Marino, Marissa - 595 Hamro- Winter 16

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Building a Successful Softball Program through Cooperative Coaching and Transformative
Leadership - Emphasizing Sports Psychology
Presented in Partial Fulfillment of Requirements
For the Degree of
Masters of Coaching and Athletic Administration
In
Exercise and Sport Science
by
Marissa Marino
Concordia University-Irvine
________________
Graduate Advisor
________
Approval Date

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Table of Contents
Chapter Page Number
Acknowledgements PREFACE
I. Statement of Purpose 5
II. Philosophy of Coaching Athletics 8
III. Research Methods and Analysis 12
IV. Ethics and Sportsmanship 25
V. Legal Aspects and Considerations 36
VI. Program Development 41
VII. Psychology of Coaching 56
VIII. Advanced Theory of Softball 59
IX. Closing Statement Appendices 62
Appendices
A. Current Resume 64
B. Course Descriptions 67
C. References 70
D. Three Recent Letters of Recommendation 72
E. Risk Management Plan 75
F. Fourteen Legal Duties 94
G. Behavior Management Plan 98
H. Program Development 105
I. Mental Training Program 135

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Acknowledgements
Time is precious. Time is limited. Time is vital. Like anything important and significant
in life, time will always be a tradeoff. Life changing moments and decisions will either have
taken time to reach or will leave no time to absorb. Seeing how an individual spends their time
shows their priorities, will, and standard for life. God gives us a predetermined amount of time
on earth to accomplish all we our destined to achieve. It is necessary to use our predetermined
time wisely and efficiently to live a full life. I chose to use the time God gave me to further my
education and create a new career path that will better me as an individual, both professionally
and personally. The Masters of Coaching and Athletic Administration program came at a time in
my life where direction and focus were needed. This program has revitalized and recharged me
and proved that time was not wasted.
My sincerest acknowledgements are designated solely to my family and friends who have
given or given up their time to support me. Whether it was time helping me accomplish a goal or
the selfless sacrifice of giving up time to allow me to pursue my aspirations. Thank you to my
grandparents for giving me an unwavering support for education and encouraging me to be a
strong and powerful female in a “man’s world” of athletics. Thank you to my father and brother
who have ingrained a passion of sports in me and have always provided reinforcement and
encouragement in my career path. Thank you to my friends who have understandably given up
time to let me center my concentration on one of my life’s goals.
I will now take the time to individually point out a person who continually provides all
her loved ones with her own time. An immense amount of recognition goes to my mother. She
is a woman who sacrifices her time, gives her time, and maximizes time to help others. She
proves her support and assistance with her unrelenting choice of giving her concentration to

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others in need. Whenever I am in need, in any aspect, she lends me her undivided attention to
push through the mountain. I owe my success in this program to her. Her noble role model of
silent strength and resilience is cherished. Thank you, mom!
Thank you to all the instructors and professors who have given their time to the students
of this program to better enrich their minds and help on their journey. I hope that all my fellow
classmates use their degree effectively and, most importantly, use the time God has granted them
wisely.

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Chapter I
Statement of Purpose
The Coaching and Athletic Administration program at Concordia University has readied
me for an exceptional and rewarding career in the field of sports. Personally, it has uncluttered a
conservative, yet extensive road that was waiting to be taken. The amazing capability of this
single road is the countless side roads it offers or will offer if used properly. The side roads may
veer off towards another direction but all follow along the main road towards the chief goal or
purpose. All different avenues in a career should maintain a focus on the common good of the
reason for its existence. This program has enlightened many on career goals but also has
allowed focus on one’s own perspective of managing, coaching, and leading.
Being a successful leader or coach entails, but not limited to, patience, longevity, and
intuition. Success is not achieved overnight. Years of hard work and dedication toward one’s
own mission and vision of leadership is what separates success from mediocrity. Countless
books, seminars, and workshops are available to teach willing individuals the best and most
effective ways to coach. Once a coach creates the mission and vision of the program, there is a
foundation that can be built upon. Without a clear mission or vision, consistency will falter and
lines can become blurred in terms of priorities and expectations. Throughout the MCAA
program, the focus on creating a strong coaching philosophy has aided in building personal
missions and visions. The program enabled its students to discover and clarify where personal
values are held and what precise principles a team or athletic department should run on.
Throughout this portfolio, there will be a personal demonstration of knowledge on what
was learned throughout the MCAA program with the focus targeting the building of a successful
softball program through a cooperative coaching style and a transformative leadership

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style. Concurrently, an emphasis on mental training and sports psychology will be reviewed as
well. All athletes are wired differently. Some athletes have a hard exterior shell that can sustain
tough workouts, yelling, and criticism; while other athletes have a lower tolerance and are less
inclined to respond to this command style coaching. On the flip side, cooperative style coaching
allows the coach to direct and guide the players while allowing them to build character by taking
control and responsibility of the team. Cooperative style coaching not only teaches the
fundamentals of the sport, but also the fundamentals of decision-making and
leadership. Cooperative coaches are able to reach all types of athletes, which defines a
successful coach. Similarly, mental training allows different types of athletes to personalize a
process to ready themselves, psychologically and mentally, before and after a game or
practice. The knowledge of sports psychology is relatively new in the United States; however,
its impact is substantially beneficial to its athletes. Some players may have the physical talent
needed to perform at an expert level, while the mental part of the game too often holds them
back.
The mission for my softball program is to instill the art of competing as an athlete,
mentally, socially, and physically through proper guidance. This will be achieved through
effective motivation, instilling healthy attitudes toward competition, developing the principles of
good sportsmanship, and of course running a comprehensive year-round program to develop
their physical skills; all of which will serve to enhance their performance not only on the field,
but also their quality of life off it as they move on with their lives in the future. That is my goal
and mission of coaching.

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Chapter II
Philosophy of Coaching
MissionStatement
The mission for my softball program is to instill the art of competing as an athlete,
mentally, socially, and physically, by exceptional guidance, effective practice, motivation, good
sportsmanship, and healthy competition to enhance performance and quality of life. Winning is
not the only variable in sports to determine success. Learning about oneself, pushing oneself to
the limit, learning to work with a group, and the feeling of reaching a goal are all examples of the
successes received while participating in a sport. The “win” is the reward that is obtained after
all else has been learned and discovered. Winning should not be the ultimate emphasis when
coaching a team. My athletes will learn to be well-rounded individuals, who practice hard,
demonstrate good team bonds, remain respectful players, and compete enthusiastically. In due
course, a surge of pride for a win and/or the receiving of rewards and recognition should occur
because there will be a cognizant understanding of the work it took to get themselves to that
point. Cooperative style coaching allowed for this understanding because emphasis and
responsibility is put on the team to succeed, not just the coach. Part of the mission is teaching
modesty and humility to the members of the program. Winning is not presumed; it is an
achievement of keeping on track with the program's mission and following the teams’ core
values.
Vision Statement
The vision for the program is to create an environment where hard work is assumed,
tradition is valued, success is not taken for granted, and players leave becoming better athletes

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and individuals. To lead athletes in finding success in sports, in addition, to translating all
learned knowledge into their everyday life is the ultimate direction of the program.
Essentially, the vision for the program will consist of having the players take the gained
knowledge and apply it to everyday life. The purpose will not be to solely teach the
fundamentals of pitching a softball but to simultaneously teach how to develop confidence and
build self-esteem while performing the action. A leader or coach does not just lead for the
present; doing that will limit the range of leadership. Proper coaching is learning from the past
to adjust coaching ability in the present to enhance play for the future. Same ethics can be
simulated for life. It is imperative athletes leave the program not only learning how to play a
game but also how to become a well-rounded and motivated adult.
Core Values
Give 100% in school, at practice, in the game, and in life. Each time a player steps
foot on the court, the field, the classroom, or in any other specialized environment, 100% effort
should be an absolute. There should never be a feeling of leaving a game, a test, or a practice
without the gain of new knowledge or learning of a new skill. Giving all the effort one can give
will leave the individual with the feeling of no regret and guilt. There may not be satisfaction
with the final outcome; however, the mental reassurance to come away from every situation with
the comfort of knowing that all effort was given is a consolation factor. Before each college
softball game I played in, the team would recite this quote: “If you go out there and give 50%
because you’re scared, you’ll always wonder if you were ever good enough. If you give it all
you got, not that’s heroic.” A constant and strong message of giving 100% effort will be
delivered recurrently.

