Have you ever created a reward chart, organization system, or other tool for your neurodivergent child and wondered why it didn’t work or even seemed to make things worse? 

The Problem Is Often Not Motivation

Stickers, rewards, and even grades may seem like they should be enough to motivate a student to “just do the task.” However, for many neurodivergent students, reward systems don’t actually solve the problem. Here’s why: 

Most reward systems assume that a child can complete the task but is choosing not to. In reality, the barrier is often not motivation. It may be sensory overload, anxiety, or executive functioning challenges. 

Why Bigger Rewards Do Not Build Missing Skills

Imagine expecting your student to complete two English assignments, but they are bored by the reading, unsure how to schedule time with their teacher, or simply don’t know where to start. Even if they begin, they may quickly lose focus or read the material only to realize they didn’t process or retain it when they reach the assignment. 

No extrinsic reward can build the skills needed to overcome these challenges. Instead, these systems can leave students feeling frustrated and unsuccessful. 

So what works instead? 

• Co-regulate
  Let your student know you see their effort and that if they’re struggling, there’s likely an invisible barrier contributing to it.

• Get curious
  Ask questions. What barriers might be getting in the way of completing this task?

• Break tasks into smaller steps
  Focus on progress, not just completion. Celebrate small wins along the way.

• Remove or identify barriers
  Help your student recognize what is making the task difficult so they can better understand and communicate their needs.

• Teach communication
  Practice and role-play how to ask for help or clarification so that advocating for support doesn’t become another source of stress. 

Support that Builds Confidence, Skills, and Independence

Ultimately, the goal is not to motivate neurodivergent students through bigger rewards, but to better understand what is getting in their way. When we shift our focus from compliance to support, we create opportunities for students to build self-awareness, confidence, and the skills they need to succeed independently.  

Do you have a student who is absolutely on fire one week? They’re completing five assignments in a single day, proactively scheduling meetings with their teachers and support staff, keeping up with their responsibilities, and, in some cases, literally training for marathons as student-athletes.

As parents, especially those of us raising neurodivergent children, it can feel like a huge relief. After weeks or even months of struggle, it finally seems as though everything is clicking into place.

Then the next week arrives.

Suddenly, they can’t find anything. They can’t get started on tasks without multiple reminders. They miss meetings. They can only focus on one thing at a time. It can be incredibly frustrating because we know they are capable of these skills. After all, they demonstrated them just days before.

What Happened?

The answer is often fluctuating capacity.

If this sounds familiar, either for your student or even for yourself, don’t panic. The truth is that each of us has a finite amount of cognitive, emotional, and physical energy available at any given time. Sometimes the things that consume that energy are obvious: a heavy workload, a major competition, multiple meetings in one day, or an upcoming deadline.

Other times, the demands are less visible. A disagreement with a friend. Family stress. Poor sleep. Changes in routine. A few days of less-than-ideal nutrition. Even something as simple as the weather can impact our energy, motivation, and ability to focus.

A Hard Week Does Not Mean Lost Progress

When capacity decreases, it doesn’t mean a student has lost a skill. It doesn’t mean they are regressing. More often, it means the skill is still developing and requires conscious effort to use. The student may have mastered the skill in a supported environment, but it has not yet become automatic. Instead, they are relying on willpower to sustain it, and willpower is a limited resource.

How Executive Functioning Support Helps

This is where executive functioning support can make a meaningful difference.

Through the GOAL Program, students work one-on-one with GOAL staff to externalize executive functioning demands and build systems that reduce the burden on working memory.

Using tools, routines, and individualized strategies, students learn how to make important skills like organization, planning, self-monitoring, emotional regulation, and task initiation more automatic over time. As these supports become part of a student’s daily routine, their brain is freed up to focus less on managing demands and more on demonstrating what they know and can do.

Support That Benefits Many Learners

Whether your student is neurodivergent or neurotypical, explicit instruction in executive functioning skills can benefit any learner. If you believe your student could benefit from support in areas such as organization, planning, emotional regulation, attention regulation, or self-advocacy, please reach out to Carrie McGillicuddy, Director of the GOAL Program and Head of Student Support, to learn more about available services.

