athlete`s goal card - Life of an Athlete

Draft Manual
Fall 2012
Table of Contents
Executive Summary
1
Frequently Asked Questions
2
History
6
Outcomes
7
Program Overview
11
Talking Points
12
Phase One: Parents
17
Phase Two: Effective Code of Conduct
33
Phase Three: Coaches
41
Phase Four: Student Leaders
51
Phase Five: Stakeholder Unity
57
Training and Diet
65
Sleep/Alcohol/Caffeine
93
Toolkits
109
What’s Life of an Athlete all about?
By John Underwood, American Athletic Institute
When you stop and think about the purpose of activities for youth, it is important to be reminded that the objective goes far
beyond winning, championships, season records and the scoreboard. Athletics is the largest target population that exists in
any school. In small rural schools we have seen 60-90% of students involved in at least one sport per school year, while in the
larger schools 40-55% of students are involved in sports.
The Life of an Athlete (LOA) program provides a targeted opportunity to use mandatory meetings to get 40-90% of your
school/community parents into a venue to show them valuable prevention data, strategies and educate them to the concerns
their children face during their high risk teen years.
LOA is a systemic community approach to (1)reducing risk and (2) increasing protective factors in student athletes while (3)
setting clear consistent boundaries for behavior, (4) increasing consequence beliefs, (5) teaching appropriate athlete lifestyle
and (6)establishing a process to identify and help those involved in drug use or behaviors of concern.
From a prevention standpoint, there are some critical areas of purpose in athletics that should not be overlooked, basics that
have the potential to build strengths and reduce risk in all.
Pro Social Bonding: The opportunity to take membership in a positive group activity that calls for positive health behaviors,
negative attitude toward negative societal issues, positive relationships with adults, positive bonding to social institutions and
commitment to pro-social values. Through athletics, we are attempting to establish a social order with a basis of achievement,
common interest and excellence.
Clear and Consistent Boundaries: Standards for youth behavior set by adults, but also standards set by youth and
monitored within their social order. Many of these standards are set to address concerns for health, safety and performance.
Life Skills: “Abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and
challenges of everyday life.” To try to impart to those involved in high school athletics a learning experience that offers skills
and abilities that can be used throughout the “game of life”, long after their athletic career is over.
Caring and Support: To show those involved in high school athletics that all stakeholders in the program care and support
those who partake, win or lose. That the adults in a community appreciate the athletes and what they are trying to achieve.
That we are proud of them, not just for how well they play and what they achieve, but also the kind of young people they are
with regard to character and citizenship.
Set High but Realistic Expectations: To set expectations for youth to always try their best, to believe in themselves and to
show dedication, focus and commitment in whatever they do. To instill in them that their athletic experience is a privilege and
honor afforded them to represent their community as ambassadors.
Opportunity for Meaningful Experience: To not simply offer athletics as an activity, but to make it a special experience
unlike any other and to provide, as much as possible, for a young person to gain a positive outlook and perspective from being
involved in athletics.
Try to visualize how important our job in athletics is and the positive impact it can have on youth and communities; the
potential it has in developing in youth many of the life skills and abilities they will need to be successful as adults and in the
world. Our job is monumental. Take pride in what you do and how you do it. Set standards that are never compromised.
Remember, first and foremost, our job is to teach young people how to prepare for life. Now it is up to you to make a positive
difference in the life of every young person.
1
Frequently asked Questions about the Life of an Athlete Program (LOA)
Q.
A.
What can LOA do for our school and community?
The “just do it” generation has been marketed to and it has indeed worked. Today’s athlete has
assumed the adventurer/risk takers stance on how far to push their luck. Athletes have always
portrayed the assumption of risk as behavior as usual. The recent onset of increases in pack mentality
has certainly increased the problems and behaviors of concern we presently see. Even non-risk takers
boldly portray themselves as risk takers to fulfill a “wan-a-be” identity. Social drug use is now normative.
It is “Just what they do…” This puts today’s athletes at incredible risk for many negative behaviors of
concern.
Q.
A.
What is the big deal? Kids party?
It begins at onset in 7th grade with 14.1% reporting alcohol consumption during the school year. This
use progresses to 58.5% by 12th grade. It is understandably of concern that the use is associated with
increasing amounts throughout high school, although the number of occasions per month remains
relatively constant at five drinking episodes per month, which leads us to believe that it is for most once
per week on the weekend. Nonetheless, this activity is against the law and dangerous, as alcohol has
been linked to nearly all high risk behaviors and health crises. When we combine this alcohol use with
high risk behaviors normally experienced by youth, we greatly magnify the propensity for disaster and
watch our young adolescents enter the ten most dangerous years of life, ages 14-24.
Q.
Who does it target?
A.
High School Administrators, Athletes, Parents/Guardians, Coaches and Community Stakeholders.
Q.
A.
Why Athletes?
Prevention and intervention efforts focus on target populations. Often they look for populations with
something in common. Athletes are the largest target population that exists in any community or any
school. 40-90% of students in most U.S. schools are involved in at least one sport. More than any other
group of adolescents, we have compelling reasons for athletes not to drink, health and performance.
Alcohol, a metabolic poison has only negative effects on all physiological parameters. This can be our
initial rationale for non-use. High school sports do matter! High school athletics are an integral part of
many communities throughout the United States. The local sports teams are the focal point of
community life: it’s a source of pride, a spot for social gathering, and where initial perception of a
community begins; because of this performance matters; the performance of the athletes as well as
their behavior. The choice by student-athletes to use drugs greatly affects both of these domains. The
athletes are usually the leaders in the school and the way the athletes go the school goes.
Q.
A.
What is the prevention basis to LOA?
The Prevention Basis to Athlete Programs and Team Effectiveness
· Programs to prevent athlete substance abuse inherently rests on certain assumptions about why
athletes would use alcohol and other drugs. Strategies for prevention, in turn, are based on these
assumptions.
2
·
·
·
·
To date, most prevention efforts have focused on changing the traits and behaviors of individuals,
with heavy emphasis on their personalities, their backgrounds, or their ability to respond to their
environment. Thus, some educational programs teach individuals about the dangers of substance
use in order to promote fear of those dangers.
Others teach them skills for dealing with inter- and intra-personal social influences (such as stress
and peer pressure).
Still others emphasize the improvement of personal qualities, such as self-esteem, that help people
function in a complex world. These education efforts are based on theories that locate the causes of
substance abuse primarily within the individual.
Even in cases where the role of the social environment is given prominence, the responsibility for
action is placed on the individual.
If we hope to change a particular behavior (e.g., excessive use of alcohol), we must change the social
context-the institution or group-that shapes the behavior. In other words, we must address the effects
of social influence, within the team on the members of that team. (HANSEN) Adapted UNDERWOOD
Q. What is the emphasis of the program?
-Phase #1 Pre-Season Meetings for Entry Level Athletes and Parents
Phase one employs a strategy for school districts to establish mandatory seasonal meetings to discuss
conditions for involvement, expectations, philosophy and also to address the issues of chemical health
and social drug use by athletes. A clear perspective of the privilege and personal and collective
responsibility required to be afforded the opportunity to be an athlete. This program allows you to
impact the majority of your entire student body and most importantly the parents. Athletics is the
largest target population that exists in any school. Drug data and research is shared with all stakeholders
-Phase #2 Athletic Codes of Conduct Conditions for Involvement
The #1 issue reported by high school Athletic Directors is the problem of enforcing Codes of Conduct.
This program helps schools to understand what a code is for, what it can impact and how to rewrite
them for today’s athlete and the dilemmas they face. This program includes strategies for controlling
adult fan/stakeholder behaviors of concern, parental issues, and the seven non-negotiable conditions
for involvement to partake in high school sports. It also addresses the problem of modern day codes,
which are reactive punishment based documents. Codes are re-written as proactive character based
documents, taking us to a valuable paradigm shift, supporting our young athletes by telling them what
we want them to do and our rationale for why, rather than telling them what we don’t want and what
we will do to them, if they fail to follow the rules.
-Phase #3 Coaching Effectiveness Training for Chemical Health Issues
Phase 3 focuses on training of all coaches at all levels to understand and confront chemical health issues
for today’s student athlete. Training includes the use of the document “Greatest Threat” which helps a
coach impact his/her team with valuable lessons against drug use and affords any coach a perspective of
the present day problem and how they can impact it.
3
-Phase #4 Developing Leadership to Confront Behaviors of Concern
This workshop is designed to identify, evaluate and develop hand-picked student-athlete leaders. Once
chosen, the primary focus is to teach the individual what it means to be a leader and how to handle the
responsibility that comes with a position of authority, influence, and importance. We teach the leaders
how to confront their peers with behaviors of concern and to take matters that merit immediate action
or continual issues to an adult authority. This workshop gives the coach and administrator a conduit to
behaviors in the group. Individual and team success depends on good leadership. The first school to use
this program had 27 athletes turned in for chemical health violations in the first year, for failure to
follow the code of conduct.
-Phase 5 Stakeholder Unity
The fifth and final phase in Life of an Athlete is to ensure that all members of the community take stake
in eliminating drug and alcohol use among youth. Only by coordinating our efforts and taking a “many
messengers with the same message” approach can we ensure that all individuals receive that message.
This workshop allows a school district to take a comprehensive look at all aspects of their existing
programs and determine priorities for the future. Year five allows all stakeholders to share their views of
the entire athletic program. This process gives any school district a valuable perspective of establishing
priorities, strengths and limitations for the future directions of the programs. An evaluative process is
utilized to garner valuable information on student athlete chemical health issues within your athletic
program. The information gained is incredible.
What domains, protective factors and risk factors does LOA affect?he Life of an Athlete
Protective Factors:
Individual Domain:
·
·
·
Improved knowledge and understanding of athlete lifestyle, training effect and goal and social cohesion.
Accurate knowledge of the effect of social drug use and performance.
Improved perception of personal achievement and self efficacy, through greater normative
understanding and personal and collective responsibility.
School Domain:
·
·
·
·
·
·
·
·
·
Team Vigilance
Individual responsibility
Collective responsibility
Team leadership
Coaching Vigilance
Parent Vigilance
Stakeholder Knowledge Understanding Agreement
Fan responsibility
Universal Code enforcement
4
Community Domain:
·
·
·
·
Debunk any perceptions that use is acceptable
Get community involved in after contest activities
Create community tone of healthy athletes with character
Community wide support of Code
Risk Factors:
Individual Domain:
·
Personal vulnerability to use drugs
School Domain:
·
Drug use norms
Community Domain:
·
·
Availability of drugs to athletes
Enforcement of all laws pertaining to underage use
Besides better athletes and winning teams what else can LOA do for our youth?
The following are some of the additional benefits for student-athletes who choose not to drink alcohol:
·
·
·
·
·
·
Academic or athletic performance will not be hampered;
The risk of breaking school rules or the law is greatly reduced;
Serious and life threatening problems related to being alcohol impaired such as drunk driving and sexual
decision-making, injury, arrest, death are eliminated or reduced;
There is reduced risk of becoming addicted to alcohol; and,
The ability to develop appropriate life skills such as stress management, problem solving, conflict
resolution, interacting with others, and goal setting is enhanced.
Young people can learn what it means to join a social order and be held to agreed upon standards for
the group.
5
LOA HISTORY
A comprehensive Student Athlete “Chemical Health Program” for Middle Schools and High Schools
(including Alcohol Marijuana Street Drugs Prescription Drugs Tobacco Steroids /Supplements Energy
Drinks)
Minimal time investment from sport training/coaching time…
Start the year on the same page with Parents Coaches and student athletes by requiring mandatory
seasonal meetings to discuss standards for athlete behavior, social drug use, steroids and supplements,
team leadership and your school district codes of conduct. (Stakeholder Unity)
Share the most recent and impacting brain science studies on social drug use and the effect on the
developing youth brain
Media blitz, Posters, surveys, billboards Athlete oriented materials they connect to… Pushes Positive
team social norms
New landmark studies on the effects of drugs on physical and mental performance… Utilized by the
NCAA, Olympic and professional sport including NBA
New higher standards set for student athletes in your codes of conduct. (Strategies no one ever thought
of…)
Coaches taught how to confront behaviors of concern and drug use by athletes
Train Student Leaders that Lead… (change how you pick student leaders, educate them and teach them
what comes with the job…)
A process for student athletes and their parents when violations occur so we can help facilitate change
and potentially impact the problem (Educate Correct Restore)
A program that raises expectations outside the lines of the playing fields to community support for zero
tolerance stances on youth drug use
Science based /Prevention based/Research based * (presented for the past five years at The
Department of Justice’s National Leadership Conference)
v Presented at the National Federation of High School Athletics Administrators Conference
Performance Enhancing Drugs / Performance Debilitating Drugs and the High School Athlete
MAJOR PRESENTATIONS:
v USAF Academy Colorado Springs CO.
v USAF Base Great Falls MT
v NFL National Football League Player Personnel/Drugs of Abuse Committee
v NBA National Basketball League and D League
v OJJDP Office of Juvenile Justice and Delinquency Prevention National Leadership Conference
6
v 2004 San Diego CA Year #1 Life of an Athlete /Getting To Parents Through High School Athletics”
v 2005 Tucson AZ Year #2 Life of an Athlete “Mandatory Seasonal Meetings / Conditions for
Involvement
v 2006 Baltimore MD Year #3 Life of an Athlete Student Athlete Codes of Conduct That Work”
v 2007 OJJDP NLC ORLANDO TRAINING COACHES AND STUDENT LEADERS TO CONFRONT USE
v 2007 Atlanta GA Department of Education CNN Omni Center Student Codes of Conduct
v 2008 Nashville OJJDP NLC Year #4 Developing Student Leaders to Confront Chemical Health
Issues Within the Team
v 2008 Plenary Panel Collegiate Underage Drinking
v 2006 South Carolina Drugs of Abuse Conference Residual Effect of Alcohol on Mental and
Physical Performance
v Pennsylvania Independent Colleges 2007
v New York College Consortium (101 institutions) College Underage Drinking
v ECAC Eastern Collegiate Athletic Conference (323 Institutions) The Effect of Social Drug Use
v •NYS Public High Schools (all trained) 700+ School Districts for past five years.
v Nevada State Athletic Directors Conference
v New Mexico State AD’s Conference
v Minnesota State Prevention Sharing Conference 2007
v NYS ASAP Conference 2006
v Idaho State Athletic Directors Conference
v NY Athletic Directors Conference (Yearly)
v National Federation of High School Athletic Administrators Conference 2007 Performance
Enhancing Drugs / Performance Debilitating Drugs and the High School Athlete Nashville TN
v NCAA Speakers Guild 2001-2007 357 Presentations
v 2009 National Field Hockey Coaches Association Keynote
v USA Hockey Convention
v USA Lacrosse Convention
v USA Skiing Summit
v USA Wrestling
v USA Field Hockey
v Position Statement WHO World Health Organization Alcohol, Sport and Youth
v New Jersey College Consortium 102+ institutions Yearly
v Underage Drinking Enforcement Training Center 4 National Audio Conferences
v Northeast Oregon Prevention Conference 2008
v National Federation of High School Athletics National Summer Session 2007 Saratoga NY
v John Underwood has been asked to keynote the Wisconsin State Athletic Directors Conference
in fall 2009
LOA has been presented on three national Audio-casts for the Department of Justice OJJDP PIRE as an
example of programs that target populations (ATHLETES)Available for audio at http://www.pire.org/
AAI recently wrote an article for “High School Today Magazine” (The National Federation of High School
Associations) Alternatives to Drug Testing
One of The Largest Target Based Prevention Programs in History
NY State Pubic High School Chemical Health Mandate
OUTCOMES
IMPACT THUS FAR IN NEW YORK STATE
7
We are currently in year #5 of Life of an Athlete. We conduct mandatory chemical health workshops for
all public school districts in NY. (775)
It is mandated by the New York State Public High School Athletic Association.
Awareness and vigilance is the highest ever. (Many messenger with same message “No USE by Athletes)
We have conducted evaluations from attendees (includes Athletic Directors, Coaches, Board of
Education members and School Administrators) and on a scale of 5.00 we have over three years
maintained an average of 4.877 as to program materials, overall assessment of LOA, value to member
schools. (775 school districts)
In five years NY high schools that have elected to facilitate mandatory seasonal meetings with parents,
coaches and athletes has increased from 38% to 82%
Student Athlete Chemical Health Code violations are down 21% (from 150 randomly selected urban,
suburban, rural, school districts.
Parental challenges to code consequences have been reduced (Acceptance)
School resource officers or law enforcement now conduct chemical health investigations (not Athletic
Directors)
School resource officers (Law Enforcement) are utilized in the Parent /Athlete educational process to
discuss legal ramifications of use.
Coaches Education has added significant LOA curriculum to Chemical Health Sector. (NY State requires
Coaching licensure and coursework)
Codes of conduct have been updated for today’s issues and societal concerns and are functioning
successfully (97% of districts amended codes).
All student athletes are required to see a qualified Chemical Health Professional for any violation
including first time violations ( it is the first time we have identified them… not the first time they have
used.)
79% of school districts now have a student athlete assistance process (37% prior) based on our educate,
correct, restore model. (Helping athletes with issues not just having them sit out two games).
Perception of Codes of Conduct as a deterrent for drug use has increased from 50% to 74% over four
years.(Increased Consequence Beliefs) (Play drug free or watch from the bleachers).
It must also be noted from an assessment standpoint that the impact must be additionally
greater than illustrated above due to the fact that we are confronting and deterring the party issue at all
stakeholder levels. Coaches, parents, community member/fans, team leaders, administrators have
finally faced the facts and are vigilantly pursuing those who choose to break the rules and the source of
access in our communities. (ie. More people actively and vigilantly looking and less violations)
8
Most NY communities and counties have instituted Social Host Laws or ordinances to deter facilitation
of underage drinking. LOA has educated and pushed that agenda statewide.
We have employed all the best known practices from UDETC to help drive a comprehensive community
based program to deter youth drug use.
In another state: You want impact... call Lakeville, MN or watch this 1:27 Public Service TV show about
LOA in Minnesota…
http://www.ci.lakeville.mn.us/departments/cableshow_pureperformance.htm
Using LOA
THE LAKEVILLE PROJECT
Pure Performance the Key to my Success
Lakeville MN
“A collaborative community-wide effort to reduce and deter social drug use in a specific target
population.(High School Athletics/Extra Curricular Activities)
Lakeville MN. drug survey data indicated that drug use among high school students engaged in athletics
and extra-curricular activities were as significant, or more significant, than in the general student
population. This indicated a culture of social drug use which has been well documented in previous
studies, including those conducted by the American Athletic Institute.
Lakeville formed a large community based action group and contacted AAI to conduct a comprehensive
program from the public school venue. They utilized a program that has been piloted in NY State called
The Life of an Athlete. This program has been presented at OJJDP NLC for the past four years. Lakeville
chose to name their initiative "Pure Performance the Key to my Success".
Immediate impact created by media and key focus groups, including Mayor , Town Council, Civic
Leaders, Law Enforcement, Parents, Student Leaders, School Administration, Coaches/Activity Leaders
started gathered immediate support for this initiative.
Learning Objectives:
•
How to establish focus groups and gain their support for the Pure Performance Initiative and for
social change in this huge target population.
•
How to fund the initiative from the private / community sector.
•
Examples of materials, process and implementation of Pure Performance Initiative
9
In Lakeville MN:
•
Chemical Health Advisory Committee established
•
Co Curricular Task Force established
•
Mandated Pure Performance presentations to all Coaches / Activity Leaders
•
Mandated Pure Performance presentations to all Middle School students
•
Mandated Pure Performance presentations to all athletes and activities and parents /guardians.
•
Curriculum task force established to create awareness of problem
•
Public Service Television show "Pure Performance the Key to my Success Aired"
•
Social Host Ordinance passes unanimously
Future plans:
Health Professional Task Force to be established
For more on how to utilize the LOA program contact:
Patty MacDonald Lakeview Community Activist 952-469-5951 or 612-226-9826
10
Program Overview
The Life of an Athlete program is a comprehensive program that identifies and works with all aspects of high school athletics, including
coaches, Athletic Directors, administrators, parents, communities and athletes themselves with a proactive approach to athletic
participation. While this program focuses on athletes, the model will have residual impacts on all segments of the school and
community. The program is laid out in a 5 phase process and includes:
Phase 1 – Pre Season meetings for Entry Level Athletes and Parents
· Establishing mandatory seasonal meetings to discuss conditions for involvement, expectations, philosophy and what
it means to be an athlete.
Phase 2 – Athletic Codes of Conduct Conditions for involvement
· Bringing a code of conduct from conceptualization to implementation & enforcement; includes strategies for fan
behavior, parental issues and seven non-negotiable conditions for being part of an athletic team.
Phase 3 – Coaching Effectiveness Training
· Training all coaches at all levels to understand and confront chemical health issues, including workshops on how to
send a message to your team and use student leaders to monitor team dynamics.
Phase 4 – Developing Leadership to Confront Behaviors of Concern
· Identifying and developing student (team) leaders who assist the coach with identifying behaviors of concern with the
peers.
Phase 5 – Stakeholder Unity
· Ensuring all members of the community take stake in eliminating drug and alcohol use among youth.
Who needs to be at the table?
1. Administration representative: They need to be on board and supportive of the changes that will be made, especially to
co-curricular codes. They must be willing to stand up to the parents who are going to say “this is great, but not for my child.”
Once accepted and approved as the code for the school, there is no going back. Need to be supportive and have clear
expectations of AD’s & coaches.
2. Athletic representatives (includes AD’s and Coaches): Specifically to LOA, they are the ones who will be on the front lines
when it comes to executing the program – both from an enforcement stand point as well as the leadership development team.
Both AD’s and coaches have to be supportive and have defined expectations of each other to be effective.
3. School Resource Officers: Need to be aware of the situation, willing to share the information they hear back with AD’s and
police departments. Will need to conduct the investigations and enforce the rules.
4. School Board representatives: Need to identify the SBR who is supportive of the program and understands that there may
be resistance from some parents who do not want to change the status quo.