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Set an Example. Coaches, administrators, children, teams, teachers, and families are
watching the actions of players on and off the field. Be someone to set an example. Be someone
that stands out. Be a role model.
Playing a sport propels an individual into the spotlight in various locations; not restricted
to the field or court only. An athlete may not always be remembered by the diving catch but
rather the attitude and good sportsmanship displayed towards opposing teams, coaches, and
officials. My players will conduct themselves in a manner that will attract not disgust or
ridicule. Players’ actions speak volumes as to what the values and ethics are imposed on them
by their families and/or coaching staff. A bad attitude will not get a person far in life, be
positive, have respect for surroundings, and be tolerable of all outcomes.
Developa Sense of Pride. Cooperative coaches allow athletes to have a sense of control and
offer input on decision making. This allows players to have more responsibility within the team
and holds them accountable for actions and decision making. The goal is to create pride. Have
pride for all the hard work put into creating a positive, healthy athletic atmosphere. Have pride
in the team to keep the unit as one and work together towards the common goal.
Be proud of the hard work, effort, and time given to better each other, athletically,
mentally, and physically. Respect teammates. Have pride and confidence in the
game. Supporting each other will build a loyal and strong foundation that will be tested many
times throughout a season or career. However, showing trust and pride in each other will
strengthen that foundation to overcome obstacles. Teammates should build each other up, not
conspire behind closed doors. Defend, help, and back your teammates so that the team can grow
and mature and be a success. Pride will emit itself when there is desperation to achieve
greatness, not dependent to only competition.

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Education is the Priority. A very small percentage of athletes will continue careers past
college to the professional level. It is essential to keep education as a priority when competing at
the middle school, high school, or college level. Academics will always come first and foremost
when balancing time, studies, and practice. Knowledge will exceed the career paths in
life. Sports can prepare an individual for the future by teaching important life lessons; however,
education is the key to open the door. Studies prove a very small percentage of high school
students will continue to play professional sports. This percentage is the primary reason why the
need to continue and further education is vitally important. Complete homework, participate in
class, and study for tests to stay eligible to play at the level one is competing at.
Practice Makes Perfect. The harder a player works the better the results will
be. Positive results are developed through hard work, determination, and pure sweat. Practice is
the time to sharpen skills, learn different approaches, and acquire repetition to build muscle
memory and discipline. Ask for extra help. Get private instruction. Push teammates while
competing in healthy competition. As long as the unit gains strength and trust, the program will
excel towards the next level. Sluggish and unmotivated practice will result in the same type of
play when competing in an official game. Players will not be game ready. Practice how you
want to play.
Coaching & Leadership Style
Personally, the cooperative and transformational style of coaching deems to be the most
successful when striving to reach all members of a team within a program and to fully develop
the athletes as whole. Cooperative coaching is a style that allows the athletes the capability of
making decisions. The team is not being led by a dictator or command style coach where there is
constant negative toned high energy, criticism, and demands. Cooperative coaches guide the

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team during instructional practices and lead during game time, yet allow the players to be
included in making judgment calls. Being that I am coaching at the high school, there is a
considerable amount of accountability the players will be responsible for. The objective is for
the athlete to learn how to think and resolve a problem on their own. Letting teammates work as
individuals or collaboratively as a team to figure out an obstacle will build a strong foundation
and unify more proficiently because they are contributing in more than just a physical aspect. It
will also help players learn the game more superiorly by urging each one to think thoroughly and
in depth about the dynamics of the game. Simultaneously, transformative leadership portrays the
same concept. Coaches that utilize this leadership style strive to transform players, athletically
and mentally. The objective is to develop athletes wholly. Coaches provide constant guidance
and exceptional usage of finding teaching moments to educate athletes on reactions to events and
individual or team building skills
Lastly, adopting the cooperative coaching and transformative leadership styles will be
more significant to the young adults of today’s time. The rough and tough style of command
coaching does work with some athletes; those athletes like to be pushed to the limit, physically
and mentally. However, in today’s time, most athletes cannot be reached that way anymore;
rather they shrink away. Running a disciplined practice, holding players accountable for
themselves, teaching and striving for great play, and building confidence and self-esteem are
basic fundamentals of creating a resilient and steady program.

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Chapter III
Research Methods and Analysis
Researching is an important role of coaching. The world is an ever evolving place with
new technology and information being produced or updated frequently. Successful coaches who
are leading a program to strive for excellence in all areas of life will need to have much
experience and knowledge to adhere to the mission and vision. Being able to efficiently propose
theories and ideas to enhance the program will only build better foundations for them to grow on.
Included in this chapter is a research proposal and analysis of mental training in sports.
Statement of the Problem
Sports psychology is a rapidly growing field creating progressive techniques for athletes
to prepare mentally for competition. Not only is it necessary for athletes to condition their
bodies physically, the mind also needs its own type of conditioning. Work outs, competitions,
and games can be very taxing on an athlete. Proper relaxation and rehabilitation procedures are
highly important to maintain the body after use. The importance is crucial because an athlete
will need to decompress after a workout, then gain arousal for another work out or competition
within a certain amount of time, depending on sport or time of year. Pre-game or pre-workout
mental training is just as important, if not more, than relaxation methods and decompression after
activity. The mental state of an athlete prior to game time can dictate his or her performance in a
positive or negative way. The hypothesis is that mental training techniques utilized by an
athlete, pre- and post- competition, can result in an increase in performance, execution, and
consistency of play.
Not all coaches will agree with this type of training. Command style coaches who use
aggressiveness and dictator-style methods would not take the time to implement a mental

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training that would oppose that style of coaching. Coaches who take time to apply mental
training into the conditioning of their athletes will gain more focused and mentally stimulated
athletes. Mental training methods, such as self-talk or imagery has helped athletes overcome
obstacles and learn how to reduce stress and produce more confidence.
According to Kahrović, Radenković, Mavrić, and Muri (2014) they had the following to
express about pregame preparation:
before major sporting events, athletes are usually very tense, which has a negative
effect on their success. Even though they are well prepared, they do not achieve
the desired results in sports. It often happens that talented athletes do not succeed
in their sports career despite good conditions for work, talent, hard work and the
professional work of their coaches. With a high level of motor abilities and skills,
you need a high level of self-confidence, concentration, the ability to withstanding
pressure, regardless of the conditions of the competition. (p. 51)
Athleticism, naturalism, and hard work will allow players to see physical results over
time. However, incorporating a mental training program to coincide with the physical training
can yield a more focused, disciplined, committed, and consistent athlete. Proving the hypothesis
that mental training techniques that are practiced by athletes will result in an increase in better
performance, execution, and consistency of play is possible by collecting data on athlete’s
performances of those who do have implemented the training and those who haven’t.
Review of Literature
The hypothesis that mental training techniques practiced by athletes, pre and post
competition, will result in an increase of better performance, execution, and consistency of play.
Some feel that mental preparedness is an imperative element of playing sports that will

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determine the outcome of performance, not dependent on talent or ability. “Mental preparedness
(is) an integral part of the overall preparation of athletes. Research and daily sports practices
show that psychological skills are a factor on which whether the athlete is going to take
advantage of his potential largely depends” (Kahrović, Radenković, Mavrić, Muri, 2014, p. 52).
Professional, college, and Olympic athletes train endlessly on fundamental skills, maintaining
good health, and sustaining strength. All variables are covered in the realm of physical fitness to
give athletes an edge in strength or endurance. However, mental readiness has proved to be
effective at keeping the athlete focused on the task at hand and performing at a consistent and
high level.
In the field of sports psychology, there are mental training techniques created and
practiced to balance the mind. Cotterill (2015) has written that one factor that has been
consistently highlighted as determining the likelihood of effective performance is the way the
individual prepares for performance. A particular approach that has been extensively reported as
positively impacting performance is the use of preparation/pre-performance routines. There is
evidence proving that mental training techniques have an impact on the performance and a
higher ability to perform well under pressure. Self-talk and mental imagery are two methods that
have positive results and have showed an increase in player performance when practiced.
Mental imagery is the “imagining of an action without its physical execution and motor imagery
which refers to the internal reproduction of a specific motor action without any overt motor
output” (Nagar & Noobu, 2014, p. 2387). Mental Imagery (MI) has effects on balance
performance, muscle strength, reduction of pressure, and increase in confidence, promoting
rehabilitation, and so forth. In Nagar and Nobu’s study, a sample of 30 male college basketball
players were chosen from varying colleges to be involved in a programmed training session

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lasting two months. The 30 subjects were split into two groups of 15; group 1 underwent
strength and balance training and group 2 underwent strength, balance training, and mental
practice. Group 2 practiced MI for 10 minutes after each physical training session. Subjects
were asked to read a statement, physically perform the action, and then visually perform the
movement in the mind. Subjects were also asked to practice deep breathing while imagining the
prior works outs consisting of strength and balance exercises. Results showed group 2 had a
more substantial increase in strength due to the mental training practice. “Enhancement in the
central command to the muscles have shown that greater strength is due to stronger brain
activity. It is possible that repeated imagery of contractions will change the maximum energy
production in a muscle” (Nagar & Noobu, 2014, p. 2391). MI shows that if it is combined with
physical practice the learning of motor skills is increased which raised the level of performance
when physical practice is not available.
The downside of MI occurs when the imagined movements are visualized in a negative
manner. A negative thought or image can find its way into an athlete’s mind that can take over
the focus. MI is an imagined rehearsal of an action. That action does not always end up
producing positive results. Jacqueline Hernandez was an American Olympic snowboarder. She
fought with images of her crashing while competing in a past race that left her with an upper arm
fractured bone and nerve damage. Struggling with these images, Hernandez crashed in Sochi in
her first qualifying run suffering from a concussion. (Clarey, 2014)
Self-talk is another method used in mental training to produce positive effects of
performance and execution of skill. “Self-talk strategies are based on the use of cues that are
aimed at enhancing performance, through the activation of appropriate responses” (Cotterill,
2015, p. 162). Positive or motivational self-talk during pre-performance or during performance

