November 27, 2023 • 26 mins
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.
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Episode Transcript
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Speaker 1 (00:02):
Hello, I'm Glenn Longarini, the Executive
Director of the ConnecticutInter Scholastic Athletic
Conference, otherwise known asthe CIEC.
Speaker 2 (00:11):
And I'm Jada Maribel, a former CIEC athlete and
co-host of the CIEC Glory Dayspodcast.
Today, glenn and I are joinedby Gary Franklin, principal of
Northwestern Regional HighSchool and Chair of the CIEC
Boys Basketball Committee, andKatrina Holley-Stewart, the head
girls basketball coach at HillHouse High School and a member
of the CIEC Girls BasketballCommittee.
On today's episode, we continueto discuss the CIEC's process
(00:34):
to change bylaws, rules andregulations.
Today we'll be talking aboutthe addition of the Shot Clock
into CIEC basketball games and aone tick of the clock sit
period for a player who receivesa technical.
Both of these will beimplemented into this season and
have been approved by both theboys and girls basketball
committees.
So, gary and Katrina, welcome tothe CIEC Glory Days podcast.
We're going to get right intoit and talk about the
(00:55):
implementation of the Shot Clock.
This has been a topic ofdiscussion for a long period of
time for both the boys and girlsbasketball committees, and I
believe that's more than 90% ofcoaches are in approval of this
proposal, and even though thereare still around 28 CESA don't
have this implemented yet.
So why do you think there'ssuch a big interest for
Connecticut coaches to have thisbe a part of their game?
Speaker 3 (01:14):
Well, it completely changes the game of coaching and
it changes the game for ourstudent athletes, especially
when it comes to college.
Our college coaches are goingto be able to see students make
game like decisions versus thecoaches taking control and, for
the coaches standpoint, I don'thave to go in half time down and
(01:35):
have to coach how do I notallow them to take time off the
clock?
It is game like strategies, soI'm excited for it.
I'm excited for students to beable to score more points, have
more opportunities in for me tobe able to up my game in
coaching.
Speaker 1 (01:52):
Gary, from the boys committee perspective, what have
been some of the conversationson the boys committee about why
they want to implement the shotclock?
Speaker 4 (01:59):
Yeah.
So thank you and I think it'san interesting conversation.
And first of all, just themembers of the boys committee.
They do a phenomenal job.
They really look at any type ofproposed rule changes from
different perspectives and Ivalue their input and, I think,
kind of balancing the impact ofthe game.
(02:20):
So what will the implementationof the shot clock actually do to
the game, as you had mentioneda little while ago, and is it
necessary?
I think those are some of thethings that were really
discussed.
Also the timeliness.
I remember that when thesediscussions picked up a lot, it
was a matter of what are thebudgetary implications.
There was a I think it was likea supply chain issue at the
(02:44):
time.
So if we were to move forwardand make these changes and
require the shot clock, whatdoes that mean for schools and
districts as far as making thesechanges and installing the shot
clock?
So you know there's a lot ofdiscussion 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 ashot clock.
Speaker 1 (03:06):
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 asadministrators.
For a long time, when the shotclock was discussed, there was a
perception there that we wereway behind the times, and I
think largely that may have beenbecause we're surrounded by a
(03:27):
few states that used it.
But up to two years ago therewere only eight states in the
country that used the shot clock, and largely because the NFHS
didn't have it as part of theirplaying rules until just a
couple of years ago.
So, as these discussions hadhappened in the past, you know,
and even now are there anyconcerns about using the shot
(03:49):
clock this year?
Speaker 4 (03:51):
Yeah, I think you know some of the concerns just
stems from the unknown a littlebit, because we haven't actually
, you know, gone through theprocess of utilizing the shot
clock in games and just, youknow, always even considering
the what ifs.
So what if a shot clock is notworking in the game?
What is the backup plan, thingslike that, and just making sure
that the gameplay is fair forboth sides.
And so, you know, there's thoseconcerns, there's the,
(04:14):
obviously, the training of who'sgoing to operate the shot clock
and making sure that that notonly is their training, but then
how are they going to becompensated, 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 thegame look like?
As I mentioned, and the factthat the gameplay may speed up a
(04:38):
little bit, is that going to bea positive across the board?
So, if you happen to be playinga team that may be struggling,
maybe a down year, is thatimplementation of a shock clock
going to be detrimental to thegame versus positive?
Speaker 1 (04:54):
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 thediscussion for both committees.
As you mentioned, there was adelay rather than implementing
it last year.
Yeah, there was a one yeardelay to address any financial
concerns for districts.
The budget for it and toaddress the availability of the
(05:17):
shock clocks and the potentialshipping issues that we were
having as well.
Did either of your schools haveto install a shock clock or did
you already have it?
Speaker 4 (05:27):
No, we did have to.
We had to purchase shock clocks, have them delivered and
install them, and so we wentthrough that process.
Thankfully, we did have thetime that was granted in order
to make those changes and alsoto share the flexibility,
because, as the discussionprogressed, it was a matter of
will the shock clock be requiredat all levels?
So will it be freshmen, jv andvarsity games?
(05:49):
And, if so, what are thebudgetary impacts with that as
well?
And so now moving forwarddistricts, do you know we have
the flexibility to utilize theshock clocks at every level but,
at the same time, only requiredat the varsity level.
Speaker 2 (06:04):
All right.
So, katrina, in addition tofinancial concerns, some coaches
and administrators who aren'tin favor of the shock clock, who
say that you know mostpositions are able to be set up
within 35 seconds of the gameand that that's part of the game
that you have to coach againstthat strategy, that the shock
clock might take away that wholeaspect of it.
So, as one of the mostaccomplished coaches in
Connecticut, what are yourthoughts and those opinions for
(06:24):
people who are against it?
Speaker 3 (06:25):
We always have to make adjustments.
We'll be making adjustmentsthroughout this time of
basketball, especially girlsbasketball and it's been
beneficial.
