National Federation of State

High School Associations

Fundamentals
of Coaching
Blended Learning

Instructors Guide

2014
 National Federation of State
High School Associations

Fundamentals
of Coaching
NFHS Staff:
Robert B. Gardner, Publisher
Tim Flannery, CMAA, AIC, Project Manager
Dan Schuster, CAA, AIC, Assistant Project Manager
Bruce Howard, Editor
Barbara Green Johnson, AIC, 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 | www.nfhslearn.com

© 2014, by the National Federation of State High School Associations.

Reproduction or redistribution of any material contained herein is

expressly prohibited without the prior written consent of the NFHS.
 Contents
About the course ..................................................................................................i

Unit 1 – Educational Athletics and

the Role of the Teacher/Coach

Welcome to NFHS Fundamentals of Coaching .....................................................1

History, mission and purpose of interscholastic athletics.......................................4
The role of the teacher/coach ..............................................................................8
Student-centered coaching philosophy...............................................................10
The place of winning in interscholastic athletics .................................................13
Self-awareness ...................................................................................................14
Unit 1 review .....................................................................................................15

Unit 2 – The Teacher/Coach as Manager

Organization ......................................................................................................17
Administration ...................................................................................................20
Health and well-being of students .....................................................................25
Management of stakeholders.............................................................................27
Legal/liability concerns........................................................................................28
Unit 2 review .....................................................................................................32
Course review ....................................................................................................33
Video transcripts ................................................................................................34
Appendix:
Unit 1 optional activities.....................................................................................41
Unit 2 optional activities.....................................................................................49
Glossary .............................................................................................................56
 ABOUT THIS COURSE

Course objectives
At the end of this course participants will:
• Be able to describe the mission and purpose of interscholastic athletics
as it relates to a student-centered coaching philosophy
• Develop systems and processes to fulfill teacher/coach responsibilities
related to management, administrative as well as the health and well-
being of students
• Understand how interpersonal skills impact the student experience and
athletic performance
• Be able to develop an effective training program that addresses the
unique physiological demands placed on students
• Understand the role of the teacher/coach in the learning process

Blended learning
NFHS Fundamentals of Coaching consists of two components of instruction:
• Units one and two are taught in a face-to-face group setting, which
allows for presenter and group interaction
• Units three, four and five must be taken online
• All testing must be accomplished online in order to complete the course
and print the certificate of completion.
• Each participant will receive a Blended License Code found in the
inside cover of the participant guide to be redeemed online at
www.nfhslearn.com. Please see page 33 for more details.

Workshop setup
NFHS Fundamentals of Coaching blended learning training is designed for
group participation. The following will assist in preparation and meeting setup:
• Make sure the room is available and includes enough tables and chairs
required for expected attendees
• Make sure equipment (computers, LCD’s, monitors, etc.) are in working
order. Remember this presentation requires audio as well as video equip-
ment.
• Determine rules for breaks in advance (when they will occur, how long,
locations, refreshments, etc.)
• Remind participants to shut off all cell phones during the session
• The optimal class size is 15-25 participants
• Identify the location of restrooms
• Make the temperature in the room comfortable for the participants

i Fundamentals of Coaching :: Instructor Guide

Materials and equipment checklist:

❏ A copy of this Instructor Guide

❏ Enough purchased copies of the Participant Guide to be issued to each
participant. Note: Record the license code and the name of the person it
was distributed to in the event the Participant Guide is lost.
❏ Pens and note pads for each participant
❏ A laptop or desktop PC with CD player for showing video segments
and support slides (For current system requirements, go to
www.nfhslearn.com.)
• NFHS Fundamentals of Coaching CD
❏ NFHS Fundamentals of Coaching CD
❏ Monitor(s) for viewing media elements
• Audio speakers
• Television or LCD projection
❏ Flip chart, white board or other lecture support method for use during
group discussions
❏ Refreshments for breaks as needed
❏ Review the instructor guide prior to the training session to become
familiar with its contents (transcripts for each video segment are
included in the appendix)

Using the Instructor Guide

• Detailed lesson plans can be found on pages “v” and “vi” of this guide
• Optional content and activities are noted at the bottom of the lesson
plans and included in the Instructor Guide and Appendix
• The Instructor Guide page number will always be the same as the
Participant Guide page number
• Icons to indicate slides, videos, lectures, exercises and group activities are
shown in the left margin on the instructor page
• If text slides are used in the session, the first slide is shown in the upper
right hand corner to cue the instructor
• A clock is shown at the top of the instructor page indicating the approx-
imate time to complete the session
• Activity forms and worksheets contain annotations for the instructor.
These suggested responses are not included in the Participant Guide for
the teacher/coaches
• Instructor pages includes the following:
 video synopses
 discussion questions
 key points
 optional content and activities
• White space is designed in both the Instructor Guide and Participant
Guide for note taking

National Federation of State High School Associations ii

 Using this guide
This manual has been designed to help you structure and effectively present
a comprehensive training session. Content is presented in sequence and is
designed to allow the use of lecture, multi-media and interactive exercises
for maximum participation, discussion and effective use of time.

Each left-hand page contains the exact content found in the Participant Guide
on that page number. Right-hand pages provide instructions and guidance for
the meeting instructor including suggested times and topics for discussion and
breakouts.

Symbols are used throughout to indicate when and how to use appropriate
media. Thumbnails of slides that are included on the CD are shown on
appropriate pages.

= Slide

= Video

= Lecture

= Worksheet exercise

= Pair/share or small group

breakout activity

Instructor guidelines for teaching adult learners

• Adult learners are ready and eager to learn, especially concepts that
relate directly to carrying out their jobs as coaches.
• Participants’ time outside the class is limited and they need to know in
advance how much time they will need to devote to training.
• Adult learners benefit from collaborative situations in which they can
share experiences and solve problems in paired or group exercises.
• Just as other learners, adults need recognition. Get to know their names
quickly and appreciate their life experiences.
• Establish a relaxed environment that relies less on lecture and more on
interaction.
• Avoid lengthy discussions that stray off topic. Staying on target helps
learners anticipate what is to come.

iii Fundamentals of Coaching :: Instructor Guide

Breakout activities
An important element of a live training session is the opportunity for partici-
pants to learn from one another through sharing and discussion. There are
several opportunities for participation outlined in this guide with suggestions
for conducting breakouts.
• Individual worksheet exercise. Several of the exercises are best suited
for an individual to gather his or her personal thoughts when filling in a
worksheet.
• Pair/share. A pair/share activity would involve individuals completing a
worksheet then exchanging it with a partner for feedback. Another form
of pair/share involves partners developing and agreeing upon a response
then presenting to the group for further discussion.
• Small group breakouts. Break the class into smaller groups of 4 to 6
participants. Each group is to discuss and develop a group response to
the situation. After a designated amount of time regroup as a class and
ask a member of each group to report their responses.

In general, allot more time for group breakouts than for pair/share or individual
activities. It is suggested that you determine in advance how you will conduct
each breakout session.

Time schedule
Each unit should take from 2 to 2½ hours to complete. Timings are indicated
in this guide for lectures, breakouts, group discussion and video segments.
These are designed to allow some flexibility. However, you will benefit
by staying within suggested timings to keep the training sessions on
a predictable schedule.

Lesson plan
The following lesson plan has been designed to assist you in making the best
use of the time allotted. Several “optional” exercises are included should you
decide to extend the workshop. Some of the breakouts and worksheets may
be designated as individual exercises that participants may accomplish outside
the training session. You will need to increase the total training session time
to accommodate any of the optional activities.

Slides are provided on the CD as visual presentation support.

National Federation of State High School Associations iv

LESSON PLAN

Total time Subject

Unit 1: Educational Athletics and the Role of the Teacher/Coach
10 min Welcome to NFHS Fundamentals of Coaching
7 min.................Welcome and introduction
3 min.................Unit objectives
35 min History, Mission and Purpose of Interscholastic Athletics
2 min.................“Teachable Moment” video: “Coaching during competition”
15 min...............“Teachable Moment” breakout activity
3 min.................Video: “History of interscholastic athletics”
10 min...............Educational outcomes of interscholastic athletics
5 min.................Student first. Athlete second.
20 min The Role of the Teacher/coach
3 min.................The role of the teacher/coach introduction
2 min.................Video: “Teacher/coach as role model”
5 min.................What do you think students want in an interscholastic teacher/coach? Introduction
10 min ..............What do you think students want in an interscholastic teacher/coach?
Breakout activity
11 min Student-centered Coaching Philosophy
2 min.................Student-centered introduction
2 min.................Why do you want to be a coach? Activity
2 min.................Video: “Why do you want to be a coach?”
2 min.................Group discussion: Why do you want to be a coach?
3 min.................Student-centered coaching philosophy introduction
19 min The Place of Winning in Interscholastic Athletics
4 min.................Video: “The place of winning”
10 min...............The place of winning breakout activity
5 min.................The place of winning closing comments
7 min Self-awareness
2 min.................Video: “Self-awareness”
5 min.................Coaching skill sets discussion
5 min Unit 1 Review

Unit 1 Optional Activities

** How do you define developmentally appropriate? ......................................................page 42
** Communicating your coaching philosophy..................................................................page 43
** How can a teacher/coach better meet student expectations?......................................page 44
** Student-centered coaching philosophy breakout/discussion ........................................page 45
** Rate your coaching skills .............................................................................................page 46

v Fundamentals of Coaching :: Instructor Guide

Total time Subject
Unit 2: The Teacher/Coach as Manager
29 min Organization
3 min.................Unit objectives
3 min.................Video: “Organization”
6 min.................Seasonal planning activity
2 min.................Video: “Leadership”
15 min...............Leadership breakout activity
33 min Administration
10 min...............Chain of Administrative Authority
2 min.................Video: “Eligibility”
5 min.................Eligibility Activity No. 1
1 min.................Teachable moment video: “Eligibility”
15 min...............Eligibility Activity No. 2
15 min Health and Well-being
3 min.................Health and well-being introduction
2 min.................Video: “Health and well-being”
3 min.................Emergency care plan
1 min.................Overview of Content
2 min.................Video: “Minimizing risks”
4 min.................Minimizing risks
8 min Management Stakeholders
1 min.................Overview of Content
5 min.................Managing stakeholders
2 min.................Video: “Know your stakeholders”
40 min Legal/liability Concerns
1 min.................Overview of Content
2 min.................Video: “Legal/liability concerns”
10 min...............Legal/liability concerns
15 min...............Breakout activity scenario No. 1: Legal/liability concerns
12 min...............Fourteen obligations or duties related to negligence litigation
5 min Unit 2 Review

Unit 2 Optional Content and Activities

** Administration activity.................................................................................................page 20
** Coordinating responsibilities content and activities......................................................page 21
** Budget content and activity ........................................................................................page 24
** Four foundations of negligence litigation content .......................................................page 31
** Administration breakout activity scenario No. 1 ..........................................................page 50
** Administration breakout activity scenario No. 2 ..........................................................page 50
** Administration breakout activity scenario No. 3 ..........................................................page 52
** Ethical dilemma breakout activity ................................................................................page 53
** Emergency care plan content ......................................................................................page 54
** Legal/liability breakout activity scenario No. 2 .............................................................page 55

National Federation of State High School Associations vi

 WELCOME TO NFHS
FUNDAMENTALS OF COACHING
WELCOME

Congratulations on your decision to become a better coach. NFHS

Fundamentals of Coaching deals with the specific needs, challenges and issues
that relate to coaching at the interscholastic level and in our nation’s schools.

The content has been designed to provide you with a road map for team suc-
cess, not simply in terms of assisting you in the development of a competitive
program, but more to the point in understanding the role that athletics must
play as part of the educational mission of our schools.

Your decision to participate in the NFHS Coaching Education program demon-

strates a high degree of commitment and investment in the lives of our nation’s
youth. Interscholastic athletics can be a wonderful vehicle to teach positive life-
skills and learn important lessons for life. But sports also have the potential to
be a negative experience that can teach young people undesirable behaviors
and values. There is nothing inherently good or bad about interscholastic ath-
letics. But it’s up to you as the coach to create a favorable, developmentally
appropriate experience for your students.

How you define success as a coach is critically important. It will determine

whether your students will have an enriching experience through interscholastic
athletics or just be an experience that seeks to win games.

As a coach you have been entrusted with a special gift – it’s the opportunity to
help your students maximize their physical, social, personal and psychological
development and to help them establish a Game Plan for Life.

Get Certified!
Become an Accredited Interscholastic Coach

Complete the following courses and you will automatically become an AIC
at no cost:
• Fundamentals of Coaching
• First Aid, Health and Safety for Coaches (some equivalent courses
are accepted)
• Sport-Specific course or Teaching Sport Skills
• Concussion in Sports

Participant Guide 1 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

WELCOME AND INTRODUCTION

Begin the session with a personal welcome.

Using the slides for visual support, provide an overview of the

Blended Learning course components:
• 5-unit course (Use the slide to review unit contents).
• Units 1 and 2 will be covered in this training session.
• Units 3, 4 and 5 must be taken online.
• Participants must login (www.NFHSlearn.com) to take the online components, complete all
unit tests and review the course in order to finish the course.
• A license code is issued for each participant and will be required when taking the
online course components. A license code is included with each participant guide.
Record each participant’s corresponding license number. This will be important if he/she
loses the participant guide.

Key point:
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."
• NFHS Fundamentals of Coaching is based on a student-centered philosophy.
• The term “teacher/coach” is used throughout this course as a reminder of the important
part we 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.

National Federation of State High School Associations 1

 Educational
Athletics and The Role of the Teacher/Coach

UNIT 1
Unit 1 of the NFHS course emphasizes the history, mission and purpose of edu-
cational athletics in our nation’s schools. The role of the teacher/coach in inter-
scholastic athletics is to establish an environment that will facilitate success for
all participants. This is a constant theme throughout the course, along with the
positive outcomes that should occur as a function of the teacher/coach’s
actions as they impact on the students’ experience.

UNIT OBJECTIVES

At the conclusion of this unit you will be able to:

 Describe the mission and purpose of interscholastic athletics.
 Recognize developmentally appropriate experiences.
 Trace the history of athletics in our schools.
 Explain how interscholastic athletics becomes a part of the educational
process.
 Describe how the teacher/coach can act as a positive role model.
 Develop a student-centered coaching philosophy.
 State the top five educational outcomes of interscholastic athletics.

Participant Guide 2 Fundamentals of Coaching :: Instructor Guide

UNIT 1 OBJECTIVES

Present an overview of the Unit 1 Objectives

At the conclusion of this unit you will be able to:

• Describe the mission and purpose of interscholastic athletics.
• Recognize developmentally appropriate experiences.
• Trace the history of athletics in our schools.
• Explain how interscholastic athletics becomes a part of the educational process.
3 min • Describe how the teacher/coach can act as a positive role model.
• Develop a student-centered coaching philosophy.
• State the top five educational outcomes of interscholastic athletics.

National Federation of State High School Associations 2

 TEACHABLE MOMENT VIDEO VIGNETTE –
“COACHING DURING COMPETITION”

Worksheet

A serious technical foul has cost the Community High School basketball team
an important game, resulting in the end of a promising season. The technical
was called because one of the students – in a fit of anger – talked back to one
of the referees. Immediately after the game, Coach Davis assembles his team in
the locker room. He is clearly upset and demands to know where the student
at fault learned that such language was OK to use with an official. The coach
finds himself in a very embarrassing situation when the student states, “I
learned it from you, coach. It was something I heard you say.”

What are the issues in this • Teacher/coach as role model

teachable moment? • Use of inappropriate language by student

• Place of winning in interscholastic athletics
• Self-regulation skills of teacher/coach; clearly out of control

• Promote learning
What is the mission and purpose • Contribute to the educational mission of our nation’s schools
of interscholastic athletics? • Use athletics as the vehicle to educate our nation’s youth in
becoming good citizens

What is a Teachable Moment?

Notes: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 3 Fundamentals of Coaching :: Instructor Guide

VIDEO VIGNETTE:
“COACHING DURING COMPETITION”

Play the video

Teachable Moment: “Coaching During Competiton”

Begin the training session by playing the video “Coaching During Competition.”
2 min This video makes a powerful statement about the impact that teacher/coaches have on their stu-
dents. Most coaches will recognize the situation, how it reflects what they’ve seen in others and
how it may reflect their own behaviors.

