Athletic Management 24.6 by Momentummedia

NFHS/NIAAA CONFERENCE PREVIEW

October/November 2012

Vol. XXIV, No. 6

$7.00

Title IX: What’s Next? › Landing Your Dream Job

› LGBT Inclusion

› Communicating with Parents

› Facilities of Innovation

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Circle Circle No. No. 100 100

Contents Oct/Nov 2012

Vol. XXIV, No. 6

WARMUP

7 Marketing

Boosting ticket sales

7 Progressive Programs

New idea to prevent hazing

9 Leadership

Hosting a kickoff event

11 Finances

A return on investment

12 Hiring

Coaches trade places

33 24

COVER STORY

Despite four decades of progress, girls have still not achieved equality in high school athletics. We asked Title IX experts and those in the trenches for their ideas on where efforts need to be directed next.

CAREER PLANNING

How do you land your dream athletic director job? Along with a resume that speaks to the right audience, you need to make your leadership qualities shine.

LEADERSHIP

Perfect Landing

Team Work

There are many ways schools can promote inclusion and appreciation of LGBT athletes and staff members. In this three-part article, two athletic directors and one coach share their stories.

MEDIA TRAInING

Getting your coaches to become more personable and relaxed in front of the media may seem like a monumental task. A dynamic training program can help.

FACILITIES OF INNOVATION

From tight spaces to tight budgets, each new athletic facility has a challenge to overcome. Here are five successful conclusions.

PRODUCT NEWS

Meet the Press

New & Improved

Facility Solutions

Read about new installations at a variety of athletic venues, and also check out products for baseball and softball facilities. On the cover Student-athletes at Deer Valley High School in Glendale, Ariz., give a team cheer before a contest in girlsâ&#x20AC;&#x2122; badminton, a sport recently implemented in the district to boost Title IX compliance. Story begins on page 24.

COVER PHOTO: ROB SCHUMACHER

Time for homework

Title IX at 40: Whatâ&#x20AC;&#x2122;s Next?

12 Academics

15 Q&A

15 Terry Cooper Mountain Brook (Ala.) High School GAMEPLAN

18 Communicating with Parents By Susan Robbins 22 Academic Solutions

By Dr. David Graham

74 Advertisers Directory 81 NFHS/NIAAA Conference Preview 84 Next Stop: Web Site

AthleticManagement.com | OCT/NOV 2012 1

Editorial Board VOL. XXIV, NO. 6

OCTOBER/NOVEMBER 2012

Elizabeth “Betsy” A. Alden, PhD, President, Alden & Associates, Inc. Craig Bogar, EdD, Dean of Student Services/Instructor, United States Sports Academy

PUBLISHER Mark Goldberg

Dan Cardone, Athletic Director, North Hills High School, Pa. James Conn, PhD, Professor, Dept. of Health & Human Performance, Central Missouri State University Robert Corran, PhD, Director of Athletics, University of Vermont James Cox, Facilities and Events Coordinator and Adjunct Professor, Barry University Joan Cronan, Former Women’s Athletic Director, University of Tennessee

EDITOR IN CHIEF Eleanor Frankel ASSOCIATE EDITORS Dennis Read, Abigail Funk ASSISTANT EDITORS RJ Anderson, Patrick Bohn, Mike Phelps, Kristin Maki, Mary Kate Murphy

Roger Crosley, Director of Communications, ECAC Bernie DePalma, Head Athletic Trainer/Physical Therapist, Cornell University Tom Douple, Commissioner, Mid-Continent Conference Jay Gardiner, Commissioner, Southern Athletic Association

ART DIRECTOR Pamela Crawford CIRCULATION DIRECTOR David Dubin CIRCULATION MANAGER Erin Stewart

Dale Gibson, EdD, Chair, Dept. of Education and Sport Management, Tusculum College

PRODUCTION DIRECTOR Maria Bise

Tom Gioglio, EdD, Director of Athletics, East Stroudsburg University

GRAPHIC ARTIST Trish Landsparger

Mike Glazier, Partner, Bond, Schoeneck & King

PREPRESS MANAGER Neal Betts

Steve Green, Deputy Director of Athletics, Northwestern University Kevin Hatcher, Athletic Director, Cal State San Bernardino

BUSINESS MANAGER Pennie Small

Phillip Hossler, ATC, Athletic Trainer, East Brunswick High School, N.J.

SPECIAL PROJECTS Natalie Couch, Dave Wohlhueter

E. Newton Jackson, Jr., PhD, Associate Provost, University of North Florida

ADMINISTRATIVE ASSISTANT Sharon Barbell

Dick Kemper, CMAA, Executive Director, Virginia Independent Schools Athletic Association Bob Knickerbocker, Athletic Equipment Coordinator, Michigan State University

MARKETING DIRECTOR Sheryl Shaffer

John Knorr, EdD, Professor of Kinesiology, former Director of Athletics, St. Edward’s University Donald Lowe, MA, ATC, Chairman of the Board, College Athletic Trainers' Society Robert Mathner, PhD, Assistant Professor, Sport Management, Troy University Tim Neal, Assistant Director of Athletics for Sports Medicine, Syracuse University Fred Nuesch, Coordinator of Athletic External Affairs, Texas A&M-Kingsville Jamie Plunkett, Head Athletic Trainer, Allegheny College Chris Ritrievi, Vice President of Development, Indiana University Matthew J. Robinson, EdD, Associate Professor/Director of Sport Management Program, University of Delaware

BUSINESS & EDITORIAL OFFICES 20 Eastlake Rd., Ithaca, NY 14850 Phone: (607) 257-6970, Fax: (607) 257-7328 e-mail: info@MomentumMedia.com ADVERTISING SALES ASSOCIATE Diedra Harkenrider, (607) 257-6970, ext. 24 ADVERTISING MATERIALS COORDINATOR/ SALES Mike Townsend, (607) 257-6970, ext. 13

Calli Theisen Sanders, EdD, Senior Associate Athletics Director, Iowa State University Terry Schlatter, EMC, Equipment Manager, University of Wisconsin Tim Slauter, CMAA, Assistant Principal, West Lafayette High School, Ind. Michael Slive, Commissioner, Southeastern Conference Donald Staffo, PhD, Dept. Chair, Health, Phys. Ed., & Rec., Stillman College Ellen Staurowsky, EdD, Professor of Sport Management, Drexel University William F. Stier, Jr., EdD, Director of Sport Management/ Coordinator of Sport Coaching, State University of New York at Brockport Lou Strasberg, University Travel Coordinator, The University of Memphis E. Michael Stutzke, CMAA, Athletic Director, Sebastian River High School, Fla. Michael Thomas, Director of Athletics, University of Illinois Troy Tucker, Athletic Director, Northampton Community College Michael Vienna, PhD, Athletic Director, Salisbury University Randy Warrick, Athletic Director, University of South Carolina at Aiken William Whitehill, EdD, ATC, Director, Athletic Training Curriculum, Middle Tennessee State University Sister Lynn Winsor, BVM, CMAA, Athletic Director, Xavier College Preparatory, Ariz. Tom Yeager, Commissioner, Colonial Athletic Association

2 OCT/NOV 2012 | AthleticManagement.com

Athletic Management (ISSN 1554-2033) is published bimonthly for a total of 6 times a year, by MAG, Inc., 20 Eastlake Rd., Ithaca, NY, 14850. Athletic Management is distributed without charge to qualified high school and collegiate athletic program and athletic facilities personnel. The paid subscription rate is $24 for one year/six issues in the United States and $30.00 in Canada. The single copy price is $7. Copyright ©2012 by MAG, Inc. All rights reserved. Text may not be reproduced in any manner, in whole or in part, without permission of the publisher. Unsolicited materials will not be returned unless accompanied by a self-addressed, stamped envelope. Periodicals postage paid at Ithaca, NY, and additional mailing offices. POSTMASTER: Send address changes to Athletic Management, P.O. Box 4806, Ithaca, NY 14852-4806. PRINTED IN THE U.S.A.

IllumInatIng Generations

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To learn more visit: www.musco.com/generations

Circle Circle No. No. 101 101 Circle No. 101

GATORADE SPORTS SCIENCE INSTITUTE SPORTS NUTRITION MYTHS AND FACTS

Christine Rosenbloom, PhD, RD, CSSD Sports Dietitian, Georgia State University Athletics, Atlanta, GA

Athletes and coaches know the importance of nutrition to sports performance, however, many nutrition myths linger on the Internet and appear in popular magazines. Here are the facts, based on decades of research on fueling and hydrating athletes to help you bust the myths for your players. Myth: Fueling before training and competition doesn’t improve performance. Fact: Eating before exercise improves performance when compared to exercising in the fasted state according the joint position stand of the Academy of Nutrition and Dietetics, Dietitians of Canada and the American College of Sports Medicine.1 Sports performance is driven from the inside out, so encouraging athletes to eat to support rigorous training, fuel competition and support recovery leads to high performance on and off the field of play. Myth: Taking in large servings of protein will improve muscle recovery after training and compeition. Fact: When it comes to protein, more isn’t better. Research shows that a small amount of high quality protein stimulates muscle protein synthesis. About twenty grams of protein is sufficient to provide the maximum stimulus for muscle protein synthesis after exercise. Consuming more dietary protein will be used as fuel and not for additional muscle building.4 High quality protein, like whey protein, provides all of the essential amino acids. Protein combined with carbohydrate helps to stimulate muscle building.2,3 Myth: Taking in calories before, during and after training and competiting will cause weight gain. Plus, they’ll cancel out what I burn while exercising.

Myth: Drinking “energy drinks” is an easy way to get an energy boost before activity. Fact: “Energy drinks” typically contain caffeine and high concentrations of carbohydrates. The high carbohydrate content of some energy drinks can have a negative impact on your stomach, causing nausea, bloating or diarrhea. Although some research shows a small amount of caffeine may improve your performance during endurance activities, a little goes a long way. Caffeine intake in excess of 200 mg can result in anxiety, nervousness, nausea, and the “jitters”7 (there are 50 mg of caffeine in a 12 oz cola and 125 mg in a 12 oz serving of coffee). Athletes should seek out energy sources from nutrients like carbohydrates to fuel working muscles. Myth: Protein improves performance when it is ingested during exercise.

Fact: A calorie is another word for energy and athletes need energy to fuel activity. tThe athlete is a high performance human machine that needs fuel to perform at his or her best. Just like your car, it won’t run when the fuel guage is on empty. The key to preventing weight gain is balancing the amount of food and fluids consumed throughout the day with the amount of exercise performed in the same period of time. Athletes have many choices to stay fueled and hydrated while maintaining weight, or even losing weight. For example, G2 delivers half the calories of Gatorade Thirst Quencher while providing the same electrolytes - for some athletes that is a good choice.

Fact: The most recent research shows that protein in a sports drink consumed during or before exercise does not provide any additional performance benefit. In addition, research suggests that adding protein to a sports drink can slow gastric emptying and produce a “chalky” taste, which may make it challenging for athletes to drink enough to stay hydrated.8 Especially when consumed with carbohydrate, it is better to consume protein after activity, because science has repeatedly shown that consuming protein close to the exercise bout, especially after exercise helps with muscle protein sysnthesis.9

Myth: You lose only water when you sweat.

References: 1 Position of the American Dietetic Association, Dietitians of Canada, and the American College of Sports Medicine: Nutrition and Athletic Performance. J Am Diet Assoc. 2009;109:509-527. 2 Anderson LL, Tufekovic G, Zebis MK, Crameri RM. The effect of resistance training combined with timed ingestion of protein on muscle fiber size and muscle strength. Metabolism. 2005;54:151-156. 3 Tipton KD, Elliott TA, Cree MG, Aarsland AA, Sanford AP, Wolfe RR. Stimulation of net muscle protein synthesis by whey protein ingestion before and after exercise. Am J Physiology. 2007;292:E71-E76. 4 Moore DR, Robinson MJ, Fry JL, Tang JE, Glover EI, Wilkenson SB, Prior T, Tarnopolsky MA, Phillips SM. Ingested protein dose response of muscle and albumin protein synthesis after resistance exercise in young men. Am J Clin Nutr. 2008;89:161-168. 5 Bergeron MF. Heat cramps: Fluids and electrolyte challenges during tennis in the heat. J Sci Med Sport. 6:19-27, 2003. 6 Maughan RJ and Murray R. Sports Drinks: Basic Science and Practical Aspects, Boca Raton, FL: CRC Press, Chapters 7&8 , pp. 183-224, 2001. 7 Donovan JL and DeVane CL. A primer on caffeine pharmacology and its drug interactions in clinical psychopharmacology. Psychopharmacol Bull. 35:300-48, 2001 8 Maughan RJ, et al. Gastric emptying and fluid availability after ingestion of glucose and soy protein hydrolysate solution in man. Exp Physiol, 89:101-108, 2004. 9 Burk A, Timpmann S, Medijainen L, Vahi M, Oopik V. Time-divided ingestion pattern of casein-based protein supplement stimulates an increase in fat-free body mass during resistance training in young untrained men. Nutr Research 2009;29:405-413.

Fact: If that were true, sweat wouldn’t taste salty and athletes in the heat probably wouldn’t cramp so often. Sweat contains mainly sodium and chloride (salt) but also other electrolytes like potassium and magnesium. As sodium is lost through sweat, the body’s supply is diminished and muscles are more likely to cramp up.5 Compared with water, sports drinks keep the body hydrated much better because they contain electrolytes that help retain fluid and replenish what’s lost in sweat. Water does not. Myth: Potassium is the most critical electrolyte for athletes. Fact: Not true. Sodium is the primary electrolyte (mineral) required during and following sweaty exercise. In fact, it’s possible for some athletes to lose more than 10 grams of salt (sodium chloride) in just one day of hard training. Drinking a sports drink with sodium is important, because sodium helps maintain the physiological desire to drink, enhances fluid absorption and stimulates balance throughout the body.6 Look for a sports drink with at least 100 milligrams of sodium per eight ounces.

Circle No. 102

Wind Weighted® TARPS

They stay put in high winds without stakes or sandbags.

These are the famous rain covers used by every level of baseball: Little League, High Schools, Colleges, Minor and Major Leagues. Chain in the perimeter keeps wind from getting under, so they do not blow away.

Choice of 14 oz. or 18 oz. models. 18 oz. in 14 colors: Black, Forest Green, Navy, Royal, Sky Blue, Red, Purple, Grey, Orange, Kelly Green, Maroon, Yellow, Tan, White. 14 oz. only in underlined colors.

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with SS cable handles to roll WW tarp onto and off. This allows 2 people to easily install a WW tarp in less than 30 seconds. Saves time and backs. PREMIUM MESH TURF PROTECTOR is a color-coded target system to teach bunting and hitting placement. YELLOW to bunt-for-hit, GREEN for sacrifice, RED is bad bunt OR hit-and-run target area. Includes low profile stakes. Grommets around edges. Available in 3 sizes to fit all BB & softball fields: Large: 20’Deep x 24’x 64’ Med:15’D x 24’ x 54’ LL/Softball:15’D x 18’ x 48’

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Now available in 20 standard colors and sizes that fit all infields. Full perimeter is reinforced, hemmed, and brass grommeted every 18”. Allows air, sunlight, and rain to get to grass, and eliminates smothering. Sizes:

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Tuffy® WINDSCREEN

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America’s toughest windscreen because it’s made of VIPOL® Matrix, a mesh that contains over 50% more micro-fibers than conventional windscreens. Multireinforced edging is also VIPOL Matrix to eliminate the problem of grommets pulling out. All corners and ends are double lock-stitched to eliminate the unraveling problem of fully chain-stitched windscreen. Backed by 5 year factory warranty, Tuffy W/S is used at all levels of baseball…even MLB.

Aer-Cushion™ Fence & Wall PADDING Attach to chain link fences with hooks, hangers, or back support plates (shown)

Wind Weighted®

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2. No stakes needed since its corners, front, and mid-top are self-weighted. Made of VIPOL® Matrix with vinyl weight sleeves. Available in 20 colors and same sizes as BP3.Zone® Protector above. Already used by MLB and NCAA teams. Perfect for natural or artificial turf.

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6 OCT/NOV 2012 | AthleticManagement.com

Chroma-Bond® IMPRINTING Our double coat process fully masks the underlying fabric color, unlike digital printing that can leave an unsightly white back-side. Images are highly weather and spike resistant, last as long as the fabric, and do not fade like digital images. Available on our vinyl, Vipol Matrix, and PVC mesh products.

Pro Quality @ Value Pricing Configurations that fit any budget to attach pads to walls, fences, concrete, or wood. Standard or Custom Sizes in thicknesses from 1” to 4”. Our standard padding covered with 18 oz. vinyl in choice of 14 colors.

N ow you can afford padding for backstop, outfield, or other problem areas.

Chroma-Bond Imprinting available

Tuffy® BALLASTED WINDSCREEN Protects Chain Link Fences from Wind Damage PATENTED technology using engineered 5’ x 6’ windscreen units with weighted PVC pipe inserted in bottom pocket, attached to fence only at top. High winds open the unit to let damaging velocities thru. Installing alternately on both sides of fence allows half of it to open up no matter the wind’s direction. Can be intermixed with regular Tuffy Windscreen to reduce wind pressure on any chain link fence. Built-in hook & loop strips at top allow one person to roll up and secure unit in less than 30 seconds, saving costly labor in last minute pre-storm preparations (and improves tourney viewing). With units rolled up, net wind force may approach 93% less than that on same fence with fully attached windscreen. HUNDREDS HAVE BEEN IN USE BY SCHOOLS, GOVERNMENT, AND PRIVATE CLUBS FOR UP TO FIVE YEARS. Fully tested and ready to protect your fences.

Circle No. 103

WarmUp Marketing

BOOSTING TICKET SALES For some teams, season ticket sales are a breeze. The University of Alabama advertises a waiting list for football season seats on its Web site, while at Duke University, a link to buy a season pass to men’s basketball games is nowhere to be found—because they all sell out months before the opening tip. Many other schools, however, have to work hard to develop unique, fun ideas to help fill their stadiums and arenas with seasonlong fans—and reward the ones they already have. At Davidson College, a recent athletic department survey found that 91 percent of fans would strongly recommend attending Wildcats men’s basketball games to another person. So in order to boost season ticket sales, the department decided to ask fans to do just that. The program, called “Give Us An Assist,” awarded prizes to any season ticket holder who referred a friend, family member, neighbor, or co-worker to the ticket office. Referrals could be made online, by phone, or by mailing a form downloaded from the athletics department Web site. To

Davidson College men’s basketball fans are doing more to help the team this year than cheering in the stands. The new “Give Us An Assist” program asks season ticket holders to tell the athletic department about friends, family members, neighbors, and co-workers who may be interested in buying tickets, with rewards for successful referrals.

Even though most schools have strongly worded anti-hazing policies, that doesn’t always stop incidents from occurring. That’s why Chip Petree, Head Football Coach at West Orange (Fla.) High School, started a program that calls for seniors and certain juniors on his squad to each mentor three or four freshmen during the team’s summer workouts and weightlifting sessions.

tim cowie (top)

At West Orange (Fla.) High School, seniors on the football team are asked to mentor freshman teammates.

“Our goal is to make the freshmen part of the team from day one, and we do this through working out together,” Petree says. “Once the kids know each other on that level, they’re not going to haze or bully each other. If one of the older players sees a teammate being treated that way, they’ll step in to stop it and ensure it doesn’t happen again. “Some seniors occasionally complain that the workouts last longer because they have to adjust the weight stacks more often for the younger players,” he continues. “But we’re not worried

Progressive Programs

about how long it takes them to work out. We’re interested in how long it takes our freshmen to feel comfortable on the team and at the school.” The bonds the players foster in these sessions extend beyond the weightroom. “The players develop deeper personal relationships and spend time at each other’s houses,” Petree says. “This breaks down a lot of barriers, and is a great way to expose kids to new experiences and perspectives.” Parental feedback on the program has been overwhelmingly positive. “We get frequent emails from the parents of freshmen telling us their sons have better self-esteem and are more willing to participate than they thought they would be at the start of the season,” Petree says. “If you have a poor culture due to lack of leadership, this is a great solution,” he continues. “When older players take responsibility for the freshmen, it makes the younger players less fearful and intimidated in the locker room. It’s beneficial to everyone.”

