National Collegiate Athletic Association Workshop 1

NCAA Positive Coaching Workshop: Dantiel Daniels

 2

Table of Contents

Introduction……………………………………………………………………...Page 3
Workshop Outline……………………………………………………………….Pages 4-5
Learner Activities………………………………………………………………..Pages 6-9
Learning Task……………………………………………………………………Pages 10-11
Learner Analysis…………………………………………………………………Pages 12-13
Learning Assessment…………………………………………………………….Pages 14-16
Program Evaluation………………………………………………………………Pages 17-21
Works Cited………………………………………………………………………Page 23
 3

Introduction
Numerous coaches have been fired for abuse whether it is verbal or physical. There needs

to be a change. When thinking about coaches abusing players you don’t have to think too hard.

According to NBC Sports, there has been plenty of coaches that have gotten fired for either

verbal or physical abuse of their players. This includes Football and Basketball. One of the more

well-known coaches to be fired for abusing players is Rutgers Men's basketball coach Mike Rice.

Rice was fired from Rutgers university for throwing basketballs at his players as well as using

gay slurs. (NBC Sports , 2014 )

In sports at the collegiate level there is a thin line between coaching hard and being abusive. This

line can often be skewed, especially in Men's sports. Many coaches have been fired for abusing

players and there needs to be a workshop to combat this problem. I understand that every

university has their own protocol when it comes to monitoring their coach’s behavior. Many

coaches today struggle with trying to push their players to their full potential while not crossing

the line. The programs that don’t bring in as much revenue for their universities as Basketball

and Football has a huge problem with coaches abusing their power. This workshop focuses on

every NCAA sport and will requires every coach to attend.

Sports such as Swimming, Tennis, and Golf are unmonitored because these sports don’t

make as much money as other sports. The actions of unscrupulous non-revenue coaches often fly

under the radar. Their sports are off on their own, watched and attended mainly by the friends

and families of the athletes. What they say and do at practice and even during games is easily

overlooked by the mass audience of sport. (Jones, 2018)

 4

NCAA Positive Coaching Workshop-Outline

Workshop Description: This workshop will provide positive coaching strategies

and methods that will help create a more positive environment for both the coach
and the athlete.

Objectives:
 Coaches will demonstrate positive coaching behavior traits. (on and off the floor)
 Coaches will successfully be able to differentiate between abusive coaching and positive
coaching.
 Coaches can create positive relationships with their athletes.
 Coaches clearly understand how to create a healthy environment for their students as well
as themselves.

A. Positive Coaching:

Focusing on strategies that coaches can use in order to be more positive in

their program.

 Methods of delivery:
Lecture, guest speakers and presentations

B. Abusive Coaching:

Focusing on being able to recognize abusive behavior

 Methods of delivery
Assessments and interviews, simulations

C. Creating Positive Relationships:

 Concentrating on creating positive relationships with athletes
 5

 Methods of delivery
Lecture, questionnaire, and PowerPoint

D. Creating Positive Environments:

 Concentrating on creating positive environments for universities,
coaches, and athletes.

 Methods of delivery
Lecture and PowerPoint

E. Learning assessment
 Focusing on giving a thorough evaluation of the coaches.

 Methods of delivery
Observational assessment, interviews, multiple choice and short
answer tests.
 6

Learning Activities

During this activity we will focus on the first aspect that will contribute to positive coaching. The

objective here is to help coaches demonstrate positive coaching behavior traits by focusing on

reducing stress.

Positive Coaching

A. The first learning activity would be to help coaches deal with stress on and off the

floor. This activity is important because these coaches can be stressed from everyday

life and it can affect their mindset and attitude when it comes time to do their job. The

objective here is to help coaches demonstrate positive coaching behavior traits by

focusing on reducing stress A flyer would be made as well as discussing things such

as:

 Getting more sleep

 Exercise

 Take a break

 Avoid excessive consumption of alcohol and caffeine

After these things are covered coaches are expected to discuss their personal ways of

dealing with stress with one another since coaching is a stressful occupation.
 7

Abusive Coaching

B. After we recommend how to avoid stress the next step would be to place these

coaches in simulations. I chose this because simulations are great to test the

knowledge of these coaches to see if they know the difference between abusive and

positive coaching. Simulations that place coaches in different situations to see if they

know can recognize abusive coaching how they react can help us understand if they

truly know how to reduce stress. These simulations will place these coaches in other

coaches’ shoes. This activity can be a great way for coaches to share their coaching

stories with other coaches and learn from one another. The objective of this activity is

for these coaches to successfully be able to differentiate between abusive coaching

and positive coaching.

