This document presents a master's thesis project on directing athletics. The thesis examines how athletics administrators can influence the development of student-athletes' minds and bodies through the coaching staff. The author argues that athletics administrators should develop coaching staffs by establishing a clear mission and values, focusing on transformational coaching styles, and ensuring coaches receive ongoing training. The thesis also describes research conducted on divorce rates among high school football coaches and how a coach's personal life can impact their work with students. The goal is for athletics administrators to guide coaches in a way that enhances student-athletes' mental, physical, and character development.

1. DIRECTING ATHLETICS THROUGH SOUND MINDS AND BODIES OF
STUDENT-ATHLETES INFLUNENCED BY COACHES
Presented in Partial Fulfillment of Requirements
For the Degree of
Masters of Coaching and Athletic Administration
In
Exercise and Sport Science
by
Kenneth Edward Fowler
Concordia University Irvine
___________________________________________
Graduate Advisor
____________________________
Approval Date

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Table of Contents
Chapter Page Number
Acknowledgements PREFACE
I. Statement of Purpose 4
II. Philosophy of Coaching Athletics 7
III. Research Methods and Analysis 12
IV. Ethics and Sportsmanship 18
V. Legal Aspects and Considerations 33
VI. Program Development 37
VII. Psychology of Coaching 56
VIII. Strength, Speed, and Conditioning 62
IX. Closing Statement 67
Appendices
A. Current Resume 69
B. Course Descriptions 71
C. References 73
D. Three Recent Letters of Recommendation 76
E. Risk Management Plan 80
F. Fourteen Legal Duties 114
G. Research Methods and Analysis Final Paper 117
H. Mental Training Program 133
I. Strength, Speed, Conditioning, and Nutrition Manual 142

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Acknowledgements
Achieving my master’s in Coaching and Athletic Administration from Concordia
University Irvine has not been without its challenges. From the responsibilities of teaching,
coaching, being a good husband and father, to the coursework and the culminating professional
portfolio, I endured changes in my emotional, physical, and spiritual health through the process,
and I find I need to show gratitude to many: God, my wife, my doctors, professors, friends, and
colleagues. My degree is a compilation of many efforts, for which I am forever gracious.
First, God, my heavenly father, has been there for me every step of the way. I cannot help
but think of James 1:2-4, “Consider it pure joy, my brothers, whenever you face trials of many
kinds, because you know that the testing of your faith develops perseverance. Perseverance must
finish its work so that you may be mature and complete, not lacking nothing.” Strength in these
words, faith in my God, and trust in what the future holds has given me the fortitude to persevere
and complete this process.
My wife Tiffany, my greatest blessing, for assuming a most prominent role in managing
our family and home while I tend to coursework, coaching, and teaching. Without complaints,
she lovingly cares for our two beautiful daughters, Kaya and Addison, without whom I would
not be able to maintain my focus on how to create a better future for me and my family. God and
my girls were there for me as I endured treatment for a blood clot, complicated with pneumonia;
what my doctors could only reason was, ‘bad luck’. Throughout my illness, Dr. Tim Preuss and
Mr. William B. McLaughlin provided unparalleled support for me as I worked through the
Speed, Strength, and Conditioning course and the Legal Aspects of Sport course, respectively.
These gentlemen and mentors embodied God’s grace by working with me to ensure I passed
their courses with a thorough understanding of the content.

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Mr. Jason Valadao opened my eyes to the Lord’s word through his Ethics of Sport
course, and I feel this course explained to me how my call to teach and coach was spiritual. I
feel called to lead by example as I mentor young student-athletes. My development and growth
as a coach is directly attributed to the mentoring from Mike Reardon in my Principles of
Coaching course, Vince Brown in my Sport Technologies course, and Coach Jerry Campbell in
my Theories and Strategies of Football course. Coach Campbell’s and Dr. Preuss’ courses
demonstrated my need to focus on the details in every aspect of my coaching and administration.
Dr. Curt Cattau’s Psychology of Coaching caused me to question my motives and sparked an
abundance of interest and curiosity within me. I immediately applied many of the techniques I
learned with my team. Even though I reside on the East Coast, Dr. James Staunton, Jason
Valadao, and Dr. James Forkum worked with me by communicating via phone and Skype; I felt
as if I was present on campus and these actions improved my comfort level with their courses
and the program as a whole. And in the final stage of my program, Dr. James Forkum and
Chelsea Mailhiot have not only guided my through the thesis process, but have also shown me
empathy and understanding as I balance a career and family while I completed my degree.
Last, I need to thank my thesis editor, Mrs. Jessica Kennedy-Coyne, who graciously gave
up time out of her busy schedule balancing her own career to assist me in this as well.
I am gracious and blessed to have such an experience working with Concordia University
Irvine, for their fine program catered to people like me interested in the field of Coaching and
Athletic Administration. I am confident this program will continue to impact and inspire others
as it has with me.

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Chapter I
Statement of Purpose
Introduction
As an educator, coach, and an athlete, I understand the importance of ongoing
professional development to ensure one is knowledgeable in educational trends, content area
specialization, and coaching. Athletics administrators must understand their role as a coach is
different; their team is no longer student-athletes, but rather coaches. Directing, coaching, and
inspiring coaches to improve themselves in all facets of sport, athletics directors will influence
their coaches to learn, ultimately developing student-athletes according to the vision of the
athletics program. Athletics administrators can impact sound minds and bodies of their student-
athletes through influentially educating and supporting their coaching staffs. An athletics
program must develop both the mental and physical aspects of a student-athlete, which will
result in improved performance, sportsmanship, and the ability to deal with adversity. Together,
these will prepare student-athletes for life after graduation.
Coaches Leave Life-long Impressions
Coaches will leave lasting impressions on their players, based on their communication,
expectations, supportiveness, motivation, and compassion they have for their players and their
team. These impressions can shape the student-athlete’s perceptions of life and the player’s
philosophical views. “Piggy Lambert shaped Wooden’s coaching philosophy—a philosophy
centered on fundamentals, team unity, and conditioning … he not only addressed his players’
physical conditioning but also expressed concern for their mental and moral conditioning”
(Smith, 2013, p. 3). Many argue who the greatest coach is, but most will agree John Wooden is
near the top of such a list. Coaches are not born to be coaches; athletes, whether skilled or

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unskilled, are drawn to the coaching profession. There are numerous ways the athlete may have
been drawn to the profession from accomplishing a difficult skill, to witnessing respect and
admiration a coach may have deserved, to training so intensely and doing what they thought
impossible, learning life skills, or realizing their ability to overcome challenges set forth by their
coaches. Coaches have experienced through athletics the importance of adapting and maturing
to become more crafted in their sport. Successful and ambitious coaches understand the
importance of continuous professional growth not only for strategic improvement, but also to
improve their athletes’ physical performance, mental preparedness, and ability to cope with
adversity. The question then becomes-who will be the coach for the coach? The answer is the
athletics administrator who should also be growing professionally as well, by not only attending
courses based around administering, while additionally learning new trends in the coaching
profession as it relates to physical conditioning, sport psychology, and ethics of coaching.
Guiding Coaches, Impacting Student-Athletes
Athletics administrators need to earn the trust and respect of their coaching staffs to raise
confidence of the athletics program’s vision and mission. I have experienced athletics
administrators who are unaware and out of touch with their athletics teams, athletes, and also
with the most basic of current trends in sport. Those in leadership positions have an obligation to
continually develop themselves professionally in their area of expertise, so they can maintain
respect and confidence with those they are in command of. A detailed and meaningful athletics
program philosophy should inspire coaching staffs, thus creating influence of the teams’
philosophies. If the administrator wishes student-athletes to represent the athletics program as
mature and accountable individuals, coaches need development in ethics and sportsmanship.
This training will lead to more responsible student-athletes who will not engage in frivolous

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actions that could result in legal entanglements or embarrassing publicity for the athletics
program. Philosophical expectations and ethical training of the coaching staffs, coupled with
education of current trends in sport psychology will promote the mental well-being of student-
athletes. Coaches ultimately have the largest impact on their athletes’ physical abilities,
conditioning, and skill performance, but an athletics administrator and his staff staying up-to-
date on strength and conditioning techniques and staying active in numerous sport organizations
can ensure the student-athletes are constantly being coached with cutting-edge techniques.
Ensuring coaches who not only participate in their respective organizations to stay current in
strategy and skill training, administrators can also promote professional development in strength,
conditioning, and speed training classes to ensure coaches receive and utilize current tactics and
trends. Athletics administrators will influence the minds and bodies of their student-athletes by
educating and monitoring coaches.

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Chapter II
Philosophy of Coaching
Introduction
Athletics administrators produce athletics programs by maintaining sound ethics, morals,
and values in which they have faith. Such grounding in the aforementioned may remain fluid,
just as one transforming and developing throughout a career. As Martens (2012) states, “…
develop your philosophy by learning about yourself and thinking through issues … The most
important ingredient of a philosophy is that you own it,” (Location No. 676), reinforcing the
importance of constant and consistent reflection of one’s philosophy and integrating decisions
and experiences as one matures in their profession. Developing through youth athletics,
secondary athletics, collegiate athletics, possibly professional athletics, coaching, and
administration of athletics, athletics administrators experience varied and often unique situations
influencing the development and growth of his or her philosophy ultimately resulting in a richer
and more meaningful philosophy as they progress through their careers.
Missionand Vision Statements
Influenced by one’s personal philosophy, an administrator must develop a mission and
vision statement encompassing every facet of an athletics program from organization to
expectations, to how coaches develop and forge their student-athletes. ‘An athletics program is
focused on developing the minds, bodies, and souls of our student-athletes through
transformational coaches and a transformational athletics staff whose attention to organizational
detail, conviction to prosperous student academic performance, expectation of maximum
physical effort and performance, exhibition of personal ethical and moral behavior,
communication through positive reinforcement, and perception that a student-athletes belief in

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faith should be embraced and encouraged.’ The mission is fortified by a vision, revealing what a
successful student-athlete displays upon their graduation and exit of the athletics program, ‘To
foster an environment where men and women feel needed, respected, and valued for their
contributions to the athletics program, exiting the program as self-confident and empathetic
graduates whom display integrity as beneficial citizens, employees, mentors, and parents in
society.’ Impacting all student-athletes in an athletics program through the coaching staff as an
athletics administrator can be a less daunting task than it first appears; an athletics program based
on moral values and constructive, empathetic communication between coaches and athletics
administration is vital to reaching the mission and vision statements. John Maxwell (2003,
Location No. 246) states in Ethics 101:
One of the first rules in human relations is to seek common ground with others. That’s a
good guideline whether you are exploring a new friendship, meeting with a client,
teaching a student, connecting with children or arguing with your spouse. Comparing
similar experiences and discovering shared beliefs can pave the way for successful
relationships. The Golden Rule can be used to create common ground with any
reasonable person.
Creating common ground and empathy on the part of the athletics administrator, coaching staff
knows their concerns and issues are heard, which then fosters acceptance and integration of the
athletics program’s mission and vision statements to impact the student-athletes.
Core Values and Communication
Anyone having been a parent, coach, or physical educator should believe in the phrase ‘It
takes a village to raise a child’ and feel it applies to developing not only children, but also young
adults, young men and women at the collegiate level, and professionals. Realizing all of the

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pressures and challenges facing high school and collegiate student-athletes, athletics
administrators should feel responsible for ensuring the student-athletes continue to stay grounded
in moral values as they spend more time with their coaches and teams and less time with their
parents and mentors. Lumpkin, Stoll, and Beller give examples of what moral values are and
how these values should impact individuals, “moral values as honesty, justice, fairness,
responsibility and respect, whereby if we violate any of them, we violate people directly” (2003,
p. 23). The athletics administrator needs to inspire the teaching and coaching of core values to
student-athletes by the coaching staffs because the athletics program and the educational
institution are the village aiding in the growth of the student-athlete’s character. The ‘Golden
Rule Philosophy’ becomes the pillar of communication, affecting the dissemination of
information, incorporation of mandatory professional development, and constructive criticism
from the athletics administration to the coaching staff for the betterment of the student-athletes
and athletics program. Conferencing with the coaching staff and gaining information about the
needs and challenges of the student-athletes, the athletics administrators must integrate
professional development focusing on the current needs of this coaching staff and these student-
athletes presently.
Influencing Transformational Coaching to Foster Positive Growth
Fostering an environment where student-athletes can develop both their minds and bodies
through athletics can be achieved from the administration down by employing transformational
coaching and transformational administering. Ehrmann, (2011, p. 6) offers,
A transformational coach is dedicated to self-understanding and empathy, viewing sports
as a virtuous and virtue-giving discipline. Transformational coaches believe young

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people can grow and flourish in sports in a way that is more liberating and instructive
than can be achieved through almost any other activity.
Transformational coaching is reflective in its nature, more so than an actual style of coaching
such as a command or cooperative style of coaching. As such, one can employ qualities from
both styles. Athletics programs should favor coaches utilizing a cooperative style of coaching,
allowing players ownership of the team, yet the command style is also necessary and should be
supported when making time sensitive decisions and relaying information such as strategy.
Organizing professional development sessions where coaches’ styles are self-assessed
and peer assessed, coaches can reflect on which style to apply when they are coaching whether it
is the command, cooperative, or submissive style of coaching. Utilizing data from coaching
assessments, the athletics administration and coaches can produce a plan to integrate the
transformational behavior into a coach’s coaching style. Furthermore, the integration plan
developed by both the coach and the athletics department will ensure the coach is guided to use a
transformational base with his or her coaching, which ultimately molds the mind of the student-
athlete. Given a transformational style of coaching resembles more a behavior and not a style,
the athletics administration staff of the institution can utilize this style by supporting the student-
athletes off the field in academics, mental struggles, time management, and classes on the
challenges facing student-athletes.
Administration Reflective of Coaching Styles
Coaching styles should be reflective and evident in adminstration styles as well. Hiring
the proper coaches is an important aspect of incorporating the best employees for the position,
but not every hire will be the right choice. With this being said, the cooperative and command
styles are utilized similarly to how they are incorporated with the teams becasue the athletics

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director needs to gain confidence in newly hired coaching staffs. Incorporating new coaching
staffs in the decision-making process will allow the athletics director the opportunity to assess
the decisions and thought process of them. Some material, decisions, and concepts must be
dictated to the coaching staffs by the athletcis administraion, while other situations may allow for
a more cooperative approach. Athletic adminstrators through their education and mission and
vision statements realize the importance of transformational behavior and the effect it has on
student-athletes, which is why coaching staffs should feel a sense of empathy and understanding
from the administration. Encouraging coaching staffs to support one another in their profession
will strengthen the staff itself, while also demonstrating the importance of cooperation and
backing which the adminstration expects of them with their teams.

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Chapter III
Research Methods and Analysis
Introduction
After careful analysis, one can determine the following research not only affects the
success of a team within an athletics program, it impacts how student-athletes grow mentally and
physically. Athletics administrators are tasked with demanding everything they can out of their
coaches; however, some coaches demand more of themselves, leaving only the administrator to
step in and determine when the efforts meet or exceed expectations. The research (See Appendix
G) questioned whether head high school football coaches in schools varying in size experienced
a larger number of divorces than that of the national average. Some may say this topic does not
impact the student-athlete, however, it is generally accepted professionals allow their personal
lives to influence their work and vice versa. An athletics department should create an
environment where a sense of family is fostered throughout all of its department, where student-
athletes also feel as if they are part of this family. Furthermore, athletics administrators must
ensure their coaching staff is working toward professional expectations while not sacrificing
their personal lives. This effort by the administration will result in employees who are more
focused on their student-athletes when they are at work and less likely to be focused on the strain
coaching can cause a marriage.
Statement of the Problem
Do head high school football coaches from schools varying in size have a divorce rate
higher than the national average divorce rate? Head coaching at the high school level can be
extremely demanding because of the lack of resources and staff compared to a head collegiate
coach. Conversely, a collegiate head coach can argue recruiting and public functions absorb

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more time, even if the resources and staff are present. The coaching profession at all levels and
all positions requires a great deal of time away from one’s family. “Unfortunately, many people
in our culture seem willing to set their families aside because they think they must in order to get
ahead in their careers. The divorce rate bears that out” (Maxwell, 2003, p. 74). What are
coaches to do when they know their jobs, futures, and ultimately their family’s financial well-
being hang in the balance of their success within their sport? Late nights breaking down film
and off-season training are just some of the tasks coaching football takes away from family time,
yet many of these tasks are now required of many sports. This puts a great deal of stress and
strain on a coach’s home life and family. “Every 32 seconds, a child sees his or her parents
divorce” (Marx, 2003, p. 203). With a staggering statistic like this, there is no question as to
why a coach’s marriage is at greater risk for divorce. Given the stress the coaching profession
places on a coach, the growth of the student-athlete will suffer in the end.
Review of the Literature
The literature reviewed illustrated there is a lack of information when isolating the
divorce rate to the football coaching profession, but there is concrete data for the divorce rate of
collegiate basketball coaches. This data illustrated the divorce rate for head NCAA Division I,
II, and III basketball coaches as influenced by the amount of time weekly spent away from the
home and how many days were lost per year. As Burgess and Masterson (2006) recall, “Fisher
also asked if coaches believed that the pressure they face contributes to marital difficulties or
divorce. An overwhelming 80% of those surveyed responded yes” (Para. 23). In addition to the
basketball coaching data, the literature researched also provided data on the overall divorce rates
and how the national overall divorce rate is currently trending.

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The literature also provided pertinent background information for consideration, such as
much of the information gathered was from a male coaching point of view, with the wife caring
for the home. However, the literature also indicated there are a large number of women coaching
as well. Furthermore, the literature stated many housewives find their families cannot survive
off of one income alone, thus forcing them into working a full-time job in addition to fulfilling
home duties. The review of the literature validates the need for research on the topic of coaching
and increased divorce rates.
Methodology
For athletics administrators to predict possible marital problems associated to the
coaching profession, head high school coaches from Maryland, District of Columbia, Delaware,
Virginia, and Pennsylvania were surveyed online to compare data versus the national divorce
average.
Terms and assumptions.
The research presented a misleading term as it relates to the United States divorce rate,
the national average. This is misleading as there are six states in the United States that do not
report their divorce statistics. The term ‘varying school size’ was utilized when defining the
research group, so future researchers would not assume highly populated schools were only
targeted. The divorce rate cannot be assumed just based off of the yearly census numbers
because these statistics do not take into account marriages from years earlier.
Population and sample.
The population for the research was based on all high school head football coaches in the
surrounding Maryland area because all of the data could be compared to the ‘national average
divorce rate’ since these states report to the Census Bureau. The sample group reached over 500

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responses, allowing for random sampling from low submissions of multi-state population or
stratified random sampling for states with high submissions.
Researchdesign.
The research design utilized was a cross-sectional/survey design to answer the research
question and prove or disprove the hypothesis, asking both quantitative and qualitative questions
in an on-line questionnaire.
Data collection.
Data collection consisted of closed questions, including prompted questions about
children and previous divorce leading the coach to additional questions, while also consisting of
open questions where the coach would give his or her thoughts on whether coaching affected the
outcome of that question. For a listing of these questions see Appendix G.
Instruments.
By utilizing an online survey from Survey Monkey, the research allowed for anonymity
for the coach being surveyed and a higher response rate versus traditional mail; moreover, the
on-line questionnaire included additional benefits of real time statistics and custom reporting,
which will have reduced the time spent checking and dealing with missing data.
Reliability and validity of the instruments.
The instruments used to conduct the research are both reliable and valid, since the
response rate to online surveys is higher than those conducted by mail and coach’s anonymity
was protected because the only identifying factor will be the state in which they coach. The
instruments of this study could be used in the future by another researcher.

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Reliability and validity of the methodology.
The methodology was both reliable and valid, meeting both face validity and content
validity. Pertaining to predictive validity, if the sample was larger, the research effort could
predict with confidence the divorce rate for the states not reporting to the Census Bureau. The
research design and methodology of this study could be used in the future by another researcher.
Data analysis.
The data analysis was broken down using a Statistical Package for the Social Sciences
(SPSS) integration and custom reporting offered by Survey Monkey and then the data was
examined as it related to the specific state where the coaches are employed, additionally being
examined overall to determine whether one can predict this data nationally.
Anticipated Findings
The research performed, for as to whether or not the divorce rate was higher than the
national average for high school head football coaches, revealed expected findings while also
suggesting possible findings in other parts of the country. The divorce rate was higher for head
high school football coaches and will be higher than the national average because the data
displayed valid reasoning for these anticipated findings.
Implications for the Profession
As one searches for ways athletics administrators can influence the minds and bodies of
student-athletes through coaches, there must be a conscious effort made to reduce the impact of
the profession on the coach’s home life. While some coaches have extremely supportive spouses
who don’t mind their significant other being away from home all the time, an athletics
administrator cannot assume all of their coaches are in this situation. Athletics administrators on
both the high school and collegiate levels need a vision and mission statement that incorporates

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the importance of detail and organization to help reduce the time management anxieties coaches
find themselves experiencing. Counseling, family gatherings on campus after practices,
marriage workshops and support groups for the spouses of coaches would demonstrate support
for and recognize those at home who are sacrificing so much. Mirroring how mandatory
exercise is promoted in the coaching profession for coaches whom say there is not enough time
to stay healthy, the athletics administrator could promote a mandatory mid-day break maybe
once or twice week where the coaches would have the opportunity to go home, have a meal, and
relax with their loved ones. Promoting and explaining the mid-day break to student-athletes
would increase their awareness of the importance of family as it relates to one’s profession, thus
resulting in the player’s growth mentally. The athletics program that focuses on supporting their
coaches’ home life will have a more productive coach who will be able to focus more on his or
her student-athlete’s mental and physical growth.

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Chapter IV
Ethics and Sportsmanship
Introduction
Winning a championship in the aftermath of a tragedy such as those at Columbine or
Joplin, allowing the team’s manager with special needs to suit-up and play in the basketball
game, carrying the opposing team’s player around the bases on her ‘homerun trot’ because she
sprained her ankle rounding the base, or an athletics administrator or coach caring for one of
their student-athletes as if he or she were their own child are all examples of the wholesome and
heartwarming traits athletics has to offer. However, alleged sexual relationships between coaches
and players, illegal drug or alcohol usage by athletes, domestic abuse and sexual assault by
athletes, or cheating during either sporting events or in the classroom often dull the brilliance
athletics offers. While many celebrate the joys of sport and competitiveness, the
competitiveness, as a ‘win at all cost’ mentality has enticed many to cheat by using performance
enhancing drugs or to become overly aggressive. An athlete under such pressures or influences
can lose rational thought, and this was exemplified in the case of Luis Suarez when he bit the
shoulder of his opponent in the 2014 World Cup. The present challenges in sports center around
team unity, negative off-field incidents, and selfish athletes fueled by greed which all outweigh
the positive stories of a team overcoming adversity or the selfless athlete who gives everything
up for the team. An athletics program supporting and guiding these teams, coaches, and players
has a responsibility to maintain and instill the positive values athletics offers, not only those
involved with the program, but also the public supporting the program.

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The Needfor Ethical Structure
There is a need for ethics and sportsmanship in athletics competition and athletics
administration. “As winning increases in importance because of financial payouts, status, and
symbolic rewards, many players choose to use any means at their disposal, even violence, to
attain victory” (Lumpkin, Stoll, & Beller, 2003, p. 70). The problem with the lack of ethics and
sportsmanship in athletics resonates from the public’s view of winning and the expectations
placed on human beings. However, increased displays of ethics and sportsmanship could
directly impact the future of athletics as a whole. With this being said, “Must we not have
trustworthy coaches and wise administrators as well as honest performers all of whom keep the
sporting faith; the spirit of the game?” (McNamee, 1998, p.161). When administrators and
coaches begin applying, displaying, coaching, and educating with ethical standards as a focus,
athletes and young people will observe the true essence of athletics and competition. Athletics
administrators comprehend the importance of impacting athletes’ morals and values through
their coaches, so aside from just developing their coaches’ awareness of having ethics in mind as
they coach, administrators should present themselves morally in decision-making and actions
taken by the program. Athletics administrators and coaches need to remain focused on their
morals, values, and ethics as they adapt to different players through the years with the unique
styles and culture these players bring to the athletics program.
Modeling with morals and beliefs.
As previously stated, modeling morals and beliefs is the most important part of educating
athletes, especially when these ethical actions may present an unwanted outcome. One example
of modeling morals and beliefs came when a varsity football coach felt there was a need for
emphasis on morals and beliefs during his coaching assignment, and he wanted to make sure it

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was addressed in the mission statement of the football program. The coach felt the lack of
morals and beliefs correlated to the underachievement and submission of his players during
times of adversity because the players lacked faith and trust. The coach’s attempt to nurture
players’ beliefs in faith via the mission statement of the football program; however, as the school
was a public institution, the coach was forced to remove the statement, ‘Through support of our
players’ belief in faith whether it is religious faith or faith of team/family/friendships.’ The
principal advised the coach ‘religious faith’ was a problem with the mission statement, as well
as, the use of ‘faith of team/family/friendships’. Although the coach knew this may have been a
problem, he made an attempt to incorporate support of all religions and to influence moral
grounding for his players. Integrity has always been a mainstay of the football coaching staff at
Northeast High School, and the coaches constantly practiced this philosophy, even when the
truth about a situation may have been difficult for the young men to hear. Although the head
coach and football staff maintained such integrity, the administration did not, and thus the
division ultimately led to many questions regarding the future of the program and career of the
coach. Athletics administrators must practice honest communication and demonstrate integrity if
they are to influence not only their coaches, but also the student-athletes.
Ethical Dilemma
An example of an ethical dilemma took place in North Andover, Massachusetts when a
senior volleyball player was suspended for five games and divested of her captain’s title because
she drove to pick up a friend from a party who was too drunk to drive. The player had just
returned home from work when she received a phone call from a friend who was at a house party
and too drunk to drive home. The player drove to the party and soon after she arrived the police
arrested several students for underage possession of alcohol. The volleyball player was not

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arrested by the police because she was not drinking nor was she in possession of any alcohol,
although they did advise her she would be summoned to court for drinking.
Two weeks post-party, the volleyball player was summoned to court, where she presented
a written statement from an officer on the scene vouching for the volleyball player’s sobriety.
As a result, at the mid-point of her senior season, she was suspended five games and stripped of
her captain’s title. The player was devastated for doing what she thought was the right thing by
helping a drunk friend not drive drunk. Her mother, equally irate, enlisted the help of their
family attorney to file a lawsuit against the school district in the local District Court. After
initiating the lawsuit in hopes to clear her daughter, the mother appeared on the television show
Good Morning America, to give a formal interview on the state of her daughter and the case,
while also presenting a statement from the family attorney. Both the mother and attorney’s
comments were similar, referencing how the volleyball player was very upset, they were worried
about the mental state the volleyball player was in and how the situation sends a bad message to
children about how they should not get involved when someone drunk asks them for a ride as if
to say they are better off to let their friends drive drunk. The lawsuit aimed to change the
school’s decision, but failed to do so for the judge ruled the court had no jurisdiction over the
situation, thus the superintendent’s ruling stood.
The volleyball player served out her suspension and stayed on the team, completed her
senior year of volleyball amid her mother’s continued attempts of legal intervention, which
included challenges of sexism and Title IX offenses against the school district. Within weeks of
the initial reports and the conclusion of the volleyball season, there were a few other reports on
the internet stating the volleyball player had lied and she actually did consume alcohol at the
party. As the volleyball player was 17, the information to confirm that she actually confessed in

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court to the possession and consumption of alcohol is hard to corroborate. What is known is an
adolescent child was drunk at a party and her friend, a volleyball player, was also there and
formally punished for being there whether she was drinking or not.
Choices for Those Directly Involved
There were several choices for the behaviors and actions having been taken by those
directly involved in the dilemma. The individuals or groups directly involved include the
volleyball player, the friend at the party, the volleyball player’s mother, the lawyer, the police
officer, the superintendent, and the coach. The individuals will be addressed according to the
following groups-those defending, enforcing, and prosecuting those involved in this matter.
There are a multitude of actions that could have been taken by the volleyball player
which could have kept her from not only going to the party, but from going into the house where
the party was taking place. The obvious and probably most responsible, although not popular;
would have been to immediately contact the friend’s parents, guardians, or family members to
advise them of the situation so they could go pick up the friend. Even less popular than
contacting the parents, the player could have contacted the police about the party. In addition to
traveling to the party to get the girl, the volleyball player could have called a taxi service to pick
her friend up. Even if the player felt like there were no other possibilities than picking up her
friend, she still had options. First, she could have had her mother or father drive her to pick up
her friend from the party, so she would have had someone to not only verify what she went to the
party for, they could have walked up to the door with her to get her friend. The volleyball player
could have also told the friend if she did drive to pick her up; she was not getting out of the car,
or even if she did drive to pick up her friend, she did not need to go into the party because she
could have had whoever answered the door go and get her friend. The last option is probably the

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most unethical showing the least value for a human life which includes allowing her friend and
teammate to simply drive herself home, thus endangering many lives.
The mother is another person in the ‘defending’ group because she pursued legal action
on behalf of her daughter. A parent should always be aware of their children’s actions and
whereabouts, because it is a God-given responsibility to raise and nurture one’s child as taught in
Proverbs 22:6 (Bible Gateway) “Train up a child in the way he should go: and when he is old, he
will not depart from it.” The mother should have conducted her own thorough investigation
prior to contacting a lawyer and taking the family’s story to a national forum. Furthermore, the
mother could have taken her daughter to the school district office to speak with the
superintendent to personally present their case and appeal to the good nature of the
superintendent. Since advising is one of the main roles of a lawyer, the lawyer should have
advised the mother to not appeal to the request of the national network to appear on, Good
Morning America, until all the facts of the story was revealed and all of the parties had appeared
in court. The lawyer should have also advised the mother to reach the superintendent and school
officials in a more discreet manner, so the superintendent and school officials would not have
had to feel so defensive because cooler heads may have prevailed.
Arresting children and breaking up the party was probably quite the task. The police
officer had to know it was possible his keen sense of smell could have been wrong in
determining whether or not the volleyball player consumed alcohol. Even though he was
examining the physical traits of all the party goers, there was no solid evidence whether or not
the volleyball player actually consumed alcohol at the party. The perfect opportunity presented
itself when the mother arrived to pick up her daughter because had the officer gotten permission

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from the parent to perform a Breathalyzer test on the volleyball player, all court proceedings
following may not have been necessary.
The final group to be analyzed is the prosecuting group, those parties who levied the
punishment. Duggan (2013, para. 13) reported the superintendent’s statement, which reveals
options due to their policy:
We do not have a ‘zero tolerance policy.’ Each incident is fully investigated and decided
upon based on the individual facts and circumstances. Our administrators are tasked with
applying the Massachusetts Interscholastic Athletic Association (MIAA) rules pertaining
to student-athletes and alcohol in a consistent and fair manner.
The first option would have been to personally invite the volleyball player and parents in for
meeting to discuss the entire situation and present all of the facts of the case so justice is evident
on both sides. Another option for the superintendent would have been to allow the police
officer’s statement to have a greater impact on the situation and emancipate the volleyball player
of all penalties. However, the superintendent could have made an even larger example of the
volleyball player by forcing the school to remove her from the team. The last option the
superintendent could have used would have been to reduce the punishment of the player to say
maybe one game and she could have retained her role as captain.
Missing from this scene is the coach. As information pertaining to the role of the coach
in unknown, the coach also had a few choices of action which he could have taken. First, the
communication a coach has with their team and their parents is of the upmost importance, so the
coach should have contacted the player and parents for a meeting with the coaching and
administrative staff to discuss the situation. The coach could have served as a mediator between
all involved parties. Furthermore, if the coach believed his player and parents, the coach could

