Post by Coach Campbell on Feb 24, 2022 22:48:53 GMT
Balancing Academics & Athletics
Academic, Educational, and Coaching Philosophies
One thing can be said: “You can take football from me, but you can never take my education away”.
The following is an example of a philosophy statement that you might consider. This one is the one we have used and created. It is extremely important in your interview how you integrate school with participation.
The talk of getting an education will always take precedence over athletics. We believe that athletics and academics can and should work hand in hand. There is no reason that we should not strive to be champions in the classroom, as well as champions on the playing field. Discipline in the classroom means discipline on the playing field.
In order to ensure that our student athletes understand our belief in academics, we will adhere to the following policies:
Academics shall and will be made a priority, discipline and winning starts in the classroom. As the head coach you should make this evident to players and coaching staff. The coaching staff will assume responsibility of motivating their respective players and monitoring their success, as an example making use of 3-week progress reports.
As a staff you should continually monitor the academic progress of your athletes to ensure that they are striving for the best possible education that they can get presently but also in the future.
As a staff you should work in conjunction with the school faculty and administration to provide study hall and tutoring.
It is very important to see athletics as a part of the total educational program. It should both compliment and contribute to the overall educational process. For many students it is the most effective climate for learning the invaluable lessons of personal integrity, determination, self-confidence, and proper mental attitude. Individual and group responsibilities along with the desire to achieve high goals should be basic objectives of any sound educational system.
Education
The following information should be used as a guide for developing your educational philosophy.
In answering the question “What will I do, as a teacher, to help my secondary students better cope with their life experiences, now and in the future,” it becomes important to understand the many dimensions of the secondary school teacher in today’s public and private school environment. As a public or private school teacher, the primary role will be to serve as facilitator of individual and group learning. This will be accomplished through the application of many different teaching techniques and methods if instructional delivery. The students with the concept of relevance driving this active learning process will base the focus for this approach primarily on the emphasis of active learning.
To support the active learning process, the socialization of the students to the academic environment will additionally require that the teacher assume a very important leadership position in both daily behavior / conduct and professional classroom presentation. This leadership modeling by example includes consistency and professionalism regarding the day – to – day conduct of teaching duties within the private and public-school environment while actively motivating students to become responsible to themselves, their environment, their future, and their community’s future. This motivation within the secondary school academic environment will occur if the student sees tangible relevance of the content and skills to be mastered as related to his or her immediate present and future situation. In the area of physical education and health, the concept of relevance is of greater significance within the school curriculum due to its direct application to the individual student’s development of life-long personal mental and physical health and well-being. The secondary physical education and health curriculum insures that public school students enjoy positive societal interpersonal relationships while gaining personal-self-esteem and self-worth.
The first area of concern for a public-school teacher attempting to provide relevance to his or her students within a given teaching field involves providing the opportunity for the student to have self-realization and personal recognition of the uniqueness and individualism possessed by that individual student.
The teacher, as a facilitator, must guide the student through the process of self-understanding and self-acceptance. This can be achieved using a variety of teaching strategies and methods. One strategy that has found widespread success is the T.E.S.A. (Teacher Expectation Student Achievement) program. This program requires that the teacher utilize fifteen elements to insure student recognition while fostering positive expectations from the student in the academic environment. These fifteen elements within teaching strategy are:
Equitable distribution of attention between students.
Affirmation and correction of student performance.
Proximity of the teacher to the student and learning activity.
Individual help to those who need it.
Praise of performance by the student.
Courtesy and consistency of the teacher.
Latency or allowing the time for learning or mastery to occur.
Justifying praise and positive reinforcement.
Taking a personal interest in the true welfare of the student.
Delving into the student academically to solicit relevance.
Teacher listening skills to insure accurate information.
Appropriate and professional physical contact with students.
Higher level questioning and higher expectation of performance.
Accepting feelings and non-judgmental empathy of the student.
The ability to desist and effectively stop inappropriate student behavior.
The mastery of the above elements will enable a public or private school teacher to ensure a positive classroom management environment that will allow students the opportunity to achieve high subject area mastery. It is through this positive classroom management, consistent high expectation of student performance and subject area expertise that the secondary and private school teacher will apply the concepts of relevance and student self – realization and personal recognition. Once this has occurred, then the student will have a truly “personal” or vested interest in his or her own development as an important element in his or her own society.
