The showcase below highlights some of the key assignments I completed in my two focus areas: Leadership and Coaching. These assignments were instrumental in defining my coaching strategy and my leadership philosophy as a whole. These assignments also get frequent, real-world use with my athletes and their preparations for competition. My hope is that this showcase not only paints a picture of my coaching philosophy, but also of the benefit that the Master of Art in Education (MAED) program provided me.
Leadership showcase
apprehensive ashley
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leadership philosophy
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exploration projectA highly successful coach once told me to "steal much, steal often." That is, to constantly learn from the experiences of other coaches and "take" what you like to use with your own athletes. This exploration project aimed to do just that to answer the question, "What do coaches do to build a positive team culture?" The main takeaway from this project was that it starts with me. The leader (or in this case, the coach) must be the one to model the desired behavior that he or she wants from his or her athletes.
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leadership case studyThis assignment is unique to this showcase as it focuses solely on leadership issues (outside the realm of athletics). I was given a case study in educational leadership, and was asked to outline the facts, issues, and potential next steps for the leaders. This assignment forced me to look at leadership issues in a new light and expanded my problem-solving skills when faced with challenges.
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coaching showcase
independent study |
Recovery nutrition |
In the 2014 summer semester, I completed an independent study examining psychological preparation of track and cross country athletes. In addition to examining relevant literature, I interviewed six highly successful Division I track and field coaches. I focused on three main areas:
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One of the tools I took away from the MAED program was this handout, a general information sheet for athletes, parents, or other parties regarding recovery nutrition principles. The nutrition cards, example above, give nutrition specifics of various post-workout recovery meals. I use this information with my current athletes to properly fuel following workouts and competitions.
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anti-hazing policyThe topic of sport law was a completely foreign topic to me prior to this program. As such, many of the assignments became instant tools for me to use with my team. This anti-hazing policy is one such tool. The anti-hazing policy includes acceptable versus unacceptable behavior; punishment within and outside the athletic department; and expectations of the athletes. The policy can be a stand-alone tool or be included as part of a larger student-athlete handbook.
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dynamic warm-upAnother tool that was added to my coaching toolbox was this dynamic warm-up instruction sheet. Proper warm-up is a critical component of distance running and helps to prevent injuries. The instruction sheet provides detailed descriptions for ten dynamic exercises with the purpose of each exercise (an example is provided below). This is the current warm-up my athletes complete before practice and competitions.
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