powering the journey new blueprint for student-athlete development

The New Blueprint for Student-Athlete Development

Powering the Journey

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Executive Summary............................................................................................................................4

1. Student-Athlete Development & the Athletic Department• Student-Athlete Academic Performance• Branches of Student-Athlete Development

• Academic Advising • Life Skills

• New Initiatives for Student-Athlete Development• Leadership Development• Summer Bridge• Career Development• Player Development• Staffing & Structure

The Current State................................................................................................................................9

1. The Student-Athlete Experience2. Pinball Effect3. Evolving Student-Athlete Development

The New Blueprint for Comprehensive Student-Athlete Development..................................13

1. Phase 1: The Foundation2. Phase 2: Academic Performance3. Phase 3: Career Development4. Phase 4: World Ready5. Phase 5: Engaged Alumni

Table of contents


What Does this Mean for Athletic Departments?.........................................................................18

1. Benefits of Investing in Student-Athlete Development• Branding and Culture• Organizational Efficiency• Recruiting• Fundraising• Revenue Generation• Impact on Campus

Taking Action.....................................................................................................................................21

1. Step 1: Gaining Support2. Step 2: Planning3. Step 3: Implementation

Doing What’s Right for Student-athletes......................................................................................23

About the Author..............................................................................................................................24

Table of contents (cont.)


In recent years, student-athlete development has become a popular industry buzzword among athletic departments. There is a growing emphasis to focus on the student-athlete experience, and what that entails, as well as how prepared the student-athlete is for life after college. This is where the formation of student-athlete development comes into play. But is there a common, accurate understanding of:

• what comprises student-athlete development?• what measures its success?• how it can have a financial impact on an athletic department and its

stakeholders?

The current understanding of student-athlete development—along with its scope—just isn’t comprehensive enough. Choose any one of the definitions offered for student-athlete development today, and you’ll agree that it’s far too generic to be considered useful. A student-athlete’s development involves more than just their academic performance: it begins while a student-athlete is still in high school and includes their transition into college, culminating in a fulfilling career in an industry for which they’re well-suited.

This is the future of student-athlete development. This evolved version of student-athlete development transcends the traditional understanding. It goes beyond simply tracking a student-athlete’s attendance in class and keeping them academically eligible, and instead focuses on preparing them for a professional career beyond college.

This shift is being ushered in by college athletics’ and university leadership. At the Fall 2015 NCAA Division I Presidential Forum, university representatives set new priorities for student-athlete development, including “ensuring that the academic studies of college athletes align with career ambitions, and engagement, [in addition to the] integration [of] life skills for student-athletes.”

A rich and holistic understanding of what student-athlete development entails - and a strategic approach to optimizing each phase of the journey - will enable athletic departments to deliver deeper and more life-relevant value to student-athletes, creating a powerful advantage in recruiting, fundraising, and revenue development.

Executive Summary

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The establishment of intercollegiate athletics can be traced back to the mid-nineteenth century, when universities sponsored sports like rowing and rugby. Present day college athletics have clearly evolved since its inception. However, the overarching purpose of college athletics has remained largely the same: to provide a well-rounded experience for each participating student-athlete, while providing universities with an enhanced brand identity.

Today, in the U.S., there are three primary governing bodies, the National Collegiate Athletics Association(NCAA), the National Association of Intercollegiate Athletics and the National Junior College Athletics Association. Across these three groups, there are nearly 1,800 athletic departments with well over 500,000 student-athletes competing annually. Many of whom as the NCAA likes to promote, “go pro in something other than sports.” And with that being the case, there has been a growing emphasis placed on the development and academic achievement of its student-athletes.

Through the tune of the Academic Progress Rate (APR), a team-based metric that measures the academic progress of student-athletes, the NCAA measures each individual sports program academically and takes into account the eligibility and retention of student-athletes. The calculation for APR is as follows:

Student-athlete development & the athletic department


APR = (academically eligible SAs + retained SAs) x 1000

Total SAs x 2

The NCAA currently requires its member colleges to maintain a 930 four-year average APR score in order to compete in NCAA championships and avoid additional penalties such as potential loss of scholarships and post-season bans.

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Academic performance is a core component when it comes to student-athlete development today. Not only does academic performance matter for the future success of the student-athlete, but is also vital to the success of an athletic department. This is primarily because of the NCAA’s tracked APR requirements we mentioned previously.

