferences should be noted by coaches in their teaching. Dominance testing is a simple tool coaches can use to understand athlete preferences and promote overall learning. Within this conversation, it is also important to point out the importance of the brain dominance. The brain is definitely an important component for learning in sport. Games have been won and lost based on last minute mental decisions and actions. The brain must rely on the preferred dominant eye, ear, hand and foot as mechanisms for transporting information to it. Dominant senses in a person that are opposite the dominant brain preference tend to function more efficiently in stressful situations, including learning new information. For example, an athlete with left brain dominance for processing information is likely to function more efficiently in pressure situations if all dominant senses (eye, ear,
hand, foot) are opposite the left brain, or on the right side. If the athlete is right brain dominant, the dominant senses that would function most effectively would be on the left side of the body.
If a dominant sense happens to be on the same side as the brain preference an athlete could experience blockage of performance under stress in that particular area. For example, a left brain, left eye dominant athlete may experience visual blockage under stress. Picture a batter up, 2 outs, winning run on third base, the batter takes the visual signal from 3b coach. The coach signals hit and run. The batter lets the next pitch go by and the runner coming home gets tagged out. Coach does not know the athlete at bat is left eye, left brain dominant and unable to function visually under stress. Think about it. There are two situations facing this batter that require visual competency: taking signs from coach, and seeing the pitch. The situation happens all the time and is a ‘double-whammy’ for an athlete whose dominant eye is on the same side as the dominant brain preference. The same can happen to a pitcher under stress (whose dominant brain and eye are same side) attempting to take signals from the catcher. What happens when the dominant ear is same side as dominant brain? The athlete will not hear what someone is saying in a stressful situation. As a coach, have you ever given verbal instructions to an athlete and sent them into a close game to deliver the message; only to have the message misinterpreted? Dominant ear & brain—same side, under stress, renders
COACH & ATHLETE in Education
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PROFESSIONALS in Academic Athletics an athlete unable to interpret verbal instructions. However, if coach has this knowledge the situation can be resolved with visual signals or having another athlete deliver the message. There are some distinctions coaches should know about the left and right brain and how they process. For now we’ll keep it simple by telling you the right brain (Gestalt) sees the “whole picture” aided by rhythm, emotion, patterns and visualization while the left brain (Logic) processes information in pieces, stages, sequences, linear, verbal. We will discuss the details in future issues. You can also access resources suggested at the end of this article.
While the use of dominance profiles and learning styles alone will not definitively lead to enhanced coaching methods and athletic performance, knowledge in this field is significant and may improve communication between the coach and athlete. Athletes are called upon to make quick choices and decisions. Any delay in the process can result in a negative performance or missed opportunity. Coaches that understand the athlete’s learning preferences and dominant senses will be more prepared to teach athletes how to perform successfully in stressful conditions. The challenge is to find an appropriate system to determine the learning preferences that produce positive results for all participants. ACCESS WWW.ACHIEVEMENTINMIND.COM/INDEX.PHP AND CLICK ON THE ILP TAB AT THE TOP TO LEARN MORE ABOUT DOMINANCE TESTING, OR CONTACT THE EDITORS OF COACH & ATHLETE IN EDUCATION QUARTERLY
REFERENCES
Coker, C. (1996). Accommodating athletes’ learning styles in physical education. Journal of Health, Physical Education, Recreation and Dance, Reston, VA: AAHPERD. Danish, S., Petitpas, A. & Hale, B. (2007). Sport as a context for developing competence. In D. Smith & M. Bar-Eli (Eds.), Essential readings in sport and exercise psychology (pp. 412-422). Champaign, IL: Human Kinetics. Deluca, F. and Downs, G. (2006). Measuring the differences between coaching preferences of teacher-centered and athlete-centered coaches. Journal of Research in Science Coaching, 16(2), 153 – 158.. Hannaford, C. (2005). Smart Moves: Why Learning is not All in Your Head, 2ND ed., Great Ocean Publishers, Arlington, VA, USA. Jones, D. (2005). Hey Coach: One learning style does not fit all. Retrieved from The Coaches Clipboard: http://www.coachesclipboard. net/DrJonesCoachingStyles.shtml. Martens, R., Successful Coaching. Human Kinetics, Champaign, Ill., USA, 2004. Rink, J. (2005). Coaching Physical Education for Learning. (5th ed). Boston: McGraw-Hill. Singer, R. (1980). Motor learning and human performance (3rd ed.). New York: Macmillan.
