The Teacher/Coach and Interpersonal Skills
What this domain tests
Interpersonal skill is the daily work of communication, motivation, conflict resolution, and boundaries with athletes, parents, staff, and officials.
Communication that works
- Use a clear sender–message–receiver–feedback loop; listen actively and read nonverbal cues.
- Give specific, timely, behavior-focused feedback: 'On the drop step, keep your chest over your knee,' not 'be quicker.'
- Hold a preseason parent meeting: philosophy, expectations, playing time, communication chain, and a 24-hour rule for game-related concerns.
Motivation and conflict
- Intrinsic motivation-competence, autonomy, belonging-lasts longer than prizes and punishments.
- Build a task-focused climate where effort and improvement matter more than comparison.
- Address conflict privately; focus on behavior and impact, listen, agree on next steps, document, and involve the athletic director when safety or policy is at stake.
Boundaries and safety
- Avoid private one-on-one electronic communication; use team platforms, keep doors open, and use two-deep supervision.
- Hazing, bullying, and harassment are prohibited; report under school policy.
- Maintain appropriate coach–athlete relationships; no romantic or sexual relationships.
- Model respect for officials and opponents, including on social media.
Worked example
A parent shouts at the coach after a loss about playing time. Reasoning: do not argue in public. Acknowledge the concern, state that playing-time discussions happen in a scheduled meeting, and explain the evaluation criteria-attendance, effort, role execution, skill. At the meeting, listen first, use 'I' statements, avoid comparing the child to teammates, and document. This protects the coach, the athlete, and the program.
Traps that cost marks
Public arguments; promising playing time; sarcasm; texting minors privately; dismissing hazing as 'initiation.'