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FOOTBALL COACHES.
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Evaluation of high school coaches.... More...
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Paper Abstract:
Evaluation of high school coaches. Identifies elements that should be addressed, and who should conduct the evaluation. Roles of coaches in the secondary school environment. Evaluation as a learning experience for the coach that can lead to improved performance on and off the field. Appendix includes a 4-page checklist of attributes of football or athletic coaches.
Paper Introduction:
Evaluating High School Football Coaches
The purpose of this brief report is to identify the elements that should be addressed in an evaluation of a secondary school football coach. Also important in this context is the identification of who should conduct such an evaluation. Attached as an appendix to the report is a “checklist” of attributes of the football or athletic coach that can be extremely useful in conducting a thorough-going evaluation.
Coaches in the secondary school environment are required to assume a variety of roles – sports instructor, surrogate parent, counselor, role model, and classroom teacher. Evaluating the performance of a high school athletic coach, including those whose focus is on football, is a task that is equally complex (Figone, p. 54). This complexity is linked to the myriad roles that the coac
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44 - 48.Masin, Herman L. NASPE (p.1) stated that a ranking scale identifying five different levels ofexpertise (beginner, novice, competent, proficient, and expert) should beused in conjunction with the evaluation. It is crucial for football coaches and othersecondary school coaches to recognize that sports participation haspsychological, emotional, and social effects on young athletes. The standards, acopy of which is contained in the Appendix to this report and which servesas an evaluation "checklist" that can be used in assessing a footballcoach's performance, address the various activities of a coach and theknowledge, skills and attitude required for excellence in the field. ||Standard |Conduct practices and competitions to enhance the physical, ||26 |social and emotional growth of athletes. 1) believes that coaches mustbe evaluated not only with respect to skills in developing winning oreffective athletic programs. ||Standard |Participate in continuing education regarding rules changes, ||12 |improvements in equipment, philosophical changes, improved || |techniques and other information in order to enhance the safety|| |and success of the athlete. Each of these groups of stakeholders can contribute to a broad-based assessment of a football coach's efficacy. 15) commented that it is difficult and inappropriate to characterizecoaches with respect primarily to win and loss records. Elevating the evaluation process toinclude all of the roles and responsibilities of the football coach - andnot the single criterion of a win/loss record - benefits all stakeholdersin the athletic program. ||Standard |Provide coaching assistants, athletes and parents/guardians ||8 |with education about injury prevention, injury reporting and || |sources of medical care. Sullivan (p. ||Domain: Skills, Tactics and Strategies ||Standard |Identify and apply specific competitive tactics and strategies ||3 |appropriate for the age and skill levels involved. Most coaches in the secondary schoolenvironment also function as classroom teachers and as such are evaluatedin accordance with the local school authority's required evaluationprocesses and procedures. event management, budgetary || |procedures, facility maintenance, participation in public || |relations activities. While many coaches might beuncomfortable with student participation in the evaluation process, itshould be recognized that student athletes are in an ideal position toassess the efficacy of the coach's performance. 19). Available At www.aahperd.org/naspe.Schempp, Paul G. ||Standard |Understand and enforce the rules and regulations of appropriate||32 |bodies that govern sport and education. 15 - 17.National Association for Sports and Physical Education. Character is animportant determinant of coaching excellence and should be included in anyevaluation process. In this context, LaCicero (p. Most coaching evaluationsreflect opinions of principals, athletic directors, and other coaches.Including the perspectives of student athletes in an evaluation of afootball coach's performance will enhance knowledge about the coach and hisperceived competence. This || |would include a variety of knowledge, skills and experiences. Recognizing thatcoaches are teachers and instructors is therefore a critical aspect of theevaluation process. Figone (p. Thisprocess can be modified to address evaluation of the coach. High school footballcoaches are in a unique position to mold a young athlete's commitment tothe team effort. ||Standard |Organize and implement materials for scouting, planning ||31 |practices and analysis of games. template=domainsStandards.html.National Association for Sports and Physical Education Coaches Council. ||Standard |Design programs of training and conditioning that properly ||19 |incorporate the mechanics of movement and sound physiological || |principles taking into account each individual's ability and || |medical history, avoiding contra-indicated exercises and || |activities and guarding against the possibility of || |over-training; be able to modify programs as needed. "National Standards for Athletic Coaches." 