Final MCAA 595 project

2
Table of Contents
Chapter Page Number
Acknowledgements PREFACE
I. Statement of Purpose 4
II. Philosophy of Coaching Athletics 6
III. Research Methods and Analysis 11
IV. Ethics and Sportsmanship 21
V. Legal Aspects and Considerations 29
VI. Program Development 32
VII. Psychology of Coaching 50
VIII. Sports Medicine and Performance 53
IX. Closing Statement 56
Appendices
A. Current Resume 58
B. Course Descriptions 61
C. References 63
D. Three Recent Letters of Recommendation 66
E. Risk Management Plan 70
F. Fourteen Legal Duties 78
G. Any additional documents, projects, etc. 81

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Acknowledgements
Thanks to:
My dad was my first and best coach. He spent countless hours learning a game he’d
never played, creating a successful sports club, and watching what amounted to sometimes mind-
numbing events because he enjoyed watching me compete. He never focused on the wins or
losses column but stayed mindful of how sports develop character-and character is what lasts
well past the final whistle.
My mom, who kept socks clean and customized pre-game meals. Even to this day she has
been there to help with clothes and food so I could go to coaching class. But what matters the
most is she has always done it with joy.
Joe Machnik and No1 Soccer camps, where I learned what it takes physically, mentally,
and emotionally to be a goalkeeper.
I want to thank my wife, for picking up the slack when I’m coaching or working on a
paper for class. You are the best fan a guy could ask for.
Claire, Abby, and Sylvia have all allowed me to coach them. Coaches aren’t supposed to
have favorite athletes-but you three are my favorite.
I’m blessed to have enjoyed the ball with all of you.

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Chapter 1
Statement of Purpose
There is much more involved in any level of sports than the time it takes to play a
specific match or compete in a specific event. Competition is only one piece of sports program.
Although competition is often considered the apex of a program there would be little to no
success in competition if it were not for the underpinning of the sports program as a whole. This
underpinning must take into account everything from mundane scheduling to the excitement of
the first day of training. Therefore, the need to have an organized, systematic, and well-planned
sports program is not a luxury, but a necessity.
The growth in recreational, collegiate, and professional sports has created an environment
where issues that were hardly considered twenty years ago have now become a major concern.
For example the sports medicine, sports psychology, and even sports law have all expanded and
become recognized by sports fans and participants a like. Many of these topics have expanded to
such a level that they require specialized knowledge and can even account for peoples’ lifelong
careers.
Because of this the need to carefully think through topics like, safety plans, proper care of
athletes, and revenue generation are now simply a “given” in our modern age of sports. It is no
longer enough for a coach to simply bring a ball and have the athletes do a drill. Neither is it
wise for a program to operate without formalized accounting practices or liability waivers. All
components of a sports program must be familiar with the other to insure the wellbeing of
everyone involved.

5
This document identifies and explains how the key elements of a sports program relate
specifically to being a head coach or director of a soccer program. There are many topics which
range from coaching philosophy to the ways negligence affects sports programs. These are
related to the responsibilities that soccer coaches and directors of soccer programs face, no
matter the age or skill level of their players.
Adhering to this document’s components will not guarantee a team’s winning record, let
alone winning a championship. However; there will be a greater probability of success and
enjoyment for those who will be participating in the world’s most popular sport.

6
Chapter II
Philosophy of Coaching
Regardless of the athlete, level of competition, or task that needs to be completed, the
mission that drives all interactions as it relates to soccer is to: “enjoy the ball with integrity.”
This is a simple mission, but one that requires some explanation which is best explained by
address its three key words; “enjoy”, “ball”, and “integrity.”
The first of the three key words is “enjoy.” This joy is a gut level, intuitive feeling that a
person gets. It does not imply that a situation or activity is simple or easy. Some of the most
joyful times can be difficult, long, and extremely challenging.
Joy can easily be lost in the midst of pressures, expectations, and demands that are
natural in sports. A coach needs to structure training in such a way that an athlete has the
maximum opportunity to experience joy in the sport. This will have important positive effects on
the players.
For example, it will keep athletes, especially young athletes, in the sport longer. In a
study of over 8000 children the number one reason why they played a sport was “to have fun.”
Conversely, the number two reason they quit a sport was “it was no longer fun” (Seefeldt,V.,
Ewing, M., & Wlak, S 1992, p. 61).
Further, evidence suggests that student athletes have a better than average chance of
graduating high school and college. One study found that:
Division I student-athletes continue to outpace their student-body counterparts in the
classroom. Student-athletes in the entering class of 1999 graduated at a rate of 63 percent,

7
two percent points higher than the student-body rate…Every class since 1986 has
demonstrated that student-athletes have graduated at rates higher than those of the general
student body. (NCAA News, Nov 20, 2006, p. 20)
It is also well documented that a person who has a college level education has a better
opportunity for success (usually measured in dollars earned, though success can be defined in
different ways). A coach is therefore improving up an athlete’s chances to be successful in life
simply by keeping sports enjoyable.
Even though “ball” is not the first key word to appear in the mission statement, all
decisions need to be judged within its parameters. In literal terms, “ball” can mean any round
object. This could range from the extremely small-such as a grain of sand-to the very large-like
the Earth. This definition does not consider the situation for which the ball is being used.
Consequently, to define ball in this manner is not helpful for the purpose of this vision.
Another term that could be considered in place of “ball” would be the word “sport.” This
word takes on different meaning depending upon the context. A person can be involved in the
sport of hunting; but a person can be involved in the sport of mocking someone.
For the purpose of this paper, “sport” needs to be understood as anything that requires
physical skill and is done in a competitive way. Since many activities done in this way require a
ball it is logical to conclude this vision is referring to a ball used by a person in a skillful and
competitive way.
The drawback to using ball is the fact that a large number of sports do not involve them.
It needs to be understood that the coaching vision being discussed could also be used by coaches
involved in sports that require balls as coaches that are involved in sports not needing balls.

8
The main reason for choosing the word “ball,” despite its limitations, is the fact that
soccer involves a ball. Therefore, athletes and others involved in this sport (i.e., board members,
spectators, parents, and sponsors) will more quickly understand the context of this vision.
The final and possibly most important key word is “integrity”-having consistent character,
morals, and principles regardless of the situation. One common way to describe integrity is for a
person to contemplate who they are when no one is looking.
Integrity is simple to understand, challenging to put into action, and is hugely important
in athlete development. When a coach does what he or she says and says what he or she does
then athletes and all those involved know that the coach can be trusted.
There are any number of things that can end a coaching career. Out of all of them, having
a lack of integrity is one of the few things that can both end a career and destroy a future. So it’s
important to mention at least one way a coach can protect their integrity.
A coach needs to be able to discuss and share important matters with at least one other
person. This provides a “sounding board” a way for other people to help evaluate decision to see
if they line-up with the coaches beliefs, values, and morals. In other words, the coach needs an
“accountability person.” Furthermore this person needs to know that he or she is the coach’s
accountability person.
How this coaching philosophy is transmitted to athletes, coaching staff, and
administration takes place by adhering to a set of core values. These core values are: passion,
purpose, and principle.

9
Passion is expressed in the desire to not only create better soccer players, but to create
better people. One way this is done is by having a cooperative coaching method. In this, players
help set team goals for the season and are able to give feedback as the season progresses. There
needs to be a sense that the athletes have a say in setting the direction for what happens on the
field. When they are able to have this kind of input their passion increases.
Purpose is seen by understanding the reason for each training activity, tactical decision,
or off-field code of conduct. A coach needs to be able to express the motivation and value for
each decision. Athletes may not agree, but at the very least they will understand that the coach
has been thoughtful and deliberate in his or her actions. Additionally, athletes need to be taught
how to develop their own purpose for doing activities. They can do this by challenging
themselves with mini--goals or learning how certain activities benefit them.
The last core value is principle. This is tied closely with the mission of having integrity.
The principles one has are what they will carry with them not only on the field but as they leave
the game behind. The set of principles that the team and individual develop may include such
things as; truth, effort, or honor. These principles may be slightly different from athlete to athlete,
so it’s vital that the coach help the team and each player to embrace ones that are important to
them.
When implementing this coaching philosophy it is suggested that a cooperative style of
coaching be adopted. This is a style in which both the coach and athletes work together to meet
the needs and goals of the organization. A coach needs to have the overall framework
established and set the tone; yet, be willing to take suggestions, gauge the mood, and understand
the culture of the team to effectively implement this philosophy.

10
Furthermore, it has become evident over the course of this program that the coach must
understand and rely on others who are not directly involved in the technical and tactical decision
made on the field. The overall tone of the sports program will also have an impact on how this
philosophy is played out over the course of a season.
By embracing the mission and core values, one becomes a successful player. When
teaching and helping others embrace the mission and core values, one becomes a successful
coach.

