TEACHING AND COACHING
If teaching seems to be your career goal you must begin to identify the setting and the population with whom you wish to work. Basically, the setting for your work can be divided into school and nonschool settings, while the age group can range from preschoolers through school and college-aged students to adults and even senior citizens. Physical education teaching opportunities are diverse and the potential teacher can usually find an area that meets his or her interests.
Teaching in the Elementary Schools
There is little disagreement in the education profession. that the teaching and learning occurring at the elementary school level represent some of the most crucial experiences in education. It is here that the foundation is laid for future development and accomplishment. For most children, elementary school represents the initial experience away from home for any significant time. From the day that children enter the first grade until they graduate from high school or college, they will spend more hours in the school environment than they will spend in the home. What a responsibility for elementary school teachers! Not only must they be knowledgeable and skilled in conveying factual information, but they must also understand principles of child growth and development, be prepared to act as parent substitutes in moments of distress, and be willing to devote many hours to the nurture of young minds and bodies. Only those individuals who are genuinely suited to work with this age group should consider accepting the challenge.
How do you feel about teaching at the elementary school level? Do you enjoy being with young children?
Do they fascinate and inspire you? Would you welcome the opportunity to assist them in developing mental and physical prowess, or do you find their lack of expertise and sophistication annoying? Is patience one of your virtues? In attempting to answer these questions, you may find it beneficial to try recalling your days in elementary school. The memories may have faded with time, however, and you may find it necessary to visit the elementary school classroom to obtain a more realistic picture of these children and the setting in which they learn and grow. A very special personality is required for teaching elementary school children, and all aspects of this endeavor should be explored before you determine whether elementary school teaching is the area in which you wish to pursue your professional goals.
Teaching in the Secondary School
Secondary school represents the termination of the educational process for many students. Secondary school teachers are responsible for equipping these students with skills and knowledges necessary to pursue lives and careers of their own. Does the prospect of this responsibility appeal to you? Are you attracted to working with emerging young adults? Do discipline problems frighten you or challenge you? How do you feel about preparing students to face life? Again, as was the case with elementary school teaching, is patience one of your virtues? Are you invigorated by overt expressions of growth or turned off by students who attempt to assert their individuality?
Perhaps a few visits to several junior high or high schools will help you reach a better understanding of “the view from the other side of the desk.” Being a teacher at the secondary level is far different from being a student at that level, and observations of secondary school teachers and students in action could be beneficial to you.
Good secondary school teachers are vital to the future of the American way of life, and strong, capable teachers are in demand. If you have a genuine liking and respect for this age group and are willing to accept the challenges, you may find that secondary school is the level of education at which you will be most effective.
Teaching in the Higher Education
College teachers fulfill a variety of roles. Among the tasks that they may be called on to perform are teaching, coaching, curriculum development, public service, research, and publication. These areas involve somewhat different functions.
Curriculum development is a significant feature of college teaching. Faculty members are responsible for designing and implementing undergraduate and graduate physical education professional preparation programs as well as general physical education programs. Developing curricula requires not only an in-depth knowledge of curriculum planning but also the willingness to devote many hours to designing sound programs that meet the current needs of the students.
College teachers also contribute to the profession through textbooks, instructors manuals, articles, research reports, book reviews, abstracts, and a variety of other forms of publications. Publication is time consuming and requires vast stores of energy and perseverance. Most college teachers are, however, expected to contribute to the profession and to the public through some type of publication.
Research in physical education offers a myriad of possibilities. Teachers might conduct meaningful research in many areas pertinent to physical education, such as teaching methodology, exercise physiology, motor learning, and any of the other specialized areas included in the profession. As you continue in your professional preparation program, you will become more aware of the nature of these areas of study and may develop an interest in researching them further.
All physical educators, regardless of the level at which they teach, may be involved with each of the aforementioned areas. These endeavors are not specific to college teaching. Most institutions of higher learning, however, expect faculty members to participate in teaching, public service, research, and publication. Since involvement in these pursuits frequently is a prerequisite to professional advancement and financial rewards at the college level, a commitment to them is essential to the consideration of college teaching as a career. EPL중계
Coaching Responsibilities
The coach’s instructional responsibilities include conducting practice and coaching during the game.
Although the coach is working with highly skilled athletes, the coach must be a good teacher to instruct the athletes on the more advanced skills and strategies necessary to perform at this level. During practices and games the coach must motivate the athletes to put forth their best effort so that their optimal level of performance can be achieved. In many cases the instructional responsibilities may be the least time consuming of all the coach’s responsibilities.
The institutional responsibilities are many as well. Interscholastic coaches are expected to take part in many school activities in addition to their teaching responsibilities. Intercollegiate coaches may be expected to attend athletic department meetings or represent the institution on a community committee.
