Athletes just a click away for coaches

NICHOLAS PIOTROWICZBLADE SPORTS WRITER
09/15/2014, 12:00am EDT

Big Brother is watching.

If you’re a decent high school football player, so is every recruiting director in the country.

To the best of our knowledge, no recruits are being reassigned to the Ministry of Love like in the book 1984, but plenty of them are costing themselves college scholarships by what they post on social media accounts.

The NCAA mandates that coaches are not allowed to contact high school freshmen and sophomores at all, and they are allowed to contact juniors through phone call only once. In conjunction with these rules and the ease of access proved by the Internet and smart phones, the recruiting process is mostly digital. In 2014, coaches who rely only on letters and phone calls are committing career suicide.

It’s a two-way process on social media. Yes, programs use services like Twitter, Instagram, and Facebook to contact recruits, but they also use them to weed out some players.

“Some guys, yeah, we’ve thrown out right away,” University of Toledo director of high school relations John Kuceyeski said. “It’s a quick snapshot of your life. It says more than you think about yourself.”

Many Mid-American Conference schools feel the same way. Social media is not the only thing at which programs look when evaluating potential recruits, but it is very useful for targeting the correct players.

With only 25 scholarships to offer per year, schools have to be careful about whom they recruit, and social media posts are an easy way to trim the field.

“If I see things out there that I’m not too fond of in terms of decision-making and pictures and language and things of that nature,” Buffalo coach Jeff Quinn said, “it’ll certainly present to me and my staff that we better dig in deep if this is the way we’re going to go in terms of taking a kid. If not, then move on. There are probably other kids out there who are a better option for us.”

The recruiting process is totally different from when Kent State coach Paul Haynes did it himself as a high school player in 1987, or even since Toledo coach Matt Campbell did it in the late 90s.

The point most coaches try to make to recruits — and to their own players — is that social media posts do not exist in a bubble, no matter how hard one tries.

“We talk to our kids and I’m sure the high school coaches talk to their guys just about the power of whatever you write,” Haynes said. “Just because that it says you have a privacy — there is no such thing. Anyone can get to it and into it, so just be careful what you put on it.”

The option to skip out on using social media is unwise for a program. The ones that aren’t using social media effectively are the ones that aren’t building good recruiting classes.

Before long, that will show up on Saturdays.

“The means in which we get information to our recruits, the things that they look at — that you know they’re looking at, that you make sure they see positive things — if you’re not doing it, it’s almost like guilt by omission that you’re not doing what you have to do to attract their attention,” Akron coach Terry Bowden said.

For a program like Akron, which was at the bottom of the FBS only a few seasons ago, looking far and wide is the best way to turn around its hopes. The best way to acquire talent is to recruit well, and in 2014, that means diligently minding social media.

Bowden said Akron will recruit a player “until he tells us to our face, ‘Don’t recruit me.’ ”

Even with social media playing a huge role, college programs must have good relationships with high school coaches, Kuceyeski said. He said that Toledo knows about the character of most kids without looking at their Twitter pages, and it comes from conversations with coaches, teachers, and counselors.

When bringing a player to a new environment — one in which he will have lots of attention and will serve as a university representative — programs have to vet every potential player.

“You look at the history of our football team, I’d guess about 85 percent of guys on our team were captains in high school,” Kuceyeski said.

“That doesn’t happen by default.”

It’s an uncertain process, to be sure, but the consensus among most college coaches is that social media is a necessary evil.

The additional resource gives programs another way to make more informed decisions, and most coaches believe it would be foolish not to use it.

“You’re never going to be 100 percent perfect, but I think if you use every tool out there, that really shows what kind of person you’re bringing into your program,” Campbell said. “Whether you like it or not, kids are right at your fingertips.”

Contact Nicholas Piotrowicz at:

npiotrowicz@theblade.com,

724-6110, or on

Twitter @NickPiotrowicz.

Assessment and Evaluation of the Interscholastic Sport Coach

As the Athletic Administrator, one of your key roles is to assess, review and provide direction for the growth of individual sport coaches and their respective (sport) program.  Ideally, the coach and the Athletic Administrator collaborate on a regular basis to develop growth plans for the program and create a “blueprint” for current and future success.

