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EDUCATION

Education is one of the fundamental building blocks of the game. As such, USA Baseball’s educational resources emphasize a culture of development, safety and fun within the sport through free online training courses and programs focused for players, parents, coaches, and umpires. Content is available in both English and Spanish.

HEALTH AND SAFETY

USA Baseball is passionate about protecting the health and safety of all constituents within the game. Through the Pure Baseball, SafeSport, and Pitch Smart, and other health and safety initiatives, USA Baseball is working to make the game of baseball a positive and safe experience at all levels of play.

PLAYER DEVELOPMENT

USA Baseball strives to be a steward of the amateur game through offering cutting edge sport performance analysis and player development. With a focus on physical literacy, fundamental movement skills and advanced performance metrics, the analysis of athletic abilities can help prepare players for their next level of play, wherever that may be.

BLOG

 Thoracic Outlet Syndrome
(10/29/2020)
 
 
   

Thoracic Outlet Syndrome


Diamond Doc
By Dr. Marc Richard


Dr. Marc Richard, Orthopedic Surgeon at Duke University and USA Baseball Sport Development Contributor, discusses the prevention, identification and  treatment of thoracic outlet syndrome. To have your questions answered by Dr. Richard, submit them using #USABMailbag on Instagram, Facebook or Twitter.


Marc Richard, MD, is a contributor to the USA Baseball Sport Development Blog, and is an Associate Professor of Orthopaedic Surgery at Duke University, specializing in elbow, wrist and hand injuries. Dr. Richard’s research evaluates the clinical outcomes of fractures of the upper extremity, with a particular interest in wrist and elbow fractures and improving ways to treat elbow arthritis in young patients. He also has a clinical and research interest in adolescent elbow throwing injuries.


 Disability Etiquette: What You Need to Know
(11/21/2019)
 
 
   

Disability Etiquette: What to Know


In youth sports 


We live in a diverse world of people. With over 60 million people with disabilities in the nation, there’s a good chance you have an athlete with a disability in your community. As sport continues to evolve to include more athletes with disabilities, it is becoming more and more imperative that we all learn disability etiquette. 

 TrueSport has partnered with Disabled Sports USA, the national leader in community-based adaptive sports, to help create a more positive and inclusive sport environment for all youth.  

This starts with the simple recommendations below from Disabled Sports USA on how to best interact with and support people with disabilities. 

General Best Practices: 

Use person-first language to put the athlete first. 

People-First Language 

Person/Athlete with a disability 

Person/Athlete who uses a wheelchair or scooter 

Person/Athlete with an intellectual or cognitive disability 

Person/Athlete with multiple sclerosis 

Person/Athlete with a mental health condition or diagnosis 

Blind or low vision 

Deaf or hard of hearing 


Language to Avoid 


Disabled or handicapped person 

Confined to a wheelchair, wheelchair bound 

Special, mentally retarded, slow or simple person 

Afflicted by multiple sclerosis or “victim” 

Mentally ill or crazy 

Visually impaired 

Hearing impaired 

Don’t assume 

Ask how you can help instead of making assumptions about what an athlete can and cannot do. Avoid the urge to help simply to speed up processes. Instead, build in extra time for the athlete to get equipment set up or complete a skill progression. Some athletes may need more time to think or speak, so be patient when waiting for a response. 

Don’t Ignore 

Take the time to get to know your athlete and how their disability might affect their participation and make appropriate and reasonable modifications. 

Ask prior to moving or touching equipment 

Understand that an athlete’s adaptive equipment, such as a wheelchair, walker, or cane, is part of their personal space. Only adjust the equipment if requested, as unexpected shifts could cause the athlete to become off balanced and cause injury. 

Communication Best Practices: 

Do: 

Speak directly to the athlete using your regular speech patterns. Only speak louder or slower if requested to do so by the athlete. 

Face the athlete when speaking and try to avoid blocking the mouth or chewing anything so that those who are deaf or hard of hearing can clearly see your lip movements. 

Put yourself on the same level as the athlete when speaking to an athlete who uses a wheelchair or is short of stature for more than a minute or two. 

Provide extra time for athletes with cognitive or intellectual disabilities to formulate thoughts and complete sentences. Try not to interrupt or provide words for the athlete as this could further delay processing time. Instead, consider ways to ask questions that require only yes/no answers. 

Make sure to introduce yourself to an athlete who is blind or has low vision they know who is speaking. Prior to ending the conversation, let them know you will be leaving and who will be guiding them next or when they should expect your return. 

Don’t: 

Be afraid to ask an athlete with a speech impairment to repeat themselves if you have difficulty hearing or understanding. 

Over-inflate the successes of an adaptive athlete. While PR times or other goal-related successes should be celebrated as with any other athlete, over-hyping achievements for adaptive athletes gives the impression that expectations were not high to start. 

 

Coaching Best Practices: 

Take the time to look around your facility and ensure that there are no physical barriers to participation. 

Is parking close to the venue? Are there enough handicapped parking spaces? 

Are areas accessible to all without having to navigate stairs, thick grass, etc.? 

Are hallways wide enough for wheelchairs? 

Is the facility tidy and clear of any obstacles? 

Are equipment areas or water stations set at a height that is accessible for all? 

Have the same expectations of all athletes as you would any other in your program. This means requiring them to show up on time, participate in the full lesson to the best of their ability, etc. While modifications can be made, the focus should be on independence and inclusion. 

Don’t be afraid to try out a variety of adaptations to find the one that works best for your individual athlete. Prior to the start of the activity, ask the athlete what they need and want, and keep up a dialogue with the athlete throughout the process. 

Schedule more breaks if stamina is an issue, consider quieter lesson areas or times of day if the athlete is easily over-stimulated, etc. 