5. Chemical health representatives: Key pieces of LOA deal with prevention before it goes into the intervention phase.
Having the CHR on board allows the expansion of the program into other curriculum areas, including health classes and
physical education classes.
6. Parent Networks: Parents will need to be educated about the program and given as much information as possible. They will
also need to have support networks to help their student athletes live up to the new codes of conducts and create positive
atmospheres for youth to grow up healthy.
7. Community representatives: Working with a community coalition will help support the overall goal of the program which is to
give the youth in our community every opportunity to grow up healthy and develop into productive future citizens and workers.
8. Media: Media advocacy will be critical to the overall success of the program. A lot of emphasis is placed on sports in our
community – taking the focus from the win loss column for a season and developing a win-loss column for positive growth and
development will further strengthen the long-term impact of the program.
9. Others: Including health care providers, athletic trainers, area businesses, civic organizations, religious institutions, etc.
Important keys for successful implementation
• Find your key champions
• Provide opportunities for those implementing to take ownership
• You are never finished. This is an evolving program that requires continued efforts in education, advocacy and support.
Additional information available
at: www.aaisport.org
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Talking Points
The Life of an Athlete (LOA) program is a comprehensive program that identifies and works with all aspects of high school
athletics, including coaches, Athletic Directors, administrators, parents, communities and athletes themselves, with a proactive
approach to athletic participation. While this program focuses on athletes, the model will have residual impacts on all segments of
the school and community.
LOA is a systemic community approach to (1) reducing risk and (2) increasing protective factors in student athletes while (3)
setting clear consistent boundaries for behavior, (4) increasing consequence beliefs, (5) teaching appropriate athlete lifestyle and
(6) establishing a process to identify and help those involved in drug use or behaviors of concern.
Change is never easy, but we need to keep in mind we are doing this for the health, safety and benefit of our youth. Whenever we
try to determine how to respond we should always come back to, “What is in the best interest of the youth, not the program, parent
or school.” Remember more chances do not equal more learning. Accountability teaches responsibility and commitment. Below are
some questions you may face with possible answers you could give.
Q.
A.
Why should a school district implement the Life of an Athlete Program (LOA)?
LOA is a prevention/intervention program. The research and evaluation shows proven, positive results in school districts
that implement the program. LOA targets a group that makes up a majority of the school population. The program does
not cost additional money to the school, but does require faculty, administration, community and students to be committed
and accountable to the health and safety of our youth.
Q.
A.
Can Life of an Athlete Program’s be used as a Co-Curricular Code.
Yes. The basis of the program can cross over into a co-curricular code. The American Athletic Institute focuses on the
athlete, because most of their studies show the results of chemical use effect on the athletic performance. However those
same studies relate to all performances include the student’s academics. The other important part of the program, it to
hold students accountable for the code they sign and then if a violation occurs, not only will the student be held
accountable, but that we help the student be restored.
Q.
A.
What if parents do not want to come to the Mandatory Meeting?
Remember, we are setting the standard for all in this program, and the first meeting should be no exception. The moment
you do not follow through on your word and the mandates, it will be hard to have anyone take any piece of the program
serious. So it is imperative that the parent/guardian attend so they can understand why the basis for the code and why it
will be strictly enforced. The mandatory meeting also gives the school ample opportunity to emphasize why the changes
are being made and it is truly for the care of the student’s health and safety. The first year is always the most difficult and
many may not attend. Once you have had the official meeting, and before the first practice, you could send a notice for a
make-up meeting expressing that if they do not come to the meeting their child WILL NOT PLAY. It is not recommended
to do this every year, but the first year is an opportunity to be flexible and still hold true to the mandate. Please note that
there may be some students whose parents/guardians will just not show up. If you have this situation, work with the youth
to see if there is another adult who would be willing to vouch for the student and hold that student accountable.
Q.
A.
What if I find out a coach knew of a player who had a violation, but did nothing about it?
First, it is important to talk to the coach about the importance on not turning a blind eye. (See the Coach Chemical Health
Checklist and Coach’s Commitment). Next, set a standard of what the consequences are if you find out that the coach
continues to not hold students accountable. Then the coach should apologize to the student who was in violation, for not
holding them accountable. Finally, the coach must follow through on the consequences. The coach should also apologize
to the team and express why the student is now facing the consequences as well as reminding the students that in the
future, all consequences will be given at the time of the offence
12
.
Q.
A.
Q.
A.
What if I have to let my best players sit due to a code violation and some of the school board members want to
let those players play?
The first question to school board members should always be, “What is in the best interest of the students?” It is very
easy to want to give students another chance. However more chances do not equal more learning. If the students do not
receive their consequence, it appears that we are not serious about the code or holding them accountable. This may led
to many to reoffend or stop adhering to the code. It is also easy to want to let them play so the whole team does not have
to suffer a loss. Yet the team will suffer, especially those who have not broken the code, if those who do not follow the
rules do not face the consequences of their actions. Furthermore, this is why the LOA program calls for students who
offend to be accountable to the team and apologize them for their actions. This reminds the team who was at fault, not
the athletic director, coach or the school board, and it recognizes it was the student’s choices that lead to the final actions.
It also gives the team a chance to offer forgiveness to their teammate and reaffirm, as a team, their commitment to
upholding the code.
What if a parent threatens to call their lawyer to enforce that their child plays even though they had a code
violation.
Remind the parents that they and their child signed the code which stated that they have, “knowledge, understanding and
agreement to the code of conduct and the consequences associated with it.” Also remind the parents they could fight it
but even if they did win, it is ultimately the coach who will determine who plays during those games.
Example of Enforcing the Code:MHS Football
By Angela Lemire | Email the author | December 4, 2010
Players Suspended from Super Bowl
At least four Middletown High School football players and two or more cheerleaders have been suspended from participating in the
Saturday, Dec. 4 Division III Super Bowl football game against Moses Brown for their alleged presence at an off-campus party
where alcohol was present.
Middletown Public Schools District School Committee Chairman Michael Crowley told Patch that after an investigation into an "offcampus event" was concluded "Thursday or Friday" of this week by the high school principal and the district's central office, the
students and parents were notified by Friday of the disciplinary action taken.
Kick-off for the Super Bowl game at Cranston Stadium is scheduled for 3 p.m. and the sudden absence of any key starting players
would be noticeable. "What we're trying to ultimately look at here is safeguarding students from the dangers of underage drinking,"
said Crowley. "They made a mistake. They made some bad decisions. There's a consequence to that and hopefully this will not
happen again in the future."
How school officials learned about the party remained unclear. It was not known if any of the suspended players engaged in
underage drinking at the party or were only present in the company of others drinking, but Crowley said that being at a party with
alcohol and underage drinking directly violated the school district's "zero tolerance" policy on substance abuse that was adopted
last year. Section E of the policy states that if a student finds himself or herself in the presence of underage alcohol and/or illegal
drug use, the student must leave immediately or experience the consequences of specific disciplinary actions.
To participate in school sports, all students and athletes are informed of the policy and explained it clearly, said Crowley.
On Wednesday night, the Middletown High School football team upset Rogers High School in Newport with a 20-14 win and
secured the Super Bowl berth.
NOTE: Many parents were upset and threatened to sue to allow their students to play. This was the last game of the year and
without the key players they were not expected to win. However the school board held true to the code and the
consequences. The team ended up winning, which was a huge upset. After the game a meeting was held and the
students who did get to play expressed that it was great to see the school did enforce the codes and rewarded those who
followed the rules. The students felt supported and all students know that the school will enforce the code.
13
Athletes and sport are one population and venue that have a pivotal
role in societal alcohol dynamics. The athlete world is the alcohol
industry’s centerpiece. Policy and position statements need to
address this pivotal area of concern, in order to impact the
magnitude of youth alcohol related problems and abuse rates in the
athlete population at all levels of sport.
World Health Organization
Submissions to public hearing on ways of reducing harmful use of alcohol
Submitted by: John Greig Underwood Director American Athletic Institute
Alcohol Use in Athletes
Please consider the position of the American Athletic Institute on the significant role of the venue of
sport, in the problems associated with alcohol use and abuse in society.
In Brief: Alcohol use among athletes is fairly high, but the problem is complex. Although athletes are a target
population, the example they set for society and our youth is significant. Young athletes are more likely to abuse
alcohol than their non-athlete peers and more likely to suffer behavioral and psychosocial consequences as a result
of drinking. They are also more prone to binge drinking. Policies, education and prevention/intervention strategies
should focus on physiological, behavioral and psychosocial consequences. At this juncture, these problems must be
confronted in an immediate fashion. They must in all instances be well documented, including first time episodes.
The Scope of the Problem and Strategies for Intervention
The problem of alcohol use among competitive athletes is complex, partly because of their high visibility.
For years the media have regularly reported incidents involving high level athletes and their use of alcohol.
Although some athletes have demonstrated that treatment and rehabilitation can be successful, too often alcohol
use among athletes ends in tragedy. Many athletes simply waste the talents they have, with social drug use.
Certainly the use of alcohol by athletes is representative of the problem in society as a whole. They are and have
remained one of the highest at risk groups for both use and abuse of alcohol. Professional athletes unfortunately
have often exhibited alcohol related behaviors of concern that increase the acceptance of use. Olympic sport is no
exception with recent high profile athletes touting alcohol as a positive lifestyle choice.
Unfortunately, the consequences of alcohol use also extend to younger, less visible athletes, particularly to high
school or youth athletes who abuse alcohol through chronic overuse or heavy episodic drinking HED (five or more
drinks at one sitting for men and women). Many coaches have had an unfortunate amount of experience with team
cohesion and athletic relationships divided by alcohol use, resulting in less-than-optimal performance due to
decreased interest and diminished team commitment. Others have had to deal with tragedies such as automobile
accidents and other alcohol-related injuries and deaths.
In a survey of 215 high school athletic directors, 59% reported having personally encountered intoxicated studentathletes. They considered alcohol use to be a bigger problem among their players than the use of other drugs.
A review of alcohol use among high school and college athletes, as well as the clinical, physiological, psychosocial,
and behavioral effects in these groups, can provide help in assessing the efficacy of education and prevention
efforts and provide to team physicians, coaches, and athletic directors practical strategies for dealing with
individual athletes.
14
Prevalence and Patterns of Use
In New York State the use of alcohol by student athletes has been well recorded by the American Athletic
Institute. It begins at onset in 7th grade with 14.1% reporting alcohol consumption during the school year. This use
progresses to 58.5% by 12th grade. Nearly 80% of NCAA Collegiate athletes report regular alcohol use. It is
understandably of concern that the use is associated with increasing amounts throughout high school, although the
number of occasions per month remains relatively constant at five drinking episodes per month, which leads us to
believe that it is for most, once per week on the weekend. In the collegiate venue athletes report ten to fourteen
drinking occasions per month. In the high school years, this activity is against the law and dangerous, as alcohol
has been linked to nearly all high risk behaviors and health crisis. Collegiate use although rampant, is against the
law by age for most. When we combine this alcohol use with high risk behaviors normally experienced by youth,
we greatly magnify the propensity for disaster and watch our young adolescents enter the ten most dangerous
years of life, ages 14-24.
Associated Risk-Taking Behavior
The “just do it” generation has been marketed to and it has indeed worked. Today’s athlete has assumed the
adventurer/risk takers stance on how far to push their luck. Athletes have always portrayed the assumption of risk
as behavior as usual. The recent onset of increases in pack mentality has certainly increased the problems and
behaviors of concern we presently see.
Behavioral and Psychosocial Consequences
The ripple effect of use spills over into all aspects of a young athlete’s life including social, personal,
psychological, educational and legal.
Alcohol and Athletes at a Glance
Patterns and Prevention:
Below is a recap of points made on the nature and magnitude of alcohol use among high school and college
athletes and how best to approach the problem.
· An increasing number of high school and college athletes either binge drink or abstain, with fewer
students reporting moderate intake. Female and male athletes drink at the same rates. HED rates are
nearly the same.
· Athletes drink alcohol as frequently and as intensely as non-athletes, with the difference between male
athletes and non-athletes greater than that between female athletes and non-athletes. Athletes in
contact sports report greater alcohol use. Athletes in team sports report greater use than individual
sports.
· Drinking usually starts by high school, often in junior high.
· Drinking rates only continue in one direction up and up and up.
· The physiological effects of alcohol are mostly related to intermittent use with regard to lost training
effect and diminished athletic performance. Additional harm from alcohol use by athletes is behavioral,
legal, academic, and social, all of which can lead to sports eligibility and participation problems.
Therefore, education and prevention efforts should focus not only on the physiological negative impact
but as well as academic, behavioral, legal, social, and sports-participation consequences of alcohol use.
· Athletes who drink do not necessarily experience more legal or behavioral consequences than other
students who drink, but athletes are often more visible, and their problems often lead to highly
publicized consequences.
· Educational and preventive interventions should be initiated and led by student-athletes and be sport
specific. Athletic directors and coaches should provide the proper environment, enforcement, and
sanctions. Random or mandatory testing is probably not helpful but deserves further study.
· Multiple educational approaches to address alcohol may be necessary for various athletes because no
preferred approach exists.
· Mandatory educational programs for all stakeholders in the sport venue, concerning alcohol use
· Educational programs must connect effects on performance and performance potential
15
·
·
Increased standards and consequences for athlete behavior must be established and enforced by parents
coaches and organizations
Identification of athletes abusing alcohol must initiate an intervention process to help them
Alcohol remains the most used and abused drug in America. Unfortunately, many of the users and abusers are high
school students. According to AAI Surveys, 80+% of NY high school students, grades 9-12, indicate they have had at
least one drink of alcohol during their lifetime. Results from the same survey indicate 52% reported having at least
one drink in the last thirty days and 37% consumed five or more drinks in a row during the last thirty days!
Many national studies have reported that high school student-athletes drink alcohol at about the same rate as
other high school students and some studies report slightly higher use by student-athletes. The latest AAI survey
indicates 58.5% of high school student-athletes, grade 12, drank during the past year. New York has 585,000 high
school athletes in grades 9-12 and 370,000 athletes in 7th -8th grade. This large population indicates a
representation of the culture nationwide. NCAA College athlete data indicates that nearly 80% of college age
athletes consume alcohol.
There are many reasons why student-athletes choose not to drink alcohol. Among those reasons are the values
taught by their parents, the positive influence of their coaches and teammates, the possible negative effects on
athletic performance, and the possibilities of penalties/sanctions if they're caught.
More than any other group of adolescents, we have a compelling reason for athletes not to drink, health and
performance. Alcohol, a metabolic poison has only negative effects on all physiological parameters. This can be
our initial rationale for non-use.
The following are some of the additional benefits for student-athletes who choose not to drink alcohol:
·
·
·
·
·
Academic or athletic performance will not be hampered;
The risk of breaking school rules or the law is greatly reduced;
Serious and life threatening problems related to being alcohol impaired such as drunk driving and sexual
decision- making, injury, arrest, death are eliminated or reduced;
There is no risk of becoming addicted to alcohol; and,
The ability to develop appropriate life skills such as stress management, problem solving, conflict
resolution, interacting with others, and goal setting is enhanced.
Most young people would only be influenced by the first two benefits, as they are more tangible and more
immediate. The latter three fall into the category of “not me.”
Alcohol and Sport a Serious AffairBillions of dollars are spent annually on alcohol marketing. It is the
number one venue for the promotion of alcohol. Alcohol advertising is a fixture in stadiums nationwide and
attached to many organizations including those who facilitate Collegiate, Professional and Olympic Sport. Athletes
receive many messages promoting their use of alcohol. Many of these messages are subtle hints that alcohol use
will improve athletic ability, increase their chances of being successful in life and make them more sexually
attractive. While it seems impossible to stop this kind of advertising or to protect youth from it, it is possible for
organizations and adults to counteract the promotion of alcohol by setting positive examples, using teachable
moments, consistently enforcing rules, and learning how to respond when concerned about an athletes' behavior.
All these efforts will greatly assist athletes in making difficult choices about the nonuse of alcohol. Above all,
educational programs must have continuity and utilize the most significant studies including landmark brain
development and brain scan studies that may influence all populations.
americanathleticinstitute.org
16
Parents Role in Interscholastic Athletics
Communicating With Your Children
·
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·
·
·
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·
Make sure your children know that win or lose, scared or heroic, you love them, appreciate their
efforts and are not disappointed in them. This will allow them to do their best without fear of
failure. Be the person in their life they can look to for constant positive reinforcement.
Try your best to be completely honest about your child’s athletic ability, competitive attitude,
sportsmanship and actual skill level.
Be helpful but don’t coach them. It’s tough not to, but it is a lot tougher for the child to be flooded
with advice and critical instruction.
Teach them to enjoy the thrill of competition, to be “out there trying,” to be working to improve
their skills and attitudes. Help them develop the feeling for competing, for trying hard, for having
fun.
Try not to relive your athletic life through your child in a way that creates pressure. You were
frightened, backed off at times and were not always heroic. Athletic children need their parents,
so do not withdraw. There is a thinking, feeling, sensitive, free spirit in that uniform who needs a
lot of understanding, especially when their world turns bad. If they are comfortable with you win or
lose, then they are on their way to maximum enjoyment.
Don’t compete with the coach. If your child is receiving mixed messages from two different
authority figures, he or she will likely become disenchanted.
Don’t compare the skill, courage or attitude of your child with other members of the team.
Get to know the coach(es). Then you can be assured that his or her philosophy, attitudes, ethics
and knowledge are such that you are happy to have your child under his or her leadership.
Always remember that children tend to exaggerate, both when praised and when criticized.
Temper your reaction and investigate before overreacting.
Make a point of understanding courage and the fact that it is relative. Some of us climb mountains
and are afraid to fly. Some of us will fly but turn to jelly if a bee approaches. Everyone is
frightened in certain areas. Explain that courage is not the absence of fear, but a means of doing
something in spite of fear and discomfort.
Communicating With the Coach
Communication You Should Expect from Your Child’s Coach
·
·
·
·
·
·
Philosophy of the coach
Expectations the coach has for your child as well as all players on the squad
Locations and times of all practices and contests
Team requirements (fees, special equipment, off-season conditioning)
Procedure should your child be injured
Discipline that results in the denial of your child’s participation
Communication Coaches Expect From Parents
·
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Concerns expressed directly to the coach
Notification of any schedule conflicts well in advance
Specific concerns in regard to a coach’s philosophy and/or expectations
Appropriate Concerns to Discuss With Coaches
·
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The treatment of your child, mentally and physically
Ways to help your child improve
17
·
Concerns about your child’s behavior
Issues Not Appropriate To Discuss With Coaches
·
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·
·
Playing time
Team strategy
Play calling
Other student-athletes
Appropriate Procedures for Discussing Concerns with Coaches
·
·
Call to set up an appointment with the coach (contact the athletic administrator to set up the
meeting if unable to reach the head coach)
Do not confront a coach before or after a contest or practice (these can be emotional times for all
parties involved and do not promote resolution)
If The Meeting with the Coach Did Not Provide a Satisfactory Resolution
·
·
Call to set up an appointment with the athletic administrator or activities director
Determine the appropriate next step at this meeting
18
SCHOOL LETTERHEAD
2009 Fall Sports Season
Dear Athlete Parent/Guardian:
Your role as a parent/guardian in the education of your son or daughter is vital, which includes
your active involvement in our athletic program at _________________ School. It is important
for all of us involved in inter-scholastic athletics to realize that athletics is part of education, and
that the benefits go far beyond the final score of a game or the season’s record.
There is a value system, established at home and nurtured in the school, that helps young people
develop the abilities they will need throughout life. Trustworthiness, citizenship, fairness,
respect, dedication and commitment are lifetime values taught through athletics. These are the
core principles of our athletic program. With them the spirit of competition thrives, fueled by
honest rivalry, courteous relations and graceful acceptance of the results. As a parent/guardian
of a student athlete at __________________ School, your goals should include:
v Encouraging our athletes to perform their best and to take pride in that performance.
v Helping our student athletes realize how important it is to be at their best both physically
and mentally and to make a commitment to be drug free.
v Developing a sense of character, dignity and civility that speaks highly of our school and
community.
v Respecting the task our coaches face as teachers of sport and character, and support them
as they strive to educate our youth.
v Respecting the rules of the game and those who administer them and their decisions.
v Respecting our opponents and acknowledge them for striving to do their best.
v Being an active and vigilant parent stakeholder in _________________ School athletics.
You can have perhaps the biggest influence of all on your child’s attitude and behavior as a
student and an athlete. The leadership role you take will help influence your child and our
community for years to come.
We look forward to a special experience in the season to come and truly appreciate your support.
Signature
Your Name
Athletic Director
19
You should have a standard letter to pass out to parents on a
mandatory night. This is the one we use at AAI. It is positive
and helps answer the question of why they have to be there.
To the Athlete Parents/Guardians:
As the Director of the American Athletic Institute and the Chemical Health Consultant to the New York State Public High
School Athletic Association, I look forward to presenting our program to your community. My goal has always been to make
sport better for athletes that will come in the future. We all know sport has many issues that begin as soon as young people
enter sport. It is quite common in this day and age to lose track of the true benefits of athletics, which are the values of being
an athlete, living a lifestyle that reflects both commitment to a set of ideals and the community pride in healthy youth and
striving for excellence. So here is the coach in me, coming out in this pep talk…
WINNING STARTS WITH CORNERSTONES
It is not all about winning. It is about being real athletes… dedicated, focused, committed, serious athletes. It is about being
real coaches… dedicated, focused, committed, serious coaches. It is about a community that will support nothing less than
programs of excellence. It is about a program with solid cornerstones that are communication, collective responsibility, trust,
caring and pride. These are just words until actions bring them to life by all stakeholders.
Often, winning replaces these cornerstones which results eventually in the erosion of the foundation of any program of
excellence, its’ traditions and the success we seek so blindly. You cannot have successful teams or winning until you have
these cornerstones.
ACCOUNTABILITY and COLLECTIVE RESPONSIBILTY
It is about adults who set and support standards for youth in their best interest. It is about teachable moments for our young
people, to accept responsibility and accountability for all that they do. To ask for a total commitment in exchange for being
afforded the privilege to be an athlete. I often tell young athletes, “The biggest reason for failure in sports or in life, is giving up
what you want most, for what you want at the moment.” That is unfortunately the nature of youth.