 

To assist the Athletic Administrator in providing education-based feedback and direction, the National Standards for Sport Coaches is strongly endorsed by the OIAAA as the preeminent document to give clear benchmarks for education-based athletic programs. This document also serves as an excellent resource in educating parents and other stakeholders regarding the purpose and mission of interscholastic sport programs.

 

The National Standards for Sport Coaches was developed by SHAPE America (Society of Health and Physical Education, formerly AAPEHR).  The full document can be purchased at the SHAPE America site:http://www.shapeamerica.org/standards/coaching/coachingstandards.cfm.  The OIAAA strongly encourages each Ohio Athletic Administrator and athletic department to maintain a current copy of the National Standard for Sport Coaches to train coaches, athletes and parents of the expectations and outcomes for quality education-based athletic programs.

 

Coaching Standards and Benchmarks

Domain 1 — Philosophy and Ethics  

Standard 1: Develop and implement an athlete-centered coaching philosophy.

A well-developed coaching philosophy provides expectations for behaviors that reflect priorities and values of the coach. An appropriate coaching perspective focuses on maximizing the positive benefits of sport participation for each athlete.

Benchmarks:

  • 1. Identify and communicate reasons for entering the coaching profession.
  • 2. Develop an athlete-centered coaching philosophy that aligns with the organizational mission and goals.
  • 3. Communicate the athlete-centered coaching philosophy in verbal and written form to athletes, parents/guardians, and program staff.
  • 4. Welcome all eligible athletes and implement strategies that encourage the participation of disadvantaged and disabled athletes.
  • 5. Manage athlete behavior consistent with an athlete-centered coaching philosophy.


Domain 2 — Safety and Injury Prevention

Standard 8: Identify physical conditions that predispose athletes to injuries.
Athletes often join teams with pre-existing conditions or previous injuries that would preclude them from certain exercises or drills. The coach should be aware of such injuries and modify drills and exercises as appropriate.

Benchmarks:

  • 6. Ensure that clearance for athletes to participate fully or partially in practices or contests is given by a parent, guardian, and/or medical professional.
  • 7. Recognize health status, body structure, and physical conditions that predispose athletes to common injuries specific to the sport.
  • 8. Be aware that an athlete’s lack of sleep and/or emotional state could warrant a change in practice plans.


Domain 3 — Physical Conditioning

Standard 13: Teach and encourage proper nutrition for optimal physical and mental performance and overall good health.

The coach must understand and teach appropriate nutrition and weight management practices. Counseling athletes about healthy eating is an important part of preparing athletes for sport performance. Proper nutrition and hydration are necessary to fuel the body.

Benchmarks:

  • 9. Assist athletes in timing and selection of food options to fuel optimal energy production for practices and contests.
  • 10. Assist athletes in regulating safe levels of hydration.

11. Provide accurate and timely information to athletes and parents/guardians about sound nutritional principles as part of training and preparation for competition.

  • 12. Provide accurate and timely information about body composition and healthy weight management.
  • 13. Be proactive in identifying potential eating disorders and referring athletes for appropriate professional assistance.


Domain 4 — Growth and Development  

Standard 18: Provide athletes with responsibility and leadership opportunities as they mature.

Sport provides an atmosphere for trial and error through practice and competition. Sport also allows opportunity for athletes to be challenged by additional responsibility. Through these opportunities, athletes learn how to deal with conflict, engage in problem solving, and seek positive resolutions. The coach should engage athletes in opportunities that nurture leadership and teamwork that can be learned on the field and exhibited in life.

Benchmarks:

  • 14. Teach and encourage athletes to take responsibility for their actions in adhering to team rules.
  • 15. Design practices to allow for athlete input and self-evaluation.
  • 16. Communicate to athletes their responsibility in maintaining physical and mental readiness for athletic participation and preparation for competition.
  • 17. Encourage athletes to practice leadership skills and engage in problem solving.
  • 18. Provide athletes with different tools to manage conflict.
  • 19. Provide specific opportunities for athletes to mentor others.


