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PRINCIPLES OF COACHING APA 3116

September 16, 2013 Class 4

Sample exam question: True or false

1. According the Ct et al. (1995): The components of the coaching model have been defined to describe a coachs work from the athletes perspective

2. The goal of the coach in the Ct et al. Coaching Model is running a good sport program.

o!a" Role call Chalk and wire Finish MED? Intro module Start Leadership Review Power and Determination of coachs role Objectives and Leadership: Role frames: Coming up
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C#al$ an! %i&e

Ask your colleagues! Group work! 4 people per group and I need the names by Monday the 23. Submitting do not worry about the instrument name!

Sel'('ul'illin) P&op#e*"

Martens, R. (2004). Successful Coaching. Champaign, IL: Human Kinetics.

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Competition an! Inst&u*tion St&eams +ultispo&t +o!ules

Planning a Practice (approximate duration: 6.5 hours) Design a Basic Sport Program (approximate duration: 4 hours) Nutrition (approximate duration: 1 hour) Make Ethical Decisions (approximate duration: 3 hours) Teaching and Learning (approximate duration: 6.5 hours) Basic Mental Skills (approximate duration: 3 hours)

NCCP Comp(Int Int&o!u*to&" +o!ule Coa*# ,o&$-oo$ .C,/ .Pa&ts A an! 0/ NCCP intro review manuals; objectives; outcomes, NCCP philosopy Intro section 2 What does coach mean to you? What does it mean to coach someone? Why do you want to coach?

Int&o se*tion 3 .C, p1 2/ Reasons31

3.1 Why do you think young people are involved in sport, and specifically in your sport program?

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In general, people participate in sport for one or more of the following four reasons:
A desire for achievement A wish to improve, master new skills, and pursue excellence. A need for affiliation A desire to have positive and friendly relations with others. A desire for sensation A desire to experience the sights, sounds, and physical feelings surrounding a sport or the excitement in a sport. A desire for self-direction A wish to feel a sense of control, to feel in charge.

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3.2 How do the reasons you identified in 3.1 compare to this information?

3.3 How do your reasons for coaching compare to the reasons athletes are involved in sport and to the NCCP philosophy? (Intro workbook page 12)

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Int&o se*tion 2 ( Ot#e&s4 Expe*tations

4.1 What expectations do you think parents, athletes, and sports administrators have of you as a coach?

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What motivated 7th to 12th graders to participate in their favorite sport in school (Ewing & Seefeldt, (1987)
To have fun. To improve their skills To stay fit To participate in an activity at which they succeed To have fun competing with others To exercise To be part of a team To compete To learn new abilities To win

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,#at Pa&ents Expe*t o' Coa*#es

Sport Parent Survey. Ministry of Government Services, Sports and Commonwealth Games Division, Government of BC. 1994.

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Goo! *oa*#5 -a! *oa*#

http://www.youtube.com/watch?v=A5ggTloXys&list=PL6FCAE57A924837CE

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Sample leadership quotations

If your actions inspire others to dream more, learn more, do more and become more, you are a leader. - John Quincy Adams Management is doing things right; leadership is doing the right things. - Peter Drucker "A leader has the vision and conviction that a dream can be achieved. He inspires the power and energy to get it done. - Ralph Lauren In leadership, there are no words more important than trust. In any organization, trust must be developed among every member of the team if success is going to be achieved.- Mike Krzyzewski (Coach K, Duke University/Team USA) A leader is one who sees more than others see, who sees farther than others see, and who sees before others see. - Leroy Eimes

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Do not follow where the path may lead. Go instead where there is no path and leave a trail. - Harold R. McAlindon It is the responsibility of leadership to provide opportunity, and the responsibility of individuals to contribute. -William Pollard The leader has to be practical and a realist, yet must talk the language of the visionary and the idealist. -Eric Hoffer "I must follow the people. Am I not their leader? -Benjamin Disraeli The function of leadership is to produce more leaders, not more followers. - Ralph Nader You get the best out of others when you give the best of yourself. Albert Camus Being a leader is not about having power, it's about being empowering -Pierre Lafontaine

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Coa*#4s main tas$s:6

Provide the athletes the proper means to fully develop their physical, mental, social, moral, tactical, technical potential in a safe and stimulating environment. * N.B. These are tasks for Titans

question!
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Coa*#in) an! Po%e&

Types of power French and Ravens (1959) classic typology (Jones et al., 2002). Legitimate position (social role) Expert expertise and perception of... Reward control over rewards Coercive - punishment Referent personal charisma How can a coach establish and develop referent power ? Nutrient empowerment How does a coach exercise this type of power? What type of leadership style is this like?

