EFFECT OF COACHING MEN AND WOMEN SOCCER AT THE DIII LEVEL. A Thesis Presented In Partial Fulfillment of the

Impact on Coaching Two Teams 1 RUNNING HEADER: Impact on Coaching Two Teams EFFECT OF COACHING MEN AND WOMEN SOCCER AT THE DIII LEVEL A Thesis Presented In Partial Fulfillment of the Requirement for the Degree Master s of Education in Graduate School of Marietta College By Nick Spell, B.A. Marietta College 2005 Master s Examination Committee Approved by Dr. William M. Bauer, Advisor Advisor Department of Education

Impact on Coaching Two Teams 2 ABSTRACT This study was undertaken to find the implications of coaching both the men and women s soccer programs at the Division III level. A questionnaire was distributed among coaches from programs across America that has one head coach for both teams. The researcher used a mixed method approach of research. The researcher used a Quan. /Qual. method of research. Using this method, the researcher was able to compile statistical data, along with feelings and concerns, that coaches have with going to or having a dual head coach system. The research assesses the strengths and weaknesses of the program compared to programs with just one team. The sample was made up of schools that have gone to the one-coach-for-two-teams-system at the DIII level. The researcher used self-addressed mailings to retrieve data. This study looked at coaching both teams and the negative effects on the factors of time management, recruiting, player development, team management and perception players have about the system. In all, the researcher found ways to be more efficient with coaches and players time and prioritize the factors that are going to lead to success and the factors that will hinder the team. i

Impact on Coaching Two Teams 3 DEDICATION Dedicated in honor of my father John Spell ii

Impact on Coaching Two Teams 4 AKNOWLEDGEMENTS The completion of my thesis is due to the support of my family and many friends that helped me through the long journey. I would like to thank Dr. William Bauer and the coaches that helped in the process and completion of my studies. Finally, thanks to Coach Patrick Holguin for the opportunity that he has given me to pursue a master s degree and a career in my passion of coaching soccer. iii

Impact on Coaching Two Teams 5 TABLE OF CONTENTS Page Abstract... i Dedication... ii Acknowledgements... iii Table of Contents... iv CHAPTER 1: 1. Introduction... 8 1.1 Statement of the Problem...9 1.2 Purpose of the Study... 9 1.3 Research Questions...10 1.4 Scope of the Study...10 1.5 Basic Assumptions...11 1.6 Limitation of Study...11 1.7 Definition of Terms...12 1.8 Significance of the Study...14 iv

Impact on Coaching Two Teams 6 CHAPTER II: LITERATURE REVIEW...15 2. Introduction...15 2.1 Time management...15 2.2 Staffing...17 2.3 Recruiting...18 2.4 Player management...19 2.5 Team management...21 2.6 Conclusion...22 CHAPTER III: METHODOLOGY...23 3. Methodology...23 3.1 Selection of Subjects...23 3.2 Research Design...24 3.3 Instrumentation...25 3.4 Data Analysis...27 CHAPTER IV: ANALYSIS OF DATA...28 4. Analysis of data...28 4.1 Rate of Return...28 4.2 Demographic/coaching experience...29 4.3 Time management...34 v

Impact on Coaching Two Teams 7 4.4 Recruiting...42 4.5 Staffing...44 4.6 Player Development...47 4.7 Team Management...49 CHAPTER V: SUMMARY, CONCLUSION, RECOMMENDATIONS...53 5.1 Summary...53 5.2 Conclusion...54 5.3 Future Implications...56 REFERENCE PAGE...57 APPENDIX...59 6.1 Cover Letter for Survey...60 6.2 Coaches Survey...61 vi

Impact on Coaching Two Teams 8 CHAPTER 1 INTRODUCTION This study examines the current situation of coaches that have the task of coaching both the men and women s soccer team at the DIII level in the NCAA. It reports the differences between the different systems, if there is a significant difference. When it comes to coaching, there are many things that are time consuming and take personal attention. The question is whether a coach has enough time to balance both a men and women s team. This paper does not look at the differences in coaching men verse women but it does show how coaches should prioritize their time. There is also the question of times for practices and games, and who will stay with the team that is not going to play. Other questions that arise are the following: How one will find the time to recruit, especially during the season? How important is it that you have a good staff surrounding you to make sure things run smoothly when the coach is not around? Players might feel they are being cheated of the time the coaching staff has for their own personal development, whether on or off the field. This researcher feels that there is a need for the study due to his personal experiences of having to coach both men and women s soccer at the collegiate level. The researcher has only had the experience of coaching both teams and feels that it would be beneficial to see what the standard feelings are and what the statistics say about the success of these types of programs compared to the traditional style. Currently, there is not much material about this topic and the researcher feels that it would benefit the soccer community a great deal to know the true benefits

Impact on Coaching Two Teams 9 and disadvantages of coaching both the men and women. This research allows dual coaches to look at their programs and see where it would be beneficial to spend their time and discard obsoletes. This thesis is the foundation on which other researchers can base their further findings of this topic. It is important to have a documented report on the status of this change from the traditional style. It is a great benefit and benchmark to the schools as well as the players who choose to play for these teams. Statement of the problem The problem that coaches deal with is not having enough time and staffing to be able to do all of the facets of their job and be successful in all areas. Purpose of the Study The purpose of this study was to examine soccer programs at the DIII level who use one head coach for both the men and women s teams to see if there were any effects to the progress of the program. This information can be useful to schools that are deciding to go to a one coach system and show trends to existing coaches that will help to better their programs.