A public or private school teacher must also understand his role as a public servant within the public educational system. This will require that the teacher be accountable to his or her administrative and academic environment as well as the local / regional and state community that employs him or her. By providing for each and every student contribution to the learning environment while insuring effective positive feedback, the teacher can provide each student with the opportunity for success. Varied instructional methods and communication channels will enable a balanced approach to be most effective. Included in this would be the necessary partnership between the teacher, parents and the community at large. The use of all of the available traditional and non-traditional learning tools will give the teacher the necessary means to implement innovative instruction. An example of this would be the availability and use of appropriate multi-media resources such as information-age computer and satellite communication technology. The concepts of relevance and self-realization within the learning environment can be accomplished through the proper application and use of these information-age technologies in support of traditional learning tools. Only through a teamwork approach can the public-school educator maximize his or her capacity to bring about students’ success. Positive interaction of the public-school educator with all of the members of the academic and school support environment will enable the “team” of educational professionals to positively impact all of the students of the campus community.
Teacher mastery of specific subject area teaching strategies will provide the structure to the teaching method. Through the application of clear objectives that are both challenging and attainable for the student, the teacher will ensure student success while increasing self-realization. This will also guarantee the cultivation of student curiosity while aligning an invigorating and stimulating subject area curriculum to the traditional teaching environment. Throughout this process, the teacher must emphasize an approach that searches for ways to express true care for the student as an individual while projecting a positive, exciting and enthusiastically motivated personal style and classroom / school environment. Sincerity and being genuine are critical aspects for the teacher to project within the day-to-day application of specific subject area teaching strategies.
Through the application of the concepts of relevance and student self-realization, the teacher will become the true facilitator for individual student learning. By developing self-esteem and personal recognition within the student, the teacher ensures that the student moves from extrinsic motivation for behavior to an intrinsic values system that promotes individualized personal improvement. Only through active student participation in the learning process can the teacher “bring” a student, of his or her own volition, to the point of intrinsic motivation. In this philosophy, the teacher becomes secondary to the student. The obsolete traditional learning and instructional strategies will always lead to student alienation from the learning process and guarantee student apathy to the personal acquisition of knowledge-this for both tangible and intangible rewards. The key question remains, “What will I do, as a teacher, to help my secondary school students better cope with their life experiences, now and in the future?” The answer to this question lies in my ability, as the facilitator, to assist the student in gaining the proper personal motivation to better cope with their life experiences and become motivated lifelong learners while valuing personal mental and physical health and well-being.
The information presented here can be used as a guide for developing your educational goals when pursuing a job interview.
Balancing Academics and Athletics: What Is Truly Important?
This section focuses on how you can present your views when interviewing for your coaching position when asked how athletics and academics work hand in hand with each other. Develop your views on this subject using the following information.
Extra-curricular athletics must always be viewed as a supportive activity to the primary mission of any educational institution. The primary mission of any educational institution must be academic and personal development of its students. In public education, the integrity of the academic mission can never be compromised, the future of our students and our society as a whole demands that the molding of the intellectual capacity of all students is central to personal student success. The role of extra-curricular athletics involves providing opportunities for extended character development through structured athletic competition.
This philosophy is supported by a study conducted by the University of Washington. This study projected the likelihood of a high school varsity athlete receiving an athletic scholarship to higher education and later moving on to the professional ranks. This study illustrated the following statistics. By the way if you have a parent meeting consider sharing this information with them:
59% of all high school varsity football and basketball players have the belief that they will receive a college scholarship upon graduation.
In actuality, 98 out of 100 varsity high school athletes involved in all sports will never play in the college ranks.
Also, only 1 out of 15,000 college student athletes will ever have the opportunity to become a professional athlete in any sport.
For the sport of football only 1 in every 5,200 college players will have the opportunity to become a professional in their sport.
At present, 67% of all players in the National Football League (NFL) do not possess a college degree.
Currently the average playing career in the NFL last only 3.5 years.
The message from these results is clear. The academic mission is of greatest importance to all students regardless of their god given athletic talents and playing field accomplishments. Additionally, of all “Top 10” ranked academic students at the high school level, 98% of both boys and girls are involved in 2 or more extra-curricular school activities, annually this points to the importance of extra-curricular activities being in support of positive academic success.
From a personal perspective and having served over 6,000 student athletes at both the college and secondary level, I can honestly say that we as coaches need to be committed to the academic success of the players and fortunate to work with (discipline in the classroom equals discipline on the field). Whether it be team study halls, peer tutoring, academic release time from practice and competition, the future success of the individual student-athlete and the team rests with the academic integrity of the program.
To quote one of my former coaches who inspired me to go to graduate school:
“When you are 40 years old it will not matter how many yards you’ve gained or passes completed. What will matter is what you can provide for yourself, your family and your community as a productive member of society.”
