Unit 8 Coaching For Performance Introduction Positive coaching takes practice and skill… over time. You will probably have worked with a coach in real life and should be able to give an account of how they performed. Maybe you have experienced several coaches? Think about a coach you have worked with in the past couple of seasons… What was their strengths and areas to improve on? (from your perspective as a participant). What skills and qualities do you think you possess that would help you as a coach? https://www.youtube.com/watch?v=TJHV0XatgYw Learning Outcome A: Investigate the skills, knowledge, qualities and best practice of performance coaches This learning aim focuses on: • Skills and knowledge for coaching for performance • Qualities for coaching for performance • Best practice for a coach for performance • Self-reflection on personal coaching ability Skills and Knowledge for Coaching for Performance Skills and Knowledge Organisation of Session Training programmes need to be planned with a high level of organisation to motivate athletes. To be fully organised, a coach should ensure that: • • • • • They know how many participants are taking part. The session has appropriate aims and objectives to meet participant needs. They have decided and prepared the equipment needed. The facility needed is booked and it is safe. They have a clear method of stopping and starting the session e.g. whistle. Rapport • A coach should have an excellent relationship with their performers. • There should be trust between coach and performer(s). • This helps get the best out of the performers in training and competition. • This can be built through effective communication. • Will allow the athlete to remain motivated. Communication • Potentially the most important skill to coach effectively • Includes listening as well as speaking – always maintain eye contact. • Communication with other coaches, officials, parents, club staff, spectators, etc. Verbal Communication • Use simple language • Keep this short, effective, Non Verbal Communication • Body language • Usually done without thinking • Hand signals and demonstrations can be used Diplomacy • The art of dealing with people in a sensitive and tactful way. • Particularly important if a performer is struggling with form or injury. • Used to get across a message without upsetting a performer. Motivation • A performer needs the desire to learn and improve. • Success and enjoyment are important for motivation. • A coach should plan for progression and challenge. 2 different types of motivation: • Intrinsic • Extrinsic Motivation Setting Goals for athletes increases motivation and confidence. Short-term goals – from one day to one month. Could be a specific technique to focus on for the next few sessions. Medium-term goals – These should progressively support the progress of the athlete and their coach towards achieving long-term goals. These can be measured at specific points in an athlete’s season. Long-term goals – Set for and with the athletes to help determine what their ultimate aims are and the best way of achieving them. A coach should use these to shape their coaching schedule over the season. These goals can also run over a number of years e.g. next Olympics Motivation A Coach's Story BBC Documentary 2016 https://www.youtube.com/watch?v=a4D6PNI6GQ8 Demands of Sport Range of Activities Correct Technical Demands Components of Fitness Correct Tactical Models Knowledge of Sports Characteristics and Demands Technical • A coach should have a clear understanding of the different techniques and to be able to analyse each to develop and improve. Tactical • A coach should have a deep knowledge of the strategies to be able to win and to develop the understanding of that of the players. Fitness • To meet the demands of the sport looking at which components of fitness are required. Knowledge of Correct Technical Performance Models • When learning skills and techniques, performers require progressive challenges. • Techniques are the building blocks of skilled performance. • Different methods should be used with verbal and non verbal communication. Coaching Technique ‘Research Task’ – 20 Minutes Explain and give an example for: • Whole and Part Learning (whole-part-whole) • Chaining • Shaping Whole and Part Learning (whole-part-whole) • Breaking the whole skill (complex skills) down into parts / components. • How would you break down a ‘Lay Up’ in basketball? Or… • How would you break down the ‘Triple Jump’ in athletics? • Practice each part of the skill separately. • Once mastered each part, put them all together again by linking. • This makes the whole skill feel like a sequence of mini skills. Chaining • This is also breaking a skill down into parts. • It links the skills together, like how a chain works. Think about a tennis serve: 1. 2. 3. 4. 5. 6. Correct positioning of feet behind the service line. Correct ball toss. Correct back swing of racket. Correct connection with the racket and ball. Correct follow through Correct body position after serve Shaping • Breaking things into parts does not work well when the parts of the skill need to be carried out simultaneously, for example gymnastic skills such as somersaults and flips (used in many sports). • It’s very difficult for a coach to break these skills down. • Instead the action is simplified (modified), such as leaving out some parts of the skill, and then adding them once the performer has mastered the other parts. Shaping Knowledge of Correct Tactical Performance Models • A coach will need to develop strategies or tactics that their performers can use to overcome the strengths or capitalise on weaknesses of the opposition. • When should an individual or team go on the offensive or defensive? • Performance Strategy – Play to your strengths while not exposing your weaknesses. • Once this has been established, they can implement these strategies in a competitive situation (Mock competitive event during training). • Coaches will also use conditioned practices (practices/drills during training that develops tactics) Knowledge of Components of Fitness for