2. Coach Mike Davis September 2014 Vs. The Importance of Coaching Education

3. Philosophy and Ethics The Good Coach knows his/her philosophy of coaching and can tell you what their standards are for coaching. Standard 1 - Develop and implement an athlete-centered coaching philosophy. Standard 2 - Identify, model, and teach positive values learned through sport participation. Standard 3 - Teach and reinforce responsible personal, social, and ethical behavior of all people involved in the sport program. Standard 4 - Demonstrate ethical conduct in all facets of the sport program.. The Not-as-Good Coach may struggle with consistency, favoritism, discipline, and team unity because he/she does not exhibit direction that players can buy into and rely upon.

4. Safety and Injury Prevention The Good Coach puts athlete’s safety ahead of wins. Standard 5 - Prevent injuries by providing safe facility. Standard 6 - Ensure that all necessary protective equipment is available, properly fitted, and used appropriately. Standard 7 - Monitor environmental conditions and modify participation as needed to ensure the health and safety of participants. Standard 8 - Identify physical conditions that predispose athletes to injuries. Standard 9 - Recognize injuries and provide immediate and appropriate care. Standard 10 - Facilitate a coordinated sports health care program of prevention, care, and management of injuries. Standard 11 - Identify and address the psychological implications of injury. The Not-so-Good Coach values the temporary value of a victory over the long-term consideration of player’s health and well being.

5. Physical Conditioning The Good Coach knows that there is more to winning than just playing the game. Standard 12 - Design programs of training, conditioning, and recovery that properly utilize exercise physiology and biomechanical principles. Standard 13 - Teach and encourage proper nutrition for optimal physical and mental performance and overall good health. Standard 14 - Be an advocate for drug-free sport participation and provide accurate information about drugs and supplements. Standard 15 - Plan conditioning programs to help athletes return to full participation following injury. The Not-as-Good Coach may neglect proper training techniques and focuses only upon actual play.

6. Growth and Development The Good Coach considers a players physical capabilities and emotional personality. Standard 16 - Apply knowledge of how developmental change influences the learning and performance of sport skills. Standard 17 - Facilitate the social and emotional growth of athletes by supporting a positive sport experience and lifelong participation in physical activity. Standard 18 - Provide athletes with responsibility and leadership opportunities as they mature. The Not-as-Good Coach may push players too far beyond their physical limitations and may give them responsibilities that they may not be ready to handle.

7. Teaching and Communication The Good Coach communicates well with players, parents, and coworkers. Standard 19 - Provide a positive learning environment that is appropriate to the characteristics of the athletes and goals of the program. Standard 20 - Develop and monitor goals for the athletes and program. Standard 21 - Organize practice based on a seasonal or annual practice plan to maintain motivation, manage fatigue, and allow for peak performance at the appropriate time. Standard 22 - Plan and implement daily practice activities that maximize time on task and available resources. Standard 23 - Utilize appropriate instructional strategies to facilitate athlete development and performance. Standard 24 - Teach and incorporate mental skills to enhance performance and reduce sport anxiety. Standard 25 - Use effective communication skills to enhance individual learning, group success, and enjoyment in the sport experience. Standard 26 - Demonstrate and utilize appropriate and effective motivational techniques to enhance athlete performance and satisfaction. The Not-as-Good Coach dictates to players, ignores parents, and may be an unknown to other faculty members.

8. Sports Skills and Tactics The Good Coach teaches basic skills first then leads the players into advanced skills as they are able. Standard 27 - Know the skills, elements of skill combinations, and techniques associated with the sport being coached. Standard 28 - Identify, develop, and apply competitive sport strategies and specific tactics appropriate for the age and skill levels of the participating athletes. Standard 29 - Use scouting methods for planning practices, game preparation, and game analysis. The Not-as-Good Coach will try to implement trick plays and fancy strategy even though the players do not have the skill sets to execute these plays.

9. Organization and Administration The Good Coach knows how to manage their time on and off the field. They arrange contests, plan fundraising, and keep track of team affairs so that they can respond to almost any issue that may arise. Standard 30 - Demonstrate efficiency in contest management. Standard 31 - Be involved in public relation activities for the sport program. Standard 32 - Manage human resources for the program. Standard 33 - Manage fiscal resources for the program. Standard 34 - Facilitate planning, implementation, and documentation of the emergency action plan. Standard 35 - Manage all information, documents, and records for the program. Standard 36 - Fulfill all legal responsibilities and risk management procedures associated with coaching. The Not-as-Good Coach found out that failing to plan is planning to fail. They got off to a great start but as the season wore on, the coach got bogged down trying to figure out where everything was.

10. Evaluation The Good Coach communicates with players to establish team and individual goals and provides players critiques so they understand where and how they can improve. Standard 37 - Implement effective evaluation techniques for team performance in relation to established goals. Standard 38 - Use a variety of strategies to evaluate athlete motivation and individual performance as they relate to season objectives and goals. Standard 39 - Utilize an effective and objective process for evaluation of athletes in order to assign roles or positions and establish individual goals. Standard 40 - Utilize an objective and effective process for evaluation of self and staff. The Not-as-Good Coach may judge the team and players based solely on wins and statistics. Basing your success or failure only on this criteria is a recipe for failure.

11. References Davis, Michael E. (2006) www.kidznsports.com Hammermeister, Jon J.,(2010) Cornerstones of coaching, Traverse City, MI: Cooper Publishing Group, LLC McMillan, D.J., Moore, J.H., Hatler,B.S., and Taylor, D.C., ( 2006) Dynamic vs. static stretching warm-up, Journal of Strength and Conditioning Research, Vol. 20, (Issue 3) pp. 492-499 University of Wisconson Whitewater (2014). NASPE Coaching Standards. Retrieved from http://www.uww.edu/coeps/departments/hperc/undergrad/ace/naspe-coach-stand http://www.uww.edu/coeps/departments/hperc/undergrad/ace/naspe-coach-stand White, P.E., Otago, L., Saunders, N., Romiti, M., Donaldson, A., Ullah, S., and Finch, C.F. (2014) Ensuring implementation success: how should coach injury prevention education be improved if we want coaches to deliver safety programmes during training sessions? British Journal of Sports Medicine, Vol. 48, (Issue 5) pp 402-403 Note: Quote used of Grant Teaff, President of AFCA. I know he made this quote at an AFCE convention. However I was unable to find the exact source.