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Gr i z z l i e s L a c ro s s e
ParentGuideMenlo-AthertonYouthLacrosseClub|Spring,2017
Spring ‘17
08Fall
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TableofContents
LETTERTOPARENTS:............................................................................................................................................3
VISIONANDMISSION:.............................................................................................................................................5GRIZZLIESVALUES:.................................................................................................................................................5
CLUBHISTORY:.........................................................................................................................................................5
DEVELOPMENTALPROGRAMDESCRIPTION:.................................................................................................6GRIZZLIESPARENTMANIFESTO.........................................................................................................................8
GRIZZLIESPLAYERMANIFESTO..........................................................................................................................9COACHES’MANIFESTO:.......................................................................................................................................10
CLUBLEADERSHIP..................................................................................................................................................11
COMMUNICATIONLINES.....................................................................................................................................11CONFLICTRESOLUTIONPOLICY......................................................................................................................12
PLAYINGTIMEPOLICY........................................................................................................................................13
DETERMININGA,B,ANDROOKIELEVELTEAMS........................................................................................15AGELEVELSKILLSGOALS:.................................................................................................................................17
GENERALSEASONSKILLSPLAN:......................................................................................................................22EQUIPMENT,UNIFORM,FACILITIES,ANDPROPERTY..............................................................................23
USINGBEARCLAWSTOMOTIVATEANDREWARD....................................................................................24
PARENT/PLAYERCONTRACT...........................................................................................................................26NCJLAPLAYER’SCODEOFCONDUCT..............................................................................................................27
COACHESVALUES:.................................................................................................................................................28RECOMMENDEDREADINGFORPARENTS....................................................................................................29
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LETTERTOPARENTS:
DearParents,
Welcome!FromtheentireGrizzliesorganization,thankyouforyourinvolvementandentrustinguswiththeteachingandtrainingofyourchildinthewonderfulgameoflacrosse.
ThepurposeofthisdocumentistoensurethatyouasaparentarefamiliarwiththevaluesandexpectationsoftheMenlo-AthertonYouthLacrosseClubandtoprovideyouwithaglimpseintowhatwebelievearethekeyage-appropriateskillsandprinciples,bothlacrosseandlife-oriented,foryouthplayers.Ascoaches,wesayoverandover,“Preparation=Confidence.”Thisdocumentisalargestepinyourpreparationasaparentofalacrosseplayerand,moreimportantly,agrowingyoungperson.Ourgoalistoseenotonlyourplayersgrowandsucceedbuttohelpyougrowandsucceedasaparenttoo!Inthenextfewparagraphs,you’llfindwhatwebelievetobetrueaboutourrolesascoachesandweseeourselvesaspartnerswithparentsinthehealthydevelopmentofyoungpeopleastheyapproachadolescenceandeventuallyadulthood.Ourmissionistocreatethebestpossibleenvironmentsforyoungpeopletoreachtheirfullestathletic&personalpotential.Webelievethatsportscanandshouldbeatransformativeendeavor.WebelievethatcoachingathleticsismorethanX’sandO’sandlacrosseismorethanjustcradlinganddodging.Atit’sbest,athleticsisatranscendentexperiencethatallowsplayers,coaches,parents,andfansacommunitytowhichtheycanbelong,acauselargerthanthemselves,andoneofthebestvenuestoinstillintegrity,compassion,empathy,respect,andcourage.Atit’sworst,athleticscanbeapotentiallydestructiveandharmfulexperiencewherethoseinvolvedcanbecomeobsessive,shameorfear-based,andtransactional.Withoutassertivelyimplementingavalue-basedcurriculumintoayouthprogram,sportswillseldomteachtheformerandcanoftendriftintothedefaultlessonsofthelatter.Asanorganization,wewanttobehighlyintentionalwithbothWHAT,HOW,andWHYwearecoachingbecausewebelievewe’remorethanjustcoaches.FamedUCLAbasketballcoachJohnWoodensaid,“Intheeyesofmostobservers,mytitleis‘Coach,’butthisisnotwhatIwouldlistfirstonmyresumeorbusinesscard.FrommyearliestyearsIhaveviewedmyprimaryjobasoneofeducatingothers:Iamateacherandamentor.”GilmanSchoolfootballcoach,JoeEhrmannwrites:
ContemporarysportsinAmericahavebecomeoursecularreligion.Sportsengagemoreindividuals,morefamilies,andmorecommunitiesinasharedexperiencethananyothersingleculturalactivity,organizationorreligioninAmerica.Twentyto30millionkidsplayrecreationalsports,whileanother10millionteensplayinterscholasticsports.Thismeansthatbetween30and80millionparentsareinvestedandinvolvedintheirchildren’ssportsandthereareatleast5millioncoacheswiththepotentialtobecomeoneofthemostinfluentialadultsinayoungperson’slife.Outsideofparentingtheremightnotbeabetterplatformthancoachingtotransformboysandgirlsintohealthyandthrivingmenandwomen.Acoach’sresponsibilitiesincludehelpingyoungpeopleto
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confrontandcomprehendthoseaspectsoftheirculturemightbetryingtoshapethemintofalseand/ordestructiveimagesofwhatitmeanstobeamanorwoman.Coacheshavethepowertocounteractthesenegativemessagesbyteachingandaffirmingempathy,compassion,positivecompetition,integrity,andcourage.Theremaynotbeamoreinfluentialgroupofleadersintheworldthanwhatwecall“transformational”coaches.
Transformationalcoachesusetheircoachingplatformtoimpartlife-changingmessages,notjustX’sandO’s.Theyusetheircoach-powerandplatformtonurtureandtransformplayers.Playersfollowthesecoachesnotthroughfearorintimidationbutbecauseoftheirauthenticity.Thiskindofcoaching,teaching,andmentoringinthepowerofsportshasthepotentialtotransformthelivesofourplayers,theirfamilies,theschools,andourcommunity.
Imaginewhatcouldhappentoacommunityifcoachestaughtyoungathletesthetrueessenceofbeingmenandwomen.Imaginewhatcouldhappentoacommunityifcoachestaughtyoungathletesthatjustice,reason,empathy,integrity,andcourageweremorecriticaltotheirsuccessashumanbeingsthanwinningandlosing.Ifsportscantransformyoungmenandwomen,couldn’tsportstransformacommunity?It’snotjustlogical,it’spossible.Webelieveanintentionalcurriculumapproachcanhelpboysbecomemenandgirlsbecomewomenofintegrity,empathy,respect,andcourage.Studentswhodeveloptheseskillsandtraitsperformbetteronthefield,intheclassroom,inlife,andfeelbetteraboutthemselvesandtheirpeers.Asolidrelationshipwithatransformationalcoachcanhelpthisprocesslikequitepossiblynooneelse.
Ofcourse,thefastestandgreatestgameontwofeetiswherethisallplaysout!Wedesiretobethebestcoacheswecanbe,consistentlyimproveourknowledgeofthegame,andimpartthatknowledgesoourplayers,teams,andprogramcansucceed.Ourownpreparationequalsconfidencesothatwecaneffectivelyprepareourplayerssotheywillbeconfident.Andaconfidentteamwillexcel.We’veadoptedCoach,Player,andParentManifestostokeepusontrackwithourVisionandourParentandCoachingGuidesprovidegreattrainingandresourcesoneverythingfromage-appropriateindividualandteam-orientedlacrosseskills,virtuallyallaspectsofthegame,practiceplanning,gameplanning,alibraryofdrills,andorganizationalpolicies.
