Coaching Management 21.2

Coaching Management > Parent-Child Camps > Protein Beverages

ALL SIGNALS GO Developing your sign system

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Circle No. 100

CONTENTS | BASEBALL Edition | PREseason 2013 | Vol. XXi, No. 2

Coaching Management

21

27

CAMPS & CLINICS 21 PARENTAL GUIDANCE

COVER STORY 14

ALL SIGNALS GO Before they look for a pitch, hitters look to their coach for a sign. Here are ways to make sure your signals hit their mark.

SUGGESTED

Looking for a way to liven up your youth camps? This coach found success by having parents join their baseball-playing children.

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PRESEASON

BULLETIN BOARD

NCAA to require better high school GPAs in Division I … Baseball coach takes over field hockey team … Small college players shine on big screen ... TCU’s Schlossnagle on coaching a national team … High school squad partners with drama department for scary fundraiser …

South Carolina’s sports psychologist.

INFIELD MIXES NETS & CAGES PRACTICE AIDS MORE PRODUCTS

Players often turn to protein beverages to help improve their performance. A sports nutritionist explains how they can choose the right one.

Q&A 10

ART MALTBY He had never coached above the Little League level before taking over at Los Amigos (Calif.)

High School. But in just his second season, Art Maltby led the team to its first-ever playoff appearance while helping his players deal with a wide range of off-field challenges.

On the cover

ALSO IN THIS ISSUE 31 33 35 36

NUTRITION 27 FOUNTAIN OF POWER

34 ADVERTISER’S DIRECTORY

Like all players, Pepperdine University hitters need to read the signs. Waves’ Head Coach Steve Rodriguez, along with other top coaches, offers advice on developing a sign system in our cover story, starting on page 14.

Photo: Pepperdine Athletics/Stephen Wandzura

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Coaching Management Preseason 2013 1

Circle CircleNo. No.101 101

BULLETIN BOARD Preseason 2013

CONTENTS

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3 NCAA changing

academic marks

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4 When Hollywood calls

Academics

NCAA to Require Higher HS GPAs When it comes to discussions about NCAA Division I academic standards, the Academic Progress Rate (APR) usually generates the most headlines. Flying under the radar are new mandates for high schoolers looking to compete at the D-I level. Beginning in 2016-17, these athletes will be required to post at least a 2.3 GPA in 16 high school core courses. Previously, the minimum was 2.0.

Student-athletes with high school GPAs between 2.0 and 2.3 will be required to take an academic redshirt year. This means they will be eligible to receive athletically related financial aid and practice with their team during their first year on campus, but won’t be allowed to participate in any competitions or travel to away matches. Athletes with GPAs below 2.0 are considered nonqualifiers and cannot receive athletically related financial aid, practice, or compete during their freshman year.

In addition, incoming freshmen will have to meet test score requirements based on the NCAA’s sliding scale. For example, a student-athlete with the minimum 2.3 core-course GPA needs to score a combined 1080 on the SAT math and verbal sections or 93 on the ACT (the sum of the scores in English, mathematics, reading, and science). An athlete who posts an 820 SAT or 68 ACT, meanwhile, would need a 2.95 GPA. (The full sliding scale can be found at: www.eligibilitycenter.org under “Resources.”)

All athletes must also complete 10 of the 16 core courses before the first semester of their senior year. Of the 10 courses, seven must be in English, math, or science.

To meet stricter academic demands and prepare athletes for college, some high schools are experimenting with new programs. In Indianapolis, Warren Central

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5 Taking on a new sport

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6 Psychologist

in the dugout

High School has implemented an academic support program for athletes that uses grade tracking, study tables, coaches’ efforts, and motivational tools.

When the school began tracking athletes’ semester GPAs in the spring of 2009, only 67 percent were at or above 2.0. In the spring of 2011, thanks to the support program, that number had risen to 86 percent.

“It starts at the top with the school leadership putting academics at the forefront and saying it’s important,” says Jennifer Jensen, a math teacher at Warren Central who conducts grade tracking for the program. “And it continues with personal interaction. It is about the student-

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7 Frightful

fundraiser

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8 Coaching a

national team

athletes understanding that we don’t care just about what they do on the court. We care about them as people.”

School policy at Warren Central requires a student-athlete with a GPA below 2.0 or an F in any class to attend study sessions twice per week. Under the program, players struggling academically are now also required to have individual meetings with their coaches. At these one-on-one sessions, the coach outlines expectations and provides a plan for improving the player’s grades.

Another way that Warren Central emphasizes academics to its student-athletes is through its Leadership Kickoff event. The main component of the Kick-

At the NCAA D-I level, incoming freshmen will face higher GPA standards beginning in 2016. An academic support program at Warren Central High School combines grade tracking, study tables, and motivational tools to help athletes such as Lane Stotts (at right) reach their academic goals.

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Coaching Management Preseason 2013 3

off centers on announcing the studentathletes’ recent academic achievements.

Each squad’s combined GPA from the previous year, as well as the percentage of members in defined GPA ranges, are shared with everyone in attendance. Prizes are awarded to the squads with the highest marks in both small- and largeteam divisions.

Jensen believes the key to the program is adults emphasizing academics.

“As coaches have become more concerned with student achievement, we’ve seen our students’ interest in their academics grow,” she says. “What tutors or coaches say makes a big impact on students. When kids know you care and are concerned about them, they’ll run through a brick wall for you.”

Promotions & Publicity

Stars of Field and Screen NCAA Division II baseball players rarely get the red-carpet treatment at a movie premiere. But on Sept. 20, 2012, nearly two dozen Young Harris College players felt like A-list stars at a special showing of the Clint Eastwood film, Trouble With the Curve.

Those 20 players comprised one of the teams portrayed in the film. And they were joined by hundreds of people from their school for a sneak peek on the night before the movie’s national release.

“Our guys got a kick out of all the attention they received that night,” says

Young Harris College Head Coach Rick Robinson. “There were photographers there taking photos as if they were Hollywood paparazzi. It was a lot of fun.”

While the end product was enjoyable, the journey to the silver screen required significant work by players, coaches, and administrators. The process began in February when Robinson was surprised by an unusual e-mail request from a woman named Amy McDaniel, who was responsible for finding cast members. The film’s production crew was scheduled to shoot a few baseball scenes on Young Harris’s home field, and it needed about 20 players to portray a high school team. McDaniel asked if Robinson knew where they could find players that fit the bill.

“I already knew they were going to use our field to shoot some scenes, but I had no idea they needed players,” Robinson says. “So I called Amy right away and asked, ‘Why don’t you just use our players?’ She said she liked the idea, but had been told we wouldn’t be interested because filming would occur during our season. However, I was immediately intrigued and told her I certainly was interested.”

Before Robinson could tell his players to prepare for their close-ups, he had to talk things over with his administration. “I needed to make sure that letting players take part in the movie wouldn’t be an NCAA violation,” he says. “So I called our athletic director and we spoke to our compliance officer, who assured us it wouldn’t be a problem.”

After making sure there were no eligibility issues, the next step was choosing the players and coaches who would take part in the movie. “Amy came to practice and took photos of all the players,” Robinson says. “She returned later with a list of 20 names the producers wanted to use.”

The producers also needed three coaches. Head of a four-man staff, Robinson decided to step aside and let his three assistant coaches have their moment in the sun.

Filming was scheduled to take place on April 16 and 17, however, both of those were school days. “I relayed the information to our faculty athletic representative, and told the players they’d need to get permission from their professors to miss class and participate,” Robinson says. “We had two players who couldn’t take part due to classroom conflicts, but overall, the professors were very receptive to the idea.”

With the lineup of player-actors determined, one more obstacle remained.

The Mountain Lions had a home doubleheader scheduled against Tennessee Temple University for Saturday, April 14, the day producers needed to start preparing

Players from Young Harris College dress up for a special showing of the 2012 movie Trouble With the Curve. Portions of the Clint Eastwood film were shot on campus and the players portrayed a high school team in the movie.

scott dean

4 Coaching Management Preseason 2013

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BULLETIN BOARD the field for filming. So the doubleheader was rescheduled as a single game. Another game slated for April 17 at Montreat College was also rescheduled.

This kind of cooperation was crucial for everything to come together successfully, and Robinson says the key to getting others to help was notifying them as soon as possible. “A lot of people are involved in making big things like this go smoothly,” he says. “You need to identify who they are and let them know as soon as possible if you need anything from them.”

New Challenges

game is second to none, and our athletes loved Nancy’s passion for the sport. A legendary coach with that many state championships is a great asset.”

Roy has been a familiar face at Canton’s field hockey games for almost a decade. He initially attended to show support for Peterson, his best friend’s daughter, during her high school career. Canton’s rich field hockey history kept Roy returning to the stands after Peterson graduated.

During those years in the stands, Roy picked up the sport’s rules and strategies.

After contacting local college coaches for advice on practice drills and game tactics, Roy entered the fall season confident in his staff and his knowledge of field hockey.

His new players, however, needed some convincing. “The biggest challenge was getting the athletes to believe I knew something about the sport,” Roy says. “I think they viewed me as a placeholder until someone else was hired.

“Convincing the players that I knew how to coach field hockey was tough until the day Jennifer and I scrimmaged with them,” he continues. “The team saw

Veteran Coach’s Rookie Season Like many baseball coaches, Brian Roy, Head Coach at Canton (Conn.) High School, has experience coaching other sports. He was the school’s Head Girls’ Soccer Coach for five years and an assistant coach with the boys’ soccer team for four. This fall, however, he ventured into uncharted territory, serving as Head Coach of Canton’s field hockey team.

Why did a baseball coach take up field hockey? Because no one else would.

The previous coach resigned following the 2011 season and no one applied for the job during the off-season. Without a coach, the team’s 2012 season might have been canceled had Roy not stepped in.

“Coaching a new sport has reenergized my batteries ... I’ve been exposed to new student-athletes and traditions, and that’s affected the way I coach.”

BRIAN ROY Canton (Conn.) High School

Hired just one week before the first practice, Roy knew he needed assistance with the technical parts of field hockey. So he asked Jennifer Peterson—a field hockey star at Canton and Southern Connecticut State University—to join the staff. Former head coach Nancy Grace, who won eight state titles at Canton before stepping down in 2004, also assisted at several practices.

“I believe if you surround yourself with good people, good things happen,” says Roy. “Jennifer’s knowledge of the CoachesNetwork.com

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that I could handle the stick, hit a drive, and have field awareness. After that, I started gaining some respect.”

Working with players who had a wide range of skills and abilities was another challenge. There were 13 underclassmen in a program of 24, and since the district had not had any middle school sports for several years, some of them were playing field hockey for the first time.

