CAO’s all new Empowering Stories from Behind the Bench article series – February 2022
“There were times when I thought, becoming a coach, was just not going to be possible. Times have changed, and for the better. I want to continue to help impact change, make things better, cut barriers and create more opportunities”
By David Grossman
Perseverance.
It’s a word that, in many ways, sums up the determination, grit and moxie of a coach. It’s also a declaration that characterizes Christa Eniojukan.
Watching what she does as a coach extremely well, clearly depicts the tenacity of an individual who has fire in her spirit. To many, from players to observers, the level of inspiration she gives off to those focussed on learning, is like a bolt of lightning in the sky.
In the world of sport, the job of a coach, in many ways can relate to a partnership. It’s one in which that coach, focussing on the development of an athlete, teaches, and advises, that individual to produce results that are beneficial in personal and professional lives.
Eniojukan, in doing just that, is a superb example of ambitions made real.
A positive influence on others, she has taken a leadership role several levels higher. At times, with a flair for brilliance, it’s because of how she has produced phenomenal results with people.
They say that “spirit is a component of human psychology, philosophy, and knowledge”.
Maybe so, but what is vividly clear, when talking with Eniojukan, is her understanding of judgement, awareness, insight, and the foundation that make up a good person.
Born in Montreal, she was raised in Guelph, played a variety of sports at St. James High School and has benefitted from post-secondary studies at Wilfrid Laurier University in Waterloo, and later Toronto’s York University. She would go on to earn a Degree in Kinesiology and Physical Education and then graduate from Teacher’s College.
As a player and point guard wearing jersey No. 6 for her school basketball team, she was a ball of enthusiasm. It continued at the post-secondary level, and she was twice chosen Most Valuable Player at Laurier. Now as a coach, Eniojukan has boatloads of poise, assurance, and energy.
She has come a long way since her first coaching job at Toronto’s Rockcliffe Middle School, where she also taught and prepared students for high school. Career and personal development are a priority.
Eniojukan added to her coaching experience by taking on responsibilities with club and provincial teams, as well as through programs at the Ontario Basketball Association. She was chosen head coach for the Academy for Student Athlete Development (ASAD) Durham Elite.
2019 was a big year for her. Eniojukan became the inaugural female basketball coach at Ontario Tech University and was the recipient of an Ontario Coaching Excellence Award presented by the Coaches Association of Ontario (CAO). In the category of “Everyone Matters”, she caught the attention of the selection community for her work in inclusion.
She displayed a thirst for success, was hungry to excel, but the load became arduous. Although ahead of her time in many ways, Eniojukan would eventually make several bold moves.
It started with resigning from teaching in 2021 with the Toronto District School Board, to focus on fulltime coaching. She is now in charge of the women’s basketball program at York – a school that has won only two Ontario university titles in almost 50 years.
For her, it’s another step, and a huge challenge, in the growth of a woman whose focus is to make an athlete understand that she wants the best for her – and not just on the basketball court.
“Life is not all just sunshine and roses,” said Eniojukan. “For a coach, for me, it goes beyond putting a ball in a hoop. It’s about fostering and building relationships. I don’t know it all, but I am always learning about how to help people grow and strive for excellence as a team.”
Articulate and aware of her surroundings, Eniojukan learned about the challenges of a female coach. In many ways, they still exist.
“I remember being the head coach on a club team and referees would ignore me and speak to assistant male coaches,” she recalled. “Times have improved, but people need to understand that women can coach, too.”
Back in 2010, Eniojukan was on the verge of ending her short coaching career. Married and with a family, she questioned herself. Could she successfully devote essential time to her husband and children, as well as be an elite coach on a fulltime basis?
“You need extra support, and that can come in many ways, also flexibility and an understanding by, and from, others,” she said. “It’s not taboo to bring your kids to a basketball practice or have a care giver watching them. I know there are mothers of young families, who choose not to coach or stop altogether, because that network of assistance just isn’t there.”
Building the lives of young athletes with a sense of balance is important to her as is the feeling of accomplishment. Realizing there were additional ways to make an impact, Eniojukan launched an educational and sports program in 2018. She’s the founder of “Active Scholars”.
Call it a summer camp of sorts, combining education with sports and providing a window on the benefits of other skills. Several hundred youngsters have benefitted from this program, and it is now offered in Ajax and Toronto.
It may not all be basketball, but Eniojukan is combining her coaching and teaching skills with character development, emphasizing teamwork values through sports and science, technology, engineering, and mathematics (STEM) education.
“As a coach, from a diverse background, you can make a huge impact on the lives of people,” said Eniojukan, who is co-chair of the Ontario University Athletics (OUA) Black, Biracial and Indigenous (BBI) Committee.
There are moments of reflection for Eniojukan, especially when taking time to retreat to her younger days. Those were times, when at the age of six, her father, Gary, introduced her to the importance of sport. Later would follow a fueling love for the game of basketball that she attributes to coaching mentors – Eric Stewart, then at the Guelph Christian Youth Organization and Stu Julius, then at Wilfrid Laurier University.
“I learned so much from them and I was allowed to be outspoken, say what was on my mind and be a vocal leader,” she said. “That meant so much to me and the confidence just took off.
Eniojukan was never coached by a woman or an individual who was a visible minority.