SENIOR FIGURES AthleticManagement.com | OCT/NOV 2012 7

keep with the theme of the program, the prize levels were named after Davidson’s all-time assist leaders: Chris Alpert Level: Any season ticket holder whose referral

hosts Duke University on Jan. 2, 2013, at Charlotte’s Time Warner Cable Arena. Jason Richards Level: The five season ticket holders with the most new season ticket refer-

Through a promotion called FANDemonium, the 49ers awarded prizes each day to one season ticket holder for 49 consecutive days. leads to the purchase of one new season ticket receives a 2012 Southern Conference champions memorial plaque autographed by Head Coach Bob McKillop. Ali Ton Level: Any season ticket holder who refers five new season ticket holders is guaranteed a pair of tickets in the first five rows when Davidson

rals are invited to eat lunch or dinner with McKillop. At Long Beach State University, marketers got men’s basketball fans excited about purchasing season tickets through a promotion called FANDemonium. Beginning June 19 and ending Aug. 6, the 49ers awarded prizes each day to one season ticket

holder for 49 consecutive days. Anyone who bought a season ticket up to Aug. 6 was eligible and winners were chosen at random. Prizes included a $25 team store gift card, a personalized voicemail recording from Head Coach Dan Monson, access to the locker room to hear a pre-game speech, and a cameo in an athletics department promotional video. Winners were announced through the LBSU Athletics Facebook page and Twitter accounts. Northern Illinois University boosted season ticket sales for football by capitalizing on the team’s successful 2011 season and sports fans’ love of photos. During a February men’s basketball game, NIU kicked off football season ticket sales by offering fans a chance to pose for a picture taken by a professional photographer with the football (or volleyball or men’s

soccer) championship trophies. NIU Director of Media Services Jay Orbik came up with the idea during a basketball game in January, when he noticed fans taking pictures of themselves with trophies that were on display in the arena. That brought back memories of the aftermath of the football team’s victory in the GoDaddy. com Bowl earlier that month. “When they brought the trophy down to the sidelines and it looked like we were going to win, some folks on the sideline really wanted their picture taken with it, so I did,” Orbik told NIU Today. Photos from the February event were posted to the NIU Facebook page, where fans could tag themselves or download free high-resolution photos for their own use. The goal was to keep the excitement of the previous season flowing and translate those good feelings into season ticket sales.

Does Your Athletic Trainer Deserve Recognition? ANNOUNCING THE

To honor: High school athletic trainers who have become MVPs in their athletic departments by going above and beyond their job duties to deliver outstanding sports medicine care to their athletes. Criteria: To be considered, an athletic trainer must work with high school athletes (in either a school or clinic setting) and have the following qualities: • Have earned the respect of coaches they work with and student-athletes they care for • Go beyond their job description to support student-athletes • Put in extra effort to make the athletic training program the best it can be • Serves the local or larger community through community service

Nominations: Please provide us with a 400-800 word description of how the nominee fits the criteria. Any supporting materials are welcome. Full contact information for both the nominee and the person nominating must be provided. Winner: Will be featured in the April issue of Training & Conditioning (a sister publication to Athletic Management ) and honored at the NATA Convention. He or she will also receive a plaque and product-related prizes.

Questions: Please feel free to contact us with any questions: Eleanor Frankel, 607-257-6970, ext. 18 | ef@MomentumMedia.com Sponsored by:

Send to: Most Valuable Athletic Trainer Award | MVatc@MomentumMedia.com or Momentum Media Sports Publishing | 20 Eastlake Rd., Ithaca, NY 14850 Deadline: December 31, 2012

8 OCT/NOV JUNE/JULY2012 2009 | | AthleticManagement.com AthleticManagement.com

WarmUp Sportsmanship

Pledge paying off In 2011, eight conferences signed on to the New England Division III Sportsmanship Initiative, which called for a new and better commitment to fair and respectful conduct among its member schools. A year later, what impact has the pledge had? At the Great Northeast Athletic Conference (GNAC), the focus has been on improving sportsmanship of student-athletes by rewarding positive behavior. “For us, the pledge has made sportsmanship

place an ad in their school’s paper urging students to exhibit good sportsmanship in the stands. “Most students don’t want some adult telling them to behave,” Walsh says. “They’re going to tune us out. It will resonate with them much more if the message comes from their friends and classmates.” The New England Women’s and Men’s Athletic Conference (NEWMAC) meanwhile has been focusing on the best ways to handle incidents of poor sportsmanship. Executive Director Patrick Summers studied how other conferences in Division III determined penalties and handled appeals. “We really wanted to understand the process conferences use when dealing with a sportsmanship problem,” Summers says. “Most of the conferences we spoke to used a committee structure, and a conference executive would be an ex-officio responsible for handing down the decision.”

Joe Walsh, Commissioner of the Great Northeast Athletic Conference, presents Emerson College soccer player Ken Nikravesh with the award for 2011-12 Sportsman of the Year. more visible to the student-athlete,” says GNAC Commissioner Joe Walsh. “We’ve put increased focus on our All-Sportsmanship teams in every sport, as well as the Sportsman and Sportswoman of the year, and the Men’s and Women’s Sportsmanship College of the Year. We’ve made those plaques the largest of all the ones we give out, because we want to emphasize that they’re some of our most important awards.” The GNAC also has started an initiative to have team captains

Summers brought the information back to the school presidents, and found they were interested in taking a more active role. “The presidents made it clear that they wanted to be involved in any process dealing with sportsmanship,” he says. “They feel that when there’s a sportsmanship incident, the institution’s name and reputation is affected, so they want to be made aware of any issues, even minor ones.” The NEWMAC is going to continue to gather and evaluate more data before making any changes to their official policies, but Summers says the discussions prompted by the initiative have been positive. “This is just the first step in alerting all of New England that these conferences are focused on sportsmanship,” he says. “Now that we’re all on the same page, it will be easier to implement new ideas down the road.”

Student-athletes at Ashbrook High School in Gastonia, N.C., pose for a photo during the AllSports Kickoff last summer, an annual event that allows families to meet the athletic director and coaches before the year begins.

Leadership

MEET & GREEt

For any high school athletic program to survive and thrive, it needs ongoing participation from incoming students every year. To ensure that happens at Ashbrook High

School in Gastonia, N.C., the athletic department holds an all-sports kickoff event every summer. The idea was conceived by the Ashbrook booster club in 2008 as a way to introduce newly hired Athletic Director Chad Duncan to the local community. The success of that event prompted Duncan and the booster club to continue it, but as a way for students and parents to meet and talk to coaches. This past summer, nearly 200 people attended the All-Sports Kickoff on July 26. “It’s a great way for incoming freshmen, or any newcomers to the district, to talk with coaches and ask questions about their sport,” Duncan says. “There are some families who attend every year, but this is really designed to make our incoming students and their parents feel more comfortable with the coaches and myself. It’s a way to connect a face to the name before the year starts. “We promote it heavily,” Duncan continues. “We have an automated system and I leave a phone message for the family of every student on campus. We also put information about it on AthleticManagement.com | OCT/NOV 2012 9

our marquee in front of the school.” The Kickoff is traditionally held at 7 p.m. outside the school’s stadium the Thursday before fall sports practices start. “We do it as close to the beginning of the season as we can,” Dun-

late July,” Duncan adds. “It’s much easier to say ‘Come to the Kickoff,’ than to answer them all over the phone.” At the event, Duncan begins by offering opening remarks. He then introduces the coaches. Next, students and parents can speak to coaches oneon-one. The school sets up tables for each of the 20 varsity sports—the eight junior varsity teams join their varsity counterparts—where a member of each staff disseminates information and answers questions.

The kickoff event is also a boon for the Ashbrook booster club, as it uses the opportunity to sell permanent seat licenses for games in the stadium. can says. “That way, we can give students all the information they need about tryouts and practices and they don’t have time to forget it before our fall season starts. “Also, I get a lot of phone calls from parents with questions in

“In addition to getting practice and tryout information, many parents ask about what we expect from student-athletes,” says Duncan, who as head coach of the boys’ basketball

and boys’ and girls’ golf teams, also mans a table. “By asking these questions in a backand-forth setting, there aren’t surprises when the season starts. A lot of parents tell me it’s great to meet a coach in an environment like this and to get to know them a bit on a more personal level.” The kickoff event is also a boon for the Ashbrook booster club, as it uses the opportunity to sell permanent seat licenses (PSLs) for games in the school’s stadium. “The setting provides a major upgrade from the traditional method of selling them,” Duncan says. “Rather than filling out a form for a seat license and not knowing exactly what your view will be, fans can go inside the stadium and choose the specific seat they want. Without this event, the number of PSLs we sell would drop by a third.” The booster club provides refreshments, pipes in music,

and sets up a volleyball game for kids to play to keep the event fun. “The students sometimes get a little antsy and want to leave early,” Duncan says, “so some entertainment helps keep them interested.” Duncan says one of the keys to making the event successful is getting full buy-in from coaches. “Having committed coaches is crucial,” he says. “If coaches don’t show up the first year, parents will think the event is a waste of time and people won’t come the next year. So it’s important to convince the coaches that this is an opportunity to sell their program. “I also stress to them that this is a great chance to increase turnout for their sport,” Duncan continues. “Each year, a number of coaches tell me the Kickoff introduces them to students they hadn’t seen at summer workouts. It truly benefits people across the board.”

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WarmUp Finances

return on investment With many colleges and universities facing budget crunches, athletic department finances have come under increased scrutiny from those who question whether athletics provides a financial benefit to an institution and community. Patrick Henry Community College recently decided to remove the guesswork from that equation by producing an athletic department financial impact study.

student-athletes brought in $123,600. The remaining $38,097 came from donations to the athletic foundation.

The results? The department— composed of five teams, 103 student-athletes, and 21 staff members—had a total economic impact of $2.1 million on the school and surrounding area.

Chris Parker, Patrick Henry’s Athletic Director, says this revenue wouldn’t be coming in without the athletes, all of whom were actively recruited to the school. “Our budget was just over $100,000 for the year, so we were extremely profitable,” Parker says. “We also wanted to show the value of our athletic department to the community. We’re in Virginia, where the economy isn’t great, and we feel we are as valuable as any corporation when it comes to driving revenue and creating jobs.”

The college got roughly $1.1 million of income from the athletic program, the biggest portion of which—$522,740— came from in-state aid based on the number of credit hours completed by student-athletes. Another $431,533 was generated through studentathlete tuition payments, and textbook purchases by

While determining the dollar amount the school derived from athletes was relatively simple, Parker had to do some legwork to figure out the department’s financial impact on the surrounding community, which turned out to be $984,217. This figure included rent, gas, clothing, laundry, Continued on page 14

When Don Lipps, Athletic Director at Martinsville (Ind.) High School, successfully pitched the idea of getting a synthetic surface for his school’s football field a couple of years ago, he told the community it would allow the facility to become more of a multi-use venue. This June, he saw it being used in a way he never imagined when Bud Kelly and Dana Dent were married on the surface. The idea to hold on-field nuptials was hatched as a way for the couple, who both graduated from Martinsville in 1994, to have an unconventional wedding in a unique setting. Both are huge Indianapolis Colts fans and originally wanted to have a football-themed ceremony at Lucas Oil Stadium, but after finding that location to be cost-prohibitive, they reached out to Lipps in hopes of using the Martinsville field.

In order to show the economic impact of the athletic department at Patrick Henry Community College, Athletic Director Chris Parker (above) compiled a report that examined everything from tuition dollars to opposing teams’ gas purchases.

The school had never before hosted a wedding, but Lipps was happy to oblige the request. “They wanted

to be married at the center of the field and the only thing we had to do was move our team benches to the middle of the field to accommodate seating for the 75 guests,” he says. “We can’t put chairs on our surface, but we are allowed to use the benches and we set them up like church pews. “The whole concept was pretty neat,” adds Lipps, who was on hand for the 45-minute ceremony (the reception was held at a separate location). “The entire wedding party

and most of the guests wore Colts jerseys, and instead of coming out to the traditional wedding march music, they played the intro to ESPN’s Monday Night Football.” Lipps offered use of the facility’s sound system and provided locker rooms where the bridal party and groomsmen could get ready. The school district charged the couple $250, which covered the cost of having someone move the bleachers and operate the sound system. “We didn’t do it to make money,” says Lipps. “We’re a small town and somebody local wanted to have a wedding on our field, so we accommodated them.”

Facilities

WHY NOT A WEDDING? AthleticManagement.com | OCT/NOV 2012 11

Athletic directors who supervise part-time coaches have all faced the dilemma at some point: A tal-

was thinking about leaving. But Tubman wasn’t ready to part with him.

“We had recently stepped up our commitment to the golf program by adding athletic scholarship money and putting more emphasis on recruiting, and he had six promising recruits coming in,” says Tubman. “I didn’t Hiring want to lose that momentum.”

ented head coach says he or she is having trouble balancing coaching with other

trading places obligations. At Chestnut Hill College, an NCAA Division II school, Athletic Director Lynn Tubman came up with a creative solution. She had the over-committed head coach switch roles with an assistant coach. In January, Josef Pohle was starting his second season as the Head Men’s Golf Coach at Chestnut Hill and had just been hired as the head golf professional at nearby Indian Valley Country Club. In addition, his wife was expecting the couple’s first child. Pohle had gone to Tubman concerned about not having enough time and energy to fulfill his role as the program’s head coach and

No one would deny that after-school tutoring sessions for struggling students are a good thing. But what

do you do when those students are also athletes and normally head to their sports teams immediately after classes? Central Union

Tubman also recognized that Pohle, whose father Rick is the Head Men’s Golf Coach at Williams College, enjoyed working in college golf. “I knew this was something he wanted to be involved with,” says Tubman. “So I asked him, ‘How can we make this work? How can we support you more so that we can keep you?’” That conversation led to Tubman beefing up Pohle’s staff by hiring golf pro Eric McNamee as assistant coach. “Previously, the only assistant coach was our assistant athletic director and men’s basketball coach and he didn’t really have a golf background—he was there for logistical support,” says Tubman. “I felt if we added another golf professional to the staff, it might alleviate some of Joey’s stress. Eric is a PGA Professional who wanted to get into coaching at the collegiate level.

High School District in El Centro, Calif., is addressing this problem by prohibiting all weekday practices and games from starting before 4 p.m. “This is advantageous for student-athletes because they can receive the tutoring they need without missing practices or games,” says Mickey Carter, Athletic Director at Southwest High School, one of three high schools in the district that instituted a mandatory tutoring program this year from 3 to 4 p.m. for at-risk students. “Traditionally most of our practices and games didn’t start until

Games (and practices) now begin later in the afternoon at Southwest High School to allow time for afterschool tutoring.

12 OCT/NOV 2012 | AthleticManagement.com

“I told Joey I wanted him to spend some quality time with Eric to show him the recruiting process and teach him his coaching philosophy,” she adds. “I said, ‘Let’s try it and get through the spring, then we’ll evaluate where we’re at.’” Despite a strong spring season, Pohle still felt like he wasn’t fulfilling the head coaching responsibilities the way he wanted to and told Tubman he needed to make a change. “I didn’t want to lose him, so I tossed out the idea of making Eric the head coach and Joey the assistant, and both were receptive,” says Tubman. “Back when we hired Eric as an assistant coach, I knew I would have a full season to evaluate him and see if it could be a solution.” McNamee had impressed Tubman by successfully managing the conference golf championships in April, which was hosted by Chestnut Hill. “Having Eric run that tournament gave me an opportunity to see him up close as he worked with our athletes and the other conference coaches,” she says. “He showed me he has what it takes to run and grow our program.” Only a few months into the personnel re-alignment, Tubman says the two coaches are working well in their new roles. “They don’t have big egos and both just want what’s best for the pro-

3:30, so it wasn’t a major issue for teams.”

dent-athletes attend these team academic sessions.

Carter acknowledges that the new policy means student-athletes get home later at night, but he believes the tradeoff is worth it. “You have to consider how much more effective a student-athlete’s studying will be if he or she is able to work with a teacher after school as opposed to working by themselves in the evening,” he says.

“Not only do the study halls solve the problem of having student-athletes with nothing to do from 3:00 to 4:00, it gives every studentathlete, whether or not

While there is not a large number of Southwest student-athletes attending the mandatory sessions, individual teams are taking advantage of the free time by implementing their own study halls run by coaches. Carter estimates close to 80 percent of Southwest stu-

Academics

DELAY OF GAMES they’re academically at-risk, the ability to get in some quality study time during the afternoon,” he says. “At the end of the day, we hope to see student-athletes pass more courses, have higher GPAs, and improve their academic progress. That’s what we’re in business for.”

WarmUp Eric McNamee (far left), recently took over as Head Men’s Golf Coach at Chestnut Hill College after serving as Assistant Coach, while former Head Coach Josef Pohle became McNamee’s assistant.

that you respect Joey a great deal and have looked to him for advice over the last year, but you are the head coach now and you need to take the main leadership role with our program.’ “I just wanted to remind him that while it was okay to go to Joey for advice, the decision-making was in his hands,” continues Tubman. “I’ve also been following up with him on a regular basis to talk about elements of coaching a college team and answer any questions he has.”

gram and our student-athletes,” she says. “Much of the credit for Eric’s growth as a head coach goes to Joey. For example, Joey was constantly sharing what has and hasn’t worked during his time on the recruiting trail. So the learning curve has been shorter for Eric.”

The only glitch came in the early days of the change, when Tubman saw McNamee continuing to defer to Pohle. “When we met as a group, I noticed Joey was still handling some head coaching duties,” she says. “So I pulled Eric aside after the meeting and told him, ‘I know

With the revamped coaching partnership in place, Tubman is excited for the golf program’s future. “I think we have two people who are both qualified to be our head coach,” she says. “They each have the same goals for the program and we’re grateful to have both of them aboard. I would love for this to be a long-term arrangement.”

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Circle No. 106 AthleticManagement.com | OCT/NOV 2012 13

WarmUp Continued from page 11 and grocery expenditures of Patrick Henry athletes. “Rent was easy to determine,” Parker says. “I called local landlords to see what they were charging for rents, and also got an estimate of the utility costs in these places.

in an estimated $688,800, according to the study, while the 19 local athletes who lived at home spent an estimated $182,780 in the area based on the average expenditures of local college-age dependents commuting from home. Meanwhile, parents of

Parker says the school would like to use the information to help grow the athletic department. They’ve posted the study results on the school’s Web site, and circulated it through e-mail. “We hope that our fans and potential donors see the $2.1

“This information is also valuable to show faculty and staff ... If you were to take away the million dollars athletics has brought in to the school, that could eliminate a number of jobs.” “For some of the other costs, I spoke directly to more than two dozen parents,” he continues. “That’s where the relationships we’ve built with the families of our athletes paid off, because they were willing to share that financial information with us.” The school’s 84 out-of-region student-athletes brought

athletes and opposing teams visiting the school spent $34,134 on hotels, meals, gas, and tickets. The hotel and meal data was obtained directly from the businesses, as the school offered a special rate for rooms, and gave out coupons to local restaurants, making the figure easy to track.

million and understand what sports at Patrick Henry mean to the community,” Parker says. “That will ideally translate into increased fan support and donations to the department. “This information is also valuable to show faculty and staff who may not understand the impact athletics has on the school,” he continues. “If you

Circle No. 107

were to take away the million dollars athletics has brought in to the school, that could eliminate a number of jobs.” For other college athletic departments looking to do an economic impact study, Parker advises being methodical. “It’s easy to overlook certain things, like the amount of money spent on gas by visitors,” he says. “You need to go slowly, and take it stepby-step. It also helps to have someone check your numbers. I worked with our interim Vice President for Advancement on this project, and he was invaluable as a fact-checker to make sure all the numbers made sense.”

›

The full Patrick Henry Community College Athletic Department Economic Impact Study can be found at: bit.ly/NqOlkQ.

