Student journalists offer 1 side

There are always at least two sides to any story � unless that story happens to be about sports on college campuses. Or so it appears based upon a recent survey of college sports journalists. (A few weeks ago, I surveyed 72 college sports journalists and college advisers, along with 79 sports information directors. The results will be published in College Media Review.)

More than half of those responding say they rarely or never interview players and coaches from opposing teams for any of the following stories � gamers, previews, profiles, and features. Just over 10 percent of all college sports journalists say they interview opposing players and coaches for these same stories. That's a shame. Sports journalists cannot be lazy reporters. Sportswriters already have a poor reputation as borderline journalists who write for the toys department or serve as PR hacks for teams even though some of the finest reporters can be found in the sports department. Unless a locker room is closed, there is no excuse for not grabbing a quick comment from the other locker room or dugout. And there is absolutely no reason for not calling opposing coaches and players for game previews, profiles and features. That's how readers � and sports reporters � gain perspective on their local, or campus, teams. As sports journalists, we need to work hard and report in much more depth.

This summer you may be out there covering Little League baseball or travel softball. Treat these sports the same as you would college and professional teams. Introduce yourself to the opposing coach and ask to speak to some of these other kids. You'll learn a lot about the game. And readers will be terribly impressed � as will the sports editors who may consider hiring you some day.
-30-

Focus on postseason chances

It's nearly tournament time in college basketball. At this point of the season, individual accolades are not nearly as important as postseason opportunities. Fans want to know whether their team will qualify for their league tournaments. In college men's basketball, teams like Florida, Oregon, Massachusetts and St. Joseph's are on the proverbial bubble, unsure whether they will reach the NCAA Tournament. Women's teams like Houston, Southern Alabama and Illinois State are also concerned. These teams may have to win their respective college tournaments to reach the NCAA Tournament. (Please, please, please: Do not call this the Big Dance unless you are also going to ruin your copy with terms like charity stripe, dishing the rock, and treys.)

So, focus on your school's postseason chances. Will your school's team even reach the league tournament? Perhaps, the team is in 10th place and only eight teams go, which is the case for our school in the Ohio Valley Conference tournament. What will it take to reach the tournament. At what point are they mathematically be eliminated? At what point does the team qualify? That should always be the lead for these game stories. Or perhaps, your team is on the verge of securing a first-round home game that is awarded to the top four teams in the conference. Focus on these angles, unless a player breaks a school record or something unusual happens. Either way, elevate the postseason chances early in your copy at this time of the year.

-30-

Indiana tops Illinois down stretch in sportswriting showdown

photo/Brad Vest (Daily Illini)

Indiana won an exciting double overtime basketball game last week, beating Illinois thanks to some missed free throws. It is unfair to say Shaun Pruitt lost the game for the Illini, even if his actions were crucial. Still, most fans will focus on the final plays � and so will sportswriters in most cases, which is fine in games like this. But we also need to offer analysis of other key points in the game to reveal how others also affected the outcome. In the Super Bowl last week, it would have been equally easy to say Eli Manning won the game for the Giants or that the Patriots defensive line lost it. We need to look beyond the easy to discover other reasons for results. That means learning as much as possible about game strategy. That means talking with those immersed in the game. I cannot emphasize this aspect enough. Sport writers need to speak with coaches and players before and after games to understand what happens in the games � even if you are on a tight deadline. We need to gain as much information before we write.

Let�s see how these stories compare in this week�s sports writing showdown. I want to again acknowledge that this assessment is intended for education and fun � NOT to demean the work of college journalists who work hard learning their profession. Unlike other college students, journalists have their homework graded by the public. As a newspaper adviser, I understand how challenging this can be. Still, let�s have a little fun with this exercise in the spirit of friendly competition. Please, feel free to offer your own comments below these stories as well.

LEADS
Observation is an essential element for any reporter. This allow writers to capture moments before, during and after games that can help show key moments. That�s what Jason Grodsky did in his story published in the Daily Illini. Grodsky describes Pruitt, the Illini�s senior center who had twice failed to make crucial free throws. Pruitt failed to convert on a one-on-one opportunity with four seconds left in regulation. He also missed both free-throw attempts with two seconds left in the first overtime. Both would have given Illinois the victory. Grodsky does a good job showing this:

Shaun Pruitt's head hung lower than anybody's at the Assembly Hall on Thursday night.

Illinois' senior center had three opportunities from the free-throw line to give Illinois the lead in the final minutes of Illinois' game against Indiana, but the ball couldn't find the bottom of the net.

After missing the front end of a one-and-one from the line with four seconds left in regulation, the senior center was unable to convert two more from the line with two seconds left in overtime.

In a game that saw eight lead changes and nine ties, the No. 14-ranked Hoosiers were able to pull ahead for the final time in the second overtime, outscoring Illinois 14-10 in the final period to escape with an 83-79 victory.

Normally, you do not want to delay the nut graph more than a few graphs. In this case, the score works fine in the fourth graph because the writer smoothly moved from an observation off the court to two key moments on the court. Still, this lead could have been improved had the writer described a little more of Pruitt walking, head hung low, as he sat as his locker, on the bench or as he walked off the court. Plus, he could have also asked some questions afterwards to learn more what Pruitt (and others) was thinking at this moment. More on this later.

Michael Sanserino, who writes for the Indiana Daily Student, offers a straight summary lead that offers a general assessment that also leads into a reference to Pruitt, clearly the focus of most any game story, before leading into the score in the third graph. This also works well � especially when one is probably faced with a tight deadline. EDGE: Illinois (slight).

CONTEXT & ANALYSIS
These two writers focused on the key free throws, but they did not address other significant plays in much detail. Even though I watched some of this game, I would have liked more insights into how the game ended so tightly and why Indiana won the second overtime. Terry Bannon of the Chicago Tribune notes that other Illinois players also shot poorly from the free-throw line: �A major part of the story, especially at the end, was that the Illini made only 8 of 17 free throws, with senior center Shaun Pruitt making only 1 of 7.� And Bannon accurately notes that two players on the bench had an impact in the second overtime: �Illinois played the second overtime without Chester Frazier, who injured an ankle, and Brian Randle, who had fouled out.� Grodsky notes that Illinois guard Demetri McCamey scored nine points at the start of the second half, which is a good observation, but I would like to know how he scored � on short jumpers, three-pointers, lay ups, off high screens? And Sanserino writes that Indiana guard Armon Bassett took over in the second overtime by scoring nine points. This story should have also shown how he took over. Grodsky does a fine job offering an overview of trends (noting there were eight lead changes and that Illinois has lost all three overtime games this season), but the story could use more analysis. The same could be said for Sanserino�s story, even though he focused on more key moments � including the time Eric Gordon turned over the ball because of a ten-second violation.

But Gordon made mistakes as well. With IU up three and 25 seconds remaining, Gordon turned the ball over with a 10-second violation after he failed to dribble the ball past the half-court line. He responded by forcing a turnover on the next possession by pressuring Illinois guard Demetri McCamey, who botched a handoff to teammate Trent Meacham.

EDGE: Indiana.

LANGUAGE
Grodsky writes tightly. And he varies sentences, juxtaposing simple with complex. He twice uses dashes, though, when commas are more appropriate. Reserve dashes for when you want to change directions, deliver punch lines and shock and humor readers. They add flair and style to a story�s telling. But they should not be used just to replace commas as they do below:

McCamey - who became Illinois' premier recruit after Gordon backed out of his verbal commitment to Illinois - outplayed Gordon, hitting a career high seven three pointers.

Sanserino offers a pretty good mix of sentences, too. But some could use trimming, like the following (deleted words in orange):

Gordon shot just 3-of-13 from the field, but he made 10-of-12 free-throw attempts to finish with a team-high 19 points, which was tops for the Hoosiers. But none of Gordon�s no points were more important than the 3-pointer he banked in with less than 30 seconds left to tie that tied the score at 63-63.

He also uses several clich�s, saying a shooter �bricked� two free throws, calling the free-throw line the �charity stripe,� and writing that the second half was a �frame.� Also, games are not 'contests.' Save that word for pageants and figure skating. Plus, we should avoid tossing expletives in stories unless they are essential. In a game story, rarely would you state that fans yelled 'fuck you' to a player. Instead, say these (moronic) fans cursed or yelled expletives. That gets the point across just fine. Now, if a player like Chester Frazier were to get suspended for saying �fuck you� when he bumped into Gordon, then that might be significant to add in a follow-up or analysis piece. EDGE: Illinois.

