South Effingham

College Football Recruiting Handbook

South Effingham Football

Mustang Parents:

This is both an exciting and scary time for senior players and their parents. There is a lot of information out there about playing football at the next level and in the following pages we hope to help answer some of the questions you may have. First of all, we as a high school coaching staff do not “give” scholarships. We are here to help your son and give him and you guidance. We cannot make colleges give a scholarship to one of our football players. On that note, we will do all that we can to aid your son if he truly desires to play collegiate football. There are opportunities for your son to play if he wants to – that does not mean there is always scholarship money available.

There are different levels of collegiate sports and they are as follows: Division 1 If a D1 school has not contacted your son the chances are very slim for him to play on that level. Division 1AA They recruit Division 1 type players after the D1 schools are done with commitments. Without contact from them chances are slim as well. Division II They recruit much later. They may wait until January, February (after signing date) and later to find players. They rarely give “full” scholarships. Division III They recruit much later and rely on players who want to play. They give no money as far as football scholarships – they do give Academic and Leadership scholarships. NAIA They recruit much later as well but do give scholarships.

In our packet of schools with southern affiliations you will find many different colleges and universities in Division II and lower levels. Look over this list and decide which schools you are interested in and personally contact them yourself as well as let us as a staff know. IT IS NOW TIME FOR YOU TO MARKET YOURSELF! We will provide game tapes as they are requested from schools, as well as to places you are interested in. If you have grades and are willing to move away from home, then your options to play at the next level increases. If you do not meet these TWO requirements then your options are few!

“It’s a Great day to be a Mustang!”

The purpose of this handbook is to further educate both parents and athletes on the requirements and demands of playing at the next level. Of course all coaches and parents wish their players could advance to play beyond high school and possibly even professionally; however, this is simply not possible. Football leads all major sports in percentage of high school athletes who will play professionally at a mere 0.09%! i Using two current recruiting guide books, Athletes Wanted by Chris Krause and The Student-Athlete and College Recruiting by Rick Wire, this handbook will hopefully provide you and your child with the tools to best diagnose exactly where to target your efforts. It will also provide insights into what is realistically possible for your child’s future.

More important than getting to the next level is acquiring the tools to do so. As in all of life’s ventures, success lies in the preparation, and at the top of any student-athlete’s achievement checklist should be goal-setting. Goals create the blueprint that can help guide students both athletically as well as in the classroom.

SMART GOALS

A detailed description = SPECIFIC

A number or other objective = MEASURABLE standard can be tied to the goal

Realistic = ATTAINABLE

Written down = RECORDED

A specific date or timeline = TIME-BOUNDED (years, months, hours, minutes, or seconds) is set as a deadline ii for achieving the goal.

Setting realistic goals is very important when assessing whether or not a high school athlete can play at the next level. Although many feel they have the ability to play at the Division I level, in all actuality, the numbers tell a different story. Almost 85% of collegiate athletic opportunities are available through Division II and Division III schools, NAIA programs, as well as in junior colleges. Also, the rules of the game change depending upon whether an athlete is highly recruited, moderately recruited, lightly recruited, or not-at-all recruited. iii Details regarding where your student-athlete falls in the previous list, will be defined later in the handbook. Four Things You Should Know About the Recruiting Process

Posted on Hudl blog January 13, 2012 by Dan Essa

The recruiting process can seem cryptic to some. Parents with athletes looking to play at the next level can find the task of getting video to recruiters, as well as making sure they’re meeting all of the NCAA’s requirements can be quite daunting. Here are four things coaches, parents, and athletes should know about the recruiting process:

Start early . It’s never too early to start with the recruiting process. You may not have the video you want until your junior or senior year, but you can certainly start working on the academic part. The classes you take your freshman year carry just as much weight as those you take in your junior or senior years. It is not uncommon for 33% of NCAA Core classes to be satisfied in your freshman year of high school. Don’t wait until the last minute – start preparing now.

It’s important to educate yourself about exactly which classes you’ll need to take. The NCAA doesn’t look at the ‘fluff’ classes – only the core classes. They also just approved a higher academic GPA requirement , which will take affect with the 2015 graduation class. Athletes will be required to have a 2.3 GPA rather than 2.0 – this can make a big difference. To put this into perspective – a star athlete who is a C-average student will now need to get five B’s in their high school career to raise their GPA from a 2.0 to 2.3. Take matters into your own hands. You can’t assume that the coach or counselor is going to handle the recruiting process for you. If it’s important to you, you should speak with your coach about the game video, then work on it yourself. If you have questions about academics, you should speak with your counselor, then take matters into your own hands. The national average for counselors to students is currently 500:1. Counselors can help tremendously, but just might not have the time. Game film is critical. It might already be obvious, but is worth saying again: game film is critical. You don’t need much. Start off with 10-12 of your best plays. If recruiters are interested, they’ll contact your coach for more information and more video.

When it comes to effects on your video: Spot shadows: can be useful – particularly with football. Music: Coaches don’t care about it. College coaches watch film with 10 other things going on, and will turn it down most of the time. Character is a key component. There are very few athletes who have the game-changing talent that will cause a coach to put up with poor behavior. It’s important for recruiters to know that you’re not only a top-notch athlete but also a top-notch individual. Have you been volunteering or taking a leadership role in school organizations? The same goes for social networks. Anything you put on a social network can be seen by someone else, and recruiters are learning to use these social networks to assess the character of potential recruits. Want to learn more? Go to http://www.freerecruitingwebinar.org and check out their free webinars on recruiting to educate yourself.

Creating highlights on Hudl.com

Coaches can tag and create highlights for players that can be quickly and easily shared with recruiters, friends, and family.

After the highlights are created by the coaches , Hudl.com gives players the option to use premium highlights. Premium highlights give you (players) the ability to create a professional highlight film with cover slides, music, spots shadows or arrows, and customized clip order. But keep in mind that majority of college recruiters will turn down the music on the highlights as they evaluate the film.

What is the cost to a recruiter to access an athlete’s video on Hudl?

A recruiter can access any video sent to them by a coach or player, free of charge. When video is shared to a recruiter in Hudl, if the recruiter doesn’t already have a Hudl login, he can set one up the first time he accesses the video.

As coaches, we can send highlights for players .

Hudl makes it easy for coaches to create a recruiter package, which eliminates the hassle of creating DVDs and the cost of sending them through the mail. Coaches can also share any players highlight page using the sharing tools on the page.

As an athlete, can I send my video to recruiters?

Yes. Once you create a highlight page, you can email your highlights to a recruiter. Because the highlight page is a public facing page, you can also copy the link and share the link with others.

Recruiting Packages with game film can only be shared by coaches through Hudl Recruiting.

Use this link http://www.hudl.com/tutorials/usinghighlights/ to access a tutorial on how to create, watch, and share highlights.

Use this link http://www.hudl.com/tutorials/usingpremiumhighlights/ to access a tutorial on how to create, watch, and share premium highlights.