Q & A

Terry Cooper MOUNTAIN BROOK (ALA.) HIGH SCHOOL

AM: What’s the key to running a successful high school athletic department?

In his two decades as Athletic Director at Mountain Brook (Ala.) High School, Terry Cooper has overseen one of the state’s most successful athletic departments. The Spartans have won 140 state titles, 67 of which have occurred during Cooper’s tenure, including nine straight in girls’ cross country. The 140 championships are more than any other public school in the state. Cooper got his start in the Mountain Brook school system in 1976 as a 9th grade basketball coach and social studies teacher. Two years later, he was named the head varsity boys’ basketball coach, a position he held for a decade while also coaching the boys’ golf team. For three years, he spent his non-teaching hours as an assistant basketball coach at BirminghamSouthern College, then returned to the district exclusively and was appointed Athletic Director in 1992. Cooper is recognized as a leader statewide. He currently serves on the Alabama High School Athletic Association (AHSAA) Central Board of Controls and was President of the Alabama High School Athletic Directors and Coaches Association in 2004-05. He is an instructor, and former coordinator, of the AHSAA’s Leadership Training Program for athletic directors, and was named Alabama’s High School Athletic Director of the Year in 2000-01.

Cooper: There are a number of things that go into our success. To start, we focus on the total program, not just a handful of sports. We want to make sure that each team feels its accomplishments reflect the success of our whole program. Any student-athlete believes his or her sport is the most important. If you emphasize certain programs over others, you aren’t supporting all of your athletes. Additionally, I’ve always believed that the key to long-lasting success is having varsity coaches establish connections with the coaches and players at the 7th and 8th grade levels. We have long-tenured head coaches who have developed a vision for their program and shared that vision with the lowerlevel teams. That’s critical, because then those coaches are emphasizing the same skills and techniques as the varsity coaches. Even if they can’t run the exact offense the varsity does, the players are prepared when they get to the next level.

With all your teams’ accolades, how do you ensure winning doesn’t get placed ahead of everything else? Even though every team’s ultimate goal is to win a state title, we don’t spend a lot of time talking about those we’ve won. A few years ago, I held a meeting with about a dozen of our coaches to talk about what they deemed a successful season. Many of the veteran coaches said they measured success by what the players learned and if they reached their potential, not by winning a state title. When the younger coaches heard that, it rubbed off on them, and now that’s our culture.

We only won four state titles last year. I say “only” because there are some years when we win seven or eight. But almost all of our teams qualified for the playoffs, and our players learned and grew throughout the year. So I consider last year very successful.

How do academics tie into your school’s athletic prowess? The parents of all our students are very successful individuals who value academics. Our students are enthusiastic about coming to school and learning so they can be successful as well. The desire to push themselves and reach their potential filters over to athletics. That culture has also helped us maintain continuity in our coaching staff. All coaches at Mountain Brook are teachers, and this is a great school to work for. The students come in wanting to learn, which creates a positive atmosphere. The coaches aren’t struggling to get students engaged, and there’s no tension between the coaches and athletes over their academics.

What do you look for when hiring coaches? One of the main things I want to see in a coach is a keen knowledge of the strategy in their sport. Our athletes respond well to the more cognitive parts of the game, such as game planning. Even though we have great athletes, we aren’t always going to be bigger, stronger, or faster than our opponents. So I need to trust that our coaches can approach a game strategically and put their team in the best position to win.

You served as coordinator for the AHSAA’s Leadership Training Program for athletic directors. Why do you feel leadership skills are so important for athletic directors?

The Mountain Brook girls’ cross country team has won the Alabama state title for nine consecutive years. AthleticManagement.com | OCT/NOV 2012 15

Q & A When I started in this position 20 years ago, I joined the National Interscholastic Athletic Administrators Association, and I was one of only a few athletic directors in the state who attended the national meeting. I saw that the position was changing, and I’ve seen those changes continue. There’s a bigger emphasis on eligibility, compliance, and fundraising today, and I think it takes an athletic director with strong leadership skills to oversee those areas.

ity and fundraising, it’s easy to have those tasks take up all your time during the day. It’s a rewarding part of the job because you really feel like you’re helping people meet their needs. But you still need to be visible at games since that’s a major way to show your coaches and athletes support. You’ve got to make a conscious effort to manage your time and get out to as many games as you can, which is what I try to do.

how state events and programs are organized and the challenges the state faces on a daily basis to make everything run smoothly has been really interesting. And when we vote on proposals, instead of just focusing on what’s best for Mountain Brook, I need to make decisions based on what’s best for all the studentathletes in the state. It’s something that most athletic directors don’t get to see, and it’s helped me grow.

What areas of leadership do you see athletic directors struggling with?

What’s your experience on the AHSAA Central Board of Controls been like?

What do you see as the benefit of working on so many committees?

One of the biggest is time management. Because of the increased focus on eligibil-

It’s been one of the most rewarding experiences I’ve had. To see the inner-workings of

If you’re not active on committees and in organizations, I don’t think you’ll be able to improve your own program. That’s how you meet other successful individuals and learn from them. Athletic directors need to remember that they don’t know everything, and if something’s working for another school, they should see if it can work for them. Professional development is a continued goal of mine, and committee work is a great way for me to accomplish that goal.

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“Many of the veteran coaches said they measured success by what the players learned and if they reached their potential, not by winning a state title ... now that’s our culture.” How do you garner parental support for programs? You need to make the role parents play in the success of a team clear to them. We’re fortunate to be an affluent community and we know that if a team needs something, the parents will work together to get it. I’m grateful for their involvement and constantly reminding them they are a part of the process. They appreciate hearing that from us.

What do you feel is the biggest issue for high school athletic directors currently? The biggest concern I have is the decrease in multi-sport athletes. Students get to be part of a high school team only once in their lives, and the odds of them playing any sport in college are low. So I want them to play as many sports as they can here and enjoy themselves.

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That’s growing more and more challenging as kids are exposed to year-round competition in one sport before they even get to high school. And even though I tell our coaches to encourage their athletes to play other sports, I think there is some internal pressure. When athletes see their opponents playing a sport yearround they often feel they need to duplicate that effort to be competitive.

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GamePlan Leadership

annual sports information night, I tell them that I have an open door policy and am happy to speak with them. I let them know I am committed to making the athletic program the best it can be for families in Yarmouth.

Regardless of what the parents want to talk to me about, I listen with open ears. I tell the parents that my job is to create the best possible experiences for the student-athletes in our community.

Parents Welcome

What happens when you allow parents to be heard, and even ask for their feedback? More support for your athletic program. By Susan Robbins Most athletic directors would agree that running a successful program includes creating positive relationships with all stakeholders. But what’s easy to forget is that many of those stakeholders are parents. Dealing with student-athletes’ parents can be a difficult part of our jobs. Parents are more involved than ever in their children’s activities and sometimes are very vocal, which makes some parent conversations more difficult than others. But what I have found over the years is that the vast majority of parents just want to be heard. They have put a lot of time and effort into their children’s athletic endeavors and watching from the sidelines can easily evoke emotions. Many parents have a huge investment in what

happens on the field or court and they can’t help but have opinions on what a coach is doing. You may not always like what parents have to say. However, it’s important for them to be able to share feedback on their child’s experience in the athletic program. Here at Yarmouth (Maine) Schools, I have set up a system of positive communication with parents, which has helped me develop good relationships with them. I do this through informal conversations and a formal feedback mechanism.

Sideline Talk The first way to make sure parents feel heard is to be accessible to them. At our

18 OCT/NOV OCT/NOV2012 2007| AthleticManagement.com ATHLETIC MANAGEMENT.COM

The informal feedback I receive on the sidelines might be something small, such as that a team is consistently getting out of practice late. Sometimes coaches don’t realize the strain this can put on families with busy schedules, so if I hear this, I have a quick conversation with the coach and explain the importance of ending practice on time. This is an easy fix, but if I hadn’t had that conversation on the sidelines, we would have a group of disgruntled parents on our hands—not wanting to formally complain but getting madder with each late pickup. Of course, other times, the feedback is about an issue not easily solved and I am face-to-face with a parent who is upset. In this situation, I first remember to stay calm and positive. I ask if their child has spoken to the coach and then ask if they Susan Robbins, CMAA, is Athletic Director at Yarmouth (Maine) Schools. She has been honored by the National Interscholastic Athletic Administrators’ Association with a Distinguished Service Award and can be reached at: susan_robbins@ yarmouthschools.org.

GARY HOVLAND

I also make sure I am very visible at home games. I go to as many contests as possible and walk around the facility with a smile so that parents see I am human and not just focused on the details of the contest. Oftentimes, I will approach a group of parents and connect with them by asking a question about the game. That helps open things up, and then one conversation leads to another.

Circle No. 110

have shared the concern with the coach themselves. I always try to solve the problem at the student/coach level first. If I need to become involved I explain to the parent that it’s better to continue the conversation during a meeting with them, their child, and the coach. At this meeting, I set a time limit and allow the student to speak first without interruption and then let the coach follow up with the same parameters. After

which means adhering to all of our school policies and procedures. An important skill in life is to be able to have difficult conversations regardless of what role you are in. This conflict management scenario has worked well for me over the years.

Through A Survey We also have a formal mechanism to get feedback from parents. Toward the end of every season, we ask both parents and

Our surveys have two sections. The first section uses a Likert scale to evaluate a coach in several key areas. The second section asks open ended questions that allow for lengthier answers. this exchange, the parent may comment if they feel it is necessary and the coach can respond. I never allow the coach to be attacked, as it is my job to support the coaches and help them become better for the student-athletes in our programs. Of course, that requires coaches to put themselves in a position that I can support,

survey. I have found that the coaches who ask students to give feedback have a much higher return rate than those who do not. We typically send the surveys out a week before the end of the season and it closes two weeks later. One of our technology strategists then compiles the information into a report. The evaluation tool that is utilized is very important as it controls the type of feedback received. The survey we created was based on input from our coaches. We felt strongly that coaches must buy into the process in order for us to get credible and useful comments on our coaches and the athletic program as a whole.

students to fill out a survey. Our Principal sends a link to the parents asking for input on their child’s experience. And I send the student survey link to all of our student-athletes.

Our surveys have two sections. The first section uses a Likert scale to evaluate a coach in several key areas. The second section asks open-ended questions that allow for lengthier answers. I find that many times the second section provides more constructive feedback. The studentathletes, in particular, can be very articulate regarding what they would like to see improved in the program, which is extremely valuable.

I copy the coaches on my e-mail so they can remind students to complete the

Here are some of the statements in the first section that we ask parents and

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GamePlan Leadership students to agree or disagree with using a Likert scale: n

I feel the coach communicates well with parents.

The coach is enthusiastic.

The coach enforces policies consistently.

The coach encourages my son/daughter to develop academic skills. The coach makes participating in this sport a worthwhile experience.

Here are two of the open-ended questions: n

What is the best part of participating in this program? Please share an example of an area in the program that can be improved.

One comment that occurs fairly frequently is that the coach “plays favorites” or makes decisions that are politically motivated. When I meet with these coaches I tell them there is a perception that they play favorites. I ask them how we can work together to change this perception. I may suggest that they utilize a different method to communicate with students and parents.

I also ask them to think about whether they are clearly defining each studentathlete’s role on the team. I expect that each coach has a conversation with each student about this at the start of the season. Student-athletes deserve to know where they stand in the program and how to improve and meet goals for the season. When this type of communication takes place there is far less questioning of a coach’s motives. One piece of specific feedback I received recently from our surveys was about a coach who is a caring and successful teacher in our school and creates wonderful relationships with students. However, when he coaches he becomes very intense, and parents were upset and confused by this disconnect. I shared this feedback with the coach and together we set reasonable goals for sideline behavior. He has since made tremendous strides in staying calm during games, which has ultimately made the program more successful. We also hear that parents sometimes feel uncomfortable contacting the coach directly for fear of retribution for their child. To counter this, I try to reassure

parents that we would not employ coaches who would act in this manner. I encourage parents to advocate for their child and follow the communication method the coach outlines at our sports information night. I also work with coaches on creating an open channel of communication with students and parents. Each of our athletic programs has its own Web page with coach contact information. The coaches are encouraged to share the best way for them to be reached with a question or concern. Traditionally, if there is a need for more than one e-mail or phone call, then a face-to-face meeting should be set up. I offer to facilitate as a neutral third party if necessary. Along with informal and formal feedback, I try to continually think about new and better ways to communicate with parents. One of my professional goals this year is to set up a blog spot on Wikispace, and/or create a Twitter account to seek input from both student-athletes and parents. Technology is the fastest growing area in education and as athletic directors we must be able to adapt and continue to find ways to meet the needs of the families in our community.

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Circle No. 113 AthleticManagement.com | OCT/NOV 2012 21

GamePlan Academics

Enhanced learning through digital technology including e-textbooks, digital course materials, and online course programming. Improved academic productivity during team travel, as students will have easy access to e-mail, Carmen (Ohio State’s online course management system), Ohio State library databases, Pages and Numbers for word processing and spreadsheet creation, FaceTime, Skype, and other tools that will enable coursework to be completed on the road.

An App for Success By using iPads, Ohio State University is revolutionizing the student-athlete academic experience. By Dr. David Graham Here at The Ohio State University, we pride ourselves on being in the forefront when it comes to student-athlete support services. For example, the school is recognized as one of the first (in 1967) to provide academic support services and life skills programming to student-athletes. This year, we are excited about a new program we’ve started that offers iPads to student-athletes. By giving our studentathletes access to the latest technology, we believe it will enable them to tap their academic potential in new ways. The iPad program is part of a larger university initiative called the Digital First program (digitalfirst.osu.edu), which is leading the transformation of the educational experience through technology. As our faculty athletics representative, Dr. 22 OCT/NOV 2012 | AthleticManagement.com

John Bruno says, “The student scholastic experience at Ohio State increasingly embraces technological innovations, and providing our student-athletes with iPads is consistent with this trend, and with the academic apps available, will allow our student-athletes to continue to keep pace with our student body.”

The Benefits For several years, Ohio State’s Student Athlete Support Services Office (SASSO) has offered student-athletes technology tools such as desktops, laptops, and mechanical calculators as their value to student learning has been well established and supported by research. With the iPad’s introduction to the marketplace just two years ago, we are still in the early stages of determining the educational

Better access to content through apps that help students engage with subject matter. Increased time management and stronger study skills through apps designed to help college students manage their hectic schedules and workloads. Stronger familiarity with the latest innovative technology, which will prove valuable for student-athletes in the classroom as well as the 21st century workplaces they will join after graduation.

Students with Learning Disabilities Another important objective is for the iPads to help student-athletes with learnDavid Graham, PhD, is Associate Athletics Director for Student-Athlete Success and an Assistant Provost at Ohio State University. He has served on the NCAA’s CHAMPS/Life Skills Advisory Committee and Division I Initial Eligibility Waivers Committee. He can be reached at: GrahamD@ buckeyes.ath.ohio-state.edu.

GARY HOVLAND

benefits of such devices, but we think they have great potential. Both technology and educational experts believe that mobile devices can help engage students and that the mobility extends their learning beyond the classroom. Our objectives for their use include the following:

ing disabilities. We believe the iPads will provide a unique opportunity to supplement the in-class instruction received by learners with diverse developmental needs, while also enhancing their organizational and time management skills, and providing applications that make reading and writing more accessible. Some apps we are using to assist in these goals are: Dropbox is a free service that lets you bring photos, documents, and videos anywhere and share them easily. Evernote makes it easy to remember things big and small from your everyday life.

flashcards already created from Quizlet. com and Studystack.com.

A Good Start During the initial program â&#x20AC;&#x153;kick-offâ&#x20AC;? this summer, 21 incoming freshmen studentathletes received an iPad as a part of our summer bridge program. At the beginning of the fall semester, we handed out iPads to 500 student-athletes. Next year, approximately 1,100 student-athletes will have access to the device. The iPads are property of the school and available to the student-athletes on an issuance and retrieval basis. Here is what we have gleaned from our student-athletes about the program thus far:

myHomework is a site where students can manage everything about their school life.

Dragon Dictation is an easy-to-use voice recognition application that allows users to speak and instantly see their text.

CloudOn is a free service that brings Microsoft Office to your iPad and links it to your Box, Dropbox, and Google Drive accounts.

Flashcards+ allows users to create their own flashcards or access thousands of

The iPad is easy to use and is preferred to a laptop. Web surfing and e-mailing were the main uses followed by Notes for note taking in class. The iPad provides quick access to apps required for specific learning objectives such as in math, foreign languages, and other academic areas.

We are also developing iBooks for student-athletes as part of the program. Some of them will relate to specific

classes, which will help promote the academic use of the iPad and provide a high-quality academic resource. Others will provide athletic department information, thus giving student-athletes easy access to our materials. For example, the student-athlete handbook and planner is being converted to a digital file and will be uploaded to a server our student-athletes can access. The iPad program is in complete compliance with NCAA, Big Ten, and Ohio State regulations. And it supports the University mission by providing quality programs and services that facilitate graduation and promote the holistic development of student-athletes. Research has proven that college studentathletes face a range of unique challenges that result in qualitatively different educational experiences than those experienced by the general student body. SASSO is committed to empowering studentathletes to cultivate independence, educational and personal values, and leadership skills to reach their full potential while maintaining the highest level of integrity. We believe the iPads are one more tool to make this happen.

Circle No. 114 AthleticManagement.com | OCT/NOV 2012 23

In response to a Title IX complaint, Arizona’s Deer Valley School District recently started girls’ badminton at its five high schools. At right, a Deer Valley High School studentathlete goes for a kill during a match this fall. PHOTO BY ROB SCHUMACHER

Title

COVER STORY

A 40th anniversary is pretty special. In June, when Title IX reached that milestone, the celebrations were plentiful and many stories of its impact were told. Women who grew up before 1972’s landmark event reminded everyone about how sports for them never went beyond P.E. class and field days. On the heels of the celebrations came the London Olympics, with females grabbing headlines for their athletic feats, from Missy Franklin to Gabby Douglas to an unstoppable U.S. women’s basketball team. Television coverage focused as much on female athletes as it did on their male counterparts and no one blinked an eye. This progress is largely due to four decades of athletic administrators—from the smallest to largest high schools—across the country working hard to create opportunities for females. The athletic director who started a girls’ volleyball team at Newport Harbor (Calif.) High School gets an assist for helping propel Misty May-Treanor into our living rooms. As does the administrator who introduced girls’ soccer at Richland (Wash.) High School, alma mater of Hope Solo. And so on.

