Coaching Techniques

Coaching: helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance.

Any durable coaching process must contain three elements: managing expectations (the game plan), monitoring performance (watching the play), and giving feedback (time out). Expectations must be agreed upon both in output terms and in terms of the behaviours demanded. The criteria for success must be specific, measurable, attainable, realistic, and time bounded. (S.M.A.R.T.).

It is my job as a coach to help develop athletes physically, psychologically, and socially while helping them have fun by playing a sport. I will do this by being enthusiastic and having a positive attitude in practice, games, and while not coaching. This cooperative approach to coaching will create a sense of community within the team I coach, and the athletes will feel more welcome to discuss their thoughts, ideas, questions, and concerns with me. Creating this setting and relationships with athletes will only benefit the team by creating a team culture necessary for the well-being and success of high school sports’ teams. Success in sports means accomplishing goals set by the team, not winning. Winning is important, but just striving to win is even more vital toward the success of teams. As a coach, I will also be a motivator for athletes. Athletes will see me come to practice with a positive attitude, displaying my passion. This is the beginning of how I will motivate athletes. Motivation starts with my attitude, and athletes pick up on this. In order to motivate and want to be motivated, there must be a reason, a why? I will use the teams’ goals they will set, in order to motivate them to give their best effort in order to achieve success by reaching their

* Coaching This is a process that supports and enables an individual to unlock and maximise their own potential, to develop and improve performance. Coaching helps the individual to learn rather than be taught. Coaching believes the individual is best to take responsibility for own actions and solutions with subtle guidance and prompts. This is an excellent way of improving performance through reflection. Enabling control and development to remain with the individual with the coach helping to unlock own potential. The ‘GROW’ model of coaching (Whitmore, 2009) provides a structured model for the coach. G= Goal setting asks questions to encourage the

EDPE341:         Unit  Coordinator:       Assignment  One:     Due  Date:       Weight:       Word  Count:       Actual  Count:                           Ewilli42   220096362         Sports   Coaching:  School-­‐Aged  Children     Alex  Rabczak     What  is  quality  coaching  for  the  youth  athlete?     30th  March  2015     40%     1600   words     words       EWILLI42  –  220096362  –  EDPE341  –  A1   1   What  is  quality  coaching  for  the  youth?

My first and probably most important duty as a coach to this younger age group was to make all activities fun and easy to understand, but to also think about safety and the well-being of all my players. Because this was many of the team’s first soccer experience, going over the proper equipment was key to do to ensure they were all protected with the right shoes and shin guards. While watching the first few practices and games, it was becoming clear to see which areas needed the most amount of work on and picking up on these things are vital to plan creative drills that will improve each skill. All of my hard work with planning the lessons for the day to creating a positive environment for the children to learn and thrive follows right along with the mission of Centipede Soccer by instilling the importance of teamwork.

For the purpose of assessment, this paper will be based on a year 7 middle school class who are beginning a new unit of basketball. This paper will attempt to show how teachers can educate students to acquire new skills in basketball and various ways to assess development and adaptation (by students) to the sport. Basketball is a diverse sport, played across the globe, that captures a variety of skills, which participants try to attain. The main skills used in basketball are dribbling, shooting, passing, and defending, but many other developmental skills (which come under the umbrella of the main skills) can be acquired. By understanding the main skills needed to teach basketball on an autonomous

What is your coaching philosophy? (The beliefs and principles that will serve as your guide to action)

You job as their coach is to further motivate them and help them develop new skills, fueling their enthusiasm. Competition is more important for them, and winning or losing has a greater

So far in these sessions we have covered the first three parts of the GROW model. “The final step is to get your team member to commit to specific actions in order to move forward towards his goal. In doing this, you will help him establish his will and boost his motivation” (The GROW model, 2014). In order to determine our success in

At first, the kids did not want to listen to either of us and had no interest in doing their drills. Also, they did not have the attention span nor the comprehension level that we were used to making it difficult to explain the drills. Walker and I were very frustrated and desperate to find a way to explain the drills in

Once I had the practice schedule for my team, I began to research techniques on how to coach new players. I spent almost two hours reading articles and watching videos on the best ways to keep a child’s attention and what fundamentals to reach basis on in the first few practices. At our first practice, I introduced myself to the girls because they only knew Atya from last

To begin with, I expected to just help as needed and be a standby for the coach. Little did I know, I would be participating and teaching the children my knowledge of basketball skills. The first day of practice only one child showed up with six volunteers, so we participated and practiced with the child. I noticed the child had apparent cognition delays and was unable to make a basket. I began to analyze his actions and learning techniques to figure out how I could help. In no time, I was able to design an intervention that would prepare the child to successfully shoot a basketball. I noticed his style of learning was repetitive motion so I told him to, “Bend your knees, and jump for the sky.”

While there are numerous avenues today in which youth coaches can get their training and instructional ideas for developing winning strategies, it is rare that these teachings encompass information about the children they will be teaching these strategies to. This paper will seek to help the youth sports coach better understand children’s learning and performance skills in relation to their given sport. Within the paper there will be several different topics discussed in order to help the coach see the overall picture of what motor behavior learning looks like through the eyes of a youth athlete. The topics incorporated are: 1) growth and development issues and the influence they may have on children’s motor skills; 2) cognitive factors influencing the children’s learning and performing of various motor skills; 3) children’s overall control of motor skills; and 4) children’s development of motor expertise. Throughout each section, I will provide suggestions on how the coach may tackle each of these topics when coming up with their practice and instructional plans.

Coaching is the art of facilitating another person’s learning, development and performance. Through coaching people are able to find their own solutions, develop their own skills and change their own behaviors and attitudes.