1. 1 Practical Aspects of Coaching Philosophy Sport Psychology, 377:301 Fall, 2003 Monday, October 6, 2003 Class #10 http://www.exsci.rutgers.edu/courses/301/5- %20Coaching%20Philosophy%20Fall%202 003.ppt

2. 2 Coaching Philosophy and Principles “Be more concerned with your character than your reputation because your character is what you really are while your reputation is merely what others think you are.” John Wooden, U.C.L.A.

3. 3 Philosophy l What It Is. l What It Is Not.

4. 4 Why Philosophy? l Conflicting Multiple Roles l Strong Internal and External Pressures l Compare Your Behavior to Your Major Objectives l Compare Your Philosophy to Your Organization’s; e.g., l Youth Sports - Participation/Development l School Sports - Education/Citizenship l Professional Sport - Entertainment/Profit

5. 5 Helps You Answer Tough, Unavoidable Questions l For Example: –Cutting Athletes –Who Should Play? –What is Fair? –Cutting Weight –Multiple Training Sessions?

6. 6 Helps YOU Answer, “What’s My Job?” l Technician? l Mentor? l Teacher? l Role Model? l Savior of Troubled Youth? l Disciplinarian?

7. 7 Practical Aspects of Philosophy l Philosophy –Safety before fun, before learning l Policy –All instructors are qualified l Bottom Line –All are CPR/1st Aid certified & current –NGB credentials

8. 8 What Are the Effects of Sport Participation? l Beneficial Effects? l Detrimental Effects?

9. 9 Besides X’s & O’s, What Can Sport Develop? l Good Citizenship l Sportsmanship l Work Ethic l Psychological Hardiness l Social Decision-Making

10. 10 Structure of Organized Sport l Informal, Organized, Corporate Sport l Mutually Exclusive Reward System l Officials vs. Athletes Are Responsible for Rule Enforcement l “Us” vs. “Them” Mentality rather than Partnerships l Criteria for Success -- Winning & Performance Excellence

11. 11 Ethical Questions l Good Sportsmanship vs. “Lost Childhood” l For the Athlete vs. For the Organization l Restricting Kids for the Benefit of Others

12. 12 The “More Is Better” Mentality l Quality of the Competition l Earlier Participation l Longer, More Intense Training l Extended Multiple Seasons

13. 13 How Do We Typically Define Excellence? l Win/Loss Records l Sport Performance

14. 14 Defining “Excellence” Solely As Performance l Increased Specialization l Fewer Older Beginners l Increased Attrition l Standardization of Training l Over Training Pediatric Sport Medicine

15. 15 National High School Records l 10 TD Passes in a Single Game l 20 Three-Pointers in Basketball Game l 80 Stolen Bases in Baseball Game l 101 Points in a Single Basketball Half l 13 Goals in a Soccer Game

16. 16 Alternative Dimensions of Excellence: Personal l Multi-Sports Competence l Quality of the Experience l Health & Fitness l Life-Long Attitudes About Physical Activity l Social Decision Making Skills

17. 17 Alternative Dimensions of Excellence: Organizational l Total Number of Athletes l Playing Time for Athletes l Instruction for ALL l Parental Education l Specific Sportsmanship Programs l Support Systems –Nutrition –Sport Psychology –Sport Medicine

18. 18 Developmental Model l Developmentally Appropriate Coaching Education Model l Includes: –Developmentally Appropriate Praise –Positive Discipline Techniques –Teach thinking skills

19. 19 Developmentally Appropriate Praise l Movement Education Approach l “Sandwich” Approach l Supportive Truths

20. 20 Positive Discipline Techniques l Time Outs l Time & Place l “See me after…” l “If…, then…” Opportunities

21. 21 Developmental Techniques to Encourage Cognitive Involvement l Facilitative Questioning: (Ask; Suggest; Tell) l Two Question Rule