“Back then, I never saw myself as a coach,” she said. “There were times when I thought, becoming a coach, was just not going to be possible. Times have changed, and for the better. I want to continue to help impact change, make things better, cut barriers and create more opportunities.”
Mentoring women remains very important to Eniojukan.
“I have always told my players to try their best, be positive,” she said. “It’s okay to lose a game, knowing that you worked hard, and you were that much better than when you started the game.”
-END-
David Grossman is a veteran multi award-winning Journalist and Broadcaster with some of Canada’s major media, including the Toronto Star and SPORTSNET 590 THE FAN, and a Public Relations professional for 45+ years in Canadian sports and Government relations.
“It goes beyond putting a ball in a hoop. It’s about fostering and building relationships.”
CAO’s all new Empowering Stories from Behind the Bench – January 2022
“As a coach, the positive impact you have and leave on a young person’s life should be something way beyond the game. My feeling is that you’re in the wrong business, if it’s just about victories.”
This might come as a surprise, maybe even a shock, but minor hockey coach Craig Campbell doesn’t count success by championship banners and trophies.
He might very well fit the description of the typical parent, caring for his family, offering fatherly advice, committed to doing what he can, dedicated, and so much more. But Campbell, when it comes to the important obligation in coaching, looks far beyond the wins and losses.
“Young people are impressionable and it gives people like me, coaches, a moral responsibility of going beyond the ice rink – offering sound advice that they will learn and, hopefully, put to good use in their lives,” said Campbell, who has coached 15 years in the Waterloo Minor Hockey Association.
There are many definitions of the word “coach”, but Campbell has a gift of stretching that term, to be more than just improving performance and maximizing the potential in the sport. He deals with youngsters, those adapting with a thirst for knowledge and others who may often think they’ve learned it all.
“As a coach, the positive impact you have and leave on a young person’s life should be something way beyond the game,” said Campbell. “My feeling is that you’re in the wrong business, if it’s just about victories.”
Campbell was also the recipient of the prestigious honor given to him by the Coaches Association of Ontario – the 2020 Ontario Coaching Excellence award as Male Grassroots Coach.
For him, coaching started like many others. He got hooked on the gig a few years after his son took to the ice for the first time.
“Call it parent involvement at the time, I had coached baseball and made a commitment to the Waterloo Wolves,” said Campbell, who has coaching credentials through Hockey Canada. “Look, I love to win and we all have a passion, but at the end of the day I want to know that my focus on kids is for the right reasons.”
Campbell knows all about societal responsibilities and public involvement. He is Executive Director of the Kitchener Rangers Community Fund, Rangers Reach. Coaching minors, Campbell is adamant that he returns his players to their families as better people.
“Improvement is not only in skill and hockey development, but there is an obligation to educate these young people by opening them to opportunities with teammates and others,” he said.
Respect, accountability and community are key words emphasized by Campbell to every member of his team. Players are involved in a variety of community events including trips to volunteer at local food banks.
“As a hockey coach, I know there are always challenges for kids who, often, do things in their own way and seem to be empowered with their mobile devices,” he said. “At the end of the day, I do what’s best for 17 players, not one. If I have a chance to deliver key messages, I will deliver them. I also have no hesitation telling parents that, too.”
While the dynamics of many things have changed, and keep changing, that also goes for hockey and coaching. Campbell knows his players are not getting drafted right away to the National Hockey League.
“As a coach, it should not be about one player and, yes, there are always exceptions,” he added. “We build positive relationships that have a bigger impact on a young person than trophies and banners.”
Campbell likes to share his story of the “bubble gum bucket” that goes with the team from arena to arena. It’s about accountability, performance and more. Players know if they have given their best, they get to dip in to the canister.
“It‘s also about awareness and they learn a great deal about themselves,” he said. “To make decisions and to be aware of how they have done, experiences and learn more about commitment and life.”
“My feeling is that you’re in the wrong business, if it’s just about victories.”
According to recent statistics, 47 percent of Canadian parents report having a child who is a victim of bullying. In sports, there can be a fine line between competitive play and bullying that is often mistaken. Coaches can play a vital role in bullying prevention through role modelling and setting behaviour expectations that value team support and respect over winning at all costs.
In this webinar, Lisa Dixon-Well, founder of Dare to Care, will help coaches to develop a common language around bullying behaviour, be better equipped in the early identification of players that are being targeted, and learn how to take a no-nonsense approach to deal with players or parents who are using bullying tactics.
See what Coach-2-Coach is all about!
Catherine Kerr – Deep River – Soccer
“From the first swim practice, the swimmers are told the expectations re their conduct and the coaches conduct. This is again shared at the parent’s meeting plus the expectation of parents. every problem is followed up immediately.”
Peter Menyasz – Nepean – Soccer
“I talk to my players about making respect for others, and doing no harm to the team (and teammates) as the basis for their behaviour. Going forward, though, I’ll specifically talk about bullying – what it means and how it will be addressed.”
Robert Devine – Windsor – Golf
“As a parent coach in one of the sports I coach, I have zero tolerance for in-person, and/or cyber bullying. It has led to suspensions, also removal from the team. I do this because it also affects the friendship that my daughter has with these kids, and some of these players come to my house on a daily basis.”
Kevin Stevens – Milton – Badminton
“Zero tolerance. A team’s identity should be one of the individuals supporting one another, on and off the field. Constructive criticisms and encouragement to do better or work harder will always be accepted, but not bullying or degrading language.”
