Sutherland College Health & Recreation Semester 2 2012. Version 1
CIV Fitness/S&C
Steven Tikkanen – F129
1
BEGINNING COACHING
THIRD EDITION
CHAPTER 1
THE ROLE OF THE COACH
THE ROLE OF THE COACH
•
•
•
•
•
A teacher passing on information and ideas.
A trainer improving an athlete’s fitness.
A motivator instilling a positive, resolute approach.
A disciplinarian – firm but fair.
An organiser of practices, officials and parents.
THE ROLE OF THE COACH
• A public relations officer.
• A planner.
• A fundraiser.
• An adviser and counsellor.
• A friend, supporting and nurturing.
• A scientist analysing, testing and evaluating.
• A student watching, asking questions, listening,
learning.
COACHING STYLES
• A coach’s style will quickly be noticed by athletes
and this can be a help or a hindrance.
• What type of coach are you?
• Authoritarian coach
• The authoritarian coach is very strict. They punish
frequently and while there is good team spirit when
the athlete or side is winning, dissension can occur
when losing. The authoritarian has the personality to
handle being ‘hated’ in order to have respect.
COACHING STYLES
• Business-like coach
• The business-like coach is not very people oriented. They are
keen on seeing the job done and expect 100% effort.
• ‘Nice-guy’ coach
• Athletes sometimes take advantage of the nice-guy coach’s
personable, cooperative nature. They get on well with athletes of
similar temperament who are likely to already be self-disciplined.
COACHING STYLES
• Intense coach
• The intense coach can easily transmit anxiety through their
‘uptight’ attitude. They are usually focused on the quality of
performance and results.
• ‘Easy-going’ coach
• The easy-going coach is one who is casual or submissive and who
gives the impression of not being serious.
COACHING STYLES
• Although there are advantages and
disadvantages to all styles, all of these coaches
can be successful.
• However, all coaches have a natural approach
which will be a mixture of the above styles.
• Coaches must realise that their natural style may
need to be adapted to suit their coaching
circumstances.
• One feature that must always be present, and
which requires no adaptation, is the need to be
positive and encouraging at all times.
THE RESPECTED COACH
• Instil the highest desirable ideals and character traits into their
players.
• Be enthusiastic and show enjoyment of the task of coaching.
• Be self-confident, assertive, consistent, friendly, fair and
competent.
• Have a sense of humour.
• Have a through knowledge of the rules, techniques and tactics
of the sport.
THE RESPECTED COACH
• Be able to deal with initial treatment of minor injuries, thus a
basic understanding of first aid is required.
• Be dressed appropriately to suit the session being conducted.
• Be an appropriate role model for the athletes to follow.
• Have the responsibility of maintaining discipline throughout
the session.
THE RESPECTED COACH
• Be very organised, not only for each session but for the week,
the month and the year.
• Be able to justify, if necessary, why things are being done, or
be ‘big enough’ to ask for suggestions when not sure.
THE COACH’S SKILLS
• A coach must have a number of basic skills to function
effectively. They must have a knowledge of the sport and an
understanding of coaching techniques.
THE COACH MUST BE ABLE TO:
• Organise
• A coach’s ability to organise efficient and effective
practices, as well as organise athletes during
competition, is essential. Organising is based on
knowledge and planning.
• Observe
• The coach should be aware of what is happening at all
times. Observation provides the information on which
the coach will base changes to the program and what
the individual athlete needs. The skills of observation
can be improved and refined.
THE COACH MUST BE ABLE TO:
• Analyse
• Coaches are continually observing and evaluating
performances. They compare what is being done to
what should be done. Coaches should watch a number
of performances. Do not act on just one observation,
rather find out if there is a pattern of error.
• If an error exists, determine the cause carefully before
offering advice. If the coach intervenes, offering
incorrect or ineffective advice, their credibility will be
diminished.
THE COACH MUST BE ABLE TO:
• Analyse
• If more than one error exists, determine whether they are
related. If not, correct the error that will result in the greatest
improvement. If they are related, decide on the one that needs to
be eliminated first. Its removal may remove the other error/s.
• A coach’s ability to observe and analyse will improve as they
become more proficient and each evaluation will help the coach
advance.
THE COACH MUST BE ABLE TO:
• Communicate
• The coach’s ability to improve performance depends to a large
degree on their ability to communicate; not only verbally, but
when listening and using appropriate non-verbal communication,
such as body language.
