1. Conducting Coaching Evaluations within Education-based Athletics
Dr. David Hoch, CMAA
Director of Athletics - retired
April 27, 2012
MSADA Conference

2. Coaching Evaluations in Education-based Athletics
Education-based athletics is a student-centered philosophical concept
Involves educational, life-long values & qualities
Winning is not ‘the only or ultimate outcome!’

3. If winning isn’t Everything, what Outcomes are more important?
Life-long lessons: Perseverance, teamwork, sportsmanship, etc.
Teachable moments; community service
And coaches have direct contact & impact with your athletes
Is this what you look for in evaluations? Or is it wins/loses?

4. What are the Goals or Philosophy of your Program?
What’s important to your program? What type of coach do you want?
Someone who buys into Education-based Athletics
Qualities: Teacher, positive, enthusiastic, encouraging, role model …
This is what you evaluate
Or …is there a disconnect?

5. What about Winning?
Coaches should plan, prepare & have players strive to win
Winning based upon formula:
60-65% athletic ability
20-25% coaching
10-20% lack of injuries, realistic schedule, weather & luck
Do you hire & evaluate for winning? Or based upon Education-Based Athletics?

6. Final word on Evaluating Coaches based upon wins:
Please read the NFHS Report in the January 2011 issue of High School Today, p. 1
Can’t find your copy, go on-line:

7. Part the Coach plays:
Prepare athletes with sound instruction – can evaluate this
Provide positive encouragement – can evaluate this
Teach life-long values and skills – can evaluate this
Promotes academics – can evaluate this
Role model – can evaluate this

8. Important to Understand the Purpose of the Evaluation Process
It should not exist to only aid in the termination of a coach
Detail an area which needs improvement with specific suggestions
Provide a blueprint for growth & development
AND highlight positive contributions – not wins!!!

9. Process vs. Instrument
Evaluation form is merely the tool; often it is a standardized document which you have to use
Think Process: What is ultimately the goal of the coaching evaluation?
What do you want to accomplish? Or … What should you accomplish through the process?

10. First Steps for Evaluations:
Pre-season coaches’ meeting present expectations; detailed agenda – copy for accountability
Letter of Expectations for all coaches – tailored & specific to your situation
Coaches’ Handbook, job description, etc.
Specific written expectations for ‘challenging coaches;’ keep copy on file

11. Explain Evaluation Process to Coaches:
Agenda item at pre-season coaches’ meeting
Thoroughly cover the purpose
Give rationale for a few of the items on your form – give examples
Supply written examples if possible; a matrix if you will
Goal – coaches understand & buy into process. Not a threat!

12. During the Season Paper & pen in back pocket
Walk by/visit practice sessions & games
Observe (like teacher’ observations) drill organization
Interaction with athletes
Is there ‘good activity?’

13. During the Season cont. …
Look for positives; the negatives will fall into your lap
Make notes
Date & slip into seasonal file
Memory will fade until you write evaluation

14. Accountability and Documentation
All coaches should be held accountable; not a negative concept
Documentation is a key component
Especially important for a challenging coach
Two types of problematic coaches: Entrenched & High Maintenance

15. Entrenched Coaches: May have winning seasons & community support
Hasn’t changed or improved in years
Status quo
Does not meet the needs of the athletes & program

16. High Maintenance Coaches
Relates poorly with athletes, parents or other coaches
May be a disruptive force
Negligent with paperwork, meetings & meeting deadlines
May be abusive with officials, athletes …
Fails to follow policies & procedures

17. Coach’s Checklist Quick & easy – write name & date
Make photocopy for file!!!
Everyone occasionally forgets – throw away at end of season
But for critical problems – you have documentation

18. E-mail for Documentation
To individuals – has time & date
Distribution list – all coaches
Keep copy on file
Be careful of phrasing & content – plan & proof read1st

19. Steps for your ‘Process:’
All coaches do a self-evaluation; great insight/start for conversation
Same form – may use “NA” where appropriate
Head coaches evaluate assistants & JV coach – same form
Extra information sheet: What have you done for our athletes that I don’t know about

20. Steps continued …
As AD, read all forms – self-evaluation, by head coach
Review my notes from practices & games
Combine into one final copy
On average – takes approximately 2 hours per coaching evaluation

21. Do you take Input from Athletes and/or Parents?
Philosophically, do you survey athletes & parents?
A caution: Parental love overrides logic & reason
Do athletes or parents have an agenda or distorted perception?
Example of student evaluations of college professors

22. Value of Narrative Section
Fit recommended improvements for all coaches in-between positive aspects
Can’t give raises, but can praise!!!
Let coaches know you appreciate their efforts
Use Extra Information Sheet!
Mention all the extra contributions or accomplishments: completion of coaching courses, help athletes with college recruiting, …

23. The Narrative & Challenging Coaches
Be clear listing problems
Give specific recommendations for improvements
Provide a time line for improvements
Try to provide a common ground incentive / goal: Continuing in position

24. Remediation ideas Specific recommendations to help coach improve
Required to take NFHS Fundamentals of Coaching Course
Or … NFHS Engaging Effectively with Parents Course & the free Sportsmanship Course
Community College – Time Management Course or Anger Management
Shadow successful coach

25. To Meet or Not to Meet – that’s the Question
In past – scheduled 30 minute meetings
With a coaching staff of 65 … do the math
One coach suggested an alternative – have followed it since
Only meet if coach wants to meet; or for the 2-3 which I ‘request’ a meeting

26. Script for meeting with Challenging Coach:
Give copy to coach – keeps from deviating from topics
IF coach raises new issues: “I’ll make note of it & can discuss in the future”
Script = preparation
Make notes on script & keep on file!

27. Tips for Meetings with Difficult Coaches:
Focus on coach’s behavior / problems & not personality
Calm & under control
Always remember purpose of meeting
Involve 3rd party if needed

28. Rhetorical / Philosophical Question: Do you evaluate differently for positions impossible to fill?
Some sports are next to impossible finding coaches – which in your area?
Are you as critical with these positions?
If these coaches leave – what do you do?
Use softer tone in evaluation?

29. At what point do you terminate?
When health & safety of athletes may be affected
When coach’s behavior affects the future of the sport
When the image or reputation of the school / athletic program are negatively affected
When you have exhausted every effort to help a coach & there is no indication of attempts to improve

30. Remember … Helping coaches to develop and grow is our responsibility
An evaluation process provides the blueprint
Better coaches benefit our athletes and programs

31. If you have questions: E-mail: DavidHochretAD@gmail.com
Thank you and have a great conference!