1) COACHING SKILLS
a) Teaches fundamentals
b) Promotes physical conditioning with specific plan
c) Has valid First Aid and CPR card, or equivalent
d) Teaches specific safety procedures for activity
e) Prepares team for contest
f) Maintains discipline
g) Knows and abides by rules of activity
h) Develops team unity
i) Encourages appropriate traits of citizenship by being a positive role model; provides positive leadership for students/staff
2) ORGANIZATIONAL SKILLS
a) Care of equipment and facilities
b) Team supervision — home and away
c) Appropriate time committed to program during season
d) Delegates responsibility to assistants when appropriate
e) Organizes effective practice sessions
f) Practice plans on file
g) Ability to develop and manage budget
h) Makes good use of managers
i) Responsibility for such details as: student eligibility, transportation, inventories, awards
j) Follows district (coaching handbook), league, and WIAA policies
k) Goes over district policies and team rules with athletes and parents
l) Promotes participation of all team members
3) PROFESSIONAL RELATIONS
a) Communicates with fellow coaches
b) Cooperates with building administration
c) Cooperates with district athletic director
d) Supports and cooperates with other sports programs
e) Attends clinics and other professional meetings
f) Cooperates with media and responds to reasonable requests
g) Holds meetings when appropriate with parents and athletes prior to first contest to establish positive communication
h) Maintains good relations with players
i) Maintains professional relationships with officials
4) PERSONAL CHARACTERISTICS
a) Is enthusiastic and self-motivated
b) Exercises fairness in dealing with players
c) Is punctual
d) Maintains sense of humor
e) Maintains poise and composure during practice
f) Maintains poise and composure during games
g) Appropriate appearance/dress
APPROPRIATE COMPETENCIES FOR MAKING SPECIFIC COACHING ASSIGNMENTS SHOULD INCLUDE:
1) Physical aspects - The athletic program should be conducted so as to insure the health, physical well-being and safety of the student participant. Appropriate competencies here would be:
a) Has knowledge and understanding of physical fitness and its relationship to the overall health of the student.
b) Prepares students for activities by developing optimal fitness levels.
c) Follows physician’s recommendations concerning physical activity for the student.
d) Has knowledge of safety and injury prevention.
e) Identifies and interprets the effect of nutrition upon health and performance.
f) Identifies and relates basic safety information pertaining to sport.
g) Can administer appropriate first aid.
2) Sociological - Psychological aspects — The program should be conducted with appropriate consideration for the impact of sport upon the behavior of the student athlete and his/her relationship with society. Appropriate competencies here would be:
a) Understands the psychological, sociological and physical characteristics of adolescence.
b) Plans a school program consistent with the philosophy of the school district, needs of the community and growth and development of the students.
c) Identifies principles and techniques of officiating the sport being coached.
d) Motivates athletes toward immediate and long—range goals.
e) Identifies and interprets the values developed from participating in athletics of a specified sport.
f) Demonstrates knowledge of legal responsibilities and liabilities pertinent to field of coaching.
g) Motivates a student to want to learn.
h) Helps students to develop positive self—concepts.
i) Helps students to accept self—responsibility.
j) Helps student to accept and fulfill responsibility to others.
k) Recognizes and initiates procedures to resolve behavioral and emotional problems.
l) Helps students to understand liability of participation in a particular sport.
3) Professionalism — The program should be conducted by individuals with positive attitudes towards students, faculty and management, and for the total competitive athletic program. Appropriate competencies here would be:
a) Accepts the basic general philosophy of interscholastic athletics and coaching consistent with the role of the school and the policies of the district.
b) Assumes professional responsibility within the school.
c) Is active in pertinent professional organizations.
d) Maintains normal ranges of self—control and emotional stability under stress.
e) Understands the place of interscholastic competition in the educational program.
f) Understands and applies ethical procedures in the sport.
g) Maintains rapport with school staff.
h) Relates and interprets the program to co—workers, athletes, parents and public.
i) Displays sincere enthusiasm for sport being coached.
j) Is knowledgeable of and conforms with league, state and national rules and regulations pertaining to athletics.
k) Has knowledge in regard to purchase, care, use and storage of equipment and supplies.
l) Can prepare a budget and maintain records and inventories.
m) Has understanding of and/or demonstrates efficient procedures of team management (facility scheduling, travel arrangements, home event, etc.).
n) Has knowledge of evaluation procedures f or student performance and/or evaluates student performance.
o) Utilizes findings and interpretations from evaluations for revision of program.
p) Has knowledge of evaluation and selection of personnel involved in athletic program or sport.
4) Theory and Techniques of Coaching — The program should be conducted by qualified individuals with full respect for accepted educational principles, philosophies and practices of each competitive athletic activity. Appropriate competencies here would be:
a) Selects appropriate strategies and tactics of teaching to facilitate learning.
b) Analyzes skills, rules, theory and strategy of specified sport.
c) Identifies and plans specific game strategies and tactics.
d) Demonstrates ability to analyze following the contest.
e) Demonstrates ability to formulate practice plans.
f) Demonstrates ability to design drills to challenge individuals and team to reach potential.
g) Keeps current in sports techniques and theory.
h) Has understanding of organizational techniques for practice in specified sport.
i) Has knowledge of use of teaching aids.
j) Has knowledge of strengths and weaknesses of various offensive and defensive systems in a specified sport.
k) Has knowledge of various scouting techniques suitable for specific sport.
