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

2. 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).

3. Figure 16.1
Chapter 16 - Hoffman (2005)

4. 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)

5. Figure 16.2
Chapter 16 - Hoffman (2005)

6. Figure 16.3
Chapter 16 - Hoffman (2005)

7. 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)

8. 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

9. 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)

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

11. 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)

12. 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)

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. 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)

19. 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)

20. 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)

21. 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)

22. 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)

23. 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)

24. 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

25. 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)

26. 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)

27. 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)

28. 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)