While players display their skills in front of the crowds and cameras, athletic coaches sculpt sports games
from behind the scenes.
BEING AN ASSISTANT COACH (Part II)
By Doug Abrams
Nearly every youth sports team has one or more assistant coaches, so the role of these important
staff members deserves discussion. Two weeks ago, I began a two-part column, which I
interrupted last week when the New Jersey lawsuit against the Little League catcher hit the
headlines. Part II resumes here.
Two weeks ago, I drew on my own happy experiences, as an assistant coach in some years and a
head coach in others. After discussing the benefits of being an assistant coach, I turned to the
seven most common challenges that face assistant coaches and the head coach. The column
ended with the first challenge (Developing mutual respect), and this column resumes with the
final six.
***
2) Maintaining relations with the players. When I began as Wally Livingstone’s assistant in the
Nassau County youth hockey program in 1978, I wondered whether the players would react
differently to me when I was not a head coach. I quickly learned that being an assistant coach
makes little or no difference. An assistant coach who earns the players’ respect and affection will
enjoy the players’ respect and affection. It’s as simple as that. Regardless of a coach’s title, the
formula for reaching the players remains the same.
3) Showing loyalty to the head coach. In the years when I was a head coach, nearly all assistant
coaches contributed mightily to the team effort, and to the players’ positive experiences on and
off the ice. Collaborating with committed assistant coaches was an important reward of being the
head coach.
In all candor, however, I also had a few assistants who were jealous, overly ambitious, or who
otherwise did not understand the supporting role they had been assigned. They would sometimes
overstep their bounds by making and announcing decisions that were the head coach’s, by
second-guessing strategy or other decisions privately to parents or players, or by tolerating or
even encouraging criticism from team members. These strains frequently surface when the board
of directors, and not the head coach, selects the assistants.
The coaching staff needs to speak with one voice — the head coach’s. When assistant coaches
have input for the head coach — even a disagreement — the staff needs to talk privately and
candidly, without fanning flames among the parents or players. Anything less demonstrates
disloyalty to the head coach and can bring down the team because disagreements and personality
conflicts among the staff must be kept from the players.
4) Showing loyalty to the assistants. Loyalty is a two-way street, and the head coach also owes
loyalty to the assistants. Every cooperative assistant — even one with little hands-on experience
in the game — has strengths to offer the team, often strengths that the head coach lacks. In return
for loyal service to the players, assistants earn a genuine stake in the team’s fortunes. That stake
comes, however, only when the head coach feels secure enough to share the limelight with other
staff members.
Whenever a local newspaper ran the photo of a team that I served as head coach, for example, I
always tried to make sure that the caption identified me as “Coach Doug Abrams,” not as “Head
Coach.” Each assistant was also identified as “Coach.” Titles did not mean much to me, and I
was comfortable with equal identification for all staff members who pitched in with their talents.
The head coach makes the final decisions and sets the team’s direction, but I considered myself
as “first among equals” in my personal relationships with the assistants, who also contributed to
the luster that accompanies a job well done.
Loyalty also means that the head coach needs to view the assistant coaches as the “brain trust.”
Candid behind-the-scenes sharing of ideas (including disagreements) can pay rich dividends
because head coaches have relatively few people they can turn to for advice about lineups,
discipline, strategies and other day-to-day decisions. Consulting a few parents may be off-limits
because consultation might smack of favoritism. In the years when I was a head coach, I
remained thankful for assistant coaches who rescued me from making avoidable mistakes by
raising pros and cons as respected colleagues outside the earshot of the players and parents.
The door to candid discussion remains open only when the head coach keeps it open, beginning
during the first preseason staff meeting. Unless the head coach specifies that candor is welcome
and not resented, the assistants may conclude that approving nods are the safest path, or they
may vent their frustrations covertly with one or more parents. Open discussion among the staff
can be a safety valve that enables the coach to avoid squandering valuable opportunities to
correct mistakes before they happen.
The best head coaches show loyalty to the staff with humility and openness that views head
coaching as an ongoing learning experience rather than an ego boost. As President Harry S
Truman once said, “the only things worth learning are the things you learn after you know it all.”
5) Fully involving each assistant coach in practice sessions. In many communities today,
practice time is scarce, expensive or both. Smart head coaches make full use of every minute by
fully involving each assistant coach, but I have also seen head coaches who want to be the
“whole show” while their assistants stand by idly, hands folded, and doing little or nothing.
Besides being insulting to the assistants, putting on a one-person show is a likely sign that the
head coach feels too insecure or inexperienced to share center stage.
To use every minute of practice time most efficiently, talented head coaches sometimes split the
squad into smaller groups during a portion of the session. Each group works on a different skill
for a few minutes. When the coach blows the whistle, the groups rotate from one skill to another.
The groups continue rotating until each one has worked on each skill. Four groups, for example,
can quadruple productivity.
Sometimes an assistant coach joins the staff with a special background as a player. For example,
the assistant coach may have been pitcher in baseball or (as I was) a goalie in hockey. Pitching
coaches or goalie coaches are hard to come by. I spent rewarding years serving as the goalie
coach with head coaches like Wally Livingstone, who were secure enough in their own strengths
that they encouraged the assistant to display his.
6) Fully involving each assistant coach in games. The head coach normally makes out the lineup
and, depending on the sport’s substitution rules, manages the team throughout the game. In the
heat of the action, however, the head coach may find it difficult to pay close individual attention
to a dozen or more players at the same time. Assistant coaches on the bench can help by keying
on individual players, who will appreciate a mentor who shows personal interest with words of
encouragement or correction throughout the game.
7) Preparing assistants for team leadership. Emergencies happen. Like the players, the head
coach may have to miss a game for sickness, family commitments or other unforeseen
circumstances. When assistant coaches must step suddenly into the lead role, the team will stand
the best chance if the head coach has prepared for that contingency by already assuring the
assistants a meaningful role in each practice session and game. Grooming the assistants to run
the team by themselves can help them adjust more comfortably when circumstances suddenly
thrust them in the head role, and can also help the players adjust more comfortably to their
leadership.
***
What does all this add up to? The staff’s greatest challenge is that each player depends on
coaches – head and assistants alike – who understand their distinctive roles, support one another,
and cooperate from a foundation of mutual respect. The best interests of the players come first.
While being an assistant coach can sometimes be a frustrating and thankless job, there are four
major benefits to playing the assistant coach role.
1. Less Pressure and Responsibility
Assistant coaches readily acknowledge that they have a lot less pressure on them than the head coach. The
assistant coaches remain relatively obscure while the head coach is the person who takes the heat from
administrators, parents, fans, and others when things go wrong. As Utah men's basketball coach Rick Majerus says
about the difference between being a head and assistant coach, "There is a big difference between making