23.0.0 COACHES From The WIAA Handbook
OF COACHES: Coaches are primarily responsible for imparting valuable
educational experiences to student participants. Therefore, the WIAA believes
that all coaches should have training in at least the essential areas of study
required for a physical education teacher’s endorsement in
AFFIRMATION OF GOALS # 1 AND # 2 OF THE ASSOCIATION THEREFORE:
23.1.0 EMPLOYEE OF THE DISTRICT - No school team or individual contestant shall be eligible to represent a school in an athletic contest unless the coach is an employee of the school district in which he/she coaches. This requirement applies to all
paid and/or volunteer coaches. Volunteers become representatives of the District, and may serve as coaches, only upon registration, approval and authorization of the school district Board of Directors.
23.1.1 SUPERVISION - A school appointed coach, or another appointed member of the school faculty, must accompany any school team (or individual) at any time in connection with school sponsored interscholastic competition.
TRAINING - Interscholastic coaches, paid and/or volunteer, shall have
training in at least the essential areas of study required for a physical
education teacher’s endorsement in
23.2.1 COACHING REQUIREMENTS - Described below are the minimum standards for a paid and/or volunteer interscholastic coach for employment, progressive employment, and continuous employment.
A. Hold a valid current “hands-on” First Aid Certification or have completed a School District approved Athletic Training/Sports Medicine course equivalent to the Red Cross First Aid Card training or be enrolled in a “hands on” CPR class. A Sports Medicine course is to include prevention of injuries, recognition of injuries, emergency on-site procedures including transporting the injured, and rehabilitation of injuries. If a Sports Medicine course is used to fulfill this requirement, it must be renewed every three (3) years.
B. Hold a valid current “hands-on” CPR Certification or be enrolled in a “hands-on” CPR Course.
C. Red Cross Safety Training for Swim Coaches or Lifeguard Certification is required for all swimming and diving coaches. Red Cross Safety Training for Swim Coaches or U.S. Diving Safety certification is required for diving coaches.
D. Pole Vault Coaches Training is required for Pole Vault Coaches. Coaches must be recertified every three (3) years.
1. Washington State Patrol Criminal History Information Form required by RCW 43.43.830 on file.
2. The OSPI Moral Character Supplement Form 4020B be completed.
F. The Coach Must Satisfy the Following Requirements:
1. Be a high school graduate
a. Be at least 21 years of age to be a head coach.
b. Be at least 19 years of age to be an assistant coach.
c. High school students may serve as middle level assistant coaches/volunteers during the designated middle school season when under the direct supervision of the middle level coach.
2. Head Coach - High School - Annually attend a WIAA approved rules clinic for the sport being coached, or pass the WIAA approved sports rules test required of officials for the sport being coached prior to the end of the third week of the sports season.
a. DEFINITION OF A HEAD COACH - A head coach is that person in charge of the highest level team for that building (e.g.), the person responsible for the highest level (varsity) team in a building that houses grades 10-12 is the head coach; the person who is responsible for the highest level team in a building that houses grades 7-9 is the head coach.
3. Head Coach - Middle Level - The WIAA recommends, but does not require, that the head coach at the middle level or junior high level annually attend a WIAA approved rules clinic or pass the WIAA approved sports rules test required of officials for the sport being coached.
23.2.2 ENTRY LEVEL COACH REQUIREMENTS – An entry level coach is in his/her first two (2) years of coaching employment, prior to obtaining the beginning coach level requirements.
23.2.3 BEGINNING COACH LEVEL REQUIREMENTS (Paid and/or Volunteer Coaches)
A. High School Coaches: Before the beginning of the third year of coaching employment, a member school coach (paid or volunteer) must meet the beginning level coaching standard by either completing the class and successfully pass the test of the NFCEP Coaching Principles Course; or attending all sessions of the WIAA Coaches School or other Coaches Schools as approved by the WIAA or must have completed a total of at least thirty (30) hours of coaches education courses. A paid coach remains at the beginning level and earns an additional fifteen (15) hours of coaching education courses within the next three (3) years of coaching and then advances to the continuous training level. (NOTE: Volunteer coaches are exempt from the continuous training standard.)
B. Middle Level Coaches: Must complete a coaching effectiveness training class as provided by the WIAA or a school district approved coaching course equivalent to the NFHS Coaches Education Program and approved by the WIAA, or completed a total of at least thirty (30) coaches education hours, or attend all sessions of the WIAA Coaches School or other Coaches Schools as approved by the WIAA. Training must be completed before the beginning of the third year of coaching employment. A paid middle level coach remains at the beginning level and earns an additional fifteen (15) hours of coaching education courses within the next three (3) years of coaching and then advances to the continuous training level. (Note: Volunteer coaches are exempt from the continuous training standard.)