NOTE: Below, please click on the “choose this link” to read an interesting information from the head coach at Bucknell University. This email contains pictures. (Hit the control button and click on choose this link to view), choose this link ... SLIDING SCALE OF ELIGIBILITY: (Prior to August 1, 2016) Before any college coach will even view a player’s highlight film, he desires to know what type of student the prospect has been. Each player on a college football roster is an investment made by that particular university, and colleges are not in the business of throwing money away. Schools desire to know up front what type of student-athlete they are investing in. More importantly, if your child’s grades do not meet the specifications of the desired school, both parties are wasting their time. Below is a sliding scale of player eligibility for Division 1. The scale is composed of a core GPA and a standardized test score (SAT, ACT). For example (highlighted yellow) a student with a 2.0 Core GPA would have to achieve a 1010 SAT or a 68 ACT in order to qualify iv academically.

NCAA Division I Sliding Scale The three SAT scores will be GPA SAT ACT GPA SAT ACT GPA SAT ACT scaled, meaning they will be fit to 3.55 400 37 3.025 610 51 2.5 820 68 a range that runs from a low of 3.525 410 38 3 620 52 2.475 830 69 200 to a perfect score of 800. An 3.5 420 39 2.975 630 52 2.45 840/850 70 absolutely perfect SAT score 3.475 430 40 2.95 640 53 2.425 860 70 would total 2400 (3 times 800). Of 3.45 440 41 2.925 650 53 2.4 860 71 course, almost no one scores that 3.425 450 41 2.9 660 54 2.375 870 72 high. The median score on any one 3.4 460 42 2.875 670 55 2.35 880 73 section of the test is just over 500, 3.375 470 42 2.85 680 56 2.325 890 74 making a score a bit above 1500 3.35 480 43 2.825 690 56 2.3 900 75 the median. ACT scores are 3.325 490 44 2.8 700 57 2.275 910 76 comprised of the English and 3.3 500 44 2.775 710 58 2.5 920 77 Math portions of the test with a 36

3.275 510 45 2.75 720 59 2.225 930 78 being the highest possible in each. 3.25 520 46 2.725 730 59 2.2 940 79 3.225 530 46 2.7 730 60 2.175 950 80

3.2 540 47 2.675 740/750 61 2.15 960 80 3.175 550 47 2.65 760 62 2.125 960 81

3.15 560 48 2.625 770 63 2.1 970 82

3.125 570 49 2.6 780 64 2.075 980 83 3.1 580 49 2.575 790 65 2.05 990 84

3.075 590 50 2.55 800 66 2.025 1000 85 3.05 600 50 2.525 810 67 2 1010 86

GPA MINIMUN REQUIREMENT:

The NAIA and NCAA Division II Schools only require student-athletes to achieve a minimum GPA of a 2.0 in order to pass the requirement. However the NCAA minimum only uses the Core Courses to determine the v GPA.

NCAA FRESHMAN-ELIGIBILITY STANDARDS QUICK REFERENCE SHEET (D-I & D-II)

KNOW THE RULES:

Core Courses NCAA Division I requires 16 core courses . See the chart below for the breakdown of this 16 core- course requirement.

NCAA Division II requires 16 core courses. See the breakdown of core-course requirements below.

What is a Core Course? A core course must: • Be an academic course in one or a combination of these areas: English, mathematics, natural/physical science, social science, foreign language, comparative religion or philosophy; • Be four-year college preparatory; and • Be taught at or above your high school’s regular academic level (no remedial courses, those taught at a slower pace or those that cover less content).

Test Scores

Division I has a sliding scale for test score and grade-point average. Division II has a minimum SAT score requirement of 820 or an ACT sum score of 68.

The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not used.

The ACT score used for NCAA purposes is a sum of the four sections on the ACT: English, mathematics, reading and science.

All SAT and ACT scores must be reported directly to the NCAA Eligibility Center by the testing agency. Test scores that appear on transcripts will not be used. When registering for the SAT or ACT, use the Eligibility Center code of 9999 to make sure the score is reported to the Eligibility Center.

Grade-Point Average

Only core courses are used in the calculation of the grade-point average.

Be sure to look at your high school’s list of NCAA-approved core courses on the Eligibility Center's Web site to make certain that courses being taken have been approved as core courses. The Web site is www.ncaaclearinghouse.net.

Division I grade-point-average requirements are listed on page two of this sheet.

Division II grade-point-average requirement is a minimum of 2.000 in core courses. DIVISION I DIVISION II 16 Core-Course Rule 16 Core-Course Rule

16 Core Courses: 16 Core Courses:

4 years of English. 3 years of English. 3 years of mathematics 2 years of mathematics (Algebra I or higher). (Algebra I or higher). 2 years of natural/physical science 2 years of natural/physical science (1 year of lab if offered by high school). (1 year of lab if offered by high school). 1 extra year of English, mathematics or 3 year of additional English, mathematics natural/physical science. or natural/physical science. 2 years of social science. 2 years of social science. 4 years of additional courses 4 years of additional core courses (from any area above, foreign language (from any area above, foreign language or nondoctrinal religion/philosophy). or nondoctrinal religion/philosophy).

OTHER IMPORTANT INFORMATION

Division II has no sliding scale. The minimum core courses grade-point average is 2.000. The minimum SAT score is 820 (verbal and math sections only) and the minimum ACT sum score is 68.

• 16 core courses are currently required for Division II.

16 core courses are required for Division I. Earn a minimum 2.000 GPA in core course. August 1, 2016 must earn a 2.300 Grade-Point Average in core courses to compete in your first year of college

The SAT combined score is based on the verbal and math sections only. The writing section will not be used.

SAT and ACT scores must be reported directly to the Eligibility Center from the testing agency. Scores on transcripts will not be used.

Students enrolling at an NCAA Division I or II institution for the first time need to also complete the amateurism questionnaire through the Eligibility Center Web site. Students need to request final amateurism certification prior to enrollment.

For more information regarding the rules, please go to www.ncaa.org. Click on “Academics and Athletes” then “Eligibility and Recruiting.” Or visit the Eligibility Center Web site at www.ncaaclearinghouse.net.

Please call the NCAA Eligibility Center if you have questions: Toll- free number: 877/262-1492.

NCAA Eligibility Center rules do not apply to Division III colleges. At the Division III level, eligibility is governed by institutional, conference and other NCAA regulations.