2 2. Appendix A Evaluation Checklist: NASPE Standards The following listing of NASPE coaching standards is meant to be usedin evaluating and assessing coaching performance and excellence. ||Standard |Recognize that proper conditioning and good health are vital to||3 |the prevention of athletic injuries. Evaluating High School Football Coaches The purpose of this brief report is to identify the elements thatshould be addressed in an evaluation of a secondary school football coach.Also important in this context is the identification of who should conductsuch an evaluation. ||Standard |Acquire sufficient practical field experience and supervision ||37 |in the essential coaching areas to ensure an adequate level of || |coaching competence for the level of athlete coached. What is required of a beginning football coach shouldnot be equated with what is required of a coach whose career has advancedor developed. ||Domain: Growth, Development and Learning ||Standard |Recognize the developmental physical changes that occur as ||13 |athletes move from youth through adulthood and know how these || |changes influence the sequential learning and performance of || |motor skills in a specific sport. A rating scale with proficiency levelsranging from 1 (low) to 5 (high) is employed; a composite score for each ofthe competency domains and a total score across all domains is thencomputed.|Summary of Standards For Evaluating Football/Athletic Coaches ||Domain: Injuries: Prevention, Care and Management ||Standard |Prevent injuries by recognizing and insisting on safe playing ||1 |conditions. ||Standard |Know and convey the need and availability of appropriate ||11 |medical insurance. "Coaching." Post-Gazette, May 19, 2 2. 54 - 56.Kuga, Donna J. ||Standard |Demonstrate objective and effective procedures for the ||35 |evaluation and selection of personnel involved in the athletic || |program and for periodic program reviews. Football players,regardless of their long-term career potential or interests, must beinstructed by their coaches with regard to such issues as nutrition,avoidance of performance enhancing substances, safe training andconditioning techniques, and the development of appropriate performanceattitudes and behaviors. This complexity is linked to themyriad roles that the coach undertakes. 34-35) asserts that different evaluation standards should beemployed when assessing the performance of coaches at different stages oftheir professional careers. Available at www.aahperd.org/naspe/template/cfm? ||Standard |Treat each athlete as an individual while recognizing the ||28 |dynamic relationship of personality and socio-cultural || |variables such as gender, race and socio-economic differences. "National Standards for Athletic Coaches." The Journal of Physical Education, Recreation & Dance, April 1996, 67 (4), pp. 29 -3 .Sullivan, Patricia A. "A Systematic Approach to the Evaluation of the Coach and his Program." Coach and Athletic Director, February 1999, 68 (7), pp. ||Domain: Teaching and Administration ||Standard |Know the key elements of sport principles and technical skills ||34 |as well as the various teaching methods that can be used to || |introduce and refine them. 34 - 39.Bouche, Jim. Bell (pp. Evaluating the efficacy of coaching efforts in thiscontext should include obtaining input from student athletes. In other words, beginning coachesshould be required to exhibit each competency but should be assessed lessstringently than expert coaches. Standardssuch as these can be used by secondary school administrators charged withevaluating a coach's performance; they serve as a clear framework foridentifying the key competencies that an effective coach (regardless of awin/loss record) should exhibit in the performance of his duties. ||(Source: National Association for Sport & Physical Education, 2 2, pp. 54) also states that "while there may be a certainawkwardness in having athletes evaluate their coach, there can be noargument about the potential usefulness of the result. Because coaches are more than classroom teachers,however, a set of standards against which performance can be evaluated hasbecome necessary. Theuse of standards of this type in both hiring and evaluation of football andother secondary school coaches demonstrates a commitment to raising thelevel of coaching expertise in order to provide the best possibleexperience for sport participants. "The Coaches Code of Conduct." 2 1. ||Standard |Organize, conduct and evaluate practice sessions with regard to||33 |established program goals that are appropriate for different || |stages of the season. When an evaluation is being conducted, it is important to measurethe coach's performance with respect to the stage at which the coach iscurrently located. 1) reported on the hiring process used by a Pennsylvaniahigh school. The NASPE Coaches Council (p. A focus onwinning as the primary determinant of coaching excellence tends to ignorethese other important coaching functions. 1) developed a Code of Conduct forcoaches that can also be useful in establishing a set of evaluationcriteria at the local school level. Figone (p. 38) claims that the study of expertise is relatively new tothe field of athletics and physical education. ||Standard |Demonstrate knowledge of the use and abuse of drugs and promote||21 |sound chemical health. Bell (p. ||Standard |Facilitate a unified medical program of prevention, care and ||7 |management of injuries by coordinating the roles and actions of|| |the coach and a National Athletic Trainers Association (NATA) || |certified athletic trainer with those of the physician. In other words, LaCicero (p. asp. Among these variables are such items asthe talent pool available in a school, the difficulty of the team'sschedule, administrative support for the football program, and the fullrange of human and other resources needed to field winning teams. ||Standard |Demonstrate skill in the prevention, recognition and evaluation||6 |of injuries and the ability to assist athletes with the || |recovery/rehabilitation from injuries that are generally || |associated with participation in athletics in accordance with || |guidelines provided by qualified medical personnel. Most coaches, says Masin (p.15), are hard-working, articulate, stimulating, and driven individuals.Though focused on winning, they must also be focused on developing positiveattitudes and high levels of self-esteem among their players. 