“I expect my baseball players to perform at a high level, but with this team, I quickly learned they couldn’t all do that,” Roy says. “We had a lot of inexperienced players who went through different stages of skill development in their own time, which taught me a great deal about patience.”

Regardless of the challenges, Roy has no problem coming back as the field hockey coach next year. In fact, he’s expecting to.

Still, baseball holds a special place in his heart. This spring will mark his 17th season with Canton’s baseball team, and he enters it with a refreshed appreciation for coaching and his players.

“Coaching a new sport has reenergized my batteries, my competitive spirit, and my passion for coaching,” Roy says.

“I’ve been exposed to new student-athletes and traditions, and that’s affected the way I coach.

“Because of this experience, I’m going to be more patient with my baseball players and try to explain drills bet-

ter,” he continues. “I’m going to pay attention to the important things—the players, the game, and the relationships that form as a result of being on a team.”

Optimum Performance

Mind Games It’s not unusual for baseball players to work with sports psychologists to sharpen the mental aspects of their game. Still, it’s uncommon to see a sports psychologist have as prominent a role with a college team as Dr. Ron Kasper has at the University of South Carolina.

Employed by the Gamecocks as the athletic department’s sports psychologist since 1994, Kasper is a fixture around the baseball diamond. He regularly attends team practices and can be found in the Gamecocks’ dugout during most of the their games. The arrangement obviously works—South Carolina won the NCAA Division I College World Series in both 2010 and 2011 before finishing as runnerup in 2012.

Kasper is available to all South Carolina athletes 24 hours a day and seven days a week, and usually focuses on helping them deal with everyday issues they face that can hinder their athletic performance. But it’s his work in the Gamecocks’ dugout during games that sets him apart from most sports psychologists. Often, he’ll take concepts he and a player have

discussed in a previous meeting and help the player apply them during a game.

“I talk with the athletes about visualization, relaxation, and meditation to help them work on cognitive restructuring,” he says. “Basically, that means helping players think about problems in a different manner and making sure they don’t succumb to self-defeating thoughts.

“For example, if a pitcher tells me he’s nervous because he’s always wild early in a game and then struggles with command the next time he steps on the mound, I’ll tell him, ‘Be non-judgmental,’” Kasper continues. “‘When you get out to the mound, focus solely on the catcher’s glove and the fact that you need to throw your curveball on the outside corner for a strike. That’s all you need to focus on.’”

His closeness with the baseball team reflects his background as a player—he briefly played minor league baseball in the 1960s—and the relationship he developed with former Head Coach Ray Tanner, who stepped down in July to become the school’s athletic director. Initially, though, Tanner was unsure of the role Kasper should have with his team.

Sports psychologists are not commonly found in college baseball dugouts, but Dr. Ron Kasper is a mainstay in the University of South Carolina’s. Here he talks with pitcher Adam Westmoreland.

south carolina athletics

6 Coaching Management Preseason 2013

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BULLETIN BOARD “When I came here ... and met him, I was somewhat reluctant,” Tanner told The Post and Courier. “It was like, ‘I’ll coach and I’ll be the psychologist and I’ll be the parent’ and all those things. But gradually, I started to appreciate the expertise.”

One of the ways Kasper endeared himself to Tanner and the rest of the coaching staff was by respecting boundaries. “I’ll sit in on coaches’ meetings, but just as a listener,” he says. “I need to be aware of what they want so I can help players, but I never portray myself as someone who knows all the answers.”

Kasper says open communication with the coaching staff is an absolute necessity for his work to succeed. “I tell the coaches that if they’re uncomfortable with something I’m saying or doing, they need to talk with me about it,” he says.

While Kasper believes the coaching profession is more receptive to players working with psychologists now than it was a couple of decades ago, he knows some coaches are still skeptical. “I’m sure there are coaches who say they don’t believe in this stuff,” he says. “My response to them is, ‘What exactly don’t you believe in? That a player should work through issues that might affect their performance on the field, such as focus?’

“These are things that, if not addressed, can fester and become worse,” Kasper continues. “Coaches should sit down with their players and tell them that there are people available, either at their school or in their town, who can help them if they need it.”

together. “When we started planning, Clint and I didn’t think there would be any conflicts between the kids,” Orr says.

“But we soon realized their personalities clashed. The baseball players didn’t understand how to appreciate drama, and the theater students didn’t get the competitiveness and intensity of baseball.”

Once school resumed in August, Orr and Merritt organized activities to help the two groups bond. “The baseball players did improv at the first meeting,” says Orr. “During a second meeting, the theater students completed a P90X workout with the baseball players.

“The third meeting was the best,” he continues. “Clint had the students portray coaches and administrators from the school. He told the kids, ‘You’re Coach Orr, you’re [Assistant Baseball] Coach Weeks, you’re the principal, and you’re the athletic director. You have just caught a student skipping class. What do you do?’ They liked making fun of us and from that point on, everybody clicked.”

The event’s preparations took more than a year. Before getting the students involved, Orr and Merritt began by planning the specifics of the attraction—what scenes would be included, what they would look like, how many actors each

needed, how many ticket-takers and parking attendants to find, and so on.

Next, they presented the idea to the parents of their students, which produced an immediate flood of props, costumes, and equipment.

Orr and Merritt also needed seed money to construct the scenes. A group of parents formed a Promotions Committee in August to raise the $3,000 necessary to get the attraction off the ground. In one month, the committee generated $4,500 by showing sponsors how a donation could be good for their business and result in even greater benefits for the baseball and drama programs.

“We gave every sponsor tickets for their personal use as a thank you for donating, but we also provided them with ticket packages to sell that would cover their contribution,” Orr says. “For example, if a sponsor donated $300, we’d give them $300 worth of tickets free of charge to sell in their business. If they sold all the tickets, they’d break even, and we would have more guests at our attraction.”

Finding a location was much simpler than securing startup funds. A paintball facility offered its 100-acre wooded lot as the site for the attraction, which was

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Acting as One Fundraising is often a scary proposition for coaches who are more comfortable with runs and strikes than dollars and cents. And trying to get their baseball players to work with students from the theater department may be even more frightening. But at Hazel Green (Ala.) High School, these two groups combined forces to operate a Halloween haunted house that raised more than $9,000 and bridged gaps between them.

T.J. Orr, Head Coach at Hazel Green, came up with the idea during a workout session with other teachers. “Clint Merritt, the head of our drama department, and I were at the gym, and fundraising came up,” he says. “We started talking about how it would be neat to do an event together. The idea for a haunted house was mentioned, and it evolved from there.”

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Circle No. 103 Coaching Management Preseason 2013 7

QUESTIONS

3

Entering his 10th season as Head Coach at Texas Christian University, Jim Schlossnagle has made a name for himself by turning the Horned Frogs into one of the country’s elite programs.

During his time at TCU, Schlossnagle’s teams have grabbed the national spotlight with numerous NCAA Division I regional and super regional appearances and a trip to the College World Series.

Next summer, Schlossnagle will take a turn on the international stage as skipper of the 2013 USA Baseball Collegiate National Team, which will travel abroad for a series against the Japanese national team and compete on U.S. soil against the best amateur players from Cuba.

This will mark the second national team goaround for Schlossnagle, who was the pitching coach on the 2006 Collegiate National Team that featured current Tampa Bay Rays ace David Price, then a star at Vanderbilt University. That team won a gold medal by sweeping through the International University Sports Federation World Championships in Cuba, a major milestone for USA Baseball.

As he prepares for the summer of 2013, Schlossnagle talks about his work with the national team.

Pulling Double Duty How do you expedite the process of getting to know your players and how they can each contribute to the team?

It’s tough. I try to talk to their college coaches or coaches I trust who have played against them in search of an honest evaluation of their makeup, abilities, strengths, and weaknesses. But you don’t really know what you have in a player until you coach them yourself.

JIM SCHLOSSNAGLE

How has coaching the national team helped you develop as a coach?

It’s helped me greatly. Being around the best amateur baseball players and coaches in the world and seeing how they work, compete, and practice provides great examples I can share with my players and assistant coaches at TCU. I’ll also be spending tons of time with my assistants on the national team, who are some of the best college coaches in the country. In that environment, you talk baseball over breakfast, dinner, on the bus, on the airplane, and everywhere else. It gives you lots of opportunities to bounce ideas off each other, and you come away with new concepts to use with your program at home.

CM: What’s the biggest difference between coaching the national team and your squad at TCU? Schlossnagle: There’s a lot less instruction and a lot more management with the national team because we face such a condensed time frame. We start playing games about a week after the first practice. Soon after that we’re playing for some sort of championship. With such a compressed schedule, you just try to get to know the players as best you can. So I plan to spend every waking hour with our players and do whatever I can to build chemistry and a team concept as quickly as possible.

8 Coaching Management Preseason 2013

Patrick Green/ Cal Sport Media

Texas Christian University pitcher Justin Scharf was named the regional tournament MVP after helping the Horned Frogs to their third NCAA regional title in the last four seasons under Head Coach Jim Schlossnagle.

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Hazel Green High School baseball player Cody Ernst portrays the Headless Horseman during a haunted house fundraiser that was jointly operated by members of the baseball team and the school’s theater department. The attraction generated over $9,000, which was split between the two groups.

dubbed “Haunted Woods in Howell.”

Eleven live scenes were constructed and staffed by the Hazel Green baseball team and drama program. Many referenced popular horror movies like Saw, The Exorcism of Emily Rose, The Silence of the Lambs, and A Nightmare on Elm Street.

Almost 1,500 people attended the attraction, which was open during weekends in October. After expenses, each team earned $4,600. Orr’s squad is putting the money toward building a new field, while the theater department is using the funds for transportation to competitions.

Encouraged by the community’s enthusiastic response, and no longer facing the burden of startup costs, Orr is already looking to repeat the event next

working together, they had the time of their lives,” he says. “I expect this will be one of their great memories from high school.”

October. He’s confident his players feel the same way.

“It was a little rough early on, but once the kids bought into the idea of

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Q&A

A Different Path

Baseball legend Frank Robinson was one of many who helped the Los Amigos team after all its equipment was stolen this past fall.

Q&A with Art Maltby | Los Amigos High School, Fountain Valley, Calif.

Although he has spent only two seasons in a high school dugout, Art Maltby, Head Coach at Los Amigos High School in Fountain Valley, Calif., is still a coach who speaks from experience. This experience comes from the time he spent overseas while deployed with the U.S. Air Force, living in Mexico to attend medical school, and operating several small businesses.

Management Preseason 2013 10 Coaching Management

The newfound success was threatened this past Labor Day when thieves emptied the team’s equipment trailer. The Los Amigos players and coaches were devastated and wondered how they would find money to replace the equipment. However, the media picked up the story and an outpouring of local and national support followed.