ABOUT THE AUTHOR deBorAh StevenS-Smith WHAT ARE SOME OF YOUR FAVORITE PAST TIMES WHEN YOU ARE NOT DOING RESEARCH? Watching Clemson Football, exercising, going to the beach, reading, and just being outdoors in general. WHAT DO YOU LIKE TO RESEARCH IN ADDITION TO BRAIN DOMINANCE? The integration of physical education programs back into school, and learning styles. DO YOU HAVE A FAVORITE BRAIN DOMINANCE TEST? IF SO, WHAT IS IT? Yes, Carl Haniford’s brain dominance test, and a researcher in the United Kingdom, Simon Olding’s, ILP test. WHAT IS YOUR PREFERRED LEARNING STYLE? I am a visual person. I learn best with powerpoint presentations, colorful articles, and handouts. This is because I am left brain dominant since I am very organized and detail oriented.
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STUDENT ATHLETES who Lead
ALEXA RAND; Her teammates call her “Rand.” She is
a talented D1 Athlete who chose a volleyball scholarship over a career in music. She plays the piano and viola and performed with the International Orchestra. “What?!” Was my only thought when she told me this during our interview. Tell me more…and she did.
Article by Deborah Cadorette Photographs Courtesy of Alexa Rand and Clemson Athletics
outside of the science lab as well, and switched to Special Education, Teacher Education.
HER COLLEGE AND MAJOR: Clemson University.
HER SPORT: “Rand” has
University of Pittsburgh was also a consideration. She made the decision after visiting the Clemson campus. What’s not to love? In high school Alexa thought she wanted to become a pharmacist. She loves science. An internship her senior year enlightened her to the reality of the job and she realized it was not for her. Like so many other students pursuing a career, the reality of a job hits the student when they actually participate in an experience that simulates the responsibilities and/or environment they will be working in. She started at Clemson in Bio Science, Micro Biology. She soon learned her interests loomed
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COACH & ATHLETE in Education
been playing volleyball about as long as she has played the piano and viola. She is quite
her final season with Clemson Athletics Women’s Volleyball, she works out every opportunity she gets, playing volleyball with her frieinds.
COACH & ATHLETE: Do you miss being on the team?
accomplished at both. Tall, lean, RAND: (she chuckles and looks agile and powerful, she smiles modestly and her eyes light up when we begin to talk about her- Alexa within. She laughs. Her energy clearly comes from within and keeps burning the oil through midnight to keep up with her busy schedule with school and athletics. She is student teaching this term. Although she has completed Alexa reacts after final block of her college career.
STUDENT ATHLETES who Lead RAND: The scholarship is there
for me to use within the next 5 years. I have always thought I might want to go Pro and believe now is the time to give it a shot. So I am going to practice with the team again.
Alexa with fellow athlete, Jonah Baize performing leadership service.
thoughtful) I miss working out with my friends; being a part of the team.
COACH & ATHLETE: Tell us
about your student teaching experience this term.
RAND: I love being with the
kids…they make every day special. I am in a self-contained classroom in elementary school working with students with special needs, soon to take over and teach the class. I like what I am doing. I just don’t know how I am going to do it all once I take over the class teaching. (Of course, that is how every student-teacher feels in that situation—she will get the help she needs from her cooperating teacher and faculty at Clemson).
COACH & ATHLETE: If you
had your shot at a dreamjob; what would it be?
RAND: This may sound
strange—especially when I am
about to graduate. I love working with these kids and helping them learn and I see myself doing something similar in a more open forum rather than teaching in the classroom every day. I believe I would like a career doing what the Michelin Career Center at Clemson University currently does for students; helping them find their true fit in a career. I can see myself working in a higher education environment in a job similar to that. (Rand suddenly erupts into a quiet laugh with excited eyes when she tells me), “I just found out 20 minutes ago that I received the ACC Post-graduate Scholarship” (she said in almost a modest whisper). I hug her sincerely with congratulations and feel my eyes swimming. What an awesome opportunity for this deserving student-athlete.
COACH & ATHLETE: How
does this fit into Rands vision?
