Keep on Coaching
February 1, 2013
By Geoff Kimmerly
Second Half editor
A few weeks ago, I finally got my first chance this season to watch a friend coach his basketball team. After guiding some others at the lower levels, this is his first time running the varsity – something he wasn't sure he wanted to do with a 1-year-old just learning to walk, but a challenge he ended up taking on to the benefit of all those involved.
Simply put, he’s good. I've seen a lot of teams and a lot of coaches over the past 15 years, and although I wouldn't know much of what to do if I were walking the sideline, I felt pretty qualified in telling him I was impressed – even if he didn't buy that I was offering an unbiased opinion. The best news is he’s gone from not sure about this a few months ago to talking about next season.
We know, at least anecdotally, that coaching continues to get more challenging. The time commitment has grown substantially to make running a program a year-round endeavor in a lot of sports at a lot of schools.
That commitment – especially for coaches with children of their own – was a main reason referred to in a New Haven Post-Chronicle story Saturday that noted 23 football coaching openings in Connecticut at one point this offseason. That state has 146 football teams – meaning roughly 15 percent will have new leaders this fall.
And that got me thinking about my friend, about how glad I am he’s given this a shot, and how I've seen so many others either not do so, or not stick around long despite having some pretty nice success.
A study published last winter in Interscholastic Athletic Administration magazine – a product of the National Interscholastic Athletic Administrators Association – noted some predictable results of a study that sought to determine the biggest challenges faced by first-year high school coaches.
The toughest according to the study was balancing the demands of coaching and teaching, experienced by nearly half the respondents – 98 percent of which coached high school teams and 81 percent of which are teachers.
The next six reasons all were noted by at least 30 percent of those in the study – personal fatigue, securing community support, securing and caring for facilities and equipment, parental contact, keeping non-starting players motivated, dealing with schedule interruptions and motivating athletes to achieve consistent, peak performance.
Nothing there is earth-shaking, and most if not all of these challenges are faced by high school coaches regardless of how long they've been in the field. But I got a little more perspective from some of the 32 items that ranked as least challenging to the first-year leaders – keeping in compliance with state and league regulations, dealing with substance abuse issues, teaching sport skills and creating a positive team atmosphere – things that seem most important, and yet appear to be easiest to do. I’m not sure what that tells us – but I think it tells us something.
Click to check out the entire three-page breakdown of the study, plus the researchers’ recommendations to remedy some of what first-year coaches face.
Giving back to Saginaw
I love reading about high-level athletes – like a star-studded group of alums from Saginaw – giving back to where they got their starts.
Pittsburgh Steelers star LaMarr Woodley made a big impact before the start of this school year by donating $60,000 to cover all participation fees for athletes in his former school district. The Saginaw News’ Hugh Bernreuter writes today about how Woodley (Saginaw High), the Philadelphia 76ers’ Jason Richardson (Saginaw Arthur Hill) and former Oakland Raiders standout Stu Schweigert (Saginaw Heritage) have combined to give more than $865,000 back to their home communities.
Bernreuter also mentions the non-monetary contributions of the Golden State Warriors’ Draymond Green (Saginaw High) and former Indianapolis Colts receiver Blair White (Saginaw Nouvel).
Click to read more about it.
Quote(s) of the Week
While rifling through more papers on my desk, I found an article from the Washington Post from Sept. 2011 titled “How high school sports save our schools.” I was drawn to it in part because I spent more than a decade in a newsroom, and it was a piece by a reporter covering education who instead of reporting on school boards and the like, delved into the importance of interscholastic athletics to education as a whole.
He spoke of how participation continues to grow even as resources dwindle, and of data supporting that extracurriculars like sports are more effective than academic classes in teaching leadership, teamwork, time management and “other skills crucial for success in the workplace.” Later, he mentioned a study noting that those who participate in extracurriculars earned more a decade later.
Click here to read the entre piece. These passages struck me most.
