FOC College_University Supplement_NFHS Coach Education Ver4 11

Steven C. Barnson, Ph.D., Author, Teacher-coach

NFHS Staff:

Robert B. Gardner, Publisher

Tim Flannery, CMAA, Project Manager

Bruce Howard, Editor

Barbara Waldsmith, Assistant Editor

Kim A. Vogel, Senior Graphic Designer

Published by:

National Federation of State High School Associations

PO Box 690, Indianapolis, Indiana 46206

Phone: 317-972-6900, Fax: 317.822.5700

www.nfhs.org

Reproduction or redistribution of any material contained herein is

expressly prohibited without the prior written consent of the NFHS.

Supplement for

Fundamentals

of Coaching

National Federation of State

High School Associations

Introduction

About This Course for College/University and for School

Administrators ..........................................................1

Unit 1

Lesson Plan 1: Welcome/Introductions ..........................7

Lesson Plan 2: Purpose of Interscholastic Athletics.......10

Lesson Plan 3: Teacher/Coach as Role Model ..............14

Lesson Plan 4: Building a Coaching Philosophy............17

Lesson Plan 5: Outcomes of Interscholastic Athletics ...21

Lesson Plan 6: Unit 1 Review/Assessment....................25

Unit 2

Lesson Plan 7: Off, Pre, and During-Season

Responsibilities........................................................29

Lesson Plan 8: Administration of Interscholastic

Athletics .................................................................32

Lesson Plan 9: Teacher/Coach Legal Liability................36

Lesson Plan 10: Unit 2 Review/Assessment..................40

Unit 3

Lesson Plan 11: Task/Ego Orientations.........................43

Lesson Plan 12: Motivation and the Teacher/Coach.....46

Lesson Plan 13: Communication/Feedback ..................50

Lesson Plan 14: Goal Setting and Confidence .............53

Lesson Plan 15: Mental Skills.......................................57

Lesson Plan 16: Unit 3 Review/Assessment..................61

Unit 4

Lesson Plan 17: Physiological Demands .......................65

Lesson Plan 18: Rest and Recovery ..............................68

Lesson Plan 19: Development of a Physical

Training Program ....................................................71

Lesson Plan 20: Growth and Nutrition.........................74

Lesson Plan 21: Athletes and Hydration ......................77

Lesson Plan 22: Drugs and Injury Treatment................80

Lesson Plan 23: Unit 4 Review/Assessment..................84

Unit 5

Lesson Plan 24: The Stages of Learning ......................87

Lesson Plan 25: Technical Skill Development ...............90

Lesson Plan 26: Tactical Awareness .............................93

Lesson Plan 27: Planning Practice Sessions ..................96

Lesson Plan 28: Coaching and Competition ................99

Lesson Plan 29: Evaluation Strategies ........................102

Lesson Plan 30: Unit 5 Review/Assessment................105

Glossary................................................................109

References ................................................................118

Ordering Instructions.................................................124

Contents

The Supplement for Fundamentals of Coaching was originally designed for the

college and university setting. While in development, it was determined that

school administrators – particularly interscholastic athletic administrators – need

this resource to help them guide and assist their coaches to become models for

their students in an education-based setting.

We encourage both college and university instructors and school administrators

to read and understand the information in “About This Course” to better

prepare them for their role in facilitating a more comprehensive experience for

those who complete the NFHS Fundamentals of Coaching online course.

The Supplement for

Fundamentals of Coaching sets a new standard for

coaching education. Offering maximum flexibility and choice, it provides

instructors the guidance and resources necessary to influence students toward

the essential skills and knowledge needed to be effective teacher-coaches. By

utilizing the National Federation of State High School Associations (NFHS)

Fundamentals of Coaching online course as the student resource, participants

receive the best of both worlds. Students have the advantage of a face-to-face,

professor-guided, university-level educational experience, and at the same time,

the opportunity to complete the core course of the NFHS Coach Education

Program. The comprehensive content, outstanding design and real-life

application of the NFHS Fundamental of Coaching online course will interest

and motivate your students like no other coaching resource. Most importantly,

this total teaching program will empower your students with the knowledge

and confidence to make choices that will positively impact student-athletes

for years to come.

RESEARCH-BASED CONTENT

The Supplement for Fundamentals of Coaching provides the necessary

resources and current scientific-based information needed to feel confident

that your coaches or students are receiving the most up-to-date sport science

content available. The Resources section of each lesson allows for further

inquiries into the topics covered and provides a solid foundation for engaging,

inspiring and stimulating both you and your students. Because the NFHS’ online

course is the primary student resource for the supplement for Fundamentals of

Coaching, your students or coaches will have 24-hour access to course

Introduction

About This Course – For College and University

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materials both during and after your class is finished. Once the student

registers and logs on to the NFHS Fundamentals of Coaching online course, he

or she has one year to access the course and its resources.

NOTE: Instructions for ordering courses in bulk and redeeming course licenses

can be found starting on page 120.

DESIGNED FOR ALL LEARNING STYLES

AND ABILITY LEVELS

The Supplement for Fundamentals of Coaching offers engaging, relevant and

appropriate content for all educational settings. The manual’s pick-and-choose

design makes it adaptable to the specific situations of your classroom. Care

was given to provide activities for all types of learners and all types of teaching

preferences. Re-Teaching Activities found in each lesson, provide the oppor-

tunity to further the learning process for students not quite grasping the initial

content. These re-teaching activities can also be utilized for situations such as

when a student has missed class and requires a make-up opportunity.

Regardless of educational requirements at your particular university, the

outlines in this manual will allow you the freedom to meet the demands and

provide students with the educational experience they deserve.

MEETS ESSENTIAL NEEDS FOR TEACHER-COACHES

The Supplement for Fundamentals of Coaching is just what the title implies.

The material in this program introduces students to the basic concepts and

vocabulary all teacher-coaches must know. Most states are moving toward

minimum education standards for coaches working with youth. This manual,

along with the NFHS Fundamentals of Coaching online course, helps to ensure

those standards are met. Following the lesson outlines in this manual will

ensure that your students come away with not only a quality educational

experience, but also a NFHS Fundamentals of Coaching certificate. Even more

important, your students will be ready to face the challenges of coaching at the

interscholastic level.

ADAPTABLE PLANNING FORMAT

FOR COLLEGES/UNIVERSITIES

The Supplement for Fundamentals of Coaching is designed to fit any university

setting. The program assumes a traditional 3-credit, 15-week format, which

includes a class meeting twice a week for 90 minutes of class time per session.

But because of the open design, it would be very easy to alter the format to

fit any credit or meeting time requirements. Instructors have the freedom to

choose the activities that are most relevant to their students and teaching

environment. Utilizing the NFHS Fundamentals of Coaching online course as

the student resource, Homework Assignments outlined in each lesson

become convenient and easy for students to navigate. The manual lessons

follow the online course with no jumping from topic to topic. Numerous

classroom activities integrate the information students cover online with

practical in-class assignments.

2 Supplement for Fundamentals of Coaching

Reminder – This manual should be utilized as an aid in planning the best

course for your students. It was not meant for every activity in each lesson

to be incorporated into your class. Use the activities that relate to your

particular curriculum and ability level of the classes you teach, the materials

available for activities and the time allotted for teaching. The Fundamentals of

Coaching: Expanded Course Manual will assist you in developing and following

a schedule that will enable your students to complete the specific educational

goals you have established.

PURCHASING NFHS COACH EDUCATION

COURSES

Information for ordering the NFHS online course in bulk quantities is available

at www.nfhslearn.com and on page 124.

LESSON ORGANIZATION

Lesson plans are organized in an order that follows the NFHS Fundamentals of

Coaching online course. The teaching materials follow a consistent, easy-to-use

pattern. A complete lesson cycle – Focus, Teach, Assess and Close – makes les-

son planning easy, understandable and consistent. Below is a breakdown of

the teaching cycle and the types of activities found in each category.

Focus – Briefly introduces the topic(s) of the lesson and builds a foundation

for what’s to come.

• Quick Start – motivator activity that immediately engages students

• Prior Knowledge – connects content with what students already know

• Vocabulary – activity that helps students build sport science vocabulary

skills

Teach – Activities related to the lesson content.

Each activity can be adapted to utilize the entire time allocation, or multiple

activities can be chosen for the lesson. Varying the activity types allows for dif-

ferent learning styles and student abilities.

• Lecture – a more traditional teacher-centered approach to presenting

the course content

• Group Discussion – encourages student feedback and participation

• Cooperative Learning – utilizing small group or pair-sharing to explore

a topic

• Reinforcing Concept – active manipulation of materials such as

worksheets or course readings

• Online Integration – utilizing and exploring the Coaching Content

and/or Teachable Moments videos found in the NFHS online course.

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= Lecture

= Group

Discussion

= Cooperative

Learning

= Reinforcing

Concept

= Online

Integration

Resources – Lists supplemental journal articles and books that can be used to

enrich content presented in the lesson.

Complete reference information is provided with the manual. Most resources

can be accessed through your university library database. All copyright require-

ments should be strictly enforced.

Assess – Assessment techniques help determine the level of mastery and

understanding of students.

• Practical Evaluation – allows students to explore a real-life example of

coaching and apply the skills learned during the lesson

• Assignment Check – requires students to turn in a work-product,

usually completed during class time

• Reflection – provides students an opportunity to reflect on a concept

presented in the lesson

• Outlining – asks students to highlight in abbreviated form the main

points of the lesson

• Vocabulary Building – provides an ongoing opportunity to build

vocabulary skills by having students create a Coaching Dictionary

Closing – Bringing closure to the lesson, these activities reinforce important

concepts from the lesson.

• Discussion – gives both instructor and students an opportunity

to highlight key points from lesson

• Personal Connection – allows instructor an opportunity to relay personal

examples of concepts important to the lesson

Re-Teaching Activities – Activities designed to enrich a lesson or used to help

students having difficulties understanding a particular concept.

The Re-teaching Activities can also be utilized for students who may need to

make up a lesson because of absence or some other reason.

4 Supplement for Fundamentals of Coaching

HOMEWORK ASSIGNMENT – NFHS

FUNDAMENTALS OF COACHING ONLINE

COURSE

Each lesson provides a corresponding homework activity students can be

assigned. These assignments are designed to follow the course content and

prepare students for the following lesson. If followed, the homework

assignments will allow students to complete the NFHS Fundamentals of

Coaching online course and be entered into the NFHS National Coaching

Database.