A wave of donations to replace the gear came in—including $4,000 from Major League Baseball.

Adept at juggling the demands of running a business while coaching his team, Maltby’s resume is not that of a typical high

school coach. After high school, he spent nine years in the Air Force as a firefighter and paramedic. Upon concluding his military career, Maltby became an emergency room and helivac nurse before earning a bachelor’s degree and later a doctorate in trauma surgery medicine from the University of Morelos in Mexico. After practicing as a trauma surgeon for a few years in Mexico, Maltby returned to the U.S. to try his hand in the business world, working for medical equipment companies.

In this interview, Maltby talks about turning around a once-struggling program and overcoming a lack of varsity-level coaching experience. He also shares his thoughts on working in a financially challenged community and explains why he doesn’t cut players.

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steven georges/the register

Currently the Vice President of a small startup pharmaceutical company, the 50-year-old Maltby was hired in November 2010 to take over the struggling Lobos program despite never having coached outside Little League.

His first season resulted in just two wins,

but Maltby led Los Amigos to a 13-12 record and the program’s first ever playoff appearance in 2012.

CM: How did you get hired to coach at Los Amigos?

Maltby: One of my Little League player’s older brother was a student at Los Amigos and gave my name to Chris Sandro, the school’s Athletic Director, who asked if I’d like to come in for an interview. During the interview, I explained that I had been coaching for quite a while, but never above Little League. He had already interviewed some other candidates, but he told me that he liked me and my ideas.

I told him that coaches teach the same fundamentals no matter the level. Regardless of a player’s experience level, when he gets to high school, the coach still has to break him down and reeducate him on the proper fundamentals of catching, fielding, throwing, and hitting—just like Little League. It’s the same philosophy, just at a different level of play.

When did you first get involved with coaching?

In 1983, I coached my first Little League team while I was stationed in Germany with the Air Force. I had 11 kids from the base on my team, and only one of them had ever seen a baseball game because they had lived overseas their whole lives. That team lost its first three games but ended up taking first place in the league. For me, it was a huge accomplishment, and I felt that coaching might be something I’d want to pursue down the road.

Then about 14 years ago, I began coaching my nephew in Little League. After that, I helped out with other local teams. Then when my son started playing a few years ago, I coached his teams.

What was your first order of business after taking over at Los Amigos?

Five or six weeks into the position, I realized we badly needed new equipment—we didn’t even have a single legal bat. So I reached out to some friends who work for the Los Angeles Angels of Anaheim. They spoke to team owner Arte Moreno and he donated $5,000, which we used to buy basic equipment that our program needed.

Also, when I got here, our dugouts were in terrible shape and on the verge of collapsing. So I talked to a contractor friend of mine and he redid our dugouts at no cost.

He also helped us fix all the backstops.

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What was the biggest team-related obstacle you faced that first year?

I had 36 kids in the program then, and 14 of them were academically ineligible. So I found tutors for our players and mandated after school study halls. It helped that our CoachesNetwork.com

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Coaching Management Preseason 2013 11

principal made it clear she would do whatever it took to help me get our players on track academically.

Then I personally started holding study hall three days a week during sixth period— both in-season and off-season. If a player was having problems, either I would help him or I would recruit one of our players who was strong academically to help. The principal also made teachers available for tutoring before school, at lunchtime, and following school. After three months, all but one of our players were eligible to play.

Can you describe the cultural makeup of the team and your community?

We’re a predominantly Hispanic community. Out of 45 players, we have two Caucasian kids on the team, one of whom is my son. A lot of the parents don’t speak English, and most of the kids are living in very tough socioeconomic conditions. All of my students come from neighborhoods in Santa Ana, which is known for a lot of gang activity. The kids don’t take their equipment home out of fear it will be stolen. Because of these tough conditions, my philosophy is

not to cut players. Even if a player has little talent, I want them to be in the program and off the streets.

What is the typical player’s baseball experience level when they join your team?

None of these kids ever played travel ball and they come in very, very raw. They’re athletic and they have all sorts of ability, they just don’t know the sport. So a big part of my job is to teach them the basics of the game.

I do this by breaking them into groups and starting with the building blocks. I tell them, “This is the way I want you to catch the ball, and this is how I want you to throw the ball.” Once they get the basics down, we go into higher levels of instruction like pushing through the ball when they throw, handling short hops, footwork drills, and learning the mental aspects of the game.

How did you keep the players’ spirits up when you were losing so many games the first year?

I was constantly encouraging them and letting them know that they were improving

and making their mark. Even though we were losing, teams still had to throw one of their top pitchers at us. They couldn’t put a j.v. kid on the mound against us anymore. Teams respected us and knew they were in for a dogfight whenever they played us that first year.

In 2012, you started winning games and holding your own against tough teams.

What was the key to the turnaround?

That was the first season that I got to work with the players through the summer and fall. They practiced harder and longer and more and more kids started showing up for summer workouts. The progress was slow, but steady, and over time they started understanding the lessons I was trying to teach.

What are those lessons?

I teach that in life, you have to focus, concentrate, and be positive every day. If you can do that every day, in everything that you do, you will be successful.

That mentality is especially important on the baseball field, because these kids have so many obstacles they have to overcome in their everyday lives. When they’re standing in the

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Q&A batter’s box, they have all these things running through their heads. So I teach them to clear their mind, focus on the task at hand, and concentrate on what their job is at that moment.

on the Internet to find drills for my catchers, because I just don’t know how to teach the position. As far as pitching goes, I know just enough to be dangerous.

How did you help your players handle success last season?

Can you describe what happened on Labor Day when your equipment went missing?

I told them they should expect to win because of all the hard work they put in.

When we beat a team, it means we did what we were supposed to do out on the field. I don’t want them to take it for granted and not enjoy the moment, but I also want them to realize it’s a result of hard work, which we need to continue.

What is your biggest strength as a coach?

I’m a great motivator. That’s my best attribute. Do I know everything about the game?

No, not at all. And I don’t pretend to. But I know how to get the most out of my players.

What do you struggle with the most?

Not having enough coaches. I have only one assistant. He’s an infield guy and I’m an outfield guy and neither of us is an expert on teaching catchers or pitchers. I have to go

I received a call at 9:30 that morning from a parent who noticed that the back door of our storage bin was wide open. I live five minutes from the school and drove right over. The police came and we all went inside together.

We had nothing left—all the bats and catcher’s gear that we had bought with the money donated by the Angels was gone. The kids had also been storing their gloves and cleats in there, and they were all taken as well.

off the hook with people pledging donations.

Overall, we had about $12,000 come in. The Angels donated $3,000 to be spent at a local sporting goods store that agreed to give us 50 percent off to replace the missing gear. Then Frank Robinson, the Executive Vice President of Player Development of Major League Baseball, called and said the league would be donating $4,000.

Do you have plans for the surplus?

We’re taking it slow and developing a plan for how to use the money. Some will go toward new uniforms. We also need to redo our infield. The dirt is really soft and the pitching mound is about four feet tall and located six inches to the left of where it should be.

When did the outpouring of support start?

What are your goals now?

The following Monday, the local news affiliates began calling because they’d heard about the break-in. I did an interview at the field and it aired a bunch of times throughout the evening. At 6:30 the next morning, I got a phone call from a few more TV affiliates.

After the interviews aired, my phone rang

My job isn’t done until we win a league title. Every year, I take the kids into the gym and show them the banners on the wall and ask, “What’s the only thing missing here?”

They say, “A baseball banner.” That’s when I ask, “Wouldn’t you like to be part of the first team to hang one?” CM

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Pepperdine University second baseman Joe Sever didn’t see many take signs in 2012, hitting .366 to earn West Coast Conference Player of the Year honors. Steve Rodriguez, Head Coach of the Waves, says there are many steps coaches can take to ensure players understand the signals they’re given. PHOTO BY STEPHEN WANDZURA/PEPPERDINE ATHLETICS

COVER STORY

ALL

SIGNALS

GO Before they look for a pitch, hitters look to their coach for a sign. Here are ways to make sure your signals hit their mark. | By Patrick Bohn

They’re an ingrained part of baseball and almost as old as the game itself. They’re used hundreds of times in every contest from Little League to the pros, and can make the difference between winning and losing a game. Yet they’re frequently taken for granted until something goes wrong.

There’s little doubt that signs and signals are an integral aspect of the sport. Coaches have always had a need to convey information to players while keeping their opponent in the dark. Whether you use the traditional system of gestures and movements ascribed with meanings, wristbands full of secret codes, or another method altogether, the goal is the same: get players to learn and understand your signs, so when the game is on the line, they’ll receive the same message you’re sending.

As coaches know all too well, accomplishing this task is easier said than done.

Players miss signs—whether because of forgetfulness, lack of focus, or information

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overload—and it always seems to happen at the worst times. With the outcome of games at stake, it’s important for coaches to take the time to develop a system that works for them and their players. In this article, top coaches from around the country discuss what makes a good sign system and how they work with players to ensure that their signals don’t get crossed.

PLANNING PERIOD

Some coaches use the same sign system every year because it works for them. Others may need to implement a sign system for the first time as a head coach, or simply want to change things up. Either way, most coaches

Coaching Management Preseason 2013 15

agree there’s one basic principle to follow—keep it simple.

“When I started coaching, I had signs for every potential scenario,” says John Matera, Head Coach at Tremper High School in Kenosha, Wis. “I even had signs for hitting the ball to a specific area of the field. But having that many signs was confusing for the

“When there was finally a spot where I wanted to call the play, it took me a while to remember what the sign was,” Briggs says.

“We executed the play, but I knew I had to make our sign system easier. If I had trouble remembering my own signs, of course the players would struggle with them too.”

As he considered his options, Briggs

“As players start to grasp our signs, I make them more complex,” he says. “For example, our initial steal sign might be me touching my belt and then wiping down my leg. Once the players have that down, I might add a hat touch, or a sleeve wipe to make it more complicated and thus harder for an opponent to pick up.”

“We tell the players at the start of the year, ‘Here are the plays we’re going to use. Get together and decide what phrases you want to use for each of them, and let us know’ … Since they come up with the phrases, they don’t forget them.” | Doug Fleetwood, Salisbury UNIVERSITY players, and I realized I needed to cut back.”

About 10 years ago, Eric Briggs, Head Coach at Bolivar (Mo.) High School, had a senior-laden team that wanted a separate sign for each play it might run. Briggs agreed and came up with a signal for every possibility he could think of, including a fake buntand-run, which didn’t come up until the postseason.

IMPROVE YOUR IMPROVE YOUR IMPROVE YOUR

realized he could simply combine his existing signs for a fake, a bunt, and run. “That way, the players and I wouldn’t need to remember anything new,” he says. “It worked much better.”

