Improve Your Coaching
Health: Developing a Structured Format for a Year-End Assessment
written by Bill
Utsey, Director of Athletics, Greenville County Schools,
Greenville SC
Imagine
that your team has just finished a dismal season having shown
few signs of progress. Or perhaps the feedback in your community
has been overly negative about your program. Alternatively,
maybe your program is winning but you want to take it to a
higher level of performance. As coach, what can you do to
initiate significant change in a positive direction? What
would your plan for improvement and change look like?
Even if your program is currently successful, what follows
below are a series of suggestions for coaches designed to
improve programs and nurture coaching health. These suggestions
offer a unique, structured and proactive approach that is
coach initiated and will result in a self-generated improvement
plan. Also attached to this article are four sample tools
you can use to gather data. You can adapt these Excel formatted
tools to suit your needs.
Common sense tells me that any good coach already has a general
or formative idea of what makes his or her team good or bad,
what caused every loss, and what led to every win. In this
article I'm going to present you with a structured approach
that will give you a summative program assessment with specific,
supportive data as to why your team won or lost games.
The goal of any self-assessment is to provide coaches with
information that will lead to significant increases in team
productivity (i.e. more wins, more positive experiences, more
winners!). The included self-assessment can be used to re-affirm
the productive things being done in your program that led
to wins and successes. More importantly, the information gathered
could be used to eliminate the non-productive actions or inactions
that led to negative results and failures.
The process outlined in this article will net results for
you and your program because it is an exercise done by head
coaches for the benefit of themselves and their assistants,
the goal being to move the team and program in a positive
direction. The process requires you and your assistant coaches
to first do some homework: This includes assembling statistical
and anecdotal analyses, participating in debate and discussions
among the coaching staff, and writing an improvement plan
with specific objectives and goals. If by using the process
outlined in this article and the four tools attached, you
are able to pinpoint one thing that makes you better or helps
your student-athletes perform at a higher level, this article
will have achieved its purpose.
All assessment tools include a series of questions, data
gathering, and deliberations about appropriate measurements.
The first step is to generate a set of measurements to form
a basis from which coaches can analyze what was done right
and what went wrong during the season. The second step is
to come up with a series of questions coaches needs to ask
themselves about their coaching, program, team, and players.
Essentially, these two steps are a "where-are-we-now" analysis.
In the business world, this is referred to as a SWOT
analysis (strengths, weaknesses, opportunities, and threats).
Where should you begin? What questions should be asked? What
measurements and data should be collected and used in the
evaluation? I plan to share with you a wide variety of suggested
questions (included in the four attached tools), that when
executed will give you a clear picture of the things you need
to continue doing. Likewise, this self-evaluation process
will also enlighten you as to the things you need to do to
make the necessary changes that will take your team to a significantly
higher level of performance next season or seasons in the
future.
Statistical Analysis of Total Season
Let's start with the obvious: A measurement of the statistics
of your team's past season. Put these measurements in a table
or spreadsheet format. See the attached sample sheet entitled,
"Year-End
Assessment #1-Statistical Analysis Total Season." The
measurements in the chart (in this example they are in football
format, but can easily be adapted for any sport), are only
examples.
What's essential is charting the data! Your job is to use
the chart and adapt it to your sport and liking by selecting
measurements that will give you the information you are seeking.
The important point is that you want the numbers to tell you
something about your team's and your coaches' performances
during the past year. So, put some thought into which statistics
will talk to you the most. Total season statistics when compared
to those of your opponents can show you coaching liabilities
and assets as well as the weaknesses and strengths of your
team. Each comparable statistic may also highlight where strategies
were flawed or personnel were weak. It can also tell you where
your teaching needs to be improved.
Statistical Analysis Game-by-Game
You may also want to consider a game-by-game chart showing
the statistical measures that will speak the most about how
your team won or lost a game. Attached to this article is
an Excel spreadsheet with more detail and something you can
adapt to your liking (See the attached sample entitled, "Year-End
Assessment #2-Statistical Analysis Game by Game"). The
measurements or statistics in the table are only suggestions.