Nadine Powell – Richmond Hill – Soccer
“Having players brainstorm to create their own document that reflects team rules/expectations. Then having all of them sign it….in addition to club code of conduct.”
Daniel Milkovich – Burlington – Rugby
“That we recognize our differences but never challenge or demean another person’s dignity or humanity.”
See past Coach 2 Coach topics.
Sign up to receive Coach 2 Coach webinar updates monthly!
Originally called “Female Athlete Triad”, Relative Energy Deficiency in Sport (RED-S) was termed to include all of the side effects of energy deficiency that can affect any athlete. RED-S can affect athletes of any age, sex and has detrimental effects on bone health, immune function, cardiovascular health and psychological health and ultimately impacts athletic performance.
RED-S is the result of an imbalance that occurs when athletes don’t eat enough to meet the energy demands of training and daily life. Coaches can play a significant role in preventing RED-S by creating a supportive environment for their athletes. You’ll leave this webinar able to identify the warning signs and implement team strategies to maximize athletic performance.
Missed the webinar? Become a CAO Community Member for access to recordings!
As a coach, how do you talk to your athletes about nutrition and healthy eating habits?
Share your tips and best practices!
Denise Bussiere – Gymnastics – Nepean
“We discuss snack options and we have info on our website from a Nutritionist.”
Justin Tung – Gymnastics – Toronto
“I find it helpful to emphasize nutrition close to competitions as part of their competition preparation (e.g. encourage carbs before competition and healthy snacks at competition). This is done in person and via electronic reminders.”
Lorraine Gouin – Figure Skating – Ottawa
“Workshops with nutritionists, encouraging healthy eating habits before, during and after practice (team snacks, etc) and eating together at competitions and events even if they are bringing their own food.”
Natasha Vidalin – Multi-Sport – Toronto
“Nutrition is important, it sustains your body, your health and your well-being. Even if you don’t want to have a big meal, at least have a granola bar to sustain you. The worst thing that could happen is that you fainted because you starved yourself, if that happened you would let the team down and your body down, so just don’t do it! Here is some granola bars and some berries (not anything acidic), some coconut water if need be and a few cashews (it is a healthy fat). Nuts an hour before a game everything else when they need it.”
Hossam Refaei – Mississauga
“As a teacher/coach, a lot of my athletes are also my students in the classroom. An entire unit on healthy eating is shared with them which includes the benefits of timing of eating, what you’re eating and calorie intake importance. This is added with talk before practices about what to pack on game days and practice days. We share each others’ ways and what they like to eat before practice time or game day and that could motivate others to eat the same healthy way or find news ways to still have a great meal to increase energy and perform to the best of their ability.”
Rejeanne MacLeod – Curling – Sault Ste Marie
“During competition, I emphasize that we have an early morning so make sure you have a good breakfast to help you fuel yourself for the game and day. Also grab an orange or apple for your break or after the game until we can have lunch. If I notice that an athlete is not eating properly, I will take my player to the side and explain how important it is for your body and mine to be fueled. Ask questions to see if money is an issue or if he/she is able to get to the proper food.”
Diana Clarke – Volleyball – Port Sydney
“As a rule I talk to my athletes about food as fuel to allow them to compete. At tournaments each family is responsible to bring food to share; potluck style. This food is assigned so that it is healthy. I think it is also important to role-model healthy eating, so I’m not eating a burger during a tournament when they are eating veggies and hummus.”
Susan Emond – Ringette – Ottawa
“We talk about staying hydrated in general. During a tournament, we bring healthy snacks and encourage eating for performance. Other than that, there isn’t a set pre/post focus during training. This is something I will be interested in implementing!”
Jason White – Ringette – Minesing
“In volleyball, make a list of foods that each family can sign up for. This way we can somewhat control the foods brought.”
Layth Jato – Soccer – Etobicoke
“My sport is Soccer which is a team sport. Through team meetings or Post-Training group meals we speak and encourage proper nutrition.”
Amanda Kesselring – Boxing – Cambridge
“Explain the importance of healthy eating, eating before and after a game, refuelling, and proper hydration before, during and after a game.”
Marguerite Gagnon – Gymnastics – Thunder Bay
“My athletes are young (ages 8 to 13), so I use a car analogue a lot! A car needs enough gas, oil, water, transmission fluid, etc. to work at it’s best, just like athletes need enough Carbs, protein, fat, water, vitamins and minerals to train and perform at their best.”
Enhance your understanding of common adolescent struggles, and the signs and symptoms of issues as they arise, both on and off the field. This workshop will help you recognize early warning signs of difficulties such as anxiety, depression, attention and learning issues, social difficulties and the therapeutic interventions that can help in managing these difficulties your athletes may be facing.
What support methods have you used to help athletes struggling with mental health?
Allan Singh – Soccer – Mississauga – 5 Years
“As part of our team’s official Player Development Strategy, we have worked with mental skills coaches to develop a customized Mental Strength Training Program for our team. This Program is tailored to the specific needs of our age group (Girls U13) and will be enhanced as the girls age. Examples and activities (to practice the skills being taught) are always related to real-life scenarios – both on and off the field. This did take quite a bit of work to do. But, we have have already developed the Program and all activities available on-line for the girls to review and reference at any time…..on demand, when they need it, wherever they need it.”