SOURCES
This category was a slam dunk. The Illinois story did not include a single quote, whereas Indiana�s offered comments from both coaches. There are really two issues here � deadline and web content. On deadline, it can be difficult to get as many sources as you would like, especially when the game goes into double overtime. But we must try. The players and coaches offer perspectives that we cannot offer in the press box or at a table behind the official scorer. For instance, what was Pruitt thinking when he hung his head after the game and what went through his mind before, during, and after his crucial free throws? What were his teammates thinking as he attempted these shots? How was Gordon able to bank that really long three-pointer in the first overtime? And why in the heck did Frazier bump Gordon, a classless act that should have merited some bench time. Ask the follow-up questions. If you can�t interview coaches before deadline, get someone else to grab some quotes. Or you can quickly file your story before heading to the locker rooms for comments you can insert later. Update stories on the web as you get new information. That�s one of the advantages of the web.

Sanserino includes a few quotes in his story, which is a good first step. But he, like many other sport writers, needs to ask sources to expand on their thoughts by asking follow-up questions. Journalists interview to get information, not to record quotes. For example, Indiana coach Kelvin Sampson says: �In the second half, our defense got better.� I would then ask, in what specific ways did the team improve � and I would keep posing similar questions until I received a specific answer that I could explain to my readers. Sampson says of Gordon: �He probably was pressing a little bit.� How could Sampson tell? And how specifically did Gordon press? These insights would be great for readers. Still, Sanserino did chase down these coaches to offer some insights. EDGE: Indiana.

ORIGINALITY/CREATIVITY
Grodsky did a fine job of focusing on Pruitt, but Sanserino kept looking for ways to reveal the game by revealing key moments, offering comments from coaches, and describing trends in the game. EDGE: Indiana.

Overall, Indiana takes this close 'contest' (yes, this is not a game.) Writing on deadline can be a challenge, but that does not mean we should use this as an excuse. Speak with more sources, offer analysis, avoid clich�s like the plague, and read other writers to learn structure. Check out the book review section on this blog for some terrific sports books as well. Sports editors are looking for stories (clips) that include these elements. Keep working hard.

Both schools did a fine job with multimedia packages. Keep working in new media if you want a job in the future. Click here to see the Daily Illini's package and here to see the Indiana Daily Student's.

-30-

Florida-Georgia showdown is much closer off the court

Andy Landers won his 700th basketball game as coach of Georgia�s women�s team, making him the fourth coach to reach this plateau. That�s no small feat given the highly competitive nature of the Southeastern Conference. Surely, Georgia fans were doubly excited that this milestone victory came against rival Florida. The No. 17 Bulldogs routed the Gators, 82-55.

Off the court, the college journalists covering these games were faced with a different task � revealing the importance of the game to its distinct readers, something these reporters did pretty well. They did an especially fine job of illustrating key moments and offering context.

Let�s see how these stories compare in this week�s sports writing showdown. I want to again acknowledge that this assessment is intended for education and fun � NOT to demean the work of college journalists who work hard learning their profession. Unlike other college students, journalists have their homework graded by the public. As a newspaper adviser, I understand how challenging this can be. Still, let�s have a little fun with this exercise in the spirit of friendly competition. Please, feel free to offer your own comments below these stories as well.

LEADS
Kevin Copp focuses on Landers� milestone win, which makes sense for the hometown newspaper. In the opening five paragraphs, Copp puts Landers� accomplishment in perspective: he is only the third coach to win 700 at a single school and fourth fastest to do so. The lead includes the obligatory quote from the coach as well, but that works well in the introductory paragraphs.

The No. 17 Lady Bulldogs secured a milestone victory for their head coach with their most dominant performance of the SEC season in an 82-55 win over Florida.

With the win, Andy Landers, who was inducted into the Women's Basketball Hall of Fame in 2007, recorded his 700th victory at Georgia.

"I've been blessed to be at a school with an administration that supported this," Landers said. "More importantly, when you have great assistant coaches and great players, this is something that's going to happen."

Landers joins Tennessee's Pat Summitt and Texas' Jody Conradt as the only coaches to record 700 wins at a single school.

Landers is the eighth coach in women's basketball history to reach 700 career wins. It took him 918 games to reach the mark, making the Georgia coach the fourth-fastest to 700 wins behind Summitt, Stanford's Tara VanDerveer and Conradt.

Sophomore point guard Ashley Houts illustrated what a low profile Landers kept about the achievement, as she first found out by reading a sign held up in the stands during the game.

Gators fans would not be as excited to dwell on Landers' achievement, although Phil Kegler correctly references this feat in a story published in the Independent Alligator. Instead, Braun evaluates the impact of this rout, revealing that Florida is not yet among the top teams in the SEC.

The Gators talked all week about the opportunity a game with No. 17 Georgia held.

Full of momentum, they called it a chance to see where they matched up with one of the nation's best, one year removed from a disappointing 9-22 season, and playing at home, where they'd won eight straight.

Instead, UF (13-6, 2-2 Southeastern Conference) tried its hardest to imitate last year's team as Georgia (16-3, 3-2 SEC) dismantled them 82-55 Thursday, tying UF's largest margin of defeat this season.

Both reporters did their job. EDGE: Even.

SOURCES
The Florida story includes comments from both coaches and a key player from both teams, compared to a single source in the Georgia story. EDGE: Florida.


CONTEXT & ANALYSIS
Kegler addresses key moments and relevant stats. He explains why the Gators played poorly in the first half (because they shot 23.3 percent), why the team fell behind (two extended scoreless droughts), and how Georgia compensated when its All-American was forced to the bench in foul.

It was so bad on both ends for UF that Georgia guard Ashley Houts matched UF's first-half output singlehandedly, scoring 21 of her career-high 25 points in the opening 20 minutes.

With teammate and All-American Tasha Humphrey stuck on the bench with two fouls, Houts put a bigger focus on looking for her own shot.

"That's been a common case this season, and my shot was kind of falling for me tonight," Houts said. "I was feeling good about it so I wasn't afraid to take it."

Landers called Houts' performance "incredible."

"Basketball is a game of opportunity," Landers said. "What Ashley did tonight was take advantage of the opportunities. She found the gaps. She found the seams. She got the ball deep and laid it up. Then when she was left open on the perimeter, [she] spotted up and shot it very, very well."

Kegler does a terrific job breaking down the game while Kopp�s strength is in breaking down the significance of Landers� victory, putting the 700th win in perspective. Would have liked more analysis of the game. EDGE: Florida.

LANGUAGE & STYLE
Neither writer relied heavily on clich�s or jargon, although Copp used �long range� for three-point range and Kegler called UF�s offense �high octane,� a vague, cliched term. Also, the teams are referred to as Lady Bulldogs and Lady Gators. We need to pressure schools to delete these sexist labels. EDGE: Even.

ORIGINALITY
Copp attacked the story straight on, stating that the Bulldogs coach won a milestone victory and that Georgia won in a rout, which is a solid approach. Some other suggested approaches: reveal the coach�s thoughts when he realized he would win his 700th victory, focus more on the fact he did not tell his players, or interview Pat Summitt or Jody Conradt before the game to include their perspectives. Kegler�s strength is the way he puts the game in perspective. Suggestion: Ask more follow-up questions so sources can further explain what they mean in quotes like: �It�s very disappointing. We just couldn�t get our offensive flow early.� What strategy had they hoped to apply � and how specifically did the flow get disrupted? EDGE: Even.

Overall, the edge goes to Florida 2-0, but both writers should be commended for doing a solid job on deadline, which can be a challenge. I wish both writers continued success.

-30-

College papers do not use enough sources

Sports journalists understand their audience, as you can tell from the stories posted below by newspapers in Wisconsin and New York. Fans want to know about their own teams the most.

Something else you'll notice if you read the stories below - - comments from players and coaches of both teams, something that also serves hometown fans. Fans learn more about their own teams by listening to new voices, which, in this case, would be the Giants coaches and players, if you are a Packers fan. Bob McGinn of the Milwaukee Journal-Sentinel offers comments from Packers general manager Ted Thompson, defensive tackle Ryan Pickett, coach Mike McCarthy, quarterback Brett Favre, and offensive coordinator Joe Philbin, but he also includes a quote from Giants coach Tom Coughlin for this night game. Given more time, this reporter may also have included a comment from Corey Webster on the pivotal interception and from a Giants defensive lineman on the Packers' struggles with the running game.