Mike Caira, Head Coach at Pacifica High School in Garden Grove, Calif., keeps his signs simple at first. But as the season progresses, so does the intricacy of his signs.

Since stealing signs is a tolerated, if not universally accepted, part of the game (see “Petty Theft” on page 17), any signaling system should be easily adjustable. The most common way to do this without revamping all the signs is by changing an indicator that Patrick Bohn is an Assistant Editor at Coaching Management. He can be reached at: pb@MomentumMedia.com.

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PETTY THEFT While most coaches have a fairly liberal view on the ethics of sign stealing, few teams have had as much success with it as Binghamton University did a few years ago. “We had a player who was fantastic at picking up an opponent’s signs,” says Bearcats Head Coach Tim Sinicki. “It was something he’d been taught to do years before, and by the time he came here, it was almost second nature for him.

Since we weren’t playing him very much, he was often in the dugout, so we decided to use his skills to our advantage.

“During a game, he would watch the other team give signs,” Sinicki continues. “When he picked one up, he would walk down to me and let me know. I didn’t have him demonstrate it for me right there or anything that overt. Instead, I would have him sit next to me in the dugout. If there was a moment during the game where I suspected our opponent had called that play, I would simply look over at him, and he would give me a little nod if I was right. It was very effective.”

Sinicki says discretion was the key to making the system work. “I didn’t want the player jumping up and down if he picked the sign, or yelling it the length of the dugout,” he says. “That would

show up the other team and let them know we had figured out their sign. But I think it was fine the way we did it.”

On the other hand, Neil Ioviero, Head Coach at Kean University, tries to turn the tables on sign stealers by waiting for the perfect time to change his indicator. “If I look in the opposing dugout and notice their players are standing up when I call a curve ball and sit down when I call a fastball, I don’t change the indicator right away,” he says. “Instead, I wait until there’s a big moment, like a 2-2 count on a batter late in a game.

The batter’s expecting a fastball, he gets a curve ball, and we pick up a crucial strikeout at a key spot in the game.”

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Coaching Management Preseason 2013 17

tells the players which signs are decoys and which are real.

“It can make all the difference in the world,” Matera says. “I can go through as many signs as I want, but if I’ve changed my indicator from my right knee to my left shoulder, even if the other team knows our signs, they’re not going to know what we’re calling if they don’t know the indicator.”

While it’s crucial to make sure your system is something players can grasp, and can be changed on the fly, coaches need to make sure it works for them, as well. “For me, a good sign system is as much about feel as anything else,” says Tim Sinicki, Head Coach at Binghamton University. “You don’t want signals that are difficult to make, or make you uncomfortable.

To ensure head coaches feel good about their signals and how they look to other people, they should practice giving their signs beforehand. Sometimes this means showing them to assistant coaches or players, or practicing them in front of a mirror.”

GO YOUR OWN WAY

While gestures are the most common way for coaches to communicate with players,

they’re not the only option. At Salisbury University, Head Coach Doug Fleetwood’s squad uses a player-devised system where each play is represented by a phrase or combination of phrases. The system is similar to the one used by the school’s football team, on which Fleetwood serves as an assistant coach.

“I used traditional hand signals for a few years, and then we tried using the numbered wristbands,” he says. “But we felt limited with the number of signs we could have in the traditional system that players would understand, and I felt the wristbands made the process too lengthy.

“So now we tell the players at the start of the year, ‘Here are the plays we’re going to use. Get together and decide what phrases you want to use for each of them, and let us know,’” Fleetwood continues. “They may come up with something like a state name followed by a number to signify a bunt, or a phrase based on something a player has done off the field for the steal signal.”

Fleetwood says putting the system in the hands of the players gives them a sense of ownership that results in fewer missed calls.

“I believe doing it this way has made the

system more ingrained for the players,” he says. “Since they come up with the phrases, they don’t forget them. And since they’re also responsible for any adjustments we need to make, we run a smaller risk of a player getting confused by changes.”

The system meets Fleetwood’s criteria of being easy to understand and change. “If, for example, there’s a play we call by saying a phrase followed by a number, and we need to make an adjustment, we change the number to something else,” he says. “Simplicity like that really benefits the players. You don’t want to overload them, and you don’t want to get too complicated for your own good.”

UP TO SPEED

Once you’ve developed your system, the next step is teaching it to the players. So what’s the best way to ensure they grasp your system? It depends on the coach and the athletes.

“I don’t show them all the signs at once,” says Matera. “That can overload players. I prefer breaking the system up into more manageable pieces. For example, I might take 30 seconds during practice one day to show them

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COVER STORY

a specific sign, or give them a few signs to identify on a short quiz. Doing this over the course of a week has worked well for me.”

On the other hand, Steve Rodriguez, Head Coach at Pepperdine University, prefers to show his players the entire system at once. “I think this helps them understand the way it all fits together and how certain signs are connected,” he says. “Yes, they’re going to stumble around with it at first, but I’m very direct with the players. I explain to them, ‘These are the signs, and it’s your responsibility to learn them.’”

Printed handouts are another way to help players grasp your system, and they can also be used as a refresher during the season.

To take it a step further, Sinicki not only gives handouts to his players to take home, he also posts a sign sheet in the dugout on game days.

“I’ve found that when the information is accessible to players during a game, it comes in handy,” he says. “This is especially true for younger players.”

Every so often, however, you’ll have a player who has trouble learning your system. When this happens, you should deter-

mine what kind of learner they are and adjust accordingly.

“Maybe the player needs to identify the signs on paper before he can progress to reading them from you,” Matera says. “Or if he isn’t a visual learner, you may need to take him through the signs verbally. It’s up to the coach to learn how their players process information, and the only way to do that is by asking them.”

If Neil Ioviero, Head Coach at Kean University, has players who are slow to pick up the system, he often enlists their teammates to help. “When the players talk amongst themselves, information has a way of getting through to them more clearly than when I present it,” he says. “So I’ll have experienced seniors sit with the younger players and explain the signs to them. Not only might those seniors know a better way to communicate with the younger player, but doing the teaching reinforces the system to the upperclassmen as well.”

Sometimes though, no matter what you do, a player just can’t grasp the system you’ve created. If that occurs, you may need to create a smaller set of basic signs just for

him. “If I have a player who is really struggling, I may use a quick-sign system after I give the regular sign to other players,” Caira says. “For example, it might be something as simple as sticking my hand in my pocket if I want them to steal.”

Another challenge is trying to get a new player up to speed quickly, such as when a junior varsity player is called up to the varsity squad. To handle this scenario, Caira has developed a “crash course” to teach the basics on short notice. “Before the game, I’ll run through the basic signs such as bunt, steal, and hit and run,” he says. “But I’ll also make adjustments based on the type of player he is. If he’s a power hitter, I don’t even worry about the bunt sign. But if he’s a speed guy, I’ll emphasize the steal signal.

Then during the game I’ll have him pay close attention to the signs I give. If I decide to put him into the game, I’ll have one of my assistant coaches sit with him and make sure he knows the signs I’m most likely to give.”

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Coaching Management Preseason 2013 19

understand it, players will inevitably miss signs at some point. So how can you make these misses as rare as possible?

The first step is to make sure the players don’t get blinded by the result should a missed sign result in a positive outcome.

“Teams develop properly when you focus on the process, not just the product,” Matera says.

“If a player misses a take sign but gets a hit anyway, you need to stress that even though you’re glad he got a hit, there was a breakdown somewhere along the line and that can have negative consequences. You need to enforce that missing a sign is a problem—even if the result of the mistake is not.”

The next step is to identify what’s causing the missed signal. For Sinicki, that process begins with self-reflection. “If a kid misses a sign, the first thing I do is ask myself questions,” he says. “‘Did I go through that sequence too fast? Did I give the right indicator?’

“I think the worst thing a coach can do when missed signs occur is say, ‘It’s my way or the highway,’ and not make adjustments,” Sinicki continues. “Players don’t respond to that. Instead, ask the player if the problem

stems from something you were doing in giving the sign.”

Caira used this approach a few years ago when he noticed his athletes were missing his take sign. “When I asked the players what the problem was, they told me they couldn’t tell whether I was touching my nose—which was the take sign—or my chin, especially when we played at night,” he says. “Honestly, I didn’t think that could be the issue, so one night I went to home plate and had one of my assistant coaches give me the signs a few times from the first base box. I realized the players were right—quite often, it was difficult to see if my assistant was touching his chin or his nose. So I knew I needed to make a change.”

Rodriguez warns there are a couple of common areas where players tend to have trouble interpreting movements. “Two things I see kids struggling to differentiate between are wipes and touches,” he says. “If you give those signs too fast, it’s going to be hard for the player to distinguish one from the other.

Another thing to watch out for is if you’re using a ‘double touch’ for a certain sign.

Sometimes it’s tricky for a player to tell if you lifted your hand for that second touch.”

In other cases, however, missing signs is an indication that a player isn’t focusing. “A lot of times, I’ll be able to tell when a player isn’t paying attention, so I’ll give a sign and say, ‘repeat the sign I just gave you,’” Ioviero says. “That forces them to fully pay attention to what’s going on.”

The opposite can also occur. “Some athletes can be so focused on the game that they miss the sign,” Briggs says. “For example, if I want a runner on first bunted over to second, that runner might get locked in on the fact that I’m trying to get him to second and decide to steal on his own. If you think that might be the case, it’s best to ask the player directly where their focus was. Usually, they’ll admit they weren’t concentrating on the sign.”

Ultimately, though, regardless of the specifics of the system or how it’s taught, the onus is on the coach to make sure each and every player gets the right message. “I don’t care if one of my coaches needs to whisper into a player’s ear, ‘You’re stealing on this pitch,’” Ioviero says. “The goal is to get it right, so I’ll do whatever I need to do to make that happen.” CM

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CAMPS & CLINICS

A dad gets ready to soft toss while his son receives tips from a Glenbard West High School player during the school’s parent-child baseball camp.

ParentAL GUIDANCE SUGGESTED

Looking for a way to liven up your youth camps? This coach found success by having parents join their baseballplaying children. By Jim Fornaciari

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Coaches have been offering camps and clinics to youth athletes in their communities for years. They’re great for providing instruction to future players, publicizing your program, and generating extra revenue.

But how do you make your camp stand out among the many options available?

One idea is a parent-child camp. Parents today want to be involved in their children’s athletic endeavors. They are also looking to get the most value for their dollar. Offering parents the opportunity to learn from experienced coaches alongside their child meets both these needs.

As the Head Baseball Coach at Glenbard West High School in Glen Ellyn, Ill., I found a benefit in every camp we ran. However, our Father and Son Baseball Camp, which we began in 1999, proved most successful.

For two hours on three consecutive Sunday evenings, dads stood next to their sons practicing baseball skills together in our gym.