19 - 2 ), effective football coaching ismore than winning games, awards for the program or for student athletes, oreven improving a win/loss record over time. This process - which has implications for evaluation after acoach has been hired - involves players, administrators, and booster clubs. 26)maintains that a number of actors should participate in this process.Included are school administrators, athletic directors, members of thecoaching staff, and players themselves. It shouldalso include observation by the evaluating administrator which focuses onthe interactions that take place between the coach and players on and offthe field. ||Standard |Be able to plan, coordinate and implement procedures for ||5 |appropriate emergency care. Consumer Product|| |Safety Commission, (USCPSC)]. ||Standard |Ensure that protective equipment is in good condition, fits ||2 |properly and is worn as prescribed by the manufacturer; ensure || |that equipment and facilities meet required standards [American|| |Society for Testing Materials, (ASTM) and U.S. 26 - 28.Figone, Albert G. ||Domain: Social/Psychological Aspects of Coaching ||Standard |Subscribe to a philosophy that acknowledges the role of ||22 |athletics in developing the complete person. In essence, the notion that a football coach should be evaluatedlargely (let alone primarily or solely) with respect to a win-loss recordhas been dismissed by professionals in the field. proper supervision, planning|| |and instruction, matching participants, safety, first aid and || |risk management. At the same time, it is important to recognizethat student athletes are only one of several groups who need to beinvolved in the evaluation process. Evaluating the performance of a high schoolathletic coach, including those whose focus is on football, is a task thatis equally complex (Figone, p. The National Associationfor Sport and Physical Education (NASPE) has long advocated the use ofcoaching standards as a basis for the evaluation of high school coaches(Sullivan, p. Good coaches wantto know how well they are coming across, what is working and what isn't,and what the players think of him." Players should therefore be anintegral part of the evaluation process, which should also include schooladministrators or principals, the athletic director (if the school has sucha professional on staff), members of the coaching staff, and (possibly)parents. While the school board and school administrators have the deciding vote ona new hire in the high school, other key actors are involved as well. ||Standard |Identify and interpret to co-coaches, athletes, concerned ||23 |others and the general public the values that are to be || |developed from participation in sports programs. "Evaluating High School Coaches - Perceptions of Coaches and Student Athletes." The Journal of Physical Education, Recreation and Dance, August 1993, 64 (6), pp. Attached as an appendix to the report is a "checklist"of attributes of the football or athletic coach that can be extremelyuseful in conducting a thorough-going evaluation. ||Standard |Provide instruction to develop sport-specific motor skills and ||16 |refer the athletes to appropriate counsel as needed. 54). ||Standard |Be sufficiently familiar with the basic principles of goal ||27 |setting to motivate athletes toward immediate and long range || |goals. ||Domain: Professional Preparation and Development ||Standard |Demonstrate organizational and administrative efficiency in ||36 |implementing sports programs, e.g. 45) takes the position that anumber of different strategies obtaining various types of insight arerequired in order to competently and thoroughly evaluate a coach'sperformance. ||Standard |Demonstrate effective motivational skills and provide positive,||25 |appropriate feedback. 84) conducted a study of 1 high school athletic coaches and1 student athletes. Coaches in the secondary school environment are required to assume avariety of roles - sports instructor, surrogate parent, counselor, rolemodel, and classroom teacher. Good football coaches are competent teachers as wellas excellent role models who have imparted valuable lessons about life andcharacter as well as athletic performance. | Works CitedBell, Martie. ||Standard |Identify and apply ethical conduct in sport by maintaining ||24 |emotional control and demonstrating respect for athletes, || |officials and other coaches. "The Development of Expertise." The Journal of Physical Education & Dance, February 1997, 68 (2), pp. Expertise appears to grow among football andother coaches in distinct and identifiable stages. 19) described the NASPE standards as categorized intoeight domains: a) injuries: prevention, care and management; b) riskmanagement; c) growth, development and learning; d) training, conditioningand nutrition; e) social and psychological aspects of coaching; f) skills,tactics and strategies; g) teaching and administration; and h) professionalpreparation and development. In 1995, NASPE took a giant step forward with thepublication of National Standards for Athletic Coaches. The educational tasks of coaches must not be overlooked in theevaluation process (NASPE Coaches Council, p. Kuga (p. 19) noted that administrators responsible for hiringand evaluating coaches can use the standards to define qualifications. ||Standard |Properly inform coaching assistants, athletes, and ||1 |parents/guardians of the inherent risks associated with sport || |so that decisions about participation can be made with informed|| |consent. 