RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
1
2
3
4
Date/Time
(b)
Pre-Course
Tue 20 Sep
0930
0945
1000 to 1230
ACTIVITY
(c)
Contact group and pass on course information
Course Arrival – Bags to rooms, walk round Centre brief and bedding issue.
Tea/coffee in dining area
Workshop Structure Overview – Experience the theory/model first hand – Examine the theory/model in a metareview – Brainstorm contextual application
RESOURCES
(d)
Contact point Sqn Ldr Wes
Wesley 208 Sqn
Bedding
Tea/coffee
Lecture Room – Flip charts
- Note Books
(Kolb, Do – Review – Apply) (Honey and Mumford - activist, theorist, reflector and pragmatist) (Heron,
Imaginal - Codified Knowledge, Skills, Experiential)
- Folders
Keeping a Record – Note books – Journal approach
Information folder – To be distributed
5
Contracting –
White Boards, pens, digital
camera.
Experience - Who are the stakeholders in this package? What do they want?
Practical exercise in creating a contract for the workshop – Use white boards and digital photography to
capture collective exercise.
Examine – TA theory on contracting – 3 way (or more) model showing spatial relationships.
Highlight assumptions – Chunking up to reach agreement (NLP)
Power and authority (Heron) – Tutelary, Political, Charismatic Authority – Political exercised through
direction, negotiation or delegation
6
What is Coaching? – Definition - Difference between performer and coach? – Difference between instructor and
coach?
Pairs work on questions then feedback to plenary. Followed by www showing some definitions
Look for assumptions. Digital photo of results.
1
Flip Chart
www definitions of
coaching
Digital camera
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
7
Date/Time
(b)
ACTIVITY
(c)
Outcome Based Training – Experience – Present the trg outcomes for the workshop:
RESOURCES
(d)
Flip Chart
By the close of the workshop, participants will be able to use the following coaching tools in the context
of flying training:
Outcome based training (NCF)
Goal Setting (NLP)
Contracting (Transactional Analysis)
Power and authority (Heron)
Learning Styles (Honey & Mumford)
Levels of Competency (NLP)
Sensory Acuity and Internal Representation Systems (NLP)
Observation and Analysis (NCF)
Effective Listening and Linguistics (NLP)
Noticing and Reflexive Practice (Development Training)
Experiential Learning Models (Kolb, Heron)
Beliefs/Thoughts/Behaviour Linkage – self-efficacy (NLP, Vassey, Hardy)
Performance Anxiety (Vassey)
Creating a Learning Environment (Maslow, Dewey)
Defining Skills and Practice (NCF, BCU)
Debrief, Review and Feedback (NCF, NLP)
Ego States (Berne)
Socratic Questioning (Cognitive Behavioural Coaching)
8
Additionally – participants will be able to perform a new skill (juggling, playing guitar)
Goal Setting - Examine – Goal Setting as a concept –
Why goal set (Roger Banister & Harvard Graduates)
SMARTER goals - PP lecture
Performance goals and Outcome goals
Experience – Write goals for chosen skill. Work towards goals over the next 3 days.
Reflection – Notice your own learning through reflexive practice over the next 3 days.
2
Goal Setting PP
Skills equipment
(juggling balls, guitar)
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
9
10
Date/Time
(b)
1230 - 1330
1330
ACTIVITY
(c)
Lunch – Taken in the Centre (soup and sandwiches)
Learning Styles (Honey and Mumford) - activist, theorist, reflector and pragmatist
Undertake – the H&M Learning Styles questionnaire and review the results. Establish each student learning
profile.
11
RESOURCES
(d)
Learning styles
questionnaire and
explanation sheets
Representational Systems (NLP) (VAKOG and Ad) – Gain an understanding of the 5 senses and how we use
them internally to represent the world.
Flip Chart (Shapes
sequence)
Exercise – Tell us what you see? Get students to describe a picture or shape sequence. Listen for visual, audio,
kinaesthetic and audio digital clues.
VAKAd questionnaire
Exercise – How do you teach flying? Take two students with differing answers to the previous exercise and ask
them to discuss teaching flying – Other students listen for differences and similarities in predicates.
Explanation sheets
Eye pattern diagram
List of predicates
Undertake – VAKAd questionnaire. Examine results.
Discuss – Assessing others preferred system through: Predicates (words that give the game away) and eye pattern
movements.
12
1500 Tea/Coffee
Change ready for mountain bike activity
3
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
13
Date/Time
(b)
1515
ACTIVITY
(c)
Observation and Analysis (plus representational systems practical)
RESOURCES
(d)
Mountain bikes
Video cameras
Exercise – Learning to “Bunny Hop” on mountain bikes – Working in pairs or 3s this is an
exercise in “noticing” through sensory acuity (all 5 senses) what is happening. Paying
attention to what the learning is doing when associated (eg you are the learner) and
disassociated (eg when you are the coach).