Impact on Coaching Two Teams 10 Research Questions The study attempted to find differences between programs with a head coach for both men and women s teams or a head coach for each team in the areas of: Staffing responsibilities Recruiting Time management Player development Team management Grade point average Coaches feelings Scope of the Study All of the Division III schools that are in the NSCAA Almanac that have one head coach for both the men and women s team was mailed a survey. The schools that are using one coach for both teams were the testing group while the schools with the traditional coach for each team were the control group. After the information was received the data was tabulated and analyzed.

Impact on Coaching Two Teams 11 Assumptions The following assumptions of the study: 1. The NSCAA had accurate information about who are the coaches and whether or not they coach both teams. 2. The coaches interpreted the questions correctly and answered the questionnaire honestly. 3. The coaches answered the questionnaire truthfully. Limitations of the Study The following are the limitations of the study: 1. The distribution of the surveys was a random sampling but rather a convenience sampling. The researcher used this method because of only sampling DIII coaches. This was done though self-addressed mailings. 2. There was no time for the researcher to interview coaches one-on-one which could cause a halo effect. The halo effect is when someone acts or portrays something better than it really is because they want to look better or make a comment that they believe is what the researcher wants to hear. This would have helped to verify the answers on the survey.

Impact on Coaching Two Teams 12 Definition of Terms For the purpose of the study the following terms have been defined: NSCAA- National Soccer Coaches Association of America. This is an organization of soccer coaches, which gives resources such as coaching licenses and player developing skills. NCAA- National Collegiate Athletic Association. This is an organization in which certain groups of colleges participate in athletics and use the guidelines set forth by the organization. DIII- The lowest tier of college athletics in the NCAA. Student-Athletes are not allowed to obtain athletic scholarships. Conferences used in the survey: CCIW- College Conference of Illinois and Wisconsin OAC- Ohio Athletic Conference NJAC- New Jersey Athletic Conference Comm W- MAC Common Wealth Athletic Conference PAC- Presidents Athletic Conference SLIAC- Saint Louis and Indiana Athletic Conference

Impact on Coaching Two Teams 13 Coaching License A Premier National: the highest coaching license a coach can receive in the United States B license Advanced national: the second highest coaching license that you can receive C license- National: the lowest of the national coaching license D license- A state license

Impact on Coaching Two Teams 14 Significance of the Study This is one of the first studies to be done on the differences regarding coaching between two teams in a program. This study is a building block for future researchers to base their research about coaching and the commitment there needs to be to a team. This study broke down and analyzed the time restraints that coaches have on managing personal issues as well as getting a head start on recruiting. As coaches know, recruiting is one of the biggest areas in developing a successful program. The study helps present coaches understand where they might need to spend more time with their teams or find help to accommodate the needs of the team. The study allows athletic directors to make informative decisions on whether or not to hire a single head coach for two teams in the future. This also shows how important it is to manage players time, and the relationship the coach has with the players as well as the relationship the player has with the coach. Hopefully, there is an overall better understanding of what is needed from the coach to have a successful program.

Impact on Coaching Two Teams 15 CHAPTER 2 LITERATURE REVIEW Introduction There has been little research performed regarding what it takes to have a successful program when a coach must take over coaching both men and women soccer teams at the DIII collegiate level. In this literature review, the researcher found studies and coaches works. The targeted areas that are used to strengthen the researcher s study are time management, staffing, recruiting, player management, and team management. The articles used in the literature review were based on coaching one team, and was used to compare the evidence that was found about coaches at the DIII level who have dedicated their time and efforts between two teams. Time Management Time Management is a crucial part of coaching, whether it is making sure that coaches are managing their time in an efficient manner, or if he/she is trying to manage the time of the team. With so many demands on a coach, they have to make sure they are managing their time wisely so that they are able to accomplish all of the tasks that must be dealt with when being a head coach.

Impact on Coaching Two Teams 16 First, a coach must be able to organize his/her time so that they will be able to get their work accomplished. Knowing what his/her priorities are and then being able to allow the right amount of time to each one is very important. One problem that occurs is coaches tend to priorities the time they spend on certain tasks (Krzyzewski, 2000). A coach has many responsibilities that he/she must attend to. For example, they have to manage the players they are coaching, which will be explained later in the chapter. The coach is also in charge of managing the whole team, the season, the parents, their administrative duties, and their staff (Stanley, 2004). According to Daniel Kettlehake (1997), schools that have tried to have a coach who is responsible for two teams while the seasons overlap, found it was hard due to the lack of time commitment that the coach could put into both programs. The team and players need coaches to be there for them at all times. It is very important that a coach is able to leave time to talk to his/her players. A player needs to feel that the coach is willing to give his/her time and attention to them (Stanley, 2004). The limitations of these articles are that they are based on a Division I coach whose programs and coaching styles can differ from Division III. Division I is the highest level that a college player can play, at the college level. These schools are allowed to give their athletes athletic scholarships. The Division III schools are more about the student-athlete and their grades. The coaches are much respected and it is the ideas about what makes a good coach they have portrayed is the important issue.