At this point I am so excited for her to be expressing her dreams and able to pursue them. Isn’t that what we want for all our young adults—to live their dreams fully and passionately? She has a post-grad scholarship waiting for her the next 5 years. Rand can give Pro VB her best shot or have the scholarship to use that may lead to a career in higher education. Who knows WHAT doors may open to Rand once she begins to travel and meet new people…its’ an awesome opportunity for this vibrant young woman graduating from college with honors.
COACH & ATHLETE: What about going to graduate school abroad?
RAND: I thought about that and don’t know if the scholarship will cover it. That is something to look into. The end of our time has come and Rand has to go meet her academic advisor in the academic enrichment center and then onto volleyball practice. She waves as she goes through the double doors into Vickery Hall, which is a second home to all of Clemson University athletes for the duration of their experience as student-athletes.
COACH & ATHLETE in Education
23
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PROFESSIONALS in Academic Athletics
Head Coach Hoover and Assistant Coach Jodi Welp photograph courtesy of Clemson Athletics
heAd CoACh Jolene hoover
has over 500 career victories in her 20 year coaching profession - one of the most winning coaches in the NCAA. She talks about the “inner balance” of life and coaching D-1 athletes. By Ferebee Frazier
interview with Jolene JordAn hoover HEad CoaCH ClEmson UnIvErsItY WomEn’s’ vollEYball AlmA mAter IllInoIs state ‘86
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COACH & ATHLETE in Education
PROFESSIONALS in Academic Athletics
Q:
this issue of Coach & Athlete in education focuses on “the inner coach and athlete”. we consider this to be anything that takes place internally that promotes successful performance. what aids your inner coach? CoACh hoover: I run all the time-it’s the only thing to get away and relieve stress and to ultimately help the players. I believe I need to be a good role model-coach and healthy example (eat right, be healthy, exercise) for all the players. Its important to do what you teach. I am very competitive and look for good work ethic in players. That is key to a healthy regime for all the players.
Q:
how important is it for a coach to know what goes on in an athletes’ life outside of athletics? do you believe you know the “inner-athlete” of your athletes? CoACh hoover: Yes- I get to know all the players through the recruiting process. I try not to get in the business of the players life too
much and allow them to include me if they want, or think its important.
in and outside of athletics- that is success.
Q:
Q:
what does it take for coaches to develop credibility with athletes that allow the athlete to trust coach with who they really are as people? CoACh hoover: I am not a “big threat” person. Actions speak louder than words. It’s important to do what you say and keep promises! When teaching in practice, athletes need to know you care and they will trust you more.
Q:
how do you feel when you see your players improve or get hurt? CoACh hoover: I know that there will be drops along the way and its important to see them improve. It’s all a process.
Q:
what is most meaningful to you about a career in coaching? CoACh hoover: I always tell the athletes I want to empower them. When the whole person succeeds-
Are there steps your coaching staff takes to mentally prepare for games (rituals, routines, etc)? CoACh hoover: The night before games we watch clips of the opponent we are going to play. Game day I watch more clips and get together with staff to get more eyes in hopes of covering all the basis for the game.
Q:
what is a typical week during the season?
CoACh hoover: I always give the girls a calendar for the semester for game and travel, and a weekly schedule with any changes. We usually have an afternoon practice Monday- Thursday. Home games are Friday and Saturday; away games Friday and Sunday.
Q:
oK let’s move from coach to mom. do you believe women coaches are inclined to feel quilty about not being there for their family/ children? CoACh hoover: definitely. If there is a messy house and messy children, the lady is blamed That puts pressure on women for those factors. When my girls were younger we were going in so many directions (very busy). I think it was great having them grow up in an environment of athletes as role models.
Q:
who is your role model? who did you learn from?
CoACh hoover: I was very fortunate to have many good female coaches from high school and college, and several male Coach Hoover with Husband, Dave and Daughters Hayley and Carley
COACH & ATHLETE in Education
27
PROFESSIONALS in Academic Athletics
Coaches Hoover, Welp and Murphy with team during competition
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COACH & ATHLETE in Education
PROFESSIONALS in Academic Athletics
I always tell the athletes I want to empower them... coaches at the national level. I have taken what I like from all of them and developed my own personality.
Q:
Sometimes we read about religion and spirituality playing a role in leaders, successful coaches, and athletes lives. Is this something you find your athletes acknowledge as a component of their preparation and success? CoACh hoover: I try to stay removed because I don’t want the girls to feel pressured. Each of them have their own rituals/routines and they pray before games. Those are very personal acts and I respect them.
