A checklist for parents who coach their child’s youth sports team

Posted in Sports
by Lorain County Moms

By Jack Perconte, McClatchy-Tribune

Responsibilities — Please check all that apply.

1. I am committed to help each player on the team equally, not just my son, daughter or favorite players.

2. I am determined to be fair with playing time and discipline. I will keep a chart of playing time for each player and explain team rules in writing.

3. I am confident that my experience and knowledge of the sport is adequate for the level I am coaching.

4. I will continue to further my knowledge of the sport by attending coaching clinics, reading books, watching videos, etc., and become certified, if required, by league.

5. I hold a preseason meeting with parents to discuss the team’s objectives, coaching philosophy, and parental concerns. I expect parents to be there and bring their concerns.

6. I live up to the coaching philosophy throughout the season as stated in the preseason meeting, and attempt to find assistant coaches who share a similar philosophy.

7. I am aware of safety issues common to the sport and always keep in mind the child’s health first.

8. I play to win, with the understanding that player development and fun are of equal importance.

9. I challenge each player according to their ability level, in order to help them reach their potential, and provide sports related practice homework after workouts.

Patience — Please check all that apply.

10. I understand that just because a skill is easy for some or appears easy from the sidelines, does not mean it is easy for everyone.

11. I realize habits are hard to break and just because I tell an athlete what is wrong, that does not mean they can automatically change the habit.

12. I use two voices — a matter-of-fact voice when dispensing information and when players do not seem to be catching on, and an excited voice when they seem to be “getting it.”

13. I treat my own child the same as other team members — no more emotion than shown to the rest of the team.

14. I do my best to recognize the difference between effort and results and between physical and mental mistakes. I will teach when mental mistakes are made and encourage when physical ones are made. I will praise effort and be understanding of results.

Self-Expectations — Please check all that apply.

15. My goal is to have my team better at the end of the season than at the beginning.

16. My goal is that every player on the team wants to continue playing the following year.

17. I make the game as fun as possible for the players.

18. I do not under-coach my team nor over-coach my team. Under-coaching is the practice of withholding pertinent game or skill information from a player or team for whatever reason. Over-coaching is yelling out “what-to-do” information as the game action is occurring. Players should make their own decisions. Good coaches let the players play and instruct before and after plays, especially at practice.

19. I do my best to incorporate individual skill work with game strategy to further the knowledge of my players.

Enthusiasm — Please check all that apply.

20. I look forward to practice time as much or more than I look forward to games. Practice is my time to shine and it is the time to put my knowledge of the game into practice.

21. My actions and effort at practices and games show I want to be there with the team and the things I am teaching will have lasting importance for the team.

22. I realize that enthusiasm is contagious — if I display it, it will carry over to my team, parents, and organization. Having a whole team of enthusiastic players is my goal.
23. I am prepared and organized for practices, using every minute for productive work.

Self-Esteem Building — Please check all that apply.

24. I do my best to understand each player’s personality so I can determine how to make them feel good about themselves and their play.

25. I recognize the contribution made by each player, no matter how small the contribution.

26. I mention positive player effort and improvement to the players’ parents when possible. I understand parents appreciate nothing more than knowing their child is working hard and showing improvement.

27. I know how much a smile, a pat on the back, and words of encouragement can mean to a young player.

28. I look for the signs of players who lack or are losing confidence and try to help build their confidence.

29. I do not tear down the team or any player with negative words or body language.

30. I do not accept the idea that a player is beyond hope — no player, who wants to work at it, is beyond hope and my help.

31. Players may lose confidence, but I will do my best not to lose confidence in them and continue to find situations where they can be successful.

32. I never ignore a player, including my own son or daughter, because of their poor performance on the field. I do not ignore players, even if they get mad when I try to help.

Consistency — Please check all that apply.

33. I consistently teach and lead up to my ability level.

34. I do not let the little things slide — if the timing is not right for teaching, I save it for a later time.

35. I understand sports require repetition and more repetition to develop consistent and instinctive players.

36. I keep the instruction as simple as possible, always sticking with good fundamentals and understanding that fundamentals are fundamentals for a reason — they work.

37. I will stay focused during the game and apply the tactical strategy that I feel necessary.

Perspective — Please check all that apply.

38. I will never forget the age of my team and never have a player play a position they are uncomfortable with.

39. If tryouts that involve cuts are necessary, I am objective in my decisions. I have compassion for the players I have to let go. I try to find a way to keep all players if only one or two extra players are trying out.

40. I keep my cool when: players lose their temper, parents get upset, umpire blows a call, games get tense, or we lose the game.

41. I demonstrate and teach sportsmanship and develop leaders to the best of my ability.

42. I choose to be a positive role model for my players, the parents, school, and organization.

43. I do my best to provide constructive criticism of a player’s actions and not direct it at the person.

44. I will teach the importance of “team” and never blame a player or players for a loss. Teams win and lose as a team.

45. I understand the games are for the players and it is their time to shine, not my time to put on a show.

Communication — Please check all that apply.

46. I will keep the lines of communication open between coaches, parents, and league.

47. Communication and input from players is important — I keep players informed of expectations, roles, and coaching decisions affecting them when deemed appropriate.

48. I do what seems best for the team, always being receptive to the thoughts and ideas of others.

49. When it comes time to criticize and “come down” on the team, I do not ridicule players lack of production and stay focused on things they can control — effort. Likewise, I do not “show up” an individual at any time. “Showing up” a player is the act of calling out an individual in front of others with the purpose of putting them in a negative situation.

50. I will do my best to recognize when it is time to inspire the team and individuals and when it is time to back off and

Jack Perconte played 12 years of professional baseball. After retiring from professional baseball in 1987, Perconte opened a baseball training academy in Naperville, Ill. The hitting drills, mental training and coaching tips found in “The Making of a Hitter” (www.themakingofahitter.com) were culled from the 60,000 hitting lessons Perconte estimates he gave while operating the academy. He has also written “Raising an Athlete,” and writes for the blog http://positiveparentinginsports.com.