suggestions and making decisions."
2. Pure Coaching vs. Administration and Paperwork
Assistants love the luxury of focusing primarily on coaching. - without having all of the other responsibilities (or
hassles) that are often put on the head coach. Head coaches often have numerous outside obligations that require a
lot of time and attention including things like speaking at community events, fund raising, budgeting, equipment
ordering, dealing with parents, and tedious paperwork. It's these outside areas, which most assistants can avoid, that
often give the head coach the most frustration and sometimes drive them out of coaching.
3. Can Get Closer to Athletes
Assistant coaches appreciate the chance to develop close relationships with their athletes. The head coach is often
the person who makes the tough decisions on playing time and discipline so the players tend to distance themselves
more. Because many assistants get to play the "good cop" role, most athletes are more willing to open up to them
than the head coach. In the long run, you are probably going to remember the relationships that you have had the
opportunity to develop over the years - not your win-loss record.
4. Opportunity to Learn
Many assistants value the opportunity to learn from experienced head coaches who serve as mentors. The assistants
get to see how head coaches handle game preparation, athlete motivation, team building, practice organization,
discipline, public relations, and a variety of other situations. Assistants say they learn a lot about what to do - and
sometimes what not to do as well. According to Arizona softball coach Mike Candrea, "I worked for a coach early in
my career who just didn't do a good job of stroking kids when they need to be stroked. He was very negative. One
thing that I said to myself at that time is I was going to be more positive oriented. He taught me more than he
realizes."
In this ever-pressurized game of basketball, a head coaches choice of assistant coaches is an
important one. Good coaching staffs produce good results. A sold, committed coaching staff can
develop a lesser talented team into a champion. As a head coach it is crucial that you have a
criteria available when selecting assistant coaches.
The following is a list of attributes that your assistant coaches should possess:
1. Loyal and honest.
2. Willingness to listen, observe, and admit mistakes.
3. Open minded and eager to learn from others.
4. Knows the basketball program from A to Z.
5. Is preventative and anticipates problems before they occur.
6. Understand that no job is too small. Is a jack-of-all-trades from coaching to driving the bus.
7. Compliments the personality and strengths of the head coach.
8. Relentless work ethic and desire to help the program succeed.
9. Goal driven and works to constantly to learn and improve.
10. Loves coaching for the right reasons; help grow and develop each player.
Good assistant coaches are an asset to the head coach and the overall program. In programs that
are able to hire just one assistant, choosing the right assistant is very important. Some assistant
coaches desire to be head coaches. Encourage your assistants to prepare for that big step while
being the best assistant they can be.
To develop good assistants, the head coach must be willing to delegate and allow others to be
responsible. During practice, a staff of 2-3 can cover practice much more effectively than just
one. Position work, offense, defense, shooting, rebounding, and transition are all specialty areas
that assistants can handle. If they are not ready, use practice opportunities to help them develop
skills and confidence.
Use this list to evaluate your assistants on an ongoing basis. Provide them with accountability
and they will grow and develop as coaches. Remember, the better your assistants become, the
more you can focus on important areas of the program that need your attention.
Successful basketball coaching is the result leadership, communication, and organization. A
good coaches will take the responsibility for a loss and give the players credit for the wins.
Behind the scenes are many people that contribute great effort to the total team effort. Assistant
coaches can be a great asset to your program or a detriment. Learn how to create ownership in
your assistant coaches.
Buying in and taking ownership in any process is a necessity. Assistant coaches are in the
background most of the time. Their efforts go unnoticed by everyone but the head coach. A good
head coach will include his staff in all planning and decisions as well as scouting and practice.
The more assistant coaches are involved in the coaching process, the more they will feel part of
the team effort. There are some good things that head coaches can do to encourage their
assistants. When assistant coaches buy in and take ownership of the team's success, great things
can be accomplished.
Below are key ideas for head coaches when developing quality assistant coaches:
1. Involve the staff in all planning sessions. Whether it is pre season, in season, or post season,
uniformity is accomplished when all coaches are involved.
2. Ask your staff for their feedback, comments, and opinions. Be prepared to listen,
acknowledge, and respond properly to your assistants. The best way to alienate your coaches is
to ask for input, then quickly disagree with their comments or pretend to listen.
3. Divide responsibilities among your staff members. When each coach has a piece of the pie,
they will work hard to show their best work. This combined effort will increase ownership in a
great way.
4. Assign practice duties and give them time to coach on the floor. Great coaches allow their
assistants to teach in practice, instead of standing listlessly on the baseline in silence.
5. Have your assistant coaches write up game evaluations and discuss their comments as a staff.
Like it's said, 4 sets of eyes are better than one.
6. Game responsibilities are a big deal for an assistant. They want to feel like they have an
impact on the outcome of the game. Give them tasks during the game and ask for feedback as the
game goes on.
7. Assign titles to each coach. This is important especially for an assistant that is preparing to be
a head coach. Defensive coordinator, Offensive coordinator, OB Coach, and Special situations
Coach are all titles that can be assigned. It will take a level of trust to hand out titles, but when
appropriate, it can be a huge help to the head coach.
8. Be aware of your staff's career goals, and let them know you will help them in any way to
reach their goals.
9. Speak about the positive contributions of your staff in the media and with parents. It will boost
your coaches and shows great humility.
10. Tell your coaches how much you appreciate them. It will pay off in loyalty, great effort, and
team ownership.
Use this list to evaluate your own program in terms of your staff. Use and empower your coaches
to make your job less demanding and enjoyable.
"Coaches are crucial for sport at all levels - on the school pitch, in the local club or for a major
international team. They are the people who motivate, encourage and inspire. This certificate
will recognise coaching as it should - a profession with a proper accredited qualification and
career development structure." Richard Caborn MP, UK Minister for Sport
In July 2002, in response to the UK's Government "Plan for Sport", the Coaching Task Force
published their report on coach education and qualification schemes in the UK and identified the
need for a coaching structure suitable for all sports and the implementation of a UK Coaching
Certificate (UKCC).
The five coaching levels of the UKCC are:
1. The coach will be qualified to assist more qualified coaches, delivering aspects of
coaching sessions, normally under direct supervision
2. The coach will be qualified to prepare for, deliver and review coaching sessions
3. The coach will be qualified to plan, implement, analyse and revise annual coaching
programs
4. The coach will be qualified to design, implement and evaluate the process and outcome
of long term/specialist coaching programs
5. The coach will be qualified to generate, direct and manage the implementation of cutting
edge coaching solutions and programs
The five levels provide coaches with a progressive development pathway from being a beginner
coach (Level 1) through to being a highly evolved expert coach. The levels are reflective of the
coaching skills attained and not the level of performer being coached.
The coaching process comprises of three elements:



