What I Wish I Could Tell My Coach: High School Athletes’ Thoughts on the Performance of Their Coaches
Bibliographic record
Abstract
Extracurricular high school sports are a major part of the educational experience of students at Strathmore High School (SHS), and coaches play a vital role in meeting the philosophy of education-based athletics by designing an athletics program that adheres to the mission statement of SHS (“Empowering a community of accomplished and caring citizens”) and the philosophy statement of the Alberta Teachers Association (for school athletics programs to provide experiences that will help students grow physically, mentally, emotionally, socially, and morally). The purpose of this project was to survey all of the student athletes at SHS for the 2019–2020 school year to determine if they felt that their coaches were meeting these benchmarks, as well as to ask them to share openly and honestly with their coaches about how they felt they were doing in their coaching role. Student athletes answered nine survey questions. Although they felt that their coaches could improve in the areas of setting clear and realistic expectations, negativity, and favoritism, they felt that their coaches were doing well in creating community and connection, in role modeling, and in creating a fun experience. This information shows the need for greater conversation and consistency between all of the coaches and members of the athletics staff to ensure the mission and philosophy are being met. I hope that the coaches at SHS, as well as at other schools, will use the findings of this paper to reflect on their own coaching practice to determine in what areas they need some improvement and in what areas they are doing well.Subscribe to TPE
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".