Student-athlete academic performance


Since graduation rates, retention, and GPAs of student-athletes all impact a sports program’s APR, athletic departments invest in programs to assist student-athletes in meeting academic requirements. In addition to academics, there is now a growing need to focus on the student-athlete experience, and what that entails, as well as how prepared the student-athlete is for life after college.

Every athletic department has some variation of “develop student-athletes into well-rounded adults” in its mission statement, and the student-athlete development staff is typically tasked with managing that process. Over time, this need has caused athletic departments to introduce additional programs to aid student-athletes in determining their career path, and personal growth off the field. Two of the most common sub-units (or programs) of student-athlete development are academic advising and life skills.

Academic AdvisingThe academic support program for student-athletes has become a staple within athletic departments across the country. It is the primary advising unit for student-athletes, and includes academic advisors, tutoring coordinators, and learning specialists to help student-athletes with their academic performance.

Life SkillsLife Skills programs began as a collaborative effort between the NCAA’s national office and its member colleges. The responsibilities of a life skills program vary widely compared to those of an academic advising program -- and at times, depending on the athletic department -- can overlap. Over the years, they have also been called student-athlete affairs or student-athlete development. Regardless of its name, the program remains consistently focused on a student-athlete’s:

Branches of student-athlete development

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• Personal well-being• Community service• Career development

It’s also worth noting that life skills can tend to be a “catch all” when it comes to addressing the growing personal needs and student affairs issues that arise when dealing with young student-athletes today. New issues and topics surface daily -- all requiring attention, training and information dissemination amongst the student-athletes and the athletic department.

New initiatives for the development of student-athletes are continually being introduced. Four areas of focus and investment by student-athlete development professionals and athletic departments are highlighted below.

Leadership DevelopmentOver the past 15 years, leadership programming has become a mainstream component of more than 50 athletic departments nationally and multiplying annually. These programs tend to follow a very structured curriculum. As an example, participation is typically mandatory during a student-athlete’s freshman year, after which it becomes voluntary. However, we are continuing to see a trend of more athletic departments going beyond first year requirements to that of standardized and required activities for each academic year the student-athlete is on campus.

Summer BridgeSummer Bridge programs exist in colleges all over the country. These programs provide incoming student-athletes—both freshmen and transfers—with an opportunity to become acclimated to their new campus, prior to the beginning of the fall semester. Summer Bridge programs typically combine summer classes with a series of workshops designed to help incoming student-athletes develop healthy learning and study habits. Increasingly, there is also the growing emphasis of financial education as a component.

New initiatives for student-athlete development

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Career DevelopmentOver the past several years, a small but growing number of athletic departments have begun to provide student-athletes with a career development mentor or related program responsible for:

• Career programming• Key performance measurements• Employment opportunities

Player DevelopmentA recent development in football and to a lesser degree basketball programs is the introduction of player development coaches and managers. These individuals have similar responsibilities as traditional student-athlete development professionals, but organizationally report to the coaching staffs for their sport, as compared to within the athletic department administration.

The academic and personal development of student-athletes requires the collaboration of many stakeholders inside and outside of an athletic department—each with differing interests and objectives. How these roles and responsibilities are split up by staff and administration can vary greatly from college to college -- and can often be a siloedapproach if not integrated and strategically thought-through amongst the larger student-athlete experience initiatives within the department. Ensuring student-athletes’ academic success can be particularly daunting—especially given that NCAA member colleges have on average 420 student-athletes. Add to that, the necessity of preparing each student-athlete for life after college and a career -- and it seems near impossible to disseminate, manage and measure all of these components in the short time each student-athlete is on campus. Equally as taxing as the responsibilities of the academic advising and student-athlete development units are the obligations of student-athletes.

Staffing & Structure

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Many collegiate student-athletes began playing their sport before the age of ten -- sport gives them purpose, and by the time they reach college, the student-athlete experience is all they know. However, the reality is that the overwhelming majority of student-athletes will reach their apex in college, never to advance to the professional level. The NCAA reports that a mere 1.6%, 1.1%, and 0.9% of its football, men’s basketball, and women’s basketball athletes actually advance to the professional level, respectively.

