UCLA

Collegiate athletic coaches guide young adults as student athletes, developing scholars, and human beings (Yukhymenko-Lescroart et al., 2015). Research suggests that most college athletic coaches in the United States have not experienced formal learning in coaching (Stewart & Koch, 2020). Fewer than 4% of Division I coaches hold degrees related to their coaching roles (Stewart & Koch, 2020). Instead, most coaches learn through personal experience and mentorship (Blackett et al., 2021; Jones et al., 2003; Leeder & Cushion, 2019). There is no central body of knowledge or skill that guides the collegiate coaching community (Gearity & Denison, 2012). Unlike other countries, there are few criteria set forth by a government body in the United States for athletic coaches (Gearity & Denison, 2012). Individual learning institutions set the requirements for coach positions. This lack of connection between formal coach preparation and the complex role of coach, teacher, and leader can lead to problems for student athletes. There are documented studies that surface racism (Lee et al., 2018), sexism (Yates, 2022), homophobia (Anderson et al., 2021), religious exclusion (Bernhard, 2014), abusive leadership (Lopez et al., 2019; Yukhymenko-Lescroart et al., 2015), and bullying (Mishna et al., 2019) from college coaches. This study discusses the culturally relevant pedagogical practices of legendary collegiate coach John Wooden who provides a model of effective athletic coaching for his winning record and his renowned respect in the field. Athletic coach preparation programs can educate aspiring and current coaches to create inclusive environments that foster a sense of belonging. They can also educate to promote self-directedness, decision making, and criticality. Using positive pedagogies, athletic coaches and athletic coach preparation programs can build on the components of Ladson-Billings’s (1995) seminal work in culturally relevant pedagogies to (a) promote student achievement, (b) nurture cultural competence, and (c) support cultural critique. Ladson-Billings’s theoretical framework applied in athletic contexts can empower student athletes and coaches to address complex issues on and off the field.