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support his player and fight for the repeal of the punishment or even sit out in solidarity with the
athlete for the duration of the punishment. If the coach believed his player and parents, but felt
the player should have made a better decision such as calling the friend’s parents, then the coach
should lessen the punishment of five games and losing the captain’s title to maybe one game and
retaining the title of captain.
However, if the coach agreed with the school district even after believing the player and
parents, they could uphold the punishment and use the incident as a teachable moment. But if
the coach felt as if they were lied to by the player and parents, a release from the team may be
necessary for the incident brought unwanted attention to the program. Thus, coaches should do
three things: fight for the players they believe in, take everything into consideration ethically
when making a decision, and always remember they are helping to make better human beings
whether they agree with the outcome.
Choices for Those Indirectly Involved
There are options and choices for behavior and actions can be taken by those indirectly
involved in the dilemma. The individuals or groups indirectly involved include the volleyball
team, the principal, the athletics director and the friend’s parents or guardians. The volleyball
team could have chosen to support their teammate, which they did by raising money for her legal
defense and publicly supporting her; moreover, they could have decided to sit out as a team in
protest or go to school district as a team and fight for their teammate’s right to play. The other
option they had was to ask for a heavier punishment from the school district because she was
supposed to be a team leader and her actions cost the team heavily. The principal and athletics
director, much like the coach, have managed to stay out of this story, but all of the options
expressed previously about the coach apply with the exception of sitting out with the team. They

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were in a position to establish the same communication as well as conducting the research to
base their decisions. There are a couple of other options the administration should have
considered: made the entire team forfeit a game, fire the coach for the bad publicity for the
school or cancel the remainder of the season to deter other teams at the school of making the
same mistakes. Finally, the people who are responsible for a large portion of this are the friend’s
parents and guardians. Where were they? Did they know where their child was? Have they
discussed the effects of alcohol and drugs on an adolescent’s body? The friend’s parents should
have made it known to the friend if the friend was ever in a predicament where he or she was too
intoxicated to drive, no matter what the parent’s should get a call from the friend. These parents
and guardians should have been the first people fighting for the player’s right to play and stay on
the team, yet there is no reference about them. Better parenting would have prevented this
situation.
Considerations: Social, Emotional, Physical, Academic, and Spiritual
This ethical dilemma may be analyzed with respect to five considerations: social,
emotional, physical, academic, and spiritual. The five areas of consideration not only affect
those directly involved, but they also affect those indirectly involved and the world around them.
One social consideration for this dilemma includes sending the wrong message about picking up
an intoxicated friend from a party who would otherwise drive drunk and a person’s good deed
can cost a team. By enforcing such a harsh penalty for what was an act of kindness, the school
district could end up deterring this situation in the future, which in turn could lead to a drinking
and driving accident. The decision also penalizes an entire team for what was basically a good
deed done by a child to protect a friend, losing a key player for five games during the season.
Another social consideration is that a police officer’s written statement in court supporting a

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child’s good deed is not valued. Using this situation and the topic of drinking and driving, the
school district could have really used this situation to not only reinforce their policies, but also to
offer a public campaign on options for friends and families who experience these same
situations.
The emotional considerations for this dilemma affect many people. The first of which is
the emotional state of a child who thought she was doing the right thing. Now faced with the loss
of her captain’s title, a five game suspension from the team during her senior season, public
humiliation in the media, and the fact she has let her team down, the student-athlete could slip
into a depression or develop anxiety. Another emotional consideration is the good-hearted
attempt by a child to take care of one of her friends to ensure they did not drive home drunk. In
addition to the player, the mother should not have let her anger get the better of her by going
public so quickly with the situation. The regret and appreciation from the friend and the friend’s
parents and guardians should have also been considered because maybe she could have dealt
with some of the punishment for the player. The player’s good will, although thoughtful and
responsible, displays to teammates and classmates in the school more thought should be given to
a situation before acting on it.
The physical considerations for this dilemma are serious, if not fatal. The actions of the
player driving to pick up a drunken friend could quite possibly have saved the friend’s life along
with other innocent bystanders. However, the player also put herself at risk by driving near a
party with alcohol, which heightened her chances of being in a car accident with a drunk driver.
Playing without a team captain, the volleyball team suffered physically from the loss of one of
their senior leaders and teammate on the court. Denying the team their captain and teammate for

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the five games, the message is clear children should involve adults when such situations arise or
deal with the punishment to themselves and their teammates.
The academic considerations for this dilemma can be far reaching, not only to the
students at the school, but also the state and nation for years to come. For instance, the player
could lose athletic scholarship money or the chance to be recruited. The school district has the
perfect opportunity to promote and educate positive decisions for situations involving friends
having had too much alcohol and want to drive or do not want to drive. The school should also
consider any uprising by the student body during the school day, such as a walk out or sit in to
protest the decision. The player possibly loses a scholarship, while the school could lose order,
but taking the opportunity to educate could open students’ eyes everywhere to why the school
district made the decision they did.
The spiritual considerations for this dilemma include looking out for one another and
child rearing. As the New Testament states in Philippians 2:4 (Bible Gateway), “not looking to
your own interests but each of you to the interests of the others,” guides one to think it is their
responsibility as a follower of Christ to not let a friend put themselves in danger if they have the
ability to change it. The New Testament verses of love and caring for one another are
paramount, which would influence anyone in the same manner as the volleyball player. The
other spiritual consideration relates to all of parents involved directly and indirectly with this
situation. As previously stated, the Old Testament discusses the responsibility of parents in
Proverbs 22:6 (Bible Gateway), “Train up a child in the way he should go: and when he is old,
he will not depart from it.” The parents of the player, friend, and homeowner should be
considered at fault as well and suffer some of the punishment the player is receiving for not
preparing their children to deal with such situations as contacting a friend’s parents and

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guardians, drinking alcohol underage, and being responsible for one’s home. Spiritually, the
parents should share in the blame, which in turn would change the views parents have of giving
their children so much freedom, forcing them to worry about what could be the result for them if
they encountered any of these situations with their children.
Precedents for the Future
The choices and actions taken by the coach, athletics director, principal, and school
district will set precedents for the future. Penalizing in the way they did, the precedent has been
set if an athlete is caught at a party whether they were drinking or not it will result in a loss of
captain status and playing time. Players on future teams at North Andover will know what is
expected from their student-athletes, referencing parties involving alcohol or drugs; furthermore,
the actions taken by the coach, administration, and school district paint a clear picture on what is
not acceptable and what the outcome will be.
Ethical Considerations
The ethical considerations for this dilemma center on the precious gift from God, the life
of a child, as stated in Psalm 127:3 (Bible Gateway), “Behold, children are a gift of the Lord, the
fruit of the womb is a reward.” The coach, administration, and school district have a moral
responsibility to take care of children as much as possible because this is the nature of their
profession. The rules and decisions they make should reflect the value of a child’s life, and if the
path they have chosen deters children from drinking or drugging at parties or driving near said
parties then they have fulfilled their responsibility. Brown (2003, p. 55) states, “Coaches should
demand discipline from their players, in direct proportion to the amount of love they have for
their athletes and the game they coach.” Another ethical consideration for this dilemma is to
teach young people how to be self-disciplined, so when they are faced with dilemmas in life they

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will look at the big picture and not just do what is attractive in the moment. Levying the
punishment as they did, athletes will most likely consider more actions and possibly make the
hard decisions of calling someone’s parents to pick up their child.
Implications for the Coach and Athletics Administrator
Coaching a team and supervising an athletics department comes with many
responsibilities, with the main responsibilities being to ensure student-athletes develop socially,
morally, and physically, while also protecting the student-athletes’ best interests. The role of the
coach is to teach and lead their young athletes in many aspects of life from their performance on
the field to their interactions with authority figures, to the development of their decision-making
by instilling character and modeling The Golden Rule. By referencing Psalms and Brown, with
respect to a child’s life and the importance of discipline, a coach should always realize they have
an ability to reach children daily in a way not too many people can with lifelong effects. The
coach made the right decision by going along with the punishment handed down from the school
district, but the punishment should have been lessened. The coach needs to realize a child (the
player) was looking out for another child, giving spiritual and ethical credit to the player.
Nevertheless, the player did put themselves at risk as well. Even with the best intentions the
player failed to evaluate all options, a common in most adolescent decisions. The player should
have received a two to three game suspension, while still losing her captain title, but the player
should have had the ability to retain her captain status after the suspension and remorse of her
actions.
Athletics administrators should feel obligated to advocate for their coaches and student-
athletes when ethical dilemmas arise in which they may not be directly involved. As a leader,
the athletics director should have been in constant contact with all parties involved to ensure the

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best interests of his or her coach and student-athletes was being taken into consideration. This is
a perfect example of when doing the right thing may not always be the easiest thing because
taking a stand publicly for your coach and student-athletes would probably be more stressful than
letting others influence and make all of the decisions as to the penalties to be handed down. By
taking an active part in the disciplinary process, the athletics director would have been sure the
proper decision was made both morally and ethically. Following the ethical considerations
would have placed the blame on the player; blame also needs to fall onto the parents involved.
Code of Ethics
A code of ethics for a sports program should include statements of how a program
expects its athletes to perform both on and off the field, as well as how the athlete interacts with
teammates and anyone else on and off the field. “Sensibility, or ethic of care, requires coaches to
think critically about the assumptions and knowledge they bring to any problems they might
encounter,” (Denison & Avner, 2011, p. 210). By critically thinking about problems which may
be encountered, coaches and athletics directors can have established guidelines for many
different situations and problems that may arise when dealing with athletes both on and off the
field. “Respect for others, reverence for women, recognition of the weak, truthfulness,
faithfulness and honesty, courage and honor are what are often lacking today,” (Cynarski, 2014,
p. 7), exemplifies the basis for a code of ethics in sport because they display the values of
character should be expected by student-athletes. Lumpkin, et al., (2003, p. 37) states, “The four
values supported in sport are honesty, justice, responsibility and beneficence,” mirroring and
basing these values in a code of ethics will allow coaches and athletic directors to focus in on
how these values should be demonstrated by the athletes in their programs. A code of ethics
should be a reflection of Maxwell’s “Golden Rule Philosophy,” because the code of ethics

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should guide the actions and interactions of athletes in the classroom, on the field, and the code
of ethics should be based around what is good for everyone. Maxwell (2003, Location No. 374)
states, “If you don’t have trust, there can be no open and honest interaction, and the relationship
will be only temporary,” with this being said a code of ethics with a high focus on honesty will
last and also instill a value carrying over to the playing field, court, mat, and later in life. With
an established Code of Ethics, coaches and athletics directors not only create a guide for student-
athletes to follow, but also have the base to make decisions easier, as in the case in North
Andover, Massachusetts.

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Chapter V
Legal Aspects and Considerations
Introduction
Supervising an athletics program presents numerous possibilities of legal entanglements,
therefore athletics administrators face possible litigation from injuries, Title IV compliance, and
foreseeable negligence. Whether at the high school or collegiate level, administrators must be
aware of every aspect of the athletics program as it relates to communication, supervision, and
interactions between the athletics staff with student-athletes, parents, boosters, and school
districts. As the director of the athletics program, continuous education and reinforcement of the
obligations and expectations of the athletics staff is crucial for limiting any litigation against the
athletics program or school. All too often, the media is reporting on sanctions being imposed on
universities due to inappropriate booster conduct with athletics teams or unethical academic
misconduct coordinated by athletics staff, which sometimes does not involve direct student-
athlete contact or involvement. Student-athletes should not fall victim to penalties, resulting
from a lack of diligence or supervision by the athletics director or his or her staff.
Risk Management Plan
The athletics department must not fall victim to sanctions or litigation which could have
been otherwise prevented through a well thought out Risk Management Plan (RMP). Cotton and
Wolohan (2013, p. 278) combine the old and new definitions in their description of a RMP
depicted as:
Ammon defined risk management as ‘controlling the financial and personal injury losses
from sudden, unforeseen, unusual accidents and intentional torts’ (Ammon, 1993) … One
of the most recent definitions (Spengler, Anderson, Connaughton & Baker, 2009) defined

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risk management as a ‘course of action designed to reduce the risk (probability or
likelihood) and loss to sport participants, spectators, employees, management and
organizations’.
Both the old and new interpretations of a RMP revolve around the concept of reducing the risk of
litigation by preparing for expected risks and reducing the risk for unforeseen accidents, which
could be prevented through a well thought out plan of action. The athletics administrator
comprehends the importance of the implementation, comprehension, and execution of the RMP
for the athletics department, which must address the organization description, personnel, conduct
of activities, general supervisory practices, facilities, crisis management, emergency action plans,
and insurance coverage of the athletics program. An example of a RMP on a smaller scale than
what an entire athletics program would resemble is presented in Appendix E, but the premise and
structure of the RMP would be the same with the addition of all sports, staff, and facilities. With
respect to creating a RMP at the collegiate level one would include a great deal more with
respect to staffing, booster involvement, interactions with high school student-athletes and
coaches, and travel, just to offer a few examples.
There are benefits and challenges present in an athletics program’s or athletics team’s
RMP at any level. First of all, developing a RMP requires the inspector to be thorough and
detailed as it relates to every aspect of the program, which makes the athletics administrator or
coach aware of many things regarding the program and ultimately impacting the student-athlete
with improved physical safety. In addition to the knowledge gained of the program, athletics
administrators and coaches can be constructively critical of one another with respect to liable
situations the other may have overlooked. There are two challenges present in regard to the
RMP and one could say the first challenge may also be another benefit. The first challenge is the

36. 35
need for continuous evaluation and revisions to the RMP as the athletics program changes with
new staffing, facilities, and equipment. The second challenge would be the need to incorporate
additional inspectors, especially at the collegiate level, to ensure there is never a single detail
overlooked. Incorporating additional inspectors will not only demonstrate diligence in the plan,
but it will also ensure the athletics program and its administration have taken the necessary steps
to account for all possible negligence on their part with respect to athletics support staff trying to
conceal costly needed changes.
Legal Duties of the Athletics Administrator
The 14 legal duties of the athletics administrator and coach are the base for ensuring all
steps are taken to prevent possible litigation of negligence (See Appendix F). One can advocate
two duties would be sufficient and athletics directors should actively practice the ‘Duty to Plan’
and the ‘Duty to Supervise’ because when these two duties are performed, they encompass all of
the other twelve duties through a well-planned and supervised athletic department. May and
Reinkens (2011, p.11) state, “When coaches don’t properly and progressively train their athletes
for game action, they are putting those athletes in an unsafe situation and are also putting
themselves at legal risk.” This validates planning and supervising of everything from the first
parent meeting to the last day of equipment return and through all of the off-season workouts
there has to be a detailed plan carried out by the coach or athletics director. There can be a solid
case made saying every legal duty of athletics personnel is equally as important as the next, but
planning and supervising are present in all of the legal duties, which confirms these two duties
are necessary for the development and existence of the other 12 duties.
The Duty to Plan is the base of an entire athletics program because without a plan there
will never be any information to disburse, athlete to prepare, place to play, readiness for an

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emergency, or coaches to work with and develop. Athletics programs should have a yearly
calendar set up, starting with the end of each season, to allow the coaches and players to have
direction in the off-season and so preparations for training, information, and development of the
program can occur. Planning can be thought of as developing responses to possible problems
which may occur or preventing foreseeable problems based off the previous season’s mistakes or
mishaps, so the work put in to establishing a plan will give one the paper trail to support any
evidence one may need to argue liability or negligence.
The second legal duty is the Duty to Supervise and it is equally and proportionately as
important as the first. The athletics department at Northeast High School, more precisely the
football program, performs a sound mission of supervision as it relates to all aspects from
inspection and management to education and observation. The Duty to Supervise is based off of
the Duty to Plan simply because supervising is being present and fulfilling ones duty as it relates
to the established plan. A well devised plan allows for the athletics department, coaching staff,
and training staff to be prepared not only for injuries, but the prevention of foreseeable injuries
due to preparedness of all those involved by training, conditioning, and observing players
properly; preparing and maintaining facilities and equipment, and through the education and
training of the staff. Through proper planning and supervising by the athletics administrator,
student-athletes will be influenced both mentally and physically by their coaches with prevention
of litigation at the forefront.

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Chapter VI
Program Development
Introduction
The athletics administrator focusing on influencing the minds, bodies, and souls of the
student-athletes within their athletics department through their coaches must initially assess and
frequently reassess the athletics program they created or currently manage. Ensuring the
development of the student-athletes requires organization, communication, and engagement of
many individuals from the student-athletes themselves to their coaches, parents, teachers, and
administrators, athletics boosters, and the community. “The athletic director must be a beacon of
light that always points in the proper direction for all parties. That light should always be
positive and focused on the needs of the student-athletes” (Evers, 2015, p. 18). Staffing and
evaluation of all athletics personnel, program-wide discipline expectations, facility usage and
maintenance, budgeting and funding of teams and equipment, are just a few examples of the
areas to be covered when developing or managing an athletics program. Even with all of these
responsibilities, Evers (2015, p. 19) reinforces:
It is the job of the athletic director to push and nurture coaches to greater heights. This
should not be a negative mind set, but a very positive one. Working with coaches and
providing resources to reach new heights should be a collaborative effort, but should be
guided by an innovative and highly motivated leader. This can be done as a collaborative
effort between coaches and athletic administrator. As always, such movement should
always be guided by principles that put the student-athlete first.

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Keeping student-athletes’ first, in respect to how the program is developed and maintained, will
ensure all of the steps are implemented or revised must be of paramount concern for the future of
the program.
Organization of the Office
An organized office of athletics develops the minds, bodies, and souls of student-athletes
by establishing specific duties to the various positions within the office to reach the outcome of
development. Whether at the secondary or collegiate levels of athletics, the athletics program
must be led by an athletics director responsible for the philosophy, vision, appearance, and
general reputation of the athletics program. Depending on the size, funding, and support of the
athletics program to be organized, the differences in the number of employees and staff are
expected to vary. For example, a typical public high school with limited funding may be limited
to an athletics director with one assistant director and the coaching staff, however, a public high
school with greater funding and support such as those one might find in Texas may resemble
more of a small to mid-sized collegiate athletics office with numerous assistant directors and
specified support staff. Just as a large, well-funded high school, small to mid-sized collegiate
athletics offices require numerous assistant and associate directors with titles ranging from
business manager to compliance manager and information facilitator. Larger, NCAA Division I
universities offer funding and support providing the opportunity for many individuals to be
employed within the office of athletics. Furthermore, one can expect to see individual sports
with their own information directors, compliance officers, budgeting analysts, player
development officer, recruiting manager, and equipment managers, while the athletics
department as a whole is still managed by associate directors resembling more a Chief
Information Officer (CIO) and Chief Purchasing Officers (CPO) of a major corporation.

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Although funding, support, and size will allow for more employees within the office of
athletics to accomplish specific tasks, small colleges or high schools will still need to accomplish
these tasks with less ‘manpower’, and this is where the organization of an athletics department is
demonstrated. As previously stated, the athletics director will oversee the entire department, but
delegation of many tasks, such as those not requiring the full attention of the director such as the
maintenance of an athletics department website, could be a responsibility of the assistant
athletics director. If the director is only fortunate enough to have an assistant, delegating more
team specific matters such as budgeting, purchasing, supervision, and communication can be
managed by sport specific head coaches, with approval for additional specific tasks from the
athletics director. An athletics director can be creative when delegating roles to a head coach
when there are assistant coaches within the building or campus because now the director can
increase the amount of delegation without increasing the size of the athletics department.
Establishing roles with specific tasks for everyone under the athletics director should be
presented in an athletics manual. The manual will explain what the position expectations are for
the assistant director or coach and how they are to be performed and communicated to the
director.
Communication
There are two concepts of communication for effective leadership: the need for
communication and the need for organized communication.
Importance of communication.
Effective communication prevents unwelcome defensive outbursts, praises incredible
achievements, increases the amount of funding or fundraising for the athletics program, and
enhances student-athletes’ character. Ultimately, misunderstood communication can single

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handedly destroy the reputation of an athletics program or destroy the positive environment
needed to be successful. Ehrmann (2011, p. 184) asserts, “Clarity in verbal communication
means conveying intentions, plans, and requirements as precisely as possible. Discipline in
communication is required if we are going to remain mindful of the effects of our words, deeds,
and demeanor”. Coupled with the necessity to be clear and cognizant of one’s verbal and non-
verbal communication, the athletics director must employ empathy when communicating with
their support staff, student-athletes, parents, fans, and boosters because if the director cannot
grasp their point of view, then he or she could overlook an important issue he or she is blind to.
Incorporating clarity, discipline, and empathy into communication will foster an environment of
credibility, mutual respect, trust, openness, valued inputs from all, and increase enthusiasm for
the athletics program (Williams, 2010, p.152-153). Communication will immediately impact the
athletics program where the director is attempting to influence the minds, bodies, and souls of
their student-athletes through their coaching staff because first impressions are crucial to
influencing a mission and vision for the program.
Incorporating a chain of command.
Organizing communication is nearly as important as understanding how to communicate
with others. Without such a process, intercepting all thoughts and complaints regarding athletics
could absorb nearly every workable minute of the athletics director’s day. This results in the
need for a chain of command when relaying information or comments to the athletics director.
The National Interscholastic Athletic Administrators Association (NIAAA) (2008, p.21)
established such noted topics be discussed and the expectations for communication by the coach,
parent, and player and furthermore, the article was closed with this thought:

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It is hoped that the information in this document will help the athletic administrator
improve the experience for both athletes and parents. The thoughtful establishment and
maintenance of a solid athletic chain of command will not eliminate conflict, but will
provide a tool for consistent management of communication between parents and
coaches.
At the high school level, the athletics chain of command is crucial to reduce the time spent by the
athletics director trying to solve non-emergent issues which they may not have full
understanding of or issues which could have been resolved through communication at a lower
level. An example of an athletics chain of command for a high school with a limited athletics
office would resemble the following in ascending order: Parent or player addresses, Position
coach, Junior Varsity coach (if applicable), Head Varsity Coach, Assistant Athletics Director,
Athletics Director, Administrator who oversees athletics, Principal of school, County or District
Coordinator of Athletics. This chain of command should be established, explained, and listed at
the first meeting with parents and it should also be on the school’s athletic website. With respect
to a collegiate athletics program, the layers of the athletics chain of command would be increased
before reaching the athletics director because many programs have quality control coaches and
administrators directly associated with the particular sport.
Staffing
There are many layers to the staffing of the athletics department, which include but may
not be limited to advertising for positions, the interviewing process, hiring of candidates, and
termination of positions. These layers seem rather normal to every profession, but the athletics
director also needs to decide what individuals he or she wants to be a part of this process. For
instance, will the process include: a committee, student-athletes, coaches, or faculty? See

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Appendix E for an example of an application for employment, which addresses equal
opportunities for all applicants.
Advertising of positions.
There are a few key points an athletics director should be aware of when advertising
positions. First and foremost, the athletics director needs to contact the administrator whom they
report to and human resources regarding the position to be advertised. Researching accredited
and respected websites in regard to the position needed (i.e. coach, athletic trainer, etc.), so the
candidates who are exposed to the positions are most likely qualified applicants. Also include a
detailed description of what the tasks and expectations of the position are and what qualifications
the candidate should have before applying.
The interview process.
There are many facets of the interview process which requires the athletics director to be
thorough so the best candidates are hired. The first step in the process is to determine whether or
not a committee is necessary for the interview; utilizing an interview committee or panel is often
required for head coaching vacancies, while assistants and athletics support staff could be
interviewed by the director of athletics with the cooperation of the assistant director, head coach,
and or the assistant principal in charge of athletics depending on the importance of the support
position. DiColo and Mitzel (2012) stress the importance of the athletics director heading the
interview committee so he or she can explain to the panel the expectations with respect to their
responsibility in interviewing the candidates, not selecting the candidates. Selection should
occur after the athletics director and principal or dean review the candidacy. Depending on the
maturity level of the student-athletes within the program, the committee should include at least
one or two players from the team, so there is also sense of ownership of the process. The

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athletics director must have a plan for the interview, create an outline for introductions, and
questions from each member present, have a set list of open and close ended questions, and
incorporate questions regarding the mission and vision statements of the athletics program.
Hiring and firing.
After the interview process, the athletics director will go through the selection phase of
the staffing process. Bravo, Won, and Shonk (2012, p. 65) remind the reader of Chelladurai’s
two perspectives in reference to staffing:
Chelladurai (2009) noted that staffing can be seen under two perspectives: the person-
task fit in which the emphasis is to find applicants who possess the right technical skill to
do the job; and the person-organization fit in which the emphasis is on finding an
individual who most shares the organization’s values.
Given how the athletics director influences student-athletes through their coaches, the person-
organization fit would work best for the athletics program, yet the athletics director cannot
disregard the person-task because if the candidate embraces the mission and vision during the
interview then they should be willing to adapt their style.
The firing of an employee, unless it entails a code of conduct altercation (i.e. caught
sexually harassing a student, etc.), should be done with due diligence by the athletics director.
Evaluation should be conducted with respect to their job performance, and should include
changes the employee should implement. Developing employees should be the goal of
evaluations because an assessment of an employee without making suggestions for
improvements can be viewed as unconstructively criticizing them, which will negatively impact
the student-athletes. Once the employee shows they cannot improve after a few attempts of

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correcting their actions, the athletics director has a responsibility to the student-athletes to make
a change and release the employee.
Department Meetings
Just as the athletics director’s time during the day is precious, all of the coaches and
support staff are experiencing the same feeling of ‘if I only had another hour, I could have done
this.’ Department meetings can be viewed by many as just a waste of time, but they are a
necessity, and a well-planned meeting with input from invited attendees can add value to the
meeting. The responsibility of the athletics director is to coordinate with the head coaches and
athletics support staff to create a set schedule for meetings with each specific sport and
department, inquire about issues they would like addressed on the agenda, and determine the
time for the meeting. Each head coach will meet with the athletics director for a pre-season
meeting (within three weeks prior to the start), completion of the first third and second third of
the season, and post season (within three weeks after the end). Departmental meetings,
especially at the collegiate level where there are larger athletics offices, will occur at the
beginning of the week on a Monday or Tuesday right after a departmental lunch with all
department heads, and the athletics director will meet bi-weekly on Thursdays with individual
departments.
Parent Engagement
High school athletics programs in particular will always rely on parent involvement.
There are two outcomes an athletics director should prepare for: how to involve or use the
parents and how issues should be dealt with as they occur. First of all, the athletics director
should only be involved with the assignment of or selection of parents to which the director will
have direct contact with the parent, such as concessions coordinator or team photographer. The

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director should encourage the coaches of the sports to advertise to their parents the needs of the
team at the first parent meeting, so the coaches can choose the best candidates and spread
responsibilities among the parents. Supporting the coaches as a reference or tie breaking vote,
the athletics director can offer their thoughts to the coaches should they run into any problems
deciding among the parents. As the athletics director interacts with parents at events, the
suggestion should always be made for the parents to join any team or school booster club if the
parents are looking for a way to be involved.
The aforementioned athletics chain of command and the forth coming codes of conduct
should be explained and publicized to the parents at the first parents meeting to deal with future
issues. Referencing both the chain of command and code of conduct, the athletics director must
ask the parents if they have gone through the proper steps and reviewed the codes to uphold the
structure their coaches have established for communication. If all of the steps have been taken to
address the issues before reaching the athletics director, a meeting between the coach and
director should occur as soon as possible for the athletics director to have an idea of what the
complaint is about, followed by a meeting between the director and the parent and ultimately
between all three parties. Every effort should be made by the athletics director to keep the
student-athlete who the meeting is about out of the conference because the athlete should never
be put in a position where they have to stand up for one side or the other nor should they be
exposed to what can sometimes be a heated conversation which revolves around them.
Discipline and Codes of Behavior
The secondary and collegiate educational athletics fields have many disciplinary
parameters already established through codes of conduct or policies (See Appendix E) regarding
the behavior and actions of the students and faculty. Incorporating a stricter set of guidelines for

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student-athletes in regard to team membership or additional disciplinary actions, athletic
directors should seek the approval of the principal, dean, or district supervisor of athletics before.
Student-athletes should be taught the behavior expectations the athletics office has for them;
moreover, the student-athletes should be part of an annual review of the policies and
expectations, so their voices and ideas can be heard in reference to the established guidelines.
Ownership of any additional discipline policies above what a standard student would receive for
the same altercation would result in greater acceptance by the student-athlete body. Athletics
teams should also have their own team rules outside of the expectations of the athletics
department where the team captains and coaches can devise sport specific expectations with
comparable consequences. The execution of discipline for team related altercations will be
conducted by the coaching staff and overseen by athletics administration, but any altercations
which may possibly involve the coaching staff or faculty will be investigated by the athletics
director and appropriate school supervisor.
Since the athletics director is relying on the athletics employees and coaching staffs to
influence the moral character of the student-athletes, coaches, like their athletes will be held to a
higher standard of conduct. Referencing the educational systems policies for employees and
investigating state or local laws regarding employee conduct and discipline, the athletics director
needs to ensure approval from his or her superiors and possibly incorporate a lawyer’s review of
the policies to reduce any possible litigation. Any investigation into an employee should be well
documented and all interviews should be done in the presence of a third party witness.
Performing these steps will support due process and add value to the findings. Depending on the
preference of the school administration, the athletics director will levy any discipline with
supervisors present.

