Raw talent and athleticism can dominate a 7/8th-grade lacrosse game, and we’ve all seen that in action. When you get to higher levels, however, the players that are putting in the work to improve their game quickly catch and surpass these “naturally good” players who don’t put as much work in to get better. Players who are building their strength and endurance in the offseason, who never let their stick go untouched in any given week, who show up to practice to train hard, and who take care of their health and nutrition habitually eventually rise to the top.
Hard work beats talent when talent doesn’t work hard
We’ve all heard the stories about Michael Jordan being cut from his high school basketball program as a freshman, Steph Curry getting very little interest from college coaches, and Tom Brady being drafted in the NFL’s sixth round, 199th overall. If they simply accepted these circumstances and believed they just “didn’t have it”, where might they be today? Certainly not among the greatest performers their sports have ever seen.
So here are some things that highly successful athletes do to stay ahead:
1. While the world sleeps, they work
How many times do you catch yourself saying “I just ran out of time today,” making an excuse for why you didn’t go to the gym, or go for a run, or hit the wall for some stick work? I know I have. Well here is your solution… get up early, perhaps 5:00/6:00 am, and get it done first. I promise you all Fortune 500 CEO’s and Olympic athletes don’t sleep in or watch 4+ hours of TV a day, or waste hours on social media.
Think about it, do you want to be someone who reads about other people’s greatness or do you want to be someone that others read about your greatness? You decide. I think you will find that the morning calm before the world wakes up is a magical and spiritual time, and there is no greater feeling in the world than heading off to school, or your work day, knowing that you have already achieved something great… a long run, gym, or yoga class.
2. Their work creates confidence, so when life presents an opportunity, they seize it without hesitation
Opportunity is defined as “a set of circumstances that makes it possible to do something.” I am sure you all are recognizing the big opportunities– invitation to a recruiting camp, showcase, etc. But let’s really break it down and focus on the little opportunities that you may be overlooking that have the greatest impact. The opportunity to hit the gym with your parents or friends, the opportunity to play in a box league, the opportunity to reach out to a local collegiate player to train with them, the opportunity to stay late after practice and help a teammate or yourself work on your dodges, or stick handling, or shooting.
It is these little opportunities that will raise your game immensely. Gen. Colin Powell, former Secretary of State said “If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.” What he means by this is that if you are going to succeed on the grander scale you need to first succeed on a smaller scale. Start your day with making your bed. It is a little achievement but it is nonetheless an achievement and a start.
3. They create routines and hold themselves accountable
We all know routine is important, but we can all get a calendar and map out our week and think, wow, I am going to get so much done this week. But what I want you to do is get to the END of your week and say, “Wow, I GOT so much done this week!”
Look back and see how many actions you were able to cross off. This is accountability, and I promise you there is no one in your life that is going to force you to do anything. Your parents are great advocates of yours, along with your friends and teammates, but at the end of the day, the only person that can make you get up and run farther, or faster, or do a third set of squats IS YOU. This is a true testament to how bad do you want to be great? I guarantee all those lacrosse players you are watching on TV seldom had to be told to run harder, run farther, or lift more. They do it because they want to be great!
4. They fill their bodies with proper nutrients and a lot of it
Fuel. Cars need it to run, engines machines need it to run, and we ABSOLUTELY need it to run. But you have to remember that it needs to be the right fuel. If you just went to the gym and worked out hard, then reward yourself with a healthy snack and some hydration. Don’t ruin everything you have achieved in the gym by getting drive through after. That is being counterproductive.
Remember that you are an elite athlete and may look a little different than your non-athlete friends. I am here to tell you that more is OK! You are strong and fit, and your body needs more because you are burning more. So don’t feel bad about finishing your whole sandwich, yogurt, apple and peanut butter, Cliff bar, banana, and huge water. You needed it! Because at the end of the day, if you thrive at the first three–getting up early, seizing the opportunity, and being accountable, then you will never reach your potential if your body cannot keep up. Eat healthy, eat often and hydrate all the time! Be that person in the class that always has a water bottle with them.