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stimulates the mind in a constructive and confident manner. Keeping a constant dialogue with
oneself on the playing field can restrict negativity or doubt from entering the mind.
Kahrovic, Radenkovic, Mavric, Muric (2014) explained the following about self talk:
self-talk as a multidimensional, dynamic phenomenon that deals with the
verbalization of the athletes as they address themselves, which can have both and
instructional and motivational function. Therefore, instructional self-talk helps
athletes improve their performance by controlling and organizing their thoughts,
as well as keeping their focus on the technical aspects of training skills. (p. 51)
Self-talk is designed to improve performance by increasing confidence, technique, skill,
and energy. Athletes stay in the game mentally because of the constant dialogue that is being
practiced. This method can be practiced internally or externally depending on the proven
benefits it has had for the individual. One of the first studies taken about self-talk included
American gymnasts who qualified for the Olympics in 1977. There was a higher frequency of
the use of self-talk in the athletes that qualified compared to those that did not.
Negative effects of self-talk are evident when the verbiage being expressed is being done
so in negative connotations. Athletes can criticize themselves during play, which can create
anxiety and hesitation. Self-talk must be practiced in positive instruction for the method to be
successful.
Sports psychology can be useful to athletes if started at an early age. Mid-adolescence is
the optimum age to start incorporating training methods. Shorter sessions will keep the attention
of the athletes that range from 14-18 years of age. Introducing a mental training program at the
youth or adolescent sport level will increase awareness of mental states and allow them to seek
these services as future athletes.

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Methodology
This chapter will include the research design, data collection, and data analysis of
proving the hypothesis of the use of mental training effects on the performance of an athlete.
Data that will be collected will show the reader how mental training affects or does not affect the
sample group that has been chosen using qualitative and quantitative research designs.
Terms
The terms included are data, measurements, variables, population, and samples. The population
being studied includes athletes; however, sample groups will be used to restrict the study to save
time and money for researching. Sample groups will include higher performance athletes such
as college athletes. Independent and dependent variables will be measured in terms of what the
sample groups report subsequent of the incorporation of mental training.
Assumptions could include verifying information given by the sample groups when
analyzing data. Some of the research can be based on inductive forms of logic or assumption of
answered questions/comments.
ResearchDesign
First off, the use of mental training can change the outcome and performance of an
athlete if practiced faithfully and with sincerity. Mental training has proven in many different
studies that it has affected performance, even if it is a subtle change in effectiveness. This type
of pre or post work out training needs to be practiced with full intent of practicing the method
successfully and repeated attempts of practice. The research design and data collection would
not include a study of an athlete who has practiced mental training just one time. Picking up a
basketball for the first time and shooting a foul shot is not sufficient enough practice for the
athlete to be successful at shooting foul shots. There is not enough data that can be collected to

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study if one shot can determine how effective the shooter can be. Practicing mental training one
time cannot determine if the type of training is helpful or hurtful to an athlete’s performance.
In terms of my research, there would be qualitative and quantitative data that will be
collected. The purpose would be to collect statistical data by focusing on an individual team and
calculating the differences in performance of using and not using mental training. When
collecting qualitative data, cross-sectional and survey research designs will be the type of format
that will be most useful. To receive well-rounded research, I would take a broader perspective
using surveys and interviews as instruments to study the effects of mental training in a
quantitative manner.
Sampling
Included in the qualitative data collection there will be a sample group of 24 DIII male
college basketball players. The groups will be from two local colleges, 12 from each team
roster. These samples were chosen based on location to the researcher. The sample is
representative to the population and the hypothesis because the samples are athletes and are
competing at a higher level. College athletes have a rigorous schedule in and out of season and
results from tests can be reviewed more quickly. In opposition, recreation or some high school
athletes only compete a few months of the year and will make data collection take an extended
amount of time.
Included in the quantitative study will consist of 50 Division I college softball pitchers.
These players will be selected randomly and not limited to successful DI programs. There are
different physical training routines and workouts that pitchers utilize and to create a fair
representation of the population, all levels of higher performing athletes will be tested.

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Overall, since the hypothesis being tested is mental training effects on athletes, both
sample groups represent the population thoroughly.
Data Collection
Starting off with qualitative data collection, I would reproduce a study performed by
Nagar and Nobu (2014). As described in Chapter 2, there was a test performed including 30
men’s basketball players and what effect mental training had on their increase in strength after a
two month study. Reviewing this data collection, it shows there was a difference in outcome of
players who practiced mental training and those who did not. I would tie in the study taken from
Research Methods for Sports Studies. Ian Jones describes in Chapter 7 how to use an
experimental design to measure how much the independent variable has on the dependent
variable.
For an experimental study in terms of my hypothesis, my sample group would focus on
two particular boys basketball teams. Team #1 and Team #2 consist of 12 players on each roster
from two Division III colleges in the local area. For one month, I would ask the coach of Team
#1 to practice mental training techniques before and after work outs and the coach of Team #2 to
practice normally with no mental training techniques. Before the testing would start, I would ask
both coaches to turn over team stats, team records, and any other information that can be used as
instruments to study. Once the month is over, I would collect stats, team records, and all other
information to compare and contrast the findings. When analyzing the data, there should be
evidence within the study to expose if there was an effect of mental training, whether in a
positive, negative, or inconclusive way.
When collecting data quantitatively, the results would be dependent on by the responses
from the sample group. Using cross-sectional and survey research designs, I would choose a

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sample group of 50 Division I college softball pitchers. Each would be sent a mental training
routine to practice before and after a workout or game. After a month of use, I would send out a
survey or conduct interviews that would include specific questions related to the effects of
mental training. Questions would include feelings about performance, statistics of performance,
recovery time, evaluation of attitude, bounce back of injury, pressure situations, intensity of
workouts, etc. The anticipation is each pitcher will answer the survey or interview questions
with honesty and authenticity. From that standpoint, the researcher can assess from a survey
standpoint if there has been a positive, negative, or indifferent effect of using mental training.
Validity and Reliability
By replicating or reproducing other studies, it adheres to validity. The researcher will
know the tests being conducted will measure what needs to be measured to acquire accurate data.
There may be some reliability issues here in terms of instruments and methodology.
Subject bias may come into play where athletes could potentially be answering the questions in
the way they feel expected to; instead of answering truthfully. Since all individuals are different
and react to variables differently, there is no consistency of results. The results are subjective to
each individual answering the interview questions or surveys. Interviews performed face to face
would give the most honest and reliable data. Although time and distance is a factor, surveys are
more convenient in that aspect.
Data Analysis
My data analysis is to overview and examine the types of responses that each player has
given. The questionnaires would be a mix of new, personal questions, and questions asked in
previous similar studies. With information produced from interviews and surveys, I should be
able to gage the effect of mental training on my sample group.

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Some researchers might not take a qualitative and quantitative approach to research
design because of factors including time and money. However, within this study, I feel the extra
effort put into the research will give a better understanding of the effects of mental training and
the precise effect it has on its athletes when measuring it statistically and socially.
Chapter 4: Anticipated Findings
While the noted hypothesis was not carried through into the actual research phase, there
can be enough evidence found in the review of literature, expert opinion, and from personal
experience to validate the proposal. There is a sufficient enough support to show mental training
makes an impact on athletes. The main purpose of the study was to determine the impact of
mental training on an athlete will emit better performance on the field. This theory has been
tested by other researchers and data collectors in the past and there have been results showcasing
that there has been a positive impact on the player. As stated in Chapter 2, the study conducted
with basketball players and the effects mental training had on their strength workout showed the
players who practiced mental training had a substantial increase in strength as opposed to the
group who had not incorporated mental training. Being a prior study, it is one example of mental
training being a success when integrated into an athlete’s workout routine. It is anticipated that
the findings within this study would have the similar results. Proving the hypothesis that mental
training has an impact on performance.
It is believed that the results from the qualitative and quantitative data collections will
highlight the positive impact and improvements in statistical data as testing progresses or
commences. One will assume the gathered data will leave researchers with overall better
statistics as the test proceeded. While using mental training methods such as self-talk and
imagery, the basketball and softball players involved in the assessment will experience gradual

