Teacher's Coaching Script: Runway to Success!

Slide 1: Runway to Success: Academics & Athletics

Teacher: "Good morning/afternoon everyone! Welcome! I'm really excited about today's session because it connects two really important parts of your lives, especially if you're involved in sports like track and field, or any extracurricular activity. To kick us off, I want you to think for a moment: What do track and field and your grades have in common? Turn to a partner for 30 seconds and discuss your ideas."

Allow 1-2 minutes for discussion, then call on a few students to share.

Teacher: "Great ideas! Many of you hit on key points: discipline, hard work, dedication, and goals. Today, we're going to explore how to successfully balance your passion for track and field with your academic journey. Our goal is to help you understand what it takes to succeed both on the track and in the classroom, setting you up for long-term success, whatever your future plans are."

Differentiation Notes: For students with language needs, key vocabulary terms (e.g., 'discipline,' 'dedication,' 'academic journey') can be displayed visually on the board or screen. For students with 504s/IEPs, ensure verbal instructions are also clearly presented visually.

Slide 2: Academic Hurdles: Eligibility Requirements

Teacher: "Just like there are rules on the track, there are rules to being eligible to compete. These are often called academic eligibility requirements. Let's look at some common ones. (Point to the slide)

Teacher: "First, GPA. Many schools and athletic associations require a minimum Grade Point Average to participate in sports. This shows you're maintaining a certain level of academic performance. Then there's Attendance. Regular school attendance is crucial – not just for learning, but because it's often a requirement to compete. And Course Completion; you usually need to be passing all your classes. Finally, a Code of Conduct; representing your school means upholding its rules both in and out of competition.

Teacher: "Now, why do you think these requirements are so important? Why can't you just be a fantastic athlete without worrying about your grades? Think about what opportunities might open or close based on your academic record."

Allow a minute for students to ponder, then facilitate a brief class discussion.

Teacher: "Exactly! Your academic record isn't just about passing tests; it opens doors to college opportunities, scholarships, and even demonstrates a strong work ethic that employers look for down the road. It shows you're a well-rounded individual with discipline."

Differentiation Notes: Break down complex eligibility rules into simpler terms. Use visuals on the slide. For students with language needs, provide sentence starters for discussion, e.g., 'I think these rules are important because...' or 'Academics help athletes by...'. Allow students with 504s/IEPs to refer to printed notes or a simplified handout if needed.

Slide 3: Sprinting Towards Success: SMART Goals

Teacher: "Okay, so we know academics are important. But how do we actually achieve those academic goals, and our athletic ones? It starts with setting effective goals. We're going to talk about SMART goals. Has anyone heard of SMART goals before?"

Acknowledge any student responses.

Teacher: "SMART is an acronym that helps us make our goals powerful and achievable. Let's break it down: (Point to the slide as you explain)

• S is for Specific: Instead of saying 'I want to run faster,' a specific goal would be 'I want to decrease my 100-meter dash time by 0.5 seconds.' It's clear what you want to achieve.
• M is for Measurable: How will you know if you've met your goal? If you want to improve your history grade, how will you measure that? Maybe it's getting an A on the next test, or improving your overall semester grade from a C to a B.
• A is for Achievable: Is your goal realistic? Setting a goal to run a marathon tomorrow if you've never run before isn't achievable. But training to run a 5K in three months might be! Make sure it's challenging but possible.
• R is for Relevant: Does this goal matter to you? Does it align with your values and other aspirations? If you want to go to college on an athletic scholarship, maintaining a strong GPA is very relevant.
• T is for Time-bound: When do you want to achieve this goal by? Having a deadline creates urgency and helps you plan.

Teacher: "Look at the example on the slide: 'Instead of "Get better grades," try "Improve my Algebra 1 grade to a B+ by the end of the semester by attending tutoring twice a week."' You can see how much more actionable and clear that second goal is!

Teacher: "Think about a goal you have, either for track or for your classes. How could you make it a SMART goal? Share with your partner again, using the SMART criteria."

Allow 2-3 minutes for partner discussion.

Differentiation Notes: Offer sentence frames or partially completed SMART goal templates for students who need more structure, e.g., 'My goal is to ____ (Specific) by ____ (Time-bound) so I can ____ (Relevant). I will measure my success by ____ (Measurable) and I know it's achievable because ____ (Achievable).' Provide extra examples relevant to individual student interests or accommodations for 504s/IEPs.

Slide 4: The Relay Race of Life: Time Management

Teacher: "Setting SMART goals is fantastic, but life as a student-athlete is busy! You're juggling practices, homework, friends, family, and maybe even a part-time job. This is where time management becomes your secret weapon. It's like a relay race – every part needs to be handled efficiently to win the whole thing.