Today’s athletes make less of a commitment, while failing to realize that they have far greater opportunities than ever before
in history. Despite the fact that high school sport participation has nearly doubled since the 1970’s to seven million plus, our
problems have never been greater. More than ever before kids are flocking to high school athletics, but everyone wants it the
way they want it. That is never what athletics was intended to be. The lifelong lessons learned through sport are being lost in
modern times.
The most important years of any life, are those during which we seek our future. They start here and now. I will share tonight
an important perspective that can help your child to be successful in and out of school. I have spent the past eight years
studying the effects of social drug use on high level mental and physical performance. Whether you are an athlete reaching for
greatness or a student preparing for a test, success has a formula. The Life of an Athlete program has been shared with
thousands of high school, Olympic, NCAA and professional athletes.
The most compelling arguments against any of the problems that face young people must come from parents, coaches, and
other significant adult role models. Established relationships, mentoring and connecting with an adult has been shown to
greatly influence the values and lifestyle development of adolescents. The Life of an Athlete program uses innovative
prevention and intervention strategies that are implemented within the team to impact the team’s behavioral decisions and
collective responsibility. This program is being utilized nationwide in both high school and college athlete populations.
Your community and all others have a choice. You can send the message that there is a price tag for being in athletics. It is
called commitment. Total commitment! It starts with the example you adults set for your children, what you accept and
ultimately what you deserve. You can set an example for many others to follow and to do the right things. Only you can insure
that your student athletes are a class act on and off the fields of play. Thank you for the opportunity to speak here.
Sincerely,
John Underwood, Director
American Athletic Institute
NYSPHSAA Chemical Health Consultant
20
Parent Code of Commitment
As a parent who is also committed to the education, maturity and athletic success of your child, I
encourage you to make a formal commitment as described below. Our partnership together will
increase the likelihood of a successful season, regardless of the final win/loss record of the team. I
also ask you to note any expectations, goals or questions you have on the reverse side of this form
so that I can consider them and respond where needed.
Coach __________________________________________ Sport_______________________________
Parent’s Commitment
I understand that as a parent I play a vital role in the development of my child’s athletic ability and
character, and therefore in the success of the School’s Athletic Program. Recognizing this role, I
therefore commit to the following as a parent of a member of the (boys or girls)
_________________________________ team:
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Be a positive role model so that through my own actions I can help to make sure that my
child has the best athletic experience possible.
Be a "team" fan, not a "my kid" fan.
Weigh what my child says in any controversy, since it is normal for youth to tend to slant
the truth to their advantage.
Show respect for the opposing players, coaches, spectators and support groups.
Be respectful of all officials’ decisions.
Not instruct my child before or after a game, because it may conflict with the coach's plans
and strategies.
Praise student-athletes in their attempt to improve themselves as students, as athletes and
as people.
Gain an understanding and appreciation for the rules of the sport.
Recognize and show appreciation for an outstanding play by either team.
Help my child learn that success is experienced in the development of his/her skills, and
that he/she can feel positive about their skill development during the season, regardless of
the team’s record.
Take time to talk with coaches in an appropriate manner, including proper time and place,
if I have a concern. I will respect the coach by following the designated chain of command.
Support the alcohol, tobacco and other drug-free policies of our School by refraining from
the use of any such substances during athletic contests. I will also support my child and
hold him/her accountable for their commitment to non-use of substances as outlined in the
Code by not hosting parties that have alcohol or drugs or allowing my child to be at a party
with alcohol or drugs.
My signature below indicates my commitment to the above.
___________________________________________________________________________________
Date
Parent/Guardian’s Signature
My Son/Daughter is __________________________________________
21
10 Things to Consider Before You Let Your Child Quit a TEAM
(My brother’s NY state championship high school alpine ski team had a ski- off to see who would make
varsity and ski in the first meet. A bunch of freshmen and sophomores beat all the seniors. On Monday they
came in and turned in their stuff... He said so that's it... you are just gonna let these rookies beat you out of
competing in your senior season? They quit. Their parents let them quit.
That is not the last thing they will quit! They have been taught well!)
We should live lives of perseverance and teach our children to do the same. Quitting
should not be an option except in rare circumstances. Here are 10 things to consider
before you let your child quit.
1. Listening to your child.
Have your child explain to you why they want to quit. Really listen to what they are
saying, gently ask questions, and empathize with how they are feeling.
2. Understanding the entire story.
One source of information is never enough. Sure, you need to listen to your child with an
understanding ear. It’s also necessary to listen to their teacher, coach, or whoever you
need to in order to make sure you have all the facts.
3. The significance of commitment.
We want to teach our children to always keep their commitments. It’s important for our
children to understand the importance of following through with everything they say
they’ll do.
4. Persistence is a key to success in work and in life:
Thomas Edison famously “failed” 10,000 times on his way to inventing the light bulb.
What if he had simply quit along the way?
5. Perseverance must be taught now.
If children don’t learn to follow through now, when they have our support, will they do it
when they’re on their own?
6. Quitting on impulse is rarely the right choice.
Encourage your child to be patient. Help them to understand that spending a bit more
time reflecting on things usually results in a better decision that they won’t regret in the
long run.
7. Children often quit for the wrong reason.
25
Try to get at the bottom of why your child wants to quit. Read between the lines. “It’s not
fun anymore.” may be code for, “Kids make fun of me.”
8. Challenging experiences can build strength.
Going through the fire can refine and mold your child’s character. Patience and
perseverance are two virtues that your child can use throughout their life.
9. Precedence is important.
The more children quit before completing a task, the less likely they are to finish the next
one. Quitting can quickly become habit forming.
10. Making the tough choice.
In rare cases, your child may need to make the difficult decision to walk away. Maybe an
instructor or coach is having a negative influence on your child with their tirades,
condescending attitude or foul language. Maybe your child has been asked to
compromise the values you’ve taught them. If that’s the case, your child needs your
support and your help to make a gracious exit.
26
Parents: "Hands-On" vs. "Hands-Off"
For the past six years the Center on Addiction and Substance Abuse at Columbia University (CASA) has
conducted a major survey of public opinion on substance abuse, seeking answers to this question: "Why
do some teenagers succumb to the use of illegal substances while others do not?" This survey
continues an analysis aimed at revealing the factors which contribute to teen substance abuse risk. The
risk of substance abuse can be attributed to identifiable characteristics of teenagers, their household, their
parents and their school environment. By identifying factors which contribute to a teenager's apparent
risk of substance abuse, we discover targets for prevention and intervention.
For the past four years, CASA has identified parents as the key to keeping kids drug-free. Our 2000
survey makes an even stronger case. The extent to which the household culture is "hands-on"--the more
parents establish appropriate rules and standards of behavior and monitor their teens--the lower the teen's
risk of substance abuse. This year, for the first time, CASA correlated each teen's risk of substance abuse
with a series of 12 possible actions the teen attributed to his or her parents. We then categorized parents in
three categories--"hands-on," "half-hearted" or "hands-off."
Teens living in "hands-on" households have parents who consistently take 10 or more of these 12
actions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
monitor what their teens watch on TV;
monitor what they do on the Internet;
put restrictions on the music CDs they buy;
know where their teens are after school and on weekends;
expect to be and are told the truth by their teens about where they really are going;
are "very aware" of their teen's academic performance;
impose a curfew;
make clear they would be "extremely upset" if their teen used pot;
eat dinner with their teens six or seven times per week;
turn off the TV during dinner;
assign their teen regular chores;
have an adult present when the teen returns from school.
The survey found:
·
Only one in four teens (27 percent) lives with "hands-on" parents. Teens with "hands-on" parents
are at one-fourth the risk of teens living with "hands-off" parents.
·
Nearly one in five teens (18 percent) lives with "hands-off" parents--parents who fail to
consistently set down rules and expectations--and are at four times the risk of substance abuse of
teens with "hands-on" parents. "Hands-off" parents consistently fail to set rules and monitor their
teen's behavior (they take five or less of the previously described 12 actions).
27
Here are some examples of how a teen's risk increases when parents fail to:
1. monitor their teen's television and Internet viewing, and restrict the music CDs they
purchase. These teens are at twice the risk of those teens whose parents monitor these activities.
2. know where their teen is after school and on weekends or expect their teen to tell them
where they are going at night or on weekends. Teens whose parents do not keep track of their
whereabouts are at twice the risk of teens whose parents do.
3. impose a curfew. Teens without a curfew are at one and a half times the risk of teens who have
one.
4. have dinner with their teens six or seven times per week. Teens who do not regularly eat
dinner with their families are at one and a half times the risk of teens who have dinner with their
parents nearly every night.
5. closely monitor their teen's academic performance. Teens whose parents are "very unaware"
of how their teen is doing at school are at nearly three times the risk of teens whose parents are
"very aware" of their teen's schooling.
6. give their teen a clear message about marijuana use. Teens whose parents would "not be too
upset" about their teen's pot use have teens at more than triple the risk of teens whose parents
would be "extremely upset." Despite the conventional wisdom that many teens do not want their
parents to establish rules and expectations, the survey found that teens with "hands-on" parents
are much more likely to have an excellent relationship with their parents than teens with "handsoff" parents:
·
47 percent of teens living in "hands-on" households report an excellent relationship with their
fathers compared with 13 percent of teens living in "hands-off" households.
·
57 percent of teens in "hands-on" households report an excellent relationship with their mother
compared with only 24 percent living in "hands-off" households.
"Hands-On" Parents and Excellent Relationships
Teens with parents who are "hands-on" are much more likely to have excellent relationships with their
parents than are other teens. Only 24 percent of teenagers living in "hands-off" households report an
excellent relationship with their mother vs. 57 percent living in "hands-on" households. Thirteen percent
of teens living in "hands-off" households report an excellent relationship with their father, while 47
percent of teens living in "hands-on" households report an excellent paternal relationship.
28
Age Increases Substance Abuse Risk
Substance abuse risk (as we have measured it) increases dramatically with the age of the teen.
Among 12 year-olds:
78 percent are at low risk of substance abuse
20 percent are at moderate risk, and
3 percent are at high risk.
By comparison, among 17 year-olds:
only 17 percent are at low risk
47 percent are at moderate risk, and
37 percent are at high risk.
Risk Categories
High Risk Teens (19 percent of 12 to 17 year olds)
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Many smoke (63 percent smoke, 44 percent daily)
Most have tried alcohol (38 percent currently drink alcohol in a typical week)
Most get drunk (54 percent at least once per month)
Most have friends who use marijuana (86 percent)
Most know of friend or classmate using acid, cocaine or heroin (71 percent)
More than half could buy marijuana in less than one hour (62 percent)
A vast majority have tried marijuana (85 percent)
More than half say future drug use "likely" (53 percent)
Moderate Risk Teens (42 percent of 12 to 17 year-olds)
·
·
·
·
·
·
·
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Very few smoke (95 percent did not have a cigarette in past 30 days)
Few drink alcohol (17 percent)
Few get drunk (27 percent)
Many have marijuana-using friend (43 percent)
More than half know a friend or classmate using acid, cocaine or heroin (61 percent)
Many could buy marijuana in a few hours or less (42 percent)
Few have tried marijuana (12 percent)
Half admit any possibility of future illegal drug use (54 percent)
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Low Risk Teens (39 percent of 12 to 17 year olds)
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Almost none smoke (99 percent did not have a cigarette in past 30 days)
Almost none drink alcohol (97 percent)
None get drunk (100 percent)
Very few have friends who smoke marijuana (3 percent)
Few know user of acid, cocaine or heroin (15 percent)
More than half would be unable to buy marijuana (53 percent)
None have tried marijuana (100 percent)
Majority say they will never try illegal drugs (77 percent)
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Got A Minute? Give It to Your Kid
Getting more involved with your preteen today will help you stay connected tomorrow. Not
only that, it will help your child make better decisions, even about things like smoking or
drinking. It's not always easy. And we know there's not always time.
Tactics other parents have used to stay involved in their child's life:
Prove you're listening: Ask questions.
Pretending to listen is easy. Really listening is tougher. You have to pay attention and ask
follow-up questions. If you rarely listen to your child when he or she wants to talk, your child
will be less likely to open up when you really want to connect.
Create rules, and then enforce them.
Rules are the boundaries that every kid needs. Say yes when you can, but make no stick. Only
the rules you enforce will matter. Don't set rules you do not intend to enforce. That will only
create confusion.
Regularly share a meal with your preteen.
Not everybody has the luxury of eating a regular meal with his or her child. If you do, take
advantage of it; teens that report eating meals with their family are less likely to smoke or use
drugs. It will encourage each of you to catch up with the other.
Write your child a thank-you note. Some preteens say one of the reasons they know their
parents care is because they get thank-you notes left at the dinner table, stuck in a book, or
slipped under a pillow. You don't need to thank your child for anything really big. It can be for
setting the table, helping a friend, or saying something nice.
Give your preteen family responsibilities. Assign your preteen a chore that helps the
whole family, like organizing your home recycling effort or caring for the dog. By giving your
child responsibilities you are implicitly saying you trust his or her competence and are allowing
them to feel more "adult" -the same benefit cigarettes or alcohol falsely offer teens.
From: The BAY Team! Barrington’s Substance Abuse Prevention Task Force
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What is an effective code of conduct
v
v
v
v
Major shift of emphasis from reactive, punishment-based to proactive, character-based)
Using the 4C's from SED’s “Educational Framework for Athletics” (EFA)
Defining positive expectations for stakeholder groups - coaches, athletes, parents;
Focus on what HS athletics can build into students and the HS culture
What belongs in a CODE:
PREFACE
TODAYS CHALLENGES
DRUG FREE STATUS REQUIREMENT
INTRO
TO PARENT
TO ATHLETES
DRUG EDUCATION
EDUCATIONAL COMPONENT FOR VIOLATIONS
STUDENT ATHLETE ASSISTANCE PROCESS
CONDITIONS FOR RETURN TO PROGRAM
INVESTIGATION PROCESS
ASSIGNMENT OF CONSEQUENCES
CIRCUMSTANCES FOR IMMEDIATESEVERE CIRCUMSTANCES
SPECIAL CIRCUMSTANCES MAGNITUDE OF CONSEQUENCES
SELF REFFEREL
3 TIERS OF CONSEQUENCE
SUBSTANCE CATEGORIES
COACH CODE
PARENT CODE
ATHLETE CODE
FAN CODE
DOCUMENTS
ADDING CHARACTER TO CODES
CODE: ONE THAT WORKS
©Copyright John Underwood 2005
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Student Athlete Codes Of Conduct
Bringing to Life a Piece of Paper
By John Underwood, American Athletic Institute
Nearly 60% of student athletes use alcohol, yet every school year 585,000+ student athletes sign a code of conduct which
prohibits that use. The lacking perception of consequence beliefs for chemical health violations, is fueling a culture of rampant
underage drinking and partying in this population. Data collected by the American Athletic Institute substantiated previous
claims that athlete alcohol use actually surpasses general student population use between tenth and eleventh grade. Much of
the problem was attributed to ineffective codes of conduct. Data also shows that marijuana and prescription drug use is also
being used by students and student athletes alike.
Our code of conduct will simply set down expectations for positive behavior, based on knowledge, understanding and
agreement. Our school's code of conduct is not to punish those who break the rules. A code of conduct which is well thought
out, clearly written, and effectively communicated in a variety of ways sets behavioral standards to assist youth in making
good decisions. It also sets the clear and consistent boundaries for our programs. The five essential elements to effective
codes of conduct are:
1.
2.
3.
4.
5.
Certainty - the enforcement of consequences must follow all violations;
Severity - the consequence must be a fair penalty for the act committed;
Clarity - the process must be prompt;
Consistency - the process must be consistent for all participants;
Due process - students' rights must not be violated and they must be given due process as required by law.
Why this code is so significant is that research from the American Athletic Institute shows:
v
v
v
v
v
v
v
v
v
Alcohol and drugs increases the time for recovery of androgenic training hormones (Up to 96 hours- 4 days)
Alcohol greatly increases the release of cortisol (the stress hormone) Cortisol negates training effect
Alcohol and drugs decreases the protein synthesis for muscle fiber repair
Alcohol and drugs reduces the immune system capability - Athletes who use alcohol or drugs get sick more often.
Drinkers are twice as likely to become injured as non- drinkers
Alcohol and drugs reduces performance potential by up to 15-30% in high school athletes
Alcohol impairs reaction time up to 12 hours after consumption
Alcohol negatively affects heart lungs and muscle performance
One day drunk results in projected losses of up to 14 days of training effect
When a significant adult fails to respond to a student’s inappropriate behaviors, that lack of response is often interpreted as a
lack of caring or an acceptance of the behaviors. The health and safety of our youth is at stake. We need to hold our students
accountable and teach them that signing the code of conduct does mean something and we hold our students athletes to a
higher standard with greater expectations.
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Guide for Implementing the
Balanced and Restorative Justice Model
This is the source of the AAI Educate, Correct, and Restore process for code violations. It is one of the only
processes utilized to successfully help youth learn from mistakes.
We are only as good as the information we have. In order to have a program of excellence it is imperative that all players and
parents know the expectations. Alcohol and drugs can have a huge impact on the performance of an athlete and team. It is
important to go beyond “just say no” to alcohol and drugs. By teaching the effects of alcohols and drug on performance,
athletes learn why it is important to say no in order to stay healthy and competitive.
Students need to understand that playing sports is a privilege, not a right. With this privilege there are the traditional
expectations for sport involvement: skill, commitment, focus, dedication, team work, and loyalty. Athletes also need to
understand for success their privilege for involvement goes beyond the playing field. In order to achieve a program of
excellence their lifestyle outside of the game affects the outcome. Grades, sleep, nutrition and refraining from alcohol and
drugs are just as important as the plays themselves.
Unfortunately some students will not be as dedicated to the sport as others and when violations occur, it is important enforce
the rules for ALL players.
Enforcing codes through a restorative justice model:
Instead of just issuing a punishment for bad behavior, the Code should establish a process to help the student-athlete learn
from their mistake and take corrective action. The Student Athlete Assistance Process is educationally based and is patterned
after the restorative justice model to include provisions for the following:
EDUCATE:
Alcohol and drugs are at an all-time use among youth, including student athletes. Many students already have drug
dependence issues. If a student athlete violates the code it is important to correct the behavior while offering the education
and support to do so. There can be many influences for a student’s behavior: family, friends, emotional or psychological. By
teaching the risks, conducting an assessment and offering counseling we can address the negative behaviors and help the
student succeed on and off the field.
Recommended Process: The parent and student-athlete must see a qualified Chemical Health specialist to discuss
the magnitude and status of the chemical health of the individual. They (parent and student-athlete) must also see
the School Resource Officer to discuss the legal ramifications of the behavior of concern and to discuss the law and
youth risk behaviors such as drinking and driving.
CORRECT:
When confronting an athlete who has incurred a violation, it is recommended to use a well-accepted intervention approach to
achieve maximum results. The person who meets with the athlete should:
1) Confront the student and address the violation.
2) Show concern for the student and express that out of concern for the student, the violations are taken
very seriously.
3) Listen to the athlete's explanation (which will almost certainly include significant denial and
rationalization).
35
4) Explain the desired behaviors and the consequences of noncompliance, being specific about the official
sanctions involved.
5) Enforce all mandates for reinstatement.
Continued on back.
More chances do not equal more learning. In fact “letting offenders off” or not enforcing all actions for reinstatement models to
the offender that the offense and the code is not to be taken seriously. There are many athletes who will keep drinking or
doing drugs, because their coach did not hold them accountable. This is what is called enabling. Unfortunately, many of these
individuals end up with serious addiction problems, and some may even end up in jail. Others may question whether they
would have had these issues if someone would have held them accountable for their actions immediately and dealt with the
severity of the issue rather than denying and ignoring the behavior. We need to quit enabling our students to partake in risky
behavior and instead hold them responsible now so they will be accountable and successful in the future.
Process: Consequences for code violations must be enforced for ALL offenders. Life of an Athlete promotes: 1) 25%
of games missed for the first offense (this can cross over to other seasons if need be). 2) Three strikes you’re out. If
the athlete has not learned to follow the expectations laid out in the code by the third violation, it is reasonable to
conclude that the athlete does not take their athletic performance seriously. Furthermore it shows an unwillingness
to play by the rules as well as a lack of respect for the organization. 3) Consequences follow student for athletic
career, not just that year.
Students must attend practices but can’t play. Some coaches have also not let students dress in uniform for the
game.
RESTORE:
Restorative justice is a theory of justice that emphasizes repairing the harm caused and is the foundation for the Life of an
Athlete program. It is best accomplished through cooperative processes that include all stakeholders.
Process: It is important for the athlete to take responsibility for his/her actions. The violation was an infraction to a
code that he/she signed, and sitting on the bench was not a punishment from the coach but a result of bad choices.
The athlete also needs to understand that the actions not only affect the individual but the whole team. To establish
this understanding it is imperative for the offender to apologize to the coach and the team. It is recommend the
offender submit, in writing, an apology to the coach that includes what rule was broken and how the student plans to
ensure not breaking the rule again. It is also recommended the student then stand in front of the team to apologize,
ask for their help for accountability and re-sign the athletic code with a new commitment to the standards set within
the code. This is also a great opportunity to teach the team how to offer forgiveness and show understanding that it is
not the student who is bad but the choice of violation.
OVERVIEW:
The Life of an Athlete program recommends the above model to ensure a strong athletic program and the development of
responsible, respectable young adults. To only set the standards but not to enforce them, will encourage the athletes to not
take the codes seriously and will continue to engage in substance use. To only enforce the codes will simply teach the
athletes that we only care about following the rules. But, by educating, correcting and restoring, all vested stakeholders are
aware that everyone is held accountable for their actions and we care about each individual’s success - on and off the field.
