By Dr. Kevin Hatcher

Kevin Hatcher, EdD, is the Director of Athletics at California State University-San Bernardino. He is a former Senior Associate Athletic Director at Colgate University and Associate Athletic Director at the University of Texas-El Paso. He can be reached at: khatcher@csusb.edu.

Lately, there is a lot of talk in athletics about balance. Work-life balance. Athletics-academics balance. In NCAA Division II, we've even unveiled a "Life in the Balance" initiative.

But there is another type of balance that is not being talked about as frequently. It's what I call coaching balance: the ability of a coach to balance winning vs. the student-athlete experience. It's not a new concern, but it's taken on a different meaning in these changing times.

The biggest challenge I've seen recently is the coach who tips the scale too far toward the student-athlete experience. Along with helicopter parents, we now have helicopter coaches.

As administrators, we often preach to our coaches the importance of mentoring student-athletes. But we're now seeing coaches who are too involved in the lives of their students. Some coaches today feel it's their duty to facilitate every hurdle their student-athletes must jump over, from the orientation process right up until graduation day. This hinders the intellectual and social development of our student-athletes as they work towards maturity and independence.

On the other hand, we've all dealt with coaches who seemingly care nothing about the personal lives of their students. Wins and losses dictate the relationship between them and their team.

How can we promote a healthy balance between these two extremes? It starts with hiring and continues in the mentoring process.

CHECK 'EM OUT
When evaluating a coach for hire, the Internet can be a perfect first-stop source of information. It's so easy to do an Internet search on any individual, and most coaches have a lot of links associated with their name. The trick is bypassing all the stories about the coach's record and the postgame quotes.

Instead, look for profiles, special interest stories, and community activities. What is the coach saying when he or she speaks about issues not related to game strategy? Is the coach talking about developing thoughtful citizens dedicated to serving the community, or just about wins and losses?

Even better, see if the coach has a MySpace or Facebook page. Does he or she blog or use Twitter? Reading what the coach writes on these pages can reveal a lot about his or her character. Does the coach talk about issues outside of sports? Does he or she seem overly involved in student-athletes' endeavors and decision making?

During a recent search I noticed one candidate often talked about his desire to develop students as a whole. He benched his best player in a critical game because she was continually late for meetings. He also ran free clinics, volunteered for charitable organizations, and worked with inner-city youth.

After just an hour on the Internet I learned that this coach was involved with his students' lives. I also read about how he felt it was important for students to make decisions for themselves.

What can be toughest to determine online is whether a coach has helicopter tendencies. Sometimes, the only way to know this is through talking with his or her student-athletes. That's why, during the interview process, I ask permission to speak with people who aren't on the coach's reference list.

Then, I call some of their current and former players and ask them questions about the coach's ability to be involved--but not too involved. What did the coach do when you asked for help? Was the coach offering guidance when you didn't want it?

Another reference check I make is with other athletic directors in the coach's conference. I'll ask them about sideline demeanor. Does the coach yell at players when they come out of the game or is the anger tempered with teaching? University administrators are also helpful because they can explain the coach's involvement in the admissions or registration process.

One important note here is to be careful not to compromise your institution's hiring policies in any way. Make sure you clear any activities related to reviewing a candidate with your human resource office.

PART OF THE CONVERSATION
Often, we have to deal with hands-off or helicopter coaches we've inherited. What do you do? As administrators, it's our job to help our coaches reach their full potential. We often meet with them to discuss issues such as recruiting or the budget, but do we emphasize the correct balance of helping student-athletes without being overbearing?

The first way to do this is to make it a part of your daily conversations. I include it in our strategic plans and stress it in every interaction I have with coaches and administrators, one-on-one or in group meetings. I also work hard to find creative ways to infuse it in conversations.

For the coach who is too hands-off, consider providing a little extra mentoring. I haven't met a coach who doesn't want to improve the student-athlete experience, but some just don't know how to connect with young people. Give this coach some tips on speaking about off-the-field activities with athletes. Possibly have him or her be mentored by another coach in your department who interacts with students well.

The helicopter coach is usually unaware of what he or she is doing wrong. They are so committed to helping their athletes, they can't see that they are getting in the way of their athletes' growth. With these coaches, a heart-to-heart on their approach is important. Praise their intent, but also explain the importance of letting young people learn on their own.

Given that there can be a thin line between over-involvement and apathy, it's important that we keep dialogue going on the topic. Work with coaches individually and help them find the middle ground that suits their personality. In addition, always keep in mind where a coach is in their personal development--be patient and celebrate progress.