Coaching: The Art and Science “A society grows great when old men plant trees whose shade they know they shall never sit in.”

Teaching and Learning Core Competencies Problem Solving –Practice observation identify aspects that need improving Valuing –Recognize and respect differences in learning styles –Develop teaching approach based on athlete’s needs –Promote development of self-esteem –Provide constructive and positive feedback

Teaching and Learning Core Competencies Critical Thinking –Reflect on meaning of effective teaching and factors that promote learning –Reflect on preferred learning styles and how these may affect one’s approach to teaching –Compare current knowledge and beliefs with Reference Manual –Assess feedback with guidelines to promote learning –Observe and critique practices Leadership –Appreciate the effect of how key teaching factors affect learning Interaction –Brainstorm and work with classmates to complete tasks

The Teaching Process Phases 1.Design learning activities (drills) 2.Set up the activities 3.Deliver the activities 4.Assess the learning (success criteria) 5.Adjust and retool

“Self-Monitoring” Process To Improve Teaching Effectiveness Action Analysis and assessment Identification of aspects to improve Planning for improvement

Effective Teaching Individual Sport – Figure Skating Observe the video clip. While observing, identify and list the various teaching elements that the coach is using during the practice. List under appropriate/agree or inappropriate/disagree.

Teaching and Learning Motor performance is observable behaviour when executing a task –# of times target hit Learning refers to permanent change in motor performance –reassessment of performance –in practice vs competition

Dimensions Of Learning Dimensions Of Learning Affective (attitudes, behaviour) Motor (technical skills, execution) Cognitive (knowledge, understanding)

Motor Performance: Rate Of Improvement Relative To Time Time Improvement in motor performance (% of initial values)

Learning Styles Preferred Learning Styles –Questionnaire Workbook Part B pg –Complete questionnaire and then proceed to Interpretation Table pg 13

Preferred Learning Style Visual –Sensitive to visual aspects of environment –Good sense of orientation –Creative Auditory –Receptive to sounds –Like listening to and telling stories, discussing ideas Kinesthetic –In check with feelings –Passionate, warm, spontaneous, emotional

Organization and Set Up Look closely at the cartoon in Workbook Part B pg 15 (Figure 5.1.1) and identify aspects of the organization and set up of the activity that need improvement.

Organization and Set Up Evaluation Only one athlete active at a time Inactive athletes may become disruptive and lose interest Coach too busy trying to maintain discipline to give any individual feedback on performance Coach not able to step back from activity or move away from equipment thus unable to control group or evaluate performance

Organization and Set Up Considerations 1.Plan how to start and finish activity/drill 2.Take into account safety issues 3.Ensure maximum amount of practice time Athletes active at least 50% of the time 4.Athletes can progress at own rate 5.Set up so that coach can roam and observe every athlete 6.Plan for equipment, prepare ahead of time and ensure availability when needed

Explanations and Demonstrations Considerations Explain the objective of exercise/drill 2.Explanations must be brief and clear Cues – precise information Short, clear, simple and few (two or three) Observable by coach, easily understood by athlete External cue – seen or heard by athlete i.e foul shot – aim for back rim, hear swish Internal cue – perceived internally (kinesthetic sense) i.e foul shot – feel body extending, especially elbow 3.Take into account the learning styles of athletes 4.Demonstrations give a clear mental picture 5.Check to ensure athletes understand

Effective Teaching Team Sport - Volleyball Observe the video clip. While observing, identify and list the various teaching elements that the coach is using during the practice. List under appropriate/agree or inappropriate/disagree.

Explanations and Demonstrations Video Workbook –Pg 16 key points –Pg 17 observations –Pg 27 assessment grid

Observation - Considerations Athletes get into activity quickly Ensure athletes understand instructions Ensure activity/drill appropriate for skill level Good rate of success among athletes (70%) Actively supervise athletes –Scanning and moving around to watch Be aware of individual difference –Provide individual feedback Discern whether athletes are having fun are bored or disinterested

Observation, Intervention, Feedback Look closely at the cartoon in Workbook Part B pg 20 (Figure 5.3.1) and identify aspects of the coach’s observation, intervention and feedback that need improvement.

Cartoon Observations (pg 20) Coach cannot see all athletes Cannot give accurate feedback (#10’s performance) No criteria for success or failure –Doesn’t know what to look for Didn’t notice #3’s lack of interest & low self-esteem Allows activity to continue even though not a good learning situation General and ineffective feedback

Intervention and Feedback Process vs content Step 1 – assess whether task successfully completed Step 2 – use most appropriate intervention options –Inhibiting- avoid, -ve on affective dimension –Repeating- repeat instruction, demonstration –Explaining- explain or question, cognitive –Helping- reassure, start again, affective –Adapting- use different equipment, change practice area, reduce difficulty, motor –Unsuccessful performance – pg 37 –Successful performance – pg 38

Feedback When The Athlete Is Not Succeeding 1 1 Adapted from Target, C. et Cathelineau, J. (1990).Pédagogie sportive. Vigot. Collection Sport et enseignement. Failure Column 1 Column 2 Column 3 Athlete behaviour Cannot meet tasks demands (clearly upset or gives up practicing Does something different, or achieves a different outcome Nearly gets it right, but not quite Probable cause Affective Cognitive Motor Fear Demotivation Not understanding Ability not yet acquired Too demanding Too complex Help (reassure) or Adapt (slower progression) Explain (question) then Help (start again) Adapt Explain (question) then Repeat Explain (question) then Adapt Help (begin again with coach support) or Adapt (use different equipment) Adapt (take more time, simplify) Appropriate intervention

Feedback When The Athlete Is Succeeding 1 1 Adapted from Target, C. et Cathelineau, J. (1990).Pédagogie sportive. Vigot. Collection Sport et enseignement. Successful Does the coach need to check skill acquisition? Next activity or level of progression No Yes H Have the athlete outline reasons for success (identify reference points) Have athlete repeat performance several times or Do a more difficult task

Intervention and Feedback Step 3 – Phrasing feedback a)Evaluative – assess quality of performance, judgment b)Prescriptive – tells how to execute next time c)Descriptive – describes what athlete has done d)General e)Specific f)Positive and constructive g)Negative and destructive Assessment of a coach’s feedback – Workbook pg 23

Feedback Comments Focus on aspects that can be improved Positive and constructive, not negative and destructive Give more specific than general feedback Clear, precise and informative Formulate feedback with an external focus Quality and credibility not quantity determines effectiveness Feedback given to whole group often effective Sandwich approach – positive comment, things to work on, then encouragement or another positive comment

Creating a Positive Learning Environment Ensure a safe and welcoming practice area Interact more with athletes who need it more Ensure athletes are actively involved Adapt the degree of practice difficulty to athletes’ ability Clearly define successful performance Do not allow athletes to monopolize attention Improve the scope of feedback Laugh and smile