Order 1193073: culminating master project for master in athletic director and coaching

Chapter VI

Program Development

A successful athletic program is more than a record of wins and losses. A truly successful

program is founded in an athlete-centered philosophy, employs cooperative coaching practices,

and strives for the complete positive development of its student-athletes in addition to

competitive success. In order for a football program to accomplish these goals, it must be

organized, efficiently use team practice time, promote positive coaching behaviors, and provide

opportunities for players to grow physically, emotionally, psychologically, socially, and

spiritually. A successful program must also invest in its coaching staff, acknowledge

opportunities for player development, utilize booster and various fund-raising opportunities,

continuously work on building relationships within the community, and have an ethical

recruiting process.

Organization

The organization of an entire football program begins with the organizational and

communication skills of the head coach. It is vital that a head coach establish and communicate a

defined schedule and clear expectations for his athletes, their parents, and his coaches. This can

be accomplished through a variety of methods. A coach must demonstrate organized

expectations for his players and communicate it with all stakeholders. One way that this can be

accomplished is through the distribution of a player handbook. This handbook should outline

several aspects of the program including a mission statement expressing a commitment to the

physical, academic, social, character, and psychological development of all student-athletes. This

handbook illustrates organized expectations for player behavior both on and off the field, during

both practice and game situations, and communication information. The practice procedures

illustrated in this handbook include punctuality, absences, practice attire, attitude and effort,

holiday practice scheduling, locker room behavior, and “coachability.” Game day procedures

include pre-game routines and behaviors, bus conduct, bench and sideline conduct, treatment of

officials, substitutions, playing time, and team support. This handbook also includes information

regarding how both players and parents should deal with conflict and problems, a coaching

directory which includes responsibilities, email addresses and phone numbers, and instruction for

how to best contact coaches regarding questions or concerns. This handbook is communicated in

written and verbal form, and both players and parents are to sign a waiver recognizing that they

have received and understand the expressed standards and expectations of the football program.

Another way that a head coach can demonstrate and communicate clear organization is

through a master calendar. A coach must provide parents, players, and coaches with an organized

master calendar that outlines important dates and times. This should be a year-long calendar that

outlines events important to player training, booster functions, and competition dates. This

calendar is also beneficial in assisting families in scheduling appointments and vacations that do

not conflict with practice. Practice dates must account for the off-season, pre-season, and in-

season, include start and end times, and the location in which training will take place. For

example, the calendar should express whether the players will be in the weight room, on the

field, or in the classroom at certain times. Additionally, this calendar should include important

academic dates such as finals week, national holidays, “dead periods”, booster meetings, and

fundraising dates. Finally, this calendar should outline the in-season competitive schedule

including the location and start time of games. This in-season game schedule should also be

made available as a separate document for parents and stakeholders such as school personnel in

the form of a handout, poster, or magnet. Both the player handbook and master calendar should

also be posted on the team website and available for stakeholders to access at all times.

In addition to the player handbook, master calendar, and in-season schedule, a head coach

must communicate other organizational factors to his coaches. A head coach must clearly

express the practices and expectations for assistant coaches in the form of a coaching manual and

communicate this during staff meetings. This manual should include the information provided to

parents and players as well as offensive, defensive, special unit philosophies and playbooks, and

conditioning and strength training philosophies and practices. Additionally, the coach’s manual

must express policies regarding coach to coach relations, coach to player relations, expected staff

attributes and behaviors, player personnel templates, installation templates, and a field equipment

inventory. A final and integral part of the coach’s manual is a clearly organized assignment chart

for each individual coach so that each coach is aware of his responsibilities during practice,

games, and on the weekend. This chart provides each coach with a clear understanding of his

major coaching responsibilities, his assignments in respect to game analysis, scouting reports,

weekly preparation, his location and responsibilities during a game, as well as any other

supplementary duties.

It is vital that a head coach thoroughly organize coaching responsibilities and clearly

communicate with his staff during the off-season in order to account for the many different

factors essential to a successful football program and minimize future conflict, dissatisfied staff

members, or unfulfilled tasks. Through these charts, all responsibilities of a successful coaching

staff must be accounted for and each coach must know his part in achieving the collective goal of

having a successful program. This is an extensive process that requires much planning and

organization due to the numerous factors that must be accounted for. Coaching assignment charts

must include individual coaching assignments on offense, defense, and special units, strength

and conditioning training, weekly checklists, practice planning, film breakdown, opponent

tendency charts and scouting reports, and game configurations and assignments. Coaching

assignment charts must also include all collateral responsibilities such as locker room

supervision, updating statistics or goal charts, generating position tests and tip/reminder sheets,

overseeing weekly academic grade checks or team council meetings, facilitating school, district

and community outreach, and coordinating team meals, banquets, fundraisers, and tradition

development. Thorough organization and clear communication to players, parents, and coaches

is vital to program development. Efficient and effective daily practices also require extensive

organization and planning.

