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1
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Coaching Portfolio
Christopher Webb
Department of Sport Management, Liberty University
SMGT 300: Introduction to Coaching
Dr. Douglas R. Damon
March 12, 2021
2
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
General Coaching Philosophy
As a soccer coach, I will provide my players with a positive and safe environment where
they can develop a passion for the game by providing them with the tools, they need to play the
game successfully for a long period.
I will emphasize the development of the technical, tactical, physical, and psychological
areas of the game, with the longer-term goals of producing well-rounded, complete soccer players
and helping each player to reach his or her potential. To this end, particularly for younger players,
I will stress technical proficiency and tactical flexibility, with an emphasis on maintaining shape
and creating space.
I will allow players to play a variety of positions on the field and will give them the freedom
to be creative, to make mistakes, and to solve some problems for themselves.
The health of the players will always be over winning games on my priorities list. During
a hot day, I will demand extra water breaks. If the field is too wet, I will ask for the game to be
rescheduled to prevent injuries to the athletes.
Regardless of the gender and ability level of the players, I will strive to create a fun, positive
environment that validates the self-worth of each player and builds a lifelong love for the game of
soccer.
I will listen to my players and parents, treat them with respect at all times, and be receptive
to constructive advice.
I consider building the character of the person just as important as developing the skills of
the player. I will teach my players through my words and actions the values of respect, resilience,
3
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
empathy, teamwork, and sportsmanship that will benefit them long after their youth soccer days
are over.
Winning games is not considered to be a primary objective. Winning is considered to be
the result of the application of good ball skills and good tactics.
4
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Coaching Style
I will approach my team with a cooperative style of coaching. In the cooperative style,
coaches share decision-making with athletes. This is an adaptable and pliable style that puts the
coach in the role of a facilitator, conductor, and choreographer. This style empowers athletes to
be the best that they can be. I will not only teach my athletes technical and tactical skills but life-
skills as well. I will teach my athletes to learn to set their own goals and to strive for them. I will
make my practices and games fun. If the players are enjoying their time with me, they will
respond better to what I expect of them on the field.
5
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Coaching Objectives
Dependable Soccer Coach with great values and ethics. Leveraging hands-on experience
in preparing lessons, and lesson plans according to the required curriculum to deliver the
lessons in an engaging and playful atmosphere. Passionate about working with the
athletes
To bring a passion and energy to all coaching responsibilities.
To be ready and on-time for practices and games.
To be adequately prepared with practice and game plans.
To continue to grow and develop as a coach by pursuing appropriate coaching education,
certifications, and licenses.
To foster a life-long love and passion for the game of soccer within each player.
To cultivate a fun and challenging player-centered learning environment that encourages
player and team development.
6
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Communication Standards
I will communicate to my athletes in a positive manner.
Make it clearly communicated what my goals are for the team.
I will admit to fault when needed.
My messages to the team will be consistent.
I will listen to my team for feedback.
I will show emotion towards the team, but I will not let it interfere with my message.
I will establish my credibility at the beginning of the season.
I will not judge my team in mistakes they make, but instead guide them on the right path.