Teacher: "Let's look at some strategies: (Point to the slide)

• Create a Schedule: This seems simple, but actually writing down your commitments – practice times, class times, homework blocks, even free time – can make a huge difference. Use a planner, a calendar app, or even just a notebook.
• Prioritize Tasks: What's most important? What has an upcoming deadline? Tackle those tasks first. It's okay to put less urgent things aside temporarily.
• Break It Down: A big project can feel overwhelming. Break it into smaller, manageable steps. 'Write a 5-page essay' becomes 'Research topic,' 'Outline paragraphs,' 'Write introduction,' 'Write body paragraph 1,' and so on.
• Avoid Procrastination: I know, easier said than done, right? But doing things now, even small steps, saves you a lot of stress and late nights later.
• Plan for Downtime: This is critical! Your body and mind need rest and recovery, just like they do after a tough practice. Schedule time for sleep, relaxing, and hanging out with friends. It's not a luxury; it's a necessity for peak performance in everything you do.

Teacher: "How many of you already use some of these strategies? What works best for you? Or what's a challenge you face with time management?"

Facilitate a short discussion, encouraging students to share practical tips and struggles.

Differentiation Notes: Provide visual examples of different scheduling methods (e.g., a sample weekly planner, a to-do list with prioritized items). Allow students with 504s/IEPs to use digital calendar tools or pre-printed planners. Pair students for brief discussions to support language acquisition.

Slide 5: Your Athlete's Game Plan!

Teacher: "Alright, it's time to put everything we've learned into action! I'm going to hand out the Athlete's Game Plan Worksheet. Your task is to create your own personalized game plan for success, using what we've discussed today.

Teacher: "On this worksheet, you'll:

1. Set SMART goals for both your academics and your track and field endeavors.
2. Develop a time management strategy that you believe will work best for you, based on the tips we just covered.

This is your plan to excel on the track and in the classroom! Take your time, think deeply, and create a plan that genuinely feels achievable and exciting to you. I'll be walking around to answer any questions and provide support."

Distribute the Athlete's Game Plan Worksheet. Circulate to assist students.

Differentiation Notes: For students with 504s/IEPs, offer extra time or a quiet space to work, and provide individual check-ins. For language learners, ensure instructions are rephrased clearly if needed, and offer vocabulary support. The worksheet can also be digitally accessible with text-to-speech features if applicable.

Slide 6: Ready for Takeoff!

Teacher: "As we wrap up today, let's quickly review the key takeaways. Remember:

• Your academic success directly impacts your athletic opportunities, whether that's playing next season or earning a college scholarship.
• Using SMART goals gives you a clear and powerful path to achieving what you want.
• And effective time management is the skill that helps you balance everything – sports, school, and life – without getting overwhelmed.

Teacher: "You now have the tools to create your own runway to success, both on the track and in the classroom! Don't let these strategies stay just on paper. Start implementing them. If you have any questions or want further resources, please don't hesitate to ask me. Go out there and make it happen!"

Athlete's Game Plan: Runway to Success!

Name: ____________________________

Welcome, future champions! This worksheet will help you create a personal game plan to excel in both your track and field pursuits and your academic studies. Use the SMART goal strategy and time management tips we discussed today to build your success!

Part 1: Academic SMART Goals

Think about one academic area where you want to improve or achieve something significant. Then, break it down using the SMART goal framework.

Academic Goal 1:

Specific: What exactly do you want to achieve in your academics? (Be clear and detailed!)

Measurable: How will you know when you have achieved this goal? What data or evidence will show your progress?

Achievable: Is this goal realistic and attainable given your resources and current situation? What steps will you take to make it happen?

Relevant: Why is this academic goal important to you? How does it connect to your track and field aspirations or future plans?

Time-bound: By what specific date or timeframe do you want to achieve this goal?









## Part 2: Athletic SMART Goals

Now, think about one specific goal you have for your track and field performance. Apply the SMART goal framework here.

Athletic Goal 1:

Specific: What exactly do you want to achieve in your track and field performance? (e.g., specific time, distance, technique improvement)

Measurable: How will you know when you have achieved this goal? What metrics will you use?

Achievable: Is this goal realistic and attainable for you? What training or practice steps will you take?

Relevant: Why is this athletic goal important to you? How does it contribute to your overall development or aspirations?

Time-bound: By what specific date or competition do you want to achieve this goal?