College journalists do not frequently includes sources from the opposing team. I recently read through websites for more than 30 college publications. Of the 32 stories I critiqued, only six included sources from both the home and opposing team. Instead, college sportswriters followed a similar formula: 1 coach + 2 players = 1 game story. Some stories include a third player or offer two coaches and a single player. But the coverage is all relatively one-sided.

Andrew Zuckerman of Maryland's Diamondback says this is partly because universities frequently limit access to locker rooms. "It is nearly impossible to get quotes from both teams since the locker room is open for such a limited amount of time and you're going to want as many quotes as possible for gamers, siders and next-day follow ups," Zuckerman says. "In Maryland's case, there won't be another media availability until Friday, so it benefits the Maryland beat reporters to stay in the locker room until the team kicks us out."

Given the time constraints, that's a smart move to get information for additional stories. But there are several ways to overcome this. First, papers can send a second reporter to hit the opposing locker room. The great Dave Anderson says he sometimes runs quotes for his colleagues at the New York Times if he has completed his column. Journalism is a team game as well, right? (This writer can even use some of these quotes for a sidebar.) Writers can also ask the sports information director to send someone to collect quotes from the opposing locker room. Or, writers can share quotes with one another afterwards. The writer for the Daily Nebraskan , for example, can share quotes with the writer for the Iowa State Daily when the Cornhuskers face the Cyclones.

There is no excuse, though, for failing to include comments from opposing players and coaches in precedes when deadline is not looming. Beat writers should regularly call other conference coaches on a regular basis for notes, quotes and comments -- thoughts that should be included in preview stories. You can get many of these numbers by calling sports information directors and by asking coaches for phone numbers when they come to town. Usually, it's better to talk with the coach well before the game when it's calmer. The earlier the better. You can also use this time to collect comments for profiles and features. What does this coach think about a new rule, for example, or about a top-ranked wrestler in the conference? After a few weeks, you'll have comments from several coaches, which ought to lead to an informative, compelling story.

Late-night games are a challenge to write on deadline. No doubt. But look for ways to get additional insights that will help your story stand out.

-30-

Maryland edges UNC in sportswriting showdown

photo/U of Maryland Diamondback

Michigan relied on a 40-foot desperation shot to defeat Wisconsin women�s basketball this weekend. And Maryland�s men celebrated when Tyler Hansbrough�s last-second shot bounced off the rim in Chapel Hill, N.C., in arguably the biggest upset of the season.

Nothing is more exciting in college sports than a hard-fought game � especially when that game is against a regular rival. Sprinkle in last-minute heroics or a major upset and the drama increases and the bumps starting goosing up though the skin.

The college journalists covering these games were up to the task of revealing these exciting games, even if the stories lacked some perspective at times. These sportwriters grabbed readers by writing solid stories that offered context, analysis, and good writing.

Sources, though, seem to be the biggest problem in college sports reporting. Too often, college journalists fail to offer sufficient perspective, relying too heavily on comments from their own coaches and players. Always speak to athletes on both sides. (More about this later this week when I offer the results of a survey of college newspapers across the country.)

In order to more clearly illustrate how games should be covered, each week I plan to compare stories written about the same game, essentially pitting the two writers against one another. This week I have selected two games � the men�s basketball game between Maryland and North Carolina and the women�s game between Wisconsin and Michigan � since they are both exciting and accessible.

Each week, we�ll have a sports writing showdown. I want to first acknowledge that this assessment is intended for education and fun � NOT to demean the work of college journalists who work hard learning their profession. Unlike other college students, journalists have their homework graded by the public. As a newspaper adviser, I understand how challenging this can be. Still, let�s have a little fun with this exercise in the spirit of friendly competition. Please, feel free to offer your own comments below these stories as well.

Stories will be scored based upon the following criteria � leads, context/analysis, sources, language/writing style, and originality.

This week�s showdown pits the Daily Tar Heel (North Carolina) against the Diamondback (Maryland) in one match-up and the Michigan Daily against Wisconsin�s Badger Herald in the other. We�ll dig into the ACC match-up first. Tomorrow, we�ll assess the Big Ten battle.

In what may prove to be the biggest upset of the year, Maryland defeated previously undefeated North Carolina 82-80 on Saturday. The Tar Heels had won 18 in a row, but extending such a streak through a rigorous ACC schedule is a daunting task. Maryland, now 12-7 and 2-2 in the conference, has defeated UNC several times during the past several seasons. Let�s break down the coverage of this big game by category.

LEAD
Andrew Zuckerman focuses on the final play of the game, observing how the players reacted when UNC�s final shot bounced off the rim. This writer did a fine job describing the final scene:

CHAPEL HILL, N.C. - Tyler Hansbrough's last-second 3-pointer hadn't even yet clanked off the rim, but the Terrapins could tell it wasn't going in - so much that Cliff Tucker even threw his arms in the air to celebrate an improbable win.

The lead could have been offered in two shorter � punchier � sentences by replacing the dash with a period, deleting �so much that,� and starting a new sentence with �Cliff Tucker even threw�� But that�s picky. � It�s much more difficult to write a story when your home team loses in a wild upset, but Gray Caldwell does a great job finding the appropriate angle: �It couldn�t last forever.� EDGE: Maryland (slightly).

SOURCES
Zuckerman includes comments from the hometown team � coach Gary Williams and three Terrapin players. � Caldwell doesn�t do much better, offering only the thoughts of his hometown coach and players. A story that mixed comments from both teams would have offered great insights. The sources are limited. EDGE: Even.

CONTEXT & ANALYSIS
Both writers did a fine job putting this game into perspective, but Zuckerman did a slightly better job. He states this game is an upset for the ages (an exaggeration, perhaps, but this is a big upset considering UNC�s record. Yet, this hardly stacks up against a real upset for the ages -- N.C. State�s win in the NCAA final.) And Zuckerman also assesses that Maryland seemed to be playing for an NIT bid, that it was the seventh time a Gary Williams team had defeated a No. 1 team, and that Maryland had stifled Hansbrough for most of the game. � Caldwell puts the loss in perspective (it�s only one loss, after all) and assesses the final sequence of plays, which works well; however, it�s tough to beat writing about a major upset. EDGE: Maryland.

LANGUAGE/STYLE
The �upset for the ages� statement could have easily gone overboard, but this writer puts it in perspective. Caldwell also inserted borderline clich�s (dominating the paint and trying to bounce back). Otherwise, these writers eschewed using clich�s and jargon, instead offering fluid transitions and concise language. EDGE: Even.

ORIGINALITY
Again, this is a close match-up, one that lends itself more to the one writing about the upset winner than the journalist describing the upset loser. Zuckerman relies heavily on description to lead into the story � and returns to that in the conclusion, shown below.

And when Hansbrough's final shot harmlessly bounced to the floor to complete the upset, Williams showed the most emotion he has in a long time, much like his team did. Williams raised both arms into the air, turned around to the Terp fans and gave numerous fists pumps.

Caldwell, meanwhile, does an exemplary job of putting the game into context, keeping the focus there throughout the beginning. He also gets his sources to explain how it all happened, a key for every sportswriter. Here�s a terrific quote from Roy Williams.

Williams said that he was angry at his team's lack of transition offense in the game and that he felt Maryland probably outran the Tar Heels.

"We had one time two guys give me the tired signal running back on defense," he said. "That should never happen. If you're going to be frickin' tired, tell me on offense, don't tell me as you're running back and the other team's laying it up on the other end."

Once again, the choice is difficult here. So, again, I�ll be a fence-sitter and split the vote. These two young journalists did a fine job, though, which made the decisions close. EDGE: Even.

OVERALL: Maryland wins off the court as well, 2-0 by my score. But both writers should be commended for their stories. I would strongly recommend everybody consider one crucial part of reporting: interviewing. Speak with sources on both teams in all situations so you � and your readers � can learn more about the game. Head over to that other locker room and listen in.