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Scheduling of Athletics Facilities
Due to the expanding size of schools and their facilities at all levels or vice versa,
scheduling is a task which impacts student-athletes, parents, coaches, and coaches’ families
immensely. The athletics department on the high school level should have an annual schedule
manageable by only the athletics administration at the school, while at the collegiate level the
annual schedule of facility availability can be managed by the facilities coordinator with
assistance from the athletics administration An approval must come from the athletics director
or assistant in charge of scheduling before any and all changes are made to the schedule,
followed immediately by the director or administrator contacting all affected parties via email.
The approval process must also guarantee Title IX compliance with respect to facility usage.
The annual schedule should be accessible by everyone involved with the athletics staff, and each
facility and sport should have their own annual schedule, which is easier to view for anyone
outside of the scheduling process. In addition to the yearly schedule, a weekly and daily
schedule should be made visible in the locker room areas, outside of each facility, and in the
lobby of the athletics building or student center for college or universities.
The indoor facilities such as the gym and weight room can create the largest problems for
scheduling, especially with smaller schools or larger schools lacking multiple gyms or weight
rooms. During the winter season, athletics administrators at the high school level need to
account for gender equity in regard to the gymnasium, but also ‘family equity’ meaning the
junior varsity teams and their coaching staffs should not always be stuck with the latest practice
times creating strains on their families and not the varsity families. Family equity will
demonstrate to parents and families of coaches the importance of making sure all teams get a
chance to practice right away and get home earlier with their families. The high school level also

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falls victim to out of department requests for usage of the facilities, so in these instances all
requests must be made through the athletics director. The weight room schedule can be
regulated and accounted for by the assistant athletics director, but at the collegiate level and
larger secondary schools the strength and conditioning coach can help account and regulate the
usage of the weight room.
Team scheduling should be the responsibility of the head coach of the sport in
coordination with the athletics director or assistant athletics director at the high school level,
while the scheduling should involve the administrator assigned to the particular sport at the
collegiate level and athletics director if necessary to close a financial agreement. The athletics
director needs to emphasize the following steps to the athletics staff who are scheduling games
for both home and away contests: check the SAT calendar for complications, confirm the date
and time, inquire about bus parking regulations, length and location of warm-up periods, start
time, admission fees, tournament or entry fees for the team, and any sanctioning requirements
(NIAAA, 2016). These steps should be conducted over the phone and a verification email
should also be sent or received. The scheduling of facilities, verification of availability for
events, and updating of all schedules will display a well-organized athletics department to the
public, while influencing confidence and comfort from all those impacted by the schedule.
Coach Evaluations
Evaluating coaches and athletics support staff should be conducted in nearly the same
manner by using an annual evaluation. The evaluation is supported by an established rubric
which has been explained and shown to the employee, two updates should be given to the
employee within the season or year where positive comments and constructive criticism are
relayed, a post season or end of the year self-evaluation, and the post season conference

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evaluation. Coaching evaluations should be utilized by athletics administration to mentor and
develop coaches, not observe reasons to terminate a coach’s position.
The rubric should be comparable to what one would find in the field of teaching.
Willenbrock (2015, p. 16) uses a comprehensive rubric with five major domains supported by
detailed sub-headings to evaluate coaches in the following categories: presence of a real team,
direction and culture, enabling structure, support system, and expert coaching. Each of the
subheadings support the overall outcome of the domain and the scoring for each point total is
detailed, so there is no question as to how one would score in a certain area. An athletics
director should research various rubrics from teaching and coaching before they develop their
own because a personalized rubric will mirror the mission and vision of the athletics program,
impacting student-athletes’ minds, bodies, and souls through the standards expected of the
coaches.
Maintenance of Athletic Fields, Courts, Weight Room
The maintenance of athletic fields, courts, and fitness centers is one of the 14 legal duties,
which an athletics administrator is responsible for since, duty three states the importance of
providing and maintaining a safe physical environment.
Outdoor athletic fields.
Outdoor athletic fields at the secondary level, especially with respect to public schools,
may be maintained by local government recreation and parks groundskeepers, the school’s
custodial staff, the athletics office, or the coaching staff. In addition to maintenance of the field,
outdoor natural practice fields also pose the issue of who will paint the lines for practice, which
would be handled in the same manner as the maintenance. Determining the safety of a field
regarding the ability to play on it, the athletics director and head coach will assess the playable

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condition of the field. Furthermore, in the event of a head coach being absence, the athletics
director and assistant athletics director will assess the condition of the field and the athletics
director will relay the information to the head coach for a joint decision to be made. Establishing
the expectation all coaches should provide a safe practice field, the athletics director will stress
the importance of coaches inspecting their fields prior to practices.
Indoor athletic facilities.
Maintenance of the various gyms and practice areas of the school will be the
responsibility of the custodial staff of the school, however, maintaining a gym or wrestling room
goes just beyond keeping it clean. Written into the expectations of indoor coaching staffs, all
coaches using courts should be required to have the court swept with a dust mop before a
practice begins to ensure the safety of the court because sometimes the gym may have been used
since being cleaned by the custodial staff. Wrestling staff members will be obligated to confirm
the mats have been disinfected before every practice and match to reduce the spread of infection;
moreover, if the mats are stored uncovered in a gymnasium where physical education classes
take place, then the accessible portion of the rolled mat should be wiped down after it is rolled
up. Maintaining a weight room combines the importance of regular cleaning in between uses
like the preparation of a court, but there is also the need to reduce the spread of infection
compared to wrestling by making sure equipment is wiped down after it is used. There should be
a concerted effort by the strength and conditioning coach, coaching staffs, faculty who use the
weight room or teach in it, and the custodial staff to clean, monitor, and demand cleanliness of
the facility. Maintaining the athletics facilities will result in the physical development of the
student-athletes, while ensuring their safety as well.

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Team Equipment and Supplies
Duty five refers to the obligation of the athletics staff to provide adequate and proper
equipment for the student-athletes. Taking into account Title IX compliance, all of the team
equipment purchases must have the approval by the athletics director, the assistant in charge of
finance or the Chief Financial Officer (CFO) and or the budget compliance officer at the
collegiate level. The head coaches of the various sports will be encouraged to seek out team
equipment from numerous dealers to prove fiscal responsibility, but coaches also need to made
aware of purchasing policies regarding bid lists and partnerships made by the school district or
university with specific vendors having exclusivity. Maintaining inventory and upkeep of the
team’s equipment will be the responsibility of the head coach and his or her coaching staff with a
detailed report submitted to the athletics director pre and post season; At the collegiate and larger
secondary or at a private high school level, an equipment manager or equipment staff may be
available to manage the equipment. The athletics director will distribute funds from the athletics
budget for supplies, which directly impact the athletics teams and the athletics office like weight
room equipment and supplies, athletic trainer supplies, office materials, and field paint.
Boosters and Fundraising
Considering budget cuts to athletics departments and the need to prioritize needs and
requests of the various teams, athletics programs rely heavily on the donations and fundraising of
boosters and the fundraising efforts of the student-athletes. Whenever individuals outside of the
athletics staff and faculty are involved with monetary undertakings, trustworthiness with funds
raised and transferred becomes an obvious concern. The first step the athletics director has to be
aware of are the regulations, which the school district or university has in place regarding booster
organizations. Just as all of the teams reside under the athletics program as a whole, booster

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organizations should reflect this umbrella type model by having an all-inclusive booster
organization with individual booster clubs for teams underneath. Dicolo (2015, p. 20) outlines
what should be required of a booster organization to be recognized, which is common practice
for many school districts who request: proof of non-profit status, constitution and bylaws,
financial plan, executive committee and contact information, and minutes from all meetings.
Even with these requirements, athletics directors may still feel nervous about not having constant
face-to-face contact with the booster organization as they would with their athletics staff, so it
becomes imperative for the athletics director or compliance officer to maintain constant
communication with the president and treasurer of the booster club. To increase the confidence
in the booster club by the athletics program and provide further transparency, the athletics
director should receive notification of all funds disbursed and he or she should be given quarterly
financial statements for all booster accounts. In addition to funds disbursed, the athletics
director, CFO, or budgetary compliance officer must also give approval to fundraisers conducted
by the booster organization in order to maintain compliance with any policies of the school
district or university.
Representation at Conference, District, State; Memberships and Professional Participation
Demanding the attendance and participation in professional development conferences
should not be a difficult request for the coaching staffs of the program, since coaches realize the
importance of continuing education. The athletics director should demand the same
representation by the entire athletics staff as well at conferences and professional development
seminars not only for administration development, but also for continuous knowledge of
strategy, training, and technological advancements regarding specific sports. Attending specific
sport and training conferences raises confidence in the coaching staff, learning and socializing

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with coaches away from campus in what is still a professional setting proves the administration
cares for what the coaching staff does. In addition to the increased department comradery,
athletics administrators must be current regarding current trends in player development and game
strategy, so they can ensure the coaching occurring is in line with present developments in the
particular field. Everyone involved with the athletics program is expected to be a member of
their professional organization and participate in local professional organizations as well.
Attendance and participation in conferences will be beneficial to the coach or administrator’s
professional development, but the attendee must also comprehend they are there to represent the
school or university and be a visual advertisement of the professionalism and character student-
athletes and prospective employees can expect. Influencing coaches’ attendance at professional
development conferences and their participation in professional organizations will guarantee
proper development of the mind’s, bodies, and souls of student-athletes.
Budget and Funding
Budgeting an athletics program can be quite a daunting task, but a well-planned budget
with an equally planned out funding platform can reduce the stress on coaches and student-
athletes by affording them what they need to develop successfully.
Budgeting.
When it comes to budgeting funds across the athletics department and funding the teams
with the minimum, a well prepared list of needs from all of the coaches will open many avenues
to stay fiscally responsible. At the end of every season, all head coaches should submit a wish
list of equipment, supplies, apparel, or uniforms which will benefit their program; furthermore,
this list should be a tiered list of everything the program needs, not just what they wish for.
Having an organized and detailed list offers the athletics director or Chief Purchasing Officer

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(CPO) many options regarding payment and cost reduction of the items. Knowing the needs of
the teams allows the administration to put high cost equipment and items on a bid list, while also
allowing vendors to come in during the off-season to offer comparable options at lower prices.
In addition to keeping costs down, the list allows for the immediate purchase of items at a later
date if there are a surplus of funds. Buying the equipment and spending money on your teams is
the enjoyable part of executing a budget for an athletic director, but those purchases can only be
made with consideration to the many costs associated with running an athletics program like
transportation, officials, lodging, meals, entry fees, security, field maintenance, and payroll of
the athletics staff just to name a few. Budgeting can be stressful when the athletics director only
has the appropriated funds from the school district or university to use, which is why funding
becomes a crucial aspect of the budgeting process.
Funding a budget by more than just fundraising.
Fundraising is an obvious way to increase the amount of money the athletics program has
to spend on the teams, depending on the fundraising activity sometimes this is enough, but
directors and CPOs can always do more with more. Athletics directors should research the grant
writing process and submit proposals to local and federal government to gain funds for the
athletics program. Another way to not only increase funding, but at the same time keep
purchasing costs down is to pursue corporate sponsors for apparel and equipment, followed by
sponsors for scoreboards and stadiums as well. Corporate partnerships and sponsorships can also
decrease the costs associated with running summer camps, which results in an increased profit
for the camp. During the season the same corporations can advertise during tournaments or
sponsor the tournament, which can then create larger profits from entry fees since the costs of
paying officials and staffing can be covered by the corporation. Utilizing an athletics department

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web store online can also create funding by keeping costs down through not handling inventory
and just keeping the profit off of the merchandise. The last option to increase funding must be
verified with the local school district, but the incorporation of a ‘pay to play’ participation fee
would be beneficial to the athletics program as well. Thinking outside of the box to increases
funds for the athletics program will allow the coaches to receive the tools they need to influence
the mental and physical development of the student-athletes.
Relationships with School Administrators and Faculty
Impacting the minds, bodies, and souls of the student-athletes by influencing coaches is
the goal of the athletics director, but the athletics director can also influence the school
administration and faculty to impact the student-athletes. Inviting school administrators and
faculty to games will allow them to see their students from a different perspective while also
increasing the amount of support for athletics teams. Exposing school administrators to coaches
whom have a great impact on students will validate the hiring of coaches when teaching
positions open up. Increasing the relationships of the athletics staff with the administration and
faculty will also allow teachers and administrators options when they are having a hard time
connecting with one of their students. The athletics director and his or her staff should always
encourage the administration and staff to purchase team gear to increase school spirit, and if
teams have a surplus of apparel, the athletics department can gift the administration and faculty
apparel. Developing the relationships between the athletics staff, administration, and faculty will
ultimately result in a more cohesive institution where all the groups can assist one another in the
mental, physical, and spiritual development of the student-athletes.

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Chapter VII
Psychology of Coaching
Introduction
Experiencing the complexities of becoming an adult, athletics directors can relate to some
of the issues facing student-athletes, yet at the same time they realize there are challenges youths
face today which were not prevalent in the past. Athletics directors need to be aware of the
psychological development of interscholastic and collegiate-aged athletes, which Bonnie of the
Committee on Improving the Health, Safety, and Well-being of Young Adults, and the Board on
Children, Youth and Families, and Stroud (2014, p. 36-37) explains:
Much social, emotional, and cognitive maturation needs to occur before adolescents are
capable of taking on adult responsibilities and their many behavioral risks decline to
adult-like levels. The ongoing development that occurs during young adulthood is what
marks the transition from adolescence to adulthood … available research documents the
slow and steady progress in self-regulation and related psychological capacities that takes
place as adolescents transition into their 20s.
Educating coaching staffs and the athletics department about the social, emotional, and cognitive
maturation of student-athletes will allow for planning to not only manage possible issues, but
also explain why there may be a lack in self-regulation at times. Furthermore, athletics directors
need to establish professional development sessions educating the athletics department on the
benefits of sport psychology and the strategies used in the field. Managing competitive stress,
controlling concentration, improving confidence, increasing communication skills, and
promoting team harmony (Williams, 2010) are among the many outcomes of sport psychology
strategies, which match the demands from social, emotional, and cognitive maturation to self-

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regulation of the student-athlete (Bonnie, et al., 2014). The educated coach who utilizes sports
psychology strategies and techniques will influence the mental well-being of his or her student-
athletes, while preparing them to deal with emotions once they have left the athletics program.
Sport Psychology Strategies and a Mental Training Program
The athletics director will require every sport to devise a Mental Training Program
(MTP) (See Appendix H) where the staff will itemize and explain strategies they will adopt and
implement in their program. Athletics directors with access to a school sports psychologist,
especially at the collegiate level, will require the head coach, assistant coach, or athletics staff
member representing the sport to meet with the psychologist and discuss the players and
strategies being incorporated. Four skills depicted in the MTP are goal setting, imagery, self-
talk, and relaxation with meditation, which can be implemented into an athletics program by any
coach, even without a wealth of knowledge in the sports psychology field. The coaching staff
and athletics staff should practice the mental skills in their own lives because they will improve
their mental abilities, while also confronting any issues and problems the student-athletes may be
having as well.
Goal setting.
There is a system to setting goals which coaches must relate to student-athletes. It is
important to make certain players do not set unrealistic goals which may result in frustration and
loss of faith in the goal setting process. Educating coaches and student-athletes on the Specific
Attainable and Measureable (SAM) Model of goal-setting is the first step. Underdeveloped
goals lacking details and are unrealistic or not measureable will prevent the next step in the goal-
setting process. An example of a SAM Model goal would be ‘Player A will increase his one rep
bench press max by 25 pounds during the off-season from January to May’.

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Once one understands the framework of the SAM model, they can be instructed how to
set their long-term and short-term goals using the three tiered goal-setting structure with process
goals, performance goals, and finally outcome goals. The previous example with the bench press
max is an example of a long-term outcome goal because it is the end result over a period of a few
months and not the end result of a one or two months, in other words, a short-term outcome goal.
Performance goals will be short-term goals assessing the progress of the student-athlete as they
seek to achieve the outcome goal. For instance, a performance goal based off of the bench max
example would be, ‘The student-athlete will increase their one rep bench max by a total of 15
pounds within the first eight weeks’ with the next performance goal being ‘The student-athlete
will increase their one rep bench max by a total of 10 pounds within the second eight weeks’.
Process goals are daily or weekly tasks the student-athlete needs to accomplish in order to reach
their process goals. An example of a performance goal would be, ‘The student-athlete will
complete the 5-3-1 workout on the flat bench press and incline bench press on Monday and
Thursday of week one’.
The tiered goal-setting process is effective because the student-athletes accomplish
smaller goals as they work to achieve outcome goals, thus increasing confidence in the athlete
because they realize goals are accomplished daily under a specific plan. Having ownership of an
outcome goal is unrealistic if there is no clear path, but with the tiered goal-setting process the
student-athlete can have more control over the end result because they are accomplishing process
goals regularly and this also creates more self-discipline in the athlete to perform daily tasks.
Using this goal setting structure will not only self-motivate the athletes more, it will also improve
their time management skills because the process goals must be performed even on the busiest of

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days. A coaching staff and athletics staff instructed on the use of proper goal-setting will
influence the mental and physical betterment of student-athletes.
Imagery.
By encouraging student-athletes to use imagery, coaches will relate reflections on
mistakes the player made on the previous play or prepare for the next play by visualizing what
needs to be executed. Imagery is a complex skill where athletes do not just visualize what
happened or consider what to do next, but is also a ‘polysensory’ experience where they
incorporate all of the senses of the moment to understand what exactly went wrong and what
needs to be corrected before performing it again. A few of the most common senses the athlete
will draw from are visual, auditory, tactile, and kinesthetic, however, olfactory and gustatory can
also be used depending on the sport and moment. Student-athletes recall what occurred step-by-
step, where the mistake occurred, why it occurred, and how they will self-correct, which can be
processed two ways: the internal view where the player experiences the situation from their own
angle or the external view when the player relives the experience out of body and can view
themselves performing the game as if they were watching television. Imagery can also be used
to increase self-confidence through the player imagining game situations and visualizing how
they will perform what they have practiced. This sense of ‘already being there’ will make them
more comfortable during the game and they can also visualize possible mistakes made, along
with the corrections to be made. Imagery benefits skill development and game preparation while
also providing value after sport because the student-athlete can use the technique in anything
from business presentations to making an arrest. Encouraging coaches to engage in imagery as
well will give them the experience of overcoming possible obstacles they have with grasping the

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skill of imagery, but imagery can benefit them in game preparation and execution of a game plan
also.
Self-Talk.
Negativity, especially internal, within one’s mind, can rattle self-confidence and affect
the confidence of a team. Athletics directors can impact the positivity of coaches and ultimately
student-athletes by requiring professional development in the area of self-talk. Understanding
the emotional and mental growth occurring at this point in the student-athlete’s life, challenged
by impulsivity and risk-taking, student-athletes need to have strategies to increase self-worth and
prevent unfortunate situations. Comparable to misconceptions with imagery, self-talk is a
process which can only begin to be developed after negative self-talk ends. Incorporating
thought stoppage, affirmations of success and proper performance, and countering negative
thoughts with positive encouragement will end negative self-talk allowing coaches to focus
student-athletes on the advantages of positive self-talk. Self-talk can help athletes reverse bad
habits, control attention, change one’s mood, and control their effort, benefiting student-athletes
outside of athletics and throughout their life. The comprehension of learning self-talk by
coaches themselves will benefit their process of educating student-athletes because they will
understand not to over verbalize the process of self-talk, since each person needs to develop the
skill on their own. Reinforcing and reminding themselves of the accomplishments of performing
a skill or proper execution in a game previously, student-athletes will be self-aware of their
actions and feel comfortable approaching challenges in athletics and later in life.
Relaxation and meditation.
The ability to control one’s arousal levels before, during, and after a game can be
accomplished through the use of relaxation and meditation psychological skills. Helping a

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student-athlete learn to control their emotions starts by developing the coaches’ skills in the same
area. The athletics director, as a result, is also changing the way their student-athletes control
their arousal levels later in life. Rhythmic breathing is performed by inhaling for a count of four,
holding the breath for a count of four, exhaling for a count of four, and then pausing before the
next breath for a count of four, which will aid the student-athlete by relaxing them. Other
examples of relaxation breathing exercises are sighing during exhalation, which is done at
varying counts, furthermore; the five to one count uses visualization along with breathing and
counting to control the athlete’s arousal levels. Meditation is a beneficial skill to focus the
student-athlete or coach’s visualization before or after games and also during halftime.
Incorporating imagery and breathing techniques with meditation can allow the student-athlete to
focus on various aspects of the previous half, foreseen obstacles the game may produce, and to
relax the muscles of the body in preparation for the second half or relieve the muscles after the
game. Coaches need to be mentored to utilize the skills of sports psychology by the athletics
office to influence the minds, bodies, and souls of their student-athletes.

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Chapter VIII
Strength, Speed, and Conditioning
Introduction
Arnold Schwarzenegger once said, “Training gives us an outlet for suppressed energies
created by stress and thus tones the spirit just as exercise conditions the body” (McCombs, 2013,
para 29). Athletics directors understand the importance of and impact quality training can
produce for student-athletes’ mental and physical well-being. Thus, the professional
development of coaching staffs as it pertains to training and conditioning must be a priority.
Techniques for greater strength, speed, and conditioning at all levels of sport are constantly
evolving through science and research, and coaches must continue to evovle in their own
understanding and practice of such concepts so as to prevent their student-athletes from falling
behind. Furthermore, practice planning for skills during the off-season should consider a focus
on such training, which requires communication and understanding of the head coach with the
strength coach or coach in charge of training.
Succesful Physical Development of Athletics Teams
The athletics program as a whole, whether at the interscholastic level or collegiate level,
needs to recognize the importance of developing each individual athlete in all facets.
Additionally, dialogue among colleagues is especially vital when working with multi-sport
athletes so each athlete is trained for success in every sport in which they participate.
Developing athletes’ strength, speed, and conditioning will be best accomplished by coaching
staffs who develop a sound training philosophy, incorporate sport specific training, and educate
student-athletes on proper nutrition.

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Philosophy and basis of training.
Strength, speed, and conditioning are some of the most important aspects of any athletics
program, thus a philosophy must be the developed through the combined efforts of the athletics
department and the particular team. The philosophy should be developed by the head coach in
conjunction with the strength coach at the school or his or her assistant in charge of strength,
speed, and conditioning. The training program is the base for future success. Student-athletes
must be aware training is a comprehensive concept contributing to their success, just as
important as practicing free throws or taking batting practice. Hence, this is why philosophy and
expectations must be stated and visible. The performance pyramid (See Appendix I) represents a
perfect example of how a coaching staff and training staff can develop a visual model of
expectations.
Coaches need to comprehend the concept of functional training, the movements of the
sport in one’s mind, before creating a generalized strength, speed, and conditioning program.
Gambetta (2007, p. 3) offers this example:
It is an understanding of how functional a particular movement or exercise is relative to
the training objective. If an athlete is working to improve strength for running, and the
exercises he is doing involve seated or prone positions, then they are not very functional
with respect to the goal of improving strength for running. On the other hand, those
exercises would be functional for a rower who performs tasks in a seated position.
Coaching strength, speed, and conditioning needs to be the result of categorized and documented
training programs leading to reflection and assessment after each program based on results or the
lack thereof. The athletics director must reinforce the need for all sports to validate their

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conditioning programs through the use of a sports demand analysis which will guide coaches on
the key movements and energy systems the particular sport demands of the human body.
Structure of the training program.
Upon completion of the sport demand analysis, the coaching staff will be able to develop
their year round training program (See Appendix I). The first step to structuring such a program
is determining the pre-season, season, end of season, post season, and off-season so proper
thought can be given to periodization to address produce expected outcomes for the given time
of year. Periodization incorporates a minimum of four phases, which include base, development,
peak, and maintenance. One should expect to see alternating base and development phases in the
off-season as the student-athletes are assessed and plans for improvement created for the
continued development of the athlete.
After the scheduling of the training program is complete, the coaching staff will move to
the selection of exercises and movement patterns, guided by sport analysis data. All sports will
incorporate a strength training program which utilize a set of core exercises the program is built
around and these could be explosive exercises, strength exercises, Olympic lifts, or body weight
resistance training depending on the sport. Once the core exercises have been determined, there
will be complimentary exercises chosen to support the core exercises and there will also be
additional specialty exercises chosen to maintain balance and flexibility in the body. The phase
of periodization, type of exercise, and desired outcome of training will determine the frequency
and intensity of the exercises. Coaching staffs eager to increase strength will be encouraged to
research the 5-3-1 Workout developed by Jim Wendler (2009), which bases all of the training
percentages off of 90 percent of a person’s one rep max, as opposed to the tradition of training
off of 100 percent of a one rep max.

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Coinciding with the resistance training program, the coaching staffs will be expected to
have a well-defined speed training and conditioning program to increase speed, while
maintaining and improving the physical condition of the student-athletes. Mirroring
periodization of the strength program, speed, and conditioning programs will be broken down
throughout the year as well with specific desired outcomes. The speed and conditioning program
will incorporate drills to improve running form and speed, plyometric drills to increase
explosiveness and support joint integrity, and sport specific conditioning drills to foster a
functional exercise program.
Preventing injuries during training should be addressed by incorporating a dynamic
warm-up of functional flexibility exercises to match the strength, speed, or conditioning
exercises being performed. The athletics director and his or her staff should mandate periodic
testing and recording of a student-athlete’s progress in regard to training so each coaching staff
will have a history of every player within their program with proof of progress and adjustments
made to meet the expectations of the athletics office’s mission statement. Mentoring coaching
staffs in the area of strength, speed, and conditioning, while supporting active professional
development within their sport, will increase the physical growth of student-athletes within the
athletics program.
Nutrition and hydration to meet the demands of training and athletics.
Nutrition education is not a common topic at football clinics or basketball clinics like
hydration, so the athletics director must ensure the coaching staffs have a solid understanding of
the importance of nutrition as it relates to their sport and training. Appendix I illustrates an
overall hydration and nutrition plan outlining how one who is active should eat and drink for
optimal health and performance as well as the amount a student-athlete should consume for

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weight management. At the interscholastic and collegiate levels, student-athletes should be
provided shopping lists of proper foods and menu examples with what a meal should consist of.
Professional development of nutrition and hydration will not only influence the student-athletes’
physical well-being, but also influence the mental health of student-athletes, while teaching
young people of the benefits of proper nutrition for the rest of their lives.

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Chapter IX
Closing Statement
Introduction
Completion of the culminating portfolio project has validated my ideas and strategies for
leading an athletics department. The Masters of Coaching and Athletic Administration (MCAA)
program at Concordia University Irvine has provided the knowledge of how to lead an athletics
program through the professional development of the coaching and athletics support staff with
well-being of the student-athletes prominent, while also nurturing and strengthening one’s faith
in Christ. The adversity I experienced throughout the program as the result of a significant
amount of coursework, paired with having a career, has resulted in greater self-confidence in
critical thinking and time management.
Directing an Athletics Program Through Coaches
By broadening my views to the many facets of the administration of athletics, I have
developed a greater respect of the impact professional development has on coaching staffs and
ultimately the student-athletes. As a former head varsity football coach, with no football
coaching experience prior to accepting the position, I realize my athletics director could have
done so much more for my staff and me as it related to mentoring and support of our profession.
Supporting a coach’s ethical mission and vision statement in line with the athletics department,
understanding the stresses and time constraints of coaching athletics, mentoring coaches to plan
with the 14 legal duties in mind, as well as assessing and mentoring the development and
performance of coaching staffs would have conveyed thoughtfulness, empathy, and trust that
would be reflected in the structure of the coaching staffs. Validating my beliefs, an athletics
director must be more involved with coaching staffs, and thus will foster enjoyment and

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appreciation of their workplace, with student-athletes benefitting both athletically, physically,
and mentally.
Moving Forward in the Athletics Field
I have evolved in thought with respect to the philosophical, ethical, legal, and
professional considerations since the beginning of the Graduate Program at Concordia University
Irvine. Most appreciated was the opportunity to consider the implications of a strong philosophy
of leadership which included a sobering reflection of past athletics programs in which I have
participated. This portfolio is a comprehensive examination of my values for an athletics
program centered on transformational coaching staffs. With careful detailed attention to risk
management and the 14 legal duties, and genuine devotion to the development of student-
athletes, a prospective school district or university will be confident certifying my appointment
as an athletic administrator.
Appreciation of the MCAA Program at Concordia University Irvine
The incorporation of faith within the program increased my spiritual growth, and I
believe it strengthened God’s word when it came to my decision to be baptized again as an adult.
Throughout the program I relied greatly on my faith to answer personal questions with my
health, employment, and ability to complete the coursework. The spiritual growth gained
through the completion of the program proved God is listening and supporting me, which has
expanded my self-confidence and positive outlook in regard to my employment and future.
Much gratitude is owed to the curriculum and professors at Concordia University Irvine, for I am
a better, husband, father, coach, mentor, professional, and most importantly, follower of Jesus
Christ.

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Appendix A
Current Resume
Kenneth Edward Fowler
3437 Brookhaven Rd.
Pasadena, MD 21122
Mobile: (443) 790-9423
Email: kefowler@aacps.org or kfowlerdbx@gmail.com
EmploymentObjective
Athletic Administrator
Education
Concordia University-Irvine- Irvine, CA
Master of Arts in Coaching and Athletic Administration (May 2016)
Frostburg State University- Frostburg, MD
Bachelor of Science in Education (May 2002)
Major: Physical Education and Health K-12
Minor: Coaching
AdministrationExperience
Northeast High School- Pasadena, MD
-Assistant Athletic Director (August 2011-August 2013)
Coaching Experience
Northeast High School- Pasadena, MD
Assistant Track and Field Coach (November 2015-February 2016)
Head Football Coach (August 2010-November 2016)
Assistant Track and Field Coach (March 2012-May 2012)
Assistant Swim Coach (November 2011-March 2012)
Head Wrestling Coach (November 2009-March 2011)
Annapolis High School- Annapolis, MD
Assistant Varsity Football Coach (August 2006-July 2010)
Assistant Softball Coach (March 2009-May 2009)
Assistant Wrestling Coach (November 2007-March 2009)
Allegany High School- Cumberland, MD
Assistant Football Coach (Fall 2000)
Teaching Experience
Northeast High School- (August 2010-present)
Physical Education Teacher (August 2010-present)
-Taught Strength and Conditioning, Team Sports Football, Team Sports, Walking for
Wellness and Fitness for Life for grades 9-12
Annapolis High School- (August 2006-July 2010)
Physical Education Teacher (August 2006-present)
-Taught Team Sports, Strength and Conditioning, and Fitness for Life to grades 9-12
Health Education Teacher (2009-2010)

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Related Experience
Maryland Football Coaches Association (2011-2015)
Baltimore Touchdown Club Member (2010-2015)
MSADA (Maryland State Athletic Directors Association) Member (2011-2013)
Football Coaching Clinics
-Auburn University Coaching Clinic, Glazier Clinics, National Wing-T Clinic
Northeast High School
-Human Performance Signature Lead Teacher (2010-2012)
-PBIS Staff (2011)
Annapolis High School
-School Improvement Team (2006-2007)
-Chairman of the Climate Committee
-Co-Chairman of PBIS (2007-2009)
-Summer Bridge Program Group Leader (2007-2009)
MSDECredit
-Effective Strategies for Teaching ELL’s (Winter 2007)
-Teachers as Instructional Leaders (Spring 2008)
Advanced Professional Certificate Credit
-Cultural Proficiency (July 2007)
-Health Education Update and Family Life Training (September 2009)
Cash Valley Elementary (Fall 2000)
- Aided in motor, verbal and cognitive development of a student with muscular dystrophy
Athletics
Frostburg State University
-Freshman year- Junior Varsity/Practice Squad
-Sophomore year- Varsity
Honors and Awards
-Northeast High School Employee of the Month
-Frostburg State University Dean’s List
-Northeast High School Scholarship, Senatorial Scholarship
-John Paul Jones Good Citizenship Award
-Granted an appointment to the United States Air Force Academy by Senator Barbara
Mikulski
-Ed Heaphy Memorial Trophy for Athletic and Scholastic Achievement
-1993 Maryland State Championship Wrestling Team Division 1A/2
References
Dr. Kathryn Kubic- Assistant Superintendent for Curriculum and Instruction
Anne Arundel County Public Schools
410-222-5829 KKUBIC@AACPS.ORG
Walter “Skip” Lee- Director of Curriculum
Anne Arundel County Public Schools
410-222-5460 WLEE@AACPS.ORG
Al Kohlhafer- Member of the National Wrestling Hall of Fame, Baseball Coach, Retired
Wrestling Coach & Teacher at Anne Arundel County Public Schools- Northeast High
School
410-960-5856 ALKOHLHAFER@YAHOO.COM

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Appendix B
Course Descriptions
MCAA 510: Principles of Coaching & Leadership
Methods of teaching sport skills, and sport management skills. The purpose will be to promote
athletes' growth, development, and learning, while teaching age-appropriate skills. Includes
analysis of National Coaching Standards.
MCAA 520: Psychology of Coaching
Sport psychology principles applied in a coaching environment, including the concepts of
motivation, confidence building, competitive anxiety, communication skills, group processes,
and emotional growth.
MCAA 530: Ethics and Sport
Examination and analysis of the philosophy and ethics of coaching. Students will examine how
values are communicated, and how to facilitate positive social and emotional growth. Students
will write personal statements on their philosophy of coaching, and will work through ethical
dilemmas in sport.
MCAA 540: Sport Technologies
Current uses and application of technology in sport. Included will be video analysis of skill,
analysis of computer data printouts, and integration of technology with coaching and
administration applications. Students will apply skills, strategies and tactics in applied analysis
training.
MCAA 550: ResearchMethods & Analysis
Review of graduate research techniques. Introduction to action research and professional
portfolio development.