C. Volunteer Level Coaches: Must complete a coaching effectiveness training class as provided by the WIAA or a school district approved coaching course equivalent to the NFHS Coaches Education Program and approved by the WIAA, or complete a total of at least thirty (30) coaches education hours. Training must be completed before the beginning of the third year of coaching. Volunteer coaches are encouraged to obtain a minimum of fifteen (15) clock hours of coaching standard courses during any three (3) year period of coaching.
23.2.4 Continuous Training Level requirements–(Paid and/or Volunteer Coaches)
After completion of the beginning coach level, during each subsequent three (3) year period of coaching, must obtain a minimum of fifteen (15) coaches education hours of approved coach’s standards courses selected or prescribed by the employing school district shall be completed by all high school coaches.
A. An individual who has earned a Physical Education major or minor and/or a Coaching major or is considered to have completed the WIAA Beginning Coach Level requirements and shall only be required to meet the Continuous Training Level.
B. An individual who coached 5 of 7 years prior to the 1994-95 school year, a cheer coach prior to the 1996-97 school year, or a dance-drill coach prior to the 1998-99 school year, shall be grand-fathered and is considered to have completed the WIAA Beginning Coach level requirements shall only be required to meet the Continuous Training level.
23.3.0 PROGRESSIVE LEVELS OF COACHING STANDARDS- (OPTIONAL STATUS-Paid and/or Volunteer Coach)
Should an individual wish to work toward professional fulfillment in the coaching profession, he/she must earn 60 coaches education hours and have four (4) years of interscholastic coaching experience for the experienced coach level, and 90 clock hours and have six (6) years of interscholastic coaching experience for the preferred coach level.
23.3.1 EXPERIENCED COACH STANDARD (Optional status)
A. Four years of interscholastic coaching, and a total of sixty (60) coaches education hours shall be completed from three (3) or more of the Coaching education areas. (Additional 30 course hours beyond Beginning Coach Standards).
understanding and knowledge of
23.3.2 PREFERRED COACH STANDARD (Optional status)
A. Six (6) years of interscholastic coaching and a total of ninety (90) coaches education hours shall be completed with a minimum of six (6) hours from each of the five coaches education categories listed below. (Additional 30 hours beyond the Experienced Coach level.)
understanding and knowledge of
23.4.0 COACHES EDUCATION CATEGORIES (Knowledge and Skills)
A. Medical aspects of coaching - Health and Welfare
1. Care and Prevention of student injury
a. First Aid
b. CPR Certification
c. Athletic Training/Sports Medicine
d. Chemical and Substance Abuse
e. Injury Rehabilitation
3. Exercise Physiology
B. Legal Aspects of Coaching - Litigation, Liability
1. School Physical Education, Sports, or Athletic Law
2. Annual review of rule changes and application of rules
3. School Board Policies, WIAA Rules, School Law
C. Psycho/Social Foundations
1. Sociology and Psychology of Sports (adolescent psychology, sports sociology and psychology, motivation, dealing with substance abuse.)
2. Philosophy of Interscholastic Activities Programs
D. Coaching Techniques
1. Instructional methods in physical education/activities
2. Instructional methods in physical education for handicapped
3. Instructional methods in interscholastic sports
E. Philosophy/Sports Management/Pedagogy
23.4.1 Providers of clock hours - Upon WIAA approval of course outline and instructor, coaching education clock hours may be obtained from an accredited university or college, WIA-approved offering or an OSPI named provider.
23.5.0 COACHES EDUCATION COMPLIANCE Each school year, schools will report coaching standards compliance for all paid and/or volunteer coaches, at both the high school and middle school levels. A school will be in compliance if eighty percent (80%) of their coaches meet coaching education standards. A school will provide a plan of action to have all coaches in coaching education compliance.
A. First year of non-compliance, a school is placed on probation for one year and a letter is sent to the school’s Superintendent, Principal and Athletic Director.
B. Second year of non-compliance, schools are required to meet with the Regional Facilitator and WIAA Staff to develop a compliance plan that may include mandatory attendance at the WIAA Coaches School or completion of the NFHS Coaching Principles Course.
C. Third year of non-compliance, leagues/WIAA Districts/WIAA Executive Board action could include loss of right to participate in post-season play.
23.6.0 SHARED COACHING - The WIAA Executive Director may approve shared coaching in diving and pole vaulting that have been determined to pose a safety or health concern for student athletes due to the qualifications or lack thereof of available coaching staff. Prior to approval the following criteria must be documented or verified to the Executive Director by the requesting member school:
A. The requesting school district has determined no qualified coaching is available, and the shared coach is qualified and approved (employed) by the local school district in compliance with Coaching Standards as set forth by the WIAA.
B. The “specialized” program must be made available to all athletes in that event (e.g.), under the safety purposes of this permissive rule, if a school sends one pole vaulter to a shared coach, the school must send all pole vaulters from the school.)