Video synopsis:
A serious technical foul has cost the Community High School basketball team an important game
and puts the team in jeopardy of losing the state championship, resulting in the end of a promising
season. The technical was called because one of the players – in a fit of anger – made an inappro-
priate remark and talked back to one of the referees. Immediately after the game, Coach Davis
assembles his team in the locker room. He is clearly upset and demands to know where the player
at fault learned that such language was OK to use with an official. The coach finds himself in a very
embarrassing situation when the student states, “I learned it from you, coach. It was something I
heard you say.”

Discussion
After the video, discuss the scenario as it pertains to the mission and purpose of interscholastic
athletics. The discussion can include the full class or you may want break the class into small groups
15 min or pair/share.

Pose the following questions:

• What are the issues in this teachable moment?
• What is the mission and purpose of interscholastic athletics?

Activity
You may use the worksheet in the participant guide for small groups or pair/share, or it can be used
by individuals for taking notes on the discussion.

Define the term “Teachable Moment.”

The term describes a moment of educational opportunity. It is a time when a person, particularly a
child or adolescent, is likely to be disposed to learn something or is especially responsive to being
taught or made aware of something.

Key points:
Many teacher/coaches recognize the need to help a student become better at the technical or
tactical aspects of their sport. But they often miss those “Teachable Moments” when they can
make an even more meaningful impact on a student.

One of the most important goals of this course is to help you recognize opportunities
to turn everyday coaching into teachable moments.

National Federation of State High School Associations 3

 HISTORY, MISSION AND PURPOSE
OF INTERSCHOLASTIC ATHLETICS
At the interscholastic level, learning is far more important than winning. The
“A teacher affects eternity; he can skills and strategies you will acquire in this course, however, will enhance not
never tell where his influence stops.” only your students’ knowledge, but will also help your teams and students to
be competitively successful. You will be introduced to concepts and insight into
– Henry Adams (1838-1918)
how best to structure a coaching environment that promotes the educational
U.S. author, autobiographer and historian
mission of interscholastic athletics.

To this end, it cannot be stressed enough that successful coaching at this level
is much more than winning games and championships. Successful coaches cre-
ate the conditions necessary for students to master new skills, enjoy competi-
tion with others, and experience enhanced self-esteem. Although successful
coaches are well-trained in the tactics and techniques of their sport, they rec-
ognize that this is only part of their craft; the other part is the use of athletics
as the vehicle to educate our nation’s youth in becoming good citizens.

American author, autobiographer and historian Henry Adams (1838–1918)

stated, “A teacher affects eternity; he can never tell where his influence stops.”
The same applies for coaches. It is widely accepted that coaches hold the key
to the positive or negative outcomes of the interscholastic athletic experience.
Coaches are truly the delivery system for all that is positive, and at times
negative, about the interscholastic athletic experience.

Your presence today places you in the company of hundreds of thousands of

individuals who have chosen to coach interscholastic athletics over the course
of our country’s history. You are now part of that group and share in their
legacy. Before we start discussing your role as teacher/coach, let’s take a look
at the history of athletics in America’s schools and discuss the mission and
purpose of the activity.

Participant Guide 4 Fundamentals of Coaching :: Instructor Guide

HISTORY, MISSION AND PURPOSE
OF INTERSCHOLASTIC ATHLETICS

Play the video

Host Video:“History of Interscholastic Athletics.”

3 min

Video synopsis:
• The primary purpose of interscholastic athletics is “The Promotion of Learning.”
• Teacher/coaches have an important role to play in fostering the educational
value of athletics.
• The concept of “Interscholastic” athletics has been part of our educational
system since the mid-1800s.
• The widespread institutionalization of sport in our schools took place in order
to address four societal concerns:
 Education
 Socialization
 Military preparedness
 Health
• The most widely held justification for organized athletics in our schools
emphasized the educational and character-building benefits of participation.
• The teachable moments and lessons learned on the playing field are vital to
the overall development of each individual.
• The educational value of athletics is largely dependent on how the activity
is structured and what the teacher/coach chooses to teach and model.

National Federation of State High School Associations 4

 TOP FIVE EDUCATIONAL OUTCOMES

When a teacher/coach implements a student-centered coaching philosophy

that stresses the educational mission of the activity, the experiential outcomes
are almost entirely positive and contribute significantly to the holistic develop-
ment of each and every student.

Promotion of learning:
Students should acquire new knowledge or skills that will lead to long-term
behavior change. This learning is not limited to the development of physical
skills and should also facilitate the social, personal and psychological
development of each student.

Life skills:
Students should learn how to balance their life, emotional well-being,
leadership, personal growth and decision-making skills.

Healthy lifestyle:
Students should become committed to an addiction-free, physically active
and long-term healthy lifestyle.

Sportsmanship:
Students should learn respect and concern for rules and officials, opponents,
and the spirit and customs of sport.

Citizenship:
Students should acquire knowledge, attitudes, experience and skills that will
prepare them to be productive and responsible members of society.

Notes: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 5 Fundamentals of Coaching :: Instructor Guide

 (6 slides)

EDUCATIONAL OUTCOMES OF
INTERSCHOLASTIC ATHLETICS

Discussion
Ask the group: “What are the potential educational outcomes of interscholastic athletics?”
You may post responses to this question on a whiteboard, blackboard or flip chart.
After taking responses, use the slides to present the Top Five Educational Outcomes of
Interscholastic Athletics.

Key points:
What positive outcomes should a teacher/coach strive for with his or her students and program?
10 min This is a critical question, and a teacher/coach needs to have the end in mind in the way the
program is built, along with plans for the season and the structure of the coaching environment.

Remind participants that the primary purpose of

interscholastic athletics is the promotion of learning.

If winning is either everything or the only way success is defined, serious limits are placed on the
educational value of the experience.

When a teacher/coach implements a student-centered coaching philosophy that stresses the

educational mission of the activity, the experiential outcomes are almost entirely positive and
contribute significantly to the holistic development of each and every student.

These outcomes do not happen automatically or by chance. They happen because you as
teacher/coach adopt a planned and purposeful approach to the interscholastic athletic experience.

National Federation of State High School Associations 5

 STUDENT FIRST. ATHLETE SECOND.

As teacher/coaches we spend a lot of time and energy focused on our sport.

But we are first and foremost teachers. We must never forget that every one of
our participants is a student first and an athlete second.

Interscholastic athletics becomes part of the education process when…

• Learning objectives are clearly stated and integrated into the experience.
• Teacher/coaches purposefully plan for learning to take place.
• Teacher/coaches purposefully explain to students what they
are going to teach.
• Teacher/coaches teach what they said they were going to teach.
• Teacher/coaches reinforce what the students learned.
• The program is designed to enhance academic achievement.
• Teacher/coaches ensure that the athletic program never interferes
with opportunities for academic success.
• Teacher/coaches use the unique teachable moments that occur
in athletics to promote the development of each individual.
• Teacher/coaches stress personal responsibility and accountability
for each participant.
“The quality of a person’s life is in • Like most activity programs such as art, band and theater, athletics
direct proportion to their commitment can increase the commitment of students who are less interested in
to excellence, regardless of their traditional academic subjects.
chosen field of endeavor.”

– Vince Lombardi
Notes: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
“Success is peace of mind which is
a direct result of self-satisfaction in ____________________________________________________________________
knowing you did your best to become ____________________________________________________________________
the best you are capable of
becoming.” ____________________________________________________________________
____________________________________________________________________
– John Wooden
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 6 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

STUDENT FIRST. ATHLETE SECOND.

Use the slides to emphasize athletics’ important role as part of the education process.

Key points:
As teacher/coaches we spend a lot of time and energy focused on our sport. But we are first
and foremost teachers. We must never forget that every one of our participants is a student
first and an athlete second.

Interscholastic athletics becomes part of the education process when…

5 min • Learning objectives are clearly stated and integrated into the experience.
• Teacher/coaches purposefully plan for learning to take place.
• Teacher/coaches purposefully explain to students what they are going to teach.
• Teacher/coaches teach what they said they were going to teach.
• Teacher/coaches reinforce what the students learned.
• The program is designed to enhance academic achievement.
• Teacher/coaches ensure that the athletic program never interferes with opportunities
for academic success.
• Teacher/coaches use the unique teachable moments that occur in athletics to promote
the development of each individual.
• Teacher/coaches stress personal responsibility and accountability for each participant.
• Like most activity programs such as art, band and theater, athletics can increase
the commitment of students who are less interested in traditional academic subjects.

National Federation of State High School Associations 6

 HOW DO YOU DEFINE
DEVELOPMENTALLY APPROPRIATE?

It is vitally important that teacher/coaches remember that a developmentally

A developmentally appropriate experience is one that is consistent with the ability and maturity
appropriate experience – of the student. Students, even in high school, are not miniature adults. This
simple but important recognition will significantly reduce or remove a great
One that is consistent with the deal of frustration you may experience, particularly when coaching middle
ability and maturity of the school children.
student.
Remember, if your students do not look like professional athletes such as
Peyton Manning or Serena Williams, do not expect them to understand the
game or play like Peyton or Serena! This may seem obvious, but often
teacher/coaches’ expectations are inconsistent with their students’ stage of
cognitive, motor-skill and/or physical development.

While the physical and motor-skill development characteristics of students are

relatively easy to assess, see and measure, cognitive and psychological develop-
ment characteristics are less obvious. Teacher/coaches need some understand-
ing of key development issues and must be able to maximize their students’
learning and development. Consider these questions:
• Will the student understand what I say?
• How many coaching points will he/she be able to take in?

Clearly knowing the answer to these questions will assist coaches in planning
practice sessions, and thus optimize learning and enjoyment. In addition, it is
important that interscholastic teacher/coaches have knowledge of psychological
development.

This knowledge will provide the basis for understanding:

• How and why students are likely to react in different situations.
• The psychological demands sport places on participants, and its powerful
psychological effects on them.

You must also be aware of the effects of your behavior on students. Such
issues are important to consider at all times.

Participant Guide 7 Fundamentals of Coaching :: Instructor Guide

HOW DO YOU DEFINE
DEVELOPMENTALLY APPROPRIATE?

The material on developmentally appropriate student experiences is covered in the online course.
It is presented in the participant guide but is optional to your live training session. A worksheet is
included in the appendix of the participant guide. You may direct participants to use the worksheet
outside of the workshop.

If presented in the training session emphasize the following points:

• A developmentally appropriate experience is one that is consistent with the ability
and maturity of the student.
• Students, even in high school, are not miniature adults.
• Do not expect students to understand the game or play like professionals or college athletes.
• Be aware of key developmental issues such as age, physical and motor-skill development and
psychological maturity.

National Federation of State High School Associations 7

 THE ROLE OF THE TEACHER/COACH
For many young people, the interscholastic teacher/coach is an incredibly
influential figure. Your influence goes far beyond your ability to teach sport
“No stream rises higher skills – in fact, one could argue that this is the least important aspect of being a
than its source.” teacher/coach at the interscholastic level. In addition to playing a key role in the
immediate development of a young person, the lessons you choose to teach
– Frank Lloyd Wright, your students will impact their lives far after their involvement in athletics has
20th Century American architect concluded.

“Don’t worry that children never listen

to you. Worry that they are always
watching you.”

– Robert Fulghum, author

All I Really Need to Know I Learned in
Kindergarten.

Notes: ______________________________________________________________
____________________________________________________________________
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Participant Guide 8 Fundamentals of Coaching :: Instructor Guide

THE ROLE OF THE TEACHER/COACH

Key points:

Briefly emphasize the importance of the teacher/coach as role model.

• Your influence goes far beyond your ability to teach sport skills – in fact, one could argue
3 min that this is the least important aspect of being a teacher/coach at the interscholastic level.
• The lessons you choose to teach your students will impact their lives far after their
involvement in athletics has concluded.
• Direct the participant attention to Robert Fulghum quote in the participant guide on page 8
prior to showing the next video.

Play the video

Host Video: “The Teacher/Coach as Role Model”

Video synopsis:
2 min • Students look to their teacher/coaches as a source for guidance and inspiration.
• Teacher/coaches are role models who can affect students for the rest of their lives.
• Teacher/coaches must model the behaviors they expect students to exhibit.
• A student’s interscholastic athletic experience is expected to be most enriched when
there is a strong bond and good communication among all members of the
“athletic triangle” – students, parents, teacher/coach.
• What teacher/coaches do matters!
• A teacher/coach’s commitment to being a role model will set high standards
for students… on the playing field… AND for life.

National Federation of State High School Associations 8

 WHAT DO YOU THINK YOUR STUDENTS WANT
IN AN INTERSCHOLASTIC TEACHER/COACH?

Worksheet

Just as you have expectations for your students, your students have
expectations for you.

Use the spaces below to list the coaching attributes you believe students
want in their teacher/coaches.

1.

2.

3.

4.

5.

6.

7.

Participant Guide 9 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

WHAT DO YOU THINK YOUR STUDENTS

WANT IN AN INTERSCHOLASTIC
TEACHER/COACH?

After the video

Pose the question: “What do you think your students want in an interscholastic teacher/coach?”

Show the slide “What do you think students want in an interscholastic teacher/coach?”

5 min

Break the class into small groups or pair/share to discuss this question. Have each group use the
worksheet to list the coaching attributes they believe students desire.

Reassemble the class and ask each group or pair/share how they responded. Post responses for all
to see.

Show the slide that lists attributes that research shows students want.
• Competence
• Approachability
• Confidence
10 min • Fairness and consistency
• Motivation
• Personal Concern
• Support

Points to guide your discussion:

• Research indicates that high school students are looking for the attributes listed.
• The vast majority of students who participate in interscholastic athletics are not looking
for a master coach in terms of tactics and winning.
• Students are looking for a competent individual who respects and values them first and fore-
most as young adults who are exploring how to interact effectively with their environment
and work out who they are, what they believe, and what they want to achieve in life.
• Because of this, your role as a leader is critical in creating the best learning environment.
• Ask the participants how their responses match up to the research findings.
• If there are inconsistencies, how will these affect their experience and your ability to lead
and act as role model?

Optional activity
If time permits, you may build upon this activity by using the form “What Students Really Want,”
which is included on page 44 of the appendix. The form allows individuals to compare what they
think students want to what research says students really want. They can then enter comments
describing how they can better meet student expectations.

This can be carried out as an individual exercise or as an activity where responses are shared and
discussed as a group.

National Federation of State High School Associations 9

 STUDENT-CENTERED COACHING PHILOSOPHY

Worksheet

Why do you want to be a teacher/coach?

In light of what you learned earlier about what students want in a
teacher/coach, it’s time to examine your motives for coaching. Use the spaces
below to describe the reasons why you want to be a teacher/coach.

Motives consistent with the educational mission of interscholastic athletics:

• Enjoy working with young people – for the kids – teach kids good values, skills,
self-esteem, etc. (variations on this theme)

• Love of the sport – give back to the sport – (variations on this theme)

Motives inconsistent with the educational mission of interscholastic athletics:

• Win state – teach kids to be winners – get kids a college scholarship

(variations on this theme)

• Help me get to the next level – relive my glory days (variations on this theme)

Participant Guide 10 Fundamentals of Coaching :: Instructor Guide

STUDENT-CENTERED
COACHING PHILOSOPHY

Why do you want to be a teacher/coach?

Each of us has reasons for wanting to coach interscholastic athletics. Think about
what motivates you.
• Love of the sport
• Personal satisfaction
• The opportunity to have a positive influence on students
2 min • Winning

How do your personal reasons for wanting to be a teacher/coach influence your

coaching philosophy?

Activity
Ask participants to identify their personal reasons for wanting to be a teacher/coach
by using the worksheet “Why do you want to be a teacher/coach?”
2 min
Play the video
Host Video:“Why Do You Want to be a Teacher/Coach?”

Video synopsis:
2 min Two questions to consider:
• Why do you want to be a teacher/coach?
• What are the values that define you as a person?
 Knowing those answers will help you integrate your motives and values
into your coaching philosophy.
 Your coaching philosophy represents your beliefs, principles, opinions
and values about coaching.
 The choices you make will determine how much success you and your
students will experience.

Closing comments
• Interscholastic coaching is not for everyone.
• If your motivation is to help students, being a teacher/coach may be a good fit.
• If you are ego-centric and your main motivation is winning, coaching at the interscholastic
2 min
level may not be a good fit.