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UNIT 1: LESSON PLAN 1

WELCOME/INTRODUCTIONS

OBJECTIVES

• Welcome and introductions of class members

• Introduce the subject of coaching

SETTING THE STAGE

It is important to convey the proper expectations and tone for your class (McKeachie & Svinicki,

2006). Allowing students to shift their attention from their hectic lives to your class – in the first few

minutes of each and every class – will help your students gain the most from the learning experi-

ence. It is vital in this first class period to establish the expectation of participation for your class.

Even before the period begins, asking a student to help arrange the desk, posting an agenda and

chatting with early arrivals helps send the message of your interests in them as students and lets

them know participation is welcomed.

Focus – 30 minutes

Ice Breaker

Introductions

• Begin by introducing yourself

 Provide a brief background of both teaching and coaching experience.

• Student introductions

 Provide an outline of questions the students should answer in their self introductions.

Examples include: hometown, year in school, major concentration, athletic experience,

future goals and class expectations, etc.

• Introduce Class Syllabus

 Explain class format, including class goals, general schedule, materials, assignment list,

rules, regulations, etc.

 Ensure proper registration instructions for the NFHS Fundamentals of Coaching course

are included.

Teach – 30 minutes

Online Integration (Video)

• Play “Navigating Site” video (approx. 2 minutes).

• Explain how the NFHS online course will be utilized as part of the overall learning experience.

• Discuss registration procedures and format of online course.

 Do not assume that all students have had the same exposure and access to the

technology utilized in this course.

Answer any questions pertaining to online navigation.

Online Integration (Video)

• Play “Welcome from NFHS Executive Director Bob Gardner” video (approx. 2½ minutes).

• A group discussion should emphasize that teacher-coaches work with “students” rather than

“student-athletes.”

 Interscholastic athletics is about learning through participation and using athletics as an

extension of the classroom. Remember “Student First – Athlete Second.”

Key points include:

• NFHS Fundamentals of Coaching is based on a student-centered philosophy.

• The term “teacher-coach” is used throughout the course as a reminder of the important part

coaches play in teaching our youth the educational outcomes participation in interscholastic

athletics can achieve.

• Everything we do as teacher-coaches is built upon a philosophy of Student First – Athlete

Second.

Reinforcing Concepts

• Have students create a personal Coaching Dictionary that will be used to record important

terms throughout the course.

• List the following terms on the board: Teacher-Coach, NFHS, Team Sport,

Individual/Team Sport.

• Conduct a group discussion bringing the class to a consensus on appropriate definitions for

terms, and have students incorporate into their Coaching Dictionary

Assess – 15 minutes

Reflection

• Have students take a few minutes to briefly write their reactions to the first day of class

(this activity could be completed anonymously).

• Students should highlight what they expect to gain from the course, personal coaching

goals, and/or what situations they hope the course will address.

• Encourage students to ask any questions they may not have asked earlier.

 It is important the students have the sense you as the teacher care about their learning

and that this learning experience will be fair and meaningful for them.

Outlining

Have student briefly write an outline of the lesson presented in class, including registration

procedures for the NFHS Fundamentals of Coaching course.

Outlines should:

• Demonstrate if the students have a sense of where the course is going.

• Identify problem areas concerning class format or technology.

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National Federation of State High School Associations 9

Closing – 15 minutes

Discussion

Express to the students, this class is a safe and open setting which encourages participation.

 If any time remains in class, and access to a computer is available, allow students the

opportunity to register with the NFHS online Fundamentals of Coaching course. Provide

any assistance with the registration process.

RE-TEACHING ACTIVITY

Synopsis

Have student(s) review and write a brief summary about the video “Welcome from NFHS

Executive Director Bob Gardner” found in the NFHS Fundamentals of Coaching online course.

 Having the student(s) complete the video summary, also ensures they are registered with

the NFHS and signed up for the Fundamentals of Coaching online course.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 1 – Section(s)

• (1) Unit 1 Objectives

• (2) History, Mission, Purpose

10 Supplement for Fundamentals of Coaching

LESSON PLAN 2

PURPOSE OF INTERSCHOLASTIC ATHLETICS

OBJECTIVES

• Describe the mission and purpose of interscholastic athletics

• Describe the history of athletics in our schools

SETTING THE STAGE

This course is about helping students realize their potential as teaching/coaching professionals.

Coaching is NOT a behavior to be copied, but a cognitive skill to be learned (Abraham & Collins,

1998). Understanding the possible outcomes of interscholastic athletics is a great jumping-off point

for assisting students toward a richer awareness of their coaching responsibilities. The ability of a

teacher-coach to promote learning among his or her athletes will be at the heart of this entire

program. As the field of coaching science has grown, the awareness that coaching is a central

element to athlete development and program success has also increased (Abraham & Collins, 1998).

By taking a Student First – Athlete Second approach, coaches will be able to positively influence all

interscholastic athletes toward the goal of learning.

Focus – 15 minutes

Quick Start

• Have students write a reflection using the following prompt: A good coach helps

interscholastic athletes by …

• Discuss student responses

Prior Knowledge

• Have students discuss what they personally gained from participating in interscholastic sports.

 Explain that this topic will be explored more thoroughly as they study Unit 1– Educational

Athletics

Vocabulary

• Write the following words on the board: Teachable Moment, Socialization, Behaviors,

Interscholastic Athletics and Educational Athletics.

• Have students create a personal definition for each term, and discuss how

the vocabulary is inter-related.

Teach – 45 minutes

Group Discussion

Guide the class in a discussion around how our current society judges good and poor coaches.

Key points include:

• Modern media

• Legendary coaches

• Demands placed on coaches

• Possible outcomes for interscholastic athletics

Cooperative Learning

• Divide students into small groups, and have each group discuss ways of ranking the five

possible outcomes of interscholastic athletics presented in the NFHS online course: promotion

of learning, learning to compete, enhance school pride, improve athletic ability and enhance

self-esteem.

• Have each group present and justify its rankings.

 Remind students that the primary purpose of interscholastic athletics is the promotion

of learning.

Reinforcing Concepts

• Review the term “teachable moment” presented in the NFHS online course.

• Ask the question: What is a teachable moment?

 Guide students toward defining the term as an opportunity when a person is likely to

learn something or is especially responsive to being taught or made aware of something.

Have students generate examples or concepts coaches can utilize as teachable moments.

Online Integration (Video)

• Play the video, “History of Interscholastic Athletics” (approx. 3 minutes).

• Pause video after key points have been presented and have students explore appropriate

examples and concepts that highlight the material.

 Remind students that the value of interscholastic athletics is largely dependent on how

the activity is structured and what the teacher-coach chooses to teach and model.

Lecture

Present a brief history of interscholastic athletics.

Key points include:

• Athletics addressing the needs of society (education, socialization, military

preparedness and health)

• Title IX

• Education- and character-building benefits

• Teaching youth concepts such as teamwork, discipline, delayed gratification

and perseverance

National Federation of State High School Associations 11

RESOURCES

For further information on the topics covered in this lesson see:

• High School Athletics, History Justifies Extracurricular Status. Thomas, J. J. (1986).

• From student control to institutional control of high school athletics: three Michigan cities.

Mirel, J. (1982).

• Sports in School: The Future of an Institution. Gerdy, J. R. (2000).

• Shooting for Excellence: African American and Youth Culture in New Century Schools.

Mahiri, J. (1998).

• Sports in Society: Issues and Controversies (8th Edition). Coakley, J. (2004).

• Examining and extending research in coach development. Abraham, A., & Collins, D. (1998).

• Teaching coaches to coach holistically: Can Problem-Based Learning (PBL) help? Jones, R.L., &

Turner, P. (2006).

Assess – 15 minutes

Reflection

• Ask students how they would revise the statement they made in the Quick Start assignment

at the beginning of class.

 Statements can be collected and reviewed to evaluate for understanding.

Outlining

• Have students work independently or in pairs to write informal outlines of the lesson

presented in class.

Vocabulary Building

• Assign students to create a personal Coaching Dictionary, in which they will continue

to add terms throughout the course.

• Have students add the words presented at the beginning of class to their Coaching

Dictionary utilizing the definitions discussed during class.

Closing – 15 minutes

Discussion

• Post the statement, “The End Justifies the Mean.”

• Explain that positive outcomes in athletics do not happen automatically or by chance. They

happen when a teacher-coach implements a student-centered coaching philosophy that

stresses the educational mission of an activity. It is only after a teacher-coach chooses the

promotion of learning as the desired outcome of his or her program that a planned and

purposeful approach can be adopted.

12 Supplement for Fundamentals of Coaching

RE-TEACHING ACTIVITIES

Synopsis

• Have student(s) review “The Case for High School Activities” found on

the NFHS Web site (www.nfhs.org).

• Have student(s) write a brief review of this document and summarize the information.

Synopsis

• Have student(s) review the “NFHS Brochure” found in the resources section of the NFHS

Fundamentals of Coaching online course.

• Student(s) should write a summary of the brochure, including a review of how the NFHS is

committed to the professional education and development of interscholastic athletics.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 1 – Section(s)

• (3) Role of the Teacher-Coach

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OBJECTIVES

• Investigate the different roles of a teacher-coach.

• Identify personal values that are congruent with the educational mission

of interscholastic athletics.

SETTING THE STAGE

It is important that students in your course realize the values they convey in their coaching

behaviors will impact student-athletes. Identifying those values that are consistent with the

educational mission of interscholastic athletics is an important step in the learning process for

coaches. It has been reported that quality youth sport coaches develop a role frame that helps

guide their decision-making (Gilbert & Trudel, 2004). A coach’s role frame not only helps guide the

decisions a coach makes in planning practices and games, but it also helps a coach in evaluating

the success of the program. Role frames and values are constructed by the individual coach and are

often at the tacit level of consciousness. The more aware a teacher-coach can become of these

behavioral influences, the more likely he or she will send a consistent and congruent message to

student-athletes.

Focus – 10 minutes

Quick Start

• Have students complete the following statement: A coach takes responsibility

when he or she …

• Discuss student responses, and relate them to the different roles frames a coach can hold.

