1. Coaching

2. Three Major Objectives
Win
Have fun
Develop
Physically
Psychologically
Socially

3. Factors That Influence Objectives
Importance
Choices
Well being vs. development
Priorities

4. Coaching Philosophy Consistent with objectives Cornerstone
Athletes first, winning second
Other factors
Striving to win
Commitment
Sportsmanship
Keeping winning in perspective

5. Coaching Styles
Command
Submissive
Coperative

6. Command Coach makes all the decisions
Role of athlete  respond to the coach’s commands
Coach has knowledge and experience
Tells athletes what to do
Athlete’s role
Listen
Absorb
Comply

7. Submissive Roll out the balls Babysitter Little instruction
Minimal guidance
Resolves problems only as a last resort
Lacks competence and/or lazy

8. Cooperative
Recognizes their responsibility to provide structure and leadership
Guide athletes toward achieving objectives
Young athletes can not become responsible adults without learning to make decisions

9. Main Challenge Let athletes learn
Sport skills need to be taught so they have meaning to the athlete
Mental and physical aspects
Athletes
Initiate learning
Make mistakes & learn from them
Develop academically & socially

10. What Makes a Successful Coach
Knowledge of the sport
Motivation
Empathy
Understand thoughts, feelings, emotions
Listen and express understanding

11. Motivation “why you do what you do”
Driving force by which humans achieve their goals
Intrinsic – interest/enjoyment in the task itself
Drive/desire  activates behavior that is aimed at a goal
Extrinsic – comes from outside of the individual (ex. grades)

12. Coaching Careers Why do people choose coaching careers?
Love of the sport, influence on others, benefits of participating in physical activity, love of children, etc.
Coaching responsibilities
Instructional: conducting practice, coaching a game
Managerial: recording statistics, dealing with equipment, giving interviews, recruiting opportunities
Institutional: teaching or department duties/meetings
Represent organization
Counseling athletes
Professional development at clinics/conventions

13. Qualities of Effective Coaches
Organizational skills
Communication skills
Instructional skills
Motivational skills
Human relations skills

15. Competencies for Beginning Teachers - NASPE
Content knowledge
Growth and development
Diverse learners
Management and Motivation
Communication
Learning and Instruction
Learner Assessment
Reflection
Collaboration

16. NASPE Standards for Athletic Coaches
A framework for the education of coaches includes 8 domains:
Injuries: Prevention, Care, and Management
Risk Management
Growth, Development, and Learning
Training, Conditioning, and Nutrition
Social/Psychological Aspects of Coaching
Skills, Tactics, and Strategies
Teaching and Coaching
Professional Preparation and Development

17. The Coaches Code of Conduct
Ensure that the health, well-being and development of athletes is considered over the win/loss record.
Serve as role models.
Exemplify honesty, integrity, fair play, and sportsmanship despite the outcomes of competition.
Maintain professional demeanor in all relationships. Treat everyone with respect and dignity.
Committed to the education of athletes and encourage academic achievement.

18. Increasing Professional Marketability
Build on skills and talents
Need for bilingual educators.
Additional coursework
Adapted physical education
Dual certification
Become certified to teach more than one subject or even driver education.
Practical experience
Join professional organizations and network.
Demonstrate use of technology

19. Coaching and Communication
Successful coaches are masterful communicators
Necessary to communicate with
Athletes
Administrators/teachers
Support staff
Parents
Community members
Officials

20. 3 Dimensions of Communication
Sending – receiving
Verbal – non verbal
Content - emotion

21. 6 Steps of Communication
Have thoughts/ideas you want to convey
Translate thoughts into a message
Message transmitted
Message received
Message interpreted
Internal response to message

22. Why Communications Are Ineffective
Content is wrong for the situation
Transmission of the message does not communicate what you intend because it is lacking verbal/non verbal information
Message not received because listener is not paying attention
Content is misinterpreted or not understood
Inconsistent messages

23. Keys to Effective Communication
Credibility
Consistency
Positive messages
Messages high in information and low in judgment
Active listening
Effective use of non verbal communication
Teach so athletes can gain a complete understanding of the fundamentals
Understand and use the principles of reinforcement

24. Developing Credibility
Most important aspect of communication
Develop specific knowledge
Messages high in content and importance
Speak the truth
Send positive messages
Respect
Cooperative style coach
Honest about knowledge
Reliable, fair, consistent
Acceptance & empathy
Realistic expectations
Focus on long term success

25. Specific Instruction Sport evaluates through competition
Allow athletes to make mistakes in practice
Part of learning
Provide evaluation when it is clear that athletes do not know what is correct or incorrect
75% of all coaching messages should be specific instructions

26. Communicating With Consistency
This is a challenge
Easy to preach one thing and do another
Do one thing one day and the opposite the next
Keep your word
Respect all
Develop deep trust
Remember the influence you have
Be as good as your word

27. Age Groups Pre adolescence Under 10 years old Elementary school
Early adolescence
11 to 14 yrs
Middle school
Middle adolescence
15 to 17 years
High school
Late adolescence
Young adult
18 to 21 years
college

28. Listening Recognize the need to listen Concentrate on listening
Undivided attention to what is being said
Search for the meaning of the message rather than the details
Avoid interrupting
Respect the rights of the speaker
Avoid responding with emotion
Think about the motivation for the message
Respond constructively

29. Active Listening Involves interacting Proof that you understand
Work to find out the meaning of what is being said
Brings together many concepts: empathy, the dimensions of communication, etc.
Keys
Convey that you accept feelings
You want to understand and help
Lets individuals know that their ideas and feelings are respected and understood
More willing to listen to you in return

30. Non-Verbal Communication
Key component in the communication process
The more in tune you become with non-verbal cues the better you will become at expressing your feelings and attitudes non-verbally
Will help you understand athletes’ feelings and attitudes
Observe non-verbal feedback
Five categories of non-verbal communication
Body motion
Physical characteristics/appearance
Physical contact
Voice characteristics
Body position

31. The Coach as a Model for Communication
Every action is a form of non-verbal communication
Communicate respect
The coach’s actions can teach more than just the skills and rules of the sport
Actions speak louder than words

32. Principles of Reinforcement
Behavior modification
Systematic use of the principles of reinforcement
Reinforcement vs. punishment
Reinforcement
Positive (giving something good)
Negative (removing something undesirable)
Punishment
Consequence decreases the likelihood of a behavior being repeated

33. Reinforcement Keys
People do not respond to positive and negative reinforcements in the same way
Reinforcements are relative, not absolute
Need to be consistent and systematic

34. Rewards Decide what behaviors need to be rewarded
Distinguish planned rewards from accidental reinforcements
Understand: frequency, timing and type
Reward
Performance, not outcome
Effort, not success
Steps to achieving a larger goal
Learning & performance of emotional and social skills

35. Learning new skills
Reward frequently
Reward as soon as possible after correct behavior
Skills are learned
Reward occasionally (variable reinforcement)
Reward only after praise is earned – perfect performance

36. Shaping Behavior Break skills into small steps
Develop one component of a skill at a time
Always put the current level of performance on a variable schedule of reinforcement before moving on to higher performance levels
When teaching a new skill or combining skills into a complex movement relax standards for achieving rewards
If one shaping procedure is not working try another
Insanity is repeating the same tactic and expecting different results

37. Motivation Why you do what you do Young athletes
Have fun
Build self-worth
To increase motivation
Success as a consequence of ability  inspires repeated behavior
Low amount of self-doubt and anxiety