National Coaching Standards Review Paper

Introduction

Coaching is an ever-evolving profession that is shaped by the most recent findings of scientific research as well as the most successful coaching approaches (Tulowitzki, Krüger, & Roller, 2018). As a result, to achieve and maintain efficacy as well as achieve and maintain sustainability, a coach must be up to date with the profession. Therefore, a new set of National Standards for Sport Coaches has been developed due to the increased expectations placed on both physical fitness and athletic performance. Society brought about a relatively recent invention for Health and Physical Educators. Having a clear understanding of the precise information as well as skills that coaches need to have is the goal of these guidelines (Hill, & Goldfine, 2020). There are 42 different standards broken down into seven primary categories. The following are some illustrations that illustrate these themes:

• Establish a Vision, Goals, and Standards for All Sports Programs.
• Participate in Ethical Practices and Support Those That Are Already in Place.
• Focus on forming relationships.
• Create a Safe Sporting Environment
• Work on making the sporting environment more upbeat and welcoming to all participants.
• Carry out drills and get yourself ready for the competition.
• Strive for Constant Improvement in All You Do (SHAPE America, 2020).

In this paper, I will discuss the ten national coaching standards that I have chosen from the forty-two standards, and I believe that these ten standards can help me in my future coaching.

1. Identify, model, and teach positive values learned through sports participation.

In this National Coaching standard, an individual can identify, model as well as teach positive values that are learnt through sport (Gano-Overway, Thompson, Benham, Long, Bolger, Van Mullem, & Schuster, 2020). Therefore, values such as justice, creating teams, discipline, equality, inclusion, perseverance, as well as respect can be learned via participation in sports. The ability to provide a collective framework for the acquisition of principles and contribute, as a result, to the growth of the soft abilities necessary for responsible nationality lies within the purview of the sporting world. Values Education via Sports programs has the potential to be of great assistance not just to school-aged children but also to adults and other members of the community who have an interest in athletics. Included in these VETS deals are some of the following:

• Values Edification or Education via Sports programs promote joyful learning, enhance intellectual capacities, as well as give children snowballing responsibilities in a safe environment. Students’ attentiveness, as well as participation, are also improved as a result of these initiatives.
• VETS programs can be easily adapted and have a wide range of applications. As a result, they can be included in a range of existing curricula, such as physical education, civics and morality, nutrition, science, and crafts, and serving as stand-alone resources.
• As a result of these activities, students can translate and apply their principles outside the classroom. Getting kids interested in their communities, making informed judgments, caring about the needs of others, and respecting the natural world are all ways to accomplish this. Participation in VETS supports the advancement of self-assurance, active as well as healthy lifestyle sets, and a comprehension of rights, all of which aid in the transition to adult responsibilities and freedom.

These standards can be relevant in my future coaching career because of the following reasons;

First, I will be able to encourage the students or the other people to join sports. This is because, in sport, one can develop important values that will help this individual in their daily lives. Some of these values include equality, justice, teamwork, discipline, respect, perseverance as well as inclusion.

Lastly, this standard will equip me with the relevant knowledge and skills required in caching or to be a competent team leader. Therefore, in my coaching career, I will be in a position to train as well as lead my scholars or trainee.

2. Prevent injuries by providing a safe facility

One of the most critical national coaching standards recommendations is to provide a safe facility to reduce the risk of injury (Gano-Overway et al., 2020). Even a minor incident at work might have significant ramifications for your company. The medical fees, lost productivity, documentation, as well as low morale all, add up. If you don’t get hurt, you won’t have to pay these charges. Injuries within any organization or department, such as sports, can be avoided through the following ways:

• A safety and wellness strategy should be implemented first. The basis of a safe workplace is a well-designed program for accident prevention and employee health and well-being. In order to be effective, the program must encourage employees to report potentially harmful practices or behaviours at all levels of the organization.
• Pre-placement physicals should be done as well. Inexperience, as well as the incapability to physically execute the position, are aspects of numerous mishaps. An applicant’s physical capabilities are considered during the screening process, which helps ensure that they are placed in the most appropriate roles.
• Finally, educate your employees and your management team. Maintaining a high standard of safety in the workplace is essential for both employees and management. As frequently as possible, educate your personnel on the necessity of ensuring safety techniques. Body mechanics exercise helps prevent anxiety injuries and keep workers safe while lifting as well as moving.

Preventing injuries by providing safe facility standards will help me in my future coaching career in numerous ways. Some of these ways include;

• I will educate my students or trainees on how to maintain safety while playing as well as while in other places of work.
• Being a coach, I will advocate for the implementation of wellness as well as safety strategy prior to sport or coaching.