Prior Knowledge

• Have students write the names of three to five coaches or teachers from their own past

that they admire. Have students also indicate a value or trait those past teacher-coaches

attempted to instill in their student-athletes. A few students can briefly describe one of

their past teacher-coaches, and share the behaviors the coach used to instill values.

Vocabulary

• Write the following words on the board: Role Frame, Values, Modeling,

Extracurricular and Athletic Triangle.

• Have students attempt to define them in their Coaching Dictionary.

LESSON PLAN 3

TEACHER-COACH AS ROLE MODEL

14 Supplement for Fundamentals of Coaching

Teach – 50 minutes

Cooperative Learning

• Divide students into small groups and have each group discuss behaviors that would

demonstrate the attributes student-athletes indicated they look for in a coach (presented

in the NFHS online course).

• Have each group present and justify the behaviors they came up with for each of the

seven attributes.

 Remind students that the attributes important to student-athletes have little to do with

the X’s and O’s of their sport, and more to do with making a personal connection.

Reinforcing Concept

• Print the templates of pages 1 and 2 from the “Your Coaching Philosophy Worksheet”

found in the online course for each student.

• Have students complete the worksheets independently.

 When students are completing page 2, you may choose a specific number of behaviors

students are to identify for each attribute.

Lecture

• Present information that covers the role of teacher-coaches in interscholastic athletes.

Key points include:

• Values congruent to the educational mission of interscholastic athletics

• Role Frame Theory

• Socio-environmental issues related to value establishment

• How people from the past influence our values

• Importance of being a role model

Group Discussion

• Guide students through a discussion about the influence of the media in establishing

the values for athletics.

Ask:

• What are the most influential media outlets in our society?

• What values and traits do those media outlets most often portray?

• How can we as teacher-coaches use the media to transmit the educational values

of interscholastic athletics?

RESOURCES

For further information on the topics covered in this lesson, see:

• Role of the coach: How model youth team sport coaches frame their roles.

Gilbert, W.D., & Trudel, P. (2004).

• All I really need to know I learned in kindergarten. Fulghum, R. L. (2003).

• Role modeling and female athletes. Whitaker, G., & Molstad, S. (1988).

• Family socialization, gender, and sport motivation and involvement. Fredricks, J. A.,

& Eccles, J. S. (2005).

National Federation of State High School Associations 15

Assess – 20 minutes

Reflection

• Ask students to re-write the statement from the Quick Start assignment

at the beginning of class.

• Ask students to incorporate ideas mentioned during the teaching portion of class.

Outlining

• Have students record the main ideas of the lesson.

 Outlines can be collected and reviewed to evaluate student understanding

Vocabulary Building

Have students add any revised definitions for vocabulary presented at beginning

of class to their Coaching Dictionaries.

 Students should incorporate practical example when appropriate.

Closing – 10 minutes

Discussion

• Reiterate the notion that values help guide behavior. Ensure that students understand the

question is not if they will pass on values; the question becomes, “What values will they

as a coach pass on to student-athletes?” Recognizing that your values are in-line with the

educational message of interscholastic athletics is vital for all teacher-coaches.

RE-TEACHING ACTIVITY

Critical Thinking

• Have student(s) review and complete the first two pages from the “Your Coaching

Philosophy Worksheet (presented in the online course).

• Student(s) can write a compare/contrast synopsis of their responses to the attributes

presented as “research findings” on page 2 of the worksheet.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 1 – Section(s)

• (4) Your Coaching Philosophy

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National Federation of State High School Associations 17

OBJECTIVE

• Develop a student-centered coaching philosophy

SETTING THE STAGE

A philosophy, also referred to as a belief system, is a unique configuration of broad theories which,

in a general manner, explain how success is achieved (Pajares, 1992). This is not a “one-size fits all

approach” to success, but rather a philosophy constructed by each individual teacher-coach to

explain his or her path to future goal attainment. The development of a formal coaching philosophy

is an essential step for all teacher-coaches (Thibert, 2008). You should help your students recognize

and internalize that a philosophy goes well beyond the offensive or defensive strategies they hope

to employ on the field, but a philosophy also serves as the building blocks of all decisions they must

make when dealing with their program. By asking your students to consider questions related to

their past athletic experiences, efficacy, role frame and communication skills your students will come

to terms with how they hope to accomplish their goals as a teacher-coach. If such consideration is

not given, coaches often develop a result-centered as opposed to student-centered philosophy. If a

teacher-coach is overly concerned with the results of a contest, research has shown that negative

sportsmanship behaviors are more likely to occur.

Focus – 10 minutes

Quick Start

• Using a piece of paper folded in half, have students write five personal coaching behaviors

they consider strengths on one-half of the paper, and five coaching behaviors they consider

personal weaknesses on the other half.

 Explain that what they believe they do well as a coach is related to coaching efficacy, and

considering our efficacy is important when formulating a philosophy.

Prior Knowledge

• Have students write three to five behaviors a coach who follows a “winning-is-everything”

philosophy may exhibit on the practice or game field.

• Ask a few students to share their responses.

Vocabulary

• Write the following words on the board: Coaching Philosophy, Efficacy, Success,

Student-Centered and Mission Statement.

• Have students define the terms in their Coaching Dictionary.

LESSON PLAN 4

BUILDING A COACHING PHILOSOPHY

Teach – 50 minutes

Reinforcing Concept

• Use the Parsh (2007) article, found in the resource section of this lesson as an outline, and

guide students to complete the eight steps to building a coaching philosophy.

• Students should complete the activity independently.

 You may ask students to share their responses as they proceed through the steps.

Online Integration (Teachable Moment)

• Play the video “Student-Centered Coaching” (approx. 5 minutes).

• Pause the video after key points and have students explore appropriate examples

and concepts that highlight a student-centered coaching philosophy.

Keys include:

• The coach viewing winning and teaching as separate goals.

• Teaching on the field.

• Teacher first, winning coach second.

• Why might a coach want to play an injured player?

• What should a coach be willing to sacrifice for a student?

Cooperative Learning

• Have a copy of template pages 3 to 6 from “Your Coaching Philosophy Worksheet”

for each student.

• Have students complete the worksheets independently.

• Instruct students to partner with another student who has similar responses

to the worksheet questions.

• Have students compare and contrast their responses with their partner, also highlighting

the similarities and differences in athletic backgrounds.

• Finally, have students give a brief presentation explaining what they discovered

in the exercise.

 Remind students that a teacher-coach’s socio-environmental background plays a role in

the development of a coaching philosophy.

Lecture

• Present information that helps students consider key issues in the formation

of a coaching philosophy.

Key points include:

• Ethics

• Coaching efficacy

• Mission statements

• Student-centered vs. result-centered

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National Federation of State High School Associations 19

RESOURCES

For further information on the topic covered in this lesson see:

• 8 steps to a coaching philosophy. Parsh, D. (2007).

• Teachers’ beliefs and educational research: Cleaning up a messy construct.

Pajares, M.F. (1992).

• Developing your coaching philosophy.Thibert, H. (2008).

• Teaching values and implementing philosophies: Dilemmas of the youth sport coach.

McCallister, S.G., Blinde, E.M., & Weiss, W.M. (2000).

• Locating the coaching process in practice: Models “for” and “of” coaching. Cushion, C.J.,

Armour, K.M., & Jones, R.L. (2006).

Assess – 10 minutes

Assignment Check

• Have students turn in their completed “Your Coaching Philosophy Worksheet” pages 3 to 6.

 Worksheets can be reviewed and comments concerning student progress can be written;

paper should be returned during following class.

Assignment Check

• Following the completion of the Reinforcing Concept activity mentioned above, have

students turn in for review their completed eight steps of building a coaching philosophy.

 Papers can be reviewed and returned during the following class.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented at beginning of class to

their Coaching Dictionaries.

 Students should incorporate practical example when appropriate.

Closing – 20 minutes

Personal Connection

• When helping your students understand a concept, sometimes it is best to give them a

personal example. By taking a few minutes and explaining in simple terms your own

coaching philosophy, your student may better understand. Tying your own values and

motivations for coaching into a student-centered philosophy will express the importance

of considering philosophy in all of the decisions a teacher-coach must make.

RE-TEACHING ACTIVITIES

Critical Thinking

• Ask student(s) to write a brief paper in which they compare and contrast their philosophies

as a teacher in a classroom setting, and themselves as a teacher on a sports field.

• Student(s) should be encouraged to incorporate their interpretations of “success” and

“communication” into their response.

Synopsis

• Have student(s) review the Teachable Moment video “Student-Centered Coaching.”

• Student(s) should write a brief summary of the important lessons the video highlighted.

• Student(s) should consider the key points listed in the Online Integration activity described in

the Teach portion of this lesson plan.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 1 – Section(s)

• (5) The Place of Winning

• (6) Expected Outcomes

20 Supplement for Fundamentals of Coaching

National Federation of State High School Associations 21

OBJECTIVES

• Identify the top five educational outcomes of interscholastic athletics

• Discuss the place of winning in interscholastic sports

SETTING THE STAGE

Numerous research studies have shown that sport can have a positive impact on the physical, social,

psychological and intellectual development of youth (Fraser-Thomas, Cote, & Deakin, 2005). It is

important for interscholastic teacher-coaches to be aware and concerned with influencing

student-athletes toward building more positive assets they can carry into their future lives, while at

the same time reducing the problem behaviors that may hinder their development. Interscholastic

sport has the potential to play a large role in the development of student-athletes, but it is vital

teacher-coaches recognize that positive youth development is not an automatic outcome. Many

factors have been shown to influence the sport experience, including sport specialization, coaches’

emphasis on winning, parental attitudes and coaches’ instructional styles. This lesson will focus on

the desired educational outcomes of interscholastic sport, including citizenship, life skills, healthy

lifestyles, learning and sportsmanship. Emphasis should also be focused on helping students

recognize the proper attitude toward competition and winning in order to be in-line with the

educational mission of interscholastic athletics.

Focus – 10 minutes

Quick Start

• Have students write a brief statement to the following question: If winning isn’t everything

– what else is there?

• Discuss student responses and relate them to the notion of educational outcomes.

Prior Knowledge

• Invite students to discuss a time when they experienced “losing with dignity” as well as

“winning with class.”

 Explain that a teacher-coach’s attitude toward competition and success has a large impact

on the development of his or her student-athletes.