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Improving Student Athlete Codes of Conduct
Twelve ways to improve your athletic code:
1. Statement of Purpose: What is your Code for?
Is our code to punish individuals for their mistakes or to educate them and to set clear and consistent boundaries for their behavior? A well written code should be a
positive document that establishes a comprehensive structure for running a program of excellence. First, it defines the positive expectations that we have for
coaches, parents and athletes. The common values in our program need to reflect shared goals, a framework of principles agreed upon by the stakeholders and
a need for active support from other stakeholders, such as the school board, school administration, other school staff and the community. Second, as in a clearly
laid out playing field, it defines how we as a school will establish and maintain a healthy environment in which student athletes can mature in, through athletics,
while considering the responsibilities of all stakeholders. Third, this Athletic Code is meant to be a useable, dynamic document to guide the educational process
through our school’s athletic program. It defines the mission, philosophy, goals and parameters of the program, and the priority activities. Fourth, it spells out the
consequences for behavioral issues and violations but links the identified individual to a process for help and change. The code shall be a living document that is
proactive and character based rather than reactive and punishment based. We shall simply tell our student athletes what is expected from them behaviorally, if
they are to be afforded the privilege of representing this community. Consequences shall be universal and the timing of any incident shall not be any
consideration in the logical series of events that are initiated upon any confirmed violation.
2. Use the Power of a Greater Authority
SUPREME COURT UPHOLDS CODES FOR ATHLETES. Sport and athlete specific Athletic Codes of Conduct and drug testing have been upheld five times by the Supreme
Court of the United States of America. That is referred to as a shutout! The basis for that support is due to the fact that in athletics we must insure the health and
safety of those that partake in high level physical activities.
3. Use The Law To Establish Every Rationale For Your Code
TRAINING RULES AND REGULATIONS and STATE LAW -First and foremost, the possession or use of alcohol by anyone under the age of 21 years of age is against the
law. Marijuana and all classified street drugs and controlled substances are illegal for all and punishable by criminal arrest and prosecution. Prescription drug
possession or use of without a medical authorization is against the law and punishable by criminal arrest and prosecution. Our message to Student Athletes is loud
and clear and should be understood by all Stakeholders: There will be “NO USE” of alcohol or marijuana or any illicit substances.
4. Stop the problem by going after the source
Athletes Who Host Lose the Most Initiative. Ringleaders in parties- there shall be a greater consequence for any student athlete, if it is determined that they were
involved in the organization, facilitation, promotion, or hosting of any gathering or social event where alcohol or drug are available or use has occurred. This penalty
shall be a one year suspension. (Or a tier 2 violation - double the first violation status).
5. Parties/ Presence At Parties With Drugs (In The Presence Of)
If a student-athlete attends a party/gathering, where alcohol or drugs are being illegally dispensed, the student-athlete must leave the party/gathering immediately*
(LEAVING MEANS LEAVING IMMEDIATELY *) and report their attendance to a coach or administrator before the end of the next school day. Because possession and
use of alcohol or drugs by youth under age 21, is against the law, it is our intent to prevent any community youth, including athletes from being in an environment
which greatly increases the risk of use, danger and nearly all youth negative behaviors of concern. If we allow our athletes to be present in this illegal environment,
we promote and allow the possibility for them to be involved in this illegal culture and we must assume some will partake in the use of these substances. * And to
take as many of your teammates with you as possible.
6. Possession or Use on School Property (DRUG FREE ZONE) or at/during school sponsored events.
Possession or use of ILLEGAL DRUGS on school property in conjunction with a school activity or sponsored event, including use or possession during transport to or
from any event or activity, shall result in immediate and permanent suspension for the remainder of athlete’s career.
Participation in a contest or practice session while under the influence of an illegal substance.
Distribution, dispensing or sale of any such drugs to any other student or student-athlete shall result in immediate and permanent suspension for the remainder of
athlete’s career. There shall be no recourse for a student-athlete for any violation listed above.
7. Cooperation During Investigation
You have the right to remain silent…But you may be in the bleachers on game day.
It is important for all student-athletes to understand that involvement in our athletic programs is a privilege. With the responsibility of being an athlete, comes a
commitment, which are the conditions of this code of conduct. In the event that a student-athlete comes under investigation for possible violations to the provisions
of this code, it is expected that:
1.
The student-athlete shall be truthful.
2.
That the student-athlete be forthcoming with information.
3.
That the student-athlete not be deceptive or untruthful.
4.
That the student-athlete be cooperative.
During the investigation of any student-athlete violation the student-athlete must be truthful and forthcoming with information, or the Athletic Director has within
his/her power to impose a greater level of consequence, if it is determined that the student-athlete has lied, been deceptive or untruthful, prior to, or after the
determination of guilt and or consequences. Great weight must be placed on the privilege of representing our community outside the confines of our community and
any athlete that would fail to be truthful and/or cooperative, would jeopardize the perceived character of our programs. Failure to comply with the above conditions
may result in full expulsion from the athletic program for the duration of the student-athletes’ future career.
8. Mandatory Seasonal Meetings
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Get it right from the start…Pre-season meetings: Seven non-negotiable areas are discussed with all stakeholders. It is also impressed upon all stakeholders, that by
signing the codes an individual indicates that they have knowledge, understanding and agreement to all standards set forth for the privilege of being involved in the
athletic program. Coach and athletes discuss their expectations for the team, define ‘success’ and set goals for individuals and teams for the season ahead and
communicate with parents. (Create a climate of KNOWLEDGE, UNDERSTANDING AND AGREEMENT WITH ALL STAKEHOLDERS. All stakeholders sign a Code of Conduct
together).
9. Time to help our athletes, not just have them sit out two games…Process for Return to Athletic Privileges
EDUCATIONAL COMPONENT FOR CHEMICAL HEALTH VIOLATIONS-As a pivotal part of our consequences for chemical health violations, the student athlete and or
parent/guardian shall be required to complete an educational program as part of the process that may lead to resumption of participation in athletic programs. If we
fail to educate athletes and parent/guardians when such violations occur, we fail to help them learn from their mistakes and are negligent in our duties as an
educational institution.
STUDENT ATHLETE ASSISTANCE PROCESS
If a violation of the __________High School or Middle School occurs, the Code requires immediate administrative action and involves a STUDENT ATHLETE
ASSISTANCE PROCESS. This process must be attended by the student athlete and a parent or guardian. Parents/Guardians must take parental responsibility for their
child and be involved with this process. This helps insure that they are informed and aware of the nature of the violation and in full understanding that any future
violations will result in greater consequences. The parent can also come to understand their role in helping their child learn a valuable lesson. Every incident or
violation must be documented. It is the first time the student has been caught in a violation but not likely the first time they have used these substances. Failure by a
parent or guardian to comply will result in the athlete being able to practice but not compete, provided the athlete completes the process. This process is
educationally based and is patterned after the restorative justice model. This process shall include provisions that the student-athlete and parent/guardian shall
receive the following: EDUCATION: The parent and student-athlete must see a qualified Chemical Health specialist. The parent/guardian and student-athlete must
attend an informative intervention seminar, concerning the implications of use and the effect on physiological, psychological, social development and learning as well
as discussion of harm reduction issues and personal and collective responsibility. The education must address affect on athletic performance, brain development,
learning and development of the student as a young adult. The process requires the parent/guardian and student-athlete to see the SRO (School Resource Officer) to
discuss the legal ramifications of the behavior of concern and to discuss the law and youth risk behaviors such as drinking and driving. The process requires that the
parent/guardian and student-athlete see a qualified Chemical Health Specialist, counselor or social worker to discuss the magnitude and status of the chemical health
of the individual. CORRECTIVE: The student-athlete and parent/guardian must come to an understanding, that corrective measures are necessary, in order to resume
the athletic career or to practice and compete again. This shall include a document, signed by the student-athlete and parent/guardian, which clearly states agreed to
changes and conditions. This document acknowledges that a violation has occurred, that they (parent/guardian and student-athlete) are willing to make changes in
order to resume/ continue, athletic participation and that they will adhere to the code standards. It also indicates that the parent/guardian and student-athlete are
aware of the next level of consequence that would result, should another violation occur. RESTORATIVE: The student-athlete must address the teammates and
coaches and admit to the violation, show remorse, ask to come back to the team and recommit to provisions of CODE by resigning it in front of teammates and
coaches. Failure of any Parent /guardian, student-athlete to complete any part of this process will result in permanent suspension for future involvement in athletics.
10. Team Leaders Held to Higher Standards
Recent AAI surveys indicate that as many as 48% of team student leaders are involved in the party culture. Who is in charge of your teams?
Student-athlete leaders will be held to the highest standard of behavior, because they chose to be an example to their peers. Any student-athlete in a leadership role
will face a greater consequence for violations of the code than team members.
A team leader should receive a tier two or tier three violation for any serious code violations.
See Job Description for Student-Athlete leaders below.
Student-Athlete Leadership Job Description:
A caring and nurturing individual willing to exemplify the highest standards of character and duty to team, school and community. Must conduct yourself on and off
the fields of play with behavior that is an example to others. This individual must possess high level communication skills and be willing to confront any behaviors of
concern or violations of standards of student-athlete code of conduct among peers. Must act as a conduit between team and coach. Must be willing to bring any
serious concerns to the attention of adult authority. Must be willing to hold team meetings to discuss chemical health and behavioral issues. Must act to insure and
inspire team goals and effectiveness. You will be held to the highest levels of conduct and character because you are in charge of the group.
11. Cyber Image Policy
Cyber Image Policy- Any identifiable image, photo or video which implicates a student-athlete to have been in possession or presence of drugs or portrays actual use,
or out of character behavior or crime, shall be confirmation of a violation of the code. Since there is no way to establish a timeframe for when or location of where
the image was taken, it shall be a responsibility that the student-athlete must assume. It must also be noted that there may be persons, who would attempt to
implicate an athlete, by taking such images, to place them in a situation where they might be in violation of this code standard. This is our rationale for demanding
that our athletes not place themselves in such environments.
12. What are we agreeing to????
You really need to get the point across to parents/guardians on your code night, as to what signing the code means. Rather than simply having a line with “parent
sign here”, you can use this clause…
By signing this document, I ________________parent/guardian, indicate that I have knowledge, understanding and agreement to these standards, set forth in order
for my son/daughter ____________to be afforded the privilege of representing __________________High School as a student-athlete. I am also aware that any
violation on the part of my child, to any of these standards, shall result in the consequences contained within this policy.
americanathleticinstitute.org 518-796-6337
© American Athletic Institute 2009
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Effectively addressing a student with a code violation:
Confront the student. Let the student know that you are aware or suspect he/she has used or been in the presence of
alcohol or drugs.
Empathize. Express your concern and care for the student’s health. Remind the student that he/she is not only jeopardizing
his/her season, but that of the team’s, as well.
Listen. Many will try to justify or make excuses why they violated the code. Some, however, will breakdown and share issues
beyond the alcohol or drug issue.
Educate. Refer the student to see a qualified Chemical Health Specialist or Counselor to discuss the magnitude and status of
the chemical health of the individual. At least one meeting should also include the parent. The student must also see the
School Resource Officer to discuss the law and legal ramifications of the behavior of concern as well as youth risk behaviors
such as drinking and driving.
Correct: Enforce the required games to be sat out and communicate with the team of situation. Do not hide the situation. This
is a learning opportunity.
Restore: Have the student submit, in writing, an apology that includes what rule was broken and how the student plans to
ensure not breaking the rule again. The student then must stand in front of the team to apology, ask for their help for
accountability and re-sign the athletic code with a new commitment to the standards set within the code. This is also a great
opportunity to teach the team how to offer forgiveness and show understanding that it is not the student who is bad but the
choices that were made.
Discuss: Allow for the team as a whole to discuss what happened and how to prevent future violations. Take time to address
it as well. Your speech doesn’t have to be fancy. Simply remind them of the consequences for breaking substance abuse rules
and tell them that if they need help, you’ll be there.
Slaughter’s team loses but wins integrity.
"We allowed ourselves the dream this was going to be the year we'd go all the way," Slaughter said. Then came the party at
the home of a classmate whose parents were away. There was no debate, Slaughter said, no talk of letting the starters slide
through the playoffs and pay for their mistakes another way. His own son was one of the suspended players. At first, some
parents called and said things like, "Surely, you'll find a way to let these boys play,' " Slaughter said. "But we stand for certain
things. Kids have to be responsible for their actions."
Slaughter told the suspended players they could skip the game. Instead, each appeared on the sidelines, donning jerseys, to
cheer on their teammates. "We went out there and gave it all we had," player Nick Mooshegian said. "We held our heads up
high." It boils down to accountability, It doesn’t matter if they drank a half a beer or a six pack they broke the rules…
I always told my boys, if you get in trouble with alcohol, tobacco or drugs, I will suspend you from the team… "We were so
proud of the second- and third-string players who gave it everything they had," said Anna Haine, whose son was one of only
four regular starters to play. "In the end, what they got was far more important than just another win."
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Coaches Checklist to
Address Chemical Health
Addressing chemical health concerns is a necessary responsibility and enforcing code violations can be difficult. However,
how you handle chemical health education and violations will determine your leadership and how the team will respond to your
leadership.
Send a Message: At the first practice take time to educate your team about the effects of social drug use, review the code of
expectations, reinforce consequences for violation and commitment to uphold the code and hold students accountable. If they
do not hear your opinions on this important subject, your athletes will assume you don’t care.
Open Discussions: Make sure chemical use isn’t a secret or taboo subject. Encourage open discussions about alcohol and
other drugs among your team members. Let your athletes know you are always accessible to talk with them privately if they
want to confide in you. Chemical abuse incidents that have occurred in your schools are relevant and meaningful to your
athletes, and they can learn valuable lessons when these issues are discussed in a meaningful manner.
Team Ownership: The team must also make their own deal and discuss drug use issues. Allow them to have a meeting
amongst themselves to come to a team agreement. Encourage the team to send the message that drug use will not be
tolerated and will be confronted, including going to the coach if necessary. Have them take time to also create a plan on how
they will support one another to remain drug free. This plan can include hosting substance free parties and having a code
word to use to get out of a party where alcohol and drugs are present.
Address Party Concerns: If you overhear about party plans that will involve alcohol or drugs immediately address the
problem and explain that the plans are inappropriate and unacceptable for a member of your team. Call a team meeting
immediately to confront the behavior of concern. Let the entire group know you are aware of the party and discuss
ramifications including the code violation consequences. Make it known that you will enforce the consequences.
Send out Reminders: Weekends are big party times. After Friday games or practices, remind athletes of their commitment to
the code. Wins and/or loses can encourage drinking, a message supported by the cultural’s acceptance of alcohol use for
both celebrations and defeats. You must remind athletes of the codes and discourage drinking no matter win or loss.
Encourage Substance-Free Parties: The number one reason students say they use substances is because there is nothing
to do. One way to encourage parents, businesses and the community at large to get involved with your athletic program is ask
them for their help in providing positive activities to keep the students healthy and safe. Parents can be encouraged to host a
substance-free party, businesses can provide discounts for bowling, movies, etc. for student athletes, and faculty may
volunteer to supervise an open gym after the game.
Act on Suspicion: If you smell alcohol, smoke, or marijuana, confront the athlete immediately. Make sure the athlete knows
that you know. If you fail to act, the athlete may assume that this behavior is OK, or that you don’t care. Explain and enforce
the restorative justice model: educate, correct and restore. Be sure to get the student the help he/she needs.
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© American Athletic Institute 2007
CONFLICT RESOLUTION PROCESS
1. The athlete should discuss the issue within the team. This might be facilitated by the team leader. The
team leader might also offer to go with the athlete in conflict to the coach.
2. An athlete and coach should attempt to resolve any issues.
3. If the conflict cannot be resolved between the athlete and coach, the athlete should
Make an appointment to meet with the Director of Athletics.
4. If the problem is still unresolved, then the parent should contact the coach.
5. Only when the problem cannot be resolved with the coach should the parent contact the Director of
Athletics.
6. These are the steps to be followed for conflict resolution:
a. Athlete – Captain/Team Leader
b. Athlete – Coach
c. Athlete – Director of Athletics
d. Parent – Coach
e. Parent – Director of Athletics
f. Parent – Principal
g. Parent Superintendent
h. Parent Board of Education
*Topics that will not be discussed include the following: Playing time, discussions about other student
athletes, and game strategies.
Situations in Incommunicado
In the event that there is a serious conflict or communication inability between two parties, the process
would proceed to the next level.
Ending Verbal Inaccuracies
Take it another step to adults that are required by the code of conduct to put everything in writing on an
incident report form. School districts that require this method of complaint/conflict report get a much different
story than those who entertain verbal assault, speculation and hearsay. When required to put it in writing the
story changes dramatically. We have for too long, let stakeholders initiate a progressive and often hostile
defense, when communication and reasonable investigation efforts usually produce a true picture of the
incident. This detailed form includes date, time, nature of incident, individuals involved, etc.
Set in motion a process for truth and base it most on what is in the best interest of children, that being youth
standards set by adults, student codes of conduct and above all the laws of the land that must be enforced.
42
Health Curriculum
Physiological Effects of Social Drugs on
Mental and Physical Performance
Purpose of Health Curriculum
• To reinforce the Pure Performance message in the classroom to athletes and activity
participants.
• To give students an additional lesson connecting drug use and lost potential.
• To teach students important lessons on harm reduction and collective responsibility.
Methods
• Use PP materials review
• Center information on what they do for physical activity ex ski snowboard hike motocross,
skateboard, etc…
• Connect to learning deficits and brain CNS affects
• Discuss optimal mental and physical potentials
• Discuss legal ramifications… SRO
16 learning sessions
Through the study of Effects on the Body students will :
• Describe the most common influencing factors in drug use/ social, peer use /association.
• Understand the progression of drug use from non use to first time /onset use, to regular use,
to problem use, to addiction.
• List the potential outcomes of prevalent early and late adolescent risky behaviors related to
alcohol, marijuana and other drugs, including the general pattern and continuum of risky
behaviors involving substances that young people use in social environments ex, sex, violence,
criminal arrest, DWI etc.
• Students generate ideas of what the term "gateway" means in relation to substance abuse
and map out a series of behaviors that begin with such “gateway” behaviors
• Through the study of Healthy Decisions students will
• Identify internal factors (such as character, values personal commitment) and external factors
(such as family, peers, community, affiliations, social memberships and media) that influence
the decision of young people to use or not to use drugs
• Demonstrate ways of refusing and of sharing preventive health information about alcohol,
marijuana and other drugs with peers. Students research and give an oral report on the effects
of drugs on mental and physical performance or how social drugs effect performance.
•
•
By the entry to H.S.
Through the study of Effects on the Body students will:
Understand the relationship between multi-drug use and the increased negative effects on
the body, including the stages of addiction, and overdose
43
•
•
•
Students research the increased chances of death from alcohol poisoning including when
alcohol is combined with marijuana and or stimulant based energy drinks
Understand the extreme danger in prescription drug misuse and the legal ramifications.
Describe the purpose of medicines (prescription and over-the-counter) and how they can be
used or misused
•
•
Through the study of Healthy Decisions students will
Explain the consequences of driving under the influence of alcohol and other drugs, including
the effects on passengers when the driver is impaired.
• Students examine the situation of refusing to drive and/or ride in a vehicle when the driver is
impaired by substances
• Explain the legal ramifications of possession and/or use of alcohol marijuana or drugs …SRO
Demonstrate the ability to make informed personal individual decisions regarding the use of ,
alcohol,, marijuana and other drugs
• Students generate a list of reasons they cannot be involved in teenage drinking, marijuana or
drug use ex athletics ,activities, consequence beliefs, etc
• Describe the influence of drug abuse on group membership
• In a roundtable discussion, students identify and consider a variety of viewpoints when solving
their own issues with use and friends that use.
44
GOALS FOR
“LIFE OF AN ATHLETE”
PRESEASON MEETING for
MIDDLE SCHOOL ATHLETES AND PARENTS/GUARDIANS
1. Middle School athletes and their parents/guardians will begin
their athletic career with a common understanding of athletics
and the school’s program goals
2. Parents/guardians will understand their key role in support of
the true life goals of athletics – and will see the connection
between a strength-based athletic program and
prevention/positive youth development
3. Parents/guardians will understand the athletic program’s
expectations for athlete and parent behavior and related
provisions of the Athletic Code.
4. Coaches, athletes and parents/guardians will have opportunity
to have a shared understanding of individual/team goals for their
athlete and the team
5. Athletes will be encouraged to make a commitment to their
personal and team athletic/season goals.
45
Risk Factors for Teen High-Risk Behaviors*
The chart on the following page comes from widely accepted research about the influences in the lives of young people that
have been shown to increase the risk of their involvement in high- risk behaviors. The list includes 19 ‘risk factors’ and
whether or not each one is an indicator of youth substance use (alcohol, tobacco or other drugs), violence, delinquency,
dropping out of school, and early sexual involvement/teenage pregnancy. We are providing these to help all see the critical
importance of us working together. Each one of those listed can be impacted in some way when our coaches, parents, school
staff and community send the same message.
*We have shaded the factors that are both: 1) indicators for substance use and 2) are possible to impact through a student’s
involvement in a quality athletic program with engaged and connected coaches, parents and school administrators.
LET’S WORK TOGETHER FOR A QUALITY ATHLETIC EXPERIENCE FOR OUR STUDENTS!
Risk Factors
Domains
Community
Availability of Drugs
Availability of Firearms
Community Laws and Norms
Favorable toward Drug Use, Firearms
and Crime
Media Portrayals of Violence
Transitions and Mobility
Low Neighborhood Attachment and
Community Disorganization
Extreme Economic Deprivation
Family
Family History of Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental Attitudes and
Involvement in the Problem Behavior
School
Early and Persistent Antisocial
Behavior
Academic Failure Beginning in Late
Elementary School
Lack of Commitment to School
Individual/Peer
Alienation and Rebelliousness
Friends Who Engage in the Problem
Behavior
Favorable Attitudes Toward the
Problem Behavior
Early Initiation of the Problem
Behavior
Constitutional Factors
Problem Behaviors
Substance
Abuse
Delinquency
Teen
Pregnancy
School
Dropout
x
x
Violence
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
© 1999 Developmental Research and Programs, Inc.