Connie Groom – Gymnastics – Ottawa – 40+ Years
“Be attentive, acknowledge, don’t try to solve the problem , just listen, then I ask “how can I help?”
Stephanie Sutton – Softball – Hamilton – 25 Years
“We host a Mental Health Awareness Game – this lets the athletes dedicate their game to someone who has suffered from mental health issues.”
Siu On Wong – Volleyball – Richmond Hill – 10 Years
“Have an open honest discussion with athletes and parents. The only way I can help as a coach is when the families are open and honest with the coaching staff.”
Babila Mohanarajan – Hockey – Toronto – 1 Year
“Talking to other health professionals who can deal with athletes struggling with mental health after they disclosed what they are dealing with to myself as they trusted me.”
Angele Caporicci – Biathlon – Timmons – 15+ Years
“I often do the mental check-in with athletes, stick to a routine, structure in training and practices, debriefs.”
Mike Stinson – Hockey – Chatham – 5 Years
“I think that presence and connection with your athletes is most important. Being there for them constantly, and keeping an open door and open dialogue helps to keep athletes on task.”
Martin Cavanagh – Curling – Hawkesbury – 20+ Years
“Positive bidirectional coaching presence & programing, I try to maintain a safe and nurturing environment and I refer to professionals.”
Tim Louks – Football – Waterdown – 40 Years
“Mental Health supports on campus (University), Psychiatrist by referral from Doctor, performance psychologist, etc.”
Jason Rice – Curling – Guelph – 15 Years
“Sport programs that I’ve been involved with have brought in sport psychology / mental training professionals to work with coaches, athletes and even parents of athletes.”
Lindsay Jackson – Ringette – Oshawa – 5 Years
“Using one on one interaction with players who display symptoms of anxiety, or of ADHD – giving personalized coaching for players who are displaying symptoms to help their confidence on and off the ice.”
Rick Collins – Curling – Nepean – 25 Years
“I personally have been treated for severe depression. I have been open with many people, helping them understand what is happening. I talk to the team, then have had athletes (or their parents) come talk to me quietly.”
Paul Youldon – Ringette – Nepean – 25 Years
“Refer to professionals; team meetings and open dialogue about social media bullying and sharing. Listening and being supportive.”
Gabriela Palomeque – Figure Skating – Greely – 2 Years
“Cognitive Behaviour Therapy, helping athletes to label their emotions and describing what is happening to them so they can find a solution to a problem.”
Andras Switzer – Swimming – Kingston – 5 Years
“I’m open about my own mental health struggles and share my experiences and what I’ve learned from them when they are appropriate for situations. I also tell all my athletes that I am available to talk if they need someone to talk to, and use active listening techniques to help them feel heard and supported.”
Joni McPhail – Figure Skting – Oakville – 33 Years
“As a resource person my team of coaches come to me for support or direction. I have built a team of resource people and sport psychologists that we use as preferred practitioners that we can reach out to for support. We have worked on a model of Best Practices and resources in several different areas.”
Mary Jo Fletcher – Athletics – Windsor – 5 Years
“Recognizing the emotional state and then discussing it directly with the athlete – validates their emotional state and gives them an outlet. Also, encouraging journaling about their experiences for two reasons: to keep track of workouts and then to keep track of emotional states. This allows them to take an objective assessment if a pattern develops.”
Kristina Anagnosti – Artistic Swimming – Burlington – 9 Years
“Offering them a safe space to be able to talk about issues with you. Relaying some of your experiences with mental health when you were an athlete.”
Holly Jones – Cross-Country Skiing – NWT – 11 Years
“Having regular “non-sport” practices, such as goal-setting or mindfulness workshops with the group have helped some athletes connect with and learn about their own mental health. Plus, they’re awesome team-building opportunities!”
Pam Lumb Collett – Gymnastics – Toronto – 40+ Years
“Initial Parent Meeting, being proactive and discussing if your child has issues (physical – local physio), (mental – come to us and we can refer sport experts from our federation) etc. make a list of resources and encourage parents to address issues and open dialogue with coaches to resolve and collaborate.”
The cancellation of playoffs, meets, tournaments and even whole seasons during these times have been a huge source of disappointment to coaches, athletes and parents.
Even as some businesses across Ontario start to reopen, it appears that it will still be some time before we’ll be back together in groups, which is almost always necessary for sports.
Below we’ve put together some talking points to help you and your athletes get through this season’s setbacks and start preparing for the next one.
Sports gives us the foundation to adapt and stay resilient during difficult times. By reminding your athletes that they already possess the tools necessary to cope with these setbacks, you will help them to adjust to the current situation more quickly, and continue to develop into even better athletes and people.
View all currently scheduled Online PDCourses
The new “normal” of virtual coaching and online training sessions is something that may be new to a lot of coaches, athletes and parents during these times. These virtual meetings allows teams and athletes to continue to train and stay connected, which is great for maintaining positive mental and physical health. While it is something that may be new to many, there are some risks that could accompany the rise in these virtual environments.
We’ve put together these resources and guidelines so that sport organizations, coaches, parents/guardians and athletes can enjoy all the benefits and reduce the risk.
We all know how important sport is to our athletes, our communities and society. It is equally important that we all play a role in ensuring that sport continues to stay safe both on and off the field of play.