Team Practice

Team practice sessions must be well planned, organized, and detailed, regardless of

whether they are designed for technical improvement, tactical awareness, conditioning, or

strength training. Although there are differences between practices that occur on different days of

the week, all efficient football practices must have an organized structure. Efficient football

practices begin with early outs which are followed by four quarters of practice. The first quarter

of practice consists of a functional and dynamic warm up and team installation period. The

second quarter consists of individual fundamentals and group combo periods. After halftime

corrections and water, the third quarter begins which emphasizes combo run and pass periods,

and the fourth quarter includes team run/pass emphasis and special units. Team conditioning,

strength training, and classroom strategy sessions occur after the on-field practice session.

Before the official practice begins, players and coaches participate in “early outs.” During

this 15 minute period kickers, holders, snappers and returners practice their individual skills

while all other players meet with their position coach. During this period coaches may lead their

players through technical drills designed to improve areas of weakness, discuss and re-teach

tactical strategies and awareness needed to correct previous mistakes, or pre-teach concepts that

are scheduled for installation during practice that day.

The first quarter of practice begins with a functional and dynamic warm up routine. This

15 minute routine consists of 22 movements that progress from slow to fast and are designed to

dynamically prepare the body for the future demands of practice by developing functional

flexibility, activating the nervous system, enhancing balance and control, and incorporating

running mechanics, acceleration, change of direction, and reaction time. The first quarter of

practice finishes with a 15 minutes team period. During this session previous instruction is

reviewed and any new concepts are installed in no more than 5-7 minutes of verbal instruction.

Following this period of verbal instruction, fundamental team drills are executed. These drills

consist of defensive pursuit, tackling, and turnover drills, and offensive perfect play execution,

screen periods, and 2-minute drills. Different fundamental team drills are executed on each day.

The second quarter of practice begins with individual position fundamental work. During this 15

minute session, each position works to improve at the multiple individual technical and tactical

skills specific to their position. In the same way that practice is designed in a whole-part-whole

(team-individual-group-team) format, the teaching of fundamentals is best done in a whole-part-

whole format as well.

Due to the multiple parts of each technical skill a football player must master, the

progressive part method is the best way to teach as it combines a few aspects of the skill at a time

allowing the player to master each specific part, and ultimately progress toward complete skill

mastery based on the pacing determined by the coach and the speed at which he learns. Although

explanation and demonstrations are important to the learning process, the athlete must be given

ample opportunity to physically improve in his execution of the skill. Additionally, the best way

to teach technical skills is through the “games approach” as opposed to the traditional approach

where athletes execute the skill in situations unrelated to game situations. Through the games

approach, athletes develop the ability to determine and execute movements based off of game

simulated keys and reads. This “tactical awareness” and the ability to “read the play” not only

assists the player in mastering the technical skill, but also develops tactical awareness and

motivates the athlete to continue working to improve as he can see a how the skill directly

translates to competitive situations (Martens, 2007, p. 174-175).

Following individual position work is followed by group combo sessions. During group

combo sessions, certain individual positions group with other positions to once again apply the

progressive part method. Once individual position players have been introduced to and practice

their specific skills, they group up with other position groups to begin putting the whole

defensive or offensive unit together. Typical group combinations during this period are defensive

linemen with linebackers, defensive safeties with cornerbacks, offensive linemen with running

backs, and offensive wide receivers, tight ends, and quarterbacks. During this period, groups

work on movement and execution in conjunction with one another for both run and pass offense

and defense. At the end of this period the team has a water break and individual players meet

with their position coach for a brief correction period based on what transpired in practice thus

far. After the 10 minute water and correction period, the progressive part method is completed as

the third quarter begins with complete offensive and defensive units competing and executing

against one another.

The third quarter is a period designed for the competitive application of techniques and

skills that have previously been practiced in individual and group settings. The first 15 minutes

of this quarter consists of 9 on 7 drill which is between the offensive and defensive fronts, and 1

on 1 passing drills between the defensive backs and wide receivers and quarterbacks. A 9 on 7

drill is a run emphasis drill where the offense executes running plays and the defense attempts to

stop the run through the use of defensive fronts and stunts. This first 1 on 1 drill is a passing

emphasis drill where the wide receivers run routes and the defensive backs attempt to intercept

or cause an incompletion through either man on man or zone technique. After this 15 minute

period, practice progresses to a second series of competitive drills.

The second set of competitive drills consists of 7 on 7 drill between the offensive skill

players an defensive linebackers and secondary, and 1 on 1 pass rush drills between the offensive

and defensive linemen. 7 on 7 drill is a pass emphasis drill where the offense executes passing

plays and the defense attempts to stop the run through the use of defensive coverages. This

second 1 on 1 drill is a pass rush drill where defensive linemen attempt to successfully pass rush

past an offensive lineman and achieve the goal of getting to the quarterback. 9 on 7 and 7 on 7

drills are run at the “no-huddle” game tempo that our offense executes making this a period that

requires extreme focus under duress and serves as conditioning periods as well. Both 1 on 1

drills are run at a high tempo, but more time is allowed for instructional purposes if needed.