By Dennis Read But an athletic director’s work is never done. Along with applauding the success of Title IX, its 40-year anniversary warrants a critical look at current realities. Girls’ sports have made amazing gains, but they are not yet equal to boys’ sports in most high schools. From participation rates to publicity, there are still problems and discrepancies. So where do athletic directors go from here? What aspects of gender equity have been swept under the rug and need to be addressed? What Title IX complaints loom on the horizon? What do schools need to do to take girls’ sports to another level? NUMBERS & TEAMS

IX 40 WHAT’S NEXT? One area of Title IX currently receiving a lot of attention in high school sports is participation rates. A long-time focus at the college level, the issue has recently moved to the front burner for high schools. According to the NFHS’s annual participation survey, 4.5 million boys played high school sports in 2011-12 compared to 3.2 million girls. This means that, although

AthleticManagement.com | OCT/NOV 2012 25

girls make up 49 percent of the nation’s high school population, they account for only 41 percent of roster spots, a gap of eight percent. In November 2010, the National Women’s Law Center (NWLC) filed complaints against 12 school districts across the country, claiming they were not providing enough athletic opportunities to their female students. The complainants asked the U.S. Department of Education’s Office for Civil Rights (OCR), which is responsible for enforcing Title IX, to investigate the districts and remedy any Title IX deficiencies. Arizona’s Deer Valley Unified School District, near Phoenix, was one of the 12 districts cited, based on a charge that, in 2006, the percentage of girls playing sports was 10.2 per-

school computer stations. It asked about their interest in playing specified sports and included a place to write in any other sports they might like to participate in. The response rate was 98 percent in the high schools and 93 percent among eighth grade students. Bill Gahn, Director of School Operations and District Athletic Director at Deer Valley, says the results showed that girls were interested in gymnastics and stunting (a new sport that combines elements of gymnastics and competitive cheer), but expressed little desire to compete in any other new sports. The district plans to survey students annually and Gahn says data from the next survey will also be broken down by grade level. Deer Valley is also placing notices in its school handbooks and on school Web sites explaining how students can express interest in adding a new sport. And during their P.E. classes, students will be provided lists of sports currently offered at their school. Even before beginning its assessment of girls’ athletic interests, Deer Valley added badminton, a sport sanctioned by the Arizona Interscholastic Association. The move created about 100 new athletic participation opportunities, and 10 to 25 girls turned out for the sport in each of the district’s five high schools. The initial survey results did not reveal any strong support for adding badminton, but the schools had no problem fielding teams. For those who study Title IX, this raises the question of the effectiveness of surveys. Neena Chaudhry, Senior Counsel for the NWLC, points out that expressing a lack of interest during a survey does not always translate to a lack of potential support for a particular sport. “What we have constantly seen is that when you add opportunities at any level, girls have come out to fill the teams,” she says. “The history of Title IX has shown repeatedly that if you build it, they will come.” “I think a survey has to be deeper than some questions on a piece of paper,” says Peg Pennepacker, Athletics Director at State College (Pa.) High School and Title IX Consultant to the Pennsylvania State Athletic Directors Association. “You also need to have face-to-face conversations with your students. I focus a lot on talking to girls about what they’re interested in and really digging deep. And if they aren’t interested in

Pennsylvania is the latest state to enact an athletic data reporting law. It will require districts to compile information regarding the number of teams and participants in its programs, game and practice scheduling, post-season opportunities, staffing and salaries, and program finances. centage points less than the percentage of girls enrolled in the district’s five high schools. The OCR found that the district remained out of Title IX compliance through recent years and reached an agreement with Deer Valley this summer to resolve the complaint. There are three ways a school can show compliance with Title IX’s mandate for equal participation opportunities. One is that the percentage of girls participating in sports matches the female student body enrollment percentage. Two is that the school has shown a continual history of increasing athletic participation for girls. Three is that the school is effectively meeting the needs and interests of the girls in the district. The resolution with Deer Valley required the district to conduct a comprehensive assessment to determine whether it needed to add any girls’ sports, and if so, which ones. To pinpoint the athletic interests of its female students, Deer Valley surveyed girls in grades eight through 12 in May. They used an online program that had girls complete a five- to 10-minute questionnaire at 26 OCT/NOV 2012 | AthleticManagement.com

a sport, then I ask, ‘Why not?’” Schools should also know that just because they haven’t been named in a Title IX complaint, it does not mean they are in compliance. There’s another common misconception that a school is compliant if it offers the same number of sports for boys and girls. But the OCR looks at the total number of athletic opportunities, not the number of sports. The NWLC said it had plenty of districts to choose from when it registered its 12 complaints in 2010, and it picked the dozen it did to be representative, not because they were the worst offenders. Although five of the cases have reached a resolution, the rest remain open. Chaudhry advises that the best way for schools to avoid being named in a complaint is to honestly assess their Title IX compliance before someone else does it for them. “I think high school athletic directors should be self-evaluating their programs,” she says. “It’s really just a matter of counting up the number of roster slots that you choose to provide for girls and the number you provide for boys. It’s important for schools and athletic directors to know what’s going on in their own programs.” REPORTING LAWS

Along with the NWLC complaints and similar ones filed in several Northwestern states, participation rates are being policed through some new laws that require school districts to collect and report Title IX data. Currently in place in Georgia, Kentucky, Pennsylvania, and New Mexico, the laws are modeled after the federal Equity in Athletics Disclosure Act, which requires colleges to annually report information comparing their men’s and women’s athletics programs, including participation rates, staffing, and finances. Other states are considering similar legislation for their high schools, and federal bills have been introduced in both the U.S. House of Representatives and the Senate. Pennsylvania is the latest state to enact an athletic data reporting law and schools there will have to send in their numbers for the 2012-13 school year by Oct. 15, 2013. The Pennsylvania law will require districts to compile information regarding the number of teams and participants in its programs, game and practice scheduling, postseason opportunities, staffing and salaries for coaches and athletic trainers, and financial data, such as spending on Dennis Read is an Associate Editor at Athletic Management. He can be reached at: dread@ MomentumMedia.com.

COVER STORY

equipment, facilities, travel, and uniforms covering grades seven through 12. Schools will have to post the data on their Web sites and make it available at district offices. The state will also release an annual report based on the information schools provide. “This new law is making some school districts nervous because their information will be out there and they will be exposed,” says Pennepacker, who helped State Senator Mary Jo White write the legislation. “Plus, fixing inequities could cost money, which is so difficult for school districts to find right now. But this is an important law. School districts will now pay closer attention to the opportunities and benefits that they are providing for their students.” The bill was first proposed in 2007 and Pennepacker has been working with the state athletic directors association to make sure its members are ready for its implementation. “Any competent high school athletic director will already have most of this information documented,” she says. “We’re encouraging all athletic directors to be proactive and gather the information as the year moves on rather than wait until the reporting deadline nears.” Beginning in 2015, Pennsylvania will also require schools to start reporting information on booster club finances. “This could cause some anxiety because a lot of school districts are very hands-off when it comes to their booster clubs, which is why we have a two-year grace period,” Pennepacker says. “There is often a control issue—people don’t understand why it’s a problem if these hard working groups of parents are raising money to improve a program. But school districts have to keep an eye on the clubs, because if the resources they provide—or any outside resources such as alumni donations and corporate sponsorships—cause an imbalance or inequity, then the school district has the responsibility to correct the inequity.” Pennepacker suggests that athletic directors work with upper-level administrators on this issue. “It takes a careful hand to guide and direct booster groups so you’re not creating inequities,” she says. “I encourage athletic directors to not go it alone. You have to get your principal and superintendent involved. And there should be a board policy that governs, or at the very least, guides booster clubs. Then it essentially becomes the law of the school. I’ve done several Title IX audits of school districts that have led to new booster club policies.” INCREASING PARTICIPATION

With increased attention being paid to participation numbers, athletic directors in

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COVER STORY

many school districts may soon be tasked with getting more girls to play sports. The most obvious way to do so is by adding new teams, which can include more sub-varsity squads. “In the past, we’ve cut some girls in volleyball and basketball,” Gahn says. “So we may add developmental teams, in addition to the varsity, junior varsity, and freshman teams we already have. That way the girls who would have been cut can stay with the program and compete on a modified schedule against other schools or even other teams within our program, like the freshman or junior varsity team.” Another option is adding new sports to your offerings. Nancy Hogshead-Makar, a former Olympic swimmer and now an attorney and Senior Director of Advocacy for the Women’s Sports Foundation, sug-

gests partnering with other school districts when doing so. “It is the school’s responsibility to work with its competitors because it’s usually not just one school having a problem,” she says. “Talk to other athletic departments, and figure out what sports may work best for all of you. If it’s a brand new sport in your area, start it off as an intramural sport and then make it a junior varsity sport and watch it grow.” What sports are best to add? One place to look is the collegiate level, which offers sports that some high schools don’t such as lacrosse, field hockey, and sand volleyball. There are also sports seen in the X Games, such as skateboarding and snowboarding. Badminton is proving popular in many

areas, and girls may also be attracted to other Olympic sports such as judo and team handball. Hogshead-Makar mentions triath-

“If there’s a live stream of a football game, then we also live stream a girls’ volleyball game ... When we promote teams on the Web site, there’s equal exposure for boys and girls.”

s high school athletic directors look to add new programs to drive up participation opportunities for female athletes, it’s important to know what constitutes a “sport” according to Title IX. For example, a federal court recently ruled in an appeal case that Quinnipiac University could not count members of its competitive cheer team when determining participation rates for male and female athletes. The ruling likely applies to high schools as well, even though competitive cheer is sponsored by many state high school athletic associations. The decision was based, in part, on guidelines established by the Office for Civil Rights in 2008, which consider two main factors: Program structure and administration: Are budgets, support services, and coaching consistent with other varsity sports? Team preparation and competition: Allowing for inherent differences in sports, does a team get the same practice and competition opportunities as all other teams? This includes whether the team has a defined season determined by a governing organization; plays under rules adopted by a state, national, or conference organization that includes standard criteria for competition; and can

lon as a possibility as well as flag football, which is gaining traction, with Las Vegas and

participate in a postseason event related to regular season results. The judge in the Quinnipiac case found that the competitive cheer squad was different than any of the school’s teams including all of its men’s teams. For example, the competitive cheer squad faced non-varsity competition, including some high school participants, did not compete under one set of unified rules, and More information on what did not recruit off campus. Since qualifies as a sport under the suit was filed in 2010, two Title IX is available at: groups have launched efforts to www2.ed.gov/about/ rectify these shortcomings and offices/list/ocr/letters/ establish a form of competitive colleague-20080917. cheer as an NCAA emerging sport html. for women. Another factor to consider is competitive opportunities beyond high school. Nancy Hogshead-Makar, Senior Director of Advocacy for the Women’s Sports Foundation, says flag football would likely fail to be considered a sport at this point. Although she sees a bright future for flag football, its lack of teams at the collegiate, professional, or international level is a major stumbling block since no boys’ sports face the same conditions. “Right now, flag football is a go-nowhere sport as opposed to all the other sports boys play that can lead to other opportunities,” she says.

PROGRAM RULES 28 OCT/NOV 2012 2010 | AthleticManagement.com

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Washington, D.C., recently joining New York City, Florida, and parts of Alaska in sponsoring it. “I think flag football could become very popular very quickly,” she says. “What’s great about it is that everybody already knows the rules, you have the facilities, and it’s played in the spring. But right now it is clearly at the intramural stage of development, which means it doesn’t qualify as a sport under Title IX. If enough districts and then states sponsor it, then it could count.” (For more information on what qualifies as a sport under Title IX, see “Program Rules” on page 28.) Sometimes, however, the solution is not about adding more teams or sports, but rather encouraging girls to join the programs you already have. In many cases, doing so may be as simple as having current athletes work a booth at a school activity fair and telling the underclassmen about the fun they have on their team. A teacher-coach or administrator taking the time to talk to girls about joining a sport can also be effective. And sometimes small things—like stating there will be no one cut from the squad— can work wonders. Hogshead-Makar suggests also becoming aware of the factors that keep girls from participating. For example, there are cultural barriers that often make athletic participation less of a priority for girls than boys. Some girls may be kept from playing sports by their parents or may be responsible for taking care of younger siblings after school. For other families, parents may be concerned over whether it’s completely safe to allow their daughter to stay after school. “These kinds of challenges can only be addressed by taking them head-on,” Hogshead-Makar says. “That means talking to the parents and making sure they know their children will be well taken care of. The coach may have to look a parent in the eye and say, ‘They’re going to be with me and I’m going to make sure they’re okay.’ “It comes down to listening to your students and knowing who they are,” she continues. “Coaches and athletic administrators should strive to understand all the issues that keep some girls at their school from competing. And sometimes, athletic directors may need to empower their coaches to do things a little differently to get girls involved.” A great example comes from Washington, D.C., where Marvin Parker, Head Girls’ Track and Field Coach at Dunbar High School, noticed some of his athletes were not comfortable with the tight fitting, low cut shorts they wore as part of their team uniform. He had a local uniform maker add a lightweight Circle No. 120 30 OCT/NOV 2012 | AthleticManagement.com

miniskirt over the top of black compression shorts, allowing his athletes to feel more covered, while not interfering with their performance. Another move is to partner with other groups to get girls participating at younger ages. Research from the Women’s Sports Foundation indicates the key to increasing involvement is to get girls on teams before they turn 10 and then keep then participating past the age of 14. Pennepacker says it’s important to expose elementary school girls to the joys of sports before too many cultural factors get in the way. “If we’re not getting down to the grass roots, to very young females, and helping those girls understand it’s okay to exercise, it’s okay to play sports, it’s okay to sweat, then we’re going to struggle with participation rates,” she says. “We have to do a better job of reaching out to the lower age groups to break down some of those gender stereotypes and help girls understand the attributes they gain from physical activity.” At State College High School, this happens by involving people at many levels. “It can’t just be an athletic director’s mission—it has to be a school district’s mission,” Pennepacker says. “The first step is to alert everyone in the school district that there is a law that requires us to offer equal opportunities. Then you can start conversations with the curriculum director, the superintendent, maybe even the board. It also has to include the P.E. department. One thing we do in our district is take high school athletes to the elementary schools where they read to kids and talk about the benefits of playing sports. “It’s not going to happen overnight—it’s a process,” she continues. “If your school culture is very rigid, it will be a tough road. But you have to start somewhere and if you spur just a few more girls to participate, eventually you’ll start to change the way people view things and more will follow.” OTHER AREAS

Beyond participation rates, what other issues in gender equity are leaders focusing on? One is promotions. Subtle things like having the girls’ events receive as much attention as the boys’ events during morning announcements can make a big difference. “It doesn’t cost a thing to value what the girls are doing as much as you value what the boys are doing,” Hogshead-Makar says. At Deer Valley, Gahn watches carefully to make sure boys’ and girls’ teams receive the same level of support when it comes to new media opportunities. “We have live streaming of some games in our schools and if there’s a live stream of a football game then we also

COVER STORY

live stream a girls’ volleyball game,” he says. “And we make sure that when we promote teams on the Web site there’s equal exposure for the boys and girls.”

needs its own field unlike basketball courts, soccer fields, and swimming pools, which are the same for both gender. “When a school’s softball field is inferior to its baseball field, it doesn’t just send a message to the softball players,” Hogshead-Makar says. “It sends a message to the baseball players, making them think it’s the natural order of things for them to have better facilities than the girls—and that’s not healthy for the boys. It also sends a message to the entire school that in the one area where boys and girls are segregated, this is how they treat the boys and this is how they treat the girls.” In many ways, the softballbaseball facility issue gets to the heart of complying with Title IX, because it’s about changing a culture. “I think of Title IX as a societal law,” Pennepacker says. “Essentially what we’re trying to do with the law, in my opinion, is change gender stereotypes.”

“If you watch SportsCenter, you mostly see celebrations of men’s sports achievements. But schools don’t need to reflect mainstream media—they can instead reflect the values of the families in their district and say, ‘We’re going to value what boys and girls are doing equally.’” Another area of concern is facilities. Many disputes arise over differences between baseball and softball fields since each sport

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“If you read newspapers and watch SportsCenter, you mostly see celebrations of men’s sports achievements,” HogsheadMakar says. “But schools don’t have to buy into that. The personality of any school or organization is set by the top. School leaders can make a conscious decision that they are going to establish a culture that celebrates and recognizes the accomplishments of both the boys’ and girls’ teams. “I’m sure the parents feel what their daughters are doing is just as important as what their sons are doing,” she continues. “So when the school sets the tone, they don’t need to reflect mainstream media— they can instead reflect the values of the families in their district and say, ‘We’re going to value what boys and girls are doing equally.’” Pennepacker says, ultimately, Title IX is not that complicated. “When I talk to fellow athletic directors, I tell them to understand Title IX, not fear it,” she says. “I think it comes down to doing the right thing for kids. I know that’s really simplistic, but basically we’re trying to educate all students and give everybody an equal shot.” n

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How do you land your dream athletic director job? Along with a resume that speaks to the right audience, you need to make your leadership qualities shine.

everal years ago, I was involved in a university’s search for a new athletic director whereby finalists were chosen through a phone interview with the entire search committee. Some of the candidates stumbled with the format, not sure who to

By Dr. Betsy Alden

direct their responses to. Others were longwinded and made us all fidget in our chairs. Then Candidate X came on the line. She spoke well, making points clearly and expressing herself candidly. She related to each person in the room through something she said. She was passionate about athletics while not being overly intense. She was warm and had interesting ideas. When the

interview ended there was a silence, and then a “Wow!” was exclaimed by one of the search committee members. What made this candidate so appealing? And how can any athletic administrator trying to land his or her dream job make an impact on those involved in the hire? For the past 13 years, I have been assisting colleges and universities when they hire

Christyn Abaray (left) touches base with two of her coaches at Buena Vista University, where she was recently hired as Athletic Director.

AthleticManagement.com | OCT/NOV 2012 33

a new athletic director as a consultant and president of an executive search firm, and I can tell you that there are definite do’s and don’ts and a lot of nuances to being a viable candidate. I have seen candidates make seemingly small mistakes that loomed large in the eyes of a school’s president. I have seen candidates impress search committees simply by having great listening skills. And I have learned that there are specific ways to present yourself—on paper and in person—that will make you a front runner. KNOW YOUR AUDIENCE

Before you update your resume or start crafting a cover letter for an open position, you need to know who will be reviewing your application and the process you will go through. There are generally two models being used right now in intercollegiate athletics. I’ll call them the “corporate model” and the “process model.”

of eight to 10 people—a mix of faculty, staff, students, community members, and boosters. But in some cases the group is much larger. My first search many years ago was with North Dakota State University and the school placed 25 people on its committee! (For this particular situation, it actually worked very well as the school was transitioning from Division II to Division I and needed the involvement of community members, as well as campus stakeholders.) Some schools may have coaches as part of the committee, while others do not allow staff members to select their supervisor. The chair of the search committee is often not the administrator responsible for the hire—something we strongly recommend. The hiring official’s job is to let the search committee do its work and ultimately present a group of candidates for review. So be prepared for the committee chair you work with to be someone without strong athletic department ties. During an on-campus interview, you should be ready to meet many different people including the president/chancellor; vice presidents/deans; directors of student affairs, financial aid, and registrar’s office; coaches; the student-athlete advisory committee; physical plant staff; development office staff; alumni affairs; student leadership; and booster club leadership. Generally the interview will last a day and a half, and you will visit with large groups, small groups, and in oneon-one settings, sometimes during meals. You may be asked to give a short, extemporaneous presentation on a specific topic to an audience with a Q&A period to follow. Today, presidents and chancellors are becoming more involved in the hiring of the director of athletics—whether the person will report to them or not. When I first started conducting searches there were campus visits where we did not meet with the president. Now our visits always include one or multiple meetings with the president/ chancellor—usually at the beginning of the campus visit and the end.

When I read through your resume, I want to see that you’ve been involved in a diverse array of groups. It relays that you’ve had experience working with different types of people in various situations, which is an important part of mastering leadership skills. The “corporate model” is most often only found with certain FBS-level hires. It is where four to five individuals are identified, contacted, and vetted by an executive search firm. Once these individuals have stated their interest in the position, they submit a series of documents to the search firm, including compensation requirements. Their materials are presented to a small group of senior administrators at the university, led by the president/chancellor. This group then chooses finalists, meets with them, and makes a selection. The “process model” is the more common means of hiring a director of athletics, which generally follows the existing procedures of the college or university. It is an open search where candidates apply through a standardized portal mechanism, and there is usually a search committee involved in the vetting of candidates. The committee typically selects semifinalists and finalists, with a senior administrator responsible for the hire making the final choice. In most cases, the committee consists 34 OCT/NOV 2012 | AthleticManagement.com

MAKING YOUR RESUME RISE

Along with knowing your audience, you’ll need to understand how to impress

that audience from the get-go. The question I get asked all the time is: How do I make my resume rise to the top of the pile? The answer is to focus on three critical areas: leadership, qualifications, and presentation and content. Leadership: I put this first because it is the most important skill needed today to get hired as a college or university director of athletics. You have to step up to the plate and hit a home run with your leadership skills before you will be seen as a viable candidate. I view leadership as both perception and reality. From a perception standpoint, leadership is how you hold yourself, interact with others, take the first step in meeting someone, behave with integrity, and treat others. That is not generally evaluated until the interview stage. From a reality (and resume) perspective, leadership is about demonstrating on paper that you have all the qualities of a leader. When I read through your resume, I want to see involvement on committees and, very importantly, words like “president, director, and chair” in front of the name of the committee. That tells me your peers have recognized you as a leader. I also want to see that you’ve been involved in a diverse array of groups, including campus, local, regional, and national committees, both inside and outside of your profession. This shows that you are dedicated to being involved in your profession and community. It also relays that you’ve had experience working with different types of people in various situations, which is an important part of mastering leadership skills. Finally, getting out into your community and being active indicates that you seek to have balance in your life. Qualifications: It is important to look closely at the qualifications outlined in the position announcement. Search committees often spend a good deal of time creating this list and they are looking for resumes that match. The qualifications for a certain job will vary depending on the institution and the current state of its athletic department. In some cases, a school may have certain challenges it needs to overcome and is searching for candidates who can address those specific challenges. Take a close look at your resume and how it corresponds to what the particular institution is seeking. Do you meet or exceed the

Elizabeth “Betsy” A. Alden, PhD, is the Founder and President of Alden & Associates, Inc., a national consulting and executive search firm that specializes in intercollegiate athletics. A former Director of Athletics at four institutions and Past President of the National Association of Collegiate Women Athletics Administrators (NACWAA), she is a nationally recognized speaker on executive search practices, strategic planning, and gender equity. Dr. Alden and the Associates in the firm have served their clients since 1999 and can be reached through their Web site at: www.aldenandassoc.com.

