Course Reflection: Administrative Issues in Coaching, KINS 7430 Semester: Spring 2026, GSU, Georgia, USA

Administrative Issues in Coaching

The Administrative Side of Coaching Chapters 1,2,3,4,5,7,8,9,10,11,12,13 (Leonard, 2017)

Course Reflection: Administrative Issues in Coaching

This assignment for my Semester course Administrative Issues in Coaching provided a meaningful bridge between theory and real-world application. Drawing from The Administrative Side of Coaching by Dr. Richard Leonard, along with Run to the Roar by Paul Assaiante and Legacy by James Kerr, and reinforced by real-world videos; especially the “Turn Around Town” presentation by Dr. Charles “Hal” Wilson, I gained a comprehensive understanding of what it takes to lead and rebuild a sporting ecosystem.

This learning has been especially relevant to my present role, which I took on six months ago, where my primary responsibility is to turn around the sports ecosystem of my state in India. The coursework deepened my understanding of leadership, budgeting, risk management, public relations, and ethical decision-making, while also reshaping my mindset toward proactive planning, communication, and accountability.

A key takeaway for me was Management by Walking Around (MBWA), which motivated me to visit some of the most remote regions of my State; areas that had not previously received administrative attention. These visits provided firsthand insight into grassroots challenges and strengthened relationships with coaches and athletes.

Combined with manpower planning, the 3rd Person Rule, and decentralized management, this experience has equipped me to build a unified, accountable, and purpose-driven sporting system.

Assignment - 1

Chapter 1 

Exercise 3 - Develop and structure behavioral expectations, policies, and rules for your athletes in the following program-related areas: (Be sure to state the sport, level, & gender- if appropriate) ◦ Academic Performance ◦ Practice Policies ◦ Alcohol/Drug Use.

Response

For this program, the context is a Collegiate Men’s and Women’s Track & Field (Sprints) team. These policies are constructed using the 3rd Person Rule, providing enough detail for an independent third party to implement them without prior knowledge.

1. Academic Performance Policies

The objective is to foster student success and ensure all sprinters remain eligible for the 40-week training cycle.

• Classroom Engagement: Athletes are required to sit in the first two rows of every class to maximize interaction with professors. Cell phones must be turned off and stored out of sight during instruction.

• Professor Communication: During the first week of the semester, each athlete must introduce themselves to their professors and provide a formal travel schedule highlighting potential conflicts with the 10 scheduled contests.

• GPA Standards: The program maintains a minimum 3.0 GPA requirement. Any sprinter falling below this mark will be required to attend eight hours of supervised study hall weekly until the grade is corrected.

2. Practice Policies

Practice is viewed as a 40-week journey where the ratio of practice to competition reaches 99 to 1 for elite levels.

• Punctuality: Following the "Billie Jean King Rule," no athlete is permitted to be late for any team function. Sprinters must be on the track and ready for dynamic warm-ups 15 minutes prior to the session start.

• Risk Management and Safety: To mitigate risk, practice times and lane assignments are staggered to prevent collisions with other programs sharing the facility, such as soccer. Athletes must follow strict hydration and heat protocols as mandated by the GHSA/NCAA rules.

• Mindset: Practice is a "freedom to fail" zone. Sprinters are treated like "seedlings" and encouraged to experiment with technical changes (e.g., block starts or arm carriage) even if it leads to immediate performance dips.

• Holistic Training: Practices will include mental training, nutrition counseling, and mandatory rest periods to prepare the whole athlete.

3. Alcohol and Drug Use Policies

These policies focus on character building and the understanding that choices made at ages 18-22 impact an athlete for 40+ years.

• In-Season Sobriety: There is a zero-tolerance policy for the consumption of alcohol or illegal drugs during the competitive season. This ensures sprinters are prioritizing "Georgia Southern business" and peak physical readiness.

• Life Decisions Training: Athletes will participate in "Circle of Life" and "History/Hurt/Hero" sessions to discuss how personal choices regarding substances affect their families and communities.

• Disciplinary Action: A first-time violation results in immediate suspension and a meeting with the Head Coach and Athletic Director.

• Support System: In alignment with human resource management, athletes struggling with addiction will be guided toward professional help, as helping an individual is "much more important than a scoreboard".

Chapter 2

Exercise 1 - For the current week, construct a three-point priority list of things to do. Break down your list into sub-sections such as school, work, and personal.

Response

Based on the time management principles outlined in the sources, the most effective way to organize your week is to use a three-point priority system. This method categorizes tasks into three levels: Level 1 for items with critical consequences; Level 2 for midrange significance; and Level 3 for low-concern items that do not require immediate attention.

Following this administrative framework, here is a structured priority list for the current week:

School (Coaching Education)

• Level 1 (Critical): Complete and expand the Coaching ePortfolio. This is an authentic professional application that represents a significant portion of your final grade and is a key tool for future job searches [p. 4-5].

