Have
a written media policy and clear procedural guidelines to give student
athletes. Make certain they understand and follow them.
Win
the coach over. A coach's attitude and personal media rules, i.e.,
closed practices, strongly influence student-athletes.
Help
student athletes understand media-star vs. team exposure. Give extra
help to highest profile student-athletes enabling them to give strong
interviews, remain humble and a part of the team.
When
determining whether to offer media training to an entire team vs.
a small number of the highest profile athletes, consider the best
value for your time, energy, and funds. The smaller the group (1-10)
and longer the exposure to media strategies and techniques, the greater
the skill building. The best compromise I've found is to do a short,
large group session (one hour) to share the most needed information.
Follow with one-on-one or small group coaching for those with the
gre4atest media exposure. Limit most sessions to two hours, provide
food as an enticeme4nt and don't schedule them late at night when
concentration is most difficult.
A single
media training sessio can build awareness but the lessons are easily
and quickly forgotten. An annual comprehensive training session
followed by substantive critiques throughout the season helps student-athletes
learn media skills better. Condensed review/prep sessions prior to
post-season play and during crises are very beneficial.
Consider
the "too close to home" syndrome. An outside consultant or alumni
with media experience can have substantial impact reinforcing what
SID's regularly tell athletes, coaches and administrators. Outsiders
can reinforce your credibility and bring another healthy perspective
to your audience.
If media
trining is initiated by crisis, prioritize your information. They'll
absorb only about half the information they would in normal times.
Practice is usually emotionally trying and done under intense scrutiny.
Substantial critique and debriefing is imperative. Focus on their
strengths but don't avoid the weaknesses. The best time to offer media
training is in preparation for normal exposure. More information can
be offered in a fun environment.
Be certain
to offer all trining within the framework of your home media market.
Explain the size market, caliber and quantity of repoerters as well
as any peculiarities, i.e., pulitzer prize reporter who wants to win
another with your story. In addition, clearly indicate how your market
differs from those of your competitors.
Like
scouting and game films people learn lots from seeing and hearing
themselves on tape. Use audio and videotape of mock interviews to
prepare student-athletes. Critique actual print and onair coverage
to judge the effectiveness of your preparation and to identify areas
to improve.
Don't
forget non-revenue coaches and student-athletes need training too.
They need to now what realistic coveraget o expect and what their
responsibility is in generating that coverage.
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