Change Happens…The Decision to Transfer

Julie Thompson – A Baseball Factory Parent’s Perspective

Sometimes Plan A doesn’t work out. When that happens, your son may want to get a fresh start by transferring to a new school. The work begins again, but rest assured, the world doesn’t end when the original plan doesn’t go as expected.

The first thing to do is determine why things didn’t work, and give your son some reassurance about himself and his ability. What can you take from this experience so history doesn’t repeat itself? Maybe the size of the school wasn’t right; maybe the location was wrong.

Baseball can be a little harder to clarify, though. Your son may personalize the difficulties with the program or the coach. Now more than ever, your son needs to know he’s talented and able. Let him know there are many factors that comprise a program’s fit. The program itself may have turned out to be less competitive than he originally thought. Perhaps the work-outs were more rigorous than he expected, or the schedule too demanding for him to succeed academically. The coach that he thought would be a great fit may have over-recruited, or preferred a style of skills that upon closer examination, didn’t match your son’s. Whatever the case, the fact that it didn’t work doesn’t mean your son failed—it means the program wasn’t a fit. And that’s all it means.

Brian, a friend of Kyle’s, recently found himself interested in transferring. Brian loved the school he attended, but didn’t find the opportunity he believed he would have in baseball. He began a new college search in the fall, hoping to transfer for second semester. Brian hoped to find a school that met all his expectations. First and foremost, though, he wanted the opportunity for a successful baseball experience.

Brian began his research in October, but didn’t really get started sending out letters until around Thanksgiving. He sent out 15-20 emails to coaches, basing his selections on his own research and Baseball Factory’s recommendations. He received about 12 responses back. Those who wrote back did so promptly—some took a couple of days, but several came, literally, in minutes. Brian’s letter said that he was writing to introduce himself, explaining that baseball at his current school had not worked out and he was exploring new situations. It was short, sweet and to the point. Brian provided a link to his Baseball Factory player page, and attached both his resume and a waiver from his current college.

The calls began and the next steps happened fast. Brian quickly learned that despite disappointment at his original college choice, a lot of other doors were open to him. The trick would be to find the best fit—and the eternal question, ‘What trade-offs am I willing to make to play baseball?’ once again lurked silently in every conversation and decision. Some fits were better than others. Brian can play several positions, and a few coaches were interested in him for what Brian considers his secondary position. Others had interest in Brian for the following fall, rather than the upcoming spring. As always, trying to evaluate the amount of quality playing time he might get was paramount.

College visits tended to differ from those that took place in Brian’s senior year of high school. For Brian, there was less time for visits. His college academic schedule was demanding and he couldn’t take time away from school. There also seemed to be less firsthand information. Several visits took place on long week-ends, or even after school had closed for breaks. As a result, Brian had less of a chance to meet other players or other students—or sometimes even to check out classrooms and dorms. Much of his decision became based on his belief in the coach and program, the connection he felt with the coach, Baseball Factory’s input and the academic reputation of the school. He traded off many factors that had drawn him to his original college choice – such as location and campus atmosphere – weighting the transfer decision more heavily on potential baseball opportunity.

Transferring mid-year also prompted a few unique questions because the school year was well underway. Brian encountered two distinct situations. The admissions office of one school contacted him before he had made a decision, letting him know they had academic counselors available to help him select classes. They even had scheduled a date for him to meet with the counselors. The other school waited for him to make a decision, leaving scheduling for orientation. As you might guess, housing and classes were pretty well spoken for by current students by the time orientation rolled around. Brian received no assistance from the school once he was in-the-door. In fact, he had a hard time finding classes that were open that coordinated with his baseball schedule. As a transfer, you might want to ensure you won’t get the ‘bottom-of-the-barrel’ in housing and classes, because that’s often all that’s left.

The decision to transfer can be one filled with new beginnings. It’s not without unknowns, however, or the likelihood that your son will be leaving at least a few things he likes about his old school. Guide him and help him adopt a forward focus. His ability to be flexible, confident and realistic, combined with your ability to support his new choice, are key factors for his success. Finally, as always, let the decision be his. He is the one who will be living with the decision each day. Make peace with the past and then, let the new journey begin.

This blog is dedicated to Kelly Kulina. Kelly – we are so grateful for all the support, guidance and friendship you gave us. What a blessing to have known you! We miss you and will remember you always.

You are indeed, Heaven’s Prize Recruit.


Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Connection, Fit and Desire to Give

Julie Thompson – A Baseball Factory Parent’s Perspective

All three of my children were serious athletes. In addition to having some natural ability, they all had passion for their respective sports, and each had a strong work ethic. From where I stood–someone who had never played team sports–those qualities were a recipe for success. In reality, they were a good start, but only a few of the ingredients needed to reach a high level of accomplishment.