Below are some examples of entrance requirements at the Division III level:

TOP 10% OF COLLEGES SAT-CR: 800 MAX SAT-M: 800 MAX ACT CLASS GPA WASHINGTON & LEE 660-740 660-730 29-32 YES 800 + ON 2 PARTS 18 AVERETT 800 + ON 2 PARTS (400) (400) COMPOSITE N/A 2.5 CARNEGIE MELON UNIV. 1800 TOTAL 1800 TOTAL 29 YES 3.8 1080 + ON 2 PARTS BIRMINGHAM SOUTHERN UNIV. 1080 + ON 2 PARTS (540) (540) 21 N/A 2.25

In any given year close to 50 Division III players will be named as professional quality players and be given an opportunity to play at the highest of levels but more importantly the academic success rate for Division III student-athletes is one of the best. The NCAA released preliminary results of a two-year pilot program designed to measure the academic success of D-III athletes The findings, gleaned from information submitted by 115 of the division’s 444 member institutions, show that athletes graduate at rates higher than other students: Using the federal graduation rate calculated by the Education Department, 66 percent of Division III athletes finished college within six years of enrolling, compared with 63 percent of the overall student body. But the NCAA prefers to use its own metric to measure graduation rates. Just as it has done with Divisions I and II, the association has calculated an “academic-success rate” for Division III. This method, unlike the federal one, accounts for students who leave an institution while still in good academic standing. The NCAA applied this calculation to data from the participating colleges. It found that the academic-success rate was 89 percent for Division III athletes: 85 percent for men and 95 percent for women.

Even though the calculations are similar to those that measure the academic progress of scholarship athletes in vi Divisions I and II, officials said today that there are key distinctions for D-III.

As you explore opportunities to play NAIA you will discover a community of nearly 300 member colleges and universities, 60,000 student-athletes and an environment that focuses on athletic participation as one part of the total education process. Members award more than $450 million in financial aid each year, compete for 23 national championships in 13 sports and

offer a wide selection of academic and athletic programs.

ADMISSION STANDARDS FOR ATHLETES: To participate in athletics in the NAIA, you must be admitted to the college or university under admission standards equal to or higher than those applied to the general student body. Each school also determines how much aid it awards to an individual student-athlete. If you will graduate from a U.S. high school and enroll in college, the requirements are simple. An entering freshman must: * Be a graduate of an accredited high school or be accepted as a regular student in good standing as defined by the enrolling institution. * Meet two of the three following requirements. If as an entering freshman you do not meet at least two of the three standards, you cannot participate in athletics for the first full year of attendance (2 semesters, 3 quarters, or equivalent).

MUST MEET TWO OF THE THREE 1. TEST SCORE 2. HIGH SCHOOL 3. CLASS RANK REQUIREMENT GPA REQUIREMENT REQUIREMENT Achieve a minimum Achieve a minimum overall Graduate in the top half of of 18 on the ACT or high school grade point your high school class. 860 on the SAT average of 2.0 on a 4.0 scale.

THE NAIA ELIGIBILITY CENTER: The NAIA Eligibility Center, at PlayNAIA.org, is responsible for determining the NAIA eligibility of first-time student-athletes. Students must have their eligibility determined by the NAIA Eligibility Center, and all NAIA schools are bounded by the center’s decisions.

Every student interested in playing sports at NAIA colleges for the first time in 2011-12 or any year after that needs to register online. This applies to high school and transfers from both two and four-year colleges.

NAIA Eligibility Center Phone: 816-595-8300 Transcripts & fee Waiver Confirmations Toll free: 866-881-6242 NAIA Eligibility Center email: [email protected] P.O. Box 15340 Hours: Monday-Friday Kansas City, MO 64106 8:30am to 5pm Central

The National Junior College Athletic Association (NJCAA) is committed to providing quality athletic opportunities to enhance the entire collegiate learning experience or its students. The Association and its member colleges strive to provide equal opportunities for all concerned student- athletes. The Association is sensitive to the special needs and circumstances of the Community/Junior College student while keeping within the high academic standards of our 513 member institutions.

GENERAL INFORMATION: Q: What sports are sponsored by the NJCAA?

A: The NJCAA provides opportunities for participation, including National Championships, for student- athletes in the following sports: Fall Baseball, Spring Baseball, Basketball, Bowling, Cross Country, Football, Fall Golf, Spring Golf, Ice Hockey, Indoor Track and Field, Spring Lacrosse, Fall Lacrosse, Outdoor Track and Field, Fall Softball, Spring Softball, Fall Soccer, Spring Soccer, Swimming & Diving, Fall Tennis, Spring Tennis, Fall Volleyball, Spring Volleyball and Wrestling.

Q: How do I determine my initial eligibility?

A: Due to the unique academic and athletic situation of each individual, and the complexity of the NJCAA eligibility rules, it is recommended that each potential student-athlete discuss their athletic eligibility with the athletic personnel at the NJCAA college where they have chosen to attend. Should the athletic staff have any questions in determining an individual's eligibility, the college may contact the NJCAA National Office for assistance.

Q: Must I have graduated from high school?

A: Students must be a high school graduate or must have received a high school equivalency diploma or have been certified as having passed a national test such as the General Education Development Test (GED). Non-high school graduates can establish eligibility by completing one term of college work having passed twelve credits with a 1.75 GPA or higher. This term must be taken after the student's high school class has graduated.

Q: How many seasons may I participate in a sport?

A: Students are allowed two (2) seasons of competition in any sport at a NJCAA college, if they have not participated at any intercollegiate level during two (2) seasons previously. Playing in one or more regularly scheduled contests prior to post-season competition uses one season of participation in that sport.

For more information about the National Junior College Athletic Association, write to: NJCAA, 1631 Mesa Avenue, Suite B, Colorado Springs, CO 80906 or contact your local NJCAA member college. Additional information can also be found on the NJCAA web site: www.njcaa.org DO THE MATH:

In order to calculate your Core GPA, first look at only your core courses (English, Math, Science, Social Studies, and Academic Electives). Multiply the point value for the grade earned by the amount of credit earned in order to determine the quality points. vii Use the following grading scale, unless your high school has a different scale on file, with the Eligibility Center.

A- 4 points B- 3 points C- 2 points D- 1 point

Course Title Credit Grade Quality Points English 9 1 A (1 x 4) = 4.0 English 10 1 B (1x3) = 3.0 English 11 1 B (1x3) = 3.0 English 12 1 C (1x2) = 2.0 Total English Credits 4 Total Quality Points =12

Once the above formula has been applied to each of the core classes divide the total number of quality points for viii all core-courses by the total number of core courses to calculate your core GPA.

**For example, if you have 45 quality points and 13 core-courses, divide 45 by 13 to get a 3.624 core GPA.

NCAA Core Course Worksheet: On the next page you will find a worksheet which will assist you in monitoring your progress in meeting NCAA initial eligibility standards. It is to be used with assistance from the guidance ix department to ensure correct completion of the course work needed to play at the next level.

SEHS Guidance Department Information :

Website: http://www.effingham.k12.ga.us

Phone Number: (912) 728-7511

Fax Number: (912) 728-7529

English (3(DII) or 4 (DI) years required)

Course Title Credit Grade Quality Points

Total English Units Math (2-3 years required, Algebra I or higher) (DI 3yrs. DII 2 yrs.)