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Chapter III
Research Methods and Analysis
The basic reason for undertaking research is to expand knowledge. Some of the typical
reasons one might want to expand knowledge in a certain area are- to find a solution to a
problem, to explain a new discovery, or to analyze an issue. There are various types, processes
and forms of research. So having an understanding of research as a whole is important before
taking on a research topic.
The specialized position of goalkeeping often makes it a difficult position to coach. Add
to this the perception that goalkeepers are “strange” and the fact that only about 10% of the team
consists of goalkeepers. Therefore; it is necessary for a coach to understand how to best coach
and relate to a goalkeeper. This is the reason the following study has been suggested.
Statement of the Problem
Personality traits in athletes affect areas such as team dynamics (Favor, 2011, p. 302.),
coping behavior (Allen, Greenless, Jones, 2011, p. 842.), long term success (Gee, Marshall,J
King, 2010, p. 26.), and injury occurrence (Ivarsson, Johnson, Podlog, 2013, p. 20.). Therefore, a
coach who understands an athlete’s personality will better serve the program and the athlete.
A goalkeeper’s role is crucial to a team. However, they are often under coached and
relegated to train alone or with another goalkeeper away from the rest of the team. Two reasons
for this are- the coach doesn’t understand the position, and it is such a specialized position that
time spent coaching goalkeepers takes time away from the majority of other players. This results

12
in the goalkeepers having to train themselves, which further sets them aside as individuals within
a team sport. All this adds to the uniqueness of their position.
A goalkeeper’s position is made more unique by the fact that he or she is in the only
position in which play does not stop when they do something good. Play only stops when they do
something bad, in another words, allow a goal.
Looking specifically at the position of a soccer goalkeeper who makes a good save,
he/she must immediately start thinking about the attack. Even if the crowd is cheering, he/she
has no time to savor the success and the other ten players on their team have no opportunity to
congratulate them as they are moving into the attack. Yet when the goalkeeper lets in a goal play
stops to congratulate the scoring player. Additionally, the goalkeeper must walk to the back of
the net and in some ways relive the mistake that just occurred.
The situation as described above is the opposite for field players. When they score a goal,
play stops and they get a chance to relive their success, not their failure, and savor all the
cheering. When they make a mistake, play continues, allowing no time to think about their
failure.
When all these factors are considered, it is no wonder that a sentiment among players,
coaches, and spectators is that goalkeepers are strange. The implied meaning behind that
statement is “I don’t understand goalkeepers” or more specifically “I don’t understand the
personality type that would become a goalkeeper.”
Since personalities types affect an athlete and because the goalkeeper’s role is so
specialized it becomes paramount to better understand any common personality traits that exist
in goalkeepers. One way to measure personality traits is by using the Five Factor Model (FFM)

13
as developed by Costa and McCrae . These five factors are: extraversion, conscientiousness,
openness to experience, agreeableness, and neuroticism or emotional stability (McCrae & Costa,
1996, p. 52).
Based on the above discussion, the question that will be researched is: When looking at
NCAA Division I and II female soccer players, how do the personalities of goalkeepers differ
from those of the non-goalkeepers (field players) when defined within the context of the five
character traits of the FFM.
Another study showed that personality traits had an impact on professional hockey
player’s long-term success. Gee, Marshal and King (2010) said, “The results of the current study
provide preliminary support for the use of normative personality profiles in the prediction of
athletic success when measured longitudinally in the form of a career (31).”
Review of the Literature
No studies were found that attempt to answer the question of how NCAA Division I and
II female soccer players differ in personalities from those of the non-goalkeepers. However,
there were a number of studies that looked at athletes and their personalities. Additionally there
are a few studies that have tried to determine if there is a correlation between an athlete and the
position they play.
In a broad study done to determine if there were personality differences between college
student-athletes and college non-student athletes, it was found that the data did not show
significant differences in the Myers-Briggs results. However, the researchers did note that, “51%
of the student-athletes scored in favor of sensing whereas 62% of the non-athletes scored in favor

14
of intuition” (Reiter, Liput, Nirmal, 2007, p. 31). This may be due to the idea that athletes often
live in the moment and rely on past experiences to help them achieve success in their activity.
The failure of a goalkeeper is almost always more detrimental to the team then the failure
of other player’s. Because of this, understanding the goalkeeper’s coping style is important. One
way to understand their coping style is to better understand their personality. A study done by
Allen, Greenless, and Jones (2011) found that:
Extraverted athletes, who were also emotionally stable and open to new experiences (a
three-way interaction effect), reported a greater use of problem-focused coping strategies.
Conscientious athletes (main effect), and athletes displaying high levels of extraversion,
openness, and agreeableness (a three-way interaction effect), reported a greater use of
emotion-focused coping strategies, and athletes with low levels of openness, or
heightened levels of neuroticism (main effects, reported a greater use of avoidance
coping strategies. (p.1).
This kind of personality information would be very useful so coaches know the best coping skills
to train their goalkeepers in.
Besides helping goalkeepers to cope with failure, studies can provide insight into who
may or may not be a successful athlete. A 15--year study on hockey players by Gee, Marshall
and King (2010) concluded that “personality profiles do appear to significantly contribute to the
talent identification process” (p. 31). They go on to warn against using personality profiles
without the aid of more traditional scouting observations such as; height, weight, strength, etc…
Additionally they say, “personality is a strong driver of behavior (i.e., typical responses),
understanding an athlete’s inherent disposition will allow coaches to more accurately predict

15
how athletes will respond in various competitive situations (p32).” Using personality profiles in
this manner can be specifically beneficial when coaching soccer goalkeepers. Since many
goalkeepers train on their own it is important for the coach to know how the keeper will respond
(in another words, what their work ethic is likely to be) when sent to train alone or with a partner
unsupervised by a coach.
A study that has some similarities to the one proposed was done by Sindik who looked at
senior basketball players in the Croatia league. The objective was to see if there were any
differences between player positions when analyzed using the Big Five personality traits. Sindik
concluded “Discrimination function did not differ significantly basketball players who play in
different positions in the team, according to their Big Five personality traits (p. 34).”
Although this study did focus on the difference between a point guard, center, and
forward, it is important to understand that these roles are not as firmly defined in basketball as
compared to the role of goalkeeper and field player in soccer. For example, the rules of
basketball require all players to abide by the same rules regardless of position. Yet, in soccer the
goalkeeper has special rules to distinguish their role from the field players. For example,
goalkeepers can use their hands while all other players cannot. This is one reason why the results
of the Sindik (2011) simply cannot simply be transferred over to the game of soccer.
A more closely related study to the one proposed for soccer goalkeepers was done by
Cameron, Dithurbide, and Lalonde. They sought to understand if “hockey players possess
characteristics that correspond to the position they play (p. 110).” Since most sports do not have
a goaltender this study carries significantly more weight than other studies.

16
Questionnaires were sent to over 578 male hockey players of which 110 were
goalkeepers. They were asked to answer questions about their personality as well as the
personality of other positions. This amounts to getting feedback regarding actually personalities
and perceived personalities. Based on this the conclusion the researchers came to was:
The image of the “crazy” goalie might be compelling for the same reason that it is
generally untrue; it is a stereotype sustained by common perceptual biases. However, our
data suggest that goalies are different from other hockey players in two ways: (a) they
identify less with the team; and (b) they have sharply biased intergroup perceptions,
which presumably reflect the perpetual threat of being scored on. Both, however, like the
in-group-favoring tendency that all players shared, appear to be products of category-
based perspective rather than personality (p. 121).
One could expect similar results as this when conducting the soccer study. However,
there are several factors that may make the soccer results different from the hockey.
1. Although both sports have goalkeepers, the sports themselves are different. The
number of players on a soccer team is more than that of a hockey team. The space that a
goalkeeper typically occupies is different in hockey than in soccer. Also the equipment used is
different. Any or all of these could make a difference in the type of person that enjoys one sport
more than the other.
2. The hockey study focused on male athletes, where the proposed soccer study will
focus on female athletes. There are numerous studies that show females react and act differently
than a male (though not always) when put in similar situations. What may be a minor difference
in male goalkeepers could therefore; be a major personality difference in female goalkeepers.

17
3. The training facilities are different for the goalkeepers. For example, a soccer
field is bigger than a hockey rink. When a soccer goalkeeper is sent to train alone they are often
physically further away from the rest of the team than a hockey goalkeeper would be. This could
have an impact on how the coaches are able to monitor their respective goalkeepers. Since the
soccer goalkeepers are typically further away from the coach than a hockey goalkeeper it may be
that soccer goalkeepers will display a higher rating in self-motivation.
Methodology
The sample for this study will be female soccer goalkeepers and field players who
compete at the NCAA Div I or Div II level. To have a valid sample size there will need to be at
least 50 goalkeepers and field players who participate. A sample size of 100 goalkeepers and 500
field players would be preferred. To get this sample size, letters, emails, and phone calls will be
made to Div I and Div II coaches explaining the purpose of the study and requested their team
participate.
The study will consist of a questionnaire either taken online or via the mail. The
questionnaire will examine personality traits using the Big-Five personality domains as the basis
of the study. The exact questions will most likely need to be an adaptation of a current
questionnaire. To adapt these questions the services of someone experienced giving and
interpreting Big-Five personality domains will need to be consulted. Additionally the
questionnaire will collect information on the exact level of play, year in school, position played,
and number of years playing that position.
One of the reasons for using the Big-Five is that it measures personality traits with a
questionnaire which uses a Likert scale. A Likert scale “allows the respondent to indicate the

18
extent to which they agree with a certain statement” and are “useful for questions where there
may be no clear responses” (Gratton, 2010, p.134). Another reason is that the Big-Five has been
used in other studies examining the relationship of athletes and their personalities. By conducting
the study this way it will lead to easier comparison with past and future studies of similar nature.
One of the advantages of a Likert scale is that most of the questions will already be pre-
coded in a qualitative study. Other information such as year in school and position played will
need to be coded so all of the data can properly be inputted into a program like the Statistical
Package for the Social Sciences for Windows (SSPS for Windows).
The results will be measured for the five personality traits of neuroticism, extraversion,
openness, agreeableness, and conscientiousness. Each of these traits will be measured separately
for field players and goalkeepers since this is the variable that needs to be examined. Once the
scores are compared for each trait, a ‘p-value’ will be computed.
As Gratton and Jones state, “A value of 0.05 is the generally accepted level of
significance in sports studies… (Gratton and Jones, 2010, p225). Therefore, a p-value of 0.05
will be used to determine if a relationship between position and personality traits exists.
Anything below this “p-value” will likely mean there is some kind of correlation between
personality trait and position. One the other hand, a “p-value” greater than 0.05 will indicate no
significant correlation between position and personality trait.
Finally, median, mode, standard deviations, and variances will be calculated. These
results will be examined and evaluated to assist in the analysis of the “p-values.”

