The Coach As A Teacher by

John Wolfgram Maine Center for Sport and Coaching

University of Maine

Please visit: www.sportsdonerightmaine.org

John Wolfgram has been teaching and coaching in Maine for 37 years. He has taught and coached at Madison High School, Gardiner Area High School, South Portland High School and Cheverus High School, where he currently teaches English and coaches football. John has coached a number of sports, including football, baseball, track and girls' softball. He has been a head high school football coach for 32 years, as well as an assistant football coach at Bowdoin College for five years. John also has a strong interest in writing, particularly writing related to sport and coaching. He has written for The Maine Center for Sport and Coaching at the University of Maine, Orono, as well as its sports' initiative Sports Done Right, published in 2005. He has also written a coaching manual entitled "Achieving to the Highest Level".

OVERVIEW Athletics are an integral part of American culture. As such, sports have established a stronghold in the academic arena. American students have a unique opportunity for learning and enrichment through athletics, often exhibited before large audiences. Sports present real-life experiences with real-life outcomes. They provide competition, enjoyment, personal growth, and physical activity for millions of young people. Student-athletes make voluntary, often passionate, commitments to their activities. As a coach, you have an exceptional opportunity to link your program to your school's philosophy and student-athletes' learning. Coaches must strive to understand their own states' and schools' visions and values, and how their sports programs are coupled with their schools' educational purposes. For example, in the state of Maine, successful athletic programs are connected with and contribute to the guiding principles that form the core of The Maine Learning Results. A student is a/an: * Clear and Effective Communicator * Self-directed Life-long Learner * Creative and Practical Problem Solver * Responsible and Involved Citizen * Collaborative and Quality Worker * Integrative and Informed Thinker Quality coaches, who are aware of and understand their schools' visions and values, develop their programs' philosophies, design their practices, and hold their staff and athletes' expectations accordingly. A competent coach can

provide his/her student-athletes with a transcendent experience: one that allows participants to grow and to move beyond what they believe is possible. KNOWLEDGE BASE A Clear and Effective Communicator Sports contribute to the development of clear and effective communicators. They provide opportunities for student-athletes to communicate in a variety of settings. For example, competitors often receive immediate feedback on the effectiveness of their communication skills. On-field communication directly affects game plan execution, while off-field communication develops strong team chemistry. As players communicate, conflicts are resolved, common bonds are created, and an atmosphere of mutual respect is developed. Communication through sport presents unique types of verbal and non-verbal skills, as well as poise and self-confidence. Student-athletes and student-assistants are often asked to work with a variety of audiences and they often turn to their coaches for advice regarding their participation in motivational presentations, team speeches, practice/game evaluations, public assemblies, elementary school students, pep rallies, the media, reports on team statistics, web page development, promotional brochures, etc. Have you discussed with your athletes how to address various audiences? Furthermore, effective listening skills (important elements of non-verbal communication) are developed through sport. Athletes develop the ability to listen and focus in a variety of different settings, often holding their concentration through noise, fatigue, and high-emotion. They learn both to comprehend and apply instructions continuously throughout a contest. Strong communication can be promoted through sport. An effective coach emphasizes clear communication throughout his/her program. A positive communication style contributes to team success and students learning an important life skill.