C. Coaching will be only during the WIAA adopted season for the sport.
D. Approval must be requested with each two (2) year classification period.
23.7.0 Negative Commentary /BY COACHES AND/OR OFFICIALS - The WIAA discourages and prohibits any negative commentary or statements to the media or general public relative to officiating prior to, during, or following any interscholastic activity or athletic event. This rule applies equally to members of the Washington Officials Association relative to coaching tactics or administrative responsibilities. Constructive criticism or comments are always welcomed and should be made available, through the proper channels (verbally or in writing) directly to the person(s) involved and/or their immediate supervisors. Schools and their employees found in violation of this policy shall be subject to penalties of the WIAA. (WIAA Rule 27.5.0) Members of the Washington Officials Association found to be in violation of this policy shall be subject to penalty by the WOA Board of Directors.
STUDENT ELIGIBILITY WORKSHEET
The following explanations should help you answer questions on your student eligibility form.
18.4.0 AGE LIMITS - SENIOR HIGH SCHOOL - Students shall be under 20 years of age on September 1 for the fall sports season, on December 1 for the winter sports season, and on March 1 for the spring sports season.
AGE LIMITS - JUNIOR HIGH SCHOOL - Students shall not have reached their 16th birthday prior to June 1 of the previous school year.
AGE LIMITS - MIDDLE SCHOOL - Student(s) shall not have reached their 15th birthday prior to June 1 of the previous school year. Middle school is defined as a school with at least seventh and eighth grade levels.
18.5.0 STUDENT MEMBER OF A SCHOOL - Students must be regular members of the school they represent in order to participate in an interscholastic athletic activity. Students are a “regular member” of a school if they are enrolled half time or more, exclusive of interscholastic athletic activities.
18.6.0 SCHOLARSHIP - In order to maintain athletic eligibility during the current semester/trimester, the student shall maintain passing grades, or the minimum grade standards as determined by the school district if more restrictive, in a minimum of:
3 classes in a 4 period class schedule
3 classes in a 5 period class schedule
4 classes in a 6 period class schedule
5 classes in a 7 period class schedule
5 classes in an 8 period class schedule
18.7.0 PREVIOUS SEMESTER - The student shall have been in regular attendance as a full time student as defined in 18.6.0 and 18.6.3, in an elementary, intermediate, middle level, or high school during the semester/trimester immediately preceding the semester/trimester in which the contest is held.
18.8.0 REGULAR ATTENDANCE - The student shall be enrolled and in regular attendance within the first fifteen (15) school days in a semester or ten (10) school days in a trimester at the start of the current semester/trimester in order to participate in interscholastic contests during the current semester/trimester.
18.9.0 DEFINITION of RESIDENCE and FAMILY UNIT RESIDENCE - The place where the family unit has established its home and/or the place where the student is habitually present and to which, when departing, the student intends to return.
1 8.9.1 In order to be eligible to participate and/or represent a member school in an interscholastic contest, the student of that school must be residing within the boundaries of that school district and designated attendance area of the school. In the event a school does not have a designated attendance area, the WIAA Executive Board shall have the authority to designate an attendance area for such school. The WIAA Executive Board shall consider all relevant factors, including but not limited to the natural or historical attendance area for such school, the geographical setting of the school in the municipality, and the nearby public school boundaries.
18.10.0 TRANSFERRING STUDENTS - After registering with and/or attending a middle level or high school, students changing enrollment to/from one school district to another shall be considered transferring students. In order to be eligible for varsity competition, transferring students must meet the normal residence requirements or the transferring student requirements of 18.10.1, 18.10.2, 18.10.3, or be granted a waiver under 18.12.0 and 18.21.0. This section shall also apply to those students receiving home based instruction. NOTE: Refer to Article 3.1.1 for the status of a private school district.
8.10.3 A student whose transfer is the result of participation in a one-year cultural or educational exchange experience with another country. Form 6 of the WIAA eligibility packet must be submitted to the WIAA District Eligibility Chairperson.
18.13.0 PHYSICAL EXAMINATION - Prior to the first practice for participation in interscholastic athletics a student shall undergo a thorough medical examination and be approved for middle level and/or high school interscholastic athletic competition by a medical authority licensed to perform a physical examination.
18.13.3 To resume participation following an illness and/or injury serious enough to require medical care, a participating student must present to the school officials a physician’s written release.
18.13.4 The physical examination shall be valid for twenty-four (24) consecutive months to the date unless otherwise limited by local school district policy.
18.14.0 SEASON LIMITATIONS - After entering or being eligible to enter the seventh grade students shall have six (6) years of interscholastic eligibility. If the seventh or eighth grade is repeated, and such repetition is based upon documented academic reasons by the school principal, the repeated year shall not count against the student’s six (6) interscholastic competitive years. Home school students are required to provide documentation of academic deficiency to be verified by the school principal. After entering or being eligible to enter the ninth grade, a student shall have four (4) consecutive years of interscholastic eligibility.
Publication of the
IMPACT OF COACHES
I have come to a frightening conclusion.
I am the decisive element at the track or on the field.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a coach, I possess tremendous power to make an athlete’s life miserable or joyous.
I can be the tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crisis will be escalated or deescalated and an athlete humanized or dehumanized.