Progress Is Rarely Linear

Remember: progress is rarely linear. A difficult week doesn’t erase a successful one. Sometimes, it simply reflects a temporary change in capacity.

Behind every meaningful learning experience is an educator who truly sees their students—not just as learners, but as whole people with goals, challenges, and untapped potential. At USPA, our faculty and staff bring this philosophy to life every day, creating connections that transcend screens and schedules.

If you want to learn more about our teachers and USPA, we’d love to have you at a Virtual Open House.

Hello USPA families and future families, 

I’m Brittany Holland, and I’m thrilled to be part of this incredible community as the Head of School. After more than a decade in educational leadership (including launching virtual schools, serving as a virtual school principal, and just raising my own children), I know firsthand the transformative power of flexible, high-quality learning. 

Whether you’re exploring online school for the first time or preparing to make the leap, I’d love to share a few insights from my journey as both an educator and a parent. I’ve been where you are, and I know how many questions come with this decision. The good news? You’re not alone—and you’re choosing a path full of opportunity. 

1) Online School Can Unlock Flexibility Without Sacrificing Academic Rigor

One of the biggest misconceptions is that flexibility means less structure. In my experience, it’s the opposite.
High-quality virtual programs (like ours at USPA) are built on: 

• Clear academic standards 
• Consistent routines 
• Personalized support 
• Strong teacher–student relationships 

As a former IB math and science teacher and STEAM curriculum director, I’ve always prioritized inquiry-based learning and academic excellence. Virtual school can absolutely deliver both—when it’s designed intentionally. 

2) Your Child’s Learning Style Matters (And Online School Helps You Honor It)

Every student learns differently. Some thrive with independence, and others need more check-ins or structured pacing. Online school creates space to truly customize the learning journey. 

I noticed how much better students retained information when they were allowed to: 

• Rewatch lessons 

• Work ahead when motivated 

• Slow down and get support when needed 

That personalized pacing is one of the biggest strengths of virtual education. 

3) Community Doesn’t Disappear—It Just Looks Different

One of the biggest concerns families share with me is:  “Will my child feel connected?”  The answer is yes. It just takes intention. 

Virtual communities grow through: 

• Live class interactions 
• Student clubs 
• Teacher office hours 
• Learning Coach sessions 
• Peer collaborations 
• School-wide events 

As someone who has helped build two virtual schools from the ground up, I’ve seen students form incredibly strong relationships—even across time zones. And at USPA, we’re committed to strengthening that culture every day. 

4) Student-Athletes Thrive in Online School

As a former competitive tennis player, I understand the discipline, resilience, and tight schedules student-athletes juggle. Online school gives them something invaluable: time and flexibility without compromising education. 

I’m passionate about ensuring USPA students are supported both academically and athletically—and that they can pursue their dreams without burning out. 

5) Parents Are Partners—Not Full-Time Teachers

Here’s something I wish more families knew early on: 

In a great online school model, parents support instead of instruct. 

Your role is helping your child stay organized, communicating with teachers, and encouraging healthy routines. Our role is delivering world-class instruction, meaningful feedback, and personalized support. 

A Personal Welcome From Me 

I would love for you to hear directly from me about what makes USPA such a special place.
👉 Watch my welcome video here

Meet Me at Our Virtual Open House 

If you’re considering online school—or simply want to learn more—I’d be delighted to meet you. 

Sign up for our Virtual Open House to ask questions, hear about our instructional model, and learn how USPA supports students on every step of their journey.
 

USA Volleyball and USPA offer Flexible Education to Junior Volleyball Players Worldwide

Elkins, N.H. – US Performance Academy (USPA) is thrilled to announce that it has become the Official Online Academic Partner of USA Volleyball. USA Volleyball is the National Governing Body (NGB) for the sport of volleyball in the United States and is recognized as such by the International Volleyball Federation (FIVB) and the United States Olympic and Paralympic Committee (USOPC). This collaboration establishes an academic and athletic pathway to enable junior volleyball players to train, travel and compete while receiving a high-quality online education.