Coaching Management Preseason 2013 21

It was a great bonding experience for the kids and their parents and a very effective way to teach upcoming players the correct skills.

Since I’ve stepped down as Head Coach, current coach Brian Wojtun has continued the camp, renaming it a “parent-child” camp as more moms and girls have taken part.

The use of parent-child camps is by no means limited to baseball, and they can work at both the high school and college levels. As long as there are parents interested in helping their children improve in a sport, there is a market for such programs.

WHY DO IT?

Just as coaches develop objectives for each season, they should take the time to establish objectives for their camps and clinics. My primary goal for running a parentchild camp was very simple: to improve instruction. I felt it was important to develop a grassroots approach to boosting the level of play among future baseball players on our team.

While I did network with local Little League coaches and had conducted free clinics for them in the past, I felt I needed to do more. By

taking our instructional techniques one step further and reaching out to parents, I was able to create another layer of adults who knew the correct way to teach fundamentals.

Some traditionalists might argue that camps should not directly involve parents. If parents are that interested in teaching their kids, they can simply watch the instruction from the sidelines. Cory Stevens, Head Baseball Coach at Wabash College, which also offers father-son baseball camps, rebuts that argument.

“When the parents are not actively involved, they have to rely on their child to communicate the concepts and drills, and that is often difficult for a young person to do,” he says. “Parents may be able to observe the drill work from the sidelines, but they usually won’t get a thorough understanding of what is being taught or why it is important.

When they see, hear, and participate in the drill work, they can re-create and reinforce the instruction outside of the camp, which leads to enhanced learning for the child.”

At Glenbard West, we found the participants in our camps also benefited through the security and positive feedback that

comes from having a parent on hand. The kids learned more when they had one-onone encouragement from one of the most important people in their lives.

Along with improving the level of baseball instruction in our community, another goal of mine was to promote our program to potential future players. By inviting both parents and youngsters into our program, we began building positive relationships with them as they were starting their athletic endeavors. Today’s youngsters have a great many athletics choices. By showcasing our program, we could not only hook the child on baseball, but we could also hook the father. We wanted the dads to leave the camp saying, “This is the type of program I want my child to be a part of.”

While the parents could get an overall sense of our program by the way we ran our JIM FORNACIARI is the former Head Baseball Coach at Glenbard West High School in Glen Ellyn, Ill., where he continues to serve as a history teacher. His team went to the state finals in 2002 and 2003 and his program produced a number of college and professional players.

He can be reached at: James_Fornaciari@glenbard.org.

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CAMPS & CLINICS

camp, we also made sure to talk specifically about what we value on our team. For example, I pointed out to parents that we encouraged our players to be students first. I enjoyed highlighting the colleges and universities that had accepted our players, what players had success in Advanced Placement

specialize in a particular sport at a very young age, and I wanted the community to know that was by no means the emphasis of the Glenbard West baseball program.

Because our players helped run the camp, the fathers also got to see firsthand what type of young men participated on our baseball

important to the future of the program, and that they had a certain responsibility to give back. In fact, the camps ended up creating a stronger sense of investment and pride on the part of players. They began to look forward to interacting with both the campers and parents. They enjoyed having the youngsters look

Today’s youngsters have a great many athletics choices.

By showcasing our program, we could not only hook the child on baseball, but we could also hook the father. We wanted the dads to leave the camp saying, “This is the type of program I want my child to be a part of.” courses, and which were members of the National Honor Society. Showcasing this core belief of our program went a long way in helping gain the respect of fathers who might be struggling to get through to their academically disinterested sons.

Another value we talked to parents about was our emphasis on encouraging multi-sport athletes. I introduced our athletes who played more than one sport, and explained why this was so important. In today’s society, children and parents are being pushed to choose and

team. I was fortunate to have some good players over the years but even more fortunate to coach some very good students and quality young men. The parent-child camp provided an opportunity to highlight their off-the-field successes in a community setting.

Despite their busy schedules, our players did not hesitate to work at the camp. One of our team values was commitment to the program and the community. Our players embraced this and enjoyed their involvement.

They understood that these camps were

up to them and came to understand how important it is to set a good example.

Going hand-in-hand with promoting what Glenbard West baseball was all about, the camps gave me the opportunity to dispel any misconceptions about us that might be floating around the community. If parents heard rumors that our coaching staff was difficult or only cared about winning, they felt differently after working alongside us.

A final objective of the camp was to bring in revenue. We kept costs to a bare

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Circle No. 116 Coaching Management Preseason 2013 23

SAMPLE SCHEDULE Graham Sikes, Assistant Baseball Coach at Michigan State University, offers this sample schedule for a half-day parent-child camp:

9:00 9:15 9:20

instructional mechanics on throwing and catching while coaches and sons do rocket relays with players

Registration Introduce college players College players demonstrate full infield routine while fathers and sons watch from third base line

9:45

Players assist campers with catch-throw skills and drills

10:15

Players assist campers with fielding skills and drills

10:30

Campers break into groups, with fathers learning simple

11:00 11:15

Introduction to hitting

12:00

Wrap up with opportunity for autographs and pictures with college players.

minimum by using the school’s gym and many volunteers. Along with players and assistant coaches donating their time, parent volunteers handled the registration process.

We offered three sessions a year and charged participants $40 per session. We were typically able to attract 80 to 100 families annually, bringing in $8,000 to $10,000 a year. All the revenue generated went towards a large, capital project we had targeted for that season. For example, our new bullpens and batting cages were built using revenue generated from parent-child camps.

FIGURING OUT FORMAT

Campers again break into groups with sons practicing hitting at stations and fathers learning about “coaching myths” from coaches

Before starting our first parent-child camp, I surveyed parents to gauge their interest. Our local youth league helped by making our survey part of its postseason program evaluation. The feedback was encouraging. I found out that the parents in our community were in great need of improved baseball instruction and were very eager to jump on board with our parent-child concept. The results also indicated that dads liked the idea of bonding with their son at a camp.

One more discovery from the survey was

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CAMPS & CLINICS

that the schedules of parents in the community were very hectic. I needed to be sure I respected their time in scheduling the camp.

Keeping these factors in mind, I developed a parent-child camp that was broken into three different sessions. We offered a pitching session, a hitting session, and a defensive session. The fee of $40 per session covered the parent and child. If they signed up for both the hitting and pitching sessions, there was no charge for the fielding session.

We also reduced the cost by one half for a second child.

Each session was two hours long, recognizing that the attention span of the youngsters would break down after several hours of instruction and drill work. We also found that parent-child camps work best when sessions were divided by age group. We offered separate groups for boys ages 8-10 and 11-13.

Holding our sessions on Sunday evenings during the winter worked best for our community. With snow on the ground and winter winds still howling, most people are eager for spring—and baseball—to arrive.

We tried to complete the camps prior to the start of our season in late February. Sunday

nights worked well because we had no conflicts with athletic practices or contests, and it fit inside the busy schedule of parents.

Many colleges offering parent-child camps use a single-day format. Because they typically are looking to attract a regional or statewide following, longer driving distances mean the program needs to last more than a few hours. Some colleges offer a half day of parent-child instruction then invite campers to attend a team practice afterwards.

Along with developing a structure that works well, it’s important to establish the right mood and tone for the event. At Glenbard West, we accomplished this by tapping into the energy of our players, who were outstanding with their encouragement of the kids. A high-five from a high school athlete can go a long way in creating a great experience. “I believe the players are the ones the kids are most interested in interacting with,” says Graham Sikes, Assistant Baseball Coach at Michigan State University, who helped run parent-child camps while he worked at Notre Dame University.

To provide something special for the parents, our sessions included breakout

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When it comes to the actual instruction, most coaches find it works well to focus on the key fundamentals and avoid getting overly detailed. In our camps we tried not to throw too much at participants in any one session or get too deep into specifics.

“I think you want to stay away from being highly technical,” says Sikes. “Most

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activities designed just for them. These might entail discussion about the recruiting process or the demands of being a college athlete. Sikes likes offering a breakout session for parents covering coaching myths of the youth game, allowing him to debunk old-style teaching such as, “swing down to hit the ball” or “get your hand on top of the ball to throw it down in the strike zone.”

In our community, marketing these camps became easier as we developed an e-mail and address database to communicate with parents. We also used our program newsletter and team Web site to promote the camps. Newspapers offered yet another way to reach parents. Local youth leagues were also eager to help market the event.

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CAMPS & CLINICS

parents are there not only to support their children but also to learn and help coach them, so you don’t want it to go over their heads. I have found the best approach is to give them the proper fundamentals, a few solid drills, and some tips on how to avoid common pitfalls.�

At Glenbard West, one member of our staff acted as lead instructor for each session.

That instructor would begin by introducing a core fundamental. For example, at our hitting session, he would begin by discussing important factors in developing a good batting stance. Following several minutes of instruction, we would have our players model their batting stances. After using our athletes to demonstrate, we would study large screen images of professional or college players.

From there, parents and children would spread out across the gym floor, and our players and coaches would quickly connect with each pair. This provided both the child and parent an opportunity to ask questions and get important feedback.

The multi-pronged instructional process helped every type of learner get the most out of the session. Perhaps some of the parents

understood a key point simply by listening to a coach, but oftentimes a live demonstration was needed for their child to completely grasp the fundamental. Using pictures of college or professional hitters helped legitimize the fundamentals that we stressed as a program.

As the session continued, we would add another core fundamental, building upon the previous one. With each fundamental we followed the same process. By the conclusion of the camp all the basic fundamentals had been discussed and drilled.

Like many baseball programs, we maintained a standard drill menu used by coaches from the freshman through varsity level to establish consistency in both vocabulary and practices. We used a condensed form of this drill menu in our camps. This encouraged parents to use these very basic drills we believed in, as well as our vocabulary.

At the end of camp, we provided handouts for families to take home. In preparing for each of my parent-child camps, I developed a set of notes and Power Point presentations that I felt emphasized the core fundamentals, and then turned them into

handouts. The dads used them as a resource when working with their youngster postcamp at home, and we received very positive feedback on them.

SAFETY SUGGESTIONS

One final point regarding parent-child camps is to not overlook safety issues. Even though parents are on hand, coaches need to emphasize safety throughout all drills. This includes having enough staff on hand and using soft baseballs when possible. Be sure that when staff or players are demonstrating techniques, a safe viewing environment has been established. Provide plenty of extra space during all drills.

In addition, investigate purchasing camp insurance prior to hosting an event like this.

Your athletic director can usually help with this and other administrative duties.

