The Athlete's Sports Experience: Making a Difference

Paralympian Lloyd Bachrach From “Yes You Can!” Endorses Becoming a True Champion

2009-11-03T07:17:00.004-06:00

Great endorsement from paralympian and inspirational speaker Lloyd Bachrach ( Yes You Can!). Here is what Lloyd wrote after reading Becoming a True Champion:

“One of the reasons I attended Northern Illinois University was because Kirk Mango went there. I was a still rings and pommel horse specialist and [he] was a NCAA national champion on still rings. Although Kirk had graduated just before I began my college career, I heard many great things about [him] and his incredible work ethic. All these years later, I was honored when he asked me to review this book. It is clear that Becoming a True Champion represents the fruition of Kirk’s successes throughout his entire career. My goal in life is to inspire others, and with this book, Kirk Mango has certainly inspired me.

“Becoming a True Champion is not only his story of success in gymnastics, but it is a guide for all athletes in any sport to fully understand what it takes to become a premier athlete. Wonderfully written, this book is a step-by-step process to success in sports. Kirk is careful to explain the hard work, effort and dedication that it takes to become a “true champion.” I highly recommend that any athlete who wants to succeed in his sport must read Becoming a True Champion. Kirk, you have done it again!”

Lloyd Bachrach,
Yes, You Can! Motivational Programs
1996 U.S.A. Paralympian – Sitting Volleyball
1980 I.H.S.A. – 5th Place Pommel Horse

Thanks Lloyd I appreciate the support.

All my best

Kirk Mango

Steve Weatherford From the New York Jets Endorses “Becoming a True Champion”

2009-10-26T21:14:00.003-05:00

I was happy to receive an enthusiastic endorsement from Steve Weatherford, current punter for the New York Jets. Here is what Steve had to say after reading Becoming a True Champion:

"I read it, I loved it, I live it! As a professional athlete in the NFL I've made many sacrifices in my personal and athletic life. Becoming a True Champion is an inspiration even to me now. It's a great reference for the passionate athlete willing to make sacrifices to achieve true greatness.”

Steve Weatherford
- NFL punter, New York Jets
- University of Illinois All-American Punter
- University of Illinois Decathlon school record holder
- 3x All-Big Ten Football
- 2x All-Big Ten Track
- 4 Sport All-State High School- Football, Basketball, Track, Soccer

Thanks Steve for a wonderful endorsement.

All my best

Kirk Mango

Inspiring Athletes From Within: A personal attempt to make a difference

2009-10-22T19:58:00.004-05:00

It is in my continuing efforts to publish Becoming a True Champion (BATC) that it dawned on me how important group and team motivational speaking presentations could be in delivering the principles of athletic success I so desperately want to encourage in athletes.

You see, in addition to BATC, I have gathered and/or written a fair amount of inspirational material for my blog (The Athlete's Sports Experience: Making a Difference), that I felt could truly help athletes achieve higher levels of excellence in sports; maybe even inspire them to reach beyond the “normal” limitations that traditionally hold others back from accepting difficult challenges.

After much introspection, I decided on four important concepts (for my presentation) that I felt were necessary if I ever expected to be successful at reaching inside athletes to help them discover the power they have within. To truly do this, my presentation would have to:

a. Encourage an emotional investment from the athletes present,
b. Create for them a better and deeper understanding of what it truly takes to accomplish athletic goals and dreams they may have,
c. Draw the connection of how important one’s choices are in this process,
d. Demonstrate for them how similar their frame of reference is to others who have accomplished athletic success.

So, after giving three presentations (one to a high school volleyball program, high school cross country program, and high school competitive cheer program), how did it all go? I suppose that would be best left up to those who attended as they leave their own thoughts and comments at the end of this blog.

For me personally, however, it was and will continue to be a wonderful experience. My hope is that my presentation, and my own personal story, moved those in attendance to accept the challenges that seeking to achieve one’s true potential brings, allowing them to reap the intrinsic rewards one receives when traveling such a path.

Thanks to all those who attended. It truly was heartwarming to have been part of your sports experience along the way.

“Greatness, whether athletic or otherwise, doesn’t come from those content on just being but from those who seek being the difference.”

Team Sports and Consistent Performance

2009-09-20T11:05:00.007-05:00

Often I hear team sport athletes talk about how difficult it is to perform their skill set in competition on a consistent basis. I have frequently witnessed many of them (team sport athletes, and even entire teams) ride a wave of inconsistency playing well one night and completely opposite the next.

It is during this up and down performance rollercoaster that I find myself asking questions like, What if?, How come?, Why is that so? and Is there a better way? As a former athlete, coach, and teacher, it is simply part of my nature to ask such questions.

So what is it that seems to make it difficult for many team sport athletes to achieve the consistency that eludes them? In order to try and answer that question it might be best to take a look at sports where consistency is king.

In sports like figure skating, gymnastics, and diving, athletes must perform flawlessly if they are ever to succeed. One mistake, just one, can spell the difference between first and who knows what place. They do not have the luxury of saying, “Ok I will get the next one” as do many other athletes. When they falter, they must hope others falter or they’re done, out of contention.

As I contemplate asking how they deal with this, because the best of these athletes are exceptionally consistent in their performance over time, I reflect on the fact that these are athletes that do not have an opponent firing an object at them nor are they competing directly against their opponents.

Hmm, that is true, however, they do have the added pressure of that “one mistake and you lose” type of situation to deal with and no second chances. That sure is a lot of pressure, really tough pressure I would think.

In addition, there are athletes who do have objects fired at them and do compete directly against an opponent, and the best ones are still able to consistently perform well under pressure. Tennis is a game like that with 140 mph serves coming at you and you have to return them over a net. Tough to do that is for sure, and there are athletes in that sport that are known to be deadly at returning serve. In fact, they are so good it strikes fear in many a server’s mind, increasing the errors they make.

So that brings up another thought. All four sports I mentioned above are individual sports and do not really carry a team aspect to them.

Hmm, that is an interesting point. However, that point in and of itself raises a very fascinating question that I believe is at the center of this discussion.

What would happen in a team sport if an athlete playing that sport brought to the table the same perception, attitude, and focus that the individual athlete brought to their table (into practice and competition)? Would there be a change? I mean does it really matter whether the skill set a person is working on is for a team sport or individual sport? Is there really any difference between the effort and focus one needs to train or compete a double or triple axle in skating, a 2 ½ somersault with 2 twists in diving, a return of serve in tennis, a free throw in basketball, or a pass in volleyball.

I mean the skater could easily take off or land on the wrong part of their blade or catch some bad ice causing an error, the diver may have to contend with a stiffer board than what they are used to, the tennis player may incorrectly predict the speed or kick of the ball, the basketball player may not put enough arc on his or her shot, and the volleyball player may not accurately judge the wobble in a floater serve.

So then the real difference centers around the fact that in passing a volleyball, shooting a free throw, or returning a tennis serve – the athlete will likely get another shot at it while the diver and/or skater will not. They could easily be out of the running with one mistake. This is also true in a sport like gymnastics, no second chances.