Regardless of a student-athlete’s prospects for professional athletics, their experience as a student-athlete equips them with unrivaled discipline and time management skills. It’s not uncommon for a student-athlete to manage up to 70 hours of accountable time (i.e. time when they’re required to physically be somewhere) per week. At any given time, the average student-athlete is managing:

AcademicsAttending classStudyingHomeworkTutoring sessionsStudy hall

Managing this wide array of activities seems even more impossible when you consider the list of individuals that student-athletes are accountable to. Student-athletes maintain constant communication with:

• Faculty and professors• Coaches• Academic advising staff• Strength and conditioning trainers• Life skills staff

The Current State


AthleticsPracticeStrength and conditioningRehabilitationGamesTravelMeetings

The Student-Athlete Experience

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The incongruent interests and objectives of the athletic department support staff can create serious competition for a student-athlete’s time. While all well-meant and beneficial for the student-athletes, each new initiative, program, workshop or required activity competes against each other for the time and attention of the student-athlete. For example, a coach’s primary expectations of a student-athlete (athletic performance and minimum academic eligibility) are likely to conflict with those of a professor (a rich understanding of the subject matter beyond simply a passing grade) or life skills coordinator (professional development for life beyond sports). If a student-athlete doesn’t carefully manage the expectations of their various stakeholders, they’re likely to be spread too thin as they incessantly report from individual to individual. This is what we call the Pinball Effect. In this situation, the student-athlete is like a metal ball inside a pinball machine, constantly pivoting in every direction when reporting to the many individuals and units to which they’re accountable.

This Pinball Effect is exacerbated each time a new program or component is introduced. Without universal objectives, units compete for the limited mindshare of student athletes, they become territorial, and organizational breakdown inevitably follows.

To demonstrate this organizational breakdown, let’s imagine a scenario in which a life skills coordinator wants to introduce a new resume-writing workshop for sophomore and junior student-athletes. She presents her proposal to the associate athletic director in charge of student-athlete development, who then brings it forth to the athletic director during a senior staff meeting. This request will likely be met with apprehension. Some likely objections will be:

• Are we held responsible for careers by our governing bodies?• Doesn’t this fall under the purview of the career services department?• We require too much of student-athletes as it is, do we really need to add

this to their plate?

After some debate, the associate athletic director is tentatively given approval for the program, but still needs to win the support of the coaching staff. Only a small percentage of coaches will support the proposal, the rest will not be receptive. As a result, a student-athlete’s participation in the resume-writing workshop will be entirely voluntary (i.e. not required or mandated), and very few will likely take advantage of it.

The Pinball Effect


The organizational breakdown within an athletic department and the university as a whole is the result of mismatched incentive structures. Specifically, this breakdown is caused by the absence of a unifying set of measurable objectives for comprehensive student-athlete development. Lacking these objectives, each program will succumb to focusing solely on meeting the minimum requirements for which it is held responsible—and will be hesitant to introduce additional measures of student-athlete development that aren’t directly correlated to those minimum requirements. In many cases, this means that athletic departments are often primarily concerned with meeting the NCAA’s minimum APR requirements, and will pay little attention to the investment of time and resources into actual student-athlete development beyond academics. While focusing on meeting minimum requirements may ensure a program’s eligibility for championships, it does little for the student-athlete. As a result, student-athletes often miss out on the opportunity for meaningful development that would prepare them for life beyond their sport as alumni, and in turn, athletic departments miss out on the benefits to recruiting, talent retention, fundraising, and alumni engagement that grow out of a more comprehensive approach.

Despite what the NCAA and its member colleges may believe, a sports program’s APR is an entirely insufficient measurement of real student-athlete development. The NCAA introduced the APR for its consistency and expediency—not its comprehensiveness. Sadly, it fails to take into account non-academic facets of student-athlete development, and thus fails to hold athletic departments accountable for student-athlete success beyond college.

The 2014-2015 overall four-year APR score for Division I schools was 979. This is fantastic news as it’s an all-time high for this measurement, and the success of these schools and their student-athletes should be commended. But what additional gains can realistically be made? What happens at the point where average APRs reach 990? Will student-athletes really be better off? It would appear that average APR attainment is reaching its apogee--and, at a time where less than 3 out of 10 college graduates have a job in hand upon graduation, a college’s APR no longer seems like the best way to measure overall student-athlete success. Where then, should athletic departments and their student-athlete support staff divert their attention?