Many other responsibilities and expectations are associated with coaching. Coaches occupy highly visible positions in their institution. In institutions of higher education it is not uncommon for more students to recognize the face of the football or basketball coach than the face of the college president. The coach is expected to reflect a positive image and exemplify the values associated with sport. The actions of the coach as the team wins or loses will influence the public’s opinion of the sport program. Establishing and maintaining positive relationships with the community, alumni, and parents is often seen as vital to a coach’s success in generating support for the athletic program. Because their influence and visibility, coaches may be sought after to take an active part in community and civic affairs. They may be called on to train volunteer coaches for community recreational and sport programs or to spearhead a fundraising drive for United Way.
Many other duties are thrust on the coach by virtue of his or her position. The coach, because of the close relationship that develops from the many hours of working together with his or her athletes to ward a common goal, often undertakes the role of the counselor with athletes or assumes the role of a surrogate parent. A athletes turn to their coach for advice about a myriad of problems. Athletes may have problems associated with their athletic performance or financial, academic, and or personal concerns. Because of their position as a leader, coaches are viewed as role models. They are expected to exemplify the highest standards of conduct and are under pressure to live up to these expectations.
Coaches must fulfill many professional responsibilities. Coaches must attend sport and rules clinics so that they are aware of the current trends and latest rule changes in the sport. They are often active in professional organizations related to the sport they coach as well as professional organizations such as AAHPERD. They may be called on to serve as a clinician at some of these meetings or asked to write an article for a professional journal. NBA중계
Securing a Coaching Position
Depending on the level you wish to coach, several steps can be taken to enhance your chances of securing the coaching position that you desire. First, coaching requires a great deal of expertise. Playing experience in the sport you wish to coach may be helpful in this respect. Attending clinics and workshops on advanced techniques and rules may add to your knowledge.
Consider becoming a rated official in your sport. Take advantage of coaching certification and licensing programs also, such as the one offered for soccer by the United States Soccer Federation. Second, particularly for coaching at the interscholastic level, a teaching certificate may be required. However, this depends on the state in which you wish to coach. Coaching at the intercollegiate level often requires a master’s degree.
Prospective coaches should consider developing expertise in a second sport, preferably one that is not in season at the same time as your major sport. For example, if one aspires to coach soccer, a fall sport, one should develop expertise in a spring sport such as lacrosse or baseball and softball. In many institutions, both at the interscholastic and intercollegiate level, coaches may be required to coach two sport activities or sometimes be the head coach in one sport and serve as an assistant coach in a second sport. At other institutions, a coach may be involved in one sport throughout the year because of the length of the season.
Practical experience is helpful as well. Volunteering to serve as an assistant coach or working with a youth sport program as a coach during your undergraduate preparation is a step in the right direction and is an invaluable experience. It is important that prospective coaches realize that oftentimes one must be willing to work in other positions in the coaching organization before achieving the head coaching position desired. Serving as a junior varsity coach, working as a graduate assistant coach, or accepting a position as an assistant coach can be helpful in attaining a head coaching position at the desired level. 무료스포츠중계
Certification of Coaches
Certification for coaching at the interscholastic level varies from state to state, the same as certification for teaching. Nobel and Sigel conducted a survey of 50 states and Washington, DC, regarding the certification of coaches. The responses provided the following information:
• I In 34 states nonteachers are allowed to coach either on a regular basis or on an emergency basis.
• In 20 states there are no minimum requirements other than age.
• In eight states a teaching certificate is required.
• In one state an American Red Cross first aid course is required.
• In one state attendance is required at a rules clinic in the sport coached.
• In one state coaches are required to have a knowledge of the developmental skills of the sport they coach.
• In five states paraprofessionals are required to complete a coaching preparation program.
• In 15 states limitations are placed on nonteaching coaches such as barring them from head coach positions in all or some sport areas and assigning a teacher to accompany the group on road trips.
• In eight states additional requirements are necessary such as completion of certain courses, certification, and working experience in physical education: knowledge of first aid: and coaching experience.
Discrepancies in the requirements for coaching and concern for the welfare of the athletes were two of the reasons that the AAHPERD Task Force on the Certification of High School Coaches was established. The Task Force was to establish standards for coaching certification. The task force identified several essential areas for coaching certification. According to the Task Force, coaches should have knowledge of the medical aspects of coaching, an understanding of the psychological and sociological aspects of coaching, familiarity with the kinesiological foundations of coaching, understanding of the physiological aspects of coaching, and knowledge of coaching theory and technique. The trend toward certification is growing, and coaches should seek certification even if not yet required by their state. MLB중계
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