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MCAA 574: Advanced Theories and Strategies for Coaching Football
MCAA 574 will offer football coaches the opportunity to increase their knowledge of operating a
football program. This class will cover: position specific drills, offensive and defensive
alignment and strategies, the importance of continual learning, the recruiting process, and
situational coaching. Course instructors will include high school and collegiate level coaches
leading in-class and on-filed sessions.
MCAA 580: Legal Aspects of Sport
Legal aspects of sport administration and coaching, including analysis of liability, application of
sport law, and risk management. Included will be case reviews.
MCAA 585: Strength, Speed, & Conditioning
Principles of strength, flexibility, power and cardiovascular conditioning. Students will learn to
construct and apply conditioning programs.
MCAA 595: Culminating Project
This 4-unit experience will be an application of knowledge and skills related to one’s area of
coaching. Students must complete a professional portfolio which will be completed in their last
session of attendance. A passing grade on the project is needed to complete this course. In order
to enroll in MCAA 595 a student must have completed 4 core and 4 elective MCAA courses and
have a cumulative G.P.A of 3.0 or higher in the program.
Reference
Concordia University Irvine (n.d.) Masters in coaching & athletics administration: Course
offerings. Retrieved April 19, 2016, from
http://www.cui.edu/academicprograms/graduate/coaching/index/id/16758

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Appendix C
References
Bible Gateway. Retrieved July 9, 2014, from,
https://www.biblegateway.com/passage/?search=Proverbs+22%3A6&version=KJV
Bible Gateway. Retrieved July 10, 2014, from,
https://www.biblegateway.com/passage/?search=Philippians+2%3A4&version=NIV
Bible Gateway. Retrieved July 10, 2014, from,
https://www.biblegateway.com/passage/?search=Psalm+127%3A3&version=NASB
Bonnie, R., Committee on Improving the Health, S.A., Board on Children, Y.F., & Stroud, C.
(2014). Investing in the Health and Well-being of Young Adults. Washington, District of
Columbia: National Academies Press.
Bravo, G., Won, D., & Shonk, D. J. (2012). Entry-level employment in intercollegiate athletic
departments: Non-readily observables and readily observable attributes of job candidates.
Journal of Sport Administration & Supervision, 4(1), 63-78.
Brown. B. (2003). Teaching character through sport: Developing a positive coaching
legacy. Monterrey, CA: Coaches Choice.
Burgess, D. & Masterson, G. (December 1, 2006). Willing to pay the high costs of
becoming a coach? Retrieved April 11, 2015, from
http://www.thefreelibrary.com/Willing+to+pay+the+high+costs+of+becoming+a+coach
%3f-a0163535233
Cotten, D., Wolohan, J. (2013). Law for Recreation and Sport Managers (6th Ed.). Dubuque, IA:
Kendall Hunt.

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Cynarski, Wojiech, (2014). Ido Movement for Culture. Journal of Martial Arts Anthropology,
14(1), 1-10. Retrieved July 10, 2014, from SportDiscus database.
Denison, J., Avner, Z, (2011). Positive Coaching: Ethical Practices for Athlete Development.
Quest, (00336297) 63(2), 209. Retrieved July 10, 2014, from SportDiscus database.
DiColo, J. (2015, Winter). Booster clubs: Lover them or hate them. Interscholastic
Athletic Administration, 42(2), 20-21.
DiColo, J. & Mitzel, L. (2012, Winter). ADvice: Coaching interview processes. Interscholastic
Athletic Administration, 39(2), 20-23.
Duggan, T. (2013). Erin Cox Confesses to drinking at underage party that gained National
Attention-The history of a bogus media story that never happened. The Valley Patriot
Retrieved July 8, 2014, from
http://valleypatriot.com/erin-cox-confesses-to-drinking-at-underage-party-that-gained-
national-attention-the-history-of-a-bogus-media-story-that-never-happened/
Ehrmann, J. (2011). InsideOut coaching: How sports can transform lives. New York, NY:
Simon & Schuster.
Evers, J. (2015, Fall). Making the Transition from Coaching to Athletic Administration.
Interscholastic Athletic Administration, 42(1),18-19.
Gambetta, V. (2007). Athletic development: The art & science of functional sports
conditioning. Champaign, IL: Human Kinetics.
Lumpkin, A., Stoll, S. K., & Beller, J. M. (2003) Sport ethics applications for fair play. (3rd ed.).
New York, NY: McGraw-Hill.
Martens, Rainer. (2012). Successful coaching. (4th Edition). Champaign, IL. Human Kinetics
[Kindle Version]. Retrieved from Amazon.com.

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Marx, J. (2003). Season of life: A football star, a boy, a journey to manhood. New York, NY:
Simon & Schuster.
Maxwell, J.C. (2003). Ethics 101 what every leader needs to know. New York, NY: Center
Street [Kindle Version]. Retrieved from Amazon.com.
May, G., Reinkens, C. (2011). Coaches’ duty of care revisited. BC Coach’s Perspective,
Summer 2011, 10.
McCombs, C. (2013). 80 Badass Quotes About Training. Retrieved March 14, 2015,
from Chris McCombs.Net: http://chrismccombs.net/80-quotes-about-training/
McNamee, M. (1998). Ethics & Sport. Retrieved July 8, 2014, from SportDiscus database.
NIAAA Publications Committee. (2008, Winter). Establishing and Maintaining an Athletic
Chain of Command. Interscholastic Athletic Administration, 35(2),20-21.
NIAAA Publications Committee. (2016). Game Plan: Effective strategies for building
better athletic schedules. Interscholastic Athletic Administration, 42(3),21.
Smith, J. M. (2013). The sons of westwood: John wooden, UCLA, and the dynasty that
changed college basketball. Urbana: University of Illinois Press.
Wendler, J. (2009). 5-3-1: The Simplest and Most Effective Training System to Increase Raw
Strength. London, OH: Jim Wendler.
Willenbrock, P. (2015). Developing a Coach Evaluation Rubric. Interscholastic
Athletic Administration, 41(4),16-19.
Williams, J. (2010). Applied sport psychology: Personal growth to peak performance. New
York, NY: The McGraw-Hill Companies, Inc.

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Appendix D
Three Recent Letters of Recommendation

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April 27, 2016
To Whom It May Concern:
It is my great pleasure to submit this letter of recommendation for Kenneth Fowler. I am a retired
Northeast High School business education teacher of 43 years, I was also head wrestling coach
for 35 years, and I am still the baseball coach in my 46th year. I had the opportunity and pleasure
to work with and observe Mr. Fowler a number of times not only in the classroom but also on the
football field and in the wrestling room during his tenure at Northeast. Ken was also a member
of our 1993 Maryland State Wrestling Championship team while I was head coach. Even at a
young age Ken displayed leadership, responsibility, dedication and was a very respectful young
man. While in high school his main goal was to become a teacher and coach.
Ken is a no nonsense person who demands and gives respect to all. He thrives on his students’
success. He constantly reflects upon his practice as it relates to his students’ performance and
naturally analyzes, differentiates, and implements teaching strategies appropriate for each
learner. His outcomes are always tiered to challenge learners at all levels, and his instructional
strategies ensure students will know success against his high standards. Students with moderate
to severe learning disabilities want to participate and “work out” in Mr. Fowlers’ class. He takes
great pride in inspiring these special kids to be “all that they can be” by trying new strategies that
enhance their learning. From the most gifted athlete to the smallest in the class, he treats them all
with the utmost respect and honor.
Ken storms into his classroom and onto the field with boundless energy and enthusiasm, an
intense instructional focus, and enough warmth to welcome every student and athletic participant
who is lucky enough to be assigned to his classroom role or has decided to go out for the football
or track team. Mr. Fowler not only sees the potential in each student but also works tirelessly to
mold and shape better human beings. His high praise and constant encouragement help each
student to exceed expectations. The confidence he inspires in all his students shows, whether
academically, socially, physically, or just a smile upon a once-frowning face.
I was able to observe Mr. Fowler in the capacity of Northeast High School Assistant Athletic
Director several years prior to my retirements as a teacher. In this new position that he was
appointed to, I now regarded him in an altogether different prospective. I was now reporting to
him for logistical matters, questions pertaining to school and athletic policy, plus general daily
information. I found him to be very accessible and extremely professional especially due to our
previous relationship as coach and student. Ken’s duties were to make sure that all coaches were
aware of their responsibilities and duties before, during and after their season. Ken had the
unenviable position of coordinating all transportation of teams and officials. Every day after
school Ken was observed overseeing practices, games and matches making sure that everything
went smoothly which included contacting parents when necessary and the occasional phone call
to the local EMT. Mr. Fowler gave each coach a sense of assurance that if there was an
emergency he was there to help and offer assistance. His organizational skills along with his
dependability, commitment and enthusiasm made the Northeast Athletic Program run
exceedingly well.

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Ken is a person one can always count on when things need to be done which means putting in
late hours which he never seems to mind. Ken always displays an eagerness to offer his
assistance to anyone even volunteering in several of the school’s drama productions. Many of
our students and athletes come from single parent families which in many cases are without a
father figure in which to emulate where upon Ken has taken on that role for many a young man.
Because of Ken’s wonderful relationship with his wife and children that can be observed at ball
games, school functions or in the community, he and his family have become role models for
these young adults to follow.
His level of professionalism, leadership, motivation, enthusiasm, dedication and just being a fine
human being are to be commended. Ken Fowler has my highest recommendation and will be an
asset to whomever or wherever life takes him.
Sincerely,
Al Kohlhafer
410 960 5856
Retired

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Appendix E
Risk Management Plan
Risk Management Plan-Northeast High School Football

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Table of Contents
Risk Management Plan Overview 2
Organization Description 2
Personnel 5
Conduct of Activities 7
General Supervisory Practices 9
Facilities 11
Crisis management and Emergency Action Plans 17
Insurance Coverage 18
Summary 19
References 20
Appendix A Extracurricular Employment Application 21
Appendix B Coaching Requirements and Expectations 22
Appendix C Sample Practice Plan 25
Appendix D Player Performance Grading Sheet 26
Appendix E Player Expectations 27
Appendix F Parent Permission Form 28
Appendix G Physical Evaluation Form 29
Appendix H Pre-Participation Head Injury/ Concussion Form 30
Appendix I Code of Conduct Form 31
Appendix J Long Term Calendar 32
Appendix K Emergency Action Plan 33

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Risk Management Plan-Northeast High School Football
The Northeast High School (NHS) Football Program, started in 1968, has been under the
leadership of Coach Ken Fowler since 2010. With only five years invested in the Northeast
Football Program, Coach Fowler is growing and learning more about how to run his own
program, since he has never been a head coach. One of the challenges to which he can attest is
that no one ever trains one to be a head coach, which is why the concept of a risk management
plan is one of the first things an Athletic Director or colleague should recommend to a new
coach. Risk management, by definition has grown through the years as it relates to the field of
athletics and sports management as seen by Cotton and Wolohan (2013, p. 278) below:
Ammon defined risk management as controlling the financial and personal injury losses
from sudden, unforeseen, unusual accidents and intentional torts (Ammon, 1993) … One
of the most recent definitions (Spengler, Anderson, Connaughton & Baker, 2009) defined
risk management as a “course of action designed to reduce the risk (probability or
likelihood) and loss to sport participants, spectators, employees, management and
organizations
The importance of the implementation, comprehension, and execution of Risk Management Plan
(RMP) for any program or athletic department must address the organization description,
personnel, conduct of activities, general supervisory practices, facilities, crisis management and
emergency action plans and insurance coverage of the Northeast High School Football Program.
Organization Description
Overview of the Organization
The Northeast High School Football Program operates out of Pasadena, MD, under the
umbrella of the Anne Arundel County Public Schools (AACPS) Office of Athletics, which

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ultimately falls under the jurisdiction of the Maryland Public Secondary Schools Athletic
Association (MPSSAA). The program is classified as a 3A school and plays out of the South
Region under the state classification system. The program itself boasts both a Varsity and Junior
Varsity (JV) team, with respectable varsity roster size between 35 and 45 players, and a JV roster
between 35 to 50 players. In addition to the players, the program has three female student team
managers, two male student cameramen, one team trainer and nine coaches, acting under the
administration of an athletic director, assistant athletic director and an assistant principal
assigned to athletics.
Overview of Services provided
The program provides a few services for the student body and the surrounding
community which the players and coaches take part in. First, the main service provided to the
student-athletes and students involved with the program is they have the most enjoyable,
rewarding, and safe life learning experience possible which cannot be learned in any other
setting. The program participates in the annual “Parade for the Hungry” where players walk in
the parade collecting canned goods for the homeless and place the canned goods into a box truck
that rides in the parade. In addition to collecting food for the homeless, the program also
conducts a fundraiser where we sell bags of mulch and deliver them to the homes of the
customers.
Need for Action: Two of the above instances present a possible risk to the program.
There need to be forms created containing the expectations of the players and the inherent risks
associated with the parade and the fundraiser.

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Overview of the clientele served
The clientele served by the Northeast Football program include student-athletes, team
managers, team camera operators and coaches.
Reminder for Coaching staff: As of right now the program is in accordance with Title
IX, and important to note the manager positions are offered to females and males, equality is
always considered when determining these positions as they do fall under the athletic program.
Organizational Structure
As previously stated, there is a hierarchy, a chain of command as it relates to the structure
of the program, which encompasses both Varsity and JV teams. The JV staff consists of three
assistant coaches who are responsible for the positional and phase work of the team and fall
under the instruction of the JV Head Coach whom ultimately reports to the Varsity Head Coach.
The Varsity staff contains five assistant coaches of which three are in charge of the offense,
defense and specialty phases of the game respectively, and are required to relay how the JV
coaches should also strategize in the respected phases. Both the varsity and junior varsity staffs
fall under the direct instruction of the Head Varsity Coach who will be responsible for reporting
to and conversing with the athletic director, assistant athletic director and assistant principal.
Financial Resources
The financial backing of the program is from AACPS, the Northeast Athletic Boosters
(NAB), fundraising by the players and staff, as well as donations to the football program. The
football program has immediate access to two of the three aforementioned accounts, which are
the NHS account and the NAB account as money received from AACPS is allocated to the
athletic department at NHS. The only individual whom is allowed to request, receive or give
authorization of funds from the above accounts is the Head Coach.

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Personnel
Hiring Procedures
The hiring process for the head varsity coach is coordinated through the athletic
department and is the only hire which is not the responsibility of the head coach; as is such, the
head coach is responsible for hiring and processing of his or her entire staff. All applicants must
complete an Extracurricular Employment Application (Appendix A) with the school’s athletic
office before they may enter the interview process. Once the applicant has completed the
application, the head coach may interview the applicants on his/her own schedule, with
whomever they choose to have present at the interview (i.e. coordinators, assistants, JV head
coach, etc.). The next step in the process is to have the applicant proceed with processing at the
Board of Education. Applicants are then fingerprinted for background checks and must view
mandatory videos on blood borne pathogens and sexual misconduct. Once the process is
complete and the applicant is cleared, they may be officially hired; however, successful
completion of additional training must be documented to ensure the employee is certified to
coach student-athletes.
Job Descriptions
Generic job descriptions are posted by the head coach for job openings within his/her
staff; however, there are no concrete descriptors itemized for each positional coach.
Need for Action: The head coach needs to establish a set job description for all possible
positions on his/her staff.

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Evaluation and discipline Process
All athletic employees of AACPS fall under the guidelines of the Office of Athletics and
should abide by the written coaching guidelines and regulations established in the 2014-2015
Athletic Handbook. “Coaches shall be evaluated by the principal and/or his/her designee with
the assistance of the athletic director.” (Arlotto, et al. 2014 p.16).
Need for Action: There is no set evaluation form or process for the head coach to use to
evaluate his or her staff, and as feedback such as this is vital to the growth of a program, a
documentable evaluation method must be established.
Complaints
The complaint process is established by the Athletic Director at the beginning of every
season at the seasonal coaches meeting and during the “Meet the Coaches” night for the parents
There is, however, no formal documentation of what action one should take, nor of the hierarchy
of the chain of command when communicating an issue or when filing such a matter.
Need for Action: A method for filing complaints should be established and the hierarchy
of command must be explained on the team’s website. For example, a hierarchy for chain of
command would include in order: JV Head Coach-Varsity Head Coach-Athletic Director-
Assistant Principal Assigned to Athletics-Principal-Office of Athletics (Coordinator of
Athletics).
Training
Every coach needs to successfully complete the following courses to be certified to coach
for AACPS: CPR/AED, Concussion Awareness, Hydration Awareness and Care and Prevention
of Athletic Injuries (Arlotto, et al. 2014 p.12). In addition to the training given by the county, the
head football coach requires his coaches to attend coaching clinics during the winter for

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professional development in the field of coaching football. The entire coaching staff must also
complete additional training the athletic director determines necessary for the program and
school.
Review all documentation for due process
All documents are checked in triplicate by the head coach, athletic director or assistant
athletic director, and by the AACPS Office of Athletics.
Nondiscrimination policy
Statement is located on the Extracurricular Employment Application (Appendix A).
State & Federal employment laws
Upon completion of the hiring process at the BOE, the fingerprinting and mandatory
video watching, all new employees receive an employee handbook. “The Employee Handbook
provides pertinent information AACPS employees need to know, including references and
resources to assist in your employment with the school system” (AACPS, 2014 p.1).
Post all required notices
To date, there are no posted notices nor is there any place to post such notices the
coaching staff would visit normally or see on a regular basis.
Need for Action: Establish a central location and install a corkboard where any important
notices could be posted.
Compliance with Immigration and Naturalization
I-9 forms are filled out and filed at the BOE during the hiring process.

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Conduct of Activities
Proper Instruction
The coaches in the Northeast Football Program will complete the required courses to
fulfill their contract and hiring process for AACPS and they will also participate in off-season
professional development by attending coaching clinics. In addition to the coaching education,
the coaches will also receive a list of requirements and expectations from the head coach
(Appendix B). Instructing the players is the single most important thing a coach can do because
every good coach is a good teacher. Coaches must use the overall practice plan devised by the
coordinator as well as advise the coordinator of what drills they would like to do during their
individual period (Appendix C). The position coaches will also be required to complete grade
sheets on their positional players after the completion of watching the game film by using the
player grading sheet (Appendix D), so the player gets feedback on what they need to correct.
Warnings and participation forms
The players will abide by the established team rules and sign off on expectations for their
conduct and participation within the Northeast Football Program (Appendix E). The players will
also be required to complete four forms to be able to participate in the athletics program at
Northeast High School: Parent Permission Form (Appendix F), Physical Evaluation Form
(Appendix G), Pre-Participation Head Injury/ Concussion Form (Appendix H) and the Northeast
Code of Conduct Form (Appendix I).
Mismatch Situations
There has been a mismatch in policies between the Northeast Team Expectations
(Appendix E) and the AACPS Athletics policy on drugs and alcohol in the Athletic Handbook
(Arlotto, et al., 2014 p. 30).

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Need for Action: The team expectation must be removed and replaced with the stricter
AACPS guidelines on drugs and alcohol by student-athletes.
Transportation Policy
Stated on Northeast Team Expectations (Appendix E) and in the Athletic Handbook
(Arlotto, et al., 2014 p. 20).
Hazing Policy
The hazing policies are stated in the Athletic Handbook (Arlotto, et al., 2014 p. 8) and in
the Northeast Code of Conduct (Appendix I).
Need for Action: A hazing statement should also be included in the team expectations.
Rules
Every season the incoming seniors sit down with the coaching staff and develop team
rules and penalties, which then comprise the Team Expectations (Appendix E). The majority of
the team expectations stay the same because much of the first page is created by the coaches. The
senior class is granted the privilege to create tougher ramifications for team misconduct and
create new rules.
General Supervisory Practices
Supervisory Plan
The coaches manual and duties PowerPoint (Appendix B) reviews the duties of the
coaches on staff, but this document is incomplete and outdated. The emergency qualifications
for the coaches for CPR/AED and Care and Prevention are recorded and regulated by AACPS
Office of Athletics, which contacts Northeast High School when any of their coaches are
approaching an expiration of their certification. Schedules, both long term calendars (Appendix
J) and practice plans (Appendix C), are created, maintained and updated by the head coach.

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Need for Action: The coaches’ duties need to be completed and updated to correlate to
the current staff and to the changes with the football program.
Management of Behavior
Behavior management will be enforced by the coaching staff, as well as the athletic
director and school administration in accordance with team, county and state rules for conduct by
student-athletes. The coaching staff at Northeast High School doesn’t have a document
addressing numerous situations and the consequences which go along with them. Although the
team expectation sheet does have a blanket statement at the beginning allowing for a great deal
of flexibility on the part of the coaching staff with regards to enforcing consequences.
Need for Action: The NHS Football program needs to develop a matrix addressing
consequences for misconduct by players, submitted for approval to the athletic director.
Rules and regulations for supervisors
Refer to the Athletic Handbook (Arlotto, et al., 2014 p. 14 & 22-24)
Emergency care
Emergency care will be addressed by the team athletic trainer when he/she is available. In
the event the trainer is not present, the nearest coach will administer first aid and contact the head
coach immediately. Informing the head coach right away in the event of an injury when the
trainer is not around is known by the staff, but is not stated in any list of duties or
correspondence provided to the coaches.
Need for Action: The head coach must create a list the emergency expectations of the
coaching staff in their duties manual, outlining actions for when the trainer is not on the field.

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Protection of all
Even though the NHS Football Program has an extremely attentive group of coaches, the
coaching staff does not have the duty in writing to constantly be aware of their surroundings for
possible physical and natural threats while they are working.
Need for Action: Maintaining an awareness of their surroundings for player and program
safety is a paramount concern, and one of the duties in the coaching manual should address
constant awareness of weather and strange individuals that present themselves to the coaches
while they are coaching and these occurrences should be brought to the attention of the head
coach.
Plan of succession
This has never been addressed by the head coach to the rest of the coaching staff, and
there is no mention of it in any documents.
Need for Action: The head coach needs to develop a plan of succession for his coaching
staff and it needs to be stated in the coach’s manual.
Facilities
Facility Description
Northeast High School is in the last stage of a complete facilities renovation, with the
final completion in the next month. The school itself is large enough to accommodate up to
nearly 1700 students, with a current enrollment of 1366. The physical education area inside the
school offers a large main gymnasium, an auxiliary gymnasium, weight/fitness room, 6 team
rooms, 2 main locker rooms, 2 official’s offices and a training room. The outside boasts a
softball field, baseball field, 3 practice fields, a turf stadium, 4 team locker rooms, 3 coach’s
offices, an official’s office and a training room.

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Pictures of Facility
Turf Stadium
Practice Field
Varsity Locker Room

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Coaches Office
Junior Varsity Locker Room
Main Gymnasium Auxiliary Gymnasium

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Weight/Fitness Room
Hazardous Conditions
The turf field greatly reduces dangerous playing conditions due to the drainage system,
but the practices fields are grass with many bare spots often lead to muddy conditions with any
precipitation. Another area of concern is players running or moving quickly on the concrete or
asphalt when they are trying to make it to practice on time. There is a bridge which crosses over
a drainage area when walking onto the practice field and this is also a concern when it gets wet;
moreover, concern also lies when this ravine is dry because players try to walk down and up the
ravine to go to and from practice when it is dry.
Need for action: There should be a statement on the team expectation sheet which the
players and parents sign off on addressing the manner in which to travel to practice.
Equipment
Football is most unique with respect to equipment in the amount of equipment required
like a helmet, shoulder pads, girdle with pads, practice pants with pads, and cleats, is numerous.
The equipment at Northeast High School is well maintained and accounted for, which results in
very safe equipment. Every year all of the helmets are sent to Schutt for reconditioning and all

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shoulder pads are inspected and sent for reconditioning if necessary. Coaches are trained in how
to fit players with equipment as well as ensuring all players are properly and safely equipped.
Facility Layout
The varsity locker room is centrally located just off the turf and practice fields; however,
the JV locker room is indoors, nearly 500 feet from the turf stadium and 800 feet from the
practice fields.
Maintenance
Practice fields are maintained by Anne Arundel County Parks and Recreation, but the
maintenance of the turf field, locker rooms, and all other facilities is the responsibility of the
custodial staff at NHS. The football coaching staff at NHS does a sound job in making sure
everyday maintenance of minor imperfections to the grass field is maintained by them if they
observe some sort of discrepancy.
Security
The turf stadium is well secured, completely fenced in, but the practice fields lack a
secure perimeter. It is the responsibility of the coaching staff to be diligent and aware of any
suspicious persons lingering in or around the area. The staff at NHS does a wonderful job of
monitoring the locker room areas and making sure all players are picked up for transportation
home.
Need for Action: In the coaches’ duties manual, the head coach needs to incorporate the
need for constant awareness of their surroundings when active on the practice fields to keep
players safe from outside threats.

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Health Hazards
The risk of bacteria is ever present in an atmosphere of sport and the football program
can do a better job of creating a bacteria free locker room. The football staff does a sound job in
teaching players how to tackle without leading with their heads by using USA Football’s “Heads
Up” program.
Need for Action: There needs to be weekly reminder emails about washing equipment
and clothing to prevent infections and each player should be made responsible for keeping their
locker clean, which should be established in the team’s expectation sheet. There should also be
an email sent out with a link to USA Football’s “Heads up” tackling video for parents and
players to watch before the season starts.
Access Control
As previously stated, coaches need to ensure the outside public has limited access to
players while on the practice fields. During games, the athletic director and security detail
protect the players and coaches as they go to and from the locker room.
ADA/OSHA
All facilities and employees are in compliance.
Signage
All signage is done by AACPS and the NHS athletic department.
Crisis management and Emergency Action Plans
Personal injuries of participants, spectators, staff and visitors
Participant injuries, staff injuries and injuries of visitors to the team are addressed by the
athletic trainer on staff, and in the instance the trainer is not present, all of the coaching staff has
basic first aid training and the head coach and his staff are prepared to call 911 when they feel

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the need to air on the side of caution. Spectator injuries are addressed by the athletic department
during all sporting events.
Staff Training
All coaches are required to be certified in CPR & AED every two years and coaches must
renew their basic first aid every five years.
Emergency communications
The coaching staff always has their mobile phones on them for emergencies occurring on
the field when the athletic trainer is no present. The athletic trainer is equipped with a walkie-
talkie during football games that connects him or her to all of the security and support staff, but
the trainer only has a mobile phone during practices due to the lack of support staff.
Fire, Bomb or terrorism threat, civil disturbance, weather related emergency, earthquake,
hazardous material
Initiate Emergency Action Plan (Appendix K).
Medical Emergencies
Call 911 and initiate medical emergency action plan and refer to player medical cards for
any special circumstances.
Need for action: There needs to be a more detailed list of duties for staff in the event of a
medical emergency and these actions needs to be placed in the coach’s manual.
Evacuation procedures
Refer to all posted evacuation routes.
Dealing with participants, family members of victims, lawyers and the media
Addressed by AACPS spokesperson or Athletic Director.

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Insurance Coverage
Basic Medical
Coaches are responsible for covering their own medical insurance and all players need to
have medical insurance before the can be eligible to participate in athletics for AACPS.
Catastrophic Injury
Coaches are responsible for covering their own medical insurance and all players need to
have medical insurance before the can be eligible to participate in athletics for AACPS;
furthermore, the coverage of catastrophic injury should be determined by their medical plan.
General Liability
All coaches and employees of AACPS are covered by the general liability insurance for
AACPS and the coaching staff at NHS is also covered by an additional one-million-dollar
liability policy by the Maryland Football Coaches Association.
Umbrella Liability
There is no umbrella coverage.
Need for action: This should be examined by the head coach and the athletic director to
determine if there is need for this within the entire athletic department.
Employment practices liability
This would the responsibility of AACPS as we, the coaching staff, do not employ
anyone.
Liability protecting employees
All coaches and employees of AACPS are covered by the general liability insurance for
AACPS employees.

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Property, Worker’s compensation, Motor vehicle and Event
All these insurances are covered by AACPS.
Summary
The Northeast High School Football Program seems to meet and exceed expectations in
most areas of their risk management plan, but there is room for improvement. The updating and
maintenance of assistant coach education and expectations would prove to be a large asset in
addressing most of the needs in this risk management plan. In addition, the suggestion should be
made for the head to meet with the Athletic Director and go over all of the aspects of this risk
management plan as well. Getting the whole entire athletic program on board with this type of
preparation will prove to be a great asset to Northeast High School as a whole.

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References
Arlotto, G., Culp, C., Hamlin, K., Hines, L., Kane, A., Klingel, D., et al. (2014). 2014-2015
Athletic Handbook. Anne Arundel County Public Schools: Annapolis, MD.
Cotten, D., Wolohan, J. (2013). Law for Recreation and Sport Managers (6th Ed.). Dubuque, IA:
Kendall Hunt.
AACPS Division of Human Resources. (2014). Employee Handbook-Spring 2014. Anne
Arundel County Public Schools: Annapolis, MD.

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Appendix
Appendix A

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Appendix B

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Appendix C
PD # TIME TYPE
1 4:30 TEAM
QUARTERBACKS RUNNING BACKS TE'S/HB'S WIDE RECEIVERS OFFENSIVE LINE
2 4:45 INDY PASS BLOCKING
3 4:55 INDY Movement in pocket Fundamentals
TE's getting screen depth
& Taking Sally hand offs
Zone, Draw and Power
Blocking
4 5:05
INDY/
MINI
GROUP
TE Screen blocking and
execution
5 5:15 GROUP
6 5:35 TEAM
7 6:10 TEAM
6:30
Run Offensive Script vs. 3-4 rolled down safety or just run a 3-5---Down linemen in 5-1-5 and 2-1-5
End of Practice
NOTES:
SPECIAL TEAMS
STRETCH
10 YARD PASSING WARMUP- Out in front,High,Low,Back Shoulder,Back Shoulder Fade, Back Shoulder
Handoffs for Zones, Power, Counter, Sally and Draw
Stalk Block, Mirror Drill,
Route Running
7on7 Pass Skelly and Inside Run

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Appendix DPlay
Comment
1,0,NP
Play
Comment
1,0,NP
Play
Comment
1,0,NP
Play
Comment
1,0,NP
1 21 41 61
2 22 42 62
3 23 43 63
4 24 44 64
5 25 45 65
6 26 46 66
7 27 47 67
8 28 48 68
9 29 49 69
10 30 50 70
11 31 51 71
12 32 52 72
13 33 53 73
14 34 54 74
15 35 55 75
16 36 56 76
17 37 57 77
18 38 58 78
19 39 59 79
20 40 60 80
Player's Name: __________________
Number of Plays: ___________
Successful Plays: ___________
Grade: _______
Coach's Critique:
Good:
Better:
Best:
Improve:
Rubric:
1- You did what you were supposed to do
0- You did not perform the play correctly
NP (No Play)- You did not impact the play or the play never happened
Ex. One of your teammates tripped you, false start on someone else,
you were blocked in the back and it impacted your play, etc.