Again, it's the chart that is essential! You should choose
your own meaningful statistical measurements! The criteria
for selecting the measurements should be those items that
will give you the critical information you want to find out
for your assessment needs.
The information you gather should make you think deeper,
ask questions, and come up with answers and solutions. This
is what the assessment is all about. Information gleaned from
team statistics can be very instructive. Such data and information
will make you a better coach and if you use the information
effectively, your team's performance can and will be ratcheted
up to a higher level of play.
Analysis of the "Winning Edges"
The next step is to assess your "Winning Edges." See the attached
form "Year-End
Assessment #3-Winning Edges" The focus here are the aspects
of coaching that more often than not significantly impact
winning and losing. You will need to identify what these "Winning
Edges" are for yourself and for your program. In my example,
I chose to define these "Winning Edge" traits as follows:
Talent of Players, Physical Condition of Players, Attitude
of Players, and Strategy of Coaches. Like the above statistical
analyses, these items are only used as examples. Your task
in putting this type of analysis together is to select and
define what "Winning Edges" you want to use in your assessment.
Some of these 'edges' may include intangibles such as 'toughness'
or 'hustle.'
When you develop your "Winning Edges" make sure you have
a definition for each "winning edge" and all of your coaches
fully understand the impact each makes to winning games. All
you need to do next is to set up a chart with a game-by-game
column showing where you or your opponent had the 'winning
edge' for that particular game in that specific trait. From
the "Winning Edges" analysis your objective is to get the
vital information about these critical areas and how each
item pertained to the performance of your players, team, and
coaching during the past season.
Player Surveys or Exit Conferences
One of the most successful coaches in my school district
does an exit conference with his seniors after every season.
This coach claims it is one of the best coaching improvement
tools he has ever used. A sample "Exit Survey" is
attached ("Year-End
Assessment #4-Player Survey"). You may choose to
use this as an anonymous survey with players responding in
private or use it in a one-on-one conference with your outgoing
seniors or all of your returning players. Select your questions
carefully by determining what specific information you are
trying to gather. The attached survey contains only sample
questions and statements in an "agreement" format.
You may select another format with questions or statements
that will pinpoint the information you are seeking. Survey
Monkey offers a free player survey online you may find
to your liking. What matters most here is not how you administer
your survey, but what you do with the information and comments
gleaned from such a survey.
Brainstorming or Discussion Sessions
After you have assembled and charted your collective statistics
and data for the season you will want to disseminate them
to your coaching staff and have them study the data. Your
next step is to meet with your coaches, in groups or individually.
Such sessions may include your entire staff or a group of
selective coaches (picked by you because of their knowledge
and experience or your trust in their judgment). The purpose
of these meetings is to define your strengths (the good things
done that led to wins) and weaknesses (the things done or
not done that led to losses).
In a "Brainstorming" session, you will need to set up a specific
set of rules. For these sessions to be productive, each participant
must be brutally honest, putting every thought, idea, and
issue "on the table." These sessions are about the student/athletes
and the productive future of the team. The sessions should
never be about the personal feelings of coaches. The focus
must be on the goal of making the program better for the future.
Typically, a brainstorming session should allow participants
to express any idea or issue with no discussion, no limitation,
and no threat of repercussion or retribution. If in a session
a coach states that a specific strategy used was flawed, then
this should be allowed without anyone coming back to debate
his statement. The idea of a brainstorming session is the
free flow of ideas and comments. These meetings must have
an agenda and a recorder who will write down every statement.
The agenda should be based upon the statistical analyses and
data gathered in the charts and surveys used in your assessments.
The head coach should cover each item and ask each session
participant to comment on why a particular set of data revealed
in the assessment tool was weak or strong.