Q:
is there anything you would like to share with other coaches?
CoACh hoover: The four years in college is a unique period of time and there is so much growth for everyone. From the time they are recruited until they graduate, it is very cool to see how much they they change during those 4 years.
COACH & ATHLETE in Education
29
TOPSoccer (The Outreach Program for Soccer) is a community-based soccer program that is designed to meet the needs of children with physical and/or mental disabilities. Player participation and development are key elements of the program. TOPSoccer is designed to improve the overall fitness, self-esteem and social skills of these children. This programs is made possible by volunteer college students and athletes.
I
magine being excluded from participating in recreational sports because you may have special needs that require attention for your safety and the safety of everyone else involved. The Challenger Sports Program provides children with special needs an opportunity to participate in soccer and baseball activities, and it’s all about college students giving from the heart. Each fall and spring, Clemson University students volunteer to be a “buddy” to an athlete with special needs, or help coach the sport. For every athlete with special needs enrolled in the program, there is a Clemson University Teacher Education student majoring in Special Education assigned as their buddy. This buddy will stay with the athlete throughout the entire practice session, activities and game throughout the evening. The buddy assists the athlete
with whatever s/he requires to participate safely—and have a fun experience. That is essentially the mission of the Challenger Sports Program. The Challenger Athletes may not be very fast or make a perfect pass, but they do play with a passion and a love for the game. TOP Soccer is a modified version of soccer, as is Challenger Baseball. Both provide opportunities for mentally and physically challenged children between the ages of 4 and 19 to participate in sports. Some of the disabilities include but are not limited to autism, Downs syndrome, and EBD (emotional behavior disorder). Challenger Sports provides the opportunity for these children to obtain the much-needed interactions with peers and adults that they may not otherwise experience.
BY KATIE COX
Their smiles are rewards for coaches, buddies, parents and athletes themselves. They overcome their limitations and put all their differences aside to enjoy a remarkable experience. It’s about fun: no scoreboard, life skills prevail. Co-Head Coach, Cam Thomas describes the Challenger inner athlete: “The excitement and energy they display truly shows how much Challenger Sports means to them. I believe we learn just as much from the athletes as they do from us.” For 1.5 hours a week, parents turn their children over to college students and take a seat in the stands to cheer them on like it’s the World Series. These kids are more than special needs….they are special hearts!
Coach Deb with Tanner playing baseball. Challenger baseball is offered in the Spring.
Above: Challenger Athlete Simon with Clemson University Buddy Joe.
I work with the Challenger Baseball and Soccer program because it is the most worthwhile program I have encountered as a student at Clemson University. For 90 minutes once a week, nothing else matters. It is all about the pure and simple enjoyment of allowing kids the chance to play a team sport they would otherwise not be able to participate in. -Bobby, Challenger Program Co-Head Coach
WORDS for THOUGHT
no pain, no gain is old school -Garret Kramer
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7205 HWY 76 PENDLETON, SC 29670 PHONE: 864.646.9600 www.theprinthouseonline.com
STUDENT ATHLETES who Lead
team service projects Ones spiritual capacity is described by Loehr & Schwartz in Making of a Corporate Athlete, 2004. Harvard Business Review, as energy that is unleashed by tapping into ones deepest values, and defining a strong sense of purpose. These stories testify that one of the most meaningful and rewarding experiences in student-athletics is the community service projects in which they are involved with.
Darien High School Football Team Lifting for Grace Participants By Christina Gasparino
dArien hiGh SChool Darien, Ct Mascot: Blue Wave In June 2008, Darien High School football player, Mike Wohlberg’s sister, Grace, was diagnosed with an extremely rare neurological disorder called rasmussens Encephalitis. rE is mainly prevalent in children between the ages of 2 and 10 years of age, causing intractable epileptic seizures, cognitive deficits and paralysis of half the body. This disease is resistant to standard anti-seizure medications; and the only known cure for this disease is a surgical hemispherectomy, during which the affected side of the brain is removed or disconnected. Iin February of 2009, Grace underwent this procedure. In order to help out their fellow teammate, darien’s football team came up with an idea to help benefit this disease. a lift-a-thon was created to raise money for rE Children’s Project, a charity created by Grace’s father to
34
COACH & ATHLETE in Education
STUDENT ATHLETES who Lead
support scientific research towards finding a cure, as well developing a recovery process following hemispherctomy. The team competed against a neighboring school in a lifting competition; for each pound the participants lifted, money was donated to the cause. the competition consisted of five different weight classes and three lifting exercises, including bench press, power clean, and squat. In years past, they have raised over $10,000 for rECP. In march the 5th annual “Lifting for Grace” competition will be held.
