Personal Narrative: Division 1 Football Head Coach

It was six o 'clock at the Friendswood junior high mustang field I was playing strong safety and I had to cover the extra receiver they brought out by the snap I was already beating my man and the next thing I know the ball was sailing my way straight to me. I am 13 years old and I am on the Friendswood junior high C-football team I am a second string slot receiver and starting strong safety

As an attentive coach, I am always in tune with my athletes…… I try to meet their goal … …… it is easier coaching the female teams (44 years) 4.2.1.3 Economic Factors The economic factors influencing participation are as follows: 5(10%) of R and 20(100%) of E participated for financial benefits (job, cash, and scholarship etcetera). 39(78%) of R and 19(95%) of E played for opportunities/privileges (fame/connections/influence) 37(74) of R and 17(85%) of E participated because they had support (from coaches, family, peers, community, school). For example, Participant 61 (EP-C) said: ‘’since I got my job, I got better and better.

Bloody, bruised, and battered, Falls Church’s football team fought on in the fourth quarter. A football flew through the air as players crashed into one another sprinting to the ball, except I wasn’t on the field, nor was I on the sideline. I was a freshman watching our varsity footall team lose 0 to 48 on homecoming night, a familiar sight to many Falls Church students for the past 40 years. Those past 40 years are what has made Falls Church football the laughing stock of our conference, and since our school was one of the smallest high schools in the area, we never had the speed, size, or numbers to compete with other football teams. Our own school saw the team as a joke, 0-10 was a common season record, and being a Falls Church football

“Do your job.” A simple quote by Bill Belichick (New England Patriots Head Football Coach) but this quote means a lot about my character. The reason it means a lot to me is because if you work tremendously hard and do your job your team will be successful. My head football coach, Mike Rowe uses this quote as well and adds “If everybody does your job you will be successful.

What would it be like to provide enlightenment and direction for a school’s sports program, helping young athletes succeed in every way possible? That’s the job of an athletic director. They supply a budget and ration spending, which includes items like the coaches’ salaries, team travel, equipment purchases, and facility preservations. An athletic director experiences a lot of positives, but also a lot of negatives so it is important to know what an athletic director actually does, what an athletic director has to accomplish before getting the title, and what life is like as an athletic director.

The home football team was expected to win on Friday night, through the whole first half they were up 41-0. The coaches warned the players to keep their mind focused on the game until the very end. Ignoring their coaches advice, during halftime they laughed and joked around in the locker room assuming they had already won the game. However, during the second half of the game the visiting team that was down by 41 points came back and tied up the game leaving fans of both teams biting their finger nails in suspense as the two tams battled it out.

Over the past weeks I have spent some time analysing coaches and the way that they work. These sessions were predominantly football but there was also one Tennis session I watched. The first session I watched was on YouTube and was performed by the F2 freestylers, there sessions are very relaxed but they do focus on the details of performing skills and technique and contain a lot of skilful drills, this is effective because it aims to inspire those watching to try their skills. The one I watched on YouTube was improving the ability of beating men in one on ones, ball skills and also shooting. This was helping to speed up there game play but also improves it as they know what to do when it comes to a game situation.

Coaching leadership styles were. Developed in 1960 by Paul Hersey and Kenneth Blanchard in the late 1960s (Coaching Leadership Style, n.d.). “Coaching leaders clearly define roles and tasks of followers, but seeks their input and suggestions too. Decisions are still made by the leader, but the communication style is truly two-way” (Coaching Leadership Style, n.d.).

My most challenging experience to date is being assistant coach to a local girls’ football team. I sustained a triple fracture to my ankle and whilst recovering, was advised to cease playing to avoid sustaining further damage. The slow recovery time became a test of endurance and taught me an invaluable lesson of being patient and understanding. By this time, my sister had become interested in playing and having introduced her to a local girls’ team, I decided to undertake the role of assistant coach.

Kids need competition, but not to much. When more pressure is put on from coaches during a game it makes the game two times more competitive. It is really tough for coaches to be able to tell if the pressure it is affecting the kids but they have to be cautious because their words mean a lot. During game action coaches have the most influence on

I’ve wanted to become a Coach since I was very little. It has always been a my dream to be a coach. 3. Being a coach isn’t easy it comes with a lot of responsibility even if your only coaching at a local high school. But coaching at the college level comes with a lot more!!

Coach ‘B’ is more chilled when he is talking to me and other players as coach ‘A’ is intense when talking to the players before the game, I think he does that because he wants me and the other players to be ready and get a jump start on who we are playing against, but coach ‘B’ is chilled and what the team to be relaxed before we go out. The languages between the two coaches are better much the same but they deliver it in different ways on game day. Both coaches are loud, clear and direct towards the players. Between the quarters the coaches are very different in the uses of languages they use when talking to the players as a team and one on one, coach ‘A’ talks about how we played as a hold team in that quarter and how what we need to do in the next quarter (to the team), as coach ‘B’ talks to most of the players what they have to work on for the rest of the game then he talks to the team but he leaves most the talking to the leaders, I think coach ‘B’ does this because he wants the under 18 players to improve on how they talk to each other. Coach ‘A’ just talks to the team because I think he wants everyone to play our roles in the team.

I have always aspired to be good at everything that I do. No matter what task I was tackling, part of my objective was to be good. While there is nothing wrong with being good at something, this focus began to cause everything that I did to only be good, never great. I became complacent of where my abilities were and prevented myself from anything special, anything but ordinary.

Coaches should examine their experiences, by looking for meaning when asking ‘why’ questions (Denison, 2007). This experience allowed me to develop and see the importance of having interpersonal skills which deals with things, such as, providing a safe environment for the client, treating the client as an equal in the coaching process, allowing them to pick their own tempo for accomplishment of desired goals, during sessions remain neutral, and use positive thought, words and action during the relationship (Mitchell, J., July 27,

This strains the working environment, making both work and play very superficial with little or no buy-in. When feedback is handled well, many will experience the positive effects and performance is strengthened. Improving coaching to improve performance takes time. People are heterogeneous and dynamic, hence the same mix of skills may not yearn the same results at the same time. I have to adjust to a more conservative expectation for I may not see desired results as quickly as I hope since the learning curve is unique to each learner.