Vocabulary

• Write the following words on the board: Competition, Technical Skills, Tactical Skills,

Managerial Skills and Interpersonal Skills.

• Have students define the terms in their Coaching Dictionary.

LESSON PLAN 5

OUTCOMES OF INTERSCHOLASTIC ATHLETICS

Teach – 60 minutes

Lecture

Present information that identifies the educational outcomes of interscholastic athletics.

Key points include:

• The five outcomes presented as part of the NFHS online course (citizenship, life skills,

healthy lifestyle, learning and sportsmanship)

• Coaching skill sets

• The place of winning

• Pressures placed on coaches

• Cheating/ Unsportsmanlike behaviors

• Coaching Efficacy

Group Discussion

• Guide students through a discussion about the perceived connection between money

and winning.

Ask:

• Does more money equal more success?

• What place does fund-raising have in interscholastic sports?

• Describe some unethical behaviors that may result from an overemphasis on money

in interscholastic athletics

Cooperative Learning

• Divide the class into two groups – assign one as the comparing group and the other

as the contrasting group.

• Have each group brainstorm examples (that correspond to their group title) that highlight the

similarities and differences between interscholastic athletics and pro/college athletics.

• Have each group present their findings, allowing time for group discussion and questions.

 End the lesson by displaying the quote from Robert Kanaby, former NFHS executive

director, found in “The Place of Winning” section of the NFHS online course.

Reinforcing Concept

• Discuss with students the importance of a coach communicating both their coaching

philosophy and their attitude toward winning to everyone involved in their program.

• Provide each student with template page 7 of the “Your Coaching Philosophy Worksheet”

found in the online course.

• Have students complete the worksheet independently.

• Allow students to share their responses in a group discussion.

Cooperative Learning

• Divide class into small groups or share pairs.

• Have each group identify a process that would help a teacher-coach identify, on an ongoing

basis, their coaching strengths and weaknesses.

• Have each group present their process in a brief statement to the rest of the class.

 Remind students that as a teacher-coach, your performance is “out there” for the entire

school community to see. Using the community to make you more aware of your

strengths and weaknesses is an important strategy to remember.

22 Supplement for Fundamentals of Coaching

National Federation of State High School Associations 23

RESOURCES

For further information on the topic covered in this lesson see:

• Youth Sport programs: An avenue to foster positive youth development. Fraser-Thomas,

J.L., Cote, J., & Deakin, J. (2005).

•Friday Night Lights. Bissinger, H.G. (1990).

• Ambiguity of outcome and causal attributions. Spink, K.S., & Roberts, G.C. (1980).

Assess – 10 minutes

Practical Evaluation

• Have students write a brief statement to the following situation: At a preseason media day

event, you’re asked what you believe your program’s chances are of winning the state

championship during the upcoming season.

Outlining

• Have students outline the key concepts presented in the lesson.

 Outlines can be collected and reviewed for student understanding.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented at the beginning of class

to their Coaching Dictionary.

Closing – 10 minutes

Discussion

It is vital that students have a good grasp of the five positive educational outcomes associated

with interscholastic athletics that are mentioned in the NFHS online course. Reiterate the notion

that winning is important to everyone involved in a sports program, but it cannot come at the

expense of failing to develop all aspects of a young person’s life. A teacher-coach must consider

the physical, social, personal and psychological development of each student who participates

in athletics.

RE-TEACHING ACTIVITIES

Synopsis

• Have student(s) review the NFHS Coaches Code of Ethics found in the NFHS online course.

• Student(s) can present coaching behaviors that promote the 11 codes described in the

document.

 This assignment can be completed in written or oral form.

Student Presentation

• An individual or group presentation can be assigned that highlights the “Ongoing

Professional Development” information mentioned at the end of the Educational Outcomes

section of the online course.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 1 – Section(s)

• Complete/Review Unit 1 Test section

• (1-6) Review

24 Supplement for Fundamentals of Coaching

National Federation of State High School Associations 25

OBJECTIVE

• Evaluate student understanding and mastery of concepts related to educational athletics

and the role of the teacher-coach

SETTING THE STAGE

In any educational setting, it is vital that the level of student understanding is evaluated. This lesson

will highlight a more traditional method of evaluating the students in your class. Currently, there is

much interest in other non-traditional assessment techniques; unfortunately lack of space prevents

discussion in this manual. For information on other non-traditional methods, see the Resource

section below. What students learn depends as much on your evaluation techniques as on your

teaching – possibly even more (McKeachie & Svinicki, 2006). Students value what a teacher

measures. Any type of test should facilitate learning for both you and your students. Most agree

it is best if student assessment is an ongoing process in any class (Ory & Ryan, 1993). That being

said, if students’ needs are to be met, the testing program you choose must fit the goals and

structure of the class. Choosing a format other than unit test, as outlined in this manual, is the

decision of the instructor.

Focus – 20 minutes

Test Preparation

Finish Unit 1 by reviewing the objectives described at the beginning of the unit.

Key Questions:

• What is the mission and purpose of interscholastic athletics?

• What are the top five educational outcomes of interscholastic athletics?

• What is meant by a “student-centered” coaching philosophy?

• What is the place of winning in interscholastic athletics?

Test Preparation

• Review key vocabulary and concepts from Coaching Dictionaries.

 Remind students to provide practical examples of concepts when appropriate.

LESSON PLAN 6

UNIT 1 REVIEW/ASSESSMENT

26 Supplement for Fundamentals of Coaching

Teach/Assess – 60 minutes

Below is a testing blueprint meant to help outline and develop a classroom exam by filling in the

table with testing items. After an item is written, the corresponding content area and objective

level can be marked. By completing the entire grid, it is ensured that both what was covered in

class and the appropriate level of understanding appears on the exam. It should be noted that

the instructional objectives written for the Unit 1 Testing Blueprint correspond with the six levels

of Bloom’s Taxonomy. From left to right: Knowledge (boxes 1 and 2), Comprehension,

Application, Analysis, Synthesis and Evaluation.

Instructional Objectives

Content Areas

Interscholastic

Mission/outcomes

History

Roles of Teacher-Coaches

Values/Behaviors

Coaching Philosophy

Educational Outcomes

Place of Winning

Total Items

Vocabulary

Important

Facts

Connect

to Prior

Knowledge

Provide

Examples

Total

Items

Interpret

Adequacy

of Concepts

Analyze &

Recognize

Assumptions

Express

Personal

Interpretations

National Federation of State High School Associations 27

RESOURCES

For further information on testing and assessment see:

• Tips for Improving Testing and Grading. Ory, J.C., & Ryan, K.E. (1993).

• McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University

Teachers (12th ed.). McKeachie, W.J., & Svinicki, M. (2006).

• Using stories in coach education. Douglas, K. & Carless, D. (2008).

• Coaching education and continuing professional development: Experience and learning

to coach. Cushion, C.J., Armour, K.M., & Jones, R.L. (2003).

• Knowledge transfer: How do high performance coaches access the knowledge of sport

scientists? Reade, I., Rodgers, W., & Hall, Nathan (2008).

Closing – 10 minutes

Take this opportunity to prepare your students for the next unit, “The Coach as Manager: Unit

2.” Have a brief discussion explaining how the values and the philosophy that a coach holds

should be reflected in his or her managerial skills. Understanding the mission of not only inter-

scholastic athletics, but also the particular mission of the district and school, is vital in order to

be an effective teacher-coach. Preparing a plan of action to uphold the legal liabilities involved

when working with student-athletes is the legal, ethical and educational responsibility of every

teacher-coach.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 2 – Section(s)

• Review Unit 2 Objectives

• (1) Organization

OBJECTIVES

• Explain the important responsibilities for teacher-coaches during the off-season, pre-season

and in-season.

• Develop systems and processes to accomplish teacher-coach management responsibilities.

SETTING THE STAGE

It is essential coaching education students develop a way of structuring the responsibilities they

will face as a practicing teacher-coaches. By breaking the season into three parts (off-season,

pre-season and in-season), teacher-coaches can better manage duties and consider ways of

ensuring that all athletes’ needs will be met. Currently the responsibilities, roles and obligations of

a teacher-coach are almost countless (Lyle, 2002). They range from establishing team performance

goals to ensuring the safety of every member in the program – and everything in between. Helping

your students establish a structured method of processing their responsibilities is what this

lesson – and all of Unit 2 – will focus on. Preparing for the legal, moral and administrative duties

that teacher-coaches must consider is fundamental to the demanding environment of interscholastic

athletics.

Focus – 15 minutes

Quick Start

• Have students describe different ways of breaking an athletic season into segments.

• Ask students to brainstorm some important issues or tasks that coaches must consider

for each segment.

Prior Knowledge

• Write the following statement on the board: “All the things I wish I would have known

before I started college…”

• Have students write three to five issues related to the statement on the board.

 Relate the student responses to the notion of preparation, and explain the importance

of preparation to being an effective teacher-coach.

Vocabulary

• Write the following words on the board: Supervision, Time Management, Pre-Season,

Off-Season and In-Season.

• Have students define the terms in their Coaching Dictionary.

National Federation of State High School Associations 29

UNIT 2: LESSON PLAN 7

OFF-SEASON, PRE-SEASON AND IN-SEASON

RESPONSIBILITIES

Teach – 50 minutes

Lecture

• Highlight for your students the important issues to consider for each of the three segments

involved in an athletic season (off-season, pre-season and in-season).

• Concentrate your presentation on the “Top 10 List” presented in the online course.

Key points include:

• Reviewing past season strengths and weaknesses

• Engaging in professional development classes

• Staff evaluations

• Conducting parent meetings

• Team leadership (captains)

• Communication systems

• Game management

Online Integration (Teachable Moment)

• Play the video “Leadership” (approx. 2 minutes)

• After viewing the video, lead the class in a discussion about team leadership

Ask:

• Why might a teacher-coach choose or not choose to have a team captain?

• What are some traditional ways team captains have been selected?

• What are some values you hope a team captain in your program possesses?

Cooperative Learning

• Divide the class into three teams; assign each team as an Off-Season, Pre-Season

or In-Season group.

• Have each group brainstorm ways of implementing one of the “Top 10 Keys to Remember”

for its given time period. For example, the Off-Season group could choose “evaluate current

coaching staff” as an important aspect of off-season preparation. This group would describe

activities and behaviors a teacher-coach could do to accomplish the task at hand.