An Adaption of Haim Ginott
MIDDLE SCHOOL COACHING
1. Be a good teacher.
2. Exemplify the highest moral character as a role model for young people.
3. Set a positive example in word, deed and appearance.
4. Shown concern for players on and off the field of competition.
5. Be flexible and cooperative.
6. Show support and loyalty toward the entire school athletic program.
7. Show support in your sport at your school.
8. Be a good motivator.
9. Be a good communicator to all parties concerned.
10. Organize time, equipment and personnel in an efficient manner.
11. Show support for school activities outside the athletic department.
12. Be honest and truthful with all concerned.
13. Keep appropriate information confidential and be sensitive to rights of privacy, etc.
14. Select team members through performance criteria.
15. Balance encouragement and constructive criticism.
Primary Coaching Responsibilities
Throughout the Year
1. Have an understanding of the rules and regulations regarding the sport as presented in the National Federation rule books.
2. Have an understanding of local rules and regulations as presented by your school district.
3. Keep abreast of new knowledge, innovative ideas, and techniques by attendance at clinics, workshops, and reading related materials.
Before the Season
1. Complete a systematic issuance of school equipment applicable to your specific sport.
2. Provide the Athletic Director with accurate information needed to compile eligibility lists, participation lists and other reports.
3. A transportation schedule listing date, activity, contest time and departure time will be given out by the Athletic Office. Coaches may request a change in departure time. (This needs to be done before the start of the season, unless last minute game times change.) It is the coach’s responsibility to have athletes on time to depart and to maintain proper supervision while on the trip. Coaches must check the bus for cleanliness, etc. prior to releasing the bus driver.
4. Warn athletes of the inherent dangers of the activity.
During the Season
1. Assist in implementing all athletic rules and regulations in the WIAA Activities Code and Student Handbook.
2. Assume responsibility for constant care of equipment and facilities used. Teach athletes to inspect their own equipment.
3. It is the responsibility of each coach to see that all athletes, managers, statisticians, etc. are supervised at games, practices, meetings, etc. This includes supervision in the locker rooms gyms, athletic fields, bus trips and at away contests. Athletes shall not be left in the building unsupervised after practices, games or meetings.
4. Apply discipline in a firm and positive manner.
5. Emphasize safety precautions and be aware of the best training and injury procedures. Be sure to match or equate athletes. Be sure to warn athletes of inherent dangers of the activity.
6. Instruct players concerning rules and rule changes, new knowledge and innovative ideas and techniques.
7. Establish effective communication with athletes and parents throughout the season. All practice schedules and other team functions should be written and distributed to parents as soon as possible
8. Properly administer first aid.
End of Season
I. Secure the proper return and inventory of school equipment. Give copy to athletic director.
2. Prepare recommendations for maintenance and facility improvements, scheduling considerations and equipment purchases to the athletic director.
3. Inspect equipment and suggest proper repair and re-conditioning of equipment.
4. Complete and return to athletic director the evaluation forms if required.
TITLE: Middle School Coach
District athletic coaches are responsible to prepare athletes for competition in the various sports sponsored by WIAA in your league. The role of the coach includes the teaching of techniques, rules and tactics of the sport and directing activities to help build the conditioning and endurance of the athlete as appropriate. The commitment of all coaches in the district is to “work with the athletes, the parents, and community to promote and pursue excellence in education, sportsmanship and citizenship through all levels of competition.”
Education and Experience
• High school diploma or GED (General Education Degree)
• Valid First Aid and CPR certificates required
• Coaching experience preferred
• Valid Washington State Driver’s License
• Professional dedication for athletic development/expertise in coaching
• Excellent personal character and commitment to students and school community
Required Knowledge, Skills and Abilities
• Understanding of WIAA Coaching Standard Requirements and Regulations
• Demonstrate skill in sport supervision, teamwork, and program organization
• Demonstrate organizational and motivational skills
• Demonstrate abilities in communication and community relations
• Demonstrate skill in program development
• Demonstrate ability to work with students, staff, administrators and parents
• Believe in setting high expectations for themselves and their student athletes
• Experience in managing an interscholastic athletic program
• Possess excellent communication and human relation skills
• Can demonstrate a successful record in working effectively with students, staff and parents
• Positive “Can Do” attitude
• Sense of humor and enthusiasm
• Models life-long learning skills
• Ability to model and develop pride
DUTIES AND RESPONSIBILITIES
May include but not limited to:
• Comply and meet all school district procedures and policies and WIAA coaching standards, requirements and regulations
• Coordinate all practice sessions and training programs with emphasis on safety, supervision of athletes and all equipment and player eligibility
• Promote positive attitude and academic achievement
• Utilize assistant coaches appropriately and effectively in a team-building concept
• Support and practice multi-sport participation
• Commit to the multi-sport philosophy for all athletics
TITLE: Middle School Coach
Competencies/Expectations for Coaches
1) Instructional Skills
a) Exhibits Knowledge of Sport
Presents accurate and relevant information; willingly corrects errors.
b) Follows Progression Teaching Skills
Displays knowledge in teaching skills and game strategy in a sequence.
c) Plans Practices
Creates effective practice plans; organizes a variety of drills for skill development.
d) Uses Resources Effectively
Makes full use of others on staff to aid in knowledge base; uses audio-visual aids, coaching materials, etc.
e) Displays Enthusiasm
Demonstrates personal interest, humor, and enthusiasm for athletes, sport and athletic program.
f) Demonstrates Effective Communication Skills
Directs practice and games in an understandable and appropriate manner for the level of coaching.
g) Motivates Student Athletes
Produces student participation and enjoyment.
h) Challenges Athletes
Encourages students to set personal and team goals.
i) Encourages Confidence and Respect
Personable, provides leadership, models confidence, and respect for others.
