1. Creating a Positive Learning Environment Alan Richardson

2. What are we going to do? Consider some factors that can have an effect on an athletes skill development Consider various types of feedback and their uses. Discuss feedback strategies Reflect on our own coaching behaviour

3. Why should we consider our own impact on behaviour? Coaches are the greatest impact on an athletes learning Words and actions influence performance of our athletes We spend huge amounts of time planning years, months, weeks, days, sessions Do we consider our behaviour as a key determinant of the athletes learning?

4. Cushion and Jones, 2001 Journal Of Sport Behaviour Observation of 1080 minutes of professional football coaching. Over 2000 coaching behaviours 63% was instructional “I use a lot of Questioning” However - only 3% was questioning

5. Behaviour Who has tried to have an impact on an athletes behaviour? Who has thought about modifying their own behaviour?

6. Our Behaviour is controllable Coaches cannot accurately describe their own behaviour – 80/20 accurate If we do not know how we behave how can we make a more positive environment. We need understanding of our own behaviour to make changes It may only require minor changes to have a major impact on athlete motivation, skill learning and athlete dependency on their coach Coach behaviour can be a powerful shaper of attitudes Discuss in pairs - when have you had to shape an athletes behaviour or approach? How did you achieve this?

7. Behaviour… we know that Instructive and supportive behaviour generates positive response from athletes Supportive behaviour – Re-enforces desired behaviour, effort and encouragement following mistakes Can have a positive impact on self- esteem Lowers anxiety

8. A Positive Approach to Coaching Strengthens desired behaviour What happens when athletes receive negative feedback when failure occurs? Develop fear of failure- not risk takers High anxiety of failure – inverted U theory, who coaches an athlete who trains well and competes poorly? Results in poor performance Emphasise improvement and NOT mistakes

9. A positive environment Can see the following results – Improved coach athlete relationships Continued motivation to perform at a higher level Decreased fear of failure and anxiety

10. How positive are you? Task Rate your Positive/Negative feedback ratio Write them on your label and put them up.

11. A Positive Climate Research suggests a 3:1 ratio contributes to the most positive learning environment. Re-enforce the positives Language substitution - The pole grip Change “Don’t do it like this” for “Do it like this”

12. Feedback Feedback is the second most important thing in skill development. Practise is the first! Feedback - provides information on behaviour, level of competency and required level of competency.

13. Feedback Classification Intrinsic- information received as a consequence of action – see/hear/feel Extrinsic- not a natural consequence- is given externally Examples? Do not make intrinsic feedback redundant

14. Extrinsic Feedback The only feedback we can give! But we can allow internal feedback to develop. Can have both a positive and negative effect on performers - we must be careful Positives - motivates, reinforces desired response, gives information and enhances learning Negatives – de motivates, promotes dependency on the coach, diminishes learning

15. Types of extrinsic feedback Descriptive/ General Carries limited info and provides no solution Motivates initially but loses effects E.g. “very good” “well done” “you cleared the bar” Specific Gives specific info but no solution. e.g. “you came down on the bar” “The pole was too soft.” Corrective More value, positively influences learning, increased probability of repeating or improving desired performance Summary Feedback Withhold feedback for a number of attempts then summarise. Minimises coach dependency Can result in poor practise performance but can see improved learning when extrinsic feedback is unavailable. Bandwidth Feedback given outside acceptable level of performance No negative feedback given.

16. TASK In groups of 4 plan a brief technical session and plan the feedback that may be most appropriate. Are they always the same?

17. Example of planned feedback TimeActivityEmphasisFeedbackFeedback Timing 5 minsPlant DrillsStraight top armSummaryDelayed - Summarise 10 minsTake off DrillsFree Take offBandwithDelayed or Instantaneous 20 minsRollie DrillFree Take offSpecific CorrectiveDelayed 30 minsShort Approach VaultsActive last stepSpecific/ Attention CueingGive it when its asked for

18. Strategies Should we change our feedback styles in training and competition? Positive result or learning experience? Can our athletes compete without us? Do we need to train their ability to process intrinsic feedback? Is there a need for learning during competition? Discuss how we can train or allow intrinsic feedback to develop?

19. Strategies- When? Timing – Instantaneous or delayed. Delayed feedback allows the performer to search for the intrinsic feedback causing greater self awareness Give it when its asked for – powerful and persistent learning

20. Strategies- What Feedback? Analysis Before feedback What error correction will give substantial improvement? Multiple Errors Fundamental or critical problem Order of importance Feedback on agreed objectives Causes Simple or complex, cue or reminder needed? Why explain the problem over and over if a simple cue will remind and correct the fault

21. Coaching behaviour principles Encourage development of performers own feedback and reduce dependency Timing of feedback is critical Attention cueing – name first Feedback should be positive, specific and corrective Maximum information with a minimum of words Cushion, 2007

22. Some thoughts to conclude…. Many factors affect the performance of our athletes. Our coaching behaviour is as controllable and important as content of our sessions By thinking about our behaviour we can positively effect the learning of our athletes With quality feedback, an environment free of fear of failure and with maximum effort leaves an environment that can produce success. Understanding our own behaviour – may require only small changes to have a large impact on athlete learning and motivation!

23. Thank you Any questions or thoughts?