Different Sports Sports Activities to Challenge and Develop Performance Coaches need to have a bank of activities they can use. • This can be techniques, practices, adaptations all for different conditions. • For example: different dribbling drills for basketball. • A range of activities maintains interest and motivation. • As previously discussed, individuals should develop and be challenged. Sports Adaptations to Challenge and Develop Performers • It is important for coaches to be able to adapt their sessions so performers are appropriately challenged and entertained. The following aspects can be adapted: • Space – e.g. make performance area smaller / larger • Time – e.g. give more / less time to complete a task • Equipment – e.g. equipment such as cones, poles or target goals • Pace – e.g. changing the speed at which a drill is performed • People involved – e.g. numerical advantage in keeping possession • Intensity – e.g. how hard you want a performer to work (%HRM) Planning for Progression • Coaches should set appropriate goals – to develop and challenge. • May be mapped over a long period of time. • Programme planning – a series of sessions Planning for Changing Conditions A good coach should be prepared for every eventuality. This is known as a ‘Contingency Plan’. What could go wrong or not work out? • Weather conditions • Participant numbers • Facility availability • Equipment availability • Rate (lack of) of progress • Safety Maintaining Safety The Athlete • Dressed correctly, no jewellery, medical health history The Equipment • Correctly serviced, appropriate condition, sharp parts/edges The Location • Suitable, uneven surfaces, rubbish, obstructions, poor lighting The Weather • Conditions that are dangerous need to be stopped / relocated Qualities for Coaching for Performance Qualities for Coaching • A coach displaying certain qualities is more likely to earn the respect of participants, other coaches and colleagues and those observing. • Therefore they are more likely to achieve success. • What qualities does a coach require? • List as many as you can in 2 minutes… Professionalism Always behaving appropriately. This includes: • Dressing appropriately for the session • Be personally prepared and organised • Speaking clearly and carefully • Respect to all • Supporting referees decisions • Promoting fair play • Following the National Governing body code of conduct Time Keeping and Organisation • Always arrive with enough time to set up and prepare. • Make sure the session ends on time. • Ensure athletes know when and where the session is. • Book the facility. • The correct equipment is ready to use. • The session is planned. A Positive Attitude • A coach should be enthusiastic and positive • Ensure the needs of the performers are being met. • Feedback is positive and constructive. • Relates to the communication style (verbal and non-verbal) and delivery style. Positive Role Modelling • Setting a good example e.g. being early and professionally dressed. • Be someone people can aspire to be like. • Demonstrating appropriate behaviour. • Using suitable language. • A coach ‘sets the tone’ of the session Awareness of Environment and Social Setting A coach should be aware of any issues which may impact the performance of a sports performer. • Where players live (distance). • Their family background. • Social considerations which can impact on physical and mental health. • A coach should not become too intrusive in a sports performers personal life. Adaptability and Proactivity in Problem Solving • Finding solutions to problems quickly. • Either resolving an issue or providing an alternative solution. • Using experience can help with this. • The quicker resolved the better. • Shows adaptability. • A coach who gives up at the first hurdle is one who lacks the drive and motivation to succeed. Empathy • Understanding the performer’s personal circumstances, abilities and pressures from their perspective. • Supporting athletes however you can. • Patience can be key in certain circumstances. Approachability • Performers should be able to approach coaches to discuss anything. • This can be demonstrated by having a friendly personality. • This will allow performers to ask questions and gain advice or guidance when needed. • Don’t get too friendly – always remain professional • How approachable is Jose Mourinho? Enthusiasm • Having a love for the sport. • Demonstrating high levels of enthusiasm. • Thinking of new and innovative ways of delivering sessions. • Having a positive and enthusiastic attitude which will ‘rub off’ on performers (and those observing e.g. parents). Appropriate Levels of Confidence • Confidence in own ability as a coach and to lead from the front. • Assertive to believe in own decisions and deliver them to a group. • Confidence in identifying areas for development in performers and ability to develop tactical awareness. • Coach doesn't want to come across as boastful or over confident. Reflective Skills • To be able to learn from their experiences as a coach in order to develop. • Evaluating own performances to improve. • What areas of coaching were good or require improvement? • This would mean you are better prepared in the future. Best Practice for a Coach for Performance Best Practise for a Coach for Performance and Fitness Away from training, there are other requirements to being a successful sports coach. A sports coach can fail if they do not follow certain practices, no matter how good their grasp of the principles of delivering a session. https://www.ukcoaching.org/resources/topics/guides/code-of-practicefor-sports-coaches Safeguarding All coaches have a safeguarding responsibility. When working with children, a duty to place the child’s welfare as a paramount concern. Safeguarding is “To protect children and young people from harm and damage with an appropriate measure”. Safeguarding involves following a process to protect children from abuse and neglect, but also includes preventing the impairment of a child’s development. • • • • Physical Abuse e.g. physical punishment signs Sexual Abuse e.g. child demonstrating