A Gymnast's Story

As embarrassing as this may be to admit, I am a 19-year-old college student who watches ABC Family every Monday night at 9pm to see “Make it or Break it.” That being said, I know that many of my gymnast friends who are adequately beyond the typical ABC Family viewer age love to watch it as well. And for me, this past week was no exception. In fact, it tied in perfectly with our past social foundations of coaching class: sports as play.
For those of you who aren’t avid watchers, here is a brief summary: 4 high school-aged female elite gymnasts from one gym went to nationals at the end of last season with hopes of making the national team prior to the 2012 Olympics. Although all 4 are strong athletes, it was clear that Payson was the most devoted to the sport, Kaley was the daddy’s girl/princess who was loved and envied, Lauren liked to stir up drama, and Emily was the new girl from a less privileged background. As Payson was staged to win nationals, during her turn on bars she fell on her head and broke her back. After being told she would never compete again, this season’s story continues on from there.
At this given gym, it is traditional for the team to participate in an open house competition to attract new gymnasts. However, following Payson’s career-ending fall, her mother made a comment to the coach saying, “sometimes they get so medal-driven they forget why they started gymnastics in the first place.”
With many sports, athletes get so motivated by winning that they lose sight of why they loved sports initially. With the “need to win” mentality, athletes begin to think of sports as work: they need to practice longer and harder to do better at the next competition, only to repeat the cycle in subsequent weeks. In my opinion, there is no sport that highlights this to the degree gymnastics does: where else do “careers” last a matter of years, being entirely wrapped up by the age of 20, if not earlier? Where else do you have to explain to a girl that she was simply born in the wrong year for Olympic ambitions—too young at 15, but pushing “retirement age” at 19? Many gymnasts feel compelled to practice all the hours of their childhood and adolescence in pursuit of their dreams, simply because one does not see gymnasts beyond those ages.
I feel it is entirely up to a coach to figure out how to deal with this problem. While some do not succeed and cause burnout to occur, others are able to deal with it in constructive manners. For example, in “Make it or Break it,” though the girls are still training heavily for their international competitions, the coach decided to make their open house into a performance instead. With the help of an “applause-o-meter” they would still be able to compete, but for the love of the crowd as opposed to a score. All the girls composed routines, expressing themselves in whichever form struck them most. Little did the girls know that their coach had a trick up his sleeve: the meter, in fact, was not working.
Though I was never to that level in gymnastics, I remember some nights I would come home and beat myself up over a bad practice. How was I ever going to advance levels? Win state competitions? I had to be reminded: was that really what I was working for? If that was the only thing, why was I still there? Where did the fun go? My coach was definitely instrumental in causing many girls in my gym to have a healthy relationship with the sport: being competitive when necessary, but balancing that with fun. I believe it is due to his work that I continue to love the sport today. Why else would I spend my Tuesday & Thursday evenings during college going to the gym? As I am a member of a club team, I am able to witness that my teammates were shaped in similar ways by their coaches: none of us are near the level of varsity, division 1 athletes. Yet, we choose to attend practice nonetheless because the sport is still fun for us.
Although many athletes feel the weight of the pressure to succeed, many need to be reminded of why they started sports in the first case. It wasn’t for the glory or success. It was for the fun of it.

Olivia Schreader
Notre Dame ‘12
Social Foundations of Coaching Course

Parent-Coach Communication about Playing Time

Developing a positive parent-coach relationship can be a challenge. One of the most common controversies between parents and coaches is playing time. “Parents vs coaches” rather than parents with coaches can be destructive to a child’s experience of the game. Coaches cite playing time as one of the most common complaints from parents and parents cite playing time as one of the most common complaints about their children’s coaches. Here is some advice taken from our coaches clinics and parent workshops for you to use:

As a parent, how do you effectively communicate your frustration to the coach?

1. First, talk to your son or daughter about how they feel about the time they get to play. Are they having fun playing on the team? Do they feel they are not getting the game time they deserve? If so, ask them what they think they need to work on to get better? Set goals with them about specific ways they can improve in their sport.

2. Encourage your son or daughter to approach the coach before you do. Some children may feel uncomfortable or scared, but you must assure them that they have to take initiative. This is a lesson they should learn now so that later on in life they can stand up for themselves and take initiative in approaching teachers, college professors, bosses, potential employers etc.