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increases in focus, execution, speed, and success. Previous statistics were required to be given to
the researcher before the mental training study was conducted. This was necessary to the
research pertaining to validity and reliability. There needed to be evidence of the athlete’s
performance in the past to be able to directly compare past and current statistics. Since both
assessments have a time frame of a few months, the increase in statistics will be subtle; yet still
an increase. It is anticipated that the growth in success is a direct correlation with the effect of
mental training.
The full impact of mental training on an athlete will consist of a study longer than a few
months. However, the broad study that would be completed here will be able to illustrate the
effects of the training. Similar studies of mental training have confirmed and validated that
better performance is an outcome. Studies included within the review of literature exposed the
positive and negative effects of mind control. The example of the Olympic skier who visualized
herself falling prior to her race had created an unconfident and anxious mental environment to
compete in. In actuality, the skier did fall during the race. Thus, another example of the impact
the mind has on performance.
The results from this proposal are projected to support and emphasize benefits associated
with specific training methods. These studies are fully able to be replicated and will give similar
outcomes if used by other researchers for data analysis.
Chapter Five: Professional Implications
The outcome in the current study reinforces the connection of mental preparation and
athletic performance. The two studies conducted will give instrumental data to verify the
positive impact it has on its user. Within each study there will be a comparison of athletes who

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train physically and athletes that train physically and mentally. Data will be analyzed and a
comparison will be drawn between the statistics of users and non-users, level of play, pressure
situations, and execution of mechanics.
Similar to prior research, the findings will be able to show the athletes who effectively
utilize and practice the different forms of mental training in which they are able to create a better
playing environment for themselves on and off the field. One probable motive for supporting the
hypothesis is that competing in a positive climate will allow the athlete to think clearer, move
efficiently, play with certainty, and foster passion. Speaking from personal experience, I was a
much more forceful and effective pitcher when I felt confident on the mound. Once doubt or
uncertainty crept in, there are two games to be fought; the one on the field and the one in your
mind. Another motive in support of the hypothesis could be that playing with confidence can
reduce hesitation which can escalate to injury. Of course, injury can happen at any time.
However, when indecision occurs there is a higher percentage of an injury taking place. Playing
with assurance can decrease risk of injury which will allow athletes to maintain a calm and in
control competitive environment.
The hypothesis tested had a sample group of an estimate of 75 athletes. The limitations
of the study include the lack of range in terms of athlete. Both groups were selected from local
colleges in the area. By expanding this test to different sample groups in different sports or
different regions of the country, outcomes can be different. Although it is anticipated that mental
training will create a successful athlete in any sport, different sports may yield different test
results in terms of length of test, what is being tested, time of year, or position held on team.

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As a current softball coach, mental training is practiced specifically with the pitching
staff because of the pressure and stress that can easily be produced on the mound. Breathing
exercises and imagery are a daily routine and has had positive benefits for our high school
pitchers. This will be continue to be a very integral part of in and out of season training because
of the impact it has had on the program.
The hypothesis may not be proven with the proposed studies; however, it is felt that they
are a step in the right direction. A new question did arise when considering timing. How long
does an athlete need to integrate mental training into workout regimens before there is a notable
difference in performance? How long does an athlete have to work their mind out to see results?
The tests in this proposal ranged one to two months. Is that enough time to gage the impact of
mental training fully?
Overall, the included studies will anticipate that there is a positive growth in performance
when incorporated into a teams or athletes regimen. All athletes want to be successful on the
field, court, pitch, mat, or track by preparing the body for performance. Mental training is
another aspect of the game that cannot be overlooked because of the integral benefits it gives its
athletes.

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Chapter IV
Ethics and Sportsmanship
There has been a fine line created in today’s sports world that divides the will to win and
the necessity to win. The necessity to win has put more of an emphasis on what the definition of
being successful means. Therefore, the necessity and requirement to win to prove success can
put a person’s ethics and morals in question. Cooperative and transformative coaches will
struggle when an athlete will put their ethical or moral code into question to gain an advantage
instead of relying on persistence and healthy aggression. Gone are the days of healthy
competition and unbiased learning environments to teach the youth the mechanics and
technicalities of a game to have a natural progression in talent. Sports successes are defined by
wins, strikeouts, touchdowns, goals, and beating records. Will players risk their ethics to gain
quick success? Will coaches teach unethical ways to give a player an edge? Lumpkin even
poses the question “Is it possible or even necessary to play fairly in a sport world where winning
drives the performance? Does fair play exist?” (Lumpkin, 2003, p. 4).
Priorities are reversed resulting in ethics and sportsmanship not being the center focus of the
foundation of building an athlete and their character. Brown writes “In our society, it has
become easier and often more productive to be able to write a good resume, than it is to build a
life based on character” (Brown, 2003, p. 35). There needs to be a bigger push and emphasis in
society and from coaches to teach athletes, in their developmental years, to focus more on the
ethical side of making decisions; this will emphasize character and sportsmanship at a young age
and that wins and success will be the by-product of hard work and ethical behavior.

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Ethical Dilemma
An ethical dilemma that exposes the necessity of winning occurred during a softball state
sectional championship game. The winner of this state game would be competing in the state
group championship game the following weekend. The losing team would end their
season. Team A was losing by one run in the top of the 7th
inning, with one out and runners in
scoring position on second and third.
Team A ran a trick play resulting in two runs scoring putting them ahead in the
game. The trick play was a squeeze bunt with the runner on third base breaking towards the
plate on the pitch. The home plate umpire's attention was on the runner coming home because
the play is at the plate. The runner on second ran halfway to third base and then cut across the
field towards the middle of the third base line, not touching third base and sliding into home
seconds behind the lead runner. The field umpire's attention is on the bunter running to first
base, leaving the runner on second unwatched and able to run the trick play. Parents in the
stands, the opposing coach, and the opposing players clearly saw the runner cut across the
diamond and not touch third base. The Team A coach denied any such trick play and claimed he
did not see the runner from second because of his focus on the play at home. The Team B coach
confronted the umpires about the runner not touching the base. Neither umpire had seen the
mishap because their attention was at home and first base.
Team B wanted to protest the game because of the apparent blatant attempt to cheat on
the play; however, it was not granted by the umpires since it was not a questionable call on their
part. Team B ended up losing the game and ending their season while Team A moved on to the
state championship game. The Team B coach wrote a formal letter of complaint to the Athletic

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Director and the Superintendent of the school of Team A. There was no further action,
investigation, or punishment from administration after the season ended.
Options and Choices for Those Directly Involved
There were options for individuals who were directly involved in this dilemma. The
individuals or groups directly involved include the Team A coach, Team B coach, Team A
runners on base, the umpires, and Team B players. The Team B coach had the option to push for
a protest of game and refuse to put his players back on the field. He could have called the
NJSIAA State office and explained the situation and the importance of the games’
outcome. This was an apparent act of cheating that affected the result of the game. However,
since the game was not granted a protest and the remainder of the game was played out, no
consequences can transpire. The coach should have protested indefinitely and refused further
play.
The Team B coach had the option to not proceed with the trick play that caused a revolt
during the last inning of the game. He could have played fairly and in accordance to the rules,
legal and ethical, for the remainder of the game. By doing so, the controversy and delay of game
could have been avoided. The Team B coach also had the option to tell the truth about his
actions instead of denying the incident. The result from there would have been decided between
the umpires as to where the game should continue from that point according to the NJSIAA
softball rules.
The runners on base were given a play to perform during the game; however, they have
had the option in the past to express their feelings to the coach about it not being an ethical
play. It is a tough position for an athlete when they have to stand up or challenge their coach on
an issue. However, the option does lie there to convey a discomfort or uneasiness about a

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situation when testing an individual’s morals or ethical stance. Part of being a cooperative coach
is having the ability to listen to the athletes and take into consideration their thoughts. Team A’s
coach has proven that he is not a transformative or cooperative coach with his unethical actions.
The umpires with their limited knowledge, but strong authority, could have granted the
protest when presented. That would have enabled the NJSIAA office to take over and handle the
outcome of the game.
The players on Team B, after seeing the play unfold before their eyes, had limited
options. The most they could have done, short of walking off the field, would have been to
pressure the coach to take a firmer stand in regards to protesting the game. They took the option
of explaining their view to the umpires that did not see the trick play. However, since it was not
a judgment call and was a mere “not seeing” the play, little can be done.
Options and Choices for Those Indirectly Involved
There were few options for the individuals who were indirectly involved in this dilemma.
The individuals or groups indirectly involved include the NJSIAA office, administration of both
schools, and fans that witnessed the incident.
The NJSIAA state office could have had the option to put a third or fourth umpire on the
game to have more sets of eyes to make sure that every angle of the field was covered being the
importance of the outcome. By having an extra umpire at the game, this situation would have
been avoided. Since there was no live video or taping of the game, it cannot be proven that the
cheating play actually happened. It is the two team’s word against each other so that is why
there cannot be a further consequence.
Administration from the school of Team A had the option to send in a formal complaint
to the administration of Team B and to the state athletic office. The administration had the

