Building Greatness-Leadership & Softball

Coaching Stress

(a) My coaching stress during the season was high.  Hitting responsibilities were solely mine and that produced a lot of pressure.  Even though, overall, the hitters performed significantly better than last year, it was still a lot of pressure.  Coaching stress differs from academic stress and relationship stress because, in coaching, you have to worry about two other coaches and eighteen different players.  There are a lot more people to worry about in a short amount of time that is the season.  With academics, you only have to worry about yourself; and, in a relationship, you are only required to worry about yourself and another person. 

(b) During the season, I developed three strategies that helped me handle my stress.  The first was to refrain from worrying about what I could not control.  I could help my hitters, but I could not control the umpires.  This attitude empowered me and made my hitters more successful because we focused on the tangibles of the game.  The second point of emphasis was not to worry off the field.  When I walked through the door of my house, the softball part of my brain turned off.  I felt relaxed and able to breathe without thinking about softball.  The last thing I did was talked to my head coach about the frustrations and stresses I was experiencing.  I discovered that she sometimes shared the same stresses and we then came up with some solutions.  The last technique was mentioned in the “Coaches are People Too” article.  Stress is a significant part of coaching and it is imperative to find ways to manage it.  Because stress can often feel overwhelming, dealing with it directly makes it much more manageable.

Ethical leadership and coaching go hand in hand.  Through sport, we can teach life lessons that remain with our athletes even after they graduate.  If sport is a teaching tool, then ethics must be the cornerstone of those lessons and should be engrained in our students by the time they leave us.  While winning is gratifying at the time, the wins during a collegiate career fade with time.  What remains forever are the life skills your coaches taught you, especially about hard work and ethics, that made you a better person.  In a world where winning often takes precedence above everything, it is important to instill in our athletes a sound ethical foundation so they make correct choices in their personal and professional lives.  As coaches it is of utmost importance that we strive to produce good student athletes and ethical human beings because someday they will be leaders in their own right and we want them to be able to resist negative temptations.

Ethical Leadership Self-Assessment

Please check one answer for each of the following items:

I. Demonstrate that ethics is a priority

Almost Never-AN

Occasionally-O

Frequently-F

Almost Always-AA

NA was used a few times because it is not applicable to me in my current assistant coach position or financial state (poor graduate student)

I tell my staff to make ethics a priority.— AA

I use examples or stories from my facility or my experience to illustrate the importance of ethics.- F

I initiate discussions of ethical concerns.- O

In a typical day, I think about ethical issues.- O

I demonstrate that I am sensitive to ethical issues in my everyday work.-F

I object when someone seems to be ignoring, avoiding, or smoothing over an important ethical issue.- AA

6.1Ethical Leadership Toolkit – Tools

Section I–continued

Almost Never

Occasionally

Frequently

Almost Always

I explicitly acknowledge staff contributions to promoting ethical practice.-AA

I include specific expectations for ethical practice in staff performance plans.-F

I hold my staff accountable for meeting high ethical standards.-AA

In conversations with staff, I invite comments about ethical concerns.-AA

When staff members raise an ethical concern, I thank them for sharing the concern.-AA

When staff members raise an ethical concern, I ask them to say more.- AA

I encourage discussion of conflicting values related to organizational decisions.-AA

I create opportunities for staff discussion of ethics topics.-AA

II. Communicate clear expectations for ethical practice

Almost Never

Occasionally

Frequently

Almost Always

I make a conscious effort to serve as a role model for ethical practice.-F

I clearly communicate my expectations for ethical practice to my staff.-F

When I communicate my expectations for ethical practice, I explain the values that underlie those expectations.-F

When I communicate my expectations for ethical practice, I use examples that illustrate what I mean.-F

When I communicate my expectations for ethical practice, I make sure those expectations are realistic and achievable.-F

When I communicate my expectations for ethical practice, I make a point to address obstacles that staff might encounter.-F

When staff members receive “mixed messages” that create ethical tensions, I take responsibility for clarifying my expectations for ethical practice.-AA

I encourage staff to talk to me if they feel pressured to “bend the rules.”-AA

6.2

Ethical Leadership Toolkit – Tools

III. Practice ethical decision making

Almost Never

Occasionally

Frequently

Almost Always

I explicitly consider ethical issues when making management decisions.-F

I use a standardized process to make decisions on management issues with ethical implications. -F

When faced with a tough decision, I look to VHA mission and values statements (or similar documents) and use them to evaluate various options.-F

When faced with a tough decision, I think through the short-term and long-term effects on various individuals and groups.-F