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Appendix E

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Appendix F

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Appendix G

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Appendix H

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Appendix I

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Appendix J

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Appendix K

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Appendix F
Fourteen Legal Duties
1. DUTY TO PLAN – Planning should be focused on preventing potential hazards and
negligence on the part of the athletics staff or facilities. Planning needs to continuously
be assessed and adapted as new hazards present themselves or new hazards are expected
of possibly happening.
2. DUTY TO SUPERVISE – Supervising should be focused on being present and
controlling the behavior of, overseeing the actions of, and caring for student-athletes, as
well as, the athletics staff. Ensuring safety at all activities and events, including securing
facilities during and after hours, the athletics administration must also supervise upkeep
and safety of facilities.
3. DUTY TO ASSESS ATHLETES READINESS FOR PRACTICE AND COMPETITION
– Assessing athletes’ readiness for practice and competition should be accomplished
through pre-participation physical examinations, as well as, pre-season and off-season
training to ensure the athlete is physically able to compete against opposition at the
particular level. Ensuring athletes with medical conditions have necessary medications or
treatments before, during, and after events also resides under readiness to participate.
Special needs athletes should also have all proper equipment and clearances before
participation.
4. DUTY TO MAINTAIN SAFE PLAYING CONDITIONS – Athletics staff should
maintain safe playing fields, courts, gyms, tracks, etc. free from any unsafe surfaces or
obstructions, which could be deemed dangerous. Furthermore; assessing weather related
dangers and weather impacted surfaces should be deemed playable before participation.

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5. DUTY TO PROVIDE PROPER EQUIPMENT – Athletics staff should ensure the proper
equipment based on competition level and safety standards be used by athletes, as well as
the equipment being fitted to the athlete properly.
6. DUTY TO INSTRUCT PROPERLY – Sport instruction should occur sequentially from
basic skills and concepts to more advanced material with emphasis on proper technique
and injury prevention.
7. DUTY TO MATCH ATHLETES –The competition level will dictate what ages will play
versus one another, but when possible athletes at a large disadvantage due to physical
mismatches should be withheld from participation.
8. DUTY TO CONDITION PROPERLY – Conditioning properly should focus on
sequential and progressive training to increase the athlete’s readiness for maximum
performance, while monitoring environmental factors.
9. DUTY TO WARN – Athletics staff is required to warn parents and athletes of the
dangers their sport or activity may present and the staff should have confirmation of this
warning.
10. DUTY TO ENSURE ATHLETES ARE COVERED BY INJURY INSURANCE –
Athletics staff must ensure athletes are covered by insurance before participation and
when necessary communicate this importance and offer solutions in other languages.
11. DUTY TO PROVIDE EMERGENCY CARE – Athletics staff should be certified in first
aid, CPR, and AED administration and able to provide basic care in emergency
situations.
12. DUTY TO DEVELOP AN EMERGENCY RESPONSE PLAN – Athletic staff must
have an emergency response plan, which addresses the location of the AED device and

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first-aid kit, consistent lines of communication via phone and walkie-talkie, positioning
of EMS and training staff, and established protocol for contacting EMS and ensuring
their path to an emergency situation.
13. DUTY TO PROVIDE PROPER TRANSPORTATION – Athletics staff should ensure
proper transportation is supplied for athletes during any away events, including off site
practices unless a signed waiver is submitted by the parent or guardian.
14. DUTY TO SELECT, TRAIN AND SUPERVISE COACHES – Athletics administration
will ensure the coaching staffs hired are certified coaches whom continually seek
professional development in their sport, attend professional development mandated by
the athletics administration, and maintain in good standing as it relates to their
evaluations.

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Appendix G
Research Methods and Analysis
Expected (Anticipated) Results and Implications to the Profession
ResearchQuestion/Hypothesis
Football coaches across America will likely tell you they enjoy coaching and it never has
anything to do with the amount of money they make because many of them literally make
pennies on the dollar once you put the pay versus the hours. The coaching profession is one of
the most rewarding occupations a person can be a part of as Ehrmann (2011, p. 43) states, both
from what they give their athletes to what they receive from their athletes as well.
Sacred profession—coaching—is based on a bold conviction that sports can help
transform our young people. Sports are a rite of passage in a country that has few
transformative rites. While our social ills are plentiful, I believe that coaches have the
power, platform, and position to be the linchpins in individual and social transformation.
Coaching football is sacred and many football coaches will tell you that the reason they coach is
due to how much the sport of football taught them and in many cases has changed people’s lives
for the better. Coaches should always be aiming to better the world and society around them “to
help boys become men of empathy and integrity who will lead, be responsible, and change the
world for good.” (Ehrmann, J. 2011. p.185).
Sometimes many coaches allow their profession to interfere with their personal life and
eat away at the quality time that should be devoted to their loved ones and family.
“Unfortunately, many people in our culture seem willing to set their families aside because they
think they must in order to get ahead in their careers. The divorce rate bears that out.” (Maxwell,

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J. 2003. p.74) From watching game film and creating practice plans during the season to
strength/speed workouts and professional development, clinics and camps in the off-season,
coaches unfortunately have to manage their time every day and month of the year, which
ultimately places an excessive amount of strain on a coach’s family and marriage. Even with the
most efficient of time management skills, coaches will constantly be suspect to sacrificing some
portions of their family life.
Taking into account the amount of time coaching high school football requires, both in
season and now out of season, this is where the focus of the research question lies. Do head high
school football coaches of varying school sizes have a divorce rate that is higher than the
national average of divorce rate for married couples? The hypothesis for this question will be,
“Head high school football coaches have a higher rate of divorce than the national average.” All
head high school coaches have a great deal of responsibilities that effect their team and assistant
coaches, which is the reason many of them put in extremely long hours to ensure that their
players get the best opportunities and their assistants get the best structured program.
CHAPTER ONE
Statement of the Problem
Do head high school football coaches of varying school sizes have a divorce rate that is
higher than the national average of divorce rate for married couples? Experiencing coaching
from a position coach on the freshman team up to being a head varsity coach, one knows a
special, strong, and supportive wife is what will keep a coach’s family together. There are not
many women that can handle having their husbands gone from six in the morning to nine at night
and when they do get home they have to sit in front of a computer for hours on end breaking
down practice and game film. As if just being around was all that went into the stress of a

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marriage, coaches missing much of the parenting of a family due to their time constraints at their
schools and football activities. “Every 32 seconds, a child sees his or her parents divorce.”
(Marx, J. 2003. p.203) With a staggering statistic like this, there is no wonder why a coach’s
marriage will be in jeopardy of divorce due to the strain being absent from the home creates.
In a profession where so much love, attention and focus is given to a coach’s athletes,
most coaches are cognizant that they must direct more of their love, attention and focus when it
comes to their own families. Given the alarming statistic above that a divorce occurs in a family
environment every 32 seconds, it brings one to question the correlation between the divorce rate
of coaches with families and whether that number is comparable to or greater than the U.S.
divorce rate. This topic needs researching to understand if there is a disparity and if coaches do
have a higher divorce rate, questioning from athletic directors and coaches associations can begin
if there is a disparity on how to address the issue of divorce.
CHAPTER TWO
Review of the Literature
Anyone associated with the sport of football will most likely tell you how it is the
ultimate team sport because 11 individuals are trying to perform their job to the best of their
ability, while doing this in unison with 10 other individuals under the same stress. Then you
have the person responsible for making sure that these 11 people perform not only to the best of
their ability, but in harmony with one another for the expected outcome-the coach. Countless
hours of preparation, observation and correction of not only players, but also themselves as
coaches. Gage (1987, p. 221) speaks of this strain on the home life of a coach.
No national data are available about the divorce rate among high school coaches, but
there is little doubt that the demands of coaching often strain family relationships. Several

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coaches said that it takes a "special" understanding wife to keep the conflict between
coaching and family expectations from becoming acute.
With all of the research that done in regards to players and coaches within the sports psychology
setting, one would think that there has been data compounded in regards to the life away from
the sport of football and its impacts on the players and coaches' personal lives. There has been
research conducted on the physical health of NFL coaches, in regards to how their profession
influences their eating habits and physical activity. One finds it astonishing that there was no
research conducted on any football coaches, on any level, in regards to marital and family issues.
However, there was a study conducted on NCAA Division-1 basketball coaches and the impact
of their job in relation to their marital security by Charles Fisher. In a summary of the article by
Burgess and Masterson there are some startling statistics in regards to the coaches and their
divorce rate. As previously stated by Sage the profession of coaching requires a very
understanding wife and Burgess and Masterson (2006, para. 22) would seem to agree in regards
to basketball coaching, since there is a great deal of time dedicated to the sport.
In a study conducted by Charles Fisher, on the divorce rates among Divisions I, II, and III
head basketball coaches, Fisher found that the average rate among coaches was 29%. In
his report, he reported that the coaches' lifestyle cost an average of almost 69 hours a
week spent away from home, while another 77 days were lost per year.
This compelling data of 69 hours spent away from the home on average is a huge warning sign to
any marriage and underlines that even with the most successful of time management; it is hard to
make up 69 quality hours with your wife and family. The question that is stated is in regards to
divorce rate and Fisher addressed this in his article as well. Burgess and Masterson recall Fisher
saying, “Fisher also asked if coaches believed that the pressure they face contributes to marital

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difficulties or divorce. An overwhelming 80 % of those surveyed responded yes.” (2006 para.
23). Given the stresses and pressure of coaching basketball being somewhat comparable to the
pressures and stresses that football coaches face, one can make the argument that coaching high
school football will result in a higher divorce rate that the national average.
There are numerous occupations in the United States that lead to the employees spending
an enormous amount of time away from their homes, so is coaching football really going to be
that overwhelming to a family versus other occupations? The topic of the divorce rate in the
United States is talked about especially within the occupation of coaching due to the large
amount of single parent players. Clarke-Stewart & Brentano (2006) discuss the causes and
consequences of divorce and they point to the following, “In contrast to popular myth, the
divorce rate is not still rising; it has been declining over the past two decades.”(Page 14) How
can this be? All citizens of the United States hear about is how marriages are constantly failing
and most people in the US probably are the result of a marriage that did not work out or they
know a few people whose marriages didn’t experience success. There is even more data that
goes to support the fact that marriages are not in as much trouble as one may believe because in
2006, the U.S. had the second highest divorce rate at 4.8 per 1,000 population (Burgess, A., et al.
2007) and in 2007 that number dropped to 3.7 per 1,000 population, which dropped the U.S. to
sixth in the world (Burgess, A., et al. 2008). The divorce rate is apparently falling and in
contrast to popular belief, marriages in the U.S. seem to be more stable than what they used to be
in the 1970’s thru the 1980’s. Does this mean anything in regards to divorce rate of high school
coaches and all of the time they spend away from their homes or all of that stress they bring into
the home? The U.S. as a whole has seen a great deal of stress in recent years given the state of
the economy and the “cost” of a marriage both financially and mentally should have felt the

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impact of the recession as well, which may give one some insight to stress and divorce rate.
During the recession, there was a, “downward spike in the divorce rate after 2008, almost
recovering to the expected level by 2011, which suggests a negative recession effect.” (Cohen, P.
2014, para.14) There has been a great deal of research done on the topic of the divorce rate in
regards to what it is nationally, internationally and the impacts of the recession on it, but one is
still left to wonder what is the coaching profession divorce rate in regards to all of those … in
particular high school football coaching.
Much of the background information gathered on coaches is in from a male perspective
and the researcher will constantly find that many of the articles talk about the wives of coaches.
Given the topic of football coaches, this is for the most part appropriate given the large majority
of male football coaches in the U.S., but the coaching profession is prevalent in both sexes
according to Scanzoni (2000, p. 159).
A certain number of men (and some women) currently serve as volunteer coaches for
children's extracurricular sports teams, including baseball, softball, soccer, basketball,
volleyball, and football teams. In those settings, the concept of children's coach is a well-
known and appreciated slice of American culture.
The American culture embraces the concept of coaching and how it greatly impacts our children
and the future of the United States, it does not take away from the fact that the profession is
rooted in long hours and a great deal of stress. For every win and great performance by a child
there is their stress, depression that comes from losses or the demanding, obsessing work that
helps aid a team to win. Scanzoni (2000, p. 159-160) references many families in America are
struggling given the state of the economy and the cost of living, especially in the Maryland and
Virginia area, many families cannot survive on a single coach’s salary.

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Currently in many households, both partners are employed and thus are away from home
many hours a day. They are also sometimes away on weekends, for several days during
the week, or for several weeks in a row. In most of these instances, it is the woman who,
in addition to her occupation, is chiefly responsible for the care of the children.
The stress placed on a male football coach’s wife, especially an employed wife, is of great
importance in regards to this study and it should be considered for future research and taken of
note during this research. Coaching high school football is a stressful and time-consuming job
that does affect marriages. Given that the United States has a declining divorce rate, the
argument can be made that high school football coaches have experienced the same decline in
divorce rate as the rest of the nation and that their marriage is of equal risk as any other.
CHAPTER THREE
Methodology
Do head high school football coaches of varying school sizes have a divorce rate that is
higher than the national average of divorce rate for married couples? Researching this topic is
not as clear-cut as one would think because all of the data on the national divorce rate average is
skewed because California, Georgia, Hawaii, Indiana, Louisiana and Minnesota do not submit
their divorce statistics to the United States Census Bureau (U.S. Department of Health and
Human Services, 2010). With that said, the term “national average” is therefore incorrect and it
should be noted that any statistics compared to the “national average” should note that it does not
include five states within the United States. In addition to the confusion with “national average,”
the only other term that may prove difficult for the reader or future researcher would be “varying
school size,” but “varying school size” does seem most appropriate because for the most part
schools are categorized based off of student enrollment. For instance in Maryland, there are

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Class 1A, 2A, 3A and 4A schools with the Class 1A schools having the lowest enrollment
numbers and Class 4A schools having the highest student enrollment in the state. One
assumption that cannot be made is in regards to just simply looking at the number of marriages
of one year to the number of divorces because this only gives the researcher those statistics for
that year and does not take into account the previous marriages that have occurred in the years
leading up to that data. Much of the data that one will find publicly and on the internet puts the
divorce rate in a percentage form normally ranging from 40-50% (American Psychological
Association, 2015).
Given that the population researched will be high school head football coaches of varying
school sizes, attention does need to be paid to a couple factors. First the selection of the coaches
will be based off of nearby location to the state of Maryland, including Maryland, District of
Columbia, Virginia, Delaware and Pennsylvania because this will allow the total data to be
compared to the that of the national data because these five states are involved in the census data
on divorce rate. Secondly given the probability that there may be a low response rate to the
online questionnaires, the multi-state population of high school head coaches will allow for a
larger number of responses to randomly sample from for the research. Furthermore, by utilizing
this large number of coaches there can be more confidence in the findings, since the total amount
of coaches surveyed should reach over 500 responses. In addition to randomly sampling from
the multi-state population, if the response return rate is high for each state then the researcher can
perform a stratified random sample based off that state’s coaches for a data comparison for that
states divorce rate.
The use of a cross-sectional/survey design will answer the research question and
prove/disprove the hypothesis by using a questionnaire to gather data on high school head

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football coaches. The questionnaire will be internet based in order to reach the greatest amount
of current head coaches through their state coaching organizations and this should prove to have
a higher return rate than that of a mail in questionnaire. Being that the questionnaire will be
online, the coach answering the questions will be comforted by knowing that their anonymity
will be respected and the only identifying question will be the state to which that coach belongs
in. The survey created through Survey Monkey and will then be disbursed through each state’s
coaching organization with a link to the survey, which will prevent a direct survey link going out
to coaches that may result in the survey going directly into the coach’s spam folder. The
questionnaire will be quantitative in nature through the closed questions to be asked. There will
be qualitative opportunities for the respondent to explain their answer or give their feelings
toward the response they have chosen, moreover; the questionnaire will be short through its use
of closed questions in hopes that the coaches answering will offer up more qualitative data in the
open portions. The closed questions are: where the coach coaches, amount of time in the
profession, the number of coaches that the respondent knows have had a divorce resulting from
coaching and a ranking question about what aspects of coaching they feel would affect a
marriage (time away, stress of the job, off season requirements, bringing work home). The next
few questions will be filter based. The first question will ask if the coach has children, followed
by a semantic based question ranging from nervous to very nervous, regarding if the coach feels
nervous that the profession will cost him his children. The next question will set up the
remainder of the questions-coach’s marital status (single, married, widowed or divorced).
Filtered by whether or not the coach has been divorced will be the next question that is an open
response asking the coach if he felt coaching influenced the divorce, furthermore; what aspects

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of coaching affected it the most? The last question will also be semantic and ask if the coach is
nervous for his marriage due to the strains of coaching.
The use of an internet based questionnaire that sent out to head high school football via
email from the addresses attained from their state coaches associations proves to be not only a
reliable source of gathering the sample, but also reliable in regards to the privacy of the coaches
survey responses. Pertaining to the four components of validity, the measurements obtained in
this study will be valid in regards to face validity and content validity. As far as predictive
validity, given the information earlier that six states do not submit their divorce rate numbers, the
measurements obtained can be predictive for the areas studied that submit their divorce statistics.
The additional benefits of using the online survey questionnaire are real time statistics, SPSS
integration and custom reporting. The tools offered by the website will reduce the time spent
coding, inputting, checking and dealing with missing data.
With this research design being precise in subject and administration, one can feel
confident that this design is both reliable and valid. In regards to being reliable and valid, this
study provides researchers an opportunity to perform the same research in the states that submit
their divorce rate statistics to the census bureau. In addition to the states that submit their
divorce statistics, the researcher that manages to get a large enough sample could predict with
confidence the divorce rate of the non-reporting states.
CHAPTER FOUR
Anticipated Findings
After all of the data from the survey results has been synthesized, categorized, and
examined, there should be quite a few outcomes one could expect to see given the background
information and expert research. First, due to the researcher being from the state of Maryland,

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the anticipated result of the state with the highest return of surveys should be the state of
Maryland. After the Maryland returns, one can expect near even percentages in returns from the
District of Columbia, Pennsylvania, Delaware and Virginia. With those surveyed being head
high school coaches, one could expect the amount of time in the profession to range from a
minimum of 8 years and higher that should lend to an average age of 28-30 years of age on the
low end of those surveyed. The amount of responses that the online survey produced allowed
the researcher to utilize a survey base of 500 coaches.
The numerous completed surveys should provide a reliable sample to compare to the
normal national divorce rate range from 40-50% (American Psychological Association, 2015).
The statistics researched by Cohen (2014) in regards to the divorce versus the recession,
compared against those gathered by Burgess (2008) suggest that the national divorce rate based
off 1,000 citizens of the United States should be between 3.5 and 4.0. If one takes into account
these numbers, then it would be anticipated that the coaches surveyed probably responded with
the three to four coaches answer that asked how many coaches they know have been divorced.
Knowing that the amount of time away from a spouse puts a great deal of stress on a marriage,
one should expect that response to gain the largest percentage for what affected the coach’s
marriage that ended in a divorce. The stress of the job will most likely get the lowest response to
the impact of the divorce, while off-season requirements and bringing work home will score
higher because they actually take quality time away from a marriage.
In regards to the questions regarding the coaches themselves, anticipating the amount of
coaches who have children would basically be guessing, although; given the rate of marriage
being at 8.0 per 1,000 citizens (Burgess, 2008) that should produce a percentage between 60 and
75%. With the coaching profession of basketball, being comparable to that of football and

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knowing that basketball coaches on the collegiate level are away from their home 69 hours a
week (Burgess and Masterson, 2006). The divorce rate of the head high school football coaches
should be higher than the national average due to the time away from the home. The anticipated
rate of divorce for the coaches will probably be between 55 and 60 percent because based on the
final response on the survey, being nervous about having a divorce is on many coaches’ minds.
This is an interesting study because one would believe that the statistics would be repeatable in
this geographical area, but states where football is a way of life may produce more understanding
and forgivable wives.
CHAPTER FIVE
Professional Implications
This study’s results produced a great deal of valuable information on the rate of divorce
among head high school football coaches in Maryland and the surrounding states. Our goal as
athletic administrators, coaches and athletic organizations should be to protect our coaches from
the threat that their jobs produce against their marriages and more importantly their families.
With the large amount of single parent families, the athletic departments as a whole need to
ensure that steps are taken to reduce the rate of divorce for men who give so much to other’s
children. Addressing ways of reducing time away from the home or educating coaches on time
management, these are just a few ideas of how coaching associations and athletic departments
can improve the marriages of coaches.
The research conducted has produced a few modifications and suggestions that should be
considered and followed through with in any future research conducted on coaching divorce
rates. A few changes dealing with the survey are: ask the age of the coach, have an open
question after having the coach rate his nervousness on the coaching profession and his marriage

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and ask if the wife is employed. Expanding to more states and comparing the geographical
results, the question raised was whether coaches in different geographical would experience a
lower rate. Lastly, the researcher should look to reach out to past head coaches either through
the coaches surveyed themselves or the state organizations.

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References
American Psychological Association. (2015). Marriage and Divorce. Retrieved April 20, 2015,
from American Psychological Association: http://www.apa.org/topics/divorce/
Burgess, D. & Masterson, G. (December 1, 2006). Willing to pay the high costs of becoming a
coach? Retrieved April 11, 2015.
http://www.thefreelibrary.com/Willing+to+pay+the+high+costs+of+becoming+a+coach
%3f-a0163535233
Burgess, A., Davies, U., Doyle, M., Gilbert, A., Heine, C., Howard, C., Jones, S., Jonuschat, R.,
McKelvey, D., Potter, K., Wilson, C. & Wright, S. (2007). Pocket world in figures. (2008
ed.) London: Profile Books. Retrieved April 8, 2015 from eBook Academic Collection.
Burgess, A., Davies, U., Doyle, M., Gilbert, A., Heine, C., Howard, C., Jones, S., McKelvey, D.,
Potter, K. & Wright, S. (2006). Pocket world in figures. (2007 ed.) London: Profile
Books. Retrieved April 8, 2015 from eBook Academic Collection.
Clarke-Stewart, A. & Brentano, C. (2006). Divorce: Causes and Consequences. New Haven and
London: Yale University Press. Retrieved April 6, 2015 from eBook Academic
Collection.
Cohen, Phillip. (2014). Recession and divorce in the United States: 2008-2011. Population
Research & Policy Review. 33(5), p.615-628. Retrieved April 8, 2015 from Sport Discus.
Ehrmann, J. (2011). InSideOut Coaching. New York, NY: Simon & Schuster.
Marx, J. (2003). Season of Life: A football star, a boy, a journey to manhood. New York, NY:
Simon & Schuster.

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Maxwell, J. (2003). Ethics 101. New York, NY: Center Street.
Sage, George H. (1987). The social world of high school athletic coaches: multiple role
demands and their consequences. Sociology of Sport Journal (4) 1987, p. 213-228.
Retrieved April 8, 2015 from Google Scholar.
Scanzoni, John H. (2000). Designing families: The search for self and community in the
information age. Thousand Oaks, CA: Pine Forge Press. Retrieved April 8, 2015 from
eBook Academic Collection.
U.S. Department of Health and Human Services. (2010, August 27). National Vital Statistics
Report. Retrieved April 20, 2015, from Centers for Disease Control and Prevention:
http://www.cdc.gov/nchs/data/nvsr/nvsr58/nvsr58_25.pdf

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Appendix H
Mental Training Program
1. Statement of Purpose
A Mental Training Program (MTP) is important for my assistant coaches, players and I to
become more capable to deal with our thoughts, emotions and actions when dealing with
football related activities and those not related to football. As our coaching staff aims to
become more transformational with a solid base of building young men with character and
integrity, we need to model and practice what we are teaching them in our own lives. We
can all become better individuals through the use of a MTP with the end results being respect
for authority, cooperation, self-discipline, risk-taking, and the ability to tolerate frustration
and delayed gratification. With all that being said, the MTP will build the character that we
strive to have in our players leading them to post-secondary success. Developing skills like
goal setting, imagery, relaxation and self-talk will not only allow our players and us to
produce more efficiently on the field, but these skills will also help our players in the
classroom and outside of school when dealing with ethical dilemmas and they will help our
coaches in their relationships and careers.
2. What are you personally working on in your personal life?
There are a few areas I am working on in my personal life; attention to faith and family,
dealing with time management, stress, and the pressures for success that I place on myself.
The skills to be implemented in my personal life are:
 Using goal setting skills to plan out my personal and professional life, which will in
turn allow me to constantly assess the attention given to faith and family; moreover,
improving my time management.

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 I plan to begin to incorporating more breathing techniques, as well as; meditation to
help deal with the stress in my life.
 Goal setting in conjunction with self-talk will allow me to ease the pressure I place on
myself when it comes to my career goals and the stress I create for myself.
3. Key Objectives
Myself
 I will incorporate goal setting skills to improve my time management, while decreasing
my personal pressures by creating process goals and performance goals to keep me on
track with my personal and professional goals
 I will use the breathing techniques along with meditation to focus on my faith and
reduce the amount of stress that builds in my life by setting aside 10 minutes in the
morning and 10 minutes in the evening, while also using the techniques as they are
required.
 I will utilize self-talk with all of the other strategies to keep a positive mentality, so that
positivity extends to my personal and professional lives; decreasing the amount of
negativity that I communicate to others.
Coaches
 Coaches will demonstrate a sound knowledge of the skills to be taught by learning the
skills during our coaching meetings.
 Coaches will be expected to utilize at least one of, if not all of the skills, in their personal
life and assess the effectiveness by talking about them in staff meetings.

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Players
 Our players will build their self-confidence by creating a goal setting plan with 2
outcome goals for each of the 3 phases of the year (pre-season[June to August], season,
off-season [December to May]), but the players will understand the importance of
succeeding at their process and performance goals to improve their self-worth.
 Our players will learn how to maintain optimism when faced with daunting tasks by
using imagery (both present and reflective) and self-talk to overcome adversity.
 Our players will be able to deal with stress both on and off the field through the use of
relaxation and meditation, along with breathing techniques taught by the staff.
Team
 The team will come up with 1 outcome goal related to academic performance and 1
outcome goal related to displaying character on and off the field by working in small
groups then presenting to the team for a vote.
 The team will demonstrate caring for one another through the use of positive
reinforcement by becoming conscious of their verbal and nonverbal communication.
4. List the Foundational Skills You Will Seek to Enhance in your MTP
Achievement Drive
 Given the history of losing associated with Northeast High School football, the players
need to have a common outcome to focus on. There are many obstacles that present
themselves playing the big school schedule that we do, since we are a small school.
With a common vision the players will be able to unite with purpose and positivity.

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Self-Awareness
 We expect our players to display character on and off the field, but many of our players
come from tough childhoods where a focus on self-discipline doesn’t apply. Our players
need to become aware of what is holding them back or promoting the types of
unacceptable behaviors that they are engaging in. When the players become aware it
will promote the types of individuals we are trying to send into our community.
Self-Confidence
 Our players need to improve their self-confidence and our coaches need to remind them
as well to use imagery with reflection to prove to them that they have done it in the past,
but also how they can prevent the mistake from happening again. Our players will be
encouraged to adapt the process of thought stoppage when any negative feelings begin
to take hold of them and recommence positive self-talk.
5. List the Methods/Skills You will Use in Your MTP
 Goal Setting
 Imagery
 Self-Talk
 Relaxation/Meditation
5.1 Sub Section
Goal Setting
 Our athletes will develop 2 Team Goals (1 Academic and 1 Character), while also
discussing player roles on the team by getting in smaller groups and presenting to the
team as a whole. The players will also develop six Individual Goals to self-motivate
them and build their self-confidence.

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Imagery
 Players will learn to use imagery both as a way to build confidence and
preparedness, but also to reflect on mistakes and to reinforce to them that they have
done the skills or plays before with success.
Self-Talk
 Positive self-talk, along with the strategies to control negative thoughts (thought
stoppage, countering and affirmations) will be employed by our players to increase
their self-confidence, while also producing self-awareness of their ability to perform
properly.
Relaxation/Meditation
 Our players will be faced with many stressful moments during the game and in their
normal everyday life, so learning breathing techniques and incorporating meditation
time with reflection will help them cope with these stresses and ultimately control
their arousal levels.
5.2 Sub Section
Goal Setting
 Coaches will be educated based off of the SAM Model to effectively deliver the
material to the players.
 The players will learn the differences between outcome, performance and process
goals, as well as the difference between short-term and long-term goals.
 This skill will be crucial to our team because it will provide ownership and self-
discipline players; in addition to making them responsible to the team as a whole.

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 Our players will learn use goal setting throughout the preseason and regular season
with individual interviews bi-weekly.
Imagery
 Players will be educated on the many ways of using imagery from seeing themselves
performing a skill to using reflective imagery to self-correct and build self-
confidence.
 The players will use imagery to focus on certain parts of their skills, so they can
understand how to control the images and focus in on detailed aspects of their skills.
 Addressing vividness, controllability and self-awareness of their imagery through
self-reflection of their images will allow the players to hone their skill of imagery.
 Players will also use imagery as a pre-cursor to mistakes that may happen or game
situations, so they have a feeling of already being in that situation.
Self-Talk
 Learning that self-talk can only occur after negative talk has stopped, our players
will learn to use skills to stop negative self-talk like thought stoppage, countering
and affirmations.
 Coaches will convey the advantages of self-talk for changing bad habits, controlling
attention, changing one’s mood and controlling their effort, meanwhile; coaches will
also remember that their over verbalization should be kept at a minimum in the
beginning as players develop their self-talk.
 Self-talk is crucial for players to become more self-aware of their actions, but also to
reinforce the good and remind themselves of the good they have done in the past.

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Relaxation/Meditation
 Players need to be able to control their arousal levels before, during, and after sport.
 Breathing techniques will be implemented such as rhythmic breathing, sighing
during exhalation and the 5 to 1 count, so the athletes will know how to breathe to
maintain their arousal levels.
 Meditation will be used in conjunction with imagery at the end of practices to
reflect, but also as a way to visualize them relaxed and experiencing a relaxing place.
 Meditation will also be used at the end of workouts, so players can focus controlling
and relaxing the muscles in their bodies.
6. For Methods You Listed in 5 Set a Schedule for Implementing your MTP
Skill Training Sessions will last no more than 20-25 minutes
 Goal Setting
o Education of Coaches- Week of August 4th
o Education and Introduction to players- August 13-14
o Team Goals and Team Views of Roles- August 15 and 16
o Individual Meetings and Goal Setting- August 18-22
o Individual Follow-Ups Biweekly for players starting Sept. 6
 Imagery
o Education of Coaches- Week of August 4th
o Refresh Coaches-August 22nd
o Education and Introduction to players before practice-August 25-27
o Reminders done in practice by position coaches regularly

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 Self-Talk
o Education of Coaches- Week of August 4th
o Refresh Coaches-August 27th
o Education and Introduction to players before practice-August 27-29
o Reminders done in practice by position coaches regularly
 Relaxation/Meditation
o Education of Coaches- Week of August 4th
o Refresh Coaches-September 1
o Education and Introduction to players before practice-September 1-3
o Reminders done in practice by position coaches regularly
o Mediation sessions at the end of pregame practices Thursdays
7. Elevator Message
The Mental Training Program that we are putting in place will benefit our student-athletes
not only on the playing field, but also in school and in their personal lives. Our youths of
today, more or less, are highly unmotivated and the goal setting program we are going to put
into place will give them a path to follow and a goal to reach, while focusing on all the steps
and small goals on their way to reaching their main goal. We also plan to include education
and practices on imagery and relaxation/meditation, which will allow our athletes the ability
to self-reflect and visualize what, is going on in their sport and in their life.
Relaxation/meditation techniques will address the stresses in their busy lives, the self-talk
learned and developed will help them overcome situations on the field, but also overcome the
everyday struggles of a teenager by allowing them to believe they are above many of the
downfalls of teens today. We will make our players better citizens through the use of these

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skills and better athletes too because all of these skills are also being used by professional
and Olympic athletes. When our athletes leave us they will be able to overcome many of
life’s obstacles.