This makes me wonder if this is the reason for the wavy inconsistent play you see from many a team sport athlete. That because there is likely to be a second chance, focus is much more easily lost. Maybe even training and practice are looked at differently by team sport athletes. Maybe many – most, with the exception of the very consistent, don’t carry the same focus into their training that a successfully consistent individual sports athlete does.

And maybe they don’t carry the same perspective that their successfully consistent individual athlete counterparts do in competition, that every single movement – every single skill – does count and that the better you do each one, the higher your chances of succeeding regardless of what everyone else around you does. That always working toward perfecting your skill set is what will bring to the athlete the consistency they are seeking. This is true for any skill they perform even with the knowledge that absolute perfection is impossible.

So again, what would happen if a team sport athlete brought into their training, practice, and competition the same perception, attitude, and focus that a successfully consistent individual athlete has to bring into theirs? What would happen if the importance of quality of one’s skill set took on the same level of importance that it does for their successfully consistent individual sports counterparts? Would those athletes be able to perform their skill set at a consistently higher level than other team sport athletes that continued on the path that most of them seem to follow?

Case in point, I have seen a volleyball player literally drop a serve receive pass right on top of a setter’s head when the chips were really on the line. Say on championship point where one mistake would have caused an immediate loss. And I have seen it done many times in pressure situations like that. This is not something exclusive to volleyball either. Many of you know of a few athletes in other sports who consistently do the same thing, that when the game is on the line they simply perform better.

It is that same perspective, that same attitude, that same focus that these specific team sport athletes bring to their position in pressure situations, time and time again, that leads to the consistency that the best individual athletes seem to possess and train with on a regular basis. That is what they, the individual athlete, must bring to their table if they are to consistently handle the pressure they are always under when they compete. If they don’t, they are no more consistent than their team sports counterparts who seem to always ride that wave.

A diver must contend with a board, their body, and the pool, a skater must contend with their skates, their body and the ice, a gymnast must contend with the event, their grip, and controlling their swing or momentum, the basketball player must contend with their competitors, the basketball, and scoring baskets, the libero on a volleyball team must contend with the volleyball, their body, and what they must do with that ball.

So you see, all athletes are much more alike than they are different. They all have an environment they must adapt to, contend with, and try to control. The only real difference between athletes is in the quality of what they are willing to bring to their training and competitive table in order to help them consistently perform at peak levels.

And herein lies the conundrum that so many team athletes are faced with. Do they continue to ride the wave of inconsistent up and down thinking, accepting that that is just the way it is, or are they willing to learn from their successfully consistent individual sports brethren and make a choice to be different and become the difference?

Yes, it is true that just because one team athlete takes on the attitude explained above that their team could still not succeed. But what are the chances of the team succeeding without that change? And what if that change encourages the change in others, then what?

I leave you with that last open ended question.

High School Inspirational Speaking Presentation a Success

2009-08-19T22:30:00.005-05:00

This past Monday, I had the wonderful opportunity to present my thoughts and ideas to the DGS High School Volleyball Program on how athletes (or anyone for that matter) can achieve success through very adverse conditions. Basically, how people “beat the odds” and become one of those rare groups of individuals able to surmount what others believe to be impossible.

There were approximately 60 athletes present along with the coaching staff and all seemed involved and interested in the activities and stories I used to support my thoughts.

The experience was an awesome one for me as I used the same voice and purpose presented in my book Becoming a True Champion. Hopefully, all the athletes on hand were able to grasp the true importance of an unbending will and determination and what it can bring to the athlete when applied.

I finished my presentation with the following prose I wrote for the team:

All of you in this room, based on the choices you make – both collectively and independently, will ultimately be the ones who will determine whether you are successful or you are not. You see, greatness doesn’t just happen, it happens because of something. And that something…it is the level of determination, or WILL, you bring to the table each and everyday. So don’t be content on just BEING, but on BEING THE DIFFERENCE. In the end, win or lose, it is this attitude that ultimately determines satisfaction with one’s performance or regret over it. Don’t leave this up to chance; you decide. Take on the challenge and be one of those rare individuals…..one of those rare teams that goes out and BEATS THE ODDS!!! You have nothing to lose but your limitations.

Good luck and have a great season!!!

And what a pleasant surprise by the unexpected and heartwarming thank you note I received today from head coach Colleen Reagan.

What a great group and wonderful experience. I think I will do this again!!!!

Title Change For BATC

2009-07-27T11:28:00.006-05:00

After much deliberation my coauthor and I have decided to make a change in the title of our book. The purpose of this change is to bring more focus and direct more attention to the larger market for which Becoming a True Champion was written. Now the title speaks loudly about its purpose just as the book itself speaks directly to whom it will benefit. Our new title:

Becoming a True Champion: Achieving Athletic Excellence From the Inside Out

If You Live To Be 100!!!

2009-07-21T13:09:00.004-05:00

If you live to be 100 years old you will spend the first 50 years of your life doing many things.

You will spend the next 50 years doing more things and reflecting on all of those things that you did in your first 50 years.

Toward the end of those 100 years of fruitful living you will spend a good deal of time reflecting on and evaluating those 100 years of life.

So, make sure you spend time doing things that are worth reflecting on and that bring value to you and to others.

It is in so doing you will find happiness in a life that was truly worth living.

ANNOUNCEMENT: Interview With One of College Baseball Elites!!!

2009-07-06T12:55:00.003-05:00

Interview Chat with Louisville University Cardinal baseball player Phil Wunderlich. Phil is a standout player and the #1 hitter for the Cardinals. His outstanding play helped Louisville make it to the Super Regional of the NCAA Division I Baseball Championships.

Where: The Athlete’s Sports Experience

When: Sunday July 12th at 6:30pm central time (7:30 eastern)

Come join Phil and I as we discuss his baseball experiences in youth and high school Baseball, as a Division I college player, his future aspirations, along with other important issues facing high level athletes today. It should be an enjoyable evening as you will get to join in on the conversation and interact with Phil during and at the end of our interview.

How often do young athletes, parents, and coaches get a chance to listen and interact with a top level athlete as they go through the ups and downs that elite college sports encompass? It should be a great night. Hope to see you there.

And stay tuned in to my blog to find out who and when the next athlete will be to appear on The Athlete’s Sports Experience.

Interview With a National Gymnastics Champion, Elite College Ball Player, & Major League Ball Player

2009-06-22T14:20:00.011-05:00

In keeping with my purpose of giving young athletes, parents, and coaches valuable information about youth sports, I have planed several interview chats with some highly successful athletes. These competitors have been through it all.

The first interview chat will be with a USA Gymnastics National Champion on June 30th at 7:00pm central time so mark your calendars (announcement below).

ANNOUNCEMENT:

Interview Chat with the 2009 Level 10
National Gymnastics Champion
Keeley Kmieciak

Where: The Athlete’s Sports Experience

When: Tuesday June 30th at 7:00pm central time

Come join Keeley and I as we discuss her experience at the USA Gymnastics Championships, life as a gymnast, her future aspirations, and other issues facing high level athletes. It should be an enjoyable evening as you may get a chance to interact with Keeley at the end of our interview. Hope to see you there.

