NFHS Voice: Source of HS Playing Rules
November 12, 2019
By Karissa Niehoff
NFHS Executive Director
When it comes to writing playing rules for major sports in the United States, it’s all in the acronyms. In football, you have the NFL, NCAA and NFHS. In basketball, it’s the NBA, NCAA and NFHS. In baseball, the rules-makers are MLB, NCAA and NFHS.
While the NFL, NBA, MLB and NCAA can be used on first reference without explanation, many people are unfamiliar with the NFHS. And yet the NFHS has been around as long – or longer – than the other four major sports organizations.
In many cases, references to NFHS rules – not only in these three major sports but the other 14 sports for which the organization writes rules – are simply noted as “high school rules.” The reality, however, is that the NFHS – the National Federation of State High School Associations – has been the national organization most directly focused on sports playing rules in the past 90 years since it published its first Football Rules Book in 1932.
With almost eight million participants in high school sports, NFHS rules are written for more individuals than all other levels of sports combined. As a result, risk minimization and the fundamentals of good sportsmanship are paramount to the rules-writing process for the NFHS and often are the distinguishing factors from rules at the higher levels of the sport.
Perhaps football is the best example of the commitment to risk minimization. In the mid-1970s, the NFHS was at the forefront of change when it outlawed spearing in high school football. The 1976 rule revision changed the landscape of high school football from an injury standpoint – from a high of 36 direct fatalities in 1968 to an average of about two per year by 2018.
Some people have questioned why there are multiple rules codes for a sport. Very simply, NFHS rules for high school play must be different than at the college and professional levels.
As an example, while professional baseball is concerned with how fast a baseball exits the batter’s box (Velocity Exit Speed) and how far the ball travels on a home run, the NFHS has enacted bat standards during the past 20 years to reduce the speed of balls coming off aluminum bats. In wrestling, the NFHS has enacted strict weight-management plans to reduce the risk of health issues. In ice hockey, while fighting is an accepted part of the sport at the professional level, NFHS rules have strict rules prohibiting all forms of unsportsmanlike conduct. In football, NFHS rules do not permit the excessive celebration displays following touchdowns that occur during NFL games.
In addition to risk minimization and sportsmanship, the NFHS must also weigh financial implications for schools when considering equipment and uniform changes. With schools ranging in size from less than 100 to more than 5,000 students, decisions must be made for the masses and cannot put undue financial hardships on schools.
NFHS rules are also written with the understanding that appropriate behavior begins with the coach, who is responsible for ensuring that his or her team exhibits good sporting behavior. Many penalties for unsportsmanlike conduct on the team are first directed against the coach.
While the NFHS and its member state associations govern the high school place in various sports – not only with playing rules but other issues as well – we maintain relationships with the National Governing Bodies (NGBs) in these sports to assist in meeting the needs of all participants.
Last week, the NFHS hosted a summit of various leaders of NGBs in Indianapolis. Leaders from about 15 NGBs were set to meet with NFHS staff to discuss various initiatives and opportunities for collaborative programs. We hope this is the first of many such meetings as it is crucial that all levels of sport work together to ensure ongoing opportunities for all sports participants.
Dr. Karissa L. Niehoff is in her second year as executive director of the National Federation of State High School Associations (NFHS) in Indianapolis, Indiana. She is the first female to head the national leadership organization for high school athletics and performing arts activities and the sixth full-time executive director of the NFHS, which celebrated its 100th year of service during the 2018-19 school year. She previously was executive director of the Connecticut Association of Schools-Connecticut Interscholastic Athletic Conference for seven years.
Teaching ABC's of Pressure Situations
October 30, 2013
By Eric Martin
MSU Institute for the Study of Youth Sports
Coaches have seen the signs: Athletes having too much or not enough energy prior to a game, quickening breathing, sweating more than usual, being unable to focus on important details, and having their minds wander from the present to “what if” scenarios and past mistakes.
