In this essay there will be some discussion about my personal values, beliefs, ideologies and knowledge I hold important and have developed from my personal experiences as a coach and a participant. Also, how these factors such as coaching theories have influenced my current coaching practice.
My personal values and beliefs are made up of different aspect in my life that I consider are important to me and that also define my decision and actions I take in life such as to why I coach. As a coach my beliefs and value are aspect such as honesty, equality, trust, respect and commitment. My values and beliefs become important to me when I coach because it is what I think helps guide my decisions and actions in certain situation that requires me to challenge my values. I value honesty as a coach because I believe it is important for an athlete and their coach to speak the truth and to keep to the agreements that are made such as the honest reasons for not attending training. I also value commitment because as the coach, I try to give everything I commit to one hundred percent and I expect this from my athletes too. Commitment is athletes turning up on time to trainings and for the coach to have a planned session ready to teach athletes. This shows that both the athletes and I are staying committed to the team. But when placed in situations that challenges me to choose between which of these aspects I value more as a coach such as valuing honesty or commitment by being completely honest with an athlete based on her bad performance of a skill and maybe effecting her commitment to the sport because there is another sport she is better at and by my honesty she might choose to commit more to that sport she’s better in.
My ideologies and b...
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...oaching theory of team cohesion being linked to performance is a theory which I don’t completely agree with or find true. This is because based on my coaching experience I have come across and coached a number of teams which I thought displayed a good level of team cohesion by participants communicating and working well together but not producing a good enough results. This leaves me questioning Weinberg and Gould’s (2011) theory of team cohesion relating to performance because of my coaching experience.
However, after writing this essay and reflecting on my coaching ideologies, experiences and knowledge I hold, I am now aware of how my past experiences can and have influenced my current coaching practice. Also understanding, examining and identifying the clear links between theory and practice and how applying coaching theory can help guide my coaching practice.
Coaching is an integral part of helping achieve one’s maximum abilities. Dr. Gawande (2013) explains that, “Coaches are not teachers, but they teach. They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they can be bossy” (p. 3). It is difficult to say what is the exact function of a coach, however, they help bring forth another point of view different from our own and they also help bring about the right mindset in order to subdue a weakness.
As I have asserted, coaching is far more than winning or losing. A coach is an essential cog in shaping qualities such as sportsmanship, competitiveness, self discipline, and work ethic. A quality coach can build a player up while a bad coach can tear them down. My goal as a coach was to always leave the player striving to be the best they could be. A good coach
However, this is not really a direct correlation to the coach’s effectiveness in a particular sport, being that there are many other factors in coaching a team other than game records. The coach’s job is to enhance the athlete physically, socially, and psychologically, winning is only considered a by-product of that job (Gillham, Burton, & Gillham, 2013). Gillham, Burton, and Gillham (2013) focused on developing a Coaching Success Questionnaire-2 to allow a means of evaluating other aspects of a coach’s interaction with their athletes as both a research and coach development tool. A sample group of athletes at the varsity and club level ranging from ages 18 to 25 was used to develop the questionnaire by asking their perceptions of their coaches.
In order to see outcomes in this area of improvement, we as coaches must re-evaluate not only our athletes, but, in addition, our coaching styles. Of course, we all want to tell ourselves that we are great coaches and it's the athletes who are not following direction...
It is proven that teams who work well together perform and have a higher rate of success compared to teams who do not work well together or communicate with each other. A recent article with regards to leadership discussed the topic of group cohesion and how this is a factor for success. The article discussed several situations, one about a business company, one about a sports team and one about a military operation. The article closely analyzed the leaders of the three situations and discussed the similarities and differences between the three. The main similarity between was there focus on cohesion. The article contained facts about how the business was operating and how that in recent years, production and sales as increased drastically, and one factor for this increase was the CEO implemented a mandatory team building exercise each
“A coach’s role is not to judge or disapprove of the way the coachee treats other people, or indeed how they live their life.” (Starr, J. (2011) p.33.)
A proper coaching philosophy contains principles which improve character development, teach step by step tactical and technical skills, form proper progressive physical training regimens, and carefully utilize team management to handle and control problems with administrative issues. A coach with a sound philosophy should mold a team with strong cohesion, and he should treat players not only as teammates, but as family and friends who are encouraged to develop communication and lifelong learning of skills through positive support and role modeling from the coach (Mergelsberg, 14-15). The philosophy should also contain written documents of implemented strategies and techniques, so that the coach will know what to improve upon season by season
Any type of sporting coach could use individualized consideration factor of Bass’ Transformational Leadership Theory. While they need the team to work together to achieve a win, they also look at each individual player to help them get better and set higher goals for themselves.
Flaherty, J. (2011). Coaching: Evoking excellence in others (3rd ed.). New York, NY: Taylor & Francis.
A team's weak cohesion will result in poor performance that may prevent the team from reaching its goals. Individual team members must forget their arrogance and take their roles and responsibilities seriously. Managers, trainers and leaders must make a significant contribution to making the team come together. First of all the leader has to choose the right
The coach has to act and support the client’s decision. Because my coaching peer was an experienced professional coach, I learned where I was hitting the mark and where I needed improvement. The experience in this assignment was enriching because it was actionable as I was actually able to demonstrate coaching and discover areas where I was strong and internalize and reflect on those areas, after personal critique, where I needed improvement. This assignment further contributed to the importance of cultural understanding pockets we have in the United States as well as my continued and personal growth as a global leader in
Coaching, however challenging, is a great way to influence the lives of others while also building their character. For as long as there have been sports, there have been people teaching the sport to the players and making them better at it. Coaches must have certain qualities in order to obtain success. One must also look at a coach’s motivation for his job, his passion for what he does, his methods for coaching, and how he became a coach in order to fully understand him. There are many questions someone may want to ask a coach about his profession if they are interested in coaching. Some questions would include: Why did he choose this as a profession? How did he get into coaching? What does one have to do to get a job as a coach? How does a coach become successful? I aim to answer all of these questions and more in my paper.
Potrac, P., Gilbert, W. and Denison, J. (2013). Routledge handbook of sports coaching. 1st ed. New York: Routledge.
In today’s society being a coach can be extremely complicated especially compared to earlier years. Coaching requires not only many technical and personal skills but also has to include positive psychology that will affect all athletes regardless of gender, age, and race. After reading various articles this leads me to the question, what is a coach? How do coaches differ from one another? In addition are we forgetting the importance of not only coaching but the sports psychology aspect of coaching overall? Regardless of what you may have read or heard I believe not only do all coaches have their own coaching style but every coaching technique and style is different. Coaching styles and positive psychology are two techniques that can provide
The word coach in a dictionary means a process that enables learning and development to occur and thus performance to improve. This means, being successful requires a knowledge and understanding of the process as well as the variety of styles, skills, and techniques that are appropriate to the context in which the coaching takes place. Next is mentoring, which means off-line help by one person to another in making significant transitions in knowledge, work or thinking. Both are very efficient whenever you’re dealing with student-athletes. However, mentoring, particularly in its traditional sense, enables an individual to follow in the path of an older and wiser colleague who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaching, on the other hand, is not generally performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skills focused. Given that shows there are professionals offering their services under the name of mentoring who have no direct experience of their clients’ roles and others offering services under the name of coaching who do. In other words, it is essential to determine what needs are productive, and to ensure that the coach or mentor can supply their student-athletes with the level of service that is required; whatever that service is