A Self-Directed and Life-Long Learner Sports contribute to self-directed and life-long learners. Athletics provide a great environment for participants to learn about themselves, especially related to their learning styles and motivational responsiveness. Intrinsic motivation, or self-motivation, comes from an inner, personal drive to excel and is learned best in an environment where there is voluntary personal commitment. Coaches can assist student-athletes to set personal goals, that in turn help them make personal commitments, such as taking individual initiative and using resources available to them (e.g., include studying playbooks and training videos, weight training, managing their time well to allow for homework, practice, and rest). Effective coaches are role models for these attributes and they create atmospheres where self-motivation is strengthened and promoted. When young people work with a successful coach who is organized, positive, and energized, they will witness the direct relationship between self-motivation and success. Participants in sports also learn to value strong focus, solid ethics, and good decision-making skills. They understand the necessity of sometimes delaying gratification while striving to attain their goals. Athletes come to understand that excellence results from personal commitment, preparation, and hard work. Coaches provide and prepare athletes for positive competition opportunities that can lead to excellence and self-improvement. Moreover, sports by nature teach the ability to concentrate-to develop and maintain a significant level of focus. Effective coaches understand the optimum type of focus required in their sport then set up a practice environment where that focus can be strengthened. For example, in a sport such as golf, the best mindset is a relaxed focus-one that keeps the adrenalin flow in check thereby allowing for execution of precision skills. In high impact sports such as hockey or football, a more intense focus is required-one that supports repeated anaerobic bouts of full-body exertion. Still other sports like baseball and softball require a short-term focus, while other sports such as distance running and swimming require long-term concentration and

focus. Furthermore, optimal skill development in sport occurs when athletes learn to trust the techniques they have learned because of the practice-level focus with which they learned them. Through thoughtful organization and management, successful coaches plan practices to promote their sport's unique focus, supporting the development of a valuable skill that can be applied in other areas of life. A Creative and Practical Problem Solver Sports contribute to creative and practical problem solvers. Athletics provide an ongoing series of problems or challenges for both the individual athlete and the entire team. Many of the problems must be addressed immediately; others require long-term planning. It is these challenges that create a wide variety of problem-solving opportunities for student-athletes. The attuned coach both recognizes these opportunities and utilizes them to promote growth in his/her athletes and team. Goal attainment and evaluation are an integral part of problem-solving. For example, a coach's annual mission statement or goal sheet developed at the beginning of a season can provide a model for long-term planning. Personal improvement charts, grading systems, and week-to-week game planning can provide models for short-term goal-setting. Sports such as track and field, skiing, gymnastics, wrestling, tennis, golf, and swimming create opportunities for athletes to continually set goals as they strive for personal bests that are readily measurable. In comparison, sports like basketball, volleyball, hockey, and lacrosse provide opportunities that require athletes to combine personal goals with team execution. Goal attainment is often more difficult to ascertain in team sports, and coaches play a key role in assisting their players to develop the more complex criteria for judging success. Success in both co-curricular activities and the classroom requires strong time-management skills. Coaches often directly assist student-athletes to organize their time properly, to set priorities, and to create balance in their lives. They promote this sense of balance by understanding the needs of their athletes

and by establishing practice schedules of reasonable length and intensity. Success also reflects the ability to make good decisions. During athletic contests, participants learn to respond quickly and effectively, often because of the immediate need to act on the feedback they experience or receive. In addition, they learn the value of preparation to maximize their performance. Coaches promote good decision-making by listening to their athletes and involving them in the decision-making process wherever possible Moreover, coaches teach both competition and conflict-resolution skills in the same activity. Most sports involve high levels of both competition and cooperation, and it is when these two elements get out of balance that conflicts arise. A sound athletic program can serve as a positive vehicle for developing conflict-management abilities. Participants learn to distinguish between things they can and cannot change, and they learn to understand and respect the points of view of others. The alert coach capitalizes on every opportunity to teach his/her players how to anticipate, recognize, and head-off conflicts. Leading reflective discussions after a conflict situation can be an invaluable tool in this effort. A Responsible and Involved Citizen Sports, with the proper leadership and philosophy, provide ideal opportunities to develop responsible and involved citizens. One step in promoting responsible citizens is to endorse sport as a vehicle to address the problem of teenage apathy. Secondly,