Demonstrate by: showing (V), verbal instruction (A), metaphor/simile (K) and explanation
(Ad).
Practice observation skills – The use of “flags” (eg focussing on specific parts of the activity)
and using non-favoured preferences to gain “full picture”.
Practice listening to student’s feedback on their results. Design your intervention on their
preference not your own.
14
1700
Application Session – Looking at the theories and models covered so far in relation to flying training.
Flip Charts
Working in pairs – Reviewing the coaching tool they have covered.
15
16
1800
1830
Reporting back to plenary – General discussion on coaching applications in flying training
Dinner
Application Session - Continue with application session if previous sessions overrun
4
Flip Charts
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
17
18
Date/Time
(b)
Wed 21 Sep 05
0830
0900
ACTIVITY
(c)
Review of Previous day – Re-write goals from goal setting exercise
Skills and Practice –
RESOURCES
(d)
Handout from BCU
Handbook
Looking at Levels of Competency – Unconscious Incompetent, Conscious incompetent, Conscious competent,
Unconscious competent (Cognitive {Novice}, Associative {Improver}, Autonomous {Expert}).
Looking at skills definitions – open/closed – Motor, Cognitive, Discrete, Serial, Continuos
Looking at types of practice – Blocked, Random
19
0930
Effective Listening – Communication is 55% body language, 38% voice, 7% words.
NLP Handout
Exercise - Establishing rapport – Matching and mirroring/pacing and leading
Exercise - Speak the same language – Match representational systems (VAKAd) when asking/answering.
Handout from BCU
Handbook
Debriefing and Reviewing – Debrief assesses outcomes – reviewing adds value/meaning
Socratic questioning
handout
Giving feedback – Have an aim! Positive more effective that negative (remember video feedback is notorious for
emphasising the negative (intrinsic and extrinsic)) – 2-way process
Questioning – As a coaching tool (BCU Handbook) – Socratic questioning to create understanding – Socratic
questioning - coaching to clarify thought.
Exercise – TGROW – coaching each other on any issue using the TGROW model and only Socratic questioning
20
21
1200
1230
Lunch
Transactional Analysis – An overview of TA – How to spot ego states – How to get to Adult - Adult
22
1345
Preparation for Coaching Practical – analysing the skill then preparing a coaching strategy to suit the learner.
23
1530
Teaching kayak rolling – Video, and books available for prep.
Coaching Practical ()
Teaching kayak rolling – In pairs or 3s. Concentrate on using the models and theories that have been covered.
5
PP presentation
Handout
Canoe rolling video
Canoe rolling books
Glenmore Lodge Pool
Video and digital cameras
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
24
Date/Time
(b)
1730
ACTIVITY
(c)
Application Session – Looking at the theories and models covered so far in relation to flying training.
RESOURCES
(d)
Flip Charts
Working in pairs - Reviewing the coaching tool they have covered.
25
26
27
1800
Thu 22 Sep 05
0830
0900
Reporting back to plenary - General discussion on coaching applications in flying training
Dinner
Review of previous day - Re-write goals from goal setting exercise
Beliefs/Performance – An overview of belief/performance models (NLP)
Flip Chart
PP presentations
Logic Levels – Spirituality, Identity, Beliefs & Values, Capability, Behaviour, Environment
Beliefs – Self-Talk – Performance (I can’t do that here) (State and Anchoring)
Self Efficacy and Confidence
Performance Anxiety – Comfort, Stretch, Panic
Noticing – Noticing exercise (proximity game)
Maslow Hierarchy of Needs – Survival, safety, social, ego, self
28
1100
High Ropes – An experiential exercise on beliefs/performance
Exercise – Concentrating on high ropes solo activities to emphasise the following:
High Ropes
Video Camera
Digital cameras
Beliefs – Self-Talk – Performance (experience the relationship)
Self Efficacy and Confidence (state, anchoring, vicarious experience)
Performance Anxiety – Comfort, Stretch, Panic
Noticing – very experiential context
29
1400
Ethical Practice
Flip Charts/A3
30
1500
Exercise – Discussion on ethical practice and draw up “code of conduct”
Course Summary – Putting it all into Practice.
Exercise – Action planning for future development of coaching skills.
Where to go for more information
6
Flip Charts/A3
Web sites
RAF Aircrew Instructor Development
COACHING FOR PERFORMANCE WORKSHOP
Serial No
(a)
31
Date/Time
(b)
1600
ACTIVITY
(c)
Course Close (including skills test from Goal Setting exercise – Juggling and guitar playing
7
RESOURCES
(d)