So like I said before,understanding that we do have a
shock clock, going back to thedrawing board and learning and
developing as coaches andteaching your students, your
players, how to adjust.
So I think it's going to be inthe long run really beneficial
(06:49):
for us.
Speaker 1 (06:51):
So, katrina, you're going to start in just about a
month with our practices thatMonday after Thanksgiving, pre
planning for this first year ofthe shot clock.
What are you doing now in termsof thinking about how you're
going to approach game strategywith your, with your kids?
Is it something that you thinkthey're used to from you, know a
(07:11):
you circuits and what they doover the summer?
Speaker 3 (07:14):
Or are you actually?
Speaker 1 (07:15):
you know, planning out specifically in practice how
to you know handle the ball orhandle a possession if that shot
clock is running down.
Speaker 3 (07:24):
So it's been great for Bill Dixon to have the Parks
and Recs fault league andsummer league.
So we actually been using shotclocks last year.
So the students, our players,have been playing with the shot
clock.
So what I'm going to implementthis year for practice, now that
we just got it installed is tohave our practice run with the
shot clock consistently.
So just getting them used tohere in the buzzer, bringing in
(07:47):
the referees to discuss.
You know how it's going to beimplemented, whether the signs,
what are the signals?
Speaker 4 (07:53):
I'm not the professional.
Speaker 3 (07:54):
The referees are.
So I think that we're justgoing to study it, understand it
, implement it and have fun withit.
Speaker 1 (08:01):
That's great.
I want to put a little pluginto you because you have
mentioned the kids understandingit.
There is a program run by IABO.
Iabo is the basketballofficials association national
organization.
All of our basketball officialshere in Connecticut are part of
that IABO association as well,and they have a program called
(08:22):
the junior.
IABO.
So this is I think it's about$10 per person to access this
online program with IABO, but ittakes the kids through
preparing for a game andofficiating a game from the lens
of the officials.
So you get a good understandingof the rules.
(08:42):
You get some understanding ofofficials positioning and, the
hope is, through this juniorprogram.
One we can increase interest inofficiating at a younger level.
But two that the players in thegame actually get a deeper
understanding of that game fromknowing where the positioning of
the officials are going to be,where calls will be coming from,
(09:03):
what they're looking for.
So really interesting programby IA Bo out there.
Speaker 2 (09:10):
And thinking about our officials.
Speaker 1 (09:11):
Gary, sportsmanship is always something that is a
high priority for CIEC, I know,for the basketball committees as
well.
So you also introduced thisyear a new rule that will go
into effect both boys and girls.
That addresses kind of asportsmanship piece of that,
where if a player receives atechnical foul they will be
(09:33):
required to exit the court forone tick of the clock.
Tell us about those discussionsand how this proposal came
about.
Speaker 4 (09:41):
Yeah, I mean I think you know, from both committees'
perspective, sportsmanship is soimportant, right?
We recognize the emotionsassociated with competing at a
very high level, and so wewouldn't be wise if we didn't
recognize that.
But at the end of the day,emotions matter and I know that
as former athletes, as educators, as coaches, we recognize that
(10:03):
not only do emotions matter butthey impact teaching and
learning and also decisionmaking.
So when you look at everythingfrom that perspective, if there
is a situation when there is aplayer that does receive a
technical foul, for whateverreason, on the court, giving
them an opportunity and I reallylook at this as an opportunity
where they are going to step offthe court for one tick of the
(10:23):
clock, and so it isn't for along period of time necessarily,
but just to standardize thatprocess, and I think that
provides the coach and theplayer an opportunity to
regulate their emotions.
You know, we're fortunate herein the state of Connecticut
where a lot of our coaches thisis not really going to change
their practice they move forwardand if they see that one of
(10:45):
their players is strugglingemotionally at the time, many of
our coaches take them out, andit may be for a longer period of
time until they're ready tocontribute on the court.
But with that said, you knowthis does kind of standardize
the process and making it astandard operating procedure.
Speaker 2 (11:00):
So, katrina, do you agree with what he just said,
how this will help playersregain their composure for that
one tick of the clock andhopefully come back in and avoid
getting a second technical andgetting ejected from the game?
I absolutely agree.
Speaker 3 (11:11):
I love the restorative approach.
Being able to reflect onesecond is a very long time.
It allows the player to look ina different lens.
I want to be out there with myteam.
I have to become a team memberand I have to reflect that on
the court.
So it gives me time to reflectgives me time for a coach to sit
next to me to talk to me aboutthat takes emotion out the game.
(11:32):
You start thinking with yourhead versus with your emotions.
So definitely I agree.
Speaker 2 (11:36):
Yes very true.
So, as we were talking aboutsportsmanship, gary, it's been a
big area of emphasis for theCIC these past couple of years
and your school is a part of theCIC Class Act program, so tell
us about how your schoolpromotes sportsmanship at high
school games within yourcommunity.
Speaker 4 (11:50):
Yes.
So I mean I think you know itall kind of starts with the
leader of our athleticdepartment.
So Fred Williams is a fantasticleader for athletics at
Northwestern, and that justfilters to our coaches and our
players.
But you can say as much as youwant.
You can read the sportsmanshipstatement before games, which we
(12:11):
do but at the end of the dayit's how do we want to feel when
we're at a sporting event, howdo we want other people to feel
when they're in your gym?
And so really, kind of lookingat it from that standpoint, and
you know, I have to tell you weleverage a lot with
relationships, right, and so,yes, we have an athletic
director or an administrator atour games, but we also rely on
(12:33):
our students to help us.
So we have student leaders thatare in the stands that we can
talk to and they can help uswith 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 youknow, a captain of a sports team
is addressing it.
And so we really look atinvolving our students and
setting the tone as well as theadults.
Speaker 1 (12:54):
Katrina when we think about the emotion of the game
and how our players areinteracting with officials.
You know.
Again, I think, when we look atvideos and tapes at the end.