Course Title Credit Grade Quality Points

Total Math Units Natural/Physical Sci (2yrs req)(1 yr lab if offered by high school)

Course Title Credit Grade Quality Points

Total Natural/ Physical Science Units Additional Yr of Eng, Math, Nat/ Physical Sci (DII 2 yrs., DI 1yr.)

Course Title Credit Grade Quality Points

Total Additional Units Social Science(2 years required)

Course Title Credit Grade Quality Points

Total Social Sciences Units Additional Academic Courses (DII 3 yrs req, DI 4yrs req)

Course Title Credit Grade Quality Points

Total Elective Units Core Course GPA

Total # of Total Quality Points Credits # of Core Courses x RELATED INTERNET SITES:

Below are lists of sites that may be of assistance to student-athletes.

General College Information: American Universities – www.clas.ufl.edu/au College Board Online (SAT) – www.collegeboard.org ACT, Inc – www.actstudent.org Peterson’s Education Center – www.petersons.com The Princeton Review – www.review.com College and Universities – htpp://education.yahoo.com/ Preparing Your Child for College – www.ed.gov/parents/landing.jhtml College Net – www.collegenet.com

College Application Sites: Apply – www.weapply.com College Link – www.collegelink.com

Financial Aid and Scholarship Sites: FinAid: Financial Aid Information – www.finaid.org FAFSA – www.fafsa.ed.org College Net – www.collegenet.com Expan – www.collegeboard.org

Career Information Sites: College Board Careers – www.collegeboard.org/career/bin/career.pl Mapping Your Future – www.mapping-you-future.org Career Resource Center – www.careers.org Career Map – www.scups.edu/home/career-mapper/career.htm xi

College Football Information *** FREE Recruiting Webinar – http://www.freerecruitingwebinar.org/ NCAA: National Collegiate Athletic Association – http://www.ncaa.org/ NCAA Clearing House: Initial Eligibility Requirement – https://web1.ncaa.org/eligibilitycenter/ NCAA Football - http://ncaafootball.com/ NCAA FBS Football – http://www.ncaa.com/sports/football/fbs NCAA FCS (1-AA) Football – http://www.ncaa.com/sports/football/fcs NCAA D-II Football – http://www.d2football.com/ NCAA D-III Football – http://www.d3football.com/ NAIA: National Association of Intercollegiate Athletes – http://naia.cstv.com/ NJCAA: National Junior College Athletic Association – http://www.njcaa.org/ NCCAA: National Christian College Athletic Association – http://www.thenccaa.org/ THE WELL ROUNDED STUDENT-ATHLETE IS SUPERIOR AT ACADEMICS, ATHLETICS, AND INTANGIBLES

More and more colleges today are looking at the total package that is the student-athlete. This includes not only athletic and academic ability but the character of the student-athlete as well. You as a student-athlete are an investment for that institution, an investment that must first create a “resume” worthy of employment. This resume is created by what you as a total person bring to the table. Athletically can you compete physically? Academically do you have the grades needed to be an asset to an institution of higher learning? And finally, the “Intangibles”; these are the factors that make the total person. Aspects such as character, leadership and work ethic, as well as the ability to compete, are vital in building a quality resume that is enticing to college recruiters.

GPA Recruiting Weight Pie

Core GPA Class Rank

ACT/SAT Clearinghouse

Posted ACT 25% as ACR Athletics 50% Academics

Intangibles 25%

Character Size Leadership Speed, Work Ethic Projectibility Quality Tape Skill Level Follow-Up Strength Communication Skills Mentor Competitive Exposure xii STUDENT-ATHLETE /COLLEGE INFORMATION:

Once the student-athlete has done his/her work in the classroom the next step in moving on and playing at the next level is gathering general information and getting it to coaches and schools. As part of the recruiting process, most college coaches are interested in an athletes’ personal background. Every person’s background plays a role in shaping who they are, and college athletes are no different. Also, in addition to academic information, colleges are very interested in athletes who are well-rounded athletically. To this end it is important to convey any other sports you have played during your high school career. This shows an expanded work-ethic and a multiple skill set that could make you more marketable to colleges. On the following page you will find a Student-Athlete Information Sheet to help guide you with this process.

Once a student-athlete has decided that he/she wants to explore playing at the next level, it is important to remember that just as you are trying to impress colleges with grades, behavior and athletic ability, the colleges need to impress you as well with the academic programs they offer, the cost of their university, as well as general academic assistance you would receive from them. Also located below is a College Information sheet to assist in helping you choose the best college for your needs.

SO WHAT SCHOOL SHOULD YOU CHOOSE?

SEHS Mustangs Football Recruiting Profile 2014-2015

Prospect Information

Last Name: First Name: MI:

Home Phone High School Position Other Phone: E-Mail Address: Fax Number: Best Day to Call: Best time to call:

Home Address: City, State: Zip: Date of Birth: Birthplace:

Jersey # Height: Weight: 40/100 time: Vertical Jump: Clean Strength Bench: Squat:

Other Sports Played: Athletic Honors:

Educational Information:

High School Prep: School Address: City, State: Zip:

School Phone: 912-728-7511 School Fax: 912-728-7529 Coach: Donnie Revell Coach E-Mail: [email protected] Coach’s Office Phone: 912-728-7511 Coach’s Cell Phone: 912-547-0201 Best Time to Call: 6:30am-7:30am; 6:45pm-8:20pm

Prospect’s Academic HS Graduation Date: Interest: Academic Honors:

Counselor: Phone Number: High School Qualifier (Y or N) Composite S AT: ACT: HS GPA: HS Class Rank:

Family Information

Parents are (Singe, Married, Divorced): Prospect lives with: Mother: Education Mother’s Occupation: Cell Phone: Father: Education: Father’s Occupation: Cell Phone: Guardian or Significant Cell Phone: Relative:

Factors In Decisions:

What schools are you interested in: What factors will decide where you go to college: Who is the most important person influencing your decision: How strongly are you interested in Division 1, Division 2, Division 3, D1AA, NAIA, Junior College Date of visit to School you would like to play for most:

Other school visits:

Student-Athlete Information Sheet

I. Personal Full Name: Home Phone: Street Address: City: State: Zip: Email: Soc. Security #: Birth-date: Birth City: Birth State: Mother’s Name: Mother’s Occupation: Mother’s College: Employer: Work Phone: Father’s Name: Father’s Occupation: Father’s College: Employer:_ Work Phone: Living with (circle one) Mother Father Both Other Name of Guardian:

II. Academic High School: School Phone: School Address: School City: State: Zip: GPA: SAT-V: SAT-M: ACT: Class Rank: Colleges you are interested in: 1 2 3 College Prep: Yes No Academic Counselor: Academic Honors: Potential College Major:

