HIGH SCHOOL COACHING TEST

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HIGH SCHOOL COACHING TEST

Actual Qs and Ans Expert-Verified Explanation

This Exam contains:

-Guarantee passing score -65 Questions and Answers -format set of multiple-choice -Expert-Verified Explanation

Question 1: Student-Centered Coaching

Answer:

Creating and ensuring a safe, non-threatening and respectful environment that provides each student opportunities to develop skills and learn personal responsibility is your No. 1 responsibility as a teacher/coach at the interscholastic level. This statement places the welfare of the student at the core of the interscholastic athletic experience. It also emphasizes the need for the teacher/coach to be proactive in creating an environment that promotes the value of each individual, as well as providing participation opportunities for as many students as possible.

Question 2: Realistic

A common error in goal-setting is to set targets that cannot be achieved. If a student never manages to complete a goal, he or she will lose confidence in themselves, or give up trying.As a simple rule, students should set goals that are sufficiently beyond their present ability to make them work hard and persist at reaching the goal over a set period of time, but not so difficult as to make goal achievement unlikely.

Answer:

Time-based All goals should have a specific timeframe. That is to say that a student should always identify a point in

time when the goal has to be achieved. Without this target date or time, a goal will have less motivational impact on a student.Question 3: Your Program: In-Season

Answer:

Communication A critical aspect of your in-season responsibilities is communicating with your staff, your athletic director, and any other key individual with responsibilities related to your program. The more efficient the communication system you implemented during pre-season the more proactive you will be able to be in dealing with any issues that may arise in your program.Clearly defined roles and responsibilities for each individual involved in your program will enhance the efficiency of your program and afford you the opportunity to spend more time working with your students

Question 4: Four Foundations of Negligence Litigation

In order to prove negligence, a plaintiff must demonstrate tangible injury and/or loss, and prove

that the supervisor(s) of an activity or program:

Answer:

• Had a duty that was not fulfilled

• Breached (failed to perform) the duty through commission of a dangerous act or

omission of a required supervisory responsibility

• Was the proximate (primary) cause of an injury

• Caused actual loss or damage

Question 5: Student-Centered Coaching

Answer:

If interscholastic athletics are organized to achieve these three objectives, they will contribute to education and development, as students will be noticed in positive ways and will be more likely to identify with the school and its educational mission.In the next section of the worksheet, describe how you can develop a more student-centered approach to coaching. Reflect on your current coaching approach and how you can implement a more student-centered approach.

Question 6: Pre-Season Top Ten List

Answer:

• Confirm procedures for emergency action plan.

• Publicize program and encourage students to participate.

• Conduct meetings with students and parents/guardians during which you warn them about potential

dangers and risks involved.

• Ensure that all students successfully complete a pre-participation physical before taking part in any

conditioning.

• Learn about any special health and/or physical conditions that may affect your students.
• Ensure student eligibility.

Question 7: Confidence

Confidence is sometimes referred to as the guardian angel of athletic performance. As such, it is extremely important that teacher/coaches look to develop positive thinking or confidence in their students and foster a "can-do" attitude. Research has shown that students who have high confidence are more likely to try hard, choose challenging tasks, experience positive emotions, and be less anxious in training and competition.Although some students may be over-confident and believe they are better than they really are, the more common issue at the interscholastic level of athletics involves students who possess some level of technical, tactical, and/or physical ability, but experience self-doubt.

Answer:

Past Performance The most influential source of self-confidence is an individual's past performance. Individuals tend to feel more confidence when attempting a task or challenge that they have successfully accomplished in previous attempts. In this instance, "success breeds success." When teaching a new technique or strategy, for example, it is important that students accumulate progressively more demanding accomplishments, thus building their self-confidence.Breaking down the task into manageable "chunks" or using a progressive approach when teaching a new skill are two ways of increasing the probability of initial success and, thus, fostering self-confidence.Question 8: Your Program: Pre-Season

Answer:

Participation This is the time of year to encourage students from your school to participate in the program. After passing a pre-participation physical, students will begin to take part in the conditioning plans you developed in the off-season. Tryouts are usually conducted toward the end of the pre-season; a time when you may have to reduce the number of students on the program roster.This is potentially an emotional and challenging time for the teacher/coach, students and parents.Establishing a clear and easily understood process for the evaluation & selection of your students therefore is important. Although students who don't make the roster are likely to be disappointed & upset, a clear and readily understandable evaluation & selection process will minimize these feelings.This is often more important in regard to the parents of the students who do not make the program roster.

Question 9: In-Season Top Ten List

Answer:

• When the games commence,

remember the mission and purpose of interscholastic athletics.

• Constantly reinforce in written

and verbal form your student- centered coaching philosophy to all stakeholders.

• Focus on conducting efficient and

effective practices.

• Plan, execute and review

teacher/coach performance in all contests and practices.

• Efficiently manage staff and

any other key individual with responsibilities related to the program.

Question 10: Defenses against Negligence Litigation

Answer:

• A defendant had no supervisory responsibility for the circumstance related to the loss.
• Public policy may exempt a school supervisor from litigation or damages through

enactment of immunity legislation.

• The primary (proximate) cause of injury or loss cannot be directly attributed to the duties

or performance of a supervisor.

• The injury resulted from an unforeseeable event or factor (no negligence).
• The injured student accepts (assumes) a certain degree of risk by participating in

sports programs.

• The student contributed totally or partially to his/her injury by ignoring prohibited actions.

Question 11: Meet the Stakeholders

Answer:

You are Part of the Whole You must always remember that your sport is only part of the total athletic department and educational programs offered by the school. At the interscholastic level, it is very important that you actively promote, support, and cooperate with other teacher/coaches and sponsors of athletic programming. A teacher/coach should support her peers in the promotion of the educational mission of interscholastic