 Allow groups to present their responses.

RESOURCES

For further information on the topic covered in this lesson see:

• Sports coaching concepts: A framework for coaches’ behavior. Lyle, J. (2002).

• Team captains’ perceptions of athlete leadership. Dupuis, M., Bloom, G.A.,

& Loughead, T.M. (2006).

• The keys to professionalizing coaching. Wuerflinger, J. (2003).

30 Supplement for Fundamentals of Coaching

Assess – 10 minutes

Outlining

• Have students work independently or in pairs to write informal outlines of the lesson

presented in class.

Reflection

• Ask students to list any forms or procedural outlines they now know will be necessary in

order to run an effective and efficient interscholastic athletic program.

 After students have completed the reflection, explain that the remainder of Unit 2 will

highlight many of the forms they probably mentioned in their responses.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented at the beginning of class

to their Coaching Dictionary.

 Students should incorporate practical examples when appropriate.

Closing – 15 minutes

Discussion

Utilizing the “Unit 2 Objectives” slide from the online course, review the goals and objectives

of the unit. Explain that preparation is the key to effective management of interscholastic

athletics. Part of that preparation must include the creation of a written plan that outlines

the procedures to be followed in the event some scenario occurs on the practice field or game

field. Pre-planning for certain events is the responsibility of all teacher-coaches.

RE-TEACHING ACTIVITY

Synopsis

• Have student(s) review and write a brief outline of the material highlighting important things

to consider for Off-season, Pre-season and In-Season. This material was presented as virtual

books in the NFHS online course Unit 2 section (1) Organization.

 Student(s) can present their findings in the form of possible coaching behaviors.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 2 – Section(s)

• (2) Administration

• (3) Health and Well-being

National Federation of State High School Associations 31

OBJECTIVES

• Describe a typical school district’s administrative chain of command.

• Establish procedures for emergency care of student-athletes.

SETTING THE STAGE

Creating and ensuring a safe, non-threatening and respectful environment is the No. 1 responsibility

of all teacher-coaches. This environment should allow each student-athlete the opportunity to

develop both athletic skills and, at the same time, learn personal responsibility. In large part, issues

related to leadership, accountability, efficiency, morale and a sense of order are all dependent upon

an organization’s chain of command (Hoch, 2005). This lesson will investigate who is responsible for

administering interscholastic athletics along with important issues related to athlete safety, eligibility

and planning. Ensuring your coaching education students understand the necessity of planning

ahead and providing them examples of forms and procedures to assist them is a vital function of

this lesson.

Focus – 10 minutes

Quick Start

• Have students write what they believe is the chain of command for a typical interscholastic

athletic program.

• Have students brainstorm possible outcomes for scenarios when the chain of command

is not followed.

 Explain the necessity of knowing and following the established chain of command

for all teacher-coaches.

Prior Knowledge

• Have students fold a piece of paper in half length-wise. On one side students should describe

a sports-related injury they or someone they know has experienced. On the other side of the

folded paper, students should investigate possible ways that injury could have been avoided

(include responsible individuals).

• Have a few students share their experiences and allow the class to brainstorm possible

preventable measures.

Vocabulary

• Write the following words on the board: Eligibility, First Responder, Chain of Command,

Budget and Good Samaritan Law.

• Have students define the terms in their Coaching Dictionary.

32 Supplement for Fundamentals of Coaching

LESSON PLAN 8

ADMINISTRATION OF

INTERSCHOLASTIC ATHLETICS

Teach – 60 minutes

Group Discussion

• Introduce to students information concerning accident/injury likelihood

at the interscholastic level.

 See supplemental resources below for information on this topic.

• Lead students in discussing causes for injuries to student-athletes.

• Have students explore the concepts of Operating Error, Supervisory Error, Management

Error and General Sport Safety Error.

Conclude the discussion by covering the following key points and how they relate

to sports injuries:

• Facilities/Equipment

• Athlete Conditioning

• Matching Athletes

• Rules/Regulations

Reinforcing Concept

Make available for students a copy of the following forms (found in the “Resources” section

of the NFHS online course):

• Announcement Agenda for Parent Organization

• Budget Form • Parent-Coach Communication Form

• Eligibility Form • Risk Warnings-Permission Form

• Facilities Form • Scheduling Form

• Fundraising Form • Transportation Form

• Injury Report Form • Medical Consent to Treat Form

• Inventory Form • Emergency Care Plan

Review each form with students, and allow time for comments and questions.

Online Integration (Teachable Moment)

• Play the video “Eligibility” (approx. 2 minutes).

• Have students explore appropriate examples from the video that highlighted what the

teacher-coach did right.

Have students reflect on the following:

• Role of the coach concerning student-athlete eligibility.

• Appropriate and inappropriate actions concerning eligibility.

• What is considered recruiting/undue influence at the interscholastic level?

Lecture

• Present information that helps students to appreciate the need to run an efficient

and well-organized program.

Key points include:

• Athletic Budgets

• Coordinating Responsibilities

• Eligibility

• Injury Preparation Plans

National Federation of State High School Associations 33

RESOURCES

For further information on the topics covered in this lesson see:

• Legal liability: The consequences of school injury. Barrios, L.C., Jones, S. E.,& Gallagher,

S.S. (2007).

• Academics vs. athletics: Eligibility requirements for interscholastic athletic participation.

Callari, M. (2002).

• The importance of the chain of command. Hoch, D. (2005).

• Injury patterns in selected high school sports: A review of the 1995-1997 seasons. Powell,

J.W., & Barber-Foss, K.D. (1999).

Assess – 10 minutes

Reflection

• Have students write out the chain of command for a typical interscholastic athletic program.

• Students should include a brief explanation of responsibilities for each member of the chain.

Practical Evaluation

• Have students write a brief statement explaining what they plan to do as a teacher-coach in

order to help their student-athletes maintain academic eligibility.

 Students can present their statements to the class orally.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented at the beginning

of the lesson to their Coaching Dictionary.

 Students should incorporate practical examples when appropriate.

Closing – 10 minutes

Discussion

• Write the following prompt on the board: “A key element to effective program management

is…”

• Lead students in a brainstorming discussion that highlights important concepts presented in

the lesson.

 Examples might include; communication, preparation, structure, etc.

34 Supplement for Fundamentals of Coaching

RE-TEACHING ACTIVITIES

Synopsis

• Have student(s) research the Good Samaritan Law in your state.

• Student(s) can write a brief explanation, present a poster or share an oral presentation

on their findings.

Synopsis

• Have student(s) download and review the article, “Psychology of sport injury: Psychosocial

antecedents and consequences of sport injury,” found in the Resourses section of the NFHS

online course.

• Student(s) should write an article summary explaining the key concepts. Have student(s)

include any important vocabulary.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 2 – Section(s)

• (4) Management of Stakeholders

• (5) Legal/Liability Concerns

National Federation of State High School Associations 35

OBJECTIVE

• Understand legal liability concerns related to interscholastic coaching.

SETTING THE STAGE

The reported cases of court decisions involving interscholastic sports number in the thousands. With

the increased sophistication of our legal system – not to mention parents and student-athletes alike

– it is imperative that teacher-coaches become adept at identifying and eliminating unreasonable

risk before an injury can occur (Gray, 2002). This lesson is designed to inform coaching education

students of not only general liability concerns for teacher-coaches, but also help students

understand they are not alone as a coach and where they can turn for guidance and support. All

teacher-coaches must strive to meet or exceed the standards that apply to their sport in order for

the true purpose of interscholastic athletics to be fulfilled. Your instruction during this lesson should

center on providing accurate information that highlights the duties legislated by federal, state and

local agencies.

Focus – 10 minutes

Quick Start

• Write the following question on the board: Where can a teacher-coach turn for help and

advice when questions related to risk and liability arise?

• Have students brainstorm different individuals and groups that might be appropriate advisors

for teacher-coaches.

• Lead a brief class discussion on the services that each example provides.

 Ensure that national, state and local coaches associations are mentioned as possible

support agencies.

Prior Knowledge

• Ask students to give brief statements of fact concerning what they know about Title IX.

• Write student statements on board.

• Lead a brief discussion introducing the topic of federal/state regulations using the student

statements as jumping-off points.

 Explain that this lesson will be about investigating the legal/liability issues for

interscholastic athletics.

36 Supplement for Fundamentals of Coaching

LESSON PLAN 9

TEACHER-COACH LEGAL LIABILITY

Vocabulary

• Write the following words on the board: Stakeholders, Title IX, Due Process, Americans

with Disability Act and Code of Conduct.

• Have students define the terms in their Coaching Dictionary.

Teach – 60 minutes

Online Integration (Teachable Moment)

• Play the video “Policies” (approx. 4 minutes).

• Have students discuss the positives and negatives of the coach’s presentation.

• Have students write and share ideas of other “major themes” besides sportsmanship that the

coach could have chosen to discuss at the parent meeting.

 Ensure the students mention issues related to facilities, transportation and scheduling.

Lecture

• Present accurate and relevant information connecting the legal concepts of interscholastic

athletics to your students.

• Utilize the online slide that displays a series of legal books as a framework for your

presentation.

Reinforcing Concept

• Provide a brief presentation on the topic of Codes of Conduct.

• Have students form pair-shares, and instruct each group to create a “Student-Athlete Code

of Conduct” as well a “Parent Code of Conduct.”

• Conclude the activity with students sharing some of the things they included

in their documents.

Cooperative Learning

• Divide students into small groups or pair-shares.

• Using the 14 “Duties of a Coach” listed in the online course, assign each group

a series of duties.

• Each group should create a number of coaching behaviors that would ensure each particular

coaching duty is met.

 Groups can present their behaviors to the rest of the class at the conclusion

of the assignment.

National Federation of State High School Associations 37

RESOURCES

For further information on the topic covered in this lesson see:

• An ounce of prevention is better than a pound of cure. Gray, J.T. (2002).

• Managing risk in interscholastic athletic programs: 14 Legal duties of care. Doleschal,

J. K. (2006).

• Title IX and its effect on sports programs in high school and collegiate athletics. Vest, B.,

& Masterson, G. (2007).

• Splinters from the bench: Feasibility of lawsuits by athletes against coaches and schools for

lack of playing time. Epstein, T.L. (2005).