3. Teach and encourage proper nutrition for optimal physical and mental performance and overall good health.

In sports being healthy as well as physically fit is essential for each player or athlete. Therefore teaching and encouraging proper nourishment for optimal physical as well as mental performance and general good health is among the best National coaching standards (Gano-Overway et al., 2020). Nutrition has a critical role in a person’s health as well as development. Children, sportsmen, and pregnant women who eat a healthy diet have a lower danger of developing chronic ailments such as diabetes as well as high blood pressure and a longer life expectancy. A healthy athlete or player is more likely to learn and perform well in sports. Well-nourished people are more productive and can open doors that will help break the cycle of poverty and hunger over the long term. All forms of malnutrition jeopardize human health.

• Through this standard, I will be able to coach my team by creating awareness of the essentiality of healthy nutrition as well as the relevance of being physically fit.
• Consequently, I will be able to deliberate with my students on the effects of unhealthy nutrition. Some of these effects include; chronic diseases and underperformance in sports.

4. Use effective communication skills to enhance individual learning, group success, and enjoyment of the sports experience.

Communication is a two-way exchange of information between people. Language is the most apparent means of communication (whether spoken or written), but nonverbal cues like body language or behavioural idiosyncrasies are just as important (Gano-Overway et al., 2020). When it comes to sports-related communication, the options can appear somewhat limited. Quarterbacks use nods of the head to indicate which way a receiver should go. They use signals known only to their squad to call a play. These nonverbal clues aren’t exclusive to video games; individuals use them all the time to communicate nonverbally. Nonverbal communication can include a simple nod or shake of the head to a thumbs up, or any other motion or gesture. When it comes to verbal intercommunication, a team’s ability to maintain open and honest communication channels with its members, coaches, administrators, and supporters is comparable to that of any other corporation. Therefore, this standard will help in my future coaching career in the following ways;

• First, I will be able to communicate effectively with the players or team members. In order to be a successful team, players must be able to communicate successfully with one other.
• Lastly, I’ll be able to better connect with my teammates, which will allow us to create goals and discuss our team’s or sport’s concerns. It’s also a good idea to hold pre-game conventions when the team, as well as coaching staff, might come together to offer or give comments, discuss strategies, and set objectives for the day.

5. Demonstrate and utilize appropriate and effective motivational techniques to enhance athlete performance and satisfaction.

Motivation affects all areas of our lives, including our thoughts, feelings, and interactions with others. In order to attain their maximum potential as athletes, it is widely accepted that they must have a high level of motivation. Even though its abstract nature makes full utilization of it impossible, Big Phil coaches have a “magic touch” and can get a lot more out of a squad than the sum of the parts; others have a hard time motivating themselves and their players.

Athletes and coaches can use various motivational strategies to improve their performance on and off the field. Coaches and athletes can benefit from the following approaches for increasing motivation:

• Athletes should be encouraged to have long-term goals, such as competing for their country at a major championship in three or four years. Athletes who are allowed to choose their own goals are more likely to persevere in the face of obstacles and embrace their challenges.
• Using positive self-talk as a motivational tool can help you succeed in many endeavours, from academics to athletics to hobbies. “Inner coaching” refers to an athlete’s authoritative inner voice that encourages their self-appreciation or other critical aspects of enactment. Self-talk can absolutely affect a sportsperson’s belief system if used correctly. In my work with athletes, I employ three forms of self-talk, and I’ll give you an example of each so you can come up with your own.

I’ve learned a lot from the examples and examples of effective motivational approaches used to improve the performance and contentment of athletes. My future as a coach will allow me to stimulate my students by encouraging them to establish objectives and rewarding those who achieve well.

6. Manage all information, documents, and records for the program

The organization of all the program’s data, documents, and records into a single database standard involves managing and administering all forms of digital and paper records, regardless of their format (Gano-Overway et al., 2020). All aspects of records management are included in the process of archiving. In this sense, content that serves as evidence of a commercial transaction is called a record. It is possible to save documentation in various formats, including written agreements and memoranda, electronic or paper files, reports, emails, videos, chat logs, and databases. On-site or off-site storage options are available for paper records. A company’s digital records might be kept on-premises or in the cloud. Maintaining an organization’s records to be readily available for business operations and regulatory audits is the primary purpose of records management. To track where records are stored, spreadsheets have become widespread in small and medium-sized businesses. Still, larger organizations may benefit more from software packages focused on taxonomy and retention policies. It is possible to market an enterprise data management product that might also help a company manage both records and regular content.

