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

Goal of Coaching and Sport Instruction Professions The goal is 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).

Figure 16.1 Chapter 16 - Hoffman (2005)

Comparing Sport Instruction and Coaching Responsibilities Instructors tend to spend relatively more of their time with instructional responsibilities: disseminating knowledge and molding student behaviors. Coaches spend more time on the supplemental responsibilities: recruiting, scouting, reviewing films, scheduling, budgeting, fundraising. Chapter 16 - Hoffman (2005)

Figure 16.2 Chapter 16 - Hoffman (2005)

Figure 16.3 Chapter 16 - Hoffman (2005)

Coaching and Sport Instruction Settings Community settings are 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). (continued) Chapter 16 - Hoffman (2005)

Coaching and Sport Instruction Settings (continued) Institutional settings High school and middle school settings College and university settings Other institutional settings Commercial sport settings For-hire by elite athletes

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, clubs, parent meetings, equipment purchase and maintenance May also coach in school and nonschool settings Chapter 16 - Hoffman (2005)

Community College Instructors Teach focused activity classes and classes in health, first aid, and CPR Master’s degree Chapter 16 - Hoffman (2005)

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. Chapter 16 - Hoffman (2005)

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 (continued) Chapter 16 - Hoffman (2005)

Up-Close Views of Coaching and Sport Instruction (continued) Youth sport coaches Coaching in institutional settings Coaching in middle and secondary schools Coaching in colleges and universities Coaching professional sports (continued)

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 Chapter 16 - Hoffman (2005)

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. Chapter 16 - Hoffman (2005)

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) Chapter 16 - Hoffman (2005)

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 or National Soccer Coaches Association of America (NSCAA) Chapter 16 - Hoffman (2005)

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 Chapter 16 - Hoffman (2005)

College and University Coaches Team and facility management, budgeting, recruiting, public relations, athlete eligibility Winning more important Differences between Division I, II, and III schools No national or state requirements—established name, college playing experience, coaching experience Chapter 16 - Hoffman (2005)

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 Chapter 16 - Hoffman (2005)

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 Note: Coaches may opt to receive training in sport psychology to assist when a sport psychologist is not present. Chapter 16 - Hoffman (2005)

Success Successful teaching and coaching require skills beyond scientific knowledge. Most successful teachers and coaches have developed communication, leadership, and organizational skills that enable them to develop a rapport with and create a sense of community among participants. Chapter 16 - Hoffman (2005)

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. (continued) Chapter 16 - Hoffman (2005)

National Federation of State High School Associations Coaches Code of Ethics (continued) Be knowledgeable of rules. Enhance sportsmanship. Respect officials. Be cordial. Do not exert pressure on faculty. Practice legal scouting. See full text on page 472 in the textbook or visit the NFHS Web site

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. Stay up-to-date and continue to advance your knowledge and training. Chapter 16 - Hoffman (2005)

Are You Suited for a Sport Instruction or Coaching Career? Which setting are you interested in coaching (community, commercial, institutional)? What athletes do you want to work with (youth, skilled, specialized)? Do you have an entrepreneurial spirit? (continued) Chapter 16 - Hoffman (2005)

Are You Suited for a Sport Instruction or Coaching Career? (continued) Are you good at dealing with people? Are you an effective communicator? Are you a leader? Can you plan and organize? (continued)

Are You Suited for a Sport Instruction or Coaching Career? (continued) Can you engage in strategy? Do you have good judgment? Are you happy with success and failure? Are you comfortable with others’always evaluating you? Can you look beyond win–loss records? Chapter 16 - Hoffman (2005)