Head Coach Observation

I believe that their should stricter rules on how coaches treat their players. There have been many issues on how coaches treat their players like when coaches yell at their players they may cuss at them instead of explaining to them. When coaches need to talk to one of their players they yank them and pull them and that isn’t really needed.

The biggest difference between good coaches and bad coaches is how they influence and handle a their players. A good coach can push a kids out of their comfort zone to make him/her play better. Good coaches also make the players a better person in society and help them gain confidence. A good coach is a fair coach who sees all of his athletes as equals even when some athletes are superior to others. A bad coach does the opposite of what good coaches. They have a negative effect on the children they coach. Bad coaches can make practice a hostile environment pushing the kids to their mental and physical limit. Bad coaches also cut down their players confidence rather than build it

Sports management is a really broad field, therefore I decided to focus on my minor and one of my major interests of this field: coaching. In this paper I will be explaining my personal five building blocks that make up a well-rounded coaching philosophy and coach. Those blocks are; leadership, organization, attitude, respect, and resiliency. Each of these five aspects are equally important and balance each other out. Leadership, the action of leading a group of athletes towards a goal. Organization, being able to organize a team and have a plan in order to help the team achieve goals. Attitude, it is very important for a coach to have a winning and positive attitude that is contagious to the players. Respect, there has to be a good

Coach P was not a competent leader when he handled the two rowing teams, but is more like a manager who focused on tasks like organizing rowers and just train them. The downfall of varsity’s performance can be attributed to four aspects of Coach P’s inappropriate

My topic is similar to yours. I have always been intrigued to examine the relationship between coach and athlete. In my experience, I have found coaches who provide positive support and are constructive with their criticism are more enjoyable to play for and give the athlete a more positive experience. Coaches that come across as condescending seem to push kids away from the game. It is important that the student-athlete has a positive experience, especially student-athletes at a young age. I feel if a student-athlete has a negative experience at the interscholastic level he or she will be less likely to stick with the sport.

It is important for the athletic directors and other authoritative figures in men’s basketball to strive for a common goal and establish a better sense balance among those in the basketball environment by changing the contradicting expectations and policies of the NCAA. Some say basketball players have been taken advantage of for far too long and ask “how much longer are universities willing to wait [the] before students see them as a threat and an aid to the issue rather than a source of education and athletic support”? Neglecting the issue has only postponed its significance to emerge as more relevant. By helping address this issue with urgency will allow the players to feel acknowledged and help create a solution for everyone’s benefit to the issue at

As a coach, the purpose is to prepare the athletes for life on and off the field. It is important to demand the best from myself by being true to oneself. The coaching style would define myself would be a mix of commanding and Co-operative coaching style. As a coach, I expected the athletes know what is expected of them. The goals of the team need to be Mutual with a clear and firmly set. I will allow the Athletes involved in decision-making and goal-setting. The athletes need to be able to make decision when they are playing the game or drill. I will demand good teams with the organization and when making game day decision for formation.

How do my athletes conduct themselves in practice after a win or lose? What effort do they produce in the last quarter of play? What about in the last quarter or inning and the score is close? How about when the team is ahead by a large margin? What about when the team is losing? Do they still give their best effort with a total focus on the moment to conduct the process? If there is a difference between how they are playing based on the scoreboard, then the athletes are focused too much on the outcome versus the process. How are the athlete’s grades in academics? Do they have goals and interests outside of sports? Is your team like a family living in harmony or is there conflict among the players? How do the parents conduct themselves? Are they always on your back complaining or are they supportive and let you do your job? Do they yell at you, the athletes, or the refs/umpires while watching the

The coach will portray that mistakes are not acceptable and the athletes should make as little mistakes as possible. The coach will also show that he/she does not have patience for the athletes that cannot pick up the skills quickly. The coach will condition them if they make mistakes. The coach will have a very loud strong voice, demanding, and intimidating attitude. The coach will enforce fundamentals and skills that the athlete will need to be successful in the sport.

1. Based on the preceding description, the key personality traits that the head coach possesses is dominance and affiliation. The head coach displays dominance by the way she demonstrates her power over the assistant coach and how she acts during disagreements. The head coach is the type of person in a conversation to speak over everyone to get her point across while also being assertive in her responses. Her assertiveness could come off to others as proud and authoritative.

In viewing the skill approach path, I found that Coach Krzyzewski displayed problem solving techniques with his players, social judgment and knowledge of the work process. Coach Krzyzewski, developed a relationship behavior with his players in which they felt comfortable with him Mr. Krzyzewski worked as a team with his players, he did not treat them as if they were put under him. He stayed focus on his role, which was to lead him players to victory. He did not want to be a manger; he wanted to be a leader. Krzyzweski also displayed task behaviors, he encouraged his team and to accomplish every goal they set out to do (Northouse, 2004). Mr. Krzyzewski also displayed the Consideration and Initiating Structure because he was considerate of other’s feelings. In viewing Blake and Mouton’s Managerial Grid, Krzyzewski is a Team Manager because he focuses on building participation and support for a shared purpose.

Coaches and teams put a lot of hours on and off of the court to prepare for a game. After you dedicate that much time and will into the game, winning becomes the only option for not only the coach, but the team

At their finest, coaches perfect their player’s flaws to push them to their potential ability, improve their skills, and create determination within the team. They can expand the importance of such a sport to intensify motivation and the value of good sportsmanship for the sake of not only their reputation, but the outcome that comes from it. Coaches must not lag when it comes to hardships that comes about; they must stay connected. The closer the connection between a player and a coach the better they are moving forward and continuing on the love of the sport and job.

I sit there quietly, watching as every ball goes swiftly through the mesh. The sound of shoes squeaking against the newly polished floor and every bounce echoing throughout the gymnasium has now started to become a headache. The blow of a whistle brings everyone to a sudden halt, and each player turns towards the coach awaiting his next instruction. I was becoming quite uncomfortable now, as almost half an hour had gone by and sweat was beginning to form by my hairline. It was a daily routine for me; coming to these practices and watching the coach give his advice as if I would ever be able to play the sport I once loved again.

I sit there quietly, watching as every ball goes swiftly through the mesh. The sound of shoes squeaking against the newly polished floor, and every bounce echoing throughout the gymnasium has now started to become a headache. The blow of a whistle brings everyone to a sudden halt, and each player turns towards the new coach awaiting his next instruction. I was becoming quite uncomfortable now, as almost half an hour had gone by and sweat was beginning to form by my hairline. It was a daily routine for me; coming to these practices and watching the coach give his advice as if I would ever be able to play the sport I once loved again.