Creating Positive Relationships

C. The next part of the learning activates would include utilizing instructional games.

Using games is a fun and interactive part of this workshop. I would use jeopardy to

help these coaches deal with stress. I chose jeopardy because it’s a very well-known

game, most people know the rules, and its simple to play. Coaches would play this

game in groups and the game would have questions tailored towards positive
 8

coaching. The objective of this activity would be for coaches to create healthy

relationships with their athletes.

Creating Positive Environments

D. Following the instructional games, the final activity would be a short lesson. This

short lesson will be derived from the “just in time instruction” because my audience

has the same immediate needs and those needs include a need for stress management,

and positive coaching strategies. This short lesson will be centered around coaches

that were investigated and terminated from their job. Having a short lesson that

includes questions and answers helps us know If these coaches can recognize abusive

behavior and how they can avoid that type of behavior.

An example of how this activity would be conducted is as follows:

The first coach that would be discussed would be former Rutgers men’s basketball coach

Mike Rice. After showing the video of Rice throwing basketball at his players while

shouting homophobic slurs at them, a question and answer session would then begin.

We would ask the coaches a series of questions see below.

 What did Rice do wrong?

 What could Rice do in order to handle the situation differently?

 How would you handle this situation?

 How do you handle situations when you are upset with your team’s performance

in practices or in games?
 9

After discussing Rice, we would then turn our attention to the infamous Bob Knight.

This former University of Indiana head coach is very famous for screaming and

yelling at his players, fans, and officials. Two videos of Knight would be shown. The

first video shows him chocking his player Neil Reed during one of their practices.

While, the second video is of Knight losing his temper during a game against the

university of Purdue and throwing a chair across the court and getting ejected. After

watching these videos another question and answer session would begin.

 What is some alternate ways Knight could have disciplined his athlete without

physically touching them?

 How do you all keep your composure during a very heated game?

 What did Knight do wrong?

It is important to note that a lecture will follow the question and answer session.

This lecture will discuss the videos that were shown. These particular videos were shown

because it shows a change in culture. Bob Knight was able to do these things for a while

before he was terminated because the 90’s was a very different time in sports. During this

time the culture around basketball focused on tough coaching. The video of Rice was

shown to let these coaches understand that we are living in a different era and

homophobic slurs and physical are absolutely unacceptable and termination is inevitable

if coaches behave this way. The objective of this activity is for the coaches to be able to

create a healthy environment for their athletes.

 10

Learning Tasks
While analyzing the learning task for my audience. I created four objectives for my workshop.

These objectives are as follows:

1. Objective #1 Coaches will demonstrate positive coaching behavior traits. (on and off the

floor)

2. Objective #2 Coaches will successfully be able to differentiate between abusive coaching

and positive coaching.

3. Objective #3 Coaches can create positive relationships with their athletes.

4. Objective #4 Coaches clearly understand how to create a healthy environment for their

students as well as themselves.

After creating these learning objectives, I decided to utilize the procedural approach and I

created a flowchart with steps that including what I want my target audience to accomplish

after going through this behavior assessment. Please see figure 1 below.
 11

Figure 1 Mental Show Signs Of Mental Health Follow Up (after

Mental Health Mental Health Health Positive Mental
the season ends)
Evaluation Diagnosis Schemes Health

Stress Management
Display a Healthy Attitude Follow Up
Meditation Physical Relaxation
Stress Management

Mental
Assessment

Create Healthy
Positive Coaching Establish
Environments
Institutionalized Approaches Communication With
Positive Coaching Outside Connections If
Behavioral Monitoring Assessment
Behavioral Needed (Positive
Assessment Coaching Alliance
Alliance)

Coach Parent
Dialogue
Communication
Training
Positive Player/Coach
Relationship Methods
Institutional
Follow Up
(Behavioral
Assessment)
Exhibit Healthy
Relationship
Build More Behavior
Positive
Positive Reflections experiences with
Student Athletes
Behavior Positive
Modification
Assessment Negative
Behavior Screening
Reflections

Behavior
Negative Modification Demonstrate positive
Reflections Follow up Coaching Traits
 12

Learner Analysis
Within the five objectives I created for my audience I also conducted mobile interviews. As a

part of collecting Quantitative data, I worked with ten basketball coaches each of which are

affiliated with the NCAA on all three levels. (1, 2, and, 3) When utilizing the mobile surveys, I

was careful with using open ended questions, I started off with simple questions and progressed

to more in-depth questions about their behavior during practice and games.

