Middle School Coaches' Handbook

Mission, Vision

Mission

The mission of Reynolds Athletics is to offer an inclusive program dedicated to the development of character values in all student-athletes, while promoting community support and involvement through a steadfast commitment to excellence.

Vision

The members of the Reynolds Athletics community envision a comprehensive program dedicated to the development of character values in students of all ages. Our program will attract and retain coaches of the highest quality who will inspire a sense of pride and a desire to belong throughout our entire community. The Reynolds Athletics program will offer our athletes numerous opportunities to compete at the highest level, in front of a community that values the chance to support and share in their experience. Within our program we see the following core components:

Character Values: Without question, the most significant aspect of the Reynolds Athletics program is our commitment to the development of character values in our student-athletes. Sportsmanship, work-ethic, leadership and teamwork are the cornerstones of our program.

Articulated Programs: The values of the Reynolds Athletics program will begin being taught the moment a child enters our school system, and all students will look forward to the day they become Raiders.

Academic Achievement: Academic achievement will be expected, promoted, supported and celebrated throughout the Reynolds Athletics program.

Quality Coaches: The coaches in the Reynolds Athletics program will demonstrate a commitment to our shared vision through their leadership, professionalism, support of our youth programs and outreach to our community.

Community Support: The Reynolds Athletics program will serve as the catalyst that creates pride within our school and community and establishes consistent support from our district leaders.

Coaches' Responsibilities

Character Development

1. Serve as a positive role-model for students, parents, and staff.
2. Demonstrate self-control and poise at all times; especially during contests and practices, or other team functions in which students and parents are present.
3. Model and promote exemplary sportsmanship and ethical conduct by respecting the rules of the game and the decisions of the officials at all times.
4. Actively teach sportsmanship by including it in daily practice plans. Reinforce sportsmanship expectations by addressing all unsportsmanlike conduct (players and coaches) immediately.
5. Expect and promote a high level of commitment within the program – from athletes and coaches. Develop clear expectations and apply consistent consequences. Develop a means of recognizing and rewarding those individuals who demonstrate exemplary commitment.
6. Monitor athletes’ academic progress and provide appropriate interventions, e.g., study halls, tutor sessions, and parental contacts.
7. Instill an appreciation for, and an application of, teamwork by making certain all players and coaches understand their individual roles as they pertain to team success.

Coaching Proficiency

1. Demonstrate a comprehensive knowledge of all pertinent rules and regulations; NFHS sport specific rulebook and points of emphasis (provided annually), OSAA regulations and conference SOP language, all school and district athletic policies.

2. Recruit, select, develop, and utilize staff effectively. Develop clear expectations for assistant coaches, managers, and parent volunteers.
3. Determine the basic systems, strategies, and terminology that will be used throughout the program. Identify fundamental skills and concepts and develop a means of teaching them at all levels.
4. Develop and implement an articulation plan (as appropriate) and provide outreach opportunities for athletes and coaches in the youth program.
5. Provide training to ensure that all assistant coaches have the knowledge and confidence to teach skills safely and effectively. Emphasize proper technique as a means of building skills and minimizing injuries.
6. Develop strategies for the recruitment and retention of athletes at all levels.
7. Develop off-season expectations for academic achievement, citizenship, and physical conditioning.
8. Create daily practice plans that target specific areas for improvement and emphasis based on thorough planning. Utilize innovative drills that simulate contest situations, and stress physical conditioning throughout the season.
9. Schedule practice sessions with due consideration to the coaching staff, welfare of participants, and school district guidelines. Retain practice schedules for review and reflection.
10. Develop opponent specific game plans or strategies and manage contests in a manner that offers our athletes the greatest opportunity for success.
11. Utilize motivational techniques that promote enthusiasm and inspire team and individual confidence.

Relationships

1. Respect the worth and dignity of all students – regardless of whether they are athletes – and strive to cultivate positive relationships.
2. Develop clear expectations and administer team and individual consequences consistently and purposefully.
3. Provide opportunities for students and coaches that promote camaraderie and maintain team morale.
4. Create an environment in which students regularly approach the coach for support and guidance in an appropriate and professional manner.
5. Demonstrate a commitment to promoting parental support and involvement through effective communication by providing a pre-season meeting, team handbook, season or year-long calendar, and a post-season awards banquet.
6. Resolve issues through face-to-face meetings with parents, students, and the athletics director if appropriate.
7. Create opportunities for parents to volunteer and recognize their contributions.
8. Maintain a positive working relationship with the officials.
9. Communicate effectively with teachers, counselors and administrators in order to help them support the academic progress of all students.
10. Collaborate with fellow coaches when scheduling practices, facilities, fundraising, and promoting multi-sport participation.
11. Support the directives of the district and school administrations.

Professional Responsibilities

1. Develop a system to ensure that all students have completed athletic clearance and keep a record of current documentation.
2. Maintain accurate records of attendance at all team functions (athletes and coaches).
3. Provide all information in a timely manner, including, but not limited to: participant lists, team rosters or line-ups, event entries, award winners, team and individual records, eligibility documents, coaches’ evaluations, budget requests, inventory lists, practice schedules, and camp information.​​​​​​
4. Monitor and support the academic progress of every student-athlete in the program.
5. Ensure that equipment and uniforms are inventoried and stored appropriately.
6. Demonstrate consistent and appropriate supervision by making certain that students are never unsupervised, and facilities are left clean and secure.
7. Regularly inspect facilities, equipment and grounds to ensure student safety, and maintain access to adequate first aid materials at all times.
8. Keep emergency and transportation information immediately accessible for all athletes, and complete incident reports for all injuries.
9. Determine the basic systems, strategies, and terminology that will be used throughout the program. Identify fundamental skills and concepts and develop a means of teaching them at all levels.
10. Provide training to ensure that all assistant coaches have the knowledge and confidence to teach skills safely and effectively. Emphasize proper technique as a means of building skills and minimizing injuries.
11. Schedule practice sessions with due consideration to the coaching staff, welfare of participants, and school district guidelines. Retain practice schedules for review and reflection.

Player & Parent Communication

Effective communication with players and parents is essential to the success of any athletic program. Coaches must model effective communication skills and create an environment in which athletes and parents feel comfortable asking questions and voicing concerns.

The Player/Coach Relationship

One of the most valuable aspects of athletics is the opportunity it provides young people to learn to communicate effectively with adults. Thus, players must understand that when they have questions, concerns, or a need to share information, they are expected to approach the coach directly.

When dealing with athletes, always maintain the highest level of professionalism. Speak to them in the same manner you would if their parents were present. If a student approaches with a concern that you are uncomfortable with, or if they share information that indicates a threat to their safety, document the conversation and inform your supervisor as soon as possible.

The Parent/Coach Relationship

The involvement of supportive parents can be a tremendous benefit to any athletic program, yet few aspects of coaching are more challenging than dealing with parents who are dissatisfied with their child’s role on the team. The most effective strategy for recruiting parental support and reducing potential issues is to communicate expectations clearly throughout the season, including communication guidelines.

Parents should always be encouraged to share information about issues that may impact their child’s performance. They should also feel comfortable asking coaches about their child’s development and role on the team. However, parents also need to realize that is not appropriate to contact the coach without making prior arrangements – especially immediately after a contest or practice – nor is it acceptable to discuss the abilities of other students.

Dealing with Conflict

The most common source of tension between coaches and parents (especially in team sports) revolves around the issues of playing time and contest strategy. While coaches’ decisions must reflect the best interest of the team, parents are naturally most concerned with their own child’s experience. If parents feel that their child’s role is less than they had expected it to be, they may become concerned – even if the child is not.