Coaches Insider

4 Key Ingredients to a Successful Coach Development Program with Jennifer Doede, CMAA – Amos Alonzo Stagg High School (IL)

National Interscholastic Athletic Administrators Association — Thu, 09 Jul 2026 13:00:52 +0000

Jennifer Doede explains a recipe of 4 key ingredients for developing a successful coaching development program:

Focus on transformational leadership instead of transactional leadership
Leave your ego at the door, as it is not about you
Make professional development training purposeful and meaningful for the coaches
Get creative and think outside the box

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Helping the “New to You” Coach CLIMB to the Top [NIAAA]

National Interscholastic Athletic Administrators Association — Thu, 09 Jul 2026 08:41:09 +0000

By: Kevin Broene, CMAA
Grand Rapids Christian High School - Grand Rapids, Michigan

As a practicing AD, I've come to realize that one of the most difficult and overlooked parts of this job is helping a newly hired coach succeed, especially when they're not new to coaching, just new to your school.

I've learned this the hard way. I've hired experienced coaches with incredible resumes, only to watch them struggle to gain traction. At first, I couldn't figure it out. But over time, I came to see that leadership success doesn't transfer automatically. A coach might have led a powerhouse elsewhere, but in our school, they were starting from scratch: new culture, new expectations, new relationships.

And that's when it hit me: if I want these coaches to succeed, I can't just hand them the keys and wish them luck. I have to lead them well. They need a framework, a way to build connection and credibility with players, parents, and the broader community. That's why I began using a simple acronym to help support my "new to you" coaches: CLIMB.

Here's how it works:

C - Connect with Players

Before tryouts, I ask new coaches to meet with returning players by grade level. I give them three conversation-starting questions:

What do you want to make sure continues in our program?
What do we need to stop doing?
What should we start doing to make this a program you're proud of?

This approach helps them identify team leaders, listen for patterns, and begin creating a culture of trust. I remind them to listen actively, avoid interrupting, and ask, "What else?" to keep the conversation going.

L - Listen to Feedback

Coaches need to get used to checking the pulse of their team. I encourage monthly student check-ins through the Grit Leadership system - short surveys with just a few reflective questions. These small inputs give coaches big insight.

Then, at season's end, we use the Grit Leadership system to conduct coach self-evaluations and collect feedback from players and, optionally, parents. This turns raw input into a usable report with belonging scores, leadership data, and practical development suggestions. It helps coaches grow - not just reflect.

I - Invest in the Community

New coaches need to be seen - and not just on game days. I ask them to attend school events, wear team gear, introduce themselves to families, cheer on other teams, and volunteer where needed. If they have a spouse or kids, they should bring them along. Being visible and approachable builds goodwill, and goodwill buys time, grace, and support.

M - Mentoring Matters

I always pair a new coach with a trusted staff member - not necessarily someone in the same sport. This mentor provides a safe space to ask questions and learn the culture. It takes the pressure off me as the AD and reinforces the idea that our school is a community of support. That new coach will eventually pay it forward, too.

B - Build Relationships First

I remind new coaches that before they win games, they need to win hearts. That means being present at workouts, jumping into drills when appropriate, being available to talk, and showing joy. It also means donuts at practice, team dinners, sharing stories at team meetings, and creating moments of connection. These small actions often lead to big results on and off the field.

Hiring great coaches is tough. If you get a great one, don't stop there or they'll leave too, eventually. Retaining and developing coaches is critical. But if we want to stop reacting and start leading, we need systems and habits that help us grow. The CLIMB model gives the new to you coaches a clear path to start strong, and it helps you support them, no matter how much previous experience they may have.

Give your coaches a better first season even if it is the start of their 10th or 15th. Help them CLIMB.

Kevin Broene, CMAA, is the high school assistant athletic director and middle school athletic director at Grand Rapids Christian Schools in Michigan. He is also the founder of Grit Leadership for Educational Athletics, a research-based platform that helps athletic directors lead more effectively in less time by building growth-oriented athletic cultures rooted in belonging and psychological safety. Reach him at kbroene@grcs.org.

Coaches and Officials Remain Top Priorities for ADs [NIAAA]

National Interscholastic Athletic Administrators Association — Mon, 22 Jun 2026 07:01:08 +0000

By:
Dr. Eric Forsyth, CMAA
Dr. Scott Smith, CMAA
Dr. Mark Rerick, CMAA

Being an athletic administrator means living at the intersection of change and continuity. As much as our world shifts—new tech, new pressures, new philosophies—the core challenges in our offices often feel stubbornly familiar. Journalist Alphonse Karr's old line, “The more things change, the more they stay the same,” hits home for us as much as anyone.

Among those issues that remain ever present are two familiar topics: coaches and officials. No matter what's happening in society, these two categories keep us up at night. As shown in NIAAA membership surveys over the years, concerns like coaches' education, shortages, and retention—as well as the same issues with officials—have only grown in importance.

