Coaching Education

1. Coaching Education The need for Coaching Education for all coaches.

2. Why do we need Coaching Education? • Accountability in education. Parents and administrators demand more. • Teacher/Coaches diminishing. More outside coaches are being hired. • Teachers/doctors/lawyers are certified. Coaches who influence millions of youth are not. • Being a former player qualifies one to play, not to coach. Coaches require specialized skills to teach and relate with players and the community. • Nationally certified coaches are better equipped to deal with athletes, parents, administrators, and staff.

3. Coaching: Art or Science? • …the expert coach is someone who can make appropriate decisions within the constraints of their coaching practice, reinforcing the belief that coaching is a cognitive activity. (Lyle, 1999) • Many coaches attribute their development of coaching knowledge to their own experience and observing experienced coaches (Gould, Guinan, Greenleaf & Chung, 2002; Cushion, Armour & Jones, 2003). • It is also imperative that the notions of continuing development or “lifelong learning” become more accepted within sport coaching. (Nash, Collins, 2006)

4. National Association for Sport and Physical Education • National Standards for Sport Coaches • 8 Domains of what quality coaches should know, value, and be able to do. • Developed in 1995 • Revised in 2006 • Revised with help from: • US Olympic Committee, Federation of State High School Associations, National Council for Athletic Training, National Council of Secondary School Athletic Directors

5. 8 Domains for Quality Sport Coaches • Philosophy and Ethics • Safety and Injury Prevention • Physical Conditioning • Growth and Development • Teaching and Communication • Sport Skills and Tactics • Organization and Administration • Evaluation

6. Philosophy and Ethics • Develop and implement an athlete-centered coaching philosophy. • Identify, model, and teach positive values learned through sport participation. • Teach and reinforce responsible personal, social, and ethical behavior of all people involved in the sport program. • Demonstrate ethical conduct in all facets of the sport program.

7. Safety and Injury Prevention • Prevent injuries by providing safe facilities. • Ensure that all necessary protective equipment is available, properly fitted, and used appropriately. • Monitor environmental conditions and modify participation as needed to ensure the health and safety of participants. • Identify physical conditions that predispose athletes to injuries. • Identify psychological implications of injury.

8. Physical Conditioning • Design programs of training, conditioning, and recovery that properly utilize exercise physiology and biomechanical principles. • National Strength and Conditioning Association’s Fly Solo program for high school coaches. • Teach and encourage proper nutrition for optimal physical and mental performance and overall good health. • Be an advocate for drug-free sport participation

9. Growth and Development • Apply knowledge of how developmental change influences the learning and performance of sport skills. • Facilitate the social and emotional growth of athletes by supporting a positive sport experience. • Provide athletes with responsibility and leadership opportunities as they mature.

10. Teaching and Communication • Develop and monitor goals for the athletes and the program. • Organize practice based on an annual practice plan to maintain motivation, manage fatigue, and allow for peak performance. • Utilize appropriate instructional strategies to facilitate athlete development and performance. • Teach and incorporate mental skills to enhance performance and reduce sport anxiety. • Use effective communication skills to enhance individual learning, group success, and enjoyment in the sport experience. • Demonstrate and utilize appropriate and effective motivational techniques to enhance athlete performance and satisfaction.

11. Sport Skills and Tactics • Know the skills, elements of skill combinations, and techniques associated with the sport being coached. • Identify, develop, and apply competitive sport strategies and specific tactics appropriate for the age and skill levels of the participating athletes. • Use scouting methods for planning practices, game preparation, and game analysis.

12. Organization and Administration • Demonstrate efficiency in contest management. • Be involved in public relation activities for the sport program. • Manage human resources for the program. • Facilitate planning, implementation, and documentation, of the emergency action plan. • Manage all information, documents, and records for the program.

13. Evaluation • Implement effective evaluation techniques for team performance in relation to established goals. • Use a variety of strategies to evaluate athlete motivation and individual performance as they relate to season objectives and goals. • Utilize an objective and effective process for evaluation of self and staff.

14. International Coaching Education • UK close to establishing a national ‘License to Coach’ certification process. • Canada established a National Coaching Certification Program. • The Australian Sports Commission (ASC) is the Australian Government body that manages, develops, and invests in sport at all levels.

15. References • Lyle, J. (1999). The coaching process: an overview. In N. Cross & J. Lyle (Eds.) The Coaching Process: Principles and Practice for Sport. Oxford: Butterworth Heinemann. • Massengale, J. Journal of Teaching in Physical Education Spring 1984, Vol. 3 Issue 3, p6. • Nash, C., Collins, D. Quest Nov2006, Vol. 58 Issue 4, p465 13p. • National Association for Sport and Physical Education (2006). Quality coaches, quality sports: National standards for sport coaches (2nd ed.). Reston, VA: Author.