-30-

Jumping into a new sport

I stumbled across this story while catching up on the New Hampshire primary. I love that certain sports thrive in select areas of the country, like lacrosse in Maryland, field hockey in the Northeast, and eight-man football in some Plains states. That's why -- after reading about Rudy Giuliani's thoughts regarding a vice presidential choice -- I checked for sports stories on the Concord Monitor's website, where I found this story on prep ski jumping. Sounds like fun for both the athletes and reporters. I'd love to cover ski jumping. Getting out on the slopes alone would be worth the trip. I'd also like to learn how the sport is scored for team results. It appears points are awarded for reaching certain distances. Perhaps, scores are calculated based upon difficulty, like in diving. After reading this story, it also appears four skiiers' efforts count toward a team's overall score, where the higher score wins -- unlike in cross-country running. I'd love to hear from anybody who has covered this intriguing sport. (Send photos as well, if you can.) In the meantime, I'll try to determine how scores will tally up next Tuesday in that other rollicking competition in the Granite State, where we'll learn if Hillary Clinton has an inside game, whether Mitt Romney can defend the home court, and if Mike Huckabee and Barack Obama have the endurance to win this political marathon.

Here's the Monitor's ski jumping story:

Joe Merrow of Hopkinton came in first overall, scoring 51 points after three jumps of 12 meters in the season-opener at Blackwater's K18 hill.

It was Concord, however, that took home first-place team honors with 370 points. Nashua South was second at 368, followed by Plymouth (367.5), Hopkinton (365), Sunapee (258.5) and John Stark (240).

Parker Finch (fourth place) led the Tide, scoring 44.5 points with the longest jump of the night at 13 meters. Matt Bengston (sixth), Gavin Guay (ninth) and Bryan Higgins (15th) rounded out Concord's scoring.

Also earning points for Hopkinton were Duncan Sweny (third) and Brian Scala and Brooks Wood (tied for 21st). The Hawks' Olivia Wheat came in first overall for the girls.

Greg Franciscovich, competing for the first time, led John Stark with a 27th-place finish. Sam Harris (30th) and Sarah Ray (35th overall, fifth for girls) completed the Generals' scoring.

-30-

Covering wrestling - pinning down a technical sport

Politicians are flocking to Iowa, trying to gain an edge in the nation�s first primary for president that will take place in two weeks. Actually, Iowa holds a caucus, where voters gather in precincts to determine which politician they like best. There�s no denying what sport Iowans hold dearest. Sure, 70,000 fans may attend an Iowa football game, but where else in the country would 9,000 attend a wrestling dual meet? That�s how many watched No. 3 Iowa defeat top-ranked Iowa State, 20-13, in Ames two weeks ago.

Politicians would be well advised to spend time on the mats at local high schools to help in their own maneuverings. (Hillary Clinton and Mitt Romney may know national politics, but they need to learn more about the heart of the Midwest. That starts with sports like wrestling.) Like politics, wrestling can get confusing for casual observers, which is why we need to translate as much as we can. Like politics, wrestling also usually has a clear winner at the end (unlike the Bowl Championship Series).

Still, few sports are as technically oriented as wrestling, which has its own language and relies on very specific rules and guidelines, most of which readers care little about � not even in Iowa, arguably the cradle of wrestling in the United States.

�Wrestling is a very unique sport,� says Jim Leitner, sports editor for the Telegraph Herald in Dubuque. �Even here in Iowa, where it is very popular, there are a lot of people who have no idea what the sport is about and what some of the finer points are. So, you have to strike a balance in your story. You have to write a story that will appeal to the die-hard wrestling fans, and, at the same time, you can�t make it so technical that a casual sports fan can�t follow it. If your story hinges on a very technical storyline, you have to be sure to explain it well enough so you don�t confuse the casual fan.�

That�s why Des Moines Register sports editor Bryce Miller looks for emotion and odd details in wrestling coverage. �Only the most hard-core wrestling fans understand and want deep, deep wrestling detail with the tongue-tying language of the sport,� says Miller, who covered University of Iowa wrestling as a beat at five NCAA Championship tournaments and at the 2004 Olympics in Athens. �Instead of focusing on cradles and inside-trips, talk about the people stories behind the game or match. That type of story pulls in more general-interest readers. If you�re too wrestling-specific, it�s a niche audience and you slam the door to a bigger group of readers who might want to know that not only did Bill Smith win 2-1 � but the victory came on the one-year anniversary of the death of his former roommate.�

Readers want mostly basic information, such as who won a dual meet or a tournament and how specific wrestlers performed in these competitions, says JR Ogden, sports editor for The Gazette in Cedar Rapids, Iowa. Like other sports editors, Ogden says readers prefer human interest stories in sports game coverage � particularly in less publicized and more technical sports like wrestling.

�I try not to get technical because most readers don't understand one move from another,� says Ogden, �and, for the most part, the same move or hold can be called several different things.�

Lehigh University coach Greg Strobel says wrestling is very simple. �Don't get too involved with knowing the names of moves, just watch the struggle to overcome the opponent,� says Strobel, a two-time NCAA champ and coach of the 2000 Olympic team. �Wrestling is really very simple. Try to take your opponent to the mat, try to turn him over, try to control him. On the converse, don't get taken down, get away, don't be controlled.�

Some more tips for covering wrestling are offered below.

TAKING NOTES
Taking notes is essential to all game coverage. Find a system that works well for you. You might take notes on each match by putting names on two sides of the page, putting the running score down the middle of the page. Or you might just put the names of the two wrestlers a the top of the page and then record observations as the match progresses.
� Miller keeps a running play-by-play that records points scored and the time points were scored �so I can explain key moments in many ways � chronologically or in different ways � but also keep room to the side to explain details and observations about words, facial expressions, crowd reaction and the fabric that really puts readers in the crowd.�
� Ogden also keeps a running play by play but he covers tournaments differently. �In tournaments, I try to watch as many matches as possible that involve the teams I'm interested in,� he says, �then catch up with the others once the meet is over.�

PREPARING BEFORE MATCHES
Miller says reporters should prepare the same way for any game coverage. �My rule: Never come to the event empty-handed,� says Miller. �Always have a couple unique facts in your notebook, some unique sources ideas. If a wrestler is going for 100 victories, can you talk to mom and dad before coming to the match?�

LEAD ELEMENTS
Make sure key information is high. �Many times, writers and reporters sacrifice clarity and what-you-want-to-know detail at the tops of stories in exchange for flowering, over-indulged prose,� says Miller. �It�s always important to remind writers that on spot events, particularly in sports not commonly on television, readers depend on us to tell them what happened first and foremost.�
� Add team names/nicknames
� Include team scores
� Focus on a key match, particularly if it altered momentum or secured a team victory
� Focus on an individual�s performance, particularly if this ties to a human interest element
� If the match is blow out, focus on how and why one team dominated. Did one team record pins in six matches or were five matches determined by two points or fewer?
� Focus on a coach�s decision or strategy. Was a wrestler moved up a weight class or did the match begin at a mid-weight class?
� Focus on a stats leader. Did a wrestler pin his ninth opponent or did a wrestler win his 10th decision by two points or fewer?
� Records. Put team records in parentheses within the first few paragraphs. Try to add them after you cite the school�s name � and not the school�s nickname. Also, add conference or district records for high school competition.

LANGUAGE
� Pin � when a part of both shoulders are held down for at least two seconds.
� Near fall � when wrestler has control of opponent and a pin appears imminent
� Takedown � when a wrestler takes an opponent to the mat
� Escape � when wrestler escapes from a down position
� Reversal � when a wrestler escapes from under an opponent and controls him in a single move.