## Part 3: Time Management Strategy

Think about your weekly schedule. How can you effectively manage your time to balance your academic commitments, track and field practices, social life, and personal well-being (like sleep and rest)?

My Current Time Management Challenges (if any):

My Top 3 Time Management Strategies I will use:

1. ---

   How will this help me?
   
   
   
   

2. ---

   How will this help me?
   
   
   
   

3. ---

   How will this help me?
   
   
   
   

My Weekly Schedule Snapshot: (Briefly outline key recurring events like classes, practices, study blocks, and free time)

Athlete's Game Plan: Answer Key & Rubric

This answer key provides guidance for evaluating student responses on the Athlete's Game Plan Worksheet. Since many responses will be personalized, focus on the application of the concepts taught (SMART goals, time management strategies) rather than exact answers.

Part 1: Academic SMART Goals - Evaluation Criteria

For each academic goal, assess if the student has effectively applied all five components of a SMART goal. A strong response will demonstrate clear understanding and actionable planning.

Academic Goal 1 (Example of a strong student response):

• Specific: "I will improve my Chemistry grade from a C to a B+ by earning at least an 87% on my next two quizzes and the final exam."
  
  
  
  
  
  
  
  
  
  
  

• Measurable: "I will track my quiz and exam scores, and monitor my overall grade in the online gradebook. My progress will be evident if my grades on assignments consistently improve above 80% leading up to the final exam."
  
  
  
  
  
  

• Achievable: "This is achievable because I plan to attend after-school tutoring twice a week, dedicate 1 hour each evening to reviewing Chemistry notes, and proactively ask questions in class. I have the necessary materials and support."
  
  
  
  
  
  
  
  
  
  
  

• Relevant: "This goal is important to me because a stronger Chemistry grade will help me maintain eligibility for track and field and increase my chances of getting into my preferred college program, which requires a strong science background."
  
  
  
  
  
  

• Time-bound: "I aim to achieve this improvement by the end of the current semester, specifically by December 15th, which is when the final Chemistry grades are submitted."
  
  
  
  
  
  

Part 2: Athletic SMART Goals - Evaluation Criteria

For each athletic goal, assess if the student has effectively applied all five components of a SMART goal, demonstrating a clear understanding of how to set performance-based objectives.

Athletic Goal 1 (Example of a strong student response):

• Specific: "I will improve my 400-meter sprint time from 65 seconds to 62 seconds."
  
  
  
  
  
  
  
  
  
  
  

• Measurable: "I will track my times during practice runs and at official meets. My coach will also be timing my splits during interval training."
  
  
  
  
  
  

• Achievable: "This is achievable through consistent attendance at all practices, focusing on speed work and endurance drills, and following my coach's conditioning plan. I will also incorporate extra stretching and recovery."
  
  
  
  
  
  
  
  
  
  
  

• Relevant: "This goal is important because improving my time will help me score more points for the team and increase my chances of qualifying for regional competitions, which is a long-term aspiration."
  
  
  
  
  
  

• Time-bound: "I plan to achieve this personal best by the mid-season invitational meet, which is scheduled for April 20th."
  
  
  
  
  
  

Part 3: Time Management Strategy - Evaluation Criteria

Look for evidence that the student has reflected on their current challenges and identified practical strategies. The weekly schedule snapshot should show an attempt to organize their time, even if it's simplified.

My Current Time Management Challenges (Example of student response):
"I often feel overwhelmed after practice and struggle to start homework right away. I also tend to procrastinate on big projects until the last minute."

My Top 3 Time Management Strategies I will use (Examples):

1. Create a detailed weekly schedule: How will this help me? "This will help me visually see all my commitments and dedicate specific blocks for homework, practice, and rest, reducing feeling rushed."
   
   
   

2. Prioritize tasks using a daily to-do list: How will this help me? "I can identify the most important assignments with upcoming deadlines and tackle those first, ensuring I don't miss anything critical."
   
   
   

3. Break down large assignments into smaller steps: How will this help me? "This will make big projects seem less daunting and easier to start, helping me avoid procrastination."
   
   
   

My Weekly Schedule Snapshot: (Look for entries that reflect thoughtful planning for academics, athletics, and personal time.)

Overall Assessment for Teacher

• Completeness: Did the student attempt to fill out all sections?
• Understanding: Do the goals and strategies reflect an understanding of the concepts discussed in the lesson?
• Feasibility: Do the student's plans seem realistic for their individual context?
• Effort: Does the worksheet show thoughtful engagement and effort?

Consider providing personalized feedback, especially for students with 504s/IEPs, focusing on their specific strengths and areas for growth within their game plan.