By Dan Cardone
Dan Cardone is Athletic Director at North Hills High School in Pittsburgh, Pa. He can be reached at cardoned@nhsd.k12.pa.us.
Athletic Management, 17.4, June/July 2005, http://www.momentummedia.com/articles/am/am1704/rookiebat.htm
I opened up our local newspaper this spring to a pleasant surprise. There was a short article on our head softball coach, who had led the team to the top of our conference standings.
Any positive press about our coaches is much appreciated, but this one was special because Dana Pecanis is a rookie head coach. In fact, she’s about as much of a rookie as is possible. Only one year removed from college, she is not on our faculty and had only coached club teams previously.
A star pitcher at our high school five years ago, I knew Dana well and knew she had the potential to be a great coach. She’s a leader. She’s organized. She relates to the kids. But I also knew I would need to give her a lot of guidance. She didn’t know how to set up the batting cage, she forgot to bring the game ball to the plate at our home opener, and she is just getting up to speed on all our policies and procedures.
Being a rookie coach is extremely challenging. Mentoring a rookie coach is just as challenging. In this article, I’ll describe the process we use at North Hills High School to help our rookie coaches go from having potential to being successful.
ORIENTATION
From learning where equipment is stored to understanding department policy, there is a great deal of information needed by a new head coach. Therefore, it’s important to provide the rookie coach with some type of orientation process as they start their job. Here at North Hills, we start by having a one-on-one meeting with the coach and athletic director.
This session is a direct link between the interview and the preseason coaches meeting. While not as formal as the initial interview, it is also not as general as the preseason coaches meeting. It directly opens the lines of communication, allowing the athletic director and the coach to establish meaningful dialogue.
The first thing we go over is the current state of the team and whether any areas need extra attention. We talk about the entire staff for the sport, including the junior high coaches. We discuss details: keys, facility use, travel, and so forth. I provide them with checklists and our preseason coaches’ package to review.
Then, I pick a couple of areas to key in on, depending on the experience of the coach and my initial impressions of his or her strengths and weaknesses. For example, if I think the coach may struggle with communication, I will offer some pointers in this area. If the coach seems confused about district policies, we’ll go over these rules more specifically.
If the new head coach is a true rookie, I slow down the orientation process and feed information more methodically. I try to find a starting point, figuring out what qualities they have come in with, and let them begin to shape the mentoring timetable. For example, if the new volleyball coach has enthusiasm and relates well to kids, I make sure to tell her when I observe it. In the same conversation I may prompt her by asking if she needs any help with generating her eligibility list.
Since many new coaches are unclear as to what the role of the athletic director is, I take time to go over exactly where the responsibility of the coach ends and that of the athletic administrator begins. I explain that part of my duties is to mentor as well as supervise all coaches, but that coaches are expected to take charge of their own programs. Our goal is to have the rookie head coach evolve into a program leader and a program builder.
I also articulate the philosophy of the athletic department with regard to interscholastic athletics. For example, we stress teamwork among coaches by sharing athletes and facilities.
If possible, the rookie head coach should meet with the previous head coach to gain another perspective on the program and the team. If the previous head coach is not available, or left on bad terms, an assistant coach or volunteer coach from last season can be a good resource. Talking to someone who has been directly involved with the program will allow the rookie to gain access to the nuances of the team.
The preseason coaches’ meeting is another part of orienting the new coach to the department. Along with going over the usual agenda, it is a good idea to have the veteran coaches stand up and detail one or two things that work well for them. They may share valuable ideas such as utilizing a phone chain or keeping a practice log to help with the following year.
After this meeting, I ask the coach to formulate and present a copy of the rules and regulations for their team. This “homework assignment” tells me whether the coach has thought through such things as the requirements for lettering in the sport, establishing a practice policy, implementing tryout procedures, and setting consequences for violating team rules. I give the coach feedback, and if needed, ask the coach to revise any areas. This opens up dialogue and serves as a good teaching tool.
ON THE RIGHT COURSE
Once the rookie coach is clear on the details and responsibilities of the position, the goal becomes to mentor them on the bigger picture. Overall, there are four main areas that are stressed:
Think long term: I often tell rookie coaches this old Italian tale: Weary of war in the middle ages, there were two rival families in the city of Bologna that entered into a race to build a tower. The one that erected the tower first would rule the city. One tower was constructed at a rapid pace, the other in a more methodical way. When the family had put what they thought were the final touches on their building, they were declared the ruling family of Bologna. The other tower, taking much longer to complete, saw the first tower collapse during the final stages of their endeavor. The reigns of authority were then transferred to the family whose tower was “built to last.”
I tell this story to new coaches to get across a most important point: Building a program that will last over time is more desirable than a win-at-all-costs philosophy. The program may be in need of a jump start, but instilling discipline, teamwork, and a positive attitude establishes a solid foundation for a team.