For more information on re Children’s Project and to support this amazing movement visit them online: http://www.rechildrens.org/
adopts two families through the Salvation Army to provide families with an enhanced holiday. The team raises money to supply the children with toys for the upcoming holiday. Not only are gifts provided for the families, but the coaches and athletes unite to provide a Christmas dinner to the family members. At the dinner the team is able to see the joy they have brought to the families, not only children, but the parents as well. Last season the team raised $1,300 with the hopes of surpassing this amount this coming holiday.
In addition to raising money and collecting toys during the hoilidays, other Clemson teams are spreading Christmas cheer throughout the year. While most teams are traveling from game to game and focusing on the upcoming game in their opponents home town, the Clemson University Women’s Basketball team is working on giving back to their community. When a hotel supplies mini toiletries, many might take these for granted: however, not this team. All of the players, coaches, and staff members collect all the unused toiletries from their rooms and donate them to Our Daily Bread in Seneca, SC. The items collected while traveling benefits
homeless families in the Oconee area. The 2011-2012 season was the first year the team had the idea, and they are planning on to make it an annual thing.
QUeen CreeK hiGh SChool Queen Creek, aZ Mascot: Bulldog The high school football team in Queen Creek, Arizona is helping put bullying to an end. Carson Jones, the team’s quarterback, was specifically a big help to Chy Johnson, a student with a genetic disorder. Carson realized that telling on the bullies would only worsen the problem. Instead of telling the principal who is picking on Chy, he started to invite her to sit with him at lunch. This way other students might start to treat her better as well. Instantly, Chy went from being pushed in the hallways and being called “stupid,” to sitting with the entire football team at lunch. They even walk her to class and sit in the row right behind her in class. Instead of coming home crying, she is now coming home with a big smile on her face.
ClemSon UniverSitY Clemson, sC Mascot: Tiger When the holidays start to come around, Clemson University’s Track and Field team gets in the spirit of giving. Every year the team
http://antibullyingblog.blogspot.com/2012/10/ queen-creek-high-school-football.html
COACH & ATHLETE in Education
35
RESOURCE Guides
the human garage: Pre eXerCiSe nUtrition artIClE bY: rob laWson
Congratulations! You have waited for this day for years, worked hard all season, peaked perfectly this week, and made it to the championship game. It is six hours until game time, your stomach is growling, now what do you do? Well, since you made it this far, maybe you have worked out your perfect personal pre- game/exercise routine, maybe you have just been lucky, or maybe you just have the talent to spare and not have to worry about it. If you are the latter, put down this article, enjoy some chocolate chip cookies and good luck at the game. For the rest of us, the timing and selection of pre exercise food is critical to optimum performance in the game or practice. As mentioned above, what and when one eats before their performance is very important to outcome of their performance. You have probably heard the statement “Garbage In = Garbage Out”, well this is a time that this statement is literally true. Most of you that have read any of my articles before have probably recognized that I am known more for my overwhelming good looks rather than my intellectual capabilities.
36
COACH & ATHLETE in Education
With that in mind, I try to keep things as simple as possible, so I will separate the “when and what” one eats, into two separate segments.
to consume a meal 4-6 hours before the event. If the event is in the early morning, you may need to wake a little earlier or you may have to skip this meal altogether. 2-3 hours before the event, a light meal or a large snack would be a good choice. About 45 minutes to one hour before the event, a light snack would be appropriate. With less than 45 minutes before the event, I would suggest eating very little or nothing, although some fluids should be fine.
