HIGH SCHOOL COACHING TEST
|| QUESTIONS WITH VERIFIED
ANSWERS|| GRADED A+ || 2025
5 outcomes in order - 1. Promotion of Learning
2. Learn to Compete
3. Enhance School Pride
4. Improve Students' Athletic Ability
5. Enhance Self-Esteem
Note This - It is vitally important that teacher/coaches remember that a
developmentally appropriate experience is one that is consistent with the ability and
maturity of the student. Students, even in high school, are not miniature adults. This
simple, but important recognition will significantly reduce or remove a great deal of
frustration you may experience, particularly when coaching middle school-aged
children.
Remember, if your students do not look like professional athletes, such as LeBron
James and Alex Morgan, do not expect them to understand the game or play like
LeBron or Alex! This may seem obvious, but often teacher/coaches' expectations are
inconsistent with their students' stage of cognitive, motor-skill, psychological and/or
physical development.
Note This - While the physical and motor-skill development characteristics of students
are relatively easy to assess, see, and measure, cognitive and psychological
development characteristics are less obvious.
Teacher/coaches need some understanding of key development issues to be able to
maximize their students' learning and development.
Consider these questions:
- Will the student understand what I say?
- How many coaching points will he/she be able to take in?
Note This - Clearly, knowing the answer to these questions will assist teacher/coaches
in planning practice sessions, and thus optimize learning and enjoyment.
,In addition, it is important that interscholastic teacher/coaches have knowledge of
psychological development. This knowledge will provide the basis for understanding:
- How and why students are likely to react in different situations
- The psychological demands sport places on participants, and its powerful
psychological effects on them
You must also be aware of the effects your behavior has on students. Such issues are
important to consider at all times.
Note This - Teacher Influence - U.S. author, autobiographer, and historian Henry
Adams stated that,
"A teacher affects eternity; he can never tell where
his influence stops."
The same applies for teacher/coaches. It is widely accepted that teacher/coaches hold
the key to the positive or negative outcomes of the interscholastic athletic experience.
Teachers/coaches are truly the delivery system for all that is positive, and at times
negative, about the interscholastic athletic experience.
In order to create a developmentally appropriate experience, the teacher/coach must
consider which of the following questions? - 1. Will the student understand what I say?
2. How many coaching points will the students be able to take in?
3. How are the students likely to react in this situation?
Note This - 1972 Title IX - The single-most dramatic change in the world of
interscholastic athletics occurred after the U.S. Congress passed Title IX of the
Educational Amendments of 1972.
Title IX declared that no person in the United States shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any educational program or activity receiving federal financial
assistance.
Millions of girls have benefitted from this piece of federal legislation. Although girls still
do not receive an equal share of athletic resources in all communities, the increased
participation clearly has been a result of new opportunities.
- Participating in interscholastic athletics DOES NOT automatically result in positive or
negative outcomes.
Sports are not in and of themselves, educational.
However, they do support educational goals.
- When structured appropriately, athletics teach students skills that contribute to
OVERALL DEVELOPMENT
, Note This - Initially, sport became part of our nation's schools to address four societal
concerns:
1. Education
The lessons learned in athletic practice and competition were considered the primary
reason for the institutionalization of athletics in our schools. The opportunity to teach
character, discipline, teamwork and perseverance through the vehicle of athletics was
promoted by education and community leaders.
2. Socialization
The capacity for athletics to foster the socialization of a diverse population in the
"American Way" was also promoted by community leaders. It was believed that as a
nation of immigrants, interscholastic athletics provided participants and families
opportunities to shape and be shaped by some of the dominant beliefs about what it
was and is to be an American.
3. Military Preparedness
The physical fitness level, and therefore the ability of our nation's young men to defend
our country, has long been a source of national concern. Although John F. Kennedy is
most closely associated with the promotion of physical fitness in our schools to address
this issue, this approach has long been emphasized as a reason for the inclusion of
athletics in our schools. It was believed that participation in sport would instill in these
young men toughness, discipline, and most importantly, an unquestioning respect for
authority.
4. Health
The physical health benefits of participation in athletics were also a strong reason for
the introduction and acceptance of athletics in our schools. The notion that a sound
body went hand-in-hand with a sound mind contributed to the growing
institutionalization of athletics in our schools.
Teachable moment - A moment of educational opportunity when a person is most
likely to be disposed to learn something or is especially responsive to being taught or
made aware of something.
What is a teachable moment? - Reflective Questions:
-"What did you observe?"
-"How did the coach do?"
, Teachable moments may appear at any time
Interscholastic athletics becomes part of the education process when: - - Learning
objectives are clearly stated
and integrated into the experience.
- Coaches purposefully plan for learning
to take place.
- Coaches purposefully explain to students
what they are going to teach.
- Coaches teach what they said they
were going to teach.
- Coaches reinforce what the
students learned.
- The program is designed to enhance
academic achievement and other
important outcomes such as the promotion
of good citizenship and healthy lifestyles.
