Home Posts tagged "College Baseball Recruiting"

Elite Baseball Development Podcast: College Recruiting with Matt Hobbs

We're excited to welcome University of Arkansas pitching coach Matt Hobbs as our guest for this tenth episode. A special thanks to this show's sponsor, Pedestal Footwear. Head to http://www.PedestalFootwear.com and enter the coupon code EC20 and you'll receive a 20% off on your order.

Show Outline

  • How high school athletes can take ownership of their recruiting process and demonstrate their desire to invest in a college program authentically and effectively
  • Why college coaches appreciate accurate, succinct information
  • How pitchers and hitters alike can provide information that matters to these coaches
  • How players should capitalize on the large quantity of televised collegiate baseball games to study, learn, and identify what they need to do to get to the next level
  • Where parents and players should be investing to improve their chances of success
  • Who college coaches seek information from when inquiring about a potential recruit
  • Why parents should refrain from overselling their child’s abilities and how they can more effectively communicate with college coaches
  • What parents and players should be aware of in order to identify and avoid ill-motivated, sketchy college recruiting practices
  • Why players need to look beyond the name of a university and identify what their big rocks are for success in college and life thereafter
  • What Matt’s most impactful lessons are in his experience as a player and coach

You can follow Matt on Twitter at @Hobbs_38.

Sponsor Reminder

This episode is brought to you by Pedestal Footwear. As featured in Men's Health, Women's Health, Hufffington Post, and MSNBC - and trusted by the top strength coaches in the world - Pedestal Footwear is on a mission to get athletes out of traditional sneakers and into Pedestals to help mitigate injury and improve performance. They're durable enough to handle all of your training needs; I LOVE them for deadlifting because they keep me in contact with the ground and have a patented grip design for added traction. They're made in the USA and can fit in your pocket. Pedestal also offers cool customization and wholesale options. If you head to www.PedestalFootwear.com and enter the coupon code EC20 at checkout, you'll get 20% off on your order.

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Should You Play Fall Baseball?

Today's guest post comes from Cressey Sports Performance Director of Performance, John O'Neil.

We know that playing baseball year-round is a bad idea, but how do you determine if it’s a good idea for youth athletes to skip fall baseball and focus on developing themselves for the spring? Societal pressures – parents, coaches, scouts, recruiters - have dictated that if you’re a player and not doing as much total work as your competition is, you won’t keep up with the curve, but we know that’s not the case. Intelligent work will always trump total volume of work. The tough part lies in the action of identifying which athletes are better off sitting out a supplementary competitive season for the sake of success in the main season. Here are three questions to ask if you’re considering fall baseball and long-term baseball success is your goal:

1) How many innings did you throw during the spring and summer?
2) Are you playing another sport?
3) Are you adequately prepared for success within the fall season?

1) If you’re a pitcher and have thrown greater than 100 innings during the spring and summer seasons, fall baseball is highly contraindicated. A February 2011 study from Fleisig et al. provided the data for us that a youth pitcher, ages 9-14, is 3.5 times more likely to need an elbow or shoulder surgery down the road if they throw more than 100 innings in a calendar year. We can theorize and maybe think that a high school pitcher can afford slightly more innings, or, we could ask the question, what does a high school pitcher really gain out of throwing more than that? If they haven’t attracted recruiting attention in their first 100, you’re either not good enough to pitch at the next level OR have a very poor strategy for exposure. As CSP-FL co-founder Brian Kaplan has often said:

I’m in favor of shutting down pitchers at 100 innings, and I will provide more detail about when 100IP might not be the ideal number in point 3.

2) If you’re currently playing another sport, how does playing baseball as a secondary sport impact your long-term development? What is the goal of fall baseball? If the goal is skill acquisition and repeated exposure in a game environment, how does your commitment to the other sport detract or enhance from playing baseball?

Let’s take the high school soccer or football schedule. Most teams will have some type of organized activity six days per week, leaving one day a week where baseball can be the priority. From a skill standpoint, I would consider it more detrimental to both swing and throwing mechanics to be doing those in a fatigued state. Moreover, not providing the athlete with a true off day for the duration of the fall will lead to a much greater likelihood of an injury in the primary fall sport they’re playing. For position players, how much baseball skill work do you expect to get in only playing on weekends? A typical game might only involve a dozen swings and a handful of plays in the field, and that includes pre-game warm-ups.

