Exercise Science Section 21: Coaching Principles and Practices. An Introduction to Health and Physical Education. Coaching Styles

Transcription

1 Exercise Science Section 21: Coaching Principles and Practices An Introduction to Health and Physical Education Ted Temertzoglou Paul Challen ISBN Coaching Styles Five coaching styles: Authoritarian Emphasizes discipline Well organized Teams characterized by spirit when winning but dissension when losing May be feared of disliked by some athletes Business-Like Logical approach and well planned Current on new technologies Expects top effort at all times May set goals too high for some Coaching Styles cont d Nice Guy/Gal Well liked and sometimes taken advantage of because of nature Works well with athletes of similar temperament May alienate intense athletes Intense Emphasizes winning above all High anxiety often translated to players May alienate easy-going athletes Easy-Going Casual approach Impression of not taking sport seriously May not be prepared to push athletes Usually well-liked

2 Autocratic Coaches The autocratic coach adopts the do-as-i-say approach Autocratic Telling Content to instruct athletes Defining rules and parameters of activities Does not seek input from athlete Autocratic Selling Provides explanation of what athlete should do Encourages questions and feedback regarding correct execution of activity Final decision ultimately lies with coach Democratic Coaches The democratic coach encourages athletes to be fully involved in decisions made about competition and training Democratic Sharing Make suggestions about training or competition; follows up by seeking athlete input Plans based on athlete s suggestions Democratic Allowing Involved only in making suggestions about training and competition Allows athletes to brainstorm possible approaches and ultimately to implement suggestions Philosophy of Fair Play National Coaching Certificate Program (NCCP) philosophy grounded in belief that sport is a moral pursuit emphasizes participation Five key fair play Principles: Respecting the rules of game Respecting officials and accepting their decisions Respecting the opponent Providing all participants with equal opportunities Maintaining dignity under all circumstances

3 The Role of the Coach Keeping It Positive Encouragement Self-esteem Finding praise in every athlete s efforts The Team-Based Approach Promote teamwork and cooperation in team sports context For individual sports: Warm-ups Team meetings Strategy and planning sessions Social events The Role of the Coach cont d Balance Participation in sports only one part of large picture of personal development Healthy lifestyle Participation Derive enjoyment and skill development through participation Incorporate drills that maximize involvement for largest number of participants Staleness and Burnout Build flexibility into program The Role of the Coach cont d Coaching Personality and Style Style should fit personality Working with Parents Crucial for communication Information session at beginning of season Parents should be informed of coach s expectations

4 Coaching Skills Knowing how to communicate with athletes Having grasp of training principles and learning styles Knowing which style works for which athletes Understanding limitations of young athletes Being aware of and teaching all safety aspects Knowing how to reduce injury risk Developing suitable training schedules Advising athletes on diet and nutrition Coaching Skills cont d Knowing how to develop the basic energy system Helping athletes with imagery and relaxation Advising athletes on use of legal and illegal supplements Continually evaluating coach-athlete relationship i Stockphoto.com/ J imak The Winning / Losing Paradox Winning isn t everything. It s the only thing. Philosophy lies in application at the developing levels of sport Winning can take a back seat to factors such as: Goal attainment Teamwork Respect for opponents Respect for officials

5 Coaching Advanced Athletes Motivation Can be a product of intrinsic desire for self-improvement or extrinsic desire for rewards Ethics Many factors can enter into ethical decisions Issues can include performance-enhancing methods and equipment Dirty play Goal Setting and Independence Central aim of coach should be to encourage athlete s independence Strategy, Tactics, and Planning Strategy Plans formed in executed during game/competition Tactics A competitive plan created by a competitor during the heat of an athletic contest Planning Scouting opponents Encourage athletes to try new approaches Motivate athletes from the sidelines NCCP: Coaching the Coaches National standard in Canada Five levels Levels 1 3 geared towards coaches at the community, regional, and provincial sport levels Three components for each level Theory Basic principles of coaching Technical Related to coaching a particular sport Practical Instruction on hands-on aspect of coaching

6 NCCP: Coaching the Coaches cont d Levels 4 and 5 Highest level of professional training for coaches For coaches of national-, international-, high-performance athletes To be eligible, coaches must have: Level 3 certification Minimum three years experience Approval from national sport federation