Know the team history: Before the first practice is held, it is important that the new coach understand the history of the team he or she is inheriting. It will usually fall into one of three categories:
1. Ship on course: The team was in good hands with the former coach. In this case, the strategy is to continue to grow the program. I talk about what the former coach did well and how tradition is a key ingredient to program success. I encourage the coach to bring his or her own flavor to the team.
2. Ship off course: The team needs the coach to provide new direction to the program. I explain to the new coach the positive aspects under the previous regime and make suggestions where improvement is warranted.
3. Shipwrecked: A complete overhaul is needed. I usually suggest that the coach think of the team as starting from scratch. The coach should be made aware that this was the impetus for the change in leadership, and that we are looking to begin anew.
Put principles first: There are so many coaching philosophies out there that the rookie coach can feel overwhelmed. So, I give them strategies to stay on “TOP”:
Be a Teacher: A good coach is a good teacher. They both use sound instructional techniques to deliver the lesson.
Be an Organizer: Breaking practices into individual, group, and team sessions will help the team achieve success daily. Being organized will also help the coach be consistent, which is a key to long-term success.
Be a Program Builder: Head coaches have to see the big picture. They need to instill pride, build teamwork and camaraderie, and prepare for the season as well as weekly contests. They must use discipline and insist that the team do things “the right way.”
I also impart to rookie coaches ways to build trust among athletes and parents. Trust is something that is earned, and this requires a person who is attune to the needs of others. Trust is something that evolves when athletes are treated as individuals, made to feel they have worth, and assured that they are important to the team. Once trust is earned, respect will follow.
Be ready for challenges: Whether they want to hear it or not, I make sure to tell all coaches that being challenged is inevitable. Some of the following areas will help them overcome hurdles that take to task even veteran coaches.
1. Tryouts: Sports which conduct tryouts are likely to be challenged by the parent whose child does not make the team. Therefore, detailing the tryout process to both the prospective player and parent is paramount. How long will the tryout last? How many will be kept on the team after the final cut? The coach needs to ensure, prior to the tryout, that he or she has laid out the procedure thoroughly.
2. Team rules: Has the coach thought through the consequences of all team rules and whether the wording will allow him or her to follow through when rules are broken? What are his or her ideas on dealing with a star athlete who misses practices or the athlete who has a penchant for challenging authority?
3. Parents: All coaches will eventually face a parent who will challenge the coach at every turn. Their child may make the team but not be a starter. He may start but not make all-conference. She may make all-conference but not make all-state. He may make all-state but have no scholarship offers. I tell coaches that if they make themselves accessible to parents, show concern for every child, and communicate well, they will have fewer problems with parents. This style builds trust between coach and parents, and the coach’s answers to questions are more readily accepted. (See “Ready for Parents,” below, for more advice on answering parents’ questions.)
GIVING GUIDANCE
After the newly hired coach has established the fundamental philosophy and direction of the program, mentoring him or her by providing guidance throughout that tenuous first season is necessary. I utilize what I call the four R’s to mentor the rookie head coach.
Reward. When they do something well, I tell them. I use positive reinforcement to affirm they are moving the program in the desired direction. It’s as simple as saying, “Things seem to be going really well. Do you agree?” When they hit the bull’s eye, I let them know it: “I was impressed with the way you handled that situation. I could not have handled it any better.”
Rewind. If the coach is off target, they may need some prompting to get back on track. If the coach said he or she has strong organizational skills, but fails to order transportation for the second week in a row, I ask why the breakdown occurred.
Rehash. I let them know when they are making progress. I tell them, “Look how far you have come since you first started,” or “I appreciate that you remembered to call me about that parental concern.” This lets them know that they are moving in the right direction.
Remind. After discussing a problem where the coach did not measure up, I might say, “I want you to be successful.” I remind them that we are not looking for problems, but trying to help them move toward self-sufficiency. If they need a boost of confidence, I might say something such as, “We hired you because we feel you have the right stuff. Adapting to a new environment takes time. Next year it will be much easier.”
In providing guidance to new coaches, you also need to determine when to head off a potential problem and when to let the coach make a mistake and learn from it. Growth in a position involves profiting from errors. There may be times when things are best left alone and allowed to work themselves out.
I tend to let rookie coaches make their own mistakes when communicating with athletes and parents (unless tensions are high), with practice plans, and with any type of game strategies. I have found that most newly appointed head coaches will seek advice from those who have walked where they are walking.
However, I do intervene when a rookie coach has weak organizational skills, does not communicate properly, is exhibiting behavior that is detrimental to the program, or is not noticing something important. For example, at one of our contests earlier this year with a rookie head coach at the helm, I noticed an athlete exhibiting dangerous behavior on the field. At halftime I pulled the coach aside and advised him to address the situation before a serious incident between the teams occurred.
I will also question a coach who is doing things differently than how he defined himself in the interview. I might tell him, “In your interview, I asked what I would see if I watched you coaching a game. That is not what I observed yesterday.” I then use this as a starting point for negotiations with the coach.