“USPA’s flexible, high-level education aligns perfectly with the needs of our junior volleyball community,” said Jamie Davis, President and CEO of USA Volleyball.  “Our athletes  are constantly on the move and with USPA, school goes where they go, taking the worry out of missed school days.”

In addition to online seminars, USPA will attend select USA Volleyball events to provide in-person expert guidance from Family Advisors and support players on their journey to college and elite athletics.

“It’s an incredible fit for USPA,” said Pete Smith, Founder and President of USPA. “USA Volleyball is a top-tier NGB  in youth sport and we could not be more excited to work with such an amazing organization. Our school  provides athletes the kind of academic flexibility that results in a distinct advantage over the competition.”

USPA’s unique online learning model empowers motivated student-athletes to train, travel, and compete at the highest levels in their chosen sport. Unlike other online schools, USPA is fully accredited and NCAA approved. It offers flexible school schedules, academic calendars, and a comprehensive support system for students in grades 6-12. Through this partnership, young athletes can pursue their goals in sports without compromising their education.

To learn more about USPA, visit www.gouspa.org.

To connect with a USPA Family Advisor, visit https://gouspa.org/contact/

To register for USPA’s Virtual Open House, visit https://gouspa-2829907.hs-sites.com/virtualopenhouse

Follow USPA on social media:

Instagram: @usperformanceacademy
Facebook: www.facebook.com/USPerformanceAcademy

About US Performance Academy:

US Performance Academy is an online school for high-performance athletes in grades 6-12, providing the flexibility to achieve both athletic and academic success. Through a comprehensive educational support program, USPA’s teachers, learning coaches, counselors, and coaches create a community where online education and performance intersect with a human connection.

About USA Volleyball 

Founded in 1928, USA Volleyball is a non-profit organization recognized by the United States Olympic and Paralympic Committee (USOPC), the International Volleyball Federation (FIVB) and World ParaVolley as the National Governing Body for the sport of volleyball including the disciplines of beach, indoor, sitting, snow and beach Paravolley in the United States. With more than 425,000 registered members, USA Volleyball conducts national championship events, coaching and officials certification programs, and grassroots development across all disciplines in a lifetime sport in which all can participate. USA Volleyball’s teams have won an Olympic medal in every Olympic Games since 1984, five Paralympic medals since 2004 and numerous World Cup, World Championship and Continental Championship titles. USA Volleyball’s women’s teams are the reigning gold medalists in the Olympic indoor, beach and Paralympic events. The United States is the first country to have won a gold medal in each discipline at a single Summer Games. For more information on USA Volleyball, visit www.usavolleyball.org. #PathtothePodium 

Media Contact:Megan Burch
Phone: 603.715.0519
Email: megan.burch@gouspa.org

Enhancing  College-Bound Success 

US Performance Academy (USPA), is pleased to announce The PG@USPA postgraduate program.  Offering a flexible online education for recent high school graduates, PG@USPA is designed to enhance elite student-athletes’ academic profiles, allow them to earn college credit without impacting NCAA eligibility, as well as improve study skills and executive functioning performance.

Elite athletes who have graduated from high school now have an additional edge to enhance their academic proficiency and profile while playing junior hockey.

“An academic option for students after high school is something we know is a great fit for our student athletes,” said Pete Smith, Founder and President of USPA. “Our school provides athletes the kind of academic flexibility that results in a distinct advantage over the competition.”

The PG@USPA program offers top-tier educators, dedicated support services for every student-athlete, and opportunities to earn college credit. From specialized support for neurodivergent students to comprehensive NCAA eligibility guidance, the PG@USPA Program ensures a well-rounded and empowering educational experience.Learn more about the PG@USPA Program at  https://gouspa.org/elite/pgprogram/.