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Appendix I
Strength, Speed, Conditioning, and Nutrition Manual

143. 142
Table of Contents
Introduction and Philosophy of Training .................................................................................... 145
Performance Pyramid.................................................................................................................. 147
The Base of the Pyramid......................................................................................................... 147
Character ................................................................................................................................. 148
Conditioning............................................................................................................................ 149
Ability ..................................................................................................................................... 149
Practice.................................................................................................................................... 150
Game ....................................................................................................................................... 150
Performance ............................................................................................................................ 151
Annual Plan with Periodization .................................................................................................. 152
Weekly Schedules for Each Period ............................................................................................. 153
Off-Season Overview.................................................................................................................. 153
Off-Season Explosive Workout .............................................................................................. 154
Off-Season Strength................................................................................................................ 156
Pre-Season Overview.................................................................................................................. 157
Pre-season Explosion.............................................................................................................. 160
Pre-Season Strength................................................................................................................ 163
In Season Overview .................................................................................................................... 166

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In Season Workout Program................................................................................................... 167
Speed Development Overview.................................................................................................... 168
Agility and Plyometric Drill Overview....................................................................................... 170
Testing and Evaluating................................................................................................................ 171
Goal Setting................................................................................................................................. 175
Active / Dynamic Warm-up and Mobility Routine .................................................................... 176
Warm-up for Speed / Agility Training.................................................................................... 177
Warm-up for Strength Training .............................................................................................. 178
Post work Flexibility Program................................................................................................ 179
Hydration Plan ............................................................................................................................ 180
Nutrition Plan.............................................................................................................................. 181
Carbohydrates ......................................................................................................................... 182
Proteins.................................................................................................................................... 184
Fats.......................................................................................................................................... 186
Meal Suggestions ........................................................................................................................ 188
Breakfast ..................................................................................................................................... 188
Quick Meals ................................................................................................................................ 188
Lunch ...................................................................................................................................... 189
Snack....................................................................................................................................... 190
Dinner...................................................................................................................................... 190

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Weight Management................................................................................................................... 192
Maintain Weight ..................................................................................................................... 192
Gain Weight ............................................................................................................................ 192
Lose Weight ............................................................................................................................ 192
Eating Around Competition........................................................................................................ 193
Before Exercise....................................................................................................................... 193
After Exercise/Game............................................................................................................... 193
Pre-Event Eating ..................................................................................................................... 194
Night Before............................................................................................................................ 194
Day of the Event ..................................................................................................................... 194
Appendix 1-1 Repetition Calculation Chart ............................................................................... 195
Appendix 2-Speed Diagrams ...................................................................................................... 198
Appendix 3-Bag Drills ................................................................................................................ 199
Appendix 4-Pro-Agility .............................................................................................................. 201
Appendix 5-Line Drills ............................................................................................................... 202
Appendix 6-Cone Drills .............................................................................................................. 204
Appendix 7-3 Cone Drill ............................................................................................................ 205
Appendix 8-Rolling Slalom ........................................................................................................ 205
Appendix 9-Player Evaluation Score Card ................................................................................. 206
Appendix 10-Grocery Store Shopping List ................................................................................ 208

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References................................................................................................................................... 209
Introduction and Philosophy of Training
Nebraska strength and conditioning coaches Arthur & Bailey, state, “We must
remember that technique is the medium that expresses strength. If you compare two athletes
who have equal technical skills and abilities, the stronger one is going to win” (1998 p. vii). The
training regimen at Northeast High School has long incorporated a strength and conditioning
training, but the incorporation of speed and explosiveness have become the new standard along
with strength and conditioning. “You are what you train to be. If you train to be slow, you will
be slow. If you train to be explosive, you will be explosive.” (Gambetta, 2007, p. 6) The
football coaching staff at Northeast High School firmly believes that a team working as hard as
they can in the weight room, on the track or turf, in the classroom and in the area of personal
nutrition will breed confident, successful student-athletes. Just like Heisman Trophy winning
Herschel Walker said, “If you train hard, you’ll not only be hard, you’ll be hard to beat.” (Wood,
R. 2008, para. 11)
The mission statement of the Northeast High School Football Program states, “The
Northeast High School Football Team, is focused on developing the mind, body and soul of our
players through our positive reinforcement as coaches and classroom expectations, player
performance and effort on the field, and through the support of our players’ belief in faith
whether it is religious faith or faith of team/family/friendships.” The coaching staff knows that
the dedication, accountability and intensity that they expect from their players participating in the
training program will positively impact the mission of the coaching staff; furthermore, training at
a high intense level will allow for an outlet for all of the pressures that our players experience on

147. 146
a daily basis. Arnold Schwarzenegger is quoted as saying, “Training gives us an outlet for
suppressed energies created by stress and thus tones the spirit just as exercise conditions the
body” (McCombs, C. 2013, para 29). In addition to the mission statement, the Northeast High
School Football vision statement is as follows, “The vision of the Northeast High School
Football Team is to foster an environment where young men feel needed, respected, and loved
for their contributions to the team and they become successful and caring men whom are
productive citizens and act with integrity in our society as workers and fathers.” Training,
working hard, socializing, encouraging one another, seeing results and spotting one another are a
few of the examples of how the strength, speed and conditioning program at Northeast High
School will support our vision statement. The Northeast High School Football Program has
always been a program built on hard work and dedication that the players have learned from their
parents and the Pasadena, MD community. This manual was put together with the belief that a
well thought out training program based on hard work in the physical portion in conjunction with
a simplified, but detailed nutrition plan will lead to improved success on the football field and in
the classroom. When the players show up to workouts with the 3 P’s in mind (Present, Prepared,
Participation), the positive changes will happen in our players, on the team, in the classroom, on
the field and in their homes because a fit and confident young man is a pleasure to be around.
The philosophy of the Northeast High School coaching staff revolves around three words:
dedicating, caring and intensity. Northeast football players should dedicate themselves and their
time to becoming the strongest, fastest and healthiest player possible. By dedicating themselves
in this way, the player will prove that they care about their teammates and earn the respect and
appreciation of them as well. Intensity is just that … players are intense in how they dedicate
themselves to the training and their team, as well as intensely caring for one another because that

148. 147
will be the guy they rely on in the hardest moments of training, playing and later in life. Players
that follow the Strength, Speed, Conditioning and Nutrition Manual will put themselves above
their competitors and also be a visual leader that the coaching staff can point to and rely on in
times of need.
Performance Pyramid
The Base of the Pyramid
The Northeast High School Football pyramid encompasses three main terms of
Dedication, Caring and Intensity, which support and have a place on each level of the pyramid.
A DEDICATED Northeast Football Player will build and own his character, work on all aspects
of preparing his body, work to and improve his ability, come prepared and participate at practice,
fulfill their role in the game and this dedication is a large part of “Playing like an Eagle.” A

149. 148
CARING Northeast Football player will know that their character will rub off on the one’s they
love, conditioning with great effort cares for the team, increased ability cares for their self-
confidence, practicing for perfection prepares their place on the team, performing their role
supports the team and “Playing like an Eagle” is caring for the Eagles around you. Every Eagle
should have INTENSITY in everything they partake in from football to life and the term
INTENSITY for us is interchangeable with the term PASSION. Intensity is integral to every
block and step on every Eagle’s path to “Playing like an Eagle.”
The Pyramid itself is a near replica of the University of Nebraska Football Program’s
Performance pyramid, containing the six levels of Character, Conditioning, Ability, Practice,
Game and Performance. (Arthur,M. & Bailey, B. 1998, p. 2) Northeast’s pyramid does vary in
respect to the number of terms and terms contained in the pyramid, which our program feel is
crucial to “Playing like an Eagle.” Notice that the two corner stones on the base of our pyramid
focus on Respect and Faith that our program feels are what you need to possess before you can
start your journey to the top level of “Playing like an Eagle.”
Character
Character is what a program needs to be based off of, assessed and taught before anything
else because playing and preparing for football does not correlate to having character, but
character just like lifting techniques, plays and film study needs to be learned, taught and
modeled for our athletes. Respect and Faith surround the terms Accountable, Integrity,
Supportive and Empathy. A young man with Respect will be a player and teammate that will be
Accountable to the rest of his team, family and coaches, which leads to being a man of Integrity
who takes ownership of his moral values and honesty. Faith is something we support, but we
cannot force nor do we force faith on our players, but we sum it up like this, “Faith and belief

150. 149
can be that of religion, but if you don’t believe in religion then believe in the love of your family
and friends and if that doesn’t work then always believe in and have Faith in this program
because this program will always be here and we will always be here to love and care for you.”
A man of Faith should live through his faith and understand that Empathy will allow better
communication and understanding of others and the world around them, which in turn has a
direct effect on every brick in the pyramid. Supportive is connected to Integrity and Empathy
because it is important that a young man understands his role on the team and his role as a Father
and Man in the world once he leaves us. A young man’s Character is something they need to
Own and understand that they are in control of it.
Conditioning
Conditioning is where a football player begins to affect his physical abilities through his
Nutrition, Lifting, Stretching, Running and Resting. Nutrition and Resting are purposefully
wrapped around Lifting, Stretching and Running because a Northeast Football Player should
realize that much of his training and preparation occurs away from the school, weight room and
practice field. Northeast players need to ensure that they are preparing their body with the
proper hydration and nutrition for training and performing, while also maintaining a set sleep and
wake up time after which they obtain 8 hours of sleep. Lifting, Stretching and Running should
not just be done in the presence of the coaches, but players should take the initiative to stretch,
maintenance lift and run on their own to ensure they stay in shape to live a healthier more active
life. Conditioning is what needs to be done and Eagles need to realize that hard Work is needed
in Football and in life to become successful.
Ability

151. 150
Ability relates to a player’s Strength, Endurance, Power, Agility and Speed, which are
built off of the previous level of conditioning. Football players need to realize that these
physical abilities can be changed like many things in life-bad habits/behaviors. Knowing that
some players have more natural ability than others, players need to understand that hard work
and dedication can lead to more positive changes in ability just like life … you get out of it what
you put into it. Elite players and average players need to be aware that Ability can be changed
and every time they train, perform or study that they can make positive Changes in their ability.
Practice
The Practice level is where players will develop their Mental, Fundamental and Strategy
as it relates to the sport of Football. Mental training strategies of Imagery, Self-Talk,
Intrinsic/Extrinsic motivation, Goal-Setting, Confidence and Mental Toughness will be taught to
the athletes of Northeast Football. Continuing with off the field/on the field practice, players
need to be taught and learn strategy through attentive chalk talks, demonstrations and by
studying game film of themselves and upcoming opponents. The training of Fundamentals
through drills and a games approach will be carried out by players on the field with an emphasis
on Intensity, Effort and knowing their role in the scheme whether it be offense, defense or
special teams. Instilling the importance of Practice, players will understand that this level of the
pyramid is where they create the outcomes of their future success.
Game
There are three terms related to the Game level of the pyramid and they all relate with
one another, so Role, Skill and Effort interweave with one another and players should realize
when they are in or out of the game they should have expectations of themselves. Knowing your
Role on game day and in practice are not always easy for a player to deal with or accept, but

152. 151
every player has a place and he needs to embrace his role as he is affecting the outcome of the
game. Every player on and off the field has a Skill to contribute to the game, from making a
block to making a tackle and to encouraging and supporting your teammates through attentive
viewing and cheering during the game. Effort form the first play to the last play on or off the
field. Players need to realize that the Game is where they bring every brick from their journey.
Performance
The apex of the pyramid is Performance where every aspect from the pyramid is
displayed. “Playing like an Eagle,” is where Northeast players display their dedication for the
program, caring for their self/one another and the intensity that goes into creating the player and
young man they have become. The Performance level is just that … publically displaying a
young man of character who has conditioned himself to change his abilities through work and
practice, which are ultimately brought out in a fun game that they have prepared themselves for.
Own It … Work It … Change It … Create It …Bring It … Display It …do what you can to
develop that “IT” factor that is “Playing like an Eagle.”

153. 152
Annual Plan with Periodization
Month Period Phase
January Off-Season Base
February Off-Season Development
March Off-Season Base
April Off-Season Development
May Off-Season Base
June Off-Season Development
July Off-Season Peak
August Transition Contact
September In-Season Maintenance
October In-Season Maintenance
November In-Season Maintenance
December Transition Active Rest
Exercise Menu
Explosive Complementary Basic Strength Specialty
1 Hang Clean 1 Jump Squats 1 Goblet Squats 1 Glute-Ham Raise 13 Four Way Wrestling
Neck Bridges
2 Rack Clean 2 Double Leg Split Lift with Clean 2 Front Squats 2 Leg Curls 14 Seated Row with
Forearm rotation
3 Power Clean 3 Double Leg Split Lift with Snatch 3 Back Squat 3 Step Ups 15 Nose breakers
(lying triceps extension)
4 Sumo Deadlift
w/ High Row
4 Dumbbell Thrusters 4 Box Squat 4 Bench Press 16 Chainsaws
(Single Arm Dumbbell Rows)
5 Push Press 5 Medicine Ball Plyo Push-Up 5 Overhead Squat 5 Incline Bench Press 17 Bent over Rows
6 Clean Shrug 6 Plyo Push-Up with clap 6 Barbell Deadlift 6 Close Grip Bench 18 Bicycle Crunches
Medicine Ball 7 Hex Bar Deadlift 7 Arnold Press 19 Russian Twists
7 Chops (Straight, Alternate, Side) 8 Romanian Dead
Lift
8 Lat Pulldown
8 Chest Passes (Double Arm, Single
Arm, Side single arm, overhead toss)
9 Straight Leg
Deadlift
9 Bent Arm DB Pullover
9 Rotation (Forward Alternate, Same
Hip, Side Toss, Hammer Over
Shoulder Toss)
10 Single Leg Squat 10 FSB Raises (Front,
Lateral, Posterior
Deltoid)
Typically Lasts:
Strength Training Speed/Agility
Strength
Training Speed/Agility Strength Training Speed/Agility
Monday X X X X X X
Tuesday X X X X
Wednesday
Thursday X X X X
Friday X X X X
Saturday X
Sunday
22 Weeks 10 Weeks 14 Weeks
Off-Season Pre-Season In-Season

154. 153
11 Good Morning 11 Reverse Preacher
Curls
12 Landmines 12 Four Way Neck
Machine
Weekly Schedules for Each Period
Off-Season Overview
The off-season program is based around having a four-day workout week, where
Explosive lifts will be performed on Monday and Thursday, while Strength lifts will be
performed on Tuesday and Friday. Wednesday will be a rest day to allow for a full 48 hours of
recovery, since Thursday’s workout will be similar in movement and muscles to Monday’s
workout. One Repetition Maxes (1RM) will be performed on four exercises (Power Clean, Flat
Bench Press, Back Squat and Barbell Deadlift); moreover, for the remainder of the lifts that
require a percentage, the players will use a 1RM Calculation Chart (Appendix 1) to find their
approximate One Rep Max. The explosive lifting day is aimed at performing multi-joint lifts to
increase explosion with additional complimentary and strength that focus on multiple joints in
the body where the players are offered a few options due to equipment availability and space
concerns. In addition to the various lifts, Monday and Thursday will also be the Abdominal and
Hamstring exercise day. The reasoning for sets and weights for each exercise is based on
creating power, strength, size and endurance. Periodization is addressed in four week increments
and follows a hybrid of the recipe for developing power during the Base phase for weeks one
through four, as well as, using a weight increase during the Development Phase for weeks five
through seven based off of Jim Wendler’s 5-3-1 Manual (2009, p. 27). The strength lifting day
largely revolves around Jim Wendler’s 5-3-1 Manual from the Base phase for weeks one through
four, which incorporate one warm-up set of 40% (Jim Wendler, 2009, p. 30) for time constraints
in the weight room and the Development Phase increases for weeks five through seven. For the

155. 154
complimentary, strength and specialty lifts; Tuesday will be more of a Pull exercise day where
Friday will be more of a Push exercise day; furthermore, Tuesday and Friday’s workouts will
also address strengthening the core and neck. During week 4, the players are offered the
opportunity to incorporate elastic bands and chains into their workout since this is a lighter
workout day.
The football team will also alternate our Speed day and our Agility day as well. This Off-season
workout will allow the players’ ample time to master the techniques of the lifts, so that they are
better performed over the long off season; furthermore, the increased time in the weight room
will improve the team chemistry, cohesion and confidence.
Off-Season Explosive Workout
Note Three Things
1. If the exercise does not have sets and reps listed then you will use the set,rep and weight prescribed at the top of that
day and fill in the percentage column accordingly with the weight you used (This will make Weeks 5- 7 Math Free).
2. The weight is to be calculated from a Predicted 1 Rep Max (1RM) on all lifts, but the Power Clean that will be tested
for 1RM.
3. During Weeks 5 thru 7 You will increase exercises by 5 pounds on the first and second set and 10 pounds on the third
and fourth set. Week 5 will be based off of Week 1, Week 6 off of Week 2 and Week 7 offofWeek 3
Monday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
4, 4, 3, 3
75%, 75%,
80%, 80%
4 x
4, 4, 3, 3
75%, 80%,
80%, 85%
4 x 4
80%, 80%,
85%, 85%
3 x 5
75%, 80%,
85%
Sumo Deadliftw/ High Row
Push Press
Hang Clean
Goblet Squats 3 x 4 3 x 4 3 x 5 4 x 4
Plyo Push up w/ Clap or Med Ball 3 x 4 3 x 4 3 x 5 4 x 4
Med Ball Chops (Straight,
Alternate, Side)
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8
each
Glute-Ham Raise/ Good Morning 3 x 4 3 x 4 3 x 5 4 x 4
Double Leg SplitLiftw/ Snatch
3 x 3
each leg
3 x 4
each leg
3 x 5
each leg
4 x 4
each leg

156. 155
Jump Squats 2 x 12 2 x 12 2 x 12
2 x
15, 12
BicycleCrunches
2 x 25 2 x 25 2 x 30 2 x 30
Thursday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
4, 4, 3, 3
75%, 75%,
80%, 80%
4 x
4, 4, 3, 3
75%, 80%,
80%, 85%
4 x 4
80%, 80%,
85%, 85%
3 x 5
75%, 80%,
85%
Clean Shrug
Rack Clean
Power Clean
Dumbbell Thrusters 3 x 4 3 x 4 3 x 5 4 x 4
Med Ball ChestPasses(2Arm, 1
Arm,Side 1 Arm, Overhead)
3 x 4
each
3 x 4
each
3 x 5
each
4 x 4
each
Med Ball Chops (Straight,
Alternate, Side)
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8
each
SingleLeg Squat / Step Ups
3 x 4
each
3 x 4
each
3 x 5
each
4 x 4
each
Double Leg SplitLiftw/ Clean
3 x 3
each leg
3 x 4
each leg
3 x 5
each leg
4 x 4
each leg
Leg Curls / Straight LegDeadlift 2 x 12 2 x 12 2 x 12
2 x
15, 12
Russian Twists with Med
Balls
2 x 12
each
side
2 x 12
each
side
2 x 12
each
side
2 x
15, 12
each
side
Monday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7 WEEK 8
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 1
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 2
4 x 4
Weight
Adjust off
of Week 3
3 x
3, 2, 1+
40%, 50%,
100%
Sumo Deadliftw/ High Row
Push Press
Hang Clean
Goblet Squats 4 x 4 4 x 5 4 x 5 2 x 3
Plyo Push up w/ Clap or Med Ball 4 x 4 4 x 5 4 x 5 2 x 3
Med Ball Chops (Straight,
Alternate, Side)
3 x 8
each
3 x 8
each
3 x 10 4 x 6
Glute-Ham Raise/ Good Morning 4 x 4 4 x 5 4 x 5 2 x 3
Double Leg SplitLiftw/ Snatch
4 x 4
each leg
4 x 5
each leg
4 x 5
each leg
2 x 3
each leg

157. 156
Off-Season Strength
Note Four Things
1. If the exercise does not have sets and reps listed then you will use the set,rep and weight prescribed at the top of that
day and fill in the percentage column accordingly with the weight you used (This will make Weeks 5- 7 Math Free).
2. The weight is to be calculated from 90% of your Max. For Example, my Bench Max is 200, so 200 x .9 (90%)=180, so
all of my percentages to be worked out with will be multiplied by 180 NOT 200
3. During Weeks 5 thru 7 You will increase upper body exercises by 5 pounds for upper body exercises for each set and
increase lower body exercises by 5 pounds on the first and second set and 10 pounds on the third and fourth set. Week 5
will be based off of Week 1, Week 6 off of Week 2 and Week 7 offofWeek 3
4. During Week 4 You have the option to use Bands or Chains in conjunction with exercises since this is a light week.
REMEMBER that 1 set of chains is like adding a 25 lbs. plate, so make sure to account for this when determining weight.
DO NOT use bands for Overhead Squats
Tuesday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
5, 5, 5, 5+
40%,
65%,
75%,
85%
4 x
5, 3, 3, 3+
40%,
70%,
80%,
90%
4 x
5, 5, 3,1+
40%,
75%,
85%,
95%
4 x
5, 5, 5, 5
40%,
40%,
50%,
60%
Box Squat Optional Chains / Bands
Front Squat Optional Chains / Bands
Hex Bar Deadlift/ RomanianDeadlift Optional Chains / Bands
Bench Press Optional Chains / Bands
Close-Grip Bench Optional Chains / Bands
Chainsaws / Bent-Over Rows 3 x 5 3 x 6 4 x 4 4 x 4
Reverse PreacherCurls 3 x 5 3 x 6 4 x 4 4 x 4
Jump Squats
2 x
15, 12
3 x 12 3 x 12
3 x
15, 12,
12
BicycleCrunches
2 x 35 2 x 35 3 x 30 3 x 30
Thursday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7 WEEK 8
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 1
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 2
4 x 4
Weight
Adjust off
of Week 3
3 x
3, 2, 1+
40%,
50%,
100%
Clean Shrug
Rack Clean
Power Clean
Dumbbell Thrusters 4 x 4 4 x 5 4 x 5 2 x 3
Med Ball ChestPasses(2Arm, 1
Arm,Side 1 Arm, Overhead)
4 x 4 each
4 x 5
each
4 x 5
each
2 x 3 each
Med Ball Chops (Straight,
Alternate, Side)
3 x 8 each
3 x 8
each
3 x 10
each
4 x 6 each
SingleLeg Squat / Step Ups 4 x 4 each
4 x 5
each
4 x 5
each
2 x 3 each
Double Leg SplitLiftw/ Clean
4 x 4 each
leg
4 x 5
each leg
4 x 5
each leg
2 x 3 each
leg
Leg Curls / Straight LegDeadlift
2 x
15, 12
3 x 12 3 x 12
3 x
15, 12, 12
Russian Twists with Med Balls
2 x
15, 12
each side
3 x 12
each
side
3 x 12
each
side
3 x
15, 12, 12
each side

158. 157
Lat Pulldown /Bent Arm DB Pullover 3 x 10, 8, 6 3 x 10, 8, 6 3 x 10, 10,8 3 x 10, 10, 8
Landmines
3 x 10, 8, 6
each side
3 x 10, 8, 6
each side
3 x 10,10, 8
each side
3 x 10, 10, 8 each side
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 6 each 3 x 6 each 3 x 6 each 3 x 8 each
Friday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x 5,
5, 5, 5+
40%,
65%,
75%,
85%
4 x 5,
3, 3, 3+
40%,
70%,
80%,
90%
4 x 5,
5, 3, 1+
40%,
75%,
85%,
95%
4 x 5, 5, 5, 5
40%,
40%,
50%,
60%
Back Squat Optional Chains / Bands
Overhead Squat Optional Chains
Barbell Deadlift Optional Chains / Bands
Incline Press Optional Chains / Bands
FSB Raises (3 Way Deltoid
Raise)
3 x
10, 8, 6
3 x
10, 8, 6
3 x
10, 10, 8
3 x 10, 10, 8
Lat Pulldown /Bent Arm DB
Pullover
3 x
10, 8, 6
3 x
10, 8, 6
3 x
10, 10, 8
3 x 10, 10, 8
Seated Row with Forearm
Rotation
3 x 5 3 x 6 4 x 4 4 x 4
Nose breakers / Arnold Press 3 x 5 3 x 6 4 x 4 4 x 4
Med Ball Rotation (Forward
Alternate, Same Hip, Hammer Toss)
3 x 6 each 3 x 6 each 3 x 6 each 3 x 8 each
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 6 each 3 x 6 each 3 x 6 each 3 x 8 each
Pre-Season Overview
Tuesday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7 WEEK 8
4 x
5, 5, 5,
5+
Weight
Adjust off
of Week 1
4 x
5, 3, 3,
3+
Weight
Adjust off
of Week 2
4 x
5, 5, 3,
1+
Weight
Adjust off
of Week 3
3 x 5,
3, 1+
40%,
50%,
100%
Box Squat
Front Squat
Hex Bar Deadlift / Romanian Deadlift
Bench Press
Close-Grip Bench
Chainsaws / Bent-Over Rows 4 x 5 4 x 5 5 x 5 5 x 5
Reverse Preacher Curls 4 x 5 4 x 5 5 x 5 5 x 5
Lat Pulldown /Bent Arm DB Pullover
3 x
12, 10, 8
3 x
12, 10, 8
3 x
12, 12, 8
3 x
12, 12, 12

159. 158
Nearly mirroring the off-season program, the pre-season program follows much of the
same exercises and layout, but periodization is different due to the Peak phase of the pre-season
training program and a decrease in the amount of exercises as we go later in the program to
accommodate more speed and agility training. The pre-season program is based around having a
four-day workout week, where Explosive lifts will be performed on Monday and Thursday,
while Strength lifts will be performed on Tuesday and Friday. Wednesday will be a rest day to
allow for a full 48 hours of recovery, since Thursday’s workout will be similar in movement and
muscles to Monday’s workout. One Repetition Maxes (1RM) will be performed on four
exercises (Power Clean, Flat Bench Press, Back Squat and Barbell Deadlift); moreover, for the
remainder of the lifts that require a percentage, the players will use a 1RM Calculation Chart
(Appendix 1) to find their approximate One Rep Max. The explosive lifting day is aimed at
performing multi-joint lifts to increase explosion with additional complimentary and strength
Landmines
3 x
12, 10, 8
each
side
3 x
12, 10, 8
each
side
3 x
12, 12, 8
each
side
3 x
12, 12, 12
each side
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 8
each
3 x 8
each
3 x 10
each
4 x 6 each
Friday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7 WEEK 8
4 x
5, 5, 5,
5+
Weight
Adjust off
of Week 1
4 x
5, 3, 3,
3+
Weight
Adjust off
of Week 2
4 x
5, 5, 3,
1+
Weight
Adjust off
of Week 3
3 x 5,
3, 1+
40%,
50%,
100%
Back Squat
Overhead Squat
Barbell Deadlift
Incline Press
FSB Raises (3 Way Deltoid Raise)
3 x
12, 10, 8
3 x
12, 10, 8
3 x
12, 12, 8
3 x
12, 12, 12
Lat Pulldown /Bent Arm DB Pullover
3 x
12, 10, 8
3 x
12, 10, 8
3 x
12, 12, 8
3 x
12, 12, 12
Seated Row with Forearm Rotation 4 x 5 4 x 5 5 x 5 5 x 5
Nose breakers / Arnold Press 4 x 5 4 x 5 5 x 5 5 x 5
Med Ball Rotation (ForwardAlternate,
Same Hip, Hammer Toss)
3 x 8
each
3 x 8
each
3 x 10
each
4 x 6 each
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 8
each
3 x 8
each
3 x 10
each
4 x 6 each

160. 159
that focus on multiple joints in the body where the players are offered a few options due to
equipment availability and space concerns. In addition to the various lifts, Monday and
Thursday will also be the Abdominal and Hamstring exercise day. The reasoning for sets and
weights for each exercise is based on creating power, strength, size and endurance. Periodization
is addressed by following a hybrid of the recipe for developing power during the Base phase for
weeks one through four, as well as, using a weight increase during the Development Phase for
weeks five through seven based off of Jim Wendler’s 5-3-1 Manual (2009, p. 27) where there is
also a reduction in in the amount of exercises in week seven; furthermore, using a repeat of
weeks six and seven’s workout in weeks eight and nine with a reduciton in the amount of
exercises during the Peak phase in preparation for Max pre-season testing in week ten address
periodization in the Peak phase. The strength lifting day largely revolves around Jim Wendler’s
5-3-1 Manual from the Base phase for weeks one through four, which incorporate one warm-up
set of 40% (Jim Wendler, 2009, p. 30) for time constraints in the weight room and the
Development Phase increases for weeks five through seven where there is also a reduction in the
amount of exercises in week seven to accommodate increased speed and agility work. For the
complimentary, strength and specialty lifts; Tuesday will be more of a Pull exercise day where
Friday will be more of a Push exercise day; furthermore, Tuesday and Friday’s workouts will
also address strengthening the core and neck. During week 4, the players are offered the
opportunity to incorporate elastic bands and chains into their workout since this is a lighter
workout day. This workout displays the reduction in the amount of single joint exercises that
will be done due to the increase in the speed/agility work that will be done during the program to
increase speed and endurance. In addition to the workout, there will also be a reduction in the
amount of strength training overall as the team moves closer to the start of the season.