If you’re not going to take a day off, maybe work on qualities in the gym that will ensure more long-term success. If you have the time given the constraints of the other sport, get to the cage/field multiple times per week if you feel the need to get more reps at the plate or in the field. Early specialization is not the answer for youth athletes. From a physical preparation standpoint, we know that specific physical preparation (SPP) is only as good as the general physical preparation (GPP) that underlies it. Even if baseball is the long-term primary goal, allow kids to develop GPP through other sports and specialize at the latest possible moment.

3) If fall ball is productive, what are the reasons? There are several: repeated  game exposure can ensure success on a baseball field from a perspective of tension and arousal, as we can’t simulate those in the cage.

However, if the competitive season is already close to six months long, when does the athlete have time to develop other athletic skills that will carry over to success within the competitive season? Fall ball may be a time where you gain exposure to scouts/recruiters, or great for the northeast athlete who only played 30 games in spring/summer. But, if you can’t set the athlete up for success in the short fall season, why bother? Specifically, how much skill work can the athlete get in to be set up for productive game play?

For pitchers, this means getting in multiple throwing sessions per week outside of competitive throwing days within the fall season. It also means that the pitcher needs to have been ramped up and be ready to throw in game situations in the weeks prior to the season, making it tricky when the gap between summer and fall baseball is anywhere from 2-6 weeks. For every week off of throwing, I’d like to see pitchers ramp up for at least an equal, if not a double amount of time prior to getting back out there (one week off = 1-2 weeks ramping, 2 = 2-4, etc.). It doesn’t matter if you’re only throwing a few innings every Sunday. Be prepared to be successful every time you toe the rubber. This is a case where even if the pitcher only threw 50-80 innings – far short of the 100 recommended in point 1 – it’s not a good idea to throw them into the fire if they can’t play catch, long toss, and throw bullpens during the week.

If you fall into the three categories I outlined above, I’d advise against playing fall baseball and instead working on physical qualities that will ensure success from a more long-term perspective. Get to the gym, get stronger, faster, more athletic, work on durability, take time off from throwing, and prepare yourself for a successful spring and summer season.

Who Definitely SHOULD Play Fall Baseball?

If you do not fall into the categories above, you may still be asking if playing fall baseball is right for you. There are two categories of high school players who need to be playing fall baseball if they expect to move on and play at the collegiate level. As outlined above, even these players need to prepare for the fall season as if it were their main competitive season. In other words, they need to be sure they are throwing, taking BP, and training regularly even if only playing on weekends.

1) High School Seniors who don’t yet have a collegiate commitment
2) Players who didn’t play much during the spring/summer seasons

1) If you have a chance to be recruited to play in college, but haven’t yet received the right opportunity for any multitude of reasons, fall baseball can be a last-ditch effort to get in front of coaches and scouts. Many Ivy League and D2/D3 schools recruit well into the fall. Make sure you are picking the right spots, though. Get out to showcases/tournaments/camps where these coaches will actually be in attendance, given that it is your last chance to play in front of them. This will require far more advanced than (definitely) the spring and (usually) the summer season will. You can’t just play in any local weekend fall ball league and expect coaches to come find you if they haven’t already. For senior pitchers, you can be a little more aggressive with your workload during this time because the summer after senior year of high school will most likely be a low workload or complete dead period. For underclassmen, stick more stringently to the guidelines given above.

2) If you are a player that missed significant time during your main competitive season, regardless of grade, fall baseball is a very good idea. This could be in the case of someone who was injured and had to sit out, or, someone who was buried on the bench and only got half the amount of action as some of his teammates. In this case, keeping up with what everyone else is doing in terms of yearly workload is a very important thing. This will make you better on a physical level, as repeated exposure to better pitching and facing better hitters will have carryover to the main competitive seasons. Additionally, your comfort level in a competitive game experience could make or break your ability to play at the varsity high school level in the spring, or your ability to be good enough to get recruited in the summer that follows. Identify the biggest areas of need that will drive your ability to be successful long-term and address them. If you haven’t played in real games very much, this could be the limiting factor.

As you can see, the decision on whether or not to play fall baseball is a very individual one. Be sure to consider all these factors as you make that decision.