At the Fall 2015 NCAA Division I Presidential Forum, university representatives set new priorities for student-athlete development, including “ensuring that the academic studies

Evolving Student-Athlete Development


of college athletes align with career ambitions, and engagement, [in addition to the] integration [of] life skills for student-athletes.” In addition, in January 2016, the NCAA released findings from its student-athlete GOALS research study. In it, the number one item requested by student-athletes was better “preparation for a career after college.” The pumps are primed and student-athletes are ready for more support in this arena -- so how do we collectively make student-athlete development more than a “nice to have” component?

Fortunately, there has been a recent movement by athletic departments to include measurements of a student-athlete’s career and personal development that go beyond the APR. In 2014, The Ohio State University Head Coach Urban Meyer acknowledged, “There was a day back when we were younger – when I was younger – that when you got a degree, you got a job… Those days are gone. It’s our obligation to get our players out in front.” Not so coincidentally, Coach Meyer’s boss, The Ohio State University Athletic Director Gene Smith, announced in 2015 that a new bonus structure had been put in place to reward his staff based upon the number of graduating senior student-athletes who successfully found employment.

Arkansas State Athletics made a bold announcement and promised 100% placement of their student-athletes. “We place the highest priority on education, and Arkansas State University provides one of the best in the nation,” said Arkansas State Director of Athletics Terry Mohajir. “When you take that kind of education and add experiences such as this outside the typical classroom environment, it becomes a very powerful combination that, as of right now, only our student-athletes will have. You have to look at the big picture, and truly say ‘in the end, what is our purpose here?’ Yes, we want our student-athletes to be successful in competition and win championships. However, it all comes down to making sure they graduate and leave here in the best position possible to succeed in life after college. This is about personal and professional development – gaining experiences that otherwise couldn’t be obtained to enrich their chances for more job opportunities.”

The Ohio State University and Arkansas State University examples are what the future of student-athlete development looks like. After all, the student-athlete experience isn’t just about reaching the finish line—it’s about preparing student-athletes for life beyond college. As we’ve seen, it’s no longer practical for student-athletes and their stakeholders to rely on the requirements set forth by the NCAA. In order to create a true culture of advocacy for student-athlete development, an athletic department must take it upon itself to introduce the incentives necessary to promote action.


What follows is a vision for a new, comprehensive framework for student-athlete success. This framework goes beyond student-athlete development activities that “check the box” but proposes a strategic formula to incorporate a more holistic and programmatic approach.

This new framework is divided into five phases in order to provide a more complete picture of comprehensive student-athlete development. Within each phase are key activities and measurements of success designed to help universities and athletic departments integrate this framework and its key elements into existing athletic department and student-athlete development programming.

This approach enables athletic departments to more accurately monitor a student-athlete’s development and apply resources accordingly based upon which phase the student-athlete is in. Ultimately, it is an outcome driven approach that goes beyond basic academic performance measures. This framework is designed to expand the scope of what is understood as student-athlete development.

Phase 1: The Foundation

The Foundation phase of development focuses on the transition from high school to college. It involves a self-awareness process that helps the student-athlete understand who they are and their goals, the resources available to them, as well as the time commitments that are required of them.

The new blueprint for comprehensive student-athlete development


Phase 1: The Foundation

The Foundation phase of development focuses on the transition from high school to college. It involves a self-awareness process that helps the student-athlete understand who they are and their goals, the resources available to them, as well as the time commitments that are required of them.


Key Activities

• Assess individuals for:

Conscientiousness

Introversion/extraversion

Dominant aspects of

their student-athlete

identity

Success Metrics

• Familiarity with academic resources

• Understanding of time commitments

Phase 2: Academic Performance

The Academic Performance phase stresses a student-athlete’s ongoing, academic success. One key activity a student-athlete completes during this phase is determining which majors best compliment their personality, interests and aptitude. This phase is also about learning fundamental skills necessary for academic success like how to properly take notes in class, read a textbook, and communicate with professors during office hours.

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Key Activities

• Assess personality interests for academic major selection

• Assess aptitude for academic workload

• Introduce appropriate resources and how best to manage

Success Metrics

• Alignment between personality and interests to major selection

• GPA in major• GPA outside of major

Phase 3: Career Development

The Career Development phase represents the student-athlete’s transition into the workforce, and focuses first on gauging a student-athlete’s career interests and then preparing them for success during the job-search process.