Domain 5 —Teaching and Communication

Standard 24: Teach and incorporate mental skills to enhance performance and reduce sport anxiety.

Mental skill training assists the athlete in improving athletic performance. The variety of tools available allow the athlete to manage stress and direct their focus on their performance.

Benchmarks:

  • 20. Demonstrate appropriate use of intrinsic and extrinsic rewards to enhance motivation and learning.
  • 21. Share with athletes effective stress management coping strategies.
  • 22. Utilize sound mental skills to build athlete self-confidence.
  • 23. Help athletes to develop a mental game plan that includes pre-game preparation, a contingency plan for errors during competition, and how to avoid competitive stress.
  • 24. Help athletes improve concentration by learning attention control strategies.


Domain 6 — Sport Skills and Tactics

Standard 29: Use scouting methods for planning practices, game preparation, and game analysis.

Preparing the athlete and/or team appropriately for competition is the responsibility of the coach. The coach should use appropriate scouting techniques that are in line with governing organizations and sport rules. Using resources available to evaluate opponents is a competitive advantage in preparing the athlete for competition.

Benchmarks:

  • 25. Analyze opponent’s personnel to organize team for competition.
  • 26. Create game plans by observation of opponent play, athlete statistical information, and previous competitive experience.
  • 27. Make adjustments in strategies for practice and competition by identifying patterns and styles of play of opponents.
  • 28. Develop scouting tools for collecting and organizing information about opponents.


Domain 7 — Organization and Administration

Standard 31: Be involved in public relation activities for the sport program.

 

Public relations is the responsibility of the coach. Effective communication skills allow the coach to share the mission and values of the program and enlist support from the community. The coach must take every opportunity to be an advocate for the participants in the program.

Benchmarks:

  • 29. Organize and conduct effective informational meetings before, during, and after the season.
  • 30. Communicate policies and ongoing program activities to athletes, staff, parents/guardians, administrators, and/or the public.
  • 31. Prepare athletes to be involved with public relation activities.
  • 32. Advocate the value of the sport program through positive communication with the media and others.


Domain 8 — Evaluation

Standard 40: Utilize an objective and effective process for evaluation of self and staff.

The coach should assess the effectiveness of personnel that directly affect athlete and team performance. The evaluation should collect direct feedback from all program athletes and identify ways to improve techniques and coaching style. Self-evaluation is a critical source of information for professional growth and development.

Benchmarks:

  • 33. Collect input from athletes, parents, guardians, coaches, and other stakeholders regarding athlete satisfaction, perception of season goals, and coaching performance.
  • 34. Conduct periodic self-reflections on coaching effectiveness.
  • 35. Seek feedback from experienced coaches to evaluate practice sessions, discuss observations, and implement needed change at regular intervals.
  • 36. Use formal written evaluations to assist in selecting and retaining program personnel.
  • 37. Be diplomatic when providing feedback on personnel evaluations or hiring decisions.

Dealing with Passionate Parents

By Steve Amaro on August 07, 2014

High school students participate in athletics for a variety of reasons. Some want the benefits of making new friends or become more connected with schools while others look for the physical benefits of better fitness. Not surprisingly, these athletes have parents who are interested in these same benefits; however, parents see athletics from different perspectives that can sometimes put them at odds with schools, athletic departments, coaches, and even their own children. These instances are unavoidable, but coaches can work with parents to create better athletic environments for their teams and communities.

Naturally, parents want the best for their children and when they see their sons and daughters struggles, it can create tension. Here are three ways to gain support of parents and lessen their feelings of entitlement.

Creating Common Ground

Creating common ground with parents and athletes is the first step in creating a positive parent environment. Such groundwork takes place at the beginning or even before the beginning of season at the initial parent/athlete/coach meeting. It is this meeting where coaches need to establish their philosophy and communicate their purpose.

