What it Means to be a Quality Coach
My coaching philosophy is very simple and to the point; it’s a reflection of my morals and values. There is no right or wrong answer when it comes to a coaching philosophy because every coach handles situations differently. With this in mind, I’m now going to share my current coaching philosophy.
The first aspect of my coaching philosophy that I want to address comes from the NASPE Coaching Standards. NASPE 1 states that, “Coaches should develop and implement an athlete-centered coaching philosophy.” (NASPE Standard 1) This means that as a coach, I should outline my expectations for my athletes based on my values and beliefs. Also, I should strive to maximize the positive benefits of sport participation for my athletes.
As a coach, I should let my athletes know from the beginning what I expect of them behaviorally, athletically, and morally in order to fulfill these standards. These expectations will reflect my beliefs of respect for the game, respect for people, respect for their peers, hard work and effort, and practicing good ethics. Good ethics includes good sportsmanship, fair play, and respectable behavior on and off the playing surface. (Sabock, 2) If my players do not take responsibility for themselves outside of athletics they will be disciplined for it. They need to maintain good grades and they need to keep themselves out of trouble, especially with the law. Through my efforts as a coach I hope to instill the value of hard work and responsibility in my athletes. I want them to walk away from athletics knowing that hard work and responsibility is important not just in athletics, but also in school and at their jobs.
Alex Ferguson – A role model is a person who serves as a positive example and whose behaviour and success is emulated by others. The way the coach conducts themselves in the presence of their athletes is important to get the respect of their athletes so they are able to coach them successfully. Alex Ferguson is a fine example of a role model because he produces such successful teams and ...
The second aspect of my coaching philosophy also comes from the NASPE Standards of Coaching. NASPE 2 states that, “Coaches should identify, model, and teach positive values learned through sport participation.” (NASPE Standard 2) This means that as a coach I should teach and demonstrate positive values gained through participation in athletics. I should also demonstrate that these values could be applied outside of athletics too.
In order to fulfill these standards, I should set a good example for my athletes first and foremost. Secondly, I should teach them the value of a hard work ethic that can be gained through athletics. A hard work ethic will be a valuable asset to them in the future when they begin their college career or enter the working world. Next, I will build the character of my athletes by adhering to a strict, but fair list of policies and procedures for my team. If you don’t follow these procedures, you will be disciplined. All the rules are the same for every athlete, no exceptions. Another value that I plan to demonstrate to my athletes is that although winning is a goal worth reaching, losing can be a positive experience. Losing provides us with an opportunity to grow and improve. Sometimes a loss is a good experience, because it helps you fall back to earth and see where you are as a team. Finally, the last value that I want to demonstrate to my athletes is the value of problem solving and teamwork. By implementing problem solving and teamwork abilities, my athletes will bond and to work together. At the same time, it will help them to respect each other and mature faster.
The third aspect of my coaching philosophy now comes from the Wisconsin Standards of Coaching. Standard 1 of the Wisconsin Coaching Standards states that, “Coaches know the subjects they are coaching.” (Wisconsin Coaching Standards 1) This means that as a coach I should create a meaningful learning experience for my athletes based on what I know about them individually and as a team.
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To fulfill these standards, I should take what I know about them on the field and off the field to create a meaningful environment that they can take something away from. Additionally, I should try and individually meet the needs of all my athletes at a personal level. I should learn about their hobbies, interests, home-life, etc. to create a positive environment in which they can absorb good values and a good work ethic.
Finally, the last aspect of my coaching philosophy that I want to touch on also comes from the Wisconsin Standards of Coaching. Standard 9 of the Wisconsin Coaching Standards states that “Coaches are able to evaluate themselves.” (Wisconsin Coaching Standards 9)
To fulfill these standards, I should constantly evaluate the effects of my decisions and actions on my athletes, the parents, the administration employing me, and the community. I want to constantly handle myself in a positive way on and off the field. I want to demonstrate to my players my work ethic, my values, and good decision-making. I need to, and will, set good examples on and off the field. Not in any way do I want to embarrass my team, my employer, or the parents and the community I’m involved in. Also, in order to evaluate myself, I will constantly ask for feedback from my athletes, co-workers, employer, the parents and the community. I would love to hear feedback so that I could improve on my coaching skills and provide my athletes with the best environment and as many benefits as possible.