Ultimately,wefeelthatwearepartnerswithyouinhelpingyourchilddeveloptheirfullathleticandpersonalpotential.Thankyouforbeingapartoftheteamandjoiningtheadventure.
GoGrizzlies!
MattBond&JulietMittlemannBoys&GirlsDirectors
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VISIONANDMISSION:
Ourvisionistohelpboysbecomemenandgirlsbecomewomenofempathy,courage,justice,andintegritywhowilllead,beresponsible,andchangetheworldforgood.
Ourmissionistocreateandprovidethebestpossibleenvironmentsforyoungpeopletoreachtheirfullestathletic&personalpotential.
GRIZZLIESVALUES:
1. Growth:Theathleticandpersonalgrowthofeachplayerisourfocus.2. Respect:Weseektohelpyoungplayersdevelophealthyrespect,dignity,and
honorforthemselves,teammates,coaches,opponents,referees,parents,andthegame.
3. Intensity:Lacrosseisahighlycompetitivesportandwestrivetoengageyoungplayers’energyandfocusonthepositiveaspectsofthegame.
4. Zeal:We’renotjustteachingskills,we’retransferringourpassionforlacrosseandlifetothosewecoach.Positiveenergy,enthusiasm,andpassionarecontagious!
CLUBHISTORY:
Establishedin2011with70playerson3teams,Menlo-AthertonYouthLacrosseClubisenteringit’sfifthseasonoforganizedplayintheNorthernCaliforniaJuniorLacrosseAssociation(ncjla.org).Ineachofitsfirst3yearsofexistence,theClubhasdoubledinitsmembershipandin2015willfield14teamswithnearly275youthplayersfromtheagesof5-14yearsofage.TheClubisanon-profitlocally-based,primarilyvolunteerassociationorganizedundertheprovisionsofIRC501(c)3withagoverningboard.
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DEVELOPMENTALPROGRAMDESCRIPTION:
TheGrizzliesprogramiscurrentlycomprisedofteamsofchildrenrangingfrom5yearsofageto15yearsofage(GrizKidz/Cubz,BoysandGirls8U/10U/12U/14U).Ourdesirethenisnottohaveeachteamoperatingindependentlyofoneanotherbutratherfunctioningasacohesivewholewithlearningobjectivesfromearlieragesnaturallyflowingintothemoreadvancedlearningobjectivesoftheolderages.Theexecutionofthistypeofprogramofage-appropriateintegrationofprinciples,skills,andlessonsiscriticaltothesuccessanddevelopmentofnotonlyeachchildbutalsotheirteamsandtheprogramatlarge.
Accordingtothemostrecentchildsportspsychologyresearch,age-appropriatelessonsfortheGrizKidzand8U/10Ugroupsincludethedevelopmentofpersonalempowermentandconfidence,anincreasedabilitytonavigaterelationshipspositively,judgmentanddecision-makingamongalimitednumberofcarefullyproposedoptions,andemotionalregulation.1Ahighlysignificantexperienceforyoungpeopleatthisageisjoy.Atthisage,childrenmorereadilyattachemotionsandexperiencestoself-identity.Ifachildfeelsbadaboutanexperiencethenthatchildfeelsbadaboutherself.Additionally,amajorgoalfortheyoungeragesissimplytodevelopgrossandfinemotorskillsinapositiveandnurturingenvironment.Wemustholdthisintheforefrontofourmindsasweteachacomplicated,complex,anddifficultgamelikelacrosse.Partsofthewholemustbebrokendownintothemostbasicpieceswithoutoverwhelmingyoungmindsandbodiessochildrencanprogressattheirownpacewithoutfearofcondemnationfor“notgettingit.”Ascoachesandparents,thismeanswemustoften“check”ourownhighexpectationsofwhatchildren“should”beabletoaccomplishandsimplyfindnewandcreativewaystocontinuetoteachthebasicskills.Ouremphasismustbeonparticipation,activity,involvement,andrelationalconnectionwithoneanotherinahealthyfamily-likeatmosphere.AndhaveagreatdealofFUNintheprocess!
Fortheolderagegroups(12U/14U),themajorage-appropriatetasksarethedevelopmentofcompetenciesandtheabilitytomakeandkeepfriends.Thekeytosuccessforthisagegroupisfocusingontheprocessanddevelopmentofgoodhabits,asopposedtojustwinningorexcellentindividualoutcomealone.It’scommoninyouthsportsforparentsandcoachestofrequentlydemandaperformancefromchildrenthattheirbodiesandmindsarenotyetcapableofproducingsowemustgaugetheprogressofeachchildindividuallyandthoughtfully,keepinginmindthatdevelopmentduringtheseyearscanbepartofabroadspectrumofcapabilities.Thereisnocookie-cutterformulaforteachingyoungplayers!Additionally,whileplayistheJOYFULworkoftheyoungerages,FRIENDSHIPisthelifebloodoflaterchildhood.Ascoaches,it’soneofourprimaryresponsibilitiestonurturerelationshipsalongsideskilldevelopmentbecauseFUNandpersonalconnectionarehighlysignificant.FortheU11-13crowd,childrencanberelievedandcomfortedwhenanadultexercisestheirauthoritybysettingclear,protectiveguidelinesandconsequencesforstrayingfromthem.It’shighlysignificantthatstudiesshowsuccessfullittleleaguecoachesuseaccuratepraisemuchmorefrequentlythandirectcriticism.21Ginsburg,RichardD.Ph.D.&Durant,StephenEd.D.WhoseGameIsItAnyway.HoughtonMifflinCo,Boston,MA,2006.2Ibid
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Withthesefoundationalprinciplesinmind,coachesofeachteamwillpresentage-appropriateskillsrelatingtolacrosse,childhooddevelopment,andparentrelationships.Onceagain,ourpurposeinoutlininganintegratedDevelopmentalProgramistotakeaholisticviewoflacrosseandpersonaldevelopmentforthesakeofbothourplayersandourteams.OurgoalisthataschildrenmoveupfromGrizKidz,through8U/10U/12U/14U,we’llbepreparingthemfortheirnextstepsinlacrosseandlife,receivingplayersfromtheloweragegroupsthatarepreparedforthenextstagewithcriticalcorecompetencies,clearcommunityexpectations,andafoundationalunderstandingofthegameoflacrosse.
Itthenbecomesacriticaltasktodefinewhoweareandwhatwe’reabout.Onthenextfewpages,you’llfind3documents:ourParentManifesto,ourPlayerManifesto,andourCoachManifesto.ThesedocumentsaremorethanjustCodesofConductbutexpresswhatwebelievetobehighlysignificantaspectsoftheyouthsportsexperienceandhealthydevelopmentofyoungpeople.Neitherarethesejobdescriptionsintheclassicsensebutratherkeyprinciplesofcharacter,action,andbehaviortowhichweholdourselvesandothersaccountable.