7
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Schedule
May 22 -
August 14
9:am -
12pm
Saturday
conditioning
September
13
4:30-
6pm
Practice
August 16
4:30-
6pm
Practice
September
15
5pm
Away game
August 18
4:30-
6pm
Practice
September
18
9am-
12pm
Practice
August 20
4:30-
6pm
Practice
September
20
6pm
Home game
August 21
12pm
Preseason
home game
September
22
4:30-
6pm
Practice
August 23
4:30-
6pm
Practice
September
24
5pm
Home game
August 25
5pm
Home game
September
29
4:30-
6pm
Practice
August 28
9am-
12pm
Practice
October 2
1pm
Away game
August 30
4:30-
6pm
Practice
October 4
4:30-
6pm
Practice
September
1
4:30-
6pm
Practice
October 6
4:30-
6pm
Practice
8
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
September
3-4
TBA
Out of state
tournament
October 9
9am-
12pm
Practice
September
8
4:30-
6pm
Practice
October
13
4:30-
8pm
Last
Practice
September
10
6pm
Away game
October
15-17
TBA
State
Tournament
9
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Weight Training Outline
1 mile run
Bench Press
12 reps
Chin-ups
12 reps
Walking Lunges
12 each leg
Step-ups (knee to chest)
12 each leg
Box Jumps
12 total
Hip Lifts
20
Toe touches
20
Bench Press
12 reps
Chin-ups
12 reps
Walking Lunges
12 each leg
Step-ups (knee to chest)
12 each leg
Box Jumps
12 total
Hip Lifts
20
Toe touches
20
1 mile run
10
Practice Outline
Activity
Time
Stretch
10 minutes
1 mile run
10 minutes
Cool down and hydrate
5 minutes
Sprints
10 minutes
Passing drill
15 minutes
Shooting drill
15 minutes
Set Plays
15 minutes
½ mile run
5 minutes
Clean up
5 minutes
11
Starting Roster
GK: Darin Phelps
Right Defender: Mitchell
Templeton
Center Defender: Ben
Woods
Left Defender: Anthony
Hurts
Defensive Center
Midfielder: Jake Howell
Right Wing: Zack
Musselman
Offensive Center
Midfielder: Stephan
Garrett
Left Wing: Zion Thomas
Forward: Blaise
Boushard
Forward: Benjamin
Hosaflook
12
References
Liskevych, T. (2017, January 19). Choosing Your Style of Coaching. The Art of Coaching
Volleyball. Retrieved from www.theartofcoachingvolleyball.com/choosing-your-style-of-
coaching/
(2020, September 12). Top 8 Soccer Coach Resume Objective Examples. Cover Letters and
Resume Samples. Retrieved from https://coverlettersandresume.com/trainer/soccer-coach-
resume-objective-examples/
Coaching Staff Goals and Objectives. United Local High School Boys Soccer Program.
Retrieved from http://unitedlocalboyssoccer.weebly.com/coaching-staff-goals-and-
objectives.html
What is your coaching philosophy? Retrieved from
https://cdn1.sportngin.com/attachments/document/eea0-
2093357/Sample_Coaching_Philosophy.pdf
13
Appendices
Form 1.1: Knowing Your Three Selves
Instructions:
1. For the first role listed, rate yourself first as you would like to be (your ideal self).
2. Then rate yourself as you believe you are seen by others (your public self).
3. Next rate yourself as you perceive yourself really to be (your real self). Then complete
the three ratings for the remaining roles and characteristics.
Rating scale
−3
−2
−1
0
+1
+2
+3
Negative self
Neutral self
Positive self
Item
Ideal self (as you
would like to be)
Public self (as you
believe you are seen
by others)
Real self (as
you perceive
yourself)
Knowing yourself as . . .
an athlete
+3
+2
+2
a coach
+3
+1
+1
a mother or father
+3
-3
-1
successful
+2
+2
+1
honest
+3
0
+1
anxious
-3
-1
-2
empathic
+2
+1
+1
domineering
-2
+1
0
loyal
+3
+1
+2
humble
+3
+1
0
needing
recognition
+1
+2
0
14
The best coaches are those who . . .
a. give individual help and are interested in their
athletes’ development.
3
b. make practices and games fun.
1
c. teach athletes the skills needed to win.
2
If a news story were written about me, I would like to be described as . . .
a. a coach who contributed to the development of
young people.
3
b. a coach for whom athletes enjoyed playing.
2
c. a winning coach.
1
As a coach I emphasize . . .
a. teaching skills that young people can use later in
life.
3
b. having fun.
2
c. winning.
