Coaching Experience and Education

Editorial by Jim Schmutz, ASEP executive director

Coaching has a long history of on-the-job mentorship. The indoctrination process typically begins back in the coach's own playing days observing and interacting with influential coaches. From there a normal progression takes place: from rookie coach with little responsibility to rising assistant given additional duties to head coach. For many, working up through the ranks and gaining experiential knowledge along the way is thought to be the appropriate growth path in the profession.

Anecdotal evidence would seem to support this assumption, since at the high school level and above nearly all head coaches have "paid their dues" as assistants. This manner of coach training is so accepted that its shortcomings are often overlooked or dismissed by many present and would-be coaches. Suggest to them that mastering a sound, structured coaching curriculum is also vital in the development of coaches and their reaction usually is one of dismay or disdain.

Why? The answer I most often hear is the amount of time required to complete an education course. Sadly and alarmingly, those who cite time as the biggest issue tend to focus on "certification" rather than "education." They also underestimate the value education brings to their ability to effectively and efficiently manage the many demands of a coach both on and off the field. I would argue that high quality coaching education could help a coach save time over the course of season by making the time investment in training upfront.

On the flip side, any honest educator would admit the shortcomings of relying solely on classroom-based instruction without implementing an experiential learning component. That's why prospective teachers practice teach, future doctors serve lengthy internships and residencies, and aspiring chefs spend years as understudies before taking command of a kitchen. But dismissing classroom coach training because it is not conducted "in the trenches" is unwise and potentially dangerous.

Say a coach works his way up the ranks in a high school program to assistant head coach relying on his own personal experiences and observations of other coaches. What is missing?  For one thing, the coach has been exposed to a very small set of circumstances in which to learn about coaching, and he's destined to be no better or worse than the one or two coaches he learned from. In short, he doesn't even know what he doesn't know. That's called ignorance.

A well-constructed and effectively presented coaching education curriculum is highly beneficial to all coaches. Following are just a few of the reasons why. Read more.

Share your comments and help continue the conversation by contacting me directly at [email protected] or by sharing your thoughts on my blog.

Jim Schmutz

ASEP Executive Director