Coaching and Character

written by Pete Van Mullem, Lewis-Clark State College in Lewiston, ID

This past fall, long-time football coach John Gagliardi retired from St. John's University in Collegeville, Minnesota after completing his 60th season. A legend amongst his colleagues for his longevity, Coach Gagliardi achieved success on the field winning four national championships and numerous conference titles. He also received national attention in 2002 when he was profiled on the NBC Today Show for his unorthodox coaching style (Brackin, 2012). Beyond the notoriety and, maybe more importantly, his legacy is the positive influence he had on his student-athletes.

Joe Mucha, a retired General Mills executive who played on Gagliardi's first two national championship teams, said the coach's influence went far beyond the field. "I can tell you that I built my career modeled after the things I learned from John - the way he prepped for a game, the way he made you believe in yourself," Mucha said. "Very few people you meet in the world affect you that way" (Brackin, 2012).

There is something about the longevity of a coach that is comforting. A reassurance that the person will be there when you attend a game, turn on the television, or visit your old school. I immediately wonder if someone will be able to replace Coach Gagliardi. Who will fill the gap?

Arguably, the decision of a coach to stay at one school, or with one team, may not be their choice. The pressure on coaches to produce on the scoreboard may not allow them time to develop as a coach. Furthermore, every time an established coach retires or passes away we seem to lose a valuable role model, one who understands the power a coach has to influence young people (Potrac & Jones, 2011.)

An old adage states that sport builds character. Research has shown that coaches play a role in the character development of their student athletes (Hardman & Jones, 2011), but participation in sport does not guarantee that positive character values will be taught (Stoll & Beller, 1998). Interestingly, it seems that the longer a coach stays in the coaching profession the more they talk about helping young people, and how they feel privileged just to be a coach. Don Meyer retired from Northern State University (SD) as the all-time winningest men's basketball coach in college basketball history. In reflecting on his time as a coach he stated,

"You play the game when you're a kid," he said. "You want to be great, you want to play professionally, and then you're not good enough so you have to do something else. So you coach, and then you really get lucky because you work with kids. And I love to see how a team can improve and kids improve. I mean, there's nothing better than that. It just eats you up inside how lucky you can be to coach." (Olney, 2010, p141).

What can we glean from coaches that thrive or survive for forty, fifty, or in the case of coach Gagliardi sixty-four years? Did they always have the same view of their role in developing young people, or does this perspective change over time? Arguably the essence of competitive sport is striving for victory (Simon, 2010). One could contend that is the general mindset of most student-athletes participating in a competitive sport. They understand the importance or emphasis placed on winning and comparing yourself to others. As student-athletes transition into the role of a coach, they often reflect on past playing experience for guidance (Gilbert, Lichtenwaldt, Gilbert, & Cote, 2009). Therefore, it should not be a surprise that coaches not only understand the importance of pursuing victory as a student-athlete, but also quickly realize the significance of winning to their livelihood as a coach.

Competition is the mechanism by which achievement is measured and determined. Improvement is a desirable goal, but achievement is no less important or noble. Improvement, then, is a worthy goal toward which all competitors ought to strive. But it is not the only goal; high achievement in athletics can be equally worthy, and sometimes inspiring. (Simon, 2010, p. 31).

Undoubtedly Coach Gagliardi strived for victory. But, how did he avoid being overwhelmed by the pursuit of winning? The key to a long career in coaching might be linked to the ability of the coach to establish a belief system focused on the development of athletes as excellent human beings first, and excellent players second (Van Mullem, Stoll, and Brunner, 2008).

Hence, deliberate reflection must be undertaken to identify the underpinnings of one's belief system. By examining your belief system, and creating and actualizing a value driven mission, a foundation for growth can occur that will provide an opportunity for consistent moral growth and performance improvement for the participants in your program (Van Mullem, et al, 2008).

For a belief system to be 'convincing' you have to live your values (Dungy & Whitaker, 2010). During intense moments of competition a coach's belief system is tested. The coach must realize the competitive environment is ripe for teachable moments related to character development, and it is the leader (coach) that must capitalize on these opportunities for actual character development to occur (Van Mullem, et al, 2008).

Coach Gagliardi's belief system was built on a series of 'no's. No tackling, no whistles, no wind sprints, and no calling him coach. Everyone calls him John (Forliti, 2012). This humble approach and consistent style provided his student-athletes a constant message of his expectations and who he was, thus setting the stage for Coach Gagliardi to utilize teachable moments to positively influence those under his guidance.

There are coaches in our lives that we remember and appreciate because they put the best interest of their athletes first, leading from a well-established belief system, and subsequently serving as a positive role model. Upon the retirement of Coach Gagliardi, I hope someone can fill the gap.

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