III. Athletics Major Sport: Years Played Varsity: JV: Club: Positions Played: High School Coach: Coach’s Phone: Height: Weight: Jersey #: Speed: 20yd 40yd 60yd _100M Other: Bench: Squat: Clean: Other Sports: Athletic Honors: xiii College Information Sheet College: Street Address: City: State: Zip: Phone: Athletic Office Phone: Distance from home: Nearest major city/airport: Setting: Urban: Rural: Undergraduate Enrollment: Graduate Enrollment: Head Coach: Position Coach: Recruiting Coach: Recruiting Secretary: Strength Coach: Academic Counselor: Position Recruited for: Where will you be on the depth chart? How many are being recruited for your position? Will they redshirt you? Scholarship offered? Yes: No: Any other cost involved? Yes: No: If yes, how much: Official visit offered? Yes: No: Visit Date: Graduation Rate of Athletes: SAT/ACT score required: Majors of interest offered: Counselor’s Available? Yes: No: Study Hall Required? Name of Conference: Conference Finish Post Season: Schedule:

Season Tickets Available? Yes: No: How many? Cost? xiv SIZE:

The size of a school (the number of students and square miles of campus) can also have a profound effect on an athlete’s college experience. Big schools with tens of thousands of students can be like medium-sized cities. Also keep in mind, the size of a school does not have anything to do with its division. xv Case in point: The two schools with the largest enrollment are Pima Community College in Tucson, Arizona (approx. enrollment xvi 74,000) and Miami Dade College (approx. enrollment 167,000).

The advantage of a big school can be formidable. They usually are well financed with great facilities and access to hundreds of clubs and organizations. xvii They have big numbers of students, big academic departments, and xviii big names. The question is: Does this translate into big value? Not necessarily.

Indeed, upon careful evaluation, a student might be more concerned about large class sizes, the impersonal nature of such a large community, and dealing with bureaucracy of a giant school. Athletes should consider the xix answers to these questions:

Is it important that my classes are small, or am I envisioning a school with giant lecture halls packed with students? When I raise my hand during class, do I want my teacher to know my name? Is it important that my social environment is intimate, or do I prefer a largely populated school? xx Is it important that the administration be accessible?

Student-athletes often miss many classes due to games or meets. Often the faculty and staff at smaller schools is willing to work with students and may allow tests or labs to be made up. A more intimate school environment xxi might be exactly what a student needs to excel in both athletics and academics.

Enrollment

900

800

700 765

600 595

500

400 Enrollment

300

200

100 153 114 0 73 Less than 1,000 1,000-5,000 5,000-10,000 10,000-20,000 More than 20,000

Of the 1,800 colleges with sports programs, 45% have fewer than 1,000 students and only 4.3% have more than 20,000 students. xxii A whopping 80% have fewer than 5,000 students, and only 11.3% have more than 10,000 xxiii enrolled students. If size matters, the pool of schools is narrowed quickly. PLAY-TIME:

Countless stories tell of athletes who could have gone to bigger, more prestigious schools but understood that their play-time would be limited. Instead they followed the heart of a true athlete and chose play-time over status. xxiv When envisioning play-time, student-athletes should consider the following questions:

Will I fit with the team’s strategy, or will I be like a passing quarterback in a running offense? Will I be able to develop my athletic ability as fully as possible in this program? Has an athletic scholarship ever not been renewed solely because of poor performance or injury? How does my ability fit in with this school’s program? Do I want to be part of a big-time program even if I don’t start, or would I rather be a top performer on a lower-level team? (Big fish in a small pond, or xxv small fish in a big one?)

OPPORTUNITIES PER DIVISION

OPPORTUNITIES PER DIVISION Division IA Schools with Football Programs 120 Division IAA Schools with Football Programs 119 Division I Schools with non-Football Programs 94 Division II Schools with Athletic Programs 291 Division III Schools with Athletic Programs 445 NAIA Schools with Athletic Programs 284 NCJAA Schools with Athletic Programs 516 TOTAL 1,869 xxvi

MYTH: NCAA Division IA is the only option for collegiate athletic opportunities. REALITY: Over 1,800 U.S. colleges and universities sponsor collegiate athletics and are able to offer financial xxvii packages. Most of these opportunities fall outside Division IA schools. Scholorship Opportunities

Div IA 6% Div IAA 6% Div I (OTHER) 5% Div II 16% Div III 24% NAIA 15% NCJAA 28%

xxviii THE PARENT’S ROLE A parent’s primary challenge is to walk the fine line between guiding the athlete through the process and becoming overbearing. Parents might be tempted to take full control, especially when they see how overwhelming the experience can be. xxix A parent’s goal is to find the middle ground between a “hands off” parent and one who micromanages every move the student makes. xxx Chris Krause, in his book Athletes Wanted , gives what he calls The Parents’ Golden Rules to help parents find the balance they need to be an asset xxxi to their child’s future at the next level.

RU LE #1: Don’t b e a hel icopter mom or “we ” dad.

This rule applies regardless of how old a child is. A helicopter parent hovers over the child, not allowing them to grow or act for themselves. A we parent lives vicariously through the child’s accomplishments. xxxii Remember, in the parent/student-athlete relationship, the student-athlete must become the team captain! The greater load the student-athlete takes and is able to handle, the better. This particularly applies to communicating with the coach. xxxiii College coaches would much rather hear from student-athletes as opposed to parents. Coaches are impressed by students who initiate conversations. xxxiv As difficult as it might be for students to muster the courage to call coaches, a student-athlete’s ability to represent himself/herself is critical xxxv to the recruiting process.

RULE #2: Teach humility.

On the flip side, young athletes, especially those who are talented, can receive too much support, develop xxxvi attitude problems, and become less motivated in important activities outside of their sport. Parents are primarily responsible for their children’s attitudes. Parents who teach their children early to work hard will save their children from years of suffering while in college and later during their careers. xxxvii Lemming suggests the three part ACE formula for teaching students to be accountable.

Academics: Remember that a college coach will not recruit a student athlete who cannot compete in the classroom.

Character: No coach wants to work with a sore loser or an ungracious winner. Parents need to make sure that their children know how to make good decisions and are accountable for the actions they take.

Effort: Win or lose, a coach wants to know that student-athletes did their best not only athletically, but also academically. So long as a student makes his best effort with every play, and in every classroom on every homework assignment, and in every practice, a coach will see that the xxxviii athlete is a class act.

RU LE #3: Parents should be their child’s assistant mentor, not just a cheerl eader.

Parents should delineate their roles and give their athlete room to breathe and grow. While letting them make decisions, Mom and Dad can do the most by serving as an assistant who keeps a level head, providing xxxix pragmatic help. RULE #4: Parents should have realistic expectations and get an honest evaluation of an athlete from a high school coach.

Most parents are partial to their children and might not be the best judges of a student-athlete’s ability. Parents should try to find objective statistics about their child. xl Access www.athleteswanted.org for general statistics about student-athletes at Division I, II, and III levels for each sport in order to identify how their child stacks up. xli Also, parents should lean on those coaching or experienced in the particular field their child is competing in (football, baseball, softball). Coaches have a direct link to the next level and can give realistic advice to both parents and student-athletes about what level would be the best fit. xlii Parents should not pressure their children to get into a Division I school, but should allow and encourage them to apply to said schools, as long as they are also applying to schools where they realistically stand a chance of admittance. Parents should be realistic about the financial aspects of their child’s experience as well. xliii Most athletes will need to xliv supplement their educational costs, even if they receive athletic or need-based academic grants-in-aid.