• Level 2 (Significance): Review Chapters 1–6 of The Administrative Side of Coaching to master the practical managerial functions required to minimize the impact of future unknowns.

• Level 3 (Low Concern): Explore the "Review and Discussion Questions" at the end of Chapter 1 to self-test your knowledge of planning teams and needs assessments.

Work (Athletic Administration/Coaching)

• Level 1 (Critical): Implement Proactive Management by applying the 3rd Person Rule to your program’s risk management and emergency protocols. These must be described so meticulously that an independent third party could understand and follow them completely in an emergency.

• Level 2 (Significance): Transition from centralized to decentralized management by delegating specific technical session responsibilities to your team captains. This fosters empowerment and a player-owned culture.

• Level 3 (Low Concern): Evaluate your Office Flow. Ensure your workspace is designed so that all functions—such as phone, computer, and files—are accessible while seated to maximize daily productivity.

Personal (Life and Character Building)

• Level 1 (Critical): Dedicate time to Relationship Development with your family and influencers, remembering that the true measure of a leader is "people over scoreboards". Apply the "Oboe Teacher" philosophy by holding your personal relationships with a "loving, open hand".

• Level 2 (Significance): Practice the "Samurai Mindset" to overcome the fear of failure in your daily life. Accepting the possibility of failure allows you to "run to the roar" and live with a focused, open mind in the present moment.

• Level 3 (Low Concern): Engage in personal development by reading a non-sport leadership book, such as Tuesdays with Morrie, to enhance your perspective beyond technical "Xs and Os".

By holding yourself accountable for this list, you ensure that your time is focused on strategic priorities rather than just reacting to daily crises.

Chapter 3

Exercise 3- Make a list of 15 relevant interview questions you would use for a prospective assistant coach. Structure the interview questions into segments (education, experience, etc.) and make sure all questions are open ended to generate conversation.

Response

Coaching Philosophy and Character Building

1. How do you define your personal mission statement for coaching, and how does it specifically aim to build leaders who will make a difference in their communities?

2. Describe how you apply the "Oboe Teacher" philosophy of holding athletes with a "loving, open hand" rather than a "clenched fist" to foster player ownership.

3. In your view, what is the coach's primary responsibility in "tearing away the scrim" of self-doubt to allow for an athlete's true character to grow?

Experience and Program Management

1. If you were asked to lay out your vision for this program over a full 365-day cycle, what structural phases would you prioritize to ensure long-term success?

2. How have you successfully used a "direct instructional approach" to balance your role as a subject-matter expert with the need for student-centered practice?

3. Walk us through your strategy for recruiting using the "Circle of Life" philosophy, and how you build rapport with every major influencer in an athlete's life.

Relationship Development and Communication

1. How do you go about discovering and speaking an athlete's "personal vocabulary" to ensure your motivation is tailored to what makes them "tick"?

2. Describe a time you had to manage a conflict with an elite athlete while maintaining a "grandparenting" perspective of guidance and love.

3. What is your specific process for establishing effective 2-way communication with administrators to build trust and ensure program alignment?

Ethics and Standards of Behavior

1. How do you establish and maintain a standard of respect in your program without resorting to abusive language or rigid, doctrinaire control?

2. In a high-pressure environment, how do you justify choosing "people over the scoreboard" to your stakeholders and the community?

3. How do you apply the "3rd Person Rule" to your risk management protocols to ensure that safety and operational plans are never left to assumption?

Instructional Mastery and Situational Leadership

1. How do you adapt your situational leadership style when working with "Elite Athletes" who may resist rigid coaching but still crave approval?

2. What strategies do you use to facilitate "History, Hurt, and Hero" sessions to transform independent individuals into a choreographed unit?

3. Beyond technical "Xs and Os," how do you prepare your athletes for the four-year metamorphosis into adulthood and life after the program? 

Chapter 4

Exercise 1- From personal history and observations, choose an individual in sports who is considered a strong leader and detail his or her strengths and leadership style. How does this individual motivate subordinates and what influences do people take away from their interactions with him or her?

Response

Based on the sources, Kelly Carter is an exemplary leader in the context of collegiate Track and Field (specifically sprints and hurdles). His leadership strengths and style are deeply rooted in his history as an elite athlete and his transition into a Division I head coach.

Strengths and Leadership Style

Carter’s primary strength is his commitment to the "whole athlete," focusing not just on technical performance but also on mental health, nutrition, and rest. His leadership style is characterized by servant leadership and proactive planning. He utilizes a 40-week training cycle that plans backward from championship goals, ensuring that every administrative and physical detail is handled with "passionate precision".

Another core strength is his integrity and professionalism. He operates under the philosophy that a coach must "handle the business with the pen," meaning they must be organized and respect the institutional rules of the university first. He avoids being a "rigid and doctrinaire" leader, acknowledging that culture must change and adapt based on the specific crop of athletes each year.