National Federation of State High School Associations 10

 CREATING A STUDENT-CENTERED
COACHING PHILOSOPHY

Creating and ensuring a safe, non-threatening and respectful environment that

provides each student opportunities to develop skills and learn personal respon-
sibility is your No. 1 responsibility as a teacher/coach at the interscholastic level.
This statement places the welfare of the student at the core of the interscholas-
tic athletic experience and emphasizes the need for the teacher/coach to be
proactive in creating an environment that promotes the value of each individual
and provides participation opportunities for as many students as possible.

In many ways a student-centered coaching philosophy is one that has as its

goal the positive development of each student.

Research has shown that positive development is likely to occur

when students:
• are active participants in their schools;
• have a range of opportunities to develop and display competence
in settings where they are noticed and rewarded; and
• have chances to prove they are becoming valued adults in their
communities.

If interscholastic athletic programs are organized to achieve these three things,

they will contribute to education and development because students will be
noticed in positive ways and will be more likely to identify with the school and
its educational mission.

Notes: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 11 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

CREATING A STUDENT-CENTERED
COACHING PHILOSOPHY

Teacher/coaches must be proactive in creating an environment that:

• provides each student opportunities to develop skills and learn personal responsibility.
• is safe, non-threatening and respectful.
• promotes the value of each individual.
• provides participation opportunities for as many students as possible.

In many ways a student-centered coaching philosophy is one that has as its goal
3 min the positive development of each student.

Research has shown that positive development is likely to occur when students:
• are active participants in their schools;
• have a range of opportunities to develop and display competence in settings
where they are noticed and rewarded; and
• have chances to prove they are becoming valued adults in their communities.

If interscholastic athletic programs are organized to achieve these three things, they will contribute
to education and development because students will be noticed in positive ways and will be more
likely to identify with the school and its educational mission.

Optional activity
Break the class into small groups or pair/share to discuss the concept of implementing
a student-centered coaching philosophy in their school. The form can be found on page 45
of the appendix (page 39 in Participant Guide).

Important points to guide the discussion:

• What are some of the issues that distract you from a student-centered philosophy?
• What part should each of the following play in implementing a student-centered philosophy
and what can you do to make it happen?
 YOU as teacher/coach or AD
 Students
 Parents
 Faculty
 Other athletic organizations and teacher/coaches within the school

Bring the group back together to share their responses with the entire class.
Points to consider during this discussion:
• Remind participants that they aren’t alone in fulfilling their coaching duties.
• What are the difficulties in implementing a student-centered philosophy when others
(parents, faculty and administration) don’t see its value?
• Who can and should assist in your efforts?
Post some of the responses and identify those that are the most common
or misunderstood among the participants.

National Federation of State High School Associations 11

 TEACHABLE MOMENT VIDEO VIGNETTE –
“THE PLACE OF WINNING”

Dan recently joined Franklin High School as a teacher and head football coach
and has been called into the athletic director’s (Mr. Smith) office to talk about
where “winning” fits into the school’s athletic program. In a recent competi-
tion, Dan made a decision to keep a student in a game despite the fact he had
injured his knee in the second quarter. Mr. Smith questions Dan’s judgment in
this matter and is concerned that the decision could have resulted in sacrificing
a student’s health and future for the sake of a win. He admonishes Dan to
teach his team that “Winning is important… but not at the expense of
someone’s health.“

Use the space below to describe how this situation could be handled better.

1. Choosing to ignore medical advice (team doctor) and

play an injured student.
What issues were identified 2. Message to own students was that the coach was
by the athletic director in the prepared to sacrifice their future to win the game.
video? 3. Place of winning in interscholastic athletics – winning
is important but never at the expense of a student’s
health.

1. Remember the educational mission

of interscholastic athletics.
How can you as teacher/coaches 2. Adopt a student-centered coaching philosophy.
anticipate and address such 3. Student first. Athlete second.
issues in your own situations? 4. Place winning in perspective.

How do you as teacher/coaches As a teachable moment – A moment of educational

address the concept of winning opportunity to teach your students, parents and school
with your students, parents and colleagues how to behave when they have success –
school colleagues? specifically, how to win with class.

As a teachable moment – A moment of educational

How do you as teacher/coaches opportunity to teach your students, parents and school
address the concept of losing with colleagues about how to deal with setbacks and adversi-
your students, parents and school ty. Your students will experience far greater losses during
colleagues? life than the one they experienced today. How they
respond to the defeat will say much about them as
athletes and persons.

Participant Guide 12 Fundamentals of Coaching :: Instructor Guide

THE PLACE OF WINNING IN
INTERSCHOLASTIC ATHLETICS

Play the video

Teachable Moment: “Student-centered Coaching (The Place of Winning)”

Key points:
4 min • While we all strive to win, winning is not everything.
• When the goal of winning is taken to an extreme, interscholastic athletics is no longer
in line with the mission and purpose of an educational activity.

Video synopsis:
Dan recently joined Franklin High School as a teacher and head football coach and has been called
into the athletic director’s (Mr. Smith) office to talk about where “winning” fits into the school’s
athletic program. In a recent competition, Dan made a decision to keep a student in a game despite
the fact he had injured his knee in the second quarter. Mr. Smith questions Dan’s judgment in this
matter and is concerned that the decision could have resulted in sacrificing a student’s health and
future for the sake of a win. He admonishes Dan to teach his team that “Winning is important…
but not at the expense of someone’s health.

Afterplaying the video, break the class into small groups or pair/share. Have each group discuss
what it saw in the video. The discussions should center around the following points:
• What issues were identified by the athletic director in the video?
10 min • How can you as teacher/coaches anticipate and address such issues in your own situations?
• How do you as teacher/coaches address the concept of winning with your students, parents
and school colleagues?
• How do you as teacher/coaches address the concept of losing with your students, parents
and school colleagues?

National Federation of State High School Associations 12

 THE PLACE OF WINNING IN
INTERSCHOLASTIC ATHLETICS

What role should winning play in interscholastic athletics?

“If you can react the same way to
winning and losing, that is a big Phil Jackson, former head coach of the Los Angeles Lakers, and an individual
accomplishment. That quality is who knows a little about winning as a coach, once said, “Winning is important
important because it stays with you to me, but what brings me real joy is the experience of being fully engaged in
the rest of your life” whatever I’m doing.”
– Chris Evert,
• 18 Grand Slam singles titles, including a Jackson’s quote speaks to a philosophy about winning to which all interscholas-
record seven at the French Open. • Three tic teacher/coaches can aspire. Like Jackson, we are sure that you like to win,
Grand Slam doubles titles. • Career win-loss but his quote speaks to the striving and total investment in the process, which
record in singles matches of 1,309-146 is crucial to being a successful teacher/coach at any level of sport. At the
(.900), the best of any professional player
interscholastic level, this should reinforce the physical, social, personal and
in tennis history
psychological development of each student who participates in athletics.

It is important to emphasize that interscholastic athletics has a dramatically

different mission and purpose than coaching at the professional level.

The goals of professional sports are to entertain and, ultimately, to make

“Winning is important to me, but money. Financial success is of primary importance and depends on winning.
what brings me real joy is the experi- The goals of interscholastic athletics are different for all concerned, including
ence of being fully engaged in what- the teacher/coach.
ever I’m doing”

– Phil Jackson, “Winning on the professional level is required. Winning on the

Former Los Angeles Lakers Coach collegiate level has become expected. Winning on the high school level
should be a pleasant by-product of what you’re really supposed to be
doing, which is developing young people into productive citizens.”
– Robert Kanaby,
Executive Director of the NFHS

Because interscholastic athletics is part of the educational process, losing

provides just as critical a teachable moment for a student as winning. The
very different ways that both are handled will reveal the characters of both the
teacher/coach and his or her students. Learning to win with class and lose with
dignity are key life lessons and are educational outcomes all teacher/coaches
should be teaching. In life, individuals will be faced with many forms of
adversity and challenges, and will face losses far more severe than any they
may experience in athletics. What better way to teach young people how to
handle such losses than through athletics. This doesn’t mean that in your role
as teacher/coach that you like to lose; rather it means that you should
recognize the teachable moment that a loss offers you.

Participant Guide 13 Fundamentals of Coaching :: Instructor Guide

THE PLACE OF WINNING IN
INTERSCHOLASTIC ATHLETICS

Closing comments

To wrap up this section, remind participants of the place of winning

in interscholastic athletics:
5 min • Professional and college athletics are different than interscholastic athletics.
• The striving and total investment in the process of winning is crucial to being a successful
interscholastic coach.
• In every contest, teach your students to compete and try to win.
• When winning a game is the only way that an individual or team can feel successful, it sets
the stage for some moral and ethical challenges.
• Winning with class and losing with dignity are important life lessons and have educational
outcomes all teacher/coaches should be teaching.
• The mission of interscholastic athletics is different than professional and college sports.
Consequently, the place of winning is different. Specifically, winning at the high school
level should be a pleasant by-product of what a teacher/coach should be doing which is
developing young people to be good citizens (Kanaby quote).
• The number one educational outcome of interscholastic athletics is the promotion of learn-
ing. Winning and losing provide teachable moments that a teacher/coach can use to teach
important life lessons, e.g., Win with dignity, lose with class; how to deal with adversity.
• When winning becomes the only way an individual or program can feel successful it sets the
stage for moral and ethical challenges – "if winning is everything, then an individual will do
anything to win."

National Federation of State High School Associations 13

 SELF-AWARENESS

One of the realities of coaching is that your performance is “out there” for the
entire school community to see. Parents, administrators and students will all
have opinions about you and of your strengths and weaknesses as both a
teacher/coach and, potentially, a person. Opinions will be formed by everyone
with whom you interact. The bottom line is that you have little if no control
over what others think; how and what you think about yourself, though, is
vitally important in terms of your development and performance as a
teacher/coach.

So what is your perception of yourself as a teacher/coach? Can you identify

your current strengths and areas of your coaching where you’re limited and
where improvement is needed? One of the main skills you can develop is being
aware of yourself and your motivation for coaching. Let’s say, for example, that
the school district’s superintendent asked you to describe your three major
strengths and limitations. Could you answer the question? Do you have a
process for identifying your strengths, limitations and motives?

Generally, four main skill sets can determine a teacher/coach’s success. The
usage of the term “skill set” is deliberate in that it represents the belief that
coaching is indeed a skill that can be developed and enhanced.

Those four skill sets are:

• Technical: Knowledge base of sport.
• Tactical: Analytical/decision-making component of coaching; skills that
help win contests.
• Managerial: Maintenance and organization of a systematic approach
to coaching in terms of preparation, time management, administration,
programming, and so on.
• Interpersonal: The most critical category that underpins everything a
teacher/coach does, such as communication, social skills and motivation.

Notes: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 14 Fundamentals of Coaching :: Instructor Guide

SELF-AWARENESS

Play the video

Host Video:“Self-awareness.”

Key points:
2 min • One of the realities of coaching is that your performance is “out there”
for the entire school community to see.
• Parents, administrators and students will all have opinions about you
and of your strengths and weaknesses as both a teacher/coach and a person.
• You have little or no control over what others think.
• How and what you think about yourself is vitally important in terms
of your development and performance as a teacher/coach.

After the video encourage participants to consider their own strengths and weaknesses
by asking:
• What is your perception of yourself as a teacher/coach?
• Can you identify your current strengths and weaknesses?
• What is your motivation for coaching?
• Do you have a process for identifying your strengths, limitations and motives?

Use the slides to outline the four main skill sets that can determine a teacher/coach’s success. The
5 min usage of the term “skill set” is deliberate in that it represents the belief that coaching is indeed a
skill that can be developed and enhanced.

Those four skill sets are:

• Technical: Knowledge base of sport.
• Tactical: Analytical/decision-making component of coaching; skills that help win contests.
• Managerial: Maintenance and organization of a systematic approach to coaching in terms
of preparation, time management, administration, programming, etc.
• Interpersonal: The most critical category that underpins everything a teacher/coach does,
such as communication, social skills and motivation.

Optional activity
An optional activity “Rate Your Coaching Skills” is included beginning on page 46 in the appendix
of this guide (pages 40-41 in Participant Guide). The activity is designed for individuals to examine
their coaching skill sets, identify their strengths and weaknesses and develop strategies for improve-
ment. You may incorporate the activity into your training session or have participants complete the
worksheet on their own.

National Federation of State High School Associations 14

 UNIT 1 REVIEW
Worksheet

Unit objectives Notes

What is the mission and 1. Promote learning

2. Contribute to the educational mission of our nation’s schools
purpose of interscholastic 3. Use athletics as the vehicle to educate our nation’s youth in becoming
athletics? good citizens

What must a teacher/coach 1. Consistent with ability and maturity of student.

consider in order to create a 2. Students are not miniature adults.
3. Students are not professionals or college athletes.
developmentally appropriate
4. Be aware of age, physical and motor skills development and psychological
experience for students? maturity.

1. Interscholastic sports played virtually no role in American schools until the

mid-1800’s.
When did interscholastic
2. It was believed by educators that sports addressed following four societal
athletics begin in our concerns: education, socialization, military preparedness and health.
nation’s schools? 3. Participation in sports developed discipline, perseverance, delayed gratification
and teamwork in the students who participated.

1. Learning objectives are clearly stated.

2. Teacher/coaches plan, explain, teach and reinforce.
How do interscholastic 3. Program enhances academic achievement.
athletics become part of 4. Use teachable moments to promote individual development.
the educational process? 5. Stress personal responsibility and accountability.
6. Increases commitment of students – same as Art, Band and Theatre.

1. Students look to them as a source for guidance and inspiration.

2. They affect students for the rest of their lives.
What behaviors exemplify a 3. Teacher/coaches must model the behaviors they expect students to exhibit.
teacher/coach as a positive 4. Create a strong bond and good communication among all members of the
role model? “athletic triangle” – students, parents, teacher/coach.
5. What teacher/coaches do matters!

1. Student first. Athlete second

2. A philosophy that has as its primary goal the promotion of a healthy,
What do we mean by a non-threatening and respectful environment that provides each student
“student-centered” opportunities to develop skills and learn personal responsibility.
coaching philosophy? 3. A student-centered coaching philosophy has the physical, social, personal
and psychological development of each student as a goal within a competitive
environment.

1. The mission of interscholastic athletics is different than that of professional and

collegiate sports. Consequently, the place of winning is different. Specifically,
winning at the high school level should be a pleasant by-product of what a
teacher/coach should be doing, which is developing young people to be good
What is the place of citizens (Kanaby quote).
2. The No. 1 educational outcome of interscholastic athletics is the promotion of
winning in interscholastic learning. Winning and losing provide teachable moments that a teacher/coach
athletics? can use to teach important life lessons, i.e., win with dignity, lose with class,
how to deal with adversity.
3. When winning becomes the only way an individual or program can feel
successful, it sets the stage for moral and ethical challenges – “if winning is
everything, then an individual will do anything to win.”

1. Promotion of learning
What are the top five 2. Citizenship
educational outcomes of 3. Sportsmanship
4. Healthy Lifestyle
interscholastic athletics? 5. Life Skills

Participant Guide 15 Fundamentals of Coaching :: Instructor Guide

UNIT 1 REVIEW

Finish Unit 1 by reviewing the objectives described at the beginning of the unit. Each of
the objectives is shown on the slide as a question.

The review may be conducted in one of three ways as time permits:

• Have participants use the wrap up worksheet to add notes on what they learned
about each objective.
• A quick review by the instructor.
• Ask a volunteer to write responses from the group on a chalkboard, whiteboard or flip chart.
5 min
Unit 1 Review

What have we learned?

• What is the mission and purpose of interscholastic athletics?
• What questions must a teacher/coach consider in order to create a developmentally
appropriate experience for students?
• When did interscholastic athletics begin in our nation’s schools?
• How have interscholastic athletics become a part of the educational process?
• What behaviors exemplify a teacher/coach as a positive role model?
• What do we mean by a “student-centered” coaching philosophy?
• What are the top five educational outcomes of interscholastic athletics?

National Federation of State High School Associations 15

The Teacher/Coach As Manager

UNIT 2

UNIT OBJECTIVES

At the conclusion of this unit you will be able to:

 Identify the managerial skills necessary for being a successful
teacher/coach.
 Classify management responsibilities into three main timeframes (i.e.,
off-season, preseason and in-season) in order to develop a timeline to
accomplish your management responsibilities.
 Describe the administrative chain of command operating in most
schools.
 Recognize your coordinating responsibilities in facility management,
scheduling, transportation and budgeting.
 Explain the general rationale for many of the state associations’ eligibility
rules.
 Establish procedures for emergency care of your students.
 Explain components of sport safety in order to minimize risk of injury.
 Indicate strategies for working effectively with all stakeholders in the
sport program.
 Describe legal liability concerns related to interscholastic coaching.

