NCAA DIVISION III INTRODUCTION TO COMPLIANCE CONCEPTS (PART 1)

Compliance Concepts Part 1 Deconstructing the manual. Answering interpretations. Rules education. Contact information and resources.

Compliance Concepts Part 2 Certification. Required eligibility forms. Academic requirements. Seasons and semesters/quarters. Certification case scenarios.

Compliance Concepts Part 3 Transfer certification. Certification case scenarios. Declaration of playing season.

Deconstructing the manual

Deconstructing The Manual

Manual - Printed Versus Online Only includes NCAA Division III Bylaws: 3, 10-17 and 20. Online Includes entire manual. Constitution. Administrative bylaws (e.g., committees). The printed manual consists of the main operating bylaws (3, 10-17, 20). The online version includes the entire manual. The manual is broken down into the constitution (article 1-6), operating bylaws (10-21) and administrative bylaws (31-32). ncaapublications.com

Table of Contents - Supplement No. 1 In the beginning of the manual you will find the table of contents. We recommend getting familiar with how to use the table of contents in order to help find information in the manual.

Table Of Contents/Manual Format ARTICLE GENERAL PRINCIPLES DEFINITIONS DECIMAL NUMBERING

Table Of Contents Activity See Supplement No. 2. Review bylaws in left column and match the correct reference in the right column. Use table of contents to find answers. Go ahead and take a look at supplement two. This is an activity to get more familiar with the table of contents. Take a few minutes to complete this exercise. In the left column you will find a list of bylaws and in the right column you will find the list of references. Take a couple of minutes to find the answers.

Supplement No. 2

Table Of Contents Activity Answers J E K A I L B C G H F D

Answering Interpretations

How To Answer A Question As you research, you need to have a process in place to ensure that you are getting the right answers. In this section, we're going to walk through the way that we as NCAA staff answer a question, from beginning to end. We've taken this information and put it into a supplement for you to take back to campus for assistance. This is supplement 3. At the end of walking through our process, you'll take some time at your tables to use the process on a sample question.

How To Answer A Question Supplement No. 3 Supplement 3 looks like this.

How To Answer A Question Step 1: What is the question? What specific thing are you trying to figure out? Search Tip: Formulate your question. Are you able to describe your question in one or two sentences? The first step you take is to figure out the specific question you're trying to answer. You may have a lot of facts involved in your issue, but to find the answers, you should be able to distill your question down to one or two sentences.

How To Answer A Question (cont.) Step 2: What information is needed in order to answer the question? Think about the facts surrounding your question. What information do you already know that gives more context to your question? As you think about your question, think of the information you already have. Are there things that you know about the situation that can help you get additional context?

How To Answer A Question (cont.) Step 3: Which bylaw(s) does this question include? Use the table of contents and the Division III manual to find applicable bylaws. Use LSDBi to search for applicable bylaws. Step 3 is something you're already familiar with--use the information that you already know and search in the Manual. **Check to assess user familiarity with LSDBi. As you're looking, use keywords to help, and keep in mind something that we call "NCAA code." These are the formal equivalents of everyday words that we use in athletics. For example—the NCAA calls a certain type of person a "representative of the institution's athletics interests." In common language, everyone calls that a "booster." Making note of these types of terms will help you get to information in the rules faster. Some examples are found in Supplement 4. There are also other words that you may use to find the same thing. In the legislation, a camp and a clinic are interchangeable in terms of searching in the rules. Any time you look for one, you'll find the other.

How To Answer A Question (cont.) If you look in the manual and find your answer, you're good to go, but if you still haven't found what you need, the next step is researching online. **Check to assess user familiarity with LSDBi and how to get there. If necessary, assist users in navigating to LSDBi. ncaa.org

How To Answer A Question (cont.) Once you are on the main page that you see here, click on the "search" tab at the top of the page. Just a note: as we go through today, we will not discuss the ins and outs of using LSDBi. We've provided a link for you if you need more assistance in learning how to use the LSDBi system. Tutorial Video: youtube.com/watch?v=2C6QGlN54h0&feature=youtu.be

How To Answer A Question (cont.) Step 3 (continued): Which bylaw(s) does this question include? Search Tip: Use keywords and "NCAA Code" (Supplement No. 4). Are there synonyms for what you are looking for? Are there specific words that the NCAA rules always use? Step 3 is something you're already familiar with--use the information that you already know and search in the Manual. As you're looking, use keywords to help, and keep in mind something that we call "NCAA code." These are the formal equivalents of everyday words that we use in athletics. For example—the NCAA calls a certain type of person a "representative of the institution's athletics interests." In common language, everyone calls that a "booster." Making note of these types of terms will help you get to information in the rules faster. Some examples are found in Supplement 4. There are also other words that you may use to find the same thing. In the legislation, a camp and a clinic are interchangeable in terms of searching in the rules. Any time you look for one, you'll find the other.

