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The introduction features additional proficiency in staff development, policy design and curriculum design.
The writer uses a functional format to separate experience in athletics, education and business. Instruct players on the rules, playing within the guidelines and optimizing performance in the framework of the games regulations. Evaluate and identify the most athletic players and put those players in position to lead the team. Analyze players with potential, spot weaknesses and address those areas in order to quickly resolve any ongoing issues.
Collaborate with coaches from other areas to learn new techniques for building strong programs.
Coach players with a passion, energy and excitement while teaching sportsmanship and integrity.
Scout players from junior varsity that may be capable of moving up into varsity or senior role. Athletic Director Job DescriptionJob Description for targeting resume for Athletic Director job. Professional Resume ExamplesThis category will include a broad variety of professionals in the workplace. Over 75,000 Views since 2008 - Reflections                BISHOP HARRIS               DS KELLY                      IKE WALKER                BILL CARVER                  DENNIS CARTER               Running Backs              Line Coach                        Receiver                     Defense                         Head Coach                                      E.E.
The self-determination theory states that autonomy, competence, and relatedness maintain or enhance intrinsic motivation (Ryan & Deci, 2000).
Equity: To be respected and to be treated fairly in areas such as pay, benefits, and job security. Some players lose motivation because they equate a lack of playing time with a lack of accomplishment. This week, I looked at the roster for a Division I women’s program to check on a player that I had watched in high school.
Last fall, the media made a big deal about Elena Delle Donne dropping out of the University of Connecticut where she was supposed to join the roster of former McDonald’s All-Americans and National Player of the Years to compete for an NCAA National Championship. Delle Donne has been a star for nearly half of her life: in a Slam article published during her sophomore year of high school titled “Is Elena Delle Donne ready to take women’s basketball to the next level? When she quit basketball, and school, to enroll at the University of Delaware, it was national news. Her story is so big because people do not understand why a girl with so much talent could quit playing basketball (she plays volleyball at Delaware). The January issue of Men’s Health explains that internal motivation is an anecdote to burnout.
Unfortunately, we worry so much about our kids’ self-esteem that we start the external rewards at an early age. The external reward of a college scholarship replaces the original intrinsic motivation that helped the player achieve a certain measure of success in the first place. However, what happens when the player accomplishes her goal and signs her college scholarship? Without internal motivation, playing college basketball resembles a job, much like reading literature for a class rather than for enjoyment. Few people on the outside understand this, however, because people equate playing basketball with their personal recreational activities, not with their job.
However, those who pursue recreational activities consistently follow their internal motivation.
A player on a college scholarship does not play basketball in the same way that the gym rats in the campus recreation center play basketball.
If the player is unable to shift her motivation to find something that she enjoys in the playing, she is likely to burn out and quit (unless she cannot afford to quit; then she might keep playing even though she is unhappy, just so she can complete her degree). Those who manage to follow-through for more than a couple weeks do so because they find internal motivation. It is unfortunate that we have created a youth sports system so engulfed by an external reward. Sports like skateboarding are on the rise because many kids are driven away from more structured sports at early ages because the external motivations lead to burnout.
Nobody forces a kid to skateboard or surf; he chooses to skateboard or surf because it is fun and he likes the feeling or the challenge or the learning.
The avoidance of failure may be the result of the significant number of situations in which the athlete has been exposed to coaches who exhibit command-style techniques.
This rigid and authoritarian coaching style does not develop intelligent players with awareness and responsibility. To develop better players who make better decisions and to enhance motivation, coaches need to move away from the command coaching style. A writer friend of mine was trying to concentrate on writing when some school-age children started up a hilarious, noisy game below his window.
The organization changes the activity just as the quarters changed the activity for the children.
While some players quit when these external rewards disappear or fail to increase, others persist for various reasons.
At lunch for the rest of the week, we sprinted to the cafeteria, hurried through a sandwich and spent the remainder of the break on the outdoor, asphalt court working on ball handling drills. Some players could not believe this girl, as she finished lunch dirty and sweaty, with the asphalt all over her hands and legs, while they returned from their dorm with fresh make-up and a spotless white tee. A Whole New Mind author Dan Pink argues in his TED (Technology, Education and Design) speech that “there is a mismatch between what science knows and what business does” in terms of incentives, bonuses and motivation. He provides several economic studies (based on the Candle Problem) and argues persuasively against the “carrot and the stick” approach to motivation. For instance, I worked another camp where an instructor spent one hour lecturing, demonstrating and drilling the first step on a closeout (when a defender plays help defense and then runs to his man when he receives the pass). Many coaches assume that players learn best through these repetitive drills which break the game into almost unrecognizable segments only to return to 5v5 scrimmages with minimal transfer from the drill to the games. Rarely does a coach examine the teaching methods and question why the players fail to understand or transfer the skill from one setting to the next.


