Willing to Win
Author: Willi Railo (NOR)
From FISA Coach Handbook Level 3
==============================
1.0 Introduction
People usually look on the psychological side of sport as being something abstract and therefore difficult to understand. That is the main reason why they find it hard to do something practical and effective to improve their attitudes to sport. The psychological side of sport is often left to chance. You could draw a parallel between psychological and the weather: everybody talks about it, but nobody does anything! Understanding comes before improvement. We first try to understand what the problem is and give it a name, and then we go on to consider how the problem might be remedied.
Showing posts with label motivating. Show all posts
Showing posts with label motivating. Show all posts
Monday, March 7, 2011
Monday, July 2, 2007
Communicating With Athletes
Communicating With Athletes: Timing Is Everything
By Robin S. Vealey,
From Olympic Coach, Vol 17, No 1.
By Robin S. Vealey,
From Olympic Coach, Vol 17, No 1.
---
Mary Harvey, goalkeeper on the U.S.Women’s Soccer Team, who won the 1991 World Cup, gave up an “easy” goal just before halftime of the championship game, which tied up the score 1-1. Instead of berating her or questioning her about what happened on the goal, Coach Tony DiCicco simply talked to her about the upcoming second half and what she should focus on to prepare for the next half of play. A year later, Harvey told her coach:“ I never told you this, but at halftime, when you didn’t mention the mistake I made and simply told me what I needed to do in the second half, well, that had an unbelievable impact on me. It gave me a lot of confidence and allowed me to focus on the second half” (DiCicco, Hacker, & Salzberg, 2002, p. 101). Most coaches understand the importance of communication skills in interacting with their athletes. However, most articles written on communication talk about what to say and how to say it. But as veteran coaches know, choosing when to say it is perhaps the most important thing. Sending the right message in the right way at the right time is the most important communication skill for effective leadership. Coach DiCicco understood that halftime of a World Cup Championship game was not the time to criticize or even discuss an obvious mistake made by a veteran player. His choice of message at that time was brilliant, because it provided powerful motivation and confidence for Harvey, and allowed her to focus on what she needed to do in the second half.
Like me, you probably can remember times when you had the best intentions to communicate in a thoughtful way, only to have the situation blow up in your face! Because of the intensity and emotional highs and lows of sport competition, understanding when to communicate certain messages to athletes is a constant challenge. The four quadrants in Figure 1 represent what can happen in four different situations based on the message sent to athletes as well as the timing of the message (adapted from Maxwell, 1998).
WRONG MESSAGE AT THE WRONG TIME
The bottom left quadrant represents what can happen when a coach chooses the wrong message at the wrong time. Disaster! As a college basketball coach, I was once attempting to help a player learn a new offensive move. As she struggled in learning the move, I said in a glib attempt to motivate her, “Come on, Mary. You can do it. It’s easy!” She looked at me with frustration, defeat, and tears in her eyes and replied softly, “It’s easy for you.” I realized I was wrong to infer that it should be easy for her to learn this skill, especially at a time when she was struggling and feeling incompetent. It took some time to gain back her trust due to my lack of empathy at a time when she needed reassurance instead of my attempt at lighthearted motivation. My intent was to be positive and motivational, but my timing was wrong.
RIGHT MESSAGE AT THE WRONG TIME
Even the right message delivered effectively, but at the wrong time, still represents ineffective communication. The bottom right quadrant represents what can happen when a coach chooses the right message at the wrong time. Resistance! I learned quickly as a coach that talking to a team immediately after a heartbreaking loss requires great care. My mistake the first time this happened was to attempt to get my athletes to open up to discuss their feelings about a tough loss to our arch-rival. It wasn’t a bad idea, but they just weren’t ready for it. I met stiff resistance in the form of averted gazes and rolling eyes, which surprised me as they typically responded very openly to me about their thoughts and feelings. The next day at practice they were ready to discuss the loss, and they explained to me that the night before was just not a good time for them to think rationally and unemotionally about their performance. They needed some time to think through what had happened in the game. My athletes helped me learn the valuable lesson of timing, because although my actions were right, my timing was wrong.
