2006/2007 Synchro Season Synchro Parents
Synchro Parents is a quick newsletter for parents. It
has various helpful hints for new and old synchro
parents. As well there are different articles reminding
parents why children participate in sport and what
children get out of participating in sport. As well on
the back please take note of “The Parents Contract”,
this is a code of conduct to help you be reminded of
what is needed from you as the parent of an athlete.
Mini– Glossary of Synchro Terms
Figures– a succession of ture used on the swimmer’s mental skills program for
movements done as pre- hair to hold the hair in place swimmers of any age with
scribed in the current syllabus during a routine competition. instruction ranging from basic
bearing such strange names (it washes out fairly easily and to advanced skills.
as “kip”, “Eiffel Tower”, doesn’t harm the hair– just
“Crane”, and “Barracuda”. messy!) Figure marks– points are
FINA– stands for the awarded out of 10 by a panel
Routines– A timed program “Federation International Na- of judges who will who their
performed to music containing tation Amateur” and is the marks at the same time.
parts of figures, strokes and name of the international
Volume 1, Issue 1
body movements governing body which sets up Synchro Saskatchewan Rules
policies for synchro around and Regulations– is a rules
Routine Element– a routine the world package that denotes rules
element is like a figure, it is a and regulations unique to
skill that must be performed Tier– A tier is a classification Saskatchewan .
in the routine. Elements differ level for competitive swim-
for each tier level. mers. The tier program is a Synchro Canada Competitive
program that is skill based, a Tier Program Requirements- is
Hair Pieces– decorations worn swimmer is then placed in a a package that contains all of
on the head of the swimmer tier according to their level of the figures and routine ele-
during a routine competition. skill as opposed to their age. ments that are required for
Inside this issue: each of the Tiers.
Gel– refers to a gelatin mix- Star Program- is a develop-
Gelling your Child’s Hair 2
Nutrition Tips for your Ath- 2
Parent’s Roles and Respon- 2
Synchro Saskatchewan is the volunteer. You are able to bership. Synchro Saskatche-
sibilities Provincial Sport Governing commit as much or as little as wan is only as good as its
Body for synchro in Sas- you like. If you can spare a day membership and Volunteers.
The Six Cornerstones of 3
Successful Sports Participa- katchewan. The best way to or even more, Synchro Sas- So if you are interested in
get to know more about what katchewan is happy to have finding out more please con-
Why do Children Play 3
is going on with synchro in parents help out. Because tact: Kathleen Reynolds, Ex-
Saskatchewan is to volunteer Synchro Saskatchewan is a ecutive Director at 306-780-
The Parent Contract 4 with Synchro Saskatchewan. non profit organization we 9227 or by email: syn-
There are many position avail- need to rely heavily on our firstname.lastname@example.org
able for which parents can volunteers and general mem-
Parents Roles and Responsibilities
To begin, parents should encour- gies. Coaches can serve as a valu- their child is. Some parents thus
age participation in sports. But able resource by answering ques- become “winners” or “losers”
children should not be pressured, tions, and referring them to sport through their child and the pres-
intimidated, or bribed into playing. related educational materials. sure placed on the child to per-
In fulfilling their responsibility, Some parents might unknowingly form can be extreme. A key to
parents should counsel their chil- become a source of stress to their reducing parent-produced stress
dren, giving consideration to the children. All parents identify with is for parents to understand that
sport selected and the level of their children to some extent, and youth programs are for children
competition at which the young- thus want them to do well. Unfor- and that children are not minia-
sters want to play. And, of course, tunately, in some cases, the de- ture adults. Parents must ac-
parents should respect their chil- gree of identification becomes knowledge the right of each child
Volume 1, Issue 1
dren’s decisions. Parents have a excessive. The child then be- to develop athletic potential in an
responsibility for acquiring an comes an extension of the par- atmosphere which emphasizes
understanding and appreciation of ents. When this happens, parents participation, personal growth and
the sport. This includes knowledge begin to define their own self- fun.
of basic rules, skills and strate- worth in terms of how successful
Nutrition tips for your Athlete
• select a variety of pasta, good source of vitamins. • When making sand-
rice, bread and bagels • Chose whole grain foods wiches , do not use any
• Chose hot cereals– oat- for more fiber. additional fact on the
meal, cream of wheat or • Select block cheese in- bread such as mayo or
Do Not Allow
five grain– or unsweet- stead of processed cheese butter.
Yourself to Use ened cold cereals • Use lower fat cooking • Cook chili, stew, soups
• Choose frozen product methods such as steam- etc… one day ahead and
without added sauce ing, poaching, roasting, skim off the fat that
Criticism • Select dark green or or- braising, baking, broiling. harden on the top.
ange vegetables and or- Limit deep fat frying and • Include a variety of foods
ange fruit. These are a pan frying. from the food groups.