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Anticipated Findings
Based on research read and without the execution of this study it is anticipated that there
will be few significant differences between goalkeepers and field players when using the Big
Five personality traits. The two main studies that point toward this prediction are personality
traits and stereo-types associated with Ice Hockey Players (Cameron, Dithurbide, & Lalonde,
2013) and, differences between top senior basketball players from different team positions in big
five personality traits (Sindik, 2011).
When predicting a result for each of the five traits it is expected that there will be no
significant difference in neuroticism. Since no significant differences were found in the studies
and since both goalkeepers and field players experience anger, anxiety and vulnerability this trait
will likely be similar between the two groups. When predicating a result for extraversion, again
this will likely yield no significant difference for the same reason as neuroticism.
When looking at the traits of openness and conscientiousness the results between the two
groups may be sharper. Even though the above studies did not show a significant difference the
game of soccer may be a factor that creates a bigger difference for these traits in goalkeeper’s
verses field players.
Openness requires a person to be more curious, artful, and imaginative. These kinds of
traits are more closely associated with a field player who can be creative with the ball when
dribbling or make an unusual run to open space. If either of these actions is unsuccessful they
will hardly be noticed. Yet, if a goalkeeper is creative in the type of save they make and there is
failure this will surely be noticed. A goalkeeper more often relies on what has worked in the past

20
in order to play in the present. So, it would be expected that there may be a noticeable difference
in openness between the two groups.
It is also possible that conscientiousness is another trait that would yield a significant
difference. Conscientiousness is the idea of being efficient and organized vs. easy-going. A
goalkeeper is constantly reading the game and organizing their defenders. Additionally their
training sessions are not easy going since they are typically working one on one with a
goalkeeper coach. Therefore, it would not be a surprise if conscientiousness yielded a significant
difference between goalkeepers and field players.
Finally, it is likely that agreeableness will be significantly different between the two
groups. One reason is that this is the only trait that showed a significant difference in the study
done on hockey players. Since both hockey goalkeepers and soccer goalkeepers are relegated to
different playing areas, dress differently, and have different rules, it is expected that there will be
a noticeable difference in agreeableness between soccer goalkeepers and soccer field players.
The results of this study will help both head coaches and goalkeeper coaches develop and
implement training for their players. It will also highlight areas such as agreeableness where
goalkeepers do not feel as much a part of the team as field players do. Hopefully, coaches can
address this type of problem which will create better team unity and team vision.
Summary
The differences between field players and goalkeepers are not likely to be as distinct as
originally thought or as perceived by those watching. However, there are personality differences
between the two groups. Better identification and understanding of these differences can lead to
more success on the field through better training, evaluation, and motivation techniques.

21
Chapter IV
Ethics and Sportsmanship
Despite the many classes, seminars, and resources devoted to ethical decision-making,
the sports world is constantly troubled by participants who make the wrong decisions regarding
moral standards. This does not only happen in men’s sports. As Silby (2000) states, “Open the
newspaper on just about any day and the headlines scream out the stories of sexual abuse,
harassment, homophobia, drug use, and other serious problem issues in women’s sports (p. 239).”
In light of this, there may need to be a dramatic change to all who enjoy sports. This thought is
echoed by Brown (2003) “As too often has been seen at every level, rules are ignored, values
give way to expediency, and models of character in sport become harder and harder to find. Does
the culture of sport need to change? (p. 33).”
Each institution or organization will have a slightly different protocol for handling an
ethical dilemma. Yet; each protocol needs to include: documenting the incident, reporting the
incident to a supervisor, and insuring that all parties will be safe until a resolution has been
determined.
Ethical Dilemma
An example of an ethical dilemma took place when Melissa Jennings, a female soccer
player for the University of North Carolina, reported that head coach Anson Dorrance had
sexually harassed her and the allegations were not properly investigated by the university. Sexual
comments and unwelcome touch were also made to other members of the female soccer team.

22
This occurred on a regular basis and at a variety of places such as; training sessions, meetings,
and other team functions.
Mr. Dorrance’s alleged comments consisted of such things as: “Who is your f*** of the
week” and “Are you going to f*** your boyfriend?” He also commented on his player’s physical
attributes by saying “nice racks.” Mr. Dorrance’s unwelcome touch focused on Debbie Keller, a
player. He was accused of hugging her, rubbing her back and touching her stomach all in front of
the team and at different times.
At one point Ms. Jennings brought these accusations against Mr. Dorrance to the
attention of UNC’s highest ranking lawyer. The UNC attorney responded by saying Mr.
Dorrance was a “great guy” and she needed to work those problems out with him. There was no
further action taken by the attorney regarding this complaint.
Ms. Jennings filled a lawsuit against Mr. Dorrance and UNC. After several years the case
was settled out of court. Ms. Jennings received a financial settlement, Mr. Dorrance wrote an
apology admitting his comments were inappropriate and the university agreed to review its
policies and procedures around sexual harassment. The university brought in an outside expert to
assist with this review.
Options and Choices for Those Directly
There are options and choices for behavior and actions that may be taken by those
directly involved in the dilemma. The individuals or groups directly involved included; Ms
Jennings, Ms. Keller, Mr. Dorrance, and the university attorney.

23
Ms. Jennings and Ms. Keller’s options are the same. They could have remained silent.
They could have told any number of people; parents, school advisor, police, reporter, athletic
director, their own attorney, or even a women’s advocacy group. They could have made sure to
never be alone with Mr. Dorrance. Additionally they could have kept detailed notes or recorded
the situations they found offensive.
Mr. Dorrance could have chosen not to violate the schools sexual harassment policy. He
also had the option of admitting to the violation and accepting punishment. Mr. Dorrance could
have chosen to resign from coaching.
The university attorney could have spoken to Mr. Dorrance. The attorney could have
initiated an official investigation into the situation which would have consistent of properly
interviewing all the parties involved. The attorney also could have chosen to consult with the
athletic director or another person involved in the administration of the university.
Options and Choices for Those Indirectly Involved
There are options and choices for behavior and actions that can be taken by those
indirectly involved in the dilemma. The individuals or groups indirectly involved include:
teammates, coaching staff, athletic director, university administration, families of Ms. Jennings
and Ms. Keller, Mr. Dorrance’s family, the student body, boosters.
The teammates of Ms. Jennings and Ms. Keller had the option of keeping silent. They too
could have told any number of people what was happening. The teammates also could have
asked Ms. Jennings and Ms. Keller how they could best help them.

24
The coaching staff could have spoken to Mr. Dorrance or Ms. Keller and Ms. Jennings
about the situation. They could have gone over sexual harassment policy at a team meeting. The
staff could have reported the situation to university officials. They could have recorded or taken
notes regarding the incidents.
The athletic director could have requested an investigation or suspended Mr. Dorrance.
The athletic director could have reported this to the police. The athletic director could have
talked with the people involved and conducted his own investigation. The athletic director could
have reviewed school policy regarding sexual harassment and put out an educational or
informational bulletin to all coaches at the university.
The University of North Caroline could have chosen to fight the lawsuit in court,
suspended Mr. Dorrance, or even fired him. The university could have made a public statement
about the situation and give regular updates on the changes it is making to the sexual harassment
policy. The university could have fired or suspended the attorney who did not properly follow
sexual harassment policy.
The families of Ms. Jennings and Ms. Keller could have pressured the university to
conduct a proper investigation. They also could have gone to the newspaper or other type of
media. They could have confronted Mr. Dorrance. They could have told Ms. Jennings and Ms.
Keller to quit and possibly attend another school. Mr. Dorrance’s family could have defending
him or spoken out against him.
The student body could have chosen to back either Ms. Jennings and Ms. Keller or Mr.
Dorrance. The student body could have demanded a sexual harassment policy review or change.
Similarly the booster club could have chosen to back either Ms. Jennings and Ms. Keller or Mr.