Real success, both personal and as a team, came when the connection with their team and coach was strong. Synergy was created when that ‘fit’ was attained. As individuals, they radiated a gracious confidence, and ‘giving one’s all’ was second nature. As a team, challenges were overcome and new heights were met. The team, the coaches, and in younger days, even the parents, were a family of sorts. Those were the days and situations where I saw our children thrive: National Play-offs, National Championships, a league MVP award, and selection to a national tournament team. With a lack of connection and fit, however, and in one case, a feeling of total ‘disconnect,’ I witnessed personal deterioration. A loss of interest, loss of purpose, and a decline in health.

‘Fit’ doesn’t come automatically. It requires the player to be flexible, so he becomes part of the whole. Some of us are more flexible than others by nature, but for most of us, the basis for flexibility is trust. We need to believe there’s a benefit from flexibility, or at least, a certain level of comfort or safety that we won’t be worse off for self-sacrifice. Fit starts with connection; and in the college search process, that tends to be with the coach or a player you know on the team. The connection is critical, often determining the degree to which your son is willing to be flexible. In his mind, he’s asking (or should be), ‘Can I trust this coach to take a real interest in me? If I play a back-up role, will it be developmental, or will I get lost in the shuffle?’

Be realistic. A program is not going to revolve around that new player that just arrived, and heaven help it if it does. Though flattering at first, the player will probably outgrow that program pretty quickly. He’d better want to be at that school or in that program for other reasons. On the other hand, your son should be able to trust in his connection with the coach; that he is not simply, a faceless set of skills.

The fit with the team comes next. There’s always uncertainty–your son really won’t know a team’s true personalities and dynamics until he becomes a part of it–but have him spend a weekend or two with the current players and new recruits. Go to a practice or game, if possible. Participating in a work-out is even better, if regulations allow it. Find out all you can with a realistic eye on what his role might be. What kind of playing time does a new guy–freshman or transfer student–get? Are they second-class citizens, even for awhile? In the past, have newcomers had to ‘wait their turn’ for playing time, for any reason?

Manage expectations. Nothing is more frustrating than feeling your playing time is being determined by something other than ability, unless you know that possibility entering the program. College sports is a huge commitment. Your son may be told he won’t have to sacrifice academics, but it’s unrealistic to think that will never happen. He’ll have to make sure his classes don’t interfere with game and practice schedules. Is the coach helpful in making sure academics are considered? What happens if the classes he’s hoping to take are held mid-afternoon? And do you think he’ll be mentally fresh to study after a long game, practice or bus ride? The schedule is exhausting; and without the belief that his investment will result in some kind of satisfaction–quality playing time or camaraderie with the team–your son may decide the trade-offs aren’t worth it.

When the connection and fit are strong, anything can happen. Your son can find a mentor and role model in his coach or team captain, connections and friendships that can last for life. He becomes part of a group that can sustain him through life’s other challenges. He will feel the exhilarating and humbling experience of playing with and against players he respects, maybe having a winning season, or the knowledge that while the team may not have had their best record, each player gave all of himself to become the best the team could be. Your son learns to want to give, rather than receive.

As you head into this recruiting season, find the connection and fit that truly will benefit your son. Find someone who is interested in helping him develop. These boys are tough–and should be–but they’re more than warm bodies with strong baseball skills. They’re juggling a lot of new responsibilities and they’ll accomplish the most when they’re confident in the connection and fit they have with their new team family.



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Lessons From Your Past

Julie Thompson – A Baseball Factory Parent’s Perspective

You’ve heard it so many times—the successful fit between a baseball player and college program involves a complex mix of factors. As families, we do our homework and try to anticipate situations, asking what we hope are the right questions. We keep a positive outlook, because of course, college baseball should be a positive experience. In addition to looking forward though, we need to look at the past. Part of building a positive experience means avoiding negative ones—often, those things we thought we’d gotten by, and frankly, would like not to think about again. But if we ignore those negative situations, we can’t learn from them, and you really don’t want that part of history repeating itself.

Most parents I know are optimists. If we or our sons want a particular situation, we may not ask some of the hard questions, or be objective about things that could result in words we don’t want to hear. We probably don’t even realize we’ve overlooked the hard questions. We think we’ve covered everything objectively. Unless there are glaring tip-offs that a fit isn’t right, we might believe bad things with that desirable baseball program happen to someone else. ‘Our sons are great players, right? They’ve won awards and been on championship teams! Of course that coach will see how talented he is! He’s not going to recruit behind our son...that’s just something he did to that other player.’

Perhaps we don’t know the hard questions to ask. Recruits are presented with positive feedback and an optimistic outlook—after all, coaches and players want to show their school and program in its best light. Usually, recruiting time is fun and flattering and it’s easy to get caught up in all that positive energy. Perception isn’t always reality, though, so when objectively evaluating that school and program you’re sure you’ll love….ask ‘What has gone wrong in the past, and what can go wrong in the future?’

1). ‘Not that guy again…’ If you’ve reached the point to be considered for college baseball, you must have had at least one experience where the fit with a coach wasn’t great. Make sure your son is comfortable with the coach’s style, philosophy and general personality so he can be successful working with him.

