1. Achievement Standard 90071 Describes the effect of interpersonal skills on the functioning of a group, such as the skills related to leadership.How and why strategies could be adapted so they would be more effective in helping the team function better and,or in developing interpersonal skills.

2. What is leadership? Leadership is made up of many different skills, such as communication, leading by example, taking on responsibility, fair play, achievement, decision-making to name just a few. Leadership itself is made of different styles of leadership. Styles of Leadership Some leaders are friendly making a real effort to be nice to everyone. These people avoid conflict wherever possible. This kind of leader does not exercise much discipline but everyone likes having them in the team. The strict leader is hard on the others in the team and set very high standards and demands that everyone achieve them.

3. They also exercise a lot of discipline but some don’t enjoy being in the team environment. The easy going leader sets hardly any standards. This person is very casual in their approach and emphasises having fun at training and doing what everyone in the team wants. This can make some people frustrated at a lack of organisation. The business like leader acts as a manager rather than a leader and is concerned at the team being organised at games and training rather than what they are doing in the activity. The team will end up being very organised but lacking skill. All of these leadership styles depend on personality.

4. Good leaders will alter the level of freedom they allow their group according to the groups experience and maturity- the more mature and experienced the group, the greater freedom members will be given. Team roleDuty Captain Encourages and includes others Makes on-field decisions for the team. Manager Handles disputes that occur Ensures that the team has equipment and games are organised. Coach Encourages participation and motivates players Devises strategies and teaches skills Referee Makes fair and unbiased decisions Makes decisions based on the rules.

5. The effective coach An effective coach provides a good role model by displaying professional behaviour, dressing appropriately and making sure they are on time and organised for all team sessions. They also:- Have a good knowledge of the skills and strategies needed in the sport they are coaching. Leads the team mentally by having a positive attitude and enthusiasm for the sport they are coaching. Communicates well with players and gives players the opportunity to contribute to team discussions and decision making by putting in place well thought out strategies, and encourages others to take part.

6. How does a coach deal with conflict? Is it possible for there to be a middle ground? Are the players engaged in decision making? How do you do this? How does the coach get involved in getting everyone involved in the decision – making process? How can the coach ensure that no-one overrides or dominates the process? How can the players be given responsibilities? How can he/she help others and organise new players? The coach should listen to the needs of the players Respect the team environment by not fooling around at practice.

7. Co –operation is an effort that is shared by a group of people. It usually results in the success of a group activity, or plan that everyone has had a say in. Regular meetings and open communication between group members also helps communication. This is because everyone feels that they are important and are valued in the decision-making. Barriers to cooperation Pride can make a person feel that they are better than others and therefore they tend not to help others in the group. Resentment feelings may not be communicated and in a team environment this causes division. Fearful of what others may think they can become shy, withdrawn.

8. Planning Coaches need to plan what they are doing in each session. They have to communicate clearly to the team so that each member knows what is expected of them in training or in a game. Having a game plan for each session will show the team that the coach is organised and has put thought into what is happening. Will make team members feel valued and show focus in achieving what has been prepared. Will eliminate time-wasting and make the most efficient use of everyone’s time.

9. Demonstrate a skill effectively In order to demonstrate a skill effectively remember the following Demonstrate the skill side ways on and front on so that people learning can see the skill being performed from different angles. Give the players enough time for practice. Stop and give advice when needed. Know what basic movements to emphasise to the group.

10. Verbal instructions should always be followed by a physical demonstration of what has been spoken about. This helps to back up the message that you have been trying to get across. Make sure that any demonstration that you give is simple Everyone in the group needs to hear and see what is happening in the class. Therefore you could have the class (group) in a line in front of you, square or semi circle.

11. MOTIVATION It is important that when you are communicating with a group you use as much energy and enthusiasm as possible. This will help motivate the group. It also shows a lot of confidence. Use lots of encouragement and always be positive. Others work best When they are respectedencouragedhelpedchallengedpreparedcongratulatedmotivated

12. CONTROLLING BEHAVIOUR To manage a group’s behaviour effectively routines and strategies for controlling behaviour need to be utilized. Having set routines help to settle the group (think back to years 9/10). Ensure that your group knows that two short blasts on the whistle means that you stop, look, and listen. Bring the group together and sit them down before giving instructions. No one is roaming around, or distracting others Give a 10 second countdown to have a task completed even if it is sitting down. It is going to be particularly difficult to give instructions to peers so you must be firm and take no nonsense.

13. Running the tournament 1Make sure that you have the names of the teams 2Use refill to do the draw (you may make mistakes). The draw will be put onto a sheet of coloured paper. Every tournament day this will be displayed in a prominent place. 3This place is to be determined by the committee. It can be left in the PE office once completed for safe keeping. 4Make sure that you have game cards. These are to be given to the ref of each game, and handed back to the person in charge of the board. 5Make sure that there are two whistles for each game, as two games will be played at once. 6We will need 5-8 mins at the end of each session to fill in peer assessment sheets.