25
Dorrance. They also had the power to stop giving funds to the school or the soccer team with
conditions placed on how the University would regain the funding. The booster club could also
choose not to do anything.
Social, Emotional, Physical, Academic and Spiritual Considerations
This dilemma may be analyzed with respect to five considerations: social, emotional,
physical, academic and spiritual. Each person had to account for potential outcomes in these
considerations when making their choices. How they viewed and weighed these potential
outcomes is a result of the ethical framework they have built up to this point.
Ms. Jennings and Ms. Keller had to consider the social implications of reporting this
harassment. They had to think about how this would affect team dynamics and even the future of
the team. Some teammates may have been supportive and understanding while other teammates
may have been upset and angry. Mr. Dorrance also had to think about the affect his comments
would have on the team. By openly making such comment he assured himself that no player
would every come to him with problems or seek his advice on personal matters. The attorney
would have know even the slightest inquiry into this matter would quickly become public with
many people holding different views. She clearly weighed her perception of Mr. Dorrance more
highly than what had been told to her by Ms. Jennings. It’s clear that the social relationship
between Mr. Dorrance and the attorney caused her to make a bad decision regarding this incident.
The feeling of shame is possibly one of the main emotions that the athletes may have
experienced. They may have felt ashamed for being in a situation like this with Mr. Dorrance or
waiting to report it. Additionally, they could have considered the shame that a situation like this
would bring upon the university and the soccer team. Lust is a strong emotion and Mr. Dorrance

26
may have been lusting after these athletes. The attorney may have believed the claims were
exaggerated and caused by emotionally immature girls. Likewise the attorney could have
imagined herself in place of Ms. Jennings and the courage it took to bring something like this to
her attention.
The physical consideration has to do with Mr. Dorrance’s proximity to his female athletes.
Because the harassment was not reported earlier and when it was reported to the attorney no
action was taken Mr. Dorrance had more time and opportunity to continue his inappropriate
touching of Ms. Keller. There was also potential for this touching to go beyond what happened
possibly resulting in a rape of one or more women.
The academic considerations of losing a scholarship making it difficult if not impossible
to attend the university was something Ms. Jennings had to consider. Additionally, the attorney
had to consider the tarnishing of the school’s reputation if Mr. Dorrance was harassing his
players. Even a short investigation with no negative findings may cause other students to
question the safety and security of their education which may ultimately cause them to go to a
different university.
The spiritual consideration rests on the duty of those in power to protect those who are
not in power. The two athletes were in a position of little power while Mr. Dorrance had
significant power over them. The person who held the most power was the attorney since she
could have stopped the harassment from continuing. Neither Mr. Dorrance nor the attorney used
their power in a way to protect the athletes thereby violating a spiritual value of looking out for
the least.

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Precedents for the Future
Actions taken and choices made in this dilemma will set precedents for the future.
Students and student athletes will at best doubt whether or not the university will take reports of
harassment seriously. Future students may go directly to private attorneys thereby causing the
university to spend money defending cases they could have prevented. Also, teachers, coaches,
and other university staff could become more emboldened in any harassment they may be giving
on campus.
Ethical Considerations
In order to make good choices and decisions an ethical standard is needed. This happens
when a coach understands what his or her primary duty is to the athletes. Brown says “The
primary role of coaches is to build lifetime character traits in young people who are in their care.
Helping young men and women understand the difference between right and wrong
behavior…(2003, p. 35)” Mr. Dorrance did not live up to this ethical standard. What is even
more disturbing is that any assistant coaches and the attorney also did not help these young
women understand that Mr. Dorrance’s conduct was wrong. Had either the assistant coaches or
the university attorney confronted Mr. Dorrance’s behavior not only would Mr. Jennings and Ms.
Keller have known their understanding of right and wrong was correct but the entire team would
have understood that as well.
Implications for the Coach and Discussion
The role of the coach needed to be that of protector, yet he took the role of abuser. This
created a situation where Mr. Dorrance was feared and not trusted by the very people he needed
to train. At best this made his job more difficult since whatever he said or did would be viewed

28
by the athletes as a potential threat against them. Mr. Dorrance lost all credibility if he ever tried
to model sportsmanship, fair play, or any number of other character traits that involve the
valuing of another person. This also undermines any knowledge he has about techniques or
techniques related to soccer.
Code of Ethics
The standard for ethical decisions in athletics and competition are often found in a code
of ethics. Having a code of ethics for a sports program will help athletes develop important
character traits that will serve them as they move through other phases of their life. Therefore, it
is vital that, “In order to establish a sport environment where positive virtues are instilled, every
coaching philosophy must begin with an ethical base that inspires others to build excellence in
their lives, as well as on the field (Brown, 2003, p. 36-37).” Van Horn (2011) expands and adds
to the above sentiment saying;
Ultimately character is intertwined with what makes a player and a coach great. Without
character, talent is wasted, competence collects dust and communication turns ineffective.
Character will determine how successful one becomes on and off the field.
As coaches, character will propel your teams to success; Work ethic, self-
discipline, trust, honesty, courage, placing team goals ahead of individual honors, mental
and physical toughness and having a good attitude area few of the qualities needed to be
successful. (Van Horn, 2011, p.56)
In the end, it becomes the coach’s job to help the athlete become successful by intentionally
creating and implementing a code of ethics.

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Chapter V
Legal Aspects and Considerations
It used to be that a soccer club or sports program could get started with the simple act of
organizing kids and getting parents to pay a fee. There was no worry about getting club
insurance, having coaches properly screened, or outlining a risk management plan. But those
days are over and now club directors, club administrators, and coaches need to be aware of the
numerous legal issues that they will confront.
The issues that a sports program faces range from premise liability to Title XI compliance.
Some legal issues have very mild negative consequences while other violations could result in
substantial fines or even criminal prosecutions. Therefore, it is vital that a sports program has a
risk management plan in place to provide a framework and process for dealing with legal issues
that will arise.
A sports risk management plan is more than making sure everyone is safe and protected,
It is an organized plan by which a recreation or sport business can manage or control both
the programmatic risks and the financial risks facing the organization. Risk management
involves not only what to do to control risks, but also involves why to do it (Cotton &
Mollohan, 2010, p281)
An example of a risk management plan for a high school girls' soccer team can be seen in
Appendix E.
Each organization needs to develop its own plan, but there are six areas that every plan
needs to cover. These are- personnel; activities; facility and equipment; supervisor practices;
insurance; and crisis management and emergency action plan.

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Besides risk management there are fourteen legal duties that need to be taken into
consideration. Within all fourteen duties it is of utmost importance to take into consideration
safety issues that may occur. Even though each duty has an aspect of safety involved, there are
three duties that play a bigger role in addressing this issue. These three duties are- duty to
provide emergency care; duty to select, train, and supervise coaches; and duty to instruct
properly.
Duty to provide emergency care
This duty addresses the need for coach and/or club staff to be at least minimally prepared
to address standard first aid procedures in response to a range of injuries that may occur during
training, matches or other club sponsored activities. These personnel are expected to provide
treatment to any athlete or other participant in need of emergency care while at club sponsored
events. This treatment is intended to minimize long--term injury and provide the injured person
with the best chance to recover quickly.
A club or sports program seeks to fulfill this duty by providing coaches with training in
the area of injury care. Failure to provide this training could result in the club being held liable
for breach of duty. Black (1990) says a breach occurs when “any violation or omission of a legal
or moral duty.” It could easily be argued that a sports club has a moral and legal duty to provide
information and training to its coaches regarding how to administer emergency care.
Duty to select, train, and supervise coaches
This is especially important when dealing with youth athletes. Often, parents drop their
children off at practice or games and are not present to supervise the activity. Since coaches and
staff have close contact with athletes there is a risk that abuse, neglect or simple ignorance can

31
hurt athletes and/or the athletic program. The prominence of incidents involving sexual abuse
and verbal abuse has heightened over the years. Therefore, it is even more important for athletic
groups and clubs to properly select, train and supervise coaches.
Duty to instruct properly
In recent years, the research into youth athletic development has grown. The evidence
that youth need age appropriate instruction is becoming more and more evident and the
importance of this instruction in an athlete’s development is essential. For too many years,
coaches and staff treated all athletes the same. S if the professionals played 11v11 in a soccer
match, then so should the U6’s and U8’s. If high school players could properly hit an overhand
pitch then all little leagues need to pitch overhand.
In order to develop athletes, there can no longer be a plan that fits all ages. Instead there
must be a plan that specifically addresses the child’s age and development; socially, physically,
and psychologically.
When looking at these three duties it is important to remember that providing proper
policies and procedures will protect the club, coaches, and members from being found at fault for
issues of negligence or liability. More importantly, it will provide an opportunity for youth and
their families to experience the game of soccer in a safer and more secure environment.

