Creating An Effective Coaching Evaluation Instrument
Written by: Dennis
Docheff, University of Central Missouri,
Warrensburg, MO
The methods used to evaluate coaches
range from organized and scientific
to unplanned and biased; some evaluate
coaching behavior while others make
assessments based upon the way coaches
dress. Some people sit in the stands
thinking things like, “That coach
should be using a full court press,”
while others consider thoughts of, “Look
how nice that coach’s suit looks.”
Each thought is a form of evaluation;
yet, can the evaluation of coaches be
more meaningful to the sport educators
in the profession? Other typical methods
of evaluation include things like:
- Win/Loss Record - Does a win/loss
record truly reflect a coach’s
performance? It is possible that a
coach with a 14-1 record had players
with strong talent, while another
coach with a 2-17 record had no business
winning two games, but somehow led
the team to two opportunities to win?
- Administrator
Visit - Some administrators make a
yearly visit to the gym to “observe”
practice. Does this once per year
visit for thirty minutes provide adequate
support for an annual evaluation?
- Appearance
- Like it or not, this is how many
fans evaluate the coach. Do thoughts
of “Doesn’t she look nice?”
or “He sure yells a lot”
overshadow the vision of what the
coach actually does regarding the
development of players?
It is clear that evaluation is critical
to improved coaching. Yet, with a variety
of evaluation methods being used, it
is important that coaching evaluation
instruments reflect the needs of all
involved in the sport experience.
This brief article provides an opportunity
for readers to create a coaching assessment
instrument that can be used by athletic
directors and coaches. ADs can use the
instrument to evaluate coaches, while
coaches can use it for the purpose of
self-evaluation. Although this article
creates a new instrument that can be
implemented in various coaching situations,
it hopefully serves as a springboard
to future thoughts on the topic of coaching
evaluation.
When creating a formal evaluation instrument,
it is important to accept input from
all the constituents that are a part
of the sport experience. Input can come
from coaches, administrators, athletes,
parents and community, as well as research
on teaching effectiveness and existing
coaching standards. Clearly, it is improbable
that any instrument includes everything
for everybody, but the development of
a new coaching assessment instrument
might include some views from all the
groups listed above.
So, what
is important to coaches when assessing
coaching performance? Some items might
include:
- Knowledge of the sport
- Relationships with students/athletes
- Improvement of players
- Contest performance
- Ethical behavior/role modeling
- Positive impact on an entire school
environment
What do administrators
consider when assessing coaching performance?
- Discipline
- Supervision
- Sideline behavior
- Role modeling
- Win/loss record
- Media relations
What kinds
of coaching qualities are important
to athletes?
- A chance to improve
- An opportunity to play in the contest
- Coach’s knowledge of the
sport
- Fair treatment for all
- Having fun at practice
- A feeling that “the coach
cares about me”
What elements
of coaching performance are important
to parents?
- Safety of their children
- Coach cares about kids
- Ethical behavior
- Athlete improvement
- Communication with parents
- Winning?
The National
Association for Sport and Physical Education
(NASPE) has developed national standards
for coaches. NASPE recognizes eight
domains for the coaching standards,
and the use of these coaching domains
is vital when evaluating coaches. These
domains include:
- Philosophy & Ethics
- Safety and Injury Prevention
- Physical Conditioning
- Growth & Development
- Teaching & Communication
- Sport Skills & Tactics
- Organization & Administration
- Evaluation
Finally,
what does research on teaching effectiveness
suggest about coaching performance?
It is often said that “coaching
is teaching;” therefore, it makes
sense to utilize educational research
when assessing the performance of coaches.
Based upon a multitude of common educational
findings, effective teachers:
- Provide specific, performance feedback
- Create high levels of engaged skill
learning time
- Are effective managers
- Demonstrate high levels of enthusiasm
- Have a strong knowledge of content
- Plan effective lessons
- Study their teaching method
It is the use of an evaluation
instrument that determines its effectiveness.
One of the keys to effective evaluation
is the “buy in” of those
most involved in the activity. Obtaining
input from coaches and administrators
creates a stronger acceptance of the
instrument. If personnel accept the
evaluation instrument, they are more
likely to use it effectively. If coaches
and ADs accept the merits of an assessment
instrument, coaches can assess themselves
or other coaches, while administrators
can assess head coaches and assistants.
Developing an instrument includes selecting
the items that are “most meaningful”
to each group involved in the sporting
activity. By selecting topics from the
groups discussed above (or from lists
developed by each group) and placing
those items in document form, it is
easy to construct a new coaching assessment
instrument. (See sample that follows.)