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GRIZZLIESPARENTMANIFESTO
Iunderstandandendorsethepurposeofourprogram:tohelpboysbecomemenandgirlsbecomewomenofempathyandintegritywhowilllead,beresponsible,andchangetheworldforgood.
Isupportthecoachesbyapplaudingbehaviorsinmychildandteammatesthatdemonstratecharacteristicsofintegrity,empathy,sacrifice,andresponsibility.
Iacknowledgeandappreciateeveryplayer’sgrowthtowardsmaturityandeffortstowardestablishingstrongerrelationshipswithteammates,coaches,andthemselves.
Iaffirmmychildandteammateswhengoodcharacter,healthysportsmanship,andother-centeredbehaviorsaredisplayed.Iwillnotonlyaffirmathleticperformanceoravictory.
Iserveasarolemodelforourplayerstalkingpolitelyandactingcourteouslytowardscoaches,officials,otherparents,visitingteamparents,andspectatorsatpractices,games,andmeetings.
Imodelgoodsportsmanship.Acknowledgeandapplaudtheeffortsofteammembersandopponents.Acceptdefeatgraciouslybycongratulatingthemembersoftheopposingteamonagamewellplayed.
Supporttheteamregardlessofhowmuchorhowlittlemychildplaysorwhatthewin-lossrecordis.Iencouragemychildandteammateswithpositivestatements,evenwhentheymakemistakes.
• Ateverypracticetheyaregrowingphysicallyandemotionally.• Ateverypracticetheyarelearningmoralandethicallessons.• Ateverypracticetheyaredevelopingcharacter.
Irefrainfromboastingaboutmychild’saccomplishments.
Whenproblemsorquestionsarise,Ihavemychildpresenttheproblemtothecoach.Thisdevelopsself-advocacy.Aftermeetingwiththeircoach,iftheissuerequiresmoreclarity,Iwillcontactthecoach.
BecauseIamaparentwiththepower,position,andplatformtomakeapositivedifferenceinthelivesofallplayers,Icommittothiscodeofconduct.Whenfailingtoliveuptothesestandards,Iwillallowforaccountabilityandtakeresponsibilityformyactions.
Signed
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GRIZZLIESPLAYERMANIFESTO
Iacceptresponsibilityformybehavioronandoffthefield.IunderstandthatwhatIdoandsayaffectsmyteammates,school,andotherpeopleeitherpositivelyornegatively.
Ileadcourageouslyandlivewithintegritybyspeakingupagainstinjusticeandonbehalfofothersevenwhenitishardorunpopular.
Iactwithrespecttowardmyselfandthepeopleandthingsaroundmeincludingmyparents,mycoaches,myteammates,myteachers,myopponents,andthespectators.
Idonotputpeopleinboxesaccordingtotheirrace,gender,religion,neighborhood,sexualorientationorabilities.Ijudgepeoplebythecontentoftheircharacter.
Iactwithempathy.ItrytounderstandwhatisgoingonintheheartsandmindsofothersandwhatiscausingthosefeelingssothatIcanbesupportiveandencouraging.Iask,“HowcanIhelpyou?”
Iserveasarolemodelatalltimesbytalkingpolitelyandactingcourteouslytowardcoaches,teammates,opponents,officials,andspectators.Iunderstandthatitisaprivilegetorepresentmyfamily,school,andcommunityasastudent-athlete.
Igive100%efforttopractices,gamesandevents.Iunderstandthateffortdemonstratesmycommitmenttotheteamandmyrespectformycoachesandteammates.
Idisplaygoodsportsmanship.Iacknowledgeandapplaudtheeffortsofothers.Iencouragemyteammateswithpositivestatements.Irefrainfromboastingtomyteammatesand‘trash-talking’tomembersofotherteams.Iacceptdefeatgraciouslybycongratulatingmyopponentsonagamewellplayed.
BecauseIrepresentmyfamily,school,andteam,Iabidebythepolicies,rulesandguidelinesoftheschool,team,andcoaches.
_________________________________
Signed
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COACHES’MANIFESTO:
Iamatransformationalcoachwhohastheposition,powerandplatformtomakeapositivedifferenceinthelivesofmyplayers.
Thepurposeofmycoachingisto:helpboysbecomemenandgirlsbecomewomenofempathyandintegritywhowilllead,beresponsible,andchangetheworldforgood.
Iammindfultonevershameaplayer,buttocorrectinanupliftingway.Affirmation!Ibelieveineveryplayer.Remember,"Inyouthiswheremiraclesaremade."Iprotectourplayers.Iambigenoughtobuildup,notteardown.Kidsaregettingattackedfrommanyplacesthatwedon’toftenseeandofwhichwearenotaware.Myjobistoputplayersinapositionwheretheycandeveloptotheirfullestpotentialthroughproperteachingandnurturing.Eachplayerispartofourfamily,deserveseverychancetosucceedanddeservestheutmostrespect.Coachescandisagreeinmeetingsbutneverinfrontofourplayersoranyoneelseoutsideofourfamily.Disagreementsaresavedforprivatemeetings.
Ourplayersarestudent-athletesandweareteacher-coaches.Weholdourselvesaccountableasteachersofyoungmenandwomenandthelessonstheyneedinordertonavigatemasculinity,femininityandlife.
IfIdonotknow,Isaysoandgetappropriateinformation.Iwon’tbluffmyplayers!Theyknowthedifference.
Parentsareourpartners.Istrivetoworkwitheachfamilyinhelpingtheirchildsucceed."Everyboyisason,everygirladaughtertotheirmotherandfather."
Iloveourplayersandtheothercoaches.
Iusenoprofanity!
Iknowthedifferencebetweenshamingandcoaching.Noscreaming,shaming,swearing,orsarcasm.
Iwon’tbeafraidtoapologize!Weallmakemistakes.Whenmistakesaremadepublicly,Iwillapologizepublicly;whenmistakesaremadepersonally,Iwillapologizepersonally.
Wearenurturingsuccessfulpeople,notjustsuccessfulathletes.
Itreatallopposingcoachesandtheirteamswithhonordeservingoftruecompetitors.
Irespectallreferees,officials,andtimekeepers.Theyareimperfectandtryingtheirbestjustasweare.
Regardlessofourwinsandlosses,wewillbesuccessful,ifwecarryouttheaboveitems.
BecauseIamarolemodelwhohasthepower,positionandplatformtomakeapositivedifferenceinthelivesofmyplayers,Icommittothiscodeofconduct.WhenfailingtoliveuptoourstandardsIwillallowforaccountabilityandtakeresponsibilityformyactions.
_________________________________
Signed
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CLUBLEADERSHIP
The Grizzlies Club Leadership is comprised of the following roles:
• President: MJ Davey (Board Member) • Treasurer: Mark Baker (Board Member) • Boys Director: Matt Bond • Girls Director: Juliet Mittlemann • Advisory Board: Amy Kunihiro • Advisory Board: Steven Kryger • Advisory Board: Julia Veghte • Advisory Board: Neil Koren
COMMUNICATIONLINES
It’s our desire to empower coaches to make decisions and handle players’/parents’ questions and issues as they arise. When issues arise within each age group that require further assistance, the appropriate lines of communication are as follows:
1. Player/Parent 2. Head Coach/Assistant Coach/Parent Coach 3. Age Group Commissioner 4. Boys/Girls Director 5. President 6. Board of Directors 7. NCJLA
For further information, please see Conflict Resolution Policy on page 12
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CONFLICTRESOLUTIONPOLICY
Menlo-AthertonYouthLacrosseConflictResolutionGuidelinesTheGrizzliesboardencouragesallcoaches,players,parents,andvolunteerstoopenlyandhonestlydiscussproblemsandtoresolvethemearlyusingtheguidelinesbelow.
