As an athletic administrator, one of the first things you’re going to realize is that life can be frustrating. But you don’t have to suffer those occasions as long as you understand the dynamics behind them.

For smaller schools and ones with limited budgets, a position for a full-time professional ATC is not in the cards. But having an athletic trainer at your school is not an all-or-nothing proposition.

In “Drive: The Surprising Truth About What Motivates Us”, Daniel Pink argues that creative, non-routine work is best achieved when incentives provide workers with autonomy, mastery, and purpose. 

New equipment, fresh uniforms, travel expenses, referee costs, strength and conditioning training tools — all of these things need to be bought and paid for to help athletic programs be successful. 

What’s so hard about scheduling games? The phone rings and you simply plug in the first, second, and third teams that call. You’re done in a jiffy.

Powerline author Ken Mannie recommends coaches come back to center to clearly define what’s really important. If your bottom line is that you’re charged with training large groups of young athletes under the internal stresses of limited time, scheduling conflicts, resources and equipment, you need to focus on priorities.

Since my early days working with fellow strength coaches, technology has transformed the profession, both in our access to information and the analysis of athletic performance. Credible research that was once paper-bound, requiring leg work to chase down, is now just a few taps away. Gaining knowledge from trailblazers in the field meant making phone calls, traveling for site visits, and attending camps and conferences. 

College athletics is a dog-eat-dog environment.  

Many athletes believe that their success hinges on taking “extra” of certain nutrients, including potassium, calcium, iron and zinc.

Conditioning for volleyball should focus first on developing a solid base of conditioning and then gradually increase both changes of direction and jumping.