The purpose for every coach may vary somewhat, but coaches need to reinforce the fundamentals of the National Federation of State High School Associations – to  create a learning environment that supports academics prior to any other goal. Far too often, coaches will discuss procedures without explaining the purpose of high school athletics. Coaches may have goals of creating programs which propagate legacy, encourage collegiate participation or even maximize physical potential; however, when they fail to address the connection that athletics supports academic and social growth, some parents will make assumptions that can start discontent andruin entire seasons for an entire school community.

To continue reading this article, click HERE

Noted surgeon Dr. James Andrews wants your young athlete to stay healthy by playing less

andrews-operate-ap.jpg
Noted surgeon Dr. James Andrews wants to convince parents that pushing their children into year-round sports can be dangerous to the youngsters’ health. (Photo by AP file)
Print

Dennis Manoloff, The Plain DealerBy Dennis Manoloff, The Plain Dealer 

on February 27, 2013 at 5:00 AM, updated February 27, 2013 at 1:14 PM

CLEVELAND, Ohio — James Andrews has seen enough.

Enough of coaches who mean well and try hard, but who really don’t know what they need to know.

Enough of parents who think their son or daughter is the next superstar athlete and must be pushed and pushed and pushed.

Enough of youngsters who are forced to visit him and his colleagues around the nation.

Andrews has become so alarmed that he is issuing written and verbal warnings to anyone willing to read or listen. Why should the public care what Andrews thinks? Because when the “Dr.” is placed in front of his name, he becomes a world-renowned orthopedic surgeon.

Andrews, who has practiced medicine for nearly 40 years, is most famous for his ability to put professional athletes back together. These athletes — notably, a who’s who of quarterbacks — have signed contracts for a combined total well north of $1 billion after his surgeries. In 2010, Andrews was the only doctor to be named among the top 40 most powerful people in the NFL by Sports Illustrated.

To continue reading, click HERE

Heat Stroke and Heat Illness: 108 Degrees – Critical Response –

 

“108°: Critical Response” addresses the dangers of heat illness in high school sports. Through personal testimonies from families who have been affected by exertional heat stroke and interviews with coaches, certified athletic trainers, kinesiologists, and other medical professionals, “108°: Critical Response” looks at the seriousness of heat illness and its underlying causes, as well as how to treat and prevent exertional heat illness.

 

 

 

 

 

 

Social Media Dos and Don’ts for Student-Athletes

by Michael Gaio

A professor of mine in journalism school at Missouri once said (actually, he tweeted): “Social media is like a gun. Smart people will use it as a useful tool, not-so-smart people will shoot themselves in the foot with it.”

Unfortunately, if you’re a high school or college administrator tasked with overseeing your student-athletes on social media, you’ve probably dealt with a few too many virtual foot injuries over the years.

Many schools are now going on the offensive.  Social media seminars for student-athletes are becoming commonplace in high schools and colleges across the country. Last night, I attended such a meeting at Oregon High School near AB’s headquarters in Madison, Wis. Whether they serve as a refresher course or even as a guideline for those considering implementing such a program at their school for the first time, here are a few notes from the meeting.

The speaker was David Petroff, director of athletic communications at nearby Edgewood College. In his role with Edgewood, Petroff is charged with educating student-athletes on best practices for social media.

“I don’t want to scare them, but rather have them see the positives and the power of social media,” he says about his student-athletes. But Petroff noticed that by the time kids reached college, too many bad habits had already formed. Now he speaks to local high schools to try to give kids a head start.

Four Things to Keep in Mind:

1. It’s a tool, not a toy.

Social media isn’t just something for your own entertainment, Petroff says. If used effectively, social media can be an asset to help a student-athlete’s individual brand, their community, their team and the school they represent.

2. Nothing is truly private… ever.

Petroff says there are two types of social media users: Those who realize they are functioning in public and those who don’t. While many kids think they can delete a tweet or delete their Facebook profile if need be, many don’t realize that content posted on the internet can last forever. Content can be captured in screenshots or saved by other users. And that message someone thinks only his or her friends will see? Student-athletes should keep in mind that tweets, Facebook statuses, or Instagram photos could end up being viewed by thousands of people.