5. They get the most out of every practice, drill, scrimmage, and game
You’ve gone to practice thinking about your upcoming math test, you’re tired from yesterday’s game, you don’t like Monday training sessions, you deserve a day off…
Highly successful athletes have bad days too, but they never give a bad effort or let themselves dog it through a drill or practice feeling sorry for themselves or making excuses. We’ve already talked about seizing opportunities, but what if your opportunity comes on a less-than-ideal day for you? Mental fortitude is another trait that is not inborn but learned and trained. It’s an everyday attitude that is built through a consistent level of effort, regardless of the circumstances.
I went to West Point and played for legendary college coach Jack Emmer. One of the many lessons I took from him was that you have to deal with what comes up and power through it if you want to win. He would say, “If we lose, there’s no asterisk next to this game because….” Fill in the blank:
“We had an Army Physical Fitness Test this week” / “It snowed 18 inches on our field” / “The streets outside our facility are flooded” / “You have a 20-page paper due”
I could recite a long list of things I heard from Coach Emmer over my four years at Army, but the lesson it left us with is that you cannot let outside factors affect your mental and physical preparation to meet your opportunities to excel. Try to use the energy from all the frustration or stress to fuel your focus during your training session or event…every thought you entertain that does not feed your success actually hampers it.
Remember, practice doesn’t make perfect…perfect practice makes perfect.
Whether you fall into the “natural talent” category or not, success at the highest levels of anything in life will require your time, effort, and focus. Make yourself better at every opportunity, and enjoy the growth you’ll achieve, knowing that you’re ready for your opportunity when it presents itself. It’s truly just up to you…do you want to think about the excuses you have or the success you want?
Our partner Matt Hunt from College Hunt helps students successfully navigate the college selection process. In his latest blog post he explains the new NCAA academic requirements for Division 1, 2, and 3.
Planning on, or dreaming to one day participate in NCAA Athletics? Before you step onto the field or court you must first complete the required academics to be eligible for participation. Beginning in August 2016 the NCAA is increasing the minimum academic requirements student-athletes must meet to participate in Division 1 and 2 athletics. While these changes may seem minor, it’s important to remember all students planning on playing Division 1 or 2 athletics must meet these requirements or they will be academically ineligible.
Before we dive into the specific academic requirements we should first understand the purpose of the NCAA Eligibility Center. Think of them as the checks and balances for coaches as well as colleges/universities on whether or not the student has met the established requirements. Keep in mind, they are separate from admissions; a student still applies to individual schools during senior year. A common misconception from students is they believe if they’ve met the NCAA Eligibility requirements they are good to go, but in reality, they have only met the standard to play.
What is a Core Course? The NCAA Eligibility Center requires students earn a specific number of Core Courses by a certain point in high school as part of meeting eligibility. Now, there are some differences in the amount and timeline per level (D1, 2, & 3), but the definition of a Core Course remains the same. A Core Course is one that counts towards graduation in the core curriculum: English, Math, Natural or Physical Science, Social Science and World Language or Comparative Religion. Students must earn at least a D or higher in these courses. I know what you’re thinking, the NCAA allows D’s? Correct, but remember four-year colleges and universities do not.
The NCAA Eligibility Center has clearly defined specific academic requirements for Division 1, 2, and 3. Here is a breakdown of those requirements for each Division….
Division 1: minimum 2.3 GPA, increase on the SAT & ACT sliding scale, 10 of the 16 core courses must be met before the start of senior year.
Division 2: minimum 2.0 GPA, combined 820 on SAT or sum 68 on ACT, & 16 core courses completed.
Division 3: the college or university, not NCAA Eligibility Center, determines eligibility for admission, financial aid, practice and competition.
What happens if a student fails to meet the academic eligibility requirements? It will first depend on which division they’re being recruited by and how they’ve missed the requirement. The results may range from delayed opportunity to play, having to sit for an extended time or worse- being ruled academically ineligible.