CAREER PLANNING

majority of the qualifications? And have you listed prominently the ones that particular school is looking for? It is not necessary to have all of the listed qualifications, but you need to have a majority of them in order to qualify for the position. And if some of your skills don’t present themselves well on your resume, describe them in your cover letter. It also works well to include metrics in your resume. For example, instead of writing that you “supervised staff,” put down “supervised staff of 12.” Instead of “raised money through golf fundraiser,” tell the reader you, “raised $20,000 through golf event.” While each school and each search is unique, there are some general trends to be aware of. At the NCAA Division I level, every institution will be searching for candidates with a history of external relations skills, as well as a professional understanding of the internal operations of the program. It is critical that individuals either have a professional background in fundraising or the social skills to work well with developmentbased opportunities. In other words, we will consider individuals who do not have a Division I fund-

raising background. Instead, they may come from business operations. But they must have the presentation skill set and the ability to understand the learning curve ahead for themselves in regard to development. The focus shifts a bit at the Division II, III, and junior college levels. If you think in terms of a continuum with external operations on one end and internal operations on the other, a Division I director of athletics will largely have more duties related to external operations, primarily fundraising and development tasks, while the Division II, III, or junior college athletics director will need more experience in internal operations. At all levels, having experience in supervising head coaches is critical. Institutions want to know that the candidate has hired, and possibly fired, effectively. Presentation & Content: Applying for any position means presenting yourself well on paper, something that people who are used to communicating face to face sometimes have trouble doing. It includes a well-crafted cover letter, a detailed, comprehensive resume, and a strategic reference list (see “Who You Know” on page 36). The

paper presentation should be inviting, professional, and chock full of information that illustrates your qualifications. The cover letter tends to be the most challenging part of the application process for most people. I remember a committee member on a Division I search stating how appalled he was with the quality of the majority of the top candidates’ cover letters. It is critical to put a lot of time and effort into it. In most cases, there is a five-minute time frame for the reader to decide whether to take you seriously as a candidate. Your writing skills, what you choose to say, and how you express yourself will be quickly scrutinized. You also need to get the reader excited about your candidacy. The cover letter is the tunnel you must walk through in order to gain the attention of both the search firm and search committee. One big piece of advice here is to not regurgitate your resume in your cover letter. The cover letter is the place to outline professional experiences you have had that match the primary qualifications for the position but that are not apparent from your resume. It is a way to explain how, for example, a

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hiring officials view these documents as arrogant and unnecessary. In addition, it is usually frowned upon if a candidate calls with questions. It shows that you do not understand the nuances of a search at this level. Unless it is a question that will determine applicancy, it is best to wait for the appropriate time should you move forward as an applicant. IN PERSON

Getting past the paper presentation and to an interview is huge, but it also means there is more work to be done. Phone, video, and in-person interviewing can be a challenge for some. The good news is that you can and should practice—and possibly get executive coaching, including working with an image consultant, to better present yourself. What will the search committee be looking for during the interview? Mostly they will be focused on the quality of your answers to their questions. What you are trying to do in each response is impart your philosophy or practical knowledge while including examples of experiences you have had as an athletics administrator. Examples really solidify and make human what you are stating. So, instead of saying, “Yes, I have supervised head coaches,” say, “Yes, I have a great deal of experience super-

vising head coaches and I think it is one of the most important functions of an athletics director. Let me share with you an example of a head coach I supervised where there was a problem and how we worked through it together ...” Other key points: > Listen well to the questions asked during the interview. > Focus and think about your responses. > Be thoughtful and consistent. > Make sure you are interesting to listen to. Content is critical and a well-measured response to a question will make or break a candidate in minutes. The ideal interview is one that becomes more of a conversation. This means that the candidate and interviewers are able to relax and talk through the questions and issues in a candid way. The ability to be comfortable in your own skin and behave professionally comes through here. That skill was evident in the candidate mentioned in the introduction of this article. Also be prepared to speak with a variety of constituents during the interviews. You must be able to have one conversation with a faculty group that reflects your commitment to understanding the academic mission of the institution, while having a different conversation with the booster club

I’ve heard some search firm professionals state that networking and “who you know” is the most critical aspect of finding that ultimate job. While I see networking as a part of the process, I disagree that knowing someone weighs heavily in any decisions being made. When I am reviewing a resume, cover letter, and references for my client, I’m scrutinizing whether this applicant has the necessary skill set to excel in the job. Who this person knows is the last thing I am thinking about. For the majority of executive search firms it is your skill set, the professional experience you have had, and your depth of understanding—including having educated opinions, thoughts, and philosophies—about your chosen profession that are going to make the difference. However, your list of references is important. It should include a diverse list of professionals you have worked with who will candidly share their knowledge of you and your abilities. The biggest mistake people make is not thinking about how a search committee member might view your list of references. Male candidates generally only include male references, which female search committee members find highly offensive. It is ideal to include people who you have worked with and are from a diverse background.

who you know

position you had as a compliance officer led to experiences working with faculty. When applying for multiple jobs, make sure that each cover letter is carefully crafted to reflect the position and institution you are applying to. The kiss of death is to make it obvious you have not considered the nuances and qualifications of the institution to which you are applying. Search firms and search committees can see right through this. The cover letter should also tell the reader what your interest is in this position at this institution. I once had a search committee member choose to move a candidate forward (who had the necessary qualifications for the position but was borderline) because she relayed how much she wanted the job. It made all of the difference in the committee member’s mind. Finally, your cover letter should be interesting and easy to read. Write something that captures a reader’s interest and makes you stand out. I remember vividly one candidate’s cover letter that really impressed the search committee. First off, it was well written with a great introduction. But most importantly, it addressed the “bridge” that this candidate needed to help the search committee cross. The candidate was an athletic director at a Division III institution and was applying for a job at a Division II school. In the middle of his cover letter he stated that he was sure they were wondering if he would be able to transition from Division III to II. He tackled every possible issue that a search committee member might think of, including showing an understanding of the NCAA Division II philosophy, compliance, and athletics-based aid issues. He made it clear that the transition would be easy for him and was one he was very excited about. I often get asked how much information to include in a resume and cover letter. The resume should reflect your professional career—and remember this is higher education, not a business or summary resume— so it should be as long as is appropriate given your professional accomplishments. The cover letter should be approximately 1.5 single spaced pages, but no more than two. I’ve seen eight-page cover letters and they are generally perceived negatively by search committees. The most important thing is to send what the committee asks for. If they state a certain word limit on the cover letter, stick by it. And don’t send a “portfolio” or be presumptive by sending a document that outlines your strategic vision/plan for the program. Generally, search committees and

CAREER PLANNING

or student-athlete advisory committee. You must be comfortable addressing people from different backgrounds, not just in terms of gender and race/ethnicity, but also international student-athletes and coaches.

perceptive committee member will want to know things like: “How will this candidate deal with the fact that we really do enforce missed-class time policies?” Finally, you’ll need to impress the school’s president. What are they looking for? Presidents want to hire leaders. They want to be able to look the candidate in the eye and recognize that this person is smart, ethical, confident, humble, and a good senior-level administrator. They also want to know that this person is going to handle anything that comes down the pike, including a crisis situation, in an effective and efficient manner. The candidate’s ability to fundraise and develop relationships on and off-campus is just as critical to a president. Having the political skills to work a room, make friends, and bring in dollars to the program is important to convey in that first meeting with the president. Asking the president what his or her biggest challenges are at the institution is usually well received. It illustrates your understand-

Presidents want to be able to look the candidate in the eye and recognize that this person is smart, ethical, confident, humble, and a good seniorlevel administrator. Another must is to present an understanding of how the larger institution works. Those hiring increasingly want to know that an athletic director grasps something about faculty relations, wider institutional funding, how academics and student affairs work, and so on. Even if a candidate has proven herself tenfold in terms of fundraising and has a great presence, a

ing that there may be larger issues than the athletics program. It’s also a good idea to ask the president what challenges you will face in the first year, which can help you gain some perspective on the position. Let me talk a little about appearance. Simply put, it is important to dress professionally during the interview. Take your cues from how the senior leadership at your current institution dress for formal occasions. Men should wear a business suit, shine their shoes, and be well kempt. Women should wear a business suit, which can include a pants/skirt and jacket set. Wear appropriate shoes (you don’t want to be in 4-inch heels during the facilities tour), tone down any make-up, wear dress jewelry, and appear as a professional. Get advice on what makes you look your best, but also wear what makes you feel comfortable. It’s important to feel good about yourself, which leads to one last piece of advice: Be confident. Coming across as a person who is sure of him- or herself will wow the search committee, hiring official, and the president. And you’ll have that dream job locked up. n

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LEADERSHIP

I still remember the first time a student-athlete came out to me. It was almost 30 years ago. I was a head coach in my late 20’s, ill-equipped By Jeff Ward to respond with the support she deserved. The look in her eyes told me she was scared. This very bright, very talented young woman was afraid she was going to lose her connection with me and to her teammates.

I don’t remember exactly what I said. I blurted out some message of support and “understanding.” I really just wanted to give her a hug. But that look in her eyes was my first lesson in the power homophobia has to cause pain. Fortunately, in our evolving society, those of us who work in athletics have the opportunity to help stem the tide on this bigotry. As Athletic Director at Bowdoin College (up until this summer), with the help of some

very talented colleagues, I participated in a number of activities that are having an effect on the campus. GETTING STARTED

Like most changes, the first step is simply to clarify the goal. That meant stating clearly to my entire staff that homophobia and homophobic language are not acceptable in our community. I repeated that message at the beginning of every year.

Team Work

There are many ways schools can promote inclusion and appreciation of LGBT athletes and staff members. In this three-part article, two athletic directors and one coach share their stories.

Bowdoin College ice hockey players participate in Yellow Shirt Day. AthleticManagement.com | OCT/NOV 2011 39

It would be nice if such a statement needed no justification, but you can’t assume everyone understands. So I tried to explain why I believe it’s important. When Brian Burke, General Manager of the NHL’s Toronto Maple Leafs, spoke on our campus, his explanation best summed up my own feelings and I used his words often: When you’re on a team and you’re committed to its success, you are accepted—not tolerated, but accepted. That’s unconditional, and it’s the foundation of every strong team. To emphasize the point, I reminded everyone that ending homophobia is in their best interests and the best interests of their team. We know people perform best when they feel part of something and know they are welcome. How does an athlete feel

Inviting outside speakers to campus is a good way to focus everyone’s attention. We’ve had guests who are strong allies and those who are LGBT. The mixture of speakers is a reminder that it’s an issue for everyone. As important as their message is the opportunity to bring people together to talk about homophobia and to support each other in confronting it. We always followed speakers with a forum that allowed for small group discussions. COACHES ON BOARD

The greatest change happens when coaches and students are the ones who deliver the message. To assist and encourage our coaches, we invited them to attend a program on how to support students who were coming out.

RSVPs. The nomination and invitation process made it feel like an honor and almost everyone participated. We targeted sophomores because we wanted to build awareness and conviction in student-athletes who were going to be around for a while. The panels consisted of six to eight Bowdoin student-athletes, coaches, and recent graduates telling their own story. (We partnered with others on campus to find the panelists.) All the stories were personal. One coach recounted his father coming to terms with his sister being gay. Another told of a very close friend and former roommate who disappeared from his life because the friend was afraid of his reaction when he came out. A gay coach shared his experiences and emotions when he came out to his team in college.

After they’d had the opportunity for discussion, each person was asked to write down what they planned to do to change the culture. Responses ranged from changing their own language to becoming allies. comfortable when homophobic language is commonplace, if they are lesbian, gay, bisexual or transgender (LGBT) or someone close to them is? Of course, they can’t. Sometimes we only think about those who are gay in talking about this issue. But homophobia also affects anyone who has family members or friends who are gay, which is almost everyone. For a coach with a son who is gay, an athlete with gay parents, or someone who has seen a friend go through a difficult time due to his or her sexual orientation, support for the LGBT community is important. It’s also crucial to find partners on your campus. One of my most treasured colleagues was the woman who directs the school’s Center for Sexual and Gender Diversity. Simply put, she’s fantastic. Not only did we run programs together, but she most often took the lead and just looked to me to help motivate the audience. I promise you’ll get a very warm welcome if you walk into the office that supports LGBT students on your campus and explain that you’d like some help in spreading the message through athletics. Once you start looking, you’ll find allies who will bring ideas, effort, and resources to the table. Jeff Ward has over 30 years of experience in college athletics. He worked at the United States Military Academy, Columbia University, Brown University, and recently resigned as Director of Athletics at Bowdoin College, an NCAA Division III institution sponsoring 31 sports. He has begun a career in consulting, and his interests are in student-athlete development, coaching, and athletic administration. He can be reached at: jeff@cascobayassociates.com.

40 OCT/NOV 2012 | AthleticManagement.com

Our campus has an ally training program called “Safe Space,” but we wanted to offer training specifically for coaches to help them feel comfortable and better identify their role. Coaches were encouraged to attend— we made it very convenient and provided lunch—but not required. I’m sure that my encouragement was a motivating factor, but I also think that making the training voluntary set the right tone for learning. In the end, all of my coaches went through the training. I wasn’t surprised. Like most coaches, Bowdoin coaches care about their students. The training can be best described as a forum to discuss sexuality and how to be there for athletes who need their support, and it was run by the Center for Sexual and Gender Diversity. Coaches saw the specific goals of the training as being meaningful, even if they’d never had an “out” athlete on their teams. There was also a benefit that I didn’t anticipate. Everyone who went through the training was given a small “Safe Space” sticker. On our campus, it is widely known that those displaying the sticker support LGBT students. Seeing the stickers on the office doors of so many of our coaches made a very powerful statement in our community. SOPHOMORES AS LEADERS

To reach and educate student-athletes, we found panel presentations to be very effective. We asked coaches to nominate two to four sophomores from their team whom they saw as emerging leaders. I formally invited those student-athletes to attend and required

The stories with the greatest impact came from the students themselves. As they recounted what it is like to be in the closet and the relief they feel after they come out, you could hear a pin drop. This past year, two teammates talked about their reaction when a third teammate came out in their first year. Their honesty about their emotions in that moment and their subsequent commitment to stop using and tolerating homophobic language had a great impact on their peers in the audience. A tradition that developed was the reading of a letter written by a student who is still in the closet. It’s a reminder that we have a lot of work still to do. However, the talk I’ll remember forever came when an athlete explained that a person doesn’t come out just once. Rather, they are forced to go through the same emotional trial every time they join a new group or community. In retrospect, this was obvious, but that insight hit me and everyone else in the room like a bag of bricks. It was also a reminder that while it might take me or another ally a lot of courage to stand up to homophobic language, it takes a whole lot more courage to have to come out over and over again. Following the presentations, the audience was broken into small groups. Every group had a moderator, generally an interested student or staff member, to help start a conversation about their reaction to what they’d just heard. After they’d had the opportunity for discussion, each person was asked to write down what they planned to do personally and within their team to change the culture. We collected those responses, which ranged

LEADERSHIP

from committing to change their own language, to discussing the issue with their teammates, to consistently confronting others and becoming allies. This past year, for the first time, we invited everyone who participated the chance to come back together two months later to see how they were doing in carrying out their plans. I was very pleased by their progress, and they appreciated the opportunity to share and reflect. STUDENT SUPPORT

In addition to programming, it is effective to provide avenues for student-athletes to show their support. While we would love to see every athlete able to confront a peer about homophobic language, some may not be comfortable doing so, especially as an underclassman. So we provided them with other options that may feel less threatening. For example, we started a group called “Out Allies.” After a training session, similar to the one for coaches, students could have their names added to a public list to show their support for LGBT students and their willingness to offer assistance. The list is

posted prominently around campus. The individual names and the sheer volume of those included have an impact. Another avenue is “Yellow Shirt Day.” Once a year, members of the Bowdoin community are asked to wear yellow as a sign of support for LGBT rights. The athletic department ordered yellow T-shirts for those who wanted them and student-athletes organized to distribute them and to encourage students to wear them. Typically, over 80 percent of our student-athletes wear the shirts. Participating in Yellow Shirt Day was a simple way for everyone to make an affirmative statement. The visual impact is profound, and I’m convinced that it helps students prepare for the difficult task of stepping up when they hear or see something that’s not acceptable. All of us in athletics like to keep score. We’re more comfortable when we can see concrete evidence of success. Unfortunately, that’s not likely to happen when you’re looking to change a culture. Most of the meaningful action takes place away from the eyes and ears of administrators, and we are likely made more aware of signs of failure. On top of that,

our communities are constantly changing due to an influx of new students every year. But if you clearly articulate the values of your department and look for multiple opportunities to teach and empower those in your community, you’ll make a difference. On those rare occasions when you get a glimpse of the change, it feels really, really good. n

For anyone who strives to make a difference in this world, there are singular moments that give us great pride and encouragement. For true leaders, moments are By Peter Roby those rooted not in the achievements of self, but in the achievements of others. As an athletic director, I have been fortunate to share in many of those moments—from graduation ceremonies, to team championships, to community outreach activities, to outstanding staff accomplishments. One of the most memorable

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moments, though, came this spring in the form of a simple thank you. In May, our athletic department teamed with the You Can Play Project to produce a public service announcement (PSA) video supporting LGBT athletes. Shortly after we released the PSA, a number of staff members—some of whom I had known to be gay and some of whom I had not—expressed their heartfelt thanks for my support of and participation in the project. They shared their personal stories and expressed the positive impact it makes in their lives to be part of a community in which they feel safe, comfortable, supported, and respected. While I was proud to have participated in the PSA, my role was minor. The impetus for the project came mostly from our staff and our student-athletes. They pursued the project with great passion and with a desire to support their teammates and the NorthPeter Roby is Director of Athletics and Recreation at Northeastern University and the former Director of the Center for the Study of Sport in Society. In 2007, he was named one of the 100 Most Influential Sports Educators in America by the Institute of International Sport. He can be reached at: p.roby@neu.edu.

eastern athletic community by helping to create a more inclusive culture. That desire stems from one of the department’s core values: appreciation of difference. To know that our community— at every level, from our student-athletes to our senior leadership team—has embraced and given life to that value is, for me, one of those singular moments of great pride and encouragement. At Northeastern, we do not view LGBT issues any differently than we view other issues of difference and acceptance, be they gender, race, or ethnicity. Ours is not a value of “tolerance” or of “diversity.” Tolerance implies that one group is inherently better than another. And diversity is just a snapshot in time of a department’s racial, ethnic, sexual orientation, ability, or gender composition. We see our culture of appreciation as a strategic advantage in the areas of retention, recruitment, morale, and efficiency. Although it may have been the most visible, the PSA was not the first initiative our department has carried out to promote LGBT awareness. Last year, we established a partnership with GForce Sports, a group of

dedicated LGBT athletes and allies advocating for equality in sports regardless of sexual orientation. In October 2011, the University hosted a citywide forum, involving ice hockey, rowing, soccer, baseball, and other teams from Northeastern, Harvard, Boston College, Boston University, and the University of Massachusetts to help break down barriers to participation for athletes. Then in March, at a presentation by GForce Sports, nearly all of our sports teams participated in a campus discussion about LGBT athletes. We also provide educational programs for our student-athletes throughout the year. The You Can Play Project is an initiative of GForce sports, which seeks to challenge the culture of locker rooms and spectator areas by focusing solely on an athlete’s skills, work ethic, and competitive spirit—not on their sexual orientation or other discriminatory factors. The project encourages athletes and teams to produce videos that support the cause, and we decided to participate. Members of our staff worked closely with a number of student-athletes who felt passionate about this project. Together, they recruited others and worked with our