46
Relevant Risk Factors
¯Domains¯
Community
Description
Description of Factors
1. Availability of Drugs
Perceived availability of drugs
Actual availability of drugs, INCLUDING ALCOHOL
3. Community Laws and Norms
Favorable toward Drug Use, Firearms and
Crime
Laws and policies (formal);attitudes, social practices (informal)
Expectations parents and other adults have of young people re: use
=> conflicting messages re: AOD from key social institutions
e.g. - Beer sponsors and wide availability @ community events, while the school
prevention program is saying “no use.”
Parent-sponsored and condoned parties where alcohol is served to underage kids
5. Transitions and Mobility
School transitions - e.g., Elem. school to MS, MS to HS, etc.
Kids moving into a community - higher risk (they need to bond and make connection
with both adults and peers – bonding WILL occur – that challenge is to increase the
likelihood that the bonding will be with positive individuals, groups and activities vs.
negative. kids in transition from one school to the next – clear relevance to Modified
Level Athletics
Family
4. Favorable Parental Attitudes and
Involvement in the Problem Behavior
Parental approval of young people’s moderate drinking (even under parental
supervision) increases the risk of MJ use by the youth
In families where parents use illegal drugs, are heavy drinkers, or are tolerant of
children’s use, children are more likely to become users during adolescence.
Risk is further increased if parents involve children in their own drug/alcohol-using
behavior - as in asking child to light a cigarette, get a beer from the fridge, etc.
School
3. Lack of Commitment to School
Student no longer sees ‘the role’ of a student as a viable/important one. May be an
attitude of “selling out to the culture” if one strives to do well (prevalent in
communities of color)
Individual/Peer
1. Alienation and Rebelliousness
2. Friends Who Engage in the Problem
Behavior
Young people not feeling connected to society, not bound by rules/laws, don’t believe
in being successful or responsible (or maybe they don’t believe they CAN succeed or
successfully deal with responsibility?)
Children who are consistently discriminated against
Young people associating with peers who are involved in the problem behavior
(differentiate from ‘normative beliefs’) - this is actual behavior. THIS IS ONE OF
THE MOST CONSISTENT RISK FACTORS ID’d BY THE RESEARCH
3. Favorable Attitudes Toward the
Problem Behavior
Acceptance of the behavior because they have friends involved in the behavior
4. Early Initiation of the Problem
Behavior
The earlier the behavior starts, the greater likelihood it will cause problems later
e.g.: drug use initiated before 15 means 2X the likelihood of a drug problem
compared to those who initiate after 19
ã 1999 Developmental Research and Programs, Inc.
From the OASAS “Results-Focused Prevention Workplan Guide
47
T.E.A.M. Coaching
What you can deliver
Being a coach goes beyond a win-loss ratio. A good coach works with athletes on their competency, character, civility,
citizenship, and understanding of chemical health issues, all of which helps students be good athletes and leaders. One way a
coach can do this effectively, is to add the T.E.A..M. Coaching philosophy to their playbook.
T.E.A.M. Coaching: Teach – Enforce – Advocate - Model
Teach. If we really want our athletes to adopt winning practices, we have to teach those practices explicitly. This is
particularly important in the 'softer' skill areas of competitive character, self direction, teamwork, and leadership. In many
cases, our athletes only have a vague idea of what we really mean by those concepts. A simple approach is to pick a winning
practice to emphasize at the beginning of practice (for example, 'we need more spark at practice.') Define its importance. Tell
a personal story about it. Make it clear you expect the team to embrace it and practice it. Come back around to that theme at
the end of practice. You can also use teachable moments. Teachable moments are opportunities for coaches and other
adults to use everyday situations and current events to teach adolescents positive messages about alcohol use or nonuse.
When using teachable moments, remember, sixty one-minute messages are much more effective than one, sixty minute
lecture! The following are examples of teachable moments:
1) Discussing how to celebrate victories without the use of alcohol.
2) Reinforcing the positive choices student-athletes make by not going to the parties where alcohol is
present.
3) Reviewing the negative impact breaking of team rules has on the entire team. Addressing some of the
real consequences of substance use and also some of the reasons people choose to use.
Enforce. We can enforce our teaching by assigning responsibilities and holding our athletes accountable. For example,
assign the captains specific leadership practices to be completed on a daily basis. Give the entire team specific behaviors to
work on in the areas of character, competence, and teamwork. Then hold them accountable for delivering.
Advocate. We can further reinforce our teaching by advocating for those behaviors we want to see. Take the time to
recognize and reward your athletes for demonstrating the winning practices in the Elevation Model. This is especially effective
for athletes who are important to the team but not seeing much playing time. Also point out positive behaviors by opponents
or by athletes on television. This kind of positive reinforcement will encourage your athletes to keep character, self direction,
teamwork, and leadership at the front of their minds.
Model. When it comes to things like character, competence, teamwork, and leadership, what we do is often more important
than what we say. We have to model the very values and behaviors we expect our athletes to deliver. When we don't, we
send mixed signals to our athletes - signals which cause them to hesitate before stepping up. When we do model the things
we want to see, we give our athletes the assurance they need to step up and deliver.
Consistency
Broken down to its elements, T.E.A.M. Coaching is nothing earth-shattering. We all teach, enforce, advocate, and model
various skills and behaviors for our athletes. The problem for most of us is that we do not always do these things consistently
and with a clear purpose in mind. If truth be told, many of us make the occasional mistake of teaching one thing and
enforcing, advocating, or modeling something contradictory. This kind of inconsistent or even contradictory teaching confuses
our athletes and dilutes team trust.
The real value of T.E.A.M. Coaching is in the focused consistency it brings to our coaching. When we operate with the
T.E.A.M. model in mind, we are more likely to teach the right thing at the right time in the right way. The T.E.A.M. method
makes us more self-aware, so that we more consistently enforce, advocate, and model the behaviors we want to see in our
athletes. The T.E.A.M. method also reminds us to catch ourselves before we send contradictory messages to our athletes by
teaching one thing and enforcing, advocating, or modeling another.
T.E.A.M. Coaching is just one method that, when applied consistently, can be an extremely useful approach to help coaches
be more efficient and effective in the limited time available with the athletes.
48
Health Curriculum
Physiological Effects of Social Drugs on
Mental and Physical Performance
Purpose of Health Curriculum
• To reinforce the Pure Performance message in the classroom to athletes and activity
participants.
• To give students an additional lesson connecting drug use and lost potential.
• To teach students important lessons on harm reduction and collective responsibility.
Methods
• Use PP materials review
• Center information on what they do for physical activity ex ski snowboard hike motocross,
skateboard, etc…
• Connect to learning deficits and brain CNS affects
• Discuss optimal mental and physical potentials
• Discuss legal ramifications… SRO
16 learning sessions
Through the study of Effects on the Body students will :
• Describe the most common influencing factors in drug use/ social, peer use /association.
• Understand the progression of drug use from non use to first time /onset use, to regular use,
to problem use, to addiction.
• List the potential outcomes of prevalent early and late adolescent risky behaviors related to
alcohol, marijuana and other drugs, including the general pattern and continuum of risky
behaviors involving substances that young people use in social environments ex, sex, violence,
criminal arrest, DWI etc.
• Students generate ideas of what the term "gateway" means in relation to substance abuse
and map out a series of behaviors that begin with such “gateway” behaviors
• Through the study of Healthy Decisions students will
• Identify internal factors (such as character, values personal commitment) and external factors
(such as family, peers, community, affiliations, social memberships and media) that influence
the decision of young people to use or not to use drugs
• Demonstrate ways of refusing and of sharing preventive health information about alcohol,
marijuana and other drugs with peers. Students research and give an oral report on the effects
of drugs on mental and physical performance or how social drugs effect performance.
•
•
By the entry to H.S.
Through the study of Effects on the Body students will:
Understand the relationship between multi-drug use and the increased negative effects on
the body, including the stages of addiction, and overdose
49
•
•
•
Students research the increased chances of death from alcohol poisoning including when
alcohol is combined with marijuana and or stimulant based energy drinks
Understand the extreme danger in prescription drug misuse and the legal ramifications.
Describe the purpose of medicines (prescription and over-the-counter) and how they can be
used or misused
•
•
Through the study of Healthy Decisions students will
Explain the consequences of driving under the influence of alcohol and other drugs, including
the effects on passengers when the driver is impaired.
• Students examine the situation of refusing to drive and/or ride in a vehicle when the driver is
impaired by substances
• Explain the legal ramifications of possession and/or use of alcohol marijuana or drugs …SRO
Demonstrate the ability to make informed personal individual decisions regarding the use of ,
alcohol,, marijuana and other drugs
• Students generate a list of reasons they cannot be involved in teenage drinking, marijuana or
drug use ex athletics ,activities, consequence beliefs, etc
• Describe the influence of drug abuse on group membership
• In a roundtable discussion, students identify and consider a variety of viewpoints when solving
their own issues with use and friends that use.
50
This is a story that is good to read and get feedback from all participants, as it may
happen in your community as well.
As we travel around the country giving presentations it is the norm for some of members of the
audience to seek us out after the program to answer questions, seek advice or tell a story of
their own. One such athlete shared the following story with us and has allowed us to share it
with you.
Good Teams or Good Times
Figuring it Out, When It’s Too Late.
By: Alan Sharpe
Background: I was a sophomore playing for the Varsity Soccer Team. There were five of us
sophomores, eleven juniors, and five seniors. Four of the seniors were a major core of the team
providing the rest of us a solid substratum to work from. We had John in goal, Steve and Chris in
the middle of the field, and Conor up front playing as a forward. The protagonist of the following
story and the one I would like to embellish upon here is our goalie John. John, standing at about
6'3” started on varsity as a freshman and had pretty much been breaking records ever since.
Fantastic in the air and quick on his feet he made for an ideal goalie. Not only that, but he was a
decent leader, tough as hell, and overall a genuinely nice kid (at least he always helped me out
when I needed him). However, the seniors were known for having some problems with the
whole drinking/drugs bit (I’m sure you can see where this is going but there's more), but our
Coach was aware.
Story: I have given everything I have to this season even if sometimes got a little down over our
punishments. All we had been doing for the past half an hour was running complex laps for
screwing up a drill earlier in practice. It seemed unnecessarily monotonous, we have been
running for so long and at the same pace that I knew exactly what the bottoms of Chris's and
John's cleats looked like, at least I was getting something out of it ha ha.
It was in the middle of that pointless realization I heard Chris say, “Yo John you been doing good
man,” and John responded quickly as if to end the conversation “I know I know.” I just figured
that he was talking about the run, usually soccer goalies take crap from the rest of team because
of their lack of endurance, but that was not the case with John, so I shrugged off the comment
and continued the run. As about another week or so passed, and we progressed promisingly
through the season, we approached our Section rivals, with about three weeks left to go in the
season. We had been training hard all year but there are just certain games you want/need to
win so bad and this was one of those games. We were all focused on the practices preceding the
game/battle, which despite what coaches may wish to believe doesn't actually happen that
often with high schoolers. Two days before the game John missed practice and no one
mentioned an excuse, I just figured he was sick because nothing else could keep him away from
the field. “Could it?” I wondered out loud. “Bring it in boys!” yelled Coach “I've got something to
tell you guys and I've been debating on the time and place to do it, and since my end conclusion
is always a dilemma I've opted for right now. Boy's” he said almost shamefully, “and some of
you know, but for the majority of you let me say that John, will not be with the us the remainder
of the season, and we will be pulling up a replacement from the jv squad.” “What?!!!” “That's
51
bull” “Are you serious?!” comments from everywhere erupted, but Coach continued through
them, “Two days ago John was charged with possession of marijuana, and had a six pack of,” I
honestly believed that for the first time in front of a team Coach began to tear up, “beer in his
car when he was pulled over for going through a st……” The sentence ended only because the
lump in coach's throat cut it short. “Damn it! He had been doing so good,” Chris mumbled
angrily right behind me. Coach held us five sophomores back and waited until everyone had left.
He looked straight in our eyes with a look unrivaled in sincerity, and said, “You five will have
something special in a couple years, you will be the leaders of a team with potential unlike many
others, but you can toss it all away just like that. Remember this feeling and remember you will
dictate how this team runs in just two years. It's your choice, and my god I wish I could make it
for you.” That moment is something that has never left me. For, in that moment, I had placed
the team and friendship higher than alcohol and drugs (not necessarily an easy thing to do in
high school). The shock wore gradually, but painfully. Because Coach had been watching me
play, along with the other five sophomores, and he hoped to build a championship team around
us we had a certain trust. That night I got a call from Coach, “Hey Alan how are you bud.” “Well
I'm doin alright” I said out of habit. “Well I supposed the reason for my call is that I just wanted
to apologize,” “For what coach, you didn't do anything wrong.” “Well technically your right but I
knew that from the time John was sophomore he had had some trouble with drugs and alcohol
and I swore to him and to myself that it would be taken care of. Chris was in on it too, and John
had made it almost the whole season, but I suppose he just couldn't do it.” Now I realized that
the comment made by Chris while we were running was indeed reinforcement, but of
significantly greater meaning than I first comprehended.
So the day of the game came, and during our huddle in warm ups a few choice words of
inspiration took place. “Let's play for John today. Let's do this for John,” we all agreed, we took
the field and played. We played hard, but not hard enough, we lost 3-1. Throughout the game
all of us threw hopeless glances at the one man who could have been helping us win the game
sit in tears on the sidelines (Any competitor knows that sitting on the sidelines during a big game
is one of the worst feelings you can have). After the game, nearly half the team was just about in
tears as we all said a few things to our former goal keeper. I said a few things I can't remember,
but afterwards I began to manipulate the idea that we did in fact play for John that day. We had
played for him and lost as he had played for us and lost.
Reaction: How did I feel? Well hmmmm… Yeah I definitely felt bad for John, it being his senior
year and all, but there was more to it than that. Being a sophomore I looked up at the senior
leaders on the team as pretty much infallible, which was my first mistake, and I personally had
given so much to that season. As a sophomore it was a privilege to play on the varsity team, and
being younger always makes you want to prove yourself. I think more than anything, to be
completely honest, I was pissed off. I was upset over the fact that someone who I had held on a
pedestal could make such a poor, conscious decision. Actually no, its more than that; the fact
that someone who added a sense of wholeness to something synergistic (the team) believed
that the ephemeral and deceitful pleasures of drugs and alcohol were of greater value than
those who he had helped, bled for, sweated with, and woke up way to god damn early for was
something I really just couldn't accept. And no, drinking really doesn't bother me. Sit down, have
a beer. Sure. I don't know if I can say that, but anyway, it’s when good kids become blind to the
value they bring to their team and they decide to toss it away for a “good time.” I wish my
teammates would have been strong enough to hold the value of the team and themselves
above whatever value they give to alcohol and drugs.
52
Selecting and Training Student Athlete Leaders
The traditional view of athletic team captains – meeting in the middle of the field to shake hands with the opponent for good
sportsmanship - has remained unchanged for many decades. However, through the Life of an Athlete Program, we hope to
set new standards for choosing student athlete leaders with greater expectations for being a student athlete leader.
John Underwood stated, “We have seen a significant number of incidents involving both drug use and out of character
behaviors as well as criminal acts, committed by team leaders in recent years. There seems to be a trend toward pack
mentality in sport that has greatly diminished the ability of individuals to impact teams and teammates”. In light of the recent
string of high level scandals in world sport, it is important that at this developmental and impressionable level of high school
athletics, we are proactive in regard to educational prevention and intervention programs. Realizing that today’s athletes face
unprecedented social and behavioral issues, developing leaders is a difficult task and even more difficult is to find potential
leaders among the masses. If we can find and train leaders, they can have an impact on their peers.
The Life of an Athlete program encourages team leaders have significant tasks and duties that will help lead the team into a
program of excellence.
How we choose potential leaders needs to go beyond skills and popularity. Team leaders must be chosen based on the five
C’s of an effective leader: competence, character, civility, citizenship and chemical health. Once chosen, it is imperative to
encourage and develop the student as a true team leader. By investing in the students to be team leaders, the student can be
a conduit between the coach and the team and reinforce the behaviors wanted for the team. A team leader can help or hurt
team dynamics, so it is important a team leader who can model and lead at the same time.
More than ever before in history, we need young leaders to step forward and make a difference for their teammates, school,
communities and sport.
Student Athlete Leadership Job Description
Wanted:
A caring and nurturing individual willing to exemplify the highest standards of character and duty to team, school and
community. Must conduct yourself on and off the fields of play with behavior that is a positive example to others. This
individual must possess high level communication skills and be willing to confront any behaviors of concern or violations of
standards of student athlete code of conduct among peers. Must act as a conduit between team and coach. Must be willing to
bring any serious concerns to the attention of adult authority. Must be willing to hold team meetings to discuss chemical health
and behavioral issues. Must act to insure and inspire team goals and effectiveness.
Any previous violators of athlete code of conduct need not apply.
A New York coach’s example of an athlete leadership program:
“I don’t have captains anymore—I went to a system of senior leaders. Around the end of February, I go over our senior
leadership program with all of the next year’s senior football players and ask if they want to be involved. For seven weeks, I
teach a morning leadership class to those who do. They are then responsible for the other players—whether it is behavior,
succeeding in the classroom, or working in the weightroom, they provide leadership for our program. I decided to teach
leadership because I think it’s something that isn’t present in kids as often as it used to be. We have to show kids how to be
leaders today. In their Leadership class I talk about leaders setting an example, the responsibility of being a leader, and the
idea of being a servant and a giver. I talk about standing up to do what is right when nobody else will, and letting other players
know when they’re doing something wrong. I also explain the importance of being a role model—that leaders have to set the
tone for other players to follow. I talk about the respect that they have to gain with other young people. I tell them that
everyone might not always like you, but you should act in such a way that they respect you.”
54
Developing student leadership
Look for leaders when selecting your team. Of course you will look for talent when you select athletes for your team - but
also be on the lookout for leadership ability. Look for athletes who were team captains at other levels, involved with student
council, or voted class president. It is much easier to help athletes further develop their leadership skills than to start from
scratch.
Acknowledge the importance of your leaders. Let your leaders know how important they are to you and to the program's
success. Don't be afraid to the let them know how much you will rely on them to set the standards, keep the team focused,
and handle conflicts. You will be there to coach them but ultimately it's the student leaders who determine how far the team
will go.
Explore your leaders' definition of leadership. Ask your leaders to describe their philosophy of leadership and what it
means to be an effective leader. Their experience of leadership might be quite different from yours. Talk about the leaders
whom they respect in their lives and why. Also ask them about leaders they don't respect and why. This will give you
tremendous insights into their model of leadership.
Discuss what you expect of your leaders. Sit down with your leaders to discuss exactly what you expect from them. Let
them know their responsibilities and how you expect them to conduct themselves. Clarifying your expectations and their roles
ahead of time will greatly minimize problems down the road.
Discuss the risks and hazards of being a leader. Talk frankly about the inherent challenges and problems your leaders are
likely to face. They will have to deal with conflict, they won't always be liked, and they are always being watched. Be sure they
understand that these challenges go with the territory and that they have to be willing to handle them. Express your
confidence in their ability to tackle these challenges and offer your support to them throughout the process.
Provide captains with opportunities to lead. Look to provide your leaders with various opportunities to lead the team. Let
them run warm-ups before practice. Let them make any announcements that need to be made for the benefit of the group.
Have them call their teammates to inform them when you have changes in your schedule. You can even involve them as
leaders in various drills you will use throughout practice. Or take it a step further and let them plan a practice from time to time.
Give them as many opportunities as reasonably possible to help them become better leaders.
Give captains input on decisions. Solicit your leaders input on decisions that affect the team. These can be with minor
choices like where to eat after the game to major decisions like giving their input on how to handle discipline situations. The
more responsibility and input you give them, the better leaders they will become.
Encourage your leaders to build a relationship with each teammate. Encourage your leaders to invest the time to build a
working relationship with each of their teammates. Just as you need to know each of your players as a coach, so too must
your captains be able to relate to each of their teammates.
Have frequent discussions, chats, check-ins. You and your leaders should communicate frequently. Whether you
designate specific meeting times or check-in with each other informally, you will need to continually be on the same page to be
effective.
Model effective leadership as a coach. Last but certainly not least, the best way to develop team leaders is to model
effective leadership principles yourself. Your prospective and current team leaders will learn infinitely more about leadership
by your actions than what you preach to them. Be sure that you are just as demanding, if not more, of your own leadership
skills as you are of your leaders. Be sure that you are a Leader by Example and a Vocal Leader yourself.
55
FAIR PLAY CODE
As we prepare for the upcoming seasons, ___________________, Athletic Director wants to emphasize to each
coach, school administrator, parent/spectator and contest official the importance of your leadership role in
sportsmanship, ethics and integrity. The professional manner in which you conduct yourself prior to, during and
following a contest unquestionably impacts the behavior of everyone involved.
The district will work to improve sportsmanship, ethics and integrity. We are involved in an ongoing campaign in
every sport to do just that. Please take the time to read and digest this statement and then carefully consider
your impact upon the others.
Thank you and have a great season.
BE A SPORT!
ATHLETES FAIR PLAY CODE
1.
I will participate because I want to, not just because my parents or coaches want me to.
2.
I will play by the rules and in the spirit of the game.
3.
I will control my temper since fighting and disrespect can spoil the activity for everyone.
4.
I will respect my opponents.
5.
I will do my best to try to be a true team player.
6.
I will remember that winning isn’t everything. Having fun, improving my skills, making friends and doing
my best are also important.
7.
I will acknowledge all good plays or performances by both my teammates and my opponents.
8.
I will remember that coaches and officials are there to help me. I will accept their decisions, show them
respect and understand they have given their time to be with me.
COACHES FAIR PLAY CODE
1.
I will be reasonable when scheduling games and practices, remembering that young people have other
interests and obligations.
2.
I will teach my athletes to play fairly and to respect the rules, officials and opponents.
3.
I will ensure that all athletes get equal instruction, support and opportunities.
4.
I will not ridicule my athletes for making mistakes or performing poorly. I will remember that young people
play to have fun and must be encouraged to have confidence in themselves.
5.
I will remember that young people need a coach they can respect. I will be generous with praise and set a
good example.