2). Ouch, that smarts…What happens when a player gets injured? Would he maintain his scholarship if he couldn’t play baseball again? What are the facilities both on-campus and off-campus for diagnosis and treatment? What are the trainers’ backgrounds? Make sure the school has a good system in place to deal with an injury.

3). Competitive compared to what??? What’s the baseball program really like? Is the program as demanding and challenging as your son expects? Do they put out 100% in practice—or do they ‘show up’ and do what they need to do in practice, and nothing more? Try to watch a team practice to see how it is run and the effort the players put forth. Can your son see himself fitting in?

4). Oh yeah…academics. What are the academic offerings and expectations? (Remember? That’s why he’s really there). Is there any tutoring assistance? What happens when your son has to miss a class (or a few classes) for a game? It’s more important to find a school that is an academic fit than an athletic fit. If things aren’t going well in the classroom, he may never make it onto the playing field.

5). That’s a nice little sport you play there. How important is baseball to the school’s administration? Are the facilities impressive, adequate, or downright substandard? What’s the work-out room like? Is there a separate locker room for the baseball team? Make sure that the program is supported and that the facilities are going to provide your son with the best opportunity to succeed and enjoy his experience.

6). Who is your son, really?? The most important question of all: what is your son’s true personality? What will really matter to him in college, and what will happen if those elements aren’t there? Does your son adapt well to imperfect conditions? What about the climate? Is he a warm-weather boy adapting to snow and cold, rainy springs? If your son got injured his first day of school and wasn’t able to play baseball again, would he still be excited about the college and enjoy his experience? This isn’t something you want to think about, but it’s important to make sure, just in case. If the answer is NO, then this isn’t the right school for him, regardless of how good a fit the baseball program might be. It is important for your son to ask himself in-depth questions that will help with making the right decision.

Take it from one who has been close to a situation that didn’t work out—learn from all the negatives and mistakes you and your son have experienced in the past, and then, let him make the decision. Take a hard, objective look at your son. Know who he is and what he really feels in his core. Your guidance is valuable, but in the end, it’s his journey. Learn from the past and avoid those things that didn’t work. Give your son’s journey its best chance to be filled with positive experiences by taking off the blinders and considering all of the factors that might affect that “optimistic” view.



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Live Exposure

Julie Thompson – A Baseball Factory Parent’s Perspective

One thing we did right in Kyle’s college search process was to take advantage of opportunities for live exposure—in fact, I wish we had done more of it. Getting live exposure was key in generating and securing interest from coaches. We were a bit limited by Kyle wanting to look only at schools in warm climates—a plane ride away, that is—but hey, what’s life without a challenge?

Kyle attended Baseball Factory tournaments and Team One showcases in Florida, Arizona, and one close to home in New England. Prior to heading to Florida and Arizona, Kyle contacted coaches in the area to let them know he had an interest in their schools and would be attending the tournament. Sometimes they responded to Kyle’s emails, and sometimes they didn’t. Kyle’s attendance (and thankfully, solid performance!) at the Florida tournament opened the door for his meeting with the coach at the school he ultimately chose. Also, we made sure to tour as many campuses as we could. With locations like Florida and Arizona, it was a dirty job….Kyle forwarded his player page to coaches that did not go to the showcase or could not meet with us.

Kyle also attended a couple of camps. Again, I wish we had done more of it, but done so selectively. Camps can be a great opportunity for exposure, and a chance to see how your son likes that particular college’s environment. Since the players on the school’s baseball team usually work the camps, your son also can get an idea about how he might fit from a personality standpoint. I would strongly suggest doing some research before sending your money in, however. It can be a costly approach and you want as much of a return as possible. Make sure that the coach is interested in your son as a prospect, not just a camper.

Here’s what not to do. Kyle had been invited to a camp called ‘Elite Recruits’ (or something similar to that) at a school and location in which he had an interest. Because of a schedule conflict with American Legion baseball, he passed. Shortly thereafter, Kyle received an invitation to another camp at the school—this one spent part of the time specializing in catching, one of Kyle’s positions. We spoke with the man running the camp, and decided it would be a good opportunity. We forgot one critical question, though—Will the head coach be there?

We had flown across the country for this camp. We met with our contact—someone affiliated with the baseball program—for about an hour-and-a-half, touring the campus. He also met with us briefly after the first two days, telling us he would see us after the third and final day, and give Kyle an evaluation. A couple of the assistant coaches ran the camp, along with the players. They were nice guys. Kyle really liked them, and they were complimentary to Kyle. Noticeably missing, though, was the head coach. Apparently, he had gone on vacation. He came to the camp for about 15 minutes on the last day. He sought out one of the campers—someone local he clearly had scouted—then left…no introduction to Kyle, who had flown across the country to be there. And oh…our contact who was going to give us the evaluation after the last day…didn’t show…had an obligation outside of the area. Kyle got some great comments from the players, but we didn’t get a lot of feedback or contact after we returned home. Lesson learned—find out if the camp really is an ‘Elite Recruit’ camp or just a fundraiser for the team. And make sure the head coach is going to be there.