2) Management Skills
a) Provides an Effective Learning Environment
Begins practice promptly
Consistently implements necessary, reasonable expectations of student athletes
Insures that all athletes understand the expectations placed upon them, demonstrates control of the practice
b) Accepts Responsibility for Appearance of Practice Area
Maintains a safe practice area, promotes student athlete responsibility for the care of equipment/supplies, and assumes responsibility for school property.
c) Performs Necessary Routines
Completes those managerial duties related to coaching such as practice attendance, practice plans, equipment setup and tear-down
Laundering uniforms, completing necessary paperwork for record keeping, follows policies mandated by the athletic department.
3) Personal Characteristics and Human Relations
a) Presents an Appropriate and Professional Appearance
Neat, clean, well-groomed
b) Demonstrates Good Rapport with:
Student/Athletes: shows concern and encouragement for each athlete; helps athletes feel at ease, listens with understanding; honors the athlete’s trust; shows respect for individual differences; avoids humiliating or threatening any student athlete; respects each athlete’s opinions and suggestions in a constructive manner.
Parents: maintains a friendly and approachable attitude towards parents; initiates and participates in meaningful parent-coach communication; approaches parent with open mind, positive attitude and an honest desire to understand the parents’ point of view.
Administrators: shows willingness to cooperate with the administration; responds well to constructive criticism; attends required meetings called by the school administration.
Fellow coaches: shows a willingness to cooperate with and assist fellow coaches, demonstrates a commitment to the athletic program.
c) Possesses Self-Confidence
Poised, relaxed and self-assured.
d) Displays Receptive Attitude Toward Suggestions for Improvement
Accepts suggestions for improvement and responds appropriately to constructive criticism.
4) Professional Responsibilities and School Service
a) Demonstrates Positive Attitude Toward School and Athletics Program
Recognizes the accomplishments of others; communicates the positive attributes of the school and athletics program; continues to strive for improvement in the overall athletic program.
b) Complies with School and Athletic Policies and Procedures
Assumes duties and responsibilities conscientiously; is prompt and accurate with records and reports.
c) Endeavors to Grow Professionally
Reads professional literature; belongs to professional sport organizations; has knowledge of current trends in sport skills and coaching; attends conferences & workshops; communicates with all coaches of the sport.
d) Takes an Active Part in School Activities
Participates in grade level activities; supports and attends extracurricular events.
Personal Reflection Evaluation
In my program is the spirit, as well as the letter of the rule, emphasized?
Do I help build character, not just bodies?
Am I enthused about the classroom as much as I am about the locker room?
Do I compliment my athletes for their efforts as well as their outcomes?
Do I approach winning not as the ultimate criteria of success, but as a byproduct of success?
Do I forget that my student-athletes are students first?
Are my actions reflective of my words in other words, do I “walk it as I talk it”?
Do I strive to have my presence appreciated, not tolerated?
Do I teach the purpose behind the plan?
Are ethical behaviors and attitudes fostered as well as good performance?
Would I be proud to have my own children observe my behavior during any given practice or game?
Do I treat the opponent with respect in victory as well as defeat?
Do I take out my frustrations on individuals or team?
Do I apply the finding of professional research and opinions to the athletic program?
Do I in some way recognize and try to maintain communications between the athletes’ parents and myself?
Do I have a written practice plan ready before every practice begins?
Do I give the officials the respect and cooperation that they have diligently earned?