THE COACH MUST BE ABLE TO:
• Improve performance
• Improving performance is the major role of coaches. The advice
and guidance of the coach are essential parts of improving
performance. The coach will also make adjustments to training
programs, add new elements and continually evaluate
performance.
DEVELOPING A COACHING
PHILOSOPHY
• A philosophy is a set of guidelines to govern our actions.
• It comes from:
• Ideas formed from our experiences.
• Opinions gained from the knowledge we gather.
• Our hopes for the future.
DEVELOPING A COACHING
PHILOSOPHY
• Developing a successful coaching philosophy is based on:
•
•
•
•
Knowing why you coach.
Knowing why athletes participate.
Considering the opinions of others.
Developing a set of personal guidelines on how you will operate
as a coach.
WHY COACH?
• I want to contribute to the overall growth of
other people.
• I have a good time when I’m coaching.
• I like the recognition.
• I want to be known as a winning coach.
• I like to see others having a good time.
• I like to help others.
• I like the sense of control I get from coaching.
WHY COACH?
•
•
•
•
I like to see the players improve.
It makes me feel I’m doing something worthwhile.
I like to put something back into sport.
Where do you fit in?
WHY DO ATHLETES TAKE PART IN SPORT?
DIRECTION
MANY OTHERS
THRILL
Why do
athletes
participate
in sport?
ACHIEVEMENT
BELONGING
FRIENDSHIP
WHAT DO PARENTS SEEK FROM
SPORTING PROGRAMS?
SAFETY
MANY OTHERS
FUN
What do
parents
seek from
sporting
programs?
GROUND
WORK
LAID FOR
FUTURE
SPORTING
SUCCESS
SUCCESS
FAMILY
INVOLVEM
ENT
CHILD
MINDING
SERVICE
SETTING GOALS
• The words goals, aims, objectives and targets essentially mean
the same thing – they are statements by which the success of
a program can be judged.
CHARACTERISTICS OF GOALS
1.
•
Measurable
For example
•
•
•
•
Each player will get equal time in games over the season.
The team will finish higher in the league than last year.
Players will better their score on a skill circuit.
Athletes will better their times by 10%.
CHARACTERISTICS OF GOALS
2.
•
Observable
Some goals are easily seen, such as scores, times, skill drills,
but even the more abstract goals such as ‘enjoyment’ or
‘keenness’ can be observed by watching the faces of the
athletes or taking note of how many athletes attend
practice each week.
CHARACTERISTICS OF GOALS
3.
•
Challenging
Goals should challenge athletes and inspire them to
improve.
CHARACTERISTICS OF GOALS
4.
•
Achievable and believable
While goals should challenge, they should also be realistic.
The coach should not only set the goals of the program,
taking into account the standard of the athletes at hand, but
also discuss the goals within the group to convince the
members they can reach the standard set.
CHARACTERISTICS OF GOALS
5.
•
•
Short term and long term
An athlete is more likely to believe that a program goal (long
term) can be achieved if it is broken into easier goals along
the way (short term).
Deciding within what limits the coach is prepared to strive
for program goals completes the quest for a coaching
philosophy.
COACH’S CODE OF ETHICS
All coach’s must sign the ethics form.
1. Respect the right’s, dignity and worth of every human
being.
2. Ensure the athlete’s time spent with you is a positive
experience.
3. Treat each athlete as an individual.
4. Be fair, considerate and honest with athletes.
COACH’S CODE OF ETHICS
5. Be professional and accept responsibility for
your actions.
6. Make a commitment to providing a quality
service to your athletes.
7. Operate within the rules and spirit of your
sport.
8. Any physical contact with athletes should be:
1. Appropriate to the situation
2. Necessary for the athlete’s skill development
COACH’S CODE OF ETHICS
9. Refrain from any form of personal abuse
towards your athletes.
10. Refrain from any form of harassment towards
your athletes.
11. Provide a safe environment for training and
competition.
12. Show concern and caution towards sick and
injured athletes.
13. Be a positive role model for your sport and
athletes.
COACHES SHOULD
•
•
•
BE TREATED WITH RESPECT AND OPENNESS.
HAVE ACCESS TO SELF-IMPROVEMENT OPPORTUNITIES.
BE MATCHED WITH A LEVEL OF COACHING APPRORIATE TO
THEIR LEVEL OF COMPETENCE.