| Domain A: The Common Language in Youth Sports are Minimum Coaching Standards |
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| Standard 1 |
Understand that one common minimum set of standards are necessary to establish across all youth sports to define what is appropriate and what is inappropriate in youth sports governance. |
| Standard 2 |
Know that for a common set of minimum standards to be established they must be widely and consistently distributed to coaches, parents, administrators and officials in all sports. |
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| Domain B: Youth Sport in American Culture |
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| Standard 3 |
Understand that adults run organized youth sports and therefore only adults can determine the success, failure and direction of youth sports programs. |
| Standard 4 |
Recognize that youth sports affect American culture and over time the games children play provide important lessons forming building blocks that teach interaction in civil society. |
| Standard 5 |
Create a youth-centered environment where play is emphasized rather than an adult driven work environment. |
| Standard 6 |
Establish attainable goals for the program that are consistent with the reasons for which youth participate. |
| Standard 7 |
Know the limits of organized sport and encourage unstructured play outside of practice and game time. |
| Standard 8 |
Know that players in youth sports are children, not little adults playing an adult version of the game. |
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| Domain C: Developing, Organizing and Maintaining Your Sport Community |
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| Standard 9 |
Actively engage the parents, other coaches, administrators, and officials in delivering a positive youth sport model. |
| Standard 10 |
Find your helpful parents and utilize them in duties that are extraneous to coaching. |
| Standard 11 |
Know that social events and cultural events (e.g. Pot Luck Dinners, Barbeques, etc) serve important functions in helping your sport community to work , and socialize together in harmony. |
| Standard 12 |
Determine a program philosophy and ensure that all stakeholders are conducting themselves at all times in accordance with that philosophy. |
| Standard 13 |
Respect Family Time by giving practice and game schedules well in advance while also having a system in place for contingency plans. |
| Standard 14 |
Ensure that all parents are aware of their role and responsibilities by holding a pre-season parent meeting and distributing the SUNY Youth Sports Institute's Parents Guide to Youth Sports. |
| Standard 15 |
Understand the differences in communicating with parents, players, and officials. |
| Standard 16 |
Organize your season and your practices before they start. |
| Standard 17 |
Make respect among all members of the program a top priority. |
| Standard 18 |
Clearly establish and enforce a playing time policy that is appropriate for the age group as well as the level of competition. |
| Standard 19 |
Apply rules you've established for attending practice without favoring stronger players or penalizing weaker players. |
| Standard 20 |
Know the difference between an organizational dispute and a legal dispute. |
| Standard 21 |
Prevent problems from escalating by having a plan for conflict resolution and tell your plan to officials, assistant coaches, parents, and players. |
| Standard 22 |
Know that positive outcomes are not automatic and that coaches must be pro-active in bringing positive outcomes to fruition. |
| Standard 23 |
Understand that no one in your organization is without fault. Identify the coaching problems that can be rehabilitated and forgiven versus those coaching problems that your organization will not accept under any circumstances. |
| Standard 24 |
Establish behavior standards for coaches and volunteers and hold people to those standards. |
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| Domain D: Forming a Risk Management System |
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| Standard 25 |
Understand the legal aspects that accompany a youth sports coaching position and develop a risk management plan to mitigate the chances for litigation. |
| Standard 26 |
Establish a background check for all adults involved in your youth program. |
| Standard 27 |
Provide assistant coaches, parents, and players with a statement containing the inherent risks that come with youth sports so that there is informed consent prior to participation. |
| Standard 28 |
Understand that negligence enables a coach's liability for injury and can be avoided by proper planning, documentation, and handling of injuries. |
| Standard 29 |
Mandate a pre-season physical examination to ensure that all players are physically equipped for participation in a youth sport. |
| Standard 30 |
Inspect the field/grounds/building/ice before using , paying careful note to potential hazards. |
| Standard 31 |
Ensure that all protective athletic equipment is in working order and being used correctly. |