1
Total score
9
5
4
Development
Fun
Winning
15
IMPORTANCE
Reason
Not at all
Somewhat
Very
1. To be involved in a sport I like
2. To earn a living
3. To help secure another job
4. To have power
5. To be with people I like
6. To give something back to the sport
7. To gain public recognition
8. To enjoy myself
9. To demonstrate my knowledge and skill in the sport
10. To make up for the fact that I was not a good athlete
11. To travel
12. To help athletes develop physically, psychologically,
and socially
13. To set an example for the athletes
14. To be not only be a coach, but also a friend
15. To help my team succeed
16
Form 8.1: Athlete Code of Conduct
I, Bobby Joe, hereby pledge to honor and support the Eagles by adhering to the team’s Athlete Code of
Conduct as stated below.
I will be respectful by using appropriate language in appropriate tones when interacting with other
athletes, coaches, officials, parents, and spectators. I will not taunt, use obscene gestures, or engage in
boastful celebrations that demean fellow athletes.
I will treat everyone fairly regardless of gender, ethnic origin, race, religion, or sexual orientation.
I will treat all athletes, coaches, officials, parents, and spectators with dignity and respect.
I will not provide, use, or condone the use of tobacco products or alcoholic beverages.
I will not provide, use, or condone the use of performance-enhancing or mind-altering recreational
drugs.
I will arrive on time for all practices, meetings, and contests, with only emergencies and illnesses being
acceptable reasons for tardiness or absence.
I will seek to become the best athlete I can be by practicing appropriately and eating right.
I will play by the rules of the sport, demonstrating and encouraging good sportsmanship both in victory
and defeat.
I will be honest. I will not lie, cheat, or steal.
I will be respectful by not fighting or damaging the property of others.
I will do my best to play safely so as not to injure myself or anyone else.
I will respect my teammates by not bullying them or engaging in hazing activities.
I will respect the dignity of others by not sexually harassing or molesting them.
I will reject and report any individuals who request sexual favors or who threaten reprisal for rejecting
such advances.
I will protect the integrity of the game by not gambling on the sport or having any involvement with
those who do.
I will encourage and assist my teammates in becoming better athletes and human beings.
I have read and understand the above statements and agree to conduct myself in a manner consistent
with each.
Signature of athlete _______________________________________ Date _________________
Signature of parent/guardian ________________________________ Date _________________
17
Develop a plan for teaching a tactical skill in your sport by completing each of the following
steps:
Step 1: Identify the important decisions your players need to make as they play the sport.
This is a tremendously valuable exercise that you can use for as long as you coach. If you have
little experience with the sport, you will still be able to identify the important decisions in several
ways. Observe play to see where athletes make tactical rather than technical errors. These are the
decision-making situations. If you are unable to identify these tactical errors, ask highly
experienced athletes and coaches to do so.
Describe a specific tactical decision athlete must make in your sport.
In the sport of soccer, ball distribution is an important skill for a player to have. If a ball is kept
in a small area, the opposing player will easily be able to steal the ball away. If a ball is
distributed properly, the opposing player will not be able to have enough time to approach the
ball with the opportunity to steal it. Ball distribution is most critical the center midfield player as
they are the leader of the field and have the clearest view of the field when on the offensive.
Step 2: Determine what knowledge your athletes need to make a good decision regarding
the situation described in step 1. What rules do your athletes need to know to make a good
tactical decision?
The rules of being offside and the goalie can’t pick the ball up with their hands
What should your athletes know about your strategic or game plan that is pertinent to this tactical
decision?
My game plan is to be unpredictable. If we keep the ball on one side on every single offensive
attack, the opposing players will gravitate towards that side. If they can’t predict where the ball is
going to go, they will be forced to spread out.
What playing conditions should your athletes be aware of that may influence their tactical
decisions?” How would these conditions influence them?
Weather is a huge condition that the players need to be aware of. If the field is wet, short passes
are the best because long passes will result in weird bounces from the water.
What strengths and weaknesses of the opposing athletes or team do your athletes need to know
about to make this tactical decision?
Strengths – The speed of the players and how well they are closing passing lanes.
