1. Communication Strategies for Children By Leigh Brown Discipline of Exercise Sciences & Sydney Swans Football Club

2. RMIT UniversitySlide 2 Topics in this presentation Positive communication Non-verbal communication Active listening Effective feed-back Disciplinary techniques

3. RMIT UniversitySlide 3 Positive Communication There are numerous ways a coach can communicate positively with players. Positive communication builds confidence and commitment from players Players who enjoy coming to training/games will continue if they have the confidence “ripped out” of them they will stop coming.

4. RMIT UniversitySlide 4 Positive Communication Some approaches that positive coaches use are: A warm greeting using the player’s name A smile, a wink or thumbs-up sign A pat on the back and an arm slung around a child’s shoulder Talking and joking with children Asking advice and listening to what children say Helping children set and adjust learning goals Giving individuals specific suggestions for improvement Offering regular praise and encouragement Staying around after training and games to talk to children and meet parents

5. RMIT UniversitySlide 5 Positive Communication At all times a coach should demonstrate exemplary behaviour and set the tone for the group. A coach must avoid: Sarcasm or ridicule Making hasty judgements about the cause of misdemeanours Disciplining the group for the behaviour of an individual Becoming too emotional Displays erratic behaviour Threatening or frightening a child Moralising and long winded “sermons”

6. RMIT UniversitySlide 6 Non-Verbal Communication Non verbal communication refers to all information which is not presented verbally by the coach Has powerful messages Can bring positive and negative behaviours in players Can be effective used in the correct manner and destructive if used inappropriately Can be confusing when spoken word conflicts with your N-VC. What examples can you think of?

7. RMIT UniversitySlide 7 Four main areas non-verbal communication Visual – All aspects of body language such as posture, gestures, facial expressions and eye contact Touch – pat on the back or shoulder or manual manipulation of a skill. Be careful with physical contact. Different players will feel comfortable with different amounts of physical contact and closeness and this should be respected Voice Expression – “It’s not what you say but how you say it” Role Model – Don’t underestimate your actions with your players.

8. RMIT UniversitySlide 8 SOLVER S = Squarely face the player and move to their height O = Open posture. Crossed arms or legs puts up a barrier and suggests an unwillingness to listen L = Lean slightly forward which shows you are listening V = Verbal comments are relevant E = Eye contact should be made and maintained without overdoing it R = Relax. Be comfortable and show it.

9. RMIT UniversitySlide 9 Active Listening Occurs when you concentrate completely on what the player is saying in their actions and words. Hard not to “butt in” Advantages of actively listening –It shows interest and fosters a positive environment –It reduces the chance of being misunderstood –It encourages further communication –The player is more likely to listen to the coach if the coach listens to them –The coach can learn from player

10. RMIT UniversitySlide 10 Four Simple Steps to Improve Active Listening STOP – what you are doing and pay attention to what the player is telling you LOOK – Make eye contact with the player LISTEN – Listen to the emotion in what is being said. Use Non Verbal cues such as nodding, smiling, frowning appropriate to the context of the message. Support this with encouraging words to show you are focused on what the player is saying. RESPOND – Re-state what the player has told you in your own words. This shows you are listening, checks that you did understanding and can summarise what was talked about. Remain neutral and supportive. Use questions to prompt the player for more information.

11. RMIT UniversitySlide 11 Use of Feedback Feedback encourages the children to continue practicing because it lets them know you are watching them move (Silverman, 1992) When teachers provide feedback, they also tend to travel around the teaching area Feedback helps the children assess their performances, which they can’t really see or feel on their own

12. RMIT UniversitySlide 12 Use of Feedback Feedback lets the coach assess individuals to determine how quickly and correctly they are learning the skill being taught focuses on expectations to learn creates positive learning environment forces instructor to observe –-key learning points –-individuals informs, reinforces, motivates

13. RMIT UniversitySlide 13 Effective Feedback Information about a response used to modify the next response Type of feedback influenced by level of the learner

14. RMIT UniversitySlide 14 Prerequisites to giving feedback: clear objectives instructor knowledge of skill, skill sequence instructor knowledge of common errors instructor ability observe and analyse skills