6.
I will make sure that equipment and facilities are safe and match the athletes’ ages and abilities.
7.
I will obtain proper training and continue to upgrade my coaching skills.
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Continued on back.
FANS FAIR PLAY CODE
1.
I will remember that young people play sports for THEIR enjoyment, not to entertain me.
2.
I will not have unrealistic expectations and will understand that doing one’s best is as important as
winning. I understand that ridiculing an athlete for making a mistake is not acceptable behavior.
3.
I will respect the official’s decisions and will encourage all participants to do the same.
4.
I will respect and show appreciation for the coaches and understand that they have given their time to
provide sport activities for our young people.
5.
I will encourage athletes and coaches to play by the rules and to resolve conflicts without resorting to
hostility or violence.
6.
I will show respect for my team’s opponents because I realize there would be no game without them.
7.
I will not use bad language and will not harass athletes, coaches, officials or other spectators.
8.
I will always show good sportsmanship since young people learn best by example.
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“Parents Who Host, Lose The Most: Don’t be a party to teenage drinking”
Parents play a major role in their children’s choices about alcohol, tobacco or other drugs. In a recent
national survey of parents and teens by the National Center on Addiction and Substance Abuse at
Columbia University, one-third of teen partygoers have been to parties where teens were drinking
alcohol, smoking pot, or using cocaine, Ecstasy or prescription drugs while a parent was present. By
age 17, nearly half (46 percent) of teens have been at such parties where parents were present.
Drug-Free Action Alliance has developed the “Parents Who Host, Lose The Most: Don’t be a party
to teenage drinking” public awareness campaign to provide parents with accurate information about
the health risks of underage drinking and the legal consequences of providing alcohol to youth. The
campaign encourages parents and the community to send a unified message at prom and graduation
time that teen alcohol consumption is not acceptable. It is illegal, unsafe, and unhealthy for anyone
under age 21 to drink alcohol.
Here are the facts:
• Parents who give alcohol to their teen’s friends under any circumstances, even in their own
homes, are breaking the law.
• Parents who knowingly allow a person under 21 to remain in their home or on their property
while consuming or possessing alcoholic beverages can be prosecuted and everything associated
with such a violation can be confiscated, including personal property.
• Parents can be sued if they give alcohol to anyone under 21 and they in turn hurt someone, hurt
themselves or damage property.
Underage use of alcohol is a serious problem that too often leads to harmful consequences for
youth and their families. Parents can protect themselves and their teens by following these
guidelines when hosting parties for their children:
• Host safe, alcohol-free activities and events for youth during prom and graduation season
• Refuse to supply alcohol to children or allow drinking in your home or on your property
• Be at home when your teenager has a party
• Make sure your teenager’s friends do not bring alcohol into your home
• Talk to other parents about not providing alcohol at youth events
• Report underage drinking
More information about “Parents Who Host, Lose The Most: Don’t be a party to teenage drinking”
is available at www.DrugFreeActionAlliance.org.
58
TRAINING TIPS
B=RECOVERY
What if there was a simple dietary secret to success with regard to recovery or the ability to recover from high
level training quicker, so you could in effect train with a greater quality than your opponents?… There is.
The B-complex vitamins are actually a group of eight vitamins, which include:
· thiamine (B1)
· riboflavin (B2)
· niacin (B3)
· pantothenic acid (B5)
· pyridoxine (B6)
· cyanocobalamin (B12)
· folic acid
· biotin
These vitamins are essential for:
· The breakdown of carbohydrates into glucose (this provides energy for the body and your muscle
fuels used every day to train and compete)
· The breakdown of fats and proteins (which aids the normal functioning of the nervous system and
to repair muscle fiber damage)
· Muscle tone in the digestive tract
· Eyes
· Liver the organ utilized to produce muscle fuels and filter toxins from our systems including alcohol
· Recovery from physical stress of training or competition and hormonal conversion.
Vitamins are essential for the body to function properly, but there may be a link between the B-vitamins (thiamin, riboflavin,
vitamin B-6, B-12 and folate) and performance in high-level athletes. The B-vitamins are called 'micronutrients' and are used
to convert proteins and carbohydrates into energy. They are also used for cell repair and production.
Researchers at Oregon State University found that athletes who lack B-vitamins have reduced high-intensity exercise
performance and are less able to repair damaged muscles or build muscle mass than their peers who eat a diet rich with Bvitamins. The study results were published in the International Journal of Sport Nutrition and Exercise Metabolism.
They found that even a small B-vitamin deficiency can result in reduced performance and recovery. Individual B-vitamin
requirements vary and may depend upon the type and intensity of exercise, the amount of nutrients lost through sweat, and
urine, and individual differences in diet.
According to the researchers, the USRDA (United States Recommended Daily Allowance) for B-vitamin intake may be
inadequate for athletes. Especially when college food and diet is often lacking in nutrition.
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Those most at risk for the B-vitamin deficiencies include athletes who are limiting calories or have specialized, consistent or
restricted eating plans. Wrestlers are notoriously low on B”s…
You get B-vitamins from whole and enriched grains, dark green vegetables, nuts, and many animal and dairy products. The
study authors stated that based upon the available literature on this topic, exercise may increase an athlete's requirement
for riboflavin and vitamin B-6, however, the data for folate and vitamin B-12 are limited. They also recommend that athletes
who have poor or restricted diets should consider supplementing with a multivitamin/mineral supplement.
It is highly recommended that elite athletes take B vitamin supplements, as they truly are the catalysts for recovery in the
human body. They are water soluble thus they cannot build up in the body and create a negative effect. Alcohol
consumption on a regular basis elicits an effect on the diuretic hormone, which increases the urination rate greatly. This in
turn results in loss of the water soluble vitamins which leach out of the body. Often this is characterized by urination which
visually changes from yellow early in the evening during heavy drinking, to clear during the late stages of a night of heavy
drinking as the soluble leave the body. They unfortunately take 3-4 days to regain if in fact an individual is taking
supplements or eating a diet source rich in these vitamins.
As stated above B5 or Pantothenic Acid, is the catalyst , which converts testosterone our main training hormone. Without B5
you cannot produce testosterone at levels needed for training or recovery.
One of the only side effects of B vitamins is that it changes the color of your urine to bright yellow in a matter of minutes.
Literally your urine is the color of a highlighter… Don’t be alarmed, it is simply how quickly it can get into your system.
B vitamin depleted athletes exhibit many of the symptoms of overstrain, overtraining or sometimes even chronic fatigue
syndrome. A seven day course of B’s can literally bring you back from the dead. If you ever go through a period of training
during which you have day after day of exhaustion despite taking in to account all proper methods for recovery, try B’s. It
can literally be a shot in the arm and could save your entire season.
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Alcohol and sleep by John Underwood American Athletic Institute
I often find that, if I have been drinking, I sleep badly and wake
early or wake feeling less rested. Why is this?
This is a common problem. Though many people associate alcohol with promoting
sleep, due to its sedative properties, the effects of alcohol upon chemicals in the
brain mean that you are more likely to have a fitful night’s sleep that is far from
optimal..
When you consume alcohol close to bedtime, it will suppress the first REM (vivid
dream) stage of sleep and send you straight into deep sleep which is usually the
second stage of the sleep process. Often with heavy alcohol use this crash resembles
passing out.
As long as the body registers that a metabolic poison is in your system, you will not
be able to pass into REM sleep phase. This is the most critical phase of sleep that
allows our brain to reboot or recover. It is only about 1 ½ - 2 ½ hours of REM in 8
hours of sleep or in an entire 24 hours of daily activity. It is critical that you get
maximal REM or your brain and CNS is greatly fatigued upon awakening. An athlete
must also remember that your brain controls every aspect of physical performance
including the impulses sent to muscle.
Once the body has metabolized all the alcohol from your system, this suppressed
REM stage kicks in, normally much earlier than it should. Since you wake much more
easily from REM sleep, you can find yourself waking after only 4 or 5 hours of
slumber, and you may not be able to get back to sleep. This sleeplessness disturbs
the overall quality of the CNS rest.
Also, while normal sleep usually involves 6-7 cycles of REM sleep, adding up to 1 ½ 2 ½ hours total of brain/CNS rest, (this enables you to wake feeling refreshed)
someone who has been drinking will typically only have 1-2 cycles, or none if one
drinks to intoxication. This means you wake up feeling as if you had never slept at
all. Good luck trying to train or compete. It will be less than optimal.
The best advice when trying to avoid sleep related problems or be at your best, is to
refrain from using alcohol.
© American Athletic Institute 2009
92
Caffeine: Not For ATHLETES
Energy Drinks Should Be Off Limits
John Underwood American Athletic Institute
The following is from "What you should know about caffeine" published by the
International Food Information Council (IFIC) in Washington DC. A list of 'supporters' of
the IFIC included Pepsi, Coca-Cola, M&M, NutraSweet, Nestle and Hershey - all of whom
have caffeine in their drinks and foods. 'Partners' of the IFIC included groups such as the
National Association of Pediatric Nurses and the Children's Advertising Review Unit of
the Council of Better Business Bureau Inc.
This brochure says that "Caffeine is normally excreted within several hours after
consumption". In fact, only 1% is excreted. The remaining 99% has to be detoxified by
the liver.
It can take up to 12 hours to detoxify a single cup of coffee. This pathway is the same for
any highly caffeinated drink including energy drinks. Many studies regarding coffee and
hypertension were flawed, because the test studies came off coffee for only one or two
weeks. It takes many more weeks than this for stress hormone levels of the body to
return to normal. The 'half-life' of a drug is the time it takes the body to remove one half
of the dose. Caffeine is a drug. The half-life of a single dose of caffeine ranges from three
to TWELVE hours.
If your liver is dealing with the toxicity of caffeine breakdown, it cannot be utilized to
function in fuel restoration (refueling muscles) and other critical physiological functions
for the athlete.
Caffeine puts your body into stress. A single 250 milligram dose of caffeine (the
equivalent of about 2.5 six ounce cups of coffee) has been shown to increase levels of
the stress hormone epinephrine (adrenaline) by over 200%. Caffeine triggers a classic
fight-or-flight reaction. The fight-or-flight response was designed for events that
happened only occasionally (such as a lion chasing you). Now, we put our body in fightor-flight every day with caffeine!!! Since we are in society, we don't respond in a fight-orflight way. Instead, other things may happen. For example, sugar and fat get dumped
unused in the bloodstream. The sugar creates more stress. The fat clogs the arteries.
The digestive system slows or shuts down.
Caffeine DOES NOT improve learning or memory. In fact the exact opposite is true.
Scientific studies show that caffeine as normally consumed can reduce cerebral flow by
as much as 30%. That means less oxygen to the brain and reduced memory and
cognition. It is also believed that this reduced blood flow to your head is a contributor to
vision and hearing loss typically associated with aging.
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Caffeine DOES NOT give you a lift. Caffeine is referred to as a mood elevator but this is
inaccurate. If you take a person who doesn't drink caffeine and give them some, it
doesn't elevate their mood. It makes them uncomfortable and tense. In habitual users,
caffeine appears to elevate mood, but research clearly illustrates that it's simply enabling
them to avoid the depression and fatigue associated with withdrawal. It's a classic
addiction scenario. If you deprive a smoker of their cigarettes, they feel miserable. You
give them a cigarette, they feel much better. Does that mean cigarettes give you a lift, or
are somehow good for you?
Not only is caffeine addictive, it also encourages other addictions to substances like
nicotine.
Caffeine is far more damaging to women, and Caffeine Blues contains an entire chapter
devoted to women's health issues. It Highlights the effects of caffeine on bone mass and
fracture risk, heart disease, anxiety and panic attack, menopause, PMS, anemia,
fibromyalgia, chronic fatigue, depression, fertility and conception disorders and
complications of pregnancy and childbirth.
Caffeine does not give you energy. It stimulates your nervous system and adrenals.
That's not energy, that's stress.
The adrenal glands produce various hormones that are responsible for coordinating and
monitoring a variety of physiological activities. The adrenal glands produce cortisol,
DHEA, estrogen, testosterone, and a number of other hormones that allow your body to
function. For example, the adrenal glands control the level of cortisol so that the body
knows when to be active and when to rest. There are times when certain things, such as
caffeine, keep the cortisol levels high preventing the body from resting when it should
and preventing the adrenal glands from operating as they would. Cortisol negates
training effect in human muscle. It is a catabolic hormone which destroys the increased
capacity for muscle to do more work. The adrenal glands also produce adrenaline, the
hormone that helps the body respond when danger is near. Adrenaline raises the heart
rate and blood pressure and releases energy stores for physical strength and endurance.
When in the system, caffeine can over stimulate the central nervous system and the
adrenal glands to the point that the body is flooded with excess adrenaline and affected
by an unnecessarily fast heart rate and blood pressure. Over the course of a day this
decreases the body’s ability to function at optimal levels due to fatigue.
Over stimulating the adrenal glands can result in fatigue, insomnia, weight gain,
depression, suppression of the immune system, moodiness, skin problems and muscle
and bone loss. This is because while the cortisol produced by the adrenal glands is good
in the short term, however if high levels are sustained in the body, the adrenal glands
and the body itself become tired and weaken. People sometimes turn to caffeine to
counteract the weakness and fatigue, however, caffeine only helps to exacerbate the
situation as it keeps the cycle going. The demands of modern day society on their own
exert of lot of pressure on the body and on the adrenal glands. These demands, coupled
with those that caffeine places on the adrenal glands, can wear out the adrenal glands
and lead to a constant state of exhaustion.
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A study conducted in the 1980s examined the impact caffeine has on the adrenal glands the study focused on epinephrine and norepinephrine, both of which are produced by the
glands. Previous studies had shown that caffeine increases the production of these
hormones. Many of the study participants revealed that while caffeine helped them to feel
energized, it left them feeling moody and with disrupted sleep patterns. Both mood and
sleep are affected by the activities of the adrenal glands, thus, the study proves that
caffeine has adverse effects on the body.
Psychological Effects Subjects apparently observed some differences in (1) energy
(increase with caffeine); (2) sleep patterns (more difficult sleeping with caffeine); and (3)
mood (more problems with caffeine). Most subjects observed some difference between
the two weeks of caffeine and non-caffeine use. There was no obvious tolerance in the
group who were regular caffeine users, although it would be difficult to document such
effects in a panel of this small size. In a baseline survey conducted before the study, the
researchers found that sixty-five percent of people who see a doctor because they are
fatigued also consume three or more cups of coffee or tea a day.
These findings indicate that caffeine has adverse effects on the adrenal glands. As
caffeine leads to long term exhaustion, it is important not to over stimulate them with
caffeine.
.
The 'energy' that you think you get from caffeine is really just a loan from the adrenals
and liver, and the interest you have to pay is very high. It creates stress in the body.
Stress is a major factor in disorders such as anxiety, insomnia, depression, ulcers,
rheumatoid arthritis, headache, hypoglycemia, asthma, herpes, hypertension and heart
disease. And yet hospitals provide coffee and tea, which put your body into stress!!!
DHEA is our vitality hormone. A decreased level of DHEA is a cause of aging. Caffeine
consumption leads to DHEA deficiency. DHEA is also a precursor for many of your
training hormones that athletes use.
Caffeine lowers the stress threshold in virtually everyone. That is, if you have had
caffeine, it will be easier for you to suffer from emotional stress. This means you have a
shorter fuse for dealing with stress. (Therefore, when most research is done that is
designed to show how safe caffeine is, any test subject who is under significant stress is
removed from the study).
Caffeine is implicated in ulcers and irritable bowel syndrome: GABA is produced in the
intestinal tract, where it calms anxiety and stress. Caffeine disrupts the normal
metabolism of GABA. Caffeine disrupts sleep. Deep sleep is CRITICAL to good health.
When there's caffeine in your bloodstream, you are unlikely to experience deep sleep at
all! Caffeine AT ANY TIME of the day can cause sleep problems, especially if you are
under stress. The average teen gets 6 hours and 40 minutes of sleep per night which just
isn’t enough for athletes or anyone. Caffeine reduces that even more you wake up each
day exhausted instead of refreshed and ready to train or compete.
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People do not develop a tolerance to the anxiety-producing effects of caffeine. Rather,
people simply become accustomed to the feelings of stress, irritability and
aggressiveness produced by the drug.
Caffeine contributes to depression in well-defined ways. This is particularly due to the
withdrawal effect, which can cause headache, depression and fatigue, even in light users
It is reported that 90% of people who suffered from depression and gave up caffeine
completely for 2 months reported that their depression went away!
If you are a coffee (or tea or cola), energy drink drinker, you may be thinking, "Well, I
drink coffee etc. and I'm not depressed." It's necessary to state that everyone is
different, and also that depression can be subtle. It is suggested that you will never know
the full effect the drug is having on you until you experience what life is like caffeine free
(which takes two months to do). Students the world over use caffeine not only to stay
awake, but also they believe the drug will improve their performance on exams. Solid
research, however, illustrates that as little as 100 milligrams of caffeine (one cup of
coffee, two cups of cola) can cause a significant DECREASE in recall and reasoning.
When people are relaxed and given caffeine, caffeine does not raise blood pressure
significantly. But how many people are relaxed? When people are stressed and given
caffeine, blood pressure is raised significantly.
Women who consume more than 24 ounces of coffee (6 moderate cups) per day had
almost twice the risk of heart attack compared to non-coffee drinkers. Moderate coffee
drinkers with high cholesterol had more than seven times the risk of heart attack, while
heavy coffee drinkers had eighteen times the risk of non-coffee drinkers!
Malnutrition is one of the most well-defined effects of habitual caffeine intake. A single
cup of coffee can reduce iron absorption from a meal by as much as 75%. Caffeine also
depletes your supplies of thiamin and other B vitamins (the stress vitamins for athletes
for recovery), calcium (muscle contraction), magnesium, potassium, and zinc.
Magnesium is known as the anti-stress mineral. Many biochemical and physiological
processes require magnesium. It is necessary for vitamin C and calcium metabolism. It
keeps teeth healthy, brings relief from indigestion and can aid in fighting depression.
Thiamine aids growth, maintains normal carbohydrate metabolism and nervous system
functioning. It helps alleviate stress conditions, anxiety and trauma.
Potassium is of great physiological importance, contributing to the transmission of nerve
impulses, the control of skeletal muscle contractility, and the maintenance of normal
blood pressure. Deficiency symptoms include weakness, anorexia, nausea, drowsiness
and irrational behavior. Iron is a vital component of many enzymes; it can promote
resistance to disease and prevent fatigue. Deficiency can cause anemia, resulting in
impaired concentration, reduced physical performance and work capacity, and decrease
immune function.
Zinc is an essential trace element that must be supplied in the diet of human beings so
that growth and health can be maintained. It is necessary for protein synthesis and the
metabolism of vitamin A; it helps the healing process of internal and external wounds,
decreases cholesterol deposits and promotes mental awareness. A deficiency can cause
loss of appetite, growth retardation and immunological abnormalities.
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Caffeine increases calcium loss and risk of osteoporosis. In one large study, the risk for
hip fracture for those women who consumed the most caffeine was 300% greater than it
was for the group that consumed little or no caffeine. Stress fractures have risen
dramatically in all athlete populations in recent years. This is related to calcium reduction
in diet and absorption.
You are an ATHLETE: Take the Challenge! By now you may have no idea what life is like
without the background effect of caffeine and stress hormones coursing through your
veins. Even if you're only having a few energy drinks per day, chances are your
personality is affected in ways that may be too subtle for you to associate with caffeine.
We want to encourage you to conduct a trial period without caffeine. You owe it to
yourself as an athlete.
It is hard go 'cold turkey'. To avoid headaches etc. when giving up caffeine, it is
recommended that you take up to six weeks to come off it. Each week reduce the
strength or amount in each serving. Soon you will see that the imprint caffeine had on
your abilities was not positive at all, but was simply another drug holding you back from
your true potential.
Conclusions:
Quite simply, the use of caffeine has a price on physiological systems and their function.
It is clear that optimal physical performance depends on a highly rested CNS (Central
Nervous System).
What do you think will function better a totally rested brain and central nervous system
or a totally exhausted brain and central nervous system jacked up on stimulants?
97
ENERGY DRINKS BEWARE AND BE AWARE - NOT FOR ATHLETES
John Underwood American Athletic Institute
A bottled beverage that usually contains fruit juice with any number of herbal
extracts created to give you a physical or mental "boost". Some Energy Drinks are
called "Sports Drinks" designed to give you an energy boost while working out.
They can also contain large amounts of caffeine, sugar, minerals, and/or vitamins.
Energy drinks have become very commonly used by athletes at all levels. The
beverage industry has marketed these drinks very aggressively to young athletes.