NAHL, NA3HL, NAPHL to offer Student Athletes Top-Tier, Flexible Education

ELKINS, NH – The North American Hockey League (NAHL) is pleased to announce that the US Performance Academy (USPA) has been named the Official Online Academic Partner of the NAHL, the North American 3 Hockey League (NA3HL), and North American Prospects Hockey League (NAPHL).

This collaboration establishes an academic and athletic pathway to enable hockey players to train, travel, and compete while receiving a high-quality online education.

“USPA’s flexible, high-level education aligns perfectly with the needs of our elite players,” said Mark Frankenfeld, Commissioner and President of the NAHL. “Our players are committed to moving on to elite colleges and universities and with USPA they can get the flexibility to advance their hockey skills while obtaining a rigorous education and broadening their opportunity to secondary school participation.”

In addition to online seminars, USPA will attend select NAHL, NA3HL, and NAPHL events to provide in-person expert guidance from staff to support hockey players on their journey to college and elite athletics.

“It’s an honor to partner with NAHL and its associated leagues,” said Pete Smith, Founder and President of USPA. “The NAHL, NA3HL, and NAPHL have all become synonymous with excellence in hockey and we could not be more excited to work with such an amazing organization. Our school provides players the kind of academic flexibility that results in a distinct advantage over the competition on the ice.”

USPA’s unique online learning model empowers motivated student-athletes to train, travel, and compete at the highest levels in their chosen sport. Unlike other online schools, USPA is fully accredited, and NCAA approved. It offers flexible school schedules, academic calendars, and a comprehensive support system for students in grades 6-12. Through this partnership, young athletes can pursue their goals in sports without compromising their education.

To learn more about NAHL, visit www.nahl.com
Follow NAHL on social media:
Instagram: @nahlhockey

Pete Smith first conceived of US Performance Academy in response to this question from a frustrated parent: Why does the traditional academic model make you choose between achieving your athletic dreams and getting a good education?

That was in 2013, when remote learning and quality education did not coexist in most people’s minds. Smith, an elite sailor turned educator, was intrigued by the possibilities technology offered in revolutionizing education. He envisioned a remote learning model that could leverage technology to increase both flexibility and support to meet the unique needs of highly competitive athletes; a platform to accommodate a wide variety of learning styles and schedules, as well as connection within the school community. Such a school would allow elite athletes to maximize their athletic and academic potential, while fostering self-awareness, independence and self-advocacy.

That vision turned into USPA, a fully accredited, NCAA compliant online school for students in grades 6-12 and post graduate. Today, the academy serves 165 high performance athletes in a wide range of sports, like golf, tennis, sailing, soccer, hockey, paddling and, increasingly, skiing.

Post pandemic, some level of remote learning is the new norm. USPA offers not only a comprehensive curriculum and support system, but also a track record of success. Athletes from a wide range of sports have gone on to compete at the Olympic, National Team and NCAA level while also getting into colleges that match their academic and competitive dreams.

SELF-PACED AND FULLY-SUPPORTED

Allison Mollin first heard about USPA from an article in Ski Racing. She was heading into high school and wanted a school that allowed her to stay with her home ski program at Palisades Tahoe. Specifically, she wanted an option that would allow her to access prime morning training. USPA was an ideal solution. It allowed her to train and compete at the highest level, and also to complete courses at her own pace. That meant taking a couple summer courses to lighten her academic load in winter.

Even during the fall of her senior year—while taking three AP classes (USPA offers 10) at the same time as Chemistry and Precalculus, and attending early season ski camps—she had ample support and flexibility. “Every now and then you hit units that you just don’t quite understand,” says Allison. “Whenever that happened, it was a simple Pronto message to a teacher, and we set up a time to talk about it. Usually we talked about it within the hour of encountering the issue.” Compared to her peers, Allison found she devoted more energy to skiing, and less to being stressed about school deadlines. “They were far more worried, and I think it took more of a toll.”