I.Goals
• Thatallcoaches,players,parents,andvolunteerswouldcommittoandpracticehealthyprinciplesofcommunicationandconflictresolution.
• Thatwewouldstrivetomaintainunitythroughhonest,opencommunicationindifficultsituations.
• Thatwewouldencourageandsupportoneanother.• Thatgossip,backbitingand"endruns"wouldnotbetoleratedinthisprogram.
II.ProcessGuidelines
StepOnea. First,beforeinvolvinganyoneelse,godirectlytothepersonyouhaveoffendedor
whohasoffendedorcreatedconflictwithyou.Beforeyougo,identifythespecificissuesthatarecreatingtheconflictforyou;thinkofpossiblesolutionstotheproblemandwhatyouwouldliketoseehappeninthefuture.Admityourownresponsibilityintheconflict.
b. Contacttheotherpersontoscheduleaconvenienttimeandappropriateplacetomeetfordiscussionassoonaspossible.Ifatallpossible,decideonatimetomeetotherthanimmediatelyfollowingagame.
c. Whenyoumeet,shareinacaringmannertheconflictasyouhaveidentifieditfromyourpointofview.Thenlistencarefullyandseektounderstandtheotherperson'spointofviewontheproblem.Brainstormtogetheronpossiblesolutionstotheconflict,andcometoanagreementonresolution.
d. Ifresolutiondoesnotseempossible,anditwouldhelptohaveathirdpartyinvolved,askapeer,mutualfriendorsupervisorforassistanceinthisprocess.WorkthroughStepOneA,BandCagain.
StepTwoa. IfyouarestilldissatisfiedaftergoingthroughthecompleteprocessinStepOne,present
theprobleminwritingtoyourimmediatesupervisororyournextmostimmediatesupervisorwhoisnotinvolvedinorpartoftheconflict.Clarifytheconflictasyouseeit,thestepstakensofar,reasonswhyStepOnedidnotresolvetheproblemandyoursuggestedsolutionsornextstepsintheprocess.
b. Thesupervisorwillinvestigatetheproblemandprovideyouwithatimelyresponse,furtherprocesstofollowand/orafinaldecisionifneeded.
Ifyoufeelthisprocessisnotadaptabletoyourparticularsituationorhasnotprovensuccessful,youmaycontactthePresidentoftheGrizzliesprogram.
Menlo-AthertonYouthLacrossedoesnotintendbythispolicytocreateacontractofemployment.Menlo-AthertonYouthLacrossemaymodifythisprocedureatanytimeordeterminethatitshouldnotbeappliedinparticularcases.
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PLAYINGTIMEPOLICY
Intheboys’gameat12U/14U,onlytenplayerscanbeonthefieldatonetime.Inthegirls’game at 12U/14U, only 12 playersmay be on the field at once. For 8U, the number ofplayersisfourpersideand10Usevenperside.Reachingadecisiononwhoplaysandhowmuchtheyplayisneversimple.Wedesirethatallplayersgettoplayasmuchaspossible.Theguidelinesfordeterminingplayingtimeareasfollows:
1. Playersmustshowupforpracticesandcommunicateeffectivelyiftheyaretomissapractice(beforenoononthedayofpractice).
2. Playersmustputin100%effortduringpracticeandgames.3. PlayersmusthonorthePlayersManifesto4. UnacceptablebehaviorsaccordingtothePlayersManifestowillresultindecreased
playingtime.Wespendcountlesshoursduringpracticesandgamesevaluatingeachplayer.Intermsofwhoplayswithwhom,itisourgoaltohavethemosteffectiveunitplayingtogethergiveneachindividualsetofcircumstances.Thisunitmaynotalwaysbethetenmostphysicallytalentedindividualsontheteam.Sincelacrosseisateamgame,wearelookingforplayerswhobestintegratetheirindividualphysical,mental,andemotionaltalentswithintheconceptofteamplay.
Attheyouthlevel,webelievethatparticipationisfarmoreimportantthancompetition.TheGrizzliesprogram inviteseveryone to comeoutandgive it a try.Aswecontinue to seekarespected place among area sports and activities, themore players, the greater our voice.Strengthinnumbersiscriticaltotheprocessofsecuringfieldsandfacilitiesforouryouthandhigh school programs. So, in part, our role is to continue to promote the growth anddevelopmentoflacrossethroughactiveparticipationbythekidsinourcommunity.
WiththerecentascensionofMenlo-AthertonHighandotherlocalhighschoolstoCIFstatus,we have an additional role to play.We also have the responsibility of actively developingtalentedplayerswhowillgoontosuccessfullycompeteatthehighschoollevel.
At the higher levels, lacrosse is a very demanding sport, requiring participants to possesscourage,strength,speed,agility,anddeftstickwork.Thus,wemustalsobegintheprocessofidentifyingthesetypesofkidswithinourprogramandhelpingthemtoimprovetheirskillssotheymightdevelopintotop-levelhighschoolplayers.
Inordertoparticipateinourleaguethroughouttheyear,wewillsometimeshavetodividethepackintoanumberofteamsateachage-level.Additionally,atthe12Ulevelwewillalsodivideourkidsinto"A&B"teams.ThisdivisionisdesignedbytheNCJLAtocreateahigherlevelofcompetition for thosewhowarrant it,andamoreappropriate levelofcompetitionforbeginnersandplayerswithlessexperience.
TheGrizzlieswillcontinuetoofferanall-inclusiveintroductiontothesport,withhigh-levelinstructionandgamesservingtoreinforcetheskillslearnedinpractice.Wewillalsobeginto
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pursueourresponsibilityofdevelopingmoretalentedandcompetitiveplayersfortherigorsofhighschoolcompetition.
Totheseends,wehaveaprogressiveplanthatteachesthegameinstagesof fundamentals.Eachpractice is carefullyplannedandeach coach iswell-informedonhowandwhat tobeteachingthekids.
Duringourearlyseasonpractices,wedonotfocusontoomanyofthegame'smoreintricateskills.That comesasourplanprogresses.Mostof thedrillswerunandskillswe teacharetakeninwholeorinpartfromcollegepracticessothelevelofteachingismorethanadequateforallyouthplayers.
Ourplayingtimeplanforgamesatthe8U/10Ulevelsistoutilizeaformulawehaveusedinthepastthatallowsforequalparticipationthroughsystematicsubstitutions.Thekidswillgettheopportunity to play all of the positions: attack, defense and midfield each game. The onlyvariableswith regard toplaying timewe cannot controlwill be thenatural flowof thegamedelaying our substitution opportunities or frequent absences from practices (see aboveguidelines). At the 12U/14U levels, playing time will be determined by additional, morecompetitivefactors.