Date_______ Sport_________________ Team___________________ Grade 7 8
Please respond to each of the following statements by selecting one of the numeric choices: 1=strongly agree, 2=agree, 3=partially disagree, 4=disagree, 5=strongly disagree, NA=not applicable
1. My program made players better students 1 2 3 4 5 NA
2. New terminology, rules and information about the sport were learned 1 2 3 4 5 NA
3. Players are in better shape as a result of participating in this sport 1 2 3 4 5 NA
4. I did a good job of communicating with players 1 2 3 4 5 NA
5. Players were proud to be a team member 1 2 3 4 5 NA
6. Athletes in the program worked hard this season 1 2 3 4 5 NA
7. The program made players more responsible and dependable 1 2 3 4 5 NA
8. Players learned techniques and fundamentals that improved their performance 1 2 3 4 5 NA
9. Game performance was enhanced through conditioning and training 1 2 3 4 5 NA
10. My expectations of players were fair, proper yet high 1 2 3 4 5 NA
11. Each player felt they had a role on the team 1 2 3 4 5 NA
12. Athletes realized season-long hard work was worth it 1 2 3 4 5 NA
13. Being a good sport was emphasized 1 2 3 4 5 NA
14. Drills and practices were effective in teaching how to play and perform 1 2 3 4 5 NA
15. Physical talent and ability were accurately evaluated 1 2 3 4 5 NA
16. I recognized individual effort 1 2 3 4 5 NA
17. All players felt that they were part of the team 1 2 3 4 5 NA
18. A sense of accomplishment was felt by all players 1 2 3 4 5 NA
19. The program gave players guidance on making better personal choices 1 2 3 4 5 NA
20. The feedback given in practice facilitated learning 1 2 3 4 5 NA
21. Players were treated fairly by the coach 1 2 3 4 5 NA
22. Everyone on the team was given a chance to contribute 1 2 3 4 5 NA
23. Most players met their goals this season 1 2 3 4 5 NA
24. Players’ confidence increased over the course of the season 1 2 3 4 5 NA
25. Players received individual instruction from the coach 1 2 3 4 5 NA
26. Coaches evaluations of player abilities were clearly communicated 1 2 3 4 5 NA
27. A sense of belonging was experienced by all team members 1 2 3 4 5 NA
28. Players were prepared for games through hard work 1 2 3 4 5 NA
29. The program strengthened relations with parents 1 2 3 4 5 NA
30. Practices were well organized and conducted 1 2 3 4 5 NA
31. Most players felt a sense of trust in the coach 1 2 3 4 5 NA
32. Players know what to work on to improve for next season 1 2 3 4 5 NA
NAME: _____________________________________________ DATE: ___________
SCHOOL: _______________________________ SPORT:_______________________
This form is designed to assist in formulating and recording an accurate appraisal of the individual’s effort toward the requirements related to his/her coaching assignment. The evaluation should be based on the following rating system:
S Satisfactory N/A Not Applicable
U Unsatisfactory N/O Not Observed
N/I Needs Improvement
I. Professional Relations
A. Cooperates, communicates, and is responsible to the athletic director for the assigned activity, which includes:
_____1 Relations with school staff.
_____2 Rapport with coaching staff
_____3 Relations with players-exercises fairness.
_____4 Insuring public relations with community and proper media communication.
II. Professional Conduct
A. Sets proper example for athletes, which includes:
_____1 Exhibiting professional attitude towards officials.
_____2 Modeling good conduct during games, practices and in general school setting.
_____3 Serving as a positive role model for athletes.
_____4 Displaying good sportsmanship and mature behavior.
B. Supports established athletic policy, which includes:
_____1 Understanding, supporting, and enforcing the Athletic Code.
_____2 Attending all district, league and building coaches’ meetings as required.
_____3 Following the rules and regulations of district, league, and WIAA.
III. Coaching performance
A. Insure that all athletes are eligible, which includes:
_____1 Submitting accurate lists of participants daily.
_____2 Enforcing eligibility lists.
_____3 Maintaining eligibility lists during the season
B. Organization-practices and games, which includes:
_____1 Developing and distributing to athletes an information packet containing practice and game schedules, training rules, conduct expectations,
_____2 lettering policy, and program philosophy
_____3 Creating and maintaining written practice schedules.
_____4 Establishing reasonable time limits.
_____5 Providing for maximum participation.
_____6 Insuring first aid equipment and emergency cards are present at all times.
_____7 Delegating responsibility to staff
_____8 Teaching fundamental skills.
_____9 Establishing thorough preparation for game and/or meet sites.
_____10 Providing appropriate supervision for practices, games, transportation, etc.
C. Professional Growth, which includes:
_____1 Attending mandatory WTAA rules clinic for his/her sport
_____2 Attending clinics and workshops.
_____3 Maintaining WIAA coaching standards. (submit verification to A.D.)
_____4 Maintaining First Aid/CPR certification.
_____1 Mentors assistant coaches.
_____2 Evaluates assistant coaches.
V. V. Budget
A. Assumes full responsibility for activity budget, which includes:
_____1 Securing approval for purchases.
_____2 Keeping within the budget.
_____3 Following appropriate procedures for assessment of all equipment and uniforms.
_____4 Supporting funding activities to insure adequate finds for ASB.
Signed (Coach) __________________________________________Date____________
Signed (Athletic Director)__________________________________Date____________
ASSISTANT COACH EVALUATION
NAME: ___________________________________________ DATE:_______________
SCHOOL: _______________________________________ SPORT:________________
This form is designed to assist in formulating and recording an accurate appraisal of the individual’s effort toward fulfilling the requirements related to his/her coaching assignment. The evaluation should be based on the following rating system:
S Satisfactory U Unsatisfactory N/A Not Applicable
Needs Improvement N/O Not Observed
______1. Complies with school and district policies
______2. Cooperates with school administration
______3. Cooperates with philosophy of head coach
______4. Cooperates with school staff
______5. Maintains rapport with coaching staff
______6. Attends professional and inservice meetings and clinics
______7. Maintains WJAA coaching standards (submit verification to AD.)
______8. Maintains good public relations with the news media, parents, and community
______9. Supports and aids sports programs other than own
______10. Supports non-athletic activity programs
______11. Supports and is involved with local, league, and state coaches’ organization
______12. Supports and is involved with funding activities to insure adequate funds for ASB
______1. Assists head coach in carrying out his/her responsibilities
______2. Has good knowledge of the sport and skills involved
______3. Commits to ‘goals developed by head coach
______4. Assists head coach with athletic registration, equipment issue and inventory
______5. Maintains good rapport with players
______6. Develops a professional, supportive relationship with the head coach
______7. Contributes to establishment of program goals and objectives
______8. Accepts and completes assigned tasks at direction of head coach
______9. Displays good sportsmanship and mature behavior
______10. Maintains First Aid/CPR certification
Signature Assistant Coach ____________________________________ Date__________
Signature Head Coach (Evaluator) ______________________________ Date _________
Head coaches are to complete and return this form to building athletic directors no later then two weeks from the end of the varsity season.