I also would recommend attending local showcases and your state’s version of the Olympics, whether your son wants to stay in the area for college, or not. Scouts “know people who know people.” One of our sons got recruited by a school in the Mid-Atlantic region because their scout was friends with a scout in our area who had seen Brian play. Don’t just ‘throw it out there,’ though. With time and money involved, do some homework. Find out which coaches have committed to the showcases, and how well-attended the events are expected to be. If possible, talk with families who have attended them in the past. Find out their experience. This part of the college search can be an exciting and fun time—and an important one for opening doors for your son’s future.



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Players With Work Allergies Need Not Apply…

Julie Thompson – A Baseball Factory Parent’s Perspective

We’ve waited all winter for it—Welcome back, baseball! Our northern boys are smiling (despite some numb fingers from of our so-called ‘spring’ weather), and all you guys in the south and west…you lucky dogs….send some of that heat this way!

Hopefully, your player kept in shape in the off-season. If not, strongly suggest he does so next time around. You’ve probably heard by now, tryouts and practices for college baseball players are not for the work-ethic challenged. "Kyle" and friends from the DII and DIII levels report the process is demanding. While every school is different, here is what they’ve experienced:

Tryouts—Tryouts start a week or two into the fall semester. Cuts can take place at any point, with the final roster posted sometime during December or January. About 60 players tried out for the DII team, while roughly 50 players sought the DIII spots. The final rosters for both carried 30-35 players: 13-15 pitchers and 17-20 position players. The names of the players that make the team are posted. The names of those cut simply are missing from the list. Your son could get some feedback from the coach if he questions why he’s been cut; but typically, the player needs to seek out the coach for comments. It would be unusual for the coach to initiate the conversation.

Try-outs resembled a showcase. Coaches evaluated players based on Running—the baseball ‘60’; Hitting; and Arm Strength. Arm strength drills varied with position. For example, outfielders threw to home; infielders took ground balls and threw across the diamond; pitchers threw bullpen; and catchers were measured by pop time.

Practice – Again, coaches have their own approaches. Practice at the DII school was shorter and more intense, and could have been called, “Kill Me Now”. For one hour, five days a week, players would run for 30-45 minutes. Doesn’t sound bad? The running portion would take different forms: sprints; long distance, defined by two or so miles. Does your son run up those stadium steps when he heads to a game? Maybe suggest he try it say, for 20 minutes or so...up and down; first leading with his right foot, then his left, then alternating. When he’s done, have him run half a mile (c’mon you slackers, of course it’s timed…), then have him do some abs work…20-30 minutes of sit-ups, planks or supermans. It should come as no surprise that some players got physically sick on the field. “Kyle”, I said, “You must’ve looked okay—you’re always at the gym.” “You would think”, he replied, “but so is everyone else.” That’s right. All these kids want it as badly as your son does. It’s an eye opener to see the abundance of talent and their crushing work ethic. For these boys, though, it’s more of a challenge, and only partly a punishment. They love what they do and appreciate what it takes to be a part of the program. This routine took place for about a month, before it was replaced by scrimmages.

Players at the DIII school practiced five-to-six days a week for roughly three hours a day. Practice involved fielding balls, as well as hitting. There were several hitting groups, with players checking the lists each day to see which group they were in. Fielding drills depended on the position. Infielders took ground balls and did ‘bare-hand’ work. Outfielders worked on pop-ups. When it rained or practice got cancelled, players headed to the gym. There, they worked specifically on their rotator cuffs, strengthened their core, and conditioned their legs. While routines may be altered when injuries occur, players continue their regimen, resting only the part(s) of their bodies that need to heal.

The pressure is still on when practice is over—the pressure to get to the cafeteria before closing time, that is. Players scarf down a quick dinner, head back to their rooms and settle in to study. After squeezing in some sleep, they go to class and on many days, get on a bus for a game that is several hours away. Some of them play, and some of them root on their teammates. Then the team heads back to their own campus, and these boys do it all over again the next day…and the next…and the next…

As a parent, I’m exhausted just thinking about the schedule. More than that, I’m proud of the dedication and ability shown by my son and his teammates, inspired by their passion, and humbled by their selflessness. Their accomplishments transcend any game or season—the attributes they embody will carry them far in life.





Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Good Vibrations – When the Team Connects

Julie Thompson – A Baseball Factory Parent’s Perspective

‘Team spirit’ is a phrase we hear a lot. The words connote profound concepts—the desire to be a part of something bigger than oneself; the joy of realizing goals together, that individually, cannot be attained. When connectedness happens, one plus one really can make three.

Like you, we’ve been on many kinds of teams. They all have had their ups and downs. Most have had plenty of politics. One thing has stood out, though—the teams whose players really connected as teammates tended to outperform expectations.

Coaches played a big part in creating the teams’ atmospheres. We only had one coach that emphasized ‘fun’ over fundamentals and discipline; and most of the players found that without sound fundamentals and discipline, there really wasn’t much ‘fun.’ There never was a question of ‘control’ or who was ‘in charge,’ but the manner in which the authority message was conveyed varied from coach to coach. Team spirit also varied, as did the season records.

