New Hampshire Exeter Lacrosse Association 2021 Lacrosse Season Update
First and foremost, the health and welfare of our Exeter families, student-athletes and other fans is our priority at EYLA. The EYLA Board has been in communications as it prepares for the 2021 lacrosse season. As we did last spring, we are taking the Covid-19 pandemic very seriously.
At the local and state level we have already begun preparations for the 2021 lacrosse season. As a Board, Exeter Youth Lacrosse meets monthly (via Zoom) in preparation for the season. At the state level, the New Hampshire Youth Lacrosse Association is also meeting monthly (in person with a limit of one representative from each program). Our Goal is to be ready to start a full season with the Governor and State Health Officials guidelines this upcoming spring.
Based on the current state of the virus containment and as we move towards the spring season, we will have a detailed plan on how Exeter Youth Lacrosse and the NH Youth Lacrosse Association will be dealing with Covid-19 concerns and restrictions. This plan will be based on the recommendations of the Governor and the state health officials who have been providing guidance to all NH residents since the beginning of the pandemic.
As of today (November 14, 2020) the NHYLA schedule is as follows, although it is subject to change based on the Covid-19 conditions at that time.
NHYLA’s Opening Day is Sunday April 11, 2021 with game days on Sunday April 18, 25, May 2, 9, 16, 23, and June 6, 2021. The Closing Day Festival is scheduled for June 12 & 13, 2021.
EYLA will not be holding any indoor clinics or workshops prior to the beginning of the outdoor season. Weather permitting, we will start outdoor team practices mid-March and plan to have tryouts March 20-21, 2021.
As the season develops we will post any changes or updates on the Exeter Youth Lacrosse website. Stay well and we hope that you and your family have a safe and healthy Holiday season.
The Exeter Youth Lacrosse Association Board of Directors
1. My child has never played lacrosse before. Do they have to try out?
ANSWER: We do have tryouts but only for the purpose of building teams appropriately. EYLA does not require players to tryout. All players will be placed appropriately on a team based on their ability and history with the sport of lacrosse.
2. Does my player need to wear their 'gear' to tryouts?
ANSWER: Yes, for your child's safety all players must dress 'GAME READY' for tryouts.
4. It is December 2nd and I just registered my player. Am I still eligible for the discounted rate?
ANSWER: Unfortunately not, the registration deadline for the discount was 11/30/2020, any registrations received after 11/30/2020 are $255.00.
5. I went online and entered my players' information on October 1st and have not paid yet. What do I owe?
ANSWER: Registration is not complete until payment is made. Any payments received prior to 11/30 were discounted. Any payments received 12/1/2020 and after are $255.00.
Checks made out to Exeter Youth Lacrosse can be mailed to 5 Blackford Drive Exeter, NH 03833
6. I know a little bit about lacrosse and my child wants to play. Can I help coach their team?
7. My child has never played and thinks they want to. Is there any way we could borrow equipment from EYLA before incurring additional expenses to see if they like lacrosse?
ANSWER: OF COURSE! Please email Wayne Demers at
and he will gladly assist in this process.
8. Will there be a Winter Clinic and when will it start?
ANSWER: No, Exeter will not be holding a Winter Clinic this year. We do have a few suggestions for players looking for more off-season instruction. Email
9. Is there anything as parents we need to know that we may be missing?
ANSWER: EYLA does their very best to get information out to everyone and anyone. Please feel free to share our website with your friends and family who may have players interested in playing. Lacrosse is a great sport and EYLA focuses on creating a love of the game for the kids. We ask parents to share who we are and what we do. We also ask parents to get involved whether it be coaching or assisting, as it is a great way to learn the game and have fun with your kids.
How Strengthen Relationships with Boys Can Help Them Learn
How Strengthening Relationships with Boys Can Help Them Learn
Years ago, when Michael Reichert’s oldest son was born, he and his wife made a commitment to shield him from the “toxic pressures and cultural norms that we believed would try to steal our son’s humanity from him.”
Reichert is hopeful that a new space is opening up in how we think about boys and boyhood. For generations, he says, “we have rationalized a wide range of losses and casualties” by repeating intractable myths: “Oh, that’s just the nature of boys, or boys just don’t do as well in classrooms, or boys don’t do well with emotional intimacy.”