Impact on Coaching Two Teams 17 Staffing Staffing is very important to a head coach of a collegiate program. To be a successful coach he/she must surround him/herself with people that are going to help him/her to accomplish his/her goals. According to Mike Krzyzewski (2000), coaches should hire people who want to be a part of the program and that know the way things work according to the head coach. There are some important qualities and aspects that you should look for in a coaching staff. One of the qualities that a good program has, is an effective assistant coach. This should be someone who is going to give you valuable insight for your program and your evaluation on players and situations. The assistant coach should not just agree with everything that you say, but actually give their input. They should, however, also back you in your final decisions (Fine, 2004; Krzyzewski, 2000). According to Lawrence Fine (2004), in The Effective Assistant Coach, the advantage of having an assistant is another set of eyes at practices so that the head coach can have a different view of the situation and are able to have different coaching points but with a common goal in mind (Fine, 2004). There is also the question of how many assistants are needed to have a successful program. A coach will also want to have team manager that will take care of all of the in and outs of the program such as ones that are important but do not need the time of the head coach. A good place to find a team manager are players that tryout for the team and have the work ethic but do not have the athletic ability to compete at the collegiate level. They will have the enthusiasm and work ethic to help make the team run smoothly (Warren, 1997).

Impact on Coaching Two Teams 18 According to Kettlehake (1997), successful programs tend to have full time coaches for each sport and having longevity in the coaching position is important. Collegiate programs that use a part- time head coach find that those programs tend to not be as successful. This is due to the fact that they are not there to recruit and the time players will get to build a relationship with the coach will be limited (Kettlehake, 1997). These two ideas can go hand in hand with each other when it comes to bringing in new talent and trying to create chemistry. These are idealistic views that might not be realistic when it comes to every school due to budgets as well as finding qualified coaches. However, it stands as a good benchmark of where and how the schools are doing in this area. Recruiting Recruiting is one of the most important parts in building and keeping a successful program in order to make it a tradition. Recruiting goes hand in hand with staffing and time management as it takes both of them to come together to make it work. Coaches have to make time to go out and scout players as well having them come to campus. The recruiting process is what takes most of the time that coaches have in the off-season of their sport. When a player coming in from high school is looking at colleges and making a decision about the school they are going to attend. They want to know exactly what they are going to get from the program. The coach and the attention the coach is going to give is very important to both the player and the parents. They want to know that their son or daughter is going to be taken care of at the school he/she attends. Additionally, a coach want to show the player and parents that the coach

Impact on Coaching Two Teams 19 is going to be their for them and that the coach is honest with the player about what he or she can expect when playing for the program (Krzyzewski, 2000; Kettlehake, 1997). These sources from which the information is from are a mix between DIII programs and a DI program, looking at what needs to happen to be a successful recruiter. Player management According to the research, this is the most time consuming part of coaching. Coaches need to build a rapport with the players and make them feel that they can talk with them about the problem they are having on and off the field. The coach also needs to evaluate the players on many different levels. According to Fine (2004) there are five pillars which are the mental, physical, technical, tactical, and lifestyle (1). The mental is to see how the player interacts with players and referees, and if they put themselves, or the team first. There are many facets to the mental game which a player and the coach need to know how, when, and where they are best able to connect with that player. This will help develop a complete soccer player and minimize the extra distractions that an individual might bring to a team if this approach is not taken. It is important for the coach to not only get the message across but to state it in a manner so that it is understood by the player and not discarded (Dorfman, 2003). Then the coach has to make sure that the player is in good shape to play soccer. After assessing the player s physical attributes, the coach can start to assess the technical ability the player possesses as well as the tactical aptitude he/she has for the game. Lastly, the player s lifestyle as in what they eat and how they present themselves is important for a coach to teach an evaluate. A coach needs to not only

Impact on Coaching Two Teams 20 evaluate the players but to also communicate what they need to do to reach their potential and what their role is going to be within the structure of the team. Their must be individual time set aside for each player so that they can truly understand what the coach needs from them while inherently letting them know that there is an open line of communication between them. All of these cause for a lot of time and is the reason why a good staff and time management is so important. According to Robert Schninke and Joy Tabakman (2001), the coach needs to understand where the players come from, his/her background, so that the coach can understand how the player is thinking or evaluates different scenarios. This is why the coach needs to intervene with the players and then the coach will have a better feel for what the player is feeling. The coach can do this by watching body language and consciously listening to the players. Coaches also need to make sure the players are focusing more on the positive and not the negative work or results. This means that they need to have a watchful eye over all of their players. These are the viewpoints of coaches that have success in their perspective programs but might not fit into everyone style of coaching.

Impact on Coaching Two Teams 21 Team Management In articles recently reviewed by the researcher, there seems to be a common theme of team management or team chemistry. This is not something that is a guarantee but is something that the coach needs to promote to make happen. This can be done through team building exercises or having the team stay over while the rest of the campus is gone. According to James Lowther and Andrew Lane (2002), the cohesion of a team can be related to the mood of the players and that players use cohesion to battle back after a hard lose. With this in mind, it is important that the coach take time to build a bond throughout the team. This will help the team to stay together after hardship and allow the team to bend but not break. There are certain qualities that successful teams have which put them above the rest. These are leadership, guiding principals, pride, communication, motivation, persistence, role players, and positive attitudes. When players understand these ideals and know what part of the equation they fit into, then they can accomplish the goals that have been set forth (Brown, 2003). Coaches need to let their players know where they fit into the teams system or structure.

