CIAC Glory Days
The CIAC Glory Days podcast immerses listeners into the world of high school athletics. Explore the purpose and impact of interscholastic athletics on student-athletes as administrators, coaches, players, officials, parents, and State Athletic Association staff take listeners on a journey from tryouts to championships.
CIAC Glory Days
Shot Clock and Sportsmanship: Emotional Intelligence in High School Basketball
Get ready to gain valuable insights into the world of high school basketball on the CIAC Glory Days podcast. We're talking shot clock implementation and the art of managing emotions in the heat of the game. Together with Gary Franklin, Chair of the CIAC Boys Basketball Committee, and Catrina Hawley-Stewart, head girls basketball coach, we’re discussing everything from coaching strategies to the impact of emotions on player performance.
Ever wonder how high-stakes competition and passion can sway decision-making and sportsmanship? We're diving headfirst into this topic, discussing a new rule that helps players regain composure after receiving a technical foul. Hear from our guests about the challenges and rewards of managing emotions and expectations in sports, the important role of leadership in promoting sportsmanship, and implementing a shot clock.
Hello, I'm Glenn Longarini, the Executive Director of the Connecticut Inter Scholastic Athletic Conference, otherwise known as the CIEC.
Speaker 2:And I'm Jada Maribel, a former CIEC athlete and co-host of the CIEC Glory Days podcast. Today, glenn and I are joined by Gary Franklin, principal of Northwestern Regional High School and Chair of the CIEC Boys Basketball Committee, and Katrina Holley-Stewart, the head girls basketball coach at Hill House High School and a member of the CIEC Girls Basketball Committee. On today's episode, we continue to discuss the CIEC's process to change bylaws, rules and regulations. Today we'll be talking about the addition of the Shot Clock into CIEC basketball games and a one tick of the clock sit period for a player who receives a technical. Both of these will be implemented into this season and have been approved by both the boys and girls basketball committees.
Speaker 2:So, gary and Katrina, welcome to the CIEC Glory Days podcast. We're going to get right into it and talk about the implementation of the Shot Clock. This has been a topic of discussion for a long period of time for both the boys and girls basketball committees, and I believe that's more than 90% of coaches are in approval of this proposal, and even though there are still around 28 CESA don't have this implemented yet. So why do you think there's such a big interest for Connecticut coaches to have this be a part of their game?
Speaker 3:Well, it completely changes the game of coaching and it changes the game for our student athletes, especially when it comes to college. Our college coaches are going to be able to see students make game like decisions versus the coaches taking control and, for the coaches standpoint, I don't have to go in half time down and have to coach how do I not allow them to take time off the clock? It is game like strategies, so I'm excited for it. I'm excited for students to be able to score more points, have more opportunities in for me to be able to up my game in coaching.
Speaker 1:Gary, from the boys committee perspective, what have been some of the conversations on the boys committee about why they want to implement the shot clock?
Speaker 4:Yeah. So thank you and I think it's an interesting conversation. And first of all, just the members of the boys committee. They do a phenomenal job. They really look at any type of proposed rule changes from different perspectives and I value their input and, I think, kind of balancing the impact of the game.
Speaker 4:So what will the implementation of the shot clock actually do to the game, as you had mentioned a little while ago, and is it necessary? I think those are some of the things that were really discussed. Also the timeliness. I remember that when these discussions picked up a lot, it was a matter of what are the budgetary implications. There was a I think it was like a supply chain issue at the time. So if we were to move forward and make these changes and require the shot clock, what does that mean for schools and districts as far as making these changes and installing the shot clock? So you know there's a lot of discussion around it. At the end of the day, you know, just as far as looking at the overall evolution of the game, the decision was made to move forward and make the shift to a shot clock.
Speaker 1:And our basketball committees. Just like all our committees, they're made up of coaches, athletic directors, representative of an official from the sport, as well as administrators. For a long time, when the shot clock was discussed, there was a perception there that we were way behind the times, and I think largely that may have been because we're surrounded by a few states that used it. But up to two years ago there were only eight states in the country that used the shot clock, and largely because the NFHS didn't have it as part of their playing rules until just a couple of years ago. So, as these discussions had happened in the past, you know, and even now are there any concerns about using the shot clock this year?
Speaker 4:Yeah, I think you know some of the concerns just stems from the unknown a little bit, because we haven't actually, you know, gone through the process of utilizing the shot clock in games and just, you know, always even considering the what ifs.