- 1 2 3 4 demonstrates a strong knowledge
of the sport
- 1 2 3 4 develops positive relationships
with students/athletes
- 1 2 3 4 fosters improvement of players
- 1 2 3 4 exhibits appropriate contest
performance
- 1 2 3 4 maintains ethical behavior
and provides a positive role model
- 1 2 3 4 creates a positive impact
on the entire school
- 1 2 3 4 maintains discipline with
athletes
- 1 2 3 4 provides adequate supervision
of players at all times
- 1 2 3 4 demonstrates appropriate
sideline behavior
- 1 2 3 4 acquires an acceptable win/loss
record
- 1 2 3 4 maintains positive relations
with the media
- 1 2 3 4 provides all athletes with
a chance to improve
- 1 2 3 4 provides a chance for athletes
to earn a chance to play in the contest
- 1 2 3 4 offers fair treatment of
all athletes
- 1 2 3 4 creates an atmosphere of
fun at practice
- 1 2 3 4 creates a feeling of genuine
concern for athletes
- 1 2 3 4 maintains a safe environment
for athletes
- 1 2 3 4 cares about athletes
- 1 2 3 4 provides adequate care for
injury prevention and rehabilitation
- 1 2 3 4 communicates a positive
philosophy and ethical approach to
sport
- 1 2 3 4 uses acceptable practices
when conditioning athletes
- 1 2 3 4 is aware of and uses techniques
that match growth and development
of athletes
- 1 2 3 4 utilizes strong teaching
and communication skills
- 1 2 3 4 employs effective sport
strategies and tactics
- 1 2 3 4 demonstrates strong sport
skills
- 1 2 3 4 is organized and completes
administrative duties
- 1 2 3 4 performs adequate evaluation
of self and players
- 1 2 3 4 provides specific, performance-related
feedback
- 1 2 3 4 creates high levels of engaged
skill-learning time
- 1 2 3 4 effectively manages players
- 1 2 3 4 demonstrates a high levels
of enthusiasm
- 1 2 3 4 creates effective proactive
plans
- 1 2 3 4 studies his/her teaching
method
- 1 2 3 4 communicates with parents
- 1 2 3 4 overall coaching performance
Comments: __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Download the above
sample.
The items included in this sample may
not reflect all issues important to
a specific athletic department or school
district, but the point is to show how
local athletic departments can create
their own evaluation instrument that
meets the needs of the local constituents.
There is no magic number regarding
how many items should be included. One
athletic department may decide to create
a brief 12-item instrument that best
reflects the most important factors
for their coaches, while another school
creates a comprehensive instrument containing
fifty specific coaching behaviors. The
result depends upon the needs and wants
of each group developing the instrument.
It is not recommended that the instrument
be changed year after year. Assessment
instruments may be modified from time
to time in order to maintain a current
perspective on coaching, but there should
be some stability to the instrument.
Developing a strong instrument and then
maintaining that instrument over time
adds to the credibility and usefulness
of the instrument. Once the instrument
is developed, its use determines its
effectiveness. Does the instrument provide
information about coaching behavior?
Is the instrument easy to complete?
Do the coaches accept the items included
in the instrument? These and other questions
may be used to consider the usefulness
of the instrument.
The evaluation of coaches can be seen
in two lights - formative assessment
or summative evaluation. The same instrument
can be used in both. Formative assessment
provides an on-going look at coaching
performance, with an attempt to nurture
and improve technique along the way.
Summative evaluation of coaches typically
occurs at the end of a season, when
a final judgment about the coaching
performance is made. Summative evaluation
is often used in determining whether
to maintain the service of the coach
or to release the coach from his/her
coaching duties.
Conclusion
The purpose of this article was to
provide insight into the development
of a coaching assessment instrument
that might be useful at a local athletic
department. A sample assessment form
was provided. When developing a meaningful
coaching assessment, items of interest
from all people involved in the sport
program, ranging from coaches and administrators
to parents and players, may be included.
In addition to input from each group,
national coaching standards and teaching
research can be used when developing
a coaching assessment instrument. Hopefully,
athletic coaches take a positive stance
in the assessment of their performance.
Forward-thinking coaches want evaluation
to occur; with a little work, evaluation
can occur on their own terms.
Dennis Docheff has been an educator
for over thirty years. Dennis’
experience includes teaching, coaching,
and administration at the elementary,
middle school, high school, and collegiate
levels. Currently, Docheff is a Professor
at the University of Central Missouri.
Docheff has published over 100 articles
and given over 150 professional presentations
in physical education and sport. Dennis
is married to Keri and they have three
children; Dodge (20), Payton (17), and
Emily (13). |