Impact on Coaching Two Teams 22 Conclusion The five main themes that have been developed by this researcher upon reviewing these articles, are the basis of what the researcher has looked for when analyzing the data that was collected. After reviewing the materials, the researcher has found that organizing your time and recruiting are the main themes that come out of the research. It is important to note that all of the other components such as staffing will help to support the research in finding more efficient system of organization. The sheer number of assistants needed to make a dual head coach beneficial is also an unknown. It is also important to note that all of the articles address what it takes to be a good head coach in a single-team atmosphere. Since there hasn t been any in-depth research done on this topic, it is interesting seeing the ideas for building a successful program and the attainability of being a good coach. Another question was to see if one team suffers as the other team success or if they both end up being mediocre. This can be calculated in many different forms. Success could be wins or it could be the overall growth of the players, if not both of them.

Impact on Coaching Two Teams 23 CHAPTER 3 METHODOLOGY Selection of Subjects The subjects in this study are division III head soccer coaches. The head coaches that were selected for the study all belong to the National Soccer Coaches Athletic Association, or the NSCAA. The target group consists of coaches that have to split the time of the head coach between two teams. The researcher first retrieved a list of the schools that have a single head coach for both the men and women s soccer program by sending out an email through the DIII athletic directors list server. After the researcher found out which teams to research from the schools that responded, the researcher sent out surveys. The surveys or questionnaires were sent to the coaches through the mail in a self-addressed envelope. The researcher sent the questionnaire to all of the DIII coaches in the NSCAA organization that responded to the email. Nine different conferences from all over the United State received and mailed the survey back, making the research valid and represent able across the board. Approval of the Marietta College Human Subject Committee was obtained prior to the initiation of the study.

Impact on Coaching Two Teams 24 Research Design The study examined the impact of coaching both men and women s soccer teams at the collegiate level and how the impact effect the five main variables that the researcher found and prioritized the importance in creating a successful program. This study was designed to find out what is lacking and what is needed in a single head coach system compared to the dual coaching or tradition coaching system. The variables in the study: time management, recruiting, staffing, player development, and team management, were assessed through the questionnaire that the selected coaches answered and returned to the researcher. The study looked at the differences in coaching two teams and impacts it has on the five variables that were stated earlier. This study did not go into the differences in coaching women verses coaching men but whether having to coach both affects the quality of running a successful program. There were some factors that affect the study and the rate of return of the questionnaires. The fact the coach has to coach both teams, he/she might not have felt that they had enough time to fill out a survey and return it to the researcher. The lack of time could have resulted in the coach having one of the assistants fill out the questionnaire. The assistants views could different from the head coaches making the validity of the study decrease. It was important that the researcher followed up with the coaches to make sure that the head coach was the one that actually filled out the survey.

Impact on Coaching Two Teams 25 Instrumentation: Questionnaire Starting in February 2005, the researcher emailed the coaches about the project that was mailed out to the coaches a later. Then the researcher mailed out twenty of the surveys on March 14 th to the NSCAA members that fit into the study. The first page consisted of a cover letter that explained what the study was and the instruction that the coach had to do to complete the questionnaire (see Appendix). It also let the coach know that if they did participate in the study that they are able to see the outcome of the results. Each coach was asked to complete the survey completely and mail the survey back in an enclosed self-addressed envelope within two weeks of receiving the survey. It also stated a deadline of March 28 th in which the researcher asked that the survey be completed, allowing for the information to be compiled. The questionnaire was separated into six different parts. Those parts being professional related questions, time management, recruiting, staffing, player development, and team management. Part 1 Professional Related Questions This part consisted of simple questions about the coaches experience level and how long he/she has been coaching. It asked what level of coaching license they have and any other responsibilities that they might have at the college.

Impact on Coaching Two Teams 26 Part 2 Time Management This section was setup in a series of Likert Scale questions along with a qualitative follow up question. These asked the coach questions about their day and the importance of the things they do on a day to day basis. Part 3 Recruiting Once again the setup was in a Likert scale model and with optional comments after each question. This helped to bring out themes about the recruiting process and thing that they feel will help in the recruiting process. Part 4 Staffing The staffing section first asked the number of staff members and then has them explain the different responsibilities of the assistants or work study students that help them in the office. Part 5 Player Development This section had questions that pertained to the fundamental and tactical elements that a player at the higher levels needs to be successful. This section was also put into a Likert scale setup.

Impact on Coaching Two Teams 27 Part 6 Team Management These questions covered the idea of team chemistry, and the thing teams do to bond. This will also ask questions about practices and games. The researcher is looking to see what the coaches do to handle their team while they are dealing with the other team, or is this aspect the assistant s job. Data Analysis The researcher looked at the data from the surveys and used the appropriate statistical techniques. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The researcher compiled all of the data and inputted the data from the questionnaires into the software. The data the research received was tested against the hypothesis that it is harder to manage a successful team when coaching both the men and women s soccer teams at the same time. From the data, the researcher found themes that validated the points or areas of time management, recruiting, staffing, player development, and team management. The data has shown how to prioritize the things that a coach must do to have a more successful team. Each section was important telling whether or not a coach felt that, that is important to the success of his/her program. This data was cross referenced with the information that the research has on what a single team head coach feels it takes to have a successful team.