About the Author

John O'Neil (@ONeilStrength) is Director of Performance at Cressey Sports Performance-MA. You can contact him by email at joh.oneil@gmail.com and follow him on Instagram.

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Strength and Conditioning Stuff You Should Read: 2/7/17

We're only about a week out from pitchers and catchers reporting, so things are about to quiet down at Cressey Sports Performance for the offseason. I've got lots of new content prepared for the next few months, but for now, here's some good reading material from around the web.

Lindsay Berra on MLB Network on Corey Kluber's Offseason Workouts - Lindsay wrote up a great article at MLB.com last week, and this week, there was a follow-up interview on MLB Network. Here it is:

The Surprising Way Jet Lag Impacts Major League Baseball Performance - Sleep deprivation has a significant impact on performance, and jet lag is a big culprit in professional baseball. This article sums up some research on the subject. West Coast teams, in particular, really need to stay on top of optimizing sleep environments and opportunities for their guys.

Forget the Athletes; I Want to Coach the Everyday Joes - This is an excellent guest post from new Cressey Sports Performance coach Frank Duffy for Pete Dupuis' site. CSP might be best known for our work with baseball players, but Frank writes about why we love our general fitness clients, too.

Top Tweet of the Week

Top Instagram Post of the Week 

 

Halftime musings. #cspfamily #superbowl

A photo posted by Eric Cressey (@ericcressey) on

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Projecting the Development of High School Pitchers: Training Habits Matter

Today's guest post comes from Cressey Sports Performance pitching coordinator, Matt Blake. Matt is a key part of the Elite Baseball Mentorships team.

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It happens every year. Inevitably, I talk to college coaches about players with whom I work, and without fail, the conversation always comes back to the question: "what type of kid is he and how hard does he work?"

These are two loaded questions and they’re becoming incredibly important in the evaluation process for college coaches. Because the recruiting timeline is getting faster paced every year, coaches are dipping into increasingly younger talent pools to get commitments. This process is forcing coaches to become more reliant on their ability to project what a 15 or 16 year old pitcher is going to look like three years down the road and project what that player might become at ages 18-22 in a new environment. If this is the case, then it becomes essential for coaches to be able to balance who the teenage boy is that he is currently watching, with the man he’s inherently going to become in a few years under his watch.

In order to do this, you need to have the ability to look at the individual’s actions and behaviors, as movement patterns that you think indicate potential for continued growth as this player moves forward. This topic could expand into a entire book, but I’m going to simplify this thought and condense the discussion down to one athlete to help demonstrate the point I’m trying to make.

In this instance, I want to highlight an athlete I've coached over the last few years and show what a drastic difference a year can do in the context of mechanical development. I think it will bring to the forefront how important it is to allow a player to grow into himself and not force the process for these athletes. While doing that, I want to flush out some of the character traits that are involved in refining this process on a larger scale.

Here’s a video of the same athlete one year apart (we’ll break it down in detail later in the article):


To give you some context, you have a 5’9 150lb sophomore on the right and a 5’10” 170lb junior on the left. The 150lb sophomore version of this pitcher pitched around 78-82mph with an above-average change-up and above-average command. This allowed him to develop into a consistent high-level performer on the 16U summer circuit playing in national travel tournaments, but yet the phone isn’t ringing off the hook for this type of 16U player unless he shows “projection” in the body or above average velocity now (neither of which apply to him).

I can understand how it would be very easy to write this type of player off as "average," because every high school RHP in America throws 78-82mph. As such, how could you possibly see this player and offer him a scholarship to play in college? Well, if you’re paying attention, and look at this pitcher one year later with an additional 20lbs on his frame and see that the delivery has continued to refine itself, you’re going to begin to gather a positive sense of direction for this athlete and realize that this RHP is going to conservatively throw 84-87mph this year with a very good chance to throw harder.

Now, 84-87mph still may not get a lot of people excited in this day and age, but I would go out on a limb and say that by the time this athlete is physically maturing in college, you’ll be looking at an 88-90mph RHP with three pitches, who knows how to compete in the strike zone at a high level because he wasn’t blessed with velocity from an early age. There’s a spot for that type of pitcher on any college staff; I don’t care who you are.