Additionally, each of these periods are filmed and made available online for coach and players to

study and evaluate at home and during post-practice classroom sessions.

The fourth quarter of practice finalizes the whole-part-whole and progressive part method

as complete offensive and defensive units execute their techniques in a competitive team drill.

This 15 minute team period has an emphasis on both run and pass, and is executed with a certain

game scenario in mind. Through practicing the team session with a situational context, the games

approach is applied to this period as well. Players are given a game situation such as the

offensive is ahead by 3 points with 5 minutes left, or behind by 6 points with 4 minutes left.

Offensive and defensive plays that are appropriate for the situation are scripted before practice

and thus players are executing appropriate techniques in calls that are applicable to true game

situations that they have previously worked to improve on during individual and combo periods.

The fourth quarter of practice finishes with a 15 minute period of team conditioning combined

with special team practice. During this period, a different special unit is practiced each day while

member of the team who are not on that special unit condition together separately from the drill.

A typical on-field practice plan is as follows:

2:30-2:45 Early Outs

2:45-3:00 Team Dynamic Stretch

3:00-3:15 Team Offense/Defense Install and Execution

3:15-3:30 Individual Position Training

3:30-3:45 Offensive/Defensive Group Combo Training

3:45-3:55 Water and Halftime Corrections

3:55-4:10 9 on 7 / 1 on 1 passing routes

4:10-4:25 7 on 7 / 1 on 1 pass rush

4:25-4:40 Team Offense/Defense

4:40-4:55 Special Units / Conditioning

4:55-5:00 Team and Position Meetings

During the in-season there is frequent instruction that occurs in a classroom rather than

on the field. On Monday, the team meets with the coaching staff to address game performance

from the previous week and view and assess the game film. During this meeting players are

provided evaluation sheets that assess their performance, and coaches offer instruction and

criticism to assist in the further development of athletes. On Tuesday, players meet with coaches

in the classroom after practice to receive weekly scouting reports, game plan instruction, and

begin watching film of the opponent. Players will continue to meet with coaches after practice on

Wednesday and Thursday to discuss the game plan and watch film of their opponent. On Friday,

there is a special units meeting before practice, and a whole team meeting to discuss the game

day itinerary immediately following practice. Coaches can also provide players with off-field

instruction through playlists and tutorials regarding weekly opponents and game plans that are

published online through coaching programs such as Hudl.

Conditioning and strength training practices are conducted in systematic, periodized and

year-long programs that vary between the off-season and in-season. During the off-season

players participate in a speed and agility development program that takes place 4 times per week.

On Monday and Thursday players do speed training Speed training designed to develop

acceleration, plyometric power, resisted movement, core strength and stability. On Tuesday and

Friday they do agility training designed to promote multi-dimensional speed and agility through

drills that improve footwork, quickness, change of direction, balance, reaction time, as well as

core strength and explosiveness.

During the off-season players also participate in a strength training program that takes

place during a four day per week split routine. On Mondays and Thursdays players strength train

for functional power and explosiveness through Olympic lifting while on Tuesday and Friday

they develop structural strength through basic, complementary and specialty exercises. Speed,

agility, and strength training programs are each 8 weeks in length and are followed a testing

week in which program effectiveness and athlete improvement are assessed.

During the in-season, conditioning is done during practice through competitive group

drills and team conditioning sessions. In-season conditioning emphasizes team unity and positive

peer pressure. In-season conditioning emphasizes game speed endurance and the development of

a strong team dynamic. Positive team conditioning “is a proven method for bringing teams

together in a sincere, believable way. It also is a method to turn what some coaches consider to

be the ‘worst,’ …part of practice (conditioning) into one of the best” (Brown, 2003, p. 102).

Strength training during the in-season is done through a maintenance program consisting of a 45

minute workout conducted Monday through Thursday before practice.

The importance of flexibility and nutrition are reinforced the entire year. Functional and

dynamic warm-up routines are done before on-field and weight room practices during both off-

season and in-season as are post practice/work out flexibility and mobility routines. Proper

nutrition and hydration are also reinforced throughout the year. Athletes are instructed in proper

nutrition and encouraged to employ a balanced diet consisting of the “six separate types of

nutrients [needed] in order to function properly: carbohydrates, fats, proteins, vitamins, minerals,

and water” (Arthur & Bailey, 1998, p. 240). Athletes are taught when and what to eat throughout

the year, the importance of proper hydration, and the dangers of supplement use.