Impact on Coaching Two Teams 28 CHAPTER IV ANALYSIS OF DATA This chapter reports all of the results from the survey that the researcher sent out to coaches who coach both the men and women s college soccer teams. The data is a collection of the surveys from which the researcher developed, distributed, and analyzed. The research examined the coaches experiences, thoughts, and feelings on having to coach both the men and women s soccer teams at the collegiate level. The chapter is broken down into the five different areas the research focuses on: 1) demographics/experiences; 2) time management; 3) recruiting; 4) staffing; 5) player development; and 6) team management Through the evaluation of these materials the researcher found a number of themes that show what it takes to be a good coach and have a successful program. Rate of Return Twenty surveys were distributed among known Division III soccer programs that use one head coach for both the men and women s soccer programs. A total of 15 surveys were completed and returned for a return rate of (75%). This is a very high return rate and validates the research results for this study. There is also a wide geographical region covered by the colleges that returned the surveys.

Impact on Coaching Two Teams 29 Demographic / Coaching Related Questions Sex Sex Type Frequency 1 15 100.0 100.0 100.0 The researcher found that out of the fifteen surveys that were returned all of the coaches that were surveyed were males. This is probably due to the fact that in all of NCAA Division III there is no women that coaches a male soccer team. Since these coaches have to coach both, the choice for the position leans towards that of a male. Coaching License Coaching License Frequency A 9 60.0 60.0 60.0 B 2 13.3 13.3 73.3 C 2 13.3 13.3 86.7 D 1 6.7 6.7 93.3 None 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher found that (60%) of the coaches in this study have a national license. This is the top-level license that you can receive in the United States. There are 2 coaches with their B license and 2 with their C license, which comes out to (13%) for each one. This left 1 coach with a D (6.7%) and 1 coach with no license (6.7%). This means that the majority of the head

Impact on Coaching Two Teams 30 coaches in this system have gone through all of the soccer educational systems and viewed as having a vast amount of knowledge about the game and a high ability of coaching skill. Years coaching both teams Years Coaching two teams Frequency 1 1 6.7 6.7 6.7 2 4 26.7 26.7 33.3 3 1 6.7 6.7 40.0 4 5 33.3 33.3 73.3 6 2 13.3 13.3 86.7 8 1 6.7 6.7 93.3 10 1 6.7 6.7 100.0 Total 15 100.0 100.0 According to the research, the number of years coaching both teams showed that the majority of the coaches (33.3%) have been coaching 2 teams for 4 years. Twenty-six percent have been coaching both for 4 years.

Impact on Coaching Two Teams 31 Ages of the Coaches Frequency 27.00 1 6.7 6.7 6.7 30.00 2 13.3 13.3 20.0 32.00 2 13.3 13.3 33.3 33.00 2 13.3 13.3 46.7 34.00 2 13.3 13.3 60.0 36.00 1 6.7 6.7 66.7 37.00 2 13.3 13.3 80.0 40.00 1 6.7 6.7 86.7 44.00 1 6.7 6.7 93.3 48.00 1 6.7 6.7 100.0 Total 15 100.0 100.0 The ages of the coaches ranged from twenty-seven to forty-eight years old. The mean age for all of the coaches is thirty-five years old. Conference Conferences Frequency CCIW 4 26.7 26.7 26.7 CommW 2 13.3 13.3 40.0 Heartland 1 6.7 6.7 46.7 III 2 13.3 13.3 60.0 NJAC 1 6.7 6.7 66.7 OAC 3 20.0 20.0 86.7 Pac 1 6.7 6.7 93.3 SLIAC 1 6.7 6.7 100.0 Total 15 100.0 100.0

Impact on Coaching Two Teams 32 The researcher was able to receive data from different conferences around the United States. The majority of the research comes from the College Conference of Illinois & Wisconsin (CCIW). It is important to note there is a variety of conferences represented in the research. Hours actually spent coaching a week (in-season) Hours Frequency 0-5 1 6.7 7.1 7.1 6-10 1 6.7 7.1 14.3 11-15 2 13.3 14.3 28.6 16-20 0 0.0 0.0 0.0 20+ 10 66.7 71.4 100.0 Total 14 93.3 100.0 Missin System g 1 6.7 Total 15 100.0 An overwhelming number of coaches (66.7%) say they coach 20 or more hours a week during the season. Two coaches felt that they only coach 11to 15 hours a week. Another coach says he only coaches 6 to 10 hours and one other coach states he only coaches 0 to 5 during the week.

Impact on Coaching Two Teams 33 Hours spent on other activities Hours Frequency 0-5 4 26.7 26.7 26.7 6-10 6 40.0 40.0 66.7 11-15 1 6.7 6.7 73.3 16-20 1 6.7 6.7 80.0 20 + 3 20.0 20.0 100.0 Total 15 100.0 100.0 The research has found that (40%) of the coaches have to spend between 6 to 10 hours a week on other activities outside of their coaching responsibilities. Through Qualitative thematic research it was shown that the main responsibilities that took time away from coaching were teaching classes and administration. Teaching, Track administration I am not full time here. I teach 7&8 grade PE at a middle school Teaching, Administration Teach fitness class Teach PE courses Game Manager for Basketball Assist for track weight room and recruiting in soccer off-season

Impact on Coaching Two Teams 34 Time Management When the coaches responded to the question of required most of their time the most common theme among the surveys was recruiting. Recruiting-it s a year-round job that never takes an off-season. With two programs, it double the phone calls/visits/emails/letters and if you want to be successful it s the most important thing you can do. Recruiting Recruiting and scheduling Recruiting, Administrative duties, scheduling (Practice/Games) Coaching, student-athlete development, recruiting, other Recruiting, intramural, coaching Recruiting- keeping up w/ my athletes Recruiting & in season practice planning Delegating responsibility Frequency YES 10 66.7 66.7 66.7 NO 5 33.3 33.3 100.0 Total 15 100.0 100.0

