Here's an evaluation you can use for a coach, better with older players:
Coaching
Evaluation Scale
Rating Scale: 1 = Usually or always; 2 = Occasionally or
sometimes; 3 = Seldom or never; 4 = Not applicable to this
Is enthusiastic in actions and words
1 2 3
4
Avoids sarcasm, annoying mannerisms, and abusive language
1 2
3 4
Uses terminology athletes can understand
1 2
3 4
Speaks clearly
1 2 3
4 Has
a routine for starting practice
1
2 3
4
Gets attention quickly
1 2 3
4 Faces the team when
speaking to them 1
2 3 4
Makes good eye contact
1 2
3 4
Controls temper
1 2
3 4
Models pose when dealing with inattentive athletes
1 2
3 4
Uses a formation from which all can see the demonstration
1 2
3 4
Uses a formation from which all can hear the explanation
1
2 3
4
Sets formation in a location free of distractions
1 2
3 4
Identifies the skill to be taught
1 2
3 4
Indicates why the skill is important to learn
1 2
3 4
Introduces the skill in less than 3 minutes
1 2
3 4
Directs the team’s attention to the demonstration
1 2
3 4
Explains how the demonstration will proceed
1 2
3 4
Demonstrates the whole skill as it would be performed in
competition
1
2 3
4
Demonstrates skillfully 1
2 3
4 Demonstrates
for left and right dominance
1
2 3
4
Demonstrates the skill several times
1 2
3 4
Demonstrates the skill so that it can be viewed from
different angles 1
2 3
4
Explains the major sequence of actions that comprise the
skill when it is demonstrated slowly
1 2 3 4
Points out the most relevant cues 1
2 3
4 Keeps the explanation
simple and brief 1 2
3 4
Demonstrates parts of the skill when appropriate
1 2
3 4
Briefly demonstrates and/or explains the similarities
between skills
1 2
3 4
Repeats and answers relevant questions so call an hear
1 2
3 4
Begins skill practice as soon as possible after the
demonstration 1
2 3
4
Uses a formation that allows most athletes to practice
safely and effectively
1 2
3 4
Uses drills that allow the most athletes to practice safely
and effectively 1
2 3
4
Uses drills that emphasize the skill being taught
1 2
3 4
Demonstrates and explains how drills work
1
2 3
4
Checks to be certain the team understands how drills work
1
2 3
4
Eliminates or minimizes any danger involved in performing
the skill 1 2
3 4
Creates an atmosphere to minimize fear of failure
1 2
3 4
Is in control of the team during practice
1
2 3
4
Checks to be certain all are proceeding through drill
correctly
1 2
3 4
Repeats the demonstration and explanation if the team cannot
perform the skill effectively 1
2 3 4
Uses key terms step-by-step if the team cannot perform the
skill effectively
1 2
3 4
Checks after each step to be sure that everyone is
performing correctly
1 2
3 4
Repeats and answers relevant questions so all can hear
1 2
3 4
Divides the skill into parts when athletes have difficulty
mastering the whole skill
1 2
3 4
Stops practice and corrects common errors when necessary
1
2 3
4
Presents brief explanations/demonstrations of
errors/corrections when confronted w/ common errors 1 2
3 4
Observes and evaluates performance
1 2
3 4
Compliments efforts and parts of the skill that were
performed correctly
1 2
3 4
Corrects one error at a time 1
2 3
4 Shows
patience with athletes 1
2 3
4
Gives specific positive feedback
1 2
3 4 Gives
specific negative feedback
1 2
3 4
Uses visual feedback of errors and corrections
1 2
3 4
Makes certain athletes understand the information given
1 2
3 4