Tag: Youth Sports

USTA LCB Mandates now Include Some 12U Players

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Thanks to a mandate of the USTA/Colorado Player Development Committee, 12U players in satellite events must play their tournament matches with the green dot low compression balls (LCBs).   Most teaching professionals agree that LCBs and graduated tennis racquets are valuable teaching tools for some entry level players. For younger players, the shorter and lighter racquets are easier to control. Shorter players may find it easier to hit balls in the hitting zone because the balls travel slower and bounces lower. USTA officials claim this combination helps players develop good footwork and better strokes and learn how to be patient, construct points, and develop strategies.

To date, the limited research on LCBs does not show that graduated racquets or LCBs help players learn the game more quickly; however, anecdotal evidence suggests it makes the learning process more fun and less frustrating. Most will agree that LCBs are a useful teaching tool for some players.

From a business perspective, LCBs are valuable only if players continue to play the sport after their introduction to it. There is no evidence to prove this is the case and some anecdotal evidence suggests LCBs have had no impact on participation.

Highlights from a local early season junior tournament follow:

  • The host facility had a strong 10U instructional program, yet there were not enough entrants for a 10U tournament/play day. This was the case for most of last season.
  • There were eight players in the 12U girls’ satellite event, including two open players from the state’s junior excellence program. All participants had previously played for the past year or more with real tennis balls.
  • The LCBs bounced inconsistently. On multiple occasions, shots that were hit with medium pace to midcourt often did not carry to the baseline.
  • The LCBs performed erratically in the wind and in temperatures below 50 degrees.
  • Because the ball bounced inconsistently, carried a shorter distance, and had a lower trajectory, players frequently had to lunge to hit the ball or hit it at knee level or lower. Frequently, they would push the ball because they were out of position to hit it properly.
  • As well, players began trying to hit the ball short as a means of winning points – a tactic that doesn’t work with real tennis balls.
  • Players who could hit a real tennis ball with spin had difficulty hitting the LCBs with spin.
  • Players tended to over swing on their groundstrokes because they were not able to put the ball away. This is counterproductive to development of good strokes and winning strategies.

The current USTA mandates regarding the use of LCBs for 10U and 12U satellite events are hopefully well intended.  Time will tell if the LCB mandates will “grow the game” or if they will “grow the list of failed USTA mandates.”

USTA Study Shows Sports Participation Rates Favor Traditional Team Sports

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Back in the day… the boys’ sports with the highest level of participation were football, basketball, baseball, track and field and wrestling. In many communities, these were the only programs.

The limited programs for girls included volleyball, basketball, softball, and track and field. The combination of Title IX and the expansion of recreation and sports facilities and programs created more opportunities for youth to participate in.

A recent (2013) report produced by the USTA, “More than a Sport: Tennis, Education, and Health” identified the participation rates for the top nine community-based sports programs.  The report shows the “traditional” sports still have the highest level of participation and the remainder of the list is filled out by a mix of team and individual sports. Over the past 30 years, soccer has become a major sport

For the boys, the participation rate and sport were:
40% Football
40% Basketball
25% Baseball
20% Soccer
17% Track and Field
10% Wrestling
9% Swimming
8% Tennis
5% Cross Country
Only 15% of the boys did not participate in a sport.

For the girls, the participation rate and sport were:
25% Basketball
23% Volleyball
17% Baseball/Softball
17% Soccer
17% Track and Field
12% Swimming
8% Tennis
4% Cross Country
3% Lacrosse
Unfortunately, 25% of the girls did not participate in sports programs.

The good news is that a high percentage of youth are participating in sports programs, particularly given the financial constraints put on schools, municipalities, and the private sector to offer such programs during the volatile economic times of the past decade.

USTA Serves, Inc. is the national charitable foundation of the USTA. For additional information contact the USTA, or go to Resources/Research tab on the USTA Serves website.

 

 

The Mean Green Serving Machine Captures Intramural Championship

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After six weeks of bumps, sets, and spikes, (and lots of hits and giggles) the Mean Green Serving Machine (MGSM) eked out an undefeated season. Actually, if you ask the players, they were masters of the universe, they dominated! Karch Kiraly, you better be watching the program for future talent.

As champions of the intramural volleyball program for the Academy in Westminster the players gained bragging rights as the best elementary team in the school. For six weeks, they listened in practice, they learned new skills and improved existing ones, they tried hard, they felt good about their accomplishments, and they were the best.