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option to show more support for the dishonest actions of Team B instead of letting the issue go
after the season was over. Administration showing more support and taking a more solid stance
would have earned and increased respect from the team and its parents towards the
school. Administration from school A had the option to make this a learning situation where a
lesson can be taught about ethical and earnest play and how good judgment and fair play says
more about the success of a team rather than the win. Administration of Team B had the option
to take any calls, letters, and/or any forms of communication about the incident to decrease and
defuse the issue from further altercations. Since they were not in attendance at the game, in the
future, having administration at heightened games would be important so the handling of a
situation could be avoided or resolved much quicker.
Parents and fans attending the game took the sole option they had by arguing the trick
play during and after the game. Parents sent in their formal letters of complaints to
administration and to the state office. The only other option available was to make this a
teaching moment for their children as well. This is a prime example of unethical play and
cheating to gain success.
The analysis of this ethical dilemma has considerations for the following; social,
emotional, physical, spiritual and academic. There is a famous saying in sports “if you are not
cheating, you are not trying”. Many coaches and sports figures believe in that saying and coach
and play true to that motto. The earlier that adage is taught, it is able to absorb more fully into a
young athlete’s psyche resulting in higher rates of athletes trying to get more out of less. The
Team A coach is a perfect example of a sports leader who is training players to play with
dishonest and unethical behavior to gain success. With that decision comes the social,

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emotional, physical, spiritual, and academic hindrances that can affect a player or a team as a
whole.
Social Considerations. The social considerations for this dilemma are extremely
important being that softball is a team sport and the teams’ appearance is being damaged with
this style of play. There are internal and external social factors that create a bad image. One
internal social dilemma is that the coach is choosing to divide the athletes amongst each other by
the players that agree and disagree with this style of play. Cheating is unethical. This trick play
was unethical and several players may have disagreed with the running of this play at that
time. Most likely there were other instances where these trick plays were used during the season
and could have sparked a conversation or exchange between the players; some players portraying
excitement and thrill of these trick plays while others may have voiced its unethical and immoral
play. If there were very few players that felt it was wrong to use these plays to gain an
advantage against another team, those players could feel ostracized or excluded from the rest of
the team. A coach’s responsibility to a team is to keep cohesiveness and a common goal to be
successful.
The external factor of a social dilemma is the image of the team. Team A will now have
the reputation of being cheaters because of this stunt taking place at a state championship
game. The stigma attached to the program, and possibly the school, is of being dishonest and
deceitful. Any past or future awards or championships would be questioned if won fairly and
honestly or if something underhanded took place. Both of these examples are affecting the team
in a negative way that could result in a team not performing as a cohesive unit.
Emotional Considerations. The emotional consideration for this dilemma is an internal
struggle that players will feel. A player on Team A could feel forced to perform deceitful actions

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which would make them feel uncomfortable. The coach is forcing players to practice behavior
that is against the rules where an ethical individual would feel a discomfort knowing that what is
being shown and forced upon them is wrong. Another part of being a coach is to be a role model
to the players. By a coach showing negative or inappropriate behavior to the players he is
coaching, it portrays an acceptance to it. At adolescent ages where minds are still moldable, it is
extremely important to provide the right examples of behavior and sportsmanship in the sports
world. The Team A coach is not providing the right example of proper play to a group of high
school age females. Coach is creating an atmosphere where cutting corners and deception is the
way to handle a tough situation. Also, the coach is forcing young athletes to feel insecure and
doubtful of their own abilities if the path to resort to is cheating. Overall, this situation only
teaches negative concepts to Team A’s athletes that will contribute to confusion, frustration, and
insecurity in what is right, fair, and good.
Academic Considerations. The academic consideration for this dilemma involves the
behavior that is being practiced and allowed. Coach A is teaching the team that it is acceptable
behavior to cheat. The fact that coaches are authority figures, even in high school, will have
their players believing their word is correct. In this case, it is not acceptable to cheat in a game
or in the classroom. Team A has been taught these trick plays by the head coach to gain
advantage. Why wouldn’t these players continue this behavior in the classroom? A smart and
ethical young student-athlete would know the right and wrong in this situation. However, not all
individuals have a high moral code for different reasons such as an insecurity or inferiority
complex. A student-athlete that may perform better on the field rather than in school may take
this accepted behavior from their coach and bring it into the classroom. The consequences of
breaking an honor code because of cheating can vary from failing a test to expulsion. The Team

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A coach is putting his own players at risk if they carry his theories into the classroom. If a break
in an honor code a removal from the team could also occur; this would hurt the team, coach, and
player.
Physical Considerations. The physical considerations for this dilemma are serious
because of an injury factor. Injury in sports is inevitable and unavoidable. Even the most fit and
healthy of athletes can get injured in one play. Because of the predestined fate of injury, coaches
should always keep the best interest of their players’ health in clear focus. With Team A’s coach
teaching the players trick plays, there is a serious threat of a player being hurt. Especially in the
play from the state tournament game, the catcher could have been injured not expecting two
players to be sliding into the plate consecutively. The runners could have been injured as well
with a collision at the plate. Mechanics and plays are being taught that are out of the normal drill
of teaching softball. When situations happen that are out of order or code, that is when accidents
can happen.
Subsequently, the Team A coach is putting his players in harm’s way in retaliation to a
trick play or form of cheating. Opposing pitchers could hit a player on purpose, opposing base
runners could slide into a base more aggressively, or infielders could apply tags more forcefully
all resulting in a possible injured player. Retaliation is unethical in sport but is very common
through all ages and levels. Coach of Team A is increasing the chance of players to be injured
by retaliation.
Spiritual Considerations. The spiritual considerations for this dilemma are inclusive of
one’s religious morals and beliefs. If an individual is raised in a religious household where
social and personal standards are taught, cheating would be disapproved of. It would be very
confusing and frustrating as a young athlete to be taught one standard and then have another

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authority figure teaching the polar opposite. At a time where character is still susceptible to
change, there needs to be a common thread or firm foundation to create or withhold those strong
ethics and values. The Team A coach is challenging those standards by teaching his players to
cheat in a game and it is acceptable.
The choices made by both coaches have set a precedence of the type of character they
have and what coaching priorities they advocate to the team, parents, and athletic
department. The coach of Team A has made it apparent that winning is the principal motivation
and the measurement of success. To obtain that win and achieve a winning percentage or a
championship trophy, there are no holds barred. Coach A will lower any ethical guidelines put
in place by the game and/or society to achieve greatness. A decent reputation does not matter as
much as the material awards and recognition won at the end of the season. The school of Team
A has also set precedence by showing no disciplinary action toward the coach who blatantly
cheated in a state final game. Coach B has set the precedence of his ethical and moral character
by playing fairly and showing support for his players and program. There were no underhanded
moves made after the game was completed and the proper protocol was followed to file a
complaint towards the coach and school of Team A.
Ethical Considerations. The ethical considerations for this dilemma are built on moral
and honest behavior that every individual should live their life by. There was a clear difference
in values between Coach A and Coach B. Coach A did not have the same guidelines that Coach
B had for coaching a high school softball team. The decisions that Coach A made were solely
based on winning and using any form of illegal play to gain an unfair advantage. Maxwell
(2003) stressed that “Those who want most to keep their power at all costs are most likely to
compromise standard ethical behavior to keep it” (p. 64). He chose to put his reputation, players,

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and school at risk of being labeled, disciplined, or banned from any further competition. There
was no ethical consideration for the actions that Coach A instructed of his team. Coach B kept
ethics in focus by not cheating and playing a fair game. Team B deserved to win the game
because of their honest play and good sportsmanship. They practiced an ethical standard that
enabled them to make good choices. Those standards were honesty, sportsmanship, loyalty,
regulation, and hard work.
Coach A made the decision to use trickery to win a state softball game. It is understood
that many coaches and players find ways to deceive an opposing athlete or team; however, clear
cases of cheating are illegal and should have consequences. Knowing that there is little chance
of getting caught, Coach A, chooses to take the risk of cheating every time he runs his bunting
play. He takes advantage of the umpires and finds loopholes within the game to increase the
chance of his plays working. That is dishonest, deceitful, and a bad example of
sportsmanship. Coach A’s actions are selfish and are geared towards quick satisfaction rather
than healthy competition. The lack of ethical standards in his coaching will catch up with him
over time. Maxwell (2003) wrote “The desire for pleasure can be a terrible master. The fact is
that the pleasures most of us pursue are short-lived and leave us unfulfilled. The things that
tempt us rarely deliver on what they promise” (p. 60). His implications against his acts should
result in a termination as head coach, a probation period where he cannot coach another team,
and a formal letter of explanation or apology about his actions. Coach A should be the example
that cheating is not tolerated in high school sports. As for Coach B, there is not much that can be
done. The New Jersey State Interscholastic Athletic Association will not revoke or annul the
game even though there was an official appeal placed. He can use this situation as a teaching
moment to his players on behavior that is not acceptable in a sporting event or in everyday life.

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“There are really only two important points when it comes to ethics. The first is a
standard to follow. The second is the will to follow it” (Maxwell, 2003, p. 17). The components
of a code of ethics for a sports program must prioritize character, moral standard, and goal
setting. Good attitude, honesty, enthusiasm, motivation, loyalty, and perseverance are all
qualities that an athlete should aspire to have to be a great teammate and player. Balancing
healthy competition with teamwork will provide athletes with the tools to better themselves and
better the team. The coach is the leader and mentor to the individuals he or she is in charge of
and is responsible for setting these clear guidelines for the expectations of team. Coaches should
provide a positive atmosphere where athletes feel comfortable and engaged in learning. Each
should bring a philosophy into their program that will secure, educate, promise, and expect
commitment from all individuals and have respect for each other’s well-being. Brown (2003)
has written that “Having a philosophy is essential to success, but having a philosophy along with
an action statement gives substance and teeth to your philosophical tenets” (p. 39). Introducing a
clear standard of ethics will enhance any coaching philosophy and put a backbone behind it.