Motivation of Subordinates

Carter motivates his athletes and assistant coaches through relationship development and trust building:

• Building Coaches: He views his role as "building coaches," giving his assistants a say in decisions to foster respect and a sense of ownership.

• Individualized Motivation: Drawing from the philosophy of speaking an athlete's "personal vocabulary," he understands that a freshman needs different motivation (often a "hug") compared to a senior who may need a firmer "talking to".

• The Power of "Now": He motivates athletes to focus on the "modest piece of earth" in front of them, teaching them to "run to the roar" of pressure by mouthing the words "I love this" during high-stakes competitions.

Takeaway Influences

The most significant takeaway for those who interact with Carter is the realization that people are more important than scoreboards.

• Lifelong Connection: Carter notes that athletes do not call their coaches decades later to talk about workouts; they call to discuss their lives and families.

• Earned Respect: He models the lesson he learned from his own mentor, Mel Rosen: that current team members deserve more love and respect than any recruit, regardless of their accolades.

• Character over Medals: People leave interactions with him understanding that a coach's true measure is the human impact seen twenty years later, not just the medals won.

Chapter 6

Exercise 4 - You are modeling, from the ground up, a developmental sports camp (any sport at the youth level). By using the internal components of the generic building blocks of competitive advantage, outline the conceptual make-up of your venture. After you have constructed your internal operating concepts, select your overall competitive advantage strategy (differentiation, focus/niche, low cost, best cost) that you will utilize. Justify all of your suppositions.

Response

Elite Pace Developmental Sprint Camp: A Strategic Blueprint

To model a youth sprinting camp from the ground up, I will utilize the Generic Building Blocks of Competitive Advantage to maximize internal resources and capabilities. This venture, focused on 100/200m sprinting for ages 8-18, is built on the following conceptual framework:

Internal Operating Concepts

1. Superior Quality We will implement Total Quality Management (TQM), ensuring every action has quality as its primary objective. This is achieved through a Direct Instructional Approach, where subject-matter experts provide explicit instruction followed by monitored practice toward technical mastery. Quality will be measured both quantitatively (improved race times) and subjectively through the athlete's sense of "happiness" and "how they felt" during the camp.

2. Superior Efficiency Efficiency will be driven by Systems Development, using systemized processes for every camp function from registration to block-start drills. We will utilize Decentralized Management by empowering senior youth mentors to lead small-group sessions, transforming coaching inputs into high-performance outputs.

3. Superior Customer Responsiveness Customer satisfaction is the substructure of every aspect of our organization. We will adopt the "Oboe Teacher" philosophy, holding athletes with a "loving, open hand" to build trust. By speaking each athlete's "personal vocabulary," we ensure that individual needs for approval and joy are met.

4. Superior Innovation We will innovate the training process by using Visualization to harness the passion of youth athletes and Film Review of both elite professionals and practice sessions. Additionally, a "Tricks of the Trade" station will teach athletes how to find legal advantages within the rules of the sport.

Competitive Advantage Strategy: Differentiation

The overall strategy for the camp is Differentiation, as we aim to provide unique and superior value that distinguishes us from standard summer programs.

Justification:

• Unique Value Proposition: Unlike camps focused solely on "Xs and Os," our differentiation lies in "Ownership Development" and the "Samurai Mindset," which grants athletes the "freedom to fail" to achieve long-term growth.

• Distinct Competency: By focusing on the "whole athlete" (mental, physical, and nutritional), we create a distinct competency that provides a competitive advantage.

• Strategic Positioning: We are not competing on price; we are competing on the human impact and the "four-year metamorphosis" of the athlete, which creates a brand that customers perceive as superior in quality and service.

• Strategic Transparency: By maintaining Strategic Transparency, all stakeholders (parents and athletes) will understand our vision of "people over scoreboards," further solidifying our niche in the marketplace.

Ultimately, this model ensures that our "modest piece of earth" becomes a premier developmental environment where the value of the whole is greater than the sum of its parts.

Assignment - 2

Chapter 7

Exercise - 3  Contact any athletic program in your immediate area and inquire from the athletic program administration and/or coach what (if any) emergency procedures they have in case of an accident or injury. Ask if the accident/injury policies and procedures are posted and if the entire staff has been instructed in them. Additionally, inquire if the staff members are mandated to get their Red Cross first aid and CPR certifications.

Response

I recently reached out to an athletic program in Ahmedabad Gujarat, India, the Ahmedabad Municipal Sports Complex, to better understand how they handle emergencies and athlete safety. Speaking with a member of their administrative staff gave me a practical, ground-level perspective, which became even more meaningful when I compared it with structured safety frameworks used in larger athletic systems.

