Philosphy of Coaching

8/7/2019 Philosphy of Coaching

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Coaching isn't a great mystery. It's just hard work,

determination, and inspiration at the right moment.

Bob Zuppke

The Philosophy ofCoaching

Christopher Eric Shipman

2009


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Part One: An IntroductionAs a youth sports always interested me; I enjoyed the competition and excite-

ment. I spent my childhood participating in a variety of athletic competitions in the rela-tively small town of El Dorado, Kansas. My parents insisted, however, that I spendtime outside of sports, so they enrolled me in various groups like Cub Scouts, 4-H, and

church youth groups. While I spent only a brief time in some of these groups, othersheld my attention through out my childhood and adolescents. I exist as a collection ofthe experiences I have encountered throughout sports and leadership groups.

Perhaps the early experiences in 4-H and other organizations helped me to no-tice things that others missed, or maybe its being the son of Jack and Shelley Ship-man who forced me to become who I am. I can remember studying for spelling testand my dad requiring to re-write all one hundred words because I didnt properly spacethem. The attention he gives to small task still amazes me. Do it right its easier, anearly lesson I learned after giving a half effort when cleaning my room. He wouldcheck to see if the job met his standards and if you failed (which most do) a second trywas required. Each time he came back the standards increased until white gloves in-

spected the top of the door frame. The elementary school version of me quicklylearned my fathers philosophy and I did it right the first time because it was easier.

While my father taught me attention to detail, my mother, Shelley trained me inthe arts of compassion and self-assertion. At times people have described my mom asabrasive, but when one understands her you see through the front that she puts on. Ihave failed to meet another who cares about her children more. She was quick to ar-gue with anyone that cheated her baby (even if that occurred when her 24 year oldson coach his first season of 8th grade football and the official blew a call). Many mis-interpret this example as brusqueness while its actually compassion. She willinglystands up for those she cares for without regard for her reputation. She wants me tosucceed and is willingly to fight for me, and while arguing with referees is never appro-

priate, it is an example that most sports people can relate with. If you dont fight foryourself, then who will? she would ask and she was exactly right.

The last artist who helped to mold me as an adult was my sister Amy. Fouryears my senior she paved the path that I would follow and I can remember constantlytrying to measure up to and surpass her example. Without her I doubt I would havepushed myself nearly as hard or been involved in many of the groups I spent time with.Her example inspires me today and I hope that someday I am as driven as her.

While attending El Dorado High School I lettered in four sports and participatedin multiple clubs and groups. I served as a student council representative, treasure ofthe Kansas Association of Youth and was the defensive captain of the Varity footballteam for two years. Unlike many high school athletes, I held an active life outside of

sports and could envision my life without sport. I spent time with people who were notjocks and I knew that I could survive and function without athletics.


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Against the wishes of many I turned down football offers to small NAIA collegesand a handful of Junior Colleges. I had established goals and objectives in my lifeand many were outside of sports, so instead I attended Kansas State University tomajor in Secondary Education, however, my time away from athletics was brief. Afterreceiving encouragement from several high school coaches I decided to become part

of the Kansas State University football program as an equipment manager. I loggedextensive hours with legendary leader Bill Snyder who not only coach football but alsotaught leadership. From Coach Snyder I learned how to treat others and learned thetrue meaning of respect. His athletes push themselves to the brink and unlike many insports, Snyder rarely rais his voice or even spoke during practice. He was a field gen-eral letting his assistant and veteran players inspire each other while he took detailednotes over the occurrences of practice. Snyder understood that each player, coach,and manager must buy into his concept if they were going to be successful. Snyderdoesnt simply coach football, he coaches life.

After five years at K-State I began my professional career at Junction City Mid-dle School were I have taught 6th grade and 8th grade History while coaching football,

basketball, and track. I constantly remold myself as a person, teacher, and coach. Idraw on my experiences and rely on my fellow professionals to find ways to creategreat people who will lead our society.

Part Two: Coaches as GardenersEvery coach knowingly or unknowingly follows some sort of model for his/her

career. For me a great coach and a great gardener have similar features. Both occu-pations play an important part in the end results but neither are required for the pro-duction to exist. Plants grow naturally so they obviously do not require a gardener.Children across the world engage in sports inparks and recreation centers though out the world

so clearly coaches are not required for competi-tion to take place.

When gardening several factors existwhich yield the best crops. I am not an expert inhorticulture, but I do know that all plants need fourthings to survive: sunlight, water, soil and air.When I examined these four basic needs I foundthat the job of gardeners closely mimics the roleof coaches.

