Club Coach
Goal setting,
Psychology & Mental preparation
© Tony Fagelman 2006
Golden rules of good teaching
practise
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physical preparation
mental preparation
pre-requisite core skills
progressive part/whole skill learning
consolidation
combinations and progressions
© Tony Fagelman 2006
Progressive learning situations
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coach assisted with safety mat or rig
shadow or light support with safety mat
without support with safety mat
coach shadows without safety mat
trampolinist unassisted to bed
trampolinist links the skill with others
© Tony Fagelman 2006
Avoiding over use injury
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good physical preparation
avoid excessive repetitive loading
encourage good technique
carefully plan the training variations and
training loads
• seek medical advice at the first sign of
pain
© Tony Fagelman 2006
General guidelines
• training should be interesting, fun,
challenging
• qualified and competent coaching
• personal discipline
• good work ethic
• positive training attitude
• coach setting behavioural example
• rules apply equally to all
© Tony Fagelman 2006
Managing and developing coaching
practices
• develop & discuss coaching philosophy,
values and beliefs with others
• seek advice from others: biomechanist,
sports psychologist, nutritionist etc
• develop personal coaching practice and
self evaluate own practice
• mentor and assist others to develop their
coaching practice and retain currency
(continued)
© Tony Fagelman 2006
Managing and developing
coaching practices
• use “cause and effect” analysis
techniques in your coaching practice
• use a variety of methods to manage and
control a group or class
• use a range of coaching styles to
promote participants development and
decision making
– autocratic, democratic styles of coaching
© Tony Fagelman 2006
Coaching & communication
How can we best communicate/give feedback to
the participants?
• stop the activity: be seen, be heard
• use visual/physical rather than verbal instruction
• clear, precise, appropriate language
• praise-technical-praise sandwich
• question understanding
• re-question to focus attention on key points
© Tony Fagelman 2006
Technical analysis
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observe and compare
cause and effect
discuss performance with the trampolinist
identify solution-key points
prescribe corrective action plan
question understanding
focus attention before next attempt
© Tony Fagelman 2006
Principles of class management
• Supervision
– general and specific
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appropriate and interesting tasks
maintain high standards of behaviour
keep whole class in view
occupy effective use of time and space
autocratic/democratic coaching style
© Tony Fagelman 2006
Factors influencing learning
• personality/emotional differences
• extrovert, introvert, introverted extrovert, neurotic
hypochondriac
• preferred learning styles
• listening, seeing, learning by doing
• stages of learning
• cognitive-erratic movement-many errors
• associative-refining movement-fewer errors
• autonomous-automatic movement-slight errors
© Tony Fagelman 2006
Factors influencing learning
(continued)
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goal setting
fear and anxiety
motivation: intrinsic/extrinsic
age and stage of maturation
provision of feedback
appropriate relationships-mutual trust and
respect
© Tony Fagelman 2006
Motivation
• The media through which a trampolinist
gains incentive or inspiration to reach a
goal.
• Classified into two categories
– Intrinsic motivation
– Extrinsic motivation
© Tony Fagelman 2006
Intrinsic motivation
• Comes from within as opposed to an
external source
• Gives the self determination to succeed
• This is the most desirable form of
motivation
© Tony Fagelman 2006
Extrinsic motivation
• Imposed on performers through parental, coach and
peer pressure from other trampolinists
– This will not bring the same fulfilment as through intrinsic
motivation
• These external influences may be counter productive
– If the coach is not there, work rate may drop
– Rewards may motivate the performer in this situation
• Try to resolve lack of motivation by making the training
as enjoyable and satisfying as possible
– Set motivational goals
– As they mature, encourage performer to set own goals
© Tony Fagelman 2006
Provision of feedback
• Used to describe information fed back to the trampolinist
about their work in order to improve their performance
• Should be given in easy to understand terms
– Educational taxonmy
• Focus on one or two key points
• Feedback should be positive in nature
– Give encouragement before criticism
– Use praise before providing critical appraisal
• Establish trust and mutual respect
– This must be earned in the eyes of the performer
– Involve the performer in setting their own goals and self
appraisal, this will assist in the trust and respect
© Tony Fagelman 2006