Academic, Educational, and Coaching Philosophies
One thing can be said: “You can take football from me, but you can never take my education away”.
The following is an example of a philosophy statement that you might consider. This one is the one we have used and created. It is extremely important in your interview how you integrate school with participation.
The talk of getting an education will always take precedence over athletics. We believe that athletics and academics can and should work hand in hand. There is no reason that we should not strive to be champions in the classroom, as well as champions on the playing field. Discipline in the classroom means discipline on the playing field.
In order to ensure that our student athletes understand our belief in academics, we will adhere to the following policies:
Academics shall and will be made a priority, discipline and winning starts in the classroom. As the head coach you should make this evident to players and coaching staff. The coaching staff will assume responsibility of motivating their respective players and monitoring their success, as an example making use of 3-week progress reports.
As a staff you should continually monitor the academic progress of your athletes to ensure that they are striving for the best possible education that they can get presently but also in the future.
As a staff you should work in conjunction with the school faculty and administration to provide study hall and tutoring.
It is very important to see athletics as a part of the total educational program. It should both compliment and contribute to the overall educational process. For many students it is the most effective climate for learning the invaluable lessons of personal integrity, determination, self-confidence, and proper mental attitude. Individual and group responsibilities along with the desire to achieve high goals should be basic objectives of any sound educational system.
Education
The following information should be used as a guide for developing your educational philosophy.
In answering the question “What will I do, as a teacher, to help my secondary students better cope with their life experiences, now and in the future,” it becomes important to understand the many dimensions of the secondary school teacher in today’s public and private school environment. As a public or private school teacher, the primary role will be to serve as facilitator of individual and group learning. This will be accomplished through the application of many different teaching techniques and methods if instructional delivery. The students with the concept of relevance driving this active learning process will base the focus for this approach primarily on the emphasis of active learning.
To support the active learning process, the socialization of the students to the academic environment will additionally require that the teacher assume a very important leadership position in both daily behavior / conduct and professional classroom presentation. This leadership modeling by example includes consistency and professionalism regarding the day – to – day conduct of teaching duties within the private and public-school environment while actively motivating students to become responsible to themselves, their environment, their future, and their community’s future. This motivation within the secondary school academic environment will occur if the student sees tangible relevance of the content and skills to be mastered as related to his or her immediate present and future situation. In the area of physical education and health, the concept of relevance is of greater significance within the school curriculum due to its direct application to the individual student’s development of life-long personal mental and physical health and well-being. The secondary physical education and health curriculum insures that public school students enjoy positive societal interpersonal relationships while gaining personal-self-esteem and self-worth.
The first area of concern for a public-school teacher attempting to provide relevance to his or her students within a given teaching field involves providing the opportunity for the student to have self-realization and personal recognition of the uniqueness and individualism possessed by that individual student.
The teacher, as a facilitator, must guide the student through the process of self-understanding and self-acceptance. This can be achieved using a variety of teaching strategies and methods. One strategy that has found widespread success is the T.E.S.A. (Teacher Expectation Student Achievement) program. This program requires that the teacher utilize fifteen elements to insure student recognition while fostering positive expectations from the student in the academic environment. These fifteen elements within teaching strategy are:
Equitable distribution of attention between students.
Affirmation and correction of student performance.
Proximity of the teacher to the student and learning activity.
Individual help to those who need it.
Praise of performance by the student.
Courtesy and consistency of the teacher.
Latency or allowing the time for learning or mastery to occur.
Justifying praise and positive reinforcement.
Taking a personal interest in the true welfare of the student.
Delving into the student academically to solicit relevance.
Teacher listening skills to insure accurate information.
Appropriate and professional physical contact with students.
Higher level questioning and higher expectation of performance.
Accepting feelings and non-judgmental empathy of the student.
The ability to desist and effectively stop inappropriate student behavior.
The mastery of the above elements will enable a public or private school teacher to ensure a positive classroom management environment that will allow students the opportunity to achieve high subject area mastery. It is through this positive classroom management, consistent high expectation of student performance and subject area expertise that the secondary and private school teacher will apply the concepts of relevance and student self – realization and personal recognition. Once this has occurred, then the student will have a truly “personal” or vested interest in his or her own development as an important element in his or her own society.