WRONG MESSAGE AT THE RIGHT TIME
The upper left quadrant represents what can happen when a coach chooses the wrong action at the right time. Mistake! With eight seconds left in a game in which we were down by one point, I called a time-out to set up a play for my team. Instead of telling them exactly what to do, I called for an offensive set in which they would then read the flow of the play to dictate who would take the last shot. I used a democratic leadership style, so often lauded in coaching books, to let them determine for themselves who should take the last shot. We failed to score because we turned the ball over due to a lack of execution. I immediately realized that I had chosen the wrong course of action for my team at that time. It was not what they needed from me, and it was a mistake. It was the right time to make a crucial decision, and I made the wrong one.
RIGHT MESSAGE AT THE RIGHT TIME
Fortunately, I was able to rectify my mistake in a game later that season. This situation represents the upper right quadrant in Figure 1, which is where the coach chooses the right action at the right time. Success! Our team found ourselves in the same last second situation we had faced earlier in the year. This time I was ready, as I had learned from my previous mistake. My leadership behavior was totally autocratic, which was the right action for this situation because autocratic decision-making is needed in stressful situations. I told each athlete exactly what they must do on the play, emphasized they each had one job to do, and made those jobs very clear and specific for them. The result was we got a great shot, it went in, and I learned a valuable lesson about choosing the right communication style to use depending on the timing of the situation.
IMPROVING OUR TIMING
Enhancing the timing of our communication requires a lot of practice, trials-and-errors, and critical self-reflection to learn from mistakes. Here are some suggestions for working on your timing in your messages to athletes:
Consider the emotional needs of your athletes based on the time of the season, the proximity of competition (upcoming or just completed), and the influence of good and bad performances (or wins or losses). In emotional moments athletes are typically not effective listeners or able to engage in thoughtful and rational discussions. None of us are.
Ø Consider your emotional state when communicating with athletes. If anger or frustration blocks your ability to communicate productively, wait until your emotions are under control before speaking with your athletes. Know yourself, and only deliver important messages when you are able to do so in a thoughtful, rational manner. And if you say things that you later regret, simply take the time to explain that to your athletes and apologize if necessary. By honestly and openly taking responsibility for mistakes, coaches gain credibility and the trust of their athletes. In fact, it’s good timing to follow up your mistakes with an honest admission of fault and regret.
Ø Realize that athletes respond better to concise messages as opposed to lengthy explanations or tirades during practice sessions and competitive events.A research study found that legendary UCLA basketball coach John Wooden rarely spoke more than 20 seconds at a time during practice, with his teaching comments being short, punctuated, and numerous (Gallimore & Tharp, 2004).
Ø In tense situations, communicate in unexpected or lighthearted ways that help athletes loosen up and gain perspective. A high school baseball coach developed a unique (and a bit off color!) sign to give to his players from his position in the third base coaching box in pressure situations. As the batter watched, the coach would go through his sequence of signs and then finish up by touching his thumb and second finger together in the shape of a circle. The sign represented a key sphincter at the rear end of the player’s body that the coach wanted the athlete to keep open and loose. The circle sign told each player to “be loose and take an aggressive cut.” The coach told me that his players loved the sign, and always smiled no matter how pressurized the situation! In pressure situations, also avoid stating the obvious such as “just relax,” “we really need this,” or “it’s all up to you.” I had a well-meaning coach that had the habit of always telling me to “relax” in tense situations. The comment always caused me to wonder “Am I not relaxed?” and to become more tense as a result. Provide some concise instructions, give a verbal or nonverbal show of support, but don’t state the obvious.
Ø Similarly, avoid pointing out or dwelling on the obvious when athletes make dumb mistakes. It only focuses on the negative, so a better strategy is to ignore it or to develop a “mistake ritual,” which is a common gesture coaches can communicate to athletes after mistakes to indicate that it’s no big deal. Examples include “no sweat” by wiping two fingers across your brow as if wiping sweat away, “brush it off” by brushing your hand across your shoulder to brush away the mistake, and “wave goodbye” in softball and baseball by taking off your cap momentarily as if to wave away the mistake prior to putting the hat back on (Thompson, 2003).Ask your athletes to develop their own Mistake Ritual – it really works!