161. 160
Pre-season Explosion
Note Three Things
1. If the exercise does not have sets and reps listed then you will use the set,rep and weight prescribed at the top of
that day and fill in the percentage column accordingly with the weight you used (This will make Weeks 5- 9 Math
Free). 2.
The weight is to be calculated from a Predicted 1 Rep Max (1RM) on all lifts, but the Power Clean that will be tested
for 1RM.
3. During Weeks 5 thru 9 You will increase exercises by 5 pounds on the first and second set and 10 pounds on the
third and fourth set. Week 5 will be based off of Week 1, Week 6 off of Week 2, Week 7 offof Week 3, Week 8 off of
Week 2, and Week 9 offof Week 3
Monday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
4, 4, 3, 3
75%, 75%,
80%, 80%
4 x
4, 4, 3, 3
75%, 80%,
80%, 85%
4 x 4
80%, 80%,
85%, 85%
3 x 5
75%, 80%,
85%
Sumo Deadliftw/ High Row
Push Press
Hang Clean
Goblet Squats 3 x 4 3 x 4 3 x 5 4 x 4
Plyo Push up w/ Clap or Med Ball 3 x 4 3 x 4 3 x 5 4 x 4
Med Ball Chops (Straight,
Alternate, Side)
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8
each
Glute-Ham Raise/ Good Morning 3 x 4 3 x 4 3 x 5 4 x 4
Double Leg SplitLiftw/ Snatch
3 x 3
each leg
3 x 4
each leg
3 x 5
each leg
4 x 4
each leg
Jump Squats 2 x 12 2 x 12 2 x 12
2 x
15, 12
BicycleCrunches 2 x 25 2 x 25 2 x 30 2 x 30
Thursday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
4, 4, 3, 3
75%, 75%,
80%, 80%
4 x
4, 4, 3, 3
75%, 80%,
80%, 85%
4 x 4
80%, 80%,
85%, 85%
3 x 5
75%, 80%,
85%
Clean Shrug
Rack Clean
Power Clean
Dumbbell Thrusters 3 x 4 3 x 4 3 x 5 4 x 4
Med Ball ChestPasses(2Arm,
1 Arm,Side 1 Arm, Overhead)
3 x 4
each
3 x 4
each
3 x 5
each
4 x 4
each
Med Ball Chops (Straight,
Alternate, Side)
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8
each
SingleLeg Squat / Step Ups
3 x 4
each
3 x 4
each
3 x 5
each
4 x 4
each
Double Leg SplitLiftw/ Clean
3 x 3
each leg
3 x 4
each leg
3 x 5
each leg
4 x 4
each leg
Leg Curls / Straight LegDeadlift 2 x 12 2 x 12 2 x 12
2 x
15, 12

162. 161
Russian Twists with Med
Balls
2 x 12
each
side
2 x 12
each
side
2 x 12
each
side
2 x
15, 12
each
side
Monday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 1
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 2
4 x 4
Weight
Adjust off
of Week 3
Sumo Deadliftw/ High Row
Push Press
Hang Clean
Goblet Squats 4 x 4 4 x 5 4 x 5
Plyo Push up w/ Clap or Med Ball 4 x 4 4 x 5 4 x 5
Med Ball Chops (Straight,
Alternate, Side)
3 x 8
each
3 x 8
each
Glute-Ham Raise/ Good Morning 4 x 4 4 x 5 4 x 5
Double Leg SplitLiftw/ Snatch
4 x 4
each leg
4 x 5
each leg
Jump Squats
2 x
15, 12
3 x 12
BicycleCrunches 2 x 35 2 x 35 3 x 30
Thursday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 1
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 2
4 x 4
Weight
Adjust off
of Week 3
Clean Shrug
Rack Clean
Power Clean
Dumbbell Thrusters 4 x 4 4 x 5 4 x 5
Med Ball ChestPasses(2Arm, 1
Arm,Side 1 Arm, Overhead)
4 x 4
each
4 x 5
each
4 x 5
each
Med Ball Chops (Straight,
Alternate, Side)
3 x 8
each
3 x 8
each
SingleLeg Squat / Step Ups
4 x 4
each
4 x 5
each
4 x 5
each
Double Leg SplitLiftw/ Clean
4 x 4
each leg
4 x 5
each leg
Leg Curls / Straight LegDeadlift
2 x
15, 12
3 x 12
Russian Twists with Med
Balls
2 x
15, 12
each
side
3 x 12
each
side
3 x 12
each
side

163. 162
Monday
PEAK
WEEK 8 WEEK 9 WEEK 10
4 x
4, 4, 3, 3
Weight
Adjust off
of Week 2
4 x 4
Weight
Adjust off
of Week 3
3 x
3, 2, 1+
40%, 50%,
100%
Sumo Deadliftw/ High Row
Push Press
Hang Clean
Goblet Squats 5 x 5 5 x 5 2 x 3
Plyo Push up w/ Clap or Med Ball 5 x 5 5 x 5 2 x 3
Med Ball Chops (Straight,
Alternate, Side)
Glute-Ham Raise/ Good Morning 5 x 5 5 x 5
Double Leg SplitLiftw/ Snatch
Jump Squats
BicycleCrunches 3 x 30 3 x 35 3 x 35
Thursday
PEAK
WEEK 8 WEEK 9 WEEK 10
3 x
3, 2, 1+
40%, 50%,
100%
3 x
3, 2, 1+
40%, 50%,
100%
Clean Shrug
Rack Clean
Power Clean
Testing
for
Grade
9th-55
10th-115
11th-135
12th-185
Dumbbell Thrusters 5 x 5 5 x 5 2 x 3
Med Ball ChestPasses(2Arm, 1
Arm,Side 1 Arm, Overhead)
5 x 5
each
5 x 5
each
2 x 3
each
Med Ball Chops (Straight,
Alternate, Side)
SingleLeg Squat / Step Ups
5 x 5
each
5 x 5
each
Double Leg SplitLiftw/ Clean
Leg Curls / Straight LegDeadlift
Russian Twists with Med
Balls
3 x
15, 12,
12 each
side
3 x 15
each
side
3 x 15
each
side

164. 163
Pre-Season Strength
Note Four Things
1. If the exercise does not have sets and reps listed then you will use the set,rep and weight prescribed at the top of that day
and fill in the percentage column accordingly with the weight you used (This will make Weeks 5- 7 Math Free).
2. The weight is to be calculated from 90% of your Max. For Example, my Bench Max is 200, so 200 x .9 (90%)=180, so all
of my percentages to be worked out with will be multiplied by 180 NOT 200
3. During Weeks 5 thru 9 You will increase upper body exercises by 5 pounds for upper body exercises for each set and
increase lower body exercises by 5 pounds on the first and second set and 10 pounds on the third and fourth set. Week 5 will
be based off of Week 1, Week 6 off of Week 2, Week 7 offof Week 3 and week 9 will be based off of new max the week
before.
4. During Week 4 You have the option to use Bands or Chains in conjunction with exercises since this is a light week.
REMEMBER that 1 set of chains is like adding a 25 lbs. plate, so make sure to account for this when determining weight.
DO NOT use bands for Overhead Squats
Tuesday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
5, 5, 5,
5+
40%, 65%,
75%, 85%
4 x
5, 3, 3,
3+
40%, 70%,
80%, 90%
4 x
5, 5, 3,
1+
40%, 75%,
85%, 95%
4 x
5, 5, 5, 5
40%, 40%,
50%, 60%
Box Squat
Optional
Chains /
Bands
Front Squat
Optional
Chains /
Bands
Hex Bar Deadlift/ Romanian
Deadlift
Optional
Chains /
Bands
Bench Press
Optional
Chains /
Bands
Close-Grip Bench
Optional
Chains /
Bands
Chainsaws / Bent-Over Rows 3 x 5 3 x 6 4 x 4 4 x 4
Reverse Preacher Curls /
Reverse Standing 2 Arm Curls
3 x 5 3 x 6 4 x 4 4 x 4
Lat Pulldown /Bent Arm DB
Pullover
3 x
10, 8, 6
3 x
10, 8, 6
3 x
10, 10, 8
3 x
10, 10, 8
Landmines
3 x
10, 8, 6
each
side
3 x
10, 8, 6
each
side
3 x
10, 10, 8
each
side
3 x
10, 10, 8
each side

165. 164
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8 each
Friday
BASE
WEEK 1 WEEK 2 WEEK 3 WEEK 4
4 x
5, 5, 5,
5+
40%, 65%,
75%, 85%
4 x
5, 3, 3,
3+
40%, 70%,
80%, 90%
4 x
5, 5, 3,
1+
40%, 75%,
85%, 95%
4 x
5, 5, 5, 5
40%, 40%,
50%, 60%
Back Squat
Optional
Chains /
Bands
Overhead Squat
Optional
Chains
Barbell Deadlift
Optional
Chains /
Bands
Incline Press
Optional
Chains /
Bands
FSB Raises (3 Way Deltoid Raise)
3 x
10, 8, 6
3 x
10, 8, 6
3 x
10, 10, 8
3 x
10, 10, 8
Lat Pulldown /Bent Arm DB
Pullover
3 x
10, 8, 6
3 x
10, 8, 6
3 x
10, 10, 8
3 x
10, 10, 8
Seated Row with Forearm Rotation 3 x 5 3 x 6 4 x 4 4 x 4
Nose breakers / Arnold Press 3 x 5 3 x 6 4 x 4 4 x 4
Med Ball Rotation (ForwardAlternate,
Same Hip, Hammer Toss)
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8 each
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 6
each
3 x 6
each
3 x 6
each
3 x 8 each
Tuesday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7
4 x
5, 5, 5, 5+
Weight Adjust
off of Week 1
4 x
5, 3, 3, 3+
Weight Adjust
off of Week 2
4 x
5, 5, 3,1+
Weight Adjust off of
Week 3
Box Squat
Front Squat
Hex Bar Deadlift / Romanian Deadlift
Bench Press
Close-Grip Bench
Chainsaws / Bent-Over Rows 4 x 5 4 x 5 5 x 5
Reverse Preacher Curls /
Reverse Standing 2 Arm Curls
4 x5 4 x 5 5 x 5
Lat Pulldown /Bent Arm DB Pullover
3 x
12, 10, 8
3 x
12, 10, 8

166. 165
Landmines
3 x
12, 10, 8
each side
3 x
12, 10, 8
each side
3 x
12, 12, 8
each side
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 8 each 3 x 8 each 3 x 10 each
Friday
DEVELOPMENT
WEEK 5 WEEK 6 WEEK 7
4 x 5, 5, 5, 5+
Weight Adjust
off of Week 1
4 x
5, 3, 3, 3+
Weight Adjust
off of Week 2
4 x 5, 5, 3,
1+
Weight Adjust off of
Week 3
Back Squat
Overhead Squat
Barbell Deadlift
Incline Press
FSB Raises (3 Way Deltoid Raise) 3 x 12, 10, 8
3 x
12, 10, 8
3 x 12, 12,
8
Lat Pulldown /Bent Arm DB Pullover 3 x 12, 10, 8
3 x
12, 10, 8
Seated Row with Forearm Rotation 4 x 5 4 x 5
Nose breakers / Arnold Press 4 x 5 4 x 5
Med Ball Rotation (ForwardAlternate,
Same Hip, Hammer Toss)
3 x 8 each 3 x 8 each 3 x 10 each
4-way Neck Machine/
4 way WrestlingNeck Bridge
3 x 8 each 3 x 8 each 3 x 10 each
Tuesday
PEAK
WEEK 8 WEEK 9 WEEK 10
3 x
5, 3, 1+
40%, 50%,
100%
4 x
5, 5, 5, 5
40%, 40%,
50%, 60%
Box Squat
Front Squat
Hex Bar Deadlift / Romanian Deadlift
Bench Press
Testing for
Grade
9th-115
10th-135
11th-155
12th-185
Close-Grip Bench
Chainsaws / Bent-Over Rows 5 x 5 5 x 6 2 x 3
Reverse Preacher Curls /
Reverse Standing 2 Arm Curls
5 x 5 5 x 6
Lat Pulldown /Bent Arm DB Pullover

167. 166
Landmines
3 x
12, 12, 12
each side
4 x 10
each side
4 x 10
each side
4-way Neck Machine/
4 way WrestlingNeck Bridge
4 x 6 each 4 x 10 each 4 x 10 each
Friday
PEAK
WEEK 8 WEEK 9 WEEK 10
3 x
5, 3, 1+
40%, 50%,
100%
4 x
5, 5, 5, 5
40%, 40%,
50%, 60%
Back Squat
Testing for
Grade
9th-135
10th-185
11th-225
12th-275
Overhead Squat
Barbell Deadlift
Testing for
Grade on
Hex Bar
9th-200
10th-250
11th-300
12th-350
Incline Press
FSB Raises (3 Way Deltoid Raise)
3 x
12, 12, 12
4 x 10 4 x 10
Lat Pulldown /Bent Arm DB Pullover
Seated Row with Forearm Rotation
Nose breakers / Arnold Press
Med Ball Rotation (ForwardAlternate,
Same Hip, Hammer Toss)
4 x 6 each 4 x 10 each
4-way Neck Machine/
4 way WrestlingNeck Bridge
4 x 6 each 4 x 10 each 4 x 10 each
In Season Overview
The in-season program will be two scheduled days a week in the weight room on
Monday and Saturday. The Monday workout will be a multi-plane lift session to maintain
strength overall and size in the deltoids to help reduce shoulder impact during the season;
whereas, the Saturday workout will be a body-weight TRX band workout to maintain strength
and stretch the body for recovery purposes. The in-season workout will also have one scheduled
day of speed training because mostly all of this work and the agility work should come in the
form of position/skill related agility work.

168. 167
In SeasonWorkout Program

169. 168
Speed Development Overview
Monday Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Chainsaws 3 x 6 3 x 8 3 x 8 3 x 10 3 x 6 3 x 8
Bench Press 4 x 4 90% 4 x 5 87.50% 5 x 5 85% 6 x 3 90% 4 x 4 87.50% 4 x 5 85%
Goblet Squat 4 x 4 4 x 5 5 x 5 6 x 3 4 x 4 4 x 5
Push Press 3 x 3 3 x 4 4 x 4 4 x 5 3 x 3 3 x 4
Hang Clean 3 x 3 3 x 4 4 x 4 4 x 5 3 x 3 3 x 4
FSB Raises (3 Way Delt Raise) 3 x 6 3 x 8 3 x 8 3 x 10 3 x 6 3 x 8
Bicycle Crunches 3 x 20 3 x 25 3 x 30 3 x 30 4 x 25 4 x 25
Saturday
TRX Press 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Row 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Overhead Squat 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Tricep Extension 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Bicep Curl 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Y Fly 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Plank 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
Monday Week
7
Week
8
Week
9
Week
10
Week
11
Week
12
Chainsaws 3 x 8 3 x 10 3 x 8 3 x 6 3 x 8 3 x 6
Bench Press 5 x 5 90% 6 x 3 87.50% 4 x 5 85% 4 x 4 90% 4 x 5 87.50% 4 x 4 85%
Goblet Squat 5 x 5 6 x 3 4 x 5 4 x 4 4 x 5 4 x 4
Push Press 4 x 4 4 x 5 3 x 4 3 x 3 3 x 4 3 x 3
Hang Clean 4 x 4 4 x 5 3 x 4 3 x 3 3 x 4 3 x 3
FSB Raises (3 Way Delt Raise) 3 x 8 3 x 10 3 x 8 3 x 6 3 x 8 3 x 6
Bicycle Crunches 3 x 30 3 x 30 3 x 25 3 x 25 3 x 25 3 x 25
Saturday
TRX Press 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Row 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Overhead Squat 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Tricep Extension 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Bicep Curl 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Y Fly 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
TRX Plank 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW 4 x 30
secs
BW
30- 45 Second Recovery between sets on TRX Bands
30- 45 Second Recovery between sets on TRX Bands

170. 169
The speed training program will occur on Tuesday and Friday after our weight room
lifting session because this will allow the players to not be affected technique wise from the
explosion exercises performed on Monday and Thursday. Addressing periodization in a speed
program is important for a few reasons, base and development foundations are important in the
off-season to ensure proper running form and to develop a base of conditioning while also
assisting in weight control. The peak phase will be addressed during the pre-season where the
emphasis will be put on increasing speed work before the season and lowering weight room
training. In addition to the reduction in the weight room, the increase in speed work will be
accompanied by a reduction in recovery time to prepare the body’s energy systems for the
upcoming season. Running technique will be addressed by performing the A March and A Skip,
while 40 yard starts will be addressed through starts, sprints and the Drop/Fall and Go drills.
Speed and acceleration development will be increased with the Flying 10s/20s, Hollow sprints,
Buildups and Sprint work (Appendix 2) (Arthur, M. & Bailey, B. 1998, p.174-177).
TUESDAY BASE DEVELOPMENT PEAK
A March 5 x 10 1:6 5 x 10 1:6 5 x 10 1:6
A Skip 5 x 10 1:6 5 x 10 1:6 5 x 10 1:6
High Knee to a Sprint 4 x 10 1:6 4 x 10 1:6 4 x 10 1:6
Drop and Go 4 x 10 1:8 4 x 10 1:8 4 x 10 1:8
Stance Start 4 x 10 1:10 5x10 1:10 5 x
5/10/15/10/15
1:10
Flying 10s 2 x 1:15 3 x 1:14 4 x 1:12
Hollow Sprints 2 x 1:15 3 x 1:14 4 x 1:12
Sprints from Stance 4 x 40 1:30 6 x 40 1:24 8 x 40 1:30
FRIDAY BASE DEVELOPMENT PEAK

171. 170
A March 5 x 10 1:6 5 x 10 1:6 5 x 10 1:6
A Skip 5 x 10 1:6 5 x 10 1:6 5 x 10 1:6
High Knee to a Sprint 4 x 10 1:6 4 x 10 1:6 4 x 10 1:6
Fall and Go 4 x 10 1:8 4 x 10 1:8 4 x 10 1:8
Position Start 4 x 10 1:10 5x10 1:10 5 x
5/10/15/10/15
1:10
Flying 20s 2 x 1:15 3 x 1:14 4 x 1:12
Buildups 2 x 1:15 3 x 1:14 4 x 1:12
Sprints from Position 4 x 40 1:30 6 x 40 1:24 8 x 40 1:30
Agility and Plyometric Drill Overview
The agility and plyometric training program will occur on Monday and Thursday after
our weight room lifting session. Addressing periodization in an agility and plyometric program
is important for a few reasons, base and development foundations are important in the off-season
to ensure athletes maintain mobility and stability in their joints and to develop a base of
conditioning while also assisting in weight control. The peak phase will be addressed during the
pre-season where the emphasis will be put on increasing more sport specific agility and
plyometric training before the season and lowering weight room training. In addition to the
reduction in the weight room, the increase in sport specific agility and plyometric work will be
accompanied by a reduction in recovery time and increase in repetitions to prepare the body’s
energy systems for the upcoming season. Bag Drills (Appendix 3) (Arthur, M. & Bailey, B.
1998, p.198-205) will address agility needs, as well as plyometric needs on Monday. The Pro-
Agility (Appendix 4) (Arthur, M. & Bailey, B. 1998, p.227) and position specific drills are
performed on both Monday and Thursday because the goal is to prepare the players for their
testing in the Pro-Agility, but to maintain some sort of season readiness when it comes to the
rigors of the various positions. Thursdays workout will consist of Line Drills, (Appendix 5)
(Arthur, M. & Bailey, B. 1998, p. 229-232) Cone Drills, (Appendix 6) (Arthur, M. & Bailey, B.
1998, p. 218-220) the 3 Cone Drill (Appendix 7) (Jackowski, J. 2009, para. 3) and the Rolling

172. 171
Slalom (Appendix 8) (Soccer Agility Drills, para. 27), which will mainly address agility needs,
but the shuffling drills will aid in plyometric training.
MONDAY BASE DEVELOPMENT PEAK
BAG- Straight Run 2x 1:10 2x 1:8 2x 1:8
BAG- Forward w/ Double chop 2x 1:10 2x 1:8 2x 1:8
BAG- Lateral Step 2x 1:10 2x 1:8 2x 1:8
BAG- Lateral Step w/ Double Chop 2x 1:10 2x 1:8 3x 1:8
BAG- Change of Direction 2x 1:10 3x 1:8 3x 1:8
BAG- Forward Back 2x 1:10 2x 1:8 2x 1:8
BAG- Combo Lateral/Forward Back 2x 1:12 3x 1:12 3x 1:12
BAG- Rotation 2x 1:12 2x 1:12 2x 1:12
BAG- Bunny Hop Rotation 2x 1:12 2x 1:12 3x 1:12
Pro Agility 2x 1:10 3x 1:10 3x 1:8
Position Specific Drill 2x 1:10 4x 1:10 6x 1:8
THURSDAY BASE DEVELOPMENT PEAK
Pro Agility 2x 1:10 3x 1:10 3x 1:8
3 Cone Drill 2x 1:10 2x 1:10 3x 1:8
Rolling Slalom 2x 1:10 2x 1:10 2x 1:8
4 Corner Shuffle 2x 1:10 2x 1:10 3x 1:8
4 Corner Comeback 2x 1:10 2x 1:10 2x 1:8
4 Corner Drop 2x 1:10 3x 1:10 3x 1:8
Line- 5/10/5 Sprint 2x 1:12 3x 1:12 3x 1:10
Line- 5/10/5 Shuffle 2x 1:12 2x 1:12 2x 1:10
Line- 5/10/5 Backpedal Forward 2x 1:12 2x 1:12 2x 1:10
Line- Backpedal Sprint 2x 1:12 2x 1:12 2x 1:10
Position Specific Drill 2x 1:10 4x 1:10 6x 1:8
Testing and Evaluating
The need for testing and evaluating is paramount in the Strength, Speed and Conditioning
program at Northeast High School to ensure that athletes are progressing, coaches are using

173. 172
effective techniques of training and nutrition guidelines are being followed to better each
individual player. The player scorecard can be located in the appendix (Appendix 9).
Annual Test Cycle for Northeast Football
Test 1- Early January
Test 2- Mid March
Test 3- Late May
Test 4- First week in August
Test 1-Height
Equipment Needed:
 Flat Wall, Marked Wall from 4 feet to 7 feet (numbered every inch and dash on every ½
inch), Carpenter Square for placing on head to get measurement
Procedure:
1. Take shoes off.
2. Stand with heels, buttocks, back and head against wall.
3. Place carpenter square on head, so the square makes a right angle with the wall.
4. Measure and record height to the nearest inch.
Causes for Disqualification: N/A
Test 2- Weight
Equipment Needed:
 Scale
Procedure:
1. Weigh in with only T-shirt, shorts, and socks (no shoes, sweats, or equipment).
2. Weigh in prior to activity
3. Round body weight to the nearest ½ pound
Causes for Disqualification: N/A
Test 3- Waist Measurement
Equipment Needed:
 Flexible Tape Measure (cloth or vinyl)
Procedure:
1. Stand relaxed with arms at side.
2. Place tape around waist at level of navel.
3. Pull tape measure until taut, but not stretched or twisted.
4. Record to the nearest quarter inch.
Causes for Disqualification: N/A
Test 3- Vertical Jump
Equipment Needed:
 Vertical Challenger, Adjustment Rod, Marked Wall from 6 feet to 9 feet (numbered
every inch) to measure reach

174. 173
Procedure:
Reach
1. Stand with dominant side to wall, making sure feet and hip are flush against the wall.
2. Reach as high as possible with the dominant hand, while keeping feet flat on the ground.
3. Record the highest height reached to the nearest inch.
Jump
1. The athlete goes to the Vertical Challenger and positions himself for the jump (one foot
under, one foot away).
2. The athlete brings both feet under and jumps, hitting the highest possible vane.
3. Allow three jumps and record the best. (Example Reach=7’2”, Jump=9’2”, Vertical=24”)
Causes for Disqualification:
1. Feet and hips not flush with wall when assessing reach length.
2. Taking a step or more up to the challenger before the jump.
Test 4- 20-yard shuttle (Pro Agility)
Equipment Needed:
 Stop watch, 3 cones, 10 yards on the field (marked by 5 yards-3 lines)
Procedure:
1. From a two-point stance straddle the middle line facing the middle cone.
2. Run to the right line and touch with your right hand.
3. Sprint back across middle line to the left line and touch with your left hand.
4. Sprint back across middle line and stop the time.
5. Record 3 times, circle best time.
Causes for Disqualification:
1. Not touching correct line with the correct hand.
Test 5- 10 and 40-yard Dash
Equipment Needed:
 2 Coaches with stopwatches, 60 yards of flat running space (Turf Field)
Procedure:
1. Athlete stretches and warms up.
2. Athlete places hand on goal line.
3. Athlete starts when they are ready. Coaches start stopwatch on athlete’s movement.
4. Record three times, circle the best time.
Causes for Disqualification:
1. Not having opposite hand and foot on the starting line
2. Rocking
3. Placing hand or foot in front of the starting line.
Test 6-Flat Bench Rep Test
Equipment Needed:
 Flat Bench, 45-pound Olympic Barbell, Various Plates, Clips

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Procedure:
1. Put appropriate weight on bar securely for the athlete (Senior 185, Junior 155,
Sophomore 135, Freshmen 115).
2. The athlete lays down flat on bench with feet flat on the floor.
3. The athlete may break the weight himself or he can have the bar lifted over his chest by
the spotter(s).
4. The athlete touches the bar to his chest and locks out completely over his chest for one
qualifying rep.
5. The athlete performs as many reps as possible and the coach records the score.
Causes for Disqualification:
1. Athlete’s feet come off the floor.
2. If rep doesn’t touch chest or is not locked out, that rep doesn’t qualify.
Test 7-Parallel Squat Rep Test
Equipment Needed:
 Squat Rack, 45-pound Olympic Barbell, Various Plates, Clips
Procedure:
1. Put appropriate weight on bar securely for the athlete (Senior 275, Junior 225,
Sophomore 185, Freshmen 135).
2. The Athlete positions himself under the bar in the squat rack and the athlete may break
the weight himself or he can have the bar lifted by the spotter(s) until he is away from the
rack.
3. The athlete should keep the chest up, maintain a vertical shin as long as possible and
lower his hips until they are parallel to the ground; followed by returning straight up
without swaying or staggering for one qualifying rep.
4. The athlete performs as many reps as possible and the coach records the score.
Causes for Disqualification:
1. Athlete bends over during the lift.
2. The athlete doesn’t reach parallel to the ground.
3. Knee flexion goes forward too far, placing the knee at risk of injury.
4. The athlete staggers in the concentric phase.
Test 8- Power Clean Rep Test
Equipment Needed:
 Power Clean Platform, 45-pound Olympic Barbell, Various Plates, Clips
Procedure:
1. Put appropriate weight on bar securely for the athlete (Senior 185, Junior 135,
Sophomore 115, Freshmen 55).
2. The Athlete positions himself over the bar for the lift with his chest up and hands outside
of knees.
3. The athlete explodes up into a high row, then thrusts elbows out to finish lift.
4. The athlete returns the bar to the ground and repeats for as many reps as possible.

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Causes for Disqualification:
1. The athlete is bending over and only using back to pull the weight up.
2. The athlete is swinging the barbell out away from their frame to get it up.
3. The athlete does not finish at the top with elbows out.
4. The athlete is staggering while lifting.
Test 9- Hex Bar Deadlift Rep Test
Equipment Needed:
 Power Clean Platform, 45-pound Hex Bar, Various Plates, Clips
Procedure:
1. Put appropriate weight on bar securely for the athlete (Senior 350, Junior 300,
Sophomore 250, Freshmen 200).
2. The athlete positions himself in the middle of the Hex Bar and squats down with arms
straight and chest up before performing lift.
3. The Athlete goes up using his legs and core to lift the bar until they are erect and then
they return the bar down controlled, followed by the next rep.
4. The athlete attempts as many reps as possible.
Causes for Disqualification:
1. The athlete uses arms by bending and pulling.
2. The athlete lifts with only their back.
The athlete doesn’t go all the way up or he drops the bar in between reps.
Goal Setting
Goal Setting is a Psychological technique that is used to help athletes achieve personal
growth and peak performance by creating positive changes in anxiety, confidence and motivation
through the use of creating objectives that are Specific, Attainable and Measurable otherwise
known as the SAM Model. Goals influence performance by directing athlete’s attention and
action to important aspects of the task, helping the athlete mobilize his/her effort, not only
increasing immediate effort, but also helping prolong effort or increase persistence and athletes
often develop and employ new learning strategies through the process of setting goals. Goal
setting for the Northeast High School Football Program will follow three types of goals that are
Outcome, Performance and Process as shown below.

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Outcome Goals
– The overall result of your goal
• Improve my bench press by 30 pounds in 4 months
Performance Goals
– Assessing performance or your goal on your way towards your goal
• Every 5 weeks I should improve my bench by 10 pounds
Process Goals
– Procedure you will go through to achieve your goal
• (Monday and Wednesday core lifts will include Flat Bench and Incline Bench
respectively at the weekly workout as follows until the testing week: 4x4(last set 4+), 5x5
(last set 5+), [5,4,3,2,1+], [10,8,6+] this will be repeated in a 4 week cycle)Monday and
Wednesday supplemental lifts will include Dumbbell Incline Press, Dumbbell Bent Arm
Pullover, and Arnold Press on Mondays, while Wednesdays will include Cable
Crossovers, Dumbbell Flies, Arnold Press, Dumbbell Thrusters with the weekly workout
as follows until the testing week: 3x8, [10,8,8+], [10,10,6+], [12,10,8,6+], 3x10 this will
be cycled until the testing week.
Active / Dynamic Warm-up and Mobility Routine
The active/dynamic routine must be specific to the outcome of training and that is why
the warm-up before the lifting program differs from the warm-up before speed/agility training
and pre-game. Gambetta (2007, p. 253) reminds dynamic and strength training warm-ups
function as a mobility warm-up as well due to the cross behind switches and stick work
respectively.
A complete and effective warm-up should be in concert with the goal of the workout. It
should be progressive in that it builds in intensity in a crescendo like manner. It must be
active and dynamic, not passive and static.

