TEACHING AND COACHING: THE SYNERGISTIC BALANCE By Ty Boston Whitworth A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah December 8, 2022 Approved Ryan Zimmerman, Ph.D. DeeDee Mower, Ph.D. Brent Myers, M.Ed. Brent Myers (Dec 15, 2022 15:42 MST) TEACHING AND COACHING: THE SYNERGISTIC BALANCE 2 Acknowledgements First, I would like to thank my masters committee consisting of Dr. Zimmerman, Dr. Mower, and Coach Myers. You have all helped me throughout this process and guided me along the right path. I could not have been able to continue this masters project without each of you helping me. I am thankful not just for your influence academically, but also personally. Dr. Moulding, the program director, was also instrumental in helping since she helped get me connected with Dr. Zimmerman who actually helped me in one of the undergraduate classes in my coaching minor back in 2019. She deserves every bit as much credit as the chair members for allowing me the time to get this project completed as her patience and kindness made all of it possible. I shall always be grateful to Dr. Moulding, Dr. Mower, and especially Dr. Zimmerman for believing in me and advocating for me. I will never forget that. Second, I would like to thank Coach Fesi Sitake and ultimately Coach Brent Myers as they were integral in my journey in giving me an opportunity to play football for Weber State University. If they hadn’t given me a chance to show what I could do on the field then I would have never reached goals that I didn’t imagine before, on and off the field, a master’s degree being one of them. I will continue to rely on them and countless others to be an integral part of my life. Third, I would like to thank my parents, brother and sister for always keeping me on track. They helped me to pursue my initial goals, and when new ones came up, they supported me then as well. Their work ethic and kindness were instrumental in raising me to be who I am as a person. I learned hard work, humility, teamwork, and how to be a student from all of them. I am forever in their debt. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 3 Fourth, I would like to thank my beautiful, amazing, lovely wife Nicole. She helped me stay on track, was there with me through the good times and the bad. She saw what I was trying to accomplish and kept me going. I stayed driven because she was driven, she was determined to see it through to the end as much as I was. Her encouragement and support are immeasurable, and I shall always be grateful to her for helping me along this process. I love you Nicole, and thank you, always. Finally, I would like to thank God and Jesus Christ as my Faith in them is integral and has allowed me this life. My Faith in them brought me to this point ultimately, allowing me to be a part of this journey upon which I am forever humbled and grateful to be a part of. I have countless friends, family, and mentors thanks to the values I have come to learn from as well as Christ’s influence in bringing them into my life. From this point moving forward I hope to finish the race they have set before me and to keep the Faith. I am forever grateful to them that They have allowed me to live this life and have given me the opportunities to use the gifts I have been blessed with. May glory be to Them always and forever. Amen. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 4 Table of Contents Abstract 6 Nature of the Problem 7 Literature Review 8 Teaching 8 Coaching 9 Difficulties Associated with Dual-Roles 9 Reasoning for Dual Roles 16 Purpose 22 Methods 23 Participants and Settings 24 Testing Instrument 24 Procedure 25 Data Analysis 25 Results 26 Involvement 26 Employee Worth 29 Personal Fulfillment 30 Relationships 32 Time Constraint 34 Early Role Conflict 36 Organization 37 Discussion 40 References 47 TEACHING AND COACHING: THE SYNERGISTIC BALANCE 5 Appendix A 50 Appendix B 52 Appendix C 54 Appendix D 55 Appendix E 59 TEACHING AND COACHING: THE SYNERGISTIC BALANCE 6 Abstract Although coaches are often teachers in educational settings, there has been little investigation into the dual role that these educators play. The subject under investigation is the role of the teacher who coaches sport and seeing what effects the role can have on the person. This project will explain and clarify the need to understand the role and why having the teacher-coach is either an advantage or a disadvantage to have within the role. A qualitative research method, using case studies and semi-structured interviews, is utilized to understand how teacher-coaches view their role in their unique educational dual role setting. The goal of this study is to understand the decision making processes as well as the benefits and conflicts that are different from other faculty. The procedures entailed were used to carefully select three teacher-coaches for the interview. They will be given a demographics survey and will then be carefully selected for interviews with questions based on role theory and the Coaching Issues Survey (CIS; Kelley & Baghurst, 2009). The process was then be transcribed verbatim to capture exactly what they said throughout the case study. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 7 Nature of the Problem Students, as well as athletes, may benefit from teachers working in a dual-role due to their teaching and coaching abilities. Both teaching and coaching rely on similar skills that help engage the student/athlete in helping teach and reinforce the behavior that they want (Ermeling, 2012). This is crucial especially for creating behavior reinforcement and accomplishing the implementation of the desired behavior. Lack of accomplishing this goal can be considered by many to be detrimental and as such requires putting together two professions in one person. It requires a balancing act that can be considered quite astounding and can be easily dissuaded if not done properly (Lindholm, 1979). The problem that occurs is the integration of the professions of teaching and coaching. Oftentimes, teachers are called upon to take on the position of coaching within athletics and are therefore forced to balance between the two professions, whether they want to or not. There is a difference between the two professions in that one is more oriented towards the classroom while the other is more oriented towards sports. However, research must consider the importance of what can result when coaches can implement strategies in the classroom that they also employ in coaching to show the connection between these two professions that strive to maximize positive results for their students. John Wooden is a prime example even though he is best known for his role as UCLA’s basketball coach. He was a teacher and a coach in his time in Indiana at the High school level. Some skills developed, and for that matter, used by coaches like John Wooden include identifying and defining what’s important, recursive instructional problems specific to context, preparing and implementing detailed instructional plans, utilizing evidence to drive reflection, analysis and next steps, and finally persistently working toward detectable improvements, specific cause and effect findings about teaching and learning TEACHING AND COACHING: THE SYNERGISTIC BALANCE 8 (Ermeling, 2012). This helped further his career and gave rise to much of what is considered the fundamentals of teaching and coaching. Literature Review Teaching Teaching is considered by many to be a complicated skill, one that requires knowledge, patience, organizational skills as well as leadership skills. It often emphasizes a lot of the same skills that coaches use. Teaching is very similar to coaching in terms of the basic premise: that it requires an engagement of the student and relies heavily on data-based decision making. Data-based decision making is a means of adjusting based on the situation as it develops. In this case there are 4 steps in the data-based decision making: (1.) identifying and defining important, recursive instructional problems specific to context, (2.) preparing and implementing detailed instructional plans, (3.) utilizing evidence to drive reflection, analysis and next steps, and finally 4.) persistently working toward detectable improvements, specific cause-effect findings about teaching and learning (Ermeling, 2012). These coaching techniques mirror effective teaching practices used within the classroom. Another way of teaching that is very much like sports coaching is that of teaching graduate courses. There is an emphasis on the same abilities and goals within: to help students become better learners and scholars through realizing the potential by way of idea sharing and setting good examples (Evans, 2010). The other consideration to be made is the delivery in which teaching is delivered. As in sports, it is done in a hierarchical format through the form of a lecture, and when it is done through Q & A it is like a seminar. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 9 Coaching When it comes to the idea of coaching and how it can be viewed, there are many different ideas that come to mind. Coaching as seen by many people, especially those involved in the profession as well as by sports enthusiasts, often see it as an educational role in the realm of teaching on the sports field (Jones, 2006). There are methods and strategies that correlate between the two professions. An example of this includes the fact that there is a complexity between what occurs in terms of training and in terms of teaching. Coaches must develop a program that they then stick to in terms of a strict schedule to help their students, the athletes in this case, be successful. They, much like teachers, must be able to look at what their curriculum/program does well and the areas in which it is lacking, and be able to make the correct adjustments to help their athletes progress within their sport. Throughout the process of coaching, elements are often used to distinguish what can be used as well as implemented on the field and within the classroom for the teacher, one being the concept of learning itself. Learning and teaching can be skillful as well as purposeful, meaning that they are both behaviors that require talent and accurate assessment based on theoretical principles that have influenced the discipline up to present. This could potentially infer that both teachers and sports coaches have this process in common. It just so happens to occur by different means: some conventional settings of learning like in the classroom and some more unconventional settings requiring activity to improve knowledge base and create muscle memory, such as sports. Difficulties Associated with Dual-Roles Teaching and sports coaching roles have similarities but they also have differences as well. These differences can be made difficult for those embarking upon the dual role. Reason TEACHING AND COACHING: THE SYNERGISTIC BALANCE 10 being that while they may be similar in skillset they do however carry their own weight of responsibilities and stressors. The role of the teacher-coach is very much steeped in personal and professional conflict. Figone (1994a) explains that the main goals for teaching and coaching are different and can therefore lead to issues of dual role responsibilities for teaching and coaching positions. The internal analysis of this phenomena by many investigators and the macro analysis by Chu (1979, 1981) and Frey (1985) regarding the same issue fail to address the impact of this conflict on regular students and student-athletes. Teacher-coach role conflict and the institutional redefinition of the roles of teacher-coaches have a direct influence on students and student-athletes (Biddle, 1979; Calder & Schurr, 1981; Larson, 1977). This influence may take various forms. He states that there are multiple demands needed for both teaching and coaching which can lead to forms of stress such as sensory-overload, physical tension, and both career dissatisfaction and player dissatisfaction. This does occur especially since there are multiple facets that go into teaching alone, so with increased workload and stimulus from coaching it does wear on the person within that role. With the increased strain this can lead to behavior changes such as irritability and frustration while also creating potentially