A public or private school teacher must also understand his role as a public servant within the public educational system. This will require that the teacher be accountable to his or her administrative and academic environment as well as the local / regional and state community that employs him or her. By providing for each and every student contribution to the learning environment while insuring effective positive feedback, the teacher can provide each student with the opportunity for success. Varied instructional methods and communication channels will enable a balanced approach to be most effective. Included in this would be the necessary partnership between the teacher, parents and the community at large. The use of all of the available traditional and non-traditional learning tools will give the teacher the necessary means to implement innovative instruction. An example of this would be the availability and use of appropriate multi-media resources such as information-age computer and satellite communication technology. The concepts of relevance and self-realization within the learning environment can be accomplished through the proper application and use of these information-age technologies in support of traditional learning tools. Only through a teamwork approach can the public-school educator maximize his or her capacity to bring about students’ success. Positive interaction of the public-school educator with all of the members of the academic and school support environment will enable the “team” of educational professionals to positively impact all of the students of the campus community.
Teacher mastery of specific subject area teaching strategies will provide the structure to the teaching method. Through the application of clear objectives that are both challenging and attainable for the student, the teacher will ensure student success while increasing self-realization. This will also guarantee the cultivation of student curiosity while aligning an invigorating and stimulating subject area curriculum to the traditional teaching environment. Throughout this process, the teacher must emphasize an approach that searches for ways to express true care for the student as an individual while projecting a positive, exciting and enthusiastically motivated personal style and classroom / school environment. Sincerity and being genuine are critical aspects for the teacher to project within the day-to-day application of specific subject area teaching strategies.
Through the application of the concepts of relevance and student self-realization, the teacher will become the true facilitator for individual student learning. By developing self-esteem and personal recognition within the student, the teacher ensures that the student moves from extrinsic motivation for behavior to an intrinsic values system that promotes individualized personal improvement. Only through active student participation in the learning process can the teacher “bring” a student, of his or her own volition, to the point of intrinsic motivation. In this philosophy, the teacher becomes secondary to the student. The obsolete traditional learning and instructional strategies will always lead to student alienation from the learning process and guarantee student apathy to the personal acquisition of knowledge-this for both tangible and intangible rewards. The key question remains, “What will I do, as a teacher, to help my secondary school students better cope with their life experiences, now and in the future?” The answer to this question lies in my ability, as the facilitator, to assist the student in gaining the proper personal motivation to better cope with their life experiences and become motivated lifelong learners while valuing personal mental and physical health and well-being.
The information presented here can be used as a guide for developing your educational goals when pursuing a job interview.
Balancing Academics and Athletics: What Is Truly Important?
This section focuses on how you can present your views when interviewing for your coaching position when asked how athletics and academics work hand in hand with each other. Develop your views on this subject using the following information.
Extra-curricular athletics must always be viewed as a supportive activity to the primary mission of any educational institution. The primary mission of any educational institution must be academic and personal development of its students. In public education, the integrity of the academic mission can never be compromised, the future of our students and our society as a whole demands that the molding of the intellectual capacity of all students is central to personal student success. The role of extra-curricular athletics involves providing opportunities for extended character development through structured athletic competition.
This philosophy is supported by a study conducted by the University of Washington. This study projected the likelihood of a high school varsity athlete receiving an athletic scholarship to higher education and later moving on to the professional ranks. This study illustrated the following statistics. By the way if you have a parent meeting consider sharing this information with them:
59% of all high school varsity football and basketball players have the belief that they will receive a college scholarship upon graduation.
In actuality, 98 out of 100 varsity high school athletes involved in all sports will never play in the college ranks.
Also, only 1 out of 15,000 college student athletes will ever have the opportunity to become a professional athlete in any sport.
For the sport of football only 1 in every 5,200 college players will have the opportunity to become a professional in their sport.
At present, 67% of all players in the National Football League (NFL) do not possess a college degree.
Currently the average playing career in the NFL last only 3.5 years.
The message from these results is clear. The academic mission is of greatest importance to all students regardless of their god given athletic talents and playing field accomplishments. Additionally, of all “Top 10” ranked academic students at the high school level, 98% of both boys and girls are involved in 2 or more extra-curricular school activities, annually this points to the importance of extra-curricular activities being in support of positive academic success.
From a personal perspective and having served over 6,000 student athletes at both the college and secondary level, I can honestly say that we as coaches need to be committed to the academic success of the players and fortunate to work with (discipline in the classroom equals discipline on the field). Whether it be team study halls, peer tutoring, academic release time from practice and competition, the future success of the individual student-athlete and the team rests with the academic integrity of the program.
To quote one of my former coaches who inspired me to go to graduate school:
“When you are 40 years old it will not matter how many yards you’ve gained or passes completed. What will matter is what you can provide for yourself, your family and your community as a productive member of society.”