You know rarely if ever does anofficial's call actually
determine an outcome of a game?
But the way we manage ouremotion during the game, when we
(13:14):
feel a call, when against us,is something that, for young
players, can be difficult to do.
How do you work with yourathletes and what are your
expectations of kids whenthey're on the floor in terms of
their interaction of officialreacting to officials' call, and
how, as a coach, do you modelthat yourself?
Speaker 3 (13:35):
That's a little bit of a question.
So, with our players in thereferees, we try to get them to
understand that you're not goingto change the call.
You know you have to make thoseadjustments.
So you have to understand howthe refs are calling the game,
because all boards are different, or refs are, you know, are
somewhat similar but somewhatdifferent.
(13:56):
So you take the emotion out, soreally teaching the students
how to take players to take theemotion out of the game and just
come together and play togetheradjustments.
And then how do I model that I'mgetting much?
Speaker 4 (14:08):
better, but just understanding also that what I
teach is what I have to do that.
Speaker 3 (14:13):
I'm not going to change the call by arguing it.
They are human beings, we makemistakes, they make mistakes and
we just have to know it's notgoing to happen again.
So, being respectful,understanding that it is a game
and modeling for my students, sothey get under my players so
they can understand that it is agame.
Speaker 1 (14:33):
And you know, sometimes the criticisms we hear
the most, or the comments wehear the most that kind of make
us cringe a little bit, comefrom the stance and sometimes
and many times, not from thestudent sections in the stance
but from the parents sections inthe stance.
So, you know, coming into thebasketball season this year, if
you can share something withparents who are there watching
(14:56):
your kids, what would you wantto say to parents that help kids
have a good experience?
Speaker 3 (15:00):
So we have a parent meeting every year and we try to
get them together more thanonce.
And we just say you know, wewant you to encourage your
daughter, we want you toencourage the game play, our
sportsmanship, and so we justreally, really, you know, get
deep into how that happens.
We even give them words thatthey can use.
(15:21):
We also teach the students, wedo a lot of players.
Speaker 4 (15:24):
Sorry, we do a lot of circle.
Speaker 3 (15:26):
talk of how to work things out, what you expect,
what does respect mean?
Speaker 4 (15:30):
to you.
How do you reply this so?
Speaker 3 (15:33):
we do that with the parents also.
So the expectations of sharingfor the team and just really
putting out positivity to ifwe're winning or losing.
We focus on our children, ourteam.
Speaker 1 (15:46):
Sounds like a lot of these lessons just aren't about
the game.
Speaker 2 (15:51):
So, gary, there is a national shortage right now of
officials.
So, as Glenn just mentioned,sometimes there comes criticism
from the stands and fromspectators.
So, as an administrator, howdoes your school handle those
type of situations?
Speaker 4 (16:03):
So, first of all, I was thinking about a situation
on my way home yesterday I waslistening to ESPN radio, right,
and I'm a huge Dallas Cowboysfan Big game coming up on Sunday
against the Eagles and thecommentators were basically
saying you know, listen, ifyou're a Cowboys fan and you
plan on going down toPhiladelphia for this game, you
may want to think twice.
(16:24):
And all of this stuff talkingabout what would happen if you
were to show up with a DallasCowboys hat or jersey on, and so
and he's, you know, thecommentator wasn't wrong.
You know, I could certainly see, if I was to go to that game,
how I would feel and what mayhappen as a result.
And so you know that's we'retalking about sports at a high
(16:44):
school level.
There's a lot of similarities,sometimes, you know, just across
the board.
And we watch TV.
You know parents, studentswatch TV and a lot of.
You know there's a lot ofmodeling, whether intentional or
unintentional, that we see.
And so you know again, as far asan administrator, what do we do
?
We do everything that we can tomake sure that the event is a
(17:06):
positive event, that is, onewhere there is support for the
players on the court versusvitriol and anger towards the
officials that are officiatingthe game, and so if there's a
situation where we have tointervene, we do.
I know that.
You know we have a verycollaborative relationship in
(17:27):
the Berkshire League with ouradministrative team across the
league as well as the athleticdirectors.
But again, going back to myanswer before, we do leverage
relationships.
So if that means that we haveconversations with adults or
students at the game or afterthe game to talk about
expectations, we do that as well.
Speaker 1 (17:48):
That's a good point.
I mean, oftentimes theconflicts that we see at games
have nothing to do with the game.
They're in the stands, they'rebefore the game, they're after
the game.
I can think of a couplesituations last year with
basketball games, where the gamewas just the place where these
people from differentcommunities came together and
(18:12):
that resulted in comments orsome fights.
You know things taking place,but the players on the floor,
the coaches on the floor, hadnothing to do with that.
So it's a good point and justraising, even from that
perspective of what the NFL islooking at right now.
So Katrina you know you're goingto kick off now and, like I
(18:35):
said, about a month right andlooking to get back to where you
were in 2019, sitting on thefloor of the.
Mohegan Center Arena, raising astate championship over your
head with that.
So first talk about as youbegin what are?
The discussions you have withkids.
Is it about?
Speaker 3 (18:56):
getting to that championship Winning that
championship.
Speaker 1 (18:59):
How do you start your season and define success for
your teams?
Speaker 3 (19:04):
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 toexpect from you on the court,
and so those are ourconversations.
You, know your average andyou're getting seized and you're
just kind of working and nottrying your best.
And that's what I'm going toexpect from you on the court and
(19:24):
so just pushing them forgreatness and having them
understand that it's hand inhand and basketball can be a
lifetime.
You know, I'm 43 right now.
Basketball been part of my lifesince I was 14.
And it's going to continue.
But just knowing that, you knowyou're not a light switch, you
can't turn it on and off.
Speaker 4 (19:41):
And so it starts in the classroom.
Speaker 3 (19:43):
Then it comes on the floor and we just start
preparing.
We work on our weaknesses.