dangerous work habits such as having proclivity towards one role over the other and decreases their responsibilities in the other role. Figone (1994) emphasizes that unless the educational system can provide educational tools to help reduce role conflicts upon teachers and coaches, it will continue to not only negatively affect their staff, but both negatively affect student/teacher relationships and the kind of success students can attain. This is true especially when taking into consideration what happens when a teacher-coach prioritizes one role over the other and can lead to failure and TEACHING AND COACHING: THE SYNERGISTIC BALANCE 11 disappointment. Therefore, if given the proper tools in behavioral management and organizational skills, this can be avoided. Ryan (2008) supports this position as well. Within the research, interrole conflict comes from multiple sets of expectations with roles, which can force an individual with other roles assigned to face more challenges. Using regression analysis with high school teacher-coach participants, he examines the increased levels of role conflict that can come from age, unbalanced role conflict, and the number of coaching jobs available to the staff that must perform both teaching and coaching positions at a school. Despite the prevalence of interrole conflict within schools, the amount of coaching jobs for an individual does not directly increase interrole conflict, but that factors such as age, school size, and role preference do affect the levels of interrole conflict. While both teaching and coaching can be stressful, individuals who have to complete both roles might be more inclined to focus and put more effort on coaching duties because of the rewards and amount of social support/attention that is received when coaching (Ryan, 2008). Figone (1994b) again explains that dual responsibility of teaching and coaching is very prominent in our educational system and that it can lead to job stress, a devotion of time to only coaching or teaching, and a loss of teaching effectiveness. In order to better understand the present nature of the problems inherent in the dual roles of the teacher/coach, a historical examination of the origins of the dual roles in secondary and college institutions is presented along with the rationalizations used by leaders in physical education and administrators at the secondary and four-year levels to justify the incorporation of athletics with physical education. The history of athletics as well as education and how resources for each position can be based upon success of the athletic teams and academic status as a means of behavioral control. In other TEACHING AND COACHING: THE SYNERGISTIC BALANCE 12 words, the success of an institution and the attendance of said institution helps drive forward the tuition and attendance. With new students to deal with this can be overwhelming, hence Figone (2010) offers solutions such as reducing the amount of teaching loads in acknowledgement of coaching time/effort, hiring a different individual for each position required, and preparing individuals differently based upon their hired position to help individuals cope with the task of being both teacher and coach. One link between sports coaching and teaching is how they operate. The kind of models used are very much used in concert, with the difference being the implementation, location, and timing of said model. One of the programs that is found to be used is the Tactical Games Model, and this was recorded particularly within the UK. They found that once the coaches were shown the significance of the educational program, they had a much deeper appreciation for it and were more likely to use it within their respective setting (Roberts, 2010). There is danger within the practice of taking on dual roles as a teacher and as a sports coach. This is often seen within the middle and high school setting, leading to what can be a considerable obstacle not only for those in these roles but also for the administration itself, whether one institution in academia and/or sports is suffering. The three outward effects of these negative instances that occur (in this case those that teach social studies and coach sports) are role strain, burnout, and/or retreatism (Conner 2014). The strain can come from managing the rigors of teaching history class and grading the work while being in season as an athletics coach. It can also lead to people transferring and/or never taking on the job again which may be the worst of all, especially in consideration of the fact that there is always a demand for good teachers and coaches. What may be the second worst of the three is that if the role becomes too much then it leads to retreating TEACHING AND COACHING: THE SYNERGISTIC BALANCE 13 into one of the roles, which can lead to a difficulty in hiring for either position especially if it is mid-year and/or mid-season. Zimmerman (2018) used mixed methods research between qualitative semi-guided interviews and quantitative survey through the CIS pertaining to coaches that have done the role that personal stress was one of the greatest effects on that led to strain and burnout. The CIS was developed by Kelley and Baghurst (2009) to investigate just the coaching role and was found to have an emphasis on the primary stressors: “a.) placing pressure on oneself to win, b.) time constraint, c.) role strain, d.) recruiting, and e.) budget and facility hassles (Kelley & Baghurst, 2009, p. 370).” Zimmerman used this discovery to determine the time spent on the job with coaching amongst Division 1 collegiate football coaches. The time used for coaching alone took away quite a bit of their personal time and as a result cannot find the time to have a social and/or family life outside of sports, in this case football. One of the interviewees discussed the stresses in the following: “The biggest stress is just being away from home. When we get into recruiting, we are gone for two weeks, and that’s the hardest part… The one that has really suffered is my wife. I am never home for her birthday or other things like that (Zimmerman, 2018, p. 39).” This is one of many instances in which teacher-coaches can be affected negatively and how time management becomes critical. Teacher-coaches within dual roles tend to focus most of their attention on coaching. Oftentimes they spend about 90% of their time on coaching and as a result it can lead to one subject or the other suffering as well. With this occurrence, it can make the overall experience of the students as well as the employees within that situation suffer (Bass, 2019). The solution may be to stay away from the hiring of the dual-role position and sacrifice within the TEACHING AND COACHING: THE SYNERGISTIC BALANCE 14 budget either by hiring both positions for their respective roles or just one of them: the teacher or the sports coach. Guinn (2018) discusses the teacher-coach conflict, the causes of teacher-coach turnover rates, and the significance of teacher-coach’s role on student-athletes. The research was conducted through qualitative interviews with active male Texas high school football teacher-coaches as a means to explain that the common exhaustive effects of teacher-coaching come from preparation, time management, amount of support, and travel (Guinn, 2018). Granted this is a unique case in that this is done in the state of Texas, and within the state you are hired as a teacher and a sports coach it is tied into the contract that they assign and not on a volunteer basis. In other words, if a teacher wishes to coach only after the contract is signed then it is not possible for him/her to go to that solo post, leading to release from the position. The research showed that the teacher-coach role conflict and exhaustion can increase during the seasonal sports that overlap with standardized testing (Guinn, 2018). Guinn emphasizes that the only way to surpass the teacher-coach role conflict, as many teacher-coaches have learned to do, is to have planned schedules, communicate, and use time management wisely. Camire (2015) examines the teacher-coaches who volunteer for their coaching roles and how that affects their amount of support or their role conflict needs. Camire explores the perspectives of twenty-two Ontario high school teacher-coaches, nineteen men, three women, with age ranges from twenty-five to fifty-six years old from across the province that took part in individual semi-structured interviews as a means to better understand their working conditions. He states that those who take on the teacher-coach role, especially those who volunteered after only joining on as a teacher in the beginning of their career, feel stress trying to meet school and family obligations (Camire, 2015). This can be very difficult especially because of the sports TEACHING AND COACHING: THE SYNERGISTIC BALANCE 15 commitment when volunteering for that role. The job of coaching at the high school level does require more commitment than many people expect. Camire claims that the concern and strain to fulfill these obligations has influenced how many teacher responsibilities that teacher-coaches will drop in return for more preparation time for athletics (Camire, 2015). This is interesting especially considering that in-season this does occur more frequently. This involves practice time and game preparation which can be time-consuming. Drake and Herbert (2002) contribute to the discussion in that the role of teacher-coaching burnout has been highly reported and studied for years, yet correlations for women with this predicament have been studied less. The researchers claim that females from the study also have stressors from their perception that a part of the reason they were hired was for their teaching role, and their ability to keep that role, relies on the ability to coach multiple sports (Drake & Herbert, 2002). Another claim is that women in this scenario were more likely to have higher levels of commitment to the teacher-coaching role and found higher amounts of self pride when they felt they were successful with the dual roles, but because of that they were also indicating higher levels of stress to find balance with those roles (Drake & Herbert, 2002). This is congruent with the fact that when found to be in higher self-esteem it does help drive the capabilities of people in general. While it may not be the whole factor it is crucial to have a high amount of self-proud, in other words confidence. Chelladurai, et al. (1999) discuss the various forms of group and task characteristics that influence an individual's proclivity towards coaching or teaching. One hundred ninety-two undergraduate physical education students participated in this study of the influence of individual differences, group, and task factors on respondents' preferences for teaching or coaching. They state that the common influencers are gender, managerial possibilities, and sex role aspects. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 16 Through examination of these factors, Chelladurai, et al. (1999) explained that men are more likely to prefer coaching while women are more likely to prefer teaching. It describes that individuals who must cope with the dual roles of teaching and coaching think that teaching has more forms of control while coaching has more forms of job variety. They further discuss how there are more differences for men and women relating to job variety and control preferences, but when it comes to managerial possibilities and motivation preferences gender does not influence decision making for coaching and teaching (Chelladurai, et al. 1999). Chelladurai, et al. emphasize that an individual's proclivity towards coaching or teaching is influenced by gender, motivational characteristics for adults and students, and what kind of personal variety the job can provide. Reasoning for Dual Roles While many people agree that dual role positions can work, they state that if students and teacher-coaches are supposed to reach their learning potential or be successful with the dual role position, then they must continuously use their resources to influence young people regarding how learning both inside and outside of the classroom environment is important. Wikeley and Bullock (2006) agree, further explaining that to create successful group learning and to build good relationships between teacher-coaches and students, whether inside of the classroom or participating in athletics, requires a fundamental desire to view coaching as an ongoing educational process. Wikeley and Bullock emphasize the work that is done by teacher-coaches specifically relating to group learning. They scrutinize and review some accepted theories of learning and reconstruct them to be more appropriate for coaching based upon a common listed set of jobs that a coach must complete (Wikeley & Bullock, 2006). Wikeley and Bullock state that not all TEACHING AND COACHING: THE SYNERGISTIC BALANCE 17 forms of learning can work for both the coaching and teaching environment and therefore, teacher-coaches must recondition the techniques they use for that environment to ensure that everyone is learning as much as possible. They claim that the method they found to be most effective is the ‘educational relationship’ model, as it is better for finding strategies that adapt to specific circumstances and also navigate relationship challenges (Wikeley & Bullock, 2006). The educational relationship model is a didactical model in which teachers and in this case coaches use it to define the purpose and goals for their students in order to help achieve success in completion of their goals. Winchester, et al. (2011) found adaptability to be a significant factor, including the various forms of teacher-coaches, such as those who don’t have a lot of experience, those with a long athletic career, and those with plenty of coaching experience. Using composite narratives and qualitative interviews conducted with 31 high school teacher-coaches, Winchester, et al. explain that individuals are influenced by the behaviors and philosophies of the coaches that they had while they were playing sports and the teacher-coaches’ emotional response to those interactions has shaped aspects of their coaching development. They state that with the varying personality traits and learning characteristics with each form of experience in teacher-coaches they have all relied on colleague interactions to help develop their coaching roles. They also explain that because of this commonality to consult with various colleagues that it would be beneficial for teacher-coaches to collaborate within a program that deals with methods to adapt and improve the teacher-coach role (Winchester, et al., 2011). Drake and Herbert (2002) follow up in that even though there have been many reports of role conflict and teacher-coaching workplace stress, other occupations are reporting higher levels of stressors, therefore, the teacher-coaching individuals must have found ways to adapt to the TEACHING AND COACHING: THE SYNERGISTIC BALANCE 18 dual role challenges. By examining two experienced female high school teacher-coaches who were purposely selected for participation in the study, and participated in interviews over a 4- month period, Drake and Herbert describe the multiple challenges that come from teacher-coaching positions, such as coaching numerous positions, time commitment, energy, and parental expectations. They add that the role of teacher-coaching burnout has been highly reported and studied for years, yet correlations for women with this predicament have been studied less. They claim that females from the study also have stressors from their perception that a part of the reason they were hired was for their teaching role, and their ability to keep that role, relies on the ability to coach multiple sports (Drake & Herbert, 2002). Drake and Herbert claim that women in this scenario were more likely to have higher levels of commitment to the teacher-coaching role and found higher amounts of self pride when they felt they were successful with the dual roles, but that because of that they were indicating higher levels of stress to find balance with those roles. The female teacher-coaches also add in understanding that few people have been coerced by teacher-coaching role conflicts to leave their teaching professions. They are adapting well to handling the stress of the various roles by using time management and organizational skills (Drake & Herbert, 2002). Rupert and Buschner (1989) studied individuals who had to teach high school physical education and coach baseball as a means to understand behaviors that were more prominent in each responsibility of teaching and coaching. They explain that although coaching and teaching overlap, there are behaviors that are more common for coaching, such as pre-instruction and praise, while teaching had more common behavior patterns that reflected management processes. They found that there are more common instructional behaviors and patterns based upon the context in which an individual has to coach or teach (Rupert & Buschmer, 1989). The contextual TEACHING AND COACHING: THE SYNERGISTIC BALANCE 19 differences can come from program goals, interest, administrative support, and how the coaches or teachers are being rewarded. When provided positive incentives and rewards this does drive forward a desire to increase performance and therefore lead to the intended results. They add that if teachers are provided with knowledge about role conflict and explain objective instructional and educational behaviors that can be effective for both physical education and athletics then it will be easier for teachers/coaches to administer good teaching from their prospective roles (Rupert & Buschner, 1989). Drewe (2000) supports the need of physical education to teach sports in a competitive nature if physical education is truly meant to educate students. The exploration of what physical education and sports programs are all about is a means to explain how it can intertwine with being an educational pursuit. Drewe further explains that teaching and coaching are one in the same and that there should be a stop towards making hard distinctions between the two because both teaching and coaching require methods of teaching strategies, skills, and techniques. The researcher also states that there are positive effects when coaches view their jobs as a teaching position, not just with skills and technique, but with ethical practices as well (Drewe, 2000). Ciampolini, et al. (2018) examined the various teacher-coach approaches to dealing with dual role study programs, from minor programs to large programs. Analysis of sixteen small-scale and large-scale university-based programs that published scientific articles on teaching strategies between 2009 and 2015 were utilized. The results found were that depending on the size of a program, it will affect the types of resources used by teacher-coaches, larger programs will often use more technological resources as a means to create better time management, while smaller programs will have more time to reflect on individuals (Ciampolini, et al., 2018). This is true especially when looking at smaller schools like Linfield Christian in California versus TEACHING AND COACHING: THE SYNERGISTIC BALANCE 20 looking at another bigger school like Oaks Christian. Oaks Christian has thousands of students just in their high school program alone while Linfield in their entire K-12 program has a total of around 3000, their graduating senior class ranging from 110-120 students, and as such the demands are different. Ciampolini, et al. explain that every size of school-sport program tries to ensure effective teacher-coach work and relationships by means of individual examination or group discussion. Emphasis on the importance of teacher-coach and student engagement, and further explanation for there to be an effective learning environment, must be consistent in the development of learning practice in school and on the field. Consistency is, after all, one of the biggest factors when it comes to learning and reinforcing knowledge and behavior. They state that this also requires an investigative approach from the school and the teacher-coaches to continue to discover and organize teaching strategies that work for different aspects of teaching and coaching (Ciampolini, et al., 2018). Barber (2014) examines the strategies that successful coaches use to win games in their athletic fields and how it is common for those strategies or similar strategies to positively impact the classroom as well. Barber interviewed a list of coaches including Olympic medalists, NCAA national champion coaches, state champion coaches, national team coaches, and coaches who have winning streaks to understand the correlation between success in the classroom and success on the field. The researcher describes the principles involved in coaching, such as teamwork, life lessons, continual improvement, and effective communication that can be initiated into the classroom to ensure that students’ growth is just as effective, even when teacher-coaches must work with a complicated schedule and work life. This does drive the discussion forward for those who are proponents of teaching and coaching at the same time when considering the responsibilities entailed in the role. Furthermore, because coaches must come up with more TEACHING AND COACHING: THE SYNERGISTIC BALANCE 21 practical responses to athletic players' solutions and adaptive tactics for the sport that they can motivate students in multiple ways to reach success, especially within teamwork (Barber, 2014). Lumpkin (2010) emphasizes the moral premise, discussing the role of teacher-coaches to encourage moral behaviors in different aspects of life. Lumpkin uses various youth character building programs, such as Josephson Institute’s Center for Sports Ethics, The Positive Coaching Alliance, and The Champions of Character Program of the National Association of Intercollegiate Athletics, to identify the impact of the behavior that coaches model. Since teacher-coaches have such a strong leadership role and that they are around students so much, they influence the actions students will take involving their development with sports and school, their desire to learn, and their degree of integrity (Lumpkin, 2010). The researcher claims that the fundamental principles involved in leadership, responsibility, trustworthiness, respect, are all observed behaviors that students will use to develop their own character, and therefore, teacher-coaches should be held accountable for helping students to develop positive character traits (Lumpkin, 2010). The reasoning behind this accountability system does stand to reason that without it there could be the potential dangers of hypocrisy and would therefore be counterproductive to the mission which is cultivating students/athletes into upstanding citizens and, furthermore, lifelong students. Jacob Egalite, et al. (2015) examine the student achievement levels when taught by those who are in the dual role position of teaching and coaching versus those who are just teaching. A large administrative panel data set provided by the Florida Department of Education was used to match students to teachers by the student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Egalite, et al., state that even though there are people who argue that sports take away time and energy towards TEACHING AND COACHING: THE SYNERGISTIC BALANCE 22 academic pursuits, that because of athletics ability to help with social, physical, and emotional advancement of the youth, a school's positive test scores are related to participation in athletics. The researchers found that math and reading teachers who have to adapt to the many fundamental aspects of dealing with athletic teams are still able to create a learning environment for their students that allows them to achieve academic success. Emphasis was placed that despite the role strain created by teaching and coaching, a teacher's capacity to simply teach and interact with their students, partly because of coaching’s common social engagements with students, figure out good ways to collaborate with students to ensure they achieve academic success (Egalite, et al., 2015). Purpose The purpose of this project was to clarify a need for investigation into the similarities and differences between teachers and coaches with their skill sets. Whether it be in teaching or in coaching there are reasonable desired outcomes that need to be met. Teachers and coaches use some of the same skills and theoretical foundations to achieve their teaching objectives. The purpose of this project was to clarify and explain how dual-role educators help students achieve proficiency both in the classroom and on the field. The next action that should be taken is further exploration within the idea of having a dual-purposed role within a school. Is it efficient to have teacher-coaches? Does it benefit the student and the student athlete populations respectively? These questions needed an answer, and this research intended to do just that. Therefore, an emphasis on the teacher-coaches should be reviewed and expanded upon to help the students since these are the most effective skills for anyone in a teaching/coaching position to have and can be of benefit to the students and institution. Since this has been and is TEACHING AND COACHING: THE SYNERGISTIC BALANCE 23 continuously done throughout the high school ranks, the primary question and the secondary questions are as follows: Primary Research Question 1. What value or lack thereof is there in having a teacher who engages in a dual role of coaching athletics? Secondary Research Questions 2. What are the advantages of having a teacher who coaches? 