The representative explained that the complex has a clear and practiced response plan in case of accidents or injuries. If an incident occurs, the nearest coach or staff member immediately evaluates the situation and administers basic first aid using on-site kits. For more serious injuries, emergency medical services are contacted without delay, and arrangements are made to transport the athlete to a nearby hospital. What stood out to me was their emphasis on readiness—staff are trained to act quickly and calmly, rather than hesitate in critical moments. This approach closely reflects formal Emergency Action Plans (EAPs) and Standard Operating Procedures (SOPs), which are designed so that staff don’t have to “figure things out” during high-pressure situations.

The administration also shared that their procedures are documented and displayed in staff rooms and training areas. However, they acknowledged that simply posting guidelines is not enough. They conduct periodic briefings and informal discussions with coaches to ensure everyone understands their responsibilities. From my perspective, this is an area where the program shows promise but could grow further. In more advanced athletic environments, such as collegiate programs, safety policies are treated almost like legal documents—reviewed regularly and reinforced through mandatory sessions. Some institutions even maintain detailed athlete records, including medical history and emergency contacts, accessible digitally to coaches at all times. This ensures preparedness not just on-site but also during travel or off-campus events.

When I asked about certifications, the response was reassuring. While not strictly mandatory for every staff member, most coaches are strongly encouraged to obtain CPR and first aid certification through organizations like the Indian Red Cross Society. The administration occasionally facilitates workshops to help staff get certified. Personally, I felt this was a crucial point—because in many well-established programs, such certifications are not optional but required before a season even begins. Having trained personnel readily available can make a life-saving difference, especially in cases like cardiac events or heat stroke.

Reflecting on the conversation, what resonated most with me is the “why” behind all these procedures. The staff member mentioned that many of these practices have evolved over time, often in response to incidents in sports environments. This aligns with a broader lesson seen worldwide: safety protocols are usually written after something has gone wrong. That reality reinforces the importance of being proactive rather than reactive.

Overall, the Ahmedabad Municipal Sports Complex demonstrates a solid commitment to athlete safety through preparation, awareness, and responsiveness. At the same time, integrating more structured training sessions and mandatory certifications could elevate their system further. This inquiry helped me realize that effective emergency management is not just about having rules, it’s about ensuring that every individual is confident, trained, and ready to act when it matters most.

Chapter 8

Exercise – 3 You are the new athletic program administrator and/or coach for a local amateur sports club. Devise a succinct ethical program plan and code of ethics that conveys your operational values and principles.

Response

Taking on the role of an athletic program leader, I would ground my approach in what I call the “Jersey in a Better Place” framework—a philosophy centered on ethical mindfulness. For me, this means every decision I make, whether it’s selecting players, allocating resources, or handling discipline, must pass through a moral lens. Success is important, but I firmly believe a truly great program is defined by the character it builds, not just the trophies it wins.

At the heart of my program is a clear statement of values. First is Whānau, or what I like to interpret as “no toxic behavior.” I want a culture where respect, trust, and accountability are non-negotiable. Talent alone is never enough—if someone’s behavior harms the team environment, it will be addressed immediately. I’ve seen how quickly negativity can spread, and I want to actively protect the psychological safety of every athlete.

Next is humility, inspired by the idea of “sweep the sheds.” I expect everyone, including myself, to embrace the small, often unnoticed tasks. Whether it’s cleaning up equipment or supporting a teammate, these actions reflect discipline and character. Personally, I make it a point to model this behavior, because leadership, to me, is about example rather than authority.

Authenticity is another key pillar. I want players to know themselves and act with integrity—where their words, actions, and values align. I believe athletes perform best when they are genuine and not trying to fit into a false image. This also builds trust within the team, which is essential in high-pressure moments.

Equally important is whole-person development. I see each athlete not just as a player, but as a student, a friend, and an individual with long-term goals. My responsibility goes beyond performance—I am committed to supporting their academic progress, mental well-being, and personal growth. If an athlete leaves the program as a better human being, that is success to me.

Building on these values, I would implement a code of ethics that sets clear expectations. One principle I strongly believe in is stewardship of the game. Every member of the club is a temporary custodian of its legacy. I often remind players that they are not just wearing a jersey—they are representing everyone who wore it before and everyone who will wear it after. The goal is simple: leave it better than you found it.

In my coaching style, I adopt what I think of as the “loving open hand” approach. Discipline is important, but I prefer guidance over control. I want athletes to feel supported, not intimidated. At the same time, I emphasize ownership. I gradually shift responsibility to the players so they learn to make decisions, lead each other, and take accountability. When the pressure is on, I want them to trust themselves, not rely entirely on instructions.

I also believe in giving back. A strong program should positively impact its community, so I would actively involve the team in service initiatives. This helps athletes understand that their role extends beyond the field.

To ensure these principles are actually lived, I would introduce accountability measures. Regular ethical audits would allow us to reflect on whether our actions align with our values. I would also follow a structured decision-making process: clearly define dilemmas, consider who is affected, apply ethical standards, discuss openly, and evaluate outcomes.

