Chapter

chapter 16 Careers in Coaching and

Sport Instruction
16
Careers in
Coaching and
Sport Instruction

Shirl J. Hoffman and Joseph A. Luxbacher

 Goal of Coaching Professions

• To help participants in activity settings

develop and maintain a modest to high level
of motor skill performance and fitness.
• This goal is reached through well-designed
practice and conditioning sessions that
involve explanation, instruction, and verbal
and visual feedback (replays and
demonstrations).
Figure 16.1
Figure 16.2
 Comparing Sport Instruction and
Coaching Duties

• Instructors tend to spend relatively more of

their time with on-task duties:
disseminating knowledge and molding
student behaviors.
• Coaches spend more time on the off-task
duties: recruiting, scouting, reviewing films,
scheduling, budgeting, fund-raising.
Figure 16.3
 Sport Coaching and Instruction

The acts of sport coaching and sport

instruction are more similar than distinct,
but the professions of sport coaching and
sport instruction are more distinct than
similar.
 Coaching and Sport Instruction
Settings
• Community settings
Civic minded in principle; first goal is improvement of
the social, physical, and moral development of the
local community through physical activity. The reality
is that many volunteer coaches focus on winning
(even at all costs).
• Institutional settings
– High school and middle school settings
– College and university settings
– Other institutional settings
• Commercial sport settings
For-hire by elite athletes
 K–12 Teachers

• Instruction in motor skills, sport strategies,

fitness, healthy lifestyles
• Bachelor’s degree or higher plus state
teaching licensure
• Many secondary responsibilities
– Grading, workshops, parent meetings, equipment
purchase and maintenance
– May also coach in school and nonschool settings
 Community College Instructors

• Teach focused activity classes and

classes in health, first aid, and CPR
• Master’s degree
 University and Colleges

Positions and responsibilities vary depending

on the size and focus of athletics at the
institution
• Larger four-year institutions: coaching is the primary
(and often only) responsibility
• Smaller four-year institutions and community
colleges: coaching is a secondary duty and is one of
many held by each individual coach
 Up-Close Views of Coaching and
Sport Instruction
• Community physical activity program instructors
– Community youth sport development leaders
– Adult and older adult sport leaders
– Education and certification of community youth sport instructors
• Professional sport instructors
Certification and education of professional sport instructors
• Coaching
– Youth sport coaches
– Coaching in institutional settings
– Coaching in middle and secondary schools
– Coaching in colleges and universities
– Coaching professional sports
(continued)
 Up-Close Views of Coaching and
Sport Instruction (continued)
• Certification and continuing education of coaches
– Certification of youth sport coaches
– Education and certification of middle and high school
coaches
• Ethics and coaching
• Sport psychologists
 Nontraditional Settings

Traditional educational settings are not the

only place a person can teach physical
activity. Many community organizations
and nonprofit agencies are in need of
physical activity teachers to provide good
instruction.
Settings for Coaching
 Teaching Professionals

• Offer services—private or group lessons—

solely in an activity of their expertise
• More similar to coaches than any other kind
of teachers
• Swim instructor, golf pro, tennis pro
• Certification needed in some sports (PGA,
LPGA)
 Community Coaches

• Volunteer positions
• Coach practices and weekly games, attend
coaches’ meetings
• Teach basic skills, teach rules of the game,
keep game stats
• American Sport Education Program (ASEP)
or National Federation of State High School
Associations (NFHS) certification
Secondary Public School Coaches

• Primarily teach; receive stipend for

coaching
• Teach physical skills; keep stats; schedule
practices, games, tournaments; manage
equipment; arrange transportation; raise
funds
• NASPE National Standards for Athletic
Coaches
• ASEP or NFHS certification
 College and University Coaches

• Team and facility management, budgeting,

recruiting, public relations, athlete eligibility
• Winning more important
• Differences between Division I and III
schools
• No national or state requirements—
established name, college playing
experience, coaching experience
 Professional Sport Coaches

• Many nonteaching and noncoaching duties:

administration, recruitment, media
appearances
• Employment retention depends on
producing a winning team
• No national or state requirements—
established name
 Sport Psychologists
• Trained practitioners
– Clinical
– Educational
• Teach athletes mental imagery, relaxation,
goal setting, self-talk, concentration for
purpose of performance enhancement
• No national certification requirements
• AAASP-certified consulting program
• Coaches may opt to receive training in sport
psychology to assist when a sport
psychologist is not present.
 Success

Successful teaching and coaching require

skills beyond scientific knowledge. Most
successful teachers and coaches have people
skills that enable them to develop a rapport
with, and create a sense of community
among, participants.
National Federation of State High School
Associations Coaches’ Code of Ethics
• Develop character. • Be knowledgeable of
• Be honorable. rules.
• Take an active role in • Enhance
prevention of sportsmanship.
substance abuse.
• Respect officials.
• Avoid use of alcohol
and tobacco in • Be cordial.
athletes’ presence. • Do not exert pressure
• Promote entire on faculty.
interscholastic • Practice legal scouting.
program.
See full text on page 469 in the textbook or visit the NFHS Web site:
http://www.nfhs.org/web/2004/01/the_coaches_code_of_ethics.aspx
 Advice for Coaching and Sport
Instruction Students
• Are you really suited?
• Lay out a plan:
– Identify opportunities to take coaching courses.
– Seek coaching experience.
– Be a voracious reader of materials related to the
sport.
– Build a network of active coaches (begin NOW).
• Work on perceived weaknesses.
Are You Suited for a Sport Instruction
or Coaching Career?
• Which setting (community,
commercial, institutional)?
• What athletes (youth,
skilled, specialized)?
• Do you have an
entrepreneurial spirit?
• Are you good at dealing
with people?
• Are you an effective
communicator?
• Are you a leader?
• Can you plan and organize?
• Can you engage in
strategy?
• Are you organized?
• Do you have good
judgment?
• Are you happy with success
and failure?
• Are you comfortable with
others’ evaluating you
always?
• Can you look beyond win–
loss records?