Knowing that these issues remain important to athletic administrators regardless of the movement of society around us, the authors of this article requested comments from the past three NIAAA executive directors for their insight into the historical importance of focusing on finding good coaches and officials. Their historical perspectives serve as a baseline for practical suggestions today.

This article is the first of a three-part series exploring similarities between NIAAA membership survey data that was collected in 2006, 2016, and 2023. All issues discussed in this series were rated among the most important concerns across the membership in all three surveys. To highlight the impact of these issues in their contemporary times, the authors solicited comments from the current executive directors at the time the surveys were collected.

Coaches: The Ongoing Challenge

Finding and keeping good coaches has never been easy, and it's only getting tougher. Bruce Whitehead, who led the NIAAA from 2005-2016, put it bluntly when speaking in response to the organization's 2006 membership survey: "Hiring and retaining qualified coaches has become one of the most difficult areas for athletic administrators." If you've ever felt like you're on an island trying to fill positions, you're not alone. The reality is, fewer teachers are willing to take on coaching roles because of time demands, and sometimes we're left choosing between an underqualified candidate or cutting a program altogether.

Despite that concern, athletic administrators should never compromise on qualifications. As Bruce warned, "One unqualified coach who makes a bad decision can open the school district to huge liability exposure." It's tempting to fill a slot just to keep a program afloat, but the long-term risks—both for student safety and district reputation—are too great.

A better option is to invest in education and certification. Both the NIAAA and NFHS offer affordable, practical training for coaches and administrators. The cost of a course is nothing compared to the fallout from a lawsuit or a major incident. Make education and training a non-negotiable requirement in your hiring process if your state does not already require some level of training. This is a vital component for the integrity of all sports programs.

The relationship side matters, too. Mike Blackburn, who oversaw the NIAAA from 2016-2023, emphasized that the working relationship between ADs and coaches is just as important as the hiring process itself. "Hiring processes, support, mentoring, evaluation, retention, and dismissal are key parts of that development," Blackburn said. We can't just hire and hope for the best—we need to be present, supportive, and proactive in helping our coaches grow. This reinforces the importance of supporting coaches' education and training.

Recruitment is now a daily job. Current NIAAA executive director, Phil Rison, noted that attracting and keeping quality coaches is harder than ever. Other districts are always trying to lure away your best people, and once you get them, you have to help them navigate the toughest part of the job: dealing with parents. Negative parent interactions can drive even the best coaches away, so we need to equip our coaches with communication tools and make sure they know how much they matter to our schools and communities. This, too, reinforces the importance of supporting coaches' education and training.

Actionable Tips for Athletic Administrators:

Make coach education and certification mandatory
Funding for such training should be provided by the school district
Set up regular check-ins and mentoring for new coaches
Celebrate coaching successes publicly—recognition goes a long way
Offer workshops or resources on parent communication and conflict resolution
Treat recruitment and retention as ongoing, not seasonal, priorities

Officials: The Backbone We Can't Lose

Finding coaches certainly isn't the only personnel challenge; finding officials is also becoming increasingly more difficult. That pipeline of interested help continues to shrink, and many interscholastic districts across the country are experiencing a shortage in officials. As Whitehead had observed years ago, "The number of people who have an interest in officiating interscholastic contests is not growing and may be declining." The reasons haven't changed: minimal pay, long hours, and—most importantly—constant criticism from the stands.

Blackburn tied the decline directly to the rise in critical and verbally abusive parents and fans. "Many potential officials are unwilling to subject themselves to unnecessary criticism in return for extensive travel and often minimal compensation," Blackburn said. It's hard to argue with that logic. Why would someone sign up for abuse?

We have to be creative. Some districts are starting programs to encourage students to try officiating, framing it as a way to "give back" and stay involved in sports after graduation. The NIAAA and NFHS have even launched national campaigns to spread the word through radio PSAs. Many former interscholastic participants are now attending college. These former athletes could very well be the best recruitment pool out there to help fill the gap for needed officials. The point is, we can't just hope new officials will show up—we have to actively recruit and support them.

Retention is everyone's responsibility. Rison warns that without enough quality officials, our programs risk slipping into a club-sport atmosphere, where standards and experiences can vary wildly. "You cannot play without them," Rison said. We need to dig into the root causes of the shortage—mainly, the behavior of parents and coaches—and address them head-on. Lose officials, and we likely lose sport programs.

Actionable Tips for Athletic Administrators:

Partner with local colleges or alumni groups to recruit new officials
Educate your community—parents, coaches, and athletes—about the importance of respecting officials
Offer appreciation events or small incentives for officials who stick with your program
Consider shadowing or mentorship programs for new officials
Address negative behavior at games swiftly and visibly—set the tone from the top

Final Takeaways: What We Can Do Now

If there's one thing all these voices agree on, it's that the challenges aren't going away on their own. Finding and hiring qualified coaches is hard, and keeping them is just as tough. But every coach you bring on board needs to be set up for success, not just thrown into the deep end. The same goes for officials: recruitment is tough, and retention is even tougher, especially when negative behaviors from the sidelines drive good people away. As athletic administrators, we have to lead the charge. That means:

Refusing to lower our standards for coaches
Making professional development a cornerstone of our programs
Actively recruiting and supporting officials
Creating a culture of respect at every - from the stands to the locker room

The landscape will keep changing, but the fundamentals of our job remain the same. Let's use the wisdom of those who've walked this path before not as history lessons, but as practical guides for the work we do every day.