The second interview chat will be in July with a top level ball player from Louisville University’s (Big East Champions and NCAA qualifier), and the third in September with a pitcher from Bradley University who was selected as the 8th round draft pick for the Colorado Rockies major league baseball team.

All have had a wealth of youth sports experiences and are willing to share them with those who are interested.

It is not everyday that you get a chance to hear directly from athletes of this caliber, so please feel free to join us and find out what it’s really all about.

And stay tuned in to my blog to get the actual dates and times for the next two sessions.

Process Over Outcome: Has America Forgotten?

2009-06-04T18:50:00.004-05:00

The first half of this post’s title takes direct aim at something I have spent a good deal of time referencing in many of my articles pertaining to youth sports. What I would like to do here is step back from that environment for a moment, taking a look at this idea of process over outcome, and the loss thereof, as it relates to the “big picture” – our society as a whole. Before I go ahead with my rant on this topic, it might be a good idea to define these two terms as they pertain to the relationship I am about to draw between them and what I see as a shift in American ideals.

What I mean when I refer to the term “process” is the actual work and/or effort that one essentially puts into a task. It is demonstrated by a clear and organized path that takes into account what is to be done today, tomorrow, and in the future. One who focuses more on the process takes great care in clarifying for themselves how what they are doing today will build on what they want to do tomorrow. “Winning” today is not as important to one who prioritizes the process as is building toward consistent success down the road. It is more of a long-term approach that lends itself to continued gains and achievement through time rather than immediate gains in the here and now. Making sacrifices now for possible future successes later fits well with the idea of “process” type thinking.

Conversely, the outcome is the end result, the “reward” so to speak. It is the “gains” one has or gets after the work has been completed and/or choices have been made. It is characterized, at least in reference to what I am discussing here, as more of a short-term approach. Concentration and focus is weighted toward ways to achieve that outcome in the shortest and most efficient way possible – this is of utmost importance. “Winning” today is of high priority, even if it may negatively impact the future. The impact on this future that today’s decisions have 2, 5, 10, or 20 years down the road is looked at as something that can be dealt with later, when or if those impacts materialize. It is not of primary concern at this immediate juncture. Making sacrifices now that would limit current gains is not something indicative of outcome-type thinking, rather it centers on accomplishing short-term-type goals.

Now that we have those clarifications and definitions to work with, let’s take a look at how things have changed. Most of you reading this post are either 3rd, 4th, or maybe even 5th generation immigrants, meaning that you, as I (3rd generation), come from descendants who came to the United States to make a new life for themselves. Many did this with little or nothing but the clothes on their back, building their lives and supporting their families from the ground up. They were a hard working lot who focused on the “process” of putting in a full day’s work, and then some, building something from nothing. Their approach exemplified the definition I am using for the term “process” in this article. Sure they were concerned about future outcomes. It was (and is) impossible not to be – it is part of the equation, but their attitudes and work ethic were most certainly weighted toward the idea of process over outcome.

As we move forward through time to today, we see a gradual but definite shift from the focus just described to one where behavior and attitudes become more outcome-centered. Gaining immediate gratification or short-term access to success has become a top priority. Many are willing to seek out shortcuts toward what they want to “achieve” as concentration, focus, and effort move in the direction of the ends over the means, and all too often with little or no consideration of the risk or cost to oneself or to others.

In order to clarify and add credibility to the statements listed above, let me take a moment to list some fairly recent events supporting my conclusions:

a. Auto Manufacturers – whether they want to admit it or not, the American auto industry has placed themselves in a position of possible non-existence due in large part to their inability to see the “big picture.” While their counterparts focused on the longer term process of building high quality automobiles that gave owners better gas mileage and provided an in-road to a more solid future for themselves, our short-term outcome-based automakers concentrated their efforts on gas-guzzling SUV’s and luxury vehicles (something the short-term outcome-based American consumer helped support). In the end, it all boiled down to making money now over making consistent money over time. It is not to say that those types of vehicles should not have been offered, there was and is a limited need; however, it is difficult to argue with the idea that our countries automakers had their eyes on the immediate $$$$$ that could be made. At least much more so than on a “process” that would guarantee future success and longevity.

b. Enron Scandal – a situation where a company’s (and/or executives within that company) greed and focus on making money - the outcome, came before anything else. And at a big cost to many.

c. Other Big Business Scandals – if you Google “scandals in big business” the list that comes up is wide and varied. Most all causes eventually boil down to finding ways to circumvent the “process” in order to quickly get to an “outcome,” or $$$$$.

d. NCLB & Schools – as partially inferred in my last blog Things Your Kids Didn’t Learn in School and the Youth Sports Environment, our schools are heavily focused on the end result. Emphasis is moving away from counting efforts put forth for practice and homework – “process,” and being placed only on test scores, especially standardized test scores – “outcome.”

e. PED & Steroid Scandals – even though major league baseball is currently getting the brunt of publicity regarding their use, I can assure you that these illegal substances are used as a means to gain access to success for too many in professional, Olympic, and elite level sports. The outcome-based focus here – fame, fortune, glitzy lifestyles, winning at all costs, and (false) achievement.

f. U.S. Government – often times uses a “band aid” approach to addressing financial issues borrowing from Peter to pay Paul. How long can we actually borrow from funds saved for other means, and from other countries, to build roads, pay bills, or any number of other things, and not dig a hole so deep that we cannot ever recover. Making things better for the short term without truly considering the long-term risk is central to an outcome-weighted approach, at least as to how I have defined it here.

g. Youth Sports – the emphasis in youth sports today that places winning as the #1 priority and/or the scholarship as the reason for sports participation, both of which lend themselves toward the less rewarding aspects of an outcome-based foundation.

I am sure there are other aspects I am not aware of that many could add to this list; however, the items above help to prove my point inferred in the title of this blog. That we, as a society, may truly have forgotten an important foundational principle; one that was part of an internal strength that Americans and America had at its core.

So even though this blog, and my general focus, centers on youth sports and positively impacting its participants, this issue of placing more emphasis on outcomes rather than the process seems to be symptomatic of a bigger problem affecting our society as a whole.

From my vantage point, when our approach to gaining success and achieving goals becomes so heavily weighted toward the “end result,” or outcome, with little consideration for the consequences of that approach, or process used, then trouble usually follows. Looking at the list I provided certainly helps to justify that conclusion.

Whether in work, sports, or life in general, focusing in on the process with the understanding that the outcome is a byproduct of this process, gives advantages not easily seen from the outside. It is central to the intrinsic value one receives and pride one feels when true and real accomplishment is achieved, creating the type of success that lasts from generation to generation.

Things Your Kids Didn’t Learn in School and the Youth Sports Environment

2009-05-22T21:52:00.002-05:00

In perusing the internet, talking to colleagues, and sharing information from within the teaching and coaching profession, I come across interesting bits and pieces of information that force reflection. One such piece was recently emailed to me by a colleague and it is one I have seen circulate on the internet from several different sources.

