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

2. CIF Introduction

3. OCEANSIDE HIGH SCHOOL
FOCUS ON RELATIONSHIPS

4. DATA
TARDIES

5. DATA
REFERRALS

6. DATA
SUSPENSIONS

7. 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

8. 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

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

10. 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)

11. 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 )

12. ARTICLE: FOOTBALL SAVED MY LIFE

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

14. 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

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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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?

23. 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

25. 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.

26. 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

27. 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

28. 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*

29. 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*

31. 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

33. 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?