THINGS TO FOCUS ON
� Find stories � especially those that take place beyond the mat. �The goal of a newspaper story, especially in the 24/7 information age of online, is tell people something they couldn�t know without reading the story,� says Miller. �We talk about these key words high in stories � first, biggest, only and most. If you can use any of those words, it means your reporting has identified the uniqueness in the event. Newspapers also have the chance to take you into locker rooms, into interview areas and places quick, radio/TV sound bites do not. If readers only needed the basics, we would all run Associated Press stories. Tell them things they don�t know with perspective-driven information and reporting and unexpected sourcing.� Ogden also recommends looking for a story: �This could be a match that turns the dual one way or another, an athlete's or coach's assessment after the meet, or a big match-up on paper that turned out to be a dud or lived up to his hype.
� Key momentum swings � either from an individual match or team standpoint. �If it�s a blowout, team-wise, we�ll focus on a great match or featurize the whole story,� says Leitner. �We take a more featurized approach to covering every sport, not just wrestling, so our readers have come to expect good human interest elements.�
� Match-ups: See which matches feature ranked wrestlers. Check records and past performances for each athlete so you will be prepared to add these details into the game story. Details, such as the fact one wrestler has never pinned an opponent in 10 wins, will help you look for details during the match.
� Did a wrestler make an adjustment during a match? Did a wrestler who was nearly pinned win the match? Speak with athletes and coaches afterward for more insights.
� Determine how a coach recognizes match-ups.
� Is this the team�s worst loss, or biggest margin of victory? As always, seek to find out the reasons for such a great victory or terrible loss. You can also cite the last time the team lost by such a margin. (Check newspaper archives and speak with athletic directors/sports information directors.)
� Cite who the next opponent will be, including the location of the meet and the opponent�s record. You can also do this for key, ranked wrestlers, offering the name and record of the next person he will face.
� Check to see what the team�s all-time series record is against its opponent.
� Show, don�t tell. Show how a freshman was the key wrestler by describing how he performed. Don�t just write that the freshman was �the player of the game.� Show how a wrestler appeared fatigued down the stretch by describing the action.
� Check the numbers for key statistical streaks for teams or individuals.

THINGS TO KNOW
� Weight classes for colleges. The NCAA uses the following weight classes in its championships � 125, 133, 141, 149, 157, 165, 174, 184, 197, heavyweight (183-285 pounds).
� Weight classes vary for high schools. Most high school associations offer several lighter classifications. Florida, for example, uses the following 14 weight � 103, 112, 119, 125, 130, 135, 140, 145, 152, 160, 171, 189, 215, 285 (heavyweight).
� Wrestlers cannot wrestle below their weight, but they may compete above their weight classification. Rules vary for how much higher athletes can compete. In Florida, for instance, an athlete cannot compete more than one weight class above, meaning a 119-pounder can not go beyond the 125-pound class.
� Growth allowances are usually granted for high school athletes. In Florida, that means a wrestler can gain two pounds midway through the season (That�s set for late December this year). These rules are created so wrestlers won�t go on crash diets or starve themselves.
� Weigh-ins � Wrestlers usually verify their weight about an hour before meets. This may be two hours before matches at NCAA tournaments.
� Sudden death � when wrestlers are tied after three regulation periods. In college, a winner is determined by the first wrestler to score a point during the one-minute overtime period.
� Wrestlebacks � Usually, tournaments are double-elimination, which means wrestlers who lose can �wrestle back� into the later rounds until they lose their second match.
� Scoring during matches � Near fall (2, 3 or 4 points), takedown (2 points), reversal (2 points), escape (1 point), time advantage (2 points).
� Scoring for team scores. Points are awarded to teams whose wrestlers win by the following methods:
6 points � fall (or pin), default, forfeit, disqualification
5 points � technical fall (if near fall was already awarded to winning wrestler)
4 points � technical fall (if near fall is not recorded by winning wrestler)
3 points � for a decision
� Tournament scoring. Scoring changes based upon how many places are awarded, according to the NCAA. If eight places are awarded in a tournament, scoring goes as follows: 16-12-10-9-7-6-4-3. For six places, scoring goes 12-10-9-7-6-4. For four places, scoring is 10-7-4-2.
� Matches last three periods unless the match ends prematurely by a pin, technical fall or disqualification.
� Record the names of the game officials in case anything unusual happens in the game. Also, interview them afterward in such instances.

INTERVIEWING
� As most reporters will tell you, get to know the people involved before asking questions. That�s why beat coverage is essential. Of course, many stringers and reporters are asked to cover teams they�ve never met, which is certainly more challenging. Still, make the effort to introduce yourself before a match, even if that is just to tell coaches you�d like to talk with them after the meet.
� Athletes, like everybody else, react to questions in varying ways. So do not get discouraged if someone does not talk to you right away. �It truly depends on the individual and the situation,� says Miller. �I�ve known NCAA champs who seemed unapproachable, but were just fine talking right after they were finished. I know others who needed a small amount of time to decompress. You must know the athletes/teams you cover, since there�s no one answer that applies to every situation. And, as always, deadlines might dictate how long you can wait.�
� Strobel wishes more reporters knew some very basic information before they covered matches and asked him questions � the names and records of participants. Pretty simply, Strobel says: �Knowing who is competing impresses me. Not knowing records bothers me.�
� Ogden prefers to wait until the overall competition has concluded. �There have been times I have talked to wrestlers after their matches in a dual � when they come up to press box to do radio � but coaches want to keep the "team" focused the other wrestlers.
� Leitner likes to speak with coaches first so he can then get a better idea what questions to pose to the competing wrestlers. �The key is developing a good relationship with the coach,� says Leitner, �and basically training him to give you good, newsworthy information that leads to good storylines.�
� Work hard to gain some trust, otherwise that means you may get bland, uninformed quotes. Even if you are covering a team for the first time, you can impress coaches and wrestlers by doing your homework � by reading published articles on the team, by reading press guides, and by speaking with opposing coaches and wrestlers before you head out. That way you�ll be able to ask specific, informed questions � something that often impresses those being interviewed. They�ll see that you are working as hard as they are and that you may be someone they can trust. �In my experience, I have found that wrestlers, in general, are not very quotable people,� Leitner says. �They seem very guarded. They don�t want to give away any information to opponents who might be reading the article. So, it takes a little work to gain their trust, and you have to do a better job interviewing them than you would with athletes from other sports.�
� Ask what coaches, players were thinking during a key moment.
� Ask wrestlers to describe their opponent�s strengths and weaknesses. You can also ask the to offer a narrative of the match. This will give you an insider�s view of the match, which is can be more important than getting quotes. Do not be afraid to summarize and attribute this information. Not everything has to be a direct quote.
� Ask how the team has progressed over the last several games or weeks. But make sure you read as much as you can about their pervious meets so you can ask informed follow-up questions.
� Introduce yourself to coaches before the meet whenever possible. You can also ask the coach his goals and how he expects the meet to go, which could lead to a nice angle for your game story.

You do not need to be an expert to cover wrestling. Like with any sport, you just need to do your homework and to work diligently along the way.

�In my opinion, you don�t have to be an ex-wrestler or a huge wrestling fan to write about it,� says Leitner. �I had no experience in wrestling until I started writing about it. But I do find it a very intriguing sport and one with a lot of great storylines. If you�re willing to learn about the sport, you can find it very fascinating. I could sit and watch 10 hours of the Iowa High School state wrestling tournament and never get bored. I don�t think I could say that about any other sport, including the more popular ones.�

-30-

Broadcaster offers ways to improve radio (and print) coverage

Listeners hate it when announcers fail to offer the score during radio broadcasts. They also hate when announcers predict plays, act like homers, and forget to offer the time left in a game. That's what veteran broadcaster Warren Kozireski told college students at a national college journalism conference in Washington, D.C., on Saturday.

That was clear to me this afternoon as I listened to a Bears-Lions game. The Bears announcers told me the game was a shut out (but not who was being shut out) and that the Lions were trying to get three points before the end of the half. Five minutes passed before I heard a score - and a full minute after Jason Hanson kicked a field goal to put the Lions ahead 13-0. I thought I would have to sit in a car at the Arthur Pumpkin Patch while my daughters trampled fields filled with gourds. Fortunately, that catastrophe was averted when the Bears announcers finally ceded that the Lions were winning.

As a print journalist, I have rarely given sports broadcasters their due. Through the years, though, I have gained more respect for radio broadcasting. After Saturday, I admire the work of hard-working radio broadcasters even more. Kozireski revealed the challenges to broadcasting a sporting event. He outlined several areas where sports broadcasters can improve. As I listened, I realized these tips are just as relevant for print reporters. Check out his main suggestions below:

Offer time and score frequently. "That is the number one complaint," said Kozireski, who is also the general manager for a radio station in Brockport, N.Y. "The time and score's always there on TV. Then you go over to radio and what happens? You hope somebody slips in the score once in a while." The key is to have a system, some way that reminds announcers to add these key elements. There is no single way to do this. In baseball and softball, for example, some announcers offer the score after every batter, while others offer it after the second out in the inning. Some offer it every three minutes, using an egg timer. "I still witness them in booths all the time," Kozireski said. Announcers also need to reveal who is leading and the exact time left in a game. For example, announcers should not just say that 5:18 is left in a game; rather they should also give the reference point to those just checking in (saying the 5:18 is left in the second quarter or first half, for example.)