RULE #5: The greater the distance, the greater the opportunities.

Parents should avoid fixating on a “dream school” when looking at opportunities for their child. As time goes on, from a student-athlete’s sophomore year until his/her senior year, many factors (i.e. grades, athletic ability, and behavior) can come into play that could rule out such a school. xlv Another big mistake is to consider only colleges close to home. Wanting to keep children close to the nest is a natural instinct, but it eliminates many options. xlvi A parent’s not being able to see all their child’s games, is a small sacrifice to pay for their child’s long-term success. Remember, the greater the distance, the greater the opportunity. xlvii A student with average ability who is willing to travel will have more opportunities than the student-athlete who has very good athletic ability, but who wants to play close to home. xlviii In most cases athletes can find a place if he/she is willing to travel far enough (ex. You may live in Georgia but if you are willing to play in Kentucky or Ohio than you can play on the next level.). WHAT MAKES A DIVISION I PLAYER? Just what do you need as a Student-Athlete to make it on the D-I level? Is it physical strength? Is it mental toughness? Is it having better stats than anyone else? All of these qualities are evident in D-I athletes but a closer look will show that even at lower levels of competition great athletes can find a home and be successful. Look at the player profiles below and see if you can choose who the D-I is. Brian Franklin: 5-10 175, Freshman, DB Was a 4-year starter as a free safety and tailback … Amassed over 7,500 all purpose yards offensively as a prep, including 5,200 yards on the ground, 825 yards through the air and 1,500 yards on punt/kick returns. On defense, he made 302 total tackles with nine career interceptions. As a senior, was named All-State and All-Area. Was a two- time first team All-Colorado Springs Metro League Selection, as well as a two-time team MVP. Ranked in the top 25 of his class, he earned Academic All-State honors two consecutive years in his final two seasons and was also the captain of his high school basketball team. Wes Harper: 5-10 205, Junior, RB Played running back and wide receiver. Helped the Panthers win a region championship in 2007. Named USA Today "Old Spice" Red Zone Player of the Year for Alabama in 2007. In 2006 he was first-team Class 6A All-State by the Alabama Sports Writers Association, was chosen Shelby County Player of the Year by the Birmingham News and was on the Birmingham News 6A All-Metro, Super All-Metro, 6A All-State and Super All- State teams. Was also first-team All-Shelby County pick by the Shelby County Reporter and was chosen "Best in School Sports" Vac Back of the Year. A unanimous pick as permanent team captain, a recipient of the Pelham High School Academic Athlete Award and was the 2006 Mr. Pelham High School. Was also a member of the National Honor Society and was his classes Valedictorian. Had 2,377 all-purpose yards in 2006 and led the team with 98 pass receptions. The only high school player in the state that year to record more than 1,000 yards rushing and also have over 1,000 receiving yards.

Shawn White: 5-8 192, Sophomore, RB Played at Pine Forest High School... two-time 1000-yard rusher (1100 yards in 2007 and 1,500 yards in 2008)... All-District and All-Region 2008...member of Pensacola All-Star Team... team captain... two-time Pensacola News Journal All-Area selection... Mid- Season MVP 2008... WEAR 3’s Prep Scholar Athlete... also played basketball and ran track for the Eagles... member National Honor Society… top 10% of graduating class… member Mu Alpha Theta… Who’s Who Among American High School Students… All- American Scholar.

As you can see each player has a “resume” that would be worthy of a D-I scholarship. Actually none of the players profiled above play on a D-I team. They play on rosters on the D-I AA, D-II, and D-III levels! Never let the level of competition discourage you from wanting to play on Saturday. Regardless if you are or playing in front of 1,000 or 100,000 you are receiving the best possible reward for your hard work and dedication; a free education from an American University. FOOTBALL RECRUITING GUIDELINES:

Each year across the country, college coaches disperse in pursuit of the next generation of players for their given universities. In hand, coaches have a rough template, specific to their play level (Div. I, Div. I-AA, Div. II etc.), defining the qualities and characteristics they hope to find in prospective players. This section of the handbook will focus on physical guidelines. Sometimes college recruiting is a numbers game. Schools may not be able to offer a player a position because they have no immediate money to give them. If this is the case they may ask the player to walk-on (preferred walk-on). Still there will be times when schools look in another direction for a variety of reasons. Although the guidelines serve as a base-line for college coaches when evaluating talent, the numbers are not concrete. Having heart and a good, hard work ethic can sometimes be enough to show college coaches that it isn’t the size of the dog in the fight but the size of the fight in the dog so to speak. Ultimately all coaches want the same thing; players who MAKE PLAYS! If your child can do just that, they will get noticed.

Football Physical Guidelines:

Division I - A Division I - AA & NJCAA Pos. Ht. Wt. 40 Bench Squat Pos. Ht. Wt. 40 Bench Squat QB 6'2" 200 4.6 260 425 QB 6'2" 190 4.7 250 385 RB 6' 210 4.5 315 415 RB 5'11" 190 4.55 280 390 WR 6'2" 185 4.5 235 315 WR 6'1" 185 4.6 225 295 TE 6'4" 240 4.7 300 440 TE 6'4" 240 4.8 285 420 OL 6'4" 280 5.1 320 450 OL 6'3" 275 5.2 305 425 DL 6'4" 250 4.8 315 450 DL 6'3" 250 5 305 415 LB 6'1" 220 4.6 315 445 LB 6'2" 220 4.7 300 435 DB 6' 185 4.5 260 385 DB 6' 185 4.6 250 380 S 6'2" 200 4.6 270 405 S 6'2" 200 4.7 260 400 Division II &NAI A Division III Pos. Ht. Wt. 40 Bench Squat Pos. Ht. Wt. 40 Bench Squat QB 6'2" 190 4.8 225 345 QB 6' 175 4.8 205 315 RB 5'11" 190 4.6 270 375 RB 5'10" 180 4.7 265 350 WR 6'1" 185 4.6 205 275 WR 6'1" 180 4.7 200 265 TE 6'3" 220 4.85 275 415 TE 6'2" 215 4.9 270 405 OL 6'3" 290 5.4 300 410 OL 6'2" 275 5.5 295 405 DL 6'2" 260 5.1 305 405 DL 6'1" 250 5.2 295 395 LB 6' 210 4.7 295 405 LB 5'11" 195 4.75 275 395 DB 5'11" 185 4.65 250 380 DB 5'10" 180 4.7 240 295

xlix Preferred Grades:

l 3.0+ GPA, 24+ ACT, 1000+ SAT Football by the Numbers:

Division Scholarships Schools Participants NCAA Div. IA 85 120 13,758 NCAA Div. I-AA 63 119 11,900 NCAA Div. II 38 154 15,764 NCAA Div. III 0 239 22,813 NAIA 24 92 9,200 Others 0 4 Junior College 85 71 7,100 Totals 799 High School Statistics High School High School Athletes 1,108,286 Seniors 316,653

li

INDICATORS THAT AN ATHLETE IS AN ELITE RECRUIT FRESHMAN SOPHOMORE JUNIOR SENIOR

More than 30 More than 60

letters/emails letters/emails

from different from different schools. Letters/ schools. Letters/ Student-athlete emails include emails include receives camp brochures, camp brochures, personal phone calls

questionnaires, questionnaires, from information about information about college coaches NCAA rules, and NCAA rules, and immediately invite the invite the Over 60 emails following July 1 (Div. I) Heavily student-athlete to student-athlete to immediately or Recruited call or email the coach. call or email the coach. following Sept. 1. June 15 (Div. II).

