The UNC Academic Scandal: The
Power of a Coach by: Pete Van Mullen,
Lewis-Clark State College in Lewiston, ID
When reflecting on a 38 year career in
coaching, the late Hall of Fame basketball coach, Don Meyer
stated, "...I love to see how a team can improve and kids
improve...And that is why I coach. I mean, there's
nothing better than that. It just eats you up inside how
lucky you can be to coach" (Olney, 2010, p. 141). Although
Meyer was respected nationally for his knowledge of the game
and willingness to share amongst his colleagues, the influence
he had on the lives of his players is worth noting.
Steve Smiley, a player for Meyer at Northern State University
in South Dakota, commented on the impact Coach Meyer had on
his life off the court (Smiley, 2005).
...I knew that my experience as a basketball player at
Northern would serve me in every area of my life, simply
because I was blessed to be around Coach Meyer and learn his
life lessons for five years. He taught me how to
completely engross myself in the team concept and worry about
other people, instead of putting the emphasis on myself.
I will forever be indebted to Coach Meyer... (p.190-191).
When a student-athlete enters into the athletic environment
with a coach, instantaneously a power-relationship develops
between the coach and the student-athlete (Potrac & Jones,
2011). Often given enormous freedom to implement their
own policies and procedures, coaches are in positions to
significantly impact the athletic experience of those they
lead. Coaches have the ability to create environments that can
positively or negatively impact the success of their
student-athletes on and off the field of play (Simon,
2013).
Arguably, the power-relationship between coaches and
student-athletes is greater in collegiate athletics. The
student-athlete is reliant on the coach for scholarship funds,
exposure to the next level of competition, skill development,
and an opportunity to be successful on the scoreboard.
It would be disingenuous to believe collegiate coaches are
unaware of the power-relationship they have with a
student-athlete. Throughout the history of collegiate
sport, coaches have utilized power-relationships in a positive
manner to motivate athletes to astonishing accomplishments,
build lifetime relationships, and provide them skills for
future success.
Coach Vivian Stringer led the 2007 Rutgers Women's
Basketball to an unprecedented NCAA Final Four by overcoming a
season filled with challenges on and off the court (Stringer
& Tucker, 2009). Known for her rigid and
tough-minded approach to team building, University of
Tennessee Women's Basketball Coach and Hall of Fame inductee
Pat Summitt, intentionally developed long-term relationships
with her student-athletes (Summitt & Jenkins, 2013).
When Steve Smiley finished his playing career with Don
Meyer, he published a book about his experience and included a
section for former players to publicly express their
appreciation to Coach Meyer. Many of Coach Meyer's
former players commented on how he taught them skills for life
after basketball (Smiley, 2005).
Unfortunately, there are also instances where coaches have
also wielded their power to the detriment of their
student-athletes by demeaning them, objectifying them only as
a means to achieve success (i.e. victory and financial gain),
and failing to serve as a moral role model when allowing the
pressure to win to become the prevailing goal. In 2013,
University of Rutgers Men's Basketball Coach, Mike Rice made
national news when a video surfaced of him belittling players
with racial and homophobic slurs (Van Natta, 2013).
Coach Rice seemingly viewed his student-athletes as a means to
winning basketball games and brandished his influence on them
in a negative manner to secure victory.
The recent academic scandal at the University of North
Carolina similarly reveals the prioritization of victory above
all else. A report commissioned by the University of
North Carolina outlined widespread academic fraud over an
18-year period. Academic advisors pushed
student-athletes towards "sham" classes, and student-athletes
were clustered in certain academic programs to increase their
GPA and subsequently their eligibility to participate in
athletics (Wainstein, Jay, & Kukowski, 2014). When
questioned about their familiarity with the "sham" courses,
the UNC coaches during this time period denied any knowledge
of the classes, deferring the responsibility to the academic
advisors hired by the athletic department (Wainstein et al.,
2014).
Turning a "blind eye" to potential problems surrounding
one's program is nothing new in intercollegiate
athletics. Legendary Hall of Fame Basketball Coach John
Wooden was criticized for failing to control overzealous
athletic booster Sam Gilbert's involvement with his team
(Davis, 2014). The late and former head football coach
at Penn State University, Coach Joe Paterno failed to act on
allegations that former assistant coach Jerry Sandusky was
sexually abusing young boys over a number of years. And
in 2007 Hall of Fame coach Bobby Bowden denied involvement in
an academic scandal at Florida State, where he served as head
football coach for over 40 years.