Coaching Behaviors

It is vital that a coach is able to capture and maintain the attention of his athletes. This is

not only important to their learning and execution, but also to minimizing behavioral issues and

keeping players motivated. As “[a]ttentiveness is one of the most important requirements of a

good learning environment” (Brown, 2003, p. 18) it is important that a coach take specific

measures to ensure that the focus of his team is on what it should be. A coaching behavior that

can improve attentiveness is to structure practice and drills that create the most active

participation by the athletes and avoid too much informative, direct instruction and standing

around. A coach can create a more effective learning environment by designing drills with the

“games approach.” Competitive simulation and opportunities for athletes to develop tactical

awareness and decision-making skills are increased through the “games approach.” The “games

approach” also helps keep players from becoming “impatient during what… [can seem] to be

endless instruction and drills and very little playing of the game” (Martens, 2004, p. 168).

Another behavior that can assist a coach in gaining and maintaining the attention of his

team is related to the pacing of his instruction. If a coach teaches too slowly, he risks losing the

attention and motivation of his faster learners, however if he teaches too quickly it may be

difficult for some athletes to keep up. Therefore coaching behaviors must account for both fast

and “slower” learners. A coach should pace his instruction and “teach to the level of [his] fastest

learners” in order to assist the “more advanced players stay focused and motivated” (Brown,

2003, p. 19). By teaching to the fastest learner during practice, the coach can protect the dignity

of the athletes who require more assistance and still provide them additional coaching to help

them master the skills.

In order to teach to the fastest learners during practice and while also protecting the

dignity and ensuring the learning of all players a coach can provide additional improvement

opportunities through extra practice time before or after practice. Re-teaching or providing

additional practice time during the “early out” period prior to the start of practice sessions is one

way in which coaches can provide additional instruction of this type. By using time outside of

the scheduled practice to work with athletes who need more help, a coach can give them a higher

frequency of practice opportunities without compromising their dignity or the speed of

instruction needed to accommodate the faster learning athletes during the actual practice periods.

Coaches can also foster attentiveness and focus in his players by varying the physical intensity,

competitive nature, and time duration of drills. Coaches can encourage attentiveness in athletes

by making “every drill as competitive as possible”, teaching skills clearly and correctly when

they are first introduces, and minimizing the amount of transition time in between drills (Brown,

2003, p. 18).

Coaches must also be flexible during practice and consider the extent to which goals are

being accomplished. Although practice plans are thoroughly organized and detailed, a coach

must always consider the actual learning and improvement that occurs during practice as the

determining factor in pacing instruction. Due to the strict time limits and performance

expectations coaches must face, it is easy for them to get caught up with all that they must teach,

practice, and master. However, when coaches lose flexibility and become overly focused on the

“to do” list, they can often have a poor perception of the true status of their team. Consequently,

it is imperative that a coaching staff meets regularly to discuss learning outcomes, practice

efficiency and effectiveness, and determine modifications and interventions that will enhance the

improvement and performance of both the team and individual athletes. Through the

coordination of organized planning and flexibility, a coach can do much to ensure the attention

and focus of his athletes, adjust appropriately in various circumstances, and promote the growth

and well-being of each player on his team.

Growth and Well-Being of Athletes

The overall growth and well-being of the athletes on a team must be of the highest

importance to a coach. A coach must consider the physical, emotional, psychological, social,

spiritual, and academic development and well-being of each individual athlete. It is important

that a coach teaches his athletes the importance of having positive and healthy priorities.

A coach must ensure that the athletes on his team are provided a safe physical

environment in which to practice and compete and that they are instructed in how to develop a

healthy lifestyle. A coach must take precautions to ensure that the practice facility does not

present a danger to his athletes and that he proactive in providing his coach staff with adequate

training in respect to caring for athletic injuries. The head coach and athletic director must also

ensure that there is an adult present that is certificated and qualified to care for any injuries that

may occur during practice. A coach must also be proactive in teaching his athletes about the

dangers of substance abuse. A coach must take time to instruct his players about the dangers of

alcohol, tobacco, drug, and supplement use. In addition to instructing players about these

dangers, a coach must also abstain from such substances as a part of the behavioral expectations

of the team and take every precaution to ensure that the entire coaching staff promotes and

models proper behavior in this area.

A coach must establish and clearly communicate the behavioral expectations for player

behavior in athletic, academic, and social settings. Establishing proper behavioral expectations is

vital to the emotional, psychological, social and spiritual development and well-being of all

athletes. In addition to establishing expected behaviors, a coach must also clearly communicate

the consequences that will incur if any players violate communicated expectation. Both

expectations and consequences must be clearly communicated at the start of the first off-season

training period to both players and parents and should be done in both written and verbal form.

This can be accomplished through player handbooks, letters, website postings, and meetings. The

expectations and consequences for behaviors should be developed in a cooperative manner with

both players and coaches.

A coach should utilize a “unity council” or captain’s meeting to develop the expected

behaviors of the team. Through an accountability group made up of representatives from each

sub-group within the team, players are empowered through their “voice”, clear understanding of

behavioral expectations that they consider fair and equitable, support disciplinary policies that

are designed from the bottom-up and unity is developed between both players and coaches

through a sense of a common mission. Through team designed behavioral expectations that

emphasize the importance of proper behavior in all situations and clear disciplinary strategies

that have been communicated prior to any infraction, a coach can consistently and fairly promote

the overall development of each student-athlete on his team.