MembersoftheGrizzliesstaffareascompetitiveasanyoneyouwillmeet,butforthegoodofthegameandthegoodofthesekids,wearewillingtoputmuchofthatasidetoteachallwhowanttolearn.Wecannotpredicttheoutcomeofthegames,norareweoverlyconcernedaboutwinningandlosing,butwithoutadoubtthekidswillallimprove.Implementingtheseguidelineswillallowplayerstolearnatremendousamountaboutlacrosseandsportsmanship.
Thefollowingstandardsshouldguidecoachesateachage-levelwhenconsideringplayingtime:
8U/10U: Every player gets equal playing time based on the above guidelines. Players willrotatetoplayeveryposition-attack,midfield,defense,andgoalie.
12U:Everyplayergetsequalplayingtimebasedontheaboveguidelines.Playersareencouragedtoplayeveryposition,however,someplayerswillbegintospecializeatthisage.
14U/12UA:Inadditiontotheaboveguidelines,playingtimeattheselevelswillbebasedonadditionalcompetitivefactorsinaccordancewithNCJLAlevelsofplay.Playersatthislevelwillbedividedinto“A”and“B”teamsaccordingtoageand/orexperience.
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DETERMININGA,B,ANDROOKIELEVELTEAMSItisimperativeplayersbeplacedinthecorrectlevelofplayfortheirage,experience,andability.Thefollowingguidelinesemphasizeindividualskillsratherthanyearsofexperience.Thefollowinginformationisprovidedasaguidewhenassessingplayersinordertodeterminethelevelatwhichtheywillbefieldingteams.TheNCJLAstronglyrecommendsthatclubsholdtryoutsorassessmentsbeforetheregistrationdeadlineinordertoaccuratelydeterminetheteamstheywillfield.
SkillSets:IndeterminingwhetheraplayershouldbeplacedonanA,B,orRookieteam,thefollowingguidelinesprovideagoodrubricforteamstofollow:
AnA-levelPlayerhasmoreexperienceorisEXCELLENTatsomeorallofthefollowing:
1. Catching,throwing,scooping,andcradlingwithboththedominanthandandtheoffhand.2. Dodgingatfullspeed.Caneffectivelyusearolldodge,facedodge,inside-and-outdodge,splitdodge,andbulldodgeandknowswhichonetouseindifferentsituations.Candodgewitheithertherighthandorlefthand.
3. Demonstratingsoundfieldsenseinlivesituations.4. Leadingtransitionaltacticsingamesituations.5. Hasagoodunderstandingofthevariousoffensiveschemesincludinga2-3-1,a1-4-1,3-3,man-up,andfastbreaksituations.
6. Passingandshootingwithbothrightandlefthandsunderpressure,cuttingandfeeding,drivingtothegoal,pickingandrollingandexcelsinfastbreakorunsettledsituations.
7. Continuouslyexhibitingoff-ballskillsandtacticsinsettledaswellasunsettledsituations.8. Workingwithinvariousdefensiveschemesincludingman-to-man,zone,slidingandman-downsituations.Practicingonhisownregularlyandwithoutencouragement.
AB-levelPlayerhassomeexperienceorisGOODatsomeorallofthefollowing:
1. Catching,throwing,scooping,andcradlingwiththedominanthandandcanusetheoff-handoccasionallyingamesituations.
2. Dodgingatfullspeedandcanusearolldodge,facedodge,inside-and-outdodge,splitdodgeandbulldodgeandknowswhichonetouseindifferentsituationsandcanusetheoffhandwith1or2dodges.
3. Demonstratingsoundfieldsenseinlivesituations.4. Understandingtransitionaltacticsanddevelopingtheskillstousethemcomfortablyingamesituations.
5. Hasknowledgeofvariousoffensiveschemesincludinga2-3-1,a1-4-1,3-3,man-upandfastbreaksituations.
6. Passingandshootingprimarilywiththedominanthandunderpressure,cuttingandfeeding,drivingtothegoal,pickingandrollingandiscomfortableinfastbreakorunsettledsituations.
7. Exhibitingsomeoff-ballskillsandtacticsinsettledaswellasunsettledsituationsandcould
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benefitfrommoreinstructionintheseareas.8. Workingwithinvariousdefensiveschemesincludingman-to-man,zone,slidingandman-downsituations.
9. Practicingonhisownregularly.
ARookie-levelPlayerhaslittleexperienceorisDEVELOPING:
1. Catching,throwing,scooping,andcradlingwiththeoffhandandisdevelopingcatchingandthrowingwiththedominanthandisweaker.
2. Dodgingatfullspeedandisstilldevelopingtechniquestoeffectivelyusearolldodge,facedodge,inside-and-outdodge,splitdodgeandbulldodgeandtoknowwhichonetouseindifferentsituations.
3. Fieldsenseinlivesituations.4. Transitionaltacticsandisstilldevelopingtheskillstousethemcomfortablyingame
situations.5. Hasalittleexperienceworkingwithinvariousoffensiveschemes,man-upandfastbreak
situations.6. Passingandshootingprimarilywiththedominanthand,andisstilldevelopingtheskillsfor
cuttingandfeeding,drivingtothegoal,pickingandrollinganddevelopingtheskillsinfastbreakorunsettledsituations.
7. Exhibitingsomeoff-ballskillsandtacticsinsettledaswellasunsettledsituationsandwillbenefitfrommoreinstructionintheseareas.
8. Workingwithinvariousdefensiveschemesincludingman-to-man,zone,slidingandman-downsituations.
9. Playingpositiondefense,checking,holding,clearingandriding.10. Stilllearningtherulesofthegameandthevariouspositionsonthefield.
Otherareastoconsiderwhenassessingplayersare:
1. PlayerSize,athleticismandMentalDevelopment.SomeplayersmayhavethestickskillstoplayattheAorBlevelbutbasedonsizeandmaturitylevelwouldbebettersuitedforalowerlevelteam.TheNCJLArecommendscoachespulltheseplayersasideandinterviewtheboystoassessthisfurther.
2. SocialConnection.Someplayersmayhavethestickskills,size,andmaturitytoplayatahighlevelbutalltheirfriendsareonalowerlevelteam.Coachesshouldhaveaconversationwiththeseplayerstodiscussthisissuetoassistindeterminingtheteamlevelfortheboy.
3. AthleticAbility.Whenevaluatingnewplayers,boyswhohaveobviousathleticabilityandhaveplayedacoupleofothersports(soccer,football,basketball)maybeabletoplayatahigherlevelthantheirexperiencedictates.Inthesesituationscoachesshouldassesstheplayerforspeed,agility,footwork,hand-eyecoordination,andcoachability.