Participant Guide 16 Fundamentals of Coaching :: Instructor Guide

UNIT 2 OBJECTIVES
THE TEACHER/COACH AS MANAGER

Key points to emphasize when introducing this unit:

• You have many responsibilities and obligations as a teacher/coach.
• Your management and administrative responsibilities, as well as your attention to legal and
safety concerns, cannot be overstated.

Present an overview of the Unit 2 objectives.

At the conclusion of this unit you will be able to:
• Identify the managerial skills necessary for being a successful teacher/coach.
3 min • Classify management responsibilities into three main time frames (i.e., off-season, preseason
and in-season) in order to develop a timeline to accomplish your management responsibili-
ties.
• Describe the administrative chain of command operating in most schools.
• Recognize your coordinating responsibilities in facility management, scheduling, transporta-
tion and budgeting.
• Explain the general rationale for many of the state associations’ eligibility rules.
• Establish procedures for emergency care of your students.
• Explain components of sport safety in order to minimize risk of injury.
• Indicate strategies for working effectively with all stakeholders in the sport program.
• Describe legal liability concerns related to interscholastic coaching.

National Federation of State High School Associations 16

 ORGANIZATION
As courts in the United States continue to define the legal responsibilities of
“I never did anything by accident, nor a teacher/coach, you must understand that you are not immune from legal
did any of my inventions come by action. More importantly, it is critical that you learn a number of well-estab-
accident; they came by work.” lished procedures that will not only reduce your risk of being sued but enhance
the health, well-being, development and athletic performance of your students.
– Thomas Edison
No matter how knowledgeable you may be about the technical or tactical
aspects of your sport, your ability to run a smooth and efficient program is an
important aspect of being a successful interscholastic coach. Indeed, the more
efficiently you manage and organize all aspects of your program, the more
time and energy you will have to devote to actually working with your
students. The reverse also applies; the less efficient your program, the less
time you will have to work with your students because you will constantly
be dealing with one organizational crisis after another.

Participant Guide 17 Fundamentals of Coaching :: Instructor Guide

ORGANIZATION

As “teachers” we know the importance of lesson plans in making sure students have learned the
subject matter by the end of school year. We have the same responsibilities as “teacher/coaches.”

Play the video

3 min Host Video: “Organization”

Key points about the video:

• Among the four skill sets described in Unit 1, a teacher/coach must have
good management skills, which include:
 Preparation
 Time management
 Knowledge of the administrative structure of the school district
 Programming
 Legal responsibilities
• Teacher/coaches need to understand they are not immune from legal action
and must take responsibility for reducing risk.
• A written plan should be developed relative to all areas of the athletic program.
• For better organization, program needs can be broken into three main timeframes:
 Off-season
 Pre-season
 In-season

National Federation of State High School Associations 17

 SEASONAL PLANNING

Worksheet

In your role as a manager and administrator, knowing what to do and when to

do it are crucial to your program’s success. Below is a list of 15 needs you must
address throughout the year. Place a checkmark in the appropriate column to
indicate when each item should be addressed.

Off- Pre- In-

season season season

Learn about any special health and/or physical conditions

that may affect your students. X

Ensure student eligibility. X

Evaluate current facilities, uniforms and equipment and
make necessary changes.
X

Evaluate all aspects of the program – What worked?

What needs to change? X

Publicize program and encourage students to participate. X

Evaluate team policies and procedures, including injury or
accident-tracking system. X

Ensure first aid/CPR certifications are current. X

Direct supervision of students during travel to away contests. X
Complete next year’s budget and scheduling of both contests and facility. X
Confirm procedures for emergency care plan. X
Conduct meetings with students and parents/guardians during which
you warn them about potential dangers and risks involved. X

Develop conditioning and practice plans. X

Meet with team or captains to review season. X
Provide adequate and proper equipment and teach correct
use and any unique features of that equipment. X

Complete injury and all other required reports in a timely

and professional manner. X

Participant Guide 18 Fundamentals of Coaching :: Instructor Guide

SEASONAL PLANNING

The video will have introduced the concept of breaking needs of your program
into three time periods: off-season, pre-season and in-season.

1 min

Have each participant use the Seasonal Planning worksheet to indicate the appropriate time
of year when a program need is to be addressed.

2 min

Reconvene the class after the worksheet exercise and take some time to discuss the results.
• Ask participants to describe what they consider to be the most important needs to be
addressed during each time period.
3 min • Have someone write the responses on a white board or flip chart. You are likely to get
responses that overlap seasons, but try to get participants to focus on needs that are specific
to a season.
• Discuss how these results might vary from the responses marked on the worksheet.
• Point out that the appendix on page 49 (page 42 in Participant Guide) contains lists by
season of the 10 most important items for which teacher/coaches should plan.

National Federation of State High School Associations 18

 TEACHABLE MOMENT VIDEO VIGNETTE –
“LEADERSHIP”

Worksheet

This is coach Curtis’ first season as the hockey team’s coach. His method for
how and why a team captain is picked differs from what occurred in the past.
So before students hit the ice for a practice session, the coach brings players
together to make sure everyone understands his leadership policies.

1. Captain selection was based on performance and the

What are the issues portrayed new coach is changing the selection based on leader-
in this teachable moment? ship abilities.
2. The coach is using the selection of captain(s) as a
teachable moment, promoting learning.

1. Conduct a preseason meeting to discuss team policies

How would you communicate and the criteria for selecting a captain(s).
your philosophy concerning 2. If the students are involved in the selection of the
captains and leadership to your captain(s), they should know the attributes of effective
students? leaders to aid in the process.

1. The coach is demonstrating through this teachable

How does this scenario apply
moment that he has a student-centered philosophy.
to the mission and purpose of 2. The coach is using the situation to teach
interscholastic athletics? students how to select their leaders.

1. Up to the head coach to determine.

2. End of season or beginning of the season.
3. Final banquet – parent concern if son/daughter
When should you elect not selected.
and announce captains? 4. Role of captains during off season and during season.
5. Sub-varsity teams and captains – rotating, other.
6. Process – open and explained at pre-season meeting.
7. Other leadership models.

Participant Guide 19 Fundamentals of Coaching :: Instructor Guide

LEADERSHIP

Play the video

Teachable Moment: “Leadership”

Video synopsis:
2 min This is coach Curtis’ first season as the hockey team’s coach. His method for how and why a team
captain is picked differs from what occurred in the past. So before students hit the ice for a practice
session, the coach brings players together to make sure everyone understands his leadership
policies.

After the video discuss the scenario with the group as it pertains to their own coaching experiences.

Pose the following questions:

15 min • What are the issues portrayed in this teachable moment?
• How would you communicate your philosophy concerning captain’s and leadership
to your students?
• How does this scenario apply to the mission and purpose of interscholastic athletics?

Activity
The discussion can include the full class or you may want to break into small groups or pair/share.
Participants can use the worksheet to describe responses to the questions.

National Federation of State High School Associations 19

 ADMINISTRATION
CHAIN OF AUTHORITY

You may be familiar with this quote from John Donne: “No man is an Island,
entire of itself; every man is a piece of the Continent, a part of the main . . .”
The essence of these words is very applicable to the interscholastic coach. As
only one part of a much larger system, you should know the administrative
chain of authority for athletics in your school district; specifically, who is your
boss, who is your boss’ boss, and who is ultimately responsible for what in the
school district? Although there may be geographical differences, the following
description of the chain of administrative authority is relatively standard
throughout the country.

Board of Education
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Superintendent/District Athletic Director

Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

School Principal
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Athletic Director
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Head Coach
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Assistant Coach
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

State Association
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Participant Guide 20 Fundamentals of Coaching :: Instructor Guide

ADMINISTRATION

Use the slide to describe the “Chain of Administrative Authority.”

Emphasize the following points:

• The teacher/coach is only one link within a larger chain of authority.
• Although the chain of authority presented is fairly standard across the country.
The participants must be aware of the specific chain in their state/school district.
• Although the information presented here is relatively standard throughout the country, a
10 min teacher/coach understands how the chain of authority applies to individual circumstances.
• Encourage participants to use the accompanying worksheet to add real names and titles that
apply to their program.

Optional activity
Allow participants time to use the notes section to add comments about their own chain of
administration. After a few minutes, have participants share their comments with the group.

National Federation of State High School Associations 20

 COORDINATING RESPONSIBILITIES

Facilities
Facility usage will probably be scheduled through the athletic director and
recorded on a master calendar/schedule book to avoid double-booking and
to ensure the maximum use of available facilities. During scheduling meetings
with the athletic director, you should inform him of any special requests or
needs you may have for your program. When facility use has been assigned or
designated, it is your responsibility to adhere to the schedule and not overlap
into the time of other teams. You also must ensure that you are well-prepared
for every practice and that your students are on task and productive during this
time.
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Transportation
The school or district’s transportation policies should be adhered to at all times.
A common policy is that all members of the team travel to events on a bus or
in school-operated vehicle(s), and you are expected to travel on the bus with
them. Reports of a number of hazing incidents have highlighted the need for
the coach to not only travel on the bus with the students but also to take a
direct supervisory role in trying to ensure the safety of each individual. For
example, sitting at the front of the bus talking with your fellow coaches and
not directly supervising the students’ activities behind you is unacceptable and
may leave you legally liable if any harm occurs to your students.

A student who travels to a contest on school transportation is generally expect-

ed to return by the same means, although a policy may be in place to permit
some flexibility such as allowing a student to travel back with his or her par-
ents(s) if approved in advance. In most instances, a written request to allow this
is required before the contest.

As a teacher/coach, it is very important to strictly adhere to school and/or

school district transportation policies. If you have any questions, it is strongly
recommended that you discuss them with your athletic director.
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Scheduling
At the varsity level, head coaches usually have input into their independent
schedules that are ultimately the responsibility of the athletic director. Usually,
schedules for junior varsity or freshman coaches are provided by the league or
their athletic director. All coaches should communicate with the athletic direc-
tor about scheduling concerns. When changes are needed because of weather
or conflicts, the coach must notify all affected parties, such as the athletic
director, transportation services and parents.
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Participant Guide 21 Fundamentals of Coaching :: Instructor Guide

COORDINATING RESPONSIBILITIES
FACILITIES, TRANSPORTATION AND
SCHEDULING

Ask participants “Who is responsible for facilities, transportation and scheduling in their program?”
You are likely to get responses that name people other than themselves for those roles.
Then ask, “What are your responsibilities in each of these areas?”

Points to emphasize:
• Although the athletic director is often responsible for each of these, the teacher/coach must
be proactive in communication, implementation and follow-up.
• Facilities. Determine who is responsible for scheduling facilities for practices to avoid
double-booking and overlap conflicts.
• Transportation. Understand the school’s policies for travel to and from contests and how
behavioral problems are addressed. This is important from a legal and liability standpoint as
well as logistical coordination of activities.
• Scheduling. Although scheduling is usually outside their control, teacher/coaches should
communicate with the athletic director about scheduling concerns. They also have an
obligation to inform students, parents, transportation services and other affected by
changes or conflicts in scheduling.

Optional activity
Allow participants time to use the notes section to add comments about their own athletic
program. After a few minutes have participants share their comments with the group.
• Which stakeholder would you approach to answer questions dealing with facilities?
Transportation? Scheduling?
• What are the important issues in planning for each of these items?

National Federation of State High School Associations 21

 ELIGIBILITY

Select the appropriate term for each of the definitions written below. Use the
space provided to describe state-specific terms and their definitions as they
apply to your school’s program.

• Age Eligibility • Enrollment/Attendance • Maximum Participation

• Transfer/Residency • Academic • Non-school Participation
• Pre-participation Evaluation • Amateur/Awards • Recruiting/Undue Influence

Academic Non-school Participation

____________________________ As interscholastic athletics ____________________________ Restricting non-school
are part of a school’s total environment, they should uphold participation can help alleviate the trend toward year-round
certain expectations of academic achievement as a priority of competitive sport seasons and assist in time management,
the student’s reason for being there. academic responsibility (reducing probability of missing class-
State-specific information:______________________________ es for events), and team/coach loyalty issues for the student.
____________________________________________________ State-specific information:______________________________
____________________________________________________ ____________________________________________________
____________________________________________________
Enrollment/Attendance
____________________________ This places an emphasis
Pre-participation Evaluation
on the student’s enrollment and attendance as part of his/her ____________________________ Not only should physical
academic fulfillment. evaluations of students be conducted before any inter-
State-specific information:______________________________ scholastic athletic practice or competition, but the evaluation
____________________________________________________ process itself should be reviewed every three years at a mini-
mum.
____________________________________________________
State-specific information:______________________________
Maximum Participation ____________________________________________________
____________________________ To ensure that students ____________________________________________________
focus on their progression toward graduation and to pro-
mote fair competition, all students are afforded the same
Amateur/Awards
number of semesters of academic eligibility. ____________________________ This encourages participa-
State-specific information:______________________________ tion for the sake of sport, competition, learning and physical
____________________________________________________ activity as opposed to any extrinsic or monetary reward.
____________________________________________________ State-specific information:______________________________
____________________________________________________
Age Eligibility ____________________________________________________
____________________________ Giving a specific age cut-
off for students promotes maximum participation, fairness
Recruiting/Undue Influence
and safety among schools and their athletes. ____________________________ This prohibition aids in
State-specific information:______________________________ keeping the focus of interscholastic athletics within its inter-
____________________________________________________ scholastic context and discourages adults from jeopardizing
a student’s eligibility and gives more students an equal
____________________________________________________
chance at participation.
State-specific information:______________________________
Transfer/Residency
____________________________ A transfer/residency ____________________________________________________
requirement inhibits students from seeking out or being ____________________________________________________
recruited by other schools solely for athletic purposes.
State-specific information:______________________________
____________________________________________________
____________________________________________________

Participant Guide 22 Fundamentals of Coaching :: Instructor Guide

ELIGIBILITY

Play the video

Host Video: “Eligibility”

Video synopsis:
2 min • Teacher/coaches have responsibilities regarding who is allowed to participate
in their athletic program.
• Teacher/coaches must understand eligibility requirements as established by the state
association, the school district and the school.
• Students and parents/guardians should have opportunities to appeal any decisions
or punishments related to eligibility.

Activity
• After the video, have participants use the Eligibility worksheet to match eligibility terms with
their appropriate definitions.
• After the matching exercise, bring the class back together to discuss how these rules are
affected by state-specific regulations as they apply to the participants’ situations.
• This is an excellent opportunity to provide the participants with state-specific information
for each of the eligibility terms.
5 min

National Federation of State High School Associations 22

 TEACHABLE MOMENT VIDEO VIGNETTE –
“ELIGIBILITY”

Worksheet

Coach Marian Butler is concerned that one of her students, Tamara Shines,
may be having difficulty in her academic studies. She learns from math teacher
Susan Furman that Tamara has missed homework assignments and her test
scores have continually dropped. Both coach and teacher are concerned how
Tamara’s academic performance could affect her team eligibility as well as her
plans for college. The teachers decide to work together to help Tamara receive
additional tutoring to improve her grades. The video shows how coaching and
academic faculty can work together for the good of a student.

1. Do you put the student’s academic success ahead of

everything else?
2. How far would you go to help improve a student’s aca-
What are the issues for you as the demic success? Speak with teachers? Administrators?
teacher/coach in this situation? Parents? Student?

1. The example in the video is an excellent way to assist in

the improvement of one of your students.
2. You could meet with parents/guardians, the athletic direc-
How would you handle
tor or the student to determine the best way to support
this situation?
the academic mission of the school.

Participant Guide 23 Fundamentals of Coaching :: Instructor Guide

TEACHABLE MOMENT
ELIGIBILITY

Play the video

Teachable Moment: “Eligibility”

Video synopsis:
1 min Coach Marian Butler is concerned that one of her students, Tamara Shines, may be having difficulty
in her academic studies. She learns from math teacher Susan Furman that Tamara has missed
homework assignments and her test scores have continually dropped. Both coach and teacher are
concerned how Tamara’s academic performance could affect her team eligibility as well as her plans
for college. The teachers decide to work together to help Tamara receive additional tutoring to
improve her grades. The video shows how coaching and academic faculty can work together for
the good of a student.