WHEN TO EAT In general, it takes about two hours to digest carbohydrates, four hours for protein, and eight hours for fats. Since we do not want to engage in any intense physical activity with a full stomach, we need to plan ahead as to how quickly our food choices will be digested and ready as fuel when we are performing. At the same time, one does not want to feel hungry and running on an empty tank as they prepare to engage in intense activities, as hunger is both a physical and mental distraction. If possible, it would be best
WHAT TO EAT Now that you have a rough idea of when to eat, the question becomes what you should eat. This can vary somewhat with individuals as some people’s digestive systems are more sensitive than others. Also the rate at which the digestive system processes food varies among individuals. The ideal pre-event meal should
RESOURCE Guides
“ what and when one eats before their performance is very important to the outcome of their performance. ”
have a few basic components. A moderate to high amount of quality carbohydrates, a moderate amount of protein, a minimal amount of fat, contain some fluids, and be made up of familiar foods that are tolerated well by the individual. Quality carbohydrates should make up a large portion of pre-exercise foods because they are easy to digest and convert into usable fuel. This would include foods such as rice, cereal, bread, pasta, and fruits. Fats on the other hand, should be limited before intense activity because they are slow to process and will remain in the digestive tract for a long time. This may pull additional blood and energy to the digestive system to aid in processing which can cause cramping and discomfort that can decrease performance. Foods that fall into this category are most chips, fatty meats, most cheeses, candy bars, fried foods, full fat dairy products , doughnuts, and french fries.
PUTTING IT TOGETHER Each athlete should experiment and develop their own set of foods and timetable that works for them. Here is a rough outline to get started.
BEFORE INTENSE ACTIVITY 4-6 HOURS -lean meats, low fat or limited amount of cheese, low fat yogurt, peanut butter, cereal with reduced fat milk, bread, bagels, pasta, rice, energy/protein bars, fruit smoothies, fruits, and water.
2-3 HOURS BEFORE -cereal with low fat milk, low fat yogurt, bread, pasta, rice, fruits, bagel, and water
45 MINUTES TO 1 HOUR BEFORE -fruits, water, small amount of bread with jam, small amount of sports drink (in reasonable quantity, they can be beneficial) What’s presented here are just general guidelines. Some experimentation and trial and error testing will help each person fine-tune what works for them. I would strongly advise anyone to start developing their own personalized routine to determine what works best. Do not wait until the day of your big competition to attempt to figure it out at the last minute. On the day of competition, it should be automatic. Just be disciplined enough to adhere to the same routine that has worked in the past. Do not make changes on the day of competition. It is just one less thing to worry about. Best of luck at your competition!
COACH & ATHLETE in Education
37
RESOURCE Guides
the human garage: food for fuel We promised to provide some menu selections this month in the Human Garage. After reviewing numerous fast food nutritional charts and menus we decided to brag about the options you have available online via Subway (www.subway.com) By clicking on the MENU & NUTRITION tab at the top of the page you will have the option of learning the nutritional information about menu items and/or customizing them to learn the actual content of your own preference of ingredients. FOR EXAMPLE, IF YOU PREFER A CHOPPED SALAD YOU CAN PICK THE CHEESE, VEGGIES, DRESSING AND EXTRAS TO YOUR LIKING. AS YOU MAKE YOUR SELECTION YOU CAN WATCH THE FOLLOWING CHANGE ACCORDING TO YOUR SELECTIONS:
Serving Size (G) Calories Total Calories From Fat Total Fat (G) Saturated Fat Trans Fat Cholesterol (Mg) Sodium (Mg) Carbohydrates (G) Dietary Fiber Sugars Protein (G)
434 220 60 4.5 1 0 100 490 10 4 4 36
%Dv Of: Vitamin A Vitamin C Calcium Iron
50 60 8 15
(476 Olive Oil Blend; 525 Chipotle Southwest) (390 Olive Oil Blend; 530 Chipotle Southwest ) (200 Olive Oil Blend; 320 Chipotle Southwest) (22 Olive Oil Blend; 36 Chipotle Southwest) (7 Olive Oil Blend; 9 Chipotle Southwest) (115 Olive Oil Blend; 130 Chipotle Southwest) (520 Olive Oil Blend; 1090 Chipotle Southwest) (12 Chipotle Southwest) (5 Chipotle Southwest) (40; Olive Oil Blend; 41 Chipotle Southwest)
(25 Olive Oil Blend And Chipotle Southwest)
When you click on the yellow button CALCULATE YOURS you will be able to see what ingredients are included in the breakdown of the menu item you selected. You can alter these ingredients and watch the #’s change for the above items. For example, the above #s in the �irst column re�lect the following ingredients for the double chicken chopped salad (chicken, of course): black olives, cucumbers, green peppers, red onions, spinach, and tomatoes. Cheese and dressing are not included. By clicking on swiss cheese and Olive oil blend dressing the #s are noted next to the original above, and the third number is with swiss cheese and chipotle southwest dressing. Who ever thought adding cheese and dressing to a salad could raise the fat
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COACH & ATHLETE in Education
content and sodium levels so dramatically. By adding pepperoni or avocado will boost the calories over 600 for that healthy little salad from Subway, with well over half the calories from fat and 1500 mgs of sodium.