A COACH OF CHARACTER
Ø A Coach is a Teacher!
Ø A good coach is someone to look up to and admire.
Ø Knows the difference between right and wrong and always tries to do what is right.
Ø Sets a good example for everyone.
A coach Teaches, Enforces, Advocates and Models
according to the “Six Pillars of Character”: TRUSTWORTHINESS, RESPECT,
RESPONSIBILITY, FAIRNESS, CARING, and CITIZENSHIP
Integrity DO: Stand up for your beliefs • Follow your conscience •
Be honorable and upright • Live by your principles no matter what others say •
Have the courage to do what is right and to try new things even when it is
hard, costly • Build and guard your reputation
DON’T: Do anything wrong • Lose heart if you fail or don’t get what you want.
Tell the truth and nothing but the truth • Be sincere • Be forthright and candid
DON’T: • Lie • Cheat • Steal • Be sneaky, tricky, or deceptive.
Reliability DO: Keep your promises • Honor your word and commitments • Be dependable • Do what you are supposed to do • Return what you borrow • Pay your debts • Be on time.
DO: Stand by and protect your family, friends, school and country • Be a good
friend • Look out for those who care about you • Keep secrets of those who
DON’T: Betray a trust • Let your friends hurt themselves • Do anything just so others will like you • Ask a friend to do anything wrong or spread gossip that could hurt others.
Golden Rule DO: Treat others the way you want to be treated • Respect the
dignity, privacy and freedom of all individuals • Value and honor all people,
no matter what they can do for you or to you • Respect others’ property take
good care of property you are allowed to use and don’t take or use property
without permission • Respect, the autonomy of others - tell them what they
should know to make good choices about their own lives
DON’T: Use or manipulate others • Abuse, demean or mistreat anyone.
Tolerance and Acceptance
DO: Judge others on their character, abilities, and conduct without regard to race, religion, gender, where they live, how they dress, or the amount of money they have • Be tolerant respectful, and accepting of those who are different from you • Listen to others and try to understand their points of view
Nonviolence DO; Resolve disagreements, respond to insults, and deal with
anger peacefully and without violence
DON’T: Use threats or physical force to get what you want or to express anger
Use good manners • Be courteous, polite and civil to everyone
DON’T: Use put-downs, insults, yelling, or ridicule to embarrass or hurt another
Duty DO: Know, and do your duty • Acknowledge and meet your legal and moral obligations
Accountability DO: Accept responsibility
for the consequences of your choices, not only for what you do but what you
don’t do • Think about consequences on yourself and others before you act.
Think long-term • Do what you can do to make things better • Set a good example
DON’T: Look the other way when you can make a difference • Make excuses or blame others
DO: Your best • Persevere • Don’t quit • Be prepared • Be diligent • Work hard • Make all you do worthy of pride
Self-Control DO: Take charge of your own life • Set realistic goals • Keep a positive outlook • Be prudent and self-disciplined with your health, emotions time and money • Be rational act out of reason not anger, revenge or fear • Know the difference between what you have a right to do and what is right to do • Be self-reliant - manage your life so you are not dependent on others; pay your own way whenever you can
Be fair and just • Treat people equally • Make decisions without favoritism or
prejudice • In imposing punishment be sure the consequences for wrongdoing are
consistent, certain, and proportional (not too harsh or lenient)
DON’T: Take more than your fair share • Take advantage of or blame others unfairly
Openness DO: Be open-minded and impartial - consider what people have to say before you decide • Be careful - get the facts, including opposing viewpoints, before making decisions (especially blaming or accusing another)
Concern for Others
DO: Be compassionate and empathetic • Be kind, loving, and considerate • Be thankful and express gratitude for what people do for you * Forgive others for their shortcomings
DON’T: Be mean, cruel or insensitive
Charity DO: Be charitable and altruistic - give money, time, support, and comfort without strings for the sake of making someone else’s life better, not for praise or gratitude • Help people in need
Do Your Share
DO: Be a good citizen and a good neighbor • Care about and pursue the common good • Be a volunteer - help your school and community be better, cleaner, and safer • Protect the environment by conserving resources, reducing pollution, and cleaning up after yourself • Participate in making things better by voicing your opinion, voting, serving on committees, reporting wrongdoing and paying taxes
Respect Authority and the Law
DO: Play by the rules • Obey parents, teachers, coaches, and others who have been given authority • Observe just laws • Honor and respect principles of democracy
Pursuing Victory with Honor
@1999 CHARACTER COUNTS!, a project of the Josephson Institute of Ethics and the State CIF