Video calling, group messaging, online training etc., allow us to stay more connected than ever before. These tips for online safety will helps us all reduce risks associated with online communication, and instead enjoy the benefits of these virtual environments, so that we can all get through this difficult time together.
Open 8am – 8pm, 7 days a week, this national toll-free confidential helpline for harassment, abuse and discrimination provides a safe place for victims and witnesses to report their concerns.
Call or text 1-888-83-SPORT (77678) Contact by email at info@abuse-free-sport.ca
The Canadian Sport Helpline exists to provide advice, guidance, and resources on how to proceed/intervene appropriately in the circumstances.
As a resource you can provide your athletes and participants, Kids Help Phone operates Canada’s only 24/7, professional counselling, referral and information service for young people.
Text CONNECT to 686868 or call 1-800-668-6868 Live Chat online or through the app at kidshelpphone.ca/live-chat
Young athletes can chat confidentially with a trained, volunteer Crisis Responder for support with any issue – big or small.
This rule serves to protect minor athletes in potentially vulnerable situations by ensuring that more than one adult is present at all times. Download the Rule of Two guidelines to understand how you can support the Rule of Two in your organization.
Rule of Two
If you have received advice from legal counsel or your insurance providers, the advice of your lawyers or insurance providers supersedes the information contained in this article.
References: USA Centre for Safe Sport, Coaching Association of Canada
Some thoughts from Sport for Life
The Benefits of Equal Playing Time for the Youth Athlete:
The Benefits of Equal Playing.Time for the Coach (in addition to those listed above):
Do you integrate equal playing time with you team? If so, how do you do it?
Does it alter during big games or championship weekends?
Joe Benedetti – Softball – Hamilton – 30+ Year
“I see this issue as supporting the value/principal of “equal opportunity” Many studies have shown inconsistencies among coaches in their ability to do accurate skill-based assessments. Coaches often even disagree about what constitutes a skilled athlete So maybe the best strategy is to “just throw them out there” and see what they can do. A softball tournament that we used to host had a continuous batting order for the first 3 or 4 games. I have heard of basketball games where “bonus points” were added at the end of the game and the final score adjusted if 5 or 8 or 10 different players scored at least one point…”
Fawn Mulholland – Soccer – Ottawa – 4 Years
“Absolutely, with grassroots players. Giving equal playing time to the players also gives reasoning to trying players in different positions, which they may otherwise be reluctant to do. I use an app called SubTime which allows you to drag and drop players, it tracks their minutes on the pitch and off it.”
Marty – Hockey – North York
“…my 7 year old son was devastated when in his house league soccer game the coach shortened the bench. My husband and I could never get him to play soccer again after that. It was a lesson for me as a coach to know the negative impact unequal playing time can have on a child’s self esteem. As a hockey coach of 11 year old rep players, I make it as equal as possible. Expectations are made clear at the beginning of the season regarding ice time. Poor attendance at mandatory practices will affect playing time.
Players need to show their commitment and dedication. We also discussed as a team when in playoffs, championship game, what they think is fair in terms of playing time. All players agreed they want everyone to play, no matter the situation. We created an environment of inclusion and support.”
Lee Reath – Volleyball – Ottawa – 20 Years
“I would contest the last bullet point Equal playing time does not equal Fair playing time. It breaks the Effort Vs Reward connection. Disparities in effort always leads to strife amongst teammates. In volleyball the fair play rules have kids that didn’t play the first set must play the second set an cannot be subbed out. That has a couple of terrible impacts:- Less kids get to play. A lot of coaches now carry less than 12 athletes in order to retain ability to make substitutions at some tactical level…”
Terry Olaskey – Baseball & Basketball – Georgian Bay Athletic Association – 48 Years
“In many of our leagues, whether baseball or basketball, winning league games was crucial to either seeding or indeed, making the playoff round. Equal playing time doesn’t mean “equal” in every game… as player development, player self-concept and player safety are key factors in deciding the line-up in each game. My best technique was to prepare a seasonal plan which included a number of exhibition games or “friendly scrimmages”.
Strategically placed between league games or qualifying tournaments, playing time was given to those players who had recently sat for a game or who needed playing time in a non-stressful situation. In many cases, our coaching colleagues are “in the same boat” as us and gladly participate in these competitions by benching their best 5 or 6 players to give either the rookies or less-skilled players the opportunity to start and finish a game! I kept careful records of the number of innings or quarters each player played and tried to make it “equal” by the end of the season.”
Dave Hill – Water Polo – Kingston – 42 Years
Equal is not a goal but fair is. When an outcome is not based on a score, but on a shared experience, then dividing time equally is justifiable. This would be based on the effort and input at training also being equal. If you coach elite athletes andselect a team based on proven skill sets then equal time can be a goal to ensure maximal performances if each.
In all other cases the objective should be to give athletes equal opportunity to thrive and demonstrate their skill developed in training. That would rarely be equal and equality would interfere with the objective. Very few sports are set up with multiple participants having exact roles ie football punter vs quarterback or baseball relief pitcher vs shortstop. How can equal time be a factor? If a soccer team has 8 midfield players they will all have different strengths applied in different games. Equal does not factor into it.
The main issue for coaches should be communication, making parents aware of philosophy and process (in youth setting with fee payments etc). Then, making sure athletes have roles and expectations so they judge their participation based on those instead of “minutes”.