“Coaches might be the only faculty members still allowed by our culture and educational practice to get tough with students not making the proper effort. They have the advantage of teaching what are essentially elective non-credit courses. They can insist on standards of behavior that classroom teachers often cannot enforce because the stakes of dismissing or letting students drop their courses are too high. …
“Students do better in activities they choose. If we provide more of them, led by committed adults … that can make a difference. We know the bad news about education. Dropout rates are high. Achievement scores are stagnant. But sports participation is going up, despite pressure to cut it back. Let’s cheer about that and look for a way to draw in more students.”
Why Athletes Should See A Sport Psychologist
By
Elizabeth Swanson
Henry Ford Health
January 9, 2024
Whether at the professional or intramural level, there are so many benefits to being an athlete. Participating in a sport teaches communication skills, how to overcome adversity—and regular exercise has so many incredible health effects on the mind and body.
But that’s not to say athletes don’t have their own set of challenges. Pressures to perform, physical injuries and intense schedules can take a toll on anyone’s mental health, which is where a sport psychologist comes in.
“It’s helpful that a sport psychologist knows the culture of athletics and the typical stressors that athletes face,” says Seth Swary, Ph.D., a sport psychology clinician at the Henry Ford Center for Athletic Medicine. “We’re familiar with the influence the world of athletics can have on someone and how it can affect their well-being.
“Athletes have a whole team around them to help them perform — athletic trainers, nutritionists, etc.— so why shouldn’t they have an expert who is dedicated to supporting their mental health? A sport psychologist acts as a strength-training coach for the mind.”
Mental Health Challenges That Athletes Face & How Sport Psychology Can Help
Athletes often have a built-in support system: teammates and coaches who know what they’re going through and trainers and physicians who can help manage aches and injuries. But still, it’s not always easy. Some of the difficulties that athletes face include:
- Increased attention on body image. Especially if you play a sport that requires revealing outfits — or a sport with increased focus on weight — it might be difficult to maintain a healthy body image. For some, this can lead to an increased risk of developing an eating disorder.
- The pressure to perform. “If you’re an athlete at the college or professional level and play badly during a game, you get roasted on Twitter,” says Dr. Swary. “But even if you’re not in the public eye, there is pressure to perform — from coaches, teammates, family members.”
- Navigating demanding schedules. “I work with many college athletes and their schedules are packed — practicing at least two hours a day, team meetings, traveling to and from games — and then they’re trying to keep up with school,” says Dr. Swary. “It can be stressful.”
- Debilitating physical injuries. The physical demand of sports can also bring about its own set of challenges — especially when injuries occur. “You’re not only dealing with surgery and rehabilitation, but you’re also out of the game for a while,” says Dr. Swary.
- Making career transitions. “I’ve worked with many athletes who are transitioning from one level of athletics to another (for example, middle school to high school, high school to college, college to professional) along with athletes who are transitioning out of their career,” says Dr. Swary. “They wonder how they can leave this sport they’ve been doing their whole lives — some since they were 3 or 4 years old. It can be a huge part of their identity and a tough transition to make. Even more so if it’s an injury that abruptly derails their career. We can provide them with ways to make a smooth, healthy transition.”
That said, nothing “bad” has to happen to benefit from sport psychology. As Dr. Swary says, you don’t see a personal trainer because you’re not strong, you see a personal trainer because you could benefit from being stronger. It’s the same with sport psychology — and it can help improve your performance.
“We have specific skills we work on for performance optimization,” says Dr. Swary. “How do we talk to ourselves? How do we respond in certain situations? How do we stay in the moment when we’re distracted?
“A high school athlete may have had a rough day at school; then they have to refocus and find energy at the end of the day for their game. It can be helpful for any athlete at any time.”
Reviewed by Seth Swary, Ph.D., a sport psychology clinician at the Henry Ford Center for Athletic Medicine.
To learn more about the sport psychology program at Henry Ford or to request an appointment, visit henryford.com/sportpsychology.