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  • Our Teams

    Girls United Lacrosse is much

    more than athletes and coaches taking

    the field to play a game - it is a family.

    Girls United Pride!

    Our fans, support staff and athletes are all

    'Dedicated to Excellence' through Integrity,

    Trust, Respect, Teamwork and Loyalty.

    It is this commitment on and off the

    field that makes the Girls United unique

    and assures that the long and rich

    tradition of Lacrosse Excellence

    will keep growing for years to come.

    Go to our Teams page...

  • Coaches

    Coaches are the key to effective

    personal, team and group


    With the Girls United we believe

    truly effective coaching occurs in

    the context of an ongoing relationship

    between the coach and participant,

    founded upon experience,

    mutual honesty, trust and positive regard.

    Learn about our Girls United Coaches ...

  • About Us

    The Long Island Jester Girls United

    Lacrosse Club provides the perfect

    opportunity for girls to be in a

    structured environment that will teach

    young girls how interact and

    collaborate with other people

    within a team




    Click for more information ...

  • Our Store

    Jester Girls United comfort-fit clothing that is every bit as
    stylish as it is versatile.

    All our apparel is durably constructed, and exceptionally
    breathable - a combination guaranteed to keep
    you comfortable!

    Click to view our selection...

  • College Recruiting
  • More 


Keys to Quality Youth Development

"Hands-on activities, appropriate adult mentors and community service ..."

The Long Island Jester Girls United promise is to promote positive youth development and plan quality experiences with young people. Young people will learn better and participate more fully when they feel physically and emotionally safe. The environment provided by the Long Islansd Jester Girls United will encourage honesty, trust, and respect among all youth and adults.

With The Long Island Jester Girls United:

  • Youth develop caring and trusting relationships. Youth and adults learn together and respect one another.

  • Youth experience success by completing activities appropriate for their stage of development and preferred style of learning. Youth set goals and celebrate accomplishments.

  • Youth are offered new experiences and opportunities to enjoy life. They learn and grow from successes and failures.

  • Youth are encouraged to try new things and learn about themselves. As a result they discover and practice their interests and skills, test their independence, and take control of their lives.

Words Of Wisdom...

"Kids can walk around trouble, if there is some place to walk to and someone to walk with."
Tito, Urban Sanctuaries, p. 219.

To grow and learn to optimum capacity in healthy ways and to function successfully in the adult world, young people benefit from opportunities to:

  • feel a sense of safety and structure

  • experience active participation, group membership, and belonging

  • develop self-worth achieved through meaningful contribution

  • experiment to discover self, gain independence, and gain control over one's life

  • develop significant relationships with peers and adults

  • discuss conflicting values and formulate their own

  • feel the pride and accountability that come with mastery

  • expand the capacity to enjoy life and know that success is possible

Teaching for Mastery of Content, Skills and Concepts

The following excerpts from US Lacrosse .  Please click the link to read this excellent series in its entirety.

Earlier this year, US Lacrosse was invited to participate in a roundtable discussion at The Center for Transformative Teaching and Learning. Our Education and Training staff was so intrigued by Dr. Hardiman's model, that we immediately recognized its' potential impact on the lacrosse community and were compelled to dissect it and rebuild it into a model for lacrosse coaches everywhere. We call it Brain Targeted Teaching for Coaches.

There are several coaching strategies to incorporate that will help the athletes reach mastery levels. Each one will improve levels of mastery on their own merits, however when used in conjunction with other techniques, the results are exponentially greater. Let's take a look at some of the other techniques

1. Elaboration

This refers to having the athlete make the skill personally relevant. For example, if a player only has to be concerned with his or her role within a play, that is what is personally relevant. However, when that player is in an unfamiliar position, he or she may not know what their role is within the playand in all likelihood the play fails. To get to a mastery level, coaches should have all players practice at all positions within the play. When everyone understands their own role, as well as that of the other players, they can then make adaptations as needed.

2. Generation

Generation is having the athlete come up with the solution or important information. It requires them to use higher order thinking skills and creativity, thereby creating deeper memory of how to solve the problem. Usually during Generation activities, athletes will come up with a variety of solutions to the problem, all of which may work under given circumstances.

3. Effort after Meaning

How much effort an athlete needs to put into finding a solution directly correlates to how well they remember the solution. Teaching an athlete how to shoot, doesn't correspond necessarily with how the player learns to score. Players must put thought into learning how to score. Considerations about where they are on the field, the position the goalkeeper is in, where the nearest defender is located, all must be accounted for. It usually takes some time for an athlete to score their first goal, yet once they do the future goals start coming more frequently. The athlete has learned and will remember what was successful for them and then will be more likely to recall that information when they need to because they had to struggle a bit before being able to do it.

4. Emotion and Memory

Emotions directly influence what athletes pay attention to. Both positive and negative emotions are remembered better over the long-term, than those emotions that are neutral. This is why the positive Emotional Climate (Target 1) is critical in the learning process. Celebrating the successes creates a positive memory that the athlete will retain much longer and part of that memory is what the athlete did to receive the praise. Negative emotions can turn an athlete into being fearful of trying to learn more. They may recall the embarrassment they felt from a failure and out of fear of feeling that way again will not take risks that they perceive could put them in a similar situation. The negative emotional climate, essentially stifles their learning.

5. Chunking

Breaking up skills into smaller, "bite sized" pieces of information, we give the athlete time to master one aspect of the total skill. When all of the chunks are now combined, the athlete has a much improved memory of all of the components of the skill and will be more prone to using it appropriately.

6. Desirable Difficulty

Coaches spend a significant amount of time trying to make learning easy for the athletes. Research has shown that there is a tipping point where making something too easy inhibits learning. By providing the right amount of difficulty, we create better learning environments. Struggle is not only necessary, it's a biological requirement for mastery level learning to occur.

7. Interleaving

Skills are often practiced in a set order such as AAA, BBB, CCC (where A, B, and C are all unique skills). This is easy, convenient and does yield positive results in the ability to acquire the new skill. Athletes repeat the same skill, engraining it into their memory and eventually becoming proficient at it. Interleaving is taking those same skills and reshuffling them, so that the athlete is working on multiple skills at the same time. The order now looks something like ABC, BCA, CAB. By Interleaving the skills, athletes are not only practicing them, but are now also practicing them within the context of how they may use them in a real life scenario.

8. Mnemonics

Mnemonics are another way coaches can create long lasting memory. What does ROY G. BIV mean to you? Did you answer the colors of the rainbow? It's something you learned probably in preschool, yet today it is just as fresh as when you learned it then. Using mnemonics is a way for coaches to help athletes remember greater concepts on the playing field as well and sport already does this to some extent. Thinking about offensive formations, in the men's game they’re typically called 141, 132, 222, etc...these are quick ways for coaches to communicate to players an offensive formation, that instantly puts a mental picture into their minds of where they should be located on the field. Every coach has their own plan for what a player is supposed to be doing within the formation, yet a simple 3 digit mnemonic clearly communicates what the players should be doing

About the Jester Girls United...

teams create new opportunities for local young women to make new friendships, learn teamwork and acquire the discipline that they will carry with them throughout the rest of their lives.

Read more ...

"Youth development ought not to be viewed as a happenstance matter. While children can, and often do, make the best of difficult circumstances, they cannot be sustained and helped to grow by chance arrangements or makeshift events. Something far more intentional is required: a place, a league, a form of association, a gathering of people where value is placed on continuity, predictability, history, tradition, and a chance to test out new behaviors."

The Long Island Jester Girls United