Enhanced Livestream & Broadcasting Technology with Jeff Behrens, CMAA – Pewaukee High School (WI)

National Interscholastic Athletic Administrators Association — Tue, 16 Jun 2026 15:06:42 +0000

Jeff Behrens, CMAA, explains the technology behind broadcasting sports events for school livestreams. Similar to live TV, the broadcasts feature on-screen graphics, sponsors, and commercials. Behrens also shares his personal experience and details the results the broadcasts have achieved, as well as plans for future improvements.

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Get certified as an Athletic Administrator with the nationally accredited NIAAA Certification Program here.

Leveling the Playing Field: Correcting Hidden Inequalities in Girls’ Sports [NIAAA]

National Interscholastic Athletic Administrators Association — Thu, 04 Jun 2026 07:01:59 +0000

By: Allison Kelley, Ph.D. and Tim Green, Ed.D., CMAA

It has been over four decades since Title IX opened the door for girls to participate in high school and college athletics. Just six years after the enactment of Title IX, the percentage of girls playing team sports jumped sixfold, from 4 percent to 25 percent. Today, the girls’ high school participation rate is greater than 11 times what it was when Title IX was passed, with 3 million more high school girls having the opportunity to play sports each year.

This explosion has had myriad benefits for girls. It is well-documented that participation in youth athletics boosts confidence and fosters self-esteem, which are particularly important for girls’ development. Yet, pervasive feelings of disappointment and frustration over girls’ experiences on school sports teams suggest that soaring participation numbers might be veiling lingering inequality.

Understanding the Disparity

Over the past two years, we have surveyed over 5,000 members of independent school communities to assess their overall satisfaction with their athletics programs. Responses have revealed that female student-athletes, and their support network on their behalf, often feel undervalued and discouraged. These sentiments have left many athletic administrators scratching their heads; they are providing the same, if not more, funding and sports offerings to girls at their schools compared to boys sports. What is causing these perceptions, and how can they be managed?

Holistic Approach to Equality

Survey comments have revealed a critical insight: promoting equality extends beyond numerical balance and financial parity. True gender equity in sports demands a holistic approach that transcends quantitative measures and delves into perception, recognition, and empowerment. Making female athletes feel as valuable as their male counterparts necessitates a cultural shift within an athletics department – where perceptions, language, and support systems create an environment that actively celebrates and supports female student-athletes.

Focus on What You Can Control

After examining budgetary and participation data from the schools we surveyed, there were no observable or measurable differences in the provision of resources between boys’ and girls’ teams. Moreover, some things that make boys’ sports seem more valuable than girls’ are out of an athletic administrator’s control. For example, football (especially in the southern states) typically draws larger crowds than any girls’ sport.

Additionally, boys’ sports often get better local media coverage. There is little an athletic administrator can do about these two phenomena. Yet, there are still innumerable things athletic administrators have control over that can significantly improve girls’ athletic experiences. In fact, our survey responses suggest that these ostensibly small, controllable factors are often what make girls feel inferior. Examples include:

“Girls' sporting events tend to have a lot less attendance by faculty and parents.”
“Simply having a team is not the same as valuing that team and program equally to the corresponding boys team and program.”
“Some of our female athletic programs do not have coaches that know how to work with teenage girls.”
“Implicit bias is prevalent in how boys and girls athletics programs are supported.”

Ways to Promote Equal Valuation

The number one thing directors of athletics can do to remedy these inequalities is to communicate with and listen to female student-athletes and their caregivers. They will explain where they are coming from, how they feel, and what matters to them. Of course, it would be impossible and likely unwise to heed every request, but until athletic administrators understand the root cause of these frustrations, it will be impossible to manage them. Moreover, every school has its unique challenges and nuances. General resources and solutions will not fit every situation, which is why listening to constituents can pinpoint the most pertinent concerns at a school. Based on over 5,000 survey responses, we have developed a list of considerations that, when combined with these constituent voices, can help those leading athletics departments ensure their female student-athletes feel valued and empowered.

Promote Female Leadership:

Encourage female leadership within sports programs, including coaching staff and administrative roles. Representation at all levels helps create a more inclusive and empowering environment where girls can better relate to their leaders.
Ensure every coach of a girls' team has the proper physiological and socio-emotional understanding of girls’ development; girls should not be trained and coached in the same way as boys.

Promotion and Visibility:

Ensure equal promotion of both boys' and girls' sports on school websites, social media, and other promotional materials.
Assign equal resources for advertising and marketing efforts for both boys' and girls' teams.