3. If you retweet it (or share it), you own it.

Yes, this even applies to people who put that cliche saying, “RTs do not equal endorsements,” on their Twitter profile. That phrase is basically worthless. As Petroff says, “Freedom of speech does not equal freedom from consequences.” This is something with which younger student-athletes struggle. They retweet a trash-talking tweet from a friend and all-of-a-sudden they can be caught in the middle of an ugly conversation over the internet.

Petroff shared the example of Ryan Spadola, now a wide receiver for the Miami Dolphins. In 2011, Spadola was a top wide receiver at the FCS level of college football for Lehigh University. Before an NCAA quarterfinal game, he retweeted “an inappropriate and repugnant racial reference.”

Even though the tweet wasn’t Spadola’s, he was still suspended for retweeting the message.

4. Personal branding: Every tweet reflects who you are.

How are student-athletes choosing to represent themselves? Are they sending the right message about themselves to the public? Petroff reminded the Oregon high schoolers that coaches, college admissions officers and employers all use social media to learn more about candidates. What does your social media portfolio say about you?

When it comes to social media, there are plenty of examples of what not to do. But Petroff says it’s important to provide positive examples of how student-athletes should be using social media.

What Should You Post?

To continue reading this article from Athletic Business, click HERE

 

 

Coaches as Role Models

By Dr. David Hoch, CMAA

Have you ever wondered why high school coaches have to be role models and what exactly is involved? While most of us assume that coaches should be role models, this is a difficult question to answer. It is even a more vexing issue when some professional athletes dismiss the notion that they should be role models.

Why can’t high school coaches also take this stance and simply decline to serve? Since athletics is part of the total high school experience and has educational value and significance, you have no choice. By the very fact that coaches are part of this educational process you are and have to be a role model.

While athletics is not the most important part of the educational offerings of a school, it is the most visible aspect. As such, everything coaches do will be easily observed and under constant scrutiny. This may make the coach one of the most important role models associated with our children’s lives and something that is an absolute expectation of the position.

Since a coach doesn’t have a choice of being a role model, what is involved? Everything! Absolutely everything. This means how we act, express ourselves, what we do and even what we don’t do. We are a walking example for our athletes.

There are several areas in which coaches need to be a role model.

  • Sportsmanship. Coaches always need to be under control and conduct themselves with class and dignity. This means showing respect and courtesy to opponents and officials. Coaches can’t expect their athletes to exhibit good sportsmanship if they are berating officials, snarling at clock operators or throwing water bottles. The maxim that actions speak louder than words certainly pertains to coaching.
  • Appearance. What is considered appropriate attire on the sidelines of every sport varies considerably, but it should always be professional and within the parameters of each individual sport. For example, a polo shirt and khaki slacks may be perfectly acceptable for a football coach; it isn’t necessary that he wear a coat and tie.
  • Sound work ethic. While coaches expect their athletes to play and practice hard, they also have to be equally up to the task. Athletes should be able to expect coaches to thoroughly scout opponents, conduct well-planned practice sessions and to have detail-oriented preparation for all contests.
  • Appropriate language. Athletic competition may bring with it occasional frustration and surges in emotion. During these stressful times, coaches cannot use foul or inappropriate language. Athletes do look to coaches and will follow their lead. Educationally, there is no place for inappropriate language in high school athletics.

To continue reading this article from the NFHS Coaching Today, Click HERE

Common Mistakes Made by High School Athletic Directors

by Kevin Bryant
 March 2014

It would not be difficult for any honest interscholastic athletic administrator to fill up a page or two about the mistakes he or she has made and would like to avoid in the future. I’ve been there myself as a former athletic administrator. Reflecting on my own experiences (and mistakes), I’d like to offer a series of tips that will not only benefit novice athletic administrators, but veteran administrators, as well.

 

 

1. Your most important job is not paperwork. The important daily details of running an athletic program are critical; however, we must not get caught up in the daily tasks to the point that we miss impacting the lives of those with whom we work.