It is claimed by some to be a piece from a speech Bill Gates gave to a group of high school students. However, it actually comes from the teachings of Charles J. Sykes, author of “Dumbing Down our Kids” and “50 Rules Kids Won’t Learn in School.”

Most discussions using this information list 11 things that kids won’t learn in school and are directed toward high school and college-age students. Actually, the original list contains 14, with the last 3 usually omitted. I will provide the complete list of 14 in this blog.

There are probably many who have seen this list before; those that have might wonder why I am taking the time to post a blog regarding them on a youth sports blog/website. However, as I take time to read through the list of items, I could not help but reflect on whether the underlying message most of these concepts convey had relevance to the youth sports environment I am trying to impact, something I will raise questions about at the end of this blog.

As you read through the list below, keep in mind that the information was targeted to high school and college-age students, albeit based on what they learned up to and through that age bracket. And that the emphasis in Mr. Sykes’ books come from a position of the “system” (school system) creating a generation of young adults who have no concept of reality and/or the real world, possibly setting them up for failure. Here is the list:

Rule 1: Life is not fair - get used to it!

Rule 2 : The world won't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.

Rule 3 : You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.

Rule 4 : If you think your teacher is tough, wait till you get a boss.

Rule 5 : Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called any chance to work an opportunity.

Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.

Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parents’ generation, try delousing the closet in your own room.

Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.

Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.

Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.

Rule 11: Be nice to nerds. Chances are you'll end up working for one.

Rule 12: Smoking does not make you look cool. It makes you look moronic. Next time you’re out cruising, watch an 11-year-old with a butt in his mouth. That’s what you look like to anyone over 20. Ditto for “expressing yourself” with purple hair and/or pierced body parts.

Rule 13: You are not immortal. (See Rule No. 12.) If you are under the impression that living fast, dying young and leaving a beautiful corpse is romantic, you obviously haven’t seen one of your peers at room temperature lately.

Rule 14: Enjoy this while you can. Sure parents are a pain, school’s a bother, and life is depressing. But someday you’ll realize how wonderful it was to be a kid. Maybe you should start now. You’re welcome.

Before I continue relating this to youth sports I think it best to get some facts straight regarding when this material was written, where the pendulum is currently swinging, and where the implied emphasis of responsibility is placed for success.

Sykes’ book, “Dumbing Down our Kids,” was published in 1996, a good distance of time from our current year of 2009, and a lot can happen in 13 years. In contrast, “50 Rules Kids Won’t Learn in School” was published in 2007. Presently, I have only read other individuals’ accounts of both of these pieces, but I would venture to guess that his “50 Rules” book expands on the concepts he presents in “Dumbing Down our Kids” just based on the titles alone and the list of some of his “rules” above.

With regard to that pendulum swinging, many of you would be surprised to learn that some schools are moving toward giving ½ credit to students for work (homework) that is either done poorly or not even turned in. For example, I gave an 18-point assignment recently that approximately 50% of a class did not even bother to turn in. Under the stipulation above, I would have to give 9 points minimum to everyone even if they made more mistakes than that, or did not turn in the worksheet.

The idea behind this is that if I actually gave them the score they “earned,” like say a 0, and they continued to do poorly on work, or didn’t bother to do it, they would put themselves so far behind they would not be able to pass the course in fairly short order. That giving them more opportunity to right the ship, so to speak, is a better method for learning than is applying the natural consequences that exist based on the effort they put in (or based on what they really know at the time), thus keeping the student from digging themselves a hole they cannot get out of.

Taking it a step further, there is a good deal of talk about not counting any homework toward their grade, a step up from #8 on the list of letting students re-do work until they get it right and then counting it toward their grade. That as long as they do well on tests and other assessments, that is all that matters.

In this type of framework, much more emphasis is placed on the outcome with little reward on the actual efforts put in on the process – so outcome over process. This is something I have emphasized on many occasions as being a big issue in the youth sports environment. To me, there should always be a more balanced approach that emphasizes the process over the outcome. That principle alone accounted for much of my success as an athlete, as a coach, and as a teacher.

Now I should point out that I don’t follow the “new age” concepts I discussed above myself simply because I do not believe them to be appropriate for the age I teach, high school. I could write pages of details as to why this is the case; however, let me just say that I am much more inclined to support the idea of allowing one to get what one actually earns. Even though very blunt and possibly a little harsh, I suppose I am pretty much in line with the list of items suggested by Sykes. I most certainly could apply many, if not all, of them in some way, shape or form to what happened to me, or for me, in my athletic career.

Bringing this conversation back full circle, what I find most interesting about Sykes’ list is the way he tactfully implies that the responsibility for one’s success lies within the individual themselves, the choices they make and the perception they take. Anyone reading through many of my blog posts on youth sports will surely notice the same underlying theme.

From my vantage point as a teacher, former coach, and parent of athletes who have grown up through the current youth sports environment, I see the same type of issues with too many adolescents and athletes in high school. It is becoming much more difficult to find young athletes today who have the fortitude and perseverance to take personal responsibility themselves for achieving what they want, have the perspective it takes to do so, and make the types of choices necessary to accomplish personal and team goals that are set. And I find the relationship between what Sykes implies and what I am discussing in youth sports to be something worth pondering.

With that purpose in mind, I would like to create several questions that promote thought on the topic I have presented. Hopefully, they will initiate good discussion on that list of things that kids won’t learn in school and their possible relationship to youth sports.

Questions to ponder:

1. What relationship, if any, do you see between Sykes’ list and youth sports?

2. Is this list something that is “all” age-encompassing, gradual in nature – so as to encompass age-appropriate application, or is it simply not applicable to youth sports in any form?

3. Are there other implied meanings within that have relevance to the environment our young athletes are growing up in today? (I have a few more)

4. Are there specific rules on this list that seem to have a more direct relationship to youth sports? Others that don’t apply at all?

5. Do any of these have personal connection for you, something that you emphasized as a parent and maybe hoped your kids might learn through their participation in sports?

6. Anything else you might want to add to the conversation?

Your thoughts and discussion are welcome and encouraged. Please elaborate and give examples whenever possible. It will help with continued discussion and create better clarity.

Top 50 Of All Time At Northern Illinois University

2009-05-01T17:34:00.012-05:00

I was surprised and humbled by a phone call I received from a former professor, Dr. Hubie Dunn, at Northern Illinois University this past Thursday night. He had called to inform me of my selection by the Northern Star (the NIU official newspaper) as one of the Top 50 of All Time who have competed for the Huskies. I was in even more shock when he told me that I was chosen #8 on a list of athletes that included the #16th round pick in the 2009 NFL draft Larry English and former NFL player and Heisman trophy candidate LeShon Johnson. This is in addition to other current/former NFL players, basketball greats, and a slew of other well-deserving athletes from a variety of sports.

It was very unexpected and I would like to personally take a moment to thank the University, the Northern Star, and anyone else associated with the selection process. I am honored that all of you would consider me one among such a prestigious group of athletes. The opportunity that NIU gave me, not only as an athlete but as a student, was extraordinary as it holds a special place for me as one of the best experiences in my life. I will never forget my time at Northern and can only wish that every collegiate athlete has an experience as positive as the one I had there.