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Chapter V
Legal Aspects and Consideration
The importance of coaches knowing the legal aspects of sports is imperative to maintain a
safe and healthy environment for athletes to compete in and for coaches to train in. Supervising
personnel or individuals of authority must be aware of legal facets and the accountability that all
surroundings are in compliance. Parents and guardians are entrusting the supervising personnel
to be in full control of safety and knowledge to preserve a secure playing
environment. Personnel must be cognizant of the law and what rights are held through specific
situations. This will relieve pressure and stress and could avoid a future incident from occurring.
The best way to avoid or to remedy an incident in a timely fashion is to have a risk
management system in place for the team, organization, or company. A risk management plan is
a system devised to control the “financial and personal injury losses from sudden, unforeseen,
unusual accidents and intentional torts” (Cotton and Wolohen, 2010, p. 282). To develop a
successful risk management plan, three separate stages must be focused on: identification of risk,
classification of risk, and the selection of the method of treatment of the risk. Under Appendix
E, an example of a Risk Management Plan (RMP) for a club softball organization was
devised. The plan demonstrates the proper procedures that will take place in emergency
situations. It also outlines financial resources, history of foundation, coaching certifications,
models of professional behavior, facility overview, and processes for hiring and firing of
employees. There is a substantial decrease in liability with all counterparts being covered by the
risk management plan. My softball program will mimic the plan under Appendix E with full
disclosure of all program logistics and guidelines. Creating organization within a program will
alleviate liability and negligence in important situations that may arise.

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In any career or profession, there comes a list of job responsibilities that are pertinent to
perform to succeed at achieving and accomplishing one's task well. No matter the quality of the
job, there are legal and ethical duties that have to be carried out to certify that daily assignments
are being completed in an organized, permissible, and rightful way. However, professions that
oversee more individuals or engage with higher numbers of clientele have a greater risk of legal
liabilities; which enforce them to work under certain legal duties to protect themselves and their
organization from any lawsuits, complaints, or charges for misuse or negligence. With power
comes responsibility, yet also comes liability. Currently, society has created a very sensitive and
delicate line of understanding and tolerance. Individuals of power, ranging from a coach to a
business executive, must be considerate and conscience of all rights that are owed to their players
or employees to avoid any claim of negligence.
Reviewing The Fourteen Legal Duties of Athletic Personnel (see Appendix F) struck
many different chords. Being a coach or athletic administrator comes with many more liabilities
than one would outwardly think. Negligence is not an obscure claim. The duties that held a
higher level of interest and will be explained specifically are the duty to supervise and the duty to
provide proper transportation. These two legal duties are directly related to two of my important
job responsibilities as head coach.
Duty to Supervise
According to Cotten and Wolohan (2010) courts have traditionally imposed certain
obligations on those who have a duty to protect another from unreasonable risk of injury. The
particular obligations required in any specific situation vary depending upon such factors as the
nature of the activity, the nature of the participants, and the nature of the facility, and location of
the activity. The legal duty of athletic personnel to supervise entails and envelopes all of those

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factors that Cotten and Wolohan stated. This duty covers all bases of liability of the athlete
because of its broad range of coverage. Specific duties span from insuring safe field conditions,
preventing or helping with injury, structured practices according to ability, and physical
presence. A coach must be present at all games, practices, and any event that involves the
players of the team. Presence is beneficial and essential for the team and coaches to create an
acceptable balance and synergy within the team. The legal duty to supervise is to avoid the
claim of negligence on the coach’s behalf with not evaluating the environment of where the team
and structure of instruction for which the team will be engaging in. Within my own program,
there will be a central focus of an emphasis of supervision of all players and their well-being.
My softball program will comply with the duty to supervise. All coaches on staff will
follow the obligation to supervise as a legal duty. During practice, there will be constant
supervision of activity; a coach oversees hitting, fielding, and running. The field is surveyed by
the coaches beforehand to verify that it is safe for activity. During away games, a female
member of the coaching staff will supervise a group trip to the bathroom before game
time. Athletes who are waiting for a ride home will be accompanied by a coach until their parent
is present. If extreme weather occurs, heat, cold, or rain, there is proper precaution taken
beforehand to ensure that all athletes are taking proper steps to keep themselves hydrated,
insulated, or dry.
Compliance with the duty to supervise stems from not wanting a situation to occur
instead of complying because a situation occurred. To keep the rule uniform and intact, there are
no exceptions made. No player at any time will be allowed to leave the sight of any member of
the coaching staff for any reason. No game will start until the field is assessed by the coaches

39
and officials prior to game time. There will be complete compliance because no other alternative
will be given.
Duty to Provide Proper Transportation
The legal duty to provide proper transportation is another responsibility that holds an
interest because of the liability and importance of transporting individuals safely to and from an
event. It also includes making sure that these individuals also have the proper alternative
transportation home from an event in terms of family members or carpooling. Providing
transportation involves arranging appropriate district transportation to and from athletic
events. This is the responsibility of the athletic department to coordinate with the bus companies
themselves or with a professional services associate within the school to schedule the busses
determining the distance and size of team. However, as head coach, I will work in accordance
with the department to ensure that proper transportation will be available. Bus companies have
their own duties that they need to maintain to avoid liability issues or legal delinquencies. By
offering the service of a team traveling together with the coach’s supervision and a licensed
driver, all liability issues are covered within the department and the school.
While it is deemed mandatory for an athlete to ride the bus to and from away games,
there are exceptions for the return trip home. If a student lives closer to the location of the field,
there will be an allowance for that student to be driven home by a parent. This is a prime
example of where the system can fail and a liability or negligence matter can arise. Although
there is a mandatory note that the parents must write to grant permission to drive their child
home, once the athlete is released to his or her parent they are no longer being supervised by the
coach directly after an organized team event which could put a coach at legal risk under the duty
to supervise.

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Other than a player living in close proximity to a field, I will highly encourage members
of the team to ride the bus home to generate team bonding, time to recount the game, and
connecting as a family; win together, lose together. Many times players want to ride the bus
home even if it elongates their own ride home just so they do not miss any moments with the
team. That is where memories are made and remembered.
After studying all fourteen legal duties of athletic personnel, there is much confidence
that all will be followed with the utmost degree. There is an extreme concern for any liabilities
that the department is responsible for and there is proper protocol and responsibility placed
within each associate and coach to perform to the best of their ability to keep all safe and
unharmed.

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Chapter VI
Program Development
Developing a program, curriculum, or system is a difficult process to endure. Many
different facets need to be in sync to create an enriching environment of stability, organization,
and consistency. Much time and energy is expected to be able to establish the mission and vision
of the institution. Building an athletic program contains many variables that need to be sustained
to simply have regularity. To build a successful athletic program, considerable amount of time,
effort, and determination is demanded to be able to sustain and grow upward in a progressive
direction. To begin developing a program, the mission has to be determined to affirm the
purpose. This will set the foundation that coaches and athletes can revert to if an individual goes
off track or loses focus. Coaches, personnel, or administrators will plan accordingly in
procedures and development opportunities for the athletes to stay compatible with the
mission. Every great team is a product of a sole mission, a sole focus that is the guiding light on
the path. Next is establishing a vision. Where will the mission take the program? What are the
expectations? What is the purpose? All prior questions must be answered to generate the
vision. An athletic programs vision can vary from championship winning team to successfully
achieving a .500 win-loss record. Visions are dependent on what the program leaders want to
achieve and/or what the program will be known for. Once these two prerequisites are decided,
the development process for the program can begin effectively.
Successful programs are not just pigeon-holed as championship winning teams. There
are a multitude of different degrees of success that a program can be measured by wins,
achievements, improvements, and defying adversity. Transformative coaches would consider
personal achievements and conquering adversity as success. Since transformative coaches focus

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on the athlete as a whole and teach them to grow mentally and spiritually, along with
physically. The focus of program development is that it is not limited to only one portion of
development similar to there not being one sole definition of success.
The softball brand development will be inclusive of but not limited to communication,
growth, behavioral expectations, practice plans, mental training, and character
development. These are all areas of a program that are needed to be examined to commit a
coach to bring a program to a successful level.
Organization
Organization is a vital part of creating and building anything that is meaningful. Being
organized will eliminate confusion, question, and potential errors that could be made in the
future. In developing a softball program, organization is the key element to maintain focus on
the mission and, specifically, the vision. There are many facets of upholding a well-established
program. All areas need to work in unison to sustain proper protocols and a fluidly functioning
dynamic.
To begin, communication is the first necessary step towards creating an organized
environment. When developing a program, coaches and leaders of the program will have to
make very important decisions on disciplinary actions, emergency plans, risk management plans,
schedules, sources of communication, mission/vision, and any other aspects that would affect the
athletes and parents. It is crucial the foundation of the program needs to be constructed first
before the small intricate details of the program can be communicated. Athletes and parents will
need to know the motives, the vision, and the purpose of what the program will be known for. It
is very important for these important individuals to “buy-in” to the program right from the start