Activity
After the video ask the participants for comments about the situation portrayed.
• What are the issues for you as the teacher/coach in this situation?
• How would you handle this situation?
15 min

Optional activity
If time permits you may present the optional activity found on pages 50-53 in the appendix (pages
43-44 in Participant Guide).
The form allows participants to:
• Identify the issues in the scenario that the teacher/coach must handle.
• Identify how the teacher/coach would handle this situation.

National Federation of State High School Associations 23

 BUDGET

The teacher/coach is expected to manage the program’s budget and

be accountable for all expenditures and revenues. In all activities, the
teacher/coach will be expected to utilize the program’s funds in a fiscally
responsible and ethical manner. Budgetary responsibility is likely to be shared
with the athletic director and should fit into the athletic department’s policies
and guidelines. Uniforms, equipment, travel and medical kit are examples of
items likely to be included in your budget.

Further, the teacher/coach may be involved in fund-raising activities and

work with a booster club to raise revenue for the program. In all activities,
the teacher/coach must maintain accurate and complete financial records and
operate within established school district guidelines in terms of fund-raising.
This particularly applies to the role of booster club members, who must be
provided clear direction from the teacher/coach in terms of what they can
and cannot do.

Participant Guide 24 Fundamentals of Coaching :: Instructor Guide

BUDGET

Key points:
• Remind participants that budgeting is an important part of the teacher/coach’s
responsibilities. Refer participants to the sample budget request form, which is included
under the resource tab in the online course.
• If time permits, you can relate the importance of working with the school’s bookkeeper or
treasurer and keeping accurate records.
• Mishandling of budgets including equipment inventories, travel costs and other expenses is
one of the areas where coaches get fired.
• Budgeting categories can include:
 Uniforms
 Equipment
 Repairs to equipment
 Medical and first-aid kits
 Transportation (personal auto)
 Entry fees for all tournaments, relays, etc.
 Clinics
 Booster Club
 Fund-raising

National Federation of State High School Associations 24

 HEALTH AND WELL-BEING OF STUDENTS
EMERGENCY CARE PLAN

Good Samaritan Law Your emergency care plan should consist of the following steps:
Interscholastic teacher/coaches and • In the case of life threatening injuries, administer first aid
administrators are held to a higher to the injured athlete.
standard of care than ordinary per- • Personally call or have someone call emergency medical personnel.
sons and, as a consequence, ARE NOT • Notify parents/guardians promptly when emergency care is needed.
excused as a Good Samaritan. Emergency telephone numbers for the parents/guardians of each of your
students should be immediately accessible. The NFHS recommends that
emergency telephone numbers for parents/guardians (ICE: In case of
emergency) be kept in each team’s dedicated medical kit.
• If the injury does not require that a student be transported by emer-
gency medical care personnel, she or he should be released only to her
parent, guardian or designated representative. Develop or be aware of
school policies for transportation of injured students.
• Completion of a student accident report form should be done promptly,
with copies given to at least your athletic director and school principal.

Participant Guide 25 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

HEALTH AND WELL-BEING OF STUDENTS

Present an overview of the content

As a teacher/coach at the interscholastic level, your No. 1 responsibility is to create and promote a
healthy, non-threatening and respectful environment that provides each student opportunities to
develop skills and learn personal responsibility. Because of the inherent risks involved in all athletic
3 min participation, it’s important to be proactive in the prevention, reporting and care of injuries. Check
your athletic director about the Good Samaritan Law in your state. In most states teacher/coaches
are not excused as a Good Samaritan.

Possible questions to start your discussion:

• What would you do if a student collapsed on the practice field,
which is located 5 miles from the school?
• Would you be prepared to handle an emergency situation?

Play the video

Host Video: “Health and Well-being”

Video synopsis
2 min • Information about student health concerns, restrictions or needing special attention should
be kept on file and made available if an injury or other health issue should occur.
• “Consent-to-treat” forms should be kept on file in case a parent or guardian is unavailable.
• It is important to ensure that an injured student is only allowed to return to play
when physically and psychologically ready.
• Teacher/coaches have the duty to provide or secure appropriate medical assistance
for any injured student they coach.
• The school should have an arrangement with local emergency medical personnel
and facilities in the event emergency assistance is needed.
• The teacher/coach should consider that he or she is to be the individual most likely
to administer first aid to an injured athlete.
• A medical kit should be available at all practices and contests.
• A set of procedures should be in place in the event emergency care is needed.

After the video, discuss the importance of having an Emergency Care Plan and what it should
contain (this and other forms are available for download and print from the online course.)
• Use the sample Emergency Care Plan included in the Participant Guide to guide your
discussion.
• Advise participants that interscholastic teacher/coaches and administrators are held to a
higher standard of care than ordinary persons and, as a consequence, ARE NOT excused
as a Good Samaritan in the event they utilize emergency care methods improperly.
3 min • Refer to Emergency Care Plan on page 54 (page 46 in Participant Guide).

National Federation of State High School Associations 25

 IMPLEMENTING AN APPROPRIATE
SPORT SAFETY PROGRAM

The major goal of any sport safety program is to prevent situations that cause
accidents. Your sport safety program should be inclusive of all the components
described in this section.

1. Facilities
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Equipment
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Conditioning
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Injury Reports
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Dangers and Risks

Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. Matching Athletes
Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7. Rules and Regulations

Notes: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Participant Guide 26 Fundamentals of Coaching :: Instructor Guide

SPORT SAFETY PROGRAM

Present a brief overview of the content

• High school athletes account for an estimated two million injuries, a half-million doctor visits,
and 30,000 hospitalizations annually.
• The teacher/coach must be responsible for minimizing the number and severity of incidents.
1 min

Play the video

Host Video: “Minimizing Risks”

After the video

2 min Considering the injury statistics presented in the video, you can see that it is imperative to develop
and implement a sport safety program in every school. Such a program should focus on preventing
injuries from occurring in the first place as well as making sure everyone understands what to do
when an emergency does occur.

• Refer participants to the components of a sport safety program outlined in the Participant
4 min Guide.
• Remind participants that the NFHS offers “First Aid Health and Safety for Coaches,” a Web-
based course developed in partnership with the American Red Cross.

National Federation of State High School Associations 26

 MANAGEMENT OF STAKEHOLDERS

A stakeholder is an individual or group with an interest in the success of your

program. Critical stakeholders in interscholastic athletics include your students,
parents/guardians, administrators, fellow coaches and the faculty at the school.
Each stakeholder will influence your program and require your attention. In
many cases the success of your program will be determined by these relation-
ships, so it is vitally important that you understand the needs of each stake-
holder and develop a plan to work with each individual.

Students
Notes: Maintain a professional relationship with students. Crossing the line with
______________________________________________________________
students is illegal. Be fair, honest and considerate of individual differ-
____________________________________________________________________
ences. Conduct a mandatory preseason meeting with your students to
____________________________________________________________________
educate them about the mission and purpose of athletics. Advise them
____________________________________________________________________
how they will be evaluated during tryouts and discuss eligibility, team
____________________________________________________________________
rules and discipline procedures.
____________________________________________________________________

Parents/Guardians
Notes: Develop a verbal and written communication system with your parents
______________________________________________________________
and guardians. Conduct a mandatory preseason meeting to educate
____________________________________________________________________
them about the mission and purpose of interscholastic athletics, explain
____________________________________________________________________
your student-centered philosophy and describe your expectations of
____________________________________________________________________
students and parents.
____________________________________________________________________
____________________________________________________________________

Fellow Coaches
Notes: It______________________________________________________________
is important to actively promote, support and cooperate with other
teacher/coaches and support their teams and programs. Never compete
____________________________________________________________________
for or unfairly pressure students to concentrate on your sport to the
____________________________________________________________________
exclusion of others. Your students will only be in high school once.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

School Faculty and Staff

Notes: Work with faculty and staff to help develop each and every student on
______________________________________________________________
your team. Classroom teachers, administrators and counselors will assist
____________________________________________________________________
you to help develop each student’s academic performance to its fullest.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 27 Fundamentals of Coaching :: Instructor Guide

KNOW YOUR STAKEHOLDERS

Present a brief overview of the content

• Stakeholders are individuals or groups with an interest in the success of your program.
• Critical stakeholders include your students, parents/guardians, administrators, fellow coaches
and the faculty at the school.
• The success of your program will be defined by the relationships among stakeholders.

1 min

Play the video (These 2 videos play back to back.)

Host Video: “Know your Stakeholders”

Teachable Moment Video: “Preseason Parent Meeting”

2 min
Video synopsis:
Coach Joan King is holding a preseason meeting for the parents of her students. She thanks parents
for their time and commitment to the team. The purpose of the meeting is to advise parents about
the team philosophies, and she intends to keep the lines of communication open to all students and
parents. One of the parents takes exception with coach King’s philosophy of sportsmanship and
behavior during competition. The coach reminds the parents that students often take their cues
about behavior from fans and parents who can best help the team by being positive role models.

After the video

• Ask participants how they would have handled the question from the parent.
• Discuss the role of each of the stakeholders, their influence on your program and how
5 min teacher/coaches must take a proactive approach to minimize problems at the beginning
of the season.
• This would be a good place for the instructor to relate his or her own experiences
using preseason parent meetings to prevent problems during the season.
• If time allows, ask participants to relate their experiences.

National Federation of State High School Associations 27

 LEGAL/LIABILITY CONCERNS
While most legal issues at the interscholastic level are the concern of athletic
directors, it is VERY IMPORTANT to be aware of and knowledgeable about all
the possible ramifications of careless coaching. This material is not an exhaus-
tive document nor is it comprehensive of every school or athletic situation.
Most importantly, the NFHS does not authorize this information to be used
as a substitute for legal advice.

During the past century, American interscholastic athletic programs have been
improved and standardized through the implementation of numerous proce-
dures and policies enacted to enhance the health and well-being of students.
Many of these improvements have resulted from proactive thought and plan-
Title IX ning; however, a significant number have evolved because of litigation, con-
“No person in the United States tract arbitration, court decisions and educational laws. In this regard, in-depth
shall, on the basis of sex, be risk assessments, focused staff orientations, and detailed hazard reduction
excluded from participation in, be plans have become the norm for interscholastic athletic programs.
denied the benefits of, or be sub-
jected to discrimination under any Constitutional and Federal Law Foundations
educational program or activity Notes: _____________________________________________________________
receiving federal financial
assistance.”
Americans with Disabilities Act (ADA)
Notes: _____________________________________________________________

Due Process
Notes: _____________________________________________________________

Free Expression
Notes: _____________________________________________________________

Freedom from Unreasonable Search and Seizure

Notes: _____________________________________________________________

Anti-harassment Issues
Notes: _____________________________________________________________

Confidentiality
Notes: _____________________________________________________________

Equal Treatment/Equal Opportunity

Notes: _____________________________________________________________

State Law Foundations

Notes: _____________________________________________________________

Local Policy/Handbook
Notes: _____________________________________________________________

Participant Guide 28 Fundamentals of Coaching :: Instructor Guide

LEGAL/LIABILITY CONCERNS

Present a brief overview of the content

You wear many hats as an interscholastic teach/coach – administrator, manager, role model, plan-
ner and most importantly, teacher. These roles have several things in common – making a positive
impact on the health, safety and welfare of your students. Your actions and decisions can also have
1 min a negative impact on your students and your schools, placing your teaching and coaching career in
a precarious position. So it is imperative that you understand the legal and liability issues involved.

Play the video

Host Video: “Legal and Liability Concerns”

Video synopsis:
2 min • Teacher/coaches must be aware of and knowledgeable about
the ramifications of careless coaching.
• The standardization and improvements in interscholastic athletic
programs have resulted from proactive thought and planning.
• Some improvements have come as a result of litigation, contract
arbitration, court decisions and educational laws.
• It is incumbent on athletic program staff to understand and have plans
for reducing legal and liability consequences.

After the video use the slides to review each of the legal foundations described
in the Participant Guide.
• Give some personal examples regarding the legal concepts, including examples where legal
consequences were averted by proactive planning and intervention.
• Indicate the importance of communicating policies in written form using an Athletic Policies
Handbook.

10 min

National Federation of State High School Associations 28

 LEGAL/LIABILITY SCENARIO 1

Worksheet

Head coach Peters and his three assistant coaches are conducting the second
practice of the day during mid-August football two-a-days. Practice is held at
a facility several miles away from the school – to and from which the team is
bused. It is a sunny day with a temperature in the mid-90s. There is no shade
at the practice facility, which consists of three football fields located on an
open piece of land owned by the school district. Fifteen minutes before the
end of practice, a student complains of extreme fatigue and nausea, so the
coaches instruct the student to take a seat on the bus (the only place out of
the sun) and drink some water. When practice ends and the team begins to
board the bus for the return trip to the school, the player is feeling even more
ill and overheated, so upon arriving at the school, the coaches ask several team
members to escort the overheated player into the showers in order to cool him.
Once under the water in the showers, the ill player begins to feel chilled, so his
teammates, assuming they have cooled him excessively, take him into the lock-
er room, where they have him lay down on a bench and they cover him with
towels. A few minutes later, a father arriving to pick up his son from practice
comes into the locker room and sees the ill player lying covered with towels.
The father calls a doctor, who in turn calls 911 and within an hour of being
transported to a hospital, the young man dies of heat stroke.

• Supervision
What are the legal duties owed
• Planning
by interscholastic teacher/coaches
• Emergency medical response
to the student in their charge?
• Assistance
• Safe playing environment.

1. Coach didn’t plan for the severe weather conditions.

Which of those legal duties were
2. Coach didn’t provide reasonable care to assist a student
violated by the coaches in the
who was having classic symptoms of heat illness.
above scenario?
3. Coach should not have other students supervising an ill
player.

1. Could have practiced earlier in the day or not at all.

2. Coach should have called in medical assistance, taken
What should the coaches have
measures to cool down the body.
done in order to satisfy their legal
3. The head coach or one of the assistant coaches should
duties in the above scenario?
have stayed with the ill player to monitor any changes in
behavior until medical assistance arrived.

Participant Guide 29 Fundamentals of Coaching :: Instructor Guide

LEGAL/LIABILITY CONCERNS

Activity
The following breakout activity scenarios may be used to examine and discuss legal duties that are
expected of interscholastic teacher/coaches. The first breakout activity is required while the second
one is optional. Worksheets are provided for each scenario for individual note-taking. Appropriate
responses are indicated in this Instructor’s Guide.

Method 1
• Select one scenario and ask the class to “pair/share” to discuss the issues involved.
• After 5 minutes have the pairs team up in groups of four to examine the issues further.
• After 10 minutes ask each group to share their responses with the class.

Method 2
• Divide the group by the number of scenarios you want to have discussed.
• Increase the amount of time for sharing by 15 or more minutes.

Legal/liability scenario No. 1

Head coach Peters and his three assistant coaches are conducting the second practice of the day
during mid-August football two-a-days. Practice is held at a facility several miles away from the
15 min school – to and from which the team is bused. It is a sunny day with a temperature in the mid-90's.
There is no shade at the practice facility, which consists of three football fields located on an open
piece of land owned by the school district. Fifteen minutes before the end of practice, a player com-
plains of extreme fatigue and nausea, so the coaches instruct the player to take a seat on the bus
(the only place out of the sun) and drink some water. When practice ends and the team begins to
board the bus for the return trip to the school, the player is feeling even more ill and overheated, so
upon arriving at the school, the coaches ask several team members to escort the overheated player
into the showers in order to cool him. Once under the water in the showers, the ill player begins to
feel chilled so his teammates, assuming they have cooled him excessively, take him into the locker
room, where they have him lay down on a bench and they cover him with towels. A few minutes
later, a father arriving to pick up his son from practice comes into the locker room and sees the ill
player lying covered with towels. The father calls a doctor, who in turn calls 911 and within an hour
of being transported to a hospital, the young man dies of heat stroke.
• What are the legal duties owed by interscholastic teacher/coaches to the student
in their charge?
• Which of those legal duties were violated by the coaches in the above scenario?
• What should the coaches have done in order to satisfy their legal duties
in the above scenario?

The discussion should focus on duties of planning, supervision, emergency medical response plan
preparedness, emergency medical assistance, safe playing environment, etc.

Optional breakout session

Legal/liability scenario No. 2

This form can be found on page 55 (page 47 in Participant Guide).