Mollin—who foreran the Lake Louise World Cup last year, and ultimately has her sights set on competing at that level—graduated last spring. She is taking a gap year, concentrating on her ski racing on the NorAm speed circuit.

CONNECTION IS KEY

For remote learning to work, it also has to offer ample support because flexibility, while liberating, can also become overwhelming. Smith explains: “If you don’t have multiple touchpoints that are supporting students in different ways, the wheels can come off.”

USPA’s remote learning model is a far cry from the correspondence courses of yore, with mail-in assignments and minimal feedback; or the folder of worksheets that typically end up in a sorry heap on the car floor; or even the “upside-down” learning model with instructional videos and a virtual class meeting. USPA’s 70 core and elective courses are a combination of direct instruction, videos, interactive learning tools, discussion-based assessments and collaborative learning opportunities. Strategically embedded checks ensure that students are understanding material along the way. Director of School Julie Glusker calls it, “a learning system that empowers students with real-time, actionable content and data, enabling easy monitoring of progress and achievement.”

EMBRACING NEURODIVERSITY

Another challenge for every school, and particularly sports academies with limited staff, is supporting students who are “neurodivergent.” Says Smith, “Everybody learns differently whether you’re labeled neurodivergent or neurotypical.” Rather than label kids, USPA helps them develop skills and tools that allow them to work best with their learning style.

Carrie McGillicuddy is USPA’s Director of Student Development and Counseling. McGillicuddy designed a program called Guided Opportunities for Achievement and Learning (GOAL) aimed at helping an increasing population of neurodivergent students. Her “neurodiversity-affirming” approach includes the Universal Design for Learning (UDL) framework, whereby putting accommodations in place for people who need them benefits everyone. “My approach with GOAL,” says McGillicuddy, “is let’s take what works for our neurodivergent students and offer those same options to all of our students.” GOAL offers four levels of individualized support in everything from emotional regulation skills to executive functioning, to specific content areas with learning specialists, to life skills.

“Every diagnosis has assets and liabilities,” says McGillicuddy. She explains that some things schools try to remediate—ADHD, for example—may be the very things that make an individual excel athletically. The success of GOAL led to BOOST, a student development program available to any student—enrolled in USPA or elsewhere—who is seeking additional learning support.

The concept of proactively meeting the needs of all learners permeates the USPA community, including teachers, learning coaches and parents. USPA students interact with teachers as needed, as well as learning coaches who meet with each student weekly. They can also participate in optional study sessions with peers. Parents have access to their students’ progress as well as teachers and learning coaches. “This is such a collaborative effort,” says McGillicuddy. The result is more kids learning in a way and at a pace that works for them, and fewer kids slipping through the cracks.

EDUCATION FOR LIFE

The very flexibility that facilitates impressive athletic accomplishments also naturally brings along invaluable experiential learning. Smith explains, “What most college admissions directors are really interested in is the idea that we’re building the skills that kids typically have to learn and build in their freshman year.”

One aspect I love most about US Performance Academy is how our Core Values inform our daily lives, in sport, school and social arenas, day in and day out. We are guided collectively and individually by our strong principles of Accountability, Excellence, Flexibility, and Human Connection. We are grateful for our faculty and learning coach teams; they have many opportunities to practice these meaningful tenets as we strive to build a relevant and supportive learning community.

We are excited to share some of the ways we see our Core Values in action….

Accountability 

Our students, teachers, and learning coaches meet frequently each week, willing and able to take responsibility for learning, teaching, and mentoring – and even for failures. They are consistently seeking opportunities for improvement, discussing mistakes, setting goals for progress, and finding solutions for challenges.

Excellence
USPA students are fiercely committed to success in their passions and pursuits, across school and sport. You will find them standing on the podium, winning races and rounds, choosing from college acceptances, and signing professional contracts, all while excelling academically.  These accomplishments require tenacity, focus, character, and equanimity. After viewing one of our teacher’s instructional videos on plagiarism and how to properly use citations, a student sent the English teacher this message: “Respecting other’s work is important, and I’m glad that we are taught to act with integrity and be honest because it is a fundamental part of living in our world and communities”. We think this 10th grader has a pretty good grasp of what excellence means!