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Circle No. 118

LEADERSHIP

video team to produce the PSA. Overall, more than 50 Northeastern student-athletes, coaches, administrators, fans, and university community members participated. The resulting video, shot in our weightroom, is 80 seconds long and very simply relays the message that if you are a LGBT athlete, you are welcome on any of our sports teams. The catch phrase is: If you can play, you can play ... at Northeastern. That theme is elaborated on through supportive messages from student-athletes, coaches, and administrators. The video has received widespread visibility. We posted it to our Web site and YouTube pages and promoted it broadly through a number of social media outlets. We provided the video to local > You can view Northeastern’s and national media. And the You You Can Play video at: Can Play team did great work in helping us spread the word. http://gonu.com/ The feedback we’ve received news/2012/6/7/GEN_ from the campus and greater Bos0607124629.aspx. ton communities has been overwhelmingly positive—heartening, actually. A number of our staff members also have received positive e-mails and messages from colleagues throughout college athletics. Our culture is defined by our actions, and our actions are driven by our values. I am proud to say that at Northeastern, appreciation of difference is not simply a statement of value, but a statement of culture. It is part of who and what we are—an open and inclusive community. n

The world is a much different place now than it was in 1994, the year I came out as a gay student-athlete at Westminster College. But what I learned then is still incredibly relevant today. As a student-athlete in a successful NAIA program, I knew that there would be seriBy T.J. Greggs ous repercussions on campus to my coming out. At a certain point, though, enough is enough, and I reached that point my junior year. The taunts and the snickers led me to say to myself, “If people are going to talk, I might as well give them something to talk about.” After I made that decision, my life in sports would never be the same. If I had known at the time all of the benefits it would provide, I would have done it as a freshman. My experience in coming out was met with overwhelming acceptance, not only by the campus community, but especially within athletics. The “worst kept secret” on campus led to many people expressing relief that I was able to come to terms and accept myself. The whole time I was worried about them accepting me, they were concerned with me accepting myself. I no longer worried about the way I ran and that it might come across as effeminate. I no longer had to worry about people “discovering me” while I played, and I could focus on what really mattered: my tennis game. I went from an average competitor to a player who was almost impossible to wear down. I dropped nearly 40 pounds in one year to become a better athlete for my team. My record went from 5-9 at No. 3 singles in 1994 to 11-7 at No. 2 singles the following season. I even got back into the pool and started swimming after a six-year hiatus, recording personal bests in every event I swam that year. Coming out made me better at sports. Coming out made me a more valuable student-athlete to my school. Circle No. 129

LEADERSHIP

What made my experience positive was the support and assistance of the coaching staff as a whole at Westminster. That support didn’t happen to come from my tennis coach (though he was an exceptional coach and one of my personal heroes, if for no other reason than having to deal with me as a player). It was shown to me by our softball coach, my assistant swimming coach, our women’s basketball coach, and many others. They saw a student-athlete who was struggling, and in their own ways let me know that it was okay to be who I was. The smallest effort can have such a lasting impression. I go back to campus every year to thank them. When I first decided to go into coaching, I thought about the support I received from the different coaches at Westminster, and it helped me realize that I could be a real agent

if you’re wondering about the gay thing … yep.” I then started moving my belongings into my new room. From that point on, no one ever made an issue of it at all. My story sounds like I don’t realize there are challenges. I can also give the opposite side of the above story, such as when I interviewed for a coaching position at a small private college in Virginia. I had essentially been offered the position over the phone, and the interview was more of a tour of campus. Not thinking about my car, I drove to the campus with my rainbow flag adorning the back of the vehicle. When I met the administrator who would serve as my guide, we walked past my car, and I noticed a look of terror in his eyes. I never heard from the school again. From that experience, I learned to choose potential employers much more carefully.

Diversity Issues, one of which was the President’s Commission on GLBTIQ Initiatives. I was able to serve on this commission for a year before taking over as the chairperson during the 2011-12 academic year. It was also during this time that KSU hired our current Director of Athletics, Vaughn Williams, whose commitment to diversity was a large factor in helping us make a leap forward. At KSU, one of the first ways we began to address GLBTIQ concerns in our athletic department was through our college’s Safe Space program. Safe Space training raises awareness of GLBTIQ issues, establishes a common knowledge of identity development, provides support resources, and supports engaged members of the community in their daily work. Each athletics staff member is encouraged to participate in one of these trainings on campus and it is a part

We make sure to use language that includes “partner” and “significant other” on invitations to departmental and other campus events. These may seem like minor details to some, but they are major details to others. for change if I were to be completely open and honest about who I am. My tactic was to not make it a big deal, which has proven to work time and time again. I approach the issue as if it isn’t one, and am matter-of-fact about the role my sexual orientation plays in my life. My belief is that it is crucial for out coaches to not approach the topic as if they are walking on eggshells, but instead to approach it as if it is as simple as stating their shoe size or hair color. I’ve found that if you don’t act like it should be an issue, others won’t make it an issue. One of my more vivid memories was starting my first coaching job, when I was a coaching intern for the men’s tennis team at an NCAA Division III school near my hometown. Every sport’s intern coaches were to share a large house near campus. I was the final coach to arrive at the house, on a Sunday. I walked into the living room and greeted the two football coaches and diving coach, who were watching an NFL preseason game. After receiving some puzzled looks from them, I simply added “Oh, and yeah, T.J. Greggs is the Head Men’s Tennis Coach at Kennesaw State University. He is one of a handful of openly gay head coaches at the NCAA Division I level. He is also the former chair of the President’s Commission on GLBTIQ Initiatives at KSU. As a student-athlete, he was one of the first openly gay male athletes at Westminster College, competing in both tennis and swimming. He can be reached at: tgreggs@kennesaw.edu.

44 OCT/NOV 2012 | AthleticManagement.com

As my career has progressed, I have been fortunate to work at some of the best schools in the country. The University at Buffalo helped show me that even at the Division I level, I could be an out coach and not feel uncomfortable. At the University of Central Florida, where I worked outside of athletics, I assisted with marketing and bringing more students out to home games, while serving as a visible member of the GLBTIQ Community. All of this led to my current position as Head Men’s Tennis Coach at Kennesaw State University. On the surface, a state institution in a conservative area of the country may not seem like the best place for an out coach. However, before applying I had found that KSU includes sexual orientation in its nondiscrimination policy and shown genuine progress in addressing GLBTIQ concerns. I think, at first, there were coaches who were not quite sure how to handle having an openly gay coach on staff. I tried to not let it be an issue by simply being myself 24/7, and I believe ultimately my being out was not viewed in a negative light. Then, in 2007, as the university was creating a new strategic plan, we started to make real headway in being a GLBTIQ-friendly campus and athletics department. The plan specifically addressed becoming a more welcoming campus over a variety of diversity issues, and slowly, changes happened. One important step was the establishment of the Presidential Commissions on

of the regular orientation process for the department. Kennesaw State has also put forth a serious effort to have GLBTIQ faculty/staff nights at home contests and to celebrate our GLBTIQ coaches, administrators, students, and staff. We make sure to use language that includes “partner” and “significant other” on invitations to departmental and other campus events. These may seem like minor details to some, but they are major details to others. If a school is looking at the bottom line, you can truly make an impact in attendance and alumni sponsorship by showing a commitment to diversity in all forms. Above all, as athletic staff members we are here to serve our students. Having leaders at KSU who understand the importance of a welcoming environment has made it possible for a male athlete to come ask me how my parents reacted, as he wonders how he should approach his parents. It leads to studentathletes showing me their engagement ring to their same-sex partner. It leads to high-fives from some vocal and out student-athletes on other teams when they see me on campus, even though I have rarely spoken to them. Student-athletes are sometimes taught that being different is being less. It’s great to be able to tell them that coming out can change their life for the better—and that it can be the confidence booster that helps a 220-pound lumbering tennis player become a quick 180-pound athlete who’ll never give up. n

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MEDIA TRAINING

Meet the Press

Getting your coaches to become more personable and relaxed in front of the media may seem like a monumental task. A dynamic training program can help.

By Blair Bloomston

Be honest. When was the last time a quote in the newspaper by one of your coaches got anyone truly excited about his or her team? “The kids put in a great effort today … We’re going to bounce back from the loss … Our defense was strong but our offense needs to execute better.” Not bad quotes. And certainly better than negative words that put a line of parents in front of your door. But they also don’t portray anything dynamic about the coach or the athletic program as a whole. They don’t make a community member excited to come out and see a game. They don’t make a parent say, “Wow, what a special coach.” Instead, they make the coach appear about as exciting as a typical interaction with a teenager:

calsports media via ap images

How’s it going? Fine. How was your weekend? Good. What else is going on? Nothing. Unfortunately, the first instinct for many coaches is to regard media interviews as the part of the job they have to get through to enjoy the rest of it. But a coach speaking to the press can create vital free publicity, and when done well, strengthens your fan base and triggers more community support. AthleticManagement.com | OCT/NOV 2012 47

As Vice President for game on Nation, LLC, I have spent the last eight years helping coaches, athletes, and corporate executives improve and enhance their media interviews. Using game on’s interactive curriculum, I encourage coaches to share their authentic personalities, build likeability and trust by using humor, and increase interviewing confidence to the point where talking to the press actually becomes fun! POCKETFUL OF COINS

The first step in the curriculum is a game called “Coins.” A person’s Coins are topics of conversation that make him or her smile such as interests, hobbies, passions, achievements, and so forth. When we think of Coins, we think of money or things that have value. It’s very difficult to simply tell a coach, “Smile more!” when being interviewed, but if you convince them to think and/or talk about things that make them smile, they will be more apt to do so. To start, set a timer for one minute and ask coaches to list as many topics as possible that bring a smile to their face just by thinking about them. The only rule is they can’t

write down anything related to their career or sport. It’s not that these aren’t extremely valuable Coins. It is just that your coaches are already very good at talking about them. To add fuel to their interviews they’ll need to dig deeper. If your coaches are feeling stumped or having difficulty thinking of things to write down, that’s totally normal. We don’t typically go home at the end of our busy day, look in the mirror, and think, “What makes me proud and unique?” Try adding another minute to the clock and direct them to list Coins related to any of these categories: family, travel, food, pets, or hobbies/activities. Once your coaches have five to seven Coins, encourage them to connect their Coins to stories and examples. To demonstrate, the first three Coins on my list are family, pets, and vacation. But just having a list of words is not enough. That’s similar to saying “Fine,” “Good,” and “Nothing.” It’s critical I back up these words with more information. For example, when I think of my “family” Coin, what first comes to mind is my Grandpa Joe. Then I remember that he loved to paint and was a master watchmaker who

had nine children and lived to be 99. And before painting and watchmaking and nine children, he traveled to Southern California and wrestled alligators in a sideshow during the Great Depression. Telling that story is a bit more interesting than saying “family” or “Grandpa.” Some Coins are very personal and we call them Left Pocket Coins. These Coins are powerful tools for helping a coach relax and smile, but they might not be appropriate to share in an interview. For example, my second Coin is my cat Max, and though I might not mention him when talking to a reporter, just thinking about his very chubBlair Bloomston is Vice President and one of the founding partners of game on Nation, LLC, which has trained many of the world’s top athletes, coaches, teams, and corporations, helping them improve communication, leadership, character development, and media awareness. game on’s team of consultants uses an engaging, improvisation-based curriculum to create tangible outcomes clients can see, feel, and measure, incorporating the same fun and intensity with which elite athletes physically train. Clients include the New York Yankees, Florida State University football, and the U.S. Women’s National Soccer Team, to name a few. For more information or to contact game on, go to: www.gameonnation.com.

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Circle No. 133

MEDIA TRAINING

by body and very tiny head will get me to smile and make me appear and sound more confident during my interview. Right Pocket Coins are ideal for sharing in interviews. Discussing these Coins will cause a coach to feel just as confident and relaxed as Left Pocket Coins, but Right Pocket Coins have the added benefit of providing positive information to a reporter. For example, my “vacation” Coin is tied to my family’s annual

the school band was rehearsing in the bleachers at the same time we were on the field. Our quarterback Taj usually gets distracted by the noise, but the band was playing that song called “Stronger” by Kanye West, who Taj really likes. Rather than fight the sound, I asked Taj to acknowledge it, then think about the task at hand. Before tonight’s game Taj made a playlist with that song on it, and asked if I would play it in the locker room.

Learning to have the reporter’s back makes the interview a positive process, and the reporter is more apt to support the coach. lobster diving trip to Big Pine Key, Fla. On this trip, I use an 80 lb. dive tank, weight belt, mask, fins, snorkel, dive knife, and twofoot long rubber gloves that I zip-tie to my arms to grab the most lobsters at 30-feet underwater in a week-long contest against my dad, five uncles, and 18 cousins. So when the Big Ten Network profiled my work with NFL draft hopefuls and wondered whether this 5’5” bubbly brunette in heels is competitive and tough enough to teach elite athletes media training, I shared my vacation Coin and their questions were answered. Some good Coin examples from coaches I’ve worked with include: being the oldest of five children (proves inherent leadership and teamwork) and taking a U-17 soccer team to Brazil (highlights organizational and management skills). Another coach’s Coin was that he loves watching the television show Swamp People (shows personality and illustrates a sense of humor). To utilize this game in interviews, coaches need to come prepared with both the new Coins they’ve uncovered (the ones that go beyond the “obvious” topics) and also the career and sport related Coins that they already have lots of practice talking about. Before an interview starts, the coach should take a moment to remember and asses his or her Coins and then have three or four “in their pocket” to incorporate when the moment is right. So when a reporter asks what was the key to today’s win, instead of a statement like, “We’ve been working hard in practice and things clicked today,” the coach might share a story about practice that relates to their own or their players’ Coins. One example is a music Coin, and here’s how the coach used it: “We’ve been working hard on getting the players more focused. For example, last week

It was amazing to see the entire team get pumped up listening to the music. But the best part was how Taj stayed more focused throughout the entire game.” While saying, “We’ve been working hard and things clicked,” is fine, it’s cliché and not very memorable. The coach behind the music Coin quote, however, is someone who grabs people’s attention. It’s easy to tell from the story that this coach has respect for his players and that he is creative and willing to take positive risks in practice. If I’m a community member, it makes me feel good about the athletic program, the school, and what the kids are learning. If I’m a parent, I want my child to play football and be coached by that guy.

game, coaches combat their negative inner monologue by creating a situation where mistakes are impossible and they practice thinking quickly on their feet. In Expert Speaker, you put one of your coaches through a mock interview following these rules: > Everything your coach says is absolutely correct and as the interviewer, you will agree with him or her. > Everything you say as the interviewer is absolutely correct and your coach will agree with you while adding new information to the conversation. > Both you and your coach must have each other’s back and set each other up for success in the interview. > You will interview your coach on a completely random topic that he or she knows absolutely nothing about, because you will choose it for them. Think: time travel, pizza construction techniques, cliff diving with local lemmings. A quick note about having each other’s back—don’t ignore this rule. Expert Speaker is a game that takes quick thinking and creativity. If you and your coach laugh “at” one another more than “with” one another it will be extremely difficult to succeed. Keep the humor appropriate and work hard to set each other up for success! When playing Expert Speaker, your coach learns to lose the fear of being laughed at after saying something ridiculous. Instead, the more positive risks they take, the more validation they’ll hear from you as you cheer them on and laugh with them.

When coaches are as forthcoming as possible with positive information, the interviewer may not need to focus as much on negative or dangerous subjects. COMPLETE CONFIDENCE

We all have an inherent desire to be liked and validated and want to avoid being embarrassed. I don’t know anyone who shows up for an interview and thinks, “I can’t wait to be humiliated today.” That desire to avoid embarrassment is so strong that it can bring out our loudest inner monologue, imploring us to: “Be cool, be cool, be cool” and “Don’t say anything dumb.” From a communication standpoint, though, these negative thoughts affect us the same way a tennis player’s serve is weakened by thinking, “Don’t double fault.” So how do you turn the volume down on those bad thoughts? Try playing a game we call Expert Speaker. In this mock-interview

Playing Expert Speaker is like swinging a weighted baseball bat. The game stretches and builds your coaches’ communication muscles by asking them to add humor and enthusiasm to their answers in a made-up situation. Then, when they are in a real interview, they will retain the feeling of speaking with complete confidence. There are three key tie-backs between the Expert Speaker game and successful interviews in real life: > Coaches learn to enter the room, sit, and speak like an Expert. Even if the interview is conducted over the phone, moving and sitting like an Expert will carry over into their tone of voice. > In a sports interview, the main topics coaches will be asked to be an Expert on are AthleticManagement.com | OCT/NOV 2012 49

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their school, their team, and their sport. If they can talk with confidence, clarity, and creativity about a random topic in the game, they can certainly be an Expert on subjects they know about. > Learning to have the reporter’s back makes the interview a positive process, and the reporter is more apt to support the coach. When coaches are as forthcoming as possible with positive information—including stories and examples—the interviewer may not need to focus as much on negative or dangerous subjects. WHAT’S THE SPEED LIMIT?

Now that your coaches have formed an interview “pre-shot routine” by having Coins in their pocket and speaking like an Expert, let’s focus on how to navigate interview questions. To do this, we’ll discuss one final game 2-5/16” called “8-5-3.” Start by asking coaches to think of their personality and energy level on a scale of 1 (low) to 10 (high). We’re going to eliminate 10 right away. Like Jim Carrey after drinking a Red Bull, it’s just too much. On the flip side, 1 is also out because it means a person is practically asleep. So we’re going to focus on the numbers 8, 5, and 3. Coaches should think of “8” as driving a car cruising on the highway. They’re driving fast and free, maybe slightly over the speed limit, but not dangerously so. It’s a beautiful, sunny day and there is almost no traffic so they’ve put the top down. At “5” a person moves slightly slower, like on a busy local road. There are other cars around but traffic is moving together at a great pace. You can change lanes from time to time, but you are hitting mostly green lights and jamming out to a great song on the radio. “3” is traveling through a school zone and there are young children running around. You are keeping an eye out to make sure a child doesn’t run into the street. You’ve got your seatbelt buckled, the radio is turned down, and you are alert and ready while driving at a reduced speed. To play 8-5-3, you will run another mock interview with your coach, this time asking them common questions they might get from reporters, possibly some they’ve heard before or topics that could be covered in an upcoming interview. Set up three chairs representing 8, 5, and 3. As each question is asked, the coach should take a moment to repeat it to him- or herself silently and determine which number response they should use. Then they should move to the appropriate chair and adjust their body language to fit that number. Finally, they should share an answer plus one

MEDIA TRAINING

or two examples to prove their point. Whenever possible, the coach should incorporate their Coins into their answers. Not all interview questions are created equal, with some being safer than others. When being interviewed, the key for coaches is to recognize which questions warrant an enthusiastic, informative response, and which ones require them to be more reserved. The coach should identify if the question requires an 8, 5, or 3 response, then embody that number in his or her body language, energy, and tone of voice. For example, a coach being asked about his first player to receive a Major League Baseball contract is typically a safe 8 question, whereas being asked about disciplining a player usually lands at 3. Just imagine the interview if these numbers were reversed, with a coach talking about his star player with guarded slow answers while enthusiastically bashing the player in trouble.