Finally, I see leadership as a continuous learning process. I make it a priority to seek honest feedback from players and staff, even when it’s uncomfortable. I don’t expect to always be right, but I do expect to grow.

By facing ethical challenges head-on, rather than avoiding them, I aim to build a culture where everyone contributes to something meaningful—a legacy shaped not just by performance, but by integrity, respect, and shared purpose.

Chapter 9

Exercise - 2 You are the new coach of a collegiate athletic program with a history of poorly performing athletes, deficient academics, high turnover, and questionable social activities. Your employment was based on "cleaning up" the athletic program. While the factors of planning, organization, human resource staffing, and leadership are all critical components for the resurgences of the program, what control elements will you implement immediately to alleviate this athletic program's existing condition?

Response

Stepping into a collegiate athletic program with a history of poor performance, weak academics, high turnover, and questionable social behavior, my first priority would be to establish a strong system of managerial controls. From my perspective, “cleaning up” a program isn’t about one big change—it’s about consistently setting standards, monitoring behavior, and holding everyone accountable. To do this effectively, I would immediately implement a three-tiered control system: feed forward, concurrent, and feedback controls, while also reshaping the team’s mindset toward ownership.

I would begin with feed forward controls, because I believe the best way to fix problems is to prevent them from happening in the first place. That starts with clarity. I would personally draft and communicate clear policies and procedures covering academic expectations, team conduct, and social responsibility. Athletes should never be confused about what is acceptable and what is not.

At the cultural level, I would introduce two non-negotiable standards inspired by elite team environments. First, the idea of “Sweep the Sheds”—no one is above the basics. I would model this myself, whether it’s helping clean the locker room or supporting staff. This small but powerful habit builds humility and discipline, which I believe directly translates into performance. Second, I would enforce a strict “No Dickheads” policy. In simple terms, talent does not excuse toxic behavior. If an athlete consistently undermines the team environment, it will be addressed immediately. Creating psychological safety is essential if we want athletes to grow and trust one another.

While setting standards is critical, I know culture is shaped daily, which is why I would rely heavily on concurrent controls to monitor behavior in real time. One method I value is Management by Walking Around (MBWA)—being present, visible, and approachable. I would regularly engage with athletes in informal settings to understand what’s really happening beneath the surface. In my experience, this builds trust and uncovers issues before they escalate.

I would also pay close attention to body language, following the principle often emphasized by Billie Jean King that “the body can’t lie.” Effort, attitude, and commitment are often revealed non-verbally. Addressing these cues early helps correct mindset issues before they affect performance. Additionally, I would introduce simple practice cues and mantras to guide athletes under pressure, helping them move toward what is known as “unconscious competence”—where correct actions become instinctive.

To ensure long-term improvement, I would implement strong feedback controls. This includes a structured four-step process: setting clear performance standards, measuring outcomes (such as GPA, attendance, and athletic metrics), comparing results, and taking corrective action. Academics, in particular, would be non-negotiable. I would require athletes to sit in the front rows of classes and introduce themselves to professors—small actions that reinforce accountability and engagement.

One of the most impactful tools I would introduce is peer evaluation, inspired by the work of Rodney Hennon. Athletes would anonymously evaluate teammates as either “Big Team, Little Me” (selfless) or “Me-first.” From my experience, feedback from peers often resonates more deeply than anything a coach can say. It creates a player-driven accountability system that strengthens team culture.

Finally, I would focus on shifting the team’s mindset from “renters” to “owners.” Too often, struggling programs are filled with athletes who simply pass through without taking responsibility. I would challenge my players to take ownership of everything—from their performance to their environment. If they see a problem and ignore it, they are acting like renters. True members of this program must act like owners, committed to leaving it better than they found it.

By implementing these layered control systems, I am confident we can move the program from reactive dysfunction to proactive excellence—building not just better athletes, but stronger, more accountable individuals.

Chapter 10

Exercise - 1 Contact a local high school, college, or professional coach or athletic program administrator. Ask the following questions:

◦ What type of situational budgeting (fiscal reporting) does the organization use?

◦ Where do the athletic program categories and costs come from?

◦ What are the major cost categories? What are the annual expenses in those categories?

 ◦ What fiscal pressures come from the administrations?

◦ How closely are the budgets monitored?

 ◦ Does he or she maintain an expense ledger? If so, is it by hand or is it computerized?

Response

Taking the role of a professional coach/athletic program administrator at J N Chaudhary High School & College, Gandhinagar, I would describe the budgeting and fiscal practices as a structured yet situational public-sector model, where flexibility exists but within clear administrative oversight.

1. What type of situational budgeting (fiscal reporting) does the organization use?The program follows a combination of incremental and need-based budgeting. Most annual budgets are based on the previous year’s allocations, with adjustments made depending on athlete participation, competition schedules, and performance goals. However, for new initiatives or special requirements, a justification-based (zero-based) approach is used where each expense must be clearly explained and approved.