| Standard 32 |
Know how to develop an emergency action plan that includes key personnel, location and knowledge of necessary equipment, and systems for communication and transportation. |
| Standard 33 |
Understand that the coach assumes ultimate responsibility in the implementation of an Emergency Action Plan until someone with a higher level of training arrives. |
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| Domain E: Maintain Highest Safety Standards |
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| Standard 34 |
Receive First Aid Training/CPR for Level II certification and know how to put into practice. |
| Standard 35 |
Be aware of injuries that are common to particular sports. |
| Standard 36 |
Demonstrate knowledge of proper conditioning and educate assistant coaches and players on why it is important. |
| Standard 37 |
Recognize environmental hazards and take steps to minimize the risk that they may impose. |
| Standard 38 |
Inform players and parents that adequate hydration is a key element of injury prevention and encourage ample consumption of water before, during, and after practice/games. |
| Standard 39 |
Demonstrate knowledge of proper nutrition for young athletes, including how it affects health and physical ability. |
| Standard 40 |
Recognize and communicate the dangers of early sport specialization to parents and players and promote participation in a variety of youth sports. |
| Standard 41 |
Be able to recognize the physical, cognitive, and social and emotional symptoms of a concussion in an injured player. |
| Standard 42 |
Understand that following a possible concussion only a health professional can qualify a player as able to return to play. |
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| Domain F: Putting Players First |
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| Standard 43 |
Understand the concept of "Coaching to the Middle" and manage your team accordingly. |
| Standard 44 |
Know why young people play sports and know why they quit. |
| Standard 45 |
Know why making players afraid to make mistakes can have a disabling effect on other developmental aspects of their lives. |
| Standard 46 |
Use the sport you're coaching as a vehicle for teaching other things to your players. |
| Standard 47 |
Be aware of both the positive and negative attributes of participating in youth sports. |
| Standard 48 |
Know that an important objective of coaching is to keep the kids playing. |
| Standard 49 |
Understand the different benefits that come with informal vs. organized sports. |
| Standard 50 |
Be willing to adjust the structure of games and practices to maximize enjoyment as well as healthy skill development among the players. |
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| Domain G: Tenets of Teaching |
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| Standard 51 |
Understand and cater to individual differences among players relative to physical ability, emotional control, and social development. |
| Standard 52 |
Demonstrate a working knowledge of the hierarchy of sport skill development. |
| Standard 53 |
Know the difference between a teacher coach and a trainer coach. |
| Standard 54 |
Know teacher coaches are most effective. |
| Standard 55 |
Promote great memories with your positive manner. |
| Standard 56 |
Be able to plan and execute productive practices with constant action for each player while fostering skill development in all areas of a particular sport. |
| Standard 57 |
Understand the key differences between process-oriented teaching and product-oriented training and tailor your coaching towards the side of teaching. |
| Standard 58 |
Demonstrate proficiency in teaching skills. |
| Standard 59 |
Demonstrate organizational skills and execute efficient practices, while displaying sound knowledge of the particular sport. |
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| Domain H: Character in Youth Sports |
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| Standard 60 |
Demonstrate an intentional focus on character development. |
| Standard 61 |
Be a leader by example in consistently exhibiting good character in dealing with players, parents, other coaches, and officials. |
| Standard 62 |
Understand and communicate the differences in performance character vs. moral character while emphasizing both with equal value. |
| Standard 63 |
Determine positive character goals and hold the players accountable for both their personal responsibility as well their collective responsibility to meet those goals. |
| Standard 64 |
Establish rules for demonstrating moral and performance character and be firm in imposing consequences for violations. |
| Standard 65 |
Know that youth sports have great potential to foster moral, social, physical and psychological development. |
| Standard 66 |
Facilitate the development of character, life skills, and sport skills by taking advantage of opportunities for "teachable moments". |
| Standard 67 |
Create a healthy sense of pride and commitment, emphasizing sacrifice for the good of the team over desire for individual glory. |