As the players got older, creating a team connection extended from the coach to the captains. Captains walked a tightrope when players were blasted by the coach or felt distanced from others in the group. They enforced the coaches’ rules and beliefs, but also sought out the individual. Captains weren’t immune to the coach’s ire, and had to learn the ropes, themselves. They had survived the system and thrived. Captains checked on injured teammates and made sure they brought everyone together outside of practice. Campfires and team dinners were places for players to vent—appropriately—with respect for the team and each other. They also served to build relationships that ultimately strengthened the team. Captains represented everybody, and communicated with everybody. They explained the expectations to new guys, and demanded accountability when players blew off responsibilities. They even met with the coach when it became clear his style was draining team morale. Captains fostered trust and respect among teammates. They joked with them, and offered perspective. They strove to be fair. Above all, captains were leaders, instilling optimism, players’ belief in themselves, and the team’s sense of ‘oneness.’

An observer usually can sense the teams with strong spirit. Two of Kyle’s high school teams played in tournaments that eventually went to national championships. Both times, they were underdogs from the north, gearing up to play all the teams from the south and west. Much of our season had been snowed-or-rained out—our teams probably had played half the games of their warm climate counterparts. One team got slaughtered fairly early on, before making a comeback. The other had some games that weren’t pretty, but somehow they managed to keep inching toward play-offs. In moments we all will remember with awe, both teams won their respective tournaments.

The notable qualities about both teams were their attitude and work ethic. They also had strong skills, but so did the other teams that made the tournaments. Our boys had fun, without losing sight of their goal. Instead of placing blame when errors happened, they moved on. They joked about eating the same breakfast, at the same restaurant, in the same seats, at the same time every day, once the winning began. Most of all, they trusted and supported each other on the field. Rivalries between individuals cooled as the teams progressed, showing that egos could retreat for the greater good. The groups’ connectedness was a force you could feel. The beauty of these wins was that everyone contributed—and knew he did—in some manner. Those moments were pure joy, and epitomized the essence of teamwork.

I often wonder if Kyle will experience that kind of connectedness in college. A friend of mine attributed the wonder of those championship weeks to the fact that the boys were still young. They’re older now, tougher and a little less trusting. The level of competition has risen and the stakes are high. Understandably, players closely guard personal vulnerabilities that can be revealed in the process of building trust and connection. I think there are a lot of factors in addition to that—the number of returning vs. new players, the team’s accomplishments, the way games are won and lost, and the players’ connection with the coach, to name a few. All I know is that for those two high school teams, connectedness was a powerful force, and it made winning that much sweeter for all of us.

Team spirit doesn’t have to blare. Oftentimes, it is subtle and strong. Players quietly give themselves up for the team by playing through injuries and making other personal sacrifices. They earn each other’s respect through hard work, and the recognition that each player is maximizing his effort on the field. Team spirit can grow with interaction and communication—and that simply takes time. As that happens, separate individuals bond into a solid group. And so, with another season upon us, strategies will be drawn up and fundamentals will be honed—but the teams that will outperform will likely include a strong sense of connectedness.


Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Getting the Scoop

Julie Thompson – A Baseball Factory Parent’s Perspective

I’m not an advocate of believing everything you see or hear on the field. But sometimes the most important information you learn about a college baseball program doesn’t come from the literature or coaching staff – it comes from the other students and players, and the people close to them. Flyers, meetings with coaches, and admissions tours are great ways to get to know a college. There’s nothing like your son spending some time with the team, though, and everybody taking in a game or two.

Beautiful sunny days and baseball just go together. So do conversations, bleachers and concession stands. Sometimes general observations are all you need. Parents who have been involved with the team can lend some helpful insight regarding matters that don’t always come up in more formal meetings and interviews. Watching a game provides a perfect backdrop for honest and candid conversation. Try to pick your spots, though. Some people just want to watch the game and not be bothered with anything else – and of course, you want to be respectful of the atmosphere’s tone. If the game’s a nail-biter, pick another time for ball field chat! Go with your gut – after all your years on the field, you’ll know who to talk to, and when the time is best.

Most of the conversations I’ve had at the field have flowed easily. People can relate to the fact that you’re a potential newcomer, and are pleased to impart some stories and advice. A short time at a game can give you a pretty good idea of the overall tone of the crowd, as well as some specifics. I’ve met parents with whom I’ve later exchanged emails, and I’ve also sat with a few groups that made me want to join the other team! I’ve learned about the 30 minute bus ride (without traffic) a player takes from a local hotel because the dorms weren’t ready; or the way injuries get treated with a lack of urgency. Kyle spent some time checking out the speed the radar gun gauged from a pitcher, and factored some unimpressive speeds into the comments of the team’s very optimistic coach. The character of the players (as well as the characters among the players…), and the way they are treated by the coach, is more information best gleaned on site.

