PEMT 311 Coaching Philosophy

NAME: Vince Dzieglewicz HAND IN DATE: 1-23-13

My goal as a coach is to help my athletes to improve their sports skills, self esteem and the ability to apply what they have learned in other areas of their lives. This will be done throughout the entire season, not just during the time spent with me. I will set high expectations with my student athletes and have continuous check-ins with parents and teachers to make sure students are correctly setting proper examples of good behavior. By holding high expectations with my student athletes I will have to same set of rules that will need to be followed in order to be able to participate on the team. If expectations are not met the student athlete will not be able to participate until they prove that they can up hold the expectations of the team. Throughout the season I intend to push my student athletes to improve their personal skills in the sport. I can accomplish this by teaching or reviewing the fundamentals of the game. Once the athletes understand the fundamentals we can move on to more difficult moves and strategies. During this process I will be giving athletes encouragement, corrective and specific feedback to allow the athletes to grow and develop with some guidance. When this is done properly the athletes can increase their confidence levels. This will allow them to want to learn more difficult tasks and to challenge themselves but increasing work ethic. Once the athletes have high self esteem they can build up on team comradely and a sense of self worth on the team. I feel that if this is done determination, hard work and cooperation can be implemented in various facets their lives. My role as a coach has multiple responsibilities. My expectations are high for the athletes this will mean I need to follow up and keep in contact with all areas of my athletes lives. To make sure everything is fair I must enforce all rules fairly and just. I think with proper rules in place with strong work ethic students will be able to feel responsible for themselves as an individual as well as a part of a team. If athletes take control of holding themselves and the rest of the team they will grow to be able to work as a team and this will encourage them to work cooperatively in the rest of lives in other settings. Another role of my coaching is to give them opportunities to challenge the athletes as a team and as an individual. But this will also make me understand and know them on a personal level. I need to understand my athletes to proper motivate and acknowledge where they can improve and when it is appropriate the push and challenge then. Both of these roles are important to me. If I do not know how my players will react to my motivation it could turn around and do the opposite affect that I am looking for and cause the athlete to not want to work to and improve his potential. This would then not be able to have them learn and enhance their personal skills to improve their morals. These roles on coaching cannot be met without having a proper communication with the athletes. There is a 50/50 balance in this communication that is needed to better understand the athletes. This is so I create a better understanding with the athletes. I want to be as open as a coach I can be. If I include my athletes in the progression of the practices I think it will better allow them to reach goals and see improvements. I will Page 1 of 3

have to know my sport to better their abilitys. This will need to have feedback on both sides of the table. So I can give my athletes what they want and to make sure we are using our time efficient during practices. This will be seen with check-ins that will happen throughout the season. If they are not achieving what they are looking for we will have to adapt or change the setting to better get them to their goals.

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PEMT 311 - Coaching Philosophy Rubric Unacceptable 0-40%

Statement is presented poorly or may not be clearly present. Main teaching beliefs are poorly presented or not present. (0-2pts) General Statement

Developing 40-70%
Statement is presented, however, may be unclear or inadequately presented. Main teaching beliefs may be unclear or inadequately presented. (2-3.5pts) The coach-athlete relationship is somewhat explained. Central components of the relationship are somewhat explained. (2-3.5pts)

Acceptable* 70-90%
Statement is clear and adequately presented. With main beliefs of teaching philosophy presented. (3.5-4.5pts)

Target 90-100%
Statement is coherent, well presented and clearly highlights the main beliefs of the teaching philosophy in a flowing manner. (4.5-5pts)

Score

The coach-athlete The coach-athlete relationship The coach-athlete relationship relationship is poorly is appropriately explained. is clearly and appropriately explained. Central Central components of the explained. Central components of the relationship are explained. components of the relationship relationship are poorly (3.5-4.5pts) are clearly explained. explained. (0-2pts) (4.5-5pts) Role(s) of coach are poorly Role(s) of coach are somewhat Role(s) of coach are identified Role(s) of coach are clearly identified and/or explained. identified and explained. Role and explained. Role of the identified and explained. Role Role of the athlete is poorly of the athlete is somewhat athlete is explained with of the athlete is clearly explained with limited explained with some reference reference to how the coach explained with reference to reference to how the coach to how the coach will facilitate will facilitate these roles. how the coach will facilitate will facilitate these roles. these roles. (2-3.5pts) (3.5-4.5pts) these roles. (4.5-5pts) (0-2pts) Coaching style is poorly Coaching style is somewhat Coaching style is identified Coaching style is clearly identified and/or explained. identified and explained. and explained. identified and explained. Implementation of Implementation of philosophy Implementation of philosophy Implementation of philosophy philosophy is poorly is briefly discussed with some is discussed with reference to is clear which specific discussed with limited reference to coaching actions. coaching actions. (7-9pts) reference to coaching actions. reference to coaching (4-7pts) (9-10pts) actions. (0-4pts) Many spelling or Few spelling or grammatical Very few spelling or No spelling or grammatical grammatical errors. Several errors. Some words are spelled grammatical errors. Minimal errors. Words are spelled words are spelled incorrectly incorrectly and/or used in the words are spelled incorrectly correctly and used in the and/or used in the incorrect incorrect context. Some and/or used in the incorrect correct context. Sentences are context. Several sentences sentences have poor structure context. Some sentences have well structured and make have poor structure and/or and/or do not make sense. (2- poor structure and/or do not sense (4.5-5pts) TOTAL do not make sense. (0-2pts) 3.5pts) make sense. (3.5-4.5pts) Notes: Failure to follow the format or include grading the rubric will result in a 1 point deduction from your total. Spelling & Grammar Implementation of Philosophy Role of Coach/ Role of Athlete Coach-Athlete Relationship Page 3 of 3

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