POSITIVE COACHING SCOTLAND

Slides:



Advertisements
Similar presentations
Giving Feedback. The right and the wrong. >> giving feedback
Advertisements

Dr Catherine Hannaway Durham University 14 th July 2011 SITUATIONAL LEADERSHIP.
Dr Catherine Hannaway Durham University 13th January 2012
Coaching Skills & Effective Communication. Five frogs are sitting on a log. Four decide to jump off. How many are left?frogslog.
History and Geography General objectives 1.Students will be able to understand and tell a history story 2.Students will be able to read and discuss about.
Mentoring Skills (Kennedy & Charles, 2001) Mary Gordon NEPS.
© 1998 Center for Creative Leadership. All Rights Reserved. COACHING An Overview of Theory and Practice.
Conflict Resolution Matthew 18: Conflict Step 1: Go To THEM “ If your brother or sister in God’s family does something wrong, go and tell them.
Games Approach Workshop 3. Skill teaching Some suggestions for teaching skills in coaching sessions teach one skill at a time allow plenty of time for.
What do we mean by adaptable?
Indistar® Tools for Providing State Feedback. State Feedback form State Feedback enables state administrators to address a specific set of questions,
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Learning-Focused Interactions: Effective Listening.
The Scientific Method 5 Steps to Follow!.
POSITIVE COACHING SCOTLAND
POSITIVE COACHING SCOTLAND LADDER OF SUCCESS
Giving Effective Feedback and Coaching Team Members
POSITIVE COACHING SCOTLAND POSITIVE BODY LANGUAGE
EXPERT Flexible Leadership.
POSITIVE COACHING SCOTLAND MORAL COURAGE
ROLE OF A COMPETITION CHAMPION
Communication with children
Coach People.
POSITIVE COACHING SCOTLAND MISTAKES RITUALS
Role of the Coach GAA Award 1 Course.
Technical and tactical skills
CHALLENGE-O-METER Overview
POSITIVE COACHING SCOTLAND UNDERSTANDING WHAT CONFIDENCE IS NOT
Questions to Ask Before, During and After Development Experiences
POSITIVE COACHING SCOTLAND WHAT IS MASTERY COACHING?
Coaching Sessions for our M&E course
POSITIVE COACHING SCOTLAND
POSITIVE COACHING SCOTLAND DEVELOPING VALUES THROUGH SPORT
Coaching 1/3/16.
POSITIVE COACHING SCOTLAND MORAL COURAGE
Coach Leadership Workshop 4.
Games Approach Workshop 3.
Internal tool File # : looking for an internal tool
POSITIVE COACHING SCOTLAND UNDERSTANDING INNER AND OUTER SKILLS
POSITIVE COACHING SCOTLAND TEACHABLE MOMENTS
POSITIVE COACHING SCOTLAND
Solve: 1. 4<
Evaluate the effectiveness of the implementation of change plans
Games Approach.
The Scientific Method 5 Steps to Follow!.
Lesson 4 – Social Skill: Giving Feedback.
Lesson 12 – Social Skill: Making a Complaint.
POSITIVE COACHING SCOTLAND CHALLENGE WEAKNESS
POSITIVE COACHING SCOTLAND MISCONCEPTIONS ABOUT CONFIDENCE
POSITIVE COACHING SCOTLAND PRAISE SANDWICH
Five Forbidden Phrases
POSITIVE COACHING SCOTLAND DEFINING SUCCESS IN A MASTERY ENVIRONMENT
By the end of the lesson the students will be able to:
We use Solution Circles to help solve problems together
POSITIVE COACHING SCOTLAND EFFECTIVE PRAISE
EFFECTIVE STUDY HABITS.
The Scientific Method 5 Steps to Follow!.
POWER CHALLENGES Several Ways To Solve 7 CHALLENGES.
½ of 6 = 3.
Coaching.
Requirement Analysis.
Coaches should take some time during training
POSITIVE COACHING SCOTLAND BUDDY SYSTEM
Lesson 3 – Social Skill: Asking Questions.
You can edit the text in the template to suit your sport.
POSITIVE COACHING SCOTLAND THE SUCCESS ICEBERG
POSITIVE COACHING SCOTLAND ACHIEVEMENT AWARDS
POSITIVE COACHING SCOTLAND TEACHABLE MOMENTS
POSITIVE COACHING SCOTLAND PRACTICE THROUGH PRACTICE
STEP 3 STEP 2 STEP 1 Ten Minute Feedback
Presentation transcript:

POSITIVE COACHING SCOTLAND ASK RATHER THAN TELL Positive coaches develop a habit of asking questions rather than telling your athletes what to do. Asking questions and listening to young people will help them think for themselves and you as a coach can monitor their learning and understanding. The young person will become less reliant on your feedback and will be able to solve problems for themselves. This way they are taking more active involvement in their learning rather than being dictated to.   Ask, “What went wrong? or, “If you are in the same situation next time, what can you do differently?” This again allows the athlete to think for themselves, analyse what went wrong and identify what they need to do to improve. Rate this tool! Give us your feedback.