Weakness – Lack of player coverage and keeping the defensive line.
What factors should be considered in your athletes’ evaluations of their own strengths and
weaknesses?
The ability to kick a soccer ball with speed and accuracy and the ability to control a pass.
Step 3: Identify the cues in the situation that your athletes should and should not attend to,
and help them interpret these cues to decide on a likely course of action. This is difficult to
do. Becoming a keen observer of the sport, consulting your more skillful athletes, consulting
18
experienced and successful coaches, and reading the technical literature in your sport are all
ways to learn the cues to which players should attend in each decision-making situation.
Cues to which your athletes should attend
Cues to which your athletes should not attend
If the opposing players are in close proximity to
each other
If the opposing players are spread out and closing
all passing lanes
If the player you are passing to has good ball control
If the player you are passing to has trouble
controlling a pass
Step 4: Identify the appropriate tactical options, guidelines, or rules your athletes should
follow to make this tactical decision. When players read the situation in a certain way, what
tactical options are available to them? Is there a preferred tactical response? (As in step 2, you
can identify these tactical options through your own critical observation or by consulting highly
skilled athletes and coaches.)
When reading the situation, some options that are available are whether they kick the ball
backwards, forwards, or sideways. It is preferred that the ball moves forward up field, but it is
possible to pass the ball to the goalie. They will be able to clear the ball forwards
Step 5: Find or design at least one practice contest that gives your athletes the opportunity
to work on reading the situation and selecting the appropriate tactic. This is where the
games approach is at its best. By learning to identify the decision-making points in step 1, you
can design practice conditions to give your athletes practice in developing their perceptual skills.
Often the practice contests you design will give athletes an opportunity to practice more than one
decision-making skill. Describe the game here.
The ball will start with the goalie. While a timer is running, the goal is the have each player on
the team to pass the ball down the field only once and have the ball end up in the opposing goal.
The difficult part is the defensive players will be on the field trying to steal the ball away. The
drill will help will ball distribution, creating passing lanes, and using every player on the field
because football is a team sport.
19
Primary offensive system: 1-4-2-3
Primary defensive system: 2-4-4
Core Skills for All Players
Skill
1
Shooting – Curve, power shot, and lob.
Skill
2
Passing – direct pass, through pass, cross, and lob pass.
Skill
3
Ball handing – able to receive passes, able to contain the ball with pressure, and able to
dribble.
Skill
4
Movement – speed, acceleration, and able to stop.
Skill
5
Endurance – Run for long periods of time without rest
Skill
6
Core Skills for Specific Positions
Center Midfield
Skill
1
Find the passing lane
Skill
2
Able to pass the ball across the entire field
Skill
3
Find the weak side of the defense and attack it
Skill
4
Able to accurately shoot from distance
Goalie
Skill
1
By able to read an offensive attack
Skill
2
Able to catch the ball coming at a high rate of speed
Skill
3
Leg strength to jump high
Skill
4
20
Forward
Skill
1
Quick acceleration
Skill
2
Smooth cuts
Skill
3
Accurately head the ball
Skill
4
Advanced Skills by Position
Center Midfield
Skill
1
Dribble into open spaces
Skill
2
Cut well
Skill
3
Beat players one on one
Skill
4
Distribute the ball accurately
Goalie
Skill
1
Head-eye coordination
Skill
2
Decision making
Skill
3
Leg speed
Skill
4
Reflexes
Forward
Skill
1
Receive passes while under pressure
Skill
2
Ability to turn in one touch
Skill
3
Act quickly to set up goals
Skill
4
Footwork
21
Skill
name
Shooting
Positio
n (if
any)
All positions
Skill
type
Core
Yes
Advanced
Offensive
Yes
Defensive
Skill
descrip
tion
Shooting a soccer ball occurs when a foot comes in contact with a player’s foot at
a high velocity in the direction of the opposing team’s soccer net.