3. Contact the coach in an appropriate way. Do not approach the coach before or after a game. If you approach him or her after practice, ask the coach if you can set up a time to talk either in person or on the phone.

4. During the coach-parent meeting, keep the following in mind:

• Start with a compliment and/or thank the coach for dedicating his/her time to working with your child. This will ease the tension in the conversation.
• Ask rather than tell. Rather than making accusations, ask the coach to explain what they see in practice.
• Ask them what specific areas your son or daughter will need to improve to be in the game more often. Decide on some goals and agree that you will both discuss those goals with your child.
• DO NOT compare your son or daughter to another player on the team.
• Do not try to convince the coach that your child is a better player than he/she thinks (even if you’re right).
• Do not insult the coach’s effort or ability to be your child’s coach. They are dedicating the time away from their families to be with your family.
  

What can coaches do to prevent playing time disappointments?

1. Communicate with players about your vision for their role on the team and what they can do to get more time in the game.

2. Write a letter to the parents and invite them to a pre-season meeting. Describe your coaching philosophy in the letter and how you plan to distribute playing time throughout the year.

3. Host a parent meeting at the beginning of the season and describe your playing time philosophy. Communicate with parents about your philosophy throughout the year.

3. If you are going to bench a player, make sure you communicate the reasoning behind this decision to both the player and the parents ahead of time.

4. Develop positive ongoing relationships with parents throughout the entire year. Get to know your players’ parents at school functions, social events, etc. The more positive your relationships are with parents, the more supportive they will be of you.

5. When a parent asks to talk about playing time, set up a meeting that fits into both of your schedules. If the parent is angry, assure them that you would like to discuss this with them at a better time. Let them cool off.

6. During the conversation, keep the following in mind:

• Listen rather than tell. They are likely to have a lot to say. Let them share their feeling and assure them that you hear and understand where they are coming from.
• First, point out their son or daughter’s strengths.
• Focus on what the child can do to get better not what they have done in the past.
• Refer back to your original communication with them about playing time.
• If the discussion becomes irrational, heated, and insulting to you, end the meeting and ask to schedule another appointment with your school administrator/third-party.
• Do not compare their child to another player on the team.
• Do not let your emotions get in the way of a rational discussion.

Coaches: What can you do to get more kids in the game? Read, “5 Strategies to Give Equal Playing Time in Sports.”

Is this a common problem at your school? Play Like A Champion Today™ offers workshops for coaches and parents that have a special focus on developing a positive relationship between parents and coaches. For more information check out our various programs or contact PLC at 574-631-9981 or by email plc@nd.edu.

Preventing Post-Summer Vacation Injuries

By Dr. John Stavrakos, PLC Consultant and Sports Medicine Specialist

As we enter another school year, thousands of young athletes from grade school to high school are preparing for fall sports by participating in preseason workouts, and family doctors nationwide are swamped with filling out preparticipation sports physicals. This is a fun and exciting time of year for parents, coaches and students alike – but also a high time of year for sports related injuries. In this article, I wanted to touch on a few issues that invariably come up when kids go from vacation time fun to early school year training schedules, and how to best evaluate and treat them.

1) Strains, sprains & aches: It’s a safe bet that all sports doctors are going to see young athletes marching into their offices within the first three weeks of preseason camps from one of these. Most muscle strains and joint aches are a result of a rapid increase in demands on the musculoskeletal system – going from summer fun of getting a tan and throwing a frisbee around to two-a-day strength, speed and conditioning drills is going to produce some aches – so some of these pains are unavoidable. Teaching kids to keep with a summer conditioning program will usually lessen these issues. In children undergoing a growth spurt, keep in mind that that bones are growing faster than muscles, and this can lead to relative muscle weakness and inflexibility, as well as pain from traction of the muscle tendons at their insertion points on the bone, called an apophysitis. The 15 year old female track runner who had no problems last fall, for example, who now (one year later and 3 inches taller) is complaining of a sharp or achy pain in her anterior hips when running, may be suffering from this. Year round muscle conditioning (keep in mind that most active playtime activities are great conditioning) and stretching in growing kids can help to diminish these problems; if you have any questions or concerns, be sure and ask your physician.