Ø Avoid constantly using high intensity, rah-rah approaches to motivating your athletes. Why? They quickly learn that this is an act, and then in situations where you attempt to communicate intensity to them, they don’t buy it.
Highly successful Duke men’s basketball coach Mike Krzyzewski (2000) talks about the importance of always telling athletes the truth to create trust in what the coach says, or what he calls “instant belief.” Coach Krzyzewski credits the development of “instant belief” for his ability to help his players focus in the final 2.1 seconds of the 1992 NCCA Regional Final with a trip to the Final Four on the line. After a Kentucky player scored on a miraculous shot, Duke called time out down by one point. Coach Krzyzewski knew that the message his athletes needed to hear at that moment was critical, because he saw in their eyes that they didn’t believe they could win. As his athletes came to the bench, he shouted at them, “We’re going to win! We’re going to win!” Could he guarantee this? Of course not. But because he had been an honest communicator all season, his players trusted him and believed him, and what was important at this moment was to create an “instant belief” that they could win. Of course, Duke went on to win the game on one of the most thrilling last-second shots in basketball history. Coach Krzyzewski sent his team the one message they needed to hear and believe at exactly the right time. The key point to remember is that if he had constantly used this rah-rah ploy with his team, they would not have believed him at the critical time when it was needed. When coaches send the right message at the right time, communication flows, athletes learn, and teams flourish. Veteran coaches understand the crucial aspect of timing in attempting to enhance team cohesion, performance, and motivation in their athletes. Develop a file folder in your head of what you learn about timing and communicating with your athletes. Timing is everything in knowing not only what and how, but especially when to communicate with your athletes. Good luck and good coaching.
Dr. Robin S.Vealey is a Professor in the Department of Physical Education, Health, and Sport Studies at Miami University in Ohio. A former college basketball coach, she now teaches courses, conducts research, and consults with athletes and coaches in the area of sport psychology. This article is taken from her book, Coaching for the Inner Edge, available in March from Fitness Information Technology (http://www.fitinfotech.com/).
REFERENCES
Ø Gallimore, R., & Tharp, R. (2004).What a coach can teach a teacher, 1975-2004: Reflections and reanalysis of John Wooden’s teaching practices. The Sport Psychologist, 18, 119-137.
Ø Krzyzewski, M. (2000). Leading with the heart. New York:Warner.
Ø Maxwell, J.C. (1998).The 21 irrefutable laws of leadership: Follow them and people will follow you. Nashville: Nelson.
Ø Thompson, J. (2003).The double-goal coach. New York: Harper-Collins.
Mary Harvey, goalkeeper on the U.S.Women’s Soccer Team, who won the 1991 World Cup, gave up an “easy” goal just before halftime of the championship game, which tied up the score 1-1. Instead of berating her or questioning her about what happened on the goal, Coach Tony DiCicco simply talked to her about the upcoming second half and what she should focus on to prepare for the next half of play. A year later, Harvey told her coach:“ I never told you this, but at halftime, when you didn’t mention the mistake I made and simply told me what I needed to do in the second half, well, that had an unbelievable impact on me. It gave me a lot of confidence and allowed me to focus on the second half” (DiCicco, Hacker, & Salzberg, 2002, p. 101). Most coaches understand the importance of communication skills in interacting with their athletes. However, most articles written on communication talk about what to say and how to say it. But as veteran coaches know, choosing when to say it is perhaps the most important thing. Sending the right message in the right way at the right time is the most important communication skill for effective leadership. Coach DiCicco understood that halftime of a World Cup Championship game was not the time to criticize or even discuss an obvious mistake made by a veteran player. His choice of message at that time was brilliant, because it provided powerful motivation and confidence for Harvey, and allowed her to focus on what she needed to do in the second half.
Like me, you probably can remember times when you had the best intentions to communicate in a thoughtful way, only to have the situation blow up in your face! Because of the intensity and emotional highs and lows of sport competition, understanding when to communicate certain messages to athletes is a constant challenge. The four quadrants in Figure 1 represent what can happen in four different situations based on the message sent to athletes as well as the timing of the message (adapted from Maxwell, 1998).
