By Dr. Richard P. Borkowski
Richard P. Borkowski, EdD, CMAA, is a sport safety consultant based in Narberth, Pa. The former Director of Physical Education and Athletics at the Episcopal Academy in Merion, Pa., his most recent book is titled Coaching for Safety, A Risk Management Handbook for High School Coaches, published by ESD112.
Athletic Management, 17.2, February/March 2005, http://www.momentummedia.com/articles/am/am1702/gpthreecheers.htm
Cheerleading has grown from a student led, pom-pom waving, high kicking sideshow to a demanding, competitive activity. It requires the same fitness level, skills, and dedication we expect from our athletic teams. It also requires the same type of risk management strategies.
Years ago I offered an opinion in a lawsuit after a student was seriously injured while attempting an illegal basket toss in a hallway, without protective mats and without a coach. The defendant said, "But sir, this is only cheerleading. No one gets hurt in cheerleading." He was wrong.
With its transition to being a competitive activity, cheerleading has also grown in popularity. The National Federation’s latest participation survey reports that in 2003, competitive spirit squads showed the largest increase in girls’ participation of any activity, for the third year in a row. About 111,000 high school students participate, and 20 state high school associations identify cheerleading as a sport.
However, the American Association of Cheerleading Coaches and Advisors (AACCA) shows only seven states offered at least one safety course in 2004. They also report that there have been 17 catastrophic cheerleading injuries in high schools from 1990 through 2002.
Despite the excellent work being done by many cheerleading groups to lower the chance of injury in what is now a gymnastic-like activity, there is an alarming lack of knowledge about the risks of this sport. Athletic administrators need to educate themselves and their cheerleading coaches on what is safe—and what is not—for today’s cheerleading squads.
Like Other Sports
Whether cheer is categorized as a sport or an activity at your school, the first step toward making it safer is to categorize it in your own mind as a sport. Then, treat it like you treat other sports. Know its rules, its strategies, and its needs.
Recently, an athletic director in my area shared his enthusiasm over the progress of his school’s cheerleading squad by telling me, "Boy, our mini-trampoline is really helping our kids do flips." He didn’t know that the use of mini-trampolines is not permitted in the sport. He didn’t know that any apparatus used to propel a participant is considered unsafe.
One of the best ways to educate yourself about cheer safety is to read the rulebook and attend practices. Just like you know what a fair catch is in football even if you’ve never played or coached football, know what constitutes a single-based liberty and pike position in cheer. Show your coach that you understand and are interested in the sport so he or she will be encouraged to come to you with safety questions or problems.
Like in other sports, require cheerleaders to undergo physical examinations prior to participation and to follow a progressive strength and conditioning program. One safety group called gymnastics the "football of non-contact sports" because of the potential for leg and arm injuries.
Moving from the simple to the complex, from one move to multiple moves in a step-by-step method, is critical. A movement, stunt, or tumbling skill needs to be reviewed and practiced just as a basketball player practices foul shots, even after being successful in making them in prior practices.
Treating cheer like other sports also means providing the squad with safe and appropriate facilities. Concrete hallways and small stages cluttered with scenery are not acceptable practice spaces. About half a basketball court is usually enough space, but it depends on what the squad is practicing. There should always be enough space for a buffer zone of at least six feet and preferably 10 feet. The practice space should only be for cheerleading, not located in a corner of an area that has another activity going on.
An appropriate surface is one that is level, clean, smooth, dry, and stable. Matting should cover all areas of activity and have sufficient shock-absorbing qualities.
Never sacrifice safety for an extra practice or let your squad perform at sites that are unsafe. It’s better to lose a performance opportunity than a cheerleader. Have your coach check all performance sites before use.
Make sure the squad is covered by the standard athletic insurance policy and that it has an emergency plan. Does the coach know what to do when there is an injury? Does he or she have first aid training?
Qualified Coaching
Because cheerleading has traditionally not been given a lot of oversight by athletic departments, the first step to reduce risk is often hiring a qualified coach. Relegating this program to parent or booster club oversight is not appropriate risk management. Yes, it can be difficult to find a qualified coach, but that is not an excuse a judge or jury will accept.
Consider asking a new physical education teacher, a former gymnast, or a former gymnastics coach. Contact a local fitness or cheerleading center. Use cheerleading organizations as a resource. Another idea is to "borrow" the gymnastics coach to help with the stunt and tumbling part of the program. Do all you can to send your coach to rules meetings held by accrediting bodies, and make sure he or she reads and abides by the rulebook. If you do not have a qualified coach, restrict the stunt activities and competitive part of cheerleading.
The nature of this program requires specific knowledge about the art, attitude, and skill of "spotting." Squad members can be taught to be spotters, but the coach should never allow a student to spot until he or she is comfortable with the student’s ability to do so. Spotters must be close, stay alert, be ready, and know how to respond to emergencies. Consider using a body harness-spotting device when teaching advanced tumbling skills. And remember that successfully completing a move does not mean spotting is no longer required.
An often-forgotten skill is teaching people how to fall and how to abort an action that is not going as planned. This needs to be part of the lesson and practice plans.
Since most schools no longer teach gymnastics, going out for cheerleading is many athletes’ first experience with pyramid-type building and tumbling skills. Therefore, it’s important that the coach takes time for basic instructions and avoids pressuring students to learn skills too quickly.
Coaches should also keep records. They should have a plan and a checklist. They should write down what was done, what was accomplished, and who mastered what skill or stunt.
All of the above recommendations demonstrate that your athletic department takes safety and the risks of cheerleading seriously. Such upfront action will go a long way toward keeping your risks low—and the sport growing.
Resources
Coaching Cheerleading Successfully, by Linda Rae Chappell www.humankinetics.com
AACCA Cheerleading Safety Manual, by Gerald S. George
www.aacca.org
NFHS Spirit Rules Book
www.nfhs.org