Addressing Entitlement in a High School Athletic Program

Entitlement: The belief that one is inherently deserving of privileges or special treatment. Addressing it in your school’s athletic department is necessary as it can affect parents, athletes and even the coaching staff.

The goal of education-based athletics is to teach student-athletes fundamental life lessons so when they leave high school, they can make a smooth transition to being an adult. Being on time, being respectful and working hard are all desired outcomes that administrators in athletic departments should teach to the student-athletes, according to speakers at a workshop during the 2024 National Athletic Directors Conference (NADC) in December in Austin, Texas.

The topic of entitlement was discussed by Kirk Call, athletic director at Johns Creek (Georgia) High School, and Chris Muskopf, athletic director at St. Louis (Missouri) University High School, at the NADC co-sponsored by the NFHS and the National Interscholastic Athletic Administrators Association. They shared insights on how entitlement impacts their programs, highlighting the challenges they face in addressing entitlement among athletes, parents and even coaches.

“We could do everything in our power to address it and to keep it from coming,” Call said. “It’s still not going to stop that parent from believing that you’re the reason their kid’s not playing or that kid believing they should be starting.”

The speakers noted that if student-athletes aren’t taught these fundamentals, they will not develop by overcoming adversity and being challenged in a respectful environment if all the athletic administration cares about is winning.

Entitlement in high school athletic programs can be a complex issue that often stems from various factors. Call and Muskopf presented three main reasons – parental issues, societal expectations and competitive nature – as to why student-athletes could feel entitlement from other people. They said parents place high expectations for their children, believing they deserve special treatment or more playing time due to their perceived talent or investment in the sport. This can create a sense of entitlement in student-athletes.

“We’ve always had entitled coaches, athletes, parents, whatever the case may be, but it was always a little bit more team-centered,” Call said. “In the last 10 years, the entitlement we deal with is much more individual.”

The workshop presenters said that society also often glorifies athletic success, which can lead to athletes feeling entitled to privileges both on and off the field. This could also include different treatment in academic settings. They noted that having a competitive nature in high school sports can also cause coaches and athletes to create an environment where winning is prioritized over personal development and teamwork. This can lead to athletes feeling entitled to certain outcomes and rewards.

While entitlement can affect student-athletes, it can also affect the department in several ways, the speakers noted. In the department, you could see a breakdown of cohesion as if individuals feel entitled, they may prioritize their own goals over others or the team’s goals even. If you see an individual who is entitled, it could also lead to a lack of cooperation, which makes it difficult for a team to function effectively.

“When we’re not consistent in our decision-making or communication, that’s where entitlement kind of rears its head and causes a lot of problems,” Call said. He said communication issues could lead to outcomes like coaches being reluctant to share ideas or feedback.

The speakers also shared that reduced morale and motivation can also disrupt the department, which can demotivate others who feel their efforts are undervalued. This can lead to decreased overall morale and productivity on the court.

“As an athletic director, you need to be very solid on what your ideals and your vision for the department are,” Call said. “The stronger your convictions are, the easier it’ll be to be consistent in your decision-making.”

During the session, the speakers noted that one may also see favoritism and unequal treatment if leaders show it to entitled individuals. It can further worsen feelings of inequality and unequal treatment. This can undermine the authority of the leader and disrupt the department’s purpose. They said there are strategies you can use to create a more positive and productive environment. If you set clear expectations, you’re clearly communicating goals for the team and the individuals.

“Communication is key,” Call said. “If you communicate to those, your stakeholders, the athletes, the coaches, and the parents, what the things are that you’re expecting and what the standards are that you’re going to do, and what the policies and protocols are, then at the end of the day, they really can’t come back and claim that you’re being unfair.”

Promoting accountability holds all coaches accountable for their actions, and consistent accountability reduces feelings of entitlement and promotes a sense of responsibility. With clear expectations, administrators can promote accountability since coaches will know their goals if administrators consistently promote accountability.

The speakers also noted the following suggestions:

• Encourage teamwork by emphasizing the importance of collective success over individual achievements. Highlight how each coach’s role contributes to the department’s overall performance and success.

• Provide constructive feedback that focuses on effort and improvement rather than just outcomes. This can help coaches understand that growth and development are ongoing.

• Administrators can also model desired behaviors, foster a growth mindset, involve parents, and recognize that effort and improvement are strategies to use as well.

• When it comes to looking at individualized coaching, use personalized feedback by addressing specific behaviors, work on building relationships to help develop trust with coaches, setting individual goals, encouraging accountability to emphasize responsibility, and promoting a growth mindset to focus on personal development.

Further, the speakers said addressing entitlement requires intentional actions to reshape the environment and mindset of individuals. By demonstrating the expected behavior — such as fostering respect, open communication and consistent treatment — the focus can be shifted from individual success to collective growth. Prioritizing teamwork, mutual respect and personal development over winning alone can help combat entitlement and build a stronger, more cohesive team dynamic.

Ultimately, by implementing these strategies, Call and Muskopf said athletic departments can cultivate a team-oriented culture that values collaboration and long-term growth over short-term accolades. This approach will foster an environment where individuals work together toward shared goals, creating a more positive and productive experience for all involved.