WRONG MESSAGE AT THE WRONG TIME
The bottom left quadrant represents what can happen when a coach chooses the wrong message at the wrong time. Disaster! As a college basketball coach, I was once attempting to help a player learn a new offensive move. As she struggled in learning the move, I said in a glib attempt to motivate her, “Come on, Mary. You can do it. It’s easy!” She looked at me with frustration, defeat, and tears in her eyes and replied softly, “It’s easy for you.” I realized I was wrong to infer that it should be easy for her to learn this skill, especially at a time when she was struggling and feeling incompetent. It took some time to gain back her trust due to my lack of empathy at a time when she needed reassurance instead of my attempt at lighthearted motivation. My intent was to be positive and motivational, but my timing was wrong.
RIGHT MESSAGE AT THE WRONG TIME
Even the right message delivered effectively, but at the wrong time, still represents ineffective communication. The bottom right quadrant represents what can happen when a coach chooses the right message at the wrong time. Resistance! I learned quickly as a coach that talking to a team immediately after a heartbreaking loss requires great care. My mistake the first time this happened was to attempt to get my athletes to open up to discuss their feelings about a tough loss to our arch-rival. It wasn’t a bad idea, but they just weren’t ready for it. I met stiff resistance in the form of averted gazes and rolling eyes, which surprised me as they typically responded very openly to me about their thoughts and feelings. The next day at practice they were ready to discuss the loss, and they explained to me that the night before was just not a good time for them to think rationally and unemotionally about their performance. They needed some time to think through what had happened in the game. My athletes helped me learn the valuable lesson of timing, because although my actions were right, my timing was wrong.
WRONG MESSAGE AT THE RIGHT TIME
The upper left quadrant represents what can happen when a coach chooses the wrong action at the right time. Mistake! With eight seconds left in a game in which we were down by one point, I called a time-out to set up a play for my team. Instead of telling them exactly what to do, I called for an offensive set in which they would then read the flow of the play to dictate who would take the last shot. I used a democratic leadership style, so often lauded in coaching books, to let them determine for themselves who should take the last shot. We failed to score because we turned the ball over due to a lack of execution. I immediately realized that I had chosen the wrong course of action for my team at that time. It was not what they needed from me, and it was a mistake. It was the right time to make a crucial decision, and I made the wrong one.
RIGHT MESSAGE AT THE RIGHT TIME
Fortunately, I was able to rectify my mistake in a game later that season. This situation represents the upper right quadrant in Figure 1, which is where the coach chooses the right action at the right time. Success! Our team found ourselves in the same last second situation we had faced earlier in the year. This time I was ready, as I had learned from my previous mistake. My leadership behavior was totally autocratic, which was the right action for this situation because autocratic decision-making is needed in stressful situations. I told each athlete exactly what they must do on the play, emphasized they each had one job to do, and made those jobs very clear and specific for them. The result was we got a great shot, it went in, and I learned a valuable lesson about choosing the right communication style to use depending on the timing of the situation.
IMPROVING OUR TIMING
Enhancing the timing of our communication requires a lot of practice, trials-and-errors, and critical self-reflection to learn from mistakes. Here are some suggestions for working on your timing in your messages to athletes:
Consider the emotional needs of your athletes based on the time of the season, the proximity of competition (upcoming or just completed), and the influence of good and bad performances (or wins or losses). In emotional moments athletes are typically not effective listeners or able to engage in thoughtful and rational discussions. None of us are.
Ø Consider your emotional state when communicating with athletes. If anger or frustration blocks your ability to communicate productively, wait until your emotions are under control before speaking with your athletes. Know yourself, and only deliver important messages when you are able to do so in a thoughtful, rational manner. And if you say things that you later regret, simply take the time to explain that to your athletes and apologize if necessary. By honestly and openly taking responsibility for mistakes, coaches gain credibility and the trust of their athletes. In fact, it’s good timing to follow up your mistakes with an honest admission of fault and regret.