Athletes deal with pressure in many ways. Although some handle it well, many do not have the tools to perform to their full abilities in these situations. Most athletes place a high importance on succeeding in sport, and when athletes reach regional, district, or state championships, the pressure they feel may become overwhelming.
How athletes handle this increased pressure can often mean the difference between winning and losing. Therefore, helping athletes deal with it is something coaches should consider prior to athletes encountering these high-stakes situations.
Unfortunately, there is no magic elixir for helping your athletes work under pressure. But if these ABC’s of pressure situations are followed, your athletes will be much better equipped to cope, and the chances of their performance levels dropping significantly will be reduced.
1. Act the Part
How you as coaches act influences your athletes. For better or worse, athletes notice your emotions in response to these situations and take cues from how you handle pressure.
You are a demand on your players’ attention – you can add or reduce your players’ perceived stress by how you act. Understanding the demand you place on players requires self-awareness. How do you respond when a key call goes against you? Do you have nervous habits that athletes may notice? What messages are you providing to your athletes – both verbally and non-verbally? Athletes pick up on these non-verbal cues, so you must be aware of how you respond to these situations.
It is important to remember emotions are not always negative – rather acting differently than normal can be a signal to your athletes that you are stressed. Strive to be consistent in your actions – whether you are coaching during a preseason match or championship contest. These situations are stressful for you too, but you need to be the constant your athletes look to for stability.
2. Breathing – Remember to do it
It seems like a simple thing, but when athletes’ emotions are running high, they forget how to breathe – or, at least, forget how to breathe properly. Worse, they often think they are breathing normally but don’t notice breaths are becoming shorter and shallower. Teaching athletes to breathe properly when not in pressure situations will help them have the tools to rely on when they encounter more intense scenarios.
For proper breathing, athletes need to do so from the belly and not the chest. The pace of this breathing should be 6-2-7; that is, have athletes take a deep breath from the abdomen for six seconds, hold for two seconds, and then finally slowly exhale completely for seven seconds. This breathing strategy is ideal for pregame situations to quiet nerves and help athletes get ready to play, but a condensed version (3-2-3) can also be used for quick breaks in the action like a timeout or court change.
3. Control the controllables
During times of high pressure, athletes sometimes feel they do not have control over their own performances. It is important to help athletes focus on things they can control and not worry about those that cannot be changed or are outside their influence.
Instead of athletes dwelling on aspects that are out of their control like unusual game times for championship finals or a referee’s bad call, help them focus on completing their warm-up preparations and how they can respond to poor calls. Helping focus athletes’ attention on things they can control will help them better handle pressure situations and leave them feeling less helpless
Athletes’ emotions are typically out of their control, but how they view them and respond to these emotions are under their control. Author and preacher Charles R. Swindoll said, “Life is 10 percent what happens to you and 90 percent how you react to it!” Be sure your athletes know how to respond when difficult situations arise.
Conclusion: Fearlessness is an assembly
Not all athletes react to pressure situations in the same manner, but all athletes can benefit from these simple suggestions. Remember to ACT THE PART of how you want your athletes to act, teach your athletes proper BREATHING techniques, and help athletes focus on CONTROLLING THE CONTROLLABLES.
Good preparation is the key to performance. Increase self-monitoring and give athletes the tools to succeed in pressure situations; they, in turn, can be in a better position to succeed. However, like any skills, they must be practiced accordingly, and one session will not solve all issues. Devote the time to train athletes in these skills, and when the need arises they will have them ready to use.
Good luck this season!
Martin is a third-year doctoral student in the Institute for the Study of Youth Sports at Michigan State University. His research interests include athlete motivation and development of passion in youth, sport specialization, and coaches’ perspectives on working with the millennial athlete. He has led many sessions of the MHSAA Captains Leadership Clinic and consulted with junior high, high school, and collegiate athletes. If you have questions or comments, contact him at [email protected].