- Coaches stress personal responsibility
and accountability for each participant.
|| QUESTIONS WITH VERIFIED
ANSWERS|| GRADED A+ || 2025
5 outcomes in order - 1. Promotion of Learning
2. Learn to Compete
3. Enhance School Pride
4. Improve Students' Athletic Ability
5. Enhance Self-Esteem
Note This - It is vitally important that teacher/coaches remember that a
developmentally appropriate experience is one that is consistent with the ability and
maturity of the student. Students, even in high school, are not miniature adults. This
simple, but important recognition will significantly reduce or remove a great deal of
frustration you may experience, particularly when coaching middle school-aged
children.
Remember, if your students do not look like professional athletes, such as LeBron
James and Alex Morgan, do not expect them to understand the game or play like
LeBron or Alex! This may seem obvious, but often teacher/coaches' expectations are
inconsistent with their students' stage of cognitive, motor-skill, psychological and/or
physical development.
Note This - While the physical and motor-skill development characteristics of students
are relatively easy to assess, see, and measure, cognitive and psychological
development characteristics are less obvious.
Teacher/coaches need some understanding of key development issues to be able to
maximize their students' learning and development.
Consider these questions:
- Will the student understand what I say?
- How many coaching points will he/she be able to take in?
Note This - Clearly, knowing the answer to these questions will assist teacher/coaches
in planning practice sessions, and thus optimize learning and enjoyment.
,In addition, it is important that interscholastic teacher/coaches have knowledge of
psychological development. This knowledge will provide the basis for understanding:
- How and why students are likely to react in different situations
- The psychological demands sport places on participants, and its powerful
psychological effects on them
You must also be aware of the effects your behavior has on students. Such issues are
important to consider at all times.
Note This - Teacher Influence - U.S. author, autobiographer, and historian Henry
Adams stated that,
"A teacher affects eternity; he can never tell where
his influence stops."
The same applies for teacher/coaches. It is widely accepted that teacher/coaches hold
the key to the positive or negative outcomes of the interscholastic athletic experience.
Teachers/coaches are truly the delivery system for all that is positive, and at times
negative, about the interscholastic athletic experience.
In order to create a developmentally appropriate experience, the teacher/coach must
consider which of the following questions? - 1. Will the student understand what I say?
2. How many coaching points will the students be able to take in?
3. How are the students likely to react in this situation?
Note This - 1972 Title IX - The single-most dramatic change in the world of
interscholastic athletics occurred after the U.S. Congress passed Title IX of the
Educational Amendments of 1972.
Title IX declared that no person in the United States shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any educational program or activity receiving federal financial
assistance.
Millions of girls have benefitted from this piece of federal legislation. Although girls still
do not receive an equal share of athletic resources in all communities, the increased
participation clearly has been a result of new opportunities.
- Participating in interscholastic athletics DOES NOT automatically result in positive or
negative outcomes.
Sports are not in and of themselves, educational.
However, they do support educational goals.
- When structured appropriately, athletics teach students skills that contribute to
OVERALL DEVELOPMENT
, Note This - Initially, sport became part of our nation's schools to address four societal
concerns:
1. Education
The lessons learned in athletic practice and competition were considered the primary
reason for the institutionalization of athletics in our schools. The opportunity to teach
character, discipline, teamwork and perseverance through the vehicle of athletics was
promoted by education and community leaders.
2. Socialization
The capacity for athletics to foster the socialization of a diverse population in the
"American Way" was also promoted by community leaders. It was believed that as a
nation of immigrants, interscholastic athletics provided participants and families
opportunities to shape and be shaped by some of the dominant beliefs about what it
was and is to be an American.
3. Military Preparedness
The physical fitness level, and therefore the ability of our nation's young men to defend
our country, has long been a source of national concern. Although John F. Kennedy is
most closely associated with the promotion of physical fitness in our schools to address
this issue, this approach has long been emphasized as a reason for the inclusion of
athletics in our schools. It was believed that participation in sport would instill in these
young men toughness, discipline, and most importantly, an unquestioning respect for
authority.
4. Health
The physical health benefits of participation in athletics were also a strong reason for
the introduction and acceptance of athletics in our schools. The notion that a sound
body went hand-in-hand with a sound mind contributed to the growing
institutionalization of athletics in our schools.
Teachable moment - A moment of educational opportunity when a person is most
likely to be disposed to learn something or is especially responsive to being taught or
made aware of something.
What is a teachable moment? - Reflective Questions:
-"What did you observe?"
-"How did the coach do?"
, Teachable moments may appear at any time
Interscholastic athletics becomes part of the education process when: - - Learning
objectives are clearly stated
and integrated into the experience.
- Coaches purposefully plan for learning
to take place.
- Coaches purposefully explain to students
what they are going to teach.
- Coaches teach what they said they
were going to teach.
- Coaches reinforce what the
students learned.
- The program is designed to enhance
academic achievement and other
important outcomes such as the promotion
of good citizenship and healthy lifestyles.
- Coaches stress personal responsibility
and accountability for each participant.
