BUILDING EXCELLENCE THROUGH HIGH EXPECTATIONS AND RELATIONSHIPS COACH JOHN CARROLL OCEANSIDE HIGH SCHOOL

CIF Introduction

OCEANSIDE HIGH SCHOOL FOCUS ON RELATIONSHIPS

DATA TARDIES

DATA REFERRALS

DATA SUSPENSIONS

THE USE OF ATHLETICS TO BUILD A CULTURE OF EXCELLENCE NUMBER OR % OF STUDENTS AND ATHLETES ON CAMPUS 30-50% of your students play sports for your school ACADEMIC AND ATHLETIC COMPATABILITY Coexists separately, contrary, or conflict, or symbionic Excellence anywhere reflects everywhere Expect and demand excellence in all things students, staff, programs Belongs on campus and not in club community 54% more likely to quit if pay to play Front porch/ school name in newspaper/news Create an environment that proudly promotes academics and all co-curricular activities CO-EXIST SEPARATELY, CONTRARY OR CONFLICT, OR SYMBIOTIC (Done Right) not extra-curricular but co-curricular

THE VALUE OF ATHLETICS ON A HIGH SCHOOL CAMPUS WHAT ATHLETICS CAN DO FOR YOUR SCHOOL (Done Right) Studies: Department of Education University of Minnesota Aspen Institute Journal of Sport Admin and Supervision University of Kansas NFHSA

WHAT ATHLETICS CAN DO FOR YOUR SCHOOL CHANGE ACADEMIC AND SOCIAL PREDISPOSITION IMPACT-

Sports can have the greatest impact on individuals on your campus (multiple sports or year round training): 1. Better Attendance (ADA, stay current in course) 2. Higher Graduation Rate (lower drop out rate) 3. Higher GPA vs. non athlete 4. Higher % attend college 5. Higher scores on assessment tests (all-subject areas) * not necessarily better intelligence, but better students, scored lower on SAT’s 6. Better social-emotional control, less discipline (highest testosterone or most physical students)

INTERVENTIONS At-Risk Intervention: studies showed higher GPA’s of athletes vs non- athletes, but also showed that students participating in sports who were removed for academic reasons (no pass/no play), where less likely to improve their grades. GPA and graduation rates all went down with forced ineligibility. (create interventions and probationary periods for struggling athletes) Achievement Gap: athletic participant GPA’s were higher in all ethnic groups: however African-American students had a smaller % increase. However with regard to graduation rates: African-American student athletes were at 97% compared to 79% for non-athletes. Hispanic students were at 95% and 85% graduation rates (Kansas 2008-09)

ARTICLE: FOOTBALL SAVED MY LIFE

WHAT ATHLETICS DID FOR ME… Roberto Wallace Oceanside High SDSU NFL

WHY? HOW? - DONE RIGHT A TEACHER CAN EXPECT, A COACH CAN DEMAND- IT’S ALL ABOUT THE RELATIONSHIP AND CONTROL OVER THE EXPECTATIONS Coach’s Ability to Demand of a student-athlete: What a coach can instill (coach spends more time with students than any other adult- parent - teacher) Create an anchor that motivates school success for those without inherent motivation

BE ATTITUDES Be on-time Be in class everyday Be prepared Be at your best Be accountable Be respectful

WHY? HOW? - DONE RIGHT 4-D’s Desire Determination Dedication Discipline 4-P’s: Persistence, Perseverance, Patience, Practice Good is good, but great is GREAT- CHOOSE GREAT Weekly or monthly discussions on elements of the above create delivery mechanism

QUOTE “A coach will impact more people in a year, than the average person does in a lifetime.” -Billy Graham Good or Bad- everyone remembers their coach

WHAT YOU CAN DO Hire a teacher-coach: takes 2 (or more) for education to occur (qualified teacher and willing student) Provide coach with in-service training opportunities and expectations, same as you would for a teacher: Continued growth: Conferences Clinics Program visitations Connect with coaching role-models Professional observations and feedback

Shared passion for school excellence and pride 3. Foster Trust and loyalty (2 way street) – Shared passion for school excellence and pride The coach-player relationship: money in bank/withdraw The coach-coach peer relationship - respect The coach-faculty and staff relationship- work together The coach-admin relationship- open door/support The coach-parent relationship- support The coach-community relationship- advocate The player-teacher relationship- teacher pleaser The player-player peer relationship- lead/follow/support The player-general student relationship- admire

Provide coach with a vision for athletics: FAMILY WHAT YOU CAN DO Provide coach with a vision for athletics: FAMILY Not winning or losing, but demanding excellence: Able to achieve success in defeat as well as in victory

CHARACTERISTICS OF A RELATIONSHIP LEADING TO ACHIEVING EXCELLENCE All work both ways 1. Loyalty 2. Trust 3. Accountability 4. Respect 5. Care and Concern *One-to-one, one-to-group *Takes time to develop – start with 9th graders

DISCUSSION Explore the student responses at your table. Discuss what resonates with you. In what ways are you fostering positive relationships and high expectations in your program or school?

WHAT ELSE CAN I DO? Open door relationship with coaches: “What can I do to help?” attitude Show you care: Be there! Encourage freshmen students to participate in after school activities: get more involved, promote an anchor Create campus culture of celebrating success (small victories and big championships): assemblies, lunch activities Signs on campus, in offices, classrooms, marque, announcements If you want to be best, act like you are the best! Have your coaches back, including parents and fans

EXPECTATIONS – BEHAVIORS - CONTRACTS On field: on court, on mat, in game, and in practice Off field: in class, on campus, and in community Don’t create a list of do’s and don’ts (you can never get them all) Work from simple concept: Do what, where, when, how, with whom, that you are supposed to do, to the best of your ability. When you fail, admit fault, make amends and get back on track. Don’t expect angels. Take where they are and work to improve. It’s a process and destination, not immediate result. Disagree with the “earned privilege” approach Identify areas of needed improvement and work with student and parent to make improvements. Use daily time management logs and personally designed contracts, including the parent, with rewards and consequences.

WHAT IS IN IT FOR THE STUDENT – ATHELETE? IF DONE RIGHT: Educate the whole person Our students are more than “just a brain” Memories Shared experiences creating life lasting relationships and bonding Sports is a universal language, breaking down ALL barriers

WHAT IS IN IT FOR THE STUDENT-ATHELETE? IF DONE RIGHT: Self worth Self confidence Self sacrifice Connection with the school and community A part of something bigger than self Better job and better pay Develop qualities employers are looking for

SOFT SKILLS Goal oriented Critical thinking * Working under pressure * Accept and improve through criticism and praise* Time management Active listening Competitive: winners and losers* Adaptability: ability to make adjustments Developing interpersonal relationships with diverse personalities*

Patient work ethic: delayed gratification* SOFT SKILLS Communication Emotional control Patient work ethic: delayed gratification* Leadership skills: lead and follow* Perseverance Applied judgement Teamwork/cooperation: find your role*

UNDERSTAND YOUR COACH “Congratulations, enjoy the weekend” Time commitment Appreciate self - family sacrifice Know needs: appreciated, supported, and valued Human being, not a robot The personal impact of failure

TAKE AWAY QUESTIONS Are you clearly communicating your objectives to students and coaches? Are you settling with low expectations of your programs and people? Are walk-on’s running some of your most influential programs? Do they have regular contact with kids and staff? Do you have a “program” or just fielding teams?