Key
teachin
g points
Hips towards the direction the players are aiming
Chest over the ball
Straight follow through of the leg
Commo
n
errors
and
how to
correct
Confusing foot placement – Count out the steps
Ball is curving – kick with the side of the foot and have a straight follow through.
Ball goes over the goal – Keep the chest over the ball
Referen
ces
https://www.ducksters.com/sports/soccer/shooting.php
https://www.wikihow.com/Shoot-a-Soccer-Ball#:~:text=Kicking%20the%20Ball,-
%7B%22smallUrl%22%3A&text=Look%20up%20before%20kicking%20the,wa
nt%20the%20ball%20to%20go.
23
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Step 1
Step 2
Skills identified
Essential skills to
evaluate
Skill rating
Weak
Strong
Technical skills
Skill 1: Shooting
Yes
No
1
2
3
4
5
Skill 2: Passing
Yes
No
1
2
3
4
5
Skill 3: Ball Handling
Yes
No
1
2
3
4
5
Skill 4: Movement
Yes
No
1
2
3
4
5
Skill 5: Endurance
Yes
No
1
2
3
4
5
Skill 6: Communication
Yes
No
1
2
3
4
5
Tactical skills
Ability to read the situation
Yes
No
1
2
3
4
5
Knowledge of the rules
Yes
No
1
2
3
4
5
Knowledge of team strategy
Yes
No
1
2
3
4
5
Knowledge of opponents
Yes
No
1
2
3
4
5
Knowledge of self
Yes
No
1
2
3
4
5
Knowledge of tactical options
Yes
No
1
2
3
4
5
Decision-making ability
Yes
No
1
2
3
4
5
Physical training skills
Strength
Yes
No
1
2
3
4
5
Speed
Yes
No
1
2
3
4
5
Power
Yes
No
1
2
3
4
5
Endurance
Yes
No
1
2
3
4
5
Flexibility
Yes
No
1
2
3
4
5
Quickness
Yes
No
1
2
3
4
5
Balance
Yes
No
1
2
3
4
5
Agility
Yes
No
1
2
3
4
5
Other
Yes
No
1
2
3
4
5
Mental skills
Emotional control—anxiety
Yes
No
1
2
3
4
5
Emotional control—anger
Yes
No
1
2
3
4
5
Self-confidence
Yes
No
1
2
3
4
5
Motivation to achieve
Yes
No
1
2
3
4
5
24
Ability to concentrate
Yes
No
1
2
3
4
5
Other
Yes
No
1
2
3
4
5
Communication skills
Sends positive messages
Yes
No
1
2
3
4
5
Sends accurate messages
Yes
No
1
2
3
4
5
Listens to messages
Yes
No
1
2
3
4
5
Understands messages
Yes
No
1
2
3
4
5
Receives constructive criticism
Yes
No
1
2
3
4
5
Receives praise and recognition
Yes
No
1
2
3
4
5
Credibility with teammates
Yes
No
1
2
3
4
5
Credibility with coaches
Yes
No
1
2
3
4
5
Character development
Trustworthiness
Yes
No
1
2
3
4
5
Respect
Yes
No
1
2
3
4
5
Responsibility
Yes
No
1
2
3
4
5
Fairness
Yes
No
1
2
3
4
5
Caring
Yes
No
1
2
3
4
5
Citizenship
Yes
No
1
2
3
4
5
Maturity and experience
Immature Fully
mature
Physical maturity
1
2
3
4
5
Emotional maturity
1
2
3
4
5
Social maturity
1
2
3
4
5
Playing experience
1
2
3
4
5
25
How many practices will you have over the entire season, and how long can practices be?
30 practices. 90 minutes long
How many contests will you have over the entire season?
Over 15
What special events (team meetings, parent orientation sessions, banquets, tournaments) will
you have and when?
3 team meetings (1 before the season. 1 in the middle of the season. 1 before the state
tournament)
1 parent orientation at the beginning of the season
1 banquet at the end of the season
3 tournaments. (1 preseason tournament. 1 conference tournament. 1 state tournament)
How many athletes will you be coaching? How many assistants will you have? What is the
ratio of athletes to coaches?
