Not going to quote how many people I wanted to.
Although I stated coaches have the final say it comes with some backing. We hold on to our scoresheets and can discuss with our AD if needed. When I say we have the final say, as an example, after discussion with our AD we decide how many athletes we will be taking. Would we take all the girls/boys (over 100) that tryout? NO. We don’t disregard our scoring process because we like Sally more than Susie we simply pick our team based on score. Would I take an athlete that scores a 50 out of 100 over an athlete that scores a 95 out of 100 whether I “like them” or not no and i wouldn’t expect you to either.
And for you to imply that the way some of these coaches, including myself, are shady because of our tryout process is complete blasphemy is quite degrading. Not sure if you completely meant it in that way but to be honest I have respect for you because I see you post quite frequently and what you post 98% of the time I agree.
I am 100% confident in the ability of how myself and other coach coaches. While yes there may be issues with parents and/or athletes along the way we are lucky enough to have the support of our AD and the process we pick.
My intent was never to accuse any individual of any wrong doing. My intent was to foster thought on, “is this really the best way?” I meet similar resistance in my “day” job because I am constantly pushing the envelope against policies and procedures, going against the grain, and refusing to believe that a certain way is better just because that’s how it’s always been done. My coworkers often come back at me like they’ve been attacked as well, when I’m not attacking them personally, but attacking the process. I’ve changed many processes by which we do things both in my career and in coaching at our school because I see a problem, get down to the root of it, and create an intervention that makes it go away.
Cheerleading is chock full of traditions where it has allowed itself to fall dreadfully behind the times, ESPECIALLY at the high school level. Some examples:
The idea of outside judges is an archaic holdover from when we went to that style to justify getting away from having the student body vote on the team in a popularity contest.
How many of you routinely do strength training with your team? Not calisthenics, but actual Olympic lifting and strength training? We should be doing this for our athletes.
How many of you still use conditioning as a form of punishment? I’ve posted about this several times on the board. Doing so gets you about 60% effort on the conditioning part. I can guarantee if you will cut that out and make them see how conditioning will benefit their performance your effort level will instantly go up to about 90% on a daily basis, and will occasionally climb to 100%.
How many of you still start practice with a series of static stretches (“sit, straddle out, stretch to the right and hold for a count of thirty”)? Research shows that static stretching is a poor way to warm up, and stretching cold muscles increases the risk of injury. Static stretching should be done in the middle or end of practice when the body is warm and at its most limber.
How many of you loved your coach in high school and just continue to coach the way they coached you for no other reason than because it’s really all you know? This isn’t necessarily wrong, but here’s a big difference between the desk of every cheer coach with which I’m familiar and every sport coach that I know personally. A cheer coaches’ desk is often full of formation ideas, fundraising forms, uniform and T-shirt designs, chant/cheer material, and pep rally plans. A sport coach’s desk will have a book or two about the sport itself, maybe a third one that’s a drill book, and then a slew of other books from great coaches, motivators, and books about coaching processes, teaching the game, getting the most out of your players, etc. Great coaches spend as much time learning about coaching as they do studying their particular game.
I’ve had some successes and some familiars, but I refuse to just maintain the status quo “just because.”