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by showing an outpour of organization, which proves that much time and effort was in affect
prior to the beginning. Organization displays energy, orderliness, and sincerity.
Once these important processes are decided, a manual will be created to hand out to
athletes and parents. Having a simple go-to source will eradicate confusion or question, yet at
the same time, it erases liability cases within the program because all information will be given
to the inclusive parties well beforehand. In the beginning stages of the program being
developed, coaches will meet with players to discuss the expectations and hopes for the
program. The mission statement will be communicated to players to build a strong sense of
priorities and provide the value of the direction of the program. Being a transformative and
cooperative coach, a discussion will take place referencing the coaching style the coaching staff
will use to lead the team. Coaches will emphasize the care that will be portrayed for each athlete
and how the athletes will be allowed to express opinions to help further the program.
The manual will be handed out and examined to ensure all are on the same page. Other
items to discuss in great detail with athletes will include ways to contact coach, protocols for
missed games or practices, scheduling, out of season workouts, and expectations of each
athlete. The expectations of athletes are the biggest aspect needed to consider. Organized
leaders lay out the exact expectations and anticipations that are required. Athletes will be aware
of expected effort, coach’s necessities, and the core thread of the program.
Once the players are addressed with the manual, the coaching staff will meet with the
parents to discuss the same. Addressing the lines of communication with parents early could
help deter any problems that will arise later on in the season. By giving parents the proper
protocols and ways to communicate certain issues, will aid in organization while respecting
boundaries. Parents are allowed to contact coaches involving scheduling con

44
Along with a manual or player handbook, there will be a program website that will have
the team schedule, PDF of player’s manual, directions to games, roster, off season work outs,
team achievements, game highlights, and coaching staff contact information. This website will
address the practice and game schedule well in advance to eliminate any interference and allow
families time to coordinate time properly. This website will be monitored by the coaching staff
and will be updated when changes or additions come along.
Organizational charts will be available for the coaching staff, support staff, and athletic or
personal trainers. Each member of the program will receive a description of what is expected for
him or her to complete the job successfully. Each different group will have separate
responsibilities that must be completed to allow the program to continue fluidly. Overlaps and
redundancy in responsibilities create confusion and ineffectiveness. Clear job descriptions will
be orchestrated and communicated with all members of the program, especially in the developing
stage of the process.
Team Practice
Effort, determination, sweat, and perseverance are the key terms that will be used to
emphasize the attitudes and behaviors expected at every practice. Players can repeat a drill over
and over yet not excel or better themselves because there is low effort, no enthusiasm, or zero
will. Attitude can affect the physical aspect of playing sports. Naturally talented athletes should
not show less effort or pride in a workout or drill solely because they are talented. Determination
is a trait that each member of the team will need to portray at practice to better prepare each
other to perform well in games.
Playing sports takes an equal amount of effort mentally to succeed; physical talent is not
the only factor to playing well. There will be considerable amount of time before practice to

45
discuss a previous game, team issues, practice plan for the day, teaching moments that occurred,
and any other parts of the program that need to be discussed. Cooperative coaches prefer and
expect players to take initiative in speaking up and being a verbal part of the
program. Communication is such a vital part of any successful partnership and in this program it
will be a key part of success. Drills will be explained so athletes will have full knowledge of
what is expected and what the correct mechanics are to get the full benefit of the drill. The
purposes of drills are to work on specific mechanics to create muscle memory and fluidity in the
motions to generate natural instincts when playing in the game. Drills incorporating the whole
team will allow players to learn from each other, know each other’s strengths and weaknesses,
and manifest bonding. The focus will be on large group instruction to build a strong team unity
that will present itself on the field. On average, most athletes work with personal instructors and
private coaches to specialize on specific skills, such as pitching, hitting, and catching. Basic
fundamentals will not be taught being that should already be learned.
Examples of drills will include proper footwork to receiving a ground ball or fly ball,
turning double plays, cut offs from outfield, bunt defense, slap defense, infield in situations,
backdoor plays, and throwing on the run; to name a few fielding drills. Hitting drills will consist
of hitting the outside and inside pitch, bunting, spot hitting, speed drills for hands, live hitting,
spin drills off pitching machine, and lower body work. Pitching drills are different since all
pitchers are different in concerns of strength and weaknesses. Some pitchers are power pitchers
and some rely on mixed pitches. Pitching coaches will work a separate workout with the
pitchers focusing on their style of pitching. Live pitching will also be a vital part of practice
because it will condition the team as a whole.

46
The majority of the focus at practice will be on conditioning, team instruction, game-like
situation drills, mental training, and strength work. The mission and vision of the program is to
build the athletes fully as individuals and to take the level of play to the next level. Focusing on
the mental side of the game and team camaraderie along with exceptional effort in rigorous
practice will showcase a good outcome. There will be strength and conditioning workout plans
that the athletes will need to complete to stay competitive on the team. Even though one focus is
on team bonding, healthy competition for starting positions must always be a priority. Players
should never feel comfortable with the level of talent that is possessed or what role they have on
the team. Always striving to be better for personal gain and for the betterment of the team is
expected.
The expectation for off season training is just as important as in season. The expectation
is that athletes should return the following season having excelled and have gained more strength
and knowledge from the previous season. Personal coaches and an off-season workout regime
will be given to each athlete.
All workouts, practices, and drills can be performed with mediocrity and receive some
positive outcomes. However, performing at practice with 100% effort and awareness will
always remain at the forefront to withdraw the most out of each player to influence them to play
to the best they can.
Coaching Behaviors
A successful coach can be defined as not just a person who can achieve wins but a leader
who can attain positive results, an individual who can acquire all players to “buy-in” to the
program, and someone who can reach all players effectively no matter the learning behavior of
the athlete. A good coach has to know who each player on the roster is. What type of player are

47
they? What is their home life like? Are they fast learners or slow learners? How well are they
doing in school? What future goals do they have in sports? These are all questions that must be
known amongst many others. A coach must know each player’s strengths and weaknesses to
properly gage how to coach each player effectively. Transformative coaches will get to know
each player to accurately coach them physically and mentally. Since transformative coaches are
concerned about the whole of person, these coaches will focus on the personal part of coaching
centralizing on the methods and strategies of holding attention spans and reaching all type of
athletes.
No two players are alike. Many will learn at a different pace or learn better by visual or
verbal teachings. Coaches must be aware of the different variations that are present on the team
and come up with game or practice plans that are appropriate. Cooperative coaching styles will
allow coaches to discuss with team leaders ways that practice can flow better with players that
need extra work or players that may learn at a slower pace. Cooperative coaches will rely on
team members to pick up responsibility and become an extension of the coaching staff. Quick
learners can help slower learners in practice to help coaches continue on with a practice
plan. Occurrences will arise where practice plans may drastically change because of issues that
can happen. Teaching a play may take extra time that may interfere in the practice plan of the
day. A coach needs to deem what is necessary to change and what isn’t. If there is genuine
confusion or misunderstanding with a drill or play, more time should be allotted to allow all
players on the field to be on the same page with each other and the coaches.
Coaches must stay current with appropriate drills, technology, and equipment. It would
be extremely difficult to keep the attention and focus of players when coaching staffs are using
outdated equipment or teaching drills that worked for styles of play from years before. There are

48
many tried and true drills and workouts that are timeless; yet, the majority needs to be up-to-
date. The world has turned to technology and the many uses of it to successfully run and manage
many aspects of life. Coaches have the resources to connect virtually with influential sports
figures, use YouTube as a resource for drill work, and the utilization of social media. Keeping
current with the players will aid in holding focus through practice or season. Coaches need to
find ways to relate to the players to keep creating a bond and a personal tie. The efforts it will
take to stay current will pay off with players and the focus that will be given to the coaching
staff.
Coaches are leaders of a team, of a program, and are in the main spotlight all the
time. Players are watching reactions of coaches in all aspects, whether it is on or off the
field. Being that athletes are watching the coaching staff for guidance and direction, coaches
need to lead by example at all times to present correct behavior and proper ways to resolve or
contain situations that arise. Since transformative coaches teach towards the whole well-being of
an athlete, teaching how to react to situations in a positive and non-confrontational way would be
at the forefront. Unacceptable behavior of a coach would include physical or mental abuse
towards a player, sexual advances toward a player, violent or erratic behavior shown to opposing
teams, media, or game officials, deceiving of players for personal gain, lack of leadership, and
lethargic enthusiasm within the program. There are many unacceptable behaviors that can affect
the outcome of a game or completely ruin a program as a whole. Coaches must lead the program
with honor, passion, and drive so that the players can have the same honor, passion, and drive in
practice, games, or themselves.