Within my population there were ten coaches that filled out my mobile survey and each of them

answered the same depending on which division they coached in. When it comes to awareness of

abuse in the NCAA every coach regardless of division answered yes to having knowledge of

abusive behavior going on in this organization. 50% of these coaches were required to take an

institutionalized behavior test. One of the most interesting statistics happened to be that out of

the ten coaches that I interviewed, only 30% of coaches had been investigated for abusive

behavior (three division one coaches) while 70% of coaches had been seen by a professional for

their mental health. Half of the coaches had between 10 and 15 years, see figure 1. Coaches are

always under some degree of stress while doing their job, see figure 2 and 3.
 13

Figure 2

Coaching Experience

< 5 Years >10 Years >15 years

Figure 3
Coaching Under Stress

Often Not Often Sometimes Never

 14

Learning Assessment

For my learning assessment I will use the four objectives I created and for each objective I will
describe in general how I will assess learning for each objective.

The first objective is to have coaches demonstrate positive coaching behavior traits. (on and off
the floor) I will assess learning for this objective by monitoring and keeping an anecdotal record
of the coach’s behavior during practices and games. This particular objective will be assessed by
observing and anecdotal records because we will be looking for a change in attitude. I am
looking for a change in attitude and the best assessment method would be using observation and
anecdotal notes. Monitoring the coach’s behavior in games and in practice will consist of
watching how the coach interacts with his team and staff members. Please see Figure 3 for the
complete learning assessment for this specific objective.

The second objective is to have a coach successfully be able to differentiate between abusive
coaching and positive coaching. For this objective I would assess their ability to differentiate
between abusive behavior and positive coaching by giving them a test comprised of multiple-
choice questions as well as short answer questions.

The third objective consists of my learners creating positive relationships with their Athletes.
Coaches will be given a questionnaire about positive relationships. I am looking for a change in
attitude and interviewing the coaches will give us an idea of whether or not they understand how
to create a positive relationship with their athletes.

The fourth objective is for coaches to clearly understand how to create a healthy environment for
their students as well as themselves. They will also have to complete a Self-Reporting Inventory.
This Inventory will only be composed of questions that will be answered by either yes or no.

Overall, my objectives will be assessed by a variety of different methods depending on if we are

looking for a change in knowledge, skill or attitude. Utilizing a variety of evaluation methods
give us a chance to give these coaches a valid evaluation as well as giving us an opportunity to
see if there is something wrong with the evaluation method and figure out how it can be
corrected.
 15

Figure 3

National Collegiate Athletic Association Observational Assessment

Date: ___________

Name of Coach Being observed: ___________

Affiliated Sport: ___________

Place of Observation? (Practice, Game, Etc.) ___________

Time Observed (Duration): ___________

Description of positive behavior (if any)

Notes:

Description of negative behavior (if any)

Notes:
 16

Description of the coach’s interaction with their athletes

Notes:

Description of the coach’s interaction with their staff members

Notes:

Description of the coach’s overall behavior and attitude

Notes:

Additional Notes:
 17

One of the most important steps of the Instructional Design process is the program evaluation
step. This process consists of making sure the program is properly educating the target audience.
Below I have completed a formative as well as summative evaluation for this workshop.

Formative Evaluation

For the formative evaluation, this specific type of evaluation would be conducted throughout the
season to constantly ensure that the evaluation process is accurate. This type of evaluation helps
us know whether the instructional materials (interviews, tests, observations) are there yet, or
whether or I need to continue the design process. (Brown & Green , 2016) Formative evaluation
is designed to catch a defficiency quickly and fix it.

Morrison, Ross, and Kemp (2007) advocates a model for formative assessment based on Goolers
approach following these eight steps.

1. Purpose
2. Audience
3. Issues
4. Resources
5. Evidence
6. Data gathering techniques
7. Analysis
8. Reporting

These eight steps are divided into three phases. The first phase includes the first five steps
(Planning) while the second step incudes steps six and seven. (Conducting)The last phase is
reporting the results of the evaluation. (reporting)

1. Evaluation Purpose:

To improve instruction of the workshop. Most universities have their own evaluation
policies and could differ depending on which level the institution is. (i.e. division one,
two or three)

Issues:

 Are these coaches able to identify abusive coaching?

 Can these coaches successfully develop positive relationships with their athletes?
 Can these coaches successfully create a positive environment for their athletes
after attending and completing the workshop?