Impact on Coaching Two Teams 35 Sixty-six point seven percent of the coaches surveyed felt that they have to delegate more responsibilities to the assistant coaches then they would like due to having to coach both the men and women s teams. The following Time Management questions are finding what coaches think are the most important aspects of their jobs in respect to the time they spend on them. This also shows the difference between off-season verse in-season and how the priorities change. The charts will show how they prioritize their time with 1 being the most important and 7 being the least. Recruiting in-season Prioritize 1-7 (1= most important) Frequency Cumulativ e 2 1 6.7 6.7 6.7 3 4 26.7 26.7 33.3 4 1 6.7 6.7 40.0 5 7 46.7 46.7 86.7 6 1 6.7 6.7 93.3 7 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher has found the majority of coaches (46.7%) rated recruiting during the season as their fifth priority.

Impact on Coaching Two Teams 36 Recruiting off-season Prioritize 1-7 (1= most important) Frequency 1.00 11 73.3 73.3 73.3 2.00 2 13.3 13.3 86.7 6.00 1 6.7 6.7 93.3 7.00 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher has found that although in the regular season recruiting took a side to many other responsibilities, in the off-season (73.3%) of the coaches feel that this is the most important and time consuming responsibility as shown in the qualitative research. Administrative duties in-season Prioritize 1-7 (1= most important) Frequency 2 5 33.3 33.3 33.3 3 3 20.0 20.0 53.3 4 4 26.7 26.7 80.0 5 2 13.3 13.3 93.3 6 1 6.7 6.7 100.0 Total 15 100.0 100.0 Administrative studies were found by the researcher are more spread out throughout the coaches. The majority of the coaches ranked administrative work as their second priority with one-third of coaches feeling this way. A ranking of 3 rd and 4 th came in a close second to the ranking of 2 nd.

Impact on Coaching Two Teams 37 Administrative duties off-season Prioritize 1-7 (1= most important) Frequency 2 5 33.3 33.3 33.3 3 7 46.7 46.7 80.0 5 2 13.3 13.3 93.3 7 1 6.7 6.7 100.0 Total 15 100.0 100.0 The research found that coaches feel about the same between in-season and off-season when evaluating their administrative duties. (46.7%) of the coaches felt that it was the 3 rd most time consuming. This shows a consistency with the amount of work that coaches have to do in and out of season. This also validates the qualitative research that shows the other responsibilities those coaches have with administrative work. Counseling Players in-season Prioritize 1-7 (1= most important) Frequency 1 1 6.7 6.7 6.7 2 4 26.7 26.7 33.3 3 4 26.7 26.7 60.0 4 3 20.0 20.0 80.0 5 1 6.7 6.7 86.7 6 1 6.7 6.7 93.3 7 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher found that counseling of players was also in the upper-middle of prioritizing their time. The coaches with (26.7%) felt that it was either 2 nd or 3 rd on the priority list. This shows

Impact on Coaching Two Teams 38 that counseling players takes the same time as administrative work that needs to be done around the office. Counseling Off-season Prioritize 1-7 (1= most important) Frequency 1 1 6.7 6.7 6.7 2 5 33.3 33.3 40.0 3 5 33.3 33.3 73.3 4 4 26.7 26.7 100.0 Total 15 100.0 100.0 The researcher found that the majority of coaches, being a little higher in the off-season with a tie of (33.3%) for 2 nd and 3 rd prioritized counseling their players around the same as they do in the in-season. Unlike counseling in the in-season, none of the coaches ranked counseling their players under a four. This shows that there is a great consensus to put more time into counseling players in the off-season, then during season. Individual Development in-season Prioritize 1-7 (1= most important) Frequency 1 1 6.7 6.7 6.7 2 3 20.0 20.0 26.7 3 3 20.0 20.0 46.7 4 4 26.7 26.7 73.3 5 2 13.3 13.3 86.7 6 1 6.7 6.7 93.3 7 1 6.7 6.7 100.0 Total 15 100.0 100.0

Impact on Coaching Two Teams 39 The researcher found (26.7%) of coaches put individual development as ranked 4 th on the priority list. This shows that there is not a strong feeling with all of the coaches about how much time should be spent with individual development. Twenty percent feel that it is more important ranking it 3 rd and 2 nd on their priority list when it comes to spending their time. Individual Development off-season Prioritize 1-7 (1= most important) Frequency 1 1 6.7 6.7 6.7 4 4 26.7 26.7 33.3 5 6 40.0 40.0 73.3 6 4 26.7 26.7 100.0 Total 15 100.0 100.0 The researcher found that in the off-season (40%) of the coaches found that individual development has less of a time priority in the off-season then during season. The level of the priority across the border dropped from the upper level of the scale to the lower section. This could be a result of the other responsibilities such as administrative work and recruiting taking up to much time to give personal development to players.