In-Game Experience:

Ensure that girls have the same in-game resources as boys (i.e. announcers, music, concession stands, trainers, visiting team locker room access, etc.).
Have female student-athletes pick their warm-up music, player introduction facts, etc.; duplicating boys’ preferences is the norm but not necessarily what girls would choose.

Support from Students and Key Administrators:

Encourage students and school administrators to attend and support both boys’ and girls’ games (in addition to the AD attending both with roughly equal frequency); if encouragement is not enough, consider adding incentives.

Awards and Recognition:

Ensure that accolades and awards are equally distributed between boys’ and girls’ sports based on achievements and performance.
Celebrate and recognize the accomplishments of both teams through school assemblies, awards ceremonies, social media, and other public forums.

Provide Educational Resources:

In addition to ensuring that the athletics staff is knowledgeable on girls' physiological and socio-emotional development, provide girls and parents with resources that demonstrate a commitment to empowering female student-athletes (i.e. bring in a sports psychologist, nutritionist, or athletic trainer to discuss female development or consider providing a list of evidence-based books, articles, and podcasts that address cutting-edge research on girls’ sports)

Tending to these details is a victory on multiple levels. First and foremost, it empowers girls at a critical time in their physical, social, and emotional development. A bonus is that it promises to increase engagement and fundraising and enhance the school’s reputation. Sports are often a fundamental component of people’s education and improving this experience for roughly half of the student body will pay tremendous dividends. It is time for athletic administrators to move past abiding by the letter of the law and providing numerical and financial parity to make girls feel celebrated and valuable. There are many actions to keep them in sports and inspire them along the way.

What Types of Adversity Do Coaches Face? with Lisa Gingras, CMAA – Nashua School District (NH)

National Interscholastic Athletic Administrators Association — Thu, 21 May 2026 14:00:55 +0000

Lisa Gingras, CMAA, explores the various challenges coaches encounter, providing an in-depth discussion on key issues such as student-athletes making poor decisions, parents being either too involved or not involved enough, communities placing pressure on coaches and athletes, youth programs not being utilized to their full potential, coaches experiencing burnout, and the struggle to maintain a healthy work-life balance.

Athletic Directors need to know what type of adversity their coaches are facing before they can help them. This requires preparing them beforehand so when an issue occurs, they are ready to deal with it.

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Get certified as an Athletic Administrator with the nationally accredited NIAAA Certification Program here.

Closing the Gap: Advancing Gender Equity in Athletics Through Advocacy, Awareness, and Allyship [NIAAA]

National Interscholastic Athletic Administrators Association — Thu, 21 May 2026 08:24:43 +0000

By: Amanda Snider, CMAA - Deputy Athletic Director, Broken Arrow High School (Broken Arrow, Oklahoma)

At the 2025 NIAAA National Athletic Directors Conference, I had the incredible opportunity to co-present with Michelle York, CMAA, from St. George's Independent School, in a session titled "Encouraging Female Involvement in Athletics."

As deputy athletic director at Broken Arrow High School, where we support over 1,300 student-athletes (grades 8-12), this conversation felt deeply personal. I approach this work not just as an administrator, but as a former coach, a Native American woman, a wife, and a mother to two young children.

I feel incredibly fortunate to serve in a district that empowers women in leadership and supports me in both motherhood and the demands of athletic administration. But I know not every woman in this profession has that experience. That's why we must continue having these conversations, so we can keep pushing progress forward, together.

During our presentation, Michelle and I explored the evolving landscape of gender equity in sports and how, despite increased access for girls and women, real progress has stalled in many areas since Title IX's peak in the mid-1990s.

What stood out in our discussion, and what I see reflected in our own programs, is how closely the challenges faced by female athletes resemble those experienced by women in athletic leadership. From lack of visibility and support to ongoing institutional barriers, these aren't isolated issues. They are systemic. Addressing them requires more than awareness. It takes intentional advocacy and collective action.

Still, I believe that every conversation or article, like this one, brings us one step closer to meaningful change. I'm encouraged by the growing number of leaders who are committed to building a more inclusive and unbiassed future in athletics.

Shared struggles, shared stories

The following key points were drawn directly from our presentation:

Female athletes worry about costs of participation, while female administrators worry about the cost to the families of such athletes.
Female athletes report feeling unsupported by male peers, while female administrators report inequities in their professional environments.
Female athletes lack visible role models, while female leaders often fear speaking out due to job insecurity.
Limited media coverage affects both visibility and growth, leading to fewer "spotlight" moments and reduced investment in female sports.

These issues are deeply rooted in the system. Tackling them requires us to stay aware, speak up, and take meaningful action, because progress depends on our determination.

Role of male allies and the power of awareness

One of our key messages was that awareness leads to understanding and understanding leads to change. When male leaders (i.e. coaches, athletic directors, media professionals) intentionally support gender equity, they help reshape the culture. They model advocacy for other men and normalize inclusive, equitable practices and policies in athletics.

