Coach's Influence On Young Athletes

Sports management is a really broad field, therefore I decided to focus on my minor and one of my major interests of this field: coaching. In this paper I will be explaining my personal five building blocks that make up a well-rounded coaching philosophy and coach. Those blocks are; leadership, organization, attitude, respect, and resiliency. Each of these five aspects are equally important and balance each other out. Leadership, the action of leading a group of athletes towards a goal. Organization, being able to organize a team and have a plan in order to help the team achieve goals. Attitude, it is very important for a coach to have a winning and positive attitude that is contagious to the players. Respect, there has to be a good

Are coaches killing childrens love for sports? Coaches play a large role in how a kid views and plays a sport. It all depends in what type of coach they are, they could be a good and positive coach for the child or they could be a bad coach which is a huge negative towards the children. For example, a good coach would keep his/her voice low after a mistake made by a player and tell him/her what they did wrong. A bad coach on the other hand would stand up and yell at the kids singling him/her out and telling that player they suck. Kids could quit a sport they’ve loved forever because of how their coaches handle them and the game.

Sports—which involve emotion, competition, cooperation, achievement, and play—provide a rich area for psychological study. People involved in sports attempt to master very difficult skills, often subjecting themselves to intense physical stress as well as social pressure. research has expanded into numerous areas such as imagery training, hypnosis, relaxation training, motivation, socialization, conflict and competition, counseling, and coaching. Specific sports and recreational specialties studied include baseball, basketball, soccer,

At their finest, coaches perfect their player’s flaws to push them to their potential ability, improve their skills, and create determination within the team. They can expand the importance of such a sport to intensify motivation and the value of good sportsmanship for the sake of not only their reputation, but the outcome that comes from it. Coaches must not lag when it comes to hardships that comes about; they must stay connected. The closer the connection between a player and a coach the better they are moving forward and continuing on the love of the sport and job.

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

Finally, outside influence plays a key role in determining athletic success. Athletes must be motivated to push away negative influences, peer pressure and what others want. It’s important to have a good coach who cares about the athlete’s success and hones his skills. Coaches can mold an athlete’s physical and mental maturity and play a critical role in helping develop the athlete while putting them in a better position to handle success.

Competition is a unique situation in life to analyze. If you can focus on the small details outside of the game, there’s a possibility that you can understand the way an athlete is performing and why a coach is behaving a certain way. In the heat of the moment, if not properly trained, one can not perform to their potential due to the pressure that the moment of competition can place on an individual. This can be just as much for coaches and how they react and act as much as it goes for player. Effective coaches know how to use the situation to their advantage and know what to do or how to react at the appropriate time. In this paper, I’ll examine the competition of the University of Wisconsin – Oshkosh Titans and the St. Thomas Tommies in a NCAA Division 3 playoff game. I’m watching this game from the UW-Oshkosh side, so I will be observing the UW-Oshkosh football team for the most part. With this competition between UW-Oshkosh and St. Thomas, I’ll break down this paper into four talking points and the effects of said points. These four points are pre-competition routine, feedback and reinforcement by coach, game flow and interruptions and then other thoughts and factors that I noticed during the game.

However, when we talk about youth sports, our main concern is with providing players with a positive, character building experience. Winning is not the only acceptable outcome for youth players, and coaches need to understand this principle. “With a winning philosophy young athletes may lose out on opportunities to develop their skills, to enjoy participation, and to grow socially and emotionally. Well informed coaches realize that success is not equivalent to winning games, and failure is not the same as losing.” (Enhancing Coach-Parent Relationships in Youth Sports, 15)

The study “The Relationship Between Ethical and Abusive Coaching Behaviors and Student-Athlete Well-Being” was conducted by Mariya A. Yukhymenko-Lescroart, Michael E. Brown, and Thomas S. Paskus, and was published in the journal Sport, Exercise, and Performance Psychology. The researchers sought to understand the effects that a coach’s behavior had on a student’s morals, satisfaction, and impressions of team unity. Social-cognitive theory has long thought that we learn by imitating those around us, particularly those in leadership positions. The coaches of sports teams are especially prominent models in a student athlete’s life, given that they have actual authority over the student’s life. The idea of self-efficacy, which suggests that an

When considering enjoyment, known factors that affect the participation for youth sport participants are motivational climate and coaching behaviors. . The very first coach that a child encounter plays a very important role in the child’s sports life. In fact, the first coach a child encounters can be the determinant if the child will return to participating in the sport or not. Coaches need to motivate the children to play and continue athletic involvement. However, there are numerous external factors that are involved in the child’s sports life such as: peers, academics, parents, anxiety, and of course the relationship between the coach and the athlete.

Many athletes would agree that they have felt butterflies in their stomach or a sudden rush of adrenaline before an important game. This feeling can either translate into legendary performances or monumental failures. According to Sharon D. Hoar (2007), to fully comprehend anxiety’s effect on performance, one must understand the discrimination between two unique sets of sources: trait and state anxiety, and cognitive and somatic anxiety. Anxiety symptoms are numerous and unique to every athlete. Hoar suggests that athletes might report cognitive symptoms (eg. Inability to focus), somatic symptoms (eg. Sweaty palms), or both. The author discusses a variety of sources of anxiety and argues that it can have both positive and negative effects

Taking the time to reflect on why it is someone coaches is beneficial for personal growth, and for creating an awareness of one’s changes in motivation, which affects behavior. Therefore, changes in motivation can be reflected in someone’s behavior and his or her well-being. Those who feel that they are coaching because they want to, will be successful, and feel that coaching allows them to acquire relationships with their players, and display more motivation for coaching. Being aware of why someone coaches their sport is an important part of reflective practice. One person’s

My topic is similar to yours. I have always been intrigued to examine the relationship between coach and athlete. In my experience, I have found coaches who provide positive support and are constructive with their criticism are more enjoyable to play for and give the athlete a more positive experience. Coaches that come across as condescending seem to push kids away from the game. It is important that the student-athlete has a positive experience, especially student-athletes at a young age. I feel if a student-athlete has a negative experience at the interscholastic level he or she will be less likely to stick with the sport.

Children who participate in sports are developing rapidly in sports skills, sportsmanship, and psychologically, but does this come from organized sports are just nature’s process. Children develop emotional and social benefits from participating in sports. Children experience character and leadership development through peer relations leading to an increase in self-esteem and a decrease in anxiety levels. Children will get opportunities to experience positive and negative emotions throughout their practice and games trials. It is important for the coach to understand the “psychology of youth sports and physical activity participation” (Weinberg & Gould, 2011 p.516).

Intrinsic Motivation has been experimented on for years and in order to prove its validity. Regarding athletics, intrinsic motivation is defined as “an athlete taking up playing a sport just for the enjoyment of playing a sport” (Pelletier et al., 1995). In an article published by Ryan & Deci, the two argue that through their research, it was proven that having intrinsic motivation will help engage an athlete because of the feeling of competence that arises