1. A student-athlete comes to college for a diploma. Everything I do is pointed in the direction of graduation.
2. A student-athlete is more likely to graduate when she feels like someone on staff cares about her. I am someone.
3. A student-athlete who is happy is more likely to do well in athletics and academics. Prior to each training session she self-reports her mood (1-10) and the number of hours she slept the previous night. Both measurements correlate with increased performance and decreased stress, anxiety, and injury. If a student-athlete is struggling with her mood or sleep we educate or refer out as necessary.
4. A student-athlete who feels connected to her teammates is more likely to stay on the team and graduate. As such, digital devices and music players are not allowed in training sessions to encourage communication, collaboration, and the development of meaningful relationships.
5. A student-athlete who knows how to lead and follow others is more likely to become a successful professional. Our student-athletes are divided into “pods,” small groups with a designated leader. The leader is expected to hold her teammates accountable during the training session. The pod is expected to organize, problem-solve, and communicate professionally.
6. A student-athlete who learns to contribute will become a valuable citizen. As such, pod leaders meet with me and their head coach (if in-season) every month to debrief and devise creative solutions to problems, all with the intent to increase team performance.
7. After graduation, student-athletes are more likely to be happy and successful if they’ve developed the skills employers are looking for: social skills, communication skills, organizational skills, problem-solving ability, leadership ability, punctuality, and professionalism. My coaching and programs must help develop these skills.