C H A P T E R
16
Careers in Coaching and
Sport Instruction
Joseph A. Luxbacher and Shirl J. Hoffman
Chapter 16 Careers in Coaching and Sport Instruction
Goal of Coaching and Sport
Instruction Professions
• The goal is 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
Comparing Sport Instruction and
Coaching Responsibilities
• Instructors tend to spend relatively more of
their time with instructional responsibilities:
disseminating knowledge and molding
student behaviors.
• Coaches spend more time on the
supplemental responsibilities: recruiting,
scouting, reviewing films, scheduling,
budgeting, fundraising.
Figure 16.2
Figure 16.3
Coaching and Sport Instruction
Settings
• Community settings are
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).
(continued)
Coaching and Sport Instruction
Settings (continued)
• 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, clubs, 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
(continued)
Up-Close Views of Coaching and
Sport Instruction (continued)
• 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.
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 or
National Soccer Coaches Association of
America (NSCAA)
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, II, 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
Note: 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 developed communication, leadership,
and organizational 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 honorable.
• Take an active role in prevention of
substance abuse.
• Avoid use of alcohol and tobacco in
athletes’ presence.
• Promote entire interscholastic program.
(continued)
National Federation of State High School
Associations Coaches Code of Ethics
(continued)
•
•
•
•
•
•
Be knowledgeable of rules.
Enhance sportsmanship.
Respect officials.
Be cordial.
Do not exert pressure on faculty.
Practice legal scouting.
See full text on page 472 in the textbook or visit the NFHS Web
site
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.
• Stay up-to-date and continue to advance
your knowledge and training.
Are You Suited for a Sport Instruction
or Coaching Career?
• Which setting are you interested in
coaching (community, commercial,
institutional)?
• What athletes do you want to work with
(youth, skilled, specialized)?
• Do you have an entrepreneurial spirit?
(continued)
Are You Suited for a Sport Instruction
or Coaching Career? (continued)
• Are you good at dealing with people?
• Are you an effective communicator?
• Are you a leader?
• Can you plan and organize?
(continued)
Are You Suited for a Sport Instruction
or Coaching Career? (continued)
• Can you engage in strategy?
• Do you have good judgment?
• Are you happy with success and failure?
• Are you comfortable with others’always
evaluating you?
• Can you look beyond win–loss records?