Position PaperThe National Standards for Sport Coaches
Currently, increased the interest in the issue of the best way to develop the level of expertise in professional coaching. The preparation of the coach and his training has become a priority issue for many schools and communities. Previously, there was limited research on the inexact science of coaching and a complex dynamic social activity in which the coach was involved. Teaching sports coaches in the period of 2000-2006 made a little breakthrough, but sports coaches still lack special education. After lengthy investigations and examinations in 2006 the National Association for Sport and Physical Education (NASPE) established the National Standards for Sport Coaches (NSSC) as the best tool to raise the level of knowledge and accreditation of coaches. This document has become the main factor of development of coaches’ education. Thanks to this systematic set of standards, coaches are able to further better education which will provide America with the most qualified coaches than before. (Journal of Coaching Eucation, 2016).
More than 140 sports organizations agreed that there is a core of knowledge through which can be developed the coaching experience. Developed by the research of scientists and practical knowledge it was synthesized in the existence of educational coaching programs, public dialogue and survey. The NSSC reflect the fundamental competences that administrators, athletes and the public should expect from the coaches at various levels of experience. The NSSC state their own methods of work and technologies, which is highly recognized as effective for most purposes. Since the NSSC always take into account the personal characteristics of athletes and are more focused on the result, they are more effective than the classic training or educational course. (Gilbert, Côté, Mallett, 2006).
What are the main advantages of the NSSC? Firstly, the NSSC consist of 40 standards which are grouped into eight domains of different knowledge and capabilities. This system helps organize information for its best assimilation.
The first domain (Domain 1 - Philosophy and Ethics) consists of 4 standards and emphasizes the strong connection between the social, emotional and physical factors which influence the possible outcomes of sports. The standards establish how coaches can develop a positive, confident athlete, recognizing individual differences and needs. Competence in this area helps coaches develop positive coaching philosophy, keeping the sport in the long term, by maintaining emotional control and using their own dignity for building motivational strategies and promoting individual and team goals. Coaches can make a real difference in the development of character, by modeling the appropriate competitive behavior of the athlete, by expansion his capabilities, by formation his self-control and personal responsibility. That is, this domain helps coaches to learn the best ways of approaching the players by focusing on their psychological characteristics and individual needs. This domain teaches coaches of sports philosophy and ethics. (Mackenzie, 2016).
The second domain (Domain 2 – Safety and Injury Prevention) consists of seven standards. It focuses on how to protect and preserve the welfare and safety of all athletes. The standards in this area encourage well-trained coaches to eliminate any possibility of injury, minimize the possible consequences of injuries which can occur, and to provide adequate emergency care when it is needed. That is, this domain helps coaches to learn strategies of minimizing the risk of injury and how to neutralize any type of injuries.
A third domain (Domain 3 – Physical Conditioning) is composed of four standards. This domain lies at the heart of successful athletic’s performance and safety. Coaches need to master the science of proper behavior and how an athlete’s organism adapts to training. Coaches identify specific standards, which are converted into the appropriate force and strength of the cardiovascular system thanks to good nutrition, stressing the adverse effects of chemicals, alcohol, smoking and drug use. That is, this domain teaches coaches how to maintain proper athlete’s fitness with a knowledge about its functioning.
The fourth domain (Domain 4 – Growth and Development) consists of three standards that are related to individual differences in the development of young athletes. Coaches should know the criteria for the healthy physical, mental and psychosocial development, and how to plan and carry out the instructions according to the age and capabilities of the player. This kind of approach will lead to motor success and self-confidence of the athlete. This domain helps coaches master the skills of the healthy development of their ward.
The fifth domain (Domain 1 – Teaching and Communication) is the largest and consists of 8 standards. This domain is important for the pedagogical development of the coach. These standards aim at solving a variety of teaching methods in order to plan for a systematic progression of skills. These competences focus on the creation of instructional techniques and learning the art of choosing the right method for each situation. Coaches also must learn objective and effective procedures for the evaluation and selection of players and staff, including how to diplomatically convey evaluative information. The competences also address the topic of public support by rending the positive benefits of sports participation through effective public relations. That is, this domain is responsible for the development of methodical competences of the coach, which is a very important factor of the efficiency.
The sixth domain (Domain 6 – Sport Skills and Tactics) consists of 3 standards and deals with the basic knowledge of the fundamental sport skills and tactics of the game. These standards are based on the planning of successive instructions of individual and team skills, game exercises and seasonal planning. The development of the athletic sense of competence is the key to continue the sports participation. This domain teaches coaches the method of sports skills and tactics.
The seventh domain (Domain 7 – Organization and administration) consists of seven strategies and defines the role of the coach in minimizing the potential risk inherent in sports participation. These standards prepare coaches for identifying the legal standards of care expected from all coaches. From appropriate supervision to adequate planning and accounting the coach’s obligation is to maximize the benefits of the sport while reducing the inherent risks. A major role in the process of reducing the risk is to understand how parents and players can give informed consent, and reporting on the need for appropriate insurance. That is, this domain teaches coaches the science of organization and security.
The last eighth domain (Domain 8 - Evaluation) consists of four standards. It identifies the standards aim at increasing of awareness’ need for continuing the professional development and recommends that additional resources for coaching tips, safety, sports science and sports-specific information. Coaching clinics, under the supervision of experienced mentors-coaches are the permanent aspects of professional development. So this domain teaches coaches always to be in the process of learning and to obtain the maximum information and skills.
Thus, the creation and support of the National Standards for Sport Coaches provides the core for the integrated system of qualified coaches’ training. The NSSC act to ensure the public that the professional training meets their essential needs. These standards help to continue the improvement of content and delivery of professional programs and in selection, management, monitoring and evaluation of coaches’ professional training. The establishment of the NSSC provides a consistent structure in which the coach-teacher and coaches-practitioners can establish accountability and credibility in the coaching profession. Thus, the establishment of the NSSC served as the impetus for the development of sports coaches as well as the basis for their further educational and professional improvement.
References
Gilbert, W., Côté, J., & Mallett, C. (2006). “Developmental Paths and Activities of Successful Sport Coaches”. International Journal Of Sports Science And Coaching, 1(1), 69-76. Retrieved 15 February 2016 from http://dx.doi.org/10.1260/174795406776338526
Mackenzie, B. (2016). “Code of Ethics and Conduct for Sports Coaches”. Brianmac.co.uk. Retrieved 15 February 2016, from http://www.brianmac.co.uk/ethics.htm