Like I talked before, we do alot of circle restorative talks
so we can get to know each other.
We're going to have a veryyoung team, so I have the
opportunity to bring in ouryoung freshmen, to get to
understand talking and usingemotion and really opening up is
going to be beneficial for theseason.
(20:05):
So we start there andconditioning so.
Speaker 2 (20:10):
OK, so, gary, planning for these March
championship games.
They began last month andyou're involved in every aspect
of it, from the dedicationceremony to each championship
game.
So what is it like for you tobe a part of these state
basketball championships atMojigas on Arena?
Speaker 4 (20:23):
Yeah, it is so awesome.
So when you're asking thatquestion, I'm like going back in
time to actually experiencingthe whole weekend, and so, quite
frankly, we make it a littlebit of a family excursion.
So my wife my daughters, we godown there and it really starts
with the dedication ceremony andwhat a great opportunity to
kind of recognize some folksthat are very influential and
(20:46):
have had a positive impact ofthe game of basketball in the
state of Connecticut.
And so that's a great start andthen just getting to experience
those two full days ofchampionship games and even
though you may get a little bittired because it's a full day
every game, there's brand newenergy because you've got two
new schools, two new teams, thefans coming in and it is awesome
(21:10):
.
And you kind of experience thebutterflies a little bit.
I mean, I used to play, I usedto coach.
Now I'm going there to help outand hand out awards, but you
still feel that energy and thatpassion and those emotions and
so it's such a great experiencefor the kids.
The venue is fantastic.
Mohegan Sun has been such agreat place to host the games
(21:34):
and they're great working withus and so yeah, I really have
nothing negative to say.
It's a great weekend forplayers, for spectators, for
schools.
Speaker 2 (21:45):
Yes, definitely a great weekend.
So Katrina for the girls andthe boys who play on this court,
mohegan Sun Arena.
They're stepping on the samecourt as some of their idols
from UConn, from the WNBAs,connecticut Sun and even Michael
Jordan.
So what do you think it meansto these CIC athletes to be able
to play on a court with such arich tradition of basketball
royalty?
Speaker 3 (22:02):
It just makes their dreams bigger.
They're actually on the samecourt that they can fill and put
themselves in the shoes ofthese 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 playersplay on that floor, so they're
in their shoes at that moment,getting ready for the bright
(22:24):
lights.
So throughout this podcast.
Speaker 1 (22:28):
We try to inform our listeners and viewers about what
the purpose of education-basedathletics and CIC sports is all
about.
So Katrina in all the work thatyou do with our kids and our
athletes for you.
What is the purpose ofeducation-based high school
sports?
Speaker 3 (22:50):
I think we have the upper hand student athletes to
become great leaders and to takeeducation, to take this sport
serious.
So it gives them an opportunityof maybe a little bit of faster
growth, a better pace for it,just in growth itself and you
(23:11):
talked earlier to you about.
Speaker 1 (23:12):
For you, it starts with academics.
So there's, a lot of lifelessons that you're talking
about with kids just beyond theskills of the game, and you do
that in your professional lifeoutside of the court as well.
Tell us a little bit about yourwork and what you do in helping
kids prepare for life beyondschool.
Speaker 3 (23:31):
So right now I work for a nonprofit, the Justice
Education Center.
I'm a youth coordinator forCareer Pathways and also we run
some afterschool and summer,fall, winter programs for
students and so it gives them anopportunity to explore career
pathways.
So right now at Hill House HighSchool over the New Haven
(23:52):
region, we have automotive andwe also have construction
connected to the union so ourstudents can leave straight from
high school and go right intothe field.
We have great opportunities,great programs for it.
So hands on experience,workforce and just being able to
apply and saying, hey, we'vebeen pushing four-year colleges
(24:15):
for so long.
I actually like this and I haveopportunity to go straight from
school to work make money andto build a career.
So it's a great opportunity fora new haven to have to be able
to join the Justice Ed.
We also do camps in the summerwhere we work on work with
(24:35):
disengaged students.
We are restorative base, echobase, and it gives me an
opportunity to really get toknow our community, for the
community to get to know us andto help each other and through
growth and education it's fun.
It's called Summer of Fund thatwe do From middle school to high
school.
They're able to get into theautomotive, they're able to do
(24:58):
the carpentry.
In our after-school programswe're doing plumbing, we're
doing tech, we're doing manythings.
So opportunities for the kidsto see that there's more out
there than just a four-yearcollege.
Speaker 1 (25:10):
That's great.
On and off to court, yes, andleaders for tomorrow Appreciate
that.
Katrina, gary, for you, thepurpose of high school sports
education based is what GoodnessI mean, it's exactly what it's
education based.
Speaker 4 (25:22):
And so teaching and learning happens not only in the
classroom, on the court, on thefields, and so you think about
all of those attributes, thosecharacteristics that we look for
in our students.
So, at the end of the day, whenstudents are crossing the stage
at graduation, I shake theirhands and I hand them their
diploma.
What are we hoping they'retaking with them?
(25:44):
And so I think about just beingpart of sports and the
perseverance associated with it,the grit the camaraderie, the
collaboration, everything that'spart of athletics, that's
education based, and so a lot ofthe skills that they develop.
It's not just dribbling, it'snot just being able to shoot and
having a proper form, it's howare they able to move forward
(26:06):
and succeed in life.
So they're going to be able totake those skills with them.
Speaker 2 (26:11):
Well, gary and Katrina, thank you both so much
for joining us on this episodeof CIC's Gory Days podcast.
We wish you the best in thefall championships and we look
forward to seeing you on thecourt this winter season.
And we wish you the best ofluck in your run to the sun and
it might be a little bit morequicker paced this year with the
new shot clock.
So, on behalf of GlennLongarini, I'm Jada Maribel, and
we will see you next time onthe Gory Days podcast.
Hello, I'm Glenn Longarini, the Executive
Director of the ConnecticutInter Scholastic Athletic
Conference, otherwise known asthe CIEC.