Thanks for the memories NIU!!!

Open Chat Discussion on Issues in Youth Sports Today

2009-04-19T22:15:00.004-05:00

I recently made contact with an individual who is also concerned about the current youth sports environment. So much so he created a website called Repairing Youth Sports to express his concerns. This prompted an invitation to him for an open chat, to be held here at my blog this Tuesday evening at 8:00pm central time, to discuss whatever issues come up in relation to that topic. Hopefully the exchange of ideas between everyone present will benefit all. Hope to see you there.

Best

Kirk
The Athlete's Sports Experience: Making a Difference

A “What If?” for Coaches

2009-04-18T22:09:00.003-05:00

What if you were able to gain specific information about the athletes under your direction that gave detailed insight into their personality strengths and weaknesses, how they think, react, are motivated and inspired? The type of information that would give you the ability to interact with them at their best level of understanding, allowing you to reach inside each athlete and pull out the potential they have within. Do you think this type of information might help you to create a team environment where everyone on that team thrives? Where leaders can be chosen based on who brings the best leadership skills to the table, and where goals become a mere end result of a process rather than the brass ring that few can reach. If any of this has sparked your interest, then stay with me as I introduce you to Pam Brooks, a certified behavior analyst from Arizona.

I had the pleasure of making contact with Pam through her interest in my book Becoming a True Champion. She had wanted to purchase my book “on the spot” as a “great teaching tool for young people who aspire to be great athletes.” It was on emailing her back to explain that I am still in the process of seeking publication that we commenced a dialogue between us regarding what behavioral analysis, especially athletic behavioral analysis, is all about and how it works. Through this dialogue she offered to test me to see where my results might fall on all of the parameters at her disposal. Since I had been through both a successful high school and college athletic career, I felt it would be interesting to see how all this panned out. In addition, I was genuinely intrigued by what Pam was trying to accomplish. Now I should point out that Pam, aside from being a certified behavior analyst (as mentioned above), also holds two masters degrees in counseling and communications, worked as an athletic academic adviser at Boise State University and was a former Division I collegiate volleyball player out of the University of Washington. With a background like this, what more could one ask for from a behavior analyst who assesses athletic behavior.

Without going into any form of great detail, let me just say that Pam spent a great deal of time with me over the phone thoroughly detailing my results. The passion for what she does was very evident throughout our conversation and the accuracy of her results, or profiling as it might be called, was, well, uncanny to say the least. I was shocked and amazed at how well these assessments laid out my own personality and how well Pam was able to interpret them, and not just strengths but also my “areas of improvement.” Pam, and these tools, basically took my personality apart piece by piece leaving a pretty comprehensive picture of who I was and how I react. Any minor discrepancies Pam was able to clarify using data from the assessment tools themselves. From a coach’s standpoint, it gave all the pieces necessary for a coach to actively work with me as an athlete, and as a person. It would have enabled any coach the capability of enhancing his or her ability to inspire me to reach my own potential, as well as giving the coach the information needed to effectively integrate me into his or her team environment.

Pam’s work is nothing short of amazing. Just keep in mind that Pam and the tools she uses are only as good as the willingness the coach has to put her results into practical use. As the Baylor Men's Tennis coach said, "We would not have won the National Championship in 2004 without the insightful assistance of Pam Brooks.
She helped us better understand one another and brought out the best in all of us. I can think of no better way to help your program move to the next level than placing your group in her capable hands.”

If you would like more information on Pam and her work you can peruse her website at Understandingyourathletes.com or you can email her directly at CCSuccess@qwest.net.

NEW “BECOMING A TRUE CHAMPION” LIVE CHAT

2009-04-12T11:43:00.009-05:00

WHAT: Live Chat
WHO: Kirk Mango
WHEN: Sunday Afternoons: 4:00 – 5:00 pm central time
Tuesday Evenings: 7:00 – 8:00 pm central time
Randomly: Evenings throughout the week & afternoons on weekends
WHERE: Right here at The Athlete's Sports Experience: Making a Difference

I have been working on an interactive way to make immediate and direct contact with those interested in my book Becoming a True Champion, published articles on my blog, sports and youth sports issues, high school and college sports experiences, coaching, and /or anything else pertaining to issues within any of these environments. My search led me to a website called Chatroll. This site gives individuals an option to embed a live chat window within a blog, something I have just updated my blog with and will use to discuss various topics sports and youth sports enthusiasts might be interested in.

So as to keep discussions centered and focused, I would like to present a list of topics that I have practical knowledge of and experience with, and that will help with direction.

Topics of Discussion

Any questions pertaining to:

• the book Becoming a True Champion
• my blog The Athlete's Sports Experience: Making a Difference
• High School sports, especially with youth athletic experiences within this environment
• College sports, especially with youth athletic experiences within this environment
• Highs School athletic codes
• Professional, Olympic, and elite level athletic behavior
• Inspiration, motivation, and success in sports

And pretty much anything directly or indirectly associated with sports and youth sports. Please feel free to drop by and join in on the discussion, ask questions, or make comments. I am looking forward to interacting and creating a dialogue between all interested.

All my best,

Kirk Mango

Organized Functional Training: A Format for Success

2009-03-14T11:16:00.007-05:00

If you are an athlete wanting to become better, more successful, maybe even of state or national caliber, you will likely find a multitude of things, or pieces of the puzzle, that need to be addressed in order to reach the level of attainment you are seeking. It can become overwhelming if you do not create for yourself an organized and functional way of handling all that must be done. I know for myself, I kept moving forward by following a specifically organized schedule of training created from a thought process that focused on organization and functionality. This training schedule, and thought process, was something I added to and adapted as I moved up the learning curve toward objectives and goals I had set. And it was something I followed with religious vigor. My purpose was to make sure I “covered all bases.” I just was not willing to leave anything up to chance.

As I moved from the athletic arena into the coaching field and started applying the same principles I used as an athlete to the athletes under my direction, I grew to better understand the intricacies and effectiveness of this process. However, it was not until recently, and with reflection on both my coaching and athletic career, that I was able to simplify the thought process into its four principle parts.

I. Fundamentals

These are the skills, techniques, and strategies that make up the most basic components of any sport or activity – things you simply cannot play the game without. Being able to execute these at the highest level is what builds the foundation for an athlete to reach his/her potential. Like building a house of cards, your fundamentals represent the bottom row that all other rows are stacked on. The more sturdily this first row is put together, the stronger everything else placed upon it will be.

Practice of my fundamentals was definitely a central focus in my training. I currently see too many coaches and athletes neglect this, especially with younger athletes, when development of fundamental skills is most important. Those who consistently concentrate on their fundamentals, no matter how good they get, are most likely to reach their athletic potential.

II. Advanced Skills and Technical Elements

This is where the bulk of your training will be focused. Any skill, technique, method, or concept beyond a basic fundamental of your sport is considered advanced and would be included in this section. It is within this area that the strength of your fundamentals, discussed above, show their true merits. When foundations are strong, the harder skills in this section will be much easier to master. A basketball player working on a 3 point shot will have a much easier time becoming proficient at it if his/her shooting techniques are solid much closer to the basket. A volleyball player will only become skillful at passing more difficult serves if their basic passing techniques are sound.