As a coach I must praise my athletes, orcoach their emotions similar to how plants must

spend time in the sun and praise represent thefirst requirement of the Coaches as Gardeners model. Athletes that enjoy their sportwill work harder than athletes that dread coming to practice and too often coaches for-get to converse in friendly terms during down times. Effective coaches welcome theirathletes into their home for team dinners and take interest in the student-athletes livesoutside of sports. However like a plant, athletes can become burned with too muchtime in the sun or with excessive praise. Coaches must walk the thin line and stayfriendly with athletes, but not friends with their team.


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The second part of the Coaches as Gardeners model regards physical work.Obviously, coaches must train their athletes and this copies the role of water in garden-ing. Plants require water in order to thrive and with out enough they will die but thesame holds true with excessive water. As a coach I must train my athletes so they areprepared to compete at high levels, but an athlete's body can drown or breakdown

with excessive training so coaches must monitor practice time ensuring enough time toproduce success but not overwhelming their team.

Soil makes up the third section of the Coaches as Gardeners model. While soilrarely receives the credit for a great looking plant it plays the most critical role. Asdoes teaching or coaching the mental aspect of athletes. Coaches need to spend timein classrooms going over the basic principals of their sport and also teaching leader-ship concepts. Without coaching the brain of an athlete, teams will not understand themindset of the coach or achieve the goals or objectives of the team.

The final required ingredient in the model involves air or time away from thesport. Coaches must remember that very few of their athletes will match their level ofpassion, so they must allow for time away from their program. This understanding

means that players will need time off for holidays and vacations, which provided timefor the coaching staff to spend with their families and also to review the progress of theprogram.

Obliviously, other factors play important roles in coaching and gardening. Attimes a gardener will fertilize his or her crop as a coach will need constructive criticismto develop athletes. Still not all plants or athletes will produce the same crop andcoaches must remember that each plant requires different amounts of ingredients tothrive. Teams are made up of different flowers and when they are brought togetherthey can create a wonderful bouquet.

Part Two: The High School Program

Much credit in the following section must be given to George Curry. Curry a for-mer high school football coach, lived in Pennsylvania winning over 400 games and sixstate championships.

It is my philosophy that a sports program must possess a solid foundation.Coaches must establish this from the beginning and must reinforce it each year. I feelthat sports program exist on three basic principles. These principles include mentaldevelopment, physical development, and career development.

Mental Developmentchallenge, motivate, and discipline

-We must challenge our student-athletes everyday to achieve more than theythink they are capable of; this includes on the court and in the classroom.

-We must motivate our student-athletes to improve their character each day. Ifwe create better people then we will create better athletes.

-We must create discipline and mental toughness. This means that we mustpush our athletes in practice so they believe they will achieve in a game.


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Physical Developmentconfidence, training, and conditioning

-We must produce players that our physically developed and have put exten-sive time into physical training. When we do this our athletes will have moreconfidence which will relate to more success on and off the court.

-We must ask our players to train four times as much as our opponents. Thiswill lead to players that are physically and mentally better prepared for thechallenges they will face in life.

-We must condition our athletes so they are stronger and more confident. Astrong conditioning program also creates mental toughness and discipline.

Career Developmentthe future, goals

-We must demand that our student-athletes envision the future of their lives.Only then we will be able to develop players who can see what we are tryingto establish as a program.

-We must assist in the setting of goals for our student-athletes in all aspects oftheir lives and also help them develop a plan for achieving their goals

Who makes up the Sports Program?The coaching staff cannot construct the sports program alone. The staff might find im-mediate results but long term successes come when outside parties play a vital role.The student body, faculty, community, and parents all hold important positions.

Student BodyObviously the student body plays a huge role in any sports program. Coaches

must recruit every possible athlete to their teams. When this occurs attendance willrise and coaches will gain support. Further coaches cannot start with athletes theirfreshman year, but instead visits to elementary schools to excite young athletes needto occur frequently. The youth must feel a part of the program because they live in ourcommunity and we must welcome attendance at games, camps and summer condi-tioning programs. Again, gaining the support of the student body will not occur whenstudents begin as freshman but instead when they begin their education.

FacultyIf one desires to develop well-rounded student-athletes, then the faculty muststay involved. Unfortunately, a coach cannot spend the entire day with his or her ath-letes, so the faculty must share the vision of mental development and mental tough-ness. A coach must ask the faculty to demand that student-athletes show discipline inthe classroom both in academics and behavior. This development will assist on thefield because athletes focus will increase. Also the faculty serves as a largest pro-moter for the program.


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CommunitySimilar to the involvement with the faculty, the community can have a major im-

pact on our program. Our athletes spend time at work, at leisure, and with familymembers in various settings. When members of the public share the sports programsvision then goals are more easily accomplished because of objectives are reinforced.

ParentsCoaches must communicate with parents about our program goals and objec-

tives. Every parent wants the best for their child and coaches must discuss how theprogram can assist in the development of their child. Parents need to emphasis disci-pline, mental toughness, and dedication.

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Philosphy of Coaching