National Federation of State High School Associations 29

 FOURTEEN OBLIGATIONS RELATED
TO NEGLIGENCE LITIGATION

Fourteen obligations or duties have been identified as absolute requirements

for interscholastic coaches. These standards have evolved as a result of various
case law proceedings and legal judgments against individuals and school
districts.

1. Duty to Plan:
Written practice plans including times, techniques and method
Notes: __________________________________________________________
of instruction.
2. Duty to Supervise:
Providing adult supervision when more than one facility is
Notes: __________________________________________________________
used.
3. Duty to Provide a Safe Environment:
Inspecting practice field prior to each practice to be sure it
Notes: __________________________________________________________
doesn’t have holes, broken glass, etc.
4. Duty to Evaluate Injury/Incapacity:
Not allowing an injured player to return to play without
Notes: __________________________________________________________
a medical release from a qualified physician.
5. Duty to Provide Safe Equipment:
Reconditioning all used helmets prior to each season.
Notes: __________________________________________________________

6. Duty to Teach Properly:

Teaching technical skills according to current NFHS rules, such
Notes: __________________________________________________________
as not using the head to tackle.
7. Duty to Condition Properly:
Increasing training and conditioning over time to prepare for
Notes: __________________________________________________________
competition.
8. Duty to Warn:
Advise student and parents/guardians that fatal injuries may
Notes: __________________________________________________________
occur through participation in a collision sport.
9. Duty to Provide Emergency Care:
When a student is in heat distress, taking appropriate steps to
Notes: __________________________________________________________
prevent further injury or death.
10. Duty to Design an Emergency Response Plan:
Develop a written plan that can be executed when an injury
Notes: __________________________________________________________
occurs that provides immediate assistance for the injured student.
11. Duty to Select, Train and Supervise Coaches:
Head coaches must ensure they take steps to select, train and supervise
Notes: __________________________________________________________
individuals who exemplify a student-centered coaching philosophy.
12. Duty to Match/Equate Athletes:
Don’t allow a 103-pound wrestler to train or compete against
Notes: __________________________________________________________
a 150-pound student.
13. Duty to Provide Safe Transportation:
Follow school and athletic department policies for transportation.
Notes: __________________________________________________________

14. Duty to Provide Insurance Disclosure:

Prior to tryouts, ask students if they have insurance to cover
Notes: __________________________________________________________
costs of injury. This should be a written declaration by the
parents/guardians.

Participant Guide 30 Fundamentals of Coaching :: Instructor Guide

 (2 slides)

FOURTEEN OBLIGATIONS RELATED

TO NEGLIGENCE LITIGATION

Present a brief overview of the content

Fourteen obligations or duties have been identified as absolute requirements for interscholastic
coaches. These standards have evolved as a result of various case law proceedings and legal
judgments against individuals and school districts.

Use the slides to briefly describe each of the 14 duties. A worksheet is provided in the Participant’s
Guide for note taking. Ask participants to use the worksheet to note actions they can take to
12 min ensure each duty is implemented.
• An example of each of the legal duties is included in the worksheet.
• Point out that if coaches are negligent in their duties they could be sued.
• Indicate that supervision, safe environment, evaluating injury and providing safe equipment
are the duties where most lawsuits are filed against coaches and school districts.
• On a positive note, coaches who adhere to the 14 duties have made athletics much
safer for the students.

National Federation of State High School Associations 30

 FOUR FOUNDATIONS OF NEGLIGENCE LITIGATION

In order to prove negligence, a plaintiff must demonstrate tangible injury

and/or loss and prove that the supervisor(s) of an activity or program had a
duty that was not fulfilled; breached (failed to perform) the duty through com-
mission of a dangerous act or omission of a required supervisory responsibility;
was the proximate cause of an injury; or caused actual loss or damage.

Notes:_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

DEFENSES AGAINST NEGLIGENCE LITIGATION

Included in these defenses are that a defendant had no supervisory responsibili-

ty for the circumstances related to the loss; public policy may exempt a school
supervisor from litigation or damages through enactment of immunity legisla-
tion; and the proximate cause of injury or loss cannot be directly attributed to
the duties or performance of a supervisor. Also, the injury resulted from an
unforeseeable event or factor (no negligence); the injured student accepts
(assumes) a certain degree of risk by participating in sports programs; and the
student contributed totally or partially to his/her injury by ignoring prohibited
actions.

Notes:_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Participant Guide 31 Fundamentals of Coaching :: Instructor Guide

FOUR FOUNDATIONS OF
NEGLIGENCE LITIGATION

OPTIONAL

As a teacher/coach, it is important to know the elements that must exist for negligence to be
proven in a court of law. All of the following elements must exist for negligence to be proven:
1. A plaintiff must demonstrate tangible injury or loss (the student was in a car accident and
became a paraplegic.)
2. A duty had to exist that was not fulfilled. (The coach was responsible for supervising
the student on the way to the game.)
3. The failure to perform the duty was because of commission of a dangerous act or omission
of a required supervisory duty. (The bus didn't show up and the coach decided to let
the students drive to the game.)
4. The failure to perform the duty was the cause of the injury which caused actual loss or dam-
age. (Because the coach decided to let the students go to the game the accident occurred.)

Key points:
Give examples of each element of negligence. Some examples are in parentheses below.

In the event you are accused of negligence there are several defenses
you and your counsel will claim as a defense:
1. The defendant had no supervisory responsibility. (The coach happened to be in the gym for
another reason and the coach responsible for the team was not in the gym with his players.)
2. Public policy exempted the defendant from litigation. (There are states where coaches have
sovereign immunity.)
3. The cause of the injury cannot be attributed to the duties or performance of the supervisor.
(The coach was properly supervising the activity, but the injury would have occurred regard-
less. It could not have been prevented.)
4. It was an unforeseeable event or an act of God (lightning struck a tree
and injured the student.)
5. The injury was due to the inherent risk of participating in the sport. (The student was tackled
in football and broke a leg. This is part of the sport and could not have been prevented as it
was a legal tackle.)

Key points:
Give examples from your own experiences of each of the defenses against negligence.

National Federation of State High School Associations 31

 UNIT 2 REVIEW
WORKSHEET

Unit objectives Notes

What are the key managerial skills 1. A teacher/coach is responsible for preparation, time management, administration,
to being a successful scheduling, etc.
2. Establishing systems and processes for all aspects of the program.
teacher/coach?
1. Plan for off-season, pre-season and during eligibility, budget and insurance.
What types of systems and the season. 4. Implement a sport safety training program to
2. Be familiar with the chain of authority in minimize risks.
processes will help you accomplish your school district and the role of the state 5. Conduct meetings to manage stakeholders.
your management responsibilities? association. 6. Be knowledgeable about local, state and
3. Work with the athletic director and/or federal laws and your legal duties as a
facilities, transportation, scheduling, coach.

What is your school district’s 1. Board of Education 4. School Principal

2. Superintendent of Schools 5. Athletic Director
administrative chain of command? 3. District Athletic Director 6. Head Coach

1. Coordinate time with A.D. and make 5. Utilize funds in a fiscally responsible and
maximum use of each practice. ethical manner.
2. Check facility for safety prior to each 6. Maintain accurate and complete financial
What coordinating responsibilities practice. records and follow school district guidelines.
3. Schedule will be coordinated via Head 7. Provide clear direction to any booster club
are teacher/coaches responsible Coach and Athletic Director – know school members and coaches on fund raising – A.D.
for? cancellation policies. needs to have fund-raising guidelines
4. Follow school transportation policy and defined. Discussion should include all
outline it at pre-season meeting with parents possible purchases – from uniforms to non-
and athletes. essential gear (sweats, hats, jackets, etc…).
1. Fair and equitable play for all student-athletes.
What factors do state 2. Need to know what your state eligibility rules are and the importance of all students
association eligibility rules understanding them.
3. Waiver and appeal process needs to be understood.
address? 4. Most should be covered at pre-season meeting with parents and athletes.

What types of procedures should 1. Develop an emergency care plan.

2. Be familiar with local, state and federal laws that deal with care of students.
you establish for emergency care 3. Implement an appropriate sport safety program.
of your students? 4. Match athletes by physical maturity, height, weight and ability.

Each coach must be well versed in each component listed below to prevent accidents:
a. Facilities f. Matching Athletes
What components of sport b. Equipment g. Rules and Regulations
safety can minimize risk of injury? c. Conditioning h. Emotional Safety – know your state rules on
d. Injury Reports hazing, bullying, harassment, other
e. Dangers and Risks

1. Students: d. Outline a process for concerns – how to

a. Maintain a professional relationship. address and who to contact.
b. Be fair, honest and considerate of 3. Fellow Coaches
individual differences. a. Promote, support and cooperate with
c. Pre-season meeting – cover eligibility, other teacher/coaches.
rules/regulations and tryouts. b. Encourage the 3-sport athlete.
Who else has a stake in your d. Outline a process for concerns – how to c. Outline a process for concerns – how to
address and who to contact. address and who to contact.
sport’s program and how can you 2. Parents/Guardians 4. School Faculty and Staff
work effectively with them? a. Develop verbal and written a. Work with faculty and staff on the
communication system. development of your student-athletes.
b. Explain your student-centered philosophy b. Teachers and administrators will work
at a pre-season meeting. with you to help develop each student’s
c. Make them aware they are part of the academic performance to its fullest.
athletic triangle and the importance of c. Outline a process for concerns – how to
working together for the success of their address and who to contact.
son/daughter.
1. Due Process 6. Confidentiality
What are some legal/liability 2. Americans with Disabilities Act 7. Equal treatment/equal opportunity
3. Freedom from unreasonable search 8. Free expression
concerns related to interscholastic and seizure 9. Local, state and federal law foundations
coaching? 4. Anti-harassment 10. Athletic policy handbook
5. Fourteen legal duties related to negligence

Participant Guide 32 Fundamentals of Coaching :: Instructor Guide

UNIT 2 REVIEW

Review Unit 2 by reviewing the objectives described at the beginning of the unit. Each of the
objectives is shown on the slide as a question. The review may be conducted in one of three ways:
• Have participants use the review worksheet to add notes on what they learned about each
objective.
• A quick review by the instructor.
• Ask a volunteer to write responses from the group on a chalkboard, whiteboard or flip chart.

5 min Unit 2 Review

What have we learned?

• What are the key managerial skills to being a successful teacher/coach?
• What types of systems and processes will help you accomplish your management
responsibilities?
• What is your school district’s administrative chain of command?
• What coordinating responsibilities are teacher/coaches responsible for?
• What factors do state association eligibility rules address?
• What types of procedures should you establish for emergency care of your students?
• What components of sport safety can minimize risk of injury?
• Who else has a stake in your sport’s program and how can you work effectively with them?
• What are some legal/liability concerns related to interscholastic coaching?

National Federation of State High School Associations 32

 COMPLETING THE COURSE ONLINE
• A license code will be provided by your instructor and will be required
when taking the online course components.
• Participants must be registered to login (www.NFHSlearn.com) to take
the online components, complete all unit tests and review the course in
order to complete certification.
• After completing all components and tests, participants may view and
print a copy of their completion certificate.
• Additional information about this and other courses may be found
online at (www.NFHSlearn.com).

Minimum system requirements for access to the Internet components:

These can be found on www.nfhslearn.com in the “Help” section.

Participant Guide 33 Fundamentals of Coaching :: Instructor Guide

COURSE REVIEW

Course completion requirements

End the training session by reminding participants about the steps they must take to complete this
course.
• This concludes the training components for units 1 and 2.
• Units 3, 4 and 5 must be taken online.
• Play the video preview of units 3, 4, and 5 that will introduce content focused
on the psychological, physiological, and pedagogical aspects of coaching.
• A license code is issued for each participant and will be required when taking the online
2 to 5 min course components. Remember to distribute one license number to each participant. It would
be a good idea to record the license number and the name of the person it was issued to for
future reference.
• Participants must be registered to login (www.NFHSlearn.com) to take the online
components, complete all unit tests and review the course.
• After completing all components and tests, participants may view and print a copy of their
completion certificate.
• Additional information about this and other courses may be found online at
(www.NFHSlearn.com).

NOTES TO INSTRUCTOR: Inform participants that: 1) For membership in the NFHS Coaches
Association, they can go to www.nfhs.org to join (there is a fee). 2) Recommended system
requirements for the online course can be found on www.nfhslearn.com. 3) Information for
FREE courses and NFHS Coach Certification is also on www.nfhslearn.com.

National Federation of State High School Associations 33

 VIDEO TRANSCRIPTS

UNIT 1 VIDEO SEGMENTS:

 History of interscholastic athletics

 Teacher/coach as role model
 Why do you want to be a teacher/coach?
 The place of winning
 Self-awareness

Host video
History of interscholastic athletics
It would be easy to assume that sports have always been an important compo-
nent of our schools. Prior to the mid-1800s, however, organized athletics
played virtually no role in the education of our nation’s youth and did not begin
to be available for our female students until the 1970s.

It was only during the 19th century that America’s attitude toward the value of
sport as an educational and character-building vehicle began to change. The
widespread institutionalization of sport in our schools took place in order to
address four societal concerns:
• Education
• Socialization
• Military preparedness
• Health

The most widely held justification for organized athletics in our schools empha-
sized the educational and character-building benefits of participation. While
lessons learned in math, science and English were considered important, the
teachable moments and lessons learned on the playing field in terms of disci-
pline, delayed gratification, perseverance and teamwork were also vital to the
overall development of each individual. This view quickly became embedded
within the American psyche, leading to the widespread and unquestioned
belief that these outcomes are inevitable consequences of sport participation
in our schools.

Fast forward to the 21st century. Although the games may have changed, the
lessons learned remain the same. Is this true? Is interscholastic sport in the 21st
century an educational vehicle that teaches character, discipline, teamwork,
perseverance and delayed gratification?

The research shows that participating in interscholastic athletics does not auto-
matically result in positive or negative outcomes. Sports are not in and of them-
selves educational; however, if they are organized and played in certain ways,
they do support educational goals. The educational value of athletics is largely
dependent on how the activity is structured and that means what YOU as the
teacher/coach choose to teach and model. When structured appropriately, ath-
letics offers a vehicle to teach students skills that contribute to the overall
development of each participant.

34 Fundamentals of Coaching :: Instructor Guide

Host video
Teacher/coach as role model

“Don’t worry that children never listen to you. Worry that they are always
watching you.”
– Robert Fulghum, author
All I Really Need to Know I Learned in Kindergarten.
Host:
That’s a great quote. But rather than focusing on the word “worry,” you
should have pride in the fact that students look to you for guidance and inspi-
ration. You are an important role model that will affect students for the rest of
their lives.
It is important to emphasis the word MODEL because it is your behavior, what
you actually do, that will have the most significant impact on the lives of the
students in your charge. It is also important to remember that in a culture that
sometimes glorifies negative role models, the most effective method of instruc-
tion is to model the behaviors you expect your students to exhibit.
You play a central role, not only in defining the experience for the students,
but also for their families. The relationship between student, parents and
teacher/coach is often referred to as the athletic triangle. The student is at the
apex of the triangle with parents and teacher/coach forming a base of support.
The student’s interscholastic athletic experience is expected to be most enriched
when there is a strong bond and good communication among all participants.
When a disconnect occurs between any of the three parties, it is likely that the
positive outcomes of interscholastic athletics will be diminished.
The issue is not whether you choose to convey values but rather whether you
consciously convey values that are consistent with the educational mission of
interscholastic athletics.
Teacher/coaches must be professional in the way they teach and behave with
their students, parents, colleagues and administrators. What you do matters!!
You’re commitment to being a role model will set high standards for your
students… on the playing field… AND for life.

Host video
Why do you want to be a teacher/coach?

Host:
Before we move on there are two critical questions that impact everything that
follows in this course:
First, why do you want to coach interscholastic athletics?
And second, what are the values that define you as a person?

Your answers to these questions are fundamental in determining whether

coaching is a good fit for you. If you believe that your motives are consistent
with the mission and purpose of interscholastic athletics we described earlier,
then it is time to begin to integrate your motives and values into your coaching
philosophy.

So what is a coaching philosophy and why do you need one?

National Federation of State High School Associations 35

 Your coaching philosophy is the road map of your coaching life – it represents
your beliefs, principles, opinions and values about coaching and should be con-
sistent with your views on the mission and purpose of interscholastic athletics.
Your success as a teacher/coach will depend more on your beliefs, values and
principles that guide your behavior than on any other factor. The choices you
make as a teacher/coach will determine how much success you and your stu-
dents will experience.