Speaker 2 (00:11):
And I'm Jada Maribel, a former CIEC athlete and
co-host of the CIEC Glory Dayspodcast.
Today, glenn and I are joinedby Gary Franklin, principal of
Northwestern Regional HighSchool and Chair of the CIEC
Boys Basketball Committee, andKatrina Holley-Stewart, the head
girls basketball coach at HillHouse High School and a member
of the CIEC Girls BasketballCommittee.
On today's episode, we continueto discuss the CIEC's process
(00:34):
to change bylaws, rules andregulations.
Today we'll be talking aboutthe addition of the Shot Clock
into CIEC basketball games and aone tick of the clock sit
period for a player who receivesa technical.
Both of these will beimplemented into this season and
have been approved by both theboys and girls basketball
committees.
So, gary and Katrina, welcome tothe CIEC Glory Days podcast.
We're going to get right intoit and talk about the
(00:55):
implementation of the Shot Clock.
This has been a topic ofdiscussion for a long period of
time for both the boys and girlsbasketball committees, and I
believe that's more than 90% ofcoaches are in approval of this
proposal, and even though thereare still around 28 CESA don't
have this implemented yet.
So why do you think there'ssuch a big interest for
Connecticut coaches to have thisbe a part of their game?
Speaker 3 (01:14):
Well, it completely changes the game of coaching and
it changes the game for ourstudent athletes, especially
when it comes to college.
Our college coaches are goingto be able to see students make
game like decisions versus thecoaches taking control and, for
the coaches standpoint, I don'thave to go in half time down and
(01:35):
have to coach how do I notallow them to take time off the
clock?
It is game like strategies, soI'm excited for it.
I'm excited for students to beable to score more points, have
more opportunities in for me tobe able to up my game in
coaching.
Speaker 1 (01:52):
Gary, from the boys committee perspective, what have
been some of the conversationson the boys committee about why
they want to implement the shotclock?
Speaker 4 (01:59):
Yeah.
So thank you and I think it'san interesting conversation.
And first of all, just themembers of the boys committee.
They do a phenomenal job.
They really look at any type ofproposed rule changes from
different perspectives and Ivalue their input and, I think,
kind of balancing the impact ofthe game.
(02:20):
So what will the implementationof the shot clock actually do to
the game, as you had mentioneda little while ago, and is it
necessary?
I think those are some of thethings that were really
discussed.
Also the timeliness.
I remember that when thesediscussions picked up a lot, it
was a matter of what are thebudgetary implications.
There was a I think it was likea supply chain issue at the
(02:44):
time.
So if we were to move forwardand make these changes and
require the shot clock, whatdoes that mean for schools and
districts as far as making thesechanges and installing the shot
clock?
So you know there's a lot ofdiscussion 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 ashot clock.
Speaker 1 (03:06):
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 asadministrators.
For a long time, when the shotclock was discussed, there was a
perception there that we wereway behind the times, and I
think largely that may have beenbecause we're surrounded by a
(03:27):
few states that used it.
But up to two years ago therewere only eight states in the
country that used the shot clock, and largely because the NFHS
didn't have it as part of theirplaying rules until just a
couple of years ago.
So, as these discussions hadhappened in the past, you know,
and even now are there anyconcerns about using the shot
(03:49):
clock this year?
Speaker 4 (03:51):
Yeah, I think you know some of the concerns just
stems from the unknown a littlebit, because we haven't actually
, you know, gone through theprocess of utilizing the shot
clock in games and just, youknow, always even considering
the what ifs.
So what if a shot clock is notworking in the game?
What is the backup plan, thingslike that, and just making sure
that the gameplay is fair forboth sides.
And so, you know, there's thoseconcerns, there's the,
(04:14):
obviously, the training of who'sgoing to operate the shot clock
and making sure that that notonly is their training, but then
how are they going to becompensated, 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 thegame look like?
As I mentioned, and the factthat the gameplay may speed up a
(04:38):
little bit, is that going to bea positive across the board?
So, if you happen to be playinga team that may be struggling,
maybe a down year, is thatimplementation of a shock clock
going to be detrimental to thegame versus positive?
Speaker 1 (04:54):
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 thediscussion for both committees.
As you mentioned, there was adelay rather than implementing
it last year.
Yeah, there was a one yeardelay to address any financial
concerns for districts.
The budget for it and toaddress the availability of the
(05:17):
shock clocks and the potentialshipping issues that we were
having as well.
Did either of your schools haveto install a shock clock or did
you already have it?
Speaker 4 (05:27):
No, we did have to.
We had to purchase shock clocks, have them delivered and
install them, and so we wentthrough that process.
Thankfully, we did have thetime that was granted in order
to make those changes and alsoto share the flexibility,
because, as the discussionprogressed, it was a matter of
will the shock clock be requiredat all levels?
So will it be freshmen, jv andvarsity games?
(05:49):
And, if so, what are thebudgetary impacts with that as
well?
And so now moving forwarddistricts, do you know we have
the flexibility to utilize theshock clocks at every level but,
at the same time, only requiredat the varsity level.
Speaker 2 (06:04):
All right.
So, katrina, in addition tofinancial concerns, some coaches
and administrators who aren'tin favor of the shock clock, who
say that you know mostpositions are able to be set up
within 35 seconds of the gameand that that's part of the game
that you have to coach againstthat strategy, that the shock
clock might take away that wholeaspect of it.
So, as one of the mostaccomplished coaches in
Connecticut, what are yourthoughts and those opinions for
(06:24):
people who are against it?
Speaker 3 (06:25):
We always have to make adjustments.
We'll be making adjustmentsthroughout this time of
basketball, especially girlsbasketball and it's been
beneficial.
So like I said before,understanding that we do have a
shock clock, going back to thedrawing board and learning and
developing as coaches andteaching your students, your
players, how to adjust.
