The Philosophy of

Coaching
Christopher Eric Shipman
©2009

“Coaching isn't a great mystery. It's just hard work,

determination, and inspiration at the right moment.”
Bob Zuppke
Part One: An Introduction
As a youth sports always interested me; I enjoyed the competition and excite-
ment. I spent my childhood participating in a variety of athletic competitions in the rela-
tively small town of El Dorado, Kansas. My parents insisted, however, that I spend
time outside of sports, so they enrolled me in various groups like Cub Scouts, 4-H, and
church youth groups. While I spent only a brief time in some of these groups, others
held my attention through out my childhood and adolescents. I exist as a collection of
the experiences I have encountered throughout sports and leadership groups.
Perhaps the early experiences in 4-H and other organizations helped me to no-
tice things that others missed, or maybe it’s being the son of Jack and Shelley Ship-
man who forced me to become who I am. I can remember studying for spelling test
and my dad requiring to re-write all one hundred words because I didn’t properly space
them. The attention he gives to small task still amazes me. “Do it right its easier,” an
early lesson I learned after giving a half effort when cleaning my room. He would
check to see if the job met his standards and if you failed (which most do) a second try
was required. Each time he came back the standards increased until white gloves in-
spected the top of the door frame. The elementary school version of me quickly
learned my father’s philosophy and I “did it right the first time because it was easier.”
While my father taught me attention to detail, my mother, Shelley trained me in
the arts of compassion and self-assertion. At times people have described my mom as
abrasive, but when one understands her you see through the “front” that she puts on. I
have failed to meet another who cares about her children more. She was quick to ar-
gue with anyone that “cheated” her baby (even if that occurred when her 24 year old
son coach his first season of 8th grade football and the official blew a call). Many mis-
interpret this example as brusqueness while its actually compassion. She willingly
stands up for those she cares for without regard for her reputation. She wants me to
succeed and is willingly to fight for me, and while arguing with referees is never appro-
priate, it is an example that most “sports people” can relate with. “If you don’t fight for
yourself, then who will?” she would ask and she was exactly right.
The last artist who helped to mold me as an adult was my sister Amy. Four
years my senior she paved the path that I would follow and I can remember constantly
trying to measure up to and surpass her example. Without her I doubt I would have
pushed myself nearly as hard or been involved in many of the groups I spent time with.
Her example inspires me today and I hope that someday I am as driven as her.
While attending El Dorado High School I lettered in four sports and participated
in multiple clubs and groups. I served as a student council representative, treasure of
the Kansas Association of Youth and was the defensive captain of the Varity football
team for two years. Unlike many high school athletes, I held an active life outside of
sports and could envision my life without sport. I spent time with people who were not
“jocks” and I knew that I could survive and function without athletics.
 Against the wishes of many I turned down football offers to small NAIA colleges
and a handful of Junior Colleges. I had established goals and objectives in my life
and many were outside of sports, so instead I attended Kansas State University to
major in Secondary Education, however, my time away from athletics was brief. After
receiving encouragement from several high school coaches I decided to become part
of the Kansas State University football program as an equipment manager. I logged
extensive hours with legendary leader Bill Snyder who not only coach football but also
taught leadership. From Coach Snyder I learned how to treat others and learned the
true meaning of respect. His athletes push themselves to the brink and unlike many in
sports, Snyder rarely rais his voice or even spoke during practice. He was a field gen-
eral letting his assistant and veteran players inspire each other while he took detailed
notes over the occurrences of practice. Snyder understood that each player, coach,
and manager must buy into his concept if they were going to be successful. Snyder
doesn’t simply coach football, he coaches life.
After five years at K-State I began my professional career at Junction City Mid-
dle School were I have taught 6th grade and 8th grade History while coaching football,
basketball, and track. I constantly remold myself as a person, teacher, and coach. I
draw on my experiences and rely on my fellow professionals to find ways to create
great people who will lead our society.

