Preparing for College Begins Before Recruiting Does.

Recruiting can easily become the center of attention.

I believe the athlete should remain at the center instead.

Before discussing schools, programs, levels, or opportunities, I want to understand the individual. What does the athlete want from the college experience? What matters academically? What kind of environment helps them learn? How independent are they becoming? What are they willing to work for?

Those questions matter because the right college decision is not simply about volleyball. It is about the person who will live there.

College programs do not evaluate an athlete in isolation from the way the athlete plays.

Movement, mechanics, decision-making, competitiveness, effort, communication, and the ability to respond to difficult situations all contribute to the impression an athlete creates.

That means recruiting preparation cannot be completely separated from athlete development.

The goal is not to manufacture an image for recruiting. The goal is to help the athlete continue becoming someone whose preparation can be seen.

A college coach may initially see only a small portion of an athlete's ability.

That may be a video, a short sequence of play, an email, a tournament observation, or a conversation.

The athlete does not control how much time someone will spend forming that first impression. The athlete can control the quality of the preparation behind it.

Video should help a college coach see the athlete clearly. Communication should be thoughtful and appropriate. The athlete's movement, effort, body language, and understanding of the game should support what the family is presenting.

The objective is not to exaggerate who the athlete is. It is to make sure the athlete is represented honestly and well.

Families entering the college process encounter an enormous amount of information.

Schools have different academic expectations, athletic environments, recruiting needs, communication styles, timelines, and requirements. Rules and circumstances can change.

Information alone does not always make the decision easier. Families often need help understanding what the information means for their athlete.

That is where conversation matters. We can look at the information together, identify the questions that still need answers, and determine what deserves further attention.

The family remains responsible for the decision. My role is to help make that decision more informed.

A college program may look attractive athletically and still not be the right environment for the student.

Academic interests matter. Campus environment matters. Financial realities matter. The relationship with the coaching staff matters.

The athlete's likely role, opportunities for development, distance from home, independence, and expectations for daily life may all matter.

And students frequently discover new academic interests after arriving at college, which is another reason to consider the broader institution rather than evaluating a school through athletics alone.

The question is not simply: Can this athlete play there? The better question is: Can this student-athlete grow there?

As athletes get older, the process should increasingly belong to them.

Parents remain an important part of the family decision, but the student-athlete should learn to communicate, ask questions, listen carefully, follow through, and take responsibility for appropriate parts of the process.

That development matters beyond recruiting. College will eventually require the student to communicate with professors, coaches, administrators, teammates, and other adults without a parent managing every interaction.

Recruiting can become one of the places where that independence begins to develop.

There is rarely one perfect sequence that applies to every athlete.

Different athletes develop at different rates. Different programs recruit differently. Academic circumstances vary. Family priorities vary. Opportunities can appear, change, or disappear.

For that reason, I do not believe the process should be reduced to a rigid recruiting formula.

We gather information. We discuss what it means. We determine the next appropriate step. Then we adjust when the circumstances change.

The process serves the student-athlete and family. The student-athlete and family should not be forced to serve the process.

Consulting should improve judgment, not replace it.

I can help a family organize information, examine possibilities, prepare questions, think through concerns, and understand what I see from my experience.

But I do not choose the college. The athlete and family do.

That distinction is important. The objective is not to make families dependent upon my opinion. It is to help them reach a point where they can make an important decision with greater understanding and confidence.