• Sports liability of coaches and school districts. Davis, M. L. (1989).

• Sports liability: Athletic director, coach view issue from different sides of fence. Appenzeller,

H. (1988).

Assess – 10 minutes

Assignment Check

• After giving students the necessary time to complete the Reinforcing Concept activity from

above, collect Codes of Conduct from students.

 Papers can be reviewed and returned during the following class.

Reflection

• Have students reflect, in writing, experiences from their personal past that could be viewed

as liability issues.

• Students can describe past coaches or situations at previous schools that were related to Title

IX, failure of coaching duties, recruiting/eligibility issues or emergency care-related.

 Reflections can be collected and reviewed for understanding.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented in class

to their Coaching Dictionary.

Closing – 10 minutes

Discussion

• Utilizing whichever Assessment assignment you chose as a springboard, lead the class in a

discussion of the importance of organization and preparation in interscholastic athletics.

• Legal liability is a concern that must always remain at the forefront for all teacher-coaches.

 Reinforce to your students the different stakeholders involved with interscholastic

athletics, as well as the many sources coaches can utilize as risk management resources.

38 Supplement for Fundamentals of Coaching

RE-TEACHING ACTIVITIES

Critical Thinking

• Have student(s) conduct a mock parent meeting.

• The other student(s) can take the role of parent – or even student-athletes – and ask

appropriate questions to give a realistic feel to the experience.

Synopsis

• Assign student(s) one of the articles from either the Resources section of this lesson or the

Resources section of the NFHS online course.

• Have student(s) review and write a brief summary of the article.

 Any important vocabulary pertaining to the legal liability of teacher-coaches should

be included.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 2 – Section(s)

• Complete/Review Unit 2 Test section

• (1-5) Review

National Federation of State High School Associations 39

OBJECTIVE

• Evaluate student understanding and mastery of concepts related to the teacher-coach as

manager and legal liability of interscholastic athletics.

SETTING THE STAGE

In any educational setting, it is vital that the level of student understanding is evaluated. This lesson

will highlight a more traditional method of evaluating the students in your class. Currently, there is

much interest in other non-traditional assessment techniques; unfortunately lack of space prevents

discussion in this manual. For information on other non-traditional methods, see the resource

section below. What students learn depends as much on your evaluation techniques as on your

teaching – possibly even more (McKeachie & Svinicki, 2006). Students value what a teacher

measures. Any type of test should facilitate learning for both you and your students. Most agree it

is best if student assessment is an ongoing process in any class (Ory & Ryan, 1993). That being said,

if students’ needs are to be met, the testing program you choose must fit the goals and structure of

the class. Choosing a format other than unit test – as outlined in this manual – is the decision of

the instructor.

Focus – 20 minutes

Test Preparation

Finish Unit 2 by reviewing the objectives described at the beginning of the unit.

Key Questions:

• What is the administrative structure most interscholastic athletic programs follow?

• How can a coach structure his or her own season to maintain an effective program?

• What are some ways a teacher-coach can help his or her student-athletes remain eligible

for athletic participation?

• What are the responsibilities of a teacher-coach before, during and after a serious injury

occurs to a participant?

• Who are the many stakeholders involved with interscholastic athletics and what

are their responsibilities?

• How have the legal procedures and policies improved interscholastic athletics in

the past century?

Test Preparation

• Review key vocabulary and concepts from Coaching Dictionaries.

 Remind students to provide practical examples of concepts when appropriate.

40 Supplement for Fundamentals of Coaching

LESSON PLAN 10

UNIT 2 REVIEW/ASSESSMENT

Teach/Assess – 60 minutes

Below is a testing blueprint meant to help outline and develop a classroom exam by filling in the

table with testing items. After an item is written, the corresponding content area and objective level

can be marked. By completing the entire grid it is ensured that both what was covered in class

and the appropriate level of understanding appears on the exam. It should be noted that the

instructional objectives written for the Unit 2 Testing Blueprint correspond with the six levels of

Bloom’s Taxonomy. From left to right: Knowledge (boxes 1 and 2), Comprehension, Application,

Analysis, Synthesis and Evaluation

National Federation of State High School Associations 41

Instructional Objectives

Content Areas

Program Planning

Administrative Structure

Managerial

Responsibilities

Key Managerial Issues

Health and Safety

Stakeholder Management

Legal/Liability Issues

Total Items

Vocabulary

Important

Facts

Connect

to Prior

Knowledge

Provide

Examples

Total

Items

Interpret

Adequacy

of Concepts

Analyze &

Recognize

Assumptions

Express

Personal

Interpretations

RESOURCES

For further information on testing and assessment see:

• Tips for Improving Testing and Grading. Ory, J.C., & Ryan, K.E. (1993).

• McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University

Teachers (12th ed.). McKeachie, W.J., & Svinicki, M. (2006).

• Using stories in coach education. Douglas, K. & Carless, D. (2008).

• Coaching education and continuing professional development: Experience and learning

to coach. Cushion, C.J., Armour, K.M., & Jones, R.L. (2003).

• Knowledge transfer: How do high performance coaches access the knowledge of sport

scientists? Reade, I., Rodgers, W., & Hall, Nathan (2008).

Closing – 10 minutes

Use any time remaining in class to introduce your students to the next unit, “The Coach and

Interpersonal Skills: Unit 3.” Explain that Unit 3 will explore ways a teacher-coach communicates

with his or her athletes, and just as important the impact of the student-athletes’ perceptions within

the learning process. Unit 3 will discuss issues related to the feedback a coach gives his or her

student-athletes, and other important psychological skills such as goal setting, concentration,

confidence and performance state. It is also very important to remind your students of the need

to incorporate concepts already learned into this new upcoming unit.

HOMEWORK ASSIGNMENT

NFHS Online Course Review

Unit 3 – Section(s)

• Review Unit 3 Objectives

• (1) An Optimal Coaching Environment – Frames 1-4

42 Supplement for Fundamentals of Coaching

OBJECTIVES

• Compare/contrast the concepts of task- and ego-involved student-athletes.

• Understand how perceptions of success and basic psychological needs impact your students’

athletic experiences.

SETTING THE STAGE

Every teacher-coach wants his or her students to achieve success. If a coach is going to communi-

cate, motivate and instruct his or her student-athletes, the coach must consider how each athlete

perceives success. Why do some athletes choose challenging activities rather than easy ones? What

determines the level of effort a student-athlete exerts in their pursuit of success? Why does an

athlete decide to drop out of an activity? These questions and more are all related to motivation.

The amount of research that has attempted to connect Achievement Goal Theory (Nicholls, 1989)

to questions of motivation has grown at a staggering rate during the past few decades (Weiss &

Ferrer-Caja, 2002). This lesson investigates the nature of athlete motivation through a task/ego

perspective. The writings by Nicholls (1989, 1992) originally describe the differences between the

two types of student-athlete motivation, and have led to even greater insight into the minds of

interscholastic athletes. It is your responsibility to help your students grasp this important concept,

so they are prepared to interact with their players as the unique individuals they truly are.

Focus – 10 minutes

Quick Start

• Invite students to share their ideas concerning what motivates athletes to compete.

• Through a group discussion, relate student responses to the notion of athletes being task-

or ego-involved.

 Explain the purpose of this lesson is to investigate the psychological state of athletes.

Prior Knowledge

• Have students write a brief paragraph explaining what images went through their own minds

before they participated in a sporting competition.

• Invite students to share their responses.

 Relate their personal experiences to the idea of being task or ego involved

Vocabulary

• Write the following words on the board: Task-Involvement, Ego-Involvement,

Achievement Setting, Achievement Behaviors and Motivation.

• Have students define the terms in their Coaching Dictionary.

National Federation of State High School Associations 43

UNIT 3: LESSON PLAN 11

TASK/EGO ORIENTATIONS

Teach – 50 minutes

Lecture

• Present information that highlights the motivations for student-athletes in terms

of task/ego involvement.

Key points include:

• Perceptions of success

• Task/ego comparing and contrasting

• Achievement Behaviors

• Persistence

• Level of ability and challenge

Cooperative Learning

• Divide students into small groups, and assign each group a sport as well as a motivation type

(task or ego).

• Each group should describe how a player in that sport with that particular motivation type

might behave in both game and practice situations.

• Groups can present their player profiles to the class at end of the assignment.

 The whole group should be encouraged to question and add to the descriptions.

Group Discussion

• Lead the class in exploring more in-depth issues related to task/ego involvement.

• See the resources list below for possible topic areas.

Ask:

• Are certain motivation types more likely to join particular sports?

• What impact can teammates play in the motivation of athletes?

• What impact does competition level have on task/ego involvement?

RESOURCES

For further information on the topics covered in this lesson see:

• Motivational orientations and sport behavior. Weiss, M.R., & Ferrer-Caja, E. (2002).

• The competitive ethos and democratic education. Nicholls, J.G. (1989).

• Achievement goals in sport: The development and validation of the Perception of Success

Questionnaire. Roberts, G. C., Treasure, D.C., & Balague, G. (1998).

• Motivational profiles and psychological skills use within elite youth sport. Harwood, C.,

Cumming, J., & Fletcher, D. (2004).

44 Supplement for Fundamentals of Coaching

Assess – 15 minutes

Outlining

• Have students compare/contrast the similarities between task- and ego-involved

student-athletes.

 Papers can be collected to check for concept understanding.

Reflection

• Students can reflect on their own personal motivation either as an athlete or as a student.

• Ask students to include examples of behaviors that explain their choice.

 Papers can be collect to check for understanding

Vocabulary Building

• Have students add any revised definitions for vocabulary presented at the beginning

of class to their Coaching Dictionary.

Closing – 15 minutes

Personal Connection

• Explain to your students how you evaluate your own personal motivation in different context.

By explaining what happens in your own mind and incorporating the vocabulary related to

task/ego involvement, your students should come away with a better understanding of the

topic.

 Encourage students to ask questions and clarify any unclear ideas they might have.

RE-TEACHING ACTIVITY

Critical Thinking

• Have student(s) choose a character from a sports-related movie (example: Rocky, Varsity

Blues, Remember the Titians, Rudy).

• Have student(s) write a brief profile of the character in terms of task/ego involvement.