Host video
The place of winning

Host:
Many people say “Winning is everything!” Well, it’s certainly something for
which we all strive. But what is the place of winning in interscholastic sports?

The key is to not let the goal of winning get in the way of what interscholastic
sports is all about. Here’s an example: In his book Friday Night Lights, author
H.G. Bissinger described a town that defined itself by the performance of its
high school football team. Bissinger described how the head coach returned to
his home after a loss to find “For Sale” signs planted in his front yard. There are
many towns across the United States where the success of a high school’s ath-
letic program is central to community identity and pride. When it is taken to an
extreme as this story illustrates, interscholastic athletics is no longer in line with
the mission and purpose of an educational activity.

Host video
Self-awareness

Host:
One of the realities of coaching is that your performance is “out there” for the
entire school community to see. Parents, administrators and students will all
have opinions about your strengths and weaknesses as both a coach and,
potentially, a person. You have little control over what other people think, but
how and what you think about yourself is extremely important in terms of your
development and performance as a coach.

One of the most important abilities that you can develop as a teacher/coach is
being aware of yourself and your motivation for coaching. Let’s say that in the
next minute the district superintendent asked you to describe your three major
strengths and limitations as a coach. Would you be able to answer? Do you
have a process to identify your strengths and limitations and motives
for coaching?

It is generally agreed that there are four main skill sets that will determine the
success of a coach. Use of the term “skill set” represents the belief that coach-
ing is a skill that can be developed and enhanced. The four coaching skill sets
are: 1) technical skills – the knowledge base of the sport; 2) tactical skills – the
analytical or decision-making component of coaching i.e., the skills that help
win contests; 3) management skills – the maintenance and organization of a
systematic approach to coaching in terms of preparation, time management,
administration, programming; 4) interpersonal skills – the most critical category
that underpins everything a coach does, such as communication, social skills
and motivation.

36 Fundamentals of Coaching :: Instructor Guide

UNIT 2 VIDEO SEGMENTS:

 Organization
 Eligibility
 Health and well-being
 Minimizing risk
 Know you stakeholders
 Legal and liability concerns

Host video
Organization

Host:
Abraham Lincoln once said that “If I had eight hours to chop down a tree, I'd
spend six hours sharpening my ax.”

Why?

Would it not be better just to start chopping?

You know the answer to that question. It’s all about preparation and it’s not
just about Abraham Lincoln. It applies to YOU as a successful teacher/coach.
The concept of preparation speaks directly to one of the four coaching skill sets
introduced in Unit 1, namely management skills.

Organizing an approach to coaching includes preparation, time management,

administration and programming as well as issues related to your legal respon-
sibilities as a teacher/coach and your position in the administrative structure of
your school district.

We could very easily have titled this unit “All the things I wish I had known
before I started coaching.” It’s based on the experiences of hundreds of coach-
es who have gone before you. A lot of it is common sense; however, our expe-
rience tells us that common sense is, in fact, far from common.

As the courts in the United States continue to define the legal responsibilities
of a teacher/coach, it’s very important that you understand that you are not
immune from legal action. It is critical that you learn a number of well-estab-
lished procedures that will reduce your risk of being sued and enhance the
health, well-being, development and athletic performance of your students.

No matter how knowledgeable you may be about the technical or tactical

aspects of your sport, your ability to run a smooth and efficient program is a
critical aspect of being a successful coach. In other words, efficient manage-
ment and organization of your program equals more time and energy to
devote to working with your students.

National Federation of State High School Associations 37

 So, how can we be better organizers? Although information in this unit may
appear overwhelming, it is strongly recommended that you develop a written
plan relative to all areas of your program. This is important to maximize the
development and performance of your students, and is crucial to aspects of
your program that may require review in the event of any legal challenge.

To assist you in this task, we recommend that you break the needs of
your program into three main timeframes:
• Off-season
• Pre-season
• In-season

Use this as a starting point to determine what needs to be done and when
over the course of a year.

Host video
Eligibility

Host:
So, who gets to play and who doesn’t?

That’s a good question that YOU have the responsibility to answer.

Students in your program must be eligible to participate in interscholastic ath-
letics. Your understanding and knowledge of school, district and possibly state
association eligibility rules is critical if you are to be a successful coach.

In most instances, failure to meet all eligibility requirements by students while

competing in an interscholastic event will result in forfeiting the contest or in
the disqualification by the offending school.

It’s also possible that additional punishment will be imposed by the school
district or state association on the school, coach and student. Eligibility
requirements are likely to vary from state to state, and there may be exceptions
and the opportunity for students and their parents or guardians to appeal.

This list represents the general rationale for areas addressed

by state association eligibility rules.

Host video
Health and well-being

Host:
Creating and ensuring a safe, non-threatening and respectful environment that
provides each student opportunities to develop skills and learn personal respon-
sibility is your No. 1 priority. Before practice or competition begins, you need to
prepare yourself by learning about any special health and/or physical conditions
that may affect your students.

38 Fundamentals of Coaching :: Instructor Guide

Check with your athletic director to determine the best place for these records
to be kept. Information about any student who has a physical restriction, limi-
tation or health problem that will require special attention should reside with
the physicals.

“Consent-to-treat” forms should be on kept on file in case a parent or

guardian is unavailable. Because of the inherent risks involved in participating
in athletics, it is important that you establish a clear communication channel
with parents or guardians to facilitate the prevention, reporting and care of
injuries. This is important to ensure that the student is only allowed to return
to play when physically and psychologically ready. Check with your athletic
director as to the “clearance-to-play” policy and procedure in your school.

So what are your responsibilities if a serious injury occurs?

You have the duty to provide or secure appropriate medical assistance for any
injured student you coach. It is vital that your school have an arrangement with
local emergency medical personnel and facilities so that a paramedic unit can
be called immediately to the scene of a serious injury.

If medical assistance is not immediately available, you are the “first responder”
– that is, you will be the individual most likely to administer first aid to an
injured athlete. Each team should have a designated medical kit available at all
practices and contests and have an established set of procedures in the event
emergency care is needed.

Host video
Minimizing risk

Host:
What are the chances that one of your athletes will be injured as a result of
playing sports?

Pretty high, actually.

It has been reported that high school athletes account for an estimated two
million injuries, 500,000 doctor visits, and 30,000 hospitalizations annually.
Although accidental injuries are an inevitable aspect of interscholastic sports, it
is the coach’s responsibility to minimize the number and severity of incidents by
implementing an appropriate sport safety program.

Not all accidents are preventable. For example, the physical contact in some
sports makes it simply impossible to prevent all injuries and still play the sport.
Most accidents have multiple causes and range from operating, supervisory and
management errors to general sport safety program errors. The time, attention
and effort you take in developing management and supervision plans will have
great impact and long-lasting effect in preventing situations that cause acci-
dents...

…like this!
Phew…that’s gotta hurt.
Your sport safety program should be inclusive of all components shown here.

National Federation of State High School Associations 39

 Host video
Know your stakeholders

Host:
You’re not alone out there as a coach. Other individuals and groups have an
interest in the success of your program. Critical stakeholders include your
students, parents, administrators, fellow coaches and the faculty at the school.
Each stakeholder will influence your program and will require your attention.
In many cases the success of your program will be determined by these
relationships, so it is vitally important that you understand the needs of and
develop a plan to work with each stakeholder.

(This Host segment is followed immediately by the Teachable moment:

“Pre-season Parent Meeting.”)

Host video
Legal and Liability concerns

Host:
While most legal issues at the interscholastic level are the concern of athletic
directors, it is VERY IMPORTANT that you are aware of and knowledgeable
about the ramifications of careless coaching. We can’t cover it all in this course
nor can we be comprehensive of every school or athletic situation. Most impor-
tantly, the NFHS does not authorize this information to be used as a substitute
for legal advice.

During the past century, American interscholastic athletic programs have been
improved and standardized with the goal of enhancing the health and well-
being of students. Many of these improvements have resulted from proactive
thought and planning; however, a significant number have evolved because
of litigation, contract arbitration, court decisions and educational laws. In this
regard, in-depth risk assessments, focused staff orientations and detailed
hazard reduction plans have become the norm for interscholastic athletic
programs. Here are some of the legal concepts that apply to interscholastic
athletics.

40 Fundamentals of Coaching :: Instructor Guide

APPENDIX

OPTIONAL ACTIVITIES

Several optional activities have been included in this manual to allow

additional flexibility in tailoring your training sessions to a desired time and/or
to customize them to meet specific training needs. Several of these activities
are designed to expand the scope of activities taught earlier in the course.

Each of the optional activities can be performed as individual worksheet,

pair/share or small group exercises, which incorporate follow-up discussion
to share responses.

National Federation of State High School Associations 41

 UNIT 1 OPTIONAL ACTIVITIES

HOW DO YOU DEFINE

DEVELOPMENTALLY APPROPRIATE?

Worksheet

Use the spaces below to list areas of your program where you can and should
ensure that students engage in developmentally appropriate experiences.

In what parts of your program will students most What are you doing (or what can you do)
benefit from a developmentally appropriate to ensure this is carried out?
experience?

• The concept of individualization is central to maximiz-

ing the development of each student you coach.
Physical Conditioning Recognize that each student will be at a different level
of cardiovascular and muscular-skeletal development
and that your training plan should account for these
differences.
• Recognize the differences in physical maturity between
the different year groups you coach. Freshmen, for
example, should not, in general, be expected to suc-
cessfully complete the same level of training of a sen-
ior who has been participating in interscholastic athlet-
ics for four years.

• Create a learning environment that accommodates dif-

ferent rates of motor-skill development.
• Students at the beginning, intermediate or advanced
stages of learning will require different practice sched-
ules if they are to be optimally challenged. Practice
Motor-Skill Development sessions, therefore, should be appropriate to the level
of skill of each student.
• Ensure that tactical skill development is introduced at
the appropriate stage of learning.
• Engage in tactical interviewing to understand a stu-
dent's level of tactical awareness.

• All students will experience doubts and worries as they

attempt to develop a coherent identity during high
school, which may lead to low self-esteem. A
teacher/coach must be aware of the influential role he
or she plays in this process as adolescence is a time
Psycho-social Development when the critical evaluation of significant others may
lead to self-criticism.
• Develop a student-centered coaching philosophy that
promotes a healthy, non-threatening and respectful
environment that promotes the value of each student
and provides opportunities for all participants to devel-
op skills and learn personal accountability.

42 Fundamentals of Coaching :: Instructor Guide

COMMUNICATING YOUR COACHING PHILOSOPHY

Every practice and competitive contest provides an opportunity to communicate

your coaching philosophy to your students. This does not happen by chance
and will only be successful if you approach each occasion purposefully and with
a plan. Take advantage of every opportunity to communicate your student-cen-
tered coaching philosophy to students, parents/guardians and program staff in
both verbal and written form.

Use the space below to describe how you will communicate your coaching
philosophy to each of these groups.

Describe how you will communicate your coaching philosophy to your students.

• Verbally and in writing at a mandatory preseason meeting with students.

• By actions at practice, contest and all times when in the presence
of students.
• By words and actions when dealing with all stakeholders in the
athletic environment, especially when students are present.

Describe how you will communicate your coaching philosophy to parents/guardians.

• In verbal and written form at a mandatory preseason meeting

for parents/guardians.
• By actions when coaching the students at practice and contests.
• In all dealings with parents/guardians, particularly when students are present.

Describe how you will communicate your coaching philosophy to program staff.

• In word and in writing at regular staff meetings.

• In actions and words when at practice and contests and at all times
when students and parents/guardians are present.

National Federation of State High School Associations 43

 HOW CAN A TEACHER/COACH BETTER
MEET STUDENT EXPECTATIONS?

It may surprise you to learn that the attributes students look for in a coach
have little to do with X’s and O’s and more to do with how you treat and value
each student as an individual.

The vast majority of students who participate in interscholastic athletics are not
looking for a master coach in terms of tactics and winning. Rather, they are
looking for a competent individual who respects and values them first and
foremost as young adults who are exploring how to interact effectively with
their environment and work out who they are, what they believe and what
they want to achieve in life. Because of this, your role as a leader is critical in
creating the best learning environment.

Research indicates that high school students are looking for the attributes listed
in the center column. How does your perception match your students’ percep-
tion of what they want in a coach? Use this worksheet to examine your own
coaching philosophy and describe how you can better meet student
expectations.

What you think students want What students say they want What can you do to better
meet expectations?

Attend clinics and take courses such as

1. Competence this one to learn to be a more effective
teacher/coach.

Encourage students to ask questions and

2. Approachability communicate concerns. Be an active lis-
tener.

Be there for the students. Be a trusted

3. Confidence mentor.

Treat all students the same when it comes

4. Fairness and Consistency to policies and rules.

5. Motivation Help students set reachable goals and the

actions necessary to attain those goals.

Ask students about their lives outside of

6. Personal concern your sport; i.e., does the student have sib-
lings?

Recognize the differences in each of your

7. Support students and accept them as contributing
members of your team.

44 Fundamentals of Coaching :: Instructor Guide

STUDENT-CENTERED COACHING PHILOSOPHY
BREAKOUT/DISCUSSION

What are the ways a student-centered coaching philosophy is currently

or can be implemented in your school?

• Perceived expectations of students, parents/guardians, media and

What are the issues that distract community
you from implementing a • Existing sports culture
student-centered philosophy? • Inability to handle certain situations because of ignorance or lack of
skill.

• Practice my student-centered beliefs.

How can you as a teacher/coach • Control the emotion of sport and focus on my behavior so that it
anticipate and address such issues reflects my student-centered coaching philosophy.
in your own situations? • Control what I can and don't worry about things I cannot control
such as the media or what people think of me.

What part should each of the "YOU" Key person is me. I must plan for and practice a
following play in implementing student-centered coaching philosophy.
a student-centered philosophy
and what can you do to make it "Students" Explore with your students what their needs are inside and
happen? outside of interscholastic athletics and support and accept those needs.
• YOU as teacher/coach or AD
• Students "Parent/Guardians" Enlist parents/guardians to model behavior that
• Parents reinforces the mission and purpose of interscholastic athletics.
• Faculty
• Other athletic organizations "Faculty" Work with your student's classroom teachers to ensure they
and teacher/coaches within are maximizing their academic potential.
the school
"Other" Support other teams and programs in the school inside and
outside of your sport's season. Attend contests of other programs and
develop positive relationships with other teacher/coaches.

National Federation of State High School Associations 45

 HOW DO YOU RATE YOUR COACHING SKILLS?

For each coaching skill set, describe your strengths and weaknesses, in the last
column, honestly rate yourself on each skill set on a scale of 1-10 where 1=very
poor and 10=outstanding. Use the space at the bottom to note strategies and
action you can take to build upon strengths or improve upon weaknesses. This
exercise should help you understand your current strengths and limitations as a
coach and assist you in the development and improvement of self-awareness.

Technical skills: Knowledge base of sport.

Rating
Describe your strengths. Describe your weaknesses. (1-10)

Describe how you can build upon strengths or improve upon weaknesses.

Tactical skills: Analytical/decision-making component of coaching. Skills that help win contests.
Rating
Describe your strengths. Describe your weaknesses. (1-10)

Describe how you can build upon strengths or improve upon weaknesses.

46 Fundamentals of Coaching :: Instructor Guide

RATE YOUR COACHING SKILLS

OPTIONAL

The “Rate Your Coaching Skills Worksheet” is designed as an exercise for individuals to examine
their coaching skill sets, identify their strengths and weaknesses, and develop strategies for
improvement. You may incorporate it into your training session or have participants complete
6 min the worksheet on their own.

Before starting the exercise, review the four coaching skill sets.

Use the slide to explain how participants are to use the worksheet.
• Complete a sheet for each skill.
• Describe your strengths in a particular skill.
• Describe your weaknesses in a particular skill.
• Rate yourself on each skill using a scale of 1 to 10, one being the lowest and 10 the highest.
• Use the space at the bottom to describe how you can build upon your strengths and improve
upon your weaknesses.

Key points:
• Participants should recognize how outside influences, pressures and stresses
affect their performance.
• They should also recognize how internal factors such as organization, delegation
and planning affect skill performance.
• Participants should consider how to use their strengths to improve upon their weaknesses.
For example, how can a teacher/coach use his or her management skills to better implement
weaknesses in interpersonal skills?
• Identify sources for improvement and guidance (mentors, other teacher/coaches, role models
who are outside of the interscholastic environment).