With a good plan for instruction and encouragement in place, along with scheduling that appeals to your target market, any coach can enjoy the benefits of a successful parent-child camp. Perhaps more importantly, it is also a wonderful way to help parents and their kids connect. CM

Circle No. 120 26 Coaching Management Preseason 2013

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NUTRITION

FOUNTAIN OF POWER

Players often turn to protein beverages to help improve their performance. A sports nutritionist explains how they can choose the right one. By Susan Kundrat

Shakes, smoothies, powders, ready-todrink. Protein beverages are everywhere, and most of them are marketed to athletes.

With extensive research on protein and its role in athletic performance being conducted over the past few years, it would make sense that athletes are more interested than ever in how supplementing their diet with protein beverages may help them gain an advantage over their opponents.

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But how should an athlete decide which protein beverage is right for them? With so many brands, flavors, and types of proteins or protein combinations, the choices can be mind-boggling.

LATEST RESEARCH

Studies on the role protein plays in athletic performance have found that protein can boost lean muscle mass gains, enhance exercise recovery, and may even help with weight loss and maintenance. Let’s take a closer look at the research.

Lean muscle gain: Strength athletes especially are often looking to gain lean Coaching Management Preseason 2013 27

muscle for stronger, more efficient bodies.

Think about football linemen. These athletes want to be large, but it’s important that they are also strong. If offensive and defensive linemen who are the same size meet each other at the line of scrimmage, the one who has more lean muscle mass will beat the one who has more body fat.

Maximizing muscle gains requires a sound training program, ample calories (500 to 1,000 calories per day above maintenance needs), and optimal protein intake throughout the day. Protein requirements for strength athletes range from 1.4 to two grams per kilogram of body weight per day.

It can sometimes be tough for an athlete to ingest that much protein through whole foods, so protein beverages can be good supplementation.

In addition to the total intake of protein, many researchers believe that the timing of it is a key component to building lean mass.

Optimizing protein intake means ingesting 20 to 30 grams at a time, every three to four hours during the day. Many protein beverages provide this amount of protein per serving

and are portable, so drinking one a few times a day is a good way to ensure proper intake.

Recovery enhancement: We have learned a lot about how important recovery is over the years, and nutrition plays a big role in that process. It’s important for athletes to get recovery foods on board during the 30-minute window after a workout. Protein beverages are a fast, easy way to get some of those necessary nutrients.

Several studies have found that ingesting protein and carbohydrates instead of carbohydrates alone following resistance training can help enhance recovery by better stimulating muscle protein synthesis. Anywhere between six and 30 grams of protein may provide this benefit, especially if the protein is high in quality, like whey protein.

“We utilize recovery shakes containing 20 to 27 grams of protein and a 3:1 or 2:1 ratio of carbohydrate to protein per serving,” says Jen Ketterly, MS, RD, Director of Sports Nutrition at the University of Georgia. “We make them available to athletes following strength workouts, at certain day-long competitions, or as post-game recovery fuel.

ON A BUDGET f protein gram o Cost per

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tein whey pro of vanilla s m ra g 20 ) nge juice nsweetened 1 cup ora eaches (u p n ze o 1/2 cup fr with ice. gredients > Blend in 62 grams 5 calories, 2 3 s: si ms fat, ly ana tein,0 gra Nutrition grams pro 0 2 . , o te ti ra in ra carbohyd -to-prote ohydrate 3.1:1 carb rt illa yogu reek van 3/4 cup g erry juice 1/2 cup ch n dark cherries ze o fr 1/2 cup a n a n a b 1/2 with ice. gredients > Blend in 55 grams calories, 5 7 2 s: ms si analy tein, 0 gra Nutrition rams pro g o.

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28 Coaching Management Preseason 2013

< Take a look

Ready-to-drink single serving beverages can start to get expensive pretty quickly. Some athletic departments have a budget that allows them to buy in bulk, which helps lower costs considerably, but for those who don’t, or athletes buying on their own, the story is quite a bit different.

< DRINK RECIPES

One solution for avoiding any issues with ingredients that are impermissible by NCAA rules is for athletes to make their own protein beverages at home.

These recipes have an ideal carbohydrate-to-protein ratio, and include quality proteins and additional antioxidants for recovery purposes.

Although we also utilize gels and chews, shakes are typically able to deliver more protein. And for a lot of athletes, shakes are easier to consume post-workout than a bar because they don’t have strong appetites but crave something cold.”

Weight loss and maintenance: Not all athletes are looking to lose weight, or even maintain, but for those who are, protein may help. Calorie for calorie, protein can help people feel full longer than carbohydrates and fats. A greater feeling of satiety means feeling less hungry and thereby causes a decrease in overall calorie intake and eventually body weight.

CHOICES, CHOICES

Protein beverages come in many varieties, and though the versatility can be a big plus when athletes are picky, the options can be overwhelming. It’s also sometimes hard to understand what the different ingredients do, and safety and NCAA compliance are concerns for college athletes.

The majority of protein beverages boast a milk-based protein (most often whey) as the primary protein source. Milk-based protein powders usually provide between 15 and 30 grams of protein per serving and can be mixed with milk, juice, or water, or blended into a smoothie or shake.

The lactose level varies depending on the type and amount of the protein source. For example, whey protein isolate is the most pure and concentrated form of whey protein, and contains very little lactose, so it is the milk protein of choice for athletes who are lactose intolerant.

Whey protein is often considered the “gold standard” of proteins because of its high biological value. Overall, whey protein contains a very high dose of essential amino acids. It also has high levels of branched chain amino acids (BCAA) leucine, isoleucine, and valine. Because BCAAs serve as direct precursors for muscle energy production, they are an important energy source for athletes.

Casein is another common protein of choice for athletes and makes up about 80 percent of milk proteins. While athletes may choose whey protein for recovery and quick response, casein can be mixed into a drink before bed to offer a more slowly digested amino acid release over time.

SUSAN KUNDRAT is the Program Director of the Nutritional Sciences bachelor’s program at the University of Wisconsin-Milwaukee and the former Sports Dietitian for the University of Illinois. She is also the co-founder of RK Team Nutrition and owner of Nutrition on the Move. She can be reached through the RK Team Nutrition Web site at: www.rkteamnutrition.net.

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NUTRITION

Athletes who need a vegetarian or vegan protein beverage usually turn to soy protein, which is found in ready-to-drink or powder form and can be added to smoothies, juice, or water. Soy protein is a complete protein like whey, containing all of the essential amino acids needed for protein building and repair. However, it is absorbed more slowly than whey. One serving typically provides 10 to 20 grams of protein.

Rice protein and hemp protein are two more good protein options for vegetarians and vegans. Each contains 10 to 15 grams of protein per serving, usually in a ready-tomix powdered form. As a bonus, some of these types of proteins are also high in fiber and natural phytochemicals.

Along with protein, most beverages have other ingredients, too. When shopping around, athletes should check labels closely.

Many protein powders also contain substances such as creatine, herbs, androgenic compounds, or additional amino acids that may or may not be permitted by the NCAA (or other governing bodies). When weighing options, I would suggest the following: n Look for protein beverages that have

been certified by governing bodies, such as NSF International. n Research products using well-respected resources such as the National Center for Drug Free Sport, ConsumerLab.com, and the Natural Medicines Comprehensive Database to help determine the safety and efficacy of the product. n Research the company to make sure it has a solid record of clean products and that the ingredients listed on the label are indeed the ingredients found in the product. n Check with the manufacturer for quality assurance and safety information about the product. n Choose a protein beverage marketed as a food with a nutrition facts label. These standards are set by the Food and Drug Administration and can be trusted. n Check the label to be sure the ingredients are not on the NCAAâ&#x20AC;&#x2122;s or your respective governing bodyâ&#x20AC;&#x2122;s banned list. For example, while protein may be added to a supplement, NCAA rules prohibit specific amino acids.

In NCAA Division I and II, itâ&#x20AC;&#x2122;s important to understand the NCAA bylaw about supplements. For these schools, the bylaw says

that athletic departments can provide athletes with supplements (bars, beverages, gels, etc.), but they must contain no more than 30 percent of their calories from protein or artificial, non-whole food sources. The bylaw also disallows amino acids or amino acid chelates.

All in all, if athletes decide to purchase ready-made beverages or a powder, they should look for high-quality proteins (such as whey, soy, and casein) with few additional ingredients. From a safety standpoint, the fewer ingredients, the better. If the athlete is trying to limit calories, unflavored or unsweetened versions are best. And in addition to finding a clean product, taste is imperative for athletes. They should like the overall taste and consistency so they can use the product consistently enough to make a difference in their performance.

MIX IT UP

Once an athlete has decided which protein beverage to try, how should they implement it into their diet? The answer depends on whether they are aiming to use the beverage for recovery, weight control, or lean muscle gain.

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Coaching Management Preseason 2013 29

NUTRITION

Most athletes who supplement with protein beverages drink them after workouts for recovery. An athlete’s overall recovery meal should aim for an average carbohydrate-toprotein ratio of 3:1. For example, a whey protein powder mixed with water, milk, juice, or a smoothie contains 100 calories, 20 grams

ery. For example, athletes who are concerned about calories can ingest a 100-calorie, 20gram protein drink with a lower-carbohydrate fruit such as an orange. Then, within the next hour, eat a light meal such as a salad with grilled chicken, a whole grain roll, and a cup of strawberries. This way, they are still

higher in carbohydrates and moderate in protein to boost overall calories. An ideal meal is pasta and meat sauce, steamed vegetables, whole grain bread, and two glasses of 100-percent fruit juice. This provides more than 1,000 calories and enough protein to help maximize lean mass.

Athletes who are supplementing with protein beverages after workouts should not lose sight of the importance of the entire recovery meal. of protein, and five grams of carbohydrate.

Drinking it with 16 ounces of a sports drink that contains 28 grams of carbohydrate is a great start. Along with a large banana that contains 27 grams of carbohydrate, the athlete would be right on target: 20 grams of protein and 60 grams of carbohydrate.

It is important that athletes who are supplementing with protein beverages after workouts not lose sight of the importance of the entire recovery meal. Some may focus so much on protein that they miss the carbohydrates necessary to maximize glycogen recov-

eating lean, but getting a great balance of macronutrients plus key vitamins and minerals on a lower-calorie plan.

If an athlete is looking to lose weight or maintain, protein beverages are a great option when the athlete is feeling hungry.

We know that protein helps people feel satiated longer, which means they will take in fewer overall calories.

For those trying to gain lean weight, adding a whey protein that can be mixed into a homemade smoothie with milk or juice is a great option. Then, the next meal can be

T he Preferred

Consuming protein beverages can be an excellent way to boost overall calories for lean muscle mass gains, enhance recovery, help athletes who want to lose or maintain weight, and even provide a quick snack during the day. As with any supplementation, the key is to continue eating a well-balanced, nutrient-rich diet. CM A version of this article appeared in our sister magazine, Training & Conditioning. To access more articles from T&C, please visit: www.Training-Conditioning.com.

