SDE: Coaching Competencies

Coaching Competencies

The following coaching competencies have been approved by the State Department of Education as a guide to evaluate the topics which should be addressed in activities designed to meet the 15 clock-hour requirement for renewal of a five-year coaching permit.  The 15 clock- hours in seminars, course work or workshops must provide information on safe and healthful coaching practices and understanding child and adolescent development.

1. Demonstrates knowledge of human growth and development as it relates to the teaching/learning process.

1.1 Prepare objectives that reflect the physical and motor development of the athletes.

1.2 Prepare objectives that reflect social and emotional development of an athlete.

1.3 Understands how physical, social, emotional and intellectual development relates to planning and organizing practice.

1.4 Knows about various coaching styles and learning styles and understands their interrelationship.

1.5 Recognizes the conditions and needs of special students.

1.6 Promote the equality of opportunity within the sport by encouraging participation regardless of race, gender, socioeconomic status or culture.

1.7 Understand how social, cultural and emotional forces interact in creating the personalities of the athletes.

1.8 Accept differences in personality as another necessary component in preparing athletes for competition.

1.9 Select specific drills and activities that allow athletes of various levels to experience success.

1.10 Use a variety of activities to help athletes of various levels of ability develop specific skills.

1.11 Recognize typical behaviors exhibited by athletes of various age groups.

1.12 Be aware of social-emotional issues that may effect athletes of different ages in contemporary society.

1.13 As needed, refer athletes with social and emotional problems to appropriate mental health personnel.

2. Helps students develop positive self-concepts.

2.1 Recognizes and understands the worth of all student-athletes and the opportunities that racial, cultural, sexual and religious diversity present.

2.2 Demonstrates sensitivity to and respect for the needs and feelings of themselves, others and property.

2.3 Demonstrates patience, empathy and enthusiasm.

2.4 Encourage athletes to be well-educated and to become well-rounded individuals.

2.5 Prepare a brief written statement of the ideas and principles guiding your coaching efforts: in this statement, reflect a concern for the emotional and physical health of your athletes.

2.6 Facilitates the independence of the student-athlete as a learner.

2.7 Recognizes and encourages the special interest and abilities of individual student-athletes.

2.8 Presents opportunities that foster thinking skills and problem-solving skills.

2.9 Promotes student-athletes ability to communicate effectively with others about ideas and concerns.

3. Effectively organizes time, space, material and equipment for instruction.

3.1 Establishes and maintains practices routines and procedures.

3.2 Uses instructional time effectively, paces instructional activities appropriately and maximizes student time on task.

3.3 Follow safety guidelines, procedures and risk management plans established by program administrators and/or required by the rules of operator.

3.4 Provide proper general and specific supervision of athletes.

3.5 Know the legal responsibilities of a coach and how to meet them.

4. Establishes a positive learning environment.

4.1 Establishes and maintains appropriate behavior.

4.2 Develops an atmosphere which fosters self-discipline.

4.3 Promotes positive interpersonal relations based on mutual respect.

4.4 Handles discipline fairly and consistently.

5. Demonstrates a knowledge of the relationship of athletics to the American public school system.

5.1 Know the governing bodies, rules and regulations concerning participation in the sport.

5.2 Properly complete all forms needed for validating the eligibility of athletes.

5.3 Understands how the organization of the state associations, districts and school has an impact upon the individual coach.

5.4 Understands the rights and responsibilities of students, parents, and teachers.

5.5 Understands athletics is a privilege and not a "right".

6. Effectively communicates with student-athletes, parents, officials, and media.

6.1 Know the techniques of discipline and personnel management that are appropriate to the age of athletes being coached.

6.2 Know and apply steps for systematically instructing athletes a they progress developmentally in the skills of the sport.

6.3 Demonstrate the ability to communicate effectively.

6.4 Provides directions and explanations in a clear, coherent and logical manner.

6.5 Uses acceptable written and oral expressions with students, parents, officials and media.

6.6 Provides for two-way communication with student-athletes, parents, officials, media throughout program.

6.7 Establishes rapport and fosters positive reinforcement through verbal and non-verbal communications.

6.8 Communicates personal enthusiasm and self-confidence.

6.9 Communicates expectations for student-athletes in a clear manner.

6.10 Communicates with student-athletes both individually and collectively about their needs and progress.

6.11 Establishes ongoing two-way communications with parents based on mutual respect.

6.12 Provides opportunities for parent and community involvement.

6.13 Obtains and uses information about students from parents.

6.14 Communicates goals and objectives for both program and students to parents.

6.15 Conducts effective parent-coach conferences.

6.16 Uses community resources in instruction.

7. Effectively assesses student needs and progress.

7.1 Selects appropriate procedures for assessing student-athlete's progress.

7.2 Recognizes when students are deficient in the basic skills and provides or recommends corrective action.

7.3 Creates or selects evaluation instruments or procedures to obtain information for monitoring student progress and effectiveness of instruction.

7.4 Develops and maintains systems for keeping group and individual records.

7.5 Help athletes prepare short and long-range goals for themselves and their team.

7.6 Prepare short and long-range goals.

8. Effectively meets the needs of exceptional student-athletes.

8.1 Obtains and uses information about student-athlete from available records.

8.2 Identifies students who require the assistance of specialists.

8.3 Obtains and uses information from colleagues to assist students with special needs.

8.4 Provides appropriate instruction to students with special needs.

8.5 Recognize typical behaviors exhibited by athlete of various age groups.

8.6 Be aware of social-emotional issues that may affect athletes of different ages in contemporary society.

8.7 As needed refer athletes to social and emotional health professionals.

9. Facilitates the independence of the student-athlete as a learner.

9.1 Recognizes and encourages the special interest and abilities of individual student-athletes.

9.2 Presents opportunities that foster thinking skills and problem-solving skills.

9.3 Promotes student-athletes ability to communicate effectively with others about ideas and concerns.

10. Meets professional responsibilities.

10.1 Demonstrates responsibilities for self-growth, professional improvement and ongoing self-evaluation.

10.2 Works cooperatively with colleagues and administrators.

10.3 Has knowledge of college requirements for athletes and assists in promoting.

10.4 Follows the policies and procedures of the Athletic Department.

10.5 Demonstrates ethical behavior.

10.6 Attend rules meetings offered by appropriate sanctioning groups in order to be informed of rules changes and interpretations.

10.7 Attend clinics, workshops and/or in-service education programs designed to obtain information necessary for coaching.

10.8 Document formal and informal continuing education as evidence of accumulated competence.

11. Recognize that proper conditioning and good health are vital to the prevention of athletic injuries.

11.1 Understand and be able to implement the different types of muscular training (interval, circuit and weight training) as they relate to athletics.

11.2 Plan activities designed to develop those elements of total conditioning required by the sport.

11.3 Know how skill instruction, conditioning, preventative care and coaching decisions influence the injury rate of athletes.

11.4 Demonstrate an awareness of performance enhancers and chemical abuse by athletes.

11.5 Know and be able to apply standard management procedures designed to minimize exposure to blood borne pathogens. (BBPs).

11.6 Allow athletes the time to recover fully from injury before returning to play.

11.7 Require injured athletes to follow through with a conditioning regimen prepared by medical personnel.

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Content Last Modified on 4/17/2015 1:57:18 PM