Key Activities

• Assess the student-athlete for career interests

• Explore and evaluate industries and professions

• Develop a professional network

• Develop a resume• Mock interviews• Internships / externships• Evaluate job offers

Success Metrics

• Assessment of career choice based on major and personality

• Number of individuals in the student-athlete’s professional network

• Academic year when resume is completed

• Quality of resume• When internship was acquired• When full-time position was

acquired

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Phase 4: World-Ready

The World-Readiness phase of development represents the student-athlete’s psychological transition away from their sport and on to the next phase of their life. After a student-athlete has successfully made this transition, it is important that they also achieve a basic level of financial literacy to help them start their post-collegiate life and career.


Success Metrics

• Level of satisfaction within a career

• Level of financial literacy

Key Activities

• Assess the student-athlete for their athletic identity and review practical tactics to assist the athlete in their transition:

• Educating the student-athlete in financial literacy including:

Banking basics

Budgeting and basic life

needs

Credit, investing and

retirement savings

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Phase 5: Engaged Alumni

During this phase, the student-athlete—now an alum—begins to give back to their alma mater by helping other student-athletes make the transition into the professional world. At this point, they can engage with the athletic department, as well as current student-athletes by offering career advice, mentorship and connections.


Success Metrics

• Number of engaged alumni• New sources of revenue

through new organizational connections

• Number of job shadow and job opportunities sourced from former student-athletes

• Donation generation

Key Activities

• Mentorship and job shadowing

• Career advice to current student-athletes

• Assisting student-athletes and athletic department by sharing industry knowledge and creating new connections

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Pioneers of student-athlete development must be focused on expanding its scope to include a more comprehensive set of experiences. There is a significant opportunity for athletic departments to create stronger, more comprehensive developmental growth for student-athletes—and the timing couldn’t be more appropriate to adopt this broadening interpretation of student-athlete development. This document serves as the new benchmark for comprehensive student-athlete success.

The NCAA recently announced that it will distribute $200 million for Division I schools in 2017, earmarked for programs that benefit student-athletes. These programs are designed to exceed the minimum academic requirements and focus on more substantive objectives like the “financial literacy and mental health” of the student-athlete. As we will see, the advantage of introducing comprehensive objectives for student-athlete development benefits not only student-athletes, but the athletic department as a whole.

What does this mean for athletic departments?


Benefits of investing in student-athlete development

Articulating the benefits of a stronger, more integrated and comprehensive approach to student-athlete development are integral to the universal adoption of such a framework.

Among the benefits are:

• Organizational efficiency• Superior branding and culture• Enhanced recruiting• Improved fundraising and revenue generation

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Organizational efficiency

By codifying the mission statement of the athletic department to include a more comprehensive understanding of student-athlete development, a university can break down the walls that exist between organizations, differing roles and responsibilities. This creates new aligned incentives, and ensures that an athletic department is working together towards a unified goal, instead of through a more siloed and fragmented approach.

Branding and culture

The next level of comprehensive student-athlete development means creating a culture within a university that stresses the importance of a student-athlete’s development beyond minimum criteria. This improved mission statement will improve an institution’s brand image, establishing them as a nationally recognized champion for comprehensive student-athlete success. This provides an institution with enhanced opportunities for recruiting, alumni development, community engagement and innovative sponsorships.

Recruiting

By focusing on comprehensive student-athlete development—including life beyond college—coaches will have an improved proposition for recruiting talent: “Students will graduate and we will prepare them for their careers.” This new recruiting proposition goes hand in hand with the athletic department’s new brand identity which champions student-athlete success beyond college. Prospective recruits—not to mention their parents—will be much more likely to commit to a university that espouses this holistic approach to their development.

Fundraising

Similar to the new recruiting proposition, this new blueprint for comprehensive student-athlete development creates a more compelling value proposition for donors. Since this new approach improves the overall student-athlete experience, alumni and university backers will be eager to support such an initiative that goes beyond wins and losses.


Revenue Generation

Taking advantage of innovative sponsorship opportunities is critical for the success of any athletic department, and sponsors are always looking for ways to align themselves with brands that represent excellence. This approach creates a unique value in the eyes of the athletic department’s sponsors, alumni and backers. In addition, by organizing the student-athlete experience around the desired outcome of career success, an athletic department will attract organizations interested in hiring student-athletes. Student-athletes have a storied track record of stellar performance in the professional world, but employers have often found it difficult to recruit them. Organizing an athletic department around the student-athlete experience and leading with comprehensive development and job placement, creates new sponsorship opportunities including talent acquisition, experiential marketing and sponsored learning.