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Customer Portfolio:

Products: Batting Cage Nets

These nets feature commercial-strength DuPont 66-728 nylon and can be built to any dimensional requirements.

Barrier Nets

NSP is a leading manufacturer and supplier of sporting goods and equipment. The company has been providing quality products with superior workmanship and excellent service for 45 years. As a result, athletic directors, coaches, facility administrators, and equipment managers have relied on NSP for years to fulfill their sports equipment needs.

®

High-quality DuPont 66-728 nylon is used for these customized barrier nets in several twine/mesh combinations. ®

Soft-Toss/Impact Nets

American-made DuPont 66-728 nylon impact nets feature high abrasion resistance, multi-sport adaptability, and custom sizing. ®

Protective Screens

Commercial-strength protective netting screens are built pillowcase-style and can be customized to fit existing frames.

Circle No. 507

M.A.S.A.

800-264-4519 www.masa.com Primary Advantages:

Memphis Net & Twine manufactures its products in the United States–custommade batting cages and backstops that are produced to meet customers’ exact specifications. Custom sizes are the company’s specialty. Call the company or visit its Web site to request a free 48-page catalog.

Augustana College, IL Clinton Lumberkings, IA University of Iowa

CUSTOMER PORTFOLIO

Products: Batting Tunnel Nets

Products: Batting Cages

Customers include major and minor league baseball teams, NFL teams – and college, high school, and youth programs throughout the U.S.

Choose from five grades and seven batting tunnel sizes in high-quality, weather-resistant netting.

Batting Tunnel Frames

These heavy-duty, four-inch-square powder-coated steel frames come with a five-year warranty.

Backstop Netting

This custom, high-quality netting is available in five different grades and is custom-made to your specifications.

Protective Screens

Available in galvanized steel or black powder coat finish, these screens come in standard (1.6” O.D.) or deluxe (1.9” O.D.) grade.

Four different twine sizes are available to meet any budget, and custom cages can be manufactured to customers’ exact specifications.

Backstops

Four different twine sizes are available to meet any budget, and custom backstops can be manufactured to customers’ exact specifications.

Protector Nets

These protector nets are manufactured to customers’ exact specifications.

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Circle No. 509

C&H Baseball

SPI Nets

800-248-5192 • chbaseball.com

866-243-6387 • spinets.net

The array of nets and cages that M.A.S.A. offers are top-notch. M.A.S.A. can help at every level of play with prices to meet any budget.

Regardless of which model you choose, you will be getting the highest quality product.

Primary Advantages:

C & H Baseball’s products are built to last. The company’s all-welded fielding equipment has helped set the industry standard since 1968. C & H also knows the meaning of customer service. Its customers’ satisfaction comes first. C & H Baseball supplies only the highest-quality products.

Primary Advantages:

Customer Portfolio:

Customer Portfolio:

Customer Portfolio:

SPI Nets offers a full range of nets for your training needs. The quality and excellent pricing are matched only by SPI’s outstanding service. The company’s products and customer service are carefully monitored to ensure that you receive maximum value for your dollar.

Diamonds Groundskeepers, NE Central Washington University Nevada Community School, IA Fryeburg Academy, ME Luke Lehman School District, PA

New York Yankees New York Mets San Francisco Giants San Diego Padres University of Michigan Oklahoma State University

Products: Batco Batting Cage

Products: The “Original” Ball Caddy

Products: Premium Batting Cage Nets

CAG100 - The Professional Cage

Deluxe Practice Screens

This unique design surpasses all other cages in portability and storage, and features five-minute set up or tear down.

Pro-Gold II Pitchers L-shaped Screen

The Pro-Gold II L-screen features a built-in hip saver to protect your players.

Premium Painted Home Plate Mat

The mat is constructed from the highest quality spikeproof Bermuda turf.

OIP Poly-Tough Pro Hexagon Tee

The Pro Hexagon is constructed of solid polyurethane, making it this tee nearly indestructible.

Circle No. 529 CoachesNetwork.com

SPI nets are used all over the United States at youth, high school, college, and professional facilities.

This rolling ball caddy holds 200 baseballs and features all-welded construction.

This non-folding cage was designed in 1968 and is still an industry leader, with all-welded construction.

SPI Nets premium cages offer top quality, lots of features, and some of the best prices available.

Custom Dyneema Backstop Systems

SPI Nets practice screens are among the highestquality screens in the business, and they’re available at very competitive prices.

Custom Wall Padding

SPI Nets can fully customize your nets to meet your exact specifications at an affordable price.

With more than 400 stadium projects, these customdesigned and -built systems are an industry standard.

C & H Baseball padding is built using only quality products and workmanship in the USA. All sizes and applications are available.

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Custom Netting

Circle No. 510

Coaching Management Preseason 2013 33

Directory

Advertisers Directory E FOR

URC YOUR SO

TBALL F O S / L L A B E BAS ENT EQUIPM

PLU

RE! S MUCH MO TENNIS BASKETBALL VOLLEYBALL SOCCER FOOTBALL HOCKEY CTS GYM PRODU

Order online or contact us for a copy of our Sports Catalog today!

80 0 - 47 8 -6 4 9 7

www .

NationalSportsProducts .com A Division of Douglas Industries, Inc.

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

104 . . . Aer-Flo (Baseball Field Improvements). . . . . . . . 9

106 . . . Muhl Tech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

113 . . . Aer-Flo (Tuffy® Windscreen). . . . . . . . . . . . . . . 20

128 . . . National Sports Products. . . . . . . . . . . . . . . . . 34

126 . . . BEAM CLAY® . . . . . . . . . . . . . . . . . . . . . . . . . . 32

120 . . . NSCA National Conference. . . . . . . . . . . . . . . . 26

125 . . . C&H Baseball. . . . . . . . . . . . . . . . . . . . . . . . . . 25

121 . . . OPTP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

116 . . . Click Effects. . . . . . . . . . . . . . . . . . . . . . . . . . . 23

108 . . . Pocket Radar. . . . . . . . . . . . . . . . . . . . . . . . . . 16

103 . . . Diamond Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

107 . . . Pro’s Choice Sports Field Products. . . . . . . . . . 13

131 . . . Eco Temp-Line. . . . . . . . . . . . . . . . . . . . . . . . . 32

100 . . . Shock Doctor. . . . . . . . . . . . . . . . . . . . . . . . . IFC

117 . . . Game-On Sports Field Conditioners. . . . . . . . . 24

122 . . . Soft Touch Bases. . . . . . . . . . . . . . . . . . . . . . . 30

124 . . . Gourock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

109 . . . Southern Athletic Fields. . . . . . . . . . . . . . . . . . 16

127 . . . Human Kinetics. . . . . . . . . . . . . . . . . . . . . . . . 32

118 . . . SPI Nets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

114 . . . IthacaSports.com. . . . . . . . . . . . . . . . . . . . . . . 22

130 . . . Sports Attack. . . . . . . . . . . . . . . . . . . . . . . . . . BC

105 . . . K&K Insurance. . . . . . . . . . . . . . . . . . . . . . . . . 11

111 . . . Sports Tutor. . . . . . . . . . . . . . . . . . . . . . . . . . . 18

129 . . . Kino Sports Complex. . . . . . . . . . . . . . . . . . . IBC

112 . . . Stabilizer Solutions. . . . . . . . . . . . . . . . . . . . . . 19

115 . . . Launch Laser™. . . . . . . . . . . . . . . . . . . . . . . . . 22

101 . . . Sturdisteel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

119 . . . Markers, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . 23

102 . . . Turface Athletics . . . . . . . . . . . . . . . . . . . . . . . . 5

123 . . . Memphis Net & Twine Co.. . . . . . . . . . . . . . . . 30

110 . . . Vero Beach Sports Village . . . . . . . . . . . . . . . . 17

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

502 . . . BEAM CLAY® . . . . . . . . . . . . . . . . . . . . . . . . . . 31

521 . . . OPTP (Rotational Trainer™). . . . . . . . . . . . . . . . 36

511 . . . C&H Baseball. . . . . . . . . . . . . . . . . . . . . . . . . . 33

527 . . . OPTP (RumbleRoller™ Extra Firm). . . . . . . . . . 36

506 . . . Diamond Pro. . . . . . . . . . . . . . . . . . . . . . . . . . 32

518 . . . Pocket Radar. . . . . . . . . . . . . . . . . . . . . . . . . . 35

505 . . . DiGeronimo Aggregates (Game-On). . . . . . . . . 31

500 . . . Pro’s Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . 31

507 . . . Gourock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

503 . . . Profile Products (Turface Athletics™). . . . . . . . 31

519 . . . Human Kinetics . . . . . . . . . . . . . . . . . . . . . . . . 35

526 . . . Shock Doctor (Batter’s Hand/Wrist Guard). . . . 36

530 . . . IthacaSports. . . . . . . . . . . . . . . . . . . . . . . . . . . 36

522 . . . Shock Doctor (Performance Sports Insoles). . . 36

525 . . . K&K Insurance. . . . . . . . . . . . . . . . . . . . . . . . . 36

501 . . . Southern Athletic Fields . . . . . . . . . . . . . . . . . . 31

528 . . . Kino Sports Complex. . . . . . . . . . . . . . . . . . . . 36

510 . . . SPI Nets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

514 . . . Launch Laser™. . . . . . . . . . . . . . . . . . . . . . . . . 35

516 . . . Sports Attack (e-Hack Attack) . . . . . . . . . . . . . 35

529 . . . M.A.S.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

513 . . . Sports Attack (Junior Hack Attack). . . . . . . . . . 35

509 . . . Memphis Net & Twine Co.. . . . . . . . . . . . . . . . 33

520 . . . Sports Tutor (HomePlate). . . . . . . . . . . . . . . . . 35

512 . . . Muhl Tech (Advanced Skills Tee) . . . . . . . . . . . 35

517 . . . Sports Tutor (TriplePlay Pro). . . . . . . . . . . . . . . 35

515 . . . Muhl Tech (Power Bag) . . . . . . . . . . . . . . . . . . 35

504 . . . Stabilizer Solutions. . . . . . . . . . . . . . . . . . . . . . 31

508 . . . National Sports Products . . . . . . . . . . . . . . . . . 33

523 . . . Vero Beach Sports Village . . . . . . . . . . . . . . . . 36

Products Directory

524 . . . NSCA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Circle No. 128 34 Coaching Management Preseason 2013

CoachesNetwork.com

Practice Aids Instant Feedback

Why is the Advanced Skills Tee from Muhl Tech used by more than 2,000 high school and college programs? You get instant feedback with every swing. Its unique forward arm and outside barrier help develop a nice swing path—and keep the hands inside the ball. The tough polyurethane construction will give you years of worry-free use. Try one this season and if you don’t like it, the company will buy it back.