Case Studies Shared During Our Presentation

Shedding Light on Inequity: Sedona Prince and the 2021 NCAA Women's Basketball Weight Room Controversy
In March 2021, during the NCAA Women's Basketball Tournament in San Antonio, a viral video posted by Oregon forward Sedona Prince ignited a national conversation about gender equity in collegiate athletics. Prince's video starkly contrasted the limited weight room provided to women's teams with the expansive training facility available to men's teams in Indianapolis (Longman, 2021).

The visual evidence led to swift backlash against the NCAA and forced institutional leaders to confront long-standing disparities in how men's and women's sports are supported. The video catalyzed broader calls for transparency, accountability, and change, ultimately resulting in a comprehensive gender equity review (Kaplan, 2021).
Elevating the Game: Nebraska Volleyball's Record-Breaking Night
On August 30, 2023, the University of Nebraska made history by hosting a women's volleyball match that shattered global attendance records. More than 92,003 fans packed into Lincoln's Memorial Stadium to watch the Cornhuskers play Omaha (Camenker, 2023).

This event demonstrated what is possible when women's athletics receive strong institutional backing and strategic promotion. It was a global benchmark for fan engagement, media presence, and investment in female sports (Walker, 2023). The message was clear: when women's sports are given a platform, they don't just match expectations – they exceed them!

Practical steps toward change

We shared several strategies for athletic leaders looking to advance gender equity:

Mentor and support future female leaders
Promote inclusive language and leadership practices
Advocate for equitable funding, scheduling, and media representation
Celebrate the achievements of female athletes and administrators
Speak up and share your story to normalize and validate the challenges women face in athletics

We also emphasized how institutional policies must evolve to support work-life balance, especially for women with caregiving responsibilities. Inflexible contracts, limited family access, and a lack of maternity-friendly policies continue to push women out of leadership roles.

Parting thoughts

Gender equity in athletics isn't just about making space, it's about making sure people feel like they truly belong. It's about representation, opportunity, and lifting each other up. We can't settle for surface-level support or performative gestures that check a box but change nothing.

Real progress takes real work, through advocacy, allyship, and a willingness to stay aware and engaged. We need more women at every level of athletics! Whether it's coaching, leading, mentoring, or making decisions that shape the future. My hope is that by continuing these conversations, leading with purpose, and taking small, consistent steps forward, we'll create a future where every athlete and administrator, especially women, will know they have a voice, and a place, at the table.

References

Camenker, J. (2023, August 30). Nebraska volleyball shatters NCAA attendance record with historic crowd. USA Today. https://www.usatoday.com/story/sports/college/2023/08/30/nebraska-volleyball-sets-ncaa-attendance-record/70709886007/

Kaplan, E. (2021, August 3). NCAA gender equity review finds systemic disparities between men's and women's sports. ESPN. https://www.espn.com/college-sports/story/_/id/31942371/ncaa-gender-equity-review-finds-systemic-disparities

Longman, J. (2021, April 3). At Women's Final Four, Oregon's Sedona Prince showed what a gender equity problem looks like. The New York Times. https://www.nytimes.com/2021/04/03/sports/ncaawomen-sedona-prince-oregon.html

Walker, L. (2023, September 1). Why Nebraska volleyball's record night matters for the future of women's sports. Sports Illustrated. https://www.si.com/college/2023/09/01/nebraska-volleyball-attendance-record-analysis

The Pygmalion Effect in Athletics: How Athletic Directors Can Raise Expectations for Coaches and Student-Athletes [NIAAA]

National Interscholastic Athletic Administrators Association — Thu, 07 May 2026 08:43:16 +0000

By: Jon Winer, CMAA - Capital Region Education Council School District (CT)

In competitive sports, success is often driven by more than just talent and physical ability. It is also deeply influenced by psychological and environmental factors. One of the most powerful psychological principles that can be applied in the world of sports is the Pygmalion effect, a phenomenon where higher expectations lead to improved performance.

Named after the myth of Pygmalion, a sculptor whose statue was brought to life by the gods, this effect suggests that when individuals are held to high expectations, they often rise to meet them.

For athletic directors, understanding and applying the Pygmalion effect can be impactful. By setting high but achievable expectations for coaches and student-athletes, they can cultivate a culture of excellence, motivation, and continuous improvement, resulting in their teams achieving more than they would have with lower expectations.

Understanding the Pygmalion Effect in Sports

The Pygmalion Effect was first studied in the educational setting by Robert Rosenthal and Lenore Jacobson in the 1960s. Their research showed that when teachers were led to believe that certain students were "intellectual bloomers," those students performed significantly better than their peers, even though the students were chosen at random. This demonstrated that teachers' expectations influenced students' performance.

In the context of athletics, the same principle applies. When an athletic director expresses belief in the potential of a coach or student-athlete, their performance is more likely to improve. Conversely, when expectations are low, individuals may subconsciously conform to those lower standards. By setting and communicating high expectations, athletic directors can create an environment that nurtures growth, motivation, and success.