So I think it's going to be inthe long run really beneficial
(06:49):
for us.
Speaker 1 (06:51):
So, katrina, you're going to start in just about a
month with our practices thatMonday after Thanksgiving, pre
planning for this first year ofthe shot clock.
What are you doing now in termsof thinking about how you're
going to approach game strategywith your, with your kids?
Is it something that you thinkthey're used to from you, know a
(07:11):
you circuits and what they doover the summer?
Speaker 3 (07:14):
Or are you actually?
Speaker 1 (07:15):
you know, planning out specifically in practice how
to you know handle the ball orhandle a possession if that shot
clock is running down.
Speaker 3 (07:24):
So it's been great for Bill Dixon to have the Parks
and Recs fault league andsummer league.
So we actually been using shotclocks last year.
So the students, our players,have been playing with the shot
clock.
So what I'm going to implementthis year for practice, now that
we just got it installed is tohave our practice run with the
shot clock consistently.
So just getting them used tohere in the buzzer, bringing in
(07:47):
the referees to discuss.
You know how it's going to beimplemented, whether the signs,
what are the signals?
Speaker 4 (07:53):
I'm not the professional.
Speaker 3 (07:54):
The referees are.
So I think that we're justgoing to study it, understand it
, implement it and have fun withit.
Speaker 1 (08:01):
That's great.
I want to put a little pluginto you because you have
mentioned the kids understandingit.
There is a program run by IABO.
Iabo is the basketballofficials association national
organization.
All of our basketball officialshere in Connecticut are part of
that IABO association as well,and they have a program called
(08:22):
the junior.
IABO.
So this is I think it's about$10 per person to access this
online program with IABO, but ittakes the kids through
preparing for a game andofficiating a game from the lens
of the officials.
So you get a good understandingof the rules.
(08:42):
You get some understanding ofofficials positioning and, the
hope is, through this juniorprogram.
One we can increase interest inofficiating at a younger level.
But two that the players in thegame actually get a deeper
understanding of that game fromknowing where the positioning of
the officials are going to be,where calls will be coming from,
(09:03):
what they're looking for.
So really interesting programby IA Bo out there.
Speaker 2 (09:10):
And thinking about our officials.
Speaker 1 (09:11):
Gary, sportsmanship is always something that is a
high priority for CIEC, I know,for the basketball committees as
well.
So you also introduced thisyear a new rule that will go
into effect both boys and girls.
That addresses kind of asportsmanship piece of that,
where if a player receives atechnical foul they will be
(09:33):
required to exit the court forone tick of the clock.
Tell us about those discussionsand how this proposal came
about.
Speaker 4 (09:41):
Yeah, I mean I think you know, from both committees'
perspective, sportsmanship is soimportant, right?
We recognize the emotionsassociated with competing at a
very high level, and so wewouldn't be wise if we didn't
recognize that.
But at the end of the day,emotions matter and I know that
as former athletes, as educators, as coaches, we recognize that
(10:03):
not only do emotions matter butthey impact teaching and
learning and also decisionmaking.
So when you look at everythingfrom that perspective, if there
is a situation when there is aplayer that does receive a
technical foul, for whateverreason, on the court, giving
them an opportunity and I reallylook at this as an opportunity
where they are going to step offthe court for one tick of the
(10:23):
clock, and so it isn't for along period of time necessarily,
but just to standardize thatprocess, and I think that
provides the coach and theplayer an opportunity to
regulate their emotions.
You know, we're fortunate herein the state of Connecticut
where a lot of our coaches thisis not really going to change
their practice they move forwardand if they see that one of
(10:45):
their players is strugglingemotionally at the time, many of
our coaches take them out, andit may be for a longer period of
time until they're ready tocontribute on the court.
But with that said, you knowthis does kind of standardize
the process and making it astandard operating procedure.
Speaker 2 (11:00):
So, katrina, do you agree with what he just said,
how this will help playersregain their composure for that
one tick of the clock andhopefully come back in and avoid
getting a second technical andgetting ejected from the game?
I absolutely agree.
Speaker 3 (11:11):
I love the restorative approach.
Being able to reflect onesecond is a very long time.
It allows the player to look ina different lens.
I want to be out there with myteam.
I have to become a team memberand I have to reflect that on
the court.
So it gives me time to reflectgives me time for a coach to sit
next to me to talk to me aboutthat takes emotion out the game.
(11:32):
You start thinking with yourhead versus with your emotions.
So definitely I agree.
Speaker 2 (11:36):
Yes very true.
So, as we were talking aboutsportsmanship, gary, it's been a
big area of emphasis for theCIC these past couple of years
and your school is a part of theCIC Class Act program, so tell
us about how your schoolpromotes sportsmanship at high
school games within yourcommunity.
Speaker 4 (11:50):
Yes.
So I mean I think you know itall kind of starts with the
leader of our athleticdepartment.
So Fred Williams is a fantasticleader for athletics at
Northwestern, and that justfilters to our coaches and our
players.
But you can say as much as youwant.
You can read the sportsmanshipstatement before games, which we
(12:11):
do but at the end of the dayit's how do we want to feel when
we're at a sporting event, howdo we want other people to feel
when they're in your gym?
And so really, kind of lookingat it from that standpoint, and
you know, I have to tell you weleverage a lot with
relationships, right, and so,yes, we have an athletic
director or an administrator atour games, but we also rely on
(12:33):
our students to help us.
So we have student leaders thatare in the stands that we can
talk to and they can help uswith 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 youknow, a captain of a sports team
is addressing it.
And so we really look atinvolving our students and
setting the tone as well as theadults.
Speaker 1 (12:54):
Katrina when we think about the emotion of the game
and how our players areinteracting with officials.
You know.
Again, I think, when we look atvideos and tapes at the end.
You know rarely if ever does anofficial's call actually
determine an outcome of a game?
But the way we manage ouremotion during the game, when we
(13:14):
feel a call, when against us,is something that, for young
players, can be difficult to do.