Here’s some information you might want to find out:

(1) What happens during injuries? Can the players be seen right on campus (is the infirmary open on week-ends and evenings?) or do they have to go to a local hospital? What quality of care have players received? Is there a sense of urgency in seeing a specialist or getting a test done (i.e. X-ray, MRI)? When a player is first injured, does anyone (coach, assistant coach, trainer, captain, teammate) follow-up to see how he is doing, or is he left on his own? How accessible are the athletic trainers, and what are their roles and backgrounds? How is someone treated by the coaching staff and other players, in general, if he is injured? Will he still feel he’s a part of the team?

(2) Are there any rules that seem unique (or quirky!) to that particular coach or league? What things should the players avoid doing because they drive the coach crazy?! How does the coach respond when players do those things? What’s his motivational style? A coach’s ‘being tough’ may be interpreted as ‘being berated’ by those on the receiving end of the comments. Does someone on the coaching staff communicate with players, or are players pretty much left guessing where they stand? Can players have facial hair? Tattoos? Wear sunglasses? No coach will please everybody, but consistent comments from players or parents should raise a red flag.

(3) How much camaraderie is there on the team? Do the players get together outside of baseball? What do they do? Or, do they tend to be independent or even protective of their own space? How long does it tend to take before ‘the new guys’ become fully accepted members of the team – does it ‘roll down’ on freshmen and transfers?

Baseball won’t be the only part of your son’s life at college – but it probably accounts for a large part of his identity and definitely, his time. The baseball experience – from the coaching staff to the players – can become an anchor for a sense of belonging. On the other hand, too many negative surprises can dampen the outlook of even the most enthusiastic player.

College baseball is your son’s journey – he is the one who is there and has more firsthand information than his at-home parents. Besides, as a maturing adult, he needs to learn to be his own advocate. Not to say we parents can’t support and guide (and yes, sometimes step in). In my experience, though, information from program veterans – taken with some perspective – can help put all concerned a little higher on the learning curve.



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Let the Results Speak for Themselves

Julie Thompson – A Baseball Factory Parent’s Perspective

College acceptances have started to roll in—an exciting time, as our sons look forward to playing at the next level. As parents, we see the effort, the hope, the joy, and the disappointment that accompanies the quest to play baseball in college. We delight in our sons’ good news, and try to remain stoic when the results aren’t what they wanted. It’s a time for both celebration and perspective.

Inevitably, we begin to hear comments from friends and family. Most of them carry heartfelt congratulations or at least, good intentions. Sometimes, though, one player’s good news triggers insecurities in others. Comments and speculation arise as to why a player made a particular choice, and what that choice implied about his other options. The comments can be surprising and hurtful; transforming the perception of these boys as individuals we know and care about into faceless beings, evaluated as impersonal competitors. Most of us teach our children to rise above negative remarks. Some comments are easier to pass off than others, though, and sometimes both parents and players stoop to a perpetrator’s level. I’m not talking about the crazed parents who start physical fights on the field. I’m talking about the quick and snippy leading comments that can come from someone who until that moment, you’d stood with on the field for hours and thought you’d shared a reasonably good relationship.

I try not to get outclassed by my children too often. Sometimes it happens, though. Like most parents, I get riled-up if I think my child has been overlooked or short-changed. Kyle always seemed to be able to take a higher road. He was particularly good at ‘taking things from the source.’ While he might have gotten annoyed, he always held his tongue. ‘How do you do it?’ I asked. His reply was simple. ‘I let the results speak for themselves,’ he said. I think of those words and the dignity my son maintains as a result, when I’m ready to counter a comment with something I might regret later.

Results ‘speaking for themselves’ is a fluid process. There’s always another result after a result that’s already taken place, and you never know what’s coming next. The acceptance doesn’t reflect a deadline for success, but instead an accomplishment for all who achieve it. For those parents whose sons got into their top college/baseball choice, savor it. For those who had hoped for different results, it isn’t the end of the line; it’s a step in their life (and often ours, as well). Hopefully, your son thrives where he has decided to go. Life is dynamic, though. Coaches change, injuries happen, and sometimes actually being at a school makes your son realize it wasn’t what he thought it would be. He may start out in one program and finish in another. And fortunes can turn quickly. I’m always taken by the way the world can fall out from under you when you think you’re about to soar—and fortunately, also by the way life can improve when it looked so dark just a short time earlier.

So, as the acceptances roll in and the conversations commence, remember the effort our sons have put into playing the sport they love, and the hope each one has for playing baseball at the next level. The results will speak for themselves. With their effort and a bit of luck, hopefully, they will speak well.


Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Meeting With Coaches

Julie Thompson – A Baseball Factory Parent’s Perspective

Meeting and talking with coaches has always been my favorite part of the college search process – their backgrounds, their methods of motivating and developing their players, the details of the programs, themselves – so many interesting things to find out. The tough part has been trying to stay in the background. Having a Type A personality, I’m prone to communicating; as a writer, I tend to interview…and as a mom knowing the effect this person may have on my son…let’s just say I have to work hard at stepping back and letting Kyle take charge.