Some common brand names of energy drinks:
180 Energy X-3
180 Red Energy Drink
ACT Energy
Ace Energy + Juice
Ace Lo-Cal Energy Drink
Airforce Nutrisoda Energize
Airforce Nutrisoda Immune
Amazon Mist Iced Guarana
Amp Energy Drink
Amp Energy Overdrive
Archer Farms Energy Drink Tropical Fruit
Arizona Green Tea Energy Drink
Arizona Green Tea Energy Drink Low Carb
Bawls Energy Drink
Bawls Sugar Free
Bazza High Energy Raspberry Tea
Bing Energy Drink
BlackHole Energy
Bliss Energy Drink
Blue OX Orange Rush
Blue OX Real Power (Black Cherry)
Blue Ox Oxtails Orange flavor
Bomba Energy
Boo Koo Energy
Boost active
Bossa Natural Energy Light
Budweiser B^E
Buzz Bites
CL-ONE
98
Cascabel Energy Drink
Chaser 5 hour Energy Berry Flavor
Ciclon energy drink
Cocaine Energy Drink
Crazy Larry’s Deep Space Blue
Crazy Larry’s Orange Blast
Crunk Energy Drink
Damzl Energy Fuel
DareDevil Energy Drink
Defcon3 the healthy energy drink
Diablo Energy Drink
EX Extreme Energy Adrenalin Fuel
El Toro Loco Insane Energy
Elements Fire
Elements Rain
Elements Sub-Zero
Elements Sub-Zero
Emergen-C Cranberry Fizzing Drink Mix
Energy 69
Energy Boost Amazinger
Energy Fizz Citrus
Energy Fizz Offer
Enhance Energy Formula Lemon Lime
Enviga calorie burner drink Peach
Extreme Shock Fruit Punch
FRS Lemon Lime Antioxidant Energy Chews
FRS Plus Energy
FRS Wild Berry Antioxidant Energy Drink
FRS antioxidant energy drink lemon lime
FUZE Energize
Fair Warning Cool Sensation Drink
Foosh Energy Mints
Formula 7
Frappio Energy Beverage
Full Throttle
Full Throttle Fury
Ginseng Rush Sparkling Energy Soda
Gleukos Performance Beverage
Go Fast
Go Fast Light Energy Drink
Go Girl Energy Drink
Gorilla Juice energy drink
Guayaki Yerba Mate Empower Mint Energy Drink
Guayaki Yerba Mate Raspberry Revolution
Guru Energy Drink
H20 Blast
Hair of the dog Energy Drink
Hansen's Energade Orange
Hansen's Energy Pro
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Hansen's Energy Water Berry
Hansen's Protein Smothie Banana Blast
Hansens Energy Water Tangerine
Hansen’s Energy Endurance Formula
Hansen’s Power Formula
Hansen’s energy original
Hi Ball Energy Orange Soda
Hooah! Soldier Fuel Energy Drink
Huracan
HyDrive Acai Berry Energy Drink
Hydrive Casaba Lime Energy Drink
Hydrive Dragonfruit Energy Drink
Hydrive Pomegranate Energy Drink
Hype
Hyper Active Orange
Hyper Active Starfruit
Iced'Spresso Mocha Mudslide
Independent Energy Drink
Inko's White Tea Energy
Invigor8
Iron Energy Lemon-Lime Energy Drink
Iron Energy Orange Energy Drink
Jelly Belly Sport Beans
Jet Up Action Fuel
Joker Mad Energy Drink
Jolt Blue Energy Drink
Jolt Red
Jones Soda Energy
KaBoom Orange Buzzz time-released Energy
Killer Buzz
Kombucha Wonder Drink
Korean Ginseng Drink
Kronik Entourage
Kronik Grind
Lift Off Lemon-Lime
Lift Off Orange
Lipovitan b3 Energy drink
Liquid Blow Power Pop
Liquid Ice Energy Drink
Liquid Ice Energy Sugar Free
Lo-Carb Monster Energy
Lost Five-O Energy Juice
Lost energy drink
MDX sugar free
Mad Croc
Mad Croc Energy Gum
Magic energy kick
Mc 2
Metro Mint Spearmint water
100
Mistic Berry RE
Mistic Citrus RE
Mona Vie Active energy drink
Monster Assault
Monster Energy Drink
Monster KHAOS Energy Juice
Mouth of the South High Energy Drink
NOS Energy Drink
Nexcite Energy Drink
No Fear Gold
Nuclear Waste Antidote SmartPower
Omega Energy
Orange County Choppers High Octane Fuel
PimpJuice
Piranha Outrageous orange pineapple
Pitbull
Pollen Burst
Power Dream Sky High Chai
Power Dream Vanilla Blast
Power Horse Energy Drink
Power Trip Energy Drink
Propel Fitness Water Lemon
Purepower Shotz
RadioActive Energy
RadioActive Energy No Carb
Rally Energy Effervescent
Rawling R EX2 Citrus punch
Reanimator naranja
Red Jak Energy Drink
Red Rave
Red Rhinos
Red Bull
Redline Energy Rush
Reload Energy Drink
Resurrect Anti-Hangover Mixer
Rhino's Energy Drink
Rhinos Energy Gummies
Rip It Atomic Lime Wrecker Fuel
Rip It Energy Fuel - Power
Rip It Energy Fuel Atomic Pom
RockStar Energy Drink
Rockstar Energy Cola
Rockstar Juiced
Ronin
Root Beer Riot
Rox Energy Drink
Rumba Energy Juice
Rush Energy Drink
Samurai Energy Original Green Tea
101
Samurai Energy Raspberry Green Tea
Screamin Energy Max Hit
Shakti energy drink
SilverBack Extreme Energy
SoBe Adrenaline Rush
SoBe Adrenaline Rush Sugar Free
SoBe Energy
SoBe Essential Energy Berry Pomegranate
SoBe Essential Energy Orange
SoBe No Fear
SoBe Superman Super Power Energy Drink
Socko Energy
Soda Club Energy Drink
Source Burn Energy Drink
Sparks
Speed Zone Energy Drink
Stacker 2 Stinger Pounding Punch
Stacker 2 Stinger Sinful Citrus
Starbucks Double Shot Espresso
Sum Poosie
Syzmo Energy
Tab Energy
Tampico Energy Drink Citrus
Tiger Balance
Tiger Shot
Tilt
Tunnel Energy
Turn Left Energy Drink
TwinLab Energy Fuel
Twisted Chopper Energy Drink
Umph
Upshot Energy Shot Fruit
V&V Citrus premium energy drink
Vamp
Vault Energy Drink
Venon Energy Drink
Von Dutch Energy Drink
WOW Rockin Raspberry
WheyUP Energy Drink
Who's Your Daddy Energy Drink
Who's Your Daddy Green Tea Energy Drink Citrus
Wild Bull
Wired X3000
XELR8 energy drink
XS Citrus Blast
XS Cranberry-Grape Blast
XS Electric Lemon Blast
XTZ Orange Rageous
XTZ X-Drinx Grape Grenade
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Xtazy Energy Cranberry Blast
Xtazy Energy Lime Blast
Xtazy Energy Orange Blast
Xtazy Energy Sugar Free
Xtra Sharp Fruit Flavor
Xtreme Shock Grape
Xtreme Shock Mandarin Orange
Xyience xenergy clear
Xyience xenergy cran|razz
Zipfizz Berry
Zipfizz Liquid Shot Energy Drink
Zoom
Some substances that energy drinks contain:
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·
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Caffeine (typically the amount in 2.5 servings of Coca Cola - some
as much as in 12 servings of Coca Cola)
Guarana (caffeine-like stimulant from Brazil)
Taurine (stimulant)
Ephedrine (stimulant)
Siberian Ginseng (stimulant)
Green Tea (caffeine)
Echinacea (herb)
Ginkgo Biloba (herb)
St. John's Wort (alleged antidepressant)
Kava Kava (traditional Polynesian sedative)
Damiana (herb)
Mate (caffeine-like)
Schizandra (herb)
Health and performance concerns over energy drinks alone:
·
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Ephedrine and caffeine together has been proven to cause deadly heart
problems, including arrhythmias, which means your heart beats out of the
normal sequencing.
Some people have sensitivity to caffeine and/or other stimulants. The
combination of these substances (synergistic effects) can be life threatening.
Sugar in energy drinks slows the body's absorption of water, contributing to
dehydration. In hot or humid conditions you dehydrate faster. Your
performance physically decreases greatly.
High sugar content gives you a sugar high so you release much of your insulin
resulting in your blood glucose levels plummeting and then you have low
blood sugar. With low blood sugar you cannot perform mentally or physically.
You are so jumpy you cannot process information clearly (over-stimulated).
You over react making over-adjustments or movements too extreme.
Caffeine is a diuretic (promotes fluid loss).
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“Over-stimulate” the Central Nervous System and you lose…
The brain can function at a very high cognitive (thinking skills) level, for up to
fourteen hours, during a twenty four hour period. When we send nerve impulses
vast distances for example from brain down the spine to transmit impulses to the
muscles, it is far more taxing, with known limits of 2-3 hours per day of high level
output, physical training or work. Using energy drinks over-stimulates the CNS to a
degree that it operates for a short period of time at a heightened level and then
crashes. The unfortunate use of these stimulant based drinks, in reality, creates an
affect that decreases the maximal amount of time that your brain can be utilized for
top level function, for physical activity or training. Basically you reduce the quality
of the potential 2-3 hour total time limit for training. Think first and foremost, of
this scenario. Which do you think will function optimally, a fatigued brain jacked up
on stimulants or a well rested brain at its’ full functional capacity?
Concerns with mixing energy drinks with alcohol:
Many young people are using energy drinks and alcohol simultaneously. This is
both dangerous and health debilitating, and may greatly increase the residual effect
of alcohol when combined.
·
·
·
·
·
Caffeine and alcohol are both diuretics (promote fluid loss), so dehydration is
a possible issue and is suspected to be the cause of 3 deaths involving Red
Bull and alcohol.
Combining strong stimulants (caffeine or caffeine-like stimulants) with a
heavy depressant (alcohol) could cause cardiopulmonary or cardiovascular
failures.
Both stimulants and alcohol contribute to a loss of coordination and balance.
Both stimulants and alcohol affect the body's ability to regulate temperature.
Stimulants may cause drinkers to feel more alert, making them perceive
themselves as less impaired for driving or other dangerous activities.
Stimulants cause drinkers to stay awake and alert longer, possibly extending the
length of time they will continue drinking and thus increase the amount they
consume.
Capsule summary: You have no idea what is in these drinks and even less of an idea
how your body will react to them. Athletes shouldn’t need stimulants to train or
compete. If you are so fatigued that you feel you need energy drinks, try rest and/or
sleep, it is the real solution to recovery and training adaptation.
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Energy drink warning
There are no regulations regarding the amount of caffeine in energy drinks
“Energy drinks ‘need caffeine alert on cans’”, is the headline in the Daily Mail. The newspaper reports on a study that
looked at 28 energy drinks and showed some have up to 14 times the caffeine content of a can of cola. Doctors have
warned that these drinks should “carry health warnings”, so young people do not overdose on caffeine, says the
newspaper.
The study is a review of the history and regulatory background of caffeine-based energy drinks in the US, including some
of the “top selling US energy drinks”, which are also marketed in the UK. The authors discuss the potential for caffeine
dependence and withdrawal problems that could be associated with energy drinks. This study did not measure the
caffeine content of the drinks directly and did not investigate directly the effect of caffeine intake from these drinks on
the body. The problems of toxicity and dependence that can follow caffeinated drink consumption, as discussed by the
authors, will need further investigation before there is any proposed change in regulation.
Where did the story come from? Dr Chad J. Reissig and colleagues from the Department of Psychiatry and Behavioral
Sciences at the John Hopkins University School of Medicine in Baltimore, US, carried out this research. The authors
declare conflicts of interests in that they own stock in soft drinks companies. The study was supported by grants from the
National Institute on Drug Abuse. It was published in the peer-reviewed medical journal: Drug and Alcohol Dependence.
What kind of scientific study was this? This was a narrative review that included data about drink volumes and caffeine
content sourced from the manufacturer’s product label, the product website or by asking the manufacturer
representatives directly. In only one case did the manufacturer’s representative refuse to disclose the caffeine content
and the data for this drink was sourced from an alternative website.
Several aspects of caffeinated energy drinks and their consumption are discussed. The authors give the background to
Red Bull sales in the US, describing the introduction of the drink in Austria in 1987. It was marketed in the US in 1997 and
consumption since then has grown “exponentially”. The total US market for energy drinks was estimated to be $5.4
billion in 2006, the analysis shows an annual growth rate of between 47% and 55% per year.
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A source, referenced in the article, says that the annual consumption worldwide of these drinks is estimated to be 906
million gallons, with Thailand leading the world in consumption per person and the US leading the world in total volume
of sales, i.e. consumption per country. Many different brands are now marketed, and the researchers took a selection of
these and reported their published caffeine content. They comment that the regulation of energy drinks, including the
labeling of their contents and health warnings differ across countries. The authors suggest that some of the most “lax
regulatory requirements [occur] in the US”.
The authors discuss that in the US caffeine tablets are regulated by the FDA (the Food and Drug Administration) and
over-the-counter stimulant drug products, usually tablets, must contain the following warnings and directions on the
product label:
·
·
·
·
The recommended dose of this product contains about as much caffeine as a cup of coffee. Limit the use of
caffeine containing medications, foods or beverages while taking this product because too much caffeine may
cause nervousness, irritability, sleeplessness and, occasionally, rapid heartbeat.
For occasional use only. Not intended for use as a substitute for sleep. If fatigue or drowsiness persists or
continues to recur, consult a (select one of the following: “physician” or “doctor”).
Do not give to children under 12 years of age.
Directions: adults and children 12 years of age and over: oral dosage is 100–200mg not more often than every
3–4h.
The authors note that it is inconsistent that a 100mg caffeine tablet is required to carry these warnings but a 500mg
caffeine drink does not.
What were the results of the study? The caffeine content of energy drinks marketed in the US ranged from 50–505mg
per can or bottle. This compares with the 77–150mg caffeine content of an average 6oz (170ml) cup of brewed coffee,
and with 34.5–38mg per can of Coca-Cola Classic or Pepsi Cola.
"There are increasing reports of caffeine intoxication from energy drinks, and it seems likely that problems with caffeine
dependence and withdrawal will also increase." Chad J. Reissig, lead author
The higher-caffeine energy drinks (Wired X505, Fixx, BooKoo Energy, Wired X344, SPIKE Shooter, Viso Energy Vigor,
Cocaine Energy Drink, Jolt Cola, NOS, Redline RTD and Blow Energy Drink Mix) contained over 11mg/oz of caffeine (the
highest was 35.7mg/oz). Some of the top-selling brands in the US (Red Bull, Monster, Rockstar, Full throttle, No Fear,
Amp, SoBe Adrenaline Rush and Tab Energy) contained between 9 and 10.9mg/oz.
The total amount of caffeine depends on the size of the can, which was also very variable. Some high-concentration
caffeine drinks, such as Ammo, come in tiny cans of 1oz and contain very concentrated caffeine (171mg/oz). This is 17
times the strength of Red Bull (9.6mg/oz).
The content of UK brands is variable. While Red Bull has around 80mg of caffeine per can, Rockstar has around 160mg in
a can, and a can of Spike Shooter contains 300mg. The Cocaine Energy Drink, which the newspapers say is about to be
launched in the UK, has around 280mg of caffeine in a 250ml can.
What interpretations did the researchers draw from these results? The researchers state that the absence of regulatory
involvement has resulted in the aggressive marketing of energy drinks, and that this is targeted primarily toward young
males, for psychoactive, performance-enhancing and stimulant drug effects. They note increasing reports of caffeine
intoxication from energy drinks, and say that it seems likely that problems with caffeine dependence and withdrawal will
also increase.
The authors say that the combined use of caffeine and alcohol is also increasing sharply, and secondary sources also
suggest that such combined use may increase the rate of alcohol-related injury. They also propose, based on other
research that energy drinks may serve as a gateway to other forms of drug dependence. They suggest that the regulation
of labeling should be improved and that new restrictions on advertising, particularly regarding children and adolescents,
are considered.
What does the NHS Knowledge Service make of this study? This review of caffeinated energy drinks highlights an
important trend in society. It is useful to have access to data that provides some evidence for the content of these drinks
although this study did not measure the content of these drinks independently and has relied on other research and
media reports in the area to support the author’s arguments.
The problem of caffeinated drink consumption and discussions regarding appropriate regulation for this growing
problem will need further investigation. A systematic review of published studies evaluating the toxicity and risk of
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dependence will be important. As these authors have said, caffeine intoxication can present with a range of symptoms
including, nervousness, anxiety, restlessness and sleeplessness. It can also lead to tummy upsets, shaking, heart
irregularities, agitation and, in rare cases, death. For the development of rational policy on this topic, the extent of these
problems will need to be known and quantified.
Links to the science
Reissiga CJ, Straina EC, Griffiths RR. Caffeinated energy drinks – A growing problem. Drug Alcohol Depend 2008; Sep 21
[Epub ahead of print]
Further reading O'Brien MC, McCoy TP, Rhodes SD, et al. Caffeinated cocktails: energy drink consumption, high-risk
drinking, and alcohol-related consequences among college students. Acad Emerg Med
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PROGRAM CHECK LIST
SCHOOL DISTRICT INFORMATION
District/School Name
Contact Email
Contact Person
Phone
Activities to Strengthen Program
Existing
Want to Add
Achieve By:
Mandatory seasonal meetings (Require meetings to ensure all stakeholders know
the expectations and the consequences if expectations are not met.)
Education of substance use on performance (Utilize mandatory seasonal meetings
to educate on the effects of substance use to the brain and performance.)
Ensure knowledge, understanding and agreement (A signature needs to ensure
that the participant not only understands the rules but agrees to them.)
Review and strengthen codes (Create a committee to review, modify and
present codes for school board approval.)
Establish a restorative justice model to address code violations. (Consequences
should not be punitive but restorative which educates, corrects and restores.)
Set standards for coaches (Coaches should Teach the basics, Enforce the code,
Advocate for positive behaviors and Model expectations and behaviors.)
Enforce code violations (Teach faculty how to effectively address code violations:
confront, empathize, educate, correct and restore.)
Pick student athlete leaders appropriately (A student leader should be chosen by
their competency AND character, civility, citizenship and chemical free lifestyle.)
Develop and implement a student leadership training (Define expectations for
the student leader and train them to be a leader starting even as a Freshman.)
Promote Life of an Athlete to community and fans (Post information of the
program and expectations in newspaper, sports programs, etc.)
Implement fan control standards (The whole program is about a better way for
stakeholders and fans should also be held to a standard of excellence.)
Generate community support (Encourage community members to support the
program by not providing substances that would lead to code violations.)
Evaluate student’s opinion of code effectiveness (Based on a survey for students
you can assess the effectiveness of the code and team behaviors.)
Gather stakeholder feedback (Gain opinions from all stakeholders of the importance
and success of the program.)
ADDITIONAL COMMENTS OR QUESTIONS
CHECKLIST BASED ON LIFE OF AN ATHLETE PROGRAM BY AMERICAN ATHLETIC INSTITUTE
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YOUR OPINION, PLEASE – IT COUNTS!!
For each statement below please check the box that best represents your opinion - whether you Agree or Disagree.
Statement
Agree Disagree
1. Most students (more than half of them) in my school use alcohol or other drugs (AOD) during the
school year.
2. There are athletes in my school who use AOD during their sport season.
3. Athletes in my school use AOD more than non-athletes.
4. It’s easy to find parties where no AOD are available.
5. There are upperclassmen (juniors or seniors) who are willing to confront athletes who use AOD
during the season.
6. There are negative effects on team morale when athletes on my team use AOD.
7. Participation in athletics helps keep kids from using AOD.
8. The coach has talked to the team about the athletic code and AOD use by athletes.
9. Signing a “code of conduct” in order to compete on a team helps prevent the use of AOD by
athletes in my school.
10. Most parents are aware of the use of AOD use by athletes, but choose to look the other way.
11. The coach is aware that there are athletes on my team who use AOD during the season, but
choose to look the other way.
12. Team Leaders /Co-Captains use AOD during the season.
13. The consequences at my school for alcohol/drug use by athletes are not harsh enough.
14. Team members should not attend a party where there is any AOD use.
15. Although parents of athletes sign the code of conduct, they are willing to host the parties that
include alcohol and/or drugs.
16. If you knew of a teammate who is using alcohol and/or drugs and reported it to your coach, the
coach would address the student with appropriate consequences.
17. If the code of conducts forbids students to be at a party where AOD is in use, should athletes who
self reports being at a party with AOD use face less consequences of reduced games miss.
18. If digital pictures show an athlete engaged in AOD use, that athlete should face athletic code
consequences.
19. If team leaders/co-captains, who are to be a role model to the rest of the team, are caught hosting
a party that has alcohol and/or drugs, their consequences should be double.
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Assess Community Support Worksheet
Instructions:
1. Think of the members in your community and list titles and/or specific names according to what
level of support they would offer the implementation and enforcement of the Life of an Athlete
Program. Community members to consider: coaches, principal, superintendent, guidance counselor,
school faculty, parents, athletic trainers, police, alcohol/drug coalition members, business leaders.
2. For those who are in the “6TH Man” or “Captain” write at least one way each of those in these
categories will help move Life of an Athlete forward in your school.
3. Circle those members in the “Benchwarmers” or the “Cheerleaders” that are necessary to either be
a “6th Man” or “Captain” to move the program forward.
BENCHWARMERS - No Commitment
CHEERLEADERS - Passive
6TH MAN - Helpful
CAPTAIN - Part of the Leadership
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Building Support Worksheet
Instructions:
1. List the circled names from the other side under “Potential Leader.”
2. For each potential leader, specifically indicate why their support is important, recommended
information to highlight to get their support, and who will contact them and when.
Potential
Leader
Why their support
is important?
Information to highlight
to get their support?
Who will make the
contact/when?
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Mandatory Code Meeting Checklist
o Send a letter to parents. The letter is to remind them of the Code meeting and that the meeting is
mandatory. Include in the letter IF YOU OR GUARDIAN DON’T COME TO THIS MEETING YOUR CHILD
CAN PRACTICE BUT CANNOT COMPETE.
o Evaluate parent’s program expectations. With the letter to the parents you could send the “Parent
Character Pre-Survey” and request that it be returned at the Code meeting or the survey could be done at
the Code meeting. This is a good tool for AD’s and coaches to gauge what parents’ consider important. If
there is a major difference between parents’ expectations and school expectations, these differences will
need to be addressed to ensure a positive experience for all stakeholders.
o Educate attendees the affects of alcohol and drugs. At the Code meeting share information from Life of
an Athlete. Utilize different LOA modules to keep Code meetings fresh. Share school survey data or student
opinions of the use of alcohol and drugs of students. Remind parents of their responsibility to model good
behavior and communicate their disapproval of alcohol and drug use. (This is a great time to have your
student leaders present the information and express the expectations for parents to support a chemical free
lifestyle for the child.)
o Review code, expectations and consequences. Take the time to review what is in the code; don’t rely on
parents to read the details. Reiterate expectations and highlight those specific for chemical health. Clearly
define the consequences for code violations. State that the consequences are set to hold students
accountable and that the consequences will be enforced for ALL violations.
o Signature of Agreement. Read the signature line out loud, emphasizing that their signature is more than a
cursory measure. It states that they have knowledge of the code, they understand the code and they agree
to the code. Be sure the parent/guardian, child and coach sign the code.
o Establish parent/fan expectations. In the program materials, there are forms that can be used to establish
the expectations of the parent’s role in the child’s performance and the standards for fans during a game.
