This report concentrates on implementing a systematic observation on the use of Instruction, Hustle and Scold verbal coaching behaviours of a County Level Coach. Within this report the behaviours will be justified in regards to academic literature, the method of the observation will be presented and results of the observation will be discussed to gain a further understanding of the coaching process.
The Coach observed is a County level club swimming coach who has been coaching swimming for 12 years. The coach has accredited the ASA level 3 swimming instructors award and specifically is head coach of the 14-17 age bracket within the swimming club. Most athletes that compete within the club are experienced competitive swimmers with many individuals’ county and national champions. The sessions in which observations have been recorded are evening sessions in which, are 45 minutes in duration. All sessions are at the Sharley Park Leisure Centre facility and the team observed trains there 4 times a week. Competitions occur at weekends and are conducted by ASA Derbyshire. A large part of the swimming clubs competition is through months May – September but training occurs 44 weeks of the year. An assistant coach is present at the session, within a swimming environment the coach requires a high level of knowledge to maintain safety of the session, the venue where the sessions are held is loud and the time of the sessions is moderately short. This requires the coach to be able to project information clearly to the athletes through the noise and be able to motivate athletes to maintain optimal progression through the session to achieve the set learning outcomes.
Rationale
Cushion et al (2003) states the need to understand the importance o...
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...and Society, 8, (1) 33-49 Article form T and F Online last accessed 20 February 2014 at: http://www.tandfonline.com.lcproxy.shu.ac.uk/doi/full/10.1080/14660970600989509.
SMITH, Matt and CUSHION, Cushion (2006). An investigation of the in-game behaviours of professional, top-level youth soccer coaches. [Online]. Journal of Sport Science, 24 (4) 355-366 Article from T and F Online last accessed 2 March 2014 at: https://shuspace.shu.ac.uk/courses/1/66-5894-00L-A-20134/content/_4485470_1/Smith%20and%20Cushion%20-%20in%20game%20behaviours.pdf.
SPORTS COACH UK (2014). Sports Coach UK Research Summary 2: How a Coach’s Reputation Influences Behaviour. [Online]. Last accessed 2 March 2014 at: https://shuspace.shu.ac.uk/bbcswebdav/pid-4866489-dt-content-rid-8718100_2/courses/66-5894-00L-A-20134/no2%20how%20%20a%20coaches%20reputation%20influences%20player%20behaviour_0.pdf
The author of “Sports’ Bully Culture” John Amaechi, throughout his essay focuses on the bully that very few consider, the coach. He presents an example that most, parents in particular, have heard about; Mike Rice, the former coach at Rutgers University’s. Amaechi recognizes that he can agree with the end result but he also recognizes the need for a different approach and continues to share his view. Amaechi then shares his own personal experience with this kind of bully when he was in university. Even though what he says appeals to many, some coaches, disagree with Amaechi view. He continues to show that these coaches are not just a select few, and the result of these coaches is severe. The essays purpose is to change the audience’s perspective
Matosic et al. (2015) conducted a study to examine the relationship between personality antecedents and coach interpersonal styles from a self-determination theory perspective. Often, coaches play an extremely influential role in the lives of the athletes that they are responsible for. Motosic et al. stated that coaches exert a major impact on athletes’ “well-being,” “performance,” and “motivation” (p. 1). The researchers claimed that previous research had acknowledged the influential role of coaches by studying outcomes of coach interpersonal relations, however, previous studies had failed to examine any possible antecedents associated with coach interpersonal styles. Considering this, Matosic et al. attempted to address this gap in the research literature by formulating a study that examined the relationship between a personality antecedent and coach interpersonal styles. Self-Determination Theory provided an
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...
Coaching is a very complex and demanding profession. It requires many technical and personal skills (Chamber, D., 1997). All coaches have their own style of teaching. There is no right or wrong method of coaching. Nevertheless, the coach’s philosophy determines his or her coaching aims and objectives, while having a huge influence on the athletes and it’s surrounding environment.
...ified by hundreds of principals, superintendents, and school board members. There are many concerns about the safety, training, organization, philosophy, communications, and general management in coaching. According to the California High School Coaching Education and Training Program as stated in the Coaching Education Legislature Assembly Bill No. 2741, “It is a conservative estimate that at least 25,000 coaches annually need training and an orientation just to meet current coaching regulations contained in Title 5 of the California Code of Regulations, including basic safety and CPR requirements.” That is why course techniques of coaching specific sports are necessary for a persons not trained and certified as a physical education teachers because they need to understand the basic philosophy and principles of athletics in education, know the health related aspects of athletics, and the techniques used to coach a specific sport. With every coach there are the little pieces of the game…strategy of offense and defense, practice/game planning, or scouting, but to get the whole picture they need to know the basic philosophy and principles, health aspects, and the obvious techniques.
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
The seminars would include such topics as how to maintain control of one’s temper, how to involved a coach should be in a player’s life and where the boundaries are, and also how to use positive reinforcements rather than negative. The coaches would need to go through this training before every new season of their respective sport to stay current on the techniques, as well as be reminded of the importance of being aware of how problems can arise if bullying may occur. Another important aspect of this program would be the evaluation done on the coach’s performance as a coach by the players. This would allow the players a chance to prevent problems from happening in the future by informing the administration. The evaluations would then be
The athlete and really the sport overall I chose to focus on throughout the course of this paper is the football player and the mindset in which he operates, while in what seems to become his natural environment and other factors which may alter that mindset in a positive or negative way. Having experience as a football player from my youth until present day helps to really analyze the mindset and thinking of this specific athlete and express through experiences my thoughts and feelings concerning my research found. Paul Bear Bryant a very well-known and respected coach for many years in the college football world once said, “When you make a mistake, there are only three things you should ever do about it: admit it, learn from it, and don’t repeat it.” This quote is an excellent example of football psychology and the type of thinking a football player must have, which is also helpful to have off the field. Mistakes are going to happen, learn from them and get better. Football is all about training the mind, which alters the behavior on the field.
Coaching adolescents in a talent development environment, I have selected this group as I have always wanted to coach in a talent development environment as I feel coaching and finding the next great athlete in any given sport and turning their gift into recognised talent would give me a greater sense of achievement over any winners medal you could possibly get. The skills and qualities I will concentrate on within this group are; relative age effect as this is a serious flaw in the talent development system to date, I will also look at how within a talent development scheme it is not always about winning as this is not the most effective way of producing senior success. Another quality of coaching in a talent development I will look at is
“People are remarkably bad at remembering long lists of goals. One may have learned this at a professional level when trying to get my high-performance coaching clients to stay on track; the longer their lists of to-dos and goals, the more overwhelmed and off-track they got. Clarity comes with simplicity.” As a child he always looked at being able to play or coach a sport at the professional level. For the reason of me just loving the game of Basketball. Also i know it will make an impact on lives because people look up to you and the money in make will give back to communities and change lives around you. The career of a Professional Coach is a challenging and fun career,because of the level of competition and it’s a dream job. The research will describe the career of
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.
Cassidy, T., Jones, R., Potrac, P. (2009) (2nd ed.). Understanding Sports Coaching: the social, cultural and pedagogical of coaching practice. London: Routledge
Expertise. In R. Eklund & G. Tenenbaum (Eds.), Handbook of Sport Psychology, (pp. 184-202; 3rd edition). Hoboken, NJ: Wiley.
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