Often in coaching, especially when we organize drills that are far from the actual game, we fail to motivate the player intrinsically, so coaches fall back to the “carrot-and-stick” approach: “work harder or you’ll run!” The purpose is no longer intrinsically motivating (avoiding punishment), and the coach focuses on outcomes, not the learning or improvement. However, on cognitive tasks, or tasks requiring creative thinking, higher external rewards hurt performance. The reward system works for many coaches who stress order and structure; for instance, a basketball coach who runs a continuity offense and just wants the players to run the offense or a soccer coach who just wants his fullbacks to boot the ball down field as far as possible rather than playing the ball out of the back. However, this reward system fails to motivate in situations where developing independent and critical thinking is important.
Most invasive games (soccer, lacrosse, basketball, field hockey, water polo, etc.) require critical thinking skills, flexibility and creativity.
I often ask players which drills they like and do not like, and I spend more time on those they enjoy. At its core, we play sports to have fun, and a coach’s role is to enhance the enjoyment of the activity and to develop skills that allow the players to continue playing. This job seeker has experience as a Sports Administrator, Basketball Coach, Teacher and Athletic Director. A paragraph summary outlines skills in teaching, youth development and athletic program development.
In Sven-Goran Eriksson On Soccer, the authors suggest that motivation is a function of self-confidence – when a player loses confidence, his motivation wanes.
Interestingly, the theory is based on the idea that in many cases, we start with intrinsic motivation, and we need to find ways to maintain or not retard that motivation. Instead, some players feel that they did not have a fair chance to earn playing time, which affects their motivation.
With a player in this situation, create small goals for the player and give them an important role on the team.
In these situations, the coach needs to include the player and point out their contributions to the team, even if those contributions consist solely of working hard in practice to prepare the starters for the game. The better question might be whether the women’s game is ready for her,” her coach, Veronica Algeo said, “Bottom line, she’s as close to a celebrity as this state has. With an ESPN Outside the Lines feature, it is arguably the biggest news story of the year in women’s college basketball. However, her decision is not that unusual; unfortunately, I know several players who quit before or during college, forfeiting college scholarships in the process.
In the spring after my college graduation, I worked about three hours per day and spent the rest of the time reading.
Every child gets a trophy at the end of the season because we feel that kids need rewards to stay motivated. After spending three to four years pursuing an external reward, how does the player recapture the intrinsic motivation? Basketball is no longer a game to be played, but a chore to finish before moving on to something that they want to do. Most people do their job because of external rewards – typically their paycheck, but possibly a raise, promotion, etc. Nobody forces you to get out of bed at 6:00AM to run a 10k or to spend your Saturday morning on a 50-mile bike ride.
They force themselves to do things that they think they dislike or that they associate with negative experiences. It hurts the scholarship athletes who lose their motivation once they sign the scholarship and achieve their reward, but it is even worse for the less competitive athletes stuck in an overly competitive system even though they just want to play and have fun.
They choose less competitive, more collaborative sports because they create an intrinsic motivation.
Team sports used to provide the same type of experience; sadly, in the increasingly competitive arena of youth sports, situations like Delle Donne’s are growing more frequent because the sports move away from the things which draw kids to sports originally. Command-style coaches not only make the majority of decisions in an athletic situation, but also create an environment in which failure is more threatening to the athlete than success is rewarding. To get more intelligent players on the pitch in the future, coaches need to stimulate more and instruct less. Without mistakes, there is no growth or development; the player simply does what he can already do. Children play basketball for fun, shooting around with friends, playing pick-up games, and trying new moves. However, without the internal motivation, they will never maximize their talent or love the activity. While the other players sat in the air-conditioned dorms and the coaches went to Starbucks, she spent 45 minutes doing extra drills. The slip-and-slide is not a move that she would use in a game, but she wanted to impress the boys back home. Nothing drew a coach’s ire from 2001-2003 quite like the And1 Mix-Tapes, as coaches believed that the tapes embodied everything wrong with the American player. When the skills fail to transfer, coaches blame the players for not listening, lack of concentration or lack of effort.
Therefore, in a drill like the closeout drill, the fear of running improved performance in terms of more hustle and less talking from the players.
The ball handling drills involved a creative element, and more importantly, their transfer to a game requires cognitive skills, as the player uses the dribble to create a pass or shot and must evaluate options while dribbling.
These games involve movement, perceptual and cognitive elements, while other sports like swimming or running involve primarily movement elements. If they enjoy what they are doing, they will work harder and improve more than if they are forced to do drills they dislike. However, the coach and players should work together; the players should not view the coach as an antagonistic force. When coaches focus on these roles, they ignore the “carrot-and-stick” approach and move to a more empowering approach which builds the players’ intrinsic motivation, often eliminating the need for discipline. Record of 816-208 in 42 seasons at Academy Heights (Pinehurst) Frederick Douglas (Elm City), Elm City, and Wilson Fike.