This can be an optional piece to your meeting, but it does help establish how the parent can be a help and
not a hindrance to the child’s performance.
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CO-CURRICULAR CODE OF CONDUCT CHECK LIST
SCHOOL DISTRICT INFORMATION
District/School Name
Contact Person
Contact Email
10 Standards to Strengthen Codes
Phone
Existing
Existing but can
be enhanced
Missing
Statement of Purpose (What is your code
for?)
Legal Authority Cited (includes State Law
(WI Statute 125.07;other authoritative powers)
ID the Source (Athletes Who Host Lose the
Most held to higher consequences)
In the Presence Of ( Leaving parties
immediately if alcohol or drugs are dispensed )
AODA Possession on School Property
(includes at school or transport to events)
Cooperation During Investigation(athlete is
truthful & forthcoming with information)
Mandatory Seasonal Meetings (Reconfirm
expectations & commitment of all stakeholders)
Help for those who violate codes (return
process to athletic privileges)
Team Leaders (Captains held to highest
standard; review of SA Leadership role)
Cyber Image Policy (Any photo or video that
implicates presence or use of alcohol or drugs)
WHAT ARE WE AGREEING TO? KNOWLEDGE, UNDERSTANDING AND AGREEMENT
Make sure the students/parents/guardians have FULL understanding of what they are signing and why it is
important.
“By signing this document, I __________ parent/guardian, indicate that I have knowledge, understanding
and agreement to these standards, set forth in order for my son/daughter________________ to be afforded
the privilege of representing ________________High School as a student-athlete. I am also aware that any
violation on the part of my child, to any of these standards, shall result in the consequences contained within
this policy.
ADDITIONAL COMMENTS OR QUESTIONS
STANDARDS PROVIDED BY AMERICAN ATHLETIC INSTITUTE, JOHN UNDERWOOD PRESIDENT (2009)
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CO-CURRICULAR CODE OF CONDUCT
CHECK LIST DEFINITIONS
This form is designed to be used in conjunction with the Co-curricular Code of Conduct Checklist worksheet. Information is
taken from the American Athletic Institute’s Improving Student Athlete Codes of Conduct document (aaisport.org)
10 Standards to Strengthen Co-Curricular Codes of Conduct
1) Statement of Purpose: The code shall be a living document that is proactive and character based rather than reactive and
punishment based. We shall simply tell our student athletes what is expected from them behaviorally, if they are to be afforded
the privilege of representing this community. Consequences shall be universal and the timing of any incident shall not be any
consideration in the logical series of events that are initiated upon any confirmed violation.
4 key areas to include are:
· Define positive expectations – for coaches, parents and athletes. Includes common values that reflect shared
goals, a framework of principles agreed upon by stakeholders and need for active support from other
stakeholders (school board, school administration, community).
· Define how the school will establish and maintain a healthy environment in which student athletes can mature in
while considering the responsibilities of all stakeholders.
· Use the Code as a dynamic document to guide the educational process through the school’s athletic program. It
defines the mission, philosophy, goals and parameters of the program, and the priority of the activities.
· Clearly articulate consequences for behavioral issues and violations AND provides links to a process for help
and change.
2) Legal Authority Cited: References the Wisconsin State Statute prohibiting underage alcohol use (WisStatute 125.07),
acknowledges the legal standard for sport and athlete specific athletic codes of conduct as upheld by the United States
Supreme Court.
3) ID the Source: Athletes Who Host Lose the Most Initiative. There shall be a greater consequence for any student
athlete, if it is determined they were involved in the organization, facilitation, promotion or hosting of any gathering or
social event where alcohol or drugs are available or use has occurred. Penalty should be at a minimum double the first
violation status and include a one year suspension.
4) In the Presences Of: If a student-athlete (SA) attends a party/gathering where alcohol or drugs are being illegally
dispensed, the SA must leave the party/gathering IMMEDIATELY. Including the following information further strengthens
the policy and clearly establishes the expected behavior:
· Report attendance to a coach or administrator before the end of the next school day.
· Take as many teammates with you as possible.
If we allow our athletes to be present in this illegal environment, we promote and allow the possibility for them to be
involved in illegal activities and can assume some will partake in the use of these substances.
5) AODA Possession on School property: Students need to respect school property and activities and considering them
to be “Drug-Free” zones. The following violations should result in the immediate and permanent suspension for the
remainder of the athlete’s career:
· Students who are in the possession or use of ILLEGAL DRUGS on school property, or in conjunction
with a school activity or sponsored event, including transport to or from any event.
· Participate in a contest or practice session while under the influence of an illegal substance.
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· Distribute, dispense or sell any such drugs to any other student or student-athlete.
There should be no recourse for a student-athlete for any of the violations listed above.
6) Cooperation During Investigation: It is important for all student-athletes to understand that involvement in athletic
programs is a privilege. With the responsibility of being an athlete, comes a commitment for the athlete to be truthful and
forthcoming with information. An athlete who is under investigation is expected to:
· Be truthful about the violation being investigated
· Be forthcoming with all information
· Not be deceptive or untruthful
· Be cooperative
If the student-athlete under investigation does not comply with these expectations, the Athletic Director has within his/her
authority to impose a greater level of consequence if it is determined that the athlete has lied, been deceptive or untruthful
prior to, or after the determination of guilt and/or consequences. Failure to comply with the above conditions may result in
full expulsion from the athletic program for the duration of the student-athlete’s future career. This can also be cited as a
“Honesty Clause”.
7) Mandatory Seasonal Meetings: Pre-season meetings for the athlete and at least one parent/guardian are mandatory
before the student-athlete is allowed to begin practice or compete in any games. The meetings will impress upon all
stakeholders, that by signing the code an individual indicates they have KNOWLEDGE, UNDERSTANDING, AND
AGREEMENT to all the standards set forth for the privilege of being involved in the athletic program. Create this climate
by having all stakeholders sign the Code of Conduct together
· Coaches and athletes discuss their expectations for the team, define “success” and set goals for individuals and
teams for the season ahead and communicate them to the parents.
8) Help for those who violate the Codes: Develop a process for the student-athlete to return to athletic privileges.
· Include Educational Component for Chemical Health Violations
As part of their consequence for chemical health violations, the student athlete and parent/guardian shall be required
to complete an educational program as part of the process to resume participation in athletic programs.
· Student Athlete Assistance Process
Instead of just issuing a punishment for bad behavior, the Code should establish a process to help the studentathlete learn from their mistake and take corrective action. The Student Athlete Assistance Process is educationally
based and is patterned after the restorative justice model to include provisions for the following:
a. Education: The parent and student-athlete must see a qualified Chemical Health specialist to discuss the
magnitude and status of the chemical health of the individual. They (parent and student-athlete) must also see
the School Resource Officer to discuss the legal ramifications of the behavior of concern and to discuss the law
and youth risk behaviors such as drinking and driving.
b. Corrective: The student-athlete and parent must comitt to an understanding that corrective measures are
necessary in order to resume the athletic career or to practice and compete again. Includes a signed document
that clearly states:
i. Acknowledgment that a violation has occurred;
ii. They (Parent & Student-Athlete) are willing to make changes in order to resume/continue athletic
participation;
iii. Will recommit to adhering to the code of standards;
iv. Understanding the next level of consequence that will result should another violation occur.
c. Restorative: The student-athlete must address the teammates and coaches to admit their violation, show
remorse, ask to come back to the team and recommit to provisions of the Code by resigning it in front of
teammates and coaches.
Example of language that can be used to show this process in your code:
“If a violation of the ____________High School or Middle School occurs, the code requires immediate administrative
action and involves a Student Athlete Assistance Process. Both the student athlete and parent/guardian MUST
participate in the process. ”
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9) Team Leaders: Student-athlete leaders will be held to the highest standard of behavior as they have chosen to be an
example to their peers. Any student athlete in a leadership role will face a greater consequence (level 2 or 3 punishment)
for any serious code violations. Include in the code the Student Athlete Leadership Job Description (below)
A caring and nurturing individual willing to exemplify the highest standards of character and duty to team, school and
community. Must conduct yourself on and off the fields of play with behavior that is an example to others. This
individual must possess high level communication skills and be willing to confront any behaviors of concern or
violations of standards of student-athlete code of conduct among peers. Must act as a conduit between team and
coach. Must be willing to bring any serious concerns to the attention of adult authority. Must be willing to hold team
meetings to discuss chemical health and behavioral issues. Must act to insure an inspire team goals and
effectiveness. You will be held to the highest levels of conduct and character because you are in charge of the group
10)
Cyber Image Policy: Any identifiable image, photo or video which implicates a student-athlete to have been in
possession or presence of drugs or portrays actual use, or out of character behavior or crime, shall be confirmation of a
violation of the code. Since there is no way to
establish a timeframe for when or location of where the
image was taken, it shall be a responsibility that the student-athlete must assume. It must also be noted that there may be
person, who would attempt to implicate an athlete by taking images to place them in
situations where they might be in
violation of this code standards. This is
our
rational for demanding that our athletes not place themselves in such
environments.
Knowledge, Understanding and Agreement
Finally, it is crucial for parents/guardians to fully understand as to what signing the code means. The following clause will help
you in executing the code should a violation occur.
“By signing this document, I _____________________, parent/guardian, indicate that I have knowledge, understanding and
agreement to these standards, set forth in order for my son/daughter _____________________ to be afforded the privilege of
representing ____________________________High School as a student-athlete. I am also aware that any violation on the
part of my child, to any of these standards, shall result in the consequences contained within this policy.”
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Student Athlete Violations Tracker
School Year:_______________
Student Name
Offense Date
Offense #
Violation
Consequence Enforced
Student’s Response/Follow-Up
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Coach’s Commitment
(Can be used by the Athletic Director or Coach can share with parents.)
As the coach of the (boys or girls) ______________________________ team, I am dedicated to more than
the X's and O's of competition. I know that less than 2% of high school athletes go on to play team sports
at the college level. Therefore, I understand that high school athletics provide students a unique
opportunity for the development of not only physical conditioning and athletic skill, but also character
traits essential for success in life. Recognizing my role as educator, leader and role model for students, for
the next season I commit to:
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Exemplify the highest moral character as a role model for young people.
Recognize the individual worth and reinforce the self-image of each team member.
Establish a realistic team goal or vision for each season and communicate that to the athletes and parents.
Encourage and assist team members to set personal goals to achieve their highest academic potential.
Create a set of training rules for athletes that reflect the positive values of abstaining from the use of
alcohol, tobacco and other drugs (performance degrading substances).
Strive to develop the qualities of competence, character, civility and citizenship in each team member, as
outlined in the athletic policy/code.
Provide a safe, challenging and encouraging environment for practice and competition.
Gain an awareness of the importance of prevention, care and treatment of athletic injuries.
Respect the integrity and judgment of the game officials.
Teach and abide by the rules of the game in letter and in spirit.
Build and maintain ethical relationships with other coaches and administrators.
Strive for excellence in coaching skills and techniques through professional improvement.
Promote personal fitness and good nutrition.
Be modest in victory and gracious in defeat.
Refrain from use of alcohol, tobacco or other drugs before, during, or immediately after practices and
games or until my supervisory duties are completed.
My signature below indicates my commitment to the above:
____________________________________________________________________________________ ______
Date
Coach’s Signature
Sport
My specific goals for the team this season are:
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This school district evaluation of coaches can help you look at many domains and
determine if individual coaches have areas of limitation, which can be addressed
with professional improvement plans. It can be a source of direction for you to
offer your coaches valuable advice on what areas to improve.
©2008 John Underwood
Coaching Evaluation for Professional Improvement Plan (PIP)
_____________ School District
Name of Employee
Sports Program: Title:
Years in Present Position:
I. D. Number:
School:
Appraiser(s)
RATING SCALE: Please circle the appropriate number in the space provided for each indicator...
1...Performance Below Expectations
3...Performance Meets Expectations
2...Performance Needs Improvement
4...Performance Exceeds Expectations
I. Human Qualities
1. Exhibits concern for others through demonstration of sensitivity and courtesy.
2. Exhibits positive attitude and enthusiasm.
3. Uses a sense of humor when appropriate.
4. Exhibits flexibility in working with athletes, coaches and the athletic program.
5. Demonstrates diplomacy and tactfulness when dealing with people.
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II. Planning and Organization Skills
1. Demonstrates promptness and efficiency in regard to clerical work required
i.e. physicals, parent approval, insurance, travel expenses, end of season reports, etc.
2. Organizes and prepares for daily practices.
3. Exhibits promptness for team practices and games.
4. Organizes practice and game situations.
5. Delegates responsibility effectively (Head Coaches).
6. Plans programs to achieve short and long term goals.
7. Executes programs to achieve short and long term goals.
III. Coaching Strategies and Techniques
1. Demonstrates knowledge in area of coaching expertise.
2. Motivates players to give maximum effort at all times.
3. Coaches all players.
4. Makes positive contribution in the development of a strong positive attitude in all players.
5. Demonstrates initiative.
6. Shows originality in coaching techniques.
7. Demonstrates coaching skills by developing competitive performance levels
in teams and individuals.
8. Encourages the development of competitive attitude.
IV. Team Management Skills
1. Maintains individual and team discipline in a positive manner.
2. Notifies parents/AD when extreme discipline (such as dismissal) is required.
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3. Demonstrates fairness and patience with team members.
4. Provides constructive criticism and is generous with praise.
5. Encourages good relations between his/her team and the team competed against.
6. Teaches respect for officials and their decisions.
7. Supervises and maintains cleanliness of dressing rooms.
8. Maintains districts’ standards of game uniform dress code.
9. Organizes issuing and collecting equipment effectively.
10. Plans for effective purchasing, storage, and security of equipment.
11. Inspects and maintains equipment to ensure student safety.
12. Purchases, stores and secures equipment as per district and school policy.
V. Professional Attitude
1. Works cooperatively with and displays respect for supervisors and colleagues.
2. Develops and maintains good public relations with parents and community.
3. Engages in continuous professional improvement.
4. Demonstrates knowledge of and follows districts’ NYSPHSAA and League rules.
5. Keeps current with, demonstrates knowledge of, and adheres to SD Athletics
and Board Policies.
6. Shows interest in athletes in the classroom and in other activities.
7. Develops loyalty and a spirit of cooperation within the activities.
8. Shows interest in school programs other than the ones in which he/she works.
9. Exhibits positive attitude about “extra” duties when assigned.
10. Informs athletic coordinator about unusual events within his/her sport.
11. Accepts and acts upon constructive criticism in a professional manner.
12. Establishes and maintains appropriate coach/student athlete relationship.
13. Treats all confidential information in a professional manner.
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VI. Administration Procedures - Athletic Program Coordination
1. Demonstrates effective organization and management skills.
2. Supervises staff effectively and promotes staff development.
3. Promotes positive staff morale.
4. Performs staff evaluations efficiently and in a timely manner.
5. Makes necessary decisions.
6. Aids in promoting effective school and public relations.
7. Provides leadership in the development and implementation of the total athletic program.
8. Maintains professional involvement.
9. Exhibits effective oral and written communications skills.
VII. Personal Characteristics
1. Exhibits appropriate dress and appearance.
2. Provides acceptable role model.
3. Exhibits integrity.
4. Exhibits dependability.
5. Exhibits emotional stability and maturity.
6. Maintains punctuality.
7. Maintains good general health.
8. Shows self-control and poise.
9. Demonstrates clarity of written and oral expression.
VIII. Chemical Health Behaviors of Concern (B of C)
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1. Sends a strong message to teams and parents concerning drug use.
2. Discusses and conveys to the team a zero tolerance stance for drug use.
3. Sets example for athletes in personal life as role model.
4. Deals with drug or B of C issues immediately.
5. Stands up for and enforces universally the provisions of CODE.
6. Revisits the message weekly.
7. Enforces the policy year round.
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IX. Appraisal Summary Average
Domain Average Rating /Domain Average Rates
1. Human Qualities
2. Planning and Organization Skills
3. Coaching Strategies and Techniques
4. Team Management Skills
5. Professional Attitude
6. Administrative Procedures
7. Personal Characteristics
8. Chemical Health Behaviors of Concern (B of C)
Overall Appraisal Rating
Give every coach a score for each domain and then rank their strengths and limitations.
Give them a professional improvement plan.
Help them plan how they will address these limitation areas. Ex. Clinics, courses, etc.
Support them and hold them responsible for making efforts to improve every year.
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The Five C'S of an Effective Leader
An assessment tool to determine an effective leader.
Because a leader needs to have more than skills, this assessment tool frames athletic excellence around five
educational aims or characteristics (the 5 C’s) for an effective leader: competence, character, civility, citizenship
and chemical health.
This instrument is designed to be used by athletic directors, administrators, or coaches to assess an individual’s
potential as an effective team leader.
Usage:
· An AD, coach or other administrator should observe a potential student leader for a limited period of time.
· Circle the appropriate number that best describes the potential leader on each of the five components.
· Determine average and calculate the total of the average scores.
· Make a recommendation whether the student should be a team leader, has potential or should not be
considered based on the average scores.
· Be sure to include comments of the things that were observed both positive and negative.
Student Name________________________________________Team ___________________________________
Coach ____________________________________________Name Surveyor _____________________________
Calculation: (To calculate average take total score of each category and divide by number of questions in category.)
Competence average
___________
Character average
___________
Civility average
___________
Citizenship average
___________
Chemical Health average
___________
Total Average Score___________
Scoring Key: Team leader 4.0 – 3.0; Leader in Training 2.9 – 2.1; Would not Recommend ≤ 2.0
Recommendation: o Team Leader
o Leader in Training
o Would Not Recommend
Areas of Strength:
Areas for Improvement:
Additional comments:
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CIRCLE THE NUMBER THAT BEST DESCRIBES THE EVIDENCE OF THE CHARACTER OF THE POTENTIAL LEADER.
1 = not evident 2= sometimes evident 3= mostly evident 4= strongly evident
COMPETENCE
(Has necessary level of skill development and knowledge of game/strategies, and fitness/conditioning/healthy behavior)
Skill Development
C-1.1 Has developed the skills necessary to participate competently in the game
Knowledge of the game/Strategies
C-1.2 Demonstrates knowledge of the rules and conventions of the game
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C-1.3 Demonstrates knowledge of the strategies of the game
Fitness/Conditioning/Healthy behavior
C-1.4 Demonstrates a level of physical conditioning and fitness sufficient to participate
competently in the game
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C-1.5 Demonstrates knowledge of healthy behaviors, including nutritional issues
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Competence score (average of ratings of items 1.1-1.5): _______
CHARACTER
(Demonstrates attitudes and behaviors that relate to moral strength including:
responsibility, accountability, dedication, trustworthiness/fair play, and self control)
Responsibility
C-2.1 Dependable in fulfilling obligations and commitments
Accountability
C-2.2 Accepts responsibility for consequences of actions; doesn't make excuses or blame others
Dedication
C-2.3 Strives to excel
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C-2.4 Is committed
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C-2.5 Perseveres (gives 100% effort; doesn't give up in the face of setbacks)
Trustworthiness/Fair play
C-2.6 Demonstrates truthfulness
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C-2.7 Plays by the rules of the game; doesn't cheat
Self control
C-2.8 Controls anger and frustration; refrains from displays of temper and bad language
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C-2.9 Accepts losing/winning gracefully(congratulates opponents; doesn't sulk or
display other negative behavior)
Character score (average of ratings of items 2.1-2.9): _______
Continued on next page
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CIVILITY
(Demonstrates behavior that exemplifies consideration for others through respect, fairness, and caring)
Respect
C-3.1 Practices good manners on and off field; refrains from trash talk of opponents or teammates 1
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C-3.2 Treats all persons respectfully, regardless of individual differences
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C-3.3 Shows respect for legitimate authority (e.g.,officials, coaches, and captains)
Fairness
C-3.4 Is fair; treats others as one wishes to be treated
Caring
C-3.5 Listens to and tries to understand others; is sensitive and compassionate
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C-3.6 Actively supports teammates and others
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Civility score (average of ratings of items 3.1-3.6): _______
CITIZENSHIP
(Represents the social responsibility to the team and community through commitment, teamwork, and role modeling)
Commitment
C-4.1 Is faithful to the ideals of the game, including sportsmanship
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C-4.2 Keeps commitments to team (e.g., is diligent about practice and following training rules)
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C-4.3 Shows team spirit (encourages others, contributes to good morale)
Teamwork
C-4.4 Puts the good of the team ahead of personal gain
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C-4.5 Works well with teammates to achieve team goals
Role modeling
C-4.6 Sets a good example for teammates, younger players, fans, and school community
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2 3
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Citizenship score (average of ratings of items 4.1-4.6): ______
CHEMICAL HEALTH
(Supports zero tolerance of chemical health use individually and for the team through role modeling,
communication and enforcement)
Role modeling
C-5.1 Follows the standards for athlete chemical health use as dictated by the code of conduct
Communication
C-5.2 Speaks of standards of behavior especially of chemical health issues among teammates
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4
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C-5.3 Acts as a conduit between the team and coaches
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Enforcement
C-5.4 Confronts any teammate that discourages or fails to comply with chemical health standards 1
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C-4.5 Takes any behaviors of concern or noncompliance of code of conduct to adult authority
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Chemical Health score (average of ratings of items 5.1-5.6): ______
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ATHLETE’S GOAL CARD
ATHLETE’S GOAL CARD
Name: _____________________________________________
Name: _____________________________________________
Team:______________________________________________
Team:______________________________________________
My Individual Goal for this upcoming season is:
My Individual Goal for this upcoming season is:
My Team Goal for this upcoming season is:
My Team Goal for this upcoming season is:
ATHLETE’S GOAL CARD
ATHLETE’S GOAL CARD
Name: _____________________________________________
Name: _____________________________________________
Team:______________________________________________
Team:______________________________________________
My Individual Goal for this upcoming season is:
My Individual Goal for this upcoming season is:
My Team Goal for this upcoming season is:
My Team Goal for this upcoming season is:
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