Louise – Volleyball – Ottawa – 20 Years
“I agree with equal playing time, definitely for the points mentioned above. The only draw back to equal playing time is that all athletes know they will be getting playing time so they may not put the effort in that they should.
I know when choosing your team you look for drive and focus, but it is tryouts and everyone is showing their best. It is hard in the short time you have to review players during tryouts to know if that drive will be sustained throughout the year. I do want to mention that there is a big difference between competitive players and high performance players. High performance learn from an early age that they are fighting for a position on the court where as competitive players are focusing on development and in most cases the type of development that will put them on a high performance team.”
Andy Maroudas – Soccer – Niagra – 27 Years
“In the sport of soccer, the debate about playing time is always an issue. From early house league days to the beginning of travel and through to the highest level of competitive youth soccer, this becomes a place of contention. The way I approach it is not simple but rather based in an understanding that all youth soccer, with the exception of MLS academies, should focus on development first. Time on the ball, time in the match is directly related to atheletic and technical development and cannot be separated.
That doesn’t mean 100 % equal playing time at all times however. From early beginnings applying equal time is paramount and as players rise through various levels of competitive play these their playing time can be revised based on ability. The real trick is providing adequate time to maintain steady development and keep players engaged, happy and relevant. I advocate a guaranteed minimum playing time and number of match starts for all levels of youth soccer regardless of the level. If a coach feels that they cannot give adequate time due to ability then that player should not be rostered on that team but rather on a team that would best suit the player’s ability.
A 30% rule is in my opinion a very feasible option that ticks all the boxes. Players are provided with 30% of the total play time, start 30% of the matches , continue to develop and more importantly stay engaged and in the game. As for championship games, at this point if the 30% rule is followed then the team chemistry and dynamic will be able to shoulder a little insufficient time here-or-there.”
Darren Lowe – Soccer – Surrey – 9 Years
This year I coached the U14 silver soccer team. Some parents believed that players should be competing for playing time, and for positions on the field. I read that 13 years old is a common age for youth to quit sport. Therefore, I kept track of who started on the bench each week. Players on the bench one week, started the next. At the beginning of the season I asked players where they preferred to play. I started with this, but moved players around. Every 1/8 of the game (9 minutes) I would put all of the subs in.
Some people believe that only 2 players should be subbed at a time. Even in playoffs I continued to give everyone playing time. When it was time to register for spring, of the 18 players in the fall program, 16 wanted to return. When Division 1 had 12 players for spring, we gave them 5 players, and then we selected 5 players from the house program who had been training with us once a week. We did not make it to the District Cup Playoff game or the League Cup Playoff game. Maybe we could have if we only played the 11 strongest players during playoffs. But what would that give us. Would we have 16 players returning for spring. Would the players become coaches as adults, and tell the boys about how they sat on the bench and never played?”
Some thoughts from the Canadian Centre for Mental Health and Sport:
Mental health is necessary to sustain optimal performance in sport.
Mental health is necessary to sustain optimal performance in sport. It influences athletes’ and coaches’ daily functioning, including their ability to effectively manage their thoughts, feelings, and behaviours to successfully execute tasks, meet performance goals, maintain healthy relationships, and meaningfully contribute to their sport community.
Mental health affects everyone, including athletes and coaches.
Mental health affects everyone, and athletes and coaches are not immune to this. In Canada, 1 in 5 people experience a major mental illness each year, which costs the Canadian health care system $50 billion annually. With 7.2 million Canadians regularly engaging in sport, there could be as many as 1.4 million athletes and coaches struggling with mental health challenges each year. We can no longer turn a blind eye to mental health issues in sport.
Athletes and coaches may face more mental health challenges than the general population.
Competitive athletes and coaches may be more vulnerable to mental health challenges than the normal population due to the complex demands, high expectations, limited support, early specialization, and year-round training/coaching they often face. Other factors such as excessive pressure to succeed, debilitative coaching styles, lack of funding, overtraining, injury, and difficult transitions in, through, and out of sport can precipitate existing mental health challenges or trigger the development of new ones.
How do you support your athlete’s mental health?
Jenny B – Cycling – Niagara – 20 Years
“We use the Training Peaks online for athlete training schedules which is a great communication tool however, three important elements need to agreed upon.
1) Athletes agree to share motivation level and stress level for each training week.2) A trust and open dialogue is part of the system3) The bare minimum face to face contact per month is 1x/month which is fundamental to see how athletes are feeling, looking and communicating their training to coach.”
Scott Morton – Curling – Calgary – 25+ Years
“Listen and talk to your athletes, don’t just coach! Get to know who your athlete’s are and what kind of interests, problems, and concerns that affect them outside your sport. Keep notes on things they say and do that are a bit out of the ordinary. This will help you to determine when you need extra help coaching. But when there are other problem get help from other resources. You can’t do it all and the end result weather good or bad needs to be addressed and talked about.”
Jackie Davies – Volleyball – Toronto – 3 Years
“Something that my coach staff and I have incorporated into practices is meditation/breathing exercises. We do a quick 5-10min session at the beginning at practice and have our athletes focus on controlling their breathing, clearing their minds and getting mentally prepared/focused for the practice ahead.
We try to check in with our athletes and ask them how their day was, how school is going and how their family is doing. We are a pretty close team where lots of the girls go to the same school, so we try to keep the channels of communication fluid so players are comfortable to come to us with any issues.