20 athletes
2 assistants
3:20 (15%)
What facilities will be available for practice?
An open soccer field with 2 goals
What equipment will be available for practice?
Cones and soccer balls
How much money do you have for travel and other expenses?
$2,500
What instructional resources (videos, books, charts, CDs) will you need?
Leadership and team building books
Tape from previous games
What other support personnel will be available?
2 captains on the team
What other factors may affect your instruction plan?
Weather and field conditions.
27
Step 1
Steps 2-4
Skills identified
Teaching priorities
Readiness to
learn
Priority
rating
Technical skills
Skill 1: Shooting
Must
Should
Could
Yes
No
A
B
C
Skill 2: Passing
Must
Should
Could
Yes
No
A
B
C
Skill 3: Ball Handling
Must
Should
Could
Yes
No
A
B
C
Skill 4: Movement
Must
Should
Could
Yes
No
A
B
C
Skill 5: Endurance
Must
Should
Could
Yes
No
A
B
C
Skill 6: Communication
Must
Should
Could
Yes
No
A
B
C
Tactical skills
Ability to read the situation
Must
Should
Could
Yes
No
A
B
C
Knowledge of the rules
Must
Should
Could
Yes
No
A
B
C
Knowledge of team strategy
Must
Should
Could
Yes
No
A
B
C
Knowledge of opponents
Must
Should
Could
Yes
No
A
B
C
Knowledge of self
Must
Should
Could
Yes
No
A
B
C
Knowledge of tactical
options
Must
Should
Could
Yes
No
A
B
C
Decision-making ability
Must
Should
Could
Yes
No
A
B
C
Physical training skills
Strength
Must
Should
Could
Yes
No
A
B
C
Speed
Must
Should
Could
Yes
No
A
B
C
Power
Must
Should
Could
Yes
No
A
B
C
Endurance
Must
Should
Could
Yes
No
A
B
C
Flexibility
Must
Should
Could
Yes
No
A
B
C
Quickness
Must
Should
Could
Yes
No
A
B
C
Balance
Must
Should
Could
Yes
No
A
B
C
Agility
Must
Should
Could
Yes
No
A
B
C
Other
Must
Should
Could
Yes
No
A
B
C
Mental skills
Emotional control—anxiety
Must
Should
Could
Yes
No
A
B
C
Emotional control—anger
Must
Should
Could
Yes
No
A
B
C
Self-confidence
Must
Should
Could
Yes
No
A
B
C
Motivation to achieve
Must
Should
Could
Yes
No
A
B
C
Ability to concentrate
Must
Should
Could
Yes
No
A
B
C
28
Other
Must
Should
Could
Yes
No
A
B
C
Communication skills
Sends positive messages
Must
Should
Could
Yes
No
A
B
C
Sends accurate messages
Must
Should
Could
Yes
No
A
B
C
Listens to messages
Must
Should
Could
Yes
No
A
B
C
Understands messages
Must
Should
Could
Yes
No
A
B
C
Receives constructive
criticism
Must
Should
Could
Yes
No
A
B
C
Receives praise and
recognition
Must
Should
Could
Yes
No
A
B
C
Credibility with teammates
Must
Should
Could
Yes
No
A
B
C
Credibility with coaches
Must
Should
Could
Yes
No
A
B
C
Character development
Trustworthiness
Must
Should
Could
Yes
No
A
B
C
Respect
Must
Should
Could
Yes
No
A
B
C
Responsibility
Must
Should
Could
Yes
No
A
B
C
Fairness
Must
Should
Could
Yes
No
A
B
C
Caring
Must
Should
Could
Yes
No
A
B
C
Citizenship
Must
Should
Could
Yes
No
A
B
C
29
Date
Practice start time
Length of practice
September 20, 2021
4:30
90 minutes
Practice Objectives
1
Practice receives the incoming pass and moving to a place for a clear shot on goalie
2
Team communication and distribution
3
Practice ball placement and power
4
Practice finding the passing lanes and attack it
Equipment
1
Cones
2
Soccer balls
3
Soccer goals
4
Timer
5
Whistle
30
Practice Activities
Time
Name of
activity
Description
Key teaching points
4:30
Stretch
High knees, stretch all muscles in
the legs, and sprints.