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Coa*#in) St"les
Cooperative (Democratic) : Firm but gentle Coach

trust

In athlete

Selfimage
Other styles?

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Lea!e&s#ip
A process where an individual will, through is actions, influence the group towards the achievement of a joint enterprise. (Northouse, 1997). Leader with no philosophy?

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Lea!e&s#ip
A leader isn't afraid of competition. A leader knows he's can be wrong and is willing to admit his mistakes. A leader is challenged by a new problem; A leader is decisive; A leader realizes there is no time like the present to get a job done; A leader thinks positively, acts positively and lives positively;

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Lea!e&s#ip
Yo want to be a leader! " think like a leader, " act like a leader#. " yo will be a leader leaders make commitments; others make promises $ead %oet&s 'ociety ( )arpe $e m http!**www.yo t be.com*watch+v,-.tm/cd' $A0

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Lea!e&s#ip
Providing Direction = Creating a vision

Direction is achieved through

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Lea!e&s#ip s#oul! -e *ontext !epen!ent

Athletes involved in complex tasks, in large groups, or new groups

Athletes involved in independent tasks .

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Lea!e&s#ip
Competitive level athlete Task oriented and social support e.g. Werthner dissertation Recreational level athletes Democratic style, social support e.g. The girls soccer coach

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Lea!e&s#ip Gene&al ten!en*ies:

A.

B.

KNOW THE NEEDS OF YOUR ATHLETES (personal meeting, questionnaires, etc.)!

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Images from Microsoft clipart

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Problem setting

Repertoire

Role Frame

Experimenting

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COACHING ISSUES

REFLECTIVE CONVERSATION Joint Conditions 1. Access to peers 2. Stage of learning R O L E F R A M E Other Peer EVALUATION Self) Other Conditions 3. Issue characteristics 4. Environment R O L E F R A M E Real world EXPERIMENTATION Virtual world

ISSUE SETTING

Self

Joint construction Advice seeking Reflective transformation

STRATEGY GENERATION
Coaching materials Creative thought Coaching repertoire

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Termination of reflective conversation Figure 1. From Gilbert, W. & Trudel, P. (2001). Learning to coach through experience: Reflection # in Physical Education, 21, 16-34. in model youth sport coaches. Journal of Teaching

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Re'le*tion 7 Role F&ames

Gilbert & Trudel (2004) - good reference for Entry 4!
Reflection-on-action vs. Reflection-inaction (Schn, 1983;1987) What is role framing? Can a role frame be altered?

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Coa*#es -ase! t#ei& &ole '&ame on111 .Gil-e&t 7 &u!el5 8992/

A) Boundary components:

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Coa*#4s &ole '&ames Gil-e&t 7 &u!el .8992/ B) Internal components : Personal views/ attitudes

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#&ee +a:o& Coa*#in) O-:e*ti;es

1. Fun - Providing athletes with a positive sport experience 2. Meeting the needs of athletes - Develop (physical, psychological, and social) 3. Win - Providing athletes with opportunities to achieve their potential in and through sport What order do the best coaches put these in? As a coach what order do you put these in? Think about it: Are your objectives in line with your coaching context?
Martens, 2004, chapter 2

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<ou& P#ilosop#" as a Coa*#

Goals

Values

Your Philosophy

Coaching style

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,#at is "ou& *oa*#in) p#ilosop#"=

Start by thinking about it!

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P#ilosop#" sta&ts %it# sel'(a%a&eness

1. Use one short paragraph to summarise what you know about yourself as an athlete and as a coach 2. Ask someone you know in class what they think of you as an athlete/coach 3. Compare and list what you learned from this exercise

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P#ilosop#" .&ole '&ame/ ( In!i;i!ual a*ti;it":

1. List the boundary components of your role frame 2. List the internal components of your role frame 3. Describe your coaching philosophy in one sentence Exchange your philosophy with your neighbour

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Fo& next *lass: Class > ? Sept 1@ ( ARemem-e& t#e itansB

For next class: Read Holt (2001), Sport and positive youth development. (Course pack) -------------------------------------------------------------------------Chalk and Wire Complete Entry 1- About Me (Tab A My profile) Due Sept 18 Complete Entry 2 - Experiences (Tab A My profile) Due Sept 18 Complete Entry 3 Reflections You and Coaching (Tab A My Profile) Due Sept 23

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