III. Fitness and Conditioning Elements

This section focuses on the physical training that builds the skill-related fitness components of strength, speed, quickness, agility, power, balance, and reaction time necessary to master both I and II above. As athletes condition, train, and improve their fitness levels in these areas, they will see a dramatic improvement in the effectiveness and efficiency of all other skills used in the sport they play. Concentrated and focused time in this section will pay big dividends for any athlete seeking high levels of performance. In addition, a well designed, functional, and well executed fitness and conditioning program reduces the risk of sports-related injury.

IV. Mental and Emotional Elements

This section is one that few really take much time to consider. It encompasses all the intrinsic (internal) philosophical and supportive concepts and principles that comprise a significant part of an athlete’s belief system and which, in turn, determine how the athlete acts. They include athletes’ character and integrity, his/her work ethic and mindset (how they think), and even their goals, desire, and ability to persevere, to name a few. They are aspects that have their start inside oneself, but, more importantly, help to dictate any action that is taken. And just as Fundamentals build the foundation for Advanced Skills and Technical Elements; this section gives the athlete a solid ground from which to build all three of the components detailed above.

I cannot emphasize enough the interconnectedness between all four of these areas. The overlap that occurs, and support that each gives to the other, is necessary in order for this process to generate the maximum potential of any athlete. A guide in its simplest form, it is essentially the same process I used as an athlete and as a coach.

In Case You Missed It!!! Kirk Mango on "The Sports Doctor"

2009-03-06T18:13:00.007-06:00

Those of you who may have missed my interview on Chicago's WDCB FM radio show "The Sports Doctor" can click on the link below and listen to the show in its entirety. Your interest and feedback are welcome.

Link: Kirk Mango on The Sports Doctor

(The Link can take a minute or two)

40+ High School Athletes Suspended: What’s Changed? Part II

2009-02-27T16:47:00.003-06:00

In Part I of 40+ High School Athletes Suspended: What’s Changed? I discussed the situation from which the title of this blog was created and referenced an earlier time to show some comparison. In this installment, I would like to actually answer the question posed in the subtitle, What’s Changed?

From my vantage point, the changes I see are more subtle in nature and less visible to those not working directly with kids; yet, in my opinion, they are certainly significant and impactful. Most would fall under the category of shifting parental attitudes. Kids, whether athletes or not, are kids and it is normal for them to try and exercise their independence by pushing limits. However, parental attitudes about those limits, along with other viewpoints, have certainly shifted or moved. And, as an educator, I have seen this movement continue as each decade passes.

I don’t know about you, but when I was in high school parents were not their kid’s best friend. Don’t get me wrong, I was lucky enough to have a great relationship with my own parents and I could talk with them about anything, and/or get honest sound advice when I needed it; however, I, as did most of my friends, had boundaries and limits. We had curfews, expectations, and rules, and if we stepped over the line, something happened. We did not anticipate or expect our parents to appeal an athletic code violation – let alone take it to court to circumvent a suspension and get us back on the playing field. Parents did not automatically take their son’s or daughter’s side when they did something wrong or protect them from the cost of their own choices. If we got into trouble, we were much more concerned about the consequences we were about to experience at home than the ones given out by the school.

It was uncommon in my day to see attitudes indicating that it was never the kid’s fault or that the rules didn’t apply. The rules did apply to us and, most times, it was our fault.

Parents did not call teachers to take a look at the final exam their son or daughter failed; leaving the initial impression that there must be something wrong with the test not with what their kid either did or did not do. It was rare that students, and student athletes, in my day were given money, cars, spring break vacations, and other expensive items just because we turned 16. If the possibility of getting things like this existed, most of us would have had to earn them somehow. If my memory serves me correct, very few things were just given out free, at least not in the world I lived in.

Personally, I remember one winter in junior high school (just before spring) after saving money and coming up one dollar short of purchasing a new baseball glove I wanted. I asked my father if he could help me out with that last dollar and he said “sure, go shovel the walk and I will give you that dollar.”

Life lessons were taught through the experiences we had as kids and parents were far less likely to get in the way of that learning. The sense of entitlement so many young people seem to exhibit today was just not as prevalent or pervasive in my years growing up. But I digress. Bringing the conversation back to the shift in parental attitudes, more specifically their viewpoint and behavior regarding school athletic codes, there is most assuredly a cause and effect taking place. In light of the shift in parenting attitudes, as detailed above, one can see how a situation brought about through an athletic code violation might be viewed differently by parents today.

I have been mystified by conversations with my own kids, and with other parents, which reveal the large number of parents who do not read the athletic code before signing it, do not require their son or daughter to read it and understand it, or who look the other way when violations occur, let alone create an understanding between them and their offspring that signing this code binds them to the rules within that code. That it is a contract of a code of conduct they sign between them and the school and if they do not agree with what is in the code, plan to abide by it, or use it as a means to make good, sound, healthy choices, then they should not be an athlete. And finally, that if they do sign the code making the choice to become an athlete, and then turn around and choose to violate that code, then they will be held accountable (even expected to hold themselves accountable) for the choice they made.

I am sorry to say that I believe, today, many parents and athletes just sign the code because they have to, not giving it a second thought. It is just a piece of paper they must sign and turn in with their physical, a requirement of the process that they are obligated only to do in order for them to play. How sad that is.

40+ High School Athletes Suspended: What’s Changed? Part I

2009-02-22T12:52:00.003-06:00

Recently reported by Dana Kozlov on Chicago CBS local news, and in Bob Sakamoto’s article 43 York athletes suspended, was a story concerning the recent suspension of 43 high school athletes for breaking their school athletic code. It happened on December 31st, 2008 (New Year’s Eve) where underage athletes were attending a “drinking” party. According to the CBS news report, area residents claimed that the homeowner, a mother in the Elmhurst community, had been home during the party with one resident describing paper taped to the windows and that kids were told to keep the party a secret.

Most of the student athletes suspended were only freshmen and sophomores and will, understandably, have consequences dished out according to the terms set forth in the York High School athletic code. The mother was reportedly charged and arrested for a misdemeanor – “allowing prohibited possession of alcohol,” with jail time as a possibility.

Some will read about this story and think how much kids and parents have changed over the years or how out of control things have gotten, while others will comment that this is “no big deal,” that this type of behavior is inevitable, and that the school has no right to involve themselves in anything kids do outside of school. You only need to view the CBS video link provided to hear the latter.

Of course with such an emphasis in my blog, and most especially in my book, Becoming a True Champion, on athletes making good, sound choices and on development of good character, I most certainly have strong opinions on the subject as well. My first thought after watching this story unfold in the news, along with reading opinions on the internet, was of no surprise and that this is nothing new. That drinking parties like this, involving athletes, are very common, and not just at York High School but at a great many high schools. They are certainly not all happening with parental support or encouragement, as this one appears to have been, but they are most definitely occurring more than many parents might be aware.