To summarize my coaching philosophy, I want my athletes to get the most positive benefits from participation in athletics as they can. First and foremost I will create an athlete-centered coaching philosophy by outlining my expectations, goals, values, and beliefs to my team so that they know what to expect of me.
TAAS Writing Dear Editor, Recently while reading the paper, I came across this topic "Do schools place too much importance on sports programs" Well, being a fellow athlete I understand how some people may think that "star" athletes get special treatment and in some cases they do, but they are given the extra help for a reason. The good athletes are the ones who make the teams win and without them ...
Secondly, I will demonstrate the values that my athletes can gain through athletics. Most importantly, I will demonstrate that these values are just as important off the field of play as they are on it by setting a good example to my athletes on and off the field.
Third, I will create a meaningful learning experience that my athletes can take away and apply in their lives. I will connect with them on a team level and also on a personal level as best as I can. I want each player to feel like they are getting something out of each practice that they can apply to their individual life, whether it be at school, at work, or at home.
Finally, I will evaluate myself as a coach and I will evaluate the affects of my actions on my athletes, my co-workers, my employer, and the parents and community. I realize that I constantly need to set a good example on and off the field to never embarrass my team, my employer, or the community because I represent all of them.
To review my coaching philosophy and to see how I might improve it, I conducted an interview with another coach in the sport I would like to be a head coach in. On March 10, 2010 I conducted an e-mail interview with “a coach,” the head football coach at “some school.” I asked him three fundamental questions.
The first question I asked Mr. Who was, “How do you define and rank these 3 main objectives of sports participation? Fun, Development of Athletes, and Winning. Also, what is the importance of these 3 objectives to you as a head coach?” He replied that the development of athletes was the most important objective of sports participation. He states that, “Development of athletes I would rank number one. Students choose to play a sport because they enjoy it, want to be with friends, like the attention, or even because they have a strong passion for the sport. I am not coaching because students or parents are interested in a recreation league. They want to play and be the best they can be. The majority of our attention in practice is devoted to making a player better at their position, to walk off the field better than when you walked on the field. I would group a lot of different aspects into ‘development of athletes’ from the particular skills of playing their position, putting the team ahead of themselves, to working as a team to achieve a goal. All of that is equally important in developing an athlete. I could have an all-conference tailback, but if he is in it only for himself, I would feel that I didn’t develop him to his fullest, because he will never experience the kind of success he could if he were a team player.”
Some management teams are bound to succeed while other are not due to a number of factors. A team, according to Adair (1986), is more than just a group with a common aim. It is a group in which the contributions of individuals are seen as complementary. Collaboration, working together, is the keynote of a team activity. Adair suggests that the test of an effective team is: “whether its members can ...
I would have to agree with Mr. Who on this. At the high school level, athletes are more likely involved in athletics because they sincerely want to. I like how he stated that the majority of the attention is to make a player the best they can be. I was a little bit vague in my coaching philosophy but I would like to iterate now that devoting my full attention to developing all my athletes is my number one priority. I want to get the best effort that I can out of all my athletes. The main goal would be to have my athletes feel more confident about themselves as they step off the field then what they did when they stepped onto it.