Part Two: Coaches as Gardeners

Every coach knowingly or unknowingly follows some sort of model for his/her
career. For me a great coach and a great gardener have similar features. Both occu-
pations play an important part in the end results but neither are required for the pro-
duction to exist. Plants grow naturally so they obviously do not require a gardener.
Children across the world engage in sports in
parks and recreation centers though out the world
so clearly coaches are not required for competi-
tion to take place.
When gardening several factors exist
which yield the best crops. I am not an expert in
horticulture, but I do know that all plants need four
things to survive: sunlight, water, soil and air.
When I examined these four basic needs I found
that the job of gardeners closely mimics the role
of coaches.
As a coach I must praise my athletes, or
coach their emotions similar to how plants must
spend time in the sun and praise represent the
first requirement of the Coaches as Gardeners model. Athletes that enjoy their sport
will work harder than athletes that dread coming to practice and too often coaches for-
get to converse in friendly terms during down times. Effective coaches welcome their
athletes into their home for team dinners and take interest in the student-athletes’ lives
outside of sports. However like a plant, athletes can become “burned” with too much
time in the “sun” or with excessive praise. Coaches must walk the thin line and stay
friendly with athletes, but not friends with their team.
 The second part of the Coaches as Gardeners model regards physical work.
Obviously, coaches must train their athletes and this copies the role of water in garden-
ing. Plants require water in order to thrive and with out enough they will die but the
same holds true with excessive water. As a coach I must train my athletes so they are
prepared to compete at high levels, but an athlete's body can “drown” or breakdown
with excessive training so coaches must monitor practice time ensuring enough time to
produce success but not overwhelming their team.
Soil makes up the third section of the Coaches as Gardeners model. While soil
rarely receives the credit for a great looking plant it plays the most critical role. As
does teaching or coaching the mental aspect of athletes. Coaches need to spend time
in classrooms going over the basic principals of their sport and also teaching leader-
ship concepts. Without coaching the brain of an athlete, teams will not understand the
mindset of the coach or achieve the goals or objectives of the team.
The final required ingredient in the model involves air or time away from the
sport. Coaches must remember that very few of their athletes will match their level of
passion, so they must allow for time away from their program. This understanding
means that players will need time off for holidays and vacations, which provided time
for the coaching staff to spend with their families and also to review the progress of the
program.
Obliviously, other factors play important roles in coaching and gardening. At
times a gardener will fertilize his or her crop as a coach will need constructive criticism
to develop athletes. Still not all plants or athletes will produce the same crop and
coaches must remember that each “plant” requires different amounts of ingredients to
thrive. Teams are made up of different “flowers” and when they are brought together
they can create a wonderful bouquet.

Part Two: The High School Program

Much credit in the following section must be given to George Curry. Curry a for-
mer high school football coach, lived in Pennsylvania winning over 400 games and six
state championships.

It is my philosophy that a sports program must possess a solid foundation.

Coaches must establish this from the beginning and must reinforce it each year. I feel
that sports program exist on three basic principles. These principles include mental
development, physical development, and career development.

Mental Development challenge, motivate, and discipline

-We must challenge our student-athletes everyday to achieve more than they
think they are capable of; this includes on the court and in the classroom.

-We must motivate our student-athletes to improve their character each day. If
we create better people then we will create better athletes.

-We must create discipline and mental toughness. This means that we must
push our athletes in practice so they believe they will achieve in a game.
Physical Development confidence, training, and conditioning

-We must produce players that our physically developed and have put exten-
sive time into physical training. When we do this our athletes will have more
confidence which will relate to more success on and off the court.

-We must ask our players to train four times as much as our opponents. This
will lead to players that are physically and mentally better prepared for the
challenges they will face in life.

-We must condition our athletes so they are stronger and more confident. A
strong conditioning program also creates mental toughness and discipline.

Career Development the future, goals

-We must demand that our student-athletes envision the future of their lives.
Only then we will be able to develop players who can see what we are trying
to establish as a program.

-We must assist in the setting of goals for our student-athletes in all aspects of
their lives and also help them develop a plan for achieving their goals

Who makes up the Sports Program?

The coaching staff cannot construct the sports program alone. The staff might find im-
mediate results but long term successes come when outside parties play a vital role.
The student body, faculty, community, and parents all hold important positions.

Student Body
Obviously the student body plays a huge role in any sports program. Coaches
must recruit every possible athlete to their teams. When this occurs attendance will
rise and coaches will gain support. Further coaches cannot start with athletes their
freshman year, but instead visits to elementary schools to excite young athletes need
to occur frequently. The youth must feel a part of the program because they live in our
community and we must welcome attendance at games, camps and summer condi-
tioning programs. Again, gaining the support of the student body will not occur when
students begin as freshman but instead when they begin their education.

Faculty
If one desires to develop well-rounded student-athletes, then the faculty must
stay involved. Unfortunately, a coach cannot spend the entire day with his or her ath-
letes, so the faculty must share the vision of mental development and mental tough-
ness. A coach must ask the faculty to demand that student-athletes show discipline in
the classroom both in academics and behavior. This development will assist on the
field because athletes focus will increase. Also the faculty serves as a largest pro-
moter for the program.
Community
Similar to the involvement with the faculty, the community can have a major im-
pact on our program. Our athletes spend time at work, at leisure, and with family
members in various settings. When members of the public share the sports program’s
vision then goals are more easily accomplished because of objectives are reinforced.

Parents
Coaches must communicate with parents about our program goals and objec-
tives. Every parent wants the best for their child and coaches must discuss how the
program can assist in the development of their child. Parents need to emphasis disci-
pline, mental toughness, and dedication.