ED477725 2002-10-00 National

Standards for Athletic Coaches. ERIC

Digest.

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National Standards for Athletic Coaches. ERIC Digest......................1

SCOPE OF SPORT PARTICIPATION...................................... 2

STATUS OF COACH EDUCATION AND TRAINING IN THE UNITED

STATES.....................................................................2

NATIONAL STANDARDS FOR COACH EDUCATION.................. 3

THE NATIONAL STANDARD/DOMAINS FOR COACHING

EDUCATION............................................................... 4

CONCLUSIONS.................................................................5

REFERENCES.................................................................. 6

ERIC Identifier: ED477725

Publication Date: 2002-10-00

Author: Brylinsky, Jody

Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.

National Standards for Athletic Coaches. ERIC

Digest.

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WHY HAVE COACH EDUCATION?

Over a decade has passed since Conn and Razor (1989) proclaimed "a legal and moral

responsibility to provide qualified individuals to coach young people" (p. 161) yet there

has been little interest in examining how best to develop that level of expertise in

professional training (Abraham & Collins, 1998). The question of coach preparation and

training has become a priority issue for many schools and communities. However, there

is limited research on the inexact science of coaching and the complex dynamic social

activity in which the coach is engaged (Jones, Armour, & Potrac, 2002).

Public complaints, including increasing litigation, often claim a failure of coaches to

properly instruct skills or techniques, warn of inherent danger/risks, or gain appropriate

training prior to assuming leadership responsibility in a sport program (Johnson, 1992).

The appointment of unprepared individuals to coaching positions could lead to serious

medical problems for the athletes and serious legal problems for sport organizations

(Conn & Razor, 1989). Further, investigation of the multifaceted social relationships

between coach and athlete is necessary to more fully understand how coach training

can be linked to more effectively meeting the psychological and physical development

of athletes (Potrac, Brewer, Jones, Armour, & Hoff, 2000).

SCOPE OF SPORT PARTICIPATION

Recent estimates conclude that approximately 40 million American youths participate in

various sport organizations and 56% of all 5-10 year olds play sports (Ferguson, 1999).

The increase in participation by female and male athletes (NFHS, 2002) has in turn

created a universal need for a greater number of qualified high school and youth

coaches. Currently, there are 3.1 million coaches working in all levels of youth sport

(Clark, 2000), roughly 500,000 of whom are in high schools. Fewer than 8% of high

school coaches (Martens, R., Flannery, T., & Roetert, P., 2002), and a much lower

percentage of youth sport coaches, enter the field with significant knowledge regarding

instruction, skill development or other formal training. While other countries require

formal training, exams, certificates and licensing, American sport programs at all levels

remain dominated by amateur coaches (Clark, 2000).

STATUS OF COACH EDUCATION AND

TRAINING IN THE UNITED STATES

Well-designed training programs for coaches can result in: improved time management

resulting in increased motor engagement time, positive changes in specific coaching

behaviors and personality development in athletes (Gilbert & Trudel, 1999). Research

indicates that formal coaching education programs positively influence a coach's ability

to affect learning and performance, yet programs seldom are mandatory and reach only

a small minority of the nation's youth sport coaches (Clark, 2000).

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Page 2 of 7 ED477725 2002-10-00 National Standards for Athletic Coaches. ERIC Digest.
The range of educational expectations for a coach is varied. The American Sport

Education Program (ASEP) (2001) reports that 36 states require coach education for

non-teaching coaches, 15 states require coach education for all coaching candidates

and 15 states require no formal coaching education. Minimal expectations for high

school and youth coaches range from having a bachelors degree in teaching with a

current teaching certificate, to having no educational requirement and being at least 19

years old (McMillin & Reffner, 1999).

The Directory of College and University Coaching Education Programs (McMillin &

Reffner, 1999) reports a total of 179 higher education institutions in the United States

offering some sort of graduate degree program in coaching education or an

undergraduate coaching education major or minor. Fifty percent of the undergraduate

coaching minor programs require 18 to 24 credit hours for completion (McMillin &

Reffner, 1999). Observations by McMillin and Reffner (1999, p. 4) regarding current

undergraduate coaching majors indicate that 50% of the programs require a general

principles of coaching course that includes the sport sciences, 90% of the programs

require technical or theory courses in specific sports and 70% of the programs require a

practical experience or internship. All of the programs require training in the prevention,

care, and treatment of injuries.

Coaching education is also provided through numerous non-academic organizations.

