Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin CHAPTER 12 Teaching and Coaching Careers in Physical Education and Sport

2 Teaching and Coaching Careers What are the advantages and disadvantages of pursuing a teaching career? What are the similarities and differences between teaching and coaching? What is the effect of burnout on teachers and coaches?

3 Teaching Careers School and non-school settings offer many different opportunities to teach people of all ages. What are some of the reasons that people go into the teaching profession? What are your reasons for entering the teaching profession?

4 Benefits Drawbacks  Salary  Teach diverse activities  Offers job tenure  Intrinsic rewards  Opportunity to coach  Lack of financial support  Inadequate facilities  Discipline problems  Overpopulated classes  Non-subject related duties (lunch duty, etc.) Benefits & Drawbacks

5 Benefits Drawbacks  Clients are voluntary  Opportunity to specialize in an area  Variety of settings  Lack job security  Various work hours  Salary could be dependent on number of clients Benefits & Drawbacks Non-school Setting

6 INTASC Competencies Content knowledge Diverse learners Instructional strategies Motivation Active engagement Positive learning environment Planning Assessment strategies Systematic reflection Professional development Learning community

7 NASPE Beginning Teacher Standards Content knowledge Growth and development Diverse learners Management and Motivation Communication Planning and Instruction Learner Assessment Reflection Collaboration Technology

8 High Quality Programs (NASPE) Help students develop health-related fitness, physical competence, and cognitive understanding of the many different facets of physical activity. Focus on meeting the developmental needs of students and developing the skills, knowledge, and attitudes essential to adopting a healthy and physically active lifestyle Essential features  opportunity to learn  incorporation of meaningful content  appropriate instruction.

9 Conducting Quality Programs Opportunity to learn  Qualified, physical education specialists who can skillfully implement developmentally appropriate physical education program  Sufficient instruction time  150 minutes/week elementary level  225 minutes/week middle and high school level  Adequate facilities and equipment

10 Conducting Quality Programs Meaningful content sequenced and organized  Variety of motor skills  Fitness education  Enhancement of learning in three domains  Helps students incorporate regular physical activity into their lives

11 Conducting Quality Programs Provision of appropriate instruction Inclusion of all students in developmentally appropriate physical activity Physical activity is valued for it’s contribution to health and life Assessment of student learning conducted on a regular basis

12 Developmentally Appropriate Physical Activity Experiences Curriculum Development of movement concepts and fundamental skills Cognitive development Affective development Concepts of fitness Physical fitness tests Calisthenics Fitness Assessment Regular involvement Active participation Activities Equity Success rate Time Facilities Equipment

13 Teaching Responsibilities Instructional Tasks (related directly to teaching)  Explaining or performing a skill, or strategy, and evaluating students’ performances. Managerial Tasks (related to the administration of class)  Taking attendance, dealing with discipline problems, supervising the locker room, handling equipment. Institutional Tasks (related to the setting in which teaching occurs)  Hall duty, lunch room supervision, attend curriculum and department meetings, conduct parent-teacher conferences.

14 School Setting Non-School Setting PreK-12 (public or private) Higher education  Basic instruction  Professional Preparation Adapted physical education Clubs Community organizations Centers for the elderly Resorts Military Teaching Careers

15 Teaching Certification Each state has minimum requirements that prospective teachers must reach before they become legally certified to teach. Complete standardized tests  general knowledge  communication skills  professional knowledge  specialty area (physical education or health, etc.) Public schools require certification, but private and non-school settings may not.

16 Adapted Physical Education National Standards Human development Motor behavior Exercise science Measurement & evaluation History & philosophy Unique attributes of learners Curriculum theory and development Instructional design & planning Teaching Consultation & staff development Student & program evaluation Continuing education Ethics Communication

17 Coaching Responsibilities  Instructional: conducting practice, coaching a game  Managerial: recording statistics, dealing with equipment, giving interviews, recruiting  Institutional: teaching or department duties/meetings  Represent organization  Counseling athletes  Professional development at clinics/conventions

18 Benefits Drawbacks  Intrinsic rewards  Excitement of winning  Respect  Satisfaction of giving one’s best  Help athletes learn  Long hours  Salaries vary greatly  High turnover rate  Pressure to win  Role conflict  Burnout Benefits and Drawbacks of Coaching

19 Securing a Coaching Position Requires expertise gained through:  Playing experience  Attending clinics and workshops  Being an official in your sport  Taking advantage of certification/licensing programs May require teaching certificate or master’s degree Consider gaining expertise in a second sport to increase marketability. Gain practical experience.

20 NASPE Domains of Coaching Competency Philosophy and ethics Safety and injury prevention Physical conditioning Growth and development Teaching and communication Sports skills and tactics Organization and communication Evaluation

21 Coaching Certification Programs American Sport Education Program (ASEP)  Training in coaching the young athlete, coaching principles, sports first aid, drugs and sport, and teaching sport skills. National Youth Sport Coaches Association (NYSCA) Program for Athletic Coaches Education (PACE)

22 Burnout Defined: Overwhelming exhaustion, feelings of cynicism and detachment from the job, and a sense of ineffectiveness and lack of accomplishment. Causes:  Lack of administrative and community support  Lack of input  Inadequate salaries for large teaching loads  Large classes, discipline problems  Absence of opportunities for professional and personal growth  Teacher-coach role conflict  Professional and personal problem interaction

23 Burnout Prevention and remediation  Provide meaningful in-service programs  Increased feedback about performance by administration  Participation in professional organizations  Revitalize oneself on time off with hobbies or non-work related activities  Maintain good health

24 Increasing Professional Marketability Build on skills and talents  Need for bilingual educators. Additional coursework  Adapted physical education Dual certification  Become certified to teach more than one subject or even driver education. Practical experience  Join professional organizations and network. Demonstrate use of technology