Not surprisingly, coaches are competitive people and when
faced with scenarios where they are accused of failing to act,
they often fight back or simply pretend they were never
involved in the first place. But by transferring
responsibility to academic advisor's these coaches are
relinquishing any responsibility for the academic progress of
their student-athletes. Interestingly, this practice of
deferring responsibility is contradictory to the approach most
coaches' use when recruiting. When recruiting
prospective student-athletes, coaches often promise parents
they will guide the personal growth and development of their
child, including the promise of a quality education and the
opportunity to obtain a degree.
From what we know, the coaches at UNC were less than
truthful with student-athletes and their parents.
Despite having opportunities to help student-athletes achieve
future success off the playing field, the UNC coaches claimed
to have no knowledge of the independent study courses,
essentially refuting their earlier promise to monitor the
academic progress of their student-athletes. In doing
so, the UNC coaches seemingly failed to utilize the
power-relationship with their student-athletes in a positive
manner with regard to academic achievement.
Current and former UNC coaches connected to the scandal
will likely continue to engage in power-relationships with
student-athletes and utilize this relationship to accomplish
team goals and further develop a successful program.
Additionally, they will probably gauge their impact as coaches
on their success getting their student-athletes to come
together as a team, refine and improve their skills, and help
them reach higher competitive levels. But in collegiate
athletics the impact of coaches surely goes beyond merely
helping student-athletes reach their athletic potential.
Richard Taylor, a former player under Coach Don Meyer
recognized the lifelong impact the coach had on his life
(Olney, 2010).
In the years after he graduated, Taylor kept all of his
notebooks in a bookcase behind his desk at work, and from time
to time he would pull them out and look through them. He
was convinced that the best preparation for his personal and
professional future was playing basketball under Meyer
(p.21).
Coach Meyer clearly recognized and valued the impact he
could have beyond game scores and intentionally provided
personal growth opportunities for his student-athletes.
That coaches can powerfully influence their student-athletes
on the field of play is obvious. Less obvious but perhaps just
as important to remember are the opportunities coaches have to
also impact the lives of their players off the field.
Coaches best remembered by their players take time to build
lifetime relationships and ensure their student-athletes are
well prepared for a life beyond sports.
References:
Davis, S. (2014). Wooden: A
coach's life. New York, New York: Times Books.
Olney, B. (2010). How lucky you
can be: The story of coach Don Meyer. New York, New
York: Random House, Inc.
Potrac, P. & Jones, R. L.
(2011). Power in coaching. In Jones, R.
L., Potrac, P., Cushion, C, and Ronglan, L. T. (Eds.), The
sociology of sport coaching (135-151). New York:
Routledge.
Simon, R. (2013). The ethics of
coaching sports: Moral, social, and legal issues.
Boulder, CO: Westview Press.
Smiley, S. (2005). Playing for
Coach Meyer. Victoria, BC: Trafford Publishing
Stringer, V. & Tucker, L. (2009).
Standing tall: A memoir of tragedy and triumph.
New York, New York: Three Rivers Press.
Summitt, P. & Jenkins, S.
(2013). Sum it up. New York, New York: Random
House Inc.
Van Natta, D. (April 3, 2013).
Video shows Mike Rice ire. Retrieved from: http://espn.go.com/espn/otl/story/_/id/9125796/practice-video-shows-rutgers-basketball-coach-mike-rice-berated-pushed-used-slurs-players
Wainstein, K. L., Jay, J. A., &
Kukowski, C. D. (2014). Investigation of irregular
classes in the department of African and Afro-American studies
at the university of North Carolina at Chapel Hill.
Retrieved from: http://advancingrefor.staging.wpengine.com/wp-content/uploads/2014/10/UNC-FINAL-REPORT.pdf
Biography: Dr. Pete
Van Mullem is an Assistant Professor in Sport
Administration at Lewis-Clark State College. He has a Ph.D. in
Sport Ethics from the University of Idaho and has over 14
years of coaching and athletic administrative experience at
the high school and collegiate level. (back to pelinks4u
homepage)
|