It is important that a coach help foster the academic development of his athletes by

expecting the same serious and enthusiastic attitude in the classroom that they display on the

field. Players should be encouraged to strive for the best grade they can achieve in each course.

A coach can assist the pursuit of academic excellence through the use of weekly grade checks,

and facilitating the collective support for his players through constant communication with

teacher, counselors, players and parents. A coach can also provide additional tutoring

opportunities for athletes who are struggling in academic classes and utilize the stronger

academic students on the team as tutors. A coach should also make every effort possible to

provide special recognition for not only physical achievement and improvement, but also

academic success as well.

Coaching Staff

A head football coach must do everything possible to surround himself with qualified,

capable, caring, and enthusiastic coaches. It is important that the coaching experience is a

positive and rewarding one for both the coaches themselves and the athletes they coach. In order

for this to be achieved, there are certain characteristics that all coaches in the program should

have and that each understands his role and responsibilities within the program. It is important

that a head coach facilitate consistent staff meetings in order to ensure that all coaches are “on

the same page” regarding practice and game procedures, assessment of success, team personnel,

as well as coaching behaviors and opportunities.

A head coach should strive to employ coaches who are intrinsically motivated to succeed

as an organization and individuals. To assist in this effort, the head coach must provide his

assistant coaches with opportunities to raise their level of expertise within their sport. Coaches

should be afforded opportunities to attended professional development clinics, coaching

conferences and seminars, enroll in coaching education courses such as the MCAA at Concordia,

and travel as a staff to visit, interview and observe successful and respected football programs

that use similar systems. It is important that the head coach consistently presents his coaching

staff with opportunities to become better coaches and teachers.

A head coach must strive to ensure that his assistant coaches practice a cooperative style

as it greatly assists in the teaching and learning process. The cooperative coaching style is also

beneficial in developing a positive team culture, improving on-field performance, and enabling

athletes “to make decisions…cope with pressure, adapt to changing situations, keep contests in

perspective, exhibit discipline and maintain concentration” while on the field without their coach

(Martens, 2004, p. 34). Through a cooperative coaching style, coaches avoid the dictatorship

type of leadership and coaching that typically accompanies a command style. This produces a

more positive approach to coaching, stronger player-coach relationships, and a better team

culture.

Additionally, a cooperative style coach primarily uses positive reinforcement during

instruction and behavior modification. This is possible due to the fact that behavioral guidelines

have been developed collaboratively with the players, team “buy in” have been facilitated

through unity council” or captain’s meetings in which players have a forum in which they can

express questions or concerns, and behavioral expectations and applicable consequences are

communicated well in advance. As a result, a coach can use positive reinforcement when

providing both instruction and behavior correction to his athletes. Positive feedback assists in

reinforcing proper actions and behaviors as well as serving as motivation for athletes. Positive

reinforcement is not only the most effective way for coaches to provide instruction and modify

player behavior, but it also motivates players and teams to continue working to improve through

encouragement and allows them to see how they are progressing toward their goals. Coaches

must take steps to actively motivate the individuals and groups on the team.

In addition to using positive reinforcement, coaches can also motivate the ego oriented

athlete through performance grading and testing, and the task-oriented players through the

promotion of the belief that all individuals can improve and succeed, and in the importance of

maximum effort at all time. Teams and players can also be motivated through speakers, videos,

and handouts. A handout that is an effective motivator during game weeks is a tip and reminder

sheet that outlines the most important parts of our game plan and helpful opponent tendencies on

one side, while the other side has motivational quotes that are discussed and applied to the

upcoming game. The commitment, effort, and work ethic demonstrated by the coaching staff can

also serve as a strong motivator to the team and individual players.

It is important that a head coach clearly define the assistant coach’s roles in respect to

developing strategic game plans, and analyzing opponent strengths, weaknesses and tendencies.

Analysis of opponents in the sport of football must be thorough, extensive, detailed and data

based. A head coach should assign coaching assignments based on the desire and experience of

the individual coach as well the challenges and needs of the team. A head coach must establish a

weekly game planning and strategy meetings that include post-game evaluation and analysis of

the next opponent’s strengths, weaknesses, and tendencies. The data collected and assessed by

the staff should be based on extensive film study and data reports run through coaching software

such as hudl or coach designed templates and tables. Game planning sessions must address

pregame checklists, weekly installation scheduling, and game plans that are specific for the

offense, defense, and special units. Additionally, the head coach must ensure that his staff

positively and efficiently installs and supports the game plan strategies on the field, strive to

become better teachers who utilize a cooperative approach, multiple strategies and resources, and

attend and participate in all staff meetings.

