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Conducting Coaching Evaluations within Education-based Athletics

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Presentation on theme: "Conducting Coaching Evaluations within Education-based Athletics"— Presentation transcript:

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:
Thank you and have a great conference!

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