Embracing Middle School Athletics to Maintain Sanity

Middle Schoolers – give them a ball and some space. The first day of practice can go either of two ways: a middle- schooler will enter the gym shy and quiet and stand by the door in case he or she needs to escape OR there will be pure chaos with balls flying around with enough kids to fill five squads. The unpredictable chaos for each practice is enough to give anyone a headache.

Instead of the issues these situations present, look at all of the positives and the possibilities. It is a well-known fact that kids involved in activities have better grades and make better choices. We want middle-schoolers involved. We want them in the gym. We want them to be in a place where they are supported and nurtured. There will be issues, but instead of “issues,” let’s use the word “solutions.”

Solution #1: Too Many Kids in the Gym
The truest fact is a basketball team can only have five people on the court at one time during a game. So, a gym filled with 35 seventh-graders needs solutions. Schools can start with the opportunity to get more coaches. More adults in the gym will allow for more stations and ease of “getting it all done.” Coaches may be hard to come by, so dividing the schedule into Mondays, Wednesdays and Fridays (non-game days) may be less of a commitment. Reach out to the teaching staff to be the extra adults at practice. This would be a great opportunity for teachers to connect with middle-schoolers who may not always be cooperative in the classroom.

In order for this to work, it needs to be a well-planned practice, down to the minute. Any down time could result in an opportunity to not have everyone on the same page. Also, by inviting the teaching staff to practice, they should walk in and enjoy themselves. The coach is the planner, disciplinarian and organizer.

Another idea is to plan more games. Split the teams, either equally, or on a rotating basis. The rotating basis would be Group A and B plays one game, the next game, Group B and C and the following game would be Group A and Group C. It can be confusing, but communication is the key for this plan to be effective. This also would reduce the argument of the “good” players never getting to play with the “best” players. Adding more games allows for kids to still play the same number of games than they would on a team with 10 players.

The goal in middle school is to provide a place for growth in ability and skill level. The middle school program is the feeder for the high school level. Not all students have reached their potential, so it is best to not deter them from going out. Embrace the number of athletes, find solutions and go in with positive attitudes. We want middle-schoolers to be in school activities.

Solution #2: Middle School Coaches are Hard to Find
So many times, middle school coaches are the last to be hired. Activities directors will look for former athletes or alumni. Parents are the next option. At times, it is about finding a body to manage the chaos. Turn it around. Look for a head coach, retired or former. A head coach will have detailed plans down to the minute and will take this opportunity to share his or her knowledge with the athletes. This is a pivotal time for middle-schoolers to decide whether they stay with the sport into high school. Practice and games need to be worth the athlete’s time. A former head coach should relish the less time middle school coaching takes. It is about fundamentals and can be sold that way. Seriously, head coaches belong in two spots in a program, varsity level and middle school.

Solution #3: Middle-Schoolers are Impulsive
Middle-schoolers are impulsive – they are not fully adults and are not young children anymore. There is so much going on in their bodies and brain; it is part of growing up. Creating parameters helps to control the impulsiveness. Reduce down time, and plan every practice minute to minute. Practice needs to be a workout where they are tired at the end. It shows that you value their time.

Schedule practice immediately after school, and do not let them wander for 30 minutes while they wait for it to begin. The coach should always push them to be on time and make them hurry, especially after school from locker room to the gym. Giving middle-schoolers a time with a purpose allows for them to be focused and more in control of their impulses.

Solution #4: Middle-Schoolers Have so Much Drama
Embrace the drama that middle-schoolers have; it truly is the end of the world for them. Again, changes in their body and brain are overpowering. Plan for end-of-practice availability. Save it for after practice; that way, some of the emotions will be worked out beforehand. Athletes may come in crying, so acknowledge them and state: “We can talk after practice, but let’s get a good workout first.”

Re-channeling the drama is a great way to teach middle-schoolers coping skills. The coach needs to acknowledge the “realness” of the drama. It is also appropriate to continue to practice through tears. Having an adult who is there but also pushing the athletes is the best of both worlds.

Middle school athletics can be overpowering. These are students who are eager, and yet nervous. Many have not grown into their bodies, or their brains and bodies do not match up. Activities are a great way to teach coping skills and responsibility. As athletics are provided in a middle school, it is essential to embrace the possibility of chaos and to have a plan that nurtures the possibilities of each athlete’s ability.

It is important to understand that middle school athletics is not about coaching kids for the WNBA or the NBA. Some middle-schoolers may have abilities that are surreal. However, acknowledging what a middle school brain and body is going through will speak volumes to each athlete when he or she enters the gym. It is about taking each athlete for whom he or she is that day. The variety from day to day is real. As each student-athlete enters the gym, he or she is looking for acceptance.