The Program for Athletic Coaches Education, the American Sport Education Program,

the American Youth Soccer Organization, Special Olympics International and USA

Volleyball are just a few of the many organizations that have coaching education

programs. In addition, it is the mission of the National Council for Accreditation of

Coaching Education (NCACE) to support qualified coaches for sport participants

through programs that provide quality coaching education. The essential function of

NCACE is to review the quality of coaching education programs and encourage

continuous improvement of coaching education. NCACE reviews coaching

education/certification programs that seek accreditation.

NATIONAL STANDARDS FOR COACH

EDUCATION

Competent coaches need to know the objectives and benefits of athletics so they know

what to teach, model, and reinforce. Coaching education programs, therefore, should

establish their explicit purposes so they correspond with the objectives and benefits of

the program (Dils & Ziatz, 2000). In order to present knowledge that will be useful to

those who need it most, the coach educators, clear direction must be provided in regard

to what knowledge one should teach, what the best way is to teach this knowledge, and

how to best assess this knowledge to encourage its development (Abraham & Collins,

1998).

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ED477725 2002-10-00 National Standards for Athletic Coaches. ERIC Digest. Page 3 of 7
THE NATIONAL STANDARD/DOMAINS FOR

COACHING EDUCATION

The first of these important knowledge questions has in part been addressed by the

development of the National Standards for Athletic Coaches [NSAC] (NASPE, 1995).

Over 140 sport organizations have agreed that there is a core body of knowledge from

which to develop coaching expertise. Developed through a process of review of

scientific and practical knowledge, synthesizing existing coaching education programs,

public dialogue and review, the NSAC reflect the fundamental competencies that

administrators, athletes and the public should expect of athletic coaches at various

levels of experience.

The NSAC document contains 37 standards that are grouped into eight domains of

knowledge and ability. Domain I, Injury Prevention, Care and Management focuses on

how to protect and maintain the welfare and safety of all players. Standards within this

domain encourage properly trained coaches to reduce the occurrence of injury,

minimize the consequences of those injuries that may occur, and provide for

appropriate emergency care when needed. By routinely checking for safe playing

conditions, assuring that athletes are physically conditioned for their sport, and having

the skills to administer basic first aid, the coach can create a more enjoyable sport

experience (NASPE, 2001).

Domain II, Risk Management identifies the role coaches play in minimizing the potential

risks inherent in sport participation. Standards prepare coaches by identifying the legal

standards of care expected of all coaches. From appropriate supervision to adequate

planning and record keeping, the coach's duty is to maximize the benefits of sport while

reducing the inherent risks. A large part in the risk reduction process is understanding

how parents and players can provide informed consent, and conveying the need for

appropriate insurance (NASPE, 2001).

Domain III, Growth, Development and Learning contains standards that address

individual and developmental differences in young players. Coaches must know

benchmarks of healthy physical, mental, and psychosocial development, and how to

plan and implement age and ability appropriate instruction. Accommodating differences

in body size and motor maturity in instruction will lead to early motor success and

self-confidence (NASPE, 2001).

Standards in Domain IV, Training, Conditioning and Nutrition are at the heart of

successful athletic performance and athlete safety. Coaches need to understand the

science of proper conditioning, and how the body's systems adjust with training.

Standards identify specific coach competencies that translate into appropriate strength

and cardiovascular performance goals, enhancing performance with good nutrition, and

stressing the harmful effects of chemicals as related to alcohol, tobacco, and drug use

(NASPE, 2001).

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Page 4 of 7 ED477725 2002-10-00 National Standards for Athletic Coaches. ERIC Digest.
Domain V, Social/Psychological Aspects highlights the strong tie between the social,

emotional and physical factors influencing potential outcomes of sport. Standards

identify how coaches can develop a positive, confident athlete, while recognizing

individual differences and needs. Competencies in this domain help coaches develop a

positive coaching philosophy by keeping sport in perspective, maintaining emotional

control and using esteem building motivational strategies to advance team and

individual goals. Coaches can make a real difference in developing character, by

modeling appropriate competitive behaviors and empowering athlete self control and

personal responsibility (NASPE, 2001).

Domain VI, Skills, Tactics and Strategies deals with the essential knowledge of

fundamental sport skills and game tactics. Standards address the planning of

sequenced instruction of individual and team skills, game-like drills, and seasonal

planning. Developing feelings of sport competence is key to continued sport

participation. (NASPE, 2001).