Muhl Tech • 888-766-8772 muhltech.com

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Vision Training with the Pros

Joe Maddon, manager of the Tampa Bay Rays, uses the Junior Hack Attack pitching machine in innovative ways to vision-train major league hitters. His objective is hard focus and being quick to the ball. Call Sports Attack to ask what makes Coach Maddon say, “Their entire ‘hack’ improves without my having to say a word. It takes about three rounds and then instead of the initial frustration, it’s a line drive!”

Sports Attack • 800-717-4251 sportsattack.com

Circle No. 513

Instant Feedback

The Launch Laser™ simplifies the process of getting into a good hitting position. The device attaches to the knob of most youth aluminum bats and emits a laser, giving the hitter a visual reference as to where his hands are in conjunction to the angle of the bat. Launch Laser is an inexpensive, fun, and simple visual aid to help instruct proper swing technique while building muscle memory and providing instant feedback.

Launch Laser • 316-425-1944 launchlaser.com/coaches

Circle No. 514

All In the Hips

Are you hitting for power? Try the Power Bag. It was designed to teach hitters to use their lower half when hitting the ball—not just to rotate the hips, but to use them as a power source when driving through the ball. The Power Bag allows hitters to power through contact and finish the swing. Use good point-of-contact mechanics and the bag will swing higher for a visual reward. If you use lazy hips, rolled wrists, or swing around the ball the bag will not move nearly as much.

Muhl Tech • 888-766-8772 muhltech.com

Circle No. 515

Realistic Batting Practice

The e-Hack Attack Programmable Baseball Pitching Machine has quickly become one of the most reliable electronic machines on the market. Easily input any change in speed, location, and pitch type to deliver any fastball, right- or left-hand curveball, slider, or split finger. Set pitches in any sequence, weighted or random, to work on weaknesses or to prepare for an upcoming pitcher. This unit is an CoachesNetwork.com

electronic version of the tried and true Hack Attack and will provide one of the most realistic batting practices ever.

Sports Attack • 800-717-4251 sportsattack.com

Circle No. 516

Pushbutton Simplicity

Batting practice just got easier with the TriplePlay Pro. Simply push a button on the control panel to choose the pitch you want. The TriplePlay Pro baseball model can throw right- and left-handed fastballs, curves, sliders and sinkers–and pitch speed is adjustable up to 90 miles per hour. The TriplePlay Pro also utilizes the Three Wheel Advantage. Three throwing wheels provide greater accuracy, and less movement is required to produce different pitches. And with TriplePlay Pro, the ball is visible from the time it leaves the feeder’s hand until it is pitched, allowing the hitter to time pitches more naturally.

Sports Tutor • 800-448-8867 sportsmachines.com

Circle No. 517

Improve Your Game

Pocket Radar is the multi-purpose training tool designed and proven to help you win more games. Used by championship-winning teams across the country, including the 2012 NCAA national champions, Pocket Radar can help improve your hitting, pitching, and running.

As one of the world’s smallest full-performance radar guns, the Pocket Radar allows you to accurately make speed and quickness measurements easily on the field every day for under $200.

Accurate to +/- 1 MPH, it has a 120-foot range on a baseball and gives over 10,000 readings on one set of two AAA batteries.

Pocket Radar, Inc. • 888-381-2672 www.pocketradar.com

Circle No. 518

Must-Have for Pitching Coaches

True to its name, The Complete Guide to Pitching is packed with guidance and instruction on every aspect of pitching.

In this book and DVD package, Chicago Cubs minor league pitching coordinator Derek Johnson shares his secrets on mechanics, pitch selection, arm care and conditioning, fielding, and mental strategies for dominating the opposition. It is a must-have for every pitching coach, pitcher, and baseball fan.

Human Kinetics • 800-747-4457 humankinetics.com/baseball

Circle No. 519

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, change-ups, and more–in eight different programs, with only seven seconds between pitches. The programmed pitches can be thrown sequentially for specific hitting drills, randomly for game conditions, or in a way that simulates an opposing pitcher.

Sports Tutor • 800-448-8867 sportsmachines.com

Circle No. 520 Coaching Management Preseason 2013 35

More Products Never Lose a Step

The new Shock Doctor line of Performance Sports Insoles were designed specifically for baseball and softball athletes. The Cleat Insole quickly adapts to fit any foot shape and cleat shoe, and is designed for athletes who demand the highest performance from their shoes, so they can move quickly, make confident cuts, and never lose a step. Wear some of the best and play your best with Shock Doctor.

Shock Doctor Sports • 800-233-6956 shockdoctor.com

Circle No. 522

Stabilize and Strengthen

Harness the healing power of centripetal force with the Rotational Trainer™. Offering centripetal force resistance, it challenges users to stabilize and strengthen engaged muscle groups. For rehabilitative and nonrehabilitative purposes, the Rotational Trainer™ can be used while standing, sitting, or lying, and in conjunction with other therapeutic tools including elastic bands, foam rollers, and balance balls.

OPTP • 800-367-7393 optp.com

Circle No. 521

The Place to Play

Located in sunny Tucson, Ariz., and just minutes from the airport and downtown, Kino Sports Complex is the largest professional sports and entertainment venue of its kind in Pima County. It includes the 11,000-seat Kino Veterans Memorial Stadium, seven baseball fields (four with lights), lighted softball fields, and a regulation Soccer Stadium that is also lighted. Plus it has four additional fields for soccer, field hockey, rugby, and lacrosse.

Kino Sports Complex • 520-770-2127 www.visittucson.org

Circle No. 528

Unrestricted, Natural Fit

The Ultra Batter’s Hand/Wrist Guard offers an unrestricted, natural fit with the ultimate level of protection. Shock Doctor’s ShockSkin Hybrid technology integrates thermal-molded foam and elasticity throughout the most essential areas for a flawless fit and superior comfort. Grip the bat naturally and take a swing with the Ultra Batter’s Hand/Wrist Guard.

Shock Doctor Sports • 800-233-6956 shockdoctor.com

Quality Time

Circle No. 526

Vero Beach Sports Village provides an ideal setting to enable your team to grow together and better prepare for your upcoming season. Everything you need is here at this 79-acre sports and conference center. The complex can be configured to accommodate a variety of sports and features an abundance of competition and practice fields, on-site

36 Coaching Management Preseason 2013

housing, dining, and recreation—allowing your team to spend quality time together on and off the field.

Vero Beach Sports Village • 866-656-4900 vbsportsvillage.com

Circle No. 523

Affordable Coverage

Purchase affordable insurance for your sports teams, leagues, tournaments, events, camps, and clinics from K&K Insurance. Conveniently available online, the company’s website is simple to use and provides an option to buy coverage immediately when using a credit card. Sexual abuse and molestation coverage is now available when purchasing liability coverage. Celebrating 60 years of insuring the world’s fun, K&K Insurance is a trusted provider of coverage for the sports and recreation industry.

K&K Insurance • 800-426-2889 sportsinsurance-kk.com

Circle No. 525

A Trusted Authority

The National Strength and Conditioning Association (NSCA) is the trusted authority on strength and conditioning, bridging the gap between science and application for more than 35 years. The NSCA’s annual National Conference, the premier strength and conditioning event of the year, will be back in Las Vegas. Experience everything the conference has to offer–from sessions by top educators, researchers, trainers and coaches to Special Interest Group meetings, networking events and more.

NSCA • 800-815-6826 nsca.com

Circle No. 524

Train, Play, Recover

IthacaSports.com carries safety, training, and first aid products. The Game Face sports safety mask reduces the risk of facial and dental injuries. C-flap Jaw Protection is worn by batters to prevent injuries to the cheek and jaw.

Heart-Gard helps reduce the risk of injury by protecting the heart from impact by thrown or batted balls. And, Prohitter Batting Aid helps players learn proper grip to increase hitting performance.

IthacaSports • 800-716-9382 IthacaSports.com/baseball.html

Circle No. 530

Restores Flexibility, Relieves Pain

Not for lightweights, the RumbleRoller™ Extra Firm is 36 percent firmer than OPTP’s original, and designed with experienced users in mind. Intended for dense muscle tissue that does not respond to normal massage pressure, the roller contains specially designed bumps that go where conventional foam rollers cannot.

Continuously kneading the contours of the body, the roller stretches soft tissue adhesions including taut bands and knots to restore flexibility and relieve pain and stiffness.

OPTP • 800-367-7393 optp.com

Circle No. 527 CoachesNetwork.com

BIG LEAGUE FLAIR Play ball on professional baseball grounds for your next tournament, camp or clinic.

kinosportscomplex.com 520-546-KINO KINO STADIUM

SOUTH COMPLEX

● Professional baseball stadium ● Seats 11,000 ● Professional grade clubhouse ● Visitor locker room / Batting tunnel ● Practice field / Concessions ● Team shop / Ticket office

● 7 baseball fields (4 lighted) ● Half fields ● Professional grade clubhouses ● Indoor and outdoor batting cages ● Observation tower ● Snack bar / Dedicated parking

Kino Veterans Memorial Stadium, home of the Tucson Padres Triple-A baseball.

Circle No. 129

LEFT-HAND SLIDER

DIALED IN

RIGHT-HAND SLIDER 4 5 6 3

3

7

SPEED up to 100+ MPH 2

8

9 1 FUNGO 10 0

1

2

1

10 0 FASTBALL

3

7 8 9

4

5

1

6

3

7

2

8

1

FUNGO 0

BOTTO M

9 10

WHEEL SPEED

LEFT-HAND CURVEBALL RIGHT-HAND CURVEBALL LEFT-HAND SLIDER RIGHT-HAND SLIDER

6 7 8

0

4

9 T OP LEFT

5

10

6 7

2

T OP RIG H T

3 SPLIT FINGER

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2 1

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9 BOTTO M

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WHEEL SPEED FASTBALL WHEEL SPEED

FASTBALL 80-100+ MPH Top Left 6 ± 1 Top Right 6 ± 1 Hack Attack

Bottom 10 ± 1

Bottom wheel should always be faster.

FUNGO CHANGE-UP 60-70 MPH

BASEBALL PITCHING MACHINE Improve focus and the ability to make adjustments with the Hack Attack’s complete ball vision and three-wheel design.

Alternating between a fastball and a change-up effectively develops timing and sense of location, teaching the hitter to make solid contact at changing speeds. With a quick turn of the dials, you can effor tlessly throw fastballs, change-ups and right- or left-hand breaking pitches. tf

800.717.4251

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sportsattack.com

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Top Left 3± 1 Top Right 3± 1 Bottom 7± 1 Bottom wheel should always be faster.