15. RMIT UniversitySlide 15 General feedback: provide general, “positive” information about response (guidelines for effective praise) provide understanding of task young or beginning students

16. RMIT UniversitySlide 16 Specific feedback: related to skill components student understanding how component relates to whole skill greater specificity = greater value consistency - component, prompts, language check for player understanding

17. RMIT UniversitySlide 17 Guidelines: Effective Praise –Immediate & contingent –Identifies specific parts done well –State why behaviour is important –Matched to behaviour being reinforced –Related to criteria or previous performance –Reinforces effort & ability –Sets expectations next effort –Sincere, enthusiastic, variety

18. RMIT UniversitySlide 18 Summary Feedback is important for learning Students want to know how they are doing Feedback that is –specific rather than general, –congruent rather than incongruent, (relates to the idea just presented) –simple rather than complex and –positive or neutral rather than negative is most effective with children

19. Disciplinary techniques

20. RMIT UniversitySlide 20 Managing behaviour Coaches should follow a positive approach, employing techniques that: –Create appropriate behaviour –Reduce inappropriate behaviour Siedentop (1991) defines appropriate behavior as positive behaviour that is consistent with the educational goals of a specific education setting

21. RMIT UniversitySlide 21 Managing Behaviour Despite effective managerial and instructional task systems, some children have difficulty adhering to behavioral boundaries established When inappropriate behavior occurs, coaches should examine: –His/her own behaviour –Appropriateness of lesson –His/her own performance as teacher Children like coaches who are fair, consistent, accurate and unemotionally involved

22. RMIT UniversitySlide 22 Six techniques for increasing appropriate behaviors: –Proactive Strategies (3) increase the likelihood that appropriate behavior will continue –Reactive Strategies (3) are used after the inappropriate behavior has occurred

23. RMIT UniversitySlide 23 Proactive Techniques –Positive interaction: verbal and nonverbal interaction –Eliminating differential treatment: not singling out children with a reprimand each time they display inappropriate behavior –Prompting: reminding students what is expected of them Reactive Techniques –Ignoring inappropriate behavior: when it is of short duration, a minor deviation, reacting to it would cause interruption –Nonverbal teacher interactions: simple nonverbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal –Person ‑ to ‑ person dialogue: talking with student outside of physical education class

24. RMIT UniversitySlide 24 Techniques for decreasing inappropriate behaviours –Employed when strategies for increasing appropriate behaviour do not work –Should always be accompanied by techniques to increase appropriate behaviour

25. RMIT UniversitySlide 25 Techniques to Decrease Inappropriate Behavior Desists: a verbal statement that tells a child to stop doing something Time ‑ outs: withdrawals from class for a specified amount of time Planning time: resolving conflicts with another person Behavior contracts: formal agreement between teacher and student Letters to parents: listing specific violations

26. RMIT UniversitySlide 26 Techniques for Maintaining Appropriate Behavior in Entire Groups Incorporating a system for developing student responsibility— Hellison’s Social Responsibility Model Class rewards—class as a whole can earn rewards for abiding by class rules Token systems—rewards desirable behavior by giving tokens that can be exchanged for various rewards Behaviour games—teaching appropriate behaviour via a game Coachable moments – when something happens that reinforces what you were aiming for with your group stop the group and explain why it was/wasn’t appropriate

27. RMIT UniversitySlide 27 Something to consider The Social Responsibility Model by Hellison –Focuses on empowering players to take responsibility for their own bodies and lives be sensitive to right, feelings and needs of others –Is a philosophical approach to teaching/coaching, focusing on creating personal and social responsibility through physical activity/sport

28. RMIT UniversitySlide 28 Other Coaching Skills that Promote a Positive Learning Environment Move throughout the class in an unpredictable pattern Scan the group frequently Be seen and heard by all children Provide clear, concise directions Check for understanding Maintain with-it-ness Practice overlapping Avoid dangles Avoid flipflopping Use targeting

29. Good Luck! Remember when you don’t want them to misbehave work them so they are puffing then they have two choices Talk or Breathe! Most choose to Breathe!