You may elect to forego the brainstorming idea and simply
have discussion sessions. If so, a set of guidelines should
be written down and strictly followed for each session. A
good example of a guideline is to limit discussion of each
item to only two or three minutes, cut it off and quickly
go to the next item. As in the brainstorming session above,
a written agenda should be followed. At the very least, a
list of questions should be used to lead the discussion sessions.
As in the brainstorming session, you can expect things to
get personal at times in a discussion format. As the head
coach you should lead these sessions as an objective facilitator
keeping in mind that the results and discussions are all about
improving the team.
Regardless of the format used, either method should net you
a list of strengths and weakness (or successes and failures).
You now have data (statistics, numbers, and opinions from
four tools) and input in the form of opinions, ideas, and
suggestions from your coaches and, hopefully, from yourself
all written down and recorded. All of these opinions and ideas
now need to be placed in some kind of order.
Step one is to organize them into
groups of positives (things that helped your team with wins
and successes) and negatives (things that were lacking or
led to losses and failures). Step two
is to see if any of the items can be combined because they
are closely related or mean the same thing. This will eliminate
some items and lower the total number of issues to be addressed
in the assessment. In step three,
you will want to prioritize each list. This can be done by
simply getting consensus on each of the items as to what were
the best/worst or strongest/weakest items. One way to do this
is to have each coach cast a limited number of votes on a
limited number of items.
An example would be for coaches to be given ten votes with
the condition that they can only apply them to four items
with no more than four votes on any one item. This will net
you all the items that are high on your list with the most
votes and those low on the list with few votes. This technique
works well well in prioritizing which items were the biggest
contributors to your success or failure.
Plan of Action
The above process will give you some assemblage of the specific
contributors to your successes and failures. Such a comprehensive
analysis and study of the statistics and discussions with
your coaching staff can make a tremendous difference in what
you and your coaches should focus on in the off-season. The
next step - the "where-do-we-want-to-go" and the "how-are-we-going-to-get-there"
- is to formulate a strategic
plan that will maintain what you are doing well and correct
or change the things that led to failures. A good
strategic plan has goals with objectives under each goal
that will lead to its attainment. Each objective must have
specific strategies and actions -
process goals - that are doable and, if done, the objective
is reached. Set a date as to when the action will be initiated
for each specific strategy or action.
This entire strategic plan should include a consensus agreement
from all of your coaches. If one of the coaching goals you
set for the next season is, "reach the second round of the
playoffs," then items such as, "increase overall team speed
by one tenth of a second in…," is an objective. A goal such
as the one above will have many objectives and each objective
should have one or many actions or process
goals. Your duty is to execute the actions vital in attaining
the objective. To enforce and empower the actions, place a
timeline or deadline on each of the actions. Timelines are
initiators and motivators and will result in action occurring
to attain the objectives.
You can now see that the real coaching of a quality high
school athletic team is almost all done in the off-season.
Gathering all the statistics and having many discussion sessions
with your coaches will be a lot of work. And creating a strategic
plan put on paper will take a huge collective effort. But
remember that as head coach you are the team's leader. A strategic
plan well executed takes both leadership and courage.
Summary
When all is said and done, the above processes, whether you
choose to use some or all of them, will give you and your
coaches many of the why's and how's your team won or lost
in competition. More importantly, the information gathered
and the discussions and debate you have with your coaches
over these data analyses will give you the basis for setting
the goals and objectives (with strategies and timelines) for
what you and your players must specifically do to improve
their performance for the next season and more importantly
your coaching health for the future.
Biography: Mr. Bill Utsey is in his 14th year as the District's
Director of Athletics. He is a 1970 graduate of The Citadel
and holds masters and education specialist degrees from USC.
He has been a school athletic director, teacher and head coach
in numerous sports. Additionally, he served as principal of
Wade Hampton HS for four years. Mr. Utsey is a member of the
South Carolina and National Athletic Administrators Associations
serving as president of the former (SCAAA). His awards include
the SCAAA State Award of Merit and the NIAAA Distinguished
Service Award.
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