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ParentGuideMenlo-AthertonYouthLacrosseClub|Spring,2017

Spring ‘17

08Fall

ParentGuide|Spring2017

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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


16

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


Off: Middie and Attack Dodging, Shooting

Def: 1v1 positioning

Off: 2v1 ground balls; Spreading off loose ball; Ball movement Def: Positioning


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

parent guide 2017 - leagueathletics.comfiles.leagueathletics.com/text/documents/9082/80060.pdfgilman...

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