Impact on Coaching Two Teams 40 Coaching in-season Prioritize 1-7 (1= most important) Frequency 1 12 80.0 80.0 80.0 4 1 6.7 6.7 86.7 7 2 13.3 13.3 100.0 Total 15 100.0 100.0 The research shows that an overwhelming majority of the coaches (80%), feel that they spend most of their time coaching while in-season. The research does show that some coaches do not have coaching as their number one time priority, but in review the surveys, it shows that coaches are still working on player related things, such as counseling and individual development. Coaching out-season Frequency 3.00 2 13.3 13.3 13.3 4.00 2 13.3 13.3 26.7 5.00 5 33.3 33.3 60.0 6.00 5 33.3 33.3 93.3 7.00 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher found that coaching fell to the bottom of the priority list in the off-season with a split between fifth and sixth at (33.3%). This is due to the nature of Division III soccer. NCAA rules only allow you to have four weeks of practice, three times a week.

Impact on Coaching Two Teams 41 Other Duties in-season Prioritize 1-7 (1= most important) Frequency 2 1 6.7 6.7 6.7 4 1 6.7 6.7 13.3 5 2 13.3 13.3 26.7 6 10 66.7 66.7 93.3 7 1 6.7 6.7 100.0 Total 15 100.0 100.0 The research found an overwhelming majority of the coaches (66.7%) felt that their other duties were at the lower end of the scale, ranking them 6 out of 7. This shows the lack of importance on the other duties during season. Other duties Off-season Prioritize 1-7 (1= most important) Frequency 2 1 6.7 6.7 6.7 3 1 6.7 6.7 13.3 4 3 20.0 20.0 33.3 5 4 26.7 26.7 60.0 6 4 26.7 26.7 86.7 7 2 13.3 13.3 100.0 Total 15 100.0 100.0 The researcher found in the off-season, the ranges of answers were a lot more spread out than with in-season. With this said, coaches show that (26.7%) still put other duties as 6 th but had the same percentage for a ranking of five. There are still other coaches that have put a great

Impact on Coaching Two Teams 42 importance on their other duties. As stated in one of the qualitative answers, their other duties are the one s that pay the bills. Recruiting Coaches feel they have enough time to recruit Frequency YES 1 6.7 6.7 6.7 NO 14 93.3 93.3 100.0 Total 15 100.0 100.0 The researcher found that an overwhelming majority (93.3%) of the coaches surveyed felt that they did not have enough time to recruit. The most prevalent reasons coaches gave for not having enough time was they did not have enough assistants. Right now, after many people have eliminated us as an option, we still have nearly 150 people who have not decided between us and somewhere else. It is impossible for 1 person to put in the appropriate time to recruit them all. Much too much paperwork & time; I have one assistant in charge of men and 1 in charge of women; they make initial contact and I follow up. We deal with a very large recruit pool and I am the only coach that can do the work no graduate assistants or assistants during the off-season. Not enough assistants- I m stretched to thin. Assistant coaches are part time and very seldom assist in recruiting process.

Impact on Coaching Two Teams 43 Ability to go see recruits play See Recruit Frequency YES 2 13.3 13.3 13.3 NO 13 86.7 86.7 100.0 Total 15 100.0 100.0 Along with time for recruiting, the researcher found that coaches also found it difficult to go see recruits play. Eighty-six point seven percent of the coaches said that they were unable see as many recruits play as they would like. This goes along with not having the time to recruit. When asked why the coaches were unable to see recruits play, the answered varied but centralized around not having enough time, due to having games. In the fall, we are consumed with our own teams and their games. There s hardly anytime to get away. No- in-season, Yes- off-season Conflicts with our games Able to see about half as much as like

Impact on Coaching Two Teams 44 Staffing Full Time Assistant Frequency 0 11 73.3 73.3 73.3 1 4 26.7 26.7 100.0 Total 15 100.0 100.0 The number of teams that the researcher surveyed only (26.7%) of them has a full-time assistant coach. The rest of the teams do not have a full-time assistant. The lack of a full-time coach is shown in effecting recruiting. Half-time Assistants Frequency 0 5 33.3 33.3 33.3 1 2 13.3 13.3 46.7 2 3 20.0 20.0 66.7 3 1 6.7 6.7 73.3 4 3 20.0 20.0 93.3 5 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher found that the range of half-time assistants was spread out. It was found that the schools that have more half-time assistants are ones from the previous chart that did not have a full-time assistant. There is not a real consistency on the number of half-time coaches the teams

Impact on Coaching Two Teams 45 use in their programs. In the number of assistants used this is the most common way the schools are hiring coaches at these schools. This is obviously a financial move on the part of the school. Graduate Assistants Frequency 0 9 60.0 60.0 60.0 1 3 20.0 20.0 80.0 2 2 13.3 13.3 93.3 3 1 6.7 6.7 100.0 Total 15 100.0 100.0 The researcher found that there is a high percent of (60%) teams that do not use graduate assistants at their programs. There are teams that do use graduate assistance, which range from 1 to 3 graduate assistants. Coaches feelings on having enough assistants Frequency YES 7 46.7 46.7 46.7 NO 8 53.3 53.3 100.0 Total 15 100.0 100.0 The researcher found that coaches differed fairly close with a margin of (6.6%) when asked if they had an adequate amount of assistant coaches. The majority of coaches that felt they have enough coaches admit that the assistants are unable to give enough of their time and lack of money.

