Lacrosse Logic

March 6, 2012

Sometimes the administrators of school sports will be heard to say, “Is ours the only sport program that cares about kids’ well-being?”  Or, “Are we the only folks willing to both make and enforce rules to protect the program and its participants?”

So, there are feelings of vindication and validation when we read about other sports programs which see and do some things somewhat our way.  And it appears US Lacrosse is one of those groups.  Here’s some of what is included in its Oct. 30, 2011 Position Statement:  “Boys’ and Girls’ Youth Lacrosse Participation Recommendations.”

“1. Athletes at all level of play should have 1-2 days off per week from competitive athletics and training to allow for recovery.
“2. Athletes at the U-9, U-11, U-13 and U-15 level should have at least 2-3 months away from sport specific training and competition during the year.
“3. Athletes at the U-9, U-11, U-13 and U-15 level should play on only one lacrosse team during a season.  If an athlete is playing on more than one team in the same season, they should not participate for more than 16-20 hours per week.”
“6. Encourage participation in multiple sports throughout the year and avoid sports specialization before the U-15 age group (high school).  Those athletes who choose to specialize in the sport of lacrosse in high school will need to take extra precaution with regard to overuse injuries and burnout.  While there may be potential benefits to extra training, the risks of becoming one-dimensional at a young age needs to be evaluated on a seasonal basis.  Furthermore, specialization does not guarantee improved play or college acceptance and only an estimated 5 percent of high school senior athletes progress to play some form of collegiate sports.  Some researchers believe there is a benefit to multiple sport participation throughout high school.”

Hard Copy

January 31, 2017

It's probably a sign of my age and stage in life, but I cannot get in any habit of consuming information by podcasts. If I want to absorb facts, figures and ideas that I can retain for later use, I have to receive that information in writing and be free to highlight phrases and make notes in the margins of that document.

I'm so committed to or conditioned by this process that I even need to print online articles so I can take my pen to the text to help me embrace the author's message or mold it into mine. I remain an ardent advocate for the medium of printed words.

I'm apt to remember portions of long-form printed pieces much longer than texts and tweets; and if a printed piece is very good, or at least speaks to me, I develop a relationship with it through my underlining and notes, and it stays with me longer than audio and even video media.

My preferences are demonstrated in the continuing commitment the Michigan High School Athletic Association has made to providing printed souvenir programs at the finals for most of its postseason tournaments as well as to a glossy, issues-oriented magazine (benchmarks) and hard-copy printed curriculum for our in-person coaches education program (CAP) when many of its counterpart organizations across the US have moved to electronic alternatives for these services.

I'm all for reducing the use and waste of paper for environmental reasons; but for educational purposes, print on paper still has a place in the modern world of communications clutter. Perhaps a never more important place.