Community Organizations and Coach

Football players can be evaluated using a player evaluation form like the one appearing in American Football Monthly:http://www.americanfootballmonthly.com/Subaccess/Magazine/2013/May/images/04_Loney_Nichols_EvaluationForm.jpg This form can be used in a formal evaluation process, either on intake or during considerations for lineup changes, as well as providing ongoing feedback and assessment for players on the roster. While this form is actually quite thorough, providing both psychological and physical feedback, it lacks a few skills that could be important for receivers.

For example, the form could be improved on by simply adding an assessment box for how high the player can jump from a standing position. There would also be some need to specialized skills. Otherwise, the form provides for the breadth of skills a player will need to succeed, including attitude, work ethic, and leadership ability. Any additional comments can be placed in the "notes" section or in the side bars related to player's best quality and where the player may need improvement.

Coaches at the school varsity level can be evaluated using a form like this: http://svs.k12.sd.us/wp-content/uploads/2012/11/Appendixn.pdf This form can be used in a formal evaluation process when reviewing an existing coach's performance, or for evaluating a new coach still on a probationary period. Alternatively, the form can be used for ongoing assessments, which can be helpful to monitor a coach throughout a school year.

It is helpful that the form represents a philosophy of varsity coaching, which differs significantly from coaching at the professional or even the collegiate level. Indicators include level of commitment to parents, school, and the community as a whole, and are not simply focused on winning games. Participation, enthusiasm, and caring are some of the qualities that make for an effective coach at the varsity level, where psychological and social skills are as important as athletics.

The form includes self-evaluations as well as pre-evaluations, but would greatly benefit by including student/athlete evaluations of the coach. References Coach evaluation form: http://svs.k12.sd.us/wp-content/uploads/2012/11/Appendixn.pdf Player evaluation form: http://www.americanfootballmonthly.com/Subaccess/Magazine/2013/May/images/04_Loney_Nichols_EvaluationForm.jpg Program development does include assessments of the overall program objectives, and the athletic director might have a completely different vision from the coach regarding the overall program, its role in the school, and its role in the community.

Whereas an athletic director may be concerned about issues like budgeting, marketing, and public relations, the coach is on the ground, with the players, and concerned with player health, improving player performance, and resolving interpersonal issues. Yet both have shared objectives and a mutual commitment to succeed. Of course, the coach is going to be attached to his or her program and needs to try to maintain objectivity. A coach can maintain objectivity by being encouraged to use self-evaluation forms regularly.

Player evaluations may help provide the coach with regular honest feedback. Alternatively, a coach working in a supportive environment can rely on the feedback of colleagues and coaching assistants to provide honest feedback and constructive criticism. Specific program goals that might be important to a coach include maintaining player harmony, developing player leadership, and resolving conflict. Overarching goals may include garnering wins, establishing a long-term goal for the program in terms of specific competitions, and partnering with community organizations that can help individual players or the team.

Generally, the athletic director will.