The profession of sport coaching not only requires the initial development of core coaching responsibilities (SHAPE America, 2019), but also engagement in lifelong learning to continue to develop coaching competencies over time (Gilbert, 2016). While there are varying approaches to coach learning (Cushion et al., 2010), coaches’ evaluation of their current practice can provide insight into what and how to improve. This article identifies three evaluative processes that may help coaches identify their coaching strengths and areas to target for further growth and development.
The coach-athlete relationship stands as a central pillar in the quest for understanding how interpersonal dynamics affect athletic performance. Indeed, the interactions between coaches and athletes are widely recognized as an important antecedent to both positive and negative sport outcomes (Choi, Cho, & Huh, 2013; Lafreniere, Jowett, Vallerand, & Carbonneau, 2011; Poczwardowski, Barrot, & Jowett, 2006). Moreover, coach-athlete relationships are acknowledged as important in contexts ranging from youth sports (Smoll, & Smith, 2006) to elite international competition (Jowett & Cockerill, 2003). The purpose of this article is to explore two important aspects of the coach-athlete relationship that can inform coaching practice.
Networking is crucial to professionals in teaching and coaching. COVID-19 has forced everyone to adapt and adjust in many areas personally and professionally. These effects have also transcended to networking communication. Before the pandemic, many people utilized virtual networking avenues frequently due to time, distance, and comfortability. Now, virtual networking has become the primary type of almost all communication.
If you are a climbing wall instructor or physical educator with climbing as part of your program, you know firsthand that some people are natural climbers. They instinctively put their bodies in the optimal positions to get across or up the climbing wall, while others need direct instruction.
In order to help climbers progress, it’s good to know what to look for so that you can help your climbers improve over time. In the early stages, climbers should work to master the following basic climbing technique.
Dependent on the world around us, the new school year has been extremely different and challenging for all involved. We all know this. PE at many schools looks very different, my program included.
My instructional setting was fully online for the first quarter and has since shifted to an A/B in-person every other day hybrid model. With that, we only see our students twice a week in person. It’s been a trying process to create a PE program that is fun and effective for all students regardless of their living situations. It’s also been a constant battle with the at school restrictions, notably, trying to build effective and comprehensive activities while students are masked and cannot dress down with the locker rooms off-limits.
The process a coach uses to develop an athlete can be applied to assist coaches in pursuing a successful head coaching career. Due to the numerous roles and responsibilities, qualified coaches’ preparation and training have become a topic of great importance. New coaches should pursue experiences and opportunities that lend themselves well towards successful head coaching tenures. Findings from a pilot study of twelve NCAA Division I head coaches identified three considerations for assistant coaches pursuing head coaching positions: finding a coaching mentor, gaining coaching experience, and pursuing coaching education.
Photo of Kelly Carlstrom, Basketball Coach, Troy High School (ID)
Coaching Mentors Lyle (1986) describes mentoring as essential in young coaches’ development because learning from more experienced coaches occurs. Learning how to coach effectively is facilitated by participating in informal and formal learning communities with coaching peers (Gilbert, Gallimore, & Trudel, 2009), who may serve as professional mentors. In a study conducted by Irwin, Hanton, and Kerwin (2004), 91% of coaches in the study identified mentoring as very important in developing elite coaching knowledge. Mentors not only socialize mentees into the profession, but they also help their mentee navigate problems or consider important decision-making factors, to eliminate fumbling over unseen obstacles later on in one’s career (Abravanel, 2012). Citing Coakley’s (1990) initial work acknowledges the importance of veteran coaches on the careers of those who would like to become a full-time coach and suggests that younger coaches’ future usually depends on the sponsorship of established coaches serving as a mentor. Once a mentor has been identified and a relationship established, assistant coaches should gain as much coaching experience as possible.
Coaching Experience Years of experience as an athlete may influence the developmental stage of learning to coach (Gilbert & Trudel, 2005) and coaches draw on their own experiences, interactions with other coaches, and numerous athletes’ experiences to employ their coaching development (Lynch & Mallett, 2008). While rookie coaches may possess a great coach’s inherent qualities, it is still pertinent to gain a variety of quality coaching experiences (i.e., different athletes, facilities, coaching strategies) in fostering coaching learning and improvement.
(Editor’s Note: The article is adapted from the upcoming book Cornfields to Gold Medals: The Story of Coach Don Showalter and 15 GOLD Lessons from a Life of Leadership)
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Coach Showalter glances at his phone as he and his coaching staff circulate across the dormitory. The digital display read 2:55 AM. At 3:00 AM, in unison, each coach knocks on a door and in their coaching voice shouts, “Get-up! Get-up! Time to rise!” Within a few seconds, teenagers appear; eyes squinted as they adjust to the light; brows furrowed, perhaps an annoyed expression but likely more in an inquisitive nature, curious about the early wake-up call. The coaches hand them a piece of paper with directions to follow, but no explanation. The youth retreat to get dressed as the coaches made their way to the commons area, a large open space outside the dormitory.
2017 USA Basketball Men’s U16 National Team vs Canada (6/18/17), Formosa, Argentina.
It was 2018 and the USA Basketball Junior National Team was in the middle of an eight-day training camp at the United States Olympic and Paralympic Training Center in Colorado Springs, CO in preparation for the U17 World Championships in Argentina. The teenagers are 16-17-year-old elite-level athletes, the best in the United States. The directions on the piece of paper state to be outside in the commons area by 3:10 AM in full workout gear. As the athletes converge on the commons area they are met by the coaches and another gentleman, unfamiliar to them. At 3:10, Coach Showalter orders all athletes present into a plank position, a core strength exercise. The athletes stay in the plank position until all their teammates are present, as a few stumble in late.