2. Where do the athletic program categories and costs come from?The categories and costs are primarily guided by policies from the Sports Authority of Gujarat and district education authorities. Additional inputs come from internal planning by coaches, the school administration, and the annual competition calendar. Athlete needs, such as equipment upgrades or travel requirements, also influence cost structuring.

3. What are the major cost categories? What are the annual expenses in those categories?The major cost categories include:

• Equipment and Uniforms: Purchase and maintenance of sports gear.

• Travel and Competition: Transportation, accommodation, and meals for tournaments (largest expense).

• Coaching and Training: Salaries, stipends, and specialized camps.

• Facility Maintenance: Ground upkeep and infrastructure repairs.

• Sports Medicine and Nutrition: First aid, physiotherapy, and dietary support.

While exact figures vary each year, travel and competition costs typically account for the highest share, followed by equipment and training expenses.

4. What fiscal pressures come from the administration?The main pressure is to achieve strong athletic performance within limited financial resources. Administrators require detailed justification for expenditures, especially since funding is public. There is also pressure to balance spending between performance success and long-term athlete development, while maintaining transparency and accountability.

5. How closely are the budgets monitored?Budgets are strictly monitored, usually through quarterly reviews and reporting systems. Any deviation from the approved budget requires prior permission from higher authorities. This ensures financial discipline but may limit flexibility in urgent situations.

6. Does he or she maintain an expense ledger? If so, is it by hand or computerized?Yes, maintaining an expense ledger is mandatory. The system typically uses a computerized format (such as spreadsheets or official software) for accuracy and reporting, along with physical records (bills, receipts, vouchers) for audit purposes. This hybrid method ensures both efficiency and compliance with government regulations.

Overall, the budgeting system is structured, transparent, and accountability-driven, requiring careful planning and consistent monitoring to meet both financial and performance goals.

Chapter 11

Exercise - 2 You are a college baseball coach. Use market segmentation categories (demographics, geographics, psychographics, etc.) to profile a specific target market of customers/supporters.

Response

As a college baseball coach, I’ve come to realize that building a successful program isn’t just about developing athletes—it’s also about understanding and intentionally growing the community that supports us. Who sits in the stands, who brings energy to the field, and who connects emotionally with our team all play a major role in shaping the identity of the program. That’s why I approach fan engagement the same way I approach coaching: with clarity, purpose, and strategy. Using market segmentation, I’ve identified a core target group that I believe aligns perfectly with our program’s values and long-term vision—local families with youth baseball players.

From a geographic standpoint, my focus is very intentional. I look at communities within a 30–50 mile radius of our campus—areas where attending a game is convenient, not a burden. These include both urban neighborhoods and smaller rural towns where baseball is often deeply rooted in the local culture. In my experience, proximity matters. If families can easily drive to a game after school or work, they’re far more likely to attend regularly. I also consider environmental familiarity—these families are used to outdoor sporting environments, spring weather, and community gatherings, which makes our games a natural fit into their routines. Additionally, targeting areas with stable or growing economic conditions ensures that attending games, buying merchandise, or enrolling kids in camps remains financially accessible without being a strain.

Looking at demographics, this segment becomes even clearer. I’m primarily targeting parents between the ages of 30 and 50, along with their children, typically between 7 and 14 years old. These are formative years for young athletes, and I see our program as more than just entertainment—it’s an influence. Many of these families are middle-income, working professionals who value structured activities, education, and development opportunities for their children. What I’ve also noticed is the importance of extended family—grandparents often attend games, support financially, and reinforce loyalty to the program. In many cases, these families either have a connection to the college or aspire to it, which adds another layer of emotional investment.

The psychographic profile of this group is where things really connect with our program philosophy. These are families who value more than just winning—they value growth, discipline, and character. They are actively involved in youth leagues, academies, and community sports programs. Many of their weekends are already spent at baseball fields, so attending a college game feels like a natural extension of their lifestyle. What they’re really seeking is an experience—something that combines enjoyment, inspiration, and belonging. They want their children to watch players who hustle, respect the game, and embody values like humility and accountability. This is where philosophies like “sweep the sheds” become powerful—not just internally for our team, but externally as a message to our supporters. When families see our players picking up after themselves, respecting coaches, and playing selflessly, it reinforces the kind of role models they want their children to follow.

From a behavioral (behavioristic) perspective, this segment shows strong potential for long-term loyalty. These families may initially attend games because of a promotion or event—like a youth night, skills clinic, or meet-and-greet—but if the experience is meaningful, they come back. I’ve seen firsthand how a single interaction, like a child meeting a player or standing on the field during the national anthem, can create a lasting emotional connection. Their consumption patterns are often tied to experience-based value rather than just the game itself. They are more likely to engage when there is a clear, family-oriented activation. Over time, this builds brand allegiance—they start wearing team colors, following results, and identifying with the program.