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Chapter VI
Program Development
In order to develop any athletic program there are eight specific areas that must be
addressed. These areas are- organization, team practice, coaching behaviors, growth and well-
being of athletes, coaching staff, character development, fundraising and boosters, and building
relationships. By addressing each of these individual areas, the chances that a sports program
becomes successful will be greatly increased.
Organization:
There are two main priorities in organizing a sports program. The first needs to be the
charting of the main non-sporting events for the year, such as holidays and the academic calendar.
The next items to go into the calendar are the main sporting events, including the first day of
practice, first match, play offs, and the start of pre-season. After these items have been written
down, then the charting of events such as the first team meeting, parent meeting, staff meeting,
and captains meetings can be added. This will anchor the sports program by showing and
establishing dates that either cannot be changed or have very little flexibility within the
framework of the entire year.
Then so—called “softer events” can be entered. This would be anything that has the
flexibility of being moved more than a week before or after the date marked on the calendar.
Items that fall under this category would be things such as meeting with the booster club,
creating promotional materials, or reviewing policies and procedures.
The second priority in organizing a sports program is communication to the various
groups involved. It is best to start with the league staff, athletic administrator or other individuals

33
that are responsible for the general governing of the league, association or school. This needs to
be done in conjunction with the charting of the main sports events as discussed above.
The next level of communication needs to take place with the coaching staff and support
staff. During these meetings everything from the planning of practice to the reviewing of
policies need to be talked about. Meetings with coaching staff and support staff need to happen
on a regular basis. Depending upon the season or events that have occurred, like an injured
athlete, the frequency of meetings will change.
The final level of communication takes place with the athletes and parents. The level and
intensity of communication with athletes outside of practice will be inversely proportional to the
level and intensity of communication with parents. The gauge for this is a combination of the
athlete’s age and level of play. For example a grade school athlete will have less communication
with the coach outside of practice than a college-aged athlete. Likewise the parent of the grade
school athlete will have more communication with the coach outside of practice than the parent
of the college aged athlete.
There is an optional level of communication that may or may not be needed. This is
communication to the press, community members, and financial partners. Similar to the
communication to the parents and athletes this optional level of communication will increase as
the age and ability of the athlete increases.
Team Practice:
The basic building block for constructing a practice schedule consists of one daily two-
hour training session. With this starting point, the number and duration of practices can be
adjusted to reflect the needs of the team based on such things as what part of the season the team

34
is currently in, physical and psychosocial health of the athletes, and even the time of year. Once
the framework of the number and length of training has been established, then the topics and
structure of training need to be considered.
There will usually be 4 distinct phases of training all built around a single theme. The
training phases are warm-up, small-sided game, expanded small-sided, and final. The warm-up
phase starts with either one player one ball or two players one ball. The small-sided game will
typically involve 4-8 players and a ball and the expanded game will involve 9-16 athletes. The
final phase will be as close to 11 v 11 as possible.
The first three phases will last between 20-30 minutes, while the final game will be at
least 30 minutes. This allows time for water breaks and transition between activities.
Additionally, the time between activities can be used to have a bit more in depth instruction or
explanation of the technique or tactic being addressed in the training session.
When adhering to this kind of practice progression, there is a built- in rhythm that the
players learn to depend on. It’s up to the coach to create some variety in the types of warm-ups
or small-sided games so that athletes don’t get bored and lose interest. Yet if there is no rhythm,
then athletes don’t know what to expect and performance is sacrificed because they are
constantly trying to anticipate what will come next.
Each training session must have an overall theme. The theme can be either technical or
tactical in nature. It’s essential that each phase of training relate to the theme and that the coach
builds coaching points around the theme. Coaching points are specific skills and objectives that
will be commented on by the coach. The coach should not stray too far from the coaching points
otherwise the overall objective of the training session become diluted and fragmented. For

35
example a coach who is running a training session with the theme of “moving the ball to the
flanks” needn’t comment on a defender’s body shape when pressuring the ball. This skill has
nothing to do with getting the ball wide. The coach needs to comment and direct players on;
how and when to run wide; body shape when receiving a ball on the touch line; and where
support players need to move once the ball gets wide.
The use of the theme “moving the ball to the flanks” will illustrate how a training session
can progress through the four stages. The warm-up may consist of the players pushing the ball
15-20 yards out and then running to it and turning it to go back the other direction. Another
activity could be where two players stand about 5 yards apart. When player A passes to player B,
he must then turn and run 15 yards in the opposite direct touching a cone and then come back to
receive the ball from player B, who then does the same thing. This simulates a run to the wing
which is needed to get the ball wide. (It is also a conditioning activity built that is not a separate
conditioning drill. More will be discussed on this later).
The second phase, the small- sided game, could involve two teams of three players. They
play in a 20 yard by 20 yard grid. Team A gets the right and left end lines and team B gets the
top and bottom end lines. The only way to score is to pass it to one of your teammates who just
ran outside their designated grid lines. This once again simulates the need for players to move
off the ball in order to get wide.
The expanded game could be played with six against six in a 40 yard by 60 yard field.
Set up two small goals, about a yard in width, at the corners of the 40 yard sides. Teams score
by getting the ball into the goals.

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The final game would be 11 on 11 with the coach possibly putting on some restrictions to
start. For example, saying that the ball must touch a sideline before a shot can be taken.
Eventually all restrictions should be taken off, and the team finishes with a straight 11 v 11, but
with the coach still only commenting on things related to the theme of training.
When the soccer training session is planned appropriately, there is little need for specific
conditioning. Conditioning can happen by controlling the tempo of an activity. It can also
happen by changing the number of players or the size of the field. One of the best ways to
condition within an activity is by creating competitions, either with other players or against a
personal best. A coach who can successfully manipulate an activity will be conditioning the
athlete while they are actually playing a version of the game. as opposed to running in a manner
not related to the flow of the game.
Not all training needs to take place on the field. There needs to be regularly scheduled
times to go over video, practice mental training, educate about nutrition, and work on team
building. Even though these activities will likely happen more frequently in the off-season they
are just as important to schedule during the season.
The other aspect of training that must be addressed is that of the goalkeeper. Since the
role of goalkeeper is so distinct, it’s ideal that they have some time to train on their own. This
can occurred during any of the first three phases. Some days the keepers will only train by
themselves for one of those three phases but on other days they may need to train separate for the
entire initial three sessions. The keeper needs to always be brought back with the rest of the team
for the final phase of training. The needs of the keeper to train apart from the team have to be
balanced with such things as team unity and the fact that a keeper has to be able to use their feet

37
just as skillfully as the field players. It can also be expected that keepers will need to either stay
late or come early during some training days in order to get the appropriate amount of work done.
Coaching behaviors
There is no doubt that the coach has a significant impact upon the athletes’ development,
and possibly more importantly, their enjoyment of the game. Their main job is to set up
conditions and create an atmosphere where learning can occur. This is why a coach needs to be
deliberate and thoughtful in the way they instruct players, make accommodations, and adjust for
unforeseen occurrences.
Once a well thought-out training session is planned, the coach has a choice of four
methods to use during the practice. These methods can be used interchangeably throughout the
training session and even interchanged within a specific activity itself. Some sessions or
individual activities will work better when one specific method is used; but, a coach needs to
regularly implement a variety of these methods to insure the ideal communication and
understanding of instruction.
The first method is to coach within the flow of the game. This is an extremely important
method to master, as soccer is primarily a free flowing game with few to zero breaks. In this
method, the coach is either on the field or off to the side. As the activity is being played, the
coach will give critique and instruction to the entire group or individuals.
It’s important that these instructions are concise and clear. The intent is not to have the
coach giving an ongoing play-by-play dissecting every move. This is a time for the coach to
focus on their coaching points and only comment on issues that are directly related to the theme

38
of training. This most closely resembles how athletes will receive coaching feedback during a
match, so it is necessary for them to learn and understand how to apply this feedback.
The second method is to coach the individual player as the activity progresses. In this
case the coach has a particular player stop playing for a moment while giving correction to them.
This allows the other players to continue working but addresses a problem that is specific to only
one person. This method is possibly the most difficult as the athlete is often thinking about the
play that is happening in anticipation of getting back in. It’s extremely important for the coach
to be short, quick and specific so as to make the greatest impact while allowing the athlete back
into the activity as soon as possible.
The third method is to coach at natural stoppages. These include such things as the ball
going out of play, changing of activities, and water breaks. Since stoppages are needed for rest
and recovery, using them for instruction is a very effective use of time. In these cases, the
instruction should be geared for the entire group or a section of the group like all the defenders.
Additionally, these stoppages are a great opportunity to explain the next activity, talk about an
upcoming match or review past performances.
The last method is the “freeze.” This is a time when play is happening and the coach
stops the play for all players typically by saying “freeze” or “stop,” very rarely is a whistle
needed. The athletes need to be trained that one play is stopped they stop at their current
location. Most freezes involve a tactical element hence the importance of having players in the
positions they occupied at the time of the event. A coach should use this method sparingly since
it is so disruptive. It will likely be use more during the acquiring of a skill or tactic than once
that the skill or tactic has been understood.

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It’s common that when coaches give their instruction through one of these methods they
focus on a negative or a problem. There is no argument that correcting problems is a major role
of the coach. Yet he calling out of problem itself is not the only way to improve. Often the
coach needs to point out the action that is being performed correctly.
Doing this has a positive effect on the mind set of an athlete. There is ample research to
show that positive reinforcement creates an environment where the positive event is repeated and
the negative event begins to diminish. The athlete gets a sense of accomplishment and a feeling
that they can perform skill again as opposed to being embarrassed and fearful that they will
repeat the mistake.
One of the biggest challenges for a coach involved in team sports is trying to structure
activities and feedback so that it is applicable and useful to all players regardless of their level.
Traditionally, coaches have instituted a straight-line concept. This comes from the idea of
holding a rope horizontally and anyone who can jump over the rope has done a good job
compared to those who do not make it over the rope.
Dr. Muska Mosstan came up with what is called “The Slanty-Line Theory.” This theory
takes the same horizontal rope, but makes one end higher than the other. This creates a slanted
rope in which people can choose to jump over the end closer to the ground, higher from the
ground or some-place in-between.
This changes the activity from an exclusionary activity - if you fail you are out- to an
inclusionary activity where everyone can succeed. A coach can not create a situation where
everyone is the same, but can create a situation where each athlete can push themselves to
improve at a measurable level that fits their ability.