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AGELEVELSKILLSGOALS:Section1outlinesappropriateage-levelgoalsinregardstotheoverallathleticexperience(DevelopmentalProgramDescription).Thefollowingguidelinesdefinewhatlacrosseskillsareappropriateforeachagelevelofyouthlacrosse.Bytakingalongitudinalperspective,ourgoalistograduateplayersfromtheyoungerlevelspossessingspecificskillsthatwilltranslateintofurtherlessonsinolderlevels.TheseguidelineshavebeenadaptedfromU.S.Lacrosse:8U/10U(2nd–4thgrades)
Playersatthe8U/10ULevelfallunderthe“FUNdamentals”stageofLTAD(U.S.LacrosseLongTermAthleteDevelopmentModel)whichstatesthisphaseofathletedevelopmentshouldspendthemajorityoftimeondevelopingphysicalcapacitiesandmovementskills.Goalsfor8U/10Ulacrosseplayersatthislevelshouldbeasfollows:
1. Basicfundamentalskillsintroductions(Scoop,Catch,Throw,Shoot)2. Basictransitionplayandgameplay(passingoptions)3. Understandbasiclacrossemovementsandrules(Bodydefense–onball,smallgame
offense1v1,2v2,3v3)4. Gameandequipmentsafety5. Havingfun
Note:Conditioningisnotneededatthislevelofplay.AstandardpracticewithU9playersshouldbearound45minutesto1hourinlengthbasedontheirattentionspanandneeds.1-2practicesperweek
Basic8U/10UOutlineforpracticeplanning:
1. Teammeeting2. 5minutewarmup3. 15minutesofbaseskills4. 15minutesofbasetechnique5. 15-20minutesoffreeplayorgameplay
8U/10UGoalsinDetail:
1. StickSkills• Holdingthestickcorrectly• KeepingthestickintheBox.• Steppingwiththeoppositefoottothrow(ex.Righthandpass,stepwithleft
foot).• Cradling-"talktotheball",headofstickuptohear,holdingthestickwith"soft
hands".
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• Cradlingandrunningatthesametime.2. GroundBalls
• Learnto“boxout”andcreatespacetoscoopball.• Gettinglow,stickclosetothegroundwithbothhands.• Needtobeabletopickupagroundballinaoneononesituation• Learntoscoopandlookuptopasstoateammate
3. Shooting• Propermechanicsofahightolowshot.• Emphasizebounceshots.
4. Defense• Defensiveposture(athleticstance,poke/liftcheck,properhandplacement)• Standingbetweenyourmanandthegoal.• Awarenessoflocationoftheball(stickupoffball).
5. Concepts• Whypassingtheballworksbetterthanrunningtheballupthefield.• Thecreaseandwhyoffensiveplayercannotgoinit.• 3x2fastbreaks• Setupforfaceoffs&Offsides
12U(5th&6thgrades):
Playersatthe12ULevelfallunderthe“LearningtoTrain”stageofLTAD(U.S.LacrosseLongTermAthleteDevelopmentModel)whichstatesthisphaseofathletedevelopmentshouldspendthetimetolearnandfocusonallfundamentalskillsneededtoplaythegamesuccessfully.Inadditiona70:30ratioofpracticetocompetitionisrecommended.Note:Conditioningisnotneededatthislevelofplay.Astandardpracticewith12Uplayersshouldbearound1hourinlengthto75minutesbasedontheirattentionspanandneeds,2-3practicesperweek(1gameperweek).Goalsfor12Ulacrosseplayersatthislevelshouldbeasfollows:1. Understandingoffundamentalskills(Scoop,Catch,Throw,Shoot,Dodge–andcombinationof
skills)2. Transitionplayandgeneralgameplay(off-sidesandgameplayrules)3. Understandlacrossemovementsandrules(Bodydefense–onball,smallgameoffense1v1,
2v2,3v3)4. Gameandequipmentsafety5. HavingfunBasic12UOutlineforpracticeplanning:
1. Teammeeting2. 5minutewarmup3. 15minutesofbaseskills
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4. 10minutesofinstruction5. 15minutesofbasetechnique16. 5-20minutesoffreeplayorgameplay
12UGoalsinDetail(AllU9Skillsplus…)
1. StickSkills• Startusingrightandlefthand• Facedodgeandsplitdodge• Overtheshouldercatch• Proficiencyat10-15yardpassing• Cradlingandrunningatthesametime.
2. GroundBalls• 2x1• 3x2,rollingawayfrompressure
3. Offense• V-cutstogetopen• C-curl• 1x1dodgingtogoal• 2x2andoff-ballmovement• Basicspacingandsets(2-2-2,3-2-1)• Cuttingtotheballandshootingontherun
4. Defense• Defensivepositioning(takingawaythemiddleandtopside)• Shuffling&drop-stepping• Defendingbreaks(4x3,3x2,2x1)• Coveringthe“hole”or“house”• Introduce“ball-me-man”conceptoff-ball• Introduceslidingandhelps
5. Concepts• Fullfieldplay• Correctsubstitutionsonthefly• Basicman-up/man-down
14U(7th,8thgrades):
Playersatthe14ULevelfallunderthe“TrainingtoTrain”stageofLTAD(U.S.LacrosseLongTermAthleteDevelopmentModel)whichstatesthisphaseofathletedevelopmentshouldspendthetimetodeveloptheathletesoverallphysicalcapacities(focusonaerobicconditioningandfundamentalmovementskills).Inadditiona60:40ratioofpracticetocompetitionisrecommended.
Note:Conditioningisaddedwithlengthofpracticeandspeedofdrills.Astandardpracticewith14Uplayersshouldbearound75minutesto90minutesinlengthbasedontheirattentionspanandneeds,34practiceperweek(1-2gamesperweek)
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Goalsfor14Ulacrosseplayersatthislevelshouldbeasfollows:
1. Finedevelopmentoffundamentalskills(Scoop,Catch,Throw,Shoot,Dodge–andcombinationofskills)
2. SomeSettledoffenseanddefensedevelopment3. Transitionskillsandtacticsstarttocomeintoplay4. Gameandequipmentsafety5. Havingfun
Thefollowingisabasic14UOutlineforpracticeplanning:
1. Teammeeting2. 5-10minutewarmup3. 15-20minutesofskills4. 15-20minutesoftechnique5. 15-20minutesofinstruction6. 20minutesoffreeplayorgameplay
14UGoalsinDetail(All8U/10U/12USkills,plus…)
StickSkills:
1. Userightandlefthandregularly2. LearntoRollDodge,Veryimportantfordefensemen3. Onecradleandpassinstickdrills,workongettingridoftheballquickly4. Proficiencyat20yardpassing5. Competentatovertheshouldercatch6. Startusingrightandlefthand
Offense:
1. Learntolineupinthe"L"onfastbreaks2. Knowhowtomovetheballon4/3and3/2situation3. BasicHalffieldoffense4. CorrectOffensivespacing5. Competentoneononemoves/learntostartoffensewithadodge6. Conceptofcorrectofftheballmovement7. Picks(inside/off-ball/on-ball)8. 3x2,emphasizerollingawayfrompressure9. Fast/slowbreaks3x2,4x3,5x4,6x5
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Defense:
1. LearnFastbreaktriangle2. Improvedfootworkdrills3. CompetentatDropStep4. Basiconeononepositioning5. Workonkeepingstickinfront,upintheairwhenopponentchangesdirection6. Basicplayaroundthecage7. Wheretobeonthefieldforclears8. Basicslidingfromthecrease9. Basiccreaseplay,lockdownoncrease10. BasicManDownSetup
Concepts:
1. Clearingandriding2. Faceoffs3. BasicManupandManDown4. ImportanceofGoalieplayinandoutofthegoal5. Halffieldoffenseanddefense
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GENERALSEASONSKILLSPLAN:
Week Fundamentals Individual Play Unsettled Team
Play Settled Team Play
Full Field Team Play
Extra Man Team Play
1 Throw, Catch, Ground balls, Cradle, Conditioning
Off: Cutting, Shooting Def: Footwork
2 Throw, Catch, Ground balls, Cradle, Conditioning
Off: Middie and Attack Dodging, Shooting
Def: 1v1 positioning
Off: 2v1 ground balls; Spreading off loose ball; Ball movement Def: Positioning
3 Throw, Catch, Ground balls, Cradle, Conditioning
Off: Dodging, Shooting Def: 1v1 defense, Basic Hands and holds
Off: Spreading off loose ball; Ball movement Def: Rotation
Off: Perimeter passing Def: Man-to-man def, positioning off-ball
4 Continue 15 min on fundamentals each practice thru season, and work them into other drills
Off: Dodging, Feeding Def: 1v1 defense, Hands and holds
Off: Fast breaks 4v3 Def: Rotation
Off: Ball movement, Dodge attack / middie Def: Man-to-man def, Initial slides Off: Ball movement, Dodge attack / middie Def: Slides and rotation
Clears • Live clears • Basic Settled
Clears
5 (1st
game)
6
Off: Dodging, Feeding Def: 1v1 defense, Defensive stickwork
Off: 3v2 situations Def: Rotation
Rides • Live Rides • Settled
Rides
Off: Extra man situations; basic play Def: Man down defense
From this point on, we will use and practice Individual Play skills in the team element drills.
