1. Chapter 16 Careers in Coaching and Sport Instruction
Shirl J. Hoffman and Joseph A. Luxbacher

2. Goal of Coaching Professions
To help participants in activity settings develop and maintain a modest to high level of motor skill performance and fitness.
This goal is reached through well-designed practice and conditioning sessions that involve explanation, instruction, and verbal and visual feedback (replays and demonstrations).

3. Figure 16.1
Chapter 16 - Hoffman (2005)

4. Figure 16.2
Chapter 16 - Hoffman (2005)

5. Comparing Sport Instruction and Coaching Duties
Instructors tend to spend relatively more of their time with on-task duties: disseminating knowledge and molding student behaviors.
Coaches spend more time on the off-task duties: recruiting, scouting, reviewing films, scheduling, budgeting, fund-raising.
Chapter 16 - Hoffman (2005)

6. Figure 16.3
Chapter 16 - Hoffman (2005)

7. Sport Coaching and Instruction
The acts of sport coaching and sport instruction are more similar than distinct, but the professions of sport coaching and sport instruction are more distinct than similar.
Chapter 16 - Hoffman (2005)

8. Coaching and Sport Instruction Settings
Community settings
Civic minded in principle; first goal is improvement of the social, physical, and moral development of the local community through physical activity. The reality is that many volunteer coaches focus on winning (even at all costs).
Institutional settings
High school and middle school settings
College and university settings
Other institutional settings
Commercial sport settings
For-hire by elite athletes
Chapter 16 - Hoffman (2005)

9. K–12 Teachers
Instruction in motor skills, sport strategies, fitness, healthy lifestyles
Bachelor’s degree or higher plus state teaching licensure
Many secondary responsibilities
Grading, workshops, parent meetings, equipment purchase and maintenance
May also coach in school and nonschool settings
Chapter 16 - Hoffman (2005)

10. Community College Instructors
Teach focused activity classes and classes in health, first aid, and CPR
Master’s degree
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11. University and Colleges
Positions and responsibilities vary depending on the size and focus of athletics at the institution
Larger four-year institutions: coaching is the primary (and often only) responsibility
Smaller four-year institutions and community colleges: coaching is a secondary duty and is one of many held by each individual coach
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12. Up-Close Views of Coaching and Sport Instruction
Community physical activity program instructors
Community youth sport development leaders
Adult and older adult sport leaders
Education and certification of community youth sport instructors
Professional sport instructors
Certification and education of professional sport instructors
Coaching
Youth sport coaches
Coaching in institutional settings
Coaching in middle and secondary schools
Coaching in colleges and universities
Coaching professional sports
(continued)
Chapter 16 - Hoffman (2005)

13. Up-Close Views of Coaching and Sport Instruction (continued)
Certification and continuing education of coaches
Certification of youth sport coaches
Education and certification of middle and high school coaches
Ethics and coaching
Sport psychologists
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14. Nontraditional Settings
Traditional educational settings are not the only place a person can teach physical activity. Many community organizations and nonprofit agencies are in need of physical activity teachers to provide good instruction.
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15. Settings for Coaching
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16. Teaching Professionals
Offer services—private or group lessons—solely in an activity of their expertise
More similar to coaches than any other kind of teachers
Swim instructor, golf pro, tennis pro
Certification needed in some sports (PGA, LPGA)
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17. Community Coaches Volunteer positions
Coach practices and weekly games, attend coaches’ meetings
Teach basic skills, teach rules of the game, keep game stats
American Sport Education Program (ASEP) or National Federation of State High School Associations (NFHS) certification
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18. Secondary Public School Coaches
Primarily teach; receive stipend for coaching
Teach physical skills; keep stats; schedule practices, games, tournaments; manage equipment; arrange transportation; raise funds
NASPE National Standards for Athletic Coaches
ASEP or NFHS certification
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19. College and University Coaches
Team and facility management, budgeting, recruiting, public relations, athlete eligibility
Winning more important
Differences between Division I and III schools
No national or state requirements—established name, college playing experience, coaching experience
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20. Professional Sport Coaches
Many nonteaching and noncoaching duties: administration, recruitment, media appearances
Employment retention depends on producing a winning team
No national or state requirements—established name
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21. Sport Psychologists Trained practitioners
Clinical
Educational
Teach athletes mental imagery, relaxation, goal setting, self-talk, concentration for purpose of performance enhancement
No national certification requirements
AAASP-certified consulting program
Coaches may opt to receive training in sport psychology to assist when a sport psychologist is not present.
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22. Success
Successful teaching and coaching require skills beyond scientific knowledge. Most successful teachers and coaches have people skills that enable them to develop a rapport with, and create a sense of community among, participants.
Chapter 16 - Hoffman (2005)

23. National Federation of State High School Associations Coaches’ Code of Ethics
Develop character.
Be honorable.
Take an active role in prevention of substance abuse.
Avoid use of alcohol and tobacco in athletes’ presence.
Promote entire interscholastic program.
Be knowledgeable of rules.
Enhance sportsmanship.
Respect officials.
Be cordial.
Do not exert pressure on faculty.
Practice legal scouting.
See full text on page 469 in the textbook or visit the NFHS Web site:
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24. Advice for Coaching and Sport Instruction Students
Are you really suited?
Lay out a plan:
Identify opportunities to take coaching courses.
Seek coaching experience.
Be a voracious reader of materials related to the sport.
Build a network of active coaches (begin NOW).
Work on perceived weaknesses.
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25. Are You Suited for a Sport Instruction or Coaching Career?
Which setting (community, commercial, institutional)?
What athletes (youth, skilled, specialized)?
Do you have an entrepreneurial spirit?
Are you good at dealing with people?
Are you an effective communicator?
Are you a leader?
Can you plan and organize?
Can you engage in strategy?
Are you organized?
Do you have good judgment?
Are you happy with success and failure?
Are you comfortable with others’ evaluating you always?
Can you look beyond win–loss records?
Chapter 16 - Hoffman (2005)