Instruction: A workshop for positive coaching is the instruction that is being evaluated.
 18

2. Methodology Used:

 Audience: The audience that my results were dismantled to would be the

stakeholders
 Instruments:

 NCAA coaches
 Representatives from positive coaching alliance
 Mental health care professionals
 Cell phone (conducted mobile surveys)

Data gathering techniques: I used a variety of techniques when dealing with gathering
data. I use a mobile survey as a part of collecting Quantitative data. More data collecting
techniques that I used are as follows:

 Questionnaires
 Observations
 Interviews
 Paper and pencil test (short answer& multiple choice)

 Analysis: After gathering data by using a variety of techniques I organized the data into

pie graphs. The first pie graph shows the coaching experience in years of the coaches

that took part in the mobile survey.

 Reporting: This is the final phase. These results would be reported to the stakeholders to
let them know how the evaluation.
 19

Summative Evaluation

Summative Evaluation would take place after the instructional intervention was implemented.
Utilizing Kilpatrick’s Four Levels of Evaluation.

 Reactions
 Learning
 Transfer
 Results

The first level of Kilpatrick’s level of evaluation is Reactions. This level focuses on the audience
(coaches) and their attitude towards the instruction given. I would implement an attitude survey
to all the participants involved. (see appendix A)

The second level of Kilpatrick’s level of evaluation is Learning. For this level I will evaluate
whether there is a change in knowledge, attitude, and skills.

 When looking for a change in skill we would use performance ratings. Specifically, we
would utilize checklist to make sure these coaches meet the criteria of positive coaching.
Things such as attitude towards their players, behavior after a loss, and how they interact
with their athletes would be on the list to make sure they check all the boxes to ensure a
safe environment for their athletes.

 When looking for a change in attitude we would use performance ratings. Specifically,
we would utilize checklist to make sure these coaches meet the criteria of positive
coaching. Things such as attitude towards their players, behavior after a loss, and how
they interact with their athletes would be on the list to monitoring the coach’s behavior
in games and in practice and keep an anecdotal record. We will watch how the coach
interacts with his team and staff members. See Figure 3 for the complete observational
assessment.
 20

 When looking for a change in knowledge we utilized test. Specifically, multiple choice,
matching items, short answer, and essay questions.

The third level of Kilpatrick’s level of evaluation is Transfer. This level of evaluation would
require the coaches to be constantly monitored. An observation would be implemented in order
to constantly watch these coaches to make sure a change in attitude, skill, and knowledge truly
occurs. Please see figure 1 one for the full observational assessment.

The fourth and last level of Kilpatrick’s level of evaluation is Results. In order to evaluate my
workshop’s effectiveness, we would utilize focus group meetings with coaches. If these coaches
cannot successfully differentiate between positive and negative coaching, then the instruction
needs to be revised.
 21

Appendix A

National Collegiate Athletic Association Attitude Survey

Please check the boxes below that indicate how satisfied you were with the instruction given at
the workshop.

1. How satisfied were you with the information presented?

• Very satisfied

• Satisfied

• Neutral

• Not satisfied

2. How satisfied were you with the clarity of the information presented?

• Very satisfied

• Satisfied

• Neutral

• Not satisfied

3. How satisfied were you with the duration of the workshop?

• Very satisfied

• Satisfied

• Neutral

• Not satisfied

4. How satisfied were you with the learning activities that were utilized?
• Very satisfied
• Satisfied
• Neutral
• Not satisfied

5. How satisfied were you with the speakers at the workshop?

• Very satisfied
• Satisfied
 22

• Neutral
• Not satisfied

6. How satisfied were you with the organization of the workshop?

• Very satisfied
• Satisfied
• Neutral
• Not satisfied

7. How satisfied were you with the workshop overall?

• Very satisfied
• Satisfied
• Neutral
• Not satisfied

Additional Comments:
 23

Works Cited

Brown, A. H., & Green , T. D. (2016). The Essentials of Instructional Design Connecting
Fundamental Principals. New York: Routledge

Jones, D. (2018, May 3). Abusive college coaches fly beneath radar and have more leverage than
ever; we need to keep our eyes and minds open . Retrieved from Penn Live:
https://www.pennlive.com/sports/index.ssf/2018/05/abusive_college_coaches_penn_s.html

National Colleiate Athletic Association . (2018). Inside the NCAA-2018 NCAA Convention
Recap . Retrieved from NCAA: http://www.ncaa.org/2018-ncaa-convention

NBC Sports . (2014). Coaches fired for alleged verbal and physical abuse of players. Retrieved
from NBC Sports : https://www.nbcsports.com/coaches-fired-alleged-verbal-and-
physical-abuse-players#slide-8