 Watch 3Dimensional Coaching Online Courses 101 & 201
 Reflection/Discussions Questions Below
 Email completed responses to Erika Hessman at ehessman@fca.org by April 4, 2014.
Course 201, Unit 1 & 2: Motivation
Motivation is defined as...
The inclination to pursue and persist.
Five Evidences of Motivation
 Arrive on-time for training
 Equipment in good shape
 Have resolved time management problems
 Ready to try something new (skills)
 Willing to “memorize”
1. Do I see a lack of any of these evidences in one or more of my athletes? (Which athlete
and which evidence?)
Intrinsic vs. Extrinsic
Extrinsic:
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Imposed by external factors
External Factors are Internalized
Identification (believe others are validation of themselves)
Intrinsic:
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Internal, fun, feels good
Motivation toward accomplishments
Motivation to experience stimulation
Motivation to know (curiosity, novelty, make meaning of life)
Three types of Modeling
Leader:
Coach demonstrates skill or behavior (effective)
Peer:
Peer demonstrates a skill to another peer (more effective)
Self:
Athlete evaluates his/her own skill level internally (most effective)
2. How can I incorporate more Peer Modeling into my practices?
3. How can I help an athlete become a “self-modeler”?
4. What are some practical steps that I can incorporate to enhance intrinsic motivation “on
& off” the field/court?
Course 201, Unit 3 & 4: Confidence
Confidence:

Maybe the most influential psychological contributor to success

Defined: An individual’s belief that he/she has the necessary skills to produce a desired outcome.
Obtaining Confidence:

Performance accomplishments (past successes)

Vicarious experience (watching similar “Others” succeed)

Verbal persuasion (encouragement from others)
Understanding the Confident Mind-Set:
Internal Attribution
Athletes taking responsibility for those factors that are under their control...
External Attribution
…while not blaming themselves for aspects of their performance that are beyond their control...
Global Attribution
…and believe their success will generalize to all areas of their lives.
Stable Attribution
Optimistic athletes foster confidence in their ability and efforts which carries into the future.
Reality Check:
Every training and competitive experience offers information that can either or build or harm an athletes
confidence
Optimistic athletes are skilled (taught by coach) at recognizing a positive feedback and distancing themselves from
negative feedback.
1. What do you do on or off the field of play with your athletes to build confidence?
2. What do you do on or off the field of play with your athletes to harm confidence?
3. What is the difference between correction and criticism?
4. What practical measures can I take with my coaching staff to intentionally build
confidence in my athletes?
Body
Course 201, Unit 5 & 6: Emotions
Emotion is...
A response to a performance
Emotion influences sport functioning:
Physiologically (ex: Crying)
Psychologically (ex: Loses focus)
Behaviorally (ex: Pouts, Rants, Wimps-out)
Pleasant vs. Unpleasant:
Positive Descriptions

Excitement

Joy

Exhilaration
Negative Descriptions
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Frustration
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Anger
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Fear
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Disappointment
Counter Intuition
Positive emotions don’t always lead to improved performance.
Negative emotions don’t always hurt performance.
Unpleasant
Harmful
Helpful
The Emotion Matrix:
Pleasant
Gaining Emotional Mastery
Coaches Goal: Help athletes gain mastery over their emotions so they can help rather than hurt competitive
performances.
 Awareness

Control

Practice
1. What helpful emotions do I most want to see from my athletes?
2. How can I purposely bring those emotions out during practice / competition?
3. What are the most dangerous unhelpful emotions to my athletes/team?
4. How can I create an environment that reduces these unhelpful emotions as much as
possible?
Course 201, Unit 7 & 8: Cohesion
Cohesion is defined as...
A dynamic process that is reflected in the tendency of a group to come together in the pursuit of its goal (Carron).
First Two Dimensions:
Group:
Unity that the team expresses toward a common goal.
Emphasizes the functions of the group without regard to concerns for its individual members.
Individual:
Focus on the particular concerns of individual team members.
Considers the roles & responsibilities of team members & their feelings about their place on the team.
Second Two Dimensions:
Task:
Team members perform to a measured (usually physical) goal.
Relational:
Refers to the relationships within the team.
Group Cohesion:
Group-Task:
The way the group as a whole functions to achieve its goals.
Individual-Task:
The extent to which the individual’s action & those of the group as a whole are coordinated to achieve its goal.
Individual Relational:
The quality of the individual members’ relationship within the team.
Group-Relational:
The general quality of the relationship in the group.
1. What do I do in my daily practice plan to develop individual and group task?
2. What can I do in my daily practice plan to help my athletes better connect with each
other (individual social)?
3. What kind of event (group social) can I plan that will facilitate the development of
group cohesion among my athletes?