At least three offers Coaches say At least one offer (depending on the student-athlete Three or more in (depending on the sport) sport) is the top recruit. home visits.

College coaches College coaches call student- call student-

athlete's high athlete's high school or club school or club coach/director coach/director Ten or more offers on to inquire about to inquire about Unofficial visit the the athlete. the athlete. invites. table.

College coaches watch the College coaches

athlete play watch the at club athlete play at club tournaments tournaments and At least 5 offers At least ten official visits and showcases. showcases. on the table. invite.

Transcripts 50 plus phone calls requested by from Video Request college. different schools.

Depending on

the sport, Head college coach head college begins to coach begins to Weekly call June 15th. call after April 15. emails/phone calls

lii

INDICATORS OF A CHILD’S LEVEL OF RECRUITMENT FRESHMAN SOPHOMORE JUNIOR SENIOR More than 15 More than 30

letters/emails letters/emails

from different from different schools. Letters/ schools. Letters/ Student-athlete emails include emails include receives camp brochures, camp brochures, personal phone calls questionnaires, questionnaires, from

information about information about college coaches NCAA rules, and NCAA rules, and immediately invite the invite the Over 45 emails following July 1 (Div. I) Seriously student-athlete to student-athlete to immediately or Recruited call or email the coach. call or email the coach. following Sept. 1. June 15 (Div. II).

College coaches Coaches say

call student- student-athlete athlete's high is a top 5 recruit. school or club coach/director At least one offers Transcripts to inquire about (depending on the requested by At least one in the athlete. sport) college coach. home visits.

College coaches

College coaches call student- watch the athlete's high athlete play school or club at club coach/director Coaches invite tournaments to inquire about student-athlete to At least 5 offers on the and showcases. the athlete. games. table.

College coaches Coaches extend watch the personal invita- athlete play at club tions for student- At least five official tournaments and athlete to attend visits showcases. camps. invite.

Video Request

30 plus phone calls At least 3 offers from Video Request on the table. different schools.

Depending on the sport, Head college coach head college begins to coach begins to Frequent call June 15th. call after April 15. emails/phone calls

liii

INDICATORS OF A CHILD’S LEVEL OF RECRUITMENT FRESHMAN SOPHOMORE JUNIOR SENIOR

Fewer than 15 Fewer than 30 letters/emails letters/emails from different from different

schools. Letters/ schools. Letters/

emails include emails include camp brochures, camp brochures, Emails from the questionnaires, questionnaires, coaches in the Moderately information about information about fall might be Under 5 official visit Recruited NCAA rules. NCAA rules. personalized. invites.

College coaches Unofficial visit watch the College coaches invites.

athlete play watch the at club athlete play at club Transcripts tournaments tournaments and requested by Ten or more college and showcases. showcases. college coach. coaches call in July

Coaches invite Assistant college student-athlete Possible 1-2 offers on coach begins to to the call June 15th. games. table.

Coaches evaluate student- Coaches tell the athlete's team in student-athlete to person. apply.

Transcripts requested by

college coach.

Depending on the sport,

assistant college coach begins to call after April Sporadic 15. emails/phone calls

liv

INDICATORS OF A CHILD’S LEVEL OF RECRUITMENT FRESHMAN SOPHOMORE JUNIOR SENIOR

Fewer than 10 Fewer than 15

letters/emails letters/emails Emails from the

from different from different coaches are not schools. Letters/ schools. Letters/ personalized.

emails include emails include camp brochures, camp brochures, School will send

questionnaires, questionnaires, 1-800 # and the No more than 3 Lightly information about information about school's media official visits or Recruited NCAA rules. NCAA rules. guide. invites.

Assistant college Transcripts No more that 10

coach begins to requested by college coaches call in call June 15th. college coach. July

Coaches invite student-athlete to Possible 1 offer on the games. table.

Coaches evaluate

student- Coaches ac as if athlete's team in student is going to person. apply.

Transcripts requested by Coaches invite college coach. students to walk on.

Depending on the sport,

assistant college coach begins to Student receives a call after April few 15. emails/phone calls

lv

INDICATORS OF A CHILD’S LEVEL OF RECRUITMENT FRESHMAN SOPHOMORE JUNIOR SENIOR

Athlete receives Athlete receives

camp brochures, camp brochures, and general and general Athletes receive Athletes receive no Not at all admissions admissions no more than more than ten form Recruited information only. information only. ten form emails. emails.

Athlete continues to Athlete continues to receive camp receive camp brochures. brochures.

Athletes receive Athletes receive fewer than ten fewer than ten questionnaires. questionnaires.

lvi MYTHS AND REALITIES ABOUT THE COLLEGE ATHLETIC RECRUITING PROCESS

Myth: If you are good enough, coaches will find you Reality: For every Division 1 football coach with a multi-million dollar recruiting budget, there are a 100 NCAA coaches with limited time, limited coaching staff and limited budgets that rarely give them access to recruit throughout the country. Most college coaches depend on direct contact from high school athletes that express interest in their college and athletic program. Playing high school football for a reputable coach or program helps your exposure.

Myth: Division 2 & 3 Schools are weaker athletically Reality: Many Division 2 & 3 programs have very talented athletic programs. This is often because players are there to get an education first and play athletics second. But they are still talented and dedicated athletes who wanted to continue their athletic career in college, but wanted to do it on their own terms. If you think you can just stroll onto a D2 orD3 program you are in for a surprise. Go check out many D2 & D3 colleges in the last 25 years that have won NCAA championships. You will see how they attract top high school athletes from around the country.

Myth: All colleges offer athletic scholarships Reality: Only Division, 1AA and 2 colleges can offer athletic scholarships (as well as NAIA and Junior College). NCAA Division 3 Programs (about 400 schools) cannot offer athletes athletic scholarship money and many D1 and D2 teams have little scholarship money to offer. There are also no athletic scholarships offered at the Ivy League level. We know several D1 coaches who have one athletic scholarship to offer for their entire team. In this scenario you might be lucky to get a few thousand dollars, and may need to come up with an additional $30,000+ if you want to attend a private school.