Speaker 4:So what if a shot clock is not working in the game? What is the backup plan, things like that, and just making sure that the gameplay is fair for both sides. And so, you know, there's those concerns, there's the, obviously, the training of who's going to operate the shot clock and making sure that that not only is their training, but then how are they going to be compensated, and so, again, that ties into the budgetary piece. So so, these are the concerns, and then also, you know the strategy. And so what exactly does the game look like? As I mentioned, and the fact that the gameplay may speed up a little bit, is that going to be a positive across the board? So, if you happen to be playing a team that may be struggling, maybe a down year, is that implementation of a shock clock going to be detrimental to the game versus positive?
Speaker 1:Yeah, and I think you mentioned too just the financial concerns of that. So it sounds like the committee. That was a large piece of the discussion for both committees. As you mentioned, there was a delay rather than implementing it last year. Yeah, there was a one year delay to address any financial concerns for districts. The budget for it and to address the availability of the shock clocks and the potential shipping issues that we were having as well. Did either of your schools have to install a shock clock or did you already have it?
Speaker 4:No, we did have to. We had to purchase shock clocks, have them delivered and install them, and so we went through that process. Thankfully, we did have the time that was granted in order to make those changes and also to share the flexibility, because, as the discussion progressed, it was a matter of will the shock clock be required at all levels? So will it be freshmen, jv and varsity games? And, if so, what are the budgetary impacts with that as well? And so now moving forward districts, do you know we have the flexibility to utilize the shock clocks at every level but, at the same time, only required at the varsity level.
Speaker 2:All right. So, katrina, in addition to financial concerns, some coaches and administrators who aren't in favor of the shock clock, who say that you know most positions are able to be set up within 35 seconds of the game and that that's part of the game that you have to coach against that strategy, that the shock clock might take away that whole aspect of it. So, as one of the most accomplished coaches in Connecticut, what are your thoughts and those opinions for people who are against it?
Speaker 3:We always have to make adjustments. We'll be making adjustments throughout this time of basketball, especially girls basketball and it's been beneficial. So like I said before, understanding that we do have a shock clock, going back to the drawing board and learning and developing as coaches and teaching your students, your players, how to adjust. So I think it's going to be in the long run really beneficial for us.
Speaker 1:So, katrina, you're going to start in just about a month with our practices that Monday after Thanksgiving, pre planning for this first year of the shot clock. What are you doing now in terms of thinking about how you're going to approach game strategy with your, with your kids? Is it something that you think they're used to from you, know a you circuits and what they do over the summer?
Speaker 3:Or are you actually?
Speaker 1:you know, planning out specifically in practice how to you know handle the ball or handle a possession if that shot clock is running down.
Speaker 3:So it's been great for Bill Dixon to have the Parks and Recs fault league and summer league. So we actually been using shot clocks last year. So the students, our players, have been playing with the shot clock. So what I'm going to implement this year for practice, now that we just got it installed is to have our practice run with the shot clock consistently. So just getting them used to here in the buzzer, bringing in the referees to discuss. You know how it's going to be implemented, whether the signs, what are the signals?
Speaker 4:I'm not the professional.
Speaker 3:The referees are. So I think that we're just going to study it, understand it, implement it and have fun with it.
Speaker 1:That's great. I want to put a little plug into you because you have mentioned the kids understanding it. There is a program run by IABO. Iabo is the basketball officials association national organization. All of our basketball officials here in Connecticut are part of that IABO association as well, and they have a program called the junior.
Speaker 1:IABO. So this is I think it's about $10 per person to access this online program with IABO, but it takes the kids through preparing for a game and officiating a game from the lens of the officials. So you get a good understanding of the rules. You get some understanding of officials positioning and, the hope is, through this junior program. One we can increase interest in officiating at a younger level.
Speaker 1:But two that the players in the game actually get a deeper understanding of that game from knowing where the positioning of the officials are going to be, where calls will be coming from, what they're looking for. So really interesting program by IA Bo out there.
Speaker 2:And thinking about our officials.
Speaker 1:Gary, sportsmanship is always something that is a high priority for CIEC, I know, for the basketball committees as well. So you also introduced this year a new rule that will go into effect both boys and girls. That addresses kind of a sportsmanship piece of that, where if a player receives a technical foul they will be required to exit the court for one tick of the clock. Tell us about those discussions and how this proposal came about.