Planning - developing short and long term training programs to help your athlete achieve their
goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your coaching. This element
may result in adjustment of your athlete's training program and your coaching.
The Coach's Non-technical Tool Box
The following information was first published in Issue 28 of the FHS magazine
Remember:



Being a good coach is not just about having excellent sports-specific and technical
knowledge
The skill of effective coaching lies in asking the right questions
It is important to ask yourself: Have I planned for perfection and covered all
eventualities?
Coaches as leaders:




Require excellence; do not expect perfection
Understand your athletes before you can influence them
Create trust and command respect
Motivate and inspire
Communicating with your athletes:





Keep the message concise and precise
Work out whether your athletes receive the same message as the one you think you are
communicating
Remember your tone of voice and body language - only 10% of what we recall comes
from the words spoken
Find out what your athletes' preferred styles of thinking are - visual, auditory or
kinaesthetic?
Try to use a story to help get what you want to say across
Understanding how your athletes tick:



Think about how your athletes like to be coached
Look at how well you know your athletes:
o What are their goals?
o What is stopping them from achieving this?
o What can you do to help?
Think about how often you ask for feedback from your athletes about your coaching
Understanding how your athletes like to learn:




Understand what your athletes' preferred learning styles are
Look at how your preferred coaching style is likely to be received by those with different
learning styles
Build the needs of those with different learning styles into how you present information
If you feel you are not getting through to your athlete, remember that it might be the
medium and not the message that is wrong