All student-athletes should understand the number of calories their body requires to fuel their activity levels. Remember the automobile we talked about last month and the fuel it requires. Unfortunately, when a human body runs out of fuel it does not simply top. The human body will do whatever it can to supply the energy to the source that is demanding it. If a human body is not providing the necessary fuels for performance you will simply perform at a lower level than you are actually capable. Coaches need to get knowledgeable about the human body requirements and calories expended by each athlete at her/his level of performance. Hydration is simple to monitor in athletes compared to nutritional intake. An excellent practice is for athletes to record what they eat on a daily basis for one week. Have the ATC in your school calculate the number of calories being expended and the athletes’ basic metabolic rate (BMR). These are important factors in calculating the number of calories student-athletes should be consuming as fuel.
CARBOHYDRATES
55-60%
PROTEINS
15%
FATS
25-30% That breakdown is for the total # of calories you consume each day. If athletic performance is important you absolutely MUST know the type and quantity of fuel to be putting into your tank. We used Subway to calculate the content of their menu because it is a way for you to learn which food items contain fat; protein and carbohydrate. Log onto their website and make some of your favorite selections so you have an idea of the calories and breakdown of carbs/proteins/fats in the fuels you are consuming. If you click on MEAL BUILDER you will be able to select sub, side and beverage. The nutritional information Subway provides are calories, total fat, and saturated fat for their product compared to a Big Mac Meal from McDonalds, and a Whopper Meal from Burger King. This nutritional information is available on the internet so search and �ind your favorite foods. Get knowledgeable about the foods that are fueling or interfering with your body function and/or performance!
WORDS for THOUGHT
See if you can match these powerful quotes with their film. (Answers at the bottom of next page)
1. “Your dignity’s inside you. Nobody can take something away from you you don’t give them.” 2. “How you play today from this moment on is how you’ll be remembered.” 3. “I mean any fool can have courage. But honor, that’s the real reason for you either do something or you don’t. It’s who you are and maybe who you want to be.” 4. “Nobody is gonna hit as hard as life, but it ain’t how hard you can hit. It’s how hard you can get hit and keep moving forward.” 5. “Every underdog has his day. Prove it to yourself, nobody else.” 6. “I was afraid of you,___ I only saw what I was afraid of and now I know I was only hating my brother.” 7. “It’s never a mistake to care for someone. That’s *always* a good thing!” 8. “If you put your effort and concentration into playing to your potential, to be the best that you can be, I don’t care what the scoreboard says at the end of the game, in my book we’re gonna be winners.”
WORDS for THOUGHT
B.
A.
C.
E.
D.
G.
ANSWERS
1. B- Glory Road 2. A- We are Marshall 3. E-The Blind Side 4. C- Rocky 5. G- Rudy 6. H- Remember the Titans 7. F- Radio 8. D- Hoosiers
F.
H.
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SHOW YOUR TRUE COLORS! “ONE ETHICAL VOICE”
I� E�uca�i�� CoaCh & athlete in eduCation SubScriptionS for 2013-2014 available now. Allow our philosophy and mission to serve your interscholastic athletic program with our publication. Special group rates for state athletic associations and school districts. We define the educational philosophy for athletic programs with features that support National Standards for Sport Coaches and guidelines set forth by National Federation of High Schools (NFHS) and National Interscholastic Athletic Administrators Association (NIAAA).
“one ethical voice” . . .
For tHe SAke oF uNItINg StudeNt-AtHleteS, CoACHeS, FACulty, & AdmINIStrAtIoN WItH reSpeCt For dIverSIty ANd eduCAtIoN.
Put us in the hands and minds of your CoaChes! editors deborah Cadorette djcat@clemson.edu and mike godfrey mgodfre@clemson.edu bring over 50 years’ experience in interscholastic and intercollegiate areas of teaching, coaching, coaching education, athletic training, athletic administration and educational administration. they currently coordinate and teach in the Athletic leadership program at Clemson university.
ETHICAL