The Critical Construct of Management in Athletic Program Success -- Part 2 of 5

The Critical Construct of Management in Athletic Program Success -- Part 2

Now that an underlying need for program management has been established, the question becomes how is this need for management envisioned and what initial strategies are undertaken?

The answer lies within the brain. By ancient needs, the human brain is born with the ability to classify and organize. This ability is not evident in a youngster’s actions until between the ages of two and seven. Some people appear to others as natural organizers and others appear as organizational train-wrecks. Early cognitive research identified skills and traits that support advanced organization and management. Such tenets were termed cognitive controls. Next came the hemisphere crowd, with the right-brain and left-brain dialogue that labeled organization and management (linked to logic and analysis) as left-brained preferences. This knowledge-base was widely misunderstood as meaning only left-brain types could organize and that selected functions were controlled or took place only in one side of the brain.

More recently, the front and back of the brain have been in discussion regarding organization, classifying, logic, analysis, and management ability. These traits have been termed “executive functions” and are strong in those with well-developed frontal lobe areas. So, in fact, the left front of the brain is likely the grail of superior management.

While brain development is clearly linked to management ability, personality type is likely linked to preference as to whether or not a person wants to organize. In a household one child may perfectly organize a room, love it, and never be asked to do so. Another child may be perfectly capable but be very resistive to any organizational effort. Coaches have no choice, regardless of preference; they must be adequate organizers and managers.

The background being laid, the discussion progresses to facets and aspects of program management. Management starts with theoretical facets and aspects. Theoretical management is well known, well studied, and universally implemented. Facets include the familiar tenets of goals, objectives, philosophy, skill development, attitudes, leadership requirements, chain of command, decision models, and evaluation and change structures. By its very nature, theoretical management is strategic.

Since this domain is so well known, only a few comments shall be collectively offered. Goals have clearly been shown to be the lynchpin of human motivation and advancement. Goals are the single most effective link between theoretical and actual management. Goals are the simplest and most effective link to player motivation, in part because goals can be both individual and team oriented. What benefits the individual benefits the team, and vica versa. Chain of command in athletics and coaching is both stated and unstated. Few programs have weaknesses with this type of management. The problems stem from personality conflicts and power struggles, both of which break down the initial purpose of chain of command, namely quick functionality. Decision and change models can be very sophisticated but frequently emerge as an act of simple brainstorming that identifies the actual state, the desired state, and the strategies to move from one to the other.

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Written by Doc4blue