Know the team rosters. Make sure you know the names and numbers of key players. Saying that a pass has been completed to No. 48 (even if you add the name after a brief glimpse at the roster) reveals you did not do your homework. "The moment 48 catches the ball, you need to know the name," Kozireski said. You should study the key players first. In football, that means the quarterback, running backs, and receivers. In hockey or basketball, that may mean studying the leading scorers. These are the players who will touch the ball, or puck, most frequently. Always make sure the numbers are correct by asking team managers and assistant coaches to verify them.

Don't predict. That means saying what has happened, not what is going to happen (even if it appears obvious.) Don't say that a quarterback is going to pass or that a running back is going to get a first down as he runs. Instead, say that a quarterback is in the pocket and that a running back got a first down. Says Kozireski: "Your job is to report."

Don't be a homer. Some broadcasters still argue that outwardly rooting for the home team is a good thing. One student in Saturday's session claimed 90 percent of his listeners rooted for the college team. But not all fans are rooting for the home town, and many want a more evenly balanced report, regardless. That's why I watch White Sox games with the sound off because I cannot stand Hawk Harrelson's blatant one-sided view of the game: "C'mon Big Daddy!" "He gone!" (I wish he were.) If a player from the home team makes a mistake, announcers must describe the play correctly, even if they believe some viewers will get upset. "In one game, I said a player muffed a punt," Kozireski said. "His mom called to complain. I asked, 'How would you like me to describe it?'" It went through his arms and bounced away. But she is clearly biased." Being a homer can also hinder one's career. Networks are not interested in biased announcers on national broadcasts where there are no home teams. Be more like Gus Johnson, who is excited about key plays, regardless which basketball team makes them.

Read books on sports broadcasting. Read Josh Lewin's Getting In The Game, Marv Albert's Yesss, and Dan Patrick's The Big Show -- all of which offer tips, suggestions, and insights into the profession.

Drink lots of water. Not Red Bull, Gatorade, or vitamin water. Milk is the worst thing because it coats the throat. "By the third period of a hockey game, your throat is rough," Kozireski said. "If the games goes into overtime, you can be in trouble." For sore throats on game day, drink hot tea with lemon.

If you are an analyst, shut up! Give the play-by-play announcer time to do his job. The game is not about you. Also, analysts need to do their homework so they know as much as possible about the teams and players. Plus, analysts should not follow the ball. That's the play-by-play announcer's job. Instead, look at other parts of the field or rink. And do not be a Monday morning quarterback, saying what a player or coach should have done; instead, offer your suggestions before plays.

Here are a few other brief suggestions:

� Don't pigeonhole yourself to a single sport.
� Avoid jargon, translating a sport's terminology.
� Sit down and talk with coaches to learn the game better.
� Dress the part. Keep those worn jeans and torn t-shirts in the dresser. Dress professionally to be treated as such.

-30-

Some pointers for gamers

Game stories can be difficult at first, especially when they have to be filed on deadline late at night. But you'll need to keep practicing if you are going to get better. Taking scores from coaches for nightly prep roundups is one of the best ways you can improve. You might have to write 10-20 leads in a single night, which will force you to find ways to briefly offer the key plays, key stat, or the significance of the game. To learn more, critique stories from the Associated Press, where experienced writers file solid gamers against all kinds of pressing deadlines. But also analyze game stories that offer an angle that is not connected to a key stat. These stories may focus on a key play, an unusual circumstance, or some other key angle in the lead before citing the result of the game.

Editors want tight, bright stories that include quotes from key players and that touch on key facts and emotions without omitting major factors. Says Jim Ruppert, sports editor for the Springfield (Ill.) State-Journal: "Game coverage is a necessary evil, and I'm not big on the 'featurized' game story. Cover the game or write a feature, but it's tough to do both at the same time."

Art Kabelowsky, prep editor for the Milwaukee Journal-Sentinel, says he likes very little play by play in game stories. Do not just write a running commentary of plays, but do take note of key plays so you can briefly describe them to illustrate some analysis. "The game story should tell you a little about the status of each team and the thoughts and emotions of the coaches and key players who made tonight�s events happen," Kabelowsky says. "Anecdotes and good quotes are better than play by play."

Here are some elements you'll need to mix in for solid game stories.
1. Leads -- Focus on a key moment, unusual circumstance or stat that helps convey the most important part of this game.
2. Context -- Tell the reader what this game means. Has a team broken an eight-game losing streak, qualified for sectionals or lost its fourth straight five-set volleyball match?
3. Score - Make sure you put the score as early as possible. That could be in the second or third graph, if you are focusing on a key moment, or that could be the first graph, if you are filing a straightforward results story on deadline.
4. Analysis -- Watch the game carefully so you can break down the game into smaller parts. For example, you might notice that a basketball team played better with a smaller lineup, going on runs of 12-2 and 10-0 when the starting center was on the bench. Or you might notice that a soccer team dominated the middle of the field for most of the game, which will allow you to focus on the play of the center midfielders and backs, describing their efforts during 1-2 key moments.
5. Offer examples -- Show, don't just tell the reader how a team played. Always seek to offer a brief example. That means you need to take detailed notes throughout the game, because you'll never know when the notes will be needed. Notes also enable you to assess the game with some better perspective, allowing you to find some trend you may have overlooked.
6. Offer key stats only when they help support a main idea -- Do not just cite how many points several players scored or how many hits a softball player had. Cite the stats as they pertain to a focus in your story. Do not just write a story from the box score.
7. Focus on plays later in the game first -- Game stories are not written narratively, from beginning to end. You would focus on the final quarter of most football games, not the opening quarter -- unless something extraordinary happened in the opening minutes.
8. Include comments from both teams -- Do not just interview the home team. Those stories lack a wide perspective. Always try to get coaches and players from both sides.
9. Include quotes that offer thoughts and emotions from the game's key people -- And place these comments next to your description of the key plays.
10. Tell the reader what happens next -- Has the team advanced to the next level of a state playoff? Who does the team play next during the regular season?
-30-

Covering HS football

Writing a game on deadline can be a challenge no matter what sport you cover. But high school football may be the most challenging of all. First, night games typically end less than an hour before deadline. That means getting quotes from players may be more difficult, unless you grab a player before he heads in to hear the coach�s post-game speech. You might also be forced to walk the sidelines in severe weather, thanks, in part, to press boxes filled with announcers, stat assistants, and friends of the program. Press box is a misnomer at many fields across the country.

However, compiling stats on deadline may be the most daunting task of all, something that confounds most new sports reporters. Unlike college and NFL games, high school football stats are not hand delivered between quarters. In many cases, the stats are poorly recorded by student managers or volunteer parents who care little about the visiting team�s stats.

More and more, newspapers are starting to put more emphasis on prep coverage, something smaller papers have done for years. ESPN, cbs.sportsline and others already focus on national sports news, but these national news outlets do not focus on community sports on a regular basis. Instead, readers go to local newspapers for their prep sports coverage. Expect to cover many more high school games than pro games in your career. (And, frankly, that's much more exciting for someone who wants to break news, not emulate what every other news source has offered.)

"I would say that a newspaper's high school coverage is far more important than its major college or pro coverage," says Bryan Black, high school sports editor for The Virginian-Pilot.

And prep football coverage is far more challenging since you'll need to record, verify and compile pretty much everything. "With a major college or pro event, you have professional PR people supplying you with info -- you can be pretty darn lazy and still write pretty good stuff,� Black says. �With a high school event, it's all on you. No one is going to hand-deliver you anything. Every bit of information you gather is on you. You might even have to figure out the roster yourself. You're going to have to double-check name spellings yourself. If you get it wrong, it's on you. And, with a high school event, if you make a mistake, you're likely going to get called out on it. With a major college or pro event, you're just another media hack out there doing a job. If you make a mistake, the guy's mom or dad isn't going to call you. But make that same mistake with a high school event, and you're likely going to get calls from the kid's mom, dad, grandparents and coach.�

So, if you want to cover prep football, you need to develop a precise, efficient system for keeping stats, one that enables you to compile them quickly.