Impact on Coaching Two Teams 46 In season, b/w film, training, scheduling, and recruiting there could always be more help Need at least 1 more full-time person We are both stretched to thin Always could use one in both sports, Hard to look at football and see more help But they are not paid enough so they cannot give enough time But they are part time and very seldom assist in recruiting process Adequate number, but they cannot devote enough time because of compensation or lack thereof!). Amount of team managers/ work-study Team Managers Frequency 0 4 26.7 26.7 26.7 1 3 20.0 20.0 46.7 2 6 40.0 40.0 86.7 5 1 6.7 6.7 93.3 8 1 6.7 6.7 100.0 Total 15 100.0 100.0 The majority of teams have two team managers that help with the team as well as the assistants. Team Assignment of Assistants Frequency MEN 7 46.7 46.7 46.7 WOMEN 1 6.7 6.7 53.3 BOTH 7 46.7 46.7 100.0 Total 15 100.0 100.0

Impact on Coaching Two Teams 47 After looking at the team assignment of the assistant coaches the researcher found the percentage to be split at (46.7%) with the assistants working with just the men s team or having them work with both. It would seem to show that the men s teams need more assistants than the women teams need. Player Development Are players receiving individual attention Strongly Agree 1 to Strongly Disagree 5 Frequency 1 4 26.7 26.7 26.7 2 4 26.7 26.7 53.3 3 1 6.7 6.7 60.0 4 6 40.0 40.0 100.0 Total 15 100.0 100.0 Using a Likert scale the research found that (40%) of the coaches disagree when asked if their player were receiving individual attention. Another (26.7%) agreed they felt their players received individual attention, with (26.7%) strongly agreeing. Since the coaches felt that this was a middle to lower priority when asked earlier, it would seem that they do not feel a lot of time needs to be spent in this area, leaving them to feel that they spend adequate amount of time on development.

Impact on Coaching Two Teams 48 Players feel they have enough time spent on their development Strongly Agree 1 to Strongly Disagree 5 Frequency 1 2 13.3 13.3 13.3 2 6 40.0 40.0 53.3 3 2 13.3 13.3 66.7 4 5 33.3 33.3 100.0 Total 15 100.0 100.0 When asked if the players were happy with the amount of time spent on their development (40%) of the surveys stated in agreement with the question. On the other side (33.3%) were in disagreement on the players happiness with the time spent on development. It seems to be consistent with the how the coaches felt about player development. Team suffers if coach is not at practice because of a game Strongly Agree 1 to Strongly Disagree 5 Frequency 1 5 33.3 33.3 33.3 2 4 26.7 26.7 60.0 3 3 20.0 20.0 80.0 4 2 13.3 13.3 93.3 5 1 6.7 6.7 100.0 Total 15 100.0 100.0 By using the Likert Scale, the researcher found that the majority of the coaches strongly agreed, agreed, or were neutral when asked if their teams suffered because of them not being there for

Impact on Coaching Two Teams 49 practice, if the other team had a game. This shows that the coach feels that he cannot fully benefit both teams because one will suffer while the other team has a game. Team Management When asked about what coaches do about scheduling and avoiding scheduling conflicts, the main theme was doubleheaders. This will avoid the conflicts of missing practices. We always do doubleheaders. I do not travel unless it is a doubleheader. It works out great. The girls and guys get along tremendously. Scheduling some games with same school on same day Back-to-back, travel together Try to schedule both the men and women at the same place Sometimes doubleheaders, sometimes leave one team for training with assistant, we have lights so sometimes practice before home games. Team Meeting per Month Number of Meetings Frequency 0 1 6.7 6.7 6.7 1 2 13.3 13.3 20.0 2 5 33.3 33.3 53.3 3 3 20.0 20.0 73.3 4 1 6.7 6.7 80.0 5 3 20.0 20.0 100.0 Total 15 100.0 100.0

Impact on Coaching Two Teams 50 The researcher found two meetings per month was the greatest consensus among the coaches with (33.3%) of them feeling this way. Three to Five meeting came in a close second with (20%) of the teams meeting. As seen in the chart below eighty percent of the coaches do not combine their team meeting. Do coaches combine men and women meetings Frequency YES 3 20.0 20.0 20.0 NO 12 80.0 80.0 100.0 Total 15 100.0 100.0 The majority (80%) of coaches do not have their team meeting with both the men and women s team, they keep the teams separate.

Impact on Coaching Two Teams 51 Men s average team GPA Grade point Averages Frequency 2.70 1 6.7 7.1 7.1 2.74 1 6.7 7.1 14.3 2.90 2 13.3 14.3 28.6 2.98 1 6.7 7.1 35.7 3.00 2 13.3 14.3 50.0 3.05 1 6.7 7.1 57.1 3.10 1 6.7 7.1 64.3 3.13 1 6.7 7.1 71.4 3.14 1 6.7 7.1 78.6 3.20 2 13.3 14.3 92.9 3.40 1 6.7 7.1 100.0 Total 14 93.3 100.0 Missing System 1 6.7 Total 15 100.0 Women s average team GPA Grade Point Averages Frequency 2.84 1 6.7 7.1 7.1 3.10 1 6.7 7.1 14.3 3.14 1 6.7 7.1 21.4 3.20 1 6.7 7.1 28.6 3.22 1 6.7 7.1 35.7 3.34 1 6.7 7.1 42.9 3.40 3 20.0 21.4 64.3 3.48 1 6.7 7.1 71.4 3.50 2 13.3 14.3 85.7 3.55 1 6.7 7.1 92.9 3.60 1 6.7 7.1 100.0 Total 14 93.3 100.0 Missing System 1 6.7 Total 15 100.0