Conducting Coaching Evaluations within Educationbased Athletics Dr David

Conducting Coaching Evaluations within Education-based Athletics Dr. David Hoch, CMAA Director of Athletics - retired April 27, 2012 MSADA Conference

Coaching Evaluations in Education -based Athletics Education-based athletics is a student-centered philosophical concept n Involves educational, lifelong values & qualities n Winning is not ‘the only or ultimate outcome!’ n

If winning isn’t Everything, what Outcomes are more important? n n 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? n n n 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? n n n 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 n Can’t find your copy, go on -line: http: //www. nfhs. org/hstoday/ n

Part the Coach plays: n n n 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 n n 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 n 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? n What do you want to accomplish? Or … What should you accomplish through the process? n

First Steps for Evaluations: n n 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: n n n 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 n n 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. … n n 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 n n 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: n n 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 n n n 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 n n 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 n n To individuals – has time & date Distribution list – all coaches Keep copy on file Be careful of phrasing & content – plan & proof read 1 st

Steps for your ‘Process: ’ n n 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 … n n As AD, read all forms – selfevaluation, 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? n n 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 n Fit recommended improvements for all coaches in-between positive aspects n 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, … n n n

The Narrative & Challenging Coaches n n 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 n n n 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 n n 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: n n 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: n n Focus on coach’s behavior / problems & not personality Calm & under control Always remember purpose of meeting Involve 3 rd party if needed

Rhetorical / Philosophical Question: Do you evaluate differently for positions impossible to fill? n n 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 n When coach’s behavior affects the future of the sport n When the image or reputation of the school / athletic program are negatively affected n When you have exhausted every effort to help a coach & there is no indication of attempts to improve n

Remember … n n n Helping coaches to develop and grow is our responsibility An evaluation process provides the blueprint Better coaches benefit our athletes and programs

If you have questions: n E-mail: David. Hochret. AD@gmail. com Thank you and have a great conference!