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A simple example of this is juggling a soccer ball. The straight line approach would be
for the coach to tell the team to juggle 20 times. Presumably, some players would succeed while
others did not. Those who succeeded are deemed more skillful, and those that failed are deemed
less skillful. If the activity is repeated, the coach would either say try juggling 20 times again
(which only challenges the underperformers), or try juggling 25 which discourages those that
didn’t even achieve 20 the first time.
What if the coach told the players to juggle the ball as many times as they could? After
the first attempt, the coach could tell the players to try and beat their score by two. Those players
that juggled 30 times would have an equal challenge to those that juggled five. This creates an
environment where everyone is pushed to improve and improvement is relative to an individual’s
level of ability.
Regardless of which four methods are being used, or the implementation of the Slanty-
Line Theory, soccer is a problem-solving game. Further, athletes are asked to solve the problems
more often than the coaches. Because of this, the coach must train the athletes by asking “why?”
and “how?” questions” to “enhance the athletes’ ability to make decisions” (Kidman &
Lombardo, 2010, p. 278).
Soccer is a fluid game with repeating problems, like how to win the ball back. The
situation is constantly changing- is the ball in your defensive half? Or is it in the opponent’s
penalty box? What is the score? How much time is left in the game? This means the solution to
the problem that worked before may not work again. Therefore; the coach, “should create
practice tasks where the learner doesn’t repeatedly practice the same solution to a problem but

41
instead is continually forced to search for new solution t the same problem” (Kidman &
Lombardo, 2010, p 168).
Growth and Well-Being of Athletes
A coach needs to be deliberate in caring for an athlete’s physical and mental health at all
times. This may be the single most important task for a coach , so thinking through and
developing guidelines for this immense task is critically important. Some of the variables that
dictate the extant of the coach’s influence are level of play, age, and time of year (in season or
out of season).
On-field growth and well-being consist of everything from checking the safety of the
field to having an emergency action plan should a traumatic incident occur. Some basic
components of field and training safety include; a first aid kit, access to water, proper equipment,
adequate warm-up and cool-down, and being aware of each individual athlete’s physical
condition (e.g. knowing if anyone is sick, injured, allergic to anything).
An emergency action plan is useful for advanced care. In certain cases, a coach may
need to pay very close attention to the weather, even adjusting practice mid-session if the
weather is a safety concern. It is also advised that the coach have a relationship with the athletic
trainer and encourage the trainer to come to training on a regular schedule.
The mental health of athletes on the field is often difficult to gauge. A coach needs to
watch for players who don’t readily find partners. The development of cliques is also something
that needs to be monitored. It’s natural for players to have friends and people they would rather
hang out with, but a line is crossed when this becomes malicious, exclusive, or elitist as it relates
to other team members.

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The coach also needs to make sure that starters who become non-starters don’t become
overly discouraged or depressed. Furthermore, athletes who are suffering from an injury,
especially a long term injury, can easily become dejected or depressed. How the coach responds
to these situations can have a major impact on helping the athlete learn, grow, and move past the
situation they are facing.
Addressing off-field physical health means covering obvious topics such as drugs,
alcohol, steroids, and tobacco. Less obvious subjects like a proper diet, adequate sleep, and
supplements also need to be talked about. All these areas need to be brought up in-season and
off-season to make sure the athletes are continually mindful of them.
The last section of off-field well-being is specifically fitness development. Athletes that
work to stay physically fit both in and out of season will not only stay physically healthier but
mentally healthier as well. So, the need to instruct on topics such as proper technique (lifting or
plyometrics), cross training, and frequency of training will be essential to keep athletes moving
forward.
Without question the coach and athletes must adhere to any school, league or other
governing body that dictates athletic behavior. A coach will likely go beyond the generic rules
set by these governing bodies. The rules and regulations set forth by the coach, and hopefully
with the input of the team, will provide an additional standard of expected behavior. It’s
incumbent upon the coach to remember that doing well in school, acting responsibly, and
avoiding trouble will have a longer lasting impact on an athlete’s personal growth and well-being
than the short-term choice of breaking one of the standards of behavior. Therefore, if the need
arises to have grade checks, institute study hall, or suspend a player then the action must be taken.

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There are two further areas of well-being that are worth mentioning as they impact soccer
players at all levels to a greater probability than many other sports. These issues are that of
ACL injury and concussion injuries.
When addressing ACL issues it’s important to remember that proper training year around
can greatly reduce the likelihood of suffering from this injury. A coach needs to take specific
steps to teach about the cause of an ACL injury and the proper exercises to perform to minimize
the risk of this injury. Since the injury of an ACL is so prevalent with soccer players, especially
female soccer player, it could be considered negligent if the coach does not allow for some time
during training sessions for an ACL prevention routine.
Soccer is one of the top five (and in some research, the top three) sports where
concussions occurred. Although there is no prevention for concussions the recognition and
management after a concussion has a major impact on the short and long term growth and well-
being of athletes. A coach needs to know and understand any concussion policy or procedures
that are in place. If there are none then this needs to be one of their top priorities. Furthermore,
the coach needs to make sure athletes understand and are familiar with the signs and symptoms
of a concussion.
Coaching Staff
In addition to the head coach, a soccer coaching staff may have an assistant coach, a
goalkeeper coach, and possibly one other coach. In most cases the staff will only consist of a
head and assistant coach. Because of the small numbers of coaches needed it is extra important
to find coaches that are strong in areas that you may struggle in.

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Coaches will need to meet a few times prior to the start of the season. There needs to be
some general planning for the overall season regarding themes for training sessions, team
building ideas, and administrational duties. There also needs to be discussion regarding which
coach may be better suited to lead certain training sessions, how to best communicate with
parents, and the overall tone that will be set during training.
During the season, most meetings will only be 15 to 20 minutes in order to fine-tune the
day’s training session. Some meetings may last longer when video is reviewed or when trying to
formulate a line-up. It’s best if the coaching staff meets briefly after each session or after every
other training session to review the positives and negatives so that corrections can be made
moving forward.
Game day behavior should be the same as behavior at training. This means being
professional and coming prepared. A good rule of thumb is to arrive 60-90 minutes before each
match. Post-games meetings need to be short, about five minutes, so that the events of the match
have time be reflected upon.
Coaches can be both demanding and positive. In fact there are many things that a coach
needs to demand of their players such as coming prepared, working hard, playing fair, and
supporting the team. These types of demands are not related to an athlete’s skill or ability they
are related to his or her character. Demanding certain character traits is always acceptable.
In contrast it is never appropriate to demand that an athlete be able to perform a certain
task at a certain level. For example demanding that a player always shoot the ball on frame is
not appropriate. Demanding that an athlete make an effort to shoot the ball on frame is
appropriate.

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The slight distinction between the two examples above show a tangible way of reframing
something from a negative demand into a positive demand.
In many cases, there is not ample opportunity to identify strengths, weaknesses, and
tendencies of opposing teams. Yet the coaching staff needs to strive to find these opportunities.
This might require one of the coaches to miss a training session so they can go scout a team.
Another idea is to have a coach work with a parent or student who can video other teams and
prepare that video for the coaches to watch. Additionally talking with coaches of other teams
who have played a team you are about to play is a great way to get needed information.
A coaches’ energy and passion will do much in the way of creating individual and team
motivation. Nevertheless, there will need to be other strategies that coaches implement during
the season. Instituting mini-completions is a great way to motivate players. This can be as
simple as having a juggling contest or the running of an obstacle course with the ball. Coaches
can also have the team go to a professional match or watch a highlight videos to create
motivation.
Character Development
This may be the single most important task of any coach at any level (except for maybe
the professional level) and one that needs careful thought along with intentional action. An
athlete with good character will have many traits such as honesty, compassion, and reliability.
Trying to list and define these all the character traits would be virtually impossible. So a quick
litmus test of good character is “does the athlete- win with grace and lose with dignity?” If an
athlete displays grace when winning, by thanking the other team or being modest about their

46
effort, and dignity when losing, thanking the other team or not blaming referees, then it could
safely be said that the athlete likely possesses good character.
Having an extensive list of behavior expectations is not necessary. It’s better for
character development to have a few expectations that represent the overall character that is
required. Telling the team that they are expected to be supportive of teammates allows the
growth of an athlete in understanding what is and isn’t supportive. Telling athletes not to yell,
swear, degrade etc. their teammates only limits the behavior and doesn’t require athletes to think
about what support really means. A similar example is telling athletes that they are expected to
be good sports. Providing them with a list of actions like shaking the opposing team’s hands,
thanking refs, not complaining when a teammate makes a bad play doesn’t equip the athlete to
make decisions, nor does it prepare them for real life situations in which character is not clearly
defined.
However; behaviors that will result in suspension from a game or from the team do need
to be as clearly defined as possible. This could include not telling the coach if you are going to
miss a training session, lying, or stealing. Making it clear what actions will warrant a suspension
or expulsion protect the coach and give a clear line that can’t be crossed.
Compromise on any character issue is itself a sign of poor character. Still, there may be
situations where circumstances dictate that even if a character issue was compromised, there was
good cause for it and no punitive action needs to be taken. Possibly a player got into an accident
and wasn’t able to notify the coach about missing training or maybe an athlete choose not to
shake the hand of an opposing team because they were afraid a member of the other team may
start a fight with them. Because of the vastly different scenarios that could be present during an