3. What are the disadvantages of having a teacher who coaches? Methods The current study will incorporate a qualitative research design that will utilize occupational role theory. Role theory is the idea that people play out the role they are expected to hold in society (Biddle, 1979) and relies heavily upon status within the role. In this case, the role of teacher who coaches applies especially considering the importance and status of the role. Since this is the case, the investigation involves the interrole position of the teacher who coaches sports and intends to see the benefits and/or disadvantages of occupying that position. The interviews were conducted in depth with each person and their views measured that each test subject had in their respective profession, whether it be negative, positive, or indifferent. Permission was obtained to ask for personal information such as their annual salary and their personal educational history in terms of what degrees they had obtained from their respective universities. These interviews and questions were done with permission requested and obtained from those participating within the process. The test subjects will be asked their views on each other’s profession in relation to a teacher’s view of a sports coach and a sport’s coach’s view of a teacher. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 24 Participants and Settings The participants were teachers who also coach sports from the high school level. The convenience sample consisted of 3 people. Participants were required to have at least five years experience within the role. They were based entirely upon the merits of the teaching and coaching that they have completed in their career; gender differences were made to be a non-existent factor. This was done over the span of a few weeks to account for everyone’s schedules and be able to gather effective data in a timely, efficient manner. They were purposefully chosen based on willingness to participate and availability. In order to protect the names of the participants, pseudonyms were used to maintain confidentiality. The specifics of those within the given professions have been chosen as well as the location therein, specifically in California within the private school. Testing Instrument The current study is a qualitative method design. The instrument used will be the semi-structured interview guide (Appendix A). This data was collected in spring of 2022. Interview Guide. Qualitative data was collected using a semi-structured interview guide. Semi-structured phone interviews were used in order to probe and collect the data without being actually intrusive as it would be were it an in-person interview. Data was collected during both in and off-season based upon the participants selected. The three semi-structured interviews were conducted using an interview guide with open-ended questions and lasted approximately 30-60 minutes each. The semi-structured interview guide were designed and driven by role theory (Patton, 2002) as well as the Coaching Issues Survey (CIS, Appendix B). The semi-structured interviews were completed through phone call and the audio was recorded and transcribed verbatim by the interviewer. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 25 Multiple sources of data were utilized to create triangulation (Denzin, 1978). Credibility and internal validity for the study were ensured and supported through member checking, peer debriefing with a colleague familiar with the research topic, and a committee composed of the chair and members associated. Procedure Upon permission from the IRB, there was an email sent out requesting permission from the participants. Once permission was acquired then a demographics survey (Appendix C) was emailed to the participants. A list of participants were examined in order to conduct this study and limited down to 3 participants based on availability. Upon approval from Weber State IRB the consent form and said approval the three participants were allowed to be interviewed. They were notified via email in order to explain the purpose of the study and ask for permission for the participants to take this study. Permission to record was obtained prior to the phone interview. Once the permission was given they then were interviewed over the span of 4-6 weeks. Data Analysis Since this is a qualitative design, the analysis of the data was also qualitative in nature and was therefore applied. The following methods were used in order to create a triangulation of credibility and eliminate as much bias as possible: peer debriefing, member checking (Patton, 2002), and the interview guide. The interview guide was administered to measure the responses of the participants regarding their dual-role. The interview responses were recorded verbatim, in essence allowing for lived experiences to have a voice (Seidman, 2006). This is a way of telling a story of the lived experiences and gives the participants a chance to tell their lived experiences. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 26 Inductive analysis was used to help compare the raw data to be able to draw similar themes amongst the participants (Patton, 2002). Analytical coding was then used to organize the themes and allow for understanding of the priority associated with the themes. Results The researcher used a semi-structured interview guide to examine the role of the teacher-coach role at the high school level. Qualitative data was transcribed and analyzed in order to answer the following questions: a.) What value or lack thereof is there in having a teacher who engages in a dual role of coaching athletics?; b.) What are the advantages of having a teacher who coaches?; and c.) What are the disadvantages of having a teacher who coaches? The analysis of the raw data from the interview of three former and current high school teachers who also coach sports were transcribed and then organized into the relationship of lower order themes and high order themes. The higher themes in relation to the first question were: involvement and employee worth. Involvement Involvement was a major part of the reason why the participants had taken on the dual role. There was the need to spread the influence of their knowledge as well as help the younger generation out in their endeavors. This came from a place of wanting to help whether that be because of their previous experiences and wanting to educate student-athletes, the need to continue competing, the fact that they found the skills for teaching and coaching to be synergistic, and for that matter decided to be involved simply because they considered it to be fun. Most of the participants spoke on this, Dylan more specifically saying this: I just wanted to be around the game, I love the game. I wanted to be around to teach the kids, the young guys, stay active. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 27 While Bill concurred in his indication for loving the teaching and coaching role, wanting to stay involved in both: I’ve always been big into sports and big into Athletics. I guess there was a time where i knew I would not be able to play competitively and I wanted to stay involved. Jacob got into the coaching aspect as he needed a job at first, but grew to love it and wanted to have influence on the younger generation. All participants agreed on this front, and this seems to be a concurring theme in being able to educate students and student-athletes alike whether it be within the classroom setting or within the field of competition. This was reflected in that the literature suggests the desire and ability to have influence and lead the younger generations, offering their knowledge and experience to contribute to the education of the students and student-athletes. Jacob saying this: I started coaching in college and I coached swim and water polo. I was invited by my buddy. He was working at the YMCA down in San Diego and I needed a job. I had already swam in high school, I didn’t play water polo, but I figured I’d pick it up and then coach middle schoolers basically. So that’s how I got into it, but falling in love with it, was in the midst of the job, just being able to have natural conversations , natural influence on young people. Dylan stated a similar mindset as well in his thought process when explaining why he got into the coaching profession: I wanted the players to understand what happens after football, what life is like after football… So I wanted to still stay around the game. I wanted to learn about the game and I wanted to be a source of information for the guys should they come up on hard times to try to help them navigate through it. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 28 Bill also concurred: I’ve always been big into sports and big into athletics. I guess there was a time where I knew I would not be able to play competitively and I wanted to stay involved. These factors all contributed to the overall pursuit of the dual role and wanting to be successful within the dual role for many purposes. If there wasn’t a need to be involved and wanting to influence then the act of embarking upon the dual role would more than likely be impossible to accomplish successfully. A common find amongst the majority of participants was that they found coaching to influence getting into teaching. Dylan was more specific in that he got into teaching because of coaching. Dylan stated: I was just an assistant coach who worked, but later I became a teacher. When I came here I was presented with the opportunity to teach and coach. So you know, the coaching got me into teaching. While Dylan got into the dual role because of coaching, Bill was similar but more direct in attributing his competitiveness and love for sports as credit towards taking on the dual role. He enjoyed his subject matter, but also wanted to stay within a competitive atmosphere. Bill said: People joke about those who can do and those who can teach, but I think teaching really is a skill and it’s something I enjoyed. I enjoyed the subject matter of history. I enjoyed the thought of instructing others and just kind of talking and working. So those really went together. When I was in college I liked coaching and I liked those skills that were required for teaching. They kind of just brought me together. I don’t know if I was as interested in teaching as I was into coaching early on, but if it was ‘present’ me, I would say I love them both. So I would say teaching came hand-in-hand with coaching and there is a lot of similarities about that. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 29 Overall, the act of wanting to influence, direct, and mentor the younger generation was common amongst all the participants regardless of their specific origins. The desire was there amongst all the participants and is still felt by the participants presently. Employee Worth When ascribing the benefits of having a teacher who coaches, it does include more personal connection with the students. This was common amongst the majority of the participants especially considering the fact that they were in one way or another became connected to the students whether it was through requests made by the administration or because they had the innate desire to complete both roles because they found the skills similar. It made them more valuable as an employee. Dylan benefited from the dual-role because he was asked to get into it even though he had no real aspirations to teach at first: They wanted me to be on campus. I had no aspirations really of teaching at that point, but they wanted me to be closer to the kids, to be closer to the program. Then that just kind of morphed into coaching basketball, track, and baseball. So it just made more sense to be on the campus. Bill was also parallel in his view of how it makes a teacher more valuable when he/she also takes up coaching. He even went more in depth: I would say there is the benefit, each side helps. So if you’re a teacher, they know you as the coach and if they have you as a teacher, then they know you as the coach. It helps them respect you. I think that it brings a little bit of respect to the table. They may not have behavioral issues for a coach as much and in the teaching role, you know what’s expected of your athletes. If you know the kids out on the field then you can call them out on it. So it helps you get to know the kids better and it does provide you with a little bit TEACHING AND COACHING: THE SYNERGISTIC BALANCE 30 extra respect from the other end of the field. I would say that on campus, having that extra job, having that extra hat, does make you a more valuable employee. While Jacob wasn’t explicit in his testimony as to whether it made the teacher more valuable, he did attribute that there was a need for the role to be filled and he did help with fulfilling the schools needs and saved time doing so: So I took a five-year gap between college and coaching again when I was working in the restaurant business, but then I started coaching again in 2012, because I had missed it and there was a need at the school I’m at. Yeah, so I coached for seven or eight years straight in volleyball. This allows school districts especially to be able to educate and influence their students not just in the classroom but also on the field, improving their ability to educate. The testimonies given by the participants allows for the possibility of the idea being plausible, that having teachers who coach does have value and can be beneficial in the education of students at the highschool level. The higher themes in relation to the second question of what are the advantages of having a teacher who coaches was personal fulfillment and relationships. Personal Fulfillment One benefit of taking on the dual role was the personal fulfillment that came with taking on the dual-role. There was a sense of personal fulfillment in taking on the teaching and coaching role especially because it allowed for more access towards the students and allowed the participants to actually see their efforts in influencing the next generation take effect. This came from a form of altruism in that all of the participants made mention that it was for the purpose of helping others and serving their interests over their own personal interests. It also was personal in that the very systems that they created they saw become very successful after time was spent TEACHING AND COACHING: THE SYNERGISTIC BALANCE 31 orchestrating and creating it. Dylan was very specific in his experience with personal fulfillment in that it was watching his students and athletes develop: Oh, it’s touching lives. Bar none, just watching something that started here and then seeing that just grow and blossom, like three to four years later and watching what it becomes. That means the world to me, just seeing kids obtain their goals. They have dreams and goals, how they will chase them, how they obtain them, and then seeing it come to fruition. I mean I don’t get paid and I’m not getting a bonus for this, but it’s to see them taking something that I once had access to and to see that they recognize that it can be done… not everybody has to go to the league, not everybody has to become the president of the United States, it’s completing those goals and seeing their growth. It’s watching the growth in maturity, in the physical growth, the emotional growth, all of that stuff. While Dylan was more along the lines of watching the kids develop, it was Bill that found personal fulfillment in watching his system that he created be successful. It allowed him to be creative in his system development as a teacher-coach: You get fulfillment from various means. I’ve learned that I like creating a system and putting it in place, and then seeing it play out. That works in the classroom with creating lessons, that comes with coaching when you create your game plan, that comes with working with an individual when you help them develop their skillset or their mentality. So for me it is fun like that, it just allows the second fuel for me to work that. So yeah, I mean once again, it’s just maybe how I’m built and what I find enjoyable, what I find fulfillment in. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 32 Later within the same context he also mentions the development of the students and athletes that he has worked with: ‘I just love to see when a student or when an athlete, when it all clicks and when everything comes into place for them. It’s beautiful and it’s fun. It’s fun to look into the creativity and to find the better ways to make that happen.’ Jacob was also in alignment with the thought process of fulfillment, even explaining the altruistic nature behind why he took on the dual role of adding coaching on top of teaching like Dylan did: Showing support for your school, serving your school, because for me coaching was a servant role, it wasn't something that I got out, I didn’t get anything out of coaching really like monetarily speaking, I wasn’t in it for that reason. I was in it for the personal reward and seeing others develop and be their best in their interests beyond the classroom. That’s the reward. Overall the benefit of having personal fulfillment is necessary in any role as it demonstrates a need and fulfillment of purpose, in this case for these participants serving beyond their own self interest. Bill might have characterized it best when he said ‘ It is finding what is best for others and not just your own interest.’ Relationships Relationships that are able to be forged are of great value and great benefit to those who have engaged in the dual role. When it comes to professions such as coaching and teaching, let alone accomplishing the dual roles, it requires being able to relate to your fellow cohorts as well as being able to relate to the students. This was also considered the best part of the dual-role because it allowed the participants to be social and allow them to relate to their students. Jacob was synonymous in this view: TEACHING AND COACHING: THE SYNERGISTIC BALANCE 33 Connecting with students on a different level or in a different environment, is probably the leading benefit. Seeing students and being involved in their success in other areas beyond academics, where you get to see both academics and something else, is very rewarding. Dylan was explicit in stating that the relationships was the best part of the dual-role: ‘Relationships. Just relationships.’ He went so far as to be direct in answering the question about what the best part of the dual role was for him in addressing the relationship portion with his students and student-athletes and not the wins and losses that came with coaching: No, no. You win, you lose. I mean we have been blessed. We’ve done a lot of good things here. We’ll do some good things, we do some bad things. I can’t tell you, I don’t remember a lot of the wins. I remember more practices. I remember the bus rides. I remember the travels. I remember the hotel. I remember the movies we watched… I remember the memories that were created. Bill was parallel in this thought process and explained at first it was the process but then went in depth about how it was always about the people: It is the people. When I first got into this, it was more about showing how good I can do this, but it’s far more the people. It’s funny you know, I always felt that when I graduate a student and when I graduate a player, I appreciate when they contact me, but I want them to not feel bound to whatever station they were in when I was part of their life. I want them to move on, but while they were with me, seeing what they see and seeing them grow, I mean I can think of situations over a decade ago, where I saw someone achieve something, someone grow, and it’s just, that’s really what matters. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 34 The higher themes that answer the third question of what are the disadvantages of having a teacher who coaches were time constraint and role conflict. Time Constraint One of the biggest commonalities when engaging in the dual role amongst all the participants was the fact that they all had to put significant time within the dual role. The biggest issue was the amount of time they all had to put within the dual role, especially during the season. This did alleviate for the majority of the participants when they were out of season, but it was still a significant time constraint that did wear on them. The average time spent attending to the work of both roles was at minimum 60 hours and maximum 80 hours a week during the season for the participants. The majority also stated that this did interfere with their personal time as well as cut into their holidays and time spent with their family. Jacob specifically said: I had to make choices between going out with friends, missing family events, but not too often, because it is just one season… Yeah, so sixty five hours total for teaching and coaching. Dylan was similar in that he found it that a lot of time was spent in going into the dual role: …so we’re looking in the department of seventy five hours to eighty hours a week probably in the coaching and teaching aspect. From breaking down the phone calls some coaches have for recruiting, to talking with your own coaches, to reviewing film, to clinicing, to speaking, to the training, you know it’s probably about eight hours a week and that’s like the average life of a college coach or NFL coach too. Because you have grades, syllabus, seating charts, you have attendance, and you have to deal with the other stuff that comes with you managing kids. You have to make sure they are there to take the test and you have to be available to make sure you are mentoring, all of those things. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 35 While there is quite a bit of time spent within the dual role, the majority of the participants found it to be necessary. Dylan and Bill specifically also admitted that they spent that amount of time because they enjoy it. Dylan said: … but if I want to get away I’ll get away on a weekend or something. It’s not like I need a week, because I enjoy doing this. Bill had a concurring statement with this topic as well: … but I do enjoy the process. I do enjoy the work I do. I enjoy the work of coaching. So the time to myself that I normally have sitting around watching TV, you know I mean sometimes, you just miss things like that, but you do have time to yourself. It’s just divided up differently. When you’re working, the work is fun, it’s enjoyable so it doesn’t seem like work so much. While there was the commonality amongst the other participants of time constraint, the other theme to be noted was the fact that there was a need to spend significant time in order to be a competent professional. If too little time is spent then competence cannot be achieved in any professional field. Jacob found it to be necessary because in order to be a competent professional the amount of time spent required that sacrifice: …it is to be a really really good coach, you have to put so many hours beyond the practice time, beyond game time, and balancing that with my duties as a teacher was really rough. Bill was more specific in that he didn’t want to be ‘short’ on the job title as being the reason for putting time into the profession of teaching and coaching: You know, you don’t want to short either spot. You don’t want to short either job title. There is a certain amount of work required just to be successful, just taking that time of TEACHING AND COACHING: THE SYNERGISTIC BALANCE 36 work, other things will get in the way of any time you have, and of the sacrifices you have to make… so if I’m working you know, as a doctor, whatever it may be, you’re going to give up a lot of time just to be a quality professional. While the time constraint is significant, it is worth noting that the majority of participants were willing to put the time in because they enjoyed it. They also found it to be a core requisite in becoming a quality professional. Early Role Conflict The conflict within the dual role was another commonality found amongst the majority of participants. For most of the participants, the early years of engaging within the dual role was conflicting, especially within the season. This is significant in that if not managed correctly it can result in turnout for the dual role to decrease, and for that matter may have affected one of the participants. Bill alluded to the conflict, specifying how time was the constant variable: Time is the constant variable, but it is limited, so you can only put in x amount of time and then you have to divide that between two aspects, teaching and coaching. Coaching can get in the way of teaching and there’s the obvious thing of having to leave class early for games and things of that nature, but I would say once you’ve been at it for a while there really isn’t that much that one takes from the other. Jacob was even more specific in his approach, explaining that the reason he stopped being a head coach and stepped down to assistant was due to the conflict within the dual-role: In the volleyball world, a really good head coach should be filming games and watching it, analyzing, taking hours to do that and then sharing it back with the students. I never got to do that, because the teaching role came first for me and I don’t know if that served my players all that well. I think they missed out on an opportunity and that’s what TEACHING AND COACHING: THE SYNERGISTIC BALANCE 37 ultimately led me to, I was once head coach for four years; I stepped down to assistant coach because I thought the players deserved better. I wanted to be the best coach I could, but I just couldn’t in both roles. While Jacob did mention that he couldn’t be the head coach and teach personally, he didn’t rule out the possibility of the dual role being executed and went so far as to say it can: ‘And that’s not to say that it can never be done, it absolutely can, but as a newer teacher in the years, there was one role that I had to focus on more.’ In order to account for the time constraint and conflict of the dual-role, a tantamount solution that was a significant theme was organization. Organization With the time constraint and dual-role conflict, there needed to be prioritization within the dual role. This was mentioned by all the participants in some way. They all understood that with the time constraint there had to be prioritization in order to execute the dual role. All the participants had different styles in how they prioritized, but there was the common theme of having non-negotiables. Dylan was unambiguous in his approach: You have to prioritize. What is your plan of attack for the day and what are the priorities? What do you got to get done? So that goes at the top of the list and then the things that need a little more time, you know the others that the due date is a little bit further out, those go to the bottom of the list. You know, if I have uniforms I have to hand out, I got to get my roster done and that might happen at nine in the morning for me. You know, a scale, we have practice at ten today, but cleat sizes for games, it’s August, I’ll get to that later. It’s the immediate stuff that goes to the top, eligibility, academics, college phone calls, and things of that priority go to the top. And that’s a set schedule, I can’t wake up and just change the schedule. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 38 Bill was concurrent in his response on the subject and placed heavy emphasis on planning out ahead, alluding to prioritizing: I think the main thing is being organized and planning out ahead. I think whatever resources you have that help you plan things out, remain organized, remain on time, that’s going to be pivotal. While Bill was not specific in mentioning prioritization, it was heavily inferred. Jacob was not only direct and precise but termed it ‘non-negotiables’. This falls in line within the context of prioritization especially as how Jacob explains: Something I do now, which again, I’m not even coaching right now in the season, but something that I put into practice is planning out my day the night before. So prioritizing things. I always put my non-negotiables right at the top and I have a journal for all this and I always put check boxes next to all of these tasks and responsibilities. So the non-negotiables go up top. And so if I get through the non-negotiables I am happy with myself and then there’s a list below the non-negotiables or if I get this task done I am ahead of the game, it’s not going to be spilling over into the weekend or going to be spilling into other days that must be reserved for those non-negotiables. The other commonality in order to have organization was actually mentorship, whether it came from those within the administration or from the teaching and coaching communities themselves. Mentorship was the big theme associated with having organization as the reliance of lessons and skills learned from those who have gone before were critical in the teacher-coach’s development. Mentorship was considerable amongst all the participants in regards to having support and may have influenced the notion that the dual role could be executed. Without mentorship, nothing could be learned and done effectively, leaving everything in a constant TEACHING AND COACHING: THE SYNERGISTIC BALANCE 39 stream of having to constantly reinvent and refigure out the concept. Dylan was explicit in explaining that mentorship was what allowed him to accomplish the dual-role: Proper mentorship. Free access to mentorship, access to the people that have been in the fight, they’ve been in the hunt or war, they got their battle stripes. Having a good support group. You need that. You need some viable mentors that have survived the game and don’t mind telling you the advice. You know you come in, you’re young, you figure you know stuff. But the guys who know, they can tell you when there’s a bigger, badder alligator in the swamp. Once you recognize that you got to hangout where those alligators and pick up what they’re getting. I have an analogy for this. Be a sponge and soak it up. Dylan went so far as to give credit as the main support network as being mentorship. Bill also alluded to mentorship as being a key resource in order to achieve success within the dual-role, mentioning the communities among which he could rely upon: I mean obviously those who’ve gone before, you know you find people you can talk to, who you can learn from, what you can glean information from. You know, you find various people in teaching communities and coaching communities that could help you. Jacob also concurred, alluding to his mentorship coming from the administrators of his school: Support from the athletic director, support from my principal. Luckily when I was both teaching and coaching I had really great leaders in those roles. Many people within that position might not have that blessing like I did. Overall, these were the biggest factors in how organization was achieved, between time management and mentorship. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 40 Discussion The researcher investigated the value or lack thereof in having a teacher who coaches athletics at the high school level using a semi-structured interview guide based off of the CIS (Kelley & Baghurst, 2009). Advantages and disadvantages of the dual role were also investigated within the interview process. A qualitative design was utilized to narrow the gap in answering the research questions and to provide more insight. The overall results from the semi-structured interview process examining the possibility or lack thereof and seeing the benefits as well as disadvantages in having a teacher who coaches athletics. Differences in investigating the dual-role were found during the interviews with the participants as well as individual differences on specific questions inspired by the CIS. Combinations of testimony and answers from the interviews were utilized to formulate the findings. The demographics survey was also instrumental in the research. It allowed for the three most qualified participants to be interviewed for this qualitative analysis. The average amongst the three participants within the coaching role was 18.67 years with the high end being at 28 years and the younger at 10 years. The average amongst the teaching role was 14 years with the high end being 16 years and the low end being 11 years. The dual role averaged at 12.67 years with the low end being 8 years and the high end being 15 years. This aided in that all categories were key markers that helped with the research questions being asked to the proper demographics. Based on the results from the interviews, the profession of teachers coaching athletics brought involvement and employee worth, with the benefits being personal fulfillment and relationships. These teacher-coaches believe in being involved and being an employee of worth, being in the servant’s role to help mentor, guide and influence the younger generations of TEACHING AND COACHING: THE SYNERGISTIC BALANCE 41 students and student athletes. They embarked in it to also make themselves more valuable as employees all while spreading their influence to the younger generation as well. This allowed for example setting whether the participants or the students knew it or they didn’t. Teaching while coaching athletics allowed for deeper relationships as well as professional relationships to develop with their fellow cohorts and their students as well as student-athletes. This also fostered personal fulfillment, hence why the participants continue to embark upon the dual role or are wanting to get back into it. The disadvantages that did plague the participants were the time constraints and the role conflict. They all would spend on average during the season 60-80 hours a week to complete the teaching and coaching obligations, leading to long nights and time away from family as well as not having a personal time to themselves. This inherently led to role conflict in season for the participants as they would make concessions on where they would spend their time, one of the participants even mentioning stepping down from the head coaching role because he prioritized teaching over coaching sports. However, all the participants said that the dual-role is viable even if difficult, and that the key to success was organization and mentorship. These results in seeing the benefits for teachers who coach sports and the skills necessary for success are congruent in certain aspects with Winchester and Culver’s (2011) research. The researchers conducted 31 interviews of high school teacher-coaches and found that the way a teacher-coach reacts on the field and in the classroom influences how the students and student-athletes under their tutelage are influenced in their life. It was found that mentorship from the community of teacher-coaches is the driving point in what would ultimately allow the growth and continuation of employees within the dual role, similar to the findings presented within the results of this research project TEACHING AND COACHING: THE SYNERGISTIC BALANCE 42 Angela Lumpkin (2010) also found in the research of teacher-coaches that one of the critical factors of the dual role was the amount of influence and time that the teacher-coaches would spend with their students. Their strong role within leadership along with spending significant time allowed for the influence of the students both on and off the field. While the research did emphasize accountability for the dual-role holders, it stands to reason that this is necessary for both students as well as the dual-role employees to hold each other accountable in order for educational