54) believes that above all, the evaluation of athleticcoaches must be systematic and must include input from administrators inthe school, the athletic director, the coaching staff, and possibly playersas well. 2||- 3). Figone (p.54), "good coaches are always interested in improving both their knowledgeand their way of coaching/teaching it." Evaluation is therefore somethingthat a secondary school football coach should embrace as a learningexperience that can lead to improved performance on and off the field. In discussing the evaluation of secondary school coaches, Herman Masin(p. Available At www.post-gazette.com/highschoolsports/2 2 519hscoach6. Football coaches are teachersand educators as well as tacticians and strategists capable of mounting aneffective performance on the field. ||Standard |Prevent exposure to the risk of injuries by considering the ||4 |effects of environmental conditions on the circulatory and || |respiratory systems when planning and scheduling practices and || |contests and implementing programs for physical conditioning. 29) contends that teachers and coaches who aim forexcellence must understand the qualities that place individuals at the topof human endeavor. ||Standard |Analyze human performance in terms of developmental information||15 |and individual body structure. The Code of Conduct also emphasizes the necessity ofremembering that competition should be healthy ad enjoyable for allparticipants (NASPE Coaches Council, p. 19 -2 .White, Mike. 2). According to Albert G. All too often, secondaryschool football and other coaches are tacitly evaluated with regard to alimited set of criteria - among which a win/loss record has tended topredominate. In other words, the NASPE (p. The difficult topic of identifying the elusivequalities of an expert football coach requires an understanding not only ofthe sports-centered knowledge needed for excellence, but the moreintangible aspects of coaching as a form of motivation and the empowermentof student athletes. This Code of Conduct emphasizes thenecessity of appropriate knowledge and preparation for coaching, thewillingness to serve as a role model, dedication to maintaining the healthand well-being of athletes, knowledge of risk management procedures, and acommitment to the values of honesty, integrity, fair play, andsportsmanship. ||Standard |Provide learning experiences appropriate to the growth and ||17 |development of the age group coached. In discussing the NASPE Standards (found in the Appendix of thisreport), Sullivan (p. Schempp (p. ||Standard |Demonstrate knowledge of proper nutrition and educate athletes ||2 |about the effects of nutrition upon health and physical || |performance. The 37 standards that are thus grouped into 8domains are defined by competencies that reflect the minimum centralskills, knowledge and attitudes that coaches should exhibit. 2). 44) argues that the responsibility offootball coaches, especially in the high school environment, extends beyondmere offensive and defensive football positions. "Molding the Young Football Player's Commitment to the Team Effort." Coach and Athletic Director, September 1999, 69 (2), pp. 84 - 88.LaCicero, Joseph. A combination of experience, practice, and knowledge isneeded to attain expertise. ||Domain: Risk Management ||Standard |Understand the scope of legal responsibilities that comes with ||9 |assuming a coaching position, i.e. According to Sullivan (pp. Garnering inputfrom all the stakeholders in the secondary school football program canenhance a lead evaluator's understanding of how the coach and hisperformance is perceived by those upon whom that performance impacts mostdirectly. ||Standard |Identify desirable behaviors (self-discipline, support of ||29 |teammates, following directions, etc.) and structure || |experiences to develop such behaviors in each athlete. "Saints and Sinners." Coach and Athletic Director, May-June 1999, 68 (1 ), pp. White (p. "Football Coaching: A Matter of Trust." Coach and Athletic Director, August 1999, 69 (1), pp. This measure is clearly inadequate because it reduces thetasks performed by a football coach to a single outcome measure which isshaped by a number of variables. 1) considered a number of discrete domains in whichcoaches must exhibit competence, knowledge, and skills. The study revealed that most scholars useevaluations to estimate coaching efficiency without allowing studentathletes to participate in such evaluations. In developing the attached set of standards for secondary schoolcoaches, the NASPE (p. In discussing who should evaluate coaches, Jim Bouche (p. The coach should realize that his primary duty is tocreate team synergy. Athletes are particularlyvaluable in identifying the degree to which coaches communicate effectivelyand motivate their players. Coaches move frombeginner status to competency and on to proficiency and finally, to expertstatus. It is important torecognize that these standards include the domains of thesocial/psychological aspects of coaching and teaching and administrationcompetencies. ||Standard |Understand the social and emotional development of the athletes||14 |being coached, know how to recognize problems related to this || |development and know where to refer them for appropriate || |assistance when necessary. "Developing Expertise in Teaching and Coaching." The Journal of Physical Education, Recreation & Dance, February 1997, 68 (2), pp. Clearly, these activities do not speak to thequestion of wins and losses or awards for star athletes. ||Domain: Training, Conditioning and Nutrition ||Standard |Demonstrate a basic knowledge of physiological systems and ||18 |their responses to training and conditioning.
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