These persistent stereotypes have influenced how we interacted with boys from infancy, says Reichert, and infiltrated our classrooms and playing fields. For example, he points to a long-term study of boys between ages 4 and 6. Researchers found that boys dramatically changed how they related to others during these years as they “absorbed norms for how they were supposed to act as boys.” They traveled from “presence to pretense,” says Reichert—from being emotionally honest in relationships with peers to using posturing and bravado as they adhered to group norms about how boys “should” behave. In molding their behavior to this standard, “it cost them their authenticity, exuberance, and confidence.”
Boys Are Relational Learners
There are troubling statistics about boys in K-12 schools. They are more likely to drop out of school than their female peers, and according to data from the Department of Education, boys account for approximately 70% of all suspensions and expulsions, a rate that is disproportionately higher for boys of color.
To support boys in our classrooms, Reichert points to one robust, consistent finding from his 30 years of research: boys are relational learners. They learn best in the context of strong, supportive relationships.
In one study, Reichert and his team gathered data from 2,500 teachers and students in six different countries. He asked the boys and their teachers one simple question: “What’s worked?” For teachers, what has worked to help you reach boys? For boys, what have teachers done that has worked to support your learning and engagement? When the researchers coded the data, a couple of themes emerged.
First, effective teachers used strategies to capture boys’ attention and then carried that energy into the lesson. The strongest teachers entered into a relationship with the class, using feedback from students to refine the lesson until it worked.
But another dominant theme came from the boys themselves. “In the survey, we said, ‘Please don’t mention names or provide identifying information,' ” says Reichert, but the boys ignored those instructions and described teachers’ personalities in detail. They cared about the relationships they had with teachers.
“We, the adults who design the structures and pedagogy they experience —we were missing something. The boys, however, were very, very clear about it: They are relational learners. This is first base.”
Healing Relationship Breakdowns
If relationships are central to engaging boys in academics, then teachers need tools for healing inevitable “relational breakdowns.”
“Every teacher in every classroom has some students who they have a hard time working with,” says Reichert. And in any relationship, there is a natural cycle of connection, disconnection, and then reconnection. But this process does not always go smoothly. After teachers have tried multiple strategies for reaching a student, they can enter “defensive, self-protective mode,” says Reichert, thinking, “I’ve done everything I can, so the next step is his” or “That boy’s learning issues or behavior or family issues are just too much.”
Reichert’s research found that, for boys, these relational breakdowns with teachers were highly consequential, causing them to construct self-concepts around failure and to turn off from certain subjects or school altogether.
“Here’s the rub,” says Reichert. “In our research, we have heard about every kind of problem, and we have also heard from boys who were being reached and transformed” despite those problems. “Every boy, theoretically, can be reached by a teacher or a coach,” he says, and adults need to hold out hope that “if they find the right relational approach, they will be able to reach the boy they are having a hard time with.”
Reichert contends that the job of being a relationship manager “follows the professional,” and that as professionals, teachers need to take the lead in “instigating repair for relationships that have been damaged.”
Why? In his research, he found that even high-achieving boys struggle with approaching teachers when a relationship has soured. “I put together a focus group of boys at one school– top students. When I asked, ‘Do you have breakdowns in relationships with teachers?’ they were immediately able to tell stories. What did you do to fix it? Nothing, they said.”
When he probed them to explain why, the boys described a power asymmetry with adults. They did not perceive that it was within their role to initiate restorative conversations.
Of course, this also speaks to the need to coach boys with concrete strategies they can use when they are in a conflict with a teacher, says Reichert, and parents can help with this. “We need parents to sign up to the idea that the relationship between the teacher and the student is primary. Our job is not to swoop in and solve the problem but to empower the boy to go back to the teacher and work it out.”
Creating a System of Support
If schools want to reach boys, strengthen their emotional resilience, and help them stay engaged in school, school leaders need to focus on “relational learning” from the top down. Take a look at mission statements, professional development, schedules, and class sizes. Do these basic structures support transformative relationships between teachers and students?
Teachers and coaches also benefit from peer networks that can help them “reset their own thinking about a relationship that has gone south.” Reichert suggests structuring small groups where teachers can safely present a case about a boy they have been struggling with -- describing what’s happening, what’s been done, and how they feel. “It breaks teachers’ hearts when they can’t make it work with a student,” says Reichert. These peer networks normalize the struggle and provide an opportunity to receive emotional support and practical, strategic feedback.
Parenting Emotionally Resilient Boys
The most basic way to support boys’ emotional and character development is also the simplest: listen to them. “Listening is the most important tool parents have for building boys’ resilience,” says Reichert. “I haven’t found a boy who doesn’t have a story he wants to tell. Boys are simply not getting the opportunity to be listened to deeply.”