Flexibility
Our teachers find, implement and encourage creative, innovative, spontaneous ways to teach and guide student athletes who travel globally and frequently for training and competition – Zoom meetings from airports, chair lifts or golf courses, personalized independent study projects, spontaneous instructional Pronto sessions, customized exams and assessments, and more.

Our students have full agency and freedom to do their schoolwork when, how and where they can, need and want – school goes where they go, and their achievements are theirs to lead and ours to support.

Human Connection

Several USPA students from different places across the country share a passion for reading and books. Our history teacher started a book club on Pronto, and the students ran with it – they love reading and discussing Louis L’amour, Steven King, and many other authors and books with each other – connecting over recommendations, reading, storytelling, and authors they all like!

“Good Morning, Mr. Lavery,” the students chant in chorus as I enter the classroom, elongating the phrase into a song in the way that children do. Crisp shirt, tight tie, and stiff shoes, I lay a stack of files on the oversized desk and take my place. A student calls out a question from one of the tidy, uniform rows, and I remind them of the school policy to raise their hand and wait for permission to speak. I remind another that hoodies aren’t permitted in the classroom…

This is probably a familiar scene to not a few of our readers. Traditional education has evolved with myriad policies designed to place obstacles between staff and students, in order to imbue staff with a sense of status, to enforce respect.  These obstacles are small, but many: addressing staff by their last name, the unnecessarily large teacher’s desk, strict dress-codes, permission to speak… the list goes on.

Those who are unfamiliar with online education sometimes wonder how we can possibly foster a human connection with our students in a digital environment, to which I counter that in-person doesn’t necessarily result in an authentic connection. When we study education, we are taught about the obstacles described above, their purpose, psychological and behavioral effects, all designed to control in some way. We’re also taught that if we have a student in distress, we should remove these obstacles to make a real connection with them to help them through the situation, come out from behind the desk, lay down the stack of files, get down on their level. Why wait for a student to be in distress to make to try to make a genuine, human connection?

At USPA we are human, our students and parents are human, we’re all wonderfully, authentically, fallibly human. In our digital world there are no obstacles, no false status symbols and we don’t waste time on stuffy dress-codes or arbitrary rules. We make connections, build relationships, we support and we learn, together, from day one. We remove the noise and the ego and focus on what really matters: our students, their learning, their wellbeing, their individuality, and their success.

At USPA, we go by first names. To outside observers it may not seem important but to our community it is. We go by first names because we’re human.

My name’s Liam. What’s yours?

College applications can be a high-pressure time for student athletes and their families,
but they can also be a time of meaningful self-reflection and growth. Throughout the
college process, it is always important for students to remember that their worth goes
far beyond grades and test scores. This is where and when whole student development
comes into play.

A well-rounded, highly engaged student is someone who has pursued opportunities
outside of the classroom to explore and develop their interests, hobbies, and character.
This can include training and competing in sports, volunteering or working in the
community, or participating in various extracurricular activities. By showing an interest in
and commitment to various extracurricular activities, students can demonstrate to
admissions committees that they are curious and engaged community members, and
their value is far more than just their grades and test scores. US Performance Academy
students are these students.

One key aspect of whole student development is character, and colleges often assess
candidates through the lens of various character traits – diligence, loyalty, respect,
motivation, self-initiative, courage, perseverance, teamwork, kindness, compassion,
resilience – character traits colleges espouse in their school cultures and student life
These character traits are evident through achievements and failure, overcoming
obstacles, facing personal challenges or overcoming difficult situations – academically,
athletically, and personally. By showcasing whole student development and examples
of character, students demonstrate to admissions committees that they have the
determination and grit to succeed in college and beyond. Furthermore, these qualities
can be further developed through experiences such as sports, where students learn to
persevere through adversity and come out stronger on the other side.
Another important aspect of whole student development is leadership, which can be
demonstrated through holding leadership positions in clubs, organizations, or sports
teams. By taking on leadership roles, students learn valuable skills such as
compromise, organization, planning, communication, delegation, and conflict resolution.
But leadership is not dependent only on a student’s role; leadership is an approach to
life and how a student shows up in the classroom, on the field, or within their family and
community – with dedication, integrity, courage, and compassion.