National Federation of State High School Associations 47

 Management skills: Maintenance and organization of a systematic approach to
coaching in terms of preparation, time management, administration, programming, etc.

Rating
Describe your strengths. Describe your weaknesses. (1-10)

Describe how you can build upon strengths or improve upon weaknesses.

Interpersonal skills: The most critical category that underpins everything

a coach does, such as communication, social skills, motivation.

Rating
Describe your strengths. Describe your weaknesses. (1-10)

Describe how you can build upon strengths or improve upon weaknesses.

48 Fundamentals of Coaching :: Instructor Guide

UNIT 2 OPTIONAL ACTIVITIES

TOP 10 SEASONAL RESPONSIBILITIES

Efficient management and organization of your program equals more time and
energy to devote to working with your students. This is important to maximize
the development and performance of your students, and is crucial to aspects of
your program that may require review in the event of any legal challenge. We
recommend that you break the needs of your program into three main
timeframes:
• Off-season.
• Pre-season.
• In-season.

Top Ten List – Off-season Top Ten List – Pre-season Top Ten List – In-season

1. Complete all end-of-season 1. Confirm procedures for 1. When games commence,

paper work and file with the emergency care plan. remember the mission and pur-
appropriate individual. 2. Publicize program and encour- pose of interscholastic athletics.
2. Ensure all uniforms and age students to participate. 2. Constantly reinforce in written
equipment are returned. 3. Conduct meetings with students and verbal form your student-
3. Evaluate current facilities, and parents/guardians during centered coaching philosophy
uniforms and equipment and which you warn them about to all stakeholders.
make necessary changes. potential dangers and risks 3. Focus on conducting efficient
4. Evaluate all aspects of the involved. and effective practices.
program – what worked? what 4. Ensure that all students success- 4. Plan, execute and review coach
needs to change? fully complete a pre-participation performance in all contests and
• Self – what type of job did I do? physical before taking part in any practices.
• Strengths? Weaknesses? conditioning. 5. Efficiently manage staff and any
• Staff 5. Learn about any special health other key individuals with
• Policies and procedures and/or physical conditions that responsibilities related to the
• Stakeholder relationships may affect your students. program.
• Schedule 6. Ensure student eligibility. 6. Ensure all pre-, during-, and
• Practices 7. Establish and communicate in post-contest responsibilities are
5. Evaluate team policies and written and verbal form a clear completed by the responsible
procedures including injury or and transparent evaluation and staff member.
accident tracking system. selection process of students to 7. Confirm the presence of
6. Engage in professional develop- make the program. emergency medical personnel
ment activities – ensure first- 8. Establish a clear communication when appropriate at home
aid/CPR certifications are current channel with parents/guardians contests.
and will be for next season. to facilitate the reporting and 8. Complete injury and all other
7. Meet with athletic director to care of injuries. Gather an ICE required reports in a timely and
review season and plan for next (In case of Emergency) number professional manner.
season. for each student to be kept 9. Directly supervise students
8. Meet with team or captains to accessible at all time. during travel to away contests.
review season. 9. Provide adequate and proper 10. Be professional in all interactions
9. Plan preseason conditioning and equipment and teach correct use with school and non-school
practice plans. and any unique features of that personnel.
10. Complete next year’s budget and equipment.
scheduling of both contests and 10. Clearly define roles and responsi-
facility. bilities for all individuals involved.

National Federation of State High School Associations 49

 OPTIONAL BREAKOUT SCENARIO 1

Worksheet

Throughout a junior-varsity boys basketball game between rival schools, an

assistant coach of one team has been involved in a running verbal confronta-
tion with the head coach of the opposing team. A bench-clearing brawl occurs
at the conclusion of a game involving coaches and students. As the varsity
head coach, you confront the assistant coach following the game. He claims
that the verbal jousting with the opposition head coach is “part of the game,”
and that he was actively trying to stop the brawl after the game.

• The JV coach does not understand that his behavior does not agree with a
student-centered coaching philosophy.
What are the issues for you as the
• Students are learning negative outcomes from the behavior of the coach.
teacher/coach in this situation? • Although the coach might have tried to stop the brawl, the verbal jousting
throughout the game may have contributed to the brawl taking place.
• The JV coach thinks that verbal jousting is part of the role of the inter-
scholastic coach.

• Don't verbally joust with other teacher/coaches or officials as this does not
help fulfill the mission and purpose of interscholastic athletics and may lead
to more volatile unsportsmanlike behavior.
• Your actions set the tone for students and spectators. You have to keep
What should you as the
your emotions in check even if those around you are not. Take the neces-
teacher/coach do in this situation? sary steps to provide positive behavior for your students and do everything
you can to prevent a brawl from taking place. This might include a public-
address announcement asking for cooperation and appropriate support for
the students, or a time-out to discuss with the opposing teacher/coach
actions that can be taken to calm emotions.

OPTIONAL BREAKOUT SCENARIO 2

Worksheet

You are a head coach who becomes aware that a parent from your basketball
program has been recruiting two “star” players through a club team to play for
your school. This is a clear violation of your state association’s bylaws; however,
the two players immediately make your varsity basketball team a state champi-
onship-caliber program. And, anyway, everyone else is doing it.

• Illegal recruiting of students for athletic purposes.

• Allowing a parent to recruit students and not stopping it before the stu-
What are the issues for you as the dents enrolled in school.
teacher/coach in this situation? • The situation sends a message to students and other stakeholders that win-
ning is more important than other educational outcomes because the
teacher/coach will do anything to win, including violating state association
regulations.

• Try to stop the recruiting before the students enroll in school. Meet with the
school principal and the recruited students and inform the students they
would be violating a state association regulation if they enrolled in your
school.
What should you as the • Contact your state association to let it know the situation and that you have
teacher/coach do in this situation? informed the principal and the students and will not allow them to enroll. If
the students have already enrolled in your school, you can ask the advice of
the state association as to the steps to be taken.
• Meet with the students on the team to let them know that you have dis-
covered a violation and explain what you are doing and why. This will send
a strong message that your ethics and integrity transcend winning illegally.

50 Fundamentals of Coaching :: Instructor Guide

OPTIONAL BREAKOUT SESSIONS

The following optional breakout scenarios pose some ethical issues a teacher/coach may encounter.
You may use one or all of these scenarios. Worksheets are provided for each scenario for individual
note-taking. Appropriate responses are indicated in this Instructor’s Guide. Decide which of the
following methods you will use:

Method 1
• Select one scenario and ask the class to “pair/share” to discuss the issues involved.
• After five minutes have the pairs team up in groups of four to examine the issues further.
• After 10 minutes ask each group to share their responses with the class.
Method 2
• Divide the group by the number of scenarios you want to have discussed.
• Increase the amount of time for sharing by 15 or more minutes.
Method 3
• Each group would discuss all three scenarios.
• Increase the time by 30 minutes.

Optional breakout scenario 1

Throughout a junior-varsity boys basketball game between rival schools, an assistant coach of one
team has been involved in a running verbal confrontation with the head coach of the opposing
team. A bench-clearing brawl occurs at the conclusion of a game involving coaches and students.
As the varsity head coach, you confront the assistant coach following the game. He claims that the
verbal jousting with the opposition head coach is “part of the game,” and that he was actively
trying to stop the brawl after the game.
• What are the issues for you as the teacher/coach in this situation?
• What should you as the teacher/coach do in this situation?

Optional breakout scenario 2

You are a head coach who becomes aware that a parent from your basketball program has been
recruiting two “star” players through a club team to play for your school. This is a clear violation of
your state association’s bylaws; however, the two players immediately make your varsity basketball
team a state championship-caliber program. And, anyway, everyone else is doing it!
• What are the issues for you as the teacher/coach in this situation?
• What should you as the teacher/coach do in this situation?

Optional breakout scenario 3

Team chemistry is an extremely important ingredient for success at the high school level. As the
teacher/coach of a varsity team, you actively encourage students to build strong relationships on
and off the playing field. You become aware that certain seniors are planning a series of initiation
exercises for underclassmen in an effort to enhance camaraderie and team spirit. You are unsure as
to the exact nature of the activities planned but believe that, historically, this process has improved
your team’s spirit, even if some of the activities have been questionable.
• What are the issues for you as the teacher/coach in this situation?
• What should you as the teacher/coach do in this situation?

National Federation of State High School Associations 51

 OPTIONAL BREAKOUT SCENARIO 3

Worksheet

Team chemistry is an extremely important ingredient for success at the high

school level. As the coach of a varsity team, you actively encourage students to
build strong relationships on and off the playing field. You become aware that
certain seniors are planning a series of initiation exercises for underclassmen in
an effort to enhance camaraderie and team spirit. You are unsure as to the
exact nature of the activities planned but believe that, historically, this process
has improved your team’s spirit, even if some of the activities have been
questionable.

• Trusting the leadership of the team.

• Permitting possible hazing to take place by not taking
action.
• Not recognizing that this is an important teachable
What are the issues for you as the moment where students can learn leadership.
teacher/coach in this situation?

• Meet with seniors to investigate and give them the

opportunity to be responsible. Explain how hazing and
harassment actually break down the team and create a
negative culture among the participants.
What should you as the • Reinforce the mission and purpose of interscholastic
teacher/coach do in this situation? athletics and make this a teachable moment by
suggesting alternative rituals that will bring the team
together.

52 Fundamentals of Coaching :: Instructor Guide

ETHICAL DILEMMA ACTIVITY

Worksheet

You are a varsity coach whose team has progressed to the state semifinal.
On the Monday prior to the game, an English teacher informs you that two
of your senior starters have been caught cheating on an exam. The process
at your school is such that it will take longer than a week for any action to
be taken against these students.

1. Does this violate school, athletic or team policies?

2. Are consequences for violations in writing and have they
been expressed verbally prior to the start of the season?
3. Will your actions reinforce your student-centered
What are the issues for you as the philosophy?
teacher/coach in this situation?

1. Be sure to follow due process as outlined in athletic

and team policies.
2. Make decisions based on a student-centered philosophy,
How would you handle not on ability of the team to be more competitive.
this situation?

National Federation of State High School Associations 53

EMERGENCY CARE PLAN

Date: ___________________________________ School: _______________________________________

Coach: __________________________________ Contact Number: _______________________________
Sport: __________________________________________________________________________________
Game Site Street Address: _________________________________________________________________
Specific directions to game site from nearest major intersection: _________________________________
________________________________________________________________________________________
Practice Site Street Address: ________________________________________________________________
Specific directions to practice site from nearest major intersection: _______________________________
________________________________________________________________________________________

Directions. Please complete and distribute a copy to all members of your coaching staff, the athletic
administrator, designated first-aid responder or athletic trainer. Discuss this plan with your coaching
staff. Proper preparation can lead to quick, appropriate action.

________________________ Where should EMS come to have quick access to the injured athlete?
________________________ Who will give primary care to the athlete?
________________________ Where is the first-aid kit?
________________________ Where are the emergency care cards?
________________________ Who calls EMS?
________________________ From which cell phone/telephone will the call to EMS be made?
________________________ Who will notify the parents that the athlete is being transported to an
emergency care facility?
________________________ To which emergency care facility will athletes be transported?
________________________ Who will notify the athletic administrator or athletic trainer?
________________________ Who will manage the rest of the team while care is given to the injured
athlete?
________________________ Who will open any gates or doors for EMS?
________________________ Who will meet EMS and direct them to the injured athlete?
________________________ Who will travel with the injured athlete to the emergency care facility?
________________________ Who will follow-up with the parents?
________________________ Who will document the injury?
________________________ Who will speak to parents in the instance of catastrophic injury?

Emergency Telephone Numbers

EMS: _____________________________________ Athletic Trainer: ______________________________

Emergency Care Facility: _____________________ Athletic Administrator: ________________________

Prepared by Nancy Burke, ATC, for the Virginia High School League.

54 Fundamentals of Coaching :: Instructor Guide

LEGAL/LIABILITY SCENARIO 2

Worksheet

The head volleyball coach, along with his two assistants, has concluded volleyball
practice for the day and all of the players have been picked up by their parents,
except for one. After waiting outside the locker room for an hour, she goes to
the school cafeteria, located at the opposite end of the school building from the
athletics facilities and locker rooms, to wait for her ride home (the cafeteria has
windows facing out onto a circle drive in front of the school through which she
will be able to see her ride home when it arrives). The cafeteria is deserted at the
late afternoon hour and while waiting for her ride home, she is attacked and
badly beaten by several gang members, resulting in a lengthy hospital stay and
extensive medical expenses to her family. As a result, her parents bring a lawsuit
against not just the school, but also her coaches, related to the incident.

1. Supervision
2. Planning
What were the legal duties
owed to the injured student
by her coaches?

1. The coach has a duty to supervise students for a

reasonable time before and after practice.
2. If the coach releases students early from practice, the
Under the circumstances of the coach should inform students and parents of the change
above scenario, which of those to allow them to make adjustments in their schedules.
legal duties were violated by the
coaches?

The coach or one of the assistant coaches should have

remained with the student until she was picked up.

What should the coaches have

done in order to satisfy their legal
duties in the above scenario?

National Federation of State High School Associations 55

 GLOSSARY
Athletic Triangle:
Student at the apex supported by parents and coach at the base
of the triangle.

Coaching Philosophy:
The road map of your coaching life that represents your beliefs,
principles, opinions and values about coaching.

Developmentally Appropriate:
An activity that is commensurate with the ability and maturity
of the student.

Educational Athletics:
An approach to athletics that stresses learning and considers sport as a
vehicle to supplement and reinforce lessons learned in the classroom.

Education-based Activity Programs:

Outside the regular academic curriculum. May include band, athletics,
theater, speech and debate.

Interscholastic Athletics:
For the purpose of the present course, interscholastic athletics refers to
sport competition between schools in grades 6-12.

Learning Objective:
A brief, clear statement of what the student should be able to do as a
result of the experience.

Student-centered Coaching Philosophy:

A philosophical approach to coaching that has as its primary goal the
holistic development of each student. The approach recognizes that
the student is an active participant in the process.

Teachable Moment:
A moment of educational opportunity when a person is likely to be
particularly disposed to learn something or particularly responsive to
being taught or made aware of something.

56 Fundamentals of Coaching :: Instructor Guide

THE NFHS COACHES CODE OF ETHICS

The function of a coach is to educate students through participation in

interscholastic competition. An interscholastic program should be designed to
enhance academic achievement and should never interfere with opportunities
for academic success. Each student should be treated with the utmost respect
and his or her welfare should be considered in decisions by the coach at all
times. Accordingly, the following guidelines for coaches have been adopted by
the NFHS Board of Directors.

The coach shall be aware that he or she has a tremendous influence, for either
good or ill, on the education of the student and, thus, shall never
place the value of winning above the value of instilling the highest
ideals of character.
The coach shall uphold the honor and dignity of the profession. In all personal
contact with students, officials, athletic directors, school administra-
tors, the state high school athletic association, the media, and the
public, the coach shall strive to set an example of the highest
ethical and moral conduct. This shall include appropriate use of all
electronic/social media.
The coach shall take an active role in the prevention of drug, alcohol and
tobacco abuse.
The coach shall avoid the use of alcohol and tobacco products when
in contact with players.
The coach shall promote the entire interscholastic program of the school
and direct the program in harmony with the total school program.
The coach shall master the contest rules and shall teach them to his or her
team members. The coach shall not seek an advantage by
circumvention of the spirit or letter of the rules.
The coach shall exert his or her influence to enhance sportsmanship by
spectators, both directly and by working closely with cheerleaders,
pep club sponsors, booster clubs, and administrators.
The coach shall respect and support contest officials. The coach shall not
indulge in conduct which would incite players or spectators against
the officials. Public criticism of officials or players is unethical.
The coach should meet and exchange cordial greetings with the opposing
coach to set the correct tone for the event before and after the
contest.
The coach shall not exert pressure on faculty members to give students special
consideration.
The coach shall not scout opponents by any means other than those adopted
by the league and/or state high school athletic association.

National Federation of State High School Associations 57

58 Fundamentals of Coaching :: Instructor Guide
 National Federation of State
High School Associations

PO Box 690 | Indianapolis, IN 46206

Phone: 317-972-6900 | Fax: 317.822.5700
www.NFHSlearn.com