Speaker 4:Yeah, I mean I think you know, from both committees' perspective, sportsmanship is so important, right?
Speaker 4:We recognize the emotions associated with competing at a very high level, and so we wouldn't be wise if we didn't recognize that.
Speaker 4:But at the end of the day, emotions matter and I know that as former athletes, as educators, as coaches, we recognize that not only do emotions matter but they impact teaching and learning and also decision making.
Speaker 4:So when you look at everything from that perspective, if there is a situation when there is a player that does receive a technical foul, for whatever reason, on the court, giving them an opportunity and I really look at this as an opportunity where they are going to step off the court for one tick of the clock, and so it isn't for a long period of time necessarily, but just to standardize that process, and I think that provides the coach and the player an opportunity to regulate their emotions. You know, we're fortunate here in the state of Connecticut where a lot of our coaches this is not really going to change their practice they move forward and if they see that one of their players is struggling emotionally at the time, many of our coaches take them out, and it may be for a longer period of time until they're ready to contribute on the court. But with that said, you know this does kind of standardize the process and making it a standard operating procedure.
Speaker 2:So, katrina, do you agree with what he just said, how this will help players regain their composure for that one tick of the clock and hopefully come back in and avoid getting a second technical and getting ejected from the game? I absolutely agree.
Speaker 3:I love the restorative approach. Being able to reflect one second is a very long time. It allows the player to look in a different lens. I want to be out there with my team. I have to become a team member and I have to reflect that on the court. So it gives me time to reflect gives me time for a coach to sit next to me to talk to me about that takes emotion out the game. You start thinking with your head versus with your emotions. So definitely I agree.
Speaker 2:Yes very true. So, as we were talking about sportsmanship, gary, it's been a big area of emphasis for the CIC these past couple of years and your school is a part of the CIC Class Act program, so tell us about how your school promotes sportsmanship at high school games within your community.
Speaker 4:Yes.
Speaker 4:So I mean I think you know it all kind of starts with the leader of our athletic department.
Speaker 4:So Fred Williams is a fantastic leader for athletics at Northwestern, and that just filters to our coaches and our players. But you can say as much as you want. You can read the sportsmanship statement before games, which we do but at the end of the day it's how do we want to feel when we're at a sporting event, how do we want other people to feel when they're in your gym? And so really, kind of looking at it from that standpoint, and you know, I have to tell you we leverage a lot with relationships, right, and so, yes, we have an athletic director or an administrator at our games, but we also rely on our students to help us. So we have student leaders that are in the stands that we can talk to and they can help us with the situation in a way that, if I'm going to address it, maybe it's not going to be as well received as if one of you know, a captain of a sports team is addressing it. And so we really look at involving our students and setting the tone as well as the adults.
Speaker 1:Katrina when we think about the emotion of the game and how our players are interacting with officials. You know. Again, I think, when we look at videos and tapes at the end.
Speaker 1:You know rarely if ever does an official's call actually determine an outcome of a game? But the way we manage our emotion during the game, when we feel a call, when against us, is something that, for young players, can be difficult to do. How do you work with your athletes and what are your expectations of kids when they're on the floor in terms of their interaction of official reacting to officials' call, and how, as a coach, do you model that yourself?
Speaker 3:That's a little bit of a question. So, with our players in the referees, we try to get them to understand that you're not going to change the call. You know you have to make those adjustments. So you have to understand how the refs are calling the game, because all boards are different, or refs are, you know, are somewhat similar but somewhat different. So you take the emotion out, so really teaching the students how to take players to take the emotion out of the game and just come together and play together adjustments.
Speaker 3:And then how do I model that I'm getting much?
Speaker 4:better, but just understanding also that what I teach is what I have to do that.
Speaker 3:I'm not going to change the call by arguing it. They are human beings, we make mistakes, they make mistakes and we just have to know it's not going to happen again. So, being respectful, understanding that it is a game and modeling for my students, so they get under my players so they can understand that it is a game.
Speaker 1:And you know, sometimes the criticisms we hear the most, or the comments we hear the most that kind of make us cringe a little bit, come from the stance and sometimes and many times, not from the student sections in the stance but from the parents sections in the stance. So, you know, coming into the basketball season this year, if you can share something with parents who are there watching your kids, what would you want to say to parents that help kids have a good experience?