I make these statements based on my experience as a former high school athlete and coach, a current high school physical educator, and as a parent of two recently graduated high school athletes. Being able to view situations like this from all four of these perspectives gives one a very unique vantage point from which to comment. That is why I find it confusing, disheartening, and almost amusing, that Robert Wagner (the Athletic Director at York High School) is quoted in the recent article More than More than 40 suspended at York on the Chicago SunTimes Yourseason.com as stating that this situation is “uncommon.”

Unless Mr. Wagner is referring to how uncommon it is to “catch” athletes engaged in this behavior, he is either naïve or practicing his PR skills by trying to diffuse the situation and decrease publicity. I hate to be the bearer of bad news, but situations similar to this one occur on most weekends and, in my opinion, it is best to deal with them from a more honest platform; burying your head in the sand or trying to cover up reality for the purpose of school image does no good for anyone. However, please keep in mind what I stated earlier, that York is not unique in having an issue with athletes drinking and violating athletic codes.

This brings me to back to the question provided in the subtitle of this blog, what’s changed? In order to answer that question completely, I need to go back several decades, back to the 70’s when I was an athlete in high school. I can say with all honesty that the athletes in my high school were doing exactly the same thing, with alcohol, that high school athletes are doing today. There were drinking parties almost every weekend and athletes were breaking our school’s athletic code regularly. In fact, there was also the so- called “cool” parent who knowingly allowed this to go on, maybe even provided the alcohol – though I cannot unequivocally confirm that part.

So if there was a good deal of underage athletes drinking over 30 years ago, and there was the occasional parent condoning even supporting this activity, then wouldn’t it be safe to assume that nothing at all has changed? Well, not exactly.

Stay tuned to the answer to what’s changed in Part II of 40+ High School Athletes Suspended: What’s Changed?

Kirk Mango "Live" on The Sports Doctor

2009-02-13T16:51:00.004-06:00

Please join me and host Dr. Weil on his radio show The Sports Doctor for our discussion on several aspects of my book Becoming a True Champion, success in sports, raising college athletes, and generally anything related to youth sports. I am excited about appearing on his show and would appreciate any time you might give to listen. Below I have included the date and time of the show and an on-line link for those unable to tune into 90.9 WDCB FM in the Chicagoland area. Additionally, I have included a link to the book’s website which also details this information.

I would be honored by any listener feedback. Thanks!!!

Upcoming Radio Interview
The Sports Doctor
Who: Author Kirk Mango
Where: 90.9 WDCB FM Radio
When: Thursday February 19th, 2009
6:30 p.m. Central Time
What: Becoming a True Champion

Listen in On-line: Kirk Mango Interview

Book Website Link: Becoming a True Champion

Part II: Consistent High Levels of Performance: How It’s Done

2009-01-31T08:29:00.003-06:00

As discussed in Part I: Consistent High Levels of Performance: How It’s Done, many athletes set long-term goals that encompass what they want to accomplish by the end of a season, in high school, college, and/or even beyond, but how many set daily training goals that they vehemently and relentlessly pursue? And how many, once they can consistently and easily accomplish those, challenge themselves further by increasing their expectation of how well these daily training goals are performed? Maybe even combining two or three skills into a group of skills relative to how they will be used when competing, thus, demonstrating a true commitment toward mastery and reaching one’s potential. From what I have gleaned through my experiences as an athlete, coach, teacher, and parent of two club/high school/collegiate athletes, there are not many athletes who have these types of expectations.

For me, it just came with the territory – trying to achieve a long-term goal that was said to be impossible. I learned, out of necessity, to set daily objectives that had to be completed with impeccable execution. The better I got, the higher level of execution I expected, and/or the more difficult I made the combination of skills. My training for any particular day was not over until I accomplished these objectives, and I was relentless in my pursuit of them. It took some focused effort to find the right balance between what was too much and what was too little, and what level of execution I could reasonably attain in the amount of practice time available, but this judgment became a simple task in short order.

It is my belief that the above training strategy is one of those little things that makes a very big difference when trying to attain consistent high levels of performance, and when competing against individuals, and/or teams, that are just as talented as you. It is what I call a separator; it is something that separates those who are good athletes from those who are great athletes.

The central focal point of setting and accomplishing daily objectives is on perfecting and mastering one’s skills. The big advantage behind a strategy like this is that improvement becomes much more reliable, rather than just a hope. However, based on my experience with this training strategy, I think it essential I clarify a few very important points. Doing so will help promote the appropriate thought process – essential for success and preparing you for the type of work that lies ahead if you decide to travel this path.

1. In order to truly reap high levels of benefit from this technique, you must fully accept, adopt, and take to heart the Four Attributes That Lead To Athletic Greatness discussed in my previous blog. Not doing so tremendously decreases effectiveness. It is not that it won’t still help, just that the intensity of focus is just not there.
(a) Care
(b) Pride
(c) Passion
(d) High Expectations

2. There are some that will refute the effectiveness of this strategy for team sports due to the specific focus and individual nature it incorporates. However, I am not in agreement with this train of thought. All sports, whether team or individual, contain skills that must be executed in order to play/perform. The higher the level an athlete can execute their skills, and consistency with which that high level is performed, the greater the chances of their (and their team’s) success.

3. Make no mistake, you will experience higher levels of frustration than you might be used to. However, it is this same frustration that you can use to find an inner sense of motivation, if you need it.

4. You must be fully vested in this endeavor. It is not something that is applied haphazardly but rather with consistency and purpose in mind.

5. You must adopt an attitude of relentless pursuit. Going through the motions is simply not an option.

6. There will be times, especially on tough training days, that you may need to make adjustments to expectations you have regarding your daily objectives in order to finish a given practice. This will be important in creating a balance between sports, school, and the rest of your life.

Additionally, remember that few people ever became great at something without having difficulties along the way—and then using those difficulties as a means to learn, inspire, motivate, and improve.

Part I: Consistent High Levels of Performance: How It’s Done

2009-01-24T09:51:00.003-06:00

In my blog Four Attributes That Lead To Athletic Greatness I discussed, in detail, attributes that athletes need in order to achieve greatness. It was in that article I alluded to the idea of being able to achieve elevated levels of performance on a consistent basis as one way athletic greatness is demonstrated. I am certain that many athletes, no matter what level, can remember a time, or times, where they felt they had competed at peak levels. In the “zone” you might say. However, how many can remember doing it regularly or most of the time? How many can truly consider themselves one of those rare individuals their teammates count on to give their best and perform at their best, consistently? Easy to assume you can, much tougher to actually go out and do both.

I believe that there is a technique or training strategy (whether you compete in a team or individual sport) that will increase your potential of accomplishing this consistent high level of performance I am referring to. As an athlete, it was something I used daily (helping to separate myself from the competition), insisted on as a coach (even though, at times, I was not sure my athletes were completely vested), and something I find very few athletes today truly understand (at least when I ask), let alone are willing to adopt.

