Keeping student-athletes on track: enter the 'educator-coach."

Enter the "educator-coach"

Discipline, responsibility, and self-control are qualities that all coaches try to instill in their student-athletes. They encourage the athletes to play hard and to practice with great intensity in preparing their minds and bodies to compete successfully.

At David W. Butler H.S., I have an advantage in serving both as head football coach and guidance counselor, and many of the things I do fall into the academic area. Since the high school coach has more contact with the athlete than any other member of the faculty, he/she is in ideal position to exercise a leadership role in the same manner as a classroom teacher.

Just as the term "student-athlete" has become politically correct on the institutional level, it is now time to apply the term "educator-coach" to the people who minister to the student-athletes' varied needs.

There are three basic reasons why this is important:

First, it is imperative for coaches to do everything possible to ensure the student-athletes' graduation. They must understand all the requirements for graduation and have a general idea of how each athlete is progressing.

They must Constantly stress the importance of graduation and the meaning of a high school diploma in the real world. Our educator-coaches should work on this every day.

Second, student-athletes must understand the college admission requirements: The NCAA Initial Eligibility Requirements, The NCAA Initial Eligibility Clearinghouse, the SAT/ACT scores, and the recruiting process.

We know that not every athlete has the ability or the desire to attend college and participate in intercollegiate athletics. As educators, we have to keep informed on the NCAA policies and requirements and to disseminate this information to the athletes.

Coaches must also familiarize themselves with SAT/ACT requirements and be a useful resource in dealing with student-athlete questions.

Last, coaches must be concerned with athletic eligibility. Athletes have to be eligible in order to contribute to their team's success. Coaches have to deal with state and local eligibility requirements and must inform all prospective athletes of the requirements and serve as support persons to them.

In what ways can the high school coach involve himself in the academic development and maturity of the student-athletes? The following simple suggestions can help him improve academic performances and awareness.

1. Let the faculty know that you are really interested in improving the quality of the athletes' education. Set aside times for the student-athletes' tutoring, even if it means missing part of practice. Film study, pre-practice, etc., are valuable parts of the program, but they may be used for individual tutoring with teachers.

2. As part of the educational environment, you must become involved in the academia. Demonstrate to players and faculty your concern for the educational system by becoming involved in committees, plays, and other events.

3. Communicate with parents and players on academic rules and regulations, letting them know your role and what expectations you have for the players.

4. Keep up-to-date with graduation requirements, NCAA requirements, SAT/ACT dates, and general college entrance requirements.

5. Open a line of communication with the Guidance Department. The counselors can help you with a variety of information and programming ideas to help meet the needs of your athletes.

6. Conduct a yearly workshop with parents and athletes in which you cover:

* Athletic eligibility (both state and local requirements).

* Time management and study skills.

* The recruiting process.

* A timeline of what the prospectus college-bound athlete should be doing and when.

* The NCAA Initial Eligibility Clearinghouse and Core GPA Requirements for all levels of competition.

* The SAT/ACT and the sliding scale, test-taking tips, and ways to improve SAT/ACT scores.

7. Keep an up-to-date bulletin board in the athletic area, which stresses the successes in both athletic and educational endeavors.

8. Monitor student-athletes' progress with weekly or biweekly reports throughout the year to spot the areas of concern, and work with teachers, students, parents, and counselors in developing a plan of action to correct problems.

High school coaches can be the most positive influence in a student's career, and it is time for them to emerge from the stereotypical coach image and lead their young people to academic success.

"Lip service" cannot be palmed off as a plan for helping student-athletes achieve. We must tap into the great potential of our coaches as educational leaders, and encourage them to become educator-coaches.