September/October 2019 - 13

For a variety of reasons, most teachers may never
have coached or even have background in this realm.
But they represent a large, untapped pool of potential
candidates. These individuals may lack specific technical
knowledge of a sport, but with their educational
experience, dedication and motivation, they can easily
learn the sport-specific skills.
Here are some possible reasons why teachers within the
school have never considered coaching:
* They may not understand that coaching is teaching.
While the athletes are learning skills and concepts on
the playing surface, it still involves instruction similar
to a classroom.
* They don't understand the concept of education-based
athletics. Winning is not the most
important objective. It's the
development of student-athletes,
which includes life-long values
and qualities.
* They have family commitments.
Coaching would require
additional hours away from their
children or spouse.
* They don't want to deal with
critics. This mainly includes
the group of misguided,
problematic parents who have
plagued high school athletics
for years.
* They have no coaching
experience. They feel intimidated
taking on the role, even though
they may have played the sport as
a student-athlete.
This is not an all-inclusive list,
but it does represent some of the
major roadblocks for teachers. If
you supply answers or solutions
to some of these concerns, you
may get a few of these teachers to
consider coaching. This provides
your program with a new pool of
candidates and a feeder system.
Here are seven strategies athletic
directors should consider using.
1
Spread your message. Ask the
principal or superintendent
for a timeslot during the meetings
that precede the start of the school
year. During this time, give a
presentation to explain the value
and aspects of the education-based
athletics concept. Detail that
athletics has educational value, and
teaching is part of the process. This
will be enlightening for individuals
who have no previous experience
with coaching. Show them that
for
teachers are the perfect fit.
2
3
.Free up time. Work with your principal to eliminate
.hall, lunch or similar duties for teachers who are new
to coaching. By taking this step, you would provide some
additional time for classroom preparation. Coaching can
take up to three hours daily, time which normally might
be used to prepare lesson plans or grade papers. This
accommodation could help convince someone that the extra
responsibility is manageable.
.Find classroom mentors. Arrange for subject-matter
.mentors for new teachers who serve as coaches.
First- or second-year teachers may not feel that they can
handle the challenges of coaching in addition to teaching.
Some schools may already have a program in place to
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September/October 2019

Table of Contents for the Digital Edition of September/October 2019

September/October 2019 - 1
September/October 2019 - 2
September/October 2019 - 3
September/October 2019 - 4
September/October 2019 - 5
September/October 2019 - 6
September/October 2019 - 7
September/October 2019 - 8
September/October 2019 - 9
September/October 2019 - 10
September/October 2019 - 11
September/October 2019 - 12
September/October 2019 - 13
September/October 2019 - 14
September/October 2019 - 15
September/October 2019 - 16
September/October 2019 - 17
September/October 2019 - 18
September/October 2019 - 19
September/October 2019 - 20
September/October 2019 - 21
September/October 2019 - 22
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September/October 2019 - 25
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September/October 2019 - 27
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