How Athletic Directors Can Apply the Pygmalion Effect to Coaches

1. Setting High Standards for Leadership

Coaches are the backbone of any athletic program, serving as both mentors and motivators for student-athletes. If an athletic director conveys confidence in a coach’s ability to develop a successful team and provide strong leadership, the coach is more likely to embrace that responsibility.

One way athletic directors can use the Pygmalion effect is by pushing coaches to set clear, ambitious, and measurable goals for themselves and their teams. This includes setting performance benchmarks, encouraging professional development, and emphasizing a culture of continuous improvement. It is critical that the goals relate to the coaching process – rather than the outcome of the season – and on aspects over which the coach and student-athletes have direct control (i.e. sportsmanship, service projects, growth in leadership). The number of wins and championships should be viewed as a byproduct of doing things “the right way” more than a measure of success. When a coach knows that their athletic director believes in their potential, they are more likely to push themselves to meet and exceed expectations.

2. Providing Constructive Feedback and Support

Another critical element of the Pygmalion effect is reinforcement through feedback. Athletic directors should consistently provide positive, constructive feedback that reinforces the coach’s ability to lead a successful team. Instead of only focusing on areas of improvement, directors should highlight what the coach is doing well and express confidence in their ability to develop further. Utilizing formal or informal practice walkthroughs using a Google Form template can be an effective and quick way to provide feedback to coaches.

Regular sit-down check-ins should also be utilized. Because our schedules can be very hectic, a recurring calendar invite should be shared so that a time is pre-planned for these each week. If the athletic director and coach do not need to meet, the meeting can be canceled. However, having the meeting on the calendars ensures that the opportunity to connect is there each week. The focus should be on recognizing effort and progress rather than outcomes.

3. Encouraging Professional Growth

Athletic directors can foster high expectations by encouraging coaches to pursue professional development opportunities such as attending coaching clinics, obtaining advanced certifications, or studying new training methodologies. By showing that they expect their coaches to continuously learn and improve, athletic directors create an environment where excellence is the standard. Often budgets are tight and can present a barrier to professional development. If funding is not available for external clinics, athletic directors can structure internal clinics in which coaches offer topics as presenters that reflect their strengths. Collaboration can occur within leagues so that coaches share ideas with one another. Athletic directors may also consider reaching out to local college coaches to see if they would be willing to come and run clinics with coaches or speak to them about philosophy. With the rise of virtual meetings, the net for potential speakers has been expanded.

An effective way to encourage professional growth is to reward coaches when they make the effort. Kevin Guzzo, athletic director at St. Joseph High School in Michigan gives out swag to coaches who can share a podcast, book, clinic, etc. that they found enlightening.

4. Recognizing and Rewarding Excellence

Recognition plays a key role in reinforcing high expectations. When coaches see that their hard work and success are acknowledged, they are more likely to continue striving for excellence. Athletic directors should make an effort to publicly recognize coaches who go above and beyond, whether through awards, public praise, swag, or opportunities for career advancement. Remember to recognize those coaches who may not be having successful seasons in terms of wins but are doing so in terms of the development of the whole child.

How Athletic Directors Can Apply the Pygmalion effect to Student-Athletes

1. Communicating High Expectations

Student-athletes often look to their coaches and athletic directors for guidance and validation. When an athletic director sets and communicates high expectations for student-athletes, it can shape their self-perception and motivation.

While it is not advisable for an athletic director to be untruthful and say they expect a young, inexperienced team to win a state championship, they can tell the team they are excited about the growth they expect the team to show and that hard work with lead to great things. This will lead to better results than by voicing negativity and instilling self-doubt.

Focus should be placed on the controllable. While student-athletes should strive to win, game results are often based on factors outside their control (talent, skill level, size). Sportsmanship, effort, and teamwork should be the focal points on the field, and citizenship and academic growth should be the focus off the field.

2. Developing a Culture of Accountability

High expectations must be paired with accountability. Athletic directors can create a culture where student-athletes understand that success is not given – it is earned through hard work, discipline, and resilience. This means implementing structured training programs, setting academic and athletic standards, and encouraging athletes to push beyond their perceived limits.

For example, an athletic director might work with coaches to create individualized growth plans for athletes, ensuring that each student receives clear goals and a path to success. When athletes see that their leadership expects them to improve and provides them with the necessary support, they are more likely to rise to the challenge.

Athletic directors should also focus on developing student-to-student accountability. While we want students to hold themselves to a high standard and tailor their behavior as such, the best team culture is created when members are observing and assessing each other and correcting behaviors that stray from the team standard. The Lead Em Up leadership program utilizes the term “lifeguard” and encourages student-athletes to constantly assess their teammates and to act when they observe a teammate begin to display behavior that could lead to a dangerous or detrimental outcome, similar to how lifeguards are constantly observing swimmers and correcting their behavior before their safety is threatened.

3. Encouraging a Growth Mindset

Growth mindset, a concept developed by psychologist Carol Dweck, aligns closely with the Pygmalion effect. When student-athletes believe that their abilities can improve through effort and learning, they become more motivated and resilient.