The technique I am referring to is not something out of the ordinary or considered a brilliant stroke of genius. Rather, it is a slightly different application of something most are already familiar with, goal setting. However, in this context, it is the idea of setting very specific training objectives that you are obligated to accomplish on a daily basis.

Setting daily objectives is something I see few athletes take the time to do, let alone accomplish. Most athletes, if you ask, will relate objectives and goals to what they want to achieve by the middle or end of a season. There are not many who will be able to tell you exactly what they are going to accomplish at practice, before they leave, on any given day. It might seem insignificant to some but the difference over the long-term is something the very best understand well.

***Stay tuned for Part II of Consistent High Levels of Performance: How It’s Done where I go into more detail about this concept of setting and using daily goals.***

Club or High School Sports: Why do I have to choose?

2009-01-11T16:37:00.006-06:00

It has only been recently, within the last decade or so, that some high school athletes are choosing to play their favorite sport exclusively for their club team, forgoing the experience of high school competition altogether. The purpose behind this centers on the idea that the training offered through a club atmosphere is needed in order to reach higher competitive levels, and the scholarship that some seek. Whether this is true or not (something I won’t debate here), either choice will bring positives to the table for the high school age athlete. Nevertheless, as it is with most choices one makes, there is almost always something one loses along with the objectives that one gains. This holds especially true in the case of an absolute such as playing solely for one program to the exclusion of the other.

One more thing I would like to emphasize, and this is of definite concern, is that a choice such as the one I am discussing here needs to have its impetus from within the athlete. Conceptually similar to the principles discussed in my blog article Part 2: Specialization in Youth Sports, Good or Bad?, the decision to forgo playing on a high school team for participation and training on a club team, or vice versa, is one that should be left up to the athlete to decide. My unease with this situation encompasses the pressure that is put on athletes from some club and high school coaches trying to secure year-long commitments. I think it inappropriate, and ill-advised, for anyone to create artificial rules and expectations that limit an athlete’s choice to participate in both high school and club, or in one to the exclusion of the other. Discussing with an athlete their potential and the type of training it will take to reach that potential is fine, as is allowing the highly competitive skill level of a particular club or high school program to dictate what an athlete must do to compete on that respective team. However, setting biased guidelines for everyone that forces athletes to make decisions they should not have to make is self-serving and not necessarily in the best interest of all concerned.

I would think that any club or high school team that wanted to be the “best” in their arena of competition would rather have athletes who are truly vested in their program. You know, the ones who truly “want” to be there. If that is what the program is all about, then, in my mind, it would be best to develop training techniques and strategies that greatly improve performance, allowing athletic potential to thrive. In circumstances like this, the environment itself becomes a major factor in the decision-making process, a life lesson, rather than creating artificial means to get one’s dedication.

Please do not misinterpret what I am trying to say here for I do not fall exclusively on one side of the fence or the other. What I personally like to see is athletes of high school age make the decision themselves to train and compete only for club, only for high school, or a combination of both, based on their own specific circumstances. These specific circumstances may include:

• What they are looking to gain out of their athletic experience,
• individual goals,
• team goals,
• future athletic aspirations, and
• weighing the positives against each other, and making the choice based on what best fits the athlete’s personal situation.

Positives of High School Athletics
(a) The sense of connectedness, pride and loyalty one feels when representing one’s school and community is unmatched in high school (and college).
(b) For many, there’s likely to be a higher sense of responsibility to teammates in high school athletics.
(c) Learning to work well with others – teamwork, in the process of working toward achieving a common goal, is a big part of the high school sports experience.
(d) As a whole, there tends to be more emphasis on sacrifices for the good of the team in this environment.
(e) There is a higher priority and emphasis on academic success when competing for your high school team.
(f) The cost to practice and play is reasonable.
(g) Socioeconomic diversification is more likely, due to “f” above.

Positives of Club Athletics
(a) As a whole, there tends to be better technical training in the club environment.
(b) Due to a club’s ability to attract high-level players from any area, and the competition traveling they do, athletes are more likely to compete at a higher level.
(c) It is more probable that an athlete will practice and play with others of similar passion and skill level.
(d) College recruiting, for the majority of athletes, is better through the club experience. (This is mainly budgetary. Recruiting coaches get to see many more recruitable athletes, all at one time, with the many high level tournaments held all over the country.)
(e) Athletes get to work with a variety of individuals due to the club’s ability to draw from so many communities. Some high profile clubs draw athletes from other states.

When evaluating the information above, please keep in mind that these bullets and lists are not meant to be comprehensive or all-encompassing, and some from one area may apply to another depending on a specific program. They are merely presented here as a starting point by which individuals can measure what might best fit their needs. This increases, substantially, the chances that an athlete will make the right decision for themselves.

My own personal recommendation: If you are truly passionate about the sport (or sports) you play, it fits with what you are trying to accomplish, and you are capable of handling all that comes with such a commitment, then staying involved in both a club and on your high school team is probably best. In this way, you take advantage of the positive benefits that can come from each experience.

The “True Champion” Code

2008-12-21T19:39:00.009-06:00

I will

- Consistently, and without reservation, strive to reach my full potential.

- Be committed and disciplined in my approach.

- Take personal responsibility, and any action necessary, to achieve team and individual goals.

- Demonstrate a deep desire to succeed, applying passion and heart to any and every task at hand.

- Show an impeccable and relentless work ethic that only true dedication provides.

- Set priorities, and make the required sacrifices, that enhance the chances for athletic success.

- Persevere through adversity with a positive attitude and concentration that strives toward excellence and mastery.

- Establish a mindset that highly encourages the belief and confidence that one can accomplish anything, if they are so willing.

- Apply a training and competitive focus that creates the opportunity to transform the impossible into the possible.

All set on a foundation of strong character and integrity that beseeches one to do the right thing just because it is the right thing to do

And so you may ask – “Why follow a code of such standard?”

Because I believe I can make a difference

And because I believe it

Then it is something I should do

Because it is something I should do

Then it is something I will do

So I toil and sweat both through the good days and the bad

Chipping away at any weakness that following the code may reveal within

Creating inspiration from athletic experiences of days gone by

From future experiences that have yet to occur

And from those who may someday attempt to walk the same path

Never giving up

Never giving in

And never swaying – but for a moment

From the Code of a True Champion

“Why?”, again, one might ask

Simply – Because I can!!!

Strong Leadership

2008-12-14T09:09:00.003-06:00

Strong Leadership is like a river
It keeps moving no-matter what lies in its path
Whether sand, rock, or even a mountain;
water will always find its way
It may be forceful or subtle, yet,
always present and relentless
Never giving in and never giving up
Wearing away any resistance that it encounters
It will take any course necessary in order to accomplish its goal
Whatever that goal might be
Yes, leadership is like a river, always moving forward and always in a positive direction, bringing with it all that it surrounds
Like a team with a captain steering the ship through treacherous waters setting the right example with his or her positive actions, choices and behavior
Never giving up, never giving in, and with true belief in their teammates and the direction they wish to travel
And like a river, always moving that team forward, and in a positive direction,
toward its ultimate potential and toward their ultimate goal
Whatever that goal might be