Ultimately, while grades and test scores are important factors in the college application
process, it’s also crucial for students to focus on whole student development. By
pursuing interests, hobbies, and experiences outside of the classroom, students can
develop their character and demonstrate qualities such as resilience and leadership.
These experiences not only make students more well-rounded and stand out in the
college application process, but also equip them with the skills they need for success in
the future. So, while it may feel like the focus should be only on academics, taking the
time to develop as a whole student athlete can help applicants better enjoy, reduce
stress, gain control, and make decisions in the college application process.

Excelling athletically and academically requires dedication, organization, and tenacity, and sport and school are both excellent environments where student athletes practice and hone these traits. Athletes frequently encounter challenges, including training, competition, logistics, weather, equipment, terrain, injury, finances, adversity, failure, loss, and (yes) even success. Athletes must learn to listen, attempt, adjust, try again, fail, practice, try again, and execute – the same approach good students employ in learning in the classroom. High performance student athletes ultimately must master learning to inquire and lead as individuals, competitors and teammates. All this development occurs in an iterative process on the field, in the gym, on the court, in a classroom, and even in a workplace. Sport and school should be interdependent and provide a strong foundation for an athlete’s wellbeing and vitality. This interdependence and our team’s ability to support student athletes across their roles are some of our greatest assets here at US Performance Academy, and US Performance Academy’s Learning Coach staff understands how student athletes learn best –  through trial and error and goal setting and planning. 

Beyond the joy and passion generated by its physical play, adrenaline, and entertainment aspects (the raw, pure fun factors), sport prepares athletes to navigate many different life challenges. Participation in sport, therefore, is a valuable and critical framework from which to develop lifelong learning skills. Some meaningful enigmas (and, conversely, opportunities) athletes face leading into each competitive season include goal setting, training, practice, and development. How to stay on track with everything beyond the travel, training, gear, and performance needed to succeed in sport? In some cases, this might be necessary from purely functional and logistical perspectives depending on an athlete’s age or competitive level, they must finish high school, apply to college, pursue sport at the highest level, and ultimately fund their pursuit. These experiences enable athletes to identify or spark curiosity in academic and career interests for future purposes. Many athletes choose business, communications, economics, orthopedics, sport training and management, psychology as majors that align with their athletic mindsets.

In other cases, setting goals and planning for life’s varied endeavors helps athletes feel better balanced and directed in their lives; they avoid burnout from myopic focus on or stress about competitive seasons, they subdue “being left behind” or FOMO (“Fear of missing out”), and they build a most vital identity beyond sport – student, friend, peer, activist, artist, engineer, musician, debater, performer, dancer, etc. – so many possibilities! A little planning goes a long way in helping athletes achieve balance and feel and be organized, prepared, and productive, and their ability to create a workable plan can help the entire cycle of performance. Creating a plan provides a detailed outline of activities and tasks required to accomplish a goal, breaking down the process into actionable steps based on a given timeline. No matter the end goal, a plan offers a clear roadmap for how to get there. Our USPA staff of Learning Coaches work with student athletes weekly to mentor them through keeping a healthy balance between school, sport and social.

Goal setting and planning for school and sport with USPA Learning Coaches, student athletes learn about organizing, communicating, and problem solving in ways applicable to other facets of their lives. Well-known author and motivational speaker Brian Tracy explains it as confidence-boosting:  “A clear vision, backed by definite plans, gives you a tremendous feeling of confidence and personal power.”  These skills will reap rewards as they transition to life beyond school and sport and also learn critical skills for their season and future realms of education and career.  USPA is the most excellent online educational platform from which to develop young student athletes of all interests and abilities.