What’s nice about this team is that we’ve been together for the past three seasons, so we know the players and families quite well, which makes is a bit easier to notice when someone is having an off day and to tackle the problem as soon as possible. However, not everything is so easy to identify. But, with the parents being a great support system for the girls as well as the coaching staff, both parties are pretty comfortable to discuss any issues or concerns about their children that involve their mental health or anything related to the team.”
Barry Grubman – Table Tennis – Etobicoke – 12 Years
“I think it’s important to remember that while coaches have a role play in supporting their athletes mental health, they are (usually) not professionals. When I notice something with an athlete, as a coach I try to decide if this is something minor which can be handled with the team & parents, or if it’s something I should hand off to a professional. Building a relationship with each athlete in advance helps a lot in noticing mental health issues when they arise.”
You’re checking your email when suddenly, a Facebook friend request from an athlete pops up in your inbox. On one hand, you’ve friended a few other athletes to make it easier to coordinate travel to the competition. On the other hand, however, this athlete is a minor. Do you friend the athlete or leave him or her in your friend’s queue and make up some excuse about how you don’t go on Facebook anymore? Or maybe you throw your computer out the window and never look back?
Setting boundaries with your athletes on social media can be awkward, but it doesn’t have to be. To avoid hurt feelings, it’s important to address the issue head-on long before that first friend request reaches your inbox. The decision of whether to interact with your athletes on social media is a personal one, but is contingent upon the following factors:
You have four options when it comes to interacting with athletes online:
A graphic of four options when it comes to interacting with athletes online.
Of the four options, the least-used one is creating distinct social media profiles for your professional career. Doing so, however, is often an elegant solution, since it allows you to extend your coaching persona to the virtual space and creates a strong distinction between your private and personal life. Which option you choose is entirely a personal choice.
As long as you are consistent and communicate your choice in advance to your athletes, you will avoid hurt feelings or accusations to favouritism.
Do you integrate Social Media into your coaching?
What Social Media boundaries have you established with your teams and athletes?
Rachelle – Athletics – Guelph – 6 Years
“At the start of the new training year, our athletes create our code of ethics. I ask how they feel about the impact of their social media posts about other athletes and this starts the conversation about what would be appropriate. They are quite adept at identifying what and what isn’t appropriate for posting. Their ethics drive supportive and positive postings. If there are questions about coaching or training I have asked that they speak with me directly. Meeting once per year and doing check-ins works well for team cohesiveness and individual support.
Our captain has a chat group that, if needed, I can get a message out quickly ie cancelled training. I do not participate in the chat group. I do post videos and pictures of group training on Instagram. I am not a “friend” with any of my athletes on Instagram, Facebook other platforms.
I have made it quite clear, from a coach/parent/athlete perspective, my expectations about how we (coaches & athletes) interact with each other, parents, other athletes, officials…”
Pierre – Gymnastics – Kingston – 30+ Years
“I limit my social media contact with other coaches and club officials. If I did have some time in the future that I would need to use social media, I liken to the idea of creating a distinct profile for myself as a coach, separate from my personal profile. I do agree that no coach should communicate with a minor on social media, even if that minor is a CIT, or fully certified as a coach, but under age 18. This can be difficult if a minor is a 16-year-old coach looking for me to cover a class or coaching session for them. In our club, we use email for sub-requests sent out to an email list of staff.
If I want to cover a sub request, I do a” reply all”, this way so that my communication is viewable by all of our coaching staff and club administrator. Email may be old school, but is still effective and can better be tracked and audited than Facebook or Twitter. Another space you can create a professional coaching profile is on LinkedIn. It is similar in features to Facebook but tends to be more professional and career-oriented. Even there, close attention to ethics is important in your communications.”
Rebecca Tolen – Basketball/Soccer – Rainy River – 17 years
“I am not “Friends” with my athletes and let’s be honest Facebook is not their media of choice. I do set up a Facebook group with my athletes, however. I post videos, schedules, any changes, etc. They can and usually do add their parents. They can ask questions, leave a comment and post interesting items of their own. This keeps the lines clear. Living in a small town where lines are already a little blurry, (some athletes play on my women’s baseball team, I have been friends with their parents since grade school, etc), it keeps makes things easier.”
Paul Bullock – Badminton/Basketball/Volleyball – Collingwood – 44 Years
“I am an older coach and feel that good old email is as far as I want to engage with players/parents. I will not allow phones onto the training grounds as I find that they are a source of distraction and stop the team members communicating and interacting with each other. I’m not saying that these devices don’t have a place in society but people need to take a break before life passes by. Here a novel idea: You want a team chat, have a team meeting…. yes you all meet in person…”
Sarah MacDonald – Swimming – Sault St. Marie – 16 years
“As a rule, I do not add athletes or their parents/another family on my social media accounts. I want to maintain very clear boundaries between my personal and professional lives for my sake as well as for theirs. To my athletes, I strive to be very approachable, but they can connect with me before/after practice in a face-to-face capacity.
That said, I also manage our team’s social media accounts, and I make a point of curating content that is interesting and engaging. For example, I recently solicited song suggestions for a team playlist that we could play during our training sessions, and it got a lot of responses! They like to feel like they have an active role in creating their sport environment, so I try to do things like that fairly often. I always have at least two coaches who have access to the accounts, so if athletes try to contact me through direct messaging, there are two sets of adult eyes on the conversation (which I believe covers Safe Sport regulations).