Standards in Domain VII, Teaching and Administration, are essential to the pedagogical

development of the coach. Standards address a variety of instructional methods in order

to plan for systematic progression of skills. Competencies focus on building a repertoire

of instructional techniques, as well as the art of selecting the right teaching method for

the right learning situation. Coaches must also learn objective and effective procedures

for evaluating and selecting players and staff, including how to diplomatically convey

evaluation information. Competencies also address how to nurture public support by

conveying the positive benefits of sport participation through effective public relations

(NASPE, 2001).

Domain VIII, Professional Preparation and Development, identifies standards designed

to increase awareness of the need for continued professional development and

recommend additional resources for coaching hints, safety, sport science, and sportspecific information. Coaching clinics, supervised practical field experiences and

experienced coach mentoring are ongoing aspects of professional development

(NASPE, 2001).

CONCLUSIONS

The establishment and support of national standards for coach education provides the

core for an integrated system of preparing qualified coaches. National Standards act to

assure the public that professional preparation meets the critical needs of its

constituency. Established standards foster continued improvement in the content and

delivery of professional curricula and in the selection, guidance, supervision and

assessment of the professional preparation of coaches. The establishment of National

Standards for Athletic Coaching provides a consistent framework from which coach

educators and coaching practitioners may establish accountability and credibility in the

coaching profession.

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ED477725 2002-10-00 National Standards for Athletic Coaches. ERIC Digest. Page 5 of 7
REFERENCES

Abraham, A. & Collins, D. (1998). Examining and extending research in coach

development. Quest, 50, 59-79.

American Sport Education Program [ASEP] (2001). Raising the standard: The 2000

national interscholastic coaching requirements report. Champaign IL: Human Kinetics

Publishing.

Clark, M. A. (2000). Who's coaching the coaches? In J. R. Gerdy (Ed.) Sport in school:

The future of an institution (pp. 55-65). New York: Teachers College, Columbia

University.

Conn, J. & Razor, J. (1989). Certification of coaches: A legal and moral responsibility.

The Physical Educator, 46(3), 161-165.

Dils, A. K. & Ziatz, D. H. (Spring 2000). The application of teacher education curriculum

theory to interscholastic coaching education: Learning outcomes associated with a

quality interscholastic athletic program. The Physical Educator, 57(2), 88-98.

Gilbert, W. & Trudel, P. (1999 June). An evaluation strategy for coach education

programs. Journal of Sport Behavior, 22(2), 234-250.

Johnson, D. (1992 September). Indiana PACE-A state's response to a coaching

education crisis. Journal of Physical Education, Recreation and Dance, 63(7), 55-57.

Jones, R. L., Armour, K. M., & Potrac, P. (2002). Understanding the coaching process:

A framework for social analysis. Quest, 54, 34-48.

Martens, R., Flannery, T., Roetert, P. (n.d.). The future of coaching education in

America, Retrieved September 6, 2002 from

http://www.nfhs.org/cep/articles/future_coaching.htm.

McMillin, C.J. & Reffner, C. (Eds.) (1999). Directory of College and University Coaching

Education Programs. Morgantown, WV., Fitness Information Technology, Inc.

National Association for Sport and Physical Education [NASPE] (1995). Quality

coaches, quality sports: National standards for athletic coaches. Reston, VA: NASPE

Publications.

National Association for Sport and Physical Education [NASPE] (2001). Coaching

Education: Designing quality programs. Reston, VA: NASPE Publications.

National Federation of High School Associations [NFHS] (2002). Surveys and

resources: 2002 Participation Survey Press Release. Retrieved September 12, 2002

from http://www.nfhs.org/press/participation%20survey02.htm.

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Page 6 of 7 ED477725 2002-10-00 National Standards for Athletic Coaches. ERIC Digest.
Potrac, P, Brewer, C., Jones, R., Armour, K., & Hoff, J. (2000). Toward an holistic

understanding of the coaching process. Quest, 52, 186-189.

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This project has been funded at least in part with Federal funds from the U. S.

Department of Education, Office of Educational Research and Improvement, under

contract number ED-99-CO-0007. The content of this publication does not necessarily

reflect the views of or policies of the U.S. Department of Education nor does mention of

trade names, commercial products, or organizations imply endorsement by the U. S.

Government.

Title: National Standards for Athletic Coaches. ERIC Digest.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC Clearinghouse on Teaching and Teacher Education, American

Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite

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Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org.

Descriptors: Athletic Coaches, Elementary Secondary Education, Higher Education,

Injuries, National Standards, Nutrition, Preservice Teacher Education, Professional

Development, Skill Development

Identifiers: ERIC Digests, Psychosocial Factors, Sport Injuries

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