Ensure proper adaptive equipment is available so they can be ready to start lessons at the appropriate time. 

Allow athletes to choose to challenge themselves by providing appropriate skill progressions to meet their goals. 

Consider using Universal Design coaching practices where suitable. 

Universal Design: Planning an activity to ensure everyone can participate by considering all needs and abilities ahead of time. You can find links to examples below. 

Specific to Physical Education 

Not Physical Education-Specific 


TrueSport®, a movement powered by the experience and values of the U.S. Anti-Doping Agency, champions the positive values and life lessons learned through youth sport. TrueSport® inspires athletes, coaches, parents, and administrators to change the culture of youth sport through active engagement and thoughtful curriculum based on cornerstone lessons of sportsmanship, character-building, and clean and healthy performance, by creating leaders across communities through sport.


 A Coach's Choice: To Critique...Or to Coach
(11/15/2019)
 
 
   

A Coach's Choice: To Critique...Or to Coach


FUNdamental Skills
By Darren Fenster


Growing up down the Jersey Shore and still calling the Garden State home comes with some incredible benefits. Our people are as passionate as they come.  Our nature is no-filter, Instagram worthy. Our Italian delis are to die for; our bagels, unmatched. And don’t even get me started on our pizza. But one of the greatest parts about living in such close proximity to New York City actually has nothing to do with food: our sports talk radio is second to none. 

Whether it be heading into work and listening to Boomer Esiason, sitting in traffic on the way home listening to one of the two Mikes (Francessa or Kay) screaming out of your speakers, or any of the countless on-air personalities in between, it is clear that the Tri-State area is home to more Monday Morning Quarterbacks per capita than anywhere else in the world.  Who knew there were so many out of work NFL offensive coordinators and Major League managers in one region of the country?

But for as entertained as I am when hearing these self-proclaimed experts dissect every move by every coach and every player in every sport, there is a very related element of coaching that takes on a similar sound. 

Our ability to coach begins with our ability to evaluate. But evaluating without coaching is simply critiquing. And we’ve all done it. We are coaches, not critics. 

I watch far more baseball than I’d like to admit… it’s a problem. 

If Spring Training is my personal equivalent to the ball dropping in Times Square, then the MLB Postseason is my Christmas. There is no better baseball than October baseball. For the entire month, I am routinely glued to my couch, watching every game possible with the eyes of both fan and coach. And if the Red Sox happen to be playing, you can add screaming at my television to the norm in the Fenster house. I would be lying if there weren’t times where I’ve said either aloud or to myself, “what the heck is he THINKING?!”

Even with watching as often as I do, I am still amazed how entire seasons and championship runs can be made- or broken- with a single pitch. But by seeing year after year the power of one play , I have learned as a coach that there isn’t anything that should ever be taken for granted on the field and work hard to emphasize the minute, intellectual details of the game as much as I coach the game’s fundamental skills in the players that I work with. Still to this day, the game continues to teach me.

A title may be won in part because an outfielder throws the ball to the correct base to keep a double play in order.  The winning run may score because of the anticipation of a below average runner who goes from first to third.  A rally may be thwarted because of a heady pitch sequence that records a key strikeout. These thinking plays, when done over and over, become winning plays. 

Without question, players who truly know the game and constantly think the game are players who will help win games. But over the past few years I’ve noticed a very disappointing trend: those players are few and far between.  And you know what I did when I first noticed it? I became a critic.

“He doesn’t think.”

“No game sense whatsoever.”

“Reckless player.”

With every one of my comments lacked any actionable solution. For a short time, in addition to those many moments on my couch, I had become that perfect caller for sports radio with all the answers. I had become great at pointing out everything that they DIDN’T do well. That approach to coaching can become toxic really quickly.

Today’s generation is as talented a collective group of baseball players as the sport has ever seen. Pitchers are throwing harder than ever. Hitters understand their swings more at 18 than I did at 28. Our industry’s focus on training has taken our players’ talent to levels we have never seen before, and they only continue to get better. 

But for as good as they are, they still need us.  They need to be coached, not critiqued.

In these moments when I initially saw the direction the game was going in, I had a choice. I could let the frustration get the best of me and criticize all that these players weren’t doing (like we all have done at some point) or I could do my job, and coach them to help them get better.  

To the hitter who didn’t think in the box, the solution was to teach the value of an approach and how that approach could be developed simply by watching the game from the dugout.  For the outfielder who had no idea where to throw the ball relative to the situation of the game, the solution was to help them understand in simple terms which runner is the most important and why.  And for the baserunner who essentially liked to run until somebody tagged him out, the solution was to show the risk versus reward in decision-making on the bases.

When you focus on the problem, the problem endures.  When you focus on the solution, the problem goes away.

Even for coaches at the highest level of the game, no players are perfect; they all make mistakes.  And for anyone with a competitive bone in their body, those mistakes can often bring upon a physical reaction that angers and irritates us.  Problems don’t go away when we complain about them; they dissipate when we intentionally work to fix them with a solution. We get to choose exactly what course of action to take. Choose to live up to your title. Choose to coach.

Darren Fenster is a contributor to the USA Baseball Sport Development Blog, and is currently the Manager of the Portland Sea Dogs, the Double-A affiliate of the Boston Red Sox. A former player in the Kansas City Royals minor league system, Fenster joined the Red Sox organization in 2012 after filling various roles on the Rutgers University Baseball staff, where he was a two-time All-American for the Scarlet Knights. Fenster is also Founder and CEO of Coaching Your Kids, LLC, and can be found on Twitter @CoachYourKids.


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USA Baseball's Sport Development team is proud to work with various partners within the amateur game.