From a broader perspective, the real significance of the victory was that the kids were able to gain instruction beyond their physical education class and test their skills in a competitive environment in an elementary school intramural program. Programs like this don’t exist everywhere, but they should!

 

Here’s the scoop about the program:

• Teams included boys and girls in the 3rd through 6th grades.
• Light balls were used to make it easier for the younger players.
• The program was run by the elementary physical education teacher. Parents and members of the community coached the teams. Most had experience coaching volleyball or other sports. From that perspective it was a step above most recreation programs.
• Since the Academy is a K-12 charter school, players from the junior high and high school teams served as mentors and assistant coaches.
• There were 6 teams with 8 to 10 players each, or about 55 total players. This is about 15% of the kids at this grade level, a remarkable percentage given the number of competing activities in the community.
• Practices and games were held on Saturdays for six weeks. Each team practiced an hour (8:00, 9:00, or 10:00) and matches were played between 11:00 and 2:00.
• Team fees were minimal and the price included a t-shirt that the kids proudly wore to the practices and games.
• Each match included two games to 25. A third, and sometimes deciding, game to 15 was always played, no matter who won the first two games.
• The 3rd and 4th graders served from a special line closer to the net. In addition, they got two chances the first time they served.
• The better serving team won most games, yet there was no restriction on the number of consecutive points a team could win (welcome to the dog-eat-dog world). Not to worry, no team has ever won a match 25-0.
• There was ongoing substitution so everyone played the same amount of time.
• The teams made up their own name. As might be expected, the MGSM had Kelly green jerseys. The league’s award for the best sense of humor went to the team with the neon yellow t-shirts. Their moniker was the Highlighters.
• For the older players, the practice and competition were as important as the snacks after the game.

The value of the program extended beyond the boundaries of the court into the hallways and community. The upperclassmen made friends with the younger players – they became their friends and role models in the hallways, lunchroom and on the playground. In many cases parents met parents they wouldn’t have met otherwise.

The program demonstrated that value of youth sports programs. Players, parents, and the entire school community were all winners.

For data on participation in youth sports click here.

 

Keep our Kids Playing – The Importance of Youth Sports Programs

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Thirty-five million kids play organized sports each year. About 60% participate in programs outside their schools.

This includes club sports, leagues, and programs at YMCAs, churches, and recreation centers.

About two-thirds of boys and 52% of girls play organized sports.

The Women’s Sports Foundation has conducted extensive research on the importance of sports programs for female high school athletes. Those findings show that:
• Female high school athletes are 92% less likely to get involved with drugs.
• Female high school athletes are 80% less likely to get pregnant.
• Female high school athletes are 3 time more likely to graduate than non-athletes.

A nationwide study of youth sports (10,000 kids ages 5-14) by Michigan State University produced the following results:
• 15% were reluctant to play sports.
• 65% participate in sports to be with friends.
• 37% said they wished no parents would watch them play.
• 71% said they wouldn’t care if no score was kept in their games.
• 51% said they have seen other kids act like poor sports frequently.
• 45% said they had been called names or insulted by coaches.
• 90% would prefer to be on a losing team if they could play rather than warm the bench on a winning team.
The most damning statistic from the study was that 35% said they planned to stop playing their sport next year.

The message is clear, youth sports are an important part of our society.

Source: http://www.statisticbrain.com.

 

 

Does Your Kid’s Coach Create Passion in the Players?

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With summer right around the corner, kids can’t wait to hear the school bell ring for the last time so they can hit the pool, courts, track, gym, golf course, or athletic fields. Some will be trying out a sport for the first time, while others will be seeking to take their game to the next level.

There is no better way to spend the summer than playing sports – unless you have a bad coach or program instructor. Being a coach for a youth sports program sounds so easy, but working with entry level youngsters requires a special skill set. For most people this knowledge has to be acquired.

In the Spring Issue of Volleyball USA magazine, UCLA’s women’s coach Mike Sealy wrote an article entitled, “You Can’t Force-Feed Passion.” Sealy closed the article with a quote that his father, who was a high school football and basketball coach, kept on his desk.

What am I?
I am a Teacher.
What can I do?
I can expose you to ideas, but I cannot tell you what to think.
I can guide you, but you must discover the limits of your own potential.
I can encourage you, but your greatest fulfillment must come from within.
I can listen to you, but I will not tell you what to say.
I can look with you, but I cannot tell you what you will see.
I can move with you, but I cannot tell you what to feel.
I can speak with you, but I cannot tell you what to hear.
I can do some things with you, but you can do more with yourself.
I can guide you on the path of discovery, but I cannot tell you the answer.