Remember, the number one focus should be earning successful grades throughout high school to meet the requirements to play and more importantly too give yourself the opportunity to earn admissions into the college or university you’re desiring to attend.
For more information about the college selection process check out his blog!
With this year’s summer club seasons complete and fall tryouts proceeding through late August and September, we thought this was the perfect time to take a look at NCAA DI recruiting schedules for college lacrosse and see where they fit in our fall recruiting plan. Additionally, we’ve provided the NCAA definitions of each recruiting period on the calendar. You can find all the information below, straight from the NCAA, at the following links:
NCAA Division I Men’s Lacrosse Recruiting Calendar:
https://www.ncaa.org/sites/default/files/June2016_DIMensLacrosseCalendar_20160613.pdf
NCAA Recruiting Calendar FAQs:
http://www.ncaa.org/student-athletes/resources/recruiting-calendars?division=d1
Contact Periods
A contact period is a period of time when it is permissible for authorized athletics department staff members to make in-person, off-campus recruiting contacts and evaluations.
During a contact period a college coach may have face-to-face contact with college-bound student-athletes or their parents, watch student-athletes compete and visit their high schools, and write or telephone student-athletes or their parents.
Contact Defined: A contact is any face-to-face encounter between a prospective student-athlete or the prospective student-athlete’s relatives, guardian(s) or individual of a comparable relationship and an institutional athletics department staff member or athletics representative during which any dialogue occurs in excess of an exchange of a greeting. Any such face-to-face encounter that is prearranged (e.g., positions himself/herself in a location where contact is possible) or that takes place on the grounds of the prospective student-athlete’s educational institution or at the site of organized competition or practice involving the prospective student-athlete or the prospective student-athlete’s high school, preparatory school, two-year college or all-star team shall be considered a contact, regardless of the conversation that occurs. Any communication (e.g., face-to-face, telephone call or electronic transmission) with a prospective student-athlete at the site of organized competition involving the prospective student-athlete by athletics personnel who are attending the competition or who are aware of the competition also shall be considered a contact.
Evaluation Periods
An evaluation period is a period of time when it is permissible for authorized athletics department staff members to be involved in off-campus activities designed to assess the academic qualifications and playing ability of prospective student-athletes. No in-person, off-campus recruiting contacts shall be made with the prospective student-athlete during an evaluation period.
During an evaluation period a college coach may watch college-bound student-athletes compete, visit their high schools, and write or telephone student-athletes or their parents. However, a college coach may not have face-to-face contact with college-bound student-athletes or their parents off the college’s campus during an evaluation period.
Evaluation Defined: An evaluation is any off-campus activity designed to assess the academic qualifications or athletics ability of a prospective student-athlete, including any visit to a prospective student-athlete’s educational institution (during which no contact occurs) or the observation of a prospective student-athlete participating in any practice or competition at any site.
Quiet Periods
A quiet period is a period of time when it is permissible to make in-person recruiting contacts only on the institution’s campus. No in-person, off-campus recruiting contacts or evaluations may be made during the quiet period.
During a quiet period, a college coach may only have face-to-face contact with college-bound student-athletes or their parents on the college’s campus. A coach may not watch student-athletes compete (unless a competition occurs on the college’s campus) or visit their high schools. Coaches may write or telephone college-bound student-athletes or their parents during this time.
Dead Periods
A dead period is a period of time when it is not permissible to make in-person recruiting contacts or evaluations on or off the institution’s campus or to permit official or unofficial visits by prospective student-athletes to the institution’s campus. It remains permissible, however, for an institutional staff member to write or telephone a prospective student-athlete during a dead period.
IMPORTANT TO NOTE
Institutional staff members may receive telephone calls placed by a prospective student-athlete at the prospective student-athlete’s own expense at any time, including before July 1 following the prospective student-athlete’s junior year in high school.
So please use this information to plan your fall/winter recruiting cycle. Form your plan early, then just play hard, have fun, and good luck!