While I was athletic director at Tigard High School outside Portland, Ore., I would often head to a practice of one of our teams just to get my balance. It might have been a tough day, and seeing student-athletes and coaches doing their thing seemed to right all wrongs in my world while reminding me why I do my job. I also looked forward to my twice-monthly meetings with our Student-Athlete Leadership Team. In this environment, I got to know athletes on a one-on-one basis and connect with them about their lives outside of sport.

To Continue Reading this article from Athletic Business, click HERE

Wall Street Journal Essay: Confessions of an Obsessive Sports Dad

 
WALL STREET JOURNAL, Saturday, April 05, 2014 By GORDON MARINO
Never mind the wagging fingers of psychologists and self-appointed parenting gurus. When it comes to sports, there is nothing intrinsically wrong with living through your children.
As a young man, I wanted nothing more than to make it to the Elysian fields of the National Football League. Though I had a modicum of success in both baseball and football, my would-be career ended with an injury in college.
Years later, my wife and I had two boys, and little by little I started bringing balls and plastic bats into the living room. Before they were 10, we were practicing every day. Though my boys never made it to the pros, good things came from the hours we spent on practice fields. Football opened the gates to college for one of my sons, and for the other, his early success in baseball put sturdy legs under his self-confidence. And just consider some other products of obsessive sports parenting: Mickey Mantle, Jim Kelly, Tiger Woods, Serena and Venus Williams.
For me, all those years of practice with my boys formed, more than anything else, a special sense of intimacy among us. I don’t regret it—but here’s what I wish I had known at the start.
Watch your emotions: Pressure comes in many different forms. 
As a sophomore transfer to a high-school program that was nationally known for its football success, my quarterback son tossed six touchdowns in his first scrimmage. Truth be told, it was one of the most joyous days in my life. When my son trotted off the field, he could see tears streaming down my cheeks. He did a double take and no doubt got the sense of, “Yikes. This means an awful lot to Dad!” That can be a heavy burden for a teenager to bear.
Be realistic. Young people often develop at vastly different rates. The kid who is slow today may be fast later and vice versa. That can make it difficult to assess just how much is in the bank of natural talent.
One of my boys could have been in the Hall of Fame for Little League hurlers. Kids in town would routinely slap him on the back and say, “See you in the majors.” Every day, he delighted in pitching to me in the backyard. We worked like scientists on technique, and he was running sprints for conditioning before he was 12. Games were almost a joke because he would usually strike out every batter.
But at 13, when other boys were hitting their growth spurts, my guy tipped the scales at less than 100 pounds. And at that point he moved up from Little League, so he was now tossing the ball not from 45 feet but from a daunting 60—a tall order for a boy who measured 4’10”.
Instead of recalibrating my own expectations, I pushed harder. In the process, I transformed baseball for him from a field of fun and dreams into a grinding exercise haunted by the prospect of failure. Two years later, he was done with the sport that had once been such a source of pleasure to him.
Be honest with yourself (and your spouse) about what your kid’s athletic prowess means to you. 
Many fanatical sports parents tell themselves, “It’s just fun. No pressure.” During my college football career, two fathers died from heart attacks in the stands. That should tell us something. If you are going to be a responsible sports tiger parent, you need to acknowledge and come to terms with your feelings.
When he was in high school, my signal-calling son received national recognition one week for his passing. I effused to my wife that I would prefer these kudos for my son to winning the Nobel Prize myself. And I meant it. Her eyes wide, my indulgent wife looked at me as if I had really lost it. Though my sons didn’t know it, I went into therapy to help control the wave of emotions that washed over me during those Friday night football games.
Remind yourself that you are not your child. 
When my son’s college football career ended, I worried that he would feel empty with the game gone. When I told him this, he said, “Dad, I never needed football the way you did.” He had his own relationship with the game, and it was different from mine.
Find some other hobbies. 
Years ago, when I was an assistant college football coach, one of our players came to my office. After some shuffling of feet, he informed me that he was quitting. We talked for a while. Then he sat there looking forlorn. “What’s the matter?” I asked. Staring straight ahead, he confided, “Football is all my dad and I ever talked about. I’m worried we won’t have anything to say to each other anymore.”
—Dr. Marino, a professor of philosophy at St. Olaf College, trains boxers in Minnesota.