coaches must emphasize many of the character values taught and learned through sport, including sportsmanship and fair play. As participants in public events, student-athletes learn the importance of taking responsibility for their own behavior. A coach's philosophy and, more importantly, coach's actions set the example for proper sportsmanship. Coaches encourage the development of respect for their athletes and their opponents through their players' efforts, conduct, and performance, not through their showmanship, egos, or taunting. Participants learn that respect is related to an appreciation for diversity. They work and play with teammates, coaches, officials, and opponents from varied social, cultural, and ethnic backgrounds. It is the nature of sport to "level the playing field" for all its participants, with everyone subject to the same rules. Additionally, sports provide outstanding opportunities to promote one's personal ethics. Student-athletes learn that honesty, trust, and dependability are essential to success in the athletic world and beyond. Without these values, personal relationships break down and teamwork is destroyed. Not only do student-athletes learn to respect the contributions of other team members, they also understand that their responsibility goes beyond themselves and the team. They know their actions represent both their schools and their communities. The value of unselfishness (group before self) is promoted by effective coaches, especially in team sports. Role acceptance is fundamental to success in these activities. One of the more important priorities for a coach is to help players understand and accept their roles within the team, then to work hard in the roles, even if it requires giving up personal glory for the good of the team. A Collaborative and Quality Worker Sports contribute to collaborative and quality workers. Effective collaboration, or teamwork, is essential to the successful sports experience. As adults, success in almost any career calls upon individuals to work effectively within a team environment, as

well as to exhibit personal discipline and strong work habits. Excellence in team sports depends on individual athletes accepting their roles and cooperating toward a group objective. Truly effective coaches are ones who help their players see the connections between what they are presently learning in the team situation and what they are building toward for their future. In addition, the sports environment, with its unpredictability and seemingly endless opportunities for decision-making, is an outstanding place for student-athletes to learn leadership skills. Optimally, it happens when the coach fosters its conscious development within players. Student-athletes who have a passion for their sport possess a personal pride; they work hard at the details of their activity. This pride of workmanship can be carried over to other aspects of their lives, especially in the classroom. Effective coaches continually emphasize the relationship between pride on the athletic field and pride in the classroom. An Integrative and Informed Thinker Participation in sports contributes to the development of integrative and informed thinkers. Establishing a proper mental attitude is fundamental to the successful sports experience. Each sport has an optimal mindset conducive to success. Effective coaches assist their athletes in understanding the mindset for their sport, and plan their practices to replicate the game situation as closely as possible. Student-athletes should not be oblivious to the world around them. Effective coaches bring into their discussions with their players current events, perplexing problems, and challenges facing their community or school-all with the purpose of having the students learn together what they think about these issues and/or what they as a team or individuals might do about them.

Coaches are leaders. Coaches are teachers. Coaches are sometimes the most important adults in young people's lives at a moment in time. Through their words and actions, their influence is lasting. It is imperative that the influence be a positive one. COACHING POINTS * A sound philosophy is essential for coaches. The philosophy should be learning-based, be related to the school's purposes, and put the needs of the student-athlete first. The pursuit of excellence and the promotion of the competitive spirit are important elements. Experienced mentors can be helpful in developing a coaching philosophy. * Coaches are teachers first. They must be organized, flexible, and have a thorough understanding of the developmental characteristics of the young people who they are coaching. * Effective coaches are role models in all aspects of their programs. Young people learn well through modeling. Clear and consistent communication is important to coaching. Role modeling is essential. * The player/coach relationship begins with respect. Players who choose to be part of a program want to be successful. Affording them respect is the first step in helping them to succeed. * Sports should be fun at all levels. Winning is an important part of promoting a competitive spirit, but it must be kept in perspective. A sense of humor and creativity are important to coaches. * Coaches must coach within their own style. Learning from other coaches is important, but all coaches should develop their own coaching personality.

IN CONCLUSION Sports continue to be a popular and meaningful part of the American culture. They provide physical activity, competition, and fun for many young people. Sports are a great opportunity for learning and personal growth. A sound sports program, led by a principled coach, can provide learning opportunities that are difficult to duplicate in the classroom. These opportunities include character education, problem-solving, communication skills, and preparation for life-long learning. Stimulate your athletes' learning. Your job is to coach. A student's job is to learn. Connect your program with the state's and school's vision to enrich your student-athletes' learning of life skills! This article by John Wolfgram was published by the University of Maine's Maine Center for Sport & Coaching