In the last decade or so, a number of camps, showcases, tournaments and club teams have grown exponentially. Year-round lacrosse has become the norm, even in colder weather states. This includes play for both high school programs and club teams. With this trend of the ever-expanding season, there has been an increase in a number of players either getting injured or burning out at a young age. In this regard, the volume and accessibility of events, teams, and programs aimed at aiding with development and providing exposure to college coaches has been both a blessing and a curse.
With this newfound accessibility and today’s technology, more players are getting opportunities to be recruited by schools they would have previously never considered, even 10 years ago. Players can be recruited on a national level more easily, which gives student-athletes a better chance to find their best-fit college program. Players are getting more informed on the recruiting process and exposed to the different levels and divisions of college lacrosse. In general, it is easier to find a good athletic/academic/financial match than in previous years.
Our “regular season” is typically where we want to be at our best, as we have a daily practice and can play a brand of lacrosse more like the college game. The challenge that we all face, as both players and coaches, revolves around the schedule. The LEAST convenient and LEAST realistic time for colleges to see you play is during your high school season. Coaches may occasionally be able to make it to a local game or to a game while on a road trip, but they are consumed with their own seasons, which puts a live evaluation on the back burner. So naturally, coaches are most actively recruiting and evaluating from late May-January. As it happens, the bulk of quality recruiting showcases and tournaments are scheduled during that period as well.
The most elite professional athletes in the world have a schedule that includes stretches of time devoted to rest (not complete inactivity, but a break from the repetitive motions required to compete). It’s literally scheduled into their training plans by most professional sports teams’ training staffs. So why do so many high school lacrosse players think it’s ok to have a longer season and less rest than professionals? High school athletes are not done growing and developing. They have likely not prepared themselves physically to handle the strain they are putting on their bodies. They haven’t given their bodies any sufficient, extended period of time to heal, recover, and grow.
It’s a good idea that physical and mental rest be factored into every family’s plan for their growing student-athlete. Whether it be private lessons, camps, showcases, tournaments, club teams, training programs, or other specialty events, sometimes the correct answer is no. Families are dedicating increasing amounts of time and money every year hoping to find that golden ticket at the next event that gives their son a lacrosse scholarship. It is not uncommon to see high school players who never take a break from playing tournaments, high intensity camps, or other showcases for longer than a few weeks.
So what is the solution? These events/teams are not going away anytime soon, and likely they will only continue to increase in number and frequency. The burden of this responsibility really lies on players and their families to make smart, responsible decisions. Each player’s calendar will likely be unique to his situation.
Here are some tips to help set you up for success and health…
Now that many of the club teams and tournaments are winding down until October, it’s important to capitalize on your summer experience. While many parents elect to purchase professional videos from the various events, the quality of the video is only one component of what makes an effective and attention-grabbing highlight reel.
In this installment of our College Game Plan Education series, we’ll provide some basic tips for creating and editing your game film to make the best impression on potential college lacrosse recruiters.
What you want to show
The goal with any highlight reel is to give college coaches an idea of how you can play the game and the special talents you believe set you apart. Whether it’s 1-on-1 defense, shooting, open-field speed, or FOGO skills, you want the reel to have a definite theme. Don’t get us wrong, you absolutely need to show more than one skill set, but you want your highlights to be a representation of your strongest attributes, allowing coaches to evaluate how you play and where you might fit in their program.
What you don’t want to show
Lacrosse is a flow sport, meaning that the action never really stops. Unlike football or baseball, where a “play” has a beginning and an end, lacrosse can thrust a player from offense to a loose ball to defense in a very short time. This makes editing clips very important. Factors like the quality of your competition, your demonstrated lacrosse IQ, and how you interact with your team may not jump out to a young player, but college coaches can take a lot from the fringes of your video. Typical examples of no-nos would be dodging through several defenders to score a goal despite open teammates, taunting the opposition, performing a solo celebration that is only about you, or passing up a good shot to go for a BTB or other “fancy” shot. If you drop the ball three times on your way to the goal or miss a pass before picking it up to score, the clip should only include the ground ball and the shot. And just as an FYI, coaches usually aren’t terribly impressed that you are good enough to try an advanced move in a game…if it didn’t work, don’t include it.