Myth: Most athletes get a full scholarship or no scholarship Reality: Full scholarships are very rare and most coaches divide scholarship money up between several players. The only guaranteed full scholarships are for D1 basketball (men and women) and D1 football. Each program is fully funded and offers the maximum amount of scholarships allowed by the NCAA, 85 for football.

Myth: Division 1 programs do not offer walk-on tryouts. Reality: While walking onto the Kentucky basketball team or the USC football team will be pretty difficult, many coaches rely on walk-on’s each year and will usually conduct tryouts to give as many kids a chance as possible. It is better to find out what walk-on opportunities exist before you show up at tryouts. It certainly is not easy, but it is not impossible either as many players walk on to college teams each year.

Myth: I shouldn’t go to a Division 3 School if I need scholarship money Reality: Many D3 schools offer attractive financial aid programs and you should never overlook any school, even if they do not offer athletic scholarships. We have met parents that are basically sending their kids to school for free because their son’s and daughters had strong academic backgrounds and coupled that with athletics to make themselves an attractive student-athlete for a certain school. What would you rather have, $3,000 in scholarship money at a D1 school or $20,000 in academic money at a D3 school, while still getting the chance to play athletics at the college level?

Myth: College coaches will help me get into their school if I am on the bubble academically. Reality: Coaches can submit a list of names to the admissions department, but you need to be very close academically to what the school seeks out in any student and you need to be committed to the coach and express a strong interest in attending that institution. It can also depend on the needs of individual teams, and the number of applicants the school is dealing with in a given year.

Myth: All Division 1 and 2 programs have scholarships available Reality: While the NCAA mandates how many scholarships a school can offer for a particular sport, it is up to the school whether or not they want to and can offer the number of scholarships allotted to them. Example: Division 1 baseball programs are allowed to offer 11.7 scholarships, but many division 1 baseball schools may offer only 3 or 4 scholarships because baseball is not a high revenue generating sport and it’s more difficult for a college to justify scholarships for non-revenue sports. Myth: If you receive a letter from a coach, you are being recruited Reality: Coaches send out thousands of letters to players they may or may not have heard of and there are probably a thousand high school athletes tearing open the same exact letter you received. We met one player 2 years ago who received 180 letters from one school and never once received a single phone call from the coaching staff. Receiving a letter means a coach knows your name and knows you play their sport and that may be about it. Respond to the letter and follow-up with the coach. Until the coach calls you and tells you he is interested in you or invites you to the school, the letters mean very little. In 2004 a certain D1 football program that will remain nameless had a list of 4,000 prospects they were sending letters to on a regular basis. Ultimately they are trying to sign 21 players out of a pool of 4,000 and 3,979 players that received letters from that school will ultimately not be recruited or sign with that school.

Myth: College coaches only recruit top players Reality: College coaches recruit anyone they think can play at their program and recruit anyone who shows an interest in their program. Just because you are not the star of your team does not mean you cannot play in college. However, just because you are the star of the team does not mean you can play in college.

Myth: High school coaches are qualified to determine if I am college athletic material Reality: The bottom line, there are many factors that determine if you can play in college.

Myth: College coaches can contact me anytime they want. Reality: There are strict rules as to when a coach can send you literature and how often they can contact you and the rules vary for every NCAA Division. Junior Colleges and NAIA schools have fewer recruiting rules.

Myth: Playing college athletics will not be much different than high school, aside of the skill level Reality: Playing college athletics is an unbelievable commitment in time and in dedication and will be nowhere close to your high school experience. In college you will play perhaps double the amount of games you played in high school, play or practice for 3 seasons (fall, winter and spring), and be required to do lifting and running programs as well throughout the year. You may also be practicing at 6AM or Midnight or three times a day depending what facilities are available when. THE RECRUITING FUNNEL

A college football staff might send 10,000 to 15,000 letters

And watch 1,000 to 2,000 videos

Before making 500 phone calls to potential recruits

Verbally offering between 65 and 200 scholarships

Extending up to 85 official visits

Before signing a maximum of 25 players per year

lvii

For additional information please contact: This Recruiting Manual Written in Part By Coach D. Revell- Head Coach Don Baker Coach K. Demere- College liaison Kennesaw Mountain High School Coach N. Smith- College liaison 1898 Kennesaw Due West Road Kennesaw, GA 30152 i Chris Krause, Athletes Wanted (NCSA Publishing, 2009), 1 ii Krause, 27. iii Krause, 57 iv Rick Wire. The Student-Athlete and College Recruiting (Athletic Guide Publishing, 2009), 20 v Wire, 21 vi Libby Sander, “How Do Grad Rates of Division III Athletes Measure Up? Quite Well, NCAQA Says,” The Chronicle of Higher Education , January 5, 2011, http://chronicle.com/blogs/players/how-do-grad-rates-of-division-iii-athletes-measure-up-quite-well- ncaa-says/27966 , (28 February 2011). vii Wire, 18 viii Wire, 18 ix Wire, 19 x Wire, 19 xi Wire, 36 xii Krause, 136 xiii Wire, 75 xiv Wire, 82 xv Krause, 161 xvi Krause, 161 xvii Krause, 161 xviii Krause, 161 xix Krause, 161 xx Krause, 161-162 xxi Krause, 162 xxii Krause, 162 xxiii Krause, 162 xxiv Krause, 162 xxv Krause, 162-163 xxvi Krause, 338 xxvii Krause, 338 xxviii Krause, 338 xxix Krause, 130 xxx Krause, 130 xxxi Krause, 130-131 xxxii Krause, 131 xxxiii Krause, 131 xxxiv Krause, 132 xxxv Krause, 132 xxxvi Krause, 133 xxxvii Krause, 134 xxxviii Krause, 135 xxxix Krause, 136-137 xl Krause, 142 xli Krause, 142 xlii Krause, 142-143 xliii Krause, 142-143 xliv Krause, 143 xlv Krause, 144 xlvi Krause, 144-145 xlvii Krause, 145 xlviii Krause, 145 xlix Wire, 51 l Wire, 51 li Wire, 51 lii Krause, 122 liii Krause, 123 liv Krause, 124 lv Krause, 125 lvi Krause, 126 lvii Krause, 107 Bibliography Krause, Chris. Athletes Wanted . Chicago, Ill. : NCSA Publishing. 2009. Sander, Libby. “How Do Grad Rates of Division III Athletes Measure Up? Quite Well, NCAQA Says,” The Chronicle of Higher Education , January 5, 2011, http://chronicle.com/blogs/players/how-do-grad-rates-of-division-iii-athletes-measure-up-quite-well- ncaa-says/27966 , (28 February 2011). Wire, Rick. The Student-Athlete and College Recruiting . Flagler Beach, Fl.: Athletic Guide Publishing. 2009