Coaches think the player is sulking because he does not play and believe that the player should think about the team first. To keep younger players interested on the bench, I have had players watch for certain things.


I emailed a high school coach and asked about the girl, and he said that she had “lost the love” and quit. Delle Donne is noteworthy because of her fame; however, many players make the same choice every year because they burnout. I did not enjoy reading; I was reading to pass a test or to learn enough to answer a question in class. Parents pay for personal trainers, and players jump from team to team and high school to high school to find the right coach or more playing time or enough exposure to college scouts. By adulthood, we are conditioned to chase external rewards, which is why people want a bigger house or a more expensive car. They do it because they want to do it, and they enjoy the exercise or the experience, not because they feel compelled to do it.
The longer players remain in that situation, the more they are apt to exhibit many of these counterproductive characteristics (Stewart and Meyers). Since he was breaking up what clearly seemed a delightful scene, he paid them each a quarter for doing so.
Because of their interest, their parents sign up for a youth league believing that the organization and structure will enhance their enjoyment of the activity. At the camp, a couple girls saw me messing around and doing some ball-handling tricks during the first break. When the other players and coaches walked up to the court for the start of the afternoon sessions, they saw her rolling on the ground while dribbling the ball, trying to master the slip-and-slide. Most coaches blamed the tapes for everything from unmotivated players (“they just want to do tricks”) to poor shooting (“they have no fundamentals”). By week’s end, four or five girls were hurrying through lunch and skipping their break so they could practice their dribbling.
Instead, they spent one hour running back and forth from Point A to Point B as if they always would start and end in the same spot and not have to react to an offensive player who could shoot, drive left or drive right.
However, people learn best when intrinsically motivated: in an environment of autonomy, mastery and purpose. Using the “carrot-and-stick” approach is not the best way to develop skills and players in these sports. However, asking players questions and empowering players to make decisions builds intrinsic motivation. The challenge for a coach is to devise drills that the players enjoy which teach the skills and game concepts that he knows are important to their development and success. When players and coaches communicate (in both directions), they work together for the same goals. I spoke to them at the beginning of the year and explained that I was a new coach and they had a new opportunity.
At a timeout, they tell the starters that one player is left-handed or during the action, they call out screens from the sideline. One girl – a 14-year-old from Anchorage, Alaska – asked if I could teach her how to do the slip-and-slide, a move from the Mix-Tapes. The coaches praised the session as “fundamental” and “great teaching,” while I and many of the 13 and 14-year-old players were bored. For instance, at practice the other day, I asked the players what they thought of the drill and whether we should continue or move to something else. When this communication breaks down or the coach ignores the players, players see the coach more as the person taking the inherent fun out of playing rather than a guide trying to improve one’s skills to enhance the enjoyment of the game. I set the expectations for them to meet in order to earn playing time and stayed true to my promise when they met the expectations. It was the same activity, and the books were of similar subjects, but I read at my pace on my terms, not to please a professor or finish an assignment. This routine continued for over a week, until one day my friend found he was out of quarters, and he suffered through the racket as best he could.
Unfortunately, many coaches intentionally eliminate the fun from basketball in an attempt to meet some higher goal. The de-motivated players became the hardest workers on the team because they felt like they controlled their own destiny, rather than feeling like they were in a hopeless situation where it never mattered what they did.
He discovered that he could work despite the disturbance, and thence he gave no more quarters.
Two weeks later he ran into one of them at the market and asked why he and his friends no longer came around. High as a science and physical education teacher, along with coaching ninth-grade football and basketball. In 1974 Dave transferred to Beecher High School and assisted the varsity football team as quarterback coach from 1974 to 1976. He also coached the boys junior varsity basketball team and was assistant varsity basketball coach under Mike Bedore and Mose Lacy. In 1974, David became the girls varsity basketball coach, leading the Lady Bucs to 13 consecutive Big Nine Conference championships and 13 consecutive district titles.
He had a 35 consecutive games winning streak in the conference and won two state championships.Between 1980 and 1987 David was named Big Nine Coach of the Year five times and Class B Coach of the Year three times. 27, 2013, at home.       BUYING A CORVETTEThe purchasing a car is generally one of the biggest and most involved decisions that people have to make. Your Corvette is a special purchase, and you want it to be a decision you can look back on with pride .
Ultimately, you'll have to attend to practical matters but right now, just let your imagination run free. Get yourself a book about Corvettes or read the Corvette history pages here and around the Internet. Chances are good that you've already got a good idea of your dream Corvette, or you will find that one era of  Corvette speaks to you more than the others. The point of the exercise is to narrow down your search to a range of several year corvette and a  certain corvette body style - maybe with a list of desired features. Ask yourself if you really want an automatic or manual transmission corvette  , do you want a car to modify and race, or just a classic corvette cruiser? Perhaps most importantly, do you plan to do a lot of restoration work to make this Corvette truly your own creation, or do you want a turn-key corvette "new car" experience?



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