How To Answer A Question (cont.) Step 4: Research in LSDBi by reviewing interpretations and educational columns. Look up the specific bylaws you found. Search Tip: If the bylaw you are researching is a subsection of another bylaw, type in the parent bylaw that includes your specific bylaw (one or two levels up), to make sure you can capture related information that may help answer the question. The more numbers there are in the bylaw string, the more specific the legislation gets. When you're looking online, if the bylaw you're researching is a subsection of another bylaw, broaden your search by typing in the parent bylaw that includes your specific bylaw, one or two levels up. This will help capture things you haven't thought of, or other related information that may answer your question. *The next slide shows a screenshot with an example of a parent bylaw.

How To Answer A Question (cont.) Parent Bylaws Here is an example of a parent bylaw.

How To Answer A Question (cont.) Step 4 (continued): Research in LSDBi by reviewing interpretations and educational columns. Interpretations: "Case law" that answers questions about how the rule applies in a specific situation. These have the same authority as a bylaw. Educational columns: Explainer articles that provide more in-depth information about a bylaw to explain how the rule works. These are helpful but are not binding. Before we go any further, let's discuss what interpretations and educational columns are. In the real world, there are laws, but sometimes a situation may happen where an issue gets resolved by a judge. In that situation, that is something called "case law." Interpretations, or "interps," as we call them for short, are NCAA "case laws" that answer questions about how a rule applies in a specific situation. An interp has the same authority and weight as a bylaw—it's just as strong as if it were written directly in the Manual. An educational column, or "ed column," is an explainer article that goes more deeply into a rule to discuss how it works. It can provide clarification on how a rule applies or connects to another rule, or give a historical perspective on the context of the legislation. Ed columns can give you a lot of insight into a rule, but they don't have the same level of authority that an interp has.

How To Answer A Question (cont.) Research in LSDBi by reviewing interpretations and educational columns. In LSDBi, the bylaws are linked to interpretations and educational columns. When you view a bylaw in LSDBi, it has interpretations and education columns that link directly to it. Read these to get more information and see if it answers your question.

How To Answer A Question (cont.) Research in LSDBi by reviewing interpretations and educational columns. In LSDBi, the bylaws are linked to interpretations and educational columns. Search Tip: Often, there are other interpretations and education columns that do not automatically link to the bylaws. Run another search in LSDBi specifically for interpretations and education columns. Sometimes, there are interps or education columns that aren't linked to the bylaw. This happens on occasion if there is a numbering change in the bylaw or a bylaw goes away. This is why it is important to run a separate search specifically for interps and education columns using just your keywords. It may turn up something that wasn't linked.

How To Answer A Question (cont.) Search Tip: Archived information. This is what a results screen looks like. When you are looking at your search results, yellow/orange squares with the text "archived" represent archived information. The main reasons that interpretations and educational columns are archived are because they are old, because the legislation has changed, or because an updated version has been put in place. Any interpretation or education column that has a yellow/orange square next to it is no longer active and should not be used. In LSDBi, you can filter the information to see archived and/or unarchived information.

How To Answer A Question (cont.) Step 5: Are there any additional questions that need to be asked in order to answer the question? If you have the necessary information, answer the question. Search Tip: If a rule, interpretation or education column mentions additional elements tied to your question, determine whether you have the facts to apply to those elements. If not, find out that information. After reading interpretations and educational columns, if you've gotten the answer to your question, you're finished. Sometimes, an interp or ed column will bring up additional information that maybe you hadn't even considered before. If that information is important for your question, figure out whether you have those facts, or find that out if you need to.

How To Answer A Question (cont.) Step 6: Will it help to talk about the interpretive request with a coworker or professional colleague? Talk about the question with your compliance person. Consult with your athletics director and/or conference office if necessary. If you've gotten this far and you're still not finding what you need, determine whether it will help to talk about your question with someone else. If you don't have compliance duties, the first stop should be your compliance person. Compliance staff should speak with the AD. If you are in a conference, it may be necessary for your question to go to your conference office.