Ø Realize that athletes respond better to concise messages as opposed to lengthy explanations or tirades during practice sessions and competitive events.A research study found that legendary UCLA basketball coach John Wooden rarely spoke more than 20 seconds at a time during practice, with his teaching comments being short, punctuated, and numerous (Gallimore & Tharp, 2004).
Ø In tense situations, communicate in unexpected or lighthearted ways that help athletes loosen up and gain perspective. A high school baseball coach developed a unique (and a bit off color!) sign to give to his players from his position in the third base coaching box in pressure situations. As the batter watched, the coach would go through his sequence of signs and then finish up by touching his thumb and second finger together in the shape of a circle. The sign represented a key sphincter at the rear end of the player’s body that the coach wanted the athlete to keep open and loose. The circle sign told each player to “be loose and take an aggressive cut.” The coach told me that his players loved the sign, and always smiled no matter how pressurized the situation! In pressure situations, also avoid stating the obvious such as “just relax,” “we really need this,” or “it’s all up to you.” I had a well-meaning coach that had the habit of always telling me to “relax” in tense situations. The comment always caused me to wonder “Am I not relaxed?” and to become more tense as a result. Provide some concise instructions, give a verbal or nonverbal show of support, but don’t state the obvious.
Ø Similarly, avoid pointing out or dwelling on the obvious when athletes make dumb mistakes. It only focuses on the negative, so a better strategy is to ignore it or to develop a “mistake ritual,” which is a common gesture coaches can communicate to athletes after mistakes to indicate that it’s no big deal. Examples include “no sweat” by wiping two fingers across your brow as if wiping sweat away, “brush it off” by brushing your hand across your shoulder to brush away the mistake, and “wave goodbye” in softball and baseball by taking off your cap momentarily as if to wave away the mistake prior to putting the hat back on (Thompson, 2003).Ask your athletes to develop their own Mistake Ritual – it really works!
Ø Avoid constantly using high intensity, rah-rah approaches to motivating your athletes. Why? They quickly learn that this is an act, and then in situations where you attempt to communicate intensity to them, they don’t buy it.
Highly successful Duke men’s basketball coach Mike Krzyzewski (2000) talks about the importance of always telling athletes the truth to create trust in what the coach says, or what he calls “instant belief.” Coach Krzyzewski credits the development of “instant belief” for his ability to help his players focus in the final 2.1 seconds of the 1992 NCCA Regional Final with a trip to the Final Four on the line. After a Kentucky player scored on a miraculous shot, Duke called time out down by one point. Coach Krzyzewski knew that the message his athletes needed to hear at that moment was critical, because he saw in their eyes that they didn’t believe they could win. As his athletes came to the bench, he shouted at them, “We’re going to win! We’re going to win!” Could he guarantee this? Of course not. But because he had been an honest communicator all season, his players trusted him and believed him, and what was important at this moment was to create an “instant belief” that they could win. Of course, Duke went on to win the game on one of the most thrilling last-second shots in basketball history. Coach Krzyzewski sent his team the one message they needed to hear and believe at exactly the right time. The key point to remember is that if he had constantly used this rah-rah ploy with his team, they would not have believed him at the critical time when it was needed. When coaches send the right message at the right time, communication flows, athletes learn, and teams flourish. Veteran coaches understand the crucial aspect of timing in attempting to enhance team cohesion, performance, and motivation in their athletes. Develop a file folder in your head of what you learn about timing and communicating with your athletes. Timing is everything in knowing not only what and how, but especially when to communicate with your athletes. Good luck and good coaching.
Dr. Robin S.Vealey is a Professor in the Department of Physical Education, Health, and Sport Studies at Miami University in Ohio. A former college basketball coach, she now teaches courses, conducts research, and consults with athletes and coaches in the area of sport psychology. This article is taken from her book, Coaching for the Inner Edge, available in March from Fitness Information Technology (http://www.fitinfotech.com/).
REFERENCES
Ø Gallimore, R., & Tharp, R. (2004).What a coach can teach a teacher, 1975-2004: Reflections and reanalysis of John Wooden’s teaching practices. The Sport Psychologist, 18, 119-137.
Ø