One of the most effective engagement tools I’ve found is creating a development pathway—starting with youth camps and clinics, then transitioning those participants into regular game attendees, and eventually into committed supporters. When a young athlete attends one of our camps, they don’t just learn skills—they begin to see themselves as part of our program. That sense of belonging is powerful. It transforms a one-time interaction into a long-term relationship.

What ties all of this together for me is intentionality. I’m not trying to attract everyone—I’m trying to deeply connect with the right group. By focusing on local families with youth baseball players, I’m investing in a segment that aligns with our values, supports our culture, and contributes to a sustainable future. These are the families who will fill the stands, support our athletes, and eventually send their own children into programs like ours.

In the end, I see this not just as marketing, but as community building. If I can create an environment where families feel connected, inspired, and valued, then our program becomes more than a team—it becomes a shared experience. And that, to me, is how you build something that lasts far beyond wins and losses.

Chapter 12

Exercise - 2 You are starting a new athletic program in your area (any sport at any level of competition).

Create a slogan for your new athletic program by using AIDA to answer the following:

 ◦ Which type of appeal are you going for?

 ◦ Which media would you choose to communicate your message?

◦ Why did you choose this media?

◦ What are the media’s primary advantages and disadvantages?

Response

As I begin building my own athletic program, the “Elite Pace Developmental Sprint Club,” my goal is not just to train faster athletes, but to shape disciplined, confident individuals who understand the value of growth, failure, and consistency. I see this program as a long-term developmental environment for youth sprinters specializing in the 100m and 200m events. To establish a strong identity right from the start, I’ve created a slogan using the AIDA framework (Attention, Interest, Desire, Action):

“Conquer the Clock, Own Your Legacy.”

For me, this slogan represents much more than a catchy phrase—it reflects the philosophy I want every athlete and parent to associate with the program.

Type of Appeal

I am intentionally using a character-based emotional appeal, because I firmly believe that sustainable success in sport begins with mindset and identity, not just performance metrics. The first part of the slogan, “Conquer the Clock,” is designed to grab attention immediately. Sprinting is a sport defined by time, and every athlete naturally connects with the idea of beating the clock. It taps into their competitive instincts and gives them something concrete to chase.

However, what matters more to me is the second part: “Own Your Legacy.” This is where I build interest and desire. I want athletes to understand that their journey is bigger than races and medals. It’s about who they become over time—their habits, resilience, and character. I often think of this as a “metamorphosis period,” where young athletes evolve not just physically, but mentally and emotionally. By framing the program this way, I’m not just attracting athletes who want to win—I’m attracting those who want to grow.

This kind of appeal also resonates strongly with parents. They are not just investing in speed training; they are investing in an environment that teaches discipline, accountability, and self-belief. That emotional connection is what ultimately drives action, whether it’s signing up for training or consistently supporting the program.

Choice of Media

To communicate this message effectively, I would focus on digital platforms, specifically Instagram and X, combined with a professionally designed program website.

Why I Chose This Media

From my perspective, if I want to connect with today’s generation of athletes and their families, I need to meet them where they already are—and that’s online. Platforms like Instagram are highly visual, which is perfect for showcasing sprint performances, training sessions, athlete progress, and motivational content. Short videos, reels, and training clips can instantly communicate energy, discipline, and culture in a way that words alone cannot.

At the same time, X (Twitter) allows for quick updates, results, announcements, and engagement with a broader athletic community. It helps position the program within a larger conversation, giving it credibility and visibility.

The program website serves a different but equally important purpose. It acts as the central hub of information—a place where parents can learn about training philosophy, schedules, coaching credentials, and registration details. While social media captures attention, the website converts that attention into action.

Another major reason I prefer these platforms is the opportunity for relationship marketing. I don’t want this to be a one-way communication channel. I want to interact with athletes, respond to parents’ questions, highlight achievements, and celebrate progress. Over time, this builds trust and creates a sense of belonging even before someone joins the program.

Advantages of the Chosen Media

One of the biggest advantages is control. I can decide what message to share, how to present it, and when to post it. This allows me to maintain a consistent identity and ensure that everything aligns with the program’s values.

Another key advantage is visual engagement. Sprinting is dynamic and exciting, and platforms like Instagram allow me to capture that through powerful visuals—whether it’s an athlete exploding out of the blocks or a group pushing through a tough training session. These moments tell a story and reinforce the culture I’m trying to build.

There is also a strong community-building aspect. Social media makes it easy to involve not just athletes, but also parents, siblings, and even extended family. Tagging, sharing, and commenting create a network effect where the program’s reach grows organically. Over time, this can turn into a loyal support base that feels personally connected to the club.

Disadvantages and Challenges

At the same time, I’m fully aware that these platforms come with challenges. One of the biggest is credibility. Not all online content is taken seriously, and if messaging feels overly promotional or inauthentic, it can be ignored. That means I have to be intentional about being genuine and transparent in everything I share.