So, Rule #1 – When you’re looking at schools, let your son do most of the talking! Conversations dominated by parent and coach may reveal you’re a great fit with the program, but probably will leave your son and the coach second-guessing their own relationship.

Rule #2 – When your son is in a program – let him still do the talking! He certainly needs you for guidance, but the reality is that your son is the one who knows both the written and unwritten rules of the program, as well as the personalities involved. The right conversations foster mutual respect and connection between your son and his coach. And the flipside can’t be ruled out…as a friend of mine was cautioned by her son, “I don’t care what the coach tells you or how nice he is to you…believe me, anything you say will be taken out on me.” Better they live with the consequences of their actions, not yours.

Rule #3 – Make sure you know the role of the person with whom you are meeting, as well as the person with whom you should be meeting. Seems simple…but some schools have developmental or JV programs. You and your son should meet with the appropriate coach. If your son will be on the JV team, make sure you meet with the JV coach. Don’t limit your conversation to the Varsity Coach, no matter how much influence you may believe he will have on developing your son (and moving him off JV). Find out the relationship of the JV program with the Varsity program, and if possible, the relationship between the JV and Varsity coaches. Are players freely exchanged between the JV and Varsity programs, or is your son likely to stay on JV for four years? The JV coach may be looking for a different type of player than the Varsity coach, or may have recruited his own players, to whom he might have a greater commitment.

While the primary conversation/relationship should be between the player and his coach, we as parents have both a right and a responsibility in this process. We need to get to know something about the person who potentially will have a significant impact on our son’s life, as well as the expectations of the program he may be entering. A little homework – a coach’s experience should be available on the school’s athletic website – and some general instinct on personal connection should help you start the process. The details will follow. Usually, the coach realizes it’s in everyone’s best interest to be knowledgeable, so much of the information you want and need probably will flow into conversations. Some topics you may want to make sure are covered include:


Baseball
1). What are the program’s current and future needs for the position my son plays?
2). How many players are you recruiting for that position?
3). What is the likelihood of playing time, next season? (With the understanding there are no guarantees on that one)
4). What do you think are my son’s strengths, at this time? What should he be working on?
5). Will your game schedule be the same as it has been in the past?
6). Where do you go for spring training (if applicable)? What schools do you expect to play while you’re there? How is the trip funded?
7). What is your practice schedule for fall ball and the spring? What is your work-out schedule and expectations for off-season?
8). Do you place your players in summer leagues? If not, will you help my son get placed for summer ball?
9). Have any of your players gone on to play at the next level? What can you do to help my son move to the next level?
10). Do you expect to remain at the school for the next few years? (So, maybe you phrase that one a bit more delicately!)
11). Do you communicate with your players regarding how they’re doing and how they can improve?
12). What’s the process for cutting players? How much notice and what kind of communication do they get?

Academics
1). What are the academic eligibility requirements for the team?
2). What is the team’s average GPA?
3). Is there academic support for the players, and if so, what is it? (Mandatory study halls? Tutors?)
4). How do players ensure their academic schedules won’t conflict with games or practice?
5). How many classes do players tend to miss because of games or practices?
6). How sensitive is the administration to players balancing academics with baseball?
7). Do you personally monitor the players’ academic performance?

General
1). What is the overall relationship of the players with each other?
2). Do the players tend to hang around together outside of baseball?
3). Do the players live together?

I’ll close with Rule #4 – Be realistic – to the best of your ability – and know your priorities. We all have hopes and dreams…and should. But we also know life isn’t perfect. Know the trade-offs of the decisions you make. Does your son want a highly competitive/prestigious program if playing time is limited and the risk of being cut is greater? Would he trade off the other amenities of a school or location to be an impact player at a school where overall, he may not be as happy? Only he knows the answer – and even he may not know the answer until he faces the situation.

I guess that brings me to Rule #5 – if any of that happens, let your son do the talking.


Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

Striking a Balance

Julie Thompson – A Baseball Factory Parent’s Perspective

Introduction

Like most things in life, finding the best college for your son usually means striking a balance. Sometimes a school meets every one of the criteria on the student’s wish list, but most often there are a few trade-offs in the picture. The role the player expects to have on the school’s baseball team may become the deciding factor. At the risk of lightning striking me, though, there’s more to life than baseball – and when baseball gets frustrating, it’s the rest of college life that helps your son keep a healthy perspective.

The college search was a good way for Kyle to define who he really was, and what he truly wanted out of the next four years of his life. First, we created a profile, which was reflected on his baseball resume. Then came the wish list: a four-year school with solid to strong academics, competitive baseball – defined as the highest level at which Kyle could expect to play (and okay, in reality, baseball came at the top of Kyle’s wish list…), a climate where baseball could be played outside as many months as possible, and an urban, or at least busy, college setting.

