The Power of a Coach

The role of a coach is multidimensional and their responsibilities are diverse. Regardless of competitive level a coach can serve as a teacher of strategy and technique, or a source of emotional support and/or motivation. Coaches are teachers. The good ones teach not only how to perform a physical skill and play a game, but also how to constructively handle oneself in and out of competition. They can have a significant impact on the development of the individuals with whom they work.

Today I work as a professor in a Kinesiology program at a small public college in the Northwest. Prior to beginning my time in academia, I lived the life of a college student-athlete and then later as a college coach. My experiences are cherished and shape my perspectives on work ethic, personal relationships, and self-confidence.

Many of my students aspire to become physical education teachers, coaches, or athletic administrators. In and out of class we discuss the importance of sound leadership in the positive development of youth. Many of my students have chosen their degree path and professional aspirations because of interactions with an inspirational coach and/or teacher from their youth. In addition to loving movement and physical activity, they too want to positively impact others. They recognize the power and meaning of such a relationship because they benefited from one.

Many of us understand and can articulate the importance of a positive mentor. I certainly can. In reflection, I can easily point out two individuals in sport, both coaches, who had a significant impact on my personal development as a player and later as a coach. The late Coach Ty Gill was the head girl’s varsity basketball coach at my high school. He recognized my love and fascination with the game when I was in seventh grade. Though I was too young to play on his high school team, he fostered my interests and desire to improve by asking me to serve as the team manager. He would give me a ride home every night from practice to ensure I could attend and participate. We would talk hoops almost daily, and Coach Gill would give me drills to practice my craft so I would be ready to try out for the varsity team when I was old enough. He even told me that sleeping with my basketball would make me a better player – so I did.

During graduate school, I had the pleasure of working with, and learning from, the late Coach Phil Homeratha at Haskell Indian Nations University. For two years I worked as his assistant. He was devoted to the positive development of his players, and taught me the importance of humility and grace in victory and defeat. He also showed me first hand that race and ethnicity permeate the culture of sport and can have a significant impact on participation and competition.

Sport is often lauded as a great melting pot of people where acceptance is expected, because what should matter is effort and preparation, not individual differences like race, ethnicity, sexuality, or socioeconomic status. After all, sport is considered to be “a microcosm of society” (Eitzen, 2001, p. 1). What happens in sport is reflected in society and vice versa (Coakley, 2007).

However, sport continues to be a contested environment (Coakley, 2007). Are all people really welcome to play without socially imposed expectations or limitations? Recent situations in sport illustrate the relevance of this question. For example, after the Miami Heat won the 2013 World Championship and LeBron James was named the MVP of the series, he addressed the negative press he had received from fans and members of the media by responding with comments about the challenges he faced and overcame. James said, “For me, I can’t worry about what everyone says about me. I’m LeBron James, from Akron, Ohio. From the inner city. I’m not even supposed to be here…” (Prada, 2013).

Does one’s background influence what society thinks they are capable of accomplishing? Do our individual biases influence how we view someone once we know more about their personal life? For example, Brittany Griner, the first pick in the 2013 Women’s National Basketball Association (WNBA) draft (WNBA, 2013), came out as a lesbian shortly after completing her college career at Baylor University. Her candid comments seemed expected by the media (Borden, 2013). Interestingly, her revelation that she felt pressure from her coaches to hide her sexuality for fear of backlash against the Baylor Womens Basketball program, seemed to generate more conversation (ESPN, 2013).

In comparison, Jason Collins, a National Basketball Association (NBA) center, recently came out as the first openly gay man in a major American professional sport. Much media attention was devoted to his disclosure. While most, but not all people responded positively to his disclosure (Hersh, 2013), it was his decision to come out that generated the most conversation. Why such a different response? Burke posits, “In sports right now, there are two different stereotypes – that there are no gay male athletes, and every female athlete is a lesbian” (Borden, 2013). The above-mentioned examples are only a small representation of issues prevalent in sport and society. Sport holds a valued role in American society (Coakley, 2007). Does the power of sport extend to influencing social issues and inciting social change?

Recently, the short film “Coach,” a part of the Nine for IX film series on ESPNW, was released. This film documents the personal and professional challenges Rutgers Women’s Basketball coach, C. Vivian Stringer, has faced throughout her life. A highly successful coach and Naismith Hall of Fame inductee, C. Vivian Stringer has won over 900 games in her 42 years as a head college coach (USA Today, 2013). Interestingly, despite her successes on the hardwood, during the film “Coach” she shared that perhaps her most prized contribution to the game is not the number of wins she amassed, but rather how she led her team through the media circus that followed the damaging comments made by radio shock jock, Don Imus, during the 2007 NCAA Women’s Basketball National Tournament (Goldberg & Kargman, 2013).

After Rutgers University lost in the National Championship game against the University of Tennessee, Don Imus referred to the “Rutgers University women’s basketball team [as] ‘nappy headed hos’ on his nationally syndicated program” (Associated Press, 2007). His insensitive and offensive racist and sexist comments (Gill, 2011), which resulted in him losing his job, brought challenging conversations about social expectations and sporting behavior to the national spotlight.

Coach Stringer stood proudly beside the members of her team and issued the following statement in response:

…Throughout the year, these gifted young ladies set an example for the nation that through hard work and perseverance you can accomplish anything if you believe. Without a doubt, this past season was my most rewarding in 36 years of coaching. This young team fought through immeasurable odds to reach the highest pinnacle and play for the school’s first national championship in a major sport. To serve as a joke of Mr. Imus in such an insensitive manner creates a wedge, and makes light of the efforts of these classy individuals, both as women and as women of color. It is unfortunate Mr. Imus sought to tarnish Rutgers’ spirit and success. Should we not, as adults, send a message of encouragement to young people to aspire to the highest levels as my team did this season? (Associated Press, 2007).

Coach Stringers words showcased her efforts and commitment to being a teacher, mentor, and leader. As Eitzen (2001) identified, “sport is a microcosm of society” (p. 1). This interrelationship is clearly reflected in Coach Stringer and the Rutgers University Women’s Basketball team member’s reactions to Don Imus’s comments. By challenging his racist and sexist statements head on, and calling into question hurtful social stereotypes, these women engaged society in needed conversations and enacted positive social change. As Coach Stringer exemplified, the power of a coach can transcend the experiences of her/his own team and the lessons they teach can have far reaching implications for others.