Sequencing your clips
The first 45 seconds of your video will likely dictate whether a coach watches the whole thing, so don’t bury your best clips or try to crescendo at the end. After you show your personal information, take the three most impressive examples of how you play and lead with them.
After these initial clips, start to mix in the other aspects of your game to show you have more than one dimension. Continue to pepper in the clips that support your general video theme, whether you’re presenting yourself as a scorer, feeder, ground ball specialist, or defender. Again, the best of these clips should be toward the front as well. For the remainder of the 3-4 minute highlight reel, simply mix in the various clips you have, but with the understanding that sometimes less is more, so don’t add extra clips to get to a certain video length if they don’t truly show your skill level or what you can do.
Guidelines for your highlight reel:
Most college coaches will request a video before they take the time to talk to you, so it’s very important to make sure you’re truly aware of what you’re presenting. Ask your coach to look at it and provide feedback before sending it out to college programs, make any suggested edits, and good luck!!
In our work with families, it’s common for student-athletes to be drawn to the NCAA Division I experience. It makes sense. Whether they are true DI level student-athletes or not, that’s typically the only form of collegiate competition they see or hear about on TV or in the media.
NCAA DI and DII sports programs offer the most competitive landscape for securing roster spots and athletic scholarships. Only about 2 percent of players are offered DI or DII scholarships, and many of these are relatively small amounts. It is extremely rare for DI or DII student-athletes to secure full ride scholarships.
Due to this intense competition, it’s normal for many players at these collegiate levels to ultimately land at DIII schools. According to the NCAA, Division III is the largest division in terms of a number of schools and number of participants and is comprised of more than 190,000 student-athletes and represents 450 colleges and universities throughout the country. Division III is also the only division that does not award athletic scholarships; however, more than 75 percent of Division III student-athletes receive financial aid or have earned a merit scholarship for academic talent and accomplishment.
Although there are many, the three most often repeated benefits our families mention when attending and competing for DIII programs is that it allows the student-athlete:
Many Division III institutions have extraordinary supplies of money to attract high-performing student-athletes and can offer exceptional value to families. Listed below is a recent email from a DIII soccer family to share as an example:
“Actually, we did quite well with her grants, scholarships, and loans…
She received the following package:
GRANTS/ SCHOLARSHIPS (four-year grants, spread equally over the four years):
Total Grants: $113,716
PRE-APPROVED GUARANTEED UNIVERSITY STUDENT LOANS:
Total Loans: $22,000 (to be repaid after graduation and full-time employment)
WORK STUDY:
$6000 – guaranteed position in the federal work study program all four years
So they delivered a total of $141,716, which represents approximately 75% of her entire undergraduate education ($191,064), including tuition, books, room & board.
Another great bonus, based on her major (International Business), is that they will send her abroad her sophomore year… at their cost.
Finally, they guarantee graduation in four years.
As it turns, she was their top female soccer recruit, but we did not know that until after she committed (her new teammates let the cat out of the bag).
Note: She improved her GPA and her SAT scores during the application process, and she promptly notified the University, and they increased her financial package accordingly, which I also liked.
In fact, there is now one other scholarship that she is academically eligible to apply for, but she missed the February deadline (because she hadn’t even visited the school yet then, and they really weren’t even on her radar), so they sent her a letter, and they want her to apply next year (the Provost Scholarship), and if she gets it, she will get another $6000 in scholarship money ($2k per year for the last three years), and they will adjust my payments.
She is very excited for the opportunity, and I hope that it all works out for her. I will keep in touch to let you all know how she does.
Thank you for your assistance.”
Whether your son or daughter has the desire to compete in their sport at NCAA Division I, II or III college levels, Division III institutions may present significant academic and athletic opportunities that you did not know existed.
For a personal college recruiting evaluation and honest estimate of your potential to compete at the next level, contact us at:
Phone: 1.888.9787084
Email: scouting@sportsforceonline.com