Speaker 3:So we have a parent meeting every year and we try to get them together more than once. And we just say you know, we want you to encourage your daughter, we want you to encourage the game play, our sportsmanship, and so we just really, really, you know, get deep into how that happens. We even give them words that they can use. We also teach the students, we do a lot of players.
Speaker 4:Sorry, we do a lot of circle.
Speaker 3:talk of how to work things out, what you expect, what does respect mean?
Speaker 4:to you. How do you reply this so?
Speaker 3:we do that with the parents also. So the expectations of sharing for the team and just really putting out positivity to if we're winning or losing. We focus on our children, our team.
Speaker 1:Sounds like a lot of these lessons just aren't about the game.
Speaker 2:So, gary, there is a national shortage right now of officials. So, as Glenn just mentioned, sometimes there comes criticism from the stands and from spectators. So, as an administrator, how does your school handle those type of situations?
Speaker 4:So, first of all, I was thinking about a situation on my way home yesterday I was listening to ESPN radio, right, and I'm a huge Dallas Cowboys fan Big game coming up on Sunday against the Eagles and the commentators were basically saying you know, listen, if you're a Cowboys fan and you plan on going down to Philadelphia for this game, you may want to think twice. And all of this stuff talking about what would happen if you were to show up with a Dallas Cowboys hat or jersey on, and so and he's, you know, the commentator wasn't wrong. You know, I could certainly see, if I was to go to that game, how I would feel and what may happen as a result. And so you know that's we're talking about sports at a high school level. There's a lot of similarities, sometimes, you know, just across the board. And we watch TV. You know parents, students watch TV and a lot of. You know there's a lot of modeling, whether intentional or unintentional, that we see.
Speaker 4:And so you know again, as far as an administrator, what do we do? We do everything that we can to make sure that the event is a positive event, that is, one where there is support for the players on the court versus vitriol and anger towards the officials that are officiating the game, and so if there's a situation where we have to intervene, we do. I know that. You know we have a very collaborative relationship in the Berkshire League with our administrative team across the league as well as the athletic directors. But again, going back to my answer before, we do leverage relationships. So if that means that we have conversations with adults or students at the game or after the game to talk about expectations, we do that as well.
Speaker 1:That's a good point. I mean, oftentimes the conflicts that we see at games have nothing to do with the game. They're in the stands, they're before the game, they're after the game.
Speaker 1:I can think of a couple situations last year with basketball games, where the game was just the place where these people from different communities came together and that resulted in comments or some fights. You know things taking place, but the players on the floor, the coaches on the floor, had nothing to do with that. So it's a good point and just raising, even from that perspective of what the NFL is looking at right now.
Speaker 1:So Katrina you know you're going to kick off now and, like I said, about a month right and looking to get back to where you were in 2019, sitting on the floor of the. Mohegan Center Arena, raising a state championship over your head with that. So first talk about as you begin what are? The discussions you have with kids. Is it about?
Speaker 3:getting to that championship Winning that championship.
Speaker 1:How do you start your season and define success for your teams?
Speaker 3:at the beginning of the year we start off academically, and so, right now, the work that you put in into schoolwork is what I'm going to expect from you on the court, and so those are our conversations.
Speaker 3:You, know your average and you're getting seized and you're just kind of working and not trying your best. And that's what I'm going to expect from you on the court and so just pushing them for greatness and having them understand that it's hand in hand and basketball can be a lifetime. You know, I'm 43 right now. Basketball been part of my life since I was 14. And it's going to continue. But just knowing that, you know you're not a light switch, you can't turn it on and off.
Speaker 4:And so it starts in the classroom.
Speaker 3:Then it comes on the floor and we just start preparing. We work on our weaknesses. Like I talked before, we do a lot of circle restorative talks so we can get to know each other. We're going to have a very young team, so I have the opportunity to bring in our young freshmen, to get to understand talking and using emotion and really opening up is going to be beneficial for the season. So we start there and conditioning so.
Speaker 2:OK, so, gary, planning for these March championship games. They began last month and you're involved in every aspect of it, from the dedication ceremony to each championship game. So what is it like for you to be a part of these state basketball championships at Mojigas on Arena?
Speaker 4:Yeah, it is so awesome. So when you're asking that question, I'm like going back in time to actually experiencing the whole weekend, and so, quite frankly, we make it a little bit of a family excursion. So my wife my daughters, we go down there and it really starts with the dedication ceremony and what a great opportunity to kind of recognize some folks that are very influential and have had a positive impact of the game of basketball in the state of Connecticut.
