Athletes Who Need to Work: Coaches Understanding the Culture

It all started in the 1960s in the Stephen-Argyle School District, a small farming community in Minnesota. The football team needed to have practice in the morning due to family chores after school. The coach did not want the athletes to miss training, so practice was scheduled at 5:00 a.m. – every day – before school.

Amazingly, this tradition continues today in this school district – some 60 years later. The lights are turned on in the early morning hours for football practice, and now athletes can watch film or lift after school or go to work. Fast forward 65 years, students still work. Students are still athletes. Scenarios like Stephen-Argyle will not work in every district or with every team. Of course, some practices happen due to facility schedules and may need to be at 5:00 a.m. There are times that the two worlds collide. As an athletic director, guiding the coaches to understand the culture and need to work for some student-athletes is important to build trust and create a great experience for everyone.

A common thought among adults, especially coaches, is that student-athletes have their whole life to work, so in high school they should be kids and just play sports. This thought is not reality. There are many reasons students work during high school years.

Students may need to work for financial reasons, whether it is to help with family bills or to save for college. Some students may be saving for their own car, or to save money so they can move out when they graduate. Some parents may require their teen to have a job to build character and responsibility. Others may work because they like it and like having their own money. Whatever the reasons, and coaches may not know the reasons, coaches need to guide athletes in this balancing act of sports and work.

One of the complaints from coaches is that athletes’ work schedules often conflict with practices or games. Communication is a key to resolving this issue. Coaches should encourage early communication and offer flexible options (such as leaving practice 30 minutes early on certain nights).

The student-athlete may have “required” days or times at his or her job, and may need guidance on what to do. If the “requirement” is enforced, the student-athlete may choose to quit a sport. Quitting may not be in the best interest of the student. Discussing schedules is essential for making the student feel supported. If there is a conflict between the job and sport, it is important that this is discussed in the beginning to prevent last-minute changes. This also means the coach cannot adjust practices on the spur of the moment and expect the student-athlete to be able to attend. Communication and planning have to go both ways.

Another complaint from coaches is that long or late work shifts lead to tired, unfocused athletes, which affects conditioning, performance and safety. This is where the coach needs to be proactive and monitor what is happening with the student. The two should discuss workload and stress. The coach should ask questions about the job, bedtime, what the student is eating and when homework gets done.

The coach could offer an example of how his or her day is planned. The coach can help the student manage time with a planner or set times for bed. Rest and the ability to perform should be emphasized. This may mean the coach adjusts the lifting schedule for the student. The reality is the student-athlete is trying to balance life and needs extra guidance. The health of the athlete is priority.

At some point, a student-athlete may begin prioritizing the job over the sport which can lead to team dynamics and lack of accountability. Using communication, the coach should have a heart-to-heart talk with the athlete. An honest conversation about priorities may need to happen. From this discussion, the coach and student can set expectations and provide a work/sport balance. Sometimes, what is happening at home sets the priorities for the student (parent loss of work, etc.) and possibly the coach can find resources for the family. This would then allow the student to work less and play a sport more.

Many times, coaches struggle to maintain fairness and team consistency when some students are working. The key to this situation is to show empathy. The coach can support flexible scheduling.

Possibly thinking outside the box, offer the student to work Wednesdays after school but to be at practice the rest of the week. Being flexible with students with economic realities is important. These are the students who need the team as much as the team needs them. Be open with the team about defining fair and equal. Without disclosing private information, being open about scenarios the players are observing allows for the coach to squelch drama.

The goal is to build compassion and support among the team. If no information is allowed to be shared, the coach should be deliberate and communicate the plan with the student-athlete who is working. As an example, if the student is only at practice 80 percent of the time, they will not see more than 80 percent playing time. Create a plan that is grounded and concrete in the expectations.

Although coaches are committed and passionate about their sport, life circumstances do not always allow the athletes to display the same passion. In creating a championship team, this is not an ideal situation. However, what are the long-term effects of a coach showing compassion and structure? The rest of the team will observe fairness, communication and effort. The student-athlete with the job will feel important and held accountable. The key is that working athletes are not less committed; they are, in fact, balancing multiple adult responsibilities. Effective coaching combines structure in the form of communication, empathy and flexibility.

Lisa Myran-Schutte, CMAA, has been an athletic/activities director at several schools in Minnesota, including Houston High School and Pine Island High School. She is a member of the High School Today Publications Committee.