Team and player motivation is stronger when the coaching staff is efficient, effective,

thorough and dependable. Coaches must follow through on the commitments made to the team,

work diligently to effectively analyze opponents, and communicate assessments, game plans, and

other instructional practices to the team in a clearly and timely manner. Behaviors such as these

demonstrated by a coaching staff not only provide a team with stronger motivation and sound

tactical game plans, but also model proper behavior to the team assisting in the positive

emotional, psychological, social, and spiritual development of each player.

It is imperative that a head coach and his staff model proper behaviors at all times. A

great coach understands that he must be in control of his emotions and that his players are

learning how to behave through his actions. Although there may be disagreements or “animated”

discussions in coaching meetings, the entire staff must refrain from arguments and other

unprofessional behaviors when in the presence of players. Coaches must consistently practice

positive coaching techniques and avoid negativity directed toward players, the use of profanity,

and an overused sarcastic tone. All coaches must demonstrate behaviors that assist in the

development of the entire student-athlete. Often coaches become preoccupied with the physical

development of athletes and, unfortunately, disregard the other important development aspects

associated with sport. Coaches must behave in ways that promote the physical, academic,

behavioral and social achievement of the players on the team. Coaches must behave in ways that

ensure the physical, emotional, and psychological safety of the players on the team. Additionally,

coaches must behave in ways that demonstrate to the team that they care about them as

individual people as opposed to merely caring about them as athletes. Finally, by modeling

proper behavior coaches can provide the most positive influence and strongest foundation in the

character education and character development of the athletes on the team.

Character Development

Modeling proper behavior, strong character, and ethical decision making from a

conscientious coaching staff is one of the most important behaviors to demonstrate to players

acceptable and appropriate behaviors. Players must understand what an athlete with “good

character” looks like. A person of good character understands what is right and what is wrong

and makes decisions that are consistent with these beliefs. A person of good character does not

try to convince themselves that there is a “grey” area when it comes to ethical decision making.

They make the ethical decision and display strong character regardless of the circumstances.

For athletes to develop strong character themselves, it is not only important that they see

it demonstrated by their coaches, but that they truly understand the aspects of good character.

Therefore, character education is another thing that must be done by the coaching staff in order

to teach strong character and behavior expectations. General George S. Patton once said, “[t]he

fixed determination to have acquired the warrior soul, to either conquer or perish with honor, is

the secret to victory.”

A 10-week character education unit titled “Acquiring the Warrior Soul: Ten Essential

Elements for Developing the Attitude of a Champion” is taught to the team beginning during

Spring football and continuing through the Summer. The first step in teaching good character is

to identify the principles of character. The principles of character addressed in “Acquiring the

Warrior Soul” are: character, desire, goals, dedication, courage, work ethic, perseverance,

teamwork and unity, unselfishness and sacrifice, honesty and loyalty. The second step of

teaching character is to provide the team with instruction regarding each principle. This

instruction happens with each lesson in the character education unit. Each lesson consists of

various quotes pertaining to a specific character trait and a discussion prompt.

During a team meeting once a week, the coaches will lead a team discussion about the

specific character trait of that week, how it applies to football and life outside of sports, and the

importance of having strong character. Each character principle is covered once during the off-

season in order to build a strong foundational understanding. The third step in teaching character

is giving players with opportunities to practice the principles of character. Once the team has

been instructed in these principles, they should be encouraged to begin applying them to their

personal lives and interaction within the team.

The head coach should infuse practice plans and team activities with routines that

promote and allow for application of character principles. Additionally, coaches should privately

and publicly recognize and reward good character both publicly and privately. Coaches should

recognize and reward good character demonstrated by both individuals and the team. Individual

character traits should also be revisited during the regular season as needed on an individual and

team basis. The importance of these character principles must be consistently made evident in

the form of posters located in the locker room and team room, handouts available for players to

take home, weekly themes, and through guest speakers and character awards. Through a

commitment to character education and clearly established and communicated player guidelines

and expectations, athletes will have a strong understanding of the behaviors that are acceptable

as well as those that are not. A head coach must make several considerations when he is faced

with a situation in which a player has broken an established team rule or policy, or displayed

poor ethical behavior.

A head coach must determine what type of actions must be confronted and which actions

are acceptable. When the coach establishes, distributes, communicates and teaches players and

parents about the standards of behavior and procedural expectations of the program, he must

follow through on the expressed consequences when a violation occurs. Failure to do so creates

inconsistencies within the program and the behavioral standards of the program lose integrity.

Brown (2003) states that in shaping player behavior, “the overriding truth is that by not

confronting a behavior that is inappropriate, the coach is sending a message of acceptance” (p.

69).