Speaker 4:And so that's a great start and then just getting to experience those two full days of championship games and even though you may get a little bit tired because it's a full day every game, there's brand new energy because you've got two new schools, two new teams, the fans coming in and it is awesome.
Speaker 4:And you kind of experience the butterflies a little bit. I mean, I used to play, I used to coach. Now I'm going there to help out and hand out awards, but you still feel that energy and that passion and those emotions and so it's such a great experience for the kids. The venue is fantastic. Mohegan Sun has been such a great place to host the games and they're great working with us and so yeah, I really have nothing negative to say. It's a great weekend for players, for spectators, for schools.
Speaker 2:Yes, definitely a great weekend. So Katrina for the girls and the boys who play on this court, mohegan Sun Arena. They're stepping on the same court as some of their idols from UConn, from the WNBAs, connecticut Sun and even Michael Jordan. So what do you think it means to these CIC athletes to be able to play on a court with such a rich tradition of basketball royalty?
Speaker 3:It just makes their dreams bigger. They're actually on the same court that they can fill and put themselves in the shoes of these professionals, so it gives them opportunity to dream more. They've accomplished one thing, so to the next, to the next, and they've seen college players play on that floor, so they're in their shoes at that moment, getting ready for the bright lights. So throughout this podcast.
Speaker 1:We try to inform our listeners and viewers about what the purpose of education-based athletics and CIC sports is all about. So Katrina in all the work that you do with our kids and our athletes for you. What is the purpose of education-based high school sports?
Speaker 3:I think we have the upper hand student athletes to become great leaders and to take education, to take this sport serious. So it gives them an opportunity of maybe a little bit of faster growth, a better pace for it, just in growth itself and you talked earlier to you about.
Speaker 1:For you, it starts with academics. So there's, a lot of life lessons that you're talking about with kids just beyond the skills of the game, and you do that in your professional life outside of the court as well. Tell us a little bit about your work and what you do in helping kids prepare for life beyond school.
Speaker 3:So right now I work for a nonprofit, the Justice Education Center. I'm a youth coordinator for Career Pathways and also we run some afterschool and summer, fall, winter programs for students and so it gives them an opportunity to explore career pathways. So right now at Hill House High School over the New Haven region, we have automotive and we also have construction connected to the union so our students can leave straight from high school and go right into the field. We have great opportunities, great programs for it.
Speaker 3:So hands on experience, workforce and just being able to apply and saying, hey, we've been pushing four-year colleges for so long. I actually like this and I have opportunity to go straight from school to work make money and to build a career.
Speaker 3:So it's a great opportunity for a new haven to have to be able to join the Justice Ed. We also do camps in the summer where we work on work with disengaged students. We are restorative base, echo base, and it gives me an opportunity to really get to know our community, for the community to get to know us and to help each other and through growth and education it's fun.
Speaker 3:It's called Summer of Fund that we do From middle school to high school. They're able to get into the automotive, they're able to do the carpentry. In our after-school programs we're doing plumbing, we're doing tech, we're doing many things. So opportunities for the kids to see that there's more out there than just a four-year college.
Speaker 1:That's great. On and off to court, yes, and leaders for tomorrow Appreciate that. Katrina, gary, for you, the purpose of high school sports education based is what Goodness I mean, it's exactly what it's education based.
Speaker 4:And so teaching and learning happens not only in the classroom, on the court, on the fields, and so you think about all of those attributes, those characteristics that we look for in our students. So, at the end of the day, when students are crossing the stage at graduation, I shake their hands and I hand them their diploma. What are we hoping they're taking with them?
Speaker 4:And so I think about just being part of sports and the perseverance associated with it, the grit the camaraderie, the collaboration, everything that's part of athletics, that's education based, and so a lot of the skills that they develop. It's not just dribbling, it's not just being able to shoot and having a proper form, it's how are they able to move forward and succeed in life. So they're going to be able to take those skills with them.
Speaker 2:Well, gary and Katrina, thank you both so much for joining us on this episode of CIC's Gory Days podcast. We wish you the best in the fall championships and we look forward to seeing you on the court this winter season. And we wish you the best of luck in your run to the sun and it might be a little bit more quicker paced this year with the new shot clock. So, on behalf of Glenn Longarini, I'm Jada Maribel, and we will see you next time on the Gory Days podcast.