To prevent injuries
during practice
4:45
Run
1 mile run as a team
Team encouragement
5:00
Keep away
4 offense players try to keep the
ball away from the 2 defense
players in a 10 by 10-yard circle.
Offense: how to keep
the ball away from
pressuring defense
Defense: How to
intercept ball lanes and
pressure the ball.
5:05
2 touch shots
Receive the ball with one touch and
shoot with the next touch
Emphasize receiving the
ball carefully to set
themselves up for a
clean shot
5:20
1 touch shots
Receive and shoot the ball in one
touch.
Emphasize accurate
shots
5:35
3 vs 2 attack
3 offensive attack the goal with 2
defensive players pressuring.
Communication
5:55
½ mile run
½ jog to build endurance
endurance
6:00
End of practice
31
From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Circle the response that best represents your attitude about each issue with regard to athletes’ use
of alcohol, tobacco, and illicit drugs in sport.
1. Athletes’ use of illicit drugs at any time
12345
Not opposed Opposed Strongly opposed
2. Athletes receiving special consideration from coaches, administrators, and law
enforcement officers if caught using illicit or performance-enhancing drugs
12345
Not opposed Opposed Strongly opposed
3. Athletes’ use of drugs that are banned by a regulating sport-governing body
12345
Not opposed Opposed Strongly opposed
4. Athletes’ use of these banned substances even when participating in competitive events in
which no rules against the use of these drugs exist
12345
Not opposed Opposed Strongly opposed
5. Use of tobacco when an athlete is a minor
12345
Not opposed Opposed Strongly opposed
6. Use of tobacco when an athlete is an adult
12345
Not opposed Opposed Strongly opposed
7. Allowing the use of tobacco and alcohol by adults at sport events in which minors are
participating
12345
Not opposed Opposed Strongly opposed
8. Use of alcohol when an athlete is a minor
12345
Not opposed Opposed Strongly opposed
9. Use of alcohol when an athlete is an adult
12345
Not opposed Opposed Strongly opposed
32
To make participation on a safe, positive, and healthy experience, your coaches will enforce the
following team policy with regard to the use of alcohol, tobacco, illicit drugs, and performance-
enhancing drugs.
1. All members of the team are prohibited from using, purchasing, possessing,
manufacturing, or selling any
a. Illicit drugs;
b. performance-enhancing drugs banned by the International Olympic Committee,
United States Olympic Committee, or National Collegiate Athletic Association; or
c. any drugs banned by FIFA (Federation International de Football Association).
2. All members of the team are prohibited from using alcohol and tobacco at any team
facility or function. This includes locker rooms, practice and contest facilities, meeting
rooms, eating facilities, and transportation vehicles. It also includes all competitive events
as well as team meetings, awards banquets, and official team events.
3. Athletes of minority age are not permitted to use alcohol and tobacco products at any
time because they are illegal.
4. Athletes of majority age have the right to smoke when not participating in a team event
because it is legal to do so, but they are highly encouraged not to smoke because of the
negative consequences to their health.
5. Athletes of majority age have the right to use alcohol when not participating in a team
event because it is legal to do so, but they are highly encouraged to use alcohol
responsibly and in moderation. Athletes who use alcohol irresponsibly are subject to the
same penalties as for illegal and banned substance use.
6. All members of the team are required to attend the annual Drug-Free Sport seminar prior
to the beginning of the season and to carefully review and sign the Athlete Code of
Conduct and to abide by the code throughout the season.