When confronting unacceptable behavior a coach must make certain considerations and

model certain behaviors. The first consideration a coach must make is whether the violation was

a mistake resulting from a lack of knowledge or ability, or if it was misbehavior because the

individual was knowledgeable and capable and chose to willfully misbehave. Mistakes and

misbehaviors should be dealt with differently, however in both situations the coach should

employ positive discipline. Through the use of positive discipline, a coach can use mistakes as

opportunities to learn and grow as opposed to merely punish. It is an important aspect of

correcting player behavior as the use of positive discipline expresses “an attitude toward

coaching players that is constructive, not destructive. It helps you provide enough guidance to

direct and teach without directing so much that you stifle players’ growth and motivation”

(Jordan, Greenwell, Geist, Pastore, and Mahony, 2004, p. 144). When confronting players,

coaches must be sure that they do so in a way that does not humiliate or demean the athlete. It is

imperative that the coach express that his displeasure is with the choice that was made and not

with the individual person. When confronting inappropriate behaviors coaches must protect the

player’s dignity and enforce the consequences that have previously been established for the

violation. By doing so, the coach remains consistent, avoids bias, and illustrates that the

punishment is not a personal attack but rather the enforcement of rules that apply to all members

of the team.

There are times in which an athlete may need to be removed from practice, a game, or the

team. When an athlete clearly and willfully defies established rules and practices, his actions

should be confronted and the player should be given the opportunity to correct his behavior.

These behaviors may violate policies established in the player handbook or be unethical as they

break behavioral expectations developed through character education. The initial correction by

the coach should occur immediately following the violation to ensure that the athlete understands

what the mistake or misbehavior was. If the player continues to disregard the rules and

corrections of the coach he may need to be dismissed from that activity.

Often removing a player from a drill in practice or from a series in a game will be enough

for him to self-correct at this point. However, if the behavior continues he may need to be

removed from the practice or game environment in order to not distract or negatively affect the

rest of the team. When removing a player from a drill, practice or game it is imperative that the

coach protects the dignity of the athlete as he does during initial correction. In these situations it

is important that the coach holds a meeting with the player and his parents as soon as possible.

At this meeting the poor behaviors of the athlete should be discussed, the established behavior

expectations and violation consequences should be reviewed, and an action plan to assist the

player in improving behaviors should be outlined.

The positive influences that a coach and participation in sport can have on an individual

can only occur if the athlete is on the team. Therefore, athletes should only be removed from a

team as a last resort, and if his misbehaviors are having a dramatically negative affect on the

team. If one recognizes that the primary purpose of coach is to assist players in becoming “better

human beings, then you should only cut a player when you conclude that the cost to the team of

the player’s misdeeds is greater than the potential help you can give the player” (Martens, 2004,

p. 150). Otherwise, all efforts should be made to keep the player involved in the program, and an

intensified focus should be made to assist the athlete in developing the ability to demonstrate

good decision-making skills and strong character.

There are some behavior however, that a coach cannot compromise. Willful misbehaviors

that undermine the established policies and values of the program cannot be tolerated. Players

should be given every opportunity to correct their behavior, but if it becomes damaging to the

entire team or compromises the safety or welfare of other player as coach cannot compromise the

philosophies of the entire program for one player. This can prove to be a difficult decision if the

player in question is a great athlete, but the coach must place the overall well-being of the team

before the athletic talents of an individual. A coach can never compromise his values or the

welfare of other team members by accepting the poor behaviors and unethical decisions of a

great athlete who refuses to correct his behaviors. A coach must maintain that the emotional,

social, psychological, and spiritual development and well-being of the team is more important

than an individual player with outstanding talent. This is a characteristic of great team.

All great teams have coaches who teach, promote, and encourage the overall “buy in” and

success of all team members. Brown states that players on great teams “understand, accept, and

embrace their roles, and maintain a positive attitude” (2003, p. 98). Coaches of great teams are

able to coordinate many players and coaches, all with different personalities, and convince them

to place their individual desires behind the ideal of working together in the pursuit of a common

goal. When a head coach can accomplish this difficult task, he can mold many different people

into a single unit. This is the ultimate job of a great head coach, and one that can make all the

difference in competitive success and the development of his athletes. Former New York Yankee

great and current L.A. Dodger manager Don Mattingly once said:

Team sports are really difficult things…at one point in my career…something wonderful

happened…I learned I could impact my team by caring first and foremost about the

team’s success and not my own…I become less lazy, less sensitive to negative

comments. When I gave up me, I became more. I became a captain, a leader, a better

person, and I came to understand that life is a team game…and you know what…I’ve

found most people are not team players. They do not realize that life is the only game in

town. Someone should tell them. It has made all the difference in the world to me.

Great teams are epitomized by their ability to make this realization as a collective group and

develop into a single unit without regard for who gets the credit or is on top of the statistical

chart. Great teams that illustrate this concept display a team-first attitude, understand and accept

individual roles, maintain a positive attitude, and persevere through adversity remaining loyal to

one another in all circumstances.