over-sexualised behaviour Emotional Abuse e.g. lack of love/affection and/or hurtful words Neglect e.g. lack of food or clothing https://www.youtube.com/watch?v=VF5R9uzLRbE Safeguarding What should you do if a child says or indicates that he or she is being abused, or information is obtained which raises concerns? Disclosure and Barring Service (DBS) Checks When working with young children you must pass a DBS. (Disclosure and Barring Service) DBS Identifies if the coach has criminal record. Any previous convictions will be listed and a decision will be made by the organisation after they have viewed the DBS’s feedback whether the individual is appropriate for the work. This doesn’t mean that a criminal record stops you working with children and young people, but obviously those with sex offenses or violent crimes will not be able to work with children. Equal opportunities All coaches must respect and ensure that everyone has equal opportunity to participate regardless of: • • • • • • Age Gender Race Ability Faith Sexual orientation Coaches need to demonstrate equality (treat everyone equally), showing no prejudice, such as the factors identified above. Qualifications and CPD • Coaches need to be the best of their ability. • Coaches need to keep ‘up to date’ with the latest theories and practices in their field. • Coaches should have the commitment for continual learning – CPD (continuing professional development). • CPD helps develop new strategies helping to improve performance. • National Governing Bodies (NGBs) have coach education structures that produces qualifications. • Depending on the age/level of performers, the appropriate qualification should be obtained. • Academic qualifications in PE/Sport e.g. GCSE, A-Level, BTEC, Degree will further enhance the coaching ability of a sports coach. Risk Assessment of Environment and Activity Sports coaches have a duty of care (legal obligation) at all times to provide a safe environment for the athletes/participants. This means minimising the risk for potential danger to players, coaches and spectators through Risk Assessment. Risk Assessment requires the coach to examine: • Equipment • Facility and playing surface • Any other potential hazard If the hazard can be eliminated, then the session can proceed. If not the coach must classify the degree of risk (low, medium, high). The coach must take action for medium and high risks. Risk Assessment of Environment and Activity Extrinsic Risks – Something outside the body that may cause injury such as a slippery floor or bad weather. Intrinsic Risk – A physical aspect of the body that may cause an injury such as not eating enough, lack of sleep/rest, playing with an injury. Emergency Procedures • Sports coaches may benefit from obtaining a first-aid qualification. • If not qualified, make sure a first aider is present with first aid equipment. A coach should ensure that athletes seek professional advice if: • Major injury sustained (fracture, severe bleeding, head injury, severe swelling) • Minor injury sustained (muscle strain, contusions, minor cuts) • Illness (vomiting, headache, sore throat, dizziness) Emergency Procedures • A coach needs to be aware of emergency procedures for the facility. • These procedures should be shared with the athletes/participants. A coach will need to familiarise themselves with: Administration for coaching • Administration generally means ‘Paperwork’ in regards to coaching. Planning and Preparation – Important to maintain a full record of coaching plans. This also helps to reflect on previous training sessions. Registration – Coaches must record an attendance log. Children and young people should be signed out when leaving with parents/carers. Record Keeping – A coach needs to keep track of payments and subscriptions if there isn’t another member of staff doing so Insurance – Coaches should have insurance for legal cover. If an athlete is injured during a coaching session, the coach is liable (legally responsible) and may be considered negligent. • Health related history and other records should be recorded and stored. • This could include PAR-Q, Coaching consent and health test scores. Self-Reflection on Personal Coaching Ability Self Reflection on Personal Coaching Ability • Important for a sports coach to effectively reflect on their performance. • Allows them to develop their own coaching performance, and the performance of the individuals being coached. A coach should reflect on their: 1. Skills and knowledge for coaching activities. 2. Qualities for coaching activities. 3. Best practice for a coach performance. • A coach should review their coaching performance in these areas, identifying strengths and areas for improvement, allowing development. Self-Reflection on Personal Coaching Ability – Example Strengths Communication Weaknesses Rapport Knowledge of Sport Tactics Motivator Organised Understanding of Individual Diplomacy “I feel that I could be more organised as a coach. This would allow me to be better prepared for my coaching session instead of rushing and not starting on time. I could also ensure that sessions are planned in advance so each skill can link into the next. I could do this by getting an app on my phone or computer to plan sessions. I can also ensure I arrive 15mins early to make sure sessions are setup ready to start. This would give me more confidence in coaching”. How to categorise improvements? General Targeted (Recurrent) Organisation Speed/Tone of voice Player understanding Staying on Topic Regular checking of learning Plan/Do/REVIEW PLAN DO REVIEW What did I set out to achieve during the session? Give it a try! Did I set out to achieve what I wanted? What were my performance measures? What were my personality measures? Task Access a sport coaching session (your own/one from YouTube/from memory) and complete an evaluation on the sessions as seen in the above slide. Assignment Prep 1. Access Assignment Brief 2. Check through slides and learning previously carried out. 3. Highlight any areas for learning or refresh in the build up to the lessons. 4. Allow students to begin assignment Prep.