One could also certainly say that’s a large leap to make in projecting a 5’10” 170lb pitcher, but it all comes back to knowing what type of person they are and how hard they work. That’s why I think intimate knowledge of their overall training activity is crucial, because you can find out if this player is willing to go away from the “fun” part of developing their skills and identify that they’re willing to buy into a much larger process to make themselves a more technically proficient player on the field.

This is important, in my eyes, because there are only so many reps you can expect a thrower to execute, due to the stressful nature of the activity. So, in order to maximize the efficiency of their development, they have to be able to handle concepts that transcend the actual throwing process itself to be able to refine their throwing motion. If they can grasp why learning how to create stability is important, or why learning to manage their tissue quality on a daily basis will increase their training capacity, then you can give them larger and larger windows to create adaptation as an athlete on the field.

Take the athlete in the video, for example. He’s becoming one of the most consistent performers on the field, and it’s no surprise, because he’s learning to become one of the most consistent athletes in the weight room as well. If you are familiar with the pitching delivery, you’ll notice that he has upgraded at least four critical components of the throwing motion:

  • Postural control of his leg lift/gather phase
  • Rhythm/timing of his hands and legs working together during his descent into the stride phase
  • Lead leg stability and postural control from landing to release
  • Ability to maintain integrity and directional control of his deceleration phase

The interesting piece of these four components is that three of these are reliant on the athlete improving his overall ability to create stability in the delivery. At Cressey Sports Performance, I talk with our athletes all the time about understanding if their adjustments are mobility, stability or awareness issues. In this instance, we probably had both stability and awareness issues to resolve. The thing is, once you’re aware of the issues, it still takes deliberate work to iron out a stability problem in the delivery, which is why the athlete’s training habits are so important. Simply throwing the baseball over and over again may help you with your timing and repeatability, but we need to actively attack the strength training if we expect to impact an athlete’s pattern of stability in the throw.

In order to examine this a bit further, let’s walk through each of these components and identify a couple key things in video form:

Postural Control during Leg Lift/Gather Phase

Rhythm of Descent into Stride Phase

Stability from Landing to Release

Control of Deceleration

Now, don’t get me wrong: there’s obviously a long way to go for this athlete to get to 90mph. However, when you look at the development of this individual in the last 365 days, and you consider that there are over 730 more days before this athlete will even play his first college baseball game as a freshman, it becomes that much more important to know who the athlete is. Will the player you’re recruiting be comfortable with who they are, and become stagnant in their development, or will he use his time efficiently to keep improving both on and off the baseball field?

In the short time that I’ve been doing this, I’ve found that there’s usually a progression for athletes that involves learning how strength training can benefit them. It usually starts with showing up to the weight room from time to time thinking that’s good enough. Once they start plateauing there, they realize they actually need to be consistent in showing up to the weight room to make gains. The problem is, they eventually start plateauing there as well, and if they decide they really want to be good, they proceed to make the all-important psychological jump, and realize it’s not good enough to just show up to the training environment anymore. They realize they need to make positive decisions in their daily routines in order to make the most of every training session, whether it’s on the field or in the weight room. If they’re not willing to do that, there’s always someone else who is, and it doesn’t take long before these athletes are passing them by and they’re left wondering what happened?

When the athlete makes the jump from simply showing up to giving a consistent effort to make positive decisions for themselves inside and outside of the training environment, it becomes real easy to tell a college coach, "This is a guy you want, not only on the field or in the weight room, but in your locker room as well."

If you're interested in learning more about our approaches to long-term baseball development, be sure to check out our Elite Baseball Mentorships; the next course will take place in January.

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25 Questions to Ask During the College Baseball Recruiting Process

When I got into the strength and conditioning field, I always assumed my job would just be about getting athletes bigger, stronger, faster, leaner, and healthier.  And, I was right that those would be constituents of my job, but I failed to realize that there was actually a lot more to consider if I wanted to be successful in the private sector and working with up-and-coming baseball players.

Those unexpected responsibilities included learning about the Major League Baseball Collective Bargaining Agreement, interacting with advisors/agents, helping kids plan out their competitive year, creating a solid physician and physical therapist network, and even jumping in to catch some bullpens.