When faced with a tough decision, I make sure that I am not unfairly favoring a particular individual or group.-AA

When I need advice on an ethical issue, I go to a person with ethics expertise.-F

When I need advice on an ethical issue, I refer to published sources-F

When making important decisions, I involve those who will be most affected.-F

When important decisions are made by a group, I ensure that someone is specifically tasked to call attention to ethical considerations.-F

When I announce important decisions to staff, I take time to explain the decision-making process and who was involved.-F

When I announce important decisions to staff, I take the time to explain the rationale for the decision.-F

6.3

Ethical Leadership Toolkit – Tools

IV. Support your local ethics program

Almost Never

Occasionally

Frequently

Almost Always

I talk to staff in my facility about how the ethics program works, including:

- ethics consultation-F

- preventive ethics-F

- ethical leadership-F

- compliance and business integrity-F

- research compliance and assurance-F

- government ethics-F

I receive and review updates about local ethics program activities.-F

I seek help from the local ethics program.-O

I act to ensure that local ethics activities are adequately funded.-NA

I act to ensure that local ethics activities are adequately staffed.-NA

I inform my staff about current local ethics program activities.- NA

I highlight successes in local ethics program activities for staff.-F

I encourage my staff to use the local ethics program when they have an ethical concern.-O

Ethical Leadership Compass I. Demonstrate that ethics is a priority

Ethical Leadership Action

Current Frequency- Considering I frequently or always look to make ethics a priority, I need to make sure I maintain this when I am a head coach. Also,  being more proactive instead of reactive may be better too.

Goal Frequency

Action Steps

Ethical Leadership Compass II. Communicate clear expectations for ethical practice

Ethical Leadership Action

Current Frequency

Goal Frequency- Communication is key so continuing to discuss with athletes and coaches is key.

Action Steps

Ethical Leadership Compass III. Practice ethical decision making

Ethical Leadership Action

Current Frequency – When I am a head coach it will be even more important maintain ethics on my team and talk to them about it.

Goal Frequency

Action Steps

Ethical Leadership Compass IV. Support your local ethics program

Ethical Leadership Action

Current Frequency- Supporting an ethics program right now in my current financial time monetarily is hard.  But, continuing education and getting involved with local groups can make up for that.

Goal Frequency

Action Steps

Cultural Competence Checklist: Personal Reflection

This tool was developed to heighten your awareness of how you view clients/patients from culturally and linguistically diverse (CLD) populations. *There is no answer key; however, you should review responses that you rated 5, 4, and even 3.

Ratings: 1 Strongly Agree 2 Agree 3 Neutral 4 Disagree 5 Strongly Disagree

2 was the response for all these questions I answered except where 1 is filed in. 

__ I treat all of my clients with respect for their culture.

__1_I do not impose my beliefs and value systems on my clients, their family members, or their friends.

___1 I believe that it is acceptable to use a language other than English in the U.S.

___ I accept my clients’ decisions as to the degree to which they choose to acculturate into the dominant culture.

___ I provide services to clients who are GLBTQ (Gay, Lesbian, Bisexual, Transgender, or Questioning).

___ I am driven to respond to others’ insensitive comments or behaviors.

___ I do not participate in insensitive comments or behaviors.

__1_ I am aware that the roles of family members may differ within or across culture or families.

__1_ I recognize family members and other designees as decision makers for services and support.

___ I respect non-traditional family structures (e.g., divorced parents, same gender parents, grandparents as caretakers).

___ I understand the difference between a communication disability and a communication difference.

___ I understand that views of the aging process may influence the clients’/families’ decision to seek intervention.

___ I understand that there are several American English dialects. I recognize that all English speakers use a dialect of English.

I understand that the use of a foreign accent or limited English skill is not a reflection of:

___ Reduced intellectual capacity

___ The ability to communicate clearly and effectively in a native language

I understand how culture can affect child-rearing practices such as:

___ Discipline ___ Dressing ___ Toileting ___ Feeding ___ Self-help skills ___ Expectations for the future ___ Communication

I understand the impact of culture on life activities, such as:

___ Education ___ Family roles ___ Religion/faith-based practices ___ Gender roles ___ Alternative medicine ___ Customs or superstitions ___ Employment ___ Perception of time ___ Views of wellness ___ Views of disabilities ___ The value of Western medical treatment

I understand my clients’ cultural norms may influence communication in many ways, including:

___ Eye contact ___ Interpersonal space __ Use of gestures __ Comfort with silence ___ Turn-taking ___ Topics of conversation ___ Asking and responding to questions ___ Greetings ___ Interruptions ___ Use of humor ___ Decision-making roles

_____________________ *While several sources were consulted in the development of this checklist, the following document inspired its design: Goode, T. D. (1989, revised 2002). Promoting cultural and linguistic competence self-assessment checklist for personnel Providing services and supports in early intervention and childhood settings.