Impact on Campus

University leaders have recently been focused on re-establishing the public’s confidence in higher education and the large investment it represents. This new blueprint for student-athlete development can be an excellent tool for augmenting the value offered by universities, further justifying a student’s investment. This is a framework for both athletic departments, as well as the broader campus community to enhance student experience and outcomes. It allows an athletic department to be recognized not just for its athletic success, but for the overall value it adds to the development of student-athletes.


Step 1: Gaining Support

In order for an athletic department to effectively implement this new framework, it must first have the unwavering support of as many key stakeholders as possible, including the university and the coaches of each of the individual sports. Gaining this support can be difficult since many stakeholders aren’t held responsible for student-athlete development beyond a minimum academic threshold or in some cases, athletic performance. However, this means that an institution can’t rely solely on governing bodies like the NCAA to affect these new changes through regulations (i.e. holding colleges responsible for student-athlete development by threatening them with punitive measures). Instead, a culture of collective accountability must be created within the athletic department to stress the importance of a more comprehensive framework of student-athlete development along with the benefits of such a framework. Only after an athletic department understands that such change is in their best interest -- from the top down -- will they support the change and deploy the necessary resources.

Step 2: Planning

A strategic plan is necessary to actively evaluate the success of each phase student-athlete development. This plan will allow an athletic department to coordinate the resources needed for achieving and tracking the progress of student-athlete development. It also involves creating measures of success for each phase of development along with tracking those metrics across a common platform. Using this plan, each stakeholder will continue to develop student-athletes within their individual roles, but will also have an overview of the plan for comprehensive development of each student-athlete into the future.

Step 3: Implementation

Once a strategic plan has been completed and communicated to stakeholders, the next step is to implement and manage these changes. This involves tracking how effectively each staff member involved in student-athlete development is performing its roles and responsibilities based on the measurements outlined in each of the five stages.

Taking action


In addition, implementation will require a certain level of coach “buy-in” and the introduction of new compensation incentives tied to these comprehensive measurements of student-athlete development—similar to incentives in place today that tie, for example, a coach’s salary to the overall APR of their team.


Doing what’s right for student-athletesCollege athletic leadership has always wanted the best for the student-athlete. Increasingly, college athletics has become complex and at times, the day-to-day operational challenges of college athletics can get in the way of what may be best for the student-athlete.

This paper is designed to show how the thought leaders of college athletics recognize that comprehensive student-athlete development and the success of the athletic department go hand in hand. These leaders have created a culture of collective accountability by expanding the scope of student-athlete-development to include success in life beyond sport. This framework takes this one step further by redefining student-athlete development and establishing a replicable blueprint for comprehensive student-athlete development. This framework allows athletics departments to meet each student-athlete where they are in the development process, while also allowing athletic departments to be proactive in assuring student-athlete academic and professional success. With this enhanced framework, athletics departments will be able to achieve a competitive advantage when recruiting and developing talented student-athletes, fundraising, and creating new revenue streams.


Vin McCaffrey is the founder and CEO of Game Plan, a unified student-athlete development platform, bringing together all the components of a rich student-athlete experience, connecting athletic departments, student- athletes, and employers to improve outcomes for all.

A former Lehigh University basketball player, Vin believes that the student-athlete experience can be a powerful tool for professional development that prepares student-athletes for life beyond college. Vin is well known within college athletic circles as a leader in student-athlete development and was recently asked to contribute to a collaborative book on the subject with authors Indiana Governor Mitch Daniels and Starbucks CEO Howard Schultz.

Vin has been a speaker on student-athlete development and successful identity transitions for student-athletes at the National Association of Collegiate Directors of Athletics (NACDA), National Association of Academic Advisors for Athletics (N4A), Major League Soccer (MLS) and many other colleges and organizations.

Game Plan's innovative approach to student-athlete development has been featured in industry leading publications including espnW, Sporting News, Fast Company, and Forbes. For more information about Game Plan visit www.wearegameplan.com.

About the author


http://www.wearegameplan.com/

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