�We train our reporters and football correspondents to also be official statisticians for games,� Black said. �We have a lot of football coaches who love to inflate their players' numbers. In addition, our deadlines are so severe that there's no way we could get high school football stats from games in the paper unless we kept them ourselves. So our reporters and correspondents are trained to do stats by official NCAA stat procedures as well as to keep a play by play. Our staff writers also are adept at making notes for themselves while keeping track of all this. It's an extremely fast-paced and hectic way to work, but our very best reporters love it. The get an adrenaline rush out of it. There's nothing like covering high school football, especially when there are talented athletes on the field. And we have a lot of those in South Hampton Roads.�

�This (keeping stats) is a bigger deal than one might think,� says Jim Ruppert, sports editor for the Springfield (Ill.) State-Journal Register, �especially when the football press box is filled with non-press -- more times than I'd like to remember I have asked school officials why they call it the press box if there's no room for the press -- and the reporter has to walk the sidelines in the rain. It is not possible to cover a game without statistics, and in a lot of ways I think it's more important to have a person more proficient in keeping stats than writing on high school coverage.

�Most of my young stringers are scoretakers who have earned a shot,� says Art Kabelowsky, prep sports editor for the Milwaukee Journal-Sentinel. �It�s a meritocracy, though; if you don�t pan out, you don�t pan out. Working for a smaller paper will help you improve your game. Even if you are writing for a weekly, find out what the daily paper�s deadline is and try to write your story to meet that deadline. It�s good practice.�

There are many ways to keep score during games. I still use a system shown to me more than 25 years ago by Joe Arace, former prep sports editor for the Fort Myers News-Press. This system enables you to do several things at the same time -- record play by play, calculate player stats, and note key plays. You can either create a pre-printed page like the one below or you can simply draw lines down some line paper. My comments, of course, are not nearly as clean as the typed ones below, but they work nonetheless. In the first column (far left), I cite the number of the player who ran, passed or caught the ball. On the second column, I cite total yards gained or lost (along with a brief description). In the third column, I record the down and yardage needed. The fourth column reflects the line of scrimmage for the play. As you can see below, I invert the location for information when possession changes. I also use two different colors to record the information so I can more easily follow change of possession as I review this while writing. I might use blue for one team and red or black for the other.

At the same time, I record stats for every runner, passer and receiver, updating them on each play. You can get a sense of this system by looking at the stats below.

The only difference is that I cross out the previous number before adding the next one. As you can see, No. 20 ran for 90 yards below on 13 carries (each number denotes a carry). And No. 32 below ran for 28 yards on nine carries. You would also create rows for receivers and quarterbacks for each team. For team stats, you could also create rows to more easily add stats for punting, penalties and first downs.

There is really no reason to do this at college and pro games, where sports information and public relations folks offer stats and complete play-by-play. You should take notes in other manners for these games.

You will also need to do several other things to write a solid game story. Editors want stories that are tight, that include quotes from local players and coaches, include key stats, and that include very little play by play. Instead, editors prefer stories that tell a story.

"The game story should tell you a little about the status of each team and the thoughts and emotions of the coaches and key players who made tonight's events happen," says Kabelowsky. "Anecdotes and good quotes are better than play by play. You can communicate how much a team dominated on the line with some quick statistics. If there was a lot of scoring in the game, try to sum it up by saying 'Bill Smith scored three rushing touchdowns' and then say why he was able to do so well. Inexperienced writers are especially prone to writing box-score stories that fail to reflect an understanding of the big picture and the emotion and humanity that come to light through high school sports."

�For our game coverage we want tight and bright," says Ruppert. "Tell us who did what, provide some quotes from the key combatants and make deadline. But while you're covering the game, look for human interest angles for a good feature next week. There are all kinds of good stories out there, but those stories don't often fall in your lap. Talk to the PA announcer or the trainer during halftime or even during the game. Get to know one of the assistant coaches who can provide insight into the "people" stories on the team. Game coverage is a necessary evil, and I'm not big on the "featurized game story." Cover the game or write a feature, but it's tough to do both at the same time.

Here are some tips for covering your next football game.

BEFORE THE GAME
Make sure you arrive early for games. Give yourself time to find the field, if you have never been there. Plus, you want time to get rosters, speak with team managers and statisticians, and find a place to cover the game. I�d recommend getting to get games at least 30 minutes early, but would strongly encourage you to get there an hour beforehand. That way, you can also scout the locations for the locker rooms and find a suitable parking spot. You�ll also want to check with the official statistician, managers and coaches to ensure the players and numbers match up on the program. At high school games especially, verify the class standing and any team and individual stats for players on both teams. Record full names, numbers and class standings of all players before these games. � Also, make sure you have read past stories on both teams to find potential angles leading into this game.

LEAD ELEMENTS
Elements to put in the first several paragraphs.?
� Team names/nicknames?
� Score?
� Date?
� Team records?
� Location (specific name of fields, stadiums)?
� Game�s significance. Does the game clinch playoff berth or eliminate the team from the postseason? Is this a conference or district victory? Does this advance the team in a tournament??
� What�s the �big picture?� What does this game mean to the teams involved? How does it affect them? Why is the game important??
� Avoid holiday leads. Football games covered on Halloween should not be filled with players galloping or flying like ghosts or about a monstrous defense or a ghoulish finish to a game. Please, avoid these. Readers will get bored with so many references in so many games and copy editors will not tear out tufts of hair with each a succession of trite, clich�d references. Find a more creative way to approach the game.
� Sometimes, the best lead is the straightforward approach that focuses on a key play or key stat, along with the game�s result. The Associated Press follows this formula when filing its initial game story for NFL and college games, knowing that many newspapers rely on these tight stories for roundups, where only the first 1-2 paragraphs are used. Only later does AP file the more featurized game lead. So, feel free to write a straightforward lead like the following, especially if you are filing your story for the next day�s editions or for your online editions.

�Tony Romo threw touchdown passes to Jason Witten and Marion Barber as the Dallas Cowboys defeated the Chicago Bears 34-10 on Sunday night.�

If you are writing a story that will be published a few days later, find an angle that focuses on why or how your local team fared. If you are writing for online editions, you can still use most of the original story. You can just revise the lead elements and keep the remaining analysis and play-by-play.

A few other straight leads from NFL games this weekend:

�Randy Moss had touchdown catches of 45 and three yards as New England posted its third straight rout, a 38-7 win over Buffalo.� � �Joseph Addai ran for two scores and Adam Vinatieri kicked three field goals to lead Indianapolis past Houston, 34-20.� � �Donovan McNabb threw for 381 yards and four touchdowns, Kevin Curtis had 221 yards receiving and three scores as the Eagles earned their first win.�

THINGS TO FOCUS ON?
� Success inside the opponents� 20-yard line, something that is now regularly referred to as the �red zone.� It never hurts to explain the red zone to readers, some of whom may not know such terminology.
� Total yardage. Compare teams� total yardage, addressing any major differences or on a team�s particular prowess (400-plus yards) or inadequacy (100 total yards).
� Tackles. A team that has more tackles either played a much better game, or was forced to play longer on defense because it�s offense played poorly. Determine the reason for the number of tackles. You can also focus on players who have more than 10 individual tackles in a game, describing a few key tackles and offering reasons for this player�s prowess. Perhaps, an inside linebacker kept plugging holes up the middle to stop the opposing team�s running backs � or, perhaps, a cornerback had to tackle running backs that kept slipping past linebackers for longer gains. Remember, stats can show both success and failure, so don�t assume a high number is always a good thing. Clearly, a cornerback with more than 10 tackles is usually something coaches fret over.
� Key drives. Include number of plays, yards and time expired, especially if the later two elements are significant. Drives that last more than 10 plays, that cover more than 75 yards and that run off more than eight minutes are particularly interesting. That�s what you would focus on a key drive in the Jaguars� win over the Broncos. So you could focus on the key drive by writing:

�Jacksonville started with a methodical 80-yard, 18-play drive that lasted 11 minutes, 44 seconds, which was capped by a three-yard touchdown pass from David Garrard to Reggie Williams.�

� Key plays. There were several key plays in the Giants� victory over the Redskins. This writer also included a trend:

�The Giants converted seven straight third downs to put together three touchdown drives in the second half, the last a 33-yard pass from Eli Manning to PlaxicoBurress with 5:32 to go. Washington responded by driving to the Giants� 1-yard line in the final minute, but running back Ladell Betts was stopped on third and fourth down runs.�

� Turnovers. See how many times a team, or player, fumbled the ball, particularly if these turnovers led to opposing scores or if they halted a drive inside the 20-yard line. Check past games to see if this is unusual, or a trend.
� Trends. Perhaps, a quarterback threw several interceptions during the game, which allowed the opposing team to score and/or halted scoring drives. Maybe, a defensive lineman made several key plays, tackling running backs before they could get first downs and sacking the quarterback. Or maybe a player lost his composure:

�The Panthers came up with the victory largely because DeAngelo Hall lost his cool. Atlanta�s Pro Bowl cornerback picked up three penalties for 67 yards on Carolina�s tying drive.�

� Isolate a moment. Consider this play in a game between the Browns and Raiders.