Fundraising and Boosters

During this era of lower state funding for education, it is vitally important that athletic

programs make efforts to raise funding for their own program. This is one of the major

expectations for a booster club as it is an effective, active, and helpful role that parents can be

encouraged to take in the athletic program. Additional fund raising by a booster club or program

can assist in the ability to hire additional qualified coaches and provide educational and training

opportunities for the coaching staff. Additional fund raising can also assist in refurbishing and

purchasing training equipment, maintaining safe practice facilities, help cover the costs of player

recognition awards and banquets, as well as the many other costs that a program can incur.

Fundraising for athletic programs can be done in various ways including golf tournaments, silent

auctions, raffles, casino nights, and Christmas tree sales.

Participation in the booster club is a positive way that parents can be encouraged to be

involved as active stake holders in the athletic program with a clear understanding of their role

and expectations. Booster clubs can also assist in the management of other areas of the program

such as organizing and hosting team functions and managing the budget. It is important that a

head coach encourage parents to participate in booster clubs due to the fundraising and

organizational efforts the can provide, and the positive participation it affords parents through a

constructive role, and specific area in which they can focus their support.

Building Relationships

It is important that the head coach incorporate community outreach and service learning

as part of the developmental education that sports provide. A head coach can promote the

importance of building relationships by involving the team in service oriented activities. The

head coach should build relationships between his program and other organizations through an

“adopt a cause” effort. Relationships can be built through community and service outreach

wherein the players and coaches select an organization to support. The program can then show

support through service fund-raising specifically for the organization, as well as volunteering

team time and effort to it.

It is also important for the coach to build relationships with the parents of players on the

team through clearly established roles and communication expectations. A coach must keep

parents informed regarding how their son will be treated in the program, how playing time is

determined and what guidance and support the program will provide their son. Communication

processes must be clearly established between parents and coaches. Parents must understand the

appropriate times, places, and methods to initiate communication.

Parents should be made aware of certain topics that will not be discussed. For example, a

coach should never discuss an athlete with a booster club member other than the player’s parent

or guardian. Parents must also understand that communication with coaches must focus on their

role as boosters and not on competitive strategies, playing time, or practice planning. Coaches

should also make efforts to make positive communications to parents. A head coach should try to

make contact with as many parents as possible to express something positive about their son at

least once during the off-season and whenever possible during the competitive season.

Head coaches can also facilitate the support and participation of assistant coaches in this

effort. A head coach must take precautions to ensure that parents understand that their role in the

athletic program is to support the team, their son or daughter, and the entire program, while the

coach’s role is to coach, and the player’s role is to play. Coaches can communicate these roles

and expectations through handouts, letters, and parent informational meetings.

College Coaches

As a collegiate football coach at the community college level, it is important to have a

clear philosophy regarding recruiting and understanding of the recruiting process. A head coach

of a community college should maintain the philosophy of recruiting the local player. It is illegal

for coaches at the community college level to initiate contact with out of state players. The

athlete must make contact with the head coach first and should have a natural reason to come to

the school. Some junior colleges have many players in apartments and do not follow the

appropriate recruiting protocol. An ethical recruiting philosophy at this level will follow the rules

and procedures for recruiting, rather than break or bend the rules in the attempt to obtain better

athletes.

The recruiting process should begin with the coach seeing the player perform in

competition either live or online. The next step in the process is to rank the player in respect to

his ability to compete at the community college level. An effective way to rank recruits is to

label them as “red” if they will be a starter and potential four-years prospect, “yellow” if they

may take year or two to progress into a starter or their four-year ability is questionable, or

“green” if they are someone who is predicted to be unable to start at the collegiate level. When

players are ranked as “red” then the head coach should make contact and attempt to set up a

meeting with the player. If the athlete is on time for the meeting, seems like a good fit with the

program, and the parents are supportive of the student-athlete attending the school then they

should remain “red” as the recruiting process continues. If an athlete who is initially ranked as a

“red” player doesn’t show up for the meeting, won’t return phone calls or text messages, or if

something is odd at the meeting then he may drop to “yellow” depending on the issue. If

problems persist, then the coach may choose to stop recruiting that specific athlete.

Common examples of actions that could cause an athlete who is initially ranked as a

“red” recruit to be dropped to “yellow” or cease to be recruited entirely could be leaving

headphones on during a meeting, checking a phone numerous times during a meeting, not

showing up for the meeting at all, or lying to the coach. Although a coach’s tolerance for such

behavior may vary slightly from player to player dependent on his performance ability, a coach

must not compromise his philosophy or values in the recruitment of an individual player or he

may jeopardize the integrity of his entire program. There are many collegiate programs that will

compromise integrity, ethics, and values in an effort to recruit the best athletes. A sound

recruiting philosophy for a community college should be designed to help the local athlete and

the few others who have relatives living nearby, be founded in ethical standards, and remain

consistent to its philosophy regardless of the practices of other schools. Ethical practices and

philosophical integrity must be exhibited, not only in such recruiting efforts, but in every aspect

of a successful organization if it is to remain consistent to its vision of developing the complete

student-athlete in the pursuit of competitive success.