Parents can help their kids stay passionate about sports (and life) by putting them on teams and in programs where the coaches and instructors share Coach Sealy’s vision.

Here’s to a summer filled with passion and sports and good coaching!

 

Is it Necessary to Have Equal Playing Time in Youth Sports Programs

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Should participants in youth and recreation sports programs have equal playing time over the course of a season? There are a number of justifiable reasons for not giving young participants equal playing time and the definition of unequal time on the court varies from coach to coach.

The following reasons are based on past experience, a review of literature on the topic, or discussions with other coaches, parents, athletes, or experts in the field.
• Winning is the top priority. In other words a coach makes a decision to play the strongest team in hopes of maximizing the number of wins.
• It is fair to give more inexperienced players playing time after the outcome is determined.
• There are many life lessons to be learned from unequal playing time – one of them is that the team takes precedence over the player.
• Unequal playing team teaches players that you have to earn when you get. In other words, the better players often work harder than the benchwarmers.
• Playing time is a privilege that is earned, not a right.
• The majority of learning occurs during practice. Unequal playing time is a non-issue.
• Organized sports are not designed to facilitate equal playing time. Equal playing time is more likely to occur in unstructured play.
• Unequal playing time teaches players to appreciate teammates with stronger skills. As well it provides them with an opportunity to learn to respect those with lower skills.
• Volunteer parent coaches often have difficulty monitoring and ensuring equal playing time. They shouldn’t have the burden of equal playing time placed on them.
• Playing time should be allocated based on attendance at practice.
• Players who show the strongest commitment or hustle should have the most playing time.
• Injured or ill players should be rested until they are well enough to play.
• Players who have violated team rules will not have equal playing time.
• Playing time may be awarded based on classroom performance.
• Players who are not emotionally or physically developed should not play as much.
• A player who is not in condition may not have the stamina to play a full game.
• At some point, kids note that they have inferior skills. Inexperienced players are not likely to benefit from situations where they are getting beat soundly.
• Team chemistry is essential; the group of players that produce the best team chemistry should play a majority of time.
• In individual sports, league rules may dictate that players must play a certain number of matches at their level to qualify for a conference championship at that position. This may be relevant in individual sports like tennis.
• Players may be specialists, which dictate they only play in certain circumstances. For example, a linebacker may be most effective in passing situations and play primarily on third downs.
• Players who have demonstrated poor sportsmanship will receive less playing time.
• Players may be required to play a minimum amount of time to receive rankings or be acknowledged for awards or statistics.
• Playing time may be determined by head-to-head competition (individual sports), skills tests (team sports) or some other type of selective process.

There are successful programs with varied philosophies about playing time. For a look at the justifications for equal playing time go to the post on July 23, 2011, entititled “Should Participants in Youth Sports Programs Have Equal Playing Time?”

 

 

Should Participants in Youth Programs Have Equal Playing Time?

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Should participants in youth and recreation sports programs have equal playing time over the course of a season? There are a number of justifiable reasons for giving young participants equal playing time. Among those who believe in equal playing time, there is a consensus that it should be a part of youth sports until the age of at least 12.

The following reasons are based on past experience, a review of literature on the topic, or discussions with other coaches, parents, athletes, or experts in the field.
• Players best learn the technical and tactical fundamentals of the game by playing it.
• The only way to learn to win and deal with mistakes is to be on the court or field.
• Players will learn the true meaning of teamwork when they find they can perform (and win) when the better players are on the bench.
• When you give kids a chance to play, inevitably they will make a big play that wins a game.
• The only way to learn the love of sport is to play the sport.
• Players must play to learn to perform under the pressure of competition.
• Some believe that practice is a necessary evil and the game is the icing on the cake that is the reward for putting up with practice. All should enjoy the rewards.
• Equal playing time reduces conflict between coaches and parents.
• Some parents expect a return on their investments or contributions, which may mean they expect equal playing time. Comparable playing time may reduce conflict between parents.
• Equal playing time may reduce conflict among players.
• Players are less likely to become exhausted or hurt.
• Team depth is improved when all players are given an opportunity to gain playing time.
• A team may value a win more if everyone participated in the process.
• Coaches who can develop all the players on a team are recognized as the top coaches.
• Because all players contribute, team chemistry is improved.

There are successful programs with varied philosophies about playing time. For a look at the merits of not equal playing time go to the post on August 4, entitled, “Is it Necessary to Have Equal Playing Time in Youth Sports Programs?”