Purpose, Value of Coaching Evaluations in Education-Based Athletics

The definition of the philosophical concept regarding education- based athletics is fairly concise and straightforward, but that does not and should not distract from its importance. Simply stated, this concept details that winning is not the most important or ultimate goal. On the other hand, the growth and development of student-athletes, and this would involve gaining lifelong values and qualities, is the most important objective.

Even though this definition clearly prioritizes the objectives, there may still be some questions regarding where and how winning fits into this philosophy. Although the effort of helping young people to gain lifelong values and qualities must be the priority, coaches should prepare their teams and strive to win. After all, there will be a winning team in every contest other than in a sport such as soccer where there may be a tie. Therefore, teams should try to win.

In addition, there is nothing wrong with being excited and enjoying a victory on the field or court as long as it is kept in perspective. But this also brings about another question. How do you evaluate coaches if winning is not the ultimate goal?

A good place to start is to honestly consider the ingredients that go into the formula of why a team wins or loses. The final outcome of a contest often depends upon the available athletic talent. This would mean that teams with bigger, stronger, more athletic players – and this would include quickness, agility, speed and other measurable traits – should prevail. Teams with more and better talent win 60 percent of the time.

Without a doubt, good coaching can also make a difference, but this may only normally account for approximately 20 to 25 percent in the formula. If basketball has a 20-game schedule, for example, a good coach may make a difference through solid preparation, a good game plan, motivation and adjustments during the contest to influence and possibly help the team to win four or five games.

Of course, the remaining percentages in the formula can be attributed to the weather conditions – obviously for outdoor sports, injuries, a realistic schedule, and even a little luck or lack thereof. Therefore, it still comes down to the fact that better athletic talent that is available is the prime determinant.

Having looked at and considering this formula, is it right or fair to evaluate coaches based on wins or lack thereof? The simple reasonable answer should be, “No, it isn’t.” Coaches should, therefore, be appraised by what they do and how successfully they help their student-athletes to grow and develop. In other words, are they positive in their interactions with their players, do they encourage and support them? Are the coaches nurturing, providing teachable moments, and helping their athletes to handle stress, looking out for their well-being, and other related aspects?

This should also bring you to the next consideration. Why do you evaluate coaches? This too is fairly simple. Just as you want your student-athletes to grow and develop, this should be the same objective for your coaching staff. In order to provide the best environment and learning opportunities for your student-athletes, your coaches also have to continue to learn and improve, and this is where your evaluation process comes into play.

A coaching evaluation should not simply be a means to terminate an individual, even if this is the final result after all efforts have been taken to help a coach to overcome a few shortcomings. Your evaluation process should highlight all strengths and positive contributions that a coach makes, and then also list a few aspects that warrant steps for improvement. Typically, there may be a separate Improvement Action Plan that includes specific steps and completion dates that outline what has to be accomplished.

To conduct your coaching evaluations, many athletic administrators use a standard form. This document typically would have a number of questions related to the responsibilities involved with coaching, and many would incorporate a one-to-five Likert rating scale in order to assess an individual’s ability. To go a step further, an evaluation form should also have one or more places in which narrative explanations can be added to further justify, expand upon, or clarify the numerical ratings – those that are either positive or the few in need of improvement.

While there is nothing wrong with trying to improve your evaluation form, understanding the purpose and value of the evaluation process is much more important. The form or document is simply the tool or vehicle that you use, and you may be required to utilize it in your setting. Always keep in mind, therefore, that you are conducting these appraisals to help your coaches learn, develop, grow and improve. The ultimate beneficiaries are your young people and the program.

If you want to create an evaluation form, or improve upon your existing document, make sure that your questions truly relate back to your job description for your coaches. In addition, create questions that are based upon the seven core responsibilities and 42 standards that make up the National Standards for Sport Coaches. These competences and expectations were created and published by SHAPE America (Society of Health and Physical Educators). By using these two sources, you can more accurately rate how your coaches meet the standards and expectations for your setting.

For your evaluation effort to ultimately be successful, however, you first have to educate and convince your coaching staff that this process is not meant to be punitive, but one to help them grow and develop. It is and needs to be mutually beneficial. This explanation would normally be included in your preseason staff meeting, and you do want to emphasize that in your education-based program you do not use wins or lack thereof as a basis of your appraisal. It is always what and how do coaches contribute to the growth and development of their student-athletes.

A well-developed evaluation process takes considerable time, thought and effort to construct and execute. When both the athletic administrator and the coaches understand the purpose and value of the procedures and approach, however, a great foundation for your education-based program is established.

References
Hoch, D. Leading an Education-Based Athletic Program. 2022.

Hoch, D. “Where Does Winning Fit?” Coach and Athletic Director, December 2010, 16-1.

SHAPE America. National Standards for Sport Coaches. 3rd edition, 2021.