Gelling your child’s Hair
Materials: Knox gelatin, old tions and braid each section. may have to bring it back over
towel to protect clothes and Secure with ponytail holders. the bun 2-4 times. Depending
catch drips, comb, ponytail hold- Pour some gelatin into your on how stretched out your circu-
ers, bobby pins, circular comb hands or on a paint brush and lar comb is you may have to
and hair net. Instructions: Pre- smear all over the head. You wrap it around twice. Put the
pare the gelatin. The thicker the may have to microwave gelatin circular comb on the near scalp
better, try to make it smooth. to make it smooth. Wrap braids line and fasten it.
Wet hair and squeeze out the around the base of the ponytail Slowly push it towards
excess water and comb out one at a time and pin the ends the bun so it pulls the
tangles. Put all the hair into a towards the center of the pony- hair tight. Apply more
tight ponytail. Position the pony- tail. Apply more gelatin to head gelatin and then you
tail where you want the bun to and bun– be generous. Stretch are done.
be. Divide the pony tail into sec- hair net around the bun– you
Why do Children play Sports?
1. To Have Fun 5. For excitement 9. To learn new
2. To improve 6. To get exer- skills
skills cise 10.To win
3. To make new 7. To play as part (From “Children in
friends of a team Sport– A fundamental
skill development pro-
4. To be good at 8. For the chal-
The Six Cornerstones of Successful Sports Participation
How your child feels in any should feel competent. a variety of life skills, such Let your child’s
sports program is important. Perceived incompetence is as problem solving and coach know about
There is evidence to suggest a major barrier to participa- decision making, and can
that a program that makes tion in physical activity and effectively use these skills. your child’s sport
young athletes feel safe, wel- sport among children. In the sporting environ-
come, competent, connected, Young people should have ment, young people gain a
empowered and special en- the opportunity to develop sense of power when they enjoying the
hances their self-esteem or feel- skills they need to feel com- coaches allow them to
ings of self-worth. As a result, petent. make meaningful decisions
they enjoy the program more. 4. Connected: Young athletes and give them responsibil- having fun?
1. Safe: if children fear their feel connected to a pro- ity.
own safety in a sporting gram when they gain satis- 6. Special: Children need to
environment, they are not faction from associations be recognized for their suc-
likely to relax and enjoy that are important to them cesses. They feel special
participating. Sports pro- and when these associa- when others think that
grams should protect young tions are accepted by oth- they’re special and when
athletes from physical and ers, especially parents, they are able to do things
emotional harm. coaches and peers. Their that no one else can do.
2. Welcome: Children should associations can be to the Being encouraged to be
feel welcome in a sporting people, places or things creative and expressive
environment, regardless of involved with a sport. also makes them feel spe-
their age, gender, ability, 5. Empowered: Children de- cial. To feel special in the
cultural background or the velop a high sense of power sporting environment,
language they speak. when they have the re- young people should re-
Sports programs for young sources, opportunities and ceive approval, acceptance
people should be inclusive, capabilities to affect the and enjoy being different.
not exclusive. Children circumstances surrounding
should not feel discrimi- their own lives. They also
nated against or harassed. feel powerful when they
3. Competent: Young athletes think they are competent in
#235-510 Cynthia Dr.
Saskatoon, Saskatchewan Circular Process of Low Self Esteem
E-mail: email@example.com Negative Feedback Lack of Self Confidence
Failure Low Motivation
Circular Process of High Self-Esteem
High Self Esteem
Positive Feedback High Self Confidence
Were on the Web Success High Motivation
The Parent Contract
The following code of con- feel like a winner and physical abuse
duct is modeled after one every time by offering from children’s sport-
developed by the Cana- praise for competing ing activities
dian Centre for Ethics in fairly and trying hard ◊ I will respect and
Sport: ◊ I will never ridicule or show appreciation for
yell at my child for the trained coaches
◊ I will remember that making a mistake or who give their time to
my child plays sport losing a competition provide sport activi-
for his or her own ◊ I will remember that ties for my child, un-
enjoyment, not mine. children learn best by derstanding that I
◊ I will encourage my example. I will ap- have a responsibility
child to play by the plaud good player’s to be a part of my
rules and resolve performance by both child’s development
conflicts without re- my child’s team and ◊ I will respect and
sorting to hostility or their opponents show appreciation for
violence. ◊ I will not force my the other parents who
◊ I will teach my child child to participate in share these beliefs.
that doing one’s best sports ◊ I will be a good role
is as important as ◊ I will never question model for my child.
winning, so that my the official’s judg- ◊ I will become more
child will never feel ment or honesty in familiar with my
defeated by the out- public child’s sport
come of an event. ◊ I will support all ef-
◊ I will make my child forts to remove verbal Signed:________________