7. If an athlete violates any of these team rules, the following actions will be taken:
a. First offense: Athlete will not participate in the team’s next game (If an away
game, athlete will be able to travel with team). The athlete must also comply with
any legal or other disciplinary action mandated by the law or applicable authority.
b. Second offense: A mandatory two-week absence from the team. This includes
practices, team meetings and games. The athlete will not be permitted in any
buildings owned by the team. The athlete must also comply with any legal or
other disciplinary action mandated by the law or applicable authority.
c. Third offense: Athlete will be released from team and their contract will be
terminated. The athlete must also comply with any legal or other disciplinary
action mandated by the law or applicable authority.
8. Any athlete who is subject to the corrective action of the team policy by the coach has the
right to appeal to the athletic director.
9. Athletes will not participate in practices while disciplinary action and rehabilitation are
occurring.
33
A. Evaluate the degree to which you believe your son or daughter achieved the following
(check one box per row):
Criterion
Very much
Somewhat
Not at all
My athlete had fun.
My athlete learned the fundamentals of the sport.
B. Evaluate the degree to which you believe your child changed on the following
characteristics (check one box per row):
Criterion
Improved
No
change
Declined
Don’t know
Physical fitness
Learning to cooperate
Self-confidence
Desire to continue to play this sport
Development of self-reliance
Learning specific skills of this sport
Leadership skills
Sportsmanship
Development of initiative
Learning to compete
C. Evaluate how the coach did on the following items (check one box per row):
Criterion
Excelle
nt
Goo
d
So-
so
Wea
k
Poo
r
Don’t
know
Treated your athlete fairly
Kept winning in perspective
Took safety precautions
Organized practice and contests
Communicated with you
Was effective in teaching skills
Encouraged your athlete
Recognized your athlete as a unique
individual
Held your athlete’s respect
D. Please give any additional comments in the space below and on the back, including any
constructive criticism or praise you want to offer. Thank you!
34
Immediate actions:
1. Head coach Chris Webb will stay with the athlete and keep her calm. She will also keep
other nonmedical personnel away from the area.
2. No one will move the injured athlete until the possibility of serious injury (especially
head, neck, or back injury) has been ruled out. If Chris Webb decides that it is safe to
move the athlete, she will be moved only after all injuries have been stabilized.
Procedures covered in first-aid training will be used.
3. Chris Webb will provide first aid until medical assistance arrives.
4. Assistant coach Josiah Brown will summon the school nurse or contact the emergency
medical system (EMS) immediately.
If the EMS is activated:
1. The EMS phone number is 555-1234. A cell phone will be accessible at all times.
2. Josiah Brown will give the following information to the EMS dispatcher:
a. Her name, her position, and the school name
b. The athlete’s name, age, and suspected injury
c. The address of the field and directions for access
d. Any additional information requested
Important: Josiah Brown will not hang up until the EMS dispatcher has hung up.
3. Josiah Brown will then go to the school entrance to direct medical personnel to the field.
4. Student manager Elizabeth White will pull the athlete’s emergency card, which includes
phone numbers for parents and important medical history information. She will also note
the names of adult witnesses to the injury for the injury report form.
5. Chris Webb will contact the parents as soon as the medical personnel have examined the
athlete and prepared her for transport to a medical facility. The athlete will be transported
to the medical facility only in an EMS vehicle. School or personal vehicles will not be
used.
6. Chris Webb will then inform the athletic director of the activation of the emergency
plan.
In any injury situation:
1. Chris Webb will complete the injury report. Names of adult witnesses were previously
taken by Elizabeth White. This information should be included on the report.
2. Chris Webb will file copies of the injury report form with the athletic director, principal,
and school nurse. She will keep one copy on file with the team records and another as a
personal record.
3. Chris Webb will follow up with medical personnel to determine any role she will need
to play in the recovery and rehabilitation process.
Important phone numbers:
EMS dispatcher:
Fire department:
Police department:
School nurse:
Principal:
Athletic director:
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