Mr. Who then says that he would rank fun and winning as a tie in importance behind the Development of Athletes. In response to ranking fun and winning together he says, “I hate to take the cheap way out, but I will also try to give an explanation for my response. I think winning and having fun are a tie. Surely you can have fun and not win, you can also win and not have fun. I contend that the most successful programs do both on a regular basis. Winning is fun, and while being on an 0-9 team can be fun, it is nothing like being on a 9-0 team. I would also define fun differently than most might. Fun is having discipline, respect, hard work and enjoyment all wrapped together. It might be fun to have practice and not condition, or simply play games and not work on fundamentals, but you fall into that downward spiral of losing and the fun leaves soon after. Knowing that the fruits of your hard work and dedication can lead to victories makes those less than desirable activities fun in the end.”
I also agree with Mr. Who on this. Fun and winning are also related in my opinion, which is why they’re equally important. It’s okay to have fun, but you also need to have discipline, respect, and hard work to go along with it or the fun will disappear fast as the structure of your team deteriorates. Winning is important and is usually more fun, but also just being on a team with people you like can be fun, regardless of wins or losses. In my opinion, as long as you have fun, winning will fall into place, and if it doesn’t it’s no big deal, at least you’re still having fun.
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The second question I asked Mr. Who was, “How as a coach do you measure success?” He responded that, “I strive to lead my teams to do the best they possibly can. If they can walk off the field on a Friday night in the fall knowing that did everything they could, played hard and fair and to the best of their ability, regardless of the outcome, the game will be fun and they will have learned a lot. The fact that they learned a valuable lesson is one of the best rewards of coaching along with the development of my athletes. If they can end the season better at the sport than what they started it I feel a sense of pride and completion. It’s a very rewarding feeling.”
I like Mr. Who’s comments on how he measures his success as a coach. He is correct about how to measure your own success as a coach. As long as your athletes are playing hard and fair, applying themselves, are having fun, and are learning a lot you know that you’re doing you job as a coach. You shouldn’t measure your success in wins and losses. The real win is knowing that you’re developing your athletes into hard working individuals.
Finally I asked Mr. Who, “What are the benefits derived from coaching for you, the coach, and your student athletes?” He replied, “The best benefit I can receive from coaching is the fact of knowing that I am helping to mentor my athletes. It’s very rewarding to coach a player from his freshmen year of high school all the way through his senior year of high school to see how much they matured as an athlete and as an individual. And as for the benefits an athlete can receive from me, I hope they’re learning from the way I lead and by the examples I set. I hope to pass on a good work ethic to all of my athletes while at the same time teaching them that a little hard work now will pay off lots in the future.”
I also agree with Mr. Who on this too. I want to lead by example as a coach. I want to pass along good values and a good work ethic to all of my athletes. I would imagine that it would be very rewarding to coach an athlete from the beginning of his career to the end of it and to see how much he has matured as an athlete on the field and as an individual off the field.
Chapter two of Glenn Tinder’s, “Political Thinking: The Perennial Questions” on estrangement and unity asks us whether we as humans are estranged in essence. This question really sets the tone for the rest of the book, because if humans are estranged then we would not be living together in societies, therefore not needing political science to answer such questions that deal with ...
After talking with Mr. Who I found that he positively influenced my coaching philosophy. He made some good points that I had forgot to include in my own coaching philosophy. He made me realize that you need to make it your number one priority to get the most out of each one of your athletes. This will help them develop a good work ethic and learn responsibility. He also reinforced my belief in having fun first and winning will fall into place. Even if you’re losing it’s possible to have lots of fun. The more fun you have the more likely you are to feel comfortable in what you’re doing, causing you to play better.
After explaining my coaching philosophy and hearing about another respected coach’s philosophy I feel like I am well prepared to take on the full responsibility of being a head coach. I feel like my philosophy is the best way to coach and mentor athletes because it is a sound structure of discipline and hard work mixed with a good balance of fun. I realize that I will directly be representing an entire community and school district. I vow to always put in my best effort while presenting myself in a respectable way to not bring shame upon my team, my employer, or the community. I thank you for your time in reading about my coaching philosophy. I hope to get the opportunity to coach your team, I know that the two of us together would be a great fit.