2) Heat and overexposure: not long ago, the dangers of hyperthermia, or overheating, made national headlines when a college football player at a Division I school passed away in training camp from this condition. In humid areas of the country, the risk of hyperthermia is even greater, as humid air lessens the body’s ability to dissipate heat from the skin. Always keep in mind that children have a decreased tolerance to excessive heat and a diminished ability to cool off when compared to adults. If an athlete shows signs of listlessness, walking with a staggered gait, not focusing or not speaking intelligently, get them into shade/cool area, lay them down and elevate their legs and seek medical attention. Advise your athletes to drink well before and after practice (drinking until you’re no longer thirsty is a good rule of thumb), and to cool down afterwards. Drinking excessive amounts of water when exercising can be dangerous as well, and can lead to dilutional hyponatremia, an electrolyte imbalance where the sodium level in the blood gets “watered down” from too much water intake, and can present with symptoms similar to dehydration and hyperthermia. Kids should avoid caffeine (which causes dehydration), and most especially energy drinks – these beverages (e.g. Monster, Amp, Spike Shooter, etc.) not only carry much more caffeine than a 12 oz can of Coca Cola (up to 11 – 12.5 times more!), but have other substances in them that act as stimulants, which your kids don’t need in 90 degree heat when they’re running a 5K, doing push-ups and crunches or doing tackling drills.

3) Stress Fractures: another potential problem of ramping up activity level beyond what the bones can handle. Stress fractures (also called insufficiency fractures) are micro fractures, or “cracks” in the architecture of bones that happen when the forces exceed the shock absorbing ability of the bone and surrounding tissues, and overcome the bone’s ability to heal. Stress fractures tend to occur most commonly in the shins (“shin splints” are an early stage stress fracture) and in the midfoot (just past the ankle), and are more common in girls than boys. Typically they present as a achy pain that occurs with impact activity at a bony weight bearing area (foot, shin, hip, etc.), that is worse with impact and gets better with rest, and may progress to hurting with every day activities such as walking. These are most common when young athletes go to ‘the next level’ – i.e. 8th grade to high school, high school to a competitive college program. They usually require an xray and possibly further imaging, such as a CT or MRI, if the clinical suspicion is high, because many stress fractures do not show up on plain xrays. If your young athlete has a pain that will not go away when doing their sport, even with rest, and especially if it is present even when not in sport, you should seek medical attention.

Sports are an important and enjoyable aspect of returning to school, but as with every activity, as responsible adults who love and care for the children we are responsible for, we need to be vigilant for conditions that can adversely affect them. May all your young athletes have a healthy, successful season!

Developing Parents as Partners

From the Fall 2008 PLC Newsletter:

Undoubtedly one of the biggest issues that coaches discuss in our PLC workshops is how to effectively communicate with parents. In this issue of the PLC Newsletter we will briefly review the strategies in “Part 6: Developing Parents as Partners” of the SAM workshop and invite you to share your best practices or discussion topics on this blog.

1. Get on the same page. Parents and coaches want the same thing: for their children to become Champions! Parents should help coaches to become aware of their children’s particular needs, while coaches should make parents aware of the needs of the entire team. Coaches: send and introductory letter at the beginning of the year and invite parents to a preseason meeting (See www.playlikeachampion.org/coaches/parents.html)

2. Encourage parents to keep their expectations in perspective. The odds of a high school athlete becoming a professional athlete are less than 1 in 13,000 according to a study published by the NCAA: http://www.ncaa.org/research/prob_of_competing/index.html.

3. Encourage parents to act as parents. Children need their parents to positively motivate them. Coaches: help parents to understand the importance of PLC’s GROW philosophy.

4. Promote positive sideline behavior. Coaches: set expectations for positive behavior and clearly define unacceptable behavior.

5. Solicit parents’ input at the end of the season. Download copies of the Parent Survey on our website Coaches Page (www.playlikeachampion.org/coaches/surveys.html) or make copies of the survey from the back of your manual. This information will help you and PLC continue to improve.

Effective Communication Tips:

• Pre-season communication: letter and pre-season meeting.
• Establish specific times to be available to talk on the phone or by email.
• Appoint a parent liaison, a team manager, or Champion Committee.
• Collect post-season evaluations from parents and athletes.
• Host a post-season celebration.
• Send weekly email updates or create a team website. Do not communicate when either you or the parent is angry.

Please share your comments, best practices and strategies that you have used to develop parents as partners.