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However, none of these tasks could possibly be more important than the interactions I have with a lot of high school baseball players as they work to select the right college/university for them.  While there are a lot of college advisory services out there, very few of them truly understand the athletic side of things; they're more heavily focused on the academic and social components, as there is no way they could ever possibly keep track of what each college baseball (or football, hockey, basketball, or whatever) program is doing. Coaching staffs change, universities move to different conferences, new facilities/fields are added, and new training methods are established.  With that in mind, here are 25 questions I ask of all our kids who approach me about the college recruiting process:

1. Will you have an opportunity to play right away?  If not, are you comfortable waiting?

It's very easy to fall in love with a campus and the thought of playing in front of thousands of fans, but "s**t gets real" when you've been riding the pine for your first two years of college.  Find out who is on the team who'll be playing ahead of you, as well as who else they are recruiting in your class at your position.

This, for me, is also a roundabout way of asking a kid if he is really good enough to play at a school.  If you didn't even pitch for your high school team, chances are that you aren't going to be able to pitch for a College World Series team.  In this instance, you'd be better off going to a team that will provide the innings you need to develop.

2. Do you have aspirations of playing baseball after college?

Will this program facilitate that objective? If it's going to do so, you need to see a history of players drafted.

3. Have you spoken to alumni who have played at these colleges (or for these coaches at different schools)?

Do they speak highly of their experiences, or do they rip on the coaches?  Do they go back to their college town to visit often?

4. How would the coaching staff describe their approach to coaching to you?

Some guys do well with the "in your face" coaching style, and others struggle with the regular confrontation.

5. What is the program's track record of success with developing players like you?

What do they do that will make you a better left-handed pitcher, second baseman, or catcher?  Do they have examples?

6. What (if any) scholarship or financial aid amount are you being offered?

College isn't cheap.  While full rides are rare in college baseball, the difference between a 25% scholarship and 50% scholarship can work out to $60,000 over the course of four years.  Don't forget transportation costs to and from campus several times per year, too.

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7. How tenured are the coaches, and do they see themselves leaving the school in the next few years?

At the Division 1 level, while you have some wiggle room (usually) in leaving a school if the head coach that recruited you leaves, you don't get that luxury with pitching and hitting coaches.

8. How tenured is the team athletic trainer, and what is his/her approach to treatment?  

Does he/she just fill Gatorade buckets and stay out of the way, or get involved with manual therapy and individualized rehab programs?

9. How tenured is the team strength and conditioning coach, and what is his/her approach to training both in-season and off-season?

Do guys get bigger and stronger over their four years, or do they just run poles and waste away?  Observe a lift: is he/she a respected figure in the players' lives? Also, is he/she considered a true part of the coaching staff to allow for maximum synergy, or does the head coach never interact with him/her?  Are players on unique programs based on their positions and injury history, or does everyone do the same?

Hint: if the answer to every question is "clean, squat, bench," run away.  Quickly.

10. How successful are the coaches in placing players with competitive, well-managed summer teams?

Sadly, summer baseball becomes less and less developmental every year.  Fortunately, there are still some good summer coaches out there; is your coach placing you with those coaches?

11. How are the facilities, and will there be any construction going on during your college experience?

If they're building a new field, you might be playing elsewhere for your home games.  New weight room?  You might be pushing cars in the parking lot in the middle of winter (although that may be a good thing for some of you).

12. What is a program's track record in terms of injury rates?

Are they blowing arms out left and right?  Or, are guys avoiding surgery while pitching more effectively than ever?

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13. What were starting pitchers' pitch counts over the past year?

Are they consistently sending guys out there for over 120 pitches? While it's not exhaustive, this is a cool pitch count page that looked at D1 programs across the country back in 2014, but it hasn't been updated in recent years.

14. How tough of an adjustment socially will it be for you?

If you're a New Englander headed to the Deep South, expect it to be an adjustment.  The adjustment is similarly challenging if you're a Southerner headed North. Are you prepared for that? A new social scene at the same time as a new coaching staff can overwhelm some guys.

15. Do they have the academic programs you want?

Sorry to burst your bubble, but only 2% of guys drafted actually make it to the big leagues.  That essentially works out to one guy per team pear year.  And, among the guys who make it to the big leagues, very few play there long enough to be financially set for life.  In other words, there is a 99.99% chance you'll be employed in some capacity after baseball, so you need to prepare for it.  Regardless of what our guys opt to study, I encourage them to take some finance courses, as everyone needs to understand money management.