There weren’t a lot of schools that fit this list – in actuality, there was only one Kyle wanted. He never lost sight of the list, but talked to every coach who called, responded to every email, and visited as many schools as he could. Kyle thought about ideas that were out-of-his-box – and, although he may have been less enthusiastic with some situations, he never closed a door. He surprised all of us one night after a conversation with a coach from a junior college in a cold climate. The coach’s presentation and ability to connect had made Kyle realize there were a lot of different ways to approach the college years.

In the end, Kyle went to his “wish list” school – with one caveat. He chose to be a part of a large, outstanding baseball program where he was “one of the group,” instead of an impact player. That decision has its own set of trade-offs. The talent pool was deep, and the playing time, limited. To someone who lives for baseball, the work-outs were ‘rigorous’ – to those less dedicated, they were ‘grueling.’ It was a lot work and a heavy time commitment for what many players would consider too little a return.

Kyle’s friends that chose to be impact players at lesser known, but still solid programs freely admitted they wouldn’t have had the patience or personality to be a part of Kyle’s situation. Kyle kept a positive attitude however, accepted the trade-offs, and improved substantially as a player. And on those days when baseball got frustrating – and it did – Kyle reveled in the rest of his life. He loved so many things about the school – the climate, the surroundings, the type of student the school attracted – his life there, in general. He thrived academically. Others may have chosen a different balance, but Kyle set his priorities, resolving to accept the trade-offs – and even when baseball dealt Kyle some disappointment, life in general was still pretty darn good.



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.

What Worked/What Didn’t

Julie Thompson – A Baseball Factory Parent’s Perspective

Introduction

Our son, Kyle, joined Baseball Factory’s Exclusive Program three years ago, when he was a junior in high school. We were beginning the college search and Kyle wanted to look at schools outside of the area, particularly ones in the south. Playing baseball at a competitive level was extremely important to him. Realizing a lot of other northern players were thinking the same thing – and suspecting an equal number of southern players weren’t anxious to swap places with boys from the north – we happily accepted Baseball Factory’s invitation to join the Exclusive Program. I’m here to share some of the experiences we had, hoping they might put your search further up the learning curve.

What Worked/What Didn’t

People sometimes roll their eyes when I tell them we actually enjoyed the college search process. Applications, stress…what’s not to love? Admittedly, a few parts of the hunt aged all of us. For the most part, though, it was an opportunity for our son to build a plan balancing both dreams and reality for the next chapter of his life. The plan was complicated by Kyle’s desire to head south. A life-long resident of the north, Kyle sought to trade cold, numb fingers and snow on early spring fields, for warm sunny skies and a long baseball season. We laid out our plan, taking counsel from Baseball Factory – and caught the first plane out of Dodge to get exposure to southern schools.

What We Did Right

(1) We pretty much followed Baseball Factory’s plan. Kyle’s resume and introductory letter helped us focus on who he was and what he’d done, both in academics and baseball. Having those documents also gave coaches a good starting point for conversations – Kyle then could elaborate on his background.

(2) We stayed organized. We put together an alphabetized notebook with tabs separating each school that showed interest. We highlighted the name of each coach, and kept notes of each conversation, so we could find information easily.

(3) Kyle followed Baseball Factory’s workout suggestions. His Personal Recruiting Director provided him with a pretty rigorous strength and conditioning regimen, as well as a set of drills that he worked on without any prodding from us. It was a lot of work. He started out in pretty solid shape, but improved even more – and it told us a lot about his discipline and determination.

(4) Kyle did most of the talking during our school visits. Okay, that one wasn’t easy for me…. Coaches really do want to talk to your son, though, and (sadly!) not us parents. We watched our ‘man of few words’ become downright well-spoken and engaging. You may be surprised at how relaxed, conversant, and intelligent your son turns out to be when he’s talking about his favorite topics!

(5) We chose a school that fit in ways other than baseball. Baseball may be the love of your son’s life – but there may be times when college baseball gets frustrating. He’ll weather those times better if he enjoys other aspects of the school’s college life, and is not there “just for baseball.”

What We Could Have Done Better

(1) If possible, meet with as many members of the coaching staff as you can – that includes the JV coach, if your son is going to be on a school’s JV team. The head coach is not the only person your son will interact with as he participates in the program, and you and your son will see how he fits with other members of the staff.

(2) Do a fairly thorough exploration of several schools that fit your criteria. Kyle’s first choice came through fairly early senior year, so we cut a couple of other situations short. Anything can happen – changes in the program, changes in the coaching staff that can impact how your son fits in the program as the year progresses. In retrospect, if it hadn’t worked out, we would have had limited our future options.

My parting thought – Communicate your goals and thoughts to your representatives at Baseball Factory. Trust them. They know what they’re talking about, and care about what you think and want. Together, you can make your son’s college baseball experience a happy and successful one.

What’s working and what’s not on your search?



Julie Thompson is a parent of a former Baseball Factory Exclusive Program player. She has volunteered to share her opinions, observations and general thoughts regarding the college recruiting and player development process. She will share what worked and what didn’t for her son, in the hope that other parents and players may benefit from her experience.