It’s a balancing act, but it’s not impossible. Social media is an incredible tool for engagement if you set clear boundaries and use it appropriately and in ways that relate to the age group you’re coaching.
Jared Goad – Gymnastics – Halifax NS – 11 Years
“Personally, I do not contact or follow my athletes on social media accounts, with the exception of adult athletes. I have a group text message with all of the athletes that I coach, along with another coach from our club. If requested, I will allow retired athletes to follow my social media accounts once they have reached the age of 18, but still do not follow them on social media accounts. I think it is important to create a professional boundary between coaches and athletes to ensure safety and respect for all.”
Last month we ran our first FREE Webinar for Coaches in Ontario about Coaching Generation Z. Participants were asked to complete a short questionnaire after the webinar, asking what unique challenges they have encountered while coaching this new generation of kids, and how they have overcome them.
We want to thank everyone who participated and took the time to answer the October Coach 2 Coach discussion question. Stay tuned for more upcoming PD opportunities!
What unique challenges have you come across coaching this new generation of athletes and participants?
Jennifer Tinneberg – 15 years
“…Athletes arriving to practice staring at their phones & not engaging with each other until practice time starts. This lead to a lack of connection between teammates. I now all my athletes leave their phones in their lockers. As soon as they are on deck, they are “on” for practice…”
Mark Severn – 25 years
“…What was said about attention and commitment is very true. One of the things I have found to really be the base of everything is “Playing time.” Issues come out of playing time in terms of trust, caring, positive relationships etc. All of my mistakes as a coach have come from playing time. I think its’s sometimes hard in the moment for what Glen calls old school coaches to see the value in playing everyone and especially in different situations. I know I constantly write down who has played and do my best to make sure things are fair and as even as I can make it. Like Glen said it’s usually parents that really want to win, the players just want to play…”
Jenna – 1 year
“…THE RULE OF TWO is so so crucial in this political climate- it serves to protect athletes AND coaches. This rule allows for the mitigation of so many problems related to power dynamics (adult-youth, coach-athlete, older-younger, male-female)…”
Renee Matte – 14 years
“…The biggest challenge is that the athletes I coach span more than just one generation, so balancing the different preferences and needs of these groups can be tough. So, I go into practices and coaching seasons reminding myself to coach each person and always spend more time creating that connection at the beginning of the season rather than just relying on general information I’ve gathered about their demographic characteristics (age, gender, experience, etc.) and what the preferences “should be”…”
Scott Morton – 20 years
“…All kids want is to be led and to learn. I Coach curling and all kids seem to be the same. Give them direction, let them learn and make sure you as a coach listen and make it FUN…”
Colleen Merlin – 5 years
“…Attention span. Still working on it. But I have many stations and they rotate through drills…”
Dawn Izzard – 30 years
“…Social Media: use it in training…”
Erin Shaw – 4 years
“…We have begun utilizing social media (Instagram) for team chats and sharing of plays, game strategy etc…”
Matthew Melo – 4 years
“…I have found some individuals that I have coach within this new generation find it hard to focus on the task at hand and not use deliberate practice time as social time. I allow the kids to have breaks during the rest intervals to talk in between sets in order to make sure during practice they have a short time frame to focus on the task the last hand…”
Miranda Tomenson – 15 years
“…Their poor attention span is something that I’ve found hard to deal with. Frequently changing up drills and making them a bit more fun helped…”
From PCA DevZone: Working with Assistant Coaches
Our society’s mythology glorifies the individual leader, but great organizations are usually led by leadership teams. Sports teams are no different. Forge your assistant coaches into a cohesive leadership team, and you will accomplish much more. And you will address a huge problem with youth sports practices – too many kids standing around.
The trade-off is control versus reach. If you do all the coaching, you can do it to your standards. However, integrating assistants into your leadership team will extend your impact on your players. But that requires delegating, something many coaches either aren’t willing or don’t know how to do.
Here are some thoughts about how to do this well
Here are three ways to delegate to assistant coaches:
Create a strong leadership team and you also prepare your assistants as Double-Goal Coaches who will go on to positively impact many youth as head coaches in the future
How has working with other coaches, parents or assistant coaches, helped you make your teams and athletes better?
What challenges have you had to overcome in building your coaching team or mentoring other coaches?
Darren Lowe– Soccer – Surrey – 9 years
“…At the younger ages when you have 10 to 12 players on the team it is easy for a coach to run a session with all players, and the assistant coach helps with setting up cones, chasing after balls that are going into other practices, holding the flag during games. But now that I’m coaching U14 with 18 players, having an assistant coach to run half the team, while I have the other half, has made practices more engaging.”
Malcolm Sutherland – Ice Hockey – Thunder Bay – 30 years
“…As a teacher/instructor/coach of coaches, I have found my reach broadening. This has been personally inspiring! But, I have also recognized and heard the struggles of coaches to effectively relinquish “control” and to become less authoritarian and autocratic leaders. When coaches do “let go” paradoxically they gain positional authority, not because of established rules or imposed demands but because of gained trust.”
Sean Ferguson ChPC – Swimming – Region of Waterloo – 20+ years