 Student(s) should include example from the movie that support their claims.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 3 – Section(s)

• An Optimal Coaching Environment – Frames 5-8

National Federation of State High School Associations 45

OBJECTIVE

• Describe how to create the optimal coaching environment.

SETTING THE STAGE

Research has shown that the state of motivation is dependent on both the situation and the

dispositional orientation of the student-athlete. When it comes to motivation, it only makes sense

that the coach plays a big role in establishing the environmental factors that affect the level of task

involvement and/or ego involvement a student-athlete experiences. To support student-athletes

within the competitive experience, coaches should focus on mastery criteria, success feedback and

fostering a supportive social climate (Pensgaard & Roberts, 2002). This lesson highlights the things a

teacher-coach can do to influence the motivational climate of their program. This lesson will also

introduce concepts related to autonomy, competence and relatedness.

Focus – 15 minutes

Quick Start

• Write the following on the board: How do you define success?

• Ask students to write a brief statement outlining their perceptions

of interscholastic athletic success.

• Invite students to share their responses with the rest of the class.

Prior Knowledge

• Have students write a brief description of a past teacher or coach from either their high

school or college experience.

• Require students to describe the teacher-coach in terms of supporting a task

or ego orientation.

 Invite students to share their responses with the rest of the class.

Vocabulary

• Write the following words on the board: Developmentally Appropriate, Perception of

Success, Autonomy, Competence and Relatedness.

• Have students define the terms in their Coaching Dictionary.

46 Supplement for Fundamentals of Coaching

LESSON PLAN 12

MOTIVATION AND THE TEACHER-COACH

Teach – 50 minutes

Online Integration (Teachable Moment)

• Play the video “Ego Involvement” (approx. 3 minutes).

• After viewing the video, lead the class in a discussion about the motivational orientation of

both the student and the teacher-coach.

Ask:

• How typical of an attitude did the student in the video portray with today’s student-athletes?

• How typical was the coach’s attitude?

• Do you think this type of approach with a student-athlete would have the desired effect?

Group Discussion

• Lead students in a discussion on the ways a teacher-coach can influence the environment of

both practices and games.

 Highlight the need to continually consider the students “perception of success” when

planning for practice and games. Also, encourage your students to consider previous

knowledge covered in the topics of “Role Frames” and “Coaching Philosophy.”

• Have students brainstorm behaviors that encourage a mastery environment.

• Have students consider different reward systems and how they influence motivation

in different ways.

Lecture

• Present information that explains the “Basic Psychological Needs” of student-athletes,

as presented in the online course.

• Review current research in the area of basic needs, and encourage students to consider

future areas of research that will continue this line of inquiry.

 See resource list below for more information on this topic.

• Help students brainstorm coaching behaviors that will foster feelings of autonomy,

competence and relatedness among interscholastic athletes.

Cooperative Learning

• Divide students into small groups or pair-shares. Assign each group a particular

interscholastic sport.

• Have groups brainstorm ways a teacher-coach could attempt to evaluate the motivational

orientation of an athlete within only one practice setting (such as a try-out situation).

• Groups can present their ideas to the rest of the class.

 Encourage the students to provide feedback to the presents to further the learning

process.

National Federation of State High School Associations 47

RESOURCES

For further information on the topics covered in this lesson see:

• Assessing achievement goals in sport: Caveats for consultants and a case for

contextualization. Harwood, C. (2002).

• Elite athletes’ experiences of the motivational climate: The coach matters. Pensgaard,

A. M., & Roberts, G.C. (2002).

• Exploring the relationships between collective efficacy, perceptions of success, and team

attributions. Chow, G.M. & Feltz, D. L. (2008).

• Motivation reconsidered: The concept of competence. White, R.W. (1959).

• The need to belong: Desire for interpersonal attachments as a fundamental human

motivation. Baumeister, R.F., & Leary, M.R. (1995).

Assess – 10 minutes

Practical Evaluation

• Have students write a brief statement explaining how they would plan to allow all

student-athletes on their team an opportunity to experience a feeling of competence.

• Other concepts such as autonomy or relatedness could also be incorporated into this activity.

 Papers can be collected and evaluated for understanding.

Reflection

• Have students reflect on different ways past teachers or coaches encouraged task orientation

in the activities in which they participated.

• Students can highlight different teaching-coaching behaviors they hope to incorporate into

their own coaching style.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented in class to their

Coaching Dictionary.

 Encourage students to include practical example when appropriate.

Closing – 15 minutes

Discussion

Ensure your students understand there is a time and a place for teacher-coaches to encourage a

more ego-involved motivation within their athletes. Interscholastic athletics is competitive. Many

student-athletes will have a natural ego-involved disposition, but the more a coach can move

athletes toward a mastery approach, the more the athletes will be in line to fully experience the

educational outcomes involved with interscholastic athletics. Everyone wants to win, but how an

athlete or coach perceives success should never be solely though the win/loss column.

48 Supplement for Fundamentals of Coaching

RE-TEACHING ACTIVITY

Synopsis

Have student(s) choose an article from either the Resources section of this lesson or the

Resources list found in the online course Unit 3.

 The article should be related to Achievement Goal Theory. Student(s) can write a

summary of the article, highlighting the purpose of the study and any important

conclusions.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 3 – Section(s)

• (2) Communication

• (3) Feedback

National Federation of State High School Associations 49

OBJECTIVES

• Describe the communication process.

• Understand how to provide appropriate feedback to student-athletes.

SETTING THE STAGE

One of the most important behaviors a teacher-coach exhibits is related to the type, amount and

quality of feedback communicated to his or her athletes. Effective coaches put a tremendous

amount of exquisite and diligent planning into the information they present to student-athletes

(Gallimore & Tharp, 2004). It is through this conscious awareness of what is being said and how

it is being present that coaches pass on their values, philosophy, tactics, techniques and ultimately

educational lessons to their athletes. This lesson will focus on both the verbal and non-verbal com-

munication process involved in interscholastic athletics. Issues related to effective feedback, intrinsic

vs. augmented feedback, and being a good communicator will all be covered in this lesson.

Focus – 10 minutes

Quick Start

• Have students create a Top 10 List using the following prompt: “List the 10 worst things

a coach can say to a student/athlete.”

• Have students share their list with the rest of the class.

• Give a brief introduction concerning the importance of “good communication skills”

for teacher-coaches.

Prior Knowledge

• Have students explain in a brief statement what they felt was the biggest source of feedback

for them as an athlete.

• Using students’ responses as prompts, give a brief explanation concerning the differences in

intrinsic vs. augmented feedback.

Vocabulary

• Write the following words on the board: Intrinsic Feedback, Augmented Feedback,

Arrogant Listener, Credibility and Empathy.

• Have students define the terms in their Coaching Dictionary.

50 Supplement for Fundamentals of Coaching

LESSON PLAN 13

COMMUNICATION/FEEDBACK

Teach – 50 minutes

Cooperative Learning

• Provide a brief introduction to the qualities of verbal and non-verbal communication.

• Divide students into two groups (X’s and O’s). Groups will alternate going to the front

of the room.

• Present a coaching scenario to the group at the front of the room. Have that group act out

the scenario without talking – similar to charades.

• Seated students attempt to figure out what the “coaches” are saying from just

the non-verbal communication.

Possible scenarios include:

• After a game lost in a blow-out

• Player hits his/her first home run

• Coach finds out about a hazing incident that occurred the day before

Lecture

Present information and examples that explains the notion of feedback.

Key Points include:

• Intrinsic vs. augmented feedback

• Appropriateness and accurate information

• Punishment vs. reinforcement

• Planning

Online Integration (Teachable Moment)

• Play the video “Communication” (approx. 3 minutes).

• Pause video after the first section, and have students discuss the verbal and non-verbal mes-

sages given by the coach.

• Play remainder of video, and resume the group discussion by again critiquing the coach’s

actions.

Ask:

• What are some other ways a coach could have handled this situation (consider both

appropriate and inappropriate reactions)?

• What are your thoughts concerning the team rule talked about in the video?

• How would a coach with the tendency toward being an arrogant listener react

to the student?

RESOURCES

For further information on the topics covered in this lesson see:

• What a coach can teach a teacher, 1975-2004: Reflections and reanalysis of John Wooden’s

teaching practices. Gallimore, R., & Tharp, R. (2004).

• Female athletes’ perceptions of head coaches’ communication competence. Haselwood,

D.M., et al. (2005).

• Five ways to improve communication with your players. Mahoe, S. (2007).

• Expanding the interpersonal dimension: Closeness in the coach-athlete relationship.

LaVoi, N.M. (2007).

National Federation of State High School Associations 51

Assess – 10 minutes

Outlining

• Have students outline the qualities associated with different listeners (active, superficial

and arrogant).

Reflection

• Have students consider an authority figure from their past (coach, teacher, boss, etc.) who

seemed to truly have an “open door” policy.

• Assign students to write a brief reflection discussing the qualities that made the situation

different than other situations from their past.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented in the class to their

Coaching Dictionary.

 Encourage students to include practical examples when appropriate.

Closing – 10 minutes

Discussion

• Invite students to give their thoughts on the advantages and/or disadvantages of intrinsic vs.

extrinsic rewards. Explain that this topic will be covered in more detail during other lessons.

Highlight the connections reward and punishment have to coach-athlete feedback.

RE-TEACHING ACTIVITY

Critical Thinking

• Have student(s) write a mock letter addressed to the parents of student-athletes. The letter

needs to discuss the program rules for communication.

Information in the letter should include:

• appropriate times for coach-parent meetings

• athletic program chain of command

• appropriate parent behaviors at games and practices in regard to communicating

with coaches

• expectations for appropriate parent-athlete communications

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 3 – Section(s)

• (4) Mental Skills – Frames 1-8

52 Supplement for Fundamentals of Coaching

OBJECTIVES

• Explain the types and effects of goal-setting in interscholastic sport.

• Describe ways of fostering positive thinking in student-athletes.

SETTING THE STAGE

It has long been understood that in order for athletes to reach both the educational and athletic

outcomes sport participation is meant to provide, more than just physical skills need to be

addressed. This is even more true at the interscholastic level. Teacher-coaches must become skilled

at delivering psychological skills training to their student-athletes. Even though mental-skills training

have most often been associated with professional or Olympic athletes, it has also been shown to

be very effective with high school-level athletes (Hughes, 1990). This first of two lessons concerning

mental skills will focus on the types of goals appropriate for interscholastic student-athletes, as well

as ways of helping student-athletes boost their self-confidence. These areas are two of the most

important building blocks for all other psychological training a teacher/coach can provide his or her

athletes. Sports can be a large part of the overall educational process at the interscholastic level,

but only if the mental skills developed as part of participation are appropriate and well-planned.