How often should an athletic director oversee what the rookie coach is doing? My general rule is to just stop by for a brief period of time rather than maintain a constant presence. I will not be visible when a new coach conducts tryouts for the first time. If all goes well with tryouts, then I will stop by their first practice and say, “Nice job with tryouts. Have you told your kids about the indoor practice rotation with the other spring sports?”
WALK A MILE
I try to remember my first year as a head coach. In other words, an important point during the mentoring process is to “walk a mile in their shoes.” I try to appreciate their passion and coaching and make every effort not to dampen their enthusiasm.
I also try to anticipate some of their needs so they know I am there for them. If they are trying to turn a program around, I will make sure to schedule some less challenging nonconference games that give them a chance to win. If there is money in the budget, it is nice to be able to have new uniforms coincide with the start of a new regime. I will send them friendly reminders—“Make sure you order a bus for the first away game”—so they get off to a solid start in their administrative duties. I will ask, “How are things going? Is there anything else you need?”
Ultimately, I want rookie head coaches to know I am excited about them being on board, and that I consider them part of the athletic department team from day one. I make sure they know that I am both a support system and a supervisor, and that I am there for them 100 percent.
Sidebar:
COMMUNICATION 101
Over time I have found successful coaches to have a common thread: They communicate their expectations to everyone involved. The coaches, players, parents, and booster organization know their roles in the overall program.
When mentoring the rookie head coach I stress the importance of being a solid communicator. First and foremost, I tell them that they need to communicate with our office. Some coaches prefer e-mail, some coaches use the phone, and others like face-to-face interaction. There are coaches who would rather talk to our secretary, so they call her instead of me. I tell the coaches, “We do not care how you communicate up, just do it.”
If they are not communicating, I say this: “Coach, I have contacted you several times over the last week, but have not heard back from you. My goal has been to make certain your needs are being met. In the future I need you to initiate contact with me on a regular basis.”
In terms of communicating with athletes and parents, I suggest that they measure their words, but never skimp on explaining something. They need to communicate the team rules and regulations to players and parents. They need to set forth the framework within which parental concerns are addressed.
Just as important, they need to clearly explain details. They need to be able to explain a drill or play so that every athlete understands it. They need to communicate when the bus is leaving and how the athletes are expected to behave on the road. Parents need to know if they can drive their child home from an away game or if all players are required to return to school on the bus.
Finally, coaches must not only communicate their expectations but set the bar high. By making everyone understand what they need to do to be successful, they have inched everyone closer to becoming a partner in the undertaking. The rookie head coach should not be afraid to make a statement early on that will differentiate a mediocre program from an outstanding one.
Sidebar:
READY FOR PARENTS
Today’s parents can ask the toughest questions. Role playing with the new coach can prepare them to respond appropriately.
Parent: My daughter was sick two out of the three days of tryouts and she could not perform as well as she was capable of performing.
Coach: That is why we made the decision to extend tryouts one more day. This gave us the opportunity to make sure we provided the necessary attention in case a situation such as the one you have described arose.
Parent: My son has been with the basketball program since seventh grade and you cut him as a senior. He played junior varsity last year and saw playing time. It is not fair that he has given so much to the program and now he can not be on the team.
Coach: As a senior your son was trying out for the varsity team. Prior to this year he demonstrated the ability to make a contribution at those other levels. Demonstrating the ability to compete for a starting position is the standard at the highest level. This is different from the lower levels, which are more developmental in nature.
Parent: As president of the booster organization, I would like the softball team to continue making spring trips to Florida.
Coach: I know the players are looking forward to making the trip. One concern I have is the amount of fundraising the team would be required to engage in. The school also is concerned about missing school for such trips. I know a school that goes to Virginia in the spring, and we have a weekend where we do not have school on Friday and Monday. As soon as I have all the information I will give it to you to look over.
Sidebar:
EVALUATION TIME
Most athletic departments have some type of annual review process in place for all their coaches. With a rookie coach, the evaluation should be ongoing. In fact, you should start before even their first practice by going over how you are going to evaluate them. They need to know the criteria so they have a chance to succeed.
At North Hills, coaches are evaluated in four main areas: ability to lead the overall program, coaching style and performance, organizational skills, and fulfillment of administrative duties. Incorporated into the evaluation are segments on being a team player in the athletic department, since this is a key part of our philosophy.
In addition, we have coaches set goals at the start of their tenure and discuss their progress. This helps avoid any surprises about expectations for their program. At the end of the second year, if there is no improvement in the team, we may have to go another direction. This can also serve as a basis for the coach to say, “It is going to take me one year longer than I thought. Can you live with that?”
For the rookie, I like to think in terms of a three-year plan in setting goals:
Year One: What do they want to accomplish? Can the team strive to be competitive or is there a great deal of groundwork to lay for the future? The main goal may be to increase participation.
Year Two: In the second year, we usually want the team to achieve more than it did in the first. This may mean having a winning season, or it may mean improving in a specific area.
Year Three: This should be the culmination of the work you have done the first two years. It may take that long to have a .500 record, or it may be time to start looking toward a championship.