Coaches should try to avoid answering every interview question with the same voice and energy. Adjusting one’s personality to match the question using an 8-5-3 scale is helpful because it is easy to remember. More importantly, coaches already have this personality range at their fingertips based on their own individual scale. Coaches should try to think of their personality and the energy behind their answers in the interview like a set of clothes. A coach wouldn’t wear a tuxedo to practice and wouldn’t wear practice gear to a Hall of Fame induction. By the same token, coaches should try to avoid answering every interview question with the same voice and energy. Adjusting one’s personality to match the question using an 8-5-3 scale is helpful because it is easy to remember. More importantly, coaches already have this personality range at their fingertips based on their own individual scale. That is to say, one person’s 8 will be different from another person’s 8. Also, remember that while we adjust our energy up and down like a dimmer switch,

we don’t turn it on or off like a light switch. A coach should acknowledge what number they are most comfortable using to answer with, then work on the number he or she needs to improve upon. If a person is a natural 8 they shouldn’t remind themselves to be an 8 before the interview. That could push them into the “Jim Carrey on Red Bull” zone and is like adding sugar on top of sugar. A good rule of thumb is to start at 5 and adjust up or down as needed. An interview is just like a conversation, only with a lot more structure and a little

more pressure. Using Coins, speaking like an Expert, and adjusting one’s 8, 5, or 3 will be most helpful and effective for coaches in interviews if they also practice these techniques in day-to-day conversations. I can’t guarantee that a coach won’t be nervous or will say the perfect thing every time, but I promise that concise, descriptive stories work where bland statements don’t, and using these techniques will help coaches feel more prepared and give them a far greater chance of coming across as articulate and authentic. n

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AT H L E T I C M A N AG E M E N T

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When Scott Garvis was named the Athletic Director at Newton High School in Newton, Iowa, one of the first things he did was contact Athletic Management to help him create a printed game program for his school’s fall sports teams. And it was one of the best decisions he made. Garvis used the program to generate revenue that more than paid for its cost. Ads were sold that alone covered the production cost, and contributions were received

from businesses and individuals who were recognized in the program. Copies of the program were sold at games for $2 apiece. “Athletic Management is willing to go the extra mile to produce a quality program at a very fair price, and take away all the hassles for the athletic director or coach,” Garvis said. “You don’t have to worry—it’s going to be a tremendous game program that’s delivered on time.

Athletic Management designs and prints game programs—and yearbooks—at an affordable price so you can make money from selling local ads. We’ll produce for you the quality program that your teams deserve. For more information, call Athletic Management Publisher Mark Goldberg at (607) 257-6970 Ext. 11, or email him: mg@momentummedia.com

“The program is more than a source of revenue for our athletic department,” Garvis continued. “It’s such a great PR piece, and it’s helped us build support in our community. “We can’t thank Athletic Management enough for helping us create a phenomenal game program for our fall sports teams. After the first weekend’s games, the program sold out. It more than exceeded our expectations.” Circle No. 138

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Lindenwood University designed its new student-athlete center in an irregular shape so it could be nestled next to the football stadium.

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From tight spaces to tight budgets, each new athletic facility has a challenge to overcome. Here are five successful conclusions.

or some schools, the sky’s the limit when it comes to constructing a new athletic facility. For others, keeping costs low is a critical consideration. Some facility projects have space constraints. Others need to match the existing campus design. And once in a while, new athletic facilities need to make a statement. For every new field, gym, or athletic complex built, there are goals to be met,

stumbling blocks to get over, and input to wade through. In this article, we examine exciting new additions five athletic programs recently completed. Each has a story—and a unique solution. IMPOSING PRESENCE

The University of Oregon athletic department is well known for being a trendsetter. So it’s no surprise the new building next to Autzen Stadium that will support its football team sports a cutting-edge design by ZGF Architects LLP based in Portland, Ore. But

By Kristin Maki

form follows function, and the facility, which is scheduled to open by the start of the 2013 season, needed to also contribute to on-thefield success for Oregon football. “We did a tremendous amount of research to learn what the program needs to include, and understand how Oregon’s football program differs from others,” says Project Architect Bob Snyder. “It was very interesting to see how an architect can become part of the strategy for creating a winning football team. We really got the sense of how important things such as adjaAthleticManagement.com | OCT/NOV 2012 55

The University of Oregon’s new football support facility is designed to reflect the nature of teamwork through a series of stacked boxes and also be imposing as a unit.

cencies between spaces, time and distance for travel to frequented areas, and the image of the building and what it conveys really are on a project like this.” The resulting layout incorporates most everything a football team needs into one building. It includes classrooms dedicated to each position group; a large dining facility that will serve training table meals to all university athletes as well as the university community; and a theater. There are offices for coaches and recruiting, as well as the “War Room,” a workspace focused on developing game strategy that is accessible only to the coaching staff and features the latest interactive technology. Other areas include a weight room, locker rooms, and a players’ lounge Kristin Maki is an Editorial Assistant at Athletic Management. She can be reached at: km@MomentumMedia.com.

that allows them to catch up on homework or rest and hang out. The way those elements are combined take the facility to a new level. “From an architectural perspective, we wanted the building to reflect the nature of teamwork—a team is made up of different parts, and each part

plays its role in making the team strong,” says Snyder. “The building massing reflects different functional aspects of the football program expressed as individual volumes. When people look at it, we hope they see a series of stacked boxes creating one larger volume known as the teaching box.

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“This is analogous to the members of a football team,” he continues. “You’ve got the linemen, the running backs, the quarterbacks, and they’re all contributing their individual strengths together to make a team.” At the same time, the design needed to be imposing. “A three-level glazed bridge will connect the teaching box to the office bar, which is a unique architectural piece,” says Snyder. “It’s a very long, narrow bar suspended on two concrete stair towers—it floats above the weightroom and entry plaza below. The site is organized by a stone plaza and a water feature. Those elements will serve the new building, as well as two existing buildings in the Autzen Stadium Complex, and tie it all together. “It needed to be imposing because it’s the first thing visiting teams will see upon arriving at the football complex,” he continues. “We wanted to make an impression and let them know this is serious competition.” The architects also spent a lot of time figuring out how to make the area highly functional. “The building has some great features,” Snyder says. “It will have a theater space where the athletic department can create events and rally the players together. What is really interesting about the theater is that it will have a view back to the stadium, which is unique. “Plus, the weightroom is adjacent to the practice field,” he continues. “It’ll be great to stand and look out over the practice field. It’s an exciting design feature.” Although the facility is designed to drop jaws, it won’t overpower its surroundings. “I think the most exciting thing is the way this building creates a stronger sense of identity throughout the Autzen Stadium Complex,” Snyder says. “It places focus on the outdoor spaces and creates very usable, functional areas that will be appreciated on game day by the whole community, as well as by the football team during training.”

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When administrators at William Monroe High School in Stanardsville, Va., learned that the school would be retiring debt, they decided to redirect the financial savings into the area needing the most attention—athletic facilities. The school’s six-lane asphalt track had cracks, rendering it unusable for competition. Likewise, the baseball and softball fields were unlit and there were fencing issues around all the playing fields. “We also had inadequate restroom facilities, with only four stalls available by the football field,” says Business and Facilities Director Kim Powell. “And to top it off, the facilities weren’t up to par with current

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accessibility standards.” The school’s biggest hurdle was fitting a track, football/soccer field, baseball field, and softball field into a tight space. “We needed to work around the football field’s existing light poles and the circumference of the track that is set within that field,” says Bill Bradley, Principal in Charge at SHW Group in Charlottesville, Va., the architectural firm in charge of the project. “We had to work within a very limited space to create a unified complex.” In order to fit all of those elements in the allotted space, the track did not expand from its original six lanes, as the school was hoping. The surface, however, was updated to polyurethane, which will allow the school to host meets. Lighting was installed for the baseball and softball fields, and a fence was put around the entire facility’s perimeter. The accessibility and safety issues were addressed with the installation of new bleachers and restrooms that are between all three fields.

Administrators also wanted to have one central walkway leading to the fields. Previously, visitors were unsure where to go, while those in the know could avoid the ticket gate during football games by coming through the baseball field. “Creating a stan-

dard procession was important,” Bradley says. “We essentially created a line that runs parallel to, and behind, the football stadium’s bleachers, which brings people from the parking lots along an accessible path that is lit and bordered by a fence.”

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The walkway is landscaped and features areas where students and community members can gather to talk, but still watch the game. It also leads people to the central component of the facility. “The unifying element is a new two-story building, which serves as the concession stand, restroom facility, and press box,” Bradley says. “Everything intersects with it.” To keep expenses in check, the building remained simple. “We put a porch with a railing around the top, but didn’t include building systems beyond what was required to keep the pipes from freezing,” Bradley says. “By adding the second floor, we were able to make the building big enough to serve as the site’s organizing element and create a space that can be used as a press box for the baseball and softball field, as well as the football stadium.” While the $5.1 million facility was tempered by its comparatively low budget, it has already received compliments for its design from opposing fans. “The school superintendent told me that visitors have said, ‘This is the nicest facility in the state—we can’t wait to come back next year,’” says Bradley. “That’s pretty exciting to hear, particularly

since it was done on a budget. It’s not overly fancy, but it’s very thoughtfully designed. “And the energy it’s helped create is great,” he continues. “When people come to games, they’re certainly coming to cheer on the Green Dragons, but it’s a social event for the whole town as well.” BOOSTING ACADEMICS

Lindenwood University is in the midst of moving from the NAIA to NCAA Division II. In stride with that shift, the school is highlighting its commitment to student-athletes with a $9 million, 43,650 square-foot Student-Athlete Center designed by LePique and Orne Architects, based in Saint Charles, Mo. “We wanted to introduce a first-class facility for the student-athletes,” says Associate Athletic Director Scott Queen. “Academic success centers are seen all across the NCAA in Division I, and in many cases, Division II. So while our new building has several other features, that is the cornerstone of the complex.” In order to fully support Lindenwood student-athletes, the academic success center offers tutoring, mentoring, counseling, and

small-group work opportunities. There are also five academic coordinators stationed in the center who are assigned to various teams. Along with the academic success center, which commands about 4,000 square feet, the second floor houses locker rooms for men’s and women’s lacrosse and soccer, as well as women’s field hockey. The building also boasts athletic training facilities, football locker rooms, and a football lounge on the first floor. The third floor features coaches’ offices, a suite that can seat 100 on its own— or be divided into three smaller rooms—and a Hall of Fame in the hallway leading up to the Champions’ Conference Room. “The suite overlooks the football stadium,” says Queen. “But the signature component of the third floor is the Champions’ Hall of Fame Conference Room, which is surrounded on three sides by glass and overlooks the stadium and campus lake. It’s a first-class meeting room where we can work with our recruits and sponsors.” To signify its importance within the center, the Champions’ Room will be used only for special events, rather than day-to-day activities. Inside, it is a dramatic piece—a

Circle No. 144 AthleticManagement.com | OCT/NOV 2012 59

perfect cube with a suspended cloud ceiling, an 80-inch flat screen television, and a granite countertop set off by an oak veneer wall. While the facility’s components are impressive, its design wasn’t without constraints. “We had tight quarters for the building,” Queen explains. “There was a specific footprint it needed to have, since we wanted it to overlook the stadium. It was tough to come up with something that fit our goals with such limited space. The resulting building is somewhat triangular in shape and has an attractive design. “Another interesting aspect is that the center is built on top of what was once called Kirchner Plaza,” he continues. “And there’s still a little bit of that left with a large walkway, concession stands, and the restrooms. The new building is designed beautifully and it fits in with the old plaza and the campus’ neo-classical architecture. It’s built to look like a part of the stadium, and it blends in perfectly.”

High School. And until last year, they got what they expected. However, after waiting nearly a decade, the school secured funding allowing several much-needed renovations to take place. And rather than sticking with the bare minimum, the school has constructed facilities that are earning bragging rights for the community. Through a careful bidding and construction process, the school board and Lunsford Architects, Inc., based in Carterville, Ill., were able to utilize top-notch components in the project. “We started with an old sod football field, a worn out cinder track, and an inadequate baseball field,” says Project Architect Paul Lunsford. “The football field now has NFL-quality synthetic turf and a polyurethane track surrounding it that is bordered with permeable concrete, which solves some drainage issues we had. The school district also purchased four acres of land that allowed us to convert the existing baseball field to a softball field and build a new baseball stadium.” The new baseball field has a backstop, sod for the outfield, an irrigation system, bleachers and grandstands, and a synthetic

turf infield. “We tried some new things with the project,” Lunsford says. “A synthetic surface on a baseball field has never been done at a high school in our area.” However, the infield isn’t the only unique feature of the baseball stadium. A 30-foot high wall, similar to Fenway Park’s Green Monster, sits in right field. “We had a limited line in right field because of a set of railroad tracks,” Lunsford explains. “That put the right field distance at about 280 feet and the school wanted at least 315 feet. So we constructed a 30-foot tall fence to raise the effective distance closer to that number.” Along with the railroad tracks, another unmovable obstacle that spurred a creative solution was an old maintenance shed and set of bleachers. The school wanted its new 400-meter track to have eight lanes, but the shed and bleachers restricted the amount of space available for the track’s expansion. As a solution, Lunsford decided to cut corners—literally. “We quickly deduced that it would cost $10-15,000 to tear the shed ® down and relocate it,” he says. “Instead, we knocked the corner off the building for much less. We didn’t even lose any of the critical

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storage space inside. It turned out very well, like it was a planned deal. The bleachers that couldn’t move were able to stay in place. And the track now has eight lanes.” With the project complete, student-athletes and community members have made their appreciation known. “I volunteer at

track meets, and to hear the kids say that they just ran a new personal best because it’s the fastest track they’ve competed on is rewarding,” Lunsford says. “I’ve been to baseball games and seen the fans and the studentathletes get really excited about playing at this kind of facility at the high school level. I’ve

been designing school facilities for 30 years, and this is my crown jewel.” BURSTING THE BUBBLE

About 10 years ago, Hood College transitioned from an all-women’s school to a coeducational institution. As part of the change, the school strategically worked to boost its enrollment by renovating its athletic facilities. Over the last few years, there have been several additions to the idyllic campus, including a new fitness center, basketball and volleyball arena, and refurbished soccer, lacrosse, and field hockey field. This fall, the latest update debuted. Through a partnership with a local swimming club and support from tennis alumni, a new pool complex and six new tennis courts—replacing others that were given up for parking—rounded out the additions. Originally built as an outdoor facility, the pool previously had a temporary airsupported “bubble” covering it from SepAt DuQuoin (Ill.) High School, a new baseball facility includes a synthetic surface on the infield and an attractive backstop.

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tember through May, making it usable yearround. “About 18 years ago, the Monocacy Aquatic Club—a local swimming team— approached us and asked about donating money for a bubble,” says Head Men’s and Women’s Swimming Coach Don Feinberg. “With that in place, the club had a home-site for its training and we were able to use the pool to compete in NCAA competitions.” When the college began planning a much-needed makeover on its aquatic facilities, Monocacy once again stepped in. “The last piece of the facility-updating puzzle was the pool,” Feinberg says. “And it wasn’t just the swimming pool. The pool house, which was over 30 years old and originally intended for seasonal use, was in dire need of renovation. “About a year ago, the school decided to destroy the old pool house,” he continues. “We were going to totally rebuild it and make some very minor renovations to the actual pool. Then Monocacy said, ‘Our club is expanding, as is Hood. Perhaps we could chip in on this project and do a little bit more to the swimming pool?’ That led to the pool expansion.”

While the overall footprint remains about the same, a shallow recreational area of the pool was decreased along with some deck space, allowing the pool to expand to eight lanes. “The six-lane pool was a tightsqueeze for our swim team,” Feinberg says. “So having the additional two lanes is exciting. It will also help with recruiting—we had recruits who saw the old pool and then asked where they would swim.” The pool is now housed within a fabric and aluminum structure, which has windows and lights, along with a special coating that provides insulation and reduces the facility’s energy consumption. “While many colleges build with brick and mortar, we wanted to explore our options,” Feinberg says. “By choosing this structure, we saved thousands of dollars and still have a secure, permanent roof.” The pool house includes many new components but used the original foundation. “We have new locker rooms, new restrooms, an office for the swimming coach, an office for the tennis coach, and several conference rooms and classrooms,” says Hood President Don Volpe. “The structure

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and size of the building matches the others on campus, so it appears that it’s been here for quite a while. “We maintained as much tradition as we could,” he continues. “In the front of our campus, we have a wooden structure called the Pergola, which has wisteria growing all over it and great history and tradition associated with it. So we created five similar structures that go behind the swimming pool and down the side of the tennis courts. The pool’s cover is in the school colors (blue, gray, and white), as are the tennis courts. We tried to tie it all together and it’s really a marvelous sight.” In addition to the design elements, the layout was carefully considered. “Prior to these changes, we did not have good athletic and recreation facilities,” Volpe says. “They were piecemeal and spread all over campus. Now they’re all together in a U-shaped formation. That has helped build community—we see more students participating, and we have students, faculty, and staff working out in the gym together and swimming together. That really has helped the Hood family.” n

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Power Systems

800-321-6975 • Fax: 800-298-2057 www.powersystems.com Circle No. 512

Florida Gulf Coast University Need: Bleacher wrap for baseball stadium Solution: BigSigns.com provided a durable, reinforced, Dura-Mesh banner with unlimited design possibilities— assuring maximum exposure for the program.

Key features:

• BigSigns.com’s experience and capabilities met FGCU’s signage needs • Dura-Mesh is stronger than most other fence screens, and allows 30 percent of the wind to pass through • Dura-Guard hems protect against grommet and pocket tears • UV-Protected inks ensure that graphics remain vibrant for years

BigSigns.com Inc.

800-790-7611 • Fax: 800-790-7611 www.bigsigns.com Circle No. 515

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]

St. Michael School, NE Need: Competition volleyball in a multi-

purpose gym Solution: Bison’s VB4000 Centerline Magic Volleyball System telescopes out of 36-inch deep wells eliminating the need to carry heavy poles to and from the gym.

Key features:

• Meets all college and NFHS rules for competition • Suitable for new construction and most existing gyms • Telescoping aluminum pole infinitely adjusts from 42” to 96” • Complete system includes posts, winch, floor plates, padding, nets, antennas, and free lettering

Bison Inc.

800-247-7668 • Fax: 800-638-0698 www.bisoninc.com/volleyball Circle No. 513

Iowa State University Need: Seating for the band at football

games

Solution: Speedy Bleachers were pulled in for use as band seating during games.

Key features:

• These highway-towable, hydraulic folding bleachers set up in less than 10 minutes—with one person • Can be easily moved by a pick-up truck for use at baseball games, track meets, parades, and more • When not in use, bleachers can be rented out to help the community and raise revenue

Kay Park Recreation Corp.

800-553-2476 • Fax: 319-987-2900 www.kaypark.com Circle No. 514

University of Notre Dame Need: Multi-use room that has static Colorado College Need: Durable, easy to use, and completely customized weight training equipment for brand new facility Solution: The Staff at Colorado College took full advantage of the options Samson Equipment provided and now have a facility to envy. Key features:

• Samson Equipment’s new custom design process literally allows coaches to design their equipment “from the ground up” • Custom Weight Stack Shields with the school’s logos/mascot were also produced to give an extra “wow” factor

Samson Equipment

800-472-6766 www.samsonequipment.com Circle No. 516

batting tunnels

Solution: C&H Baseball’s design build

team developed a custom track system that has batting tunnel netting, which slides effortlessly out of the way, allowing full utilization of the entire space.

Key Features:

• High-quality track system, which allows nets to slide easily with minimum personnel • Custom design, engineering, and onsite installation allowed maximum use of space • High-quality black nylon netting made in the USA • Installation allows easy netting replacement by panels, reducing long-term expenses

C&H Baseball Installations

800-248-5192 ∙ FAX 941-462-3076 www.chbaseball.com Circle No. 540

FINANCE SOLUTIONS TERMS UP TO 7 YEARS RATES AS LOW AS 0%

fabric structures

LIMITED TIME OFFER. SUBJECT TO APPROVAL.

A superior environment for training, competing and recreational sports. Low in cost per square foot. Natural daytime lighting. Easy to relocate. Expandable.