As a future coach, I must maintain a high standard of information management that allows me to comply with both corporate operations and regulatory requirements.

7. Fulfill all legal responsibilities and risk management procedures associated with coaching.

In coaching certification programs frequently place a high value on understanding and adhering to this standard’s clear definitions of legal obligations. The scope of a coach’s legal responsibility is determined by state sports associations, state departments of education, and other government agencies. Athletes’ health, safety, and well-being are the primary concerns while creating these duties, and the educational mission of the athletic program is secondary. There are several places where coaches must report suspected child abuse or neglect cases, and this is an excellent example of a duty placed on coaches by a government agency. Additional responsibilities may be established depending on court rulings or other legal proceedings. If an athlete or parent gets seriously injured during a practice or a game, it is the school’s responsibility to inform them about the dangers of participating in the sport. Coaches and athletic programs can be put in danger if they fail to perform their job.

• In my future coaching career, this standard will enable me to understand all the legal responsibilities as well as the risk management methods connected to coaching.
• Consequently, I will be in a position to teach as well as talk to my students about the legal responsibilities present in the sports industry.

8. Demonstrate efficiency in contest management

One of the most critical standards of the National Coaching program is displaying efficiency in contest administration. Employees, coaches, and players must all work together to complete their jobs on schedule if an organization runs correctly. Good sports performance and strength and conditioning programs can be judged on their ability to utilize their resources, processes and priorities effectively and efficiently. The most important resources are people, equipment, technology, and connections. Your help, including your employees, communicate and coordinate their work through processes. Resources and procedures are complementary because you can have good resources and lousy strategies and yet have a garbage program. A program’s priorities are reflected in how it allocates its resources and processes, which influences the type of work and the types of athletes it develops.

This standard will enable me to be effective in whatever roles I will be assigned as a coach. Consequently, I will be in a position to educate my students or trainees on the importance of efficiency in contest management.

9. Develop and monitor goals for the athletes and program

One of the most crucial methods for success in any context is goal setting, which is a robust strategy. Setting goals aids in concentration and is essential for sustaining and enhancing motivation. Setting short-term and long-term goals provides you with a sense of direction and observing progress as you achieve your short-term goals. There are three types of objectives that may be split down into short, medium, as well as long-term goals. Each of these can be used to increase an individual’s commitment to achieving a specific purpose. There are three main categories to consider:

• Objectives
• Achieved targets
• Objectives of the procedure

Performance goals are concerned with helping an athlete improve over time, whereas outcome objectives focus on achieving specific results in competition. Competitors should focus on process goals when performing a particular skill.

The ability to create and meet my personal goals, as well as those of my team and students, will come in handy as a coach in the future. With my support, they can set personal and group goals, as well as get advice on how to go about accomplishing them.

10. Utilize a practical and objective process for the evaluation of athletes to assign roles or positions and establish individual goals.

Conducting a thorough fitness evaluation on an athlete might be difficult for a sports performance specialist (Lines, 2004). Working with a group of athletes is significantly more difficult. Sports teams’ health-risk and performance assessments must be tailored to their size, goals, number of administrators, and available space and equipment to be most effective. All athletes must undergo an assessment process, but it must also be convenient and time-saving.

As a result of this norm, I’ll be able to evaluate my team members before putting them in new positions of responsibility.

Conclusion

Athletes rely heavily on their coaches for guidance and inspiration. Much more than a single sporting season is typical for this position. As a result, all instructors must be aware of and adhere to the national standards of the speciality. All participants will benefit from the recognition, review, and execution of the criteria (e.g., setting goals, upholding ethics, building connections, ensuring safety, fostering happy surroundings, preparing for practices and competition, and constantly improving). Therefore, regardless of an athlete’s skill level, coaches or instructors can promote changes in a lifetime of healthy physical activity.

References

Gano-Overway, L., Van Mullem, P., Long, M., Thompson, M., Benham, B., Bolger, C., … & Schuster, D. (2020). Revising the national standards for sport coaches within the USA. International sports coaching journal, 7(1), 89-94.

Tulowitzki, P., Krüger, M., & Roller, M. (2018). Education policies, the teaching profession and teacher training in Germany—The ever-evolving 16-piece mosaic. In Education Policies and the Restructuring of the Educational Profession (pp. 71-87). Springer, Singapore.

Lines*, R. (2004). Influence of participation in strategic change: resistance, organizational commitment and change goal achievement. Journal of change management, 4(3), 193-215.

Hill, G. M., & Goldfine, B. (2020). Strategies to Track Student Progress in SHAPE America Standards 3 and 5. Strategies, 33(3), 17-30.