47
one situations there will likely be judgment calls that have to be made by the coach. When
possible it is best to consult with another member of the staff or administration, especially if
there are serious consequences that could result from the decision.
Just as import as monitoring bad behavior it is important to recognize and reward good
behavior. Often a simple acknowledgement in private or in front of others is enough to reinforce
the behavior that is desired. There can also be the institution of a formal program that rewards a
player with a specific prize for demonstrating appropriate behavior.
Individual character traits will readily show up in the teams’ behavior as a whole. This
quickly becomes evident when the team faces adversity from such things as losing a game or bad
weather. How the coach leads the team through these situations will help them move closer to
becoming a great team or further to side of every person for themselves. It’s key that the coach
recognize and acknowledge the adversity at hand. He or she then needs to show the team how
they can affect areas of the adversity with a change in behavior or mental attitude. Likewise,
encourage the team through the areas that are out of their control.
Fundraising and Boosters
Generating revenue is a topic most coaches would rather not have to address but the
reality is each coach and sports organization depends upon money to sustain their program.
Almost all revenue streams can fall into one of the following categories- fees, sponsors,
fundraising, and donations.
Fees cover anything from athletic fees, gate fees, to program-sponsored tournaments.
Sponsors are corporations or businesses that give money toward a onetime event or over a
negotiated period of time in exchange for their business being promoted. Fundraising is a means

48
to raise money through the selling of a product, which could be team gear, or the hosting of an
event such as a casino night. Finally, donations are monies given to the program with no product
or service of value returned to the giver.
Maximizing the potential for each of these categories takes work and creativity so
developing a yearly plan is one way to ensure that each of these areas will be addressed. A
booster club can be a great support organization for maximizing the potential in these areas. The
booster club can offer administrative help and organization. Additionally many booster club
members have ties to the business community or are past alumni that have a vested interest in
seeing the sports program continue. A coach needs to spend time during the season cultivating
relationships with booster club members so that their expertise can be leveraged.
Building Relationships
Leading the team in activities that serve the community in one form or another not only
benefit the people being served, but also benefit the team. These opportunities teach the athletes
how to serve, care, be responsible and develop cohesiveness in ways that training can’t. Finding
opportunities that are of interest to the team yet a bit outside of their comfort zone are optimal
ways to do this. Things that could be considered include; giving a soccer clinic to kids, visiting a
hospital, assisting the elderly or disabled with an outdoor activity. Regardless of the exact
opportunity planning these well in advance and doing proper pre- and post-event training will
help solidify the lessons learned through these events.
Parent relationships are extremely important at the younger age. They are less important
as the athlete gets older, but keeping in touch with parents no matter the age of the athlete is
necessary for the support and development of the sports program.

49
At younger ages, there may be a couple parent meetings with the likelihood of weekly
emails briefly discussing the themes and general progress of the team and players. As athletes
get older the weekly updates will become less necessary. It is still important to have a parent
meeting. Additionally, at the older levels having a parent appreciation night may be a great way
to continue to include parents in their athletes’ development while creating a bit of space for the
athlete to operate on their own.
Summary
The exact method and means of incorporating these eight sections into a sports program
will be a varied as there are types of sports. The vital point is that each of these sections be
incorporated to some degree or another. By doing so the sports program and athletes themselves
will grow in both skill acquisition and character development.
.

50
Chapter VII
Psychology of Coaching
Coaches work hard to design training sessions that will get an athlete’s muscles in shape
for the game. Time is spent on conditioning the heart and lungs for endurance. Hours are devoted
to developing the muscles to throw, kick, and carry objects in the hopes of getting points on the
board. The athlete’s entire body is studied, trained and analyzed so that it can reach its
maximum potential during competition. Yet- sports psychology, which “is concerned with the
psychological factors that influence participation and performance in sport and exercise, the
psychological effects derived from participation, and theories and interventions that can be used
to enhance performance, participation, and personal growth.” seldom receives more than a
moment’s notice beyond the traditional “pre-game talk” or motivational saying put above the
locker room door (Williams, 2010, p. 1).
There are various areas within the scope of sports psychology that affect athletes as they
practice and compete. A coach needs to have an understanding of these topics to properly
develop the team and athletes. However, three topics- arousal, imagery, and goal setting- are
especially helpful in developing a soccer program.
An athlete’s performance is certainly impacted by their arousal level. In athletic terms
arousal is closely linked to the term activation which is viewed on a continuum ranging from a
low state (comatose) to a high state (extreme excitement). An athlete that has too little arousal
may be slow or indifferent where as an athlete with too high arousal my go into a panic attack.
The level of arousal needed for peak performance varies based on the sport and is specific to
each athlete within that given sport. A coach can successfully help an athlete find their optimal
level of arousal by teaching them to recognize different types of stimuli, understand how to

51
implement relaxation techniques, and use imagery. All this will assist the athlete in adjusting
their arousal level so it meets the demands of the situation.
Imagery in sports is a form of mental training where the athlete creates or re-creates an
experience in the mind. The purpose of doing this is to allow athletes to practice a technique or
play through a tactical situation without being in a physical training environment. The time
devoted to imagery training can be short or long and it can be done in an individual or team
context. Additionally, concepts such as; internal and external perspectives, symbolic images, and
response-oriented imagery are all specific means of enhancing the overall imagery training
program.
Pele, one of the greatest soccer players ever, told reports that nothing in the game
surprised him because he had already played the full 90 minutes in his head before the start of
the game. This is an example of what the results can be when using imaging appropriately.
Goal setting may be the most significant mental training technique. In fact a review of
goal setting research done by Locke, Shaw, Saari, and Latham (1981) stated that
The beneficial effect of goal setting on task performance is one of the most robust and
replicable findings in the psychological literature. Ninety percent of the studies showed
positive or partially positive effects. Furthermore, these effects are found just as reliable
in the field setting as in the laboratory. (p. 145)
Since goal setting has proven to be so successful a commonly accepted approach has been
developed. This approach includes standards such as setting measurable goals, short-range as
well as long-range goals, and performance, process, and outcome goals.

52
Furthermore, goal setting needs to occur for both the individual as well as the team.
Goals need to be reviewed on a regular basis so that any problems can be addressed or successes
celebrated. Following the above goal-setting guidelines will increase the probability that athletes
and teams will be successful.
Integrating a comprehensive sports psychology training plan into a sports program does
not have to be a daunting task. The seven sections of the Mental Skills Training Program in
appendix G can be modified and adapted for any sports program wishing to improve. In fact,
implementing any of the simple yet sound principles of applied sports psychology will likely
produce a positive response and a desire for further training in this area.

53
Chapter VIII
Sports Medicine and Performance
Injuries to athletes participating in an athletic program can range from skull fractures to
Turf toe. It is impossible for a coach to be knowledgeable on the signs, symptoms and
rehabilitation routine for every type of injury. However; two of the 14 legal duties relate directly
to sports medicine: duty to provide emergency care, and duty to develop/follow an emergency
response plan dictate that a coach understand and be prepared to provide and administer basic
first aid or manage an emergency situation until proper authorities arrive.
The above two duties approach the topic of sports injury from slightly different angles.
There are several ways a coach can make sure he or she is prepared to fulfill the first duty, which
is to provide emergency care.
Having a well-stocked medical kit on hand is a basic requirement. It is best to consult
with a trainer regarding the specific items needed as it relates to the sport being coached. Also,
making sure that all necessary medical release forms and emergency contact information is on
hand will help ensure the injured athlete is treated appropriately.
Another means of preparing for an emergency care situation is to have a good knowledge
of the common injuries that occur within the sport being coached. The importance of knowing
how to handle a sport specific injure is highlighted in a USA Today article which stated that 1.35
million children had a sports-related injury sever enough to warrant a visit to the hospital (2013).
In some sports this may mean understanding how to treat a specific type of shoulder
injury or a certain type of leg sprain. In soccer, two of the most common types of injuries

54
(especially to female soccer players) are concussions and anterior cruciate ligament (ACL)
injuries. In fact, according to the sports concussion institute, “Soccer is the most common sport
with concussion risk for females” (Sports Concussion Institute, n.d.). Additionally, an ACL
injury is the most common injury to face a female soccer player and statistics show that females
are anywhere from two to eight times as likely to suffer an ACL injury than a male soccer player.
Many states are implementing laws that mandate concussion training. The training
teaches coaches and athletes how to recognize the symptoms of a concussion and proper after
incident care. However, there is not the same kind of mandatory training for ACL prevention
and care.
Since ACL injuries are one of the leading causes for female soccer players and because
there is no mandated ACL training an injury-to- rehabilitation research paper was done on the
subject of ACL’s (see appendix G). The paper address subjects such as ACL prevention, injury
recognition, and approximate time frame for recovery. These are primary areas of knowledge
that a soccer coach needs to have on the subject of ACL injury.
The second duty addresses the need for an emergency response plan. This plan needs to
be developed with the assistance of the athletic director, athletic trainer, and any other
administrators that are involved with the athletic program. The goal is to have a detailed and
planned response outlined so that should an emergency occur, the people on scene will know the
roles expected of them so that the incident can be appropriately managed.
There is a sample emergency response plan found in appendix G that is specific to the
Clevelend High School Girls’ soccer team. This sample plan can be modified for almost any
sports program as long as the essential elements of the plan are kept in place.