Off: Passing lanes, finding skip passes Def: Rotation, passing lanes
Off: Off-ball movement, Drawing slides, feeding Def: Slides and rotation
Rides and Clears • Live clears • Settled
Clears
Off: Extra man situation; basic play Def: Man down defense
7 Each practice from here on should include 15 min of unsettled situations
Off: Off-ball movement, Drawing slides, feeding Def: Slides and rotation
Rides and Clears • Live clears Settled Clears
Off: Extra man basic plays Def: Man down defense
8 Off: Basic Attack and Middie plays Def: Man-to- man def, Slides and rotation
Every other practice from here on include 15 min of Rides and Clears
Each practice from here on include 15 min of Extra Man O and D (introduce 1 – 2 basic plays or situations every other week)
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EQUIPMENT,UNIFORM,FACILITIES,ANDPROPERTY
Eachplayerisresponsibleforanyandallissueduniformsandequipment.Equipmentanduniforms issued to a player are to be used only for the purpose for which they areintended in practices and/or games. Players are expected to refrain from willfully orcarelesslydamagingequipment,facilitiesorpropertywhetherathomeoraway.
Playersmusthavealloftheirequipmentavailableforeachpracticeandgame,ingoodworkingorder.ForboysinlevelsU9andup,thisincludes:
• Lacrossestick• Helmet• Shoulderpads• Elbowpads• Gloves• Cleats• Mouthguards(2;oneattachedtotheirhelmetandonebackupintheirgearbag)• Protectivecup
ForgirlsinlevelsU9andup,thisincludes:• Girls’slacrossestick• Protectivegoggles• Mouthguards(2;alwayshaveabackup)• Cleats
Itishighlyrecommendedtohaveagearbagtokeepallofyourplayer’sequipmentorganized.GrizzliesgearbagsareavailableonlinethroughM-AYLoryoumaypurchaseoneatmostsportinggoodsstores.
Ifyouhaveanyquestionsabouttheappropriatesizingofgearforyourplayer,pleaseconsultyourcoachorareputablelacrosseretailer.
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USINGBEARCLAWSTOMOTIVATEANDREWARD
BearclawstickersareoneimportantwaytheGrizzliesorganizationmotivates,recognizesandrewardsitsplayers.Bearclawsareavisible,tangiblerewardandreceivingoneisaspecialmomentforayoungplayer.IfthewayinwhichBearClawsareearnedisclearandfair,thenwhenplayersseeanotherplayerearnone,itmotivatesthemtowanttoearnone.Thislastpointiscriticallyimportant,andthereasonforthisdocument.Asanorganization,wehaveestablishedthefollowingguidelinesandprotocolsfortheawardingofBearClawssothatwemaintainconsistencyacrosstheclub,andmaintaintheirvalueintermsofmotivationandreward.
BehaviorsRewarded
WeuseBearClawsprimarilymotivateandreinforcebehaviorswevalueasanorganizationandsecondarily,forachievement.Thebehaviorswevaluetranscendthelacrossefield,andareimportantlifelessons.ThebehaviorsandachievementsthatearnBearClawsarebelow:
• Hustle,effort,bravery,positiveattitude,enthusiasm• Leadership,teamwork,sportsmanship• Listeningtocoach,discipline,followingdirections• Personalimprovementrelativetoself(notrelativetootherplayers)• Specificachievements,suchasgreatdefenseorexecutingsomethingworkedonin
practice• Whenwehavearotatinggoalie,awardaBearClawtoplayerstobravelyplaygoalie.
Notably,BearClawsaretypicallynotawardedsimplyforoutcomes likescoringgoalsorhighstats.Whenpossiblewerewardthebehaviors thatledtotheoutcomes,nottheoutcomesthemselves.Wecanacknowledgeaplayerwhoscoredseveralgoalsinagamebytyingthatresult(goalsscored)tothebehaviorswearerewarding(incrediblehustletoputselfinpositiontoscore).
EndofGameBearClaw“Ceremony”
1. Atendofthegame,gathercoachingstaffandidentify4-8playerstoreceiveBearClaws,identifythespecificbehaviortorewardandsomesupportcommentary.
2. Gatherplayersandparents.Willmeanmoretotheplayerswithparentsobserving;parentswillappreciatebeinginvolved.
3. Tomaximizetherewardvalue,calltheplayeruptostandwiththecoachinfrontoftheteam,thendeliverthe“why”commentary.HandtheplayertheBearClawandleadtheteam/parentsinasmallapplauseaftertheawardasplayerreturnstoseatorpositioninthehuddle.
FinalReminders/Tips:
1. Reminder:itiscriticallyimportantthattheBearClawisearned,asperceivedbythecoach,theplayer,theirteammates,parents,etc.Ascoaches,wemustlookfora
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reward-worthybehaviorandawardtheBearClawforthatspecificbehavior.IfBearClawsarenotperceivedtobeearned,weriskBearClawslosingalltheirmotivationalandrecognitionvalue.
2. WhenawardingBearClaws,praisespecificbehaviorsandgivespecificexamplesthatledtotheawardingoftheBearClaw.
3. Anatomyofarewardcommentary:Ideallyshouldincludedirectstatementofthebehavior,anexampleofhowitmanifestedonthefield(perhapstiedtoanoutcomeorachievement)andastatementofhowithelpedtheteam.Example:“Tommy’shustleinthethirdquarterwasremarkable.Therewere4or5groundballsthathewentafteralloverthefield,andthroughthathustleheearnedus5extrapossessionsinthegameÐthatwascriticallyimportantfortheteam.GreatjobTommy”.
