Performance evaluation by student-athletes.The mere mention of evaluation can send any seasoned administrator, coach, or student-athlete into an anxiety attack. Which is, of course, immature immature /im·ma·ture/ (im?ah-chldbomacr´) unripe or not fully developed. im·ma·ture adj. Not fully grown or developed. immature unripe or not fully developed. . [ILLUSTRATION OMITTED] The evaluation should and can be a time to reflect on past performances and preparation for future success. In broad terms, the evaluation should: 1. Provide constructive feedback. 2. Provide two-way communication Two-way communication is a form of transmission in which both parties involved transmit information. Common forms of two-way communication are:
3. Be consistent (in method and timing). 4. Be a collaborative effort. 5. Be concise. 6. Be measurable (objective). 7. Be anonymous. It would be prudent to ask the evaluator the following questions before administering the evaluative instrument: 1. Why am I producing an evaluative instrument? 2. When shall I administer the evaluation? 3. What outcomes do I envision? 4. How will I interpret the outcomes? 5. How will I follow up? 6. How will I discuss the outcomes with the coach? It should be understood that many student-athletes have little or no experience in evaluations. The directions for its use should be clear, brief, and to the point. It should also be remembered that the instrument must not be the sole method of evaluating the coach. The feedback from administrators and peers should also be taken into account. They must keep in mind that the coach directly influences the student-athlete and that the feedback in any form becomes a plus in strengthening the athletic program. Factors such as a lack of playing time and the difficulty of the practices are age-old age-old adj. Very old or of long standing. age-old Adjective very old; ancient Adj. 1. complaints from student-athletes. They can skew (1) The misalignment of a document or punch card in the feed tray or hopper that prohibits it from being scanned or read properly. (2) In facsimile, the difference in rectangularity between the received and transmitted page. the results of the instrument much the way a teacher-instructor can assign a less than expected grade to a disgruntled dis·grun·tle tr.v. dis·grun·tled, dis·grun·tling, dis·grun·tles To make discontented. [dis- + gruntle, to grumble (from Middle English gruntelen; see student. That is why it is imperative to answer the aforementioned a·fore·men·tioned adj. Mentioned previously. n. The one or ones mentioned previously. aforementioned Adjective mentioned before Adj. 1. points before attempting to create, administer, and interpret the instrument. The following chart offers an example of a form that can be used to evaluate the coach: [GRAPHIC OMITTED] Note: Please circle one answer to what you believe is the most appropriate response to each corresponding statement. 1 = was excellent 2 = was acceptable 3 = needs improvement THE COACH'S ATTITUDE TOWARDS ... 1. Student-athletes (1) (2) (3) 2. Academics (1) (2) (3) 3. Your career preparation (1) (2) (3) 4. The university (1) (2) (3) 5. Community (1) (2) (3) 6. Assistant coaches (1) (2) (3) 7. Other head coaches (1) (2) (3) 8. Administration (1) (2) (3) 9. Knowledge about your sport (1) (2) (3) 10. Game preparation (1) (2) (3) 11. Practice organization (1) (2) (3) 12. Leadership ability (1) (2) (3) 13. Communication ability (1) (2) (3) 14. Recruiting ability (1) (2) (3) 15. Would you recommend your coach to potential players? (Yes) (No) 16. Please provide any additional information: By Dr. Reginald Reginald, a person's given name, comes from the Germanic Raginwald ("the prince's counsellor"). It has the meanings of powerful person, king, wise dominion, smart leadership, clever rulership, or thoughtful chief. F. Overton Overton may refer to: People:
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