55
Although emergency situation are not likely and many injuries can’t be prevented sports
programs and coaches need to be well prepared for either. By following the general principles
outlined in this chapter they will protect themselves from negligence, be prepared in case of an
emergency and help athletes who have received an injury

56
Chapter IX
Closing Statement
The game of soccer does not come across as an overly complex sport. The simple
objective is for 11 players to move the ball down the field, without the use of their hands, and
score a goal. Yet the more one understand the game, the more complex the techniques and
tactics become. Likewise, the running of a sports program appears to be a simple process of
organizing a few players and finding a field. But- the reality is that there is quite a lot more
involved in the running and coaching of a sports program.
Therefore, this portfolio was designed to identify and explain the key elements of a sports
program and how those key elements relate to being a head coach or director of a soccer program.
This was not an exhaustive analysis of all the key elements, but topics including- ethics, legal
considerations, and coaching philosophy have been addressed.
Since this portfolio did not cover all topics involved, one way that it could be used in the
future is by expanding into domain such as technology, finances or facility management. This
would give an even more thorough understanding and framework in which to coach or direct a
soccer program.
Another way in which this document can be used is as a resource for current or future
planning. The content of the main section can help spur the thought process for what is needed
regarding the specific sections. Also, the appendix gives some detailed plans that can easily be
modified for a specific program.

57
Finally, the Masters of Coaching and Athletic Administration program has been a
tremendously beneficial experience for this writer. It has brought up many topics and issues that
are not commonly talked or thought about. The program also helped to hone several ideas,
beliefs, and strategies that will become stronger because of the time spent examining and
articulating the details. Going through this program would be a beneficial use of resources for
anyone devoted to coaching and developing athletes.

58
Appendix A
Resume
Doug Diller 503-807-8353 dd32870@yahoo.com
Soccer Experience
 Director of Coach Development, Southeast Soccer Club, Portland OR. Largest soccer
club in Portland, OR with 120 coaches and 900 players. Developed coaching curriculum
and trained coaches in implementation of curriculum. Led clinics to educate coaches in
understanding appropriate player development at various ages along with topics such as
goalkeeping and proper pre-match warm-ups. Created and managed coach shadowing
program which assisted 30 coaches by giving them one-on-one guidance. Conducted
coach evaluation and feedback sessions designed to help coaches.
 Goalkeeper Coach Cleveland High School Girls Soccer. Developed training sessions to
improve goalkeeper skills both technically and tactically. Worked with head coach to
assure that goalkeeper training was relevant to the team’s overall strategies. Ran
functional training session with keepers and entire team.
 Staff Coach No1 Soccer Camps. Trained goalkeepers of various levels to improve basic
and advanced goalkeeping skills. Provided verbal and written evaluations of player’s
abilities.
 Mighty Mights Coordinator, Southeast Soccer Club, Portland OR. Organized game
scheduling, field set-up, and coach communication for over 25 teams.
 College Soccer Player, North Park University, Chicago IL. Named all-conference and
received prestigious award for work ethic and sportsmanship.
Professional Profile
 Motivational leader focused on inspiring positive change in individuals and non-profit
organizations.
 Proactive communicator who knows how to work with people from all walks of life.
 Aggressive goal-setter driven to achieve results.
 Broad perspective gained from immersion in multi-cultural work-places and community.
 Creative and collaborative problem solver and program manager.
Skills & Accomplishments
Communications
 Comfortable presenting small and large groups, from 2-200.

59
 Adept at using multiple modalities to teach, present, and facilitate groups of students and
adults.
 Successfully completed 100 hours of training in conflict resolution, interactive listening,
and public relations.
 Skilled at filtering through complex information in order to deliver an accurate, relevant
message.
 Personable presence and messaging enabled the direction and vision of organizations to
be effectively reinforced.
Multi-Cultural Perspective
 Gained from living in mainland China, working in Woodburn, and being actively
involved in the local Asian community.
 Experienced working with people from ethnically and economically diverse backgrounds.
 Communicated key ideas despite language barriers.
Fundraising and Development
 Secured and managed investor funds for four capital projects valued at over $800,000.
 Secured and cultivated strategic partnerships to achieve goals of organization.
 Obtained financial support from the Asian Pacific American Chamber of Commerce by
being an active member and presenting before its board of directors.
 Raised more than $100,000 from individuals and businesses to support youth programs.
 Introduced new sponsor to Southeast Soccer Club.
Program Management
 Monitored performance of programs, providing reports on strengths and areas of concern.
 Implemented strategies for growth of programs, both in terms of volume of participants
and quality of participation.
 Ensured that existing and new programs met organization’s objectives.
 Worked with partners operating outside program objectives to bring them into
compliance.
 Developed existing and new training materials that increased the skills of 200-plus
volunteers.
Marketing
 Developed strategic marketing and advertising campaigns.
 Secured two hours of free radio time on 1190 KEX in which business was promoted.
 Used print, email, and social media (Facebook, YouTube, blogs) to communicate twice a
month with existing and potential clients.
 Worked with teams to develop brand identity methods to implement both internally and
externally.

60
Chronological Employment History
January 2013 –Present Staff Coach, Oregon Youth Soccer Association
Sept 2009 – Present Founder/president, Goal Line Home Inspections, Portland OR
Sept 2001 -July 2008 Partner, L&D Homes LLC and Builder Chick LLC
Aug 1998 - Sept 2009 Police Officer, Oregon City and Woodburn Police Department
April 1995 - Aug 1998 Associate Pastor, Youth and Families, Vineyard Christian
Fellowship
Sept 1993 -April 1995 International Student Worker, InterVarsity Christian Fellowship
Aug 1992 - July 1993 English Teacher, Hubei Province mainland China
Education and Licensing
Masters of Coaching and Athletic Administration at Concordia University completion Spring
2015
Bachelor of Arts, North Park University, Chicago IL
USSF “C” License candidate, “D” and “Y” license completed
NSCAA Goalkeeping Level 2 Diploma

61
Appendix B
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 550: ResearchMethods & Analysis
Review of graduate research techniques. Introduction to action research and professional
portfolio development.

62
MCAA 561: Athletic Finance
An advanced study in the finance, marketing and sponsorship of sport programs. The class will
incorporate the theories of athletic finance, current strategic planning models, sport facility
related finance and facility management.
MCAA 568: Advanced Theories and Strategies for Coaching Soccer
This class will provide soccer coaches with the tools to build upon their coaching philosophy,
assist with program development, and continue with professional growth. The program will
include: practice planning, technical vs. tactical training, cultivating relationships with
administrators, parent groups, and officials and preparing players for the next level. This will be
done though classroom and practical instruction, as well as presentations by guest speakers.
MCAA 570: Sport Medicine & Performance
Recognizing and caring for sport injuries. Included will be basic physical evaluation and taping
skills, as well as purposes and procedures for adequate care of injured athletes. An application of
nutrition information and eating to win is also included.
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 595: Culminating Project
Application of knowledge and skills related to the student's specific area of coaching. Students
will develop a comprehensive portfolio.

63
Appendix C
Allen, M.S., Greenless, Iain, Jones, Mark. (2011). An investigation of the five –factor model of
personality and coping behavior in sport, Journal of sports sciences, 29(8), 841-850.
Brown, B. (2003). Teaching character through sports: Developing a positive coaching legacy.
Monterrey, CA: Coaches Choice.
Black, H.C. (1990). Black’s Law Dictionary, (6th Ed.) St. Paul: West Publishing Co.
Cameron, J. E., Cameron, J. M., Dithurbide, L., Lalonde, R.,(2013). Personality traits and
sterotypes associated with Ice Hockey positions, Journal of sports behavior, 35(2), 109-
124.
Cotton, Doyice, J., Wolohan, John, T. (2010). Law for recreation and sport managers (5th ed).
Dubuque, IA: Kendall hunt publishing company.
Favor, Judy K. (2011). The relationship between personality traits and coachability in NCAA
Division I and II female softball athlete. International Journal of Sports Science and
Coaching, 6(2), 301-314.
Federal rate shows Division I athletes ahead of student body (2006, November 20). The NCAA
News, p.20.
Gee, Chris J., Marshall, John C., King, Jared F. (2010). Should coaches use personality
assessments in the talent identification process? A 15 year predictive study on
professional hockey players. International journal of coaching science, 4(1), 25-34.
Gratton, C., and Jones, I. (2004). Research Methods for Sport Studies (2nd ed). London and New
York: Routledge.

64
Healy, Michelle. (2013, Aug 6). 1.35 million youths a year have serious sports injuries. USA
Today. Retrieved from http://www.usatoday.com/story/news/nation/2013/08/06/injuries-
athletes-kids-sports/2612429/.
Ivarsson, Andreas; Johnson, Urban; Podlog, Leslie (2013). Psychological predictors of injury
occurrence: A prospective investigation of professional Swedish soccer players. Journal
of sport rehabilitation, 22, 19-27.
Kidman, Lynn, & Lombardo, Bennett, J. (2010). Athlete-centered coaching. Worcester, UK: IPC
Print Resources.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task
performance. Psychological Bulletin, 90, 125-152.
McCrae, R. R., & Costa, P. T., Jr. (1996). Toward a new generation of personality theories:
Theoretical contexts for the five-factor model. In J. S. Wiggins (Ed.), The five-factor
model of personality: Theoretical perspectives (pp. 51-87). New York: Guilford.
Reiter, Michael D., Liptut, Taylor, Nirmal, Rashmeen, (2007). Personality preferences of college
student-athletes, College student journal, 41(1), 34.
Seefeldt, V., Ewing, M., & Walk, S. (1992). Overview of youth sports programs in the United
States. Washington, DC: Carnegie Council on Adolescent Development, p. 61
Sports concussion institute. (n.d.) Concussion facts. Retrieved from
http://www.concussiontreatment.com/concussionfacts.htm.

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