progression. While the danger could be hypocrisy from the teacher-coaches as could be inferred from the research, it does outweigh that particular risk as illustrated in the results section since there was a fair amount of testimony from one of the participants explaining the ability to keep his students accountable and not allowing for bad behavior, especially with the dual-role. Drewe (2000) found the results to be that coaching and teaching are similar in skills used and that the two professions should be considered the same. The testimony from one of the participants presented was similar to what Drewe found that the skills from coaching were similar to teaching in the classroom, in fact influencing him to take on teaching while coaching sports. The ethics of the dual role were explored in Drewe’s research and were found to be congruent with the results of this project; finding that the skills necessary to effectively be a competent professional were mandatory. This is congruent from the testimony of all the participants in that they found prioritization was tantamount in executing the dual-role. The main theme of being able to attain success and the continuation of the dual-role came from organization. This was similar to the findings of Drake & Herbert (2002) where two female teacher-coaches were examined and interviewed over the course of four months, and found that they were highly adaptive and committed to completing their dual role. This is TEACHING AND COACHING: THE SYNERGISTIC BALANCE 43 similar to the participants because they found conflict within the dual role, then adapted quickly and continually to move forward in their careers. This showcases the ability for teacher-coaches to execute the dual role effectively while utilizing prioritization and time management skills. The disadvantages found in the results were parallel with the findings of Ryan (2008). The regression analysis used led to the determination that multiplicity of roles and expectations that come with the dual-roles found that the teacher-coaches might resolve to focusing on one of their roles over the other. This was similar to the testimony by Jacob where he regressed to one of the roles over the other. The difference however was that Ryan found that teacher-coaches might regress to the coaching role over the teaching role when presented with prolonged conflict whereas Jacob mentioned ‘the teaching role came first for me’, delineating a difference in which role a teacher-coach might regress to. Zimmerman (2018) used a mixed methods research design and found that coaches' personal stress from being in the coaching role was a significant reason as to why coaches experience burnout. Through the qualitative interviews and CIS survey of 10 coaches he found that social time and family life was strained due to the amount time spent spent within the coaching role. This was similar to the results found when interviewing Jacob, Dylan and Bill especially within the early years of the dual-role. All three participants found that coaching as well as teaching all had an impact on their time and their family life, leading the researcher to infer that personal stress was created and amplified. The difference however was that they did find that the best way to mitigate the difficulty was through organization in prioritization and mentorship, influencing their ability to have effective organization. Guinn’s (2018) research of Texas high school teacher-coaches who coach football found that the preparation, time management, and amount of support as well as travel played in the TEACHING AND COACHING: THE SYNERGISTIC BALANCE 44 burnout rate of those embarking on the dual role. This is one of the disadvantages mentioned in this qualitative research of the participants; the factors being time constraint and role conflict. This led to the need for prioritization and mentorship from those who had accomplished the role before. This can lead the researcher to infer that the amount of time spent prioritizing and organizing can result in exhaustion because of the amount of time spent within the dual role. The difference is that the mentorship can be positive and therefore can help mitigate the exhaustion that comes with preparation and time management. This was a major theme when speaking to all three of the participants about the execution of the dual-role. Based on the results of the study, future high school level teacher-coaches can learn how to manage the dual role. Prioritizing and organizing within the dual role can make life more balanced and allow for continuation of the dual role, whether learning from those that have succeeded or those who are no longer continuing the style. While teaching and coaching at the high school level can have positive effects, this does come with time constraints and can have conflict within the roles and within the teacher-coach’s life. Teacher-coaches can learn from the current results on important themes and factors that can facilitate the successful execution of the dual role. Prioritization, time management, and mentorship from the teacher and coaching community can allow for better education in order to influence and help the teacher-coach role continue to grow. Teacher-coaches do talk to each other, especially regarding the strategies that they can use to mitigate the time constraints and role conflict. They also talk to their students and student athletes as well, leading to prolonged relationships and lasting influence. A cohesive environment in which fellow cohorts as well as students and student-athletes working together and creating lasting relationships is important for the well-being of the teacher-coaches and the educational development of the students and student-athletes. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 45 These same findings can help administrators when hiring teacher-coaches to find the most effective means to reach the students as well as ensure that teacher-coaches are properly educated within the context and responsibilities of the dual-role. Value of teacher-coaches is important for long term success in an athletic department as well as providing long term success within academia, creating an appealing environment for fellow cohorts and ensuring students as well as student-athletes continue their academic and athletic growth. This can be both personally and professionally ideal for long-term commitment as it does not only create a compatible work environment but also allows for those embarking on the dual role to feel a sense of fulfillment in their purpose while trying to reach students. The results show that teacher-coaches have great value in ensuring lasting education as well as being able to cultivate valuable relationships and the dual role should be looked upon favorably. The use of qualitative methods using the semi-structured interview guided questions based on the CIS survey (Kelley & Baghurst, 2009) in the current study can be both helpful and educational for high school level teacher-coaches, but future research is needed in the specific area of teachers who coach athletics as well. The lack of a quantitative portion of the study makes it difficult as qualitative data can be prone to subjectivity. More participants would also help to increase the general strength of themes present and help cultivate objectivity when conducting a qualitative study investigating the value or lack of value in having teachers who coach sports. Future researchers should consider a mixed methods study like the study presented by Zimmerman (2018) perceiving stress amongst Division 1 Football coaches. This should be done in order to strengthen the objectivity of the results as research in this field continues. The other consideration to be made is the time the data was collected. In this study, most of the data was TEACHING AND COACHING: THE SYNERGISTIC BALANCE 46 collected prior to the start of the participant’s respective seasons and may differ depending on the time of year. Also, investigating different sample groups such as those who have failed at the dual role might also be illuminating as well to those hoping to embark upon the dual role might also create more higher order themes that can help high schools determine the cost/benefit of having teachers who coach sports. The line of research in the area of having teachers who coach sports is vital for future academic and athletic program success. None of the participants in this study were fired, only one decided to step down with the rest still within the dual-role. Understanding the value of having teachers who coach sports, knowing what can cause interrole conflict, knowing the strain caused on those within the profession, and figuring out effective strategies will allow for proper execution, continuity, and growth of the teacher-coach. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 47 References Barber, N. (2014). What teachers can learn from sports coaches: A playbook of instructional strategies. Routledge. 198. (1), 198. Bass, J., Gordon, B., Zvosec, C., Oja, B., & Hyland, S. (2019, October 15). Study finds college teacher-coaches skewed heavily toward coaching. Department of Health, Sport, and Exercise Sciences. Biddle, B. (1979). Role theory. New York, NY: Academic Press, Inc. Camiré, M. (2015). Being a teacher-coach in ontario high schools: Challenges and recommendations. PHEnex Journal, 7(1), 2–15. Ciampolini, V., Milistetd, M., Brasil, V. Z., & Nascimento, J. V. (2018). Teaching strategies adopted in coach education programs: Analysis of publications from 2009 to 2015. Journal of Physical Education, 30(1), 1–14. Chelladurai, P., Kuga, D. J., & O'Bryant, C. P. (1999). Individual Differences, Perceived Task Characteristics, and Preferences for Teaching and Coaching. Research Quarterly for Exercise and Sport, 70(2), 179–189. Conner, C. J. (2014). Acknowledging the elephant in the room: A multiple-case study exploring the experiences of social studies teacher-coaches. Scholar Works @Georgia State University. Drake, D. & Hebert, E. (2002). Perceptions of occupational stress and strategies for avoiding burnout: case studies of two female teacher-coaches. The Physical Educator. 59(4), 170– 183. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 48 Drewe, S. (2000). An examination of the relationship between coaching and teaching, Quest. Egalite, A. J., Bowen, D. H., & Trivitt, J. R. (2015). Do teacher-coaches make the cut? The effectiveness of athletic coaches as math and reading teachers. Education Policy Analysis Archives, 23, 54. Ermeling, B. A. (2012, August 13). Improving teaching through continuous learning: The inquiry process John Wooden used to become coach of the century Evans, A. J. (2010). The parallels between sports coaching and graduate teaching: Coach boettke as exemplar. The Journal of Private Enterprise. 26 (1), 73–83. Figone, A. J. (1994a). Teacher-coach role conflict: Its impact on students and student-athletes. Physical Educator, 51(1), 29–34. Figone, A. J. (1994b). Origins of the teacher-coach role: Idealism, convenience, and unworkability. The Physical Educator, 51(3). Guinn, J. (2018). "A qualitative study of the effects of teacher-coach role conflict" (2018). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 75. Jones, R. L. (2006). The sports coach as educator: reconceptualising sports coaching. Abingdon, Oxon: Routledge. Kelley, B. C., & Baghurst, T. (2009). Development of the coaching issues survey (cis). Sport Psychologist, 23(3), 367-387. Lindholm, K. (1979). Coaching as teaching: Seeking balance. The Phi Delta Kappan. 60 (10). 734-736. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 49 Lumpkin, Angela (2010) Teachers and coaches as leaders demonstrating character and competence. Journal of Physical Education, Recreation & Dance, 81:8, 49-52. Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Roberts, S. (2010). What can coach education programmes learn from the teachers? Model-based instruction in a UK national governing body award course. International Journal of Sports Science & Coaching, 5(1), 109-116. Rupert, T., & Buschner, C. (1989). Teaching and coaching: A comparison of instructional behaviors. Journal of Teaching in Physical Education, 9(1), 49–57. Ryan, T. D. (2008). Antecedents for interrole conflict in the high school teacher/coach. The Physical Educator, 65(2), 58+. Seidman, I. (2006). Interviewing as Qualitative Research (3rd ed.). New York, NY: Teachers College Press. Wikeley, F., & Bullock, K. (2006). Coaching as an educational relationship. The Sports Coach as Educator, (1), 32–42. Winchester, G., Culver, D., & Camiré, M. (2012). The learning profiles of high school teacher-coaches. Canadian Journal of Education, 34(4), 3–18. Zimmerman, R. (2018). Current Coaches Perceptions: Retention of Division College Football Coaches. Applied Research in Coaching and Athletics Annual, 33(1), 10. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 50 Appendix A Interview Guide Interview Questions: 1. Give a brief description about yourself and what you’re about. 2. Can you tell me a little bit about your family? 3. Tell me about what got you interested in entering the coaching profession 4. What is your current position and what are the requirements to be in this position? 5. In your time as a teacher who also coached athletics, did coaching ever interfere with your teaching? 6. Did you find that taking on teaching and coaching interfered with your family and/or social life? 7. Did you find yourself feeling that you never had any time for yourself? 8. How many hours per week did you find went into your time as a teacher-coach? 9. Did you find that being in the teacher-coach role affected your ability to recruit athletes? 10. What are the benefits of the teacher-coach role? 11. Did you find yourself devoting more of your time to one role over the other, especially during the sport in season? 12. Did you find in season how winning and losing affected your role as a teacher following the event? 13. What were the factors that influenced your decision to embark on the role? 14. What did you find to be the hardest part of the job when working to execute the dual-role? 15. What was/is the best part of the dual-role? TEACHING AND COACHING: THE SYNERGISTIC BALANCE 51 16. What was/is the worst part of the dual-role? 17. What resources do you believe helped you achieve success within the dual-role of teaching and coaching sports? 18. What are some skills you suggest regarding time management for those taking on the dual-role? 19. Do you have a sense of fulfillment within the dual-role? Why or why not? 20. What do you place as the utmost prioritization when employed within the dual-role? 21. Did you feel that you were able to effectively reach both your students and your athletes while taking on the dual-role? TEACHING AND COACHING: THE SYNERGISTIC BALANCE 52 Appendix B Coaching Issues Survey Please rate the DEGREE to which each issue described below causes you or produces stress in your coaching situation. DEGREE 1 = No stress, 2 = Low Stress, 3 = Moderate Stress, 4 = High Stress, 5 = Extreme Stress 1. ______ Understanding my athletes’ emotional responses and motivations. 2. ______ Not having enough time to devote to my coaching responsibilities. 3. ______ Negative media coverage. 4. ______ Other sports or campus events conflicting with my team’s use of facilities. 5. ______ Personality conflicts with my players. 6. ______ Not successfully fulfilling my responsibilities outside of my coaching duties (teaching). 7. ______ Not being able to hire adequate assistant coaches and support staff. 8. ______ Not having time for myself. 9. ______ Inadequate travel budget for contests with highly competitive teams. 10. ______ Making decisions which are not popular with my players. 11. ______ My career as a coach interfering with family and/or social life. 12. ______ Not reaching my coaching goals. 13. ______ Not knowing the criteria by which I will be judged. 14. ______ The expectation to win a contest in which my team is predicted to win by a close score. 15. ______ Injury to one of my starters or top players. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 53 16. ______ Placing pressure on myself to win. 17. ______ Being unable to recruit the key personnel that my team needs to be successful. 18. ______ The expectation to win a contest in which my team is predicted to win by a large margin. 19. ______ Players’ inconsistency in executing the fundamental skills or game plan. 20. ______ Not having enough time for recruiting. 21. ______ The expectation to win a contest in which my team is predicted to lose by a close score. 22. ______ Being concerned that my players might not return to school for the next term. 23. ______ Inconsistent judgment calls during a contest. 24. ______ Momentum turning against my team in a contest. 25. ______ Handling defeat. 26. ______ Budget limitations hampering recruiting. 27. ______ The expectation to win a contest in which my team and the opposing team are evenly matched. 28. ______ Substantial number of hours spent working in a day. 29. ______ Not successfully fulfilling my responsibilities outside of my coaching duties (e.g., speaking engagements, committee assignments, etc.). 30. ______ Being a source of help to my athletes. Kelley, B. C., & Baghurst, T. (2009). Development of the Coaching Issues Survey (CIS). Sport Psychologist, 23(3), 367-387. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 54 Appendix C Demographics Survey 1. Coaching Title (Check all that applies): ______ Head Coach ______ Assistant Coach 2. Subjects You Teach (Fill in the blank): ___________________ ___________________ ___________________ 3. Years Spent Coaching (Fill in the blank): ______ 4. Years Spent Teaching (Fill in the blank): ______ 5. Years Spent in dual-roles teaching/coaching (Fill in the blank): ______ TEACHING AND COACHING: THE SYNERGISTIC BALANCE 55 Appendix D Informed Consent WEBER STATE UNIVERSITY INFORMED CONSENT Teaching and Coaching: A Synergistic Balance within High School You are invited to participate in a qualitative study that will research the effects of teaching and coaching, measuring the results and effects on those that embark on the dual role. You will be part of a semi-structured interview in which your responses will be measured. We ask that you all read this form and ask any questions you may have before agreeing to be included within this research case study. The study is being conducted by Ty Whitworth, Masters Student in the Teacher Education Department at Weber State University STUDY PURPOSE The purpose of this study is to study teachers who also embark upon the role of coaching sports and seeing how they lend support to students and athletes within classes and sports settings. This will also illuminate what it takes to embark upon the dual-role, especially considering the barriers that COVID-19 has presented to teacher and coaches delivering personalized and explicit instruction in academics and athletics. We are studying the effects of the dual-role and answering certain questions that have arisen: what value or lack thereof is there in having a teacher who coaches sports? What are the advantages and disadvantages? NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you may be selected for this research investigation along with approximately 3-5 teacher-coaches. PROCEDURES FOR THE STUDY: If you participate in this research study and are selected for the semi-structured interview, your responses will be recorded. Researchers will be collecting and transcribing data from the interviews. Each interview TEACHING AND COACHING: THE SYNERGISTIC BALANCE 56 should take anywhere from 35-60 minutes to complete and as such should be completed within the parameters of the interview. Participation in this study will last approximately 5+ weeks (May-July). RISKS OF TAKING PART IN THE STUDY: If there is face-to-face research, the risks include the possibility of being infected by the novel coronavirus 2019 (COVID-19) or other communicable diseases. We will attempt to reduce the risk of loss of confidentiality of you by collecting all data in minimally intrusive procedures and ensure all data will be kept in password protected computer and will not produce permanent products with identifying information. Additionally, you could experience a potential discomfort with potential follow-ups and interviews. We will attempt to reduce the risk of any social discomfort you could experience by using the google doc survey and also if necessary, communicate via phone and/or zoom. Regardless of any initial decision to assent to participate in this research intervention, you can withdraw from receiving the survey at any time over the course of this qualitative research study. Researchers will utilize data collection procedures by using the least intrusive means. However, because this is a qualitative research study, there is the possibility that your son/daughter will experience unforeseen additional risks. If any unforeseen risks are discovered, they will be immediately addressed with you. BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. If you choose to participate in this study, you will be part of the semi-structured interview over the phone in which you will respond to the questions based on the interview guide. This is to be minimally invasive and allow for an efficient and safe way to gather information considering Covid-19. The intended outcome of this interview is to prove that your performance within the dual-role is necessary and advantageous to both yourself and your employers. ALTERNATIVES TO TAKING PART IN THE STUDY: Instead of being in the study, you have these options: 1) Not participating in the research study. TEACHING AND COACHING: THE SYNERGISTIC BALANCE 57 CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will not be revealed and will remain confidential in reports in which the study may be published. Organizations that may inspect and/or copy research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about this study, contact the researcher Ty Whitworth at (951) 265-8012 or by email at tywhitworth@mail.weber.edu. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect current or future relations with your high school or Weber State University. SUBJECT’S CONSENT TEACHING AND COACHING: THE SYNERGISTIC BALANCE 58 In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date: (must be dated by the subject) Printed Name of Person Obtaining Consent: Signature of Person Obtaining Consent: Date: TEACHING AND COACHING: THE SYNERGISTIC BALANCE 59 Appendix E Email for Consent PARTICIPATE IN QUALITATIVE INTERVIEW Hello __________, I am researching the teacher-coach role. You have been selected as a potential teacher-coach to participate in an interview. Participation in this case study would involve an interview by phone/FacetTime, Zoom or in person and would be approximately 30-60 minutes. The information procured from this case study will remain confidential, and all participants can inquire about any procedure and will have access to the results once completed. The results will be used for educational purposes only, and will assist teachers, coaches, and other academic as well as athletic professionals at the high school level regarding the teacher-coach role. Your help would be greatly appreciated. Please respond with either permission granted or denied as soon as possible so I can send you the demographic survey and the informed consent form as well as set up a scheduled date and time to conduct the interview. Thank you for your time! Sincerely, Ty Whitworth Masters Candidate Weber State University (951) 265-8012 tywhitworth@mail.weber.edu Ty Whitworth Thesis Manuscript Final Final Audit Report 2022-12-16 Created: 2022-12-15 By: Ryan Zimmerman (ryanzimmerman@weber.edu) Status: Signed Transaction ID: CBJCHBCAABAAJejM6vqOgcDYL3Hmce7CLXaVyWvUDvue "Ty Whitworth Thesis Manuscript Final" History Document created by Ryan Zimmerman (ryanzimmerman@weber.edu) 2022-12-15 - 5:42:48 PM GMT Document emailed to Brent Myers (brentmyers@weber.edu) for signature 2022-12-15 - 5:43:44 PM GMT Email viewed by Brent Myers (brentmyers@weber.edu) 2022-12-15 - 10:41:34 PM GMT Document e-signed by Brent Myers (brentmyers@weber.edu) Signature Date: 2022-12-15 - 10:42:08 PM GMT - Time Source: server Document emailed to DeeDee Mower (dmower@weber.edu) for signature 2022-12-15 - 10:42:09 PM GMT Email viewed by DeeDee Mower (dmower@weber.edu) 2022-12-16 - 3:47:05 AM GMT Document e-signed by DeeDee Mower (dmower@weber.edu) Signature Date: 2022-12-16 - 3:47:21 AM GMT - Time Source: server Agreement completed. 2022-12-16 - 3:47:21 AM GMT