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Warm-up for Speed / Agility Training
Exercise #1
Name: High Knee and Grab
Purpose: Hamstring, Glute and Calf
Procedure:
Take Step, Raise knee and Pull up to Chest, Extend up on Toes with
other foot
Volume: 2 x 10 yards
Rest Interval: 10-yard easy jog, followed by 15 seconds
Key Points: Chest up, pulling knee up to chest, extending up on toes
Exercise #2
Name: Heel up and Grab
Purpose: Quad
Procedure:
Take Step raise heel up to butt and grab with opposite hand and pull
up to middle of butt, Slight lean forward
Volume: 2 x 10 yards
Rest Interval: 10-yard easy jog, followed by 15 seconds
Key Points: Opposite hand and foot action, Pull midline, Slight lean
Exercise #3
Name: Cross behind Switch
Purpose: Glutes, Hamstrings, Quads, Entire Lower
Procedure:
Facing sideline, Take Lateral Step with lead foot, Then Cross behind
with trail leg so that the knee is located behind lead foot
and foot/lower leg is parallel to sideline and squat
Volume: 2 x 10 yards @ 1 each direction
Rest Interval: 10-yard easy jog, followed by 15 seconds
Key Points: Positioning of cross behind leg
Exercise #4
Name: High Knees
Purpose: speed and stride length, hamstring flexibility
Procedure:
Slight forward lean with quick, short steps, driving knee up high with
full extension of down foot
Volume: 2 x 10 yards
Rest Interval: 10-yard easy jog, followed by 15 seconds
Key Points:
Lean forward, good tight arm swing, IT'S ALL ABOUT THE REPS
not the distance covered
Exercise #5
Name: Butt Kickers
Purpose: faster stride frequency and speed, quadriceps flexibility
Procedure:
Opposite hand/foot action with good arm swing, slight forward lean,
bringing foot to the butt, keep quick kick action
Volume: 2 x 10 yards
Rest Interval: 10-yard easy jog, followed by 15 seconds

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Key Points:
forward lean, knees pointed down, IT’S ALL ABOUT THE REPS
not the distance covered
Warm-up for Strength Training
Exercise #1
Name: Stick Rotations
Purpose: Flexibility in upper extremities and Shoulders
Procedure:
Feet in Squat width holding a stick in an Overhead squat position,
Rotate the stick around your body
making big circles
Volume: 1 set of 5 Rotations left then 5 Rotations Right
Rest Interval: 15 seconds
Key Points: Stress Big Circles, good overhead squat position
Exercise #2
Name: Stick Lunge Rotations
Purpose: Stretch lower body and back
Procedure:
Start Over head squat position, step out to a lunge and rotate upper
body right, then step out to a lunge
again with the same foot and rotate upper body left, repeat leg until 5
reps alternating each time
Volume:
1 set 5 lunges on left leg with alternate rotation on each rep,
followed by 5 reps on right
Rest Interval: 15 seconds
Key Points: Keep Elbows locked and over center of gravity
Exercise #3
Name: Stick Monster Walk
Purpose: Lower body Flexibility
Procedure:
Start in Lowered overhead squat position, walk forward keeping
heels flat and wide base, Think "duck walk"
Volume: 1 set 5 steps forward, then 5 steps back
Rest Interval: 15 Seconds
Key Points:
Butt Down, Chest up, stick over center of gravity, Remind them
"Duck Walk"
Exercise #4
Name: Leg Swings-Forward/Backward
Purpose: lower body flexibility
Procedure:
Standing Upright, Holding onto Equipment with near Hand, Swing
far leg forward and backward for 5 reps
Volume: 1 set of 5 forward/backward swings on left, followed by 5 on right
Rest Interval: 15 seconds
Key Points: Stand upright, swing leg high forward and high backward
Exercise #5
Name: Lateral Swing and Hurdle Walk Over
Purpose: Hip and Adductor Flexibility
Procedure:
Face Equipment, Grab with right arm and laterally swing right leg
across the front of the body for 5 reps then

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grab equipment with both hands and perform 5 Hurdle walk overs
by simulating stepping over a hurdle, then switch to the left leg
Volume:
1 set of 5 lateral swings on right leg then 5 hurdle overs on right leg,
followed by 5 of each on the left
Rest Interval: 15 seconds
Key Points:
Lateral swing is out and then across body, large circle rotation on the
hurdle walk overs
Post work Flexibility Program
Exercise #1
Name: Standing Chest/Lat Stretch
Purpose: Upper body stretch
Procedure:
Standing face upright frame/pole, grab with right arm and palm
facing in, rotate chest away and pause at full s
stretch, then repeat for 5 reps, Next squat into athletic stance and
grab with palm facing in and pull body away
from the bar stretching back while pausing on each stretch, then
repeat for 5 reps, finally perform last stretch
with palm facing away for 5 reps, then switch to other arm
Volume: 1 set of 5 chest and 5 of each lat stretch on each arm
Rest Interval: 15 seconds
Key Points:
Stand upright on chest, Athletic stance to squat and pull on Lat
stretch
Exercise #2
Name: Rotational Low back
Purpose: Rotational stretch of the low back
Procedure:
Laying on the floor, both knees flexed together with feet together
and flat on the floor, rotate the knees to down
to the floor left and then to the right
Volume: 1 set of 5 to each side
Rest Interval: 15 seconds
Key Points:
Smooth rotation- not too fast, keep back and shoulders flat on the
floor
Exercise #3
Name: Lying Hamstring Stretch
Purpose: Hamstring
Procedure:
Lying on back with legs straight, bring one leg up and pull as far
back as possible, pause for a split-second at the
top of the lift, return the leg to the ground and then perform with the
other
Volume: 1 set of 5 reps on each leg
Rest Interval: 15 seconds
Key Points: Pause at the top of the stretch, do not rotate the body
Exercise #4
Name: Scorpion

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Purpose: Rotational back, hip, hip flexor and IT band flexibility
Procedure:
Lying face down with arms extended out from body, bring the
opposite foot to the opposite hand (try to touch
the heel to the opposite hand), then perform with other foot
Volume: 1 set of 5 reps on each leg
Rest Interval: 15 seconds
Key Points: Heel to hand
Exercise #5
Name: Seated Pretzel
Purpose: Glute and lower back
Procedure:
Sitting Criss Cross, take one foot over other knee and put that foot
flat on the ground, then try to take your
nose to the ground
Volume: 1 set of 5 reps on each leg
Rest Interval: 15 seconds
Key Points: Foot Flat, get nose to the floor
Hydration Plan
Hydration is the maintenance of fluid intake to prevent dehydration. A hydrated player
can perform up to 33% higher than their competition. Fluids are water, juice, sports drinks, milk,
tea, coffee and liquid foods (soup, gelatin, sorbet, sherbet, popsicles and high water foods like
fruits and vegetables). Non-active teen males should consume minimum of 11 (8 oz.) cups of
fluid per day; whereas, Active Football Players should consume minimum of 15 (8 oz.) cups of
fluid per day.
During the day, players should drink 16 to 20 ounces within one hour of waking up, 20
ounces with every meal and 16 to 20 ounces with every snack. Players should stay away from the
following liquids before, during and after exercise: Soda, Energy Drinks & Caffeine Drinks (Tea
& Coffee).
Players should follow these rules for Hydration during exercise/competition:
1. Drink 20 oz. of water/sports drink 1 hr. before exercise/competition
2. Drink 14-40 oz. fluid per hour of exercise, depending on sweat rate.
3. After exercise/competition, drink 24 oz. for every pound lost

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4. Figure out your sweat rate:
Step 1-Before Exercise Weight minus After Exercise Weight (Change the
difference to ounces 16 oz. =1 lb.)
EX. 48 oz. lost
Step 2-Add ounces drank during workout to difference from above
EX. 20 oz. Drank + 48 oz. lost
Step 3-Divide by hours of practice
EX. 2 hr. practice
68 oz. of fluid divided by 2 hr. = 34 oz. lost per hour
Players should also remember these four tips when Hydrating:
1. Gulp, don’t sip
2. Swallow fluids, don’t spit
3. Drink, don’t pour on your head
4. Do not overdrink your sweat rate
Nutrition Plan
Football is a game of hard work, self-sacrifice and dedication to your team on and off the
field, so if you are lacking energy because you missed breakfast, crashed form a sugar overload
or overeat beyond your limits then you have already let the man next to you down. Players and
Parents should take advantage of the shopping list (Appendix 10) in the appendix (The following
rules should be followed by players:
1. Eat within 1 hour of waking up to jump start your body, so you won’t be playing catch up
all day and ultimately impacting energy at practice/game.

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2. Carbohydrates are a good thing and 2/3 of your plate should contain a carbohydrate-
containing food.
3. Eat the right Proteins and Fats and in the right proportions.
Players should take advantage of the following Tips and Tricks when it comes to Nutrition:
 Aim to eat smaller meals every 4 hours and make sure these meals are not loaded with
snack foods.
 Consume a variety of foods to make eating more interesting and enjoyable.
 Plan out meals every week and have them prepared, so you can eat nutritious food when
you are hungry to reduce the amount of fast food.
 Incorporate foods high in potassium to prevent cramping.
 Put a little skim milk on your baked potatoes to moisten them up.
 Leave chunks of veggies in your salads.
 Mashed cauliflower does make you think of mashed potatoes.
 Put tuna or baked chicken on your salad.
There are three main sources of food: Carbohydrates, Proteins and Fats. The following will
go into each of these in depth.
Carbohydrates
Required daily amount for active players
• 55-60% of daily calories
• 2.3-3 grams of Carbohydrate per pound of body weight
2 Types of Carbohydrates (Foods can be both due to the sugars in the food or added to them.)
1. Complex Carbohydrates-take a longer time to break down and provide energy for
endurance

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2. Simple Carbohydrates-faster energy- they tend to get a bad reputation because they have
natural/artificial sugars in them, but when incorporated into your nutrition correctly they
are fine
The Glycemic Index indicates the effect of carbohydrate-rich foods and fluids on blood
glucose and insulin levels, ultimately affecting stamina, energy levels and glycogen stores in our
muscles, which is important for football players. There are 3 levels to the glycemic index low,
moderate and high. Foods that are low to moderate raise the glucose levels slowly, which is
good for training and prior to games, so the body has energy in reserve. High glycemic foods
will produce a greater response from insulin, which will enhance glycogen replacement in
muscles. Below is a brief list of the various sources of carbohydrate, a look at the glycemic
levels of some foods and a listing of foods that are high in potassium that prevents cramping:
Complex Carbohydrates
• Zucchini, Asparagus, Broccoli, Spinach, Potatoes, Sweet Potatoes, Corn, Kidney Beans,
Lentils, Peas, Oatmeal, Whole Grain Pasta, Apples, Pears, Oranges, Low-Fat Yogurt,
Brown Rice, Multi-Grain Bread, Wheat Bread, Whole Grain Cereal
Simple Carbohydrates
• Honey, Sugar, Candy, Soda, Desserts, Sugary (Character) Cereals, Fruit Drinks, White
Rice, White Bread
Simple & Complex Carbohydrates
• Sweetened whole grain cereals, Low-Fat Yogurt, Skim and Low-Fat Milk, Apples, Pears,
Strawberries, Oranges
Low Glycemic Foods
• Milk, Yogurt, Apples, Nuts, Tomato Soup, 100% Bran Cereal

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Moderate Glycemic Foods
• Pita, Brown & White Rice, Sweet Potato, Citrus Juices, Pasta, Banana, Oatmeal, 100%
Whole wheat bread
High Glycemic Foods
• Hard Candy, Pancakes, Syrup, White Bread, Sports Drinks, Watermelon, Ice Cream
Carbohydrate foods with Potassium to prevent cramping
• Banana, Raisins, Mango, Cantaloupe, Orange, Mango, Baked Potato with Skin, Sweet
Potato with skin, Zucchini, Pinto Beans, Soy Milk
Proteins
Required daily amount for active players
• 15-20% of daily calories
• .9-1 gram of Protein per pound of body weight for teenage athletes
• 0.6-0.9 gram of protein per pound of body weight for college athletes
• Teenage athletes trying to increase mass should not exceed 1-1.3 gram per pound of
body weight
• College athletes trying to increase mass should not exceed 0.7-1 gram per pound of body
weight
Quick Facts and Tips
• Proteins ALONG WITH Carbohydrates aid in building new muscle.
• Stay on the higher end of your protein intake at the beginning of the season and
beginning of training to prevent muscle breakdown and muscle protein loss until your
body becomes better conditioned for training.
• Include some protein as part of every meal and snack.

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• Make sure that the proteins, especially when it comes to meats, are trimmed of fat or have
a lower fat content.
Below is a brief list of the various sources of Protein:
Animal Proteins
• Chicken Breast, Turkey Breast, Lean Ground Turkey, Lean Ground Beef, Tuna, Crab,
Lobster, Tilapia, Top Sirloin Steak, Salmon, Egg Whites
Vegetable and Nut Proteins
• Black Beans, Kidney Beans, Lima Beans, Soy Beans (Edamame), Almonds, Almond
Butter, Cashews, Peanut Butter, Pecans, Pistachios, Pumpkin Seeds, Sunflower Seeds,
Walnuts, Green Peas
Dairy Proteins
• Greek Yogurt, Cottage Cheese, Swiss Cheese, Low-fat String Cheese, 2% or lower milk,
Soy milk
Canned Proteins
• Anchovies, Corned beef, Light Tuna, Chicken, Sardines
Delicatessen Proteins
• Roast Beef, Canadian Bacon, Turkey Breast, Chicken Breast
Snacks with Protein
• Jerky, Peanut Butter, Mixed Nuts, Bean Chips
High Protein Grains
• Wheat Germ, Whole Wheat Products, Soba noodles, Quinoa, Wild Rice, Oatmeal, Brown
Rice

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Fats
Required daily amount for active players
• 20-30% of daily calories
• Intake in terms of calories
• Saturated Fat: 7-10% of total daily calorie count
• Monounsaturated Fat: at least 10% of total daily count
• Polyunsaturated Fat: 10% of total daily calorie count
3 Types of Fats
1. Saturated Fat-Tends to be more solid and increases risk of heart disease by raising total
cholesterol and bad cholesterol (LDL)-Think Low performance
2. Unsaturated Fat-Decrease the risk of heart disease, found in oils and foods-There are 2
types, which increase GOOD CHOLESTEROL (HDL)-Think High Performance
1. Monounsaturated Fat
2. Polyunsaturated Fat-2 types are Omega-3 and Omega-6 that can be found in foods
and oils
3. Trans Fat-AVOID THIS TYPE OF FAT-Tends to be in processed foods and increases
risk of heart disease by increasing bad cholesterol (LDL) while lowering good cholesterol
(HDL)
Quick Facts and Tips
• Include some fat as part of every meal and snack.
• Fats help us feel fuller longer, so a slice of toast with peanut butter will stave off hunger
longer that toast with jelly.

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Below is a brief list of the various sources of Fat:
Saturated Fat
• Skin on Poultry, Fat on Meat, Marbled Meats (fat within the meat like Prime Rib), Butter,
Full Fat Milk, Cream, Coconut Oil, Palm Oil
Monounsaturated Fat
• Avocados, Olives, Hazelnuts, Macadamia Nuts, Pecans, Almonds, Pistachios, Cashews,
Olive Oil, Peanut Oil, Canola Oil, sunflower oil, sesame oil, Sunflower Seeds, Pumpkin
Seeds, Flaxseed, Eggs, Poultry
Polyunsaturated Fat
• Omega-3
– Salmon, trout, tuna, Walnuts, Canola Oil, Flax Oil, Soybean Oil
• Omega-6
– Corn Oil, Olive Oil, Peanut Oil, Safflower Oil, Soybean Oil, Sunflower Oil,
Almonds, Cashews, Hazelnuts, Pecans, Pistachios, Walnuts, Eggs
Trans Fat
• LOOK FOR- Partially Hydrogenated Oils on the ingredients
• Doughnuts, Baked Goods, Pie Crust, Biscuits, Frozen Pizza, Cookies, Crackers, Stick
margarines

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Meal Suggestions
Breakfast
Quick Meals
– Meal 1
• 1 cup of Greek Yogurt with
– ½ cup of Raspberries
– ½ cup of Blueberries
• 1 Slice Whole Wheat Toast with
– 2 T of Almond Butter
• 20 oz. Water
• 8 oz. Orange Juice
– Meal 2
• 2 Slices of Whole Grain Bread with
– 2 T Peanut Butter
– 1Banana- ½ Sliced, ½ Whole
– 1 T Honey
• ½ cup Blackberries
• 20 oz. Water
• 8 oz. Skim-Milk
• Time to Cook
– Meal 1
• 6 Scrambled Egg White with
– ½ cup Baby Spinach
– ¼ cup Sweet Onion
– ½ diced Tomato
– 2 oz. Diced lean Ham
– 1 Low-Fat String Cheese Diced
– COOKED in 1 T Soybean Oil
• 2 Whole Grain Tortillas
• 20 oz. Water
• 8 oz. Grapefruit Juice
– Meal 2
• 5 Scrambled Egg Whites
• 2 Slices of Turkey Bacon
• 1 Slice Whole Wheat Bread
• ½ cup of Low-Fat Yogurt with
– ½ cup Strawberries
– ½ cup Granola
• 20 oz. Water
• 8 oz. Orange Juice

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Lunch
 Quick Meals
– Meal 1
• 1 packet of Tuna
• 2 Servings of Whole Grain Crackers
• 3 Hard Boiled Egg Whites
• ½ cup of Plain Almonds
• 1 Apple
• 20 oz. of Water
• 16 oz. Sports Drink
– Meal 2
• 2 Slices of Whole Grain Bread with
– 2 T Almond Butter
– 1Banana- ½ Sliced, ½ Whole
– 1 T Honey
• ½ cup Blueberries
• 3 Hard Boiled Egg Whites
• 1 cup Carrots
• 20 oz. Water
• 8 oz. Skim-Milk
 Time to Cook
– Meal 1
• 1 can of Tuna mixed with
– ½ cup sweet onion
– ½ cup celery
– 1 T Olive Oil based Mayo
– 2 T Sweet Relish
• 2 Slices of Whole Wheat Bread
• 1 cup steamed broccoli
• 1 Serving Whole Grain Baked Tortilla Chips
• 1 Orange
• 20 oz. Water
• 8 oz. Tomato Juice
– Meal 2
• 4 oz. Grilled Chicken Breast
• ½ cup steamed Brown Rice
• 1 cup steamed Edamame
• ½ cup Walnuts
• 1 Mango
• 20 oz. of Water
• 16 oz. Sports Drink

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Snack
 Quick Meals
– Meal 1
• 1 Pear
• ½ cup Almonds
• 20 oz. Water
• 8 oz. Soy Milk
– Meal 2
• 1 Can of Sardines
• 1 Serving of Whole Grain Crackers
• 20 oz. Water
• 8 oz. Vegetable Juice
• Time to Cook
– Meal 1
• 1 Apple Sliced with
• 3 T Almond Butter
• 2 Slices of Deli Chick Breast
• 20 oz. Water
• 8 oz. Skim Milk
– Meal 2
• 1 Slice of Whole Wheat Bread with
• ½ Avocado Sliced and Spread
• 1 Low-Fat String Cheese
• ¼ Cup Almonds
• 20 Oz. Water
• 8 oz. Tomato Juice
Dinner
 Quick Meals
– Meal 1
• 1 Whole Grain Hamburger Roll
• 1 Veggie Burger
• ½ cup Guacamole
• 1 serving of Whole Grain Tortilla Chips
• 1 ½ Cup Baby Spinach Salad with
– ½ Cup Corn
– ½ Cup Edamame
– ½ Cup Pecans
– 3 T Citrus Vinaigrette
• 3 Hard Boiled Egg Whites
• 20 oz. of Water
• 8 oz. Grapefruit Juice

192. 191
– Meal 2
• 1 Whole Wheat Hoagie Roll
– 4 Slices of Turkey Breast
– 3 Slices of Swiss Cheese
– ¼ Baby Spinach
– ½ Tomato Sliced
– 1 Avocado Sliced
– 1 T Olive Oil based Mayo
• 1/2 cup Greek Yogurt with
– ¼ cup Blackberries
– ¼ cup Blueberries
• 2 Hard Boiled Egg Whites
• 2 cups Steamed Zucchini
• 20 oz. Water
• 8 oz. Tomato Juice
• Time to Cook
– Meal 1
• 6 oz. Tilapia with
– ¼ cup diced Mango
– ¼ cup sliced Almonds
– ¼ cup sesame seeds
– ¼ cup sweet onions
– Cooked in 1 T Sesame Oil
– 1 cup Asparagus Spears
• 1 cup Brown Rice
• 1 Cup Mixed Greens
– ½ Cup Turnip Greens
– ½ Cup Collard Greens
– ¼ Cup Sweet onions
– 2 Tsp Hot Sauce
• ½ cup Black Beans
• 20 oz. Water
• 8 oz. Skim Milk
– Meal 2
• 6 oz. Grilled Top Sirloin Steak
• 1 Baked Potato with the Skin
– 3 T shredded Cheddar Cheese
– 1/3 Avocado sliced
– 1 T Olive Oil based butter
• 1 Cup Steamed Edamame
• 1 Cup Steamed Broccoli
• 20 oz. Water
• 8 oz. Orange Juice

193. 192
Weight Management
Maintain Weight
a. Keep caloric intake up to match the demands of any sports you are playing or the
workouts you are engaged in
1. The more aerobic or energy demanding, keep caloric intake high (3500-5000,
possibly more)
2. The less aerobic or energy demanding, keep caloric intake moderate (2500-3400)
b. Follow the www.choosemyplate.gov recommended daily servings of vegetables, fruits,
whole grains, protein and dairy
c. Maintain water intake of 3-5 quarts per day
Gain Weight
d. Set a realistic goal of weight gain, so that the weight in lean muscle mass and not fat
e. Increase daily caloric intake by 500 calories, at least 20% of which should be lean protein
to aid in lean muscle growth
1. 3.5-3.7 calories of protein per pound of body weight for athletes in strength training
programs
2. 4.3-4.8 for growing teenage athletes
f. Increase water intake to flush additional stores of protein and by products of workout out
of your body, 4-7 quarts daily
g. Increase resistance training to promote lean muscle growth
h. Incorporate bars and supplement drinks in between meals for added intake
Lose Weight
i. Set a realistic goal of weight loss, you should not try to lose more than 2 pounds a week

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j. Start by cutting back on calories by 500 a day to reach 3500 by the end of the week (1
pound)
k. Increase the amount of calories expended through resistance and cardio training
l. Incorporate a low-fat, high carbohydrate diet if working out hard, if not increase lean
protein intake to offset carbohydrate storage as fat
m. Increase water intake to 5-8 quarts per day
Eating Around Competition
When eating before a workout or in preparation for a game, don’t try eating anything new
because you don’t know how your body will react.
Before Exercise
• Never be afraid to consume carbohydrates pre-workout.
• Refrain from eating high fiber foods to reduce bloating.
• Trouble eating prior to exercise? Consume a liquid meal like a smoothie or low-fat
chocolate milk.
• The closer you eat to exercise, make sure the meal is small and contains Low Glycemic
Index Carbohydrates.
After Exercise/Game
• Eat a minimum of 50 grams of Carbohydrate within 15 minutes of workout/practice/game
• The following have a minimum of 50 g of carb:
– 16 oz. Low-Fat Chocolate Milk or 8 oz. Gatorade
– 1 ½ cup of pretzels, goldfish or Chex Mix
– Cliff Bar or Nutri-Grain Bar

195. 194
Pre-Event Eating
Stay Away From
Source Result
Energy Drinks Caffeine Crash
Carbonated Drinks Bloating
High Fiber Cereal Too long to digest
Dried Beans Bloating and Gas
Cabbage & Broccoli Bloating and Gas
Fatty & Fried Foods Too long to digest
A Lot of Dried Fruit Natural Laxative
Night Before
• Evening Meal should be 2/3 Carbohydrate
• Eat a snack 1 hr. before bed with 20 oz. Water
Day of the Event
• Hydration-20 oz. of Water 2 hr. before and another 16 oz. of Water 30 minutes before
• Eat a normal breakfast or slightly larger
• Lunch is the largest meal and should occur around Noon or 1 pm for Night Games
• Mid-Afternoon Snack around 3 to 4pm, possibly sports/granola bar or PBJ/PBBH

196. 195
Appendix 1-1 Repetition Calculation Chart
Weight Repetitions
1 2 3 4 5 6 7 8 9 10 11 12
45 47 49 50 52 53 55 56 58 60 62 64
50 52 54 56 58 59 61 63 65 66 68 70
55 57 59 61 63 65 67 69 71 73 75 77
60 62 65 67 69 71 73 75 77 80 82 84
65 67 70 72 75 77 79 82 84 86 88 90
70 72 76 78 81 83 85 88 90 93 95 97
75 78 81 84 86 89 92 94 97 99 101 104
80 83 86 89 92 94 98 100 103 106 108 110
85 88 92 95 98 100 104 107 110 113 115 117
90 93 97 100 104 106 110 113 116 119 123 127
95 98 103 106 109 112 116 119 123 126 129 132
100 104 108 112 115 118 122 126 129 133 136 139
105 109 113 117 121 124 128 132 135 139 142 146
110 114 119 123 127 130 134 138 142 146 150 154
115 119 124 128 132 136 140 144 148 152 156 160
120 124 130 134 138 142 146 151 155 159 163 167
125 129 135 139 144 148 153 157 161 166 170 174
130 135 140 145 150 153 159 163 168 172 178 180
135 141 147 153 158 162 167 171 176 180 184 187
140 147 153 158 163 168 173 178 182 186 190 194
145 152 158 164 169 174 179 184 189 193 197 201
150 157 164 170 175 180 185 190 195 200 204 208
155 162 169 175 181 186 192 197 202 206 211 215
160 168 175 181 187 192 198 203 208 213 217 222
165 173 180 187 193 198 204 209 215 220 224 229
170 178 186 192 198 204 210 216 221 226 231 236
175 183 191 198 204 210 216 222 228 233 238 243
180 189 196 203 210 216 223 228 234 239 245 250
185 194 202 209 216 222 229 235 241 246 251 257
190 199 207 215 222 228 235 241 247 253 258 264
195 204 213 220 228 234 241 248 254 259 265 271
200 209 218 226 233 240 247 254 260 266 272 277
205 215 224 232 239 246 253 260 267 273 279 284
210 220 229 237 245 252 260 267 273 279 285 291
215 225 235 243 251 258 266 273 280 286 292 298
220 230 240 249 257 264 272 279 286 293 299 305
225 236 246 254 263 271 278 286 293 299 306 312
230 241 251 260 268 277 284 292 299 306 313 319
235 246 256 266 274 283 291 298 306 313 319 326
240 251 262 271 280 289 297 305 312 319 326 333
245 257 267 277 286 295 303 311 319 326 333 340
250 262 273 283 292 301 309 317 325 333 340 347
255 267 278 288 298 307 315 324 332 339 347 354
260 272 284 294 303 313 321 330 338 346 353 361
265 278 289 300 309 319 328 336 345 353 360 368

197. 196
270 283 295 305 315 325 334 343 351 359 367 375
275 288 300 311 321 331 340 349 358 366 374 381
280 293 306 316 327 337 346 355 364 372 381 388
WEIGHT REPETITIONS
1 2 3 4 5 6 7 8 9 10 11 12
285 298 311 322 333 343 352 362 371 379 387 395
290 304 316 328 338 349 358 368 377 386 394 402
295 309 322 333 344 355 365 374 384 392 401 409
300 314 327 339 350 361 371 381 390 399 408 416
305 319 333 345 356 367 377 387 397 406 415 423
310 325 338 350 362 373 383 393 403 412 421 430
315 330 344 356 368 379 389 400 410 419 428 437
320 335 349 362 373 385 396 406 416 426 435 444
325 340 355 367 379 391 402 412 423 432 442 451
330 346 360 373 385 397 408 419 429 439 449 458
335 351 366 379 391 403 414 425 436 446 455 465
340 356 371 384 397 409 420 432 442 452 462 472
345 361 376 390 403 415 426 438 449 459 469 479
350 367 382 396 409 421 433 444 455 466 476 486
355 372 387 401 414 427 439 451 462 472 482 492
360 377 393 407 420 433 445 457 468 479 489 499
365 382 398 413 426 439 451 463 475 486 496 506
370 387 404 418 432 445 457 470 481 492 503 513
375 393 409 424 438 451 464 476 488 499 510 520
380 398 415 429 444 457 470 482 494 505 516 527
385 403 420 435 449 463 476 489 501 512 523 534
390 408 426 441 455 469 482 495 507 519 530 541
395 414 431 446 461 475 488 501 514 525 537 548
400 419 436 452 467 481 494 508 520 532 544 555
405 424 442 458 473 487 501 514 527 539 550 562
410 429 447 463 479 493 507 520 533 545 557 569
415 435 453 469 484 499 513 527 540 552 564 576
420 440 458 475 490 505 519 533 546 559 571 583
425 445 464 480 496 511 525 539 553 565 578 590
430 450 469 486 502 517 532 546 559 572 584 596
435 455 475 492 508 523 538 552 566 579 591 603
440 461 480 497 514 529 544 558 572 585 598 610
445 466 486 503 519 535 550 565 579 592 605 617
450 471 491 509 525 541 556 571 585 599 612 624
455 476 496 514 531 547 562 577 592 605 618 631
460 482 502 520 537 553 569 584 598 612 625 638
465 487 507 525 543 559 575 590 605 619 632 645
470 492 513 531 549 565 581 596 611 625 639 652
475 497 518 537 554 571 587 603 618 632 646 659
480 503 524 542 560 577 593 609 624 638 652 666
485 508 529 548 566 583 600 616 631 645 659 673
490 513 535 554 572 589 606 622 637 652 666 680
495 518 540 559 578 595 612 628 644 658 673 687
500 524 546 565 584 601 618 635 650 665 680 694
505 529 551 571 589 607 624 641 657 672 686 700
510 534 556 576 595 613 630 647 663 678 693 707

198. 197
515 539 562 582 601 619 637 654 670 685 700 714
520 544 567 588 607 625 643 660 676 692 707 721
WEIGHT REPETITIONS
1 2 3 4 5 6 7 8 9 10 11 12
525 550 573 593 613 631 649 666 683 698 714 728
530 555 578 599 619 637 655 673 689 705 720 735
535 560 584 605 624 643 661 679 696 712 727 742
540 565 589 610 630 649 667 685 702 718 734 749
545 571 595 616 636 655 674 692 709 725 741 756
550 576 600 622 642 661 680 698 715 732 748 763
555 581 606 627 648 667 686 704 722 738 754 770
560 586 611 633 654 673 692 711 728 745 761 777
565 592 616 638 659 679 698 717 735 752 768 784
570 597 622 644 665 685 705 723 741 758 775 791
575 602 627 650 671 691 711 730 748 765 781 798
580 607 633 655 677 697 717 736 754 771 788 805
585 613 638 661 683 703 723 742 761 778 795 811
590 618 644 667 689 709 729 749 767 785 802 818
595 623 649 672 694 715 735 755 774 791 809 825
600 628 655 678 700 721 742 761 780 798 815 832
605 633 660 684 706 727 748 768 787 805 822 839
610 639 666 689 712 733 754 774 793 811 829 846
615 644 671 695 718 739 760 780 800 818 836 853
620 649 676 701 724 745 766 787 806 825 843 860
625 654 682 706 729 751 773 793 813 831 849 867
630 660 687 712 735 757 779 800 819 838 856 874
635 665 693 718 741 763 785 806 826 845 863 881
640 670 698 723 747 769 791 812 832 851 870 888
645 675 704 729 753 775 797 819 839 858 877 895
650 681 709 735 759 781 803 825 845 865 883 902
655 686 715 740 764 787 810 831 852 871 890 909
660 691 720 746 770 793 816 838 858 878 897 915
665 696 726 751 776 799 822 844 865 885 904 922
670 702 731 757 782 805 828 850 871 891 911 929
675 707 736 763 788 811 834 857 878 898 917 936
680 712 742 768 794 817 841 863 884 904 924 943
685 717 747 774 799 823 847 869 891 911 931 950
690 722 753 780 805 829 853 876 897 918 938 957
695 728 758 785 811 835 859 882 904 924 945 964
700 733 764 791 817 841 865 888 910 931 951 971

199. 198
Appendix 2-Speed Diagrams
(Arthur, M. & Bailey, B. 1998, p.174-177)

200. 199
Appendix 3-Bag Drills
(Arthur, M. & Bailey, B. 1998, p.198-205).

201. 200

202. 201
Appendix 4-Pro-Agility
(Arthur, M. & Bailey, B. 1998, p.227)

203. 202
Appendix 5-Line Drills
(Arthur, M. & Bailey, B. 1998, p.229-232)

204. 203

205. 204
Appendix 6-Cone Drills
(Arthur, M. & Bailey, B. 1998, p.218-220)

206. 205
Appendix 7-3 Cone Drill
(Jackowski, J. 2009, para. 3)
Appendix 8-Rolling Slalom
(Soccer Agility Drills, para. 27)

207. 206
Appendix 9-Player Evaluation Score Card
Testing Score Card
Name: Date:
Position: Class/Year:
Height: Vertical Reach: Weight:
Waist: % Body Fat:
TEST Results Best Score
Vertical
20 Yd. Shuttle
(Pro Agility)
10 Yd. Dash
40 Yd. Dash
XXXXXXXX Weight Reps XXXXXXXX XXXXXXXX
Flat Bench
Parallel Squat
Power Clean
Dead Lift

208. 207
Testing Schedule
Monday Tuesday Wednesday Thursday
Height, Weight,
Waist, Vertical
Reach
10’s, Vertical 20 Yard Shuttle MAKE UPS
40’s Bench, Squat Power Cleans
Deadlift Make Ups

209. 208
Appendix 10-Grocery Store Shopping List

210. 209
References
Arthur, M. &. (1998). Complete Conditioning for Football. Champaign, IL: Human Kinetics.
Gambetta, V. (2007). Athletic Development: The Art & Science of Functional Sports
Conditioning. Champaign, IL: Human Kinetics.
Jim Wendler. (2009). 5-3-1: The Simplest and Most Effective Training System to Increase Raw
Strength. London, OH: Jim Wendler.
McCombs, C. (2013, June 25). 80 Badass Quotes About Training. Retrieved March 14, 2015,
from Chris McCombs.Net: http://chrismccombs.net/80-quotes-about-training/
Wood, R. (2008). Quotes to Motivate. Retrieved March 14, 2015, from Topend Sports:
http://www.topendsports.com/psychology/quotes-motivate.htm