Second Year as the Activities Director – Now What?

Entering the second year as an activities director changes from “survival mode” to “refinement and growth phase.” The first year as an activities director can be brutal as everything is happening at once. There is a concern of being able to sustain the pace and not becoming overwhelmed. Year two allows for a thoughtful approach that can sustain the activities director and prevent burnout before year three.

In the second year as an activities director, one of the focuses needs to be strengthening relationships and the culture of the athletic department. The first year is about meeting people; the second year is about deepening trust. Deepening the trust includes staff, coaches and advisors. Ensure there are regular check-ins, clear communication about the expectations. It is essential to celebrate wins – both big and small. Staff members feeling that they are heard and appreciated will go a long way.

The trust also needs to be built with the students, who are very aware of turnover in positions and make decisions quickly based on first impressions. Hopefully, the first year involved being visible. Now is the time to take it to the next level. The activities director needs to show up at games, performances and practices. It is important to be purposeful with conversations and talk to the students. These actions speak volumes to teenagers about the level of care the activities director shows.

Last but not least, build trust with parents and community. Find ways to involve them in volunteering. Partner with groups to provide the best game-day or performance-day experiences. Putting the effort into being purposeful on building trust with stakeholders will lay the foundation for years to come. It is an opportunity to solidify a positive, collaborative reputation for the activities director.

Another area to focus on during the second year as an activities director is program evaluation and strategic improvements. Use the observations from year one to make informed changes. The activities director has enough data and experience to move beyond the quick fixes toward a long-term program quality. Review every program’s performance, identifying areas for improvement that have gaps.

One aspect is to look at the participation numbers and understand what is causing low turnout. Another area may be programs that have outdated equipment and need some attention. Of course, the activities director will also look at the history of the program and determine if there is inconsistent coaching or advising. With this hard look at all programs, the activities director is able to develop a 3-to-5-year growth plan. This plan will continue to guide the activities director on a path with direction and reduce burnout.

The third area for attention in the second year is finances and resources. As the activities director works with parents and community to build trusting relationships, this can lead to support of alumni and local sponsors. This is also the time to involve others with the vision of what is needed. By knowing the budget details, this will allow the activities director to know what needs to become priority. This also enables sharing the vision of the department with the community and seeking support in fundraising opportunities.

The activities director also needs to seek grants and other funding resources. By being budget aware and building relationships, visions of the future of the activities department can come to fruition. By doing this in year two, it will set the activities director up for long-term support and reduce stress. By reducing the stress, burnout will be less likely.

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.