How do you work with yourathletes and what are your
expectations of kids whenthey're on the floor in terms of
their interaction of officialreacting to officials' call, and
how, as a coach, do you modelthat yourself?
Speaker 3 (13:35):
That's a little bit of a question.
So, with our players in thereferees, we try to get them to
understand that you're not goingto change the call.
You know you have to make thoseadjustments.
So you have to understand howthe refs are calling the game,
because all boards are different, or refs are, you know, are
somewhat similar but somewhatdifferent.
(13:56):
So you take the emotion out, soreally teaching the students
how to take players to take theemotion out of the game and just
come together and play togetheradjustments.
And then how do I model that I'mgetting much?
Speaker 4 (14:08):
better, but just understanding also that what I
teach is what I have to do that.
Speaker 3 (14:13):
I'm not going to change the call by arguing it.
They are human beings, we makemistakes, they make mistakes and
we just have to know it's notgoing to happen again.
So, being respectful,understanding that it is a game
and modeling for my students, sothey get under my players so
they can understand that it is agame.
Speaker 1 (14:33):
And you know, sometimes the criticisms we hear
the most, or the comments wehear the most that kind of make
us cringe a little bit, comefrom the stance and sometimes
and many times, not from thestudent sections in the stance
but from the parents sections inthe stance.
So, you know, coming into thebasketball season this year, if
you can share something withparents who are there watching
(14:56):
your kids, what would you wantto say to parents that help kids
have a good experience?
Speaker 3 (15:00):
So we have a parent meeting every year and we try to
get them together more thanonce.
And we just say you know, wewant you to encourage your
daughter, we want you toencourage the game play, our
sportsmanship, and so we justreally, really, you know, get
deep into how that happens.
We even give them words thatthey can use.
(15:21):
We also teach the students, wedo a lot of players.
Speaker 4 (15:24):
Sorry, we do a lot of circle.
Speaker 3 (15:26):
talk of how to work things out, what you expect,
what does respect mean?
Speaker 4 (15:30):
to you.
How do you reply this so?
Speaker 3 (15:33):
we do that with the parents also.
So the expectations of sharingfor the team and just really
putting out positivity to ifwe're winning or losing.
We focus on our children, ourteam.
Speaker 1 (15:46):
Sounds like a lot of these lessons just aren't about
the game.
Speaker 2 (15:51):
So, gary, there is a national shortage right now of
officials.
So, as Glenn just mentioned,sometimes there comes criticism
from the stands and fromspectators.
So, as an administrator, howdoes your school handle those
type of situations?
Speaker 4 (16:03):
So, first of all, I was thinking about a situation
on my way home yesterday I waslistening to ESPN radio, right,
and I'm a huge Dallas Cowboysfan Big game coming up on Sunday
against the Eagles and thecommentators were basically
saying you know, listen, ifyou're a Cowboys fan and you
plan on going down toPhiladelphia for this game, you
may want to think twice.
(16:24):
And all of this stuff talkingabout what would happen if you
were to show up with a DallasCowboys hat or jersey on, and so
and he's, you know, thecommentator wasn't wrong.
You know, I could certainly see, if I was to go to that game,
how I would feel and what mayhappen as a result.
And so you know that's we'retalking about sports at a high
(16:44):
school level.
There's a lot of similarities,sometimes, you know, just across
the board.
And we watch TV.
You know parents, studentswatch TV and a lot of.
You know there's a lot ofmodeling, whether intentional or
unintentional, that we see.
And so you know again, as far asan administrator, what do we do
?
We do everything that we can tomake sure that the event is a
(17:06):
positive event, that is, onewhere there is support for the
players on the court versusvitriol and anger towards the
officials that are officiatingthe game, and so if there's a
situation where we have tointervene, we do.
I know that.
You know we have a verycollaborative relationship in
(17:27):
the Berkshire League with ouradministrative team across the
league as well as the athleticdirectors.
But again, going back to myanswer before, we do leverage
relationships.
So if that means that we haveconversations with adults or
students at the game or afterthe game to talk about
expectations, we do that as well.
Speaker 1 (17:48):
That's a good point.
I mean, oftentimes theconflicts that we see at games
have nothing to do with the game.
They're in the stands, they'rebefore the game, they're after
the game.
I can think of a couplesituations last year with
basketball games, where the gamewas just the place where these
people from differentcommunities came together and
(18:12):
that resulted in comments orsome fights.
You know things taking place,but the players on the floor,
the coaches on the floor, hadnothing to do with that.
So it's a good point and justraising, even from that
perspective of what the NFL islooking at right now.
So Katrina you know you're goingto kick off now and, like I
(18:35):
said, about a month right andlooking to get back to where you
were in 2019, sitting on thefloor of the.
Mohegan Center Arena, raising astate championship over your
head with that.
So first talk about as youbegin what are?
The discussions you have withkids.
Is it about?
Speaker 3 (18:56):
getting to that championship Winning that
championship.
Speaker 1 (18:59):
How do you start your season and define success for
your teams?
Speaker 3 (19:04):
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 toexpect from you on the court,
and so those are ourconversations.
You, know your average andyou're getting seized and you're
just kind of working and nottrying your best.
And that's what I'm going toexpect from you on the court and
(19:24):
so just pushing them forgreatness and having them
understand that it's hand inhand and basketball can be a
lifetime.
You know, I'm 43 right now.
Basketball been part of my lifesince I was 14.
And it's going to continue.
But just knowing that, you knowyou're not a light switch, you
can't turn it on and off.
Speaker 4 (19:41):
And so it starts in the classroom.
Speaker 3 (19:43):
Then it comes on the floor and we just start
preparing.
We work on our weaknesses.
Like I talked before, we do alot of circle restorative talks
so we can get to know each other.
We're going to have a veryyoung team, so I have the
opportunity to bring in ouryoung freshmen, to get to
understand talking and usingemotion and really opening up is
going to be beneficial for theseason.