16. Do they have a solid academic support staff in place if you need it?

Do you have a learning disability that warrants special assistance? Do you need organized study halls to help with getting your work done?  Or, do you just want people to stay out of your way?

17. What is the alumni network like?  

Will it help you to get internships or employment after graduation? Or, will you have to head to the local prison to interview them?

18. Does the coaching staff get out and attend different conferences to improve at their craft?

Are they teaching the same things they taught in 1978, or are you being introduced to more forward-thinking concepts?  "New" isn't always better, though, so that's why you ask the questions: it gives them a chance to provide rationale for their methods.

19. Are the hitting/pitching coaches more hands-off, or do they want to start tinkering with mechanics to solve problems they already see with your swing/delivery?

College coaches always see more things that need to be addressed than high school coaches ever can.  They get more hours with you, and they see you against better competition that may expose your weaknesses.  These weaknesses obviously need to be addressed.  However, how much will you be abandoning the horse that got you there in the first place?  Is it going to be tinkering or overhauling, and which are you willing to commit to?

20. How is the food on campus?

The food always tastes good...for the first month.  Then, most people get sick of it.  Don't become one of those people.

21. Who is the team doctor, and what is his background and accessibility?

If you're there four years, chances are that you'll roll an ankle or get hit by a pitch at some point.  Is the team doctor readily accessible, or do you have to book an appointment and then wait three weeks to see him?  Also, does he have a solid understanding of the management of overhead throwing athletes? Many doctors don't.

22. How competitive is the conference in which you play?

If you can go out and hit .500 or have a 0.00 ERA as a freshman, you probably aren't being challenged.

23. Have you watched this team play a game and practice?

Does the team go through a thorough warm-up, or do they just roll in, do ten seconds of arm circles, and then get to it?

Do players look coaches in the eye when they're being coached?

Do players cheer in the dugout, or is it completely silent?

I had one college kid tell me that his head coach didn't show up for a single fall practice; the assistant coach ran the entire thing.  Unbelievable!

24. What kind of throwing programs and pitch selection does a team use?

If you're a long toss guy, go somewhere that does long toss.  If you've thrived with weighted baseballs, go somewhere that integrates them in the throwing programs.  If you like to chuck ninja stars, go somewhere that you can fight crime.

If you're a guy with a history of elbow pain, don't go to a school where all pitchers learn sliders and are forced to throw them 60% of the time.

25. What is the team's graduation rate?

Graduation rate can definitely be impacted by a number of factors, including how many guys are drafted, but don't return right away to complete their degrees. As an interesting (and scary) fact, only 4.3% of those who have played in the big leagues this year have a college degree.  Still, graduation rates are something about which you should ask because it's a question that gives a coach a chance to show you what emphasis he places on academics.

In typing this up, I rattled all these questions off in under five minutes, and the truth is that there are a lot more.  The set of questions one asks will always be unique to one's situation.  The only commonality is that kids should ask questions - and lots of them, as this is going to be 3-4 years of your life.

As an important addendum, it's important to realize that there isn't a single program in the country that is going to give you the exact perfect answer you want on all these questions.  Your goal is to find the best fit, not the perfect fit.  With that said, though, you are committing to the program as a whole, not just the parts of which you approve.  To that end, you'll need to prioritize certain things depending on your circumstances:

If money is tight in your family, the scholarship/financial aid question might be most important.

If you have a history of injuries, the athletic trainer/strength and conditioning coach/team doctor questions might be the most pertinent.

If you want to play baseball in college, but not beyond, the questions about graduation rates and alumni networks will be significant.

If you have a very funky delivery that's worked well for you and are afraid a pitching coach will change it, you need to ask those pitching coaches if they are open to that arrangement.  This scenario was made famous when Tim Lincecum headed to the University of Washington with his unique delivery.

There really are no right or wrong answers - but there are definitely a lot of questions that should be asked along the way. One friendly suggestion I make to players is to make sure that these questions come from you and not just your parents. Parents will have questions of their own, but they should never dominate the conversation; young athletes need to take a proactive role in learning about what could be their lives for four years.  It not only shows maturity to the recruiting coaches, but also makes sure that you get the answers to the questions that are most important to you.

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