4. Thereisnomaximumnumberaplayercanearn,thoughrewardingthesameplayereveryweekwillimpairthevalueoftheBearClaw,evenifthatplayerdeservesitrelativetohis/herteammates.Youmayneedto“upthestandardinyourmind”forsomeplayersastheseasonprogresses,andrewardthemfordoingmarkedlybetterthantheirtypicallyoutstandingeffort.
5. Everyplayerontheteamshouldearnatleast2BearClawsacrosstheseason.Priortoagame,youshouldidentifyplayersthathavenotreceivedaBearClawinsometime,andhavethecoachingstaffwatchingforreward-worthyeffortinthegameforthoseplayers.ThisisnottosayyoumustrewardthoseplayersinthatgameÐifyoudon’tseeitdon’trewardit,waitfornextgame.
6. Duringtheceremony,beauthoritativeandmaintaincontrol.Setthetoneearly intheseason
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PARENT/PLAYERCONTRACT
Our family has read the Menlo-Atherton Youth Lacrosse Parent-Player Handbook. We understand thatmembership inMenlo-Atherton Youth Lacrosse is a family commitment and the Club has the followingexpectationsofallplayersandfamilies:
• Bepreparedtoplayatpracticeandgames• Arriveatthetimedesignatedforpracticesandgamesinordertobesuitedupandonthefieldforstart
times• Weartheproperuniformandequipmentatalltimes• Beproperlyrested,fedandhydratedandbringawaterbottle
Duringtheprimaryspringseason:• Menlo-AthertonYouthLacrosseistheprimaryrecreationalactivity• No other sport or recreational activity will take priority in a conflict (regardless of the relative
importanceofthetwoconflictingactivities)• Unavoidableconflicts(school,church,familyorillness)willbecommunicatedasearlyaspossible
withthecoachandmanager
Playerscanexpecttoplayaminimumofonequartertoonehalfofagameduringtheseason.However,thiscan,andoftenwillbeadjustediftheplayerislateormissespracticesorgames.
Inasingleeliminationgame,tournament,orforaleaguechampionship,playersmaynotgettheminimumplayingtime(butthecoachwillcompensatebyadjustingplayingtimeinothergames.)
Parentswillfollowallrulesandsuggestionsregardingsidelinebehavior;Menlo-AthertonYouthLacrossecoachesaretheonly“coachingvoices”M-AYLplayersshouldhearduringgames.
EveryoneinM-AYLwilldemonstrategoodsportsmanshipbynotcomplainingaboutofficiating,roughplay,playingtimeorposition,fieldconditionsorweather.
Parentsandplayerswilltreateverycoach,official,parent,clubvolunteerandplayerwithrespect(including
theopposition.)Parentswillcommunicaterespectfullywithcoaches(wherepossible,makeanappointmentto
discussissuesofconcern.)Parentswillpayduesinatimelymanner.
Theclubisavolunteerrunnon-profitorganizationwithmanythousandsofhoursspentprovidingthehighestqualityexperienceforourlacrosseplayingfamilies.Eachteamwillrequireeachfamilytovolunteerthroughouttheseason,whethertoprovidesnacksanddrinksduringagame,scorekeeping,equipmentsetuporthelike.
TheBoardreservestherighttoexcludefamilieswhoareunableorunwillingtoabidebyclubpolicies.
IherebycertifythatIhavereadtheMenlo-AthertonYouthLacrossePlayer-ParentHandbookandwillabidebyalltherulessetforth.
PrintParentName PrintPlayerName
ParentSignature Date PlayerSignature Date
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NCJLAPLAYER’SCODEOFCONDUCT
InordertoparticipateinNorthernCaliforniaJuniorLacrosseAssociation(NCJLA)activities,Ipledgeto:
• Honorthegamebyshowingrespectforallteammates,coachesandreferees.• Honorthegamebylearningandupholdingtherulesoflacrosse.• Honorthegamebyunderstandingthetraditionsandcustomsoflacrosse.• Honor the game by adhering to the highest standards of sportsmanship, ethical
conductandfairplay.• Honorthegamebywinningwithgraceandlosingwithdignity.
InordertoparticipateinNorthernCaliforniaJuniorLacrosseAssociation(NCJLA)activities,IpledgeNOTto:
• Dishonorthegamebyusingprofanityatpracticeorgames.• Dishonorthegamebyuseofalcohol,tobaccoorillegaldrugs.• Dishonorthegamebycriticizingopposingcoaches,playersorofficials.• Dishonorthegamebyfightingorthreateninganopposingplayer,coachorgameofficial.
I_______________________________(printathlete’sname),havereadandunderstandtheNCJLA’splayercodeofconduct.IunderstandthatIwillbeheldaccountabletothiscodeofconductandIwilldoeverythinginmypowertoabidebytherulesandvaluesoftheNCJLA.IfurtheracknowledgethatshouldIviolatethecodeofconductandmyactionsresultinpersonnelinjurytoothersordamagetopropertyIandmyparents/guardianshallberesponsibleforanyandallcoststhatmayarisefromsuchaction.
PrintParentName PrintPlayerName
ParentSignature Date PlayerSignature Date
EachclubmustkeepanoriginalcopyofthisCodeofConductonfilefortheseason.AnyplayerwhowishestoparticipateintheNCJLAmustsignthiscontract.Aparent(s)orguardianmustsignaplayer’sform.ThesignatureindicatesthatthepersonhasreadandagreestothisCodeofConductandknowsthattheconsequencesofviolatingoneoftheserulesmayincludeejectionfromtheevent.TheNCJLABoardofDirectorsordesignatedpersonswillbenotifiedoftheejection.
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COACHESVALUES:
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RECOMMENDEDREADINGFORPARENTS
Ifyou’reaparentofastudent-athlete,hereareafewhighlyrecommendedbooksthatprovidethemostrecentresearchandinsightintoparentingtoday’sactivekidsandteenagers.AllthesetitlesareavailableonAmazon:
101WaystoBeaTerrificSportsParent:MakingAthleticsaPositiveExperienceforYourChildbyJoelFishandSusanMagee
InSideOutCoaching:HowSportsCanTransformLivesbyJoeEhrmann
GameOn:TheAll-AmericanRacetoMakeChampionsofOurChildrenbyTomFarrey
UntilItHurts:America’sObsessionwithYouthSportsandHowItHarmsOurKidsbyMarkHyman
WhoseGameIsItAnyway?AGuidetoHelpingYourChildGettheMostfromSports,OrganizedbyAgeandStagebyAmyBaltzell,RichardD.GinsburgandStephenDurant
JustLettheKidsPlay:HowtoStopOtherAdultsfromRuiningYourChild'sFunandSuccessinYouthSportsbyBobBigelow,TomMoroneyandLindaHall
WhyJohnnyHatesSports:WhyOrganizedYouthSportsAreFailingOurChildrenbyFredEngh
TheCheersandtheTears:AHealthyAlternativetotheDarkSideofYouthSportsTodaybyShaneM.Murphy
Raising an Athlete: How to Instill Confidence, Build Skills and Inspire a Love ofSportbyJackPerconteandBobbyDelaney
WillYouStillLoveMeIfIDon'tWin?:AGuideforParentsofYoungAthletesbyChristopherAndersonandBarbaraAnderson
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