(20:05):
So we start there andconditioning so.
Speaker 2 (20:10):
OK, so, gary, planning for these March
championship games.
They began last month andyou're involved in every aspect
of it, from the dedicationceremony to each championship
game.
So what is it like for you tobe a part of these state
basketball championships atMojigas on Arena?
Speaker 4 (20:23):
Yeah, it is so awesome.
So when you're asking thatquestion, I'm like going back in
time to actually experiencingthe whole weekend, and so, quite
frankly, we make it a littlebit of a family excursion.
So my wife my daughters, we godown there and it really starts
with the dedication ceremony andwhat a great opportunity to
kind of recognize some folksthat are very influential and
(20:46):
have had a positive impact ofthe game of basketball in the
state of Connecticut.
And so that's a great start andthen just getting to experience
those two full days ofchampionship games and even
though you may get a little bittired because it's a full day
every game, there's brand newenergy because you've got two
new schools, two new teams, thefans coming in and it is awesome
(21:10):
.
And you kind of experience thebutterflies a little bit.
I mean, I used to play, I usedto coach.
Now I'm going there to help outand hand out awards, but you
still feel that energy and thatpassion and those emotions and
so it's such a great experiencefor the kids.
The venue is fantastic.
Mohegan Sun has been such agreat place to host the games
(21:34):
and they're great working withus and so yeah, I really have
nothing negative to say.
It's a great weekend forplayers, for spectators, for
schools.
Speaker 2 (21:45):
Yes, definitely a great weekend.
So Katrina for the girls andthe boys who play on this court,
mohegan Sun Arena.
They're stepping on the samecourt as some of their idols
from UConn, from the WNBAs,connecticut Sun and even Michael
Jordan.
So what do you think it meansto these CIC athletes to be able
to play on a court with such arich tradition of basketball
royalty?
Speaker 3 (22:02):
It just makes their dreams bigger.
They're actually on the samecourt that they can fill and put
themselves in the shoes ofthese 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 playersplay on that floor, so they're
in their shoes at that moment,getting ready for the bright
(22:24):
lights.
So throughout this podcast.
Speaker 1 (22:28):
We try to inform our listeners and viewers about what
the purpose of education-basedathletics and CIC sports is all
about.
So Katrina in all the work thatyou do with our kids and our
athletes for you.
What is the purpose ofeducation-based high school
sports?
Speaker 3 (22:50):
I think we have the upper hand student athletes to
become great leaders and to takeeducation, to take this sport
serious.
So it gives them an opportunityof maybe a little bit of faster
growth, a better pace for it,just in growth itself and you
(23:11):
talked earlier to you about.
Speaker 1 (23:12):
For you, it starts with academics.
So there's, a lot of lifelessons that you're talking
about with kids just beyond theskills of the game, and you do
that in your professional lifeoutside of the court as well.
Tell us a little bit about yourwork and what you do in helping
kids prepare for life beyondschool.
Speaker 3 (23:31):
So right now I work for a nonprofit, the Justice
Education Center.
I'm a youth coordinator forCareer Pathways and also we run
some afterschool and summer,fall, winter programs for
students and so it gives them anopportunity to explore career
pathways.
So right now at Hill House HighSchool over the New Haven
(23:52):
region, we have automotive andwe also have construction
connected to the union so ourstudents can leave straight from
high school and go right intothe field.
We have great opportunities,great programs for it.
So hands on experience,workforce and just being able to
apply and saying, hey, we'vebeen pushing four-year colleges
(24:15):
for so long.
I actually like this and I haveopportunity to go straight from
school to work make money andto build a career.
So it's a great opportunity fora new haven to have to be able
to join the Justice Ed.
We also do camps in the summerwhere we work on work with
(24:35):
disengaged students.
We are restorative base, echobase, and it gives me an
opportunity to really get toknow our community, for the
community to get to know us andto help each other and through
growth and education it's fun.
It's called Summer of Fund thatwe do From middle school to high
school.
They're able to get into theautomotive, they're able to do
(24:58):
the carpentry.
In our after-school programswe're doing plumbing, we're
doing tech, we're doing manythings.
So opportunities for the kidsto see that there's more out
there than just a four-yearcollege.
Speaker 1 (25:10):
That's great.
On and off to court, yes, andleaders for tomorrow Appreciate
that.
Katrina, gary, for you, thepurpose of high school sports
education based is what GoodnessI mean, it's exactly what it's
education based.
Speaker 4 (25:22):
And so teaching and learning happens not only in the
classroom, on the court, on thefields, and so you think about
all of those attributes, thosecharacteristics that we look for
in our students.
So, at the end of the day, whenstudents are crossing the stage
at graduation, I shake theirhands and I hand them their
diploma.
What are we hoping they'retaking with them?
(25:44):
And so I think about just beingpart of sports and the
perseverance associated with it,the grit the camaraderie, the
collaboration, everything that'spart of athletics, that's
education based, and so a lot ofthe skills that they develop.
It's not just dribbling, it'snot just being able to shoot and
having a proper form, it's howare they able to move forward
(26:06):
and succeed in life.
So they're going to be able totake those skills with them.
Speaker 2 (26:11):
Well, gary and Katrina, thank you both so much
for joining us on this episodeof CIC's Gory Days podcast.
We wish you the best in thefall championships and we look
forward to seeing you on thecourt this winter season.
And we wish you the best ofluck in your run to the sun and
it might be a little bit morequicker paced this year with the
new shot clock.
So, on behalf of GlennLongarini, I'm Jada Maribel, and
we will see you next time onthe Gory Days podcast.
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The Clay Travis and Buck Sexton Show. Clay Travis and Buck Sexton tackle the biggest stories in news, politics and current events with intelligence and humor. From the border crisis, to the madness of cancel culture and far-left missteps, Clay and Buck guide listeners through the latest headlines and hot topics with fun and entertaining conversations and opinions.