Another challenge is public criticism. Being visible online opens the door to feedback—both positive and negative. As a coach, I need to maintain composure and not let criticism distract from the program’s mission. Staying focused and emotionally controlled becomes part of leadership.

Finally, there is the issue of constant maintenance. Social media is not a one-time effort—it requires consistency. Regular posting, engagement, and updates take time and energy. It’s an ongoing commitment, but one I see as necessary to keep the program relevant and connected.

Final Reflection

For me, launching the Elite Pace Developmental Sprint Club is about more than just filling training slots—it’s about building a culture. The slogan, the messaging, and the media choices all work together to communicate a clear identity: this is a place where athletes chase excellence while becoming better individuals.

If I can consistently align my communication with my values, I’m confident that the right athletes and families will not only join the program—but stay, grow, and eventually become part of its legacy.

Chapter 13  

Exercise – 2  Interview a local college or university Sports Information Director. Inquire about the athletic program’s perpetual public relations program. Use the questions in the text (Input, Processing, Outputs, Feedback, and Control) as the foundation for your interview.

Response

Assignment: Public Relations Systems Analysis

For this practical assignment, I sought to interview the Information Director of J. N. Chaudhary College, Gandhinagar, Gujarat, India, who serves as the Public Relations Officer (PRO) and also manages sports-related communication. His role carries dual responsibility, overseeing public relations across all branches of the college while also handling athletic communications. I requested the interview through a personal appointment, explaining the academic purpose of my study. Due to his professional commitments, he was initially unavailable and scheduled the interview for the following week. He is supported by two assistants who help manage his responsibilities effectively. I had also requested the College Principal’s approval, assistance and support in this regard.

Category: Inputs (Resources and Foundation)

Q1. What financial and human resources are allocated to maintain daily public relations activities?Answer:The college allocates a dedicated portion of its administrative budget to support public relations activities such as event promotion, digital communication, and media outreach. The PR team consists of a Public Relations Officer, a Digital Content Coordinator, and student interns who assist with content creation and social media management. Additionally, we rely on institutional data systems, student records, and digital tools like social media platforms and analytics dashboards to support daily operations.

Q2. How do you gather and categorize information about your target audiences?Answer:We collect information through student databases, alumni records, event registrations, and online engagement data. These audiences are categorized into groups such as current students, alumni, and the local community. We also use surveys and social media insights to understand their interests and behavior. This helps us tailor our communication so that it reaches the right people effectively.

Category: Processing (Transformational Processes)

Q3. How do you transform raw athletic data into PR content and stories?Answer:We use digital tools like Canva and other content creation software to convert raw data such as match results and achievements into engaging posts, graphics, and stories. This includes creating match summaries, athlete highlights, and short videos. We follow a content calendar and approval process to ensure consistency and quality across all platforms.

Q4. How do you manage relationships with media and opinion makers?Answer:We maintain a list of local media contacts and regularly share press releases and updates with them. We invite journalists and influencers to college events and keep regular communication with them. Building trust and providing timely, accurate information helps us maintain strong relationships and ensures consistent media coverage.

Category: Outputs (Results and Identity)

Q5. What kind of athletic program identity are you trying to create?Answer:We aim to build an identity that reflects overall excellence, discipline, and personal growth. Our goal is to show that our student-athletes are not only good in sports but also perform well academically and demonstrate strong values such as teamwork, leadership, and integrity.

Q6. How do you highlight the overall development of student-athletes beyond sports performance?Answer:We share stories that focus on academic achievements, leadership roles, and community service activities of student-athletes. This includes interviews, feature posts, and success stories. By doing this, we present a complete picture of their growth as individuals, not just as athletes.

Category: Feedback (Environmental Reaction)

Q7. How do you monitor public opinion and feedback, especially on social media?Answer:We use tools like social media analytics and Google Analytics to track engagement such as likes, shares, and comments. We also monitor online mentions and feedback through comments and messages. This helps us understand how people are reacting to our content and whether it is spreading effectively.

Q8. How do you measure the response of external groups like sponsors or government bodies?Answer:We gather feedback through meetings, emails, and formal reviews with sponsors and partners. We also observe their continued involvement, such as sponsorship renewals and participation in events. Positive media coverage and public recognition also indicate their level of satisfaction.

Category: Control (Evaluation and Adjustment)

Q9. How do you evaluate whether your PR goals are being achieved?Answer:We measure performance using indicators such as social media engagement, media coverage, event participation, and overall visibility. We compare these results with our planned objectives and review them regularly to assess progress.

Q10. What actions do you take if there is negative feedback or a PR issue?Answer:In case of negative feedback, we respond quickly with clear and honest communication. We review the situation internally, identify the problem, and make necessary changes to our strategies. This may include improving communication, correcting information, or adjusting our approach to prevent similar issues in the future.