Category: Coaching

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The Benefits of Coaching and Peer Mentoring in Youth Sports

(3 Minute Read)

More than 35 million children between the ages of 8 and 19 participate regularly in youth sport (Sport & Fitness Industry Association, 2019).  The benefits of participating in youth sports should not go unnoticed with the opportunity to inspire confidence and mental health, prevent obesity, and reduce the risks of youth violence or substance abuse (The Aspen Institute, 2018).  Participation in youth sports is also associated with higher test scores, improved academic achievement, success in postsecondary education, earning a bachelor’s degree, and higher income (Athletic Business, 2019; The Aspen Institute, 2018).

Coaches play a crucial role in assisting with the development of youth participants through their ability to mentor. The benefits of coaching and mentoring are well-documented, with the proteges experiencing increased academic achievement, lower engagement in risky behaviors, greater self-efficacy, decreased behavioral problems, and improved social skills (Global Sports Development, 2019). With proper mentoring from a coach, a young athlete can learn valuable lessons through psychosocial (psychological & social) functions of role modeling, acceptance and confirmation, counseling, and friendship (Kram, 1985).

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Turning the Tide: Time to Increase Participation Numbers in High School Football

The National Federation of High Schools reported the lowest participation numbers in high school football in 19 years, a drop of 3% or close to 30,000 fewer athletes playing high school football (NFHS, 2019).

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On the national scale, many believe the research and media coverage of Chronic Traumatic Encephalopathy (CTE) and high concussion rates are the major causes affecting participation rates in high school football (Schonbrun, 2018; Niehoff, 2019). In a Forbes article, Bob Cook (2018) gives analysis and reasons for the drop in numbers for high school football. In addition to CTE concerns, Cook points to the poaching of students from urban and rural schools by charter schools, sports specialization, a decline in the “hero-worship” image of being a football player in high school (e.g. due to competing interests), and the growing popularity and competition from other sports (e.g. lacrosse).

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Preventing ACL Injuries: A Practical Program for Educators

With the rise in obesity and sedentary rates, and subsequent chronic conditions, it seems imperative, now, perhaps more than ever before, that we encourage children and adolescents to be physically active.  But, what if a lack of interest stems from fear of injury?

While ACL injuries disproportionately affect female athletes, accounting for 69% of serious knee injuries when compared to their male counterparts (Gomez, DeLee, & Farney, 1996), the latter is certainly not excluded from this injury pathology.  As practitioners, our role is not limited to performance improvement, we must also be able to identify, provide, and prevent potential injuries.  Running faster and jumping higher should no longer be the hub of engagement in physical activity.  Alternatively, in order to cultivate lifelong movers, we should be training proper movement strategies. Thus, reducing the risk of injury, the associated fear, and consequently increasing the longevity of a physically active lifestyle.

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Strength and Conditioning Considerations for the Youth Sport Coach

It is no secret that youth sport coaches fill a variety of roles for their athletes. Those roles can vary from day-to-day based on athlete needs. One important distinction at the youth (high school or club) level is that the sport coach must fill roles that would otherwise be occupied by allied professionals at higher competitive levels.

For example, a youth sport coach often tapes an ankle or may serve as the default sport psychology consultant. Additionally, many sport coaches are put in the position of having to design the strength and conditioning portion of athlete training. The remainder of this article will focus on how youth sport coaches at the high school and club level can serve as their own strength and conditioning (S&C) coach in addition to simply being the sport coach. In order to make the article more applicable, examples from a single sport, gymnastics, will be used as a point of reference.

2018-10-08_Gymnastics_at_2018_Summer_Youth_Olympics_–_Boys'_Artistic_Gymnastics_–_Rings_qualification_(Martin_Rulsch)_1212

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Learning Through Sport: Make it Intentional

(3 Minute Read)
There is a perpetual assumption in our society that something special takes place when a child or young adult is involved in sports.  We have been conditioned to believe that mere participation will develop in our youth the virtues that we hold dear; crucial life skills and habits of the mind that can lead to a more successful life trajectory.

Tiffany Ozbun (Head Coach, Women’s Softball, Denison University)
Photo credit: Brett Dunbar, Curtis Ashcraft, Brandon Morgan – Denison Sports Network

Some have even claimed sport to be the last bastion remaining to mold our collective youth (Adams, 2015). And, for good reason –   the educative potential of sport participation is seemingly unmatched in other aspects of society. Sport provides an often intense, emotive, and time-sensitive environment where athletes must work both individually and collectively in pursuit of excellence. As someone whose career has revolved around sport, and a father of two young boys who play sports, I care deeply about the notion of personal development through the sport experience.  Yet time and again, research has indicated that simply playing sports does not develop character, life skills, or emotional and social competencies (e.g., Lott, 2018). I have observed as a coach and a scholar that as individuals participate in sport, they do not seem to grow psychologically and psychosocially in a positive manner.

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My Role: The Value of High School Sport

(2 Minute Read)

Recently I had the opportunity to attend the USA Basketball Mini-Camp in Colorado Springs and observe the top high school boys’ basketball players from around the country;  potentially 80 future NBA players in the making.  As I was taking notes of basketball plays, drills, and interactions between players and coaches, I thought back to my own high school basketball program.  I asked myself, “What can I get from this weekend to help my team?”

Photo Credit: Tyler Mode

Around the country, sport specialization is a growing trend among student-athletes because the reward at the end of the tunnel could be a Division I scholarship or possibly a professional contract.  Even though student-athletes are trying to pursue this goal, the data is not that encouraging.  Only 3.4% of high school student-athletes will play college basketball and only 1% will play Division I basketball.  Of those playing Division I, only 1.2% will make it to the professional level (NCAA, 2019).  The numbers are similar across all other sports.

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A Philosophy for Coaching Built on Non-Negotiables

As parents to five-year-old twins, a four-year-old, and a 14-month-old, my wife Rachel and I get asked the question “why” multiple times a day. As is the nature of young children interacting with their worlds for the first time, our kids are curious about seemingly every aspect of their existence. The subject matter of their inquiring toddler minds may range from “Why are the Pop-Tarts strawberry?” to “Why does Frankenstein walk like that?” to “Why do we brush our teeth?” followed by “Why do we have to go to sleep now?”

Our kids have genuine questions about events, decisions, and experiences that are affecting their lives, and they’re simply seeking new information to help make sense of their world, especially at it relates to daily life expectations (i.e. brushing teeth, getting dressed, bedtime, etc.).  As parents, Rachel and I expect a genuine response from them when we ask, “Why did you draw on the wall?” or “Why does your little brother have a Batman mask on his head?”  An answer of “just because” doesn’t suffice as a valid response to their needs. If we have an expectation or make a decision, and the kids want to know why that is, they deserve to know the foundation or standard from which their parents operate. The same firm foundation of standards we set for our family, can also drive our coaching philosophy and decisions we make for our teams.

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