Both boys and girls have rich emotional lives, but the expression of these feelings may differ because of cultural expectations. “We tell girls not to show anger, to be nice,” says Reichert. “And we tell boys not to show vulnerability or fear, to suck it up or man up.”
When parents open up space for boys to talk, they can nurture a healthier range of emotional expression. “Establish with your son that you are interested in him,” says Reichert. “Yesterday, for what duration did you listen to your son? Not correcting him, listening. Often we are simply not very good at it because no one listened to us much.”
Reichert advocates scheduling a block of time each week—even 30 minutes—where the only task is to “accompany your son on anything he wants to do with you.” That might be playing video games or listening to music. Consistency is the key, because “a boy can come to count on there being a space where he can have a parent's full attention.”
When boys are cut off from their ability to process intense emotions, they are going to act it out in some way—whether that’s teasing siblings or resisting homework. This is almost always a cry for an intervention, says Reichert. He recommends calmly employing the listen-limit-listen strategy. First, listen to your child’s complaints or frustrations—the emotions that are on the surface. Then, limit the harmful behavior (“I’m not going to let you treat your sister this way. I’m not going to let you lie to me about your homework. You are better than that.”). When parents set limits, “more emotions will flare into the open,” says Reichert, and right beneath the surface will be another layer—such as a teacher who is giving him a hard time or a peer conflict—that “you would never have found out if you didn’t give him space to peel back the layers and help him be himself.”
Ultimately, what boys really need to thrive is a strong connection to at least one stable, loving adult, says Reichert. “Here’s what we are trying to accomplish: every boy known and loved, every boy having the sense that someone has ‘got him’—that someone who knows who he his and what he’s facing and really cares.” They need a relational anchor, and parents, teachers and coaches can all be “that someone” in the life of a boy.
If you are new to lacrosse coaching and would like to ask some questions please feel free to contact Wayne Demers (603-778-8411), Courtney Benevides (802-734-6051) girls, or Dan Lombardi (603-566-3206) boys.
Below you will find some dates to put on your calendars in preparation for the 2021 season. The Board has been working all fall to prepare for the upcoming season and we wanted to give you an update on where we are with preparations.
Uniforms have been designed and we are preparing the orders. Before we can order we need to close registration so if you haven’t registered your player yet, please get it done. Also, it would be helpful if you could send out a note to your team from last season reminding them that registration will be closing on February 22nd. We have to commit to the league by March 1 as to how many teams we will field and we will only allow late registrations to those teams who NEED more players.
The league has changed from age to grade in deciding eligibility plus the division language has changed. The new look is U15 is now 14U = 7th & 8th graders, U13 is now 12U = 5th & 6th graders, 10U = 3rd & 4th graders, and 8U = K-2nd graders. We will field boys and girls 8U, 10U, 12U, & 14U teams in NHYLA. At this time we do not plan to have any teams playing in the SAYLL league. Dates for NHYLA games this season are as follows: April 11 (Sun), 18, 25, May 2, 9, 16, 23 & June 5, 6, 2021. The NHYLA tournament is scheduled for June 12 & 13, 2021.
Coach certification continues to be a requirement for NHYLA coaches to be on the sidelines. If you have not become a US Lacrosse certified Level 1 coach you should begin that process now. To register go to uslacrosse.org, click on Participants then Coaching Education Program and follow directions from there. The process includes an online course followed by an on-site course. You will also need to become a member of US Lacrosse to begin the process. The final step will be to successfully complete the background check and the Safe Sport online course. Exeter Youth Lacrosse will reimburse you for any expenses that you incur with your US Lacrosse course work (USL membership, courses, and background check).
Monday, April 5th, is the tentative date for the annual Rules Interpretation meeting. This will be held at the TBD. We will have official’s trainers (men’s and women’s) on site to update the new rule changes and to review Personal and Technical fouls. This is for the both the boys and girls rules updates. By NHYLA rules all coaches must attend a Rules Interpretation training prior to the beginning of each season.
Finally, we would once again like to thank you for stepping up to help us make this 2021 season a great time for the children in our care.
Nike sticks are made by STX so basically the same, just different colors.
The final analysis seems to be that when purchasing a girl’s stick you are better off buying a better stick. The better stick will make catching and throwing easier and unlike the boys sticks which get broken on a regular basis the girls sticks can last for a number of years. The boy’s game is much more physical with more stick checking which results in more broken sticks.