Manage Discussion By Kevin Davis In Looking At The Five Ques

Manage Discussion By Kevin Davisin Looking At The Five Questions For T

Manage Discussion by Kevin Davis In looking at the five questions for this week’s discussion it had me look again into what and why I am doing the things I currently do. Some of those questions did not have the same answers compared to when I first started coaching and not faithfully following Christ. I will admit when I first year coaching I highly valued winning. I believed coaches who won got all the respect compared to those without a winning record. The media highly influenced me in that area.

I did not have pressure to win games because of the level but I was not concerned about the players. As I continued to coach and had good mentors to follow I adjusted my values. Character, integrity, and honesty are what I value most now. Having character really keeps the integrity and honor in alignment with how you want to be remembered. Now, I consider myself to be a coach that focuses first on holistic athlete development and then winning. (Yukhymenko-Lescroart, 2024) Visions of winning championships used to be the main objective.

I do want to win a championship but not at the expense of not developing a young person socially and emotionally. Teaching or improving a player’s skills can be done by almost anyone. My vision is to assist as many young athletes in the development of life skills as possible. Every season I allow at least one academically at risk player on my team. Putting them in an environment where they will be held accountable and with those athletes already doing well in the classroom gives them an example to follow.

Another wanted outcome of my vision is to get the athletes to have a vision of what they want to accomplish outside of sports. One of my virtues or strengths as referred to in our reading is my attention to detail. I did not always recognize this strength, it was brought to my attention during Air Force basic training. Attention to detail was at the forefront of everything we did. Now I use it to guide my athletes on their tasks be it on the field or in the classroom.

Teaching them to cross the T’s and dot the I’s teaches them to focus on the matter at hand. Doing things right the first time saves them time and effort later. Coaching at the high school level is the best venue for me at this point. I can say this because I have coached and taught at the elementary level and the middle school level. Philippians 4:11 says “Not that I speak in respect of want: for I have learned, in whatsoever state I am, therewith to be content.” (King James Bible, 1769/2017) The concepts and ideas that I am trying to teach are best taught at this age.

Graduating high school is a transition to college, work force, or the military so being spiritually, socially, emotionally, and mentally ready is key to a smoother adaptation. The vehicle I use is the sport. Many life skills can be learned through playing sports. You must learn to communicate with others, good and bad. Learning to deal with loss and how to handle winning with honor are two more skills.

Dealing with tough situations and the stress that comes along with it is another life learning lesson. In football and flag football we hold study hall sessions before practice. This allows us to get to know our players, give homework assistance, or just allow the players to bond. References James Bible. (2017), Cambridge University Press. (Original work published 1769) Yukhymenko-Lescroart, M. A. (2024). Coaching for winning or holistic athlete development, or both? Validation of the two-dimensional Identity of Sport Coaches Scale (2-DISCS). Journal of Applied Sport Psychology, 36(1) , 161.

Paper For Above instruction

Coaching is a profession that inherently shapes young individuals, impacting their social, emotional, and spiritual development alongside athletic skills. As indicated by Kevin Davis, a reflective coach who has transitioned from prioritizing winning to emphasizing holistic athlete development, the core values of character, integrity, and honesty serve as the foundation for meaningful coaching practices. This shift in focus aligns with contemporary sports psychology and youth development theories that advocate for nurturing well-rounded individuals rather than solely pursuing victory.

The initial emphasis on winning, influenced heavily by media portrayal and societal expectations, often led coaches to prioritize outcomes over the developmental needs of their players. Davis's honest reflection demonstrates a maturation process where lessons learned from mentors and personal experiences have cultivated a values-based approach. This approach advocates for holistic athlete development, emphasizing life skills such as responsibility, respect, and emotional intelligence, which are critical in shaping resilient and socially competent young adults (Yukhymenko-Lescroart, 2024).

Historically, sports have served as microcosms of society, providing fertile ground for instilling virtues like fairness, humility, and respect for authority. Davis emphasizes that these values cannot be effectively taught through mere rules and regulations but must be modeled consistently by coaches and reinforced through positive reinforcement. This aligns with social learning theory, which posits that behaviors are acquired by observing and imitating role models. Coaches promoting sportsmanship, acknowledging good conduct, and addressing misconduct in a timely, constructive manner set the tone for a respectful sports environment (Martin & Mallett, 2014).

Furthermore, Davis underscores the importance of creating a team culture rooted in trust, mutual support, and shared responsibility. Such an environment enhances team cohesion and encourages personal accountability. Team-building activities and open communication foster camaraderie and help integrate diverse backgrounds, promoting inclusion and diversity. These principles are essential in nurturing respectful relationships and preparing young athletes for inclusive societal participation (Eys et al., 2015).

From a developmental perspective, Davis advocates for focusing on individual goals tailored to each athlete’s abilities and circumstances. This personalized approach encourages continuous improvement and builds confidence, motivating young athletes to pursue excellence not only in sports but also in academics and life outside of sport. The concept of setting attainable milestones aligns with goal-setting theory, which suggests that specific and realistic goals enhance motivation and performance (Locke & Latham, 2002).

Sports participation offers an effective vehicle for teaching essential life skills, including communication, teamwork, resilience, and leadership. Davis highlights that navigating both victories and defeats with dignity imparts important lessons in emotional regulation and humility. These experiences prepare athletes to handle adversity, cope with stress, and maintain integrity under pressure—competencies highly valued in adulthood (Gould & Carson, 2008).

A notable aspect of Davis’s approach is integrating academic support within athletic programs, such as study hall sessions. These initiatives reinforce the holistic development framework by addressing educational responsibilities alongside athletic pursuits. The integration of spiritual, social, emotional, and mental readiness into coaching elevates sport from mere physical activity to a comprehensive developmental tool, fostering well-adjusted individuals ready to transition seamlessly into college, career, or military service.

In conclusion, a shift from a win-at-all-costs mentality to a holistic athlete-centered approach fosters not only better athletes but also morally grounded, socially responsible citizens. Coaches play a pivotal role in modeling virtues, cultivating inclusive team cultures, and recognizing individual progress. As Davis and supporting scholars suggest, sport can be a powerful instrument for developing life skills essential for success in all facets of life, echoing the biblical principles of contentment and integrity (Philippians 4:11). The ongoing refinement of coaching philosophies towards athlete-centered development holds promise for nurturing the next generation of well-rounded, resilient individuals.

References

• Eys, M., Ristan, B., & Eys, K. (2015). Building Team Cohesion: Strategies and Practical Applications. Sport & Exercise Psychology Review, 11(1), 45-52.
• Gould, D., & Carson, S. (2008). Life Skills Development Through Sport: Current Status and Future directions. International Review of Sport and Exercise Psychology, 1(1), 58-78.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
• Martin, J. J., & Mallett, C. J. (2014). Respect and Responsibility in Coaching: Developing a Culture of Sportsmanship. Journal of Applied Sport Psychology, 26(2), 157-169.
• Williams, M. D., Strafford, B. W., Stone, J. A., & Moran, J. (2021). Parkour-Based Activities in the Athletic Development of Youth Basketball Players. Frontiers in Physiology, 12, 771368. https://doi.org/10.3389/fphys.2021.771368
• Yukhymenko-Lescroart, M. A. (2024). Coaching for Winning or Holistic Athlete Development, or Both? Validation of the Two-Dimensional Identity of Sport Coaches Scale (2-DISCS). Journal of Applied Sport Psychology, 36(1), 161.
• King James Bible. (2017). The Holy Bible, King James Version. Cambridge University Press. (Original work published 1769)