Para-professionals: the answer to staffing problems.

Coaches on Endangered List," proclaimed the headline of the Jackson (MS) Clarion Ledger (September, 1995).

Whenever a State High School Activity Assn. indicates that "the state is over 100 coaches short," we may assume that the athletic administrators and boosters throughout the state are going to rejoice at the thought of additional coaches flocking to their state to fill the openings in their high school athletic programs.

What such headlines do not indicate is that the vacancies are in coaching positions only - not in available teaching positions.

The challenge of filling the coaching positions without a teaching assignment is one with which all athletic administrators are familiar.

Budget reductions, teacher/coach shortages, liability concerns, Title IX compliance, accountability, and other factors have complicated the staffing of athletic programs and are continuing to take up more and more of the time that athletic administrators normally reserve for athletic, full-time staffing, and event and facility management.

Attempts to correct this problem have been labeled "staffing alternatives" or "creative budgeting," which serve to introduce the paraprofessional or lay-coach into the staffing plans (Townsend, 1980).

A para-professional, or lay-coach, is defined as an individual who does not possess a teaching degree or teaching certificate, but is employed to assist in a school's athletic program. The philosophical basis for their use in education is that they provide athletic programs with more flexibility in filling coaching needs and opportunities for participation.

They augment the athletic program and coaching staff, rather than replace full-time coaches. They are, typically, assistants who are responsible to a member of the professional staff.

Head coaching assignments are not normally delegated to para-professionals, although this trend has changed in recent years, as declining teacher/coach numbers and positions have forced more responsibility to be given to para-professionals (Utah, 1990).

Their number has risen dramatically since the early 1970s. Forty-nine state associations currently allow non-faculty or para-professional coaches (A.S.E., 1996).

Various associations have estimated that as many as 30% of their coaches/physical educators are para-professionals. The percentages are significantly higher in metropolitan areas and in women's sports such as soccer, gymnastics, and swimming (Evans, 1990).

Why has the use of lay-coaches in interscholastic sport been so readily accepted by local school boards? Because of the mythology that has discouraged the acceptance of sport as a rightful part of the school curriculum and downplayed the importance of hiring full-time staffs.

AMONG THE "MYTHS" ARE:

1. Past participation in sport is sufficient qualification to coach.

2. The more skilled the athlete, the more qualified he/she is to coach.

3. Professionally trained coaches are necessary only at more advanced levels of competition.

4. Supervision is more important than instruction in sport.

5. Sport is frivolous, thus requiring little training for coaches.

Despite these "myths," the use of para-professionals does have positive implications in the sport programs. The lay-coaches decrease the demands on full-time athletic staffs in such areas as locker-room supervision, equipment management, record-keeping, scouting the game, and (event)preparation.

THEY ALSO OFFER TIME THE FOLLOWING ADVANTAGES TO SPORT PROGRAMS:

1. Allow more programs to be offered.

2. Reduce the existing shortage of coaches.

3. Prevent coaches from having to coach multiple sports.

4. Provide greater selectivity in coaching personnel.

5. Facilitate dismissal of ineffective coaches.

The concept that para-professionals are being recruited to help coaches and not replace them must be kept in mind. The enthusiasm over the contributions of lay-coaches often creates an illusion about their abilities and encourages school districts to begin using them is lieu of certified teachers.

This practice can magnify the potential administrative and legal difficulties associated with the use of lay-coaches.

AMONG THE ADMINISTRATIVE DISADVANTAGES OF EMPLOYING LAY-COACHES ARE:

1. Poor communication with administration.

2. Lack of communication/contact with athletes.

3. Limited loyalties to school programs.

4. Lack of concern for equipment.

5. Limited access to school facilities and equipment.

6. Key security. Lost or never returned.

7. Non-educational emphasis.

8. Lack of continuity to overall program.

Administrators must remember that "outside people have their own jobs outside education and that their jobs come first" (Boswell, 1986). Too often the temptation is to sign up any "warm body" as a coach regardless of his/her qualifications.

Administrators must make sure that every coach understands the essentials of working with kids. Failure to hire competent, dependable lay-coaches of high character can create a number of potential legal headaches for the athletic administrator.

AMONG THE MANY REASONS GIVE FOR THE DISMISSAL OF LAY COACHES ARE:

1. Absconding with funds and/or equipment.

2. Purchases without authorization or a purchase order.

3. Lack of supervision (allowing misconduct without making effort to correct).

4. AWOL - abandoning team prior to season end.

5. Misuse of keys (allowing use of facilities without authorization).

6. Violation of state association rules.

7. Violation of school and/or district policies.

8 . Defiance of authority.

9. Failing to complete board employment requirements.

10. Inappropriate relationship with students.

CONCLUSIONS

Recent surveys indicate that over six million students are involved in interscholastic sport programs across the country - an increase of nearly 800,000 participants since 1979.

Without an increase in the number of full-time teachers and coaches, the use of para-professionals will continue to increase. If this is to be the trend of the future, it is the duty of all athletic administrators to address the issues in using lay-coaches.

In-service training of both the professional educator/coach and the lay-coach is of the utmost importance. Both should be made aware of the depth and responsibilities of each person's job. Coaches who will work with the lay-coaches should be included in the interview and hiring process.

The lay-coach's assignment should be consistent with his/her interests, skills, and competencies (Moore, 1992). Evaluation of the lay-coach's total contribution to the program should be made on a continual basis. This evaluation process should include the full-time staff, lay-coach, and school administrator.

Useful and timely feedback will be of importance to the overall quality of the program and to its successful future.

The lay-coach can play an invaluable role in the future of interscholastic sport. In order to providing the high-quality programs desired by educators and patrons, it will be increasingly more important to successfully use para-professionals. The job of selecting, training, and supervising these individuals demands top priority among school districts throughout the country.

It is time to accept the lay-coach as a permanent and important part of our school system and to take all the necessary steps to make their use as positive as possible.

References

* Bill Boswell: Walk-on Coaches, NIAAA Proceedings, Nashville, TN, 1986

* Clint Evans: Developmental Programs for Walk-On Coaches, NIAAA Proceedings, Orlando, FL, 1991

* Todd Kelly: Coaches on Endangered List, The Clarion Ledger (MS), Sept. 6, 1995.

* Deborah Moore: Developmental Programs for Walk-On Coaches, NIAAA Proceedings, Indianapolis, IN, 1992

* Alice Townsend: Staffing Alternatives, NIAAA Proceedings, Atlanta, GA, 1980

* Utah State Board of Education: Paraprofessionals in Utah Schools, Utah State Board of Education, 1990

* American Sport Education Program: Raising the Standard: The 1997 National Interscholastic Coaching Requirement Report, Champaign, IL: Human Kinetics, 1995