conducting coaching evaluations within education-based athletics dr. david hoch, cmaa director of...
TRANSCRIPT
Conducting Coaching Evaluations within
Education-based Athletics
Dr. David Hoch, CMAADirector of Athletics - retired
April 27, 2012MSADA Conference
Coaching Evaluations in Education-based Athletics Education-based athletics
is a student-centered philosophical concept
Involves educational, life-long values & qualities
Winning is not ‘the only or ultimate outcome!’
If winning isn’t Everything, what Outcomes are more important? Life-long lessons: Perseverance,
teamwork, sportsmanship, etc. Teachable moments;
community service And coaches have direct contact
& impact with your athletes Is this what you look for in
evaluations? Or is it wins/loses?
What are the Goals or Philosophy of your Program? What’s important to your
program? What type of coach do you want?
Someone who buys into Education-based Athletics
Qualities: Teacher, positive, enthusiastic, encouraging, role model …
This is what you evaluate Or …is there a disconnect?
What about Winning? Coaches should plan, prepare & have
players strive to win Winning based upon formula: 60-65% athletic ability 20-25% coaching 10-20% lack of injuries, realistic
schedule, weather & luck Do you hire & evaluate for winning?
Or based upon Education-Based Athletics?
Final word on Evaluating Coaches based upon wins: Please read the NFHS
Report in the January 2011 issue of High School Today, p. 1
Can’t find your copy, go on-line: http://www.nfhs.org/hstoday/
Part the Coach plays: Prepare athletes with sound
instruction – can evaluate this Provide positive encouragement
– can evaluate this Teach life-long values and skills
– can evaluate this Promotes academics – can
evaluate this Role model – can evaluate this
Important to Understand the Purpose of the Evaluation Process It should not exist to only aid
in the termination of a coach Detail an area which needs
improvement with specific suggestions
Provide a blueprint for growth & development
AND highlight positive contributions – not wins!!!
Process vs. Instrument Evaluation form is merely the tool; often it is a
standardized document which you have to use
Think Process: What is ultimately the goal of the coaching evaluation?
What do you want to accomplish? Or … What should you accomplish through the process?
First Steps for Evaluations: Pre-season coaches’ meeting present
expectations; detailed agenda – copy for accountability
Letter of Expectations for all coaches – tailored & specific to your situation
Coaches’ Handbook, job description, etc.
Specific written expectations for ‘challenging coaches;’ keep copy on file
Explain Evaluation Process to Coaches: Agenda item at pre-season coaches’
meeting Thoroughly cover the purpose Give rationale for a few of the items
on your form – give examples Supply written examples if possible;
a matrix if you will Goal – coaches understand & buy
into process. Not a threat!
During the Season Paper & pen in back pocket Walk by/visit practice sessions
& games Observe (like teacher’
observations) drill organization Interaction with athletes Is there ‘good activity?’
During the Season cont. … Look for positives; the
negatives will fall into your lap
Make notes Date & slip into seasonal
file Memory will fade until you
write evaluation
Accountability and Documentation All coaches should be held
accountable; not a negative concept
Documentation is a key component
Especially important for a challenging coach
Two types of problematic coaches: Entrenched & High Maintenance
Entrenched Coaches: May have winning seasons &
community support Hasn’t changed or improved in
years Status quo Does not meet the needs of the
athletes & program
High Maintenance Coaches Relates poorly with athletes,
parents or other coaches May be a disruptive force Negligent with paperwork,
meetings & meeting deadlines May be abusive with officials,
athletes … Fails to follow policies &
procedures
Coach’s Checklist Quick & easy – write name &
date Make photocopy for file!!! Everyone occasionally forgets –
throw away at end of season But for critical problems – you
have documentation
E-mail for Documentation To individuals – has time &
date Distribution list – all coaches Keep copy on file Be careful of phrasing &
content – plan & proof read1st
Steps for your ‘Process:’ All coaches do a self-evaluation; great
insight/start for conversation Same form – may use “NA” where
appropriate Head coaches evaluate assistants &
JV coach – same form Extra information sheet: What have
you done for our athletes that I don’t know about
Steps continued … As AD, read all forms – self-
evaluation, by head coach Review my notes from practices
& games Combine into one final copy On average – takes
approximately 2 hours per coaching evaluation
Do you take Input from Athletes and/or Parents? Philosophically, do you survey
athletes & parents? A caution: Parental love
overrides logic & reason Do athletes or parents have an
agenda or distorted perception? Example of student evaluations
of college professors
Value of Narrative Section Fit recommended improvements for all
coaches in-between positive aspects Can’t give raises, but can praise!!! Let coaches know you appreciate their
efforts Use Extra Information Sheet! Mention all the extra contributions or
accomplishments: completion of coaching courses, help athletes with college recruiting, …
The Narrative & Challenging Coaches Be clear listing problems Give specific
recommendations for improvements
Provide a time line for improvements
Try to provide a common ground incentive / goal: Continuing in position
Remediation ideas Specific recommendations to help
coach improve Required to take NFHS Fundamentals
of Coaching Course Or … NFHS Engaging Effectively
with Parents Course & the free Sportsmanship Course
Community College – Time Management Course or Anger Management
Shadow successful coach
To Meet or Not to Meet – that’s the Question In past – scheduled 30 minute
meetings With a coaching staff of 65 … do
the math One coach suggested an
alternative – have followed it since
Only meet if coach wants to meet; or for the 2-3 which I ‘request’ a meeting
Script for meeting with Challenging Coach: Give copy to coach – keeps from
deviating from topics IF coach raises new issues: “I’ll
make note of it & can discuss in the future”
Script = preparation Make notes on script & keep on
file!
Tips for Meetings with Difficult Coaches: Focus on coach’s behavior /
problems & not personality Calm & under control Always remember purpose of
meeting Involve 3rd party if needed
Rhetorical / Philosophical Question: Do you evaluate differently for positions impossible to fill? Some sports are next to
impossible finding coaches – which in your area?
Are you as critical with these positions?
If these coaches leave – what do you do?
Use softer tone in evaluation?
At what point do you terminate? When health & safety of athletes may be affected When coach’s behavior affects the future of the
sport When the image or reputation of the school /
athletic program are negatively affected When you have exhausted every effort to help a
coach & there is no indication of attempts to improve
Remember … Helping coaches to
develop and grow is our responsibility
An evaluation process provides the blueprint
Better coaches benefit our athletes and programs