Focus – 10 minutes

Quick Start

• Provide each student a blank piece of paper.

• Have students consider a personal goal, and ask them to draw a picture of that goal on the

blank paper.

• Invite students to share their drawings with the rest of the class.

 Briefly explain the three types of goals presented in the NFHS online course (outcome,

performance, process), and help students to interpret their own goal pictures in terms

of goal type.

Prior Knowledge

• Through a class discussion, have students explain different examples of goal-setting

instruction they have personally experienced.

• Invite students to share their feeling of how effective the training efforts worked.

Vocabulary

• Write the following words on the board: Outcome Goal, Performance Goal, Process Goal,

Self-confidence and Vicarious Experience.

• Have students define the terms in their Coaching Dictionary.

National Federation of State High School Associations 53

LESSON PLAN 14

GOAL-SETTING AND CONFIDENCE

Teach – 60 minutes

Group Discussion

• Briefly present information that explains the three types of goals (outcome, performance,

process). Also, mention the importance of helping student-athletes to set goals using the

SMART method.

 See the NFHS online course Unit 3 Mental Skills Section for an explanation of the SMART

Goal Setting Strategy.

• Next, have the class brainstorm strategies for actually implementing a goal-setting program

into a high school sports team. Have students explore the when, where and hows of the

training.

 It might be helpful to provide a specific sport context for students to use, such as a

varsity girls softball team.

Reinforcing Concept

• Provide a copy of the Goal Setting Worksheet for each student. The worksheet can be found

in the Resources section of the NFHS online course.

• Have students write goals as if they were a high school student-athlete participating in the

sport of their choice.

 Require students to create at least one goal for each of the three types (outcome,

performance and process).

Invite students to share their goal statements with the rest of the class.

Lecture

• Explain to students the connection between self-confidence and efficacy. Introduce

information from Bandura’s Social Cognitive Theory, highlighting the sources of self-efficacy.

Key points include:

• Past performances

• Vicarious experiences

• Verbal persuasion

• Physiological states

• Emotional states

• Visualization

Cooperative Learning

• Divide students into pairs; within each pair one student will be an X and the other an O.

• Assign the X’s the task of “coin spinning,” and assign the O’s the task of “paper catching.”

 Coin spinning is flicking a coin so it will spin on a desk and then stopping it between

your thumbs.

 Paper catching is throwing a ball of paper over your head and catching it behind your

back, then reversing the throw to catch it in front of your body.

• Have the pairs take turns performing their task; the student not currently performing

is the “Coach.”

• Concentrating on one or more of the “Sources of Self-confidence” mentioned in class, the

“Coaches” should instruct their partner on their task before they attempt to do it.

• Have students discuss their experience with the rest of the class.

54 Supplement for Fundamentals of Coaching

RESOURCES

For further information on the topics covered in this lesson see:

• Implementing psychological skills training program in high school athletics. Hughes, S.

(1990).

• Social foundations of thought and action: A social cognitive theory. Bandura, A. (1986).

• Goal setting: Training athletes to “Think Like Coaches”. Patchell, J., & Foster, P. (2007).

• A season-long team-building intervention: Examining the effect of team goal setting on

cohesion. Senecal, J., Loughead, T.M., & Bloom, G.A. (2008).

Assess – 10 minutes

Reflection

• Have students write a reflection about their experiences during the lesson(s) conducted

in class.

• Students should include any new vocabulary appropriate to the lesson.

Assignment Check

• If the Reinforcing Concept lesson was conducted in class, collect students

“Goal Setting Worksheet”

 Worksheets can be checked for concept understanding and returned to students

the following class.

Vocabulary Building

• Have students add any revised definitions for vocabulary presented in class to their

Coaching Dictionary.

Closing – 10 minutes

Discussion

Explain to your students that the review of mental skills will continue during the following class.

Discuss the importance of planning and the level of commitment involved in incorporating a

psychological skills training (PST) program at the interscholastic level. It has been shown that

the teacher-coach is the most important component to an athlete experiencing the positive

educational and physical outcomes associated with improved mental skills. It is vital to have

a well-thought out plan for when, where and how a PST will fit into a sport program at the

high school level.

National Federation of State High School Associations 55

RE-TEACHING ACTIVITY

Critical Thinking

• Have student(s) design a goal-setting worksheet usable in their own current or future

coaching situation.

• Student(s) should use the “Goal Setting Worksheet” from the online course as a model, but

also incorporate their own twist to make it fit their own style and philosophy.

 Student(s) can present their worksheet to the rest of the class, and explain any

new features they might have included.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 3 – Section(s)

• (4) Mental Skills – Frames 9-17

56 Supplement for Fundamentals of Coaching

OBJECTIVES

• Introduce a mental skills training program for student-athletes.

• Explain ways of helping student-athletes with performance anxiety.

SETTING THE STAGE

A student-athlete’s performance often reflects a coach’s competence (Wang & Goldfine, 2007). This

is also true when it comes to the emotional states and psychological skills a player uses in practice

and competitions. This lesson will focus on issues that are very much related to an athlete’s ability

to performance at a peak level, namely optimal concentration, arousal and anxiety. It has been

shown that when coaches create the proper mastery climate for athletes, even at the interscholastic

level, they are able to concentrate more appropriately and experience less performance anxiety. It is

your responsibility to ensure that students in your class understand this can only happen through

planning, and that ultimately their competence as a teacher-coach will, in part, be measured from

this coaching task. Research has shown that the decisions a coach make concerning the when,

where and how a mental training program is conducted will impact athletes’ psychological well-

being, as well as physical and technical improvements (Wang & Goldfine, 2007).

Focus – 10 minutes

Quick Start

• Write the following sentence on the board: “Never teach athletes to concentrate

on concentrating.”

• Have students write a brief reaction to the statement. Then invite students to share their

responses with the rest of the class.

 Explain that this lesson will focus in part on how to help student-athletes concentrate on

the appropriate aspects of their sport leading to higher levels of performance.

Prior Knowledge

• Have students create a top 10 list of things they recognized as distracting for them

as athletes.

• Invite students to share their responses with the rest of the class.

 Help students connect the ideas of concentration and performance anxiety.

Vocabulary

• Write the following words on the board: Concentration, Ideal Performance State,

Anxiety Arousal and Inverted-U.

• Have students define the terms in their Coaching Dictionary.

National Federation of State High School Associations 57

LESSON PLAN 15

MENTAL SKILLS

Teach – 50 minutes

Online Integration (Teachable Moment)

• Play the video “Anxiety” (approx. 3 minutes).

• After viewing the video, lead students in a group discussion about the appropriateness

of the coaches’ actions.

Ask:

• How likely is it this type of scenario will actually occur in real life?

• What kind of psychological skills training program could facilitate this scenario?

• Do you think this type of approach would have the same effect for you as a student-athlete?

Lecture

• Present information that highlights both issues of concentration, and the performance states

of student-athletes.

Key points include:

• Distractions to athletes

• Relaxation and visualization strategies

• Ideal performance state and flow

• Arousal and anxiety

• Inverted-U hypothesis

Reinforcing Concept

• Divide students into pairs and supply each pair with a copy of the journal article Coaches’

Winning Psychological Strategies for Champions, by Wang & Goldfine. See Resources list

below for complete reference.

• Have pairs work together to create an outline of the article, explaining the steps for coaches

to consider when addressing the psychological issues of student-athletes.

• Pairs should also include a brief summary of the article, including how appropriate they feel

the strategies are for interscholastic athletic programs.

Group Discussion

• Provide a brief presentation concerning the importance of planning when implementing

a psychological skills training program.

• Lead a group discussion on ways of addressing the when, where and hows a teacher-coach,

at the interscholastic level, can carry out implementing a training program.

Key questions include:

• Who should be involved in the program?

• Who can/should conduct the program?

• Are there any special techniques or activities you, as coach, would ensure were a part

of your training program?

58 Supplement for Fundamentals of Coaching

RESOURCES

For further information on the topics covered in this lesson see:

• Coaches winning psychological strategies for champions. Wang, J., & Goldfine, B. (2007).

• Positive performance states of athletes: Toward a conceptual understanding of peak

performance. Jackson, S.A., 7 Roberts, G.C. (1992).

• The relationship between coaching behaviors and sport anxiety in athletes. Baker, J.,

Cote, J., & Hawes, R. (2000).

• Arousal-anxiety and sport behavior. Gould, D., Greenleaf, C., & Krane, V. (2002).

Assess – 10 minutes

Assignment Check

• If the Reinforcing Concept activity was assigned in class, have students turn in their

completed outlines.

 Papers can be checked for understanding and returned the following class.

Reflection

• Have students write a brief statement describing their personal experiences with

psychological skill training.

• Students can write from the perspective of student-athlete, college student,

teacher or coach.

Vocabulary Building

• Have students add any revised definitions for vocabulary introduced in class

to their Coaching Dictionary.

Closing – 10 minutes

Discussion

• Discuss with students the responsibility all teacher-coaches have to train – and positively

influence – the entire student-athlete. This includes helping young people mature physically,

psychologically, morally, as well as in tactical and technical skills. At the interscholastic level,

all of these areas are intertwined, and increases or decreases in one area will affect the oth-

ers in the same direction.

National Federation of State High School Associations 59

RE-TEACHING ACTIVITY

Critical Thinking

• Have student(s) choose a character who portrays an athlete in a sport-related movie

(example: Rudy, The Express, Hoosiers, Miracle on Ice).

• Instruct student(s) to write a description of the character in terms of their positive and/or

negative psychological skills.

 A description of any changes the character might have experienced in the movie should

also be included.

HOMEWORK ASSIGNMENT

NFHS Online Course

Unit 3 – Section(s)

• Complete/Review Unit 3 Test section

• (1-4) Review

60 Supplement for Fundamentals of Coaching

OBJECTIVE

• Evaluate student understanding and mastery of concepts related to the coach and mental

skill training of interscholastic student-athletes.