�As Phil Dawson lined up for the potential winning field goal, Oakland coach Lane Kiffin told the line judge he wanted to call a timeout before the kick. He had watched Denver coach Mike Shanahan use the same strategy to beat his Raiders in OT the week before. So Kiffin decided he�d try it himself. The move paid off when Tommy Kelly blocked Dawson�s last second attempt, allowing the Raiders to snap an 11-game losing streak.�

� Match-ups. Determine one-on-one and team match-ups. For example, determine how one team�s defensive backs fare against the other team�s receivers? You can also assess how one team�s all-conference linebacker fared against an opposing all-conference running back. [Note: Avoid calling players �stars� in games.]
� Time of possession. High school and college games are typically 12 minutes, while the NFL plays 15-minute quarters. Teams that control the ball typically win the game for many reasons. That means a team kept driving the ball. That also means the other team had the ball less frequently to do the same. This could also result in one team�s defense getting worn down, especially in the fourth quarter. So a team that controls the ball for 39 minutes in a 60-minute NFL game is usually going to win. (The same holds true for a high school team that held the ball for 30 of 48 minutes.) If the ball-controlling team does not win, focus on the reasons for this. For example, the other team may have capitalized on some turnovers or made some quick, lengthy scoring plays. Either way, this is an interesting aspect of the game.
� Cite who the next opponent will be, including the location of the game and the opponent�s record, somewhere in the story. Unless the game is pivotal, such as a playoff match-up or a game that can determine a conference champion, you can cite the next game near the end of the story. You might also create a fact box that lists the next opponent as part of all game precedes stories.
� Check to see what the team�s all-time series record is against its opponent.
� Show, don�t tell. Show how a freshman was the player of the game by describing how he played in key moments. Don�t just write that the freshman was �the player of the game.� Show how this player performed better than everyone else.

THINGS TO KNOW
� You can put records in parentheses, especially when they also reflect conference or district marks. For example, you would write that Eastern Illinois (9-2, 8-1 in the Ohio Valley Conference) is one game away from earning an NCAA bid. If you have mentioned that the game is a conference or district game, you do not need to cite that information in the parentheses. For example: Lake Brantley (8-1, 6-0) scored four times in final quarter to rout Lyman (7-2, 5-1) in a key Class AAAA, district 8 game.??

QUESTIONS TO ASK PLAYERS AFTER THE GAME?
Essentially, you want to offer fans some perspective they cannot get by watching it in the stands or on television. That means asking players and coaches how they felt, what they saw and why did they acted as they did. Speak with as many people as possible � and make sure you speak with players and coaches from both teams to get a well-rounded perspective. Otherwise, the reader will be stuck with a single perspective, typically the home team�s POV. That won�t impress fans or potential employers.

Interviews go much differently in high school, compared to college and the NFL, where players brought out for press conferences. At high school, you�ll have to scramble to speak with players and coaches before they hit the locker rooms. �The entire atmosphere of a high school game is less structured than the pro/college setting,� Ruppert says. �On the high school level, you're on your own to get interviews with players and coaches. You have to remember you are interviewing 16-17-year-old kids who might not realize how their words will look in the paper the next day.�

�At the end of the game, grab the most important player right away for a couple of quotes,� Kabelowsky says, �then tally your second-half stats for a couple of minutes while the coaches address their players. That�s when you can approach the coaches with some intelligent questions about the big play, the game, what worked and didn�t. Usually, game coverage is on deadline, so you need to know your main points and ask about them right away. Neither of you has time for a rambling conversation.�

Here are a few questions that might help get your game stories rolling.
� Ask players and coaches for roster changes. For example, you could ask why Ravens quarterback Steve McNair was removed from a game in the fourth quarter. �I could tell he was favoring it a little bit,� Baltimore coach Brian Billick said.
� Ask offensive lineman about the opposing defense, seeing the game through their perspective.
� Ask defensive lineman about the opposing team�s offensive line or running backs. As a result, you may get a response the following that ran in the St. Louis Post-Dispatch:

But the Buccaneers were surprised not to see the Rams stretch the field.
�I really thought they would try to go down the field more with their talented receivers,� said Bucs defensive end Kevin Carter.
�The one thing I was surprised about is they didn�t go downfield more,� Bucs linebacker Barrett Ruud said. �Because that�s kind of what their passing game is known for � the real deep digs, the deep comebacks.�

� Ask players how they were able to come from behind. Even if the rally falls short, this is worth a question. Here�s a comment from Houston cornerback Dunta Robinson after a Texan rally fell short: �It�s a new team. There�s no quit in us. in the past, the game might have got out of hand. But now we expect to win football games, no matter who we are playing, no matter who is injured.�
� You can also ask players to describe disappointing starts to seasons. Yes, it is difficult to ask people why they have failed, but that is part of the job. Here�s what LaDainian Tomlinson said after the Chargers lost to go 1-2. �It�s still a long season. But I mean, right now we just -- I don�t know. I�m lost.� This tells readers much about the mindset of the team.

LANGUAGE
� Spell out RB (running back), WR (wide receiver) and QB (quarterback) in first reference
� Here are some spellings for commonly used football terms: ball carrier, end zone, handoff, touchdown.
� Hyphenate nouns when used as adjectives, like field-goal attempts, and goal-line stand, but write field goal and goal line are not hyphenated when used as nouns.
Use numerals for yardage. So you would write 9-yard line, 8-yard pass, and he ran in from 4 yards. You would also use numerals for downs, such as fourth-and-2 and second-and-8. But check with your local sports editors to make sure local style does not usurp AP Style.
� These are games, not �contests.� That�s true for any sporting event. Pie eating? Now that�s a contest (and a tasty one at that.)?
� Avoid playing off team nicknames by writing that the Panthers were on the prowl or that Warriors are ready for their next battle.

Some final advice: �With covering major or pro sports, it often gets to be about the writer/reporter's ego,� says Black. �With high school sports, you need to stay in closer touch with your audience. It's not about you, and it's never going to be about you. It's about the kids you cover and their schools. And, for high school reporters who think it is about them, they're on the wrong beat.�

photo/Nora Maberry

-30-

More tips for volleyball coverage

The other day, a student asked how to score points during change-overs in volleyball, when, for example, the serving team hits the ball out of bounds. He did not realize that high school and college teams no longer use the side-out format, where only the serving team could score points. That system was discarded six years. Colleges (and now high schools) use a rally scoring system where a point is scored on every single serve, regardless who serves. Teams still get to serve after winning points and must win by two points. College teams also must play to 30 points now in all except the final game in the best-of-five scoring system. (Fifth games only go to 15 points.) High school teams typically play to 25 points in a best of three or five game setup, with the final set also going to 15.

Those who have not watched volleyball over the past several years might be surprised by a player wearing a different colored shirt than her teammates. The libero, meaning free in Italian, is a relatively new defensive position player who can play the back row only. The NCAA introduced the position in 2002. The libero can replace anybody on the back row so long as she sits out for one play in between changes. The libero can serve as well. "This player is a handy player to have on the court," says Eastern Illinois volleyball coach Lori Bennett. "Typically, she is one of your better passers and defenders, so it's nice to have her out there."

Here are a few other reminders Coach Bennett offered to my class the other day:
� Players no longer call balls that bounce off the forearms 'bumps.' Instead, she says, call them 'passes.'
� Avoid using the term 'spike,' replacing the term with 'hit' or 'attack.'
� A ball hit more softly over the net is called a 'hit,' not a 'dink.'
� A 'lift' is called when a ball is held too long, sort of like a basketball player palming a ball.
� Players cannot hit the ball twice except when returning a serve -- and only if this is incidental, like when a ball bounces off a forearm and a shoulder. This counts as two of the team's maximum three hits on each possession.

You can learn more about writing volleyball by clicking here.

-30-