Reference this material as: American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist: Personal reflection. Available from www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.

© Copyright 2010 American Speech-Language-Hearing Association. All rights reserved.

The Coaches Code of Ethics

The function of a coach is to educate students through participation in interscholastic competition. An interscholastic program should be designed to enhance academic achievement and should never interfere with opportunities for academic success. Each student-athlete should be treated as though he or she were the coaches’ own, and his or her welfare should be uppermost at all times. Accordingly, the following guidelines for coaches have been adopted by the NFCA Board of Directors.

The coach shall be aware that he or she has a tremendous influence, for either good or ill, on the education of the student-athlete and, thus, shall never place the value of winning above the value of instilling the highest ideals of character.

The coach shall uphold the honor and dignity of the profession. In all personal contact with student- athletes, officials, athletic directors, school administrators, the state high school athletic association, the media, and the public, the coach shall strive to set an example of the highest ethical and moral conduct.

The coach shall take an active role in the prevention of drug, alcohol and tobacco abuse. The coach shall avoid the use of alcohol and tobacco products when in contact with players.

The coach shall promote the entire interscholastic program of the school and direct his or her program in harmony with the total school program.

The coach shall master the contest rules and shall teach them to his or her team members. The coach shall not seek an advantage by circumvention of the spirit or letter of the rules.

The coach shall exert his or her influence to enhance sportsmanship by spectators, both directly and by working closely with cheerleaders, pep club sponsors, booster clubs, and administrators.

The coach shall respect and support contest officials. The coach shall not indulge in conduct which would incite players or spectators against the officials. Public criticism of officials or players is unethical.

Before and after contests, coaches for the competing teams should meet and exchange cordial greetings to set the correct tone for the event.

A coach shall not exert pressure on faculty members to give student-athletes special consideration.

A coach shall not scout opponents by any means other than those adopted by the league and/or state high school athletic association.

The graph above is a depiction of how 3 players, my head coach, a peer, and myself scored on the Leadership Practices Inventory.   

The Plan. 

Devising my leadership improvement plan was not an easy task.  While I scored myself fairly low on the Leadership Practices Inventory, my athletes and those who know me scored me high.  The key to my plan is staying consistent with my players, regardless of how I may feel at any given time.  Because I am close in age to my players, they must understand that it is not my role to be their friend.  Nevertheless, I want them to feel that I am genuinely interested in them beyond the playing field.  It is important that they believe that I am invested in them and the program.  Consequently, the first step of my plan is to ask each player every day, whether at practice or in a game, how they are doing in order to find the high and low points of their day. 

The area that I scored the lowest on was the challenger area. In certain situations, however, I score very high on this scale, albeit not in my role at Smith.  At Smith, I use the most up to date system but I find myself modifying it in order to accommodate lower skill level.  In the future, my new plan of action will be to raise the bar for my players and help them find ways to successfully participate without having to decrease the complexity of the drill.

In addition, my plan will include praising my players more than I do now. Although my players believe I inspire and encourage them, sometimes I can be a bit too sarcastic with them.  I do not want them to think that I am being “mean.”  When addressing an important point, I try to find a way to get my point across in a light- hearted manner.  With my new plan, I will be more direct with some players and reserve my sarcasm for those who can take it.

Overall, my players see me quite differently than I see myself.  As a result, it will be useful to analyze my plan and acknowledge and embrace what I do well and not assume I am doing a bad job.

I believe my athletes are looking for and expecting consistency in their coaches.  They expect us to follow through on what we say by doing what we say we are going to do.  If the season begins with a set of rules in place, they need to be implemented and adhered to.  When coaches are consistent, it helps the team get into a groove.  Student-athletes want their coaches to be their leaders and push them to be as successful as possible, especially when times are hard.  

            Being an assistant, I rely on my head coach to teach me all aspects of coaching, on and off the field.  As the leader of the team, I look to her to inspire our players to work as hard as they can, give them advice when necessary, take responsibility for their development, and be consistent with them.  In addition, a head coach must work as hard as her players.  While the players are the ones responsible for executing on the field of play, it is incumbent upon the coach to prepare them to the best of her ability.  A head coach or AD should be accessible to players so that they feel comfortable seeking their advise on any issue.  Having an open door policy with players promotes confidence in the coach and goodwill that will have a positive impact on the player-coach relationship.