Call one of our ClearSpan specialists today at 1.866.643.1010 or visit www.ClearSpan.com/ADAM2. Circle No. 151

University of North Texas Need: Aluminum seating Solution: Aluminum seat boards

mounted on galvanized steel brackets to serve as seating in new concrete stadium.

Key features:

• Priority on customer service • Fair, competitive prices • Exacting, precision work for every seating facility • Product warranty

Sturdisteel Co.

800-433-3116 • Fax: 254-666-4472 www.sturdisteel.com Circle No. 509

North Gwinnett High School, GA Need: A more durable softball

windscreen—with equally durable logo imprinting Solution: The school purchased Tuffy® windscreen made with super-durable Vipol® matrix mesh, with Chroma-Bond® imprinting for the team logo.

Key Features:

• Five-year factory warranty at the price of standard VCP • Vipol® mesh has over 50 percent more micro-fibers than standard VCP • Lock-stitched ends and corners eliminate the problem of chain-stitch unraveling • 20 colors of Tuffy® Windscreen • Multi-color Chroma-Bond® imprinting is more durable than digital printing

Aer-Flo, Inc.

800-823-7356 • Fax: 941-747-2489 www.aerflo.com Circle No. 510

High Schools and Colleges Need: Overcome damages created by frequent flooding

Solution: Glue the synthetic turf with

a NORDOT® Adhesive that holds under water.

Key Features:

• Easy to use one-part urethanes (no mixing, and no special equipment needed) • Outstanding green strength (grab) and long-term durability • Ease of handling for faster installations and more profits • Can be used in adverse weather (hot, cold, damp, dry, or windy)

Synthetic Surfaces Inc.

908-233-6803 • Fax: 908-233-6844 www.nordot.com Circle No. 511

AthleticManagement.com | oct/nov 2012 67

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S O LU TIO N S

University of Wisconsin Oshkosh Need: Laundry equipment Solution: After investing in artificial turf, UWO made the decision to partner with Sports Laundry Systems— installing washer-extractors, drying tumblers, and an ozone tower.

Key Features:

• Protects student athletes and staff from MRSA and other staph infections— keeping them healthy • Easy to operate, and highprogrammability eliminates the worry about chemical over- or under-use and water temperature • Ability to handle laundry for multiple athletic teams at the university

Sports Laundry Systems

800-256-1073 • Fax: 920-231-4666 www.sportslaundrysystems.com Circle No. 541

]

University of Pennsylvania Need: Clean, mud-free field events Fleming College, Peterborough, Ontario Need: Gymnasium sound system Solution: A sound system that

provides clear, intelligent announcement capabilities in a gymnasium that can be divided into three separate areas.

Key features:

• Clear, high-quality sound in a reverberant space • Ease of installation and low-cost per speaker • The ability to cover each of the three gyms with only one speaker per gym • Heavy-duty construction easily able to withstand hits from basketballs, etc.

KDM Electronics/Octasound 800-567-6282 www.octasound.com Circle No. 542

venue

Solution: Sportsline, Inc. provided a

new concrete pad, cage, and netting. Synthetic turf was installed around the perimeter of the pad and cage.

Key features:

• Provided a state-of-the-art field event venue • Synthetic turf provided a clean, mudfree area for the athletes • Increased player safety by eliminating mud and slippery grass • Reduced maintenance required at the venue

Sportsline, Inc.

610-363-2593 • Fax: 610-363-2500 www.sportslineinc.com Circle No. 543

“Quality from the Ground Up”

C&H Baseball has been the preferred choice of professionals since 1968. What’s on your Field? • Portable Batting Cages • Poly & Vinyl Tarps • Pitching Machines & Platforms • Fielding Screens

• Windscreen • Artificial Turfs and BP Mats • Stadium Backstop & Barrier Netting • Wall & Rail Padding

uality is a tradition at Sturdisteel. From our Permanent Grandstands to our Portable Bleachers, every detail of a Sturdisteel product is durable and reliable. Modern techniques in manufacturing and engineering give all Sturdisteel products the strength to provide extra years of service, yet are designed with comfort and ease of use in mind. Sturdisteel. Quality from the ground up. Competitively priced.

10615 Technology Terrace #100 | Lakewood Ranch, FL 34211

www.chbaseball.com 800.248.5192 Circle No. 152

68 oct/nov 2012 | AthleticManagement.com CHBaseball_Ad_Quarter-page_012612.indd 1

A Division of Schultz Industries. Inc. Circle No. 153

1/26/12 3:31 PM

P.O. Box 2655 Waco,TX 76702-2655 (254) 666 -5155 1- 800-433-3116 FAX: (254) 666 -4472 www.sturdisteel.com

[F A C I L I T Y

Dakota Valley High School, SD Need: An efficient way to display and view

strength records Solution: Coach Bill Clements credited Austin Plastics’ strength and conditioning boards with meeting his needs. Coaches can quickly change and update names and records using the printing program along with their existing printers.

Key features:

• Great goal-setters for current athletes • Excellent way for alumni to see their high school accomplishments immortalized

Austin Plastics & Supply

800-290-1025 • Fax: 512-832-0952 www.athleticrecordboards.com Circle No. 550

University of Cincinnati Need: Air-supported structure to over-

come space limitations Solution: The University of Cincinnati is an urban school with limited space for its facilities. Yeadon turned a former hillside into a practice facility for their athletic teams, with the flexibility to use it as a stadium when the dome is down.

Key features:

• Over 30 years experience and hundreds of domes worldwide • A dome can increase revenue through rentals • Domes are a fraction of the cost of conventional buildings

Yeadon Fabric Domes LLC

800-493-2366 • Fax: 651-633-2019 www.yeadondomes.com Circle No. 552 69 OCT/NOV 2011 | AthleticManagement.com

West Point, U.S. Army Need: Weight room flooring on second floor of facility

Solution: Infinity Performance provided its

1.25-inch thick Infinity Max rubber tiles with flush rubber platforms and Infinity iTurf

Key features:

• Impact and sound absorption qualities were superior to competitive products • Provided flush platforms that are warranted for 10 years • Provided custom colors and custom logos • A seamless appearance in a tile system • Easy to clean and maintain • Infinity Performance’s reputation within the industry

Infinity Performance, Inc.

888-479-1017 • Fax: 317-479-1018 www.infinityflooring.com Circle No. 549

Malvern Preparatory School, PA Need: A permanent grandstand for Friars

football

Solution: Southern Bleacher provided a 1,056-seat leg truss grandstand with pressbox for one of the most successful athletic programs in the state. Key features:

• Outstanding sight lines and superior quality • Expertise in the industry and on-time delivery • Award-winning galvanized steel structure • Third generation family-owned business

Southern Bleacher Company 800-433-0912 • Fax: 940-549-1365 www.southernbleacher.com Circle No. 553

S O LU TIO N S

]

The University of Wyoming Need: Custom graphic solutions Solution: Fathead provided custom

graphic solutions in the Athletics Center and Team Meeting Room. With world-class design, these spaces now have the “Wow” factor.

Key features:

• In-house design • Competitive pricing • One-on-one attention, with a “personal” account manager

Fathead, LLC

313-373-6049 • Fax: 877-600-3161 www.fathead.com Circle No. 551

GaREAT Sports Complex, Geneva OH Need: Create an artificial turf field that

performs as close to natural turf as possible Solution: The GaREAT Sports Complex selected FlexSand® Action as the infill for the facility’s artificial turf field because it offers the G-Max ratings they were looking for; and because of its density, FlexSand Action resists “fly-up” that’s a nuisance to players and can also cause inconsistencies in the distribution of infill across the playing surface. FlexSand Action is an elastomercoated quartz sand that combines the shock absorption performance of crumb rubber and the ballast performance of raw sand—while eliminating many of the drawbacks of the individual materials.

Fairmount Sports + Recreation 800-237-4986 • Fax: 440-285-4109 www.fairmountminerals.com Circle No. 554

AthleticManagement.com | oct/nov 2012 69

Baseball & Softball Equipment Advanced Natural Soil

Stabilizer Solutions, Inc. is advancing the evolution of natural soil for baseball and softball fields. The company offers advanced mound clays, as well as infield and warning track mixes, in both its Stabilizer ® organic and Hilltopper ® waterless product lines. Used at the College Baseball World Series, Stabilizer ® “Pro Red” Infield Mix and Hilltopper ® Waterless Mound Clay save time while providing protection from the elements. Stabilizer Solutions, Inc. • 800-336-2468 www.stabilizersolutions.com

Never lose your property again with Stahls’ Hotronix® Identification label system. The tag-free, hassle-free identification system allows you to easily label team uniforms and equipment. The soft, non-irritating labels are perfect for pants, jerseys, warm-ups, and more. Use heat-applied garment labels for practice clothing. Equipment can be labeled with pressure-sensitive labels on the same system. Eliminate lost clothing and save thousands of dollars each season. Call Stahls’ Hotronix® for a free sample. Circle No. 518

Strengthens and Rehabilitates

Wizard Sports Equipment • 888-964-5425 www.wizardsports.com

Circle No. 523

Programmable Pitching

The HomePlate pitching machine is the first programmable pitching machine designed for both batting cage and on-field use. Users can store up to eight different pitches—including fastballs up to 90 miles per hour, curveballs, changeups, sliders, and more—in eight different programs, with only seven seconds between pitches. The programmed pitches in the HomePlate can be thrown sequentially for specific hitting drills, randomly for game conditions, or in a way that simulates an opposing pitcher. The HomePlate features a patented threewheel pitching mechanism for greater pitch accuracy, along with an 80-ball auto-feed system, for $6,995. Sports Tutor • 800-448-8867 www.sportsmachines.com

Circle No. 522

Field Sanitation

To strengthen and rehabilitate the shoulder, use the Shoulderhorn™ with dumbbells, cable machines, or tubing. Foam padding offers comfort, while the Shoulderhorn™ allows you to strengthen your rotators and even fix imbalances due to weak external rotator muscles. The Shoulderhorn™ is available in three sizes; the sizing is the same as a men’s T-shirt. The Shoulderhorn™ retails for $62.95. Power Systems, Inc. • 800-321-6975 www.powersystems.com

New Wheeled Custom Bat Bags are now available. These custom bags are some of the most durable and affordable bat and equipment bags on the market. They are manufactured in the U.S. and built to last, with heavy-duty 600D nylon featuring a PVC backing and a limited lifetime warranty. You will not find a better-quality bag at a lower price. All bags are made in your team colors and decorated to include your team name, number, and logo.

Circle No. 517

Hassle-Free Identification

Stahls’ Hotronix® • 800-727-8520 www.clothingidlabel.com

Carry in Style

Circle No. 519

GreensGroomer WorldWide, Inc. has introduced a new paradigm for turf safety. Designed around powerful UVC light modules, the GreenZapr destroys harmful pathogens, viruses, bacteria, and mold by destroying the DNA of the microbe. Safe and effective, it costs as low as $25 per treatment when factoring frequency, unit cost, and bulb longevity. The GreenZapr allows for on-demand use, avoiding the need for the use of harmful chemicals or scarce water resources. GreensGroomer WorldWide, Inc. • 888-298-8852 www.greensgroomer.com Circle No. 539

Everything for Your Infield

Fencing Ideal for Ball Fields

Beam Clay® • 800-247-2326 www.beamclay.com

CoverSports • 800-445-6680 www.coversports.com

Everything you need to maintain and improve your infield is supplied by BEAM CLAY®, makers of infield mixes, mound and batter’s box clays, and red warning tracks for every state and climate from regional plants nationwide. BEAM CLAY® also supplies more than 200 other ballfield products from bases to windscreens, and has supplied every MLB team, most minor league and college teams, and thousands of towns and schools from all 50 states and worldwide.

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Circle No. 520

Regardless of the size of your ball field, CoverSports’ newly patented Grand Slam Fencing™ product line clearly establishes the boundaries and keeps the ball in the yard. The onepiece product is perfect for baseball and softball. Along with easy installation and removal, it is durable, soft, and easy to handle. The Grand Slam Fencing is available in red, blue, and green, and comes in four- or five-foot heights (green only). The distance banners are sewn to the fence, while foul pole kits and ground sockets are optional.

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Baseball & Softball Equipment Grooming Synthetic Fields

The Synthetic Sports Turf Groomer and Spring Tine Rake allow fast, efficient grooming of all infill synthetic sports fields. The Groomer lifts the turf fibers, leaving them in a plush, upright position, and moves fill material into low spots and depressions left after play. The Spring Tine Rake, attached to the groomer, combs through the infill to relieve compaction, releasing trapped turf fibers and ensuring a level playing surface.

GreensGroomer WorldWide, Inc. • 888-298-8852 www.greensgroomer.com Circle No. 538

The TriplePlay Basic throws fastballs, curves, sliders, and sinkers at speeds from 30 to 80 miles per hour. Its design allows the baseball to be visible to the hitter from the moment it leaves the feeder’s hand until it is pitched. The three-wheel pitching mechanism is more accurate than conventional machines and allows you to change pitches more quickly. If you don’t have electric power on the field, an optional external battery pack is available to provide up to four hours of practice time. The TriplePlay Basic’s transport wheels make it easy to move on and off the field, too. The retail cost is $1,995. Sports Tutor • 800-448-8867 www.sportsmachines.com

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Makes Installation Easy

What the Pros Use

Pro’s Choice Select premium infield conditioner has a unique particle size blend and deep red color that gives you the look of a professional ballpark. The small, uniformly sized granules make it the perfect infield topdressing to keep your infields smooth, safe, and resilient. For winning fields season after season, use what the pros use—choose Pro’s Choice Select.

Pro’s Choice • 800-648-1166 www.proschoice1.com

Three-Wheel Advantage

Circle No. 545

Wind Weighted® Baseball Tarps feature the famous edge-chainweighted rain cover now used by all levels of baseball, including MLB. Wind cannot get under the tarp, so it stays down even in high winds. Introduced in 2004, this product has made the job of tarp installation much easier and was recently awarded its fifth U.S. Patent. The tarp is now available in your choice of 14- or 18-ounce vinyl in 10 colors. Aer-Flo, Inc. • 800-823-7356 www.aerflo.com

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Baseball & Softball Equipment Remarkable Coating

As the leading supplier of modern, light weight, heat-reflective rain covers, Covermaster® now brings the newest coating technology to the baseball infield cover. It’s called ArmorKote™. This finish provides 300-percent higher flex crack resistance, 10 times higher abrasion resistance, and 150-percent improved seam strength compared to covers without this coating. ArmorKote™ is available on the company’s best-selling white/silver RAINCOVERPlus™ model. The company will gladly send you a sample together with all the particulars regarding this remarkable new coating. Covermaster • 800-387-5808 www.covermaster.com

Circle No. 525

Versatile Performance

Heying Company now offers the MG72 Hybrid Multi Groomer—a machine for customers who need a convertible groomer that will perform on turf, as well as baseball and softball infields. The hybrid version of the MG72 includes turf and infield grooming attachments. For turf it’s used to pulverize aeration cores, incorporate top dressing, brushing, de-thatching, and more. The infield grooming attachments groom, grade, and smoothen infields. This machine comes complete with an on-board standard- or heavy-duty electric lift system and wireless remote NFHS National Confernce Halfcontrol. Page Ad 12_Layout 1 8/7/2012 1:14 PM Heying Company • 712-756-8847 www.heyingcompany.com

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A Favorite Among Pitchers

Diamond Pro® Professional Mound Clay is a screened heavy clay with a natural yellowishbrown color. This heavy clay has a higher clay content than Diamond Pro’s Red Mound/ Home Plate Clay and will require more attention. Professional Mound Clay can be used in conjunction with other products, or as a stand-alone every day maintenance clay. This clay can be used to construct, rebuild, or repair pitcher’s mounds, as well as catchers’ and batters’ boxes. In a recent independent study by Virginia Tech, Diamond Pro’s PMC was voted “Favorite Product” in the comparison baseball mound clay study. TXI/Diamond Pro • 800-228-2987 www.diamondpro.com

Circle No. 546

Eye-Catching Solution

BigSigns.com offers printable backstop padding that isn’t just the perfect solution for covering dangerous walls and exposed fence edges—it’s also eyecatching and attractive. The company’s team can help you brand your program or organization while increasing player safety. Backstop pads are digitally printed with UV-protected Ultra Brite inks, so your graphics will pop, remain Page 1 bold, and resist fading from the sun’s bright rays. BigSigns.com • 800-790-7611 www.bigsigns.com

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Reach the High School Athletic Market 43rd National Athletic Directors Show The ONLY national conference exclusively for high school athletic administrators. • Reach high school athletic directors – the decision-makers in the high school athletic market. • Approximately 300 booths. • More than 1,800 athletic directors in attendance. • Advertising available in the NIAAA’s Interscholastic Athletic Administration (and NFHS Coaching Today online) issue dedicated to the conference. Kelly Russell | Show Manager | 317-822-5745 or 317-972-6900 krussell@nfhs.org

Henry B. Gonzalez Convention Center San Antonio, Texas December 16-17, 2012

National Federation of State High School Associations PO Box 690 | Indianapolis, Indiana 46206 www.nfhs.org National Interscholastic Athletic Administrators Association 9100 Keystone Crossing, Suite 650 | Indianapolis, Indiana 46240 www.niaaa.org

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Case Study

Effective Equipment Storage By Gregg Nelson, Wenger Corporation

uccessful athletic programs strive for excellence in every facet—including equipment storage. Through working with athletic personnel at all levels, Wenger Corporation developed its GearBoss® line of athletic products to help address three key storage issues: maximizing space, ensuring sanitation, and improving efficiency. Maximizing Space

Space is always at a premium and GearBoss high-density storage solutions can open up 75 percent of the floor space by optimizing available cubic capacity. Mobile storage carts minimize dead space, while offering easy accessibility. “Our GearBoss system maximizes the space in our four storage rooms,” says Kevin Golden, Timber Creek High School (Keller, Texas), Athletic Coordinator and Head Football Coach. “Previously I worked with shelves and cubbies. We built a storage hanger with hooks to hang helmets, but it was nowhere near as space-efficient as the GearBoss system.” Ensuring Sanitation

Potentially dangerous microorganisms thrive in moist, warm environments, such as equipment rooms and locker rooms. Resulting infections can threaten an athlete’s season—or even their life. A high volume of cool, dry airflow is essential for these areas. Odors often indicate sanitation problems, so trust your nose. GearBoss high-density carts are open on at least two sides, so air can get through to help dry the equipment, and to give easy access for cleaning. “Periodically spraying down equipment in the GearBoss carts with a bleach solution is very easy,” notes Golden. “We can roll the carts outside, open them up for spraying, and let them dry. It’s not messy, and it’s a good preventative measure.”

Improving Efficiency

Along with inherent sanitation risks, clutter often indicates flawed or neglected procedures. Many successful athletic programs are adapting “lean manufacturing” philosophies. These philosophies focus on streamlining value-producing activities while eliminating wasted time and resources. The five core components of lean—Sort, Set in Order, Shine, Standardize, and Sustain—can be as relevant for equipment rooms as factories. It is a long-term journey of continuous improvement that starts small and requires the same discipline and perseverance exhibited by winning teams. Processes should be mistake-proofed. For example, ensure no player’s equipment is forgotten on game days with cubbyholes, or even grid lines taped on the floor to provide quick, visual inventory. A GearBoss cart system also aids this process. “We can roll a cart into a locker room for handing out uniforms and equipment,” says Golden. “Then we roll it right back into storage.” Using the right athletic storage solution can optimize efficiency, sanitation, and space savings. GearBoss is proud to play a role in helping programs develop and maintain a winning game plan for long-term success.

Winning the cleanliness battle requires a facility that is cleanable. Unless you can get in, around, and under things, they will not get clean. To facilitate sanitizing, use mobile storage solutions and mount lockers off the floor whenever possible. And remember—sanitary spaces and clutter are mutually exclusive—the only truly clean space is clutter-free.

Wenger Corporation

800-4WENGER

Gregg Nelson is a senior market manager with the Wenger Corporation, which offers a free, 40-page Athletic Facility Planning Guide that outlines best practices and includes helpful information and worksheets.

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