49
Growth and Well-Being of Athletes
Transformational coaching can be defined as coaches that teach players how to overcome
obstacles, build confidence, teach the game, teach respect of the games counterparts, and coach
the team as a whole. Transformational coaches care about the well-being of athletes. To
perform at an optimal level on the field, these coaches will work on its athletes off the field as
well.
Negative or bad attitude and behavior on the team will be not be tolerated. Any forms of
hazing or harassment will be addressed with an expulsion or dismissal from the program. Any
illegal behavior or discrepancies will, also, not be tolerated ending in a dismissal. Rules will be
strictly enforced and no allowances will be made to keep the commitment of good behavior
strong. Exceptions that are made may diminish the value of importance of good behavior.
Being a part of this softball program does not just consist of what goes on in the gym or
on the field. There are many other compartments that are necessary to maintain healthily for the
program, as a whole, to succeed. Coaches need to be sure that while players are in their care, the
players are being taken care of physically, mentally, academically, and spiritually. In this
softball program, the coaching staff will regulate players outside activities that affect the
program. Most importantly, academics and school need to always be a priority and the center
focus. If athletes neglect schoolwork, sporting privileges would be taken away. There will be a
minimum GPA required to play in the program. Since it is a known and overused fact that a very
small percentage of athletes will play professionally, schoolwork cannot be neglected or
overlooked. To play successfully in this program, report cards must be handed in to the head
coach so that proper grades can be recorded and the coaching staff can monitor player’s
eligibility. Coaches are the leaders of the team and are the role models of the program. This is

50
the very reason that academics must be stressed as a main priority. The game will most likely
not give the athletes a professional career; education will make that available.
Another important factor that needs to be addressed is players’ safety. There are different
levels of educating about safety. Physical injury, injury prevention, substance abuse, and safe
play are all variables. Appropriate educational information will be made available about the
harmful effects that substance abuse can cause. Recreational drugs and anabolic steroids are
harmful substances that can cause very deteriorating results to anyone that uses. Constant stress
about the negative effects and the horrible consequences that can occur should be expressed as
often as possible to show importance. Drug use does not make better or smarter players. Better
and smarter players are made through hard work, determination, and team bonding. Head coach
and assistant coaches will lead by example and lead a clean, healthy lifestyle and promote health
conscious choices. The growth and well-being of the athletes are the priority of the coaching
staff and ethical choices that are made on and off the field are not separated due to the
environment.
Injury prevention and injury care will be explained thoroughly by an athletic trainer who
is a certified ATC. Coaches will be first aid, CPR, and AED certified to aid in any emergency
situation that may occur. However, a trainer will be available to speak to in terms of injury
prevention measures and rehabilitation exercises. Strength and conditioning workouts will be
created for each player to strengthen core muscles to prevent muscle strain and overuse. Injuries
that occur in practice or games will be handled by the coaching staff and will have the proper
protocol applied, whether it is an emergency services or ice and bandages with a call to an
orthopedist or specialized doctor.

51
Expectations of players in and out of season will not change. Commitment, honor, pride
in the program, hard work, focus on education, and the will to get better will be a constant trend
all year long. When playing in the program, players need to represent the team at all times. If a
player may act inappropriately to make the team look bad, there should be second-guessing for
themselves as a team member but also as important individuals. Off-season work is very
important and vital to sustain the mission and vision of the program. Expectations of community
service for the program and for school will be mandatory.
Coaching Staff
Players in a program are not the only individuals that need to “buy in” to a
program. Members of the coaching staff need to buy in also. There cannot be conflicting
coaching styles and theories when leading one team. Differences would be extremely evident
and create confusion and separation among the athletes. When hiring assistant coaches and
support staff, the head coach will explain the mission and vision of the program and the ethics
and morals that will be taught to the team. Members of the coaching staff need to be on board
with the direction of the program. Different views and opinions are welcomed; however, the
mission and vision will not be changed. Transformational and cooperative coaches rely on
positive reinforcement, player behavior, and creating well-rounded athletes. Assistant coaches
will have to have the same outlook and aspects when coaching also. There are moments and
occasions when to be tough on the players to push them psychically and mentally. Under no
circumstance will a coach go too far to publicly humiliate or abuse any player mistaking it for
tough love. Demanding behavior can produce a very thin line between abuse and genuine
pushing to better a player. A coach must know the difference and where limits lie within players
and common sense.

52
As stated before in Coaching Behaviors, staying up to date with current trends will better
the program. The coaching staff will attend conventions, coaching clinics, workshops, and other
events where professional development will better technique, knowledge, and
expertise. Broadening ideas and concepts will better the program as a whole by learning new
practice plans, testing new equipment, and learning the mental training aspect of the game.
Frequent meetings will keep doors of communication open to lessen any
misinterpretations or issues. Another main purpose is that different sets of eyes and ears may see
and hear different things throughout practice or games. Recurrent meetings will keep all coaches
on the same page in terms of the heartbeat of the team. Discussions about team issues and ways
to progress the program are other topics that will be brought into play. There will be two in
depth meetings that will take place prior to the season starting and after the season has
concluded. Here is where discussions can take place about long term goals, staying on track with
the program vision, professional development, style of coaching, off season work outs and
expectations, and further in depth look into the program. Staying complacent and feeling
acceptable with mediocrity will not be an option for the program. Motivated assistant coaches
will be on the coaching staff. Any negative or unengaged individuals will not be tolerated and
will be released.
On game day, assistant coaches have a very important role. Working with individual
athletes, coaches will ready players physically and mentally. Depending on the number of
coaches on the staff, there will be designated jobs for writing the lineup, speaking with players,
overseeing the pitchers warm up, watching the opponents warm up, etc. Assistant coaches will
have the task to scout opponents prior to game day. Using the scouting report, the staff, along
with the head coach, will be able to put a good game plan into place concerning specific players

53
on the opposing team. Running through the game plan before start time will refresh and keep
focus on the strategy.
Character Development
An athlete with good character will have the following characteristics: good student,
practitioner of good sportsmanship, team leader, patient, motivator, upbeat attitude, community
service organizer, and a person who portrays role model behavior. Sporting good character is
very hard to achieve at all times. There are many tests that are given during practice or a game
that will test an individual’s character. Some parts of a person’s personality can be learned and
some are only natural traits. An athlete with good character mostly comes from natural traits that
are inhibited; it is very hard to teach good character. However, having one person on the team
that can exhibit this type of behavior will have worthy benefits because it will give others an
example of proper behavior. One good role model will act as a blueprint of respectable
behavior; having a physical example will illustrate more directly the characteristics needed to
develop decent character. Coaches will operate with good character as well to be another
example to athletes.
Fundraising and Boosters
This softball program will spend a considerable amount of time traveling to tournaments,
games, and clinics and will depend on a booster club, donations, and drives to help offset
financial expenses for families. Expenses within the program include equipment, clothing,
tournament fees, hotel accommodations, and any other miscellaneous costs that may arise.
Each individual on the team will be responsible for raising a predetermined amount of
money to be placed in a collective pool to pay for uniforms and travel wear. Any overflow of
money will be allocated appropriately to other expenses or budgeted for the next season if all

54
accounts are even. Fundraisers may include raffles, car washes, fan gear, sponsors, and offerings
of team clinics to recreation departments. Fundraisers will be sporadic throughout the year, not
designated just to be held during the season.
Booster clubs will raise money for high end or big ticket items. If the program would
like to enter a destination tournament and will need to cover flights, tournament fees, and hotels,
then, the booster club will fundraise and allocate a good portion of monies towards that specific
budget item. The booster club and head coach will work very closely in regards of budgets and
the allocating of money. The booster club will not have a say in terms of where the money is
going or what it will be used for but will be kept up to date with wishes and visions of the
program. The expectation of the club is that they fund the allotted amount of money each year
that is promised. Since the organization is a non-profit, all fundraising, boosters, and sponsors
are vital to the continuation of the program.
Building Relationships
Members of the softball program will have to fulfill community service requirements for
school but will also engage in community service projects for the program as well. It is very
important to create community bonding to benefit local organizations that may require extra need
and to have members of the team learn humility and compassion for others. There will be
volunteer efforts available at local schools and recreation departments for athletes to work with
young kids in and out of school. Book drives, tutoring, and running free softball camps are some
of the events in the community that will be offered. Community building is very important and a
much forgotten part of society today. The mission of this softball program is to build each player
mentally and spiritually stronger as well as physically. Athlete should leave the program
becoming better individuals who have learned respect, empathy, determination, and will. What

55
better way to teach these endearing qualities then by first hand helping the quality of life for
others.
It would be very encouraged that parents are involved within the program. Although
there will be boundaries that are created to limit conflict or inappropriate conversations about
playing time, parents will have a sense of inclusion within the program as a whole. Parents will
run the booster club which will give a great responsibility and role in being a deciding and
helpful factor for the athletes. Jobs that consist of scheduling meals, helping with fundraisers,
organizing car pools, and planning the banquets are some examples. The jobs that are off limits
will pertain to stat keeping, scheduling, game decisions, and anything in the realm of effecting
team results. There will be a meeting prior to each season that will explain the involvement
wanted from the parents and what the expectations are.

Marino, Marissa - 595 Hamro- Winter 16

Marino, Marissa - 595 Hamro- Winter 16

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