Athletic directors can foster this mindset by:

Encouraging athletes to embrace challenges rather than fear failure
Speaking about the belief that failure is part of the process and is the best way to learn
Highlighting stories of athletes who have overcome adversity through perseverance
Reinforcing the idea that effort and attitude are just as important as talent

For instance, an athletic director might share examples of former athletes from the program who started as average performers but improved through hard work and dedication. This reinforces the expectation that every student-athlete has the potential to grow. Growth off the field should be recognized as well.

4. Providing Recognition and Positive Reinforcement

Much like with coaches, recognition and reinforcement are essential for student-athletes. Athletic directors should take the time to acknowledge individual and team achievements, whether through awards, social media shoutouts, or personal encouragement.

The emphasis should be placed on recognizing actions that reflect team core values and that the team would benefit from replicating.

It is critical that we celebrate what we value. At CREC, we have partnered with local minor league professional teams to create awards like the Hartford Yard Goats Citizen-Athlete of the Week, the Hartford Athletic CREC PRIDE Award and the Hartford Wolfpack Sportsmanship Award. These awards are presented to student-athletes who exhibit the character traits we value, and they are rewarded by receiving complimentary tickets to professional games in which they are recognized on the field.

Challenges and Considerations

While the Pygmalion effect can be a powerful tool, athletic directors must be careful to apply it in a balanced and ethical manner. Unrealistic expectations or excessive pressure can lead to anxiety, burnout, or diminished self-esteem. To avoid this, athletic directors should ensure that expectations are:

Challenging but attainable
Paired with strong support systems
Focused on effort and growth rather than just results

Additionally, the Pygmalion Effect must be applied equitably. If only certain athletes or coaches receive high expectations while others are overlooked, it can create an environment of favoritism and resentment. Athletic directors should strive to uplift all members of their athletic community.

The Pygmalion effect demonstrates the profound influence that expectations can have on performance. For athletic directors, leveraging this principle can lead to stronger coaching, higher-performing student-athletes, and a culture of excellence. By setting high standards, providing encouragement, fostering accountability, and recognizing achievements, athletic directors can inspire their teams to reach new heights.

Ultimately, the success of any athletic program is not just about physical talent. It is the result of belief, mindset, and leadership. By using the Pygmalion effect to instill confidence and ambition, athletic directors can shape not just better athletes, but stronger, more resilient individuals prepared to succeed both on and off the field.

Building Your Support Bench with Dr. Kiristen Robinson, CMAA – Edison High School (MN)

National Interscholastic Athletic Administrators Association — Mon, 20 Apr 2026 07:03:45 +0000

Dr. Kiristen Robinson, CMAA discusses the importance of having a supportive team to help Athletic Directors maintain a positive mental health environment. Athletic Directors benefit from a strong support system that includes allies, peers, coaches, family members, and professional help. It is important to emphasize mental health and wellness in order to create a positive environment for student-athletes.

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Get certified as an Athletic Administrator with the nationally accredited NIAAA Certification Program here.

I Know More About Single Sports, Now What? [NIAAA]

National Interscholastic Athletic Administrators Association — Mon, 20 Apr 2026 07:01:03 +0000

By: Dr. Ryan Miller, CMAA - Scotch Plains-Fanwood High School (NJ)

Evidence provided by the NFHS shows that in 2018-2019, 7.9 million high school students participated in high school athletics. The COVID-19 pandemic nullified national data from 2019-2021 for high school sports; however, in 2021-2022, 7.6 million students participated and in 2022-2023 participation rose to 7.8 million. Within New Jersey, the total participation for high school athletics fluctuated from 281,058 in 2018-2019, to 264,139 in 2021-2022, and as of 2022-2023 the total participation levels increased to 272,159. While the pandemic had an impact on participation, the rate of participation is trending upward over the past two years and is expected to continue. The rate of single, double, or triple sport participation is not included within the participation surveys.

Single sport participation, whether rising or falling, is based upon a variety of factors. Chief among these factors is the size of the high school. Larger high schools have more students vying for a roster position in comparison to smaller schools. For example, Scotch Plains-Fanwood High School had 128 male athletes vying for a maximum of 75 roster spaces in boys soccer, while a local Union County high school had 65 male athletes vying for the same maximum roster spots in boys soccer. Scotch Plains-Fanwood High School has 1,553 students compared to Union County's 657 total students.

Given that both high schools offer the same number of sports, the single sport participation is higher at Scotch Plains-Fanwood High School in large part to the volume of students attempting to participate. Furthermore, students who do not earn a roster spot are often found participating in cross country, track, or tennis, sports without try-outs and roster decisions.

In an effort to continually increase participation and limit the process of single sport specialization, parents must receive further education. One of the concerns found within my research was that parents tend to make sports decisions by third or fourth grade; often specializing through travel sport participation in one sport long before the child has even reached puberty. These decisions are often based on discussions with other parents, influence from travel program owners or coaches, and parental desire to see their child succeed in a sport of their choosing. Within the high school system, student athletes' families have already made decisions long before freshman year of high school, which means an athletic administrator who wants to create a change must create an educational program for third and fourth grade parents within their community.