How To Answer A Question (cont.) At that point, if you still don't have the answer, the next step should be to submit your question through RSRO. We have included a link to the online RSRO training session here for your convenience. RSRO tutorial video: s3.amazonaws.com/ncaa/web_video/d3/articulate/rsro-training/story.html?division=d3

How To Answer A Question (cont.) Step 7: Submit the question through RSRO. Tip: RSRO will ask for a short explanation. Enter the question you created back in Step 1. RSRO will also ask for additional detail. Enter all of the facts about your situation. RSRO will ask for your analysis. Explain what you think the answer is and why, OR, describe the analysis that you did in your research. In terms of the research information you put in, there are three main areas that you will need to complete for your questions. First, RSRO will ask for a short explanation of your question. This is where your preparation at the start of this process comes in handy—you'll put in the targeted one- or two-sentence question you created back in Step 1. Then RSRO will ask for additional detail. This is where you'll describe the facts of your situation. You should put in as much information as you know—often, one small element that you thought wasn't important turns out to change the answer completely. The third set of information you'll enter is your analysis. Essentially, this is where you describe the research you did. Then, based on that research, explain what you think the answer is and why. As you do this, also upload any pertinent documents, screenshots, emails, etc. if you have them. These are useful in interp requests. Doing this helps NCAA staff answer your question more quickly.

Activity - Answer A Question See Supplement No. 3. At your tables, work through the necessary steps to answer question A or B, as directed. Use your computer and manual to answer the questions. One person will be the scribe and one person will be the reporter. Now it's time for you to practice by working through a question at your table. Take a look at Supplement 3 again and you'll see the practice activity. Work together with everyone at your table using the manual and also online to answer the question. Have someone write things down as you go along, and be ready to have someone from your group report out. Groups without a computer should work on Scenario A; and groups with a computer should work on Scenario B.

Activity - Answer A Question (cont.) Step 1 - What is your question? Step 2 - What information is needed? Step 3 - Which bylaw cites are included? Step 4 - Research in LSDBi. Step 5 - Any additional questions? Step 6 - Need help? Step 7 - Submit in RSRO.

Activity - Answer A Question: Scenario A Step 1 - Determine your question. "May a student-athlete's brother buy dinner for the team?" Step 2 - What information is needed? Step 3 - Which bylaw cites are included? Step 4 - Research in LSDBi. Step 5 - Any additional questions? Step 6 - Need help? Step 7 - Submit in RSRO.

Activity - Answer (A) A SA or a team may receive an occasional meal provided by the relative of a SA at any location. Bylaw 16.11.1.6 (Occasional meals provided by the relative of a student-athlete).

Activity - Answer a Question: Scenario B Step 1 - Determine your question. "Can a football SA play on an institution's baseball club team if the football coach runs the club team?" Step 2 - What information is needed? Step 3 - Which bylaw cites are included? Step 4 - Research in LSDBi. Step 5 - Any additional questions? Step 6 - Need help? Step 7 - Submit in RSRO. Question: Could the football coach require participation of his SA if it occurs during football's spring season? Answer: No. Baseball activities are sport-specific activity, not strength and conditioning skills.

Activity - Answer (B) A coach may not be involved in any capacity outside the declared playing and practice season with an institutional club team, in any sport, if the institutional club team includes a student-athlete from that coach's sport. Bylaw 17.1.5 (Involvement of coaching staff) and April 22, 2016 Official Interpretation (Varsity coach involvement with institutional club team).

Coaching Education

Coaches Education What is coaches education? Do you provide coaching education? Why is this important?

Coaches Education (cont.) Ideas that work - Supplement No. 5. Column 1 - T: Generate topic ideas. Column 2 - I: Generate ideas/methods to use to provide education to your coaches and staff. Column 3 - M: Move forward by developing ways on how you might implement and provide this type of education. Column 4 - E: Develop ways to track and evaluate the success of the educational initiative. One person will be the scribe and one person will be the reporter.

Coaches Education - Supplement No. 5 We have developed a "TIME" activity. Over the next couple of minutes each table will work together on generating ideas on how to educate coaches. One person will be the scribe and another person will be the reporter. The supplement has 5 columns. Under the "T" section is where you will include topic ideas. An example of a topic could be recruiting. Under the "I": section is where you will come up with ideas/methods to use to provide education to your coaches and staff. An example for an idea would be an app called Quiz Up. It is a trivia game. Under the "M" section is where you will move forward to develop ways on how you might implement and provide this type of education. An example would be to create recruiting trivia questions and have coaches compete on teams or against one another. These questions could include similar content to what is on the NCAA coaches exam. The final column "E" is where you will evaluate how the coaches performed. Here is where you may be able to evaluate which trivia questions coaches got right and/or wrong as well as cross check with how they performed on the NCAA coaches exam.

Athletics Recruiting/Communication Quick Reference Guide Supplement No. 6. Official and unofficial visits. Social media timing. Communications, contacts and evaluations. Here is an updated Division III recruiting brochure. This brochure includes information on official and unofficial visits, contacts and evaluations, recruiting materials, social media timing and electronic communication information.

Contact Information and Resources

NCAA Resources And Contact Information Supplement Nos. 7a and 7b. Website links. Contact information. General tips when contacting the NCAA. This supplement provides a list of helpful links, contact information and general tips when contacting the NCAA.

Questions?