According to most research, adult learners, our parents, need a reason to learn and need to be active within that learning. Thus, creating an education plan for adults cannot follow the often-used large group presentation style that might be typical for schools. The recommendation is to create an active-moving small group discussion with field experts connected to the community.

Field experts should have experience as a medical doctor, orthopedist, athletic trainer, coach, high school guidance counselor, or athletic administrator. The guidance counselor, coach, and athletic administrator are assumed to be connected; however, selection must be determined based on these experts holding a positive reputation within the community. Many high schools have a single athletic trainer; therefore, the leader must ensure that the athletic trainer understands their role within the discussion and is equally excited to participate.

The largest challenge in gathering the experts is the selection of the medical doctor and/or orthopedist. These experts must be willing to meet with parents, share and teach, and must be proximate to the high school. Furthermore, the doctor and/or orthopedist cannot utilize this session as a method to promote their own practice or as a client seeking activity.

Once the round table of field experts is selected and accepts the invitation to participate, the researcher should meet with the group to ensure they have knowledge of each other and ensure each field expert understands their role. The basic role of each field expert is to share their stories, expertise, and knowledge regarding their experiences with pediatric and adolescent athletes and athletics. Each field expert should be provided with sample leading questions to help generate thought and provide context for the research. If a college athletic director or college admissions counselor are available, their role would be to explain what traits and activities are most desired by colleges.

Invite parents to the active small group discussion and utilize a space that is large enough to hold the attending group. The space should allow for small groups of up to 10 to have discussions and not interrupt the other groups. Upon entry, each attendee can be given an index card with number 1, 2, 3, 4, or 5. These cards station the parents for their round of the discussion and should be purposefully designed to separate attendees arriving for the same student. The rationale for the separation of attendees is to provide multiple viewpoints for any family.

Once the attendees are welcomed by the leader, position them throughout the cafeteria for the first round of discussions. Each expert provides 8-10 minutes to lead their group and 5-7 minutes for individual attendee questions. Attendees rotate to the next expert at the direction of the leader and move in a clockwise direction. Close the session with a final round of questions and leave time for individual attendees to seek out any field expert they choose.

When this event was conducted at Scotch Plains-Fanwood High School, the field experts agreed that the format was outstanding. There are continued concerns about single sport specialization, and parents have a variety of perspectives. One expert noted, "I think that the smaller group and having kind of just, each individual from their perspective or subspecialty was helpful because not just was (I) able to speak to each individual person and kind of connect with them. But also from their perspective, they were able to focus on just the portion of the subject that was pertinent to that group. I think that was helpful and maybe helped streamline their thought process."

The athletic trainer noted, "I feel like they were not informed on my position specifically in the chain of sports related injury. That we were there as a resource."

According to the high school coach, one parent claimed, "If I don't train, if I go do something, I had one parent talk about how their son was either in second or third grade, this past year they ended up missing, canceling, a family vacation in the summer because they had travel baseball."

The parent further noted that they felt they needed to be in travel baseball to make the high school team. The counselor used a swimming example for the parents that explained to the parents that swimming year-round for multiple clubs and the high school is still only considered one activity for a college resume. Finally, the medical professionals indicated that some of the parents were aware of overuse injuries yet were not taking the steps to prevent the injuries.

Attendees related similar responses when asked about their view of the event. The most common themes present from the interviewed participants are best categorized as small group presentations, multiple sport vs. single sport participation, and parental education regarding sports. One parent noted, "It exceeded my expectations. But going into it initially, I was questioning and this is gonna be interesting. Set up. But it exceeded my expectations for this mere fact that it was a small group, it allowed for that more personal, felt like a one-on-one almost, we were allowed to ask questions and engage."

Another parent indicated, "Playing multiple sports provides a healthier child while a single sport kid can have more injuries." Parents continued to reiterate that one of the most important concepts that came forth from this small group discussion was the need for either multiple sport participation or at least a season of rest. An additional parent indicated, "The meeting was great for me, I already do this with my kids, but the meeting gave me more confidence in our choices."

Participation rates are rising throughout New Jersey and the United States amid a growing crisis of rising rates of single sport specialization. In larger high schools, this may provide more variety of athletes in programs while in smaller schools, programs may be losing sports and/or levels. Establishing a relationship with elementary school parents can have a positive effect on educating parents about sport specialization while generating a strong connection between these families and the athletic department.

This style of presentation has a positive level of intimacy that can build positive rapport with the community and provide expert level education for families. Complete research and analysis are available through "I Don't Know What I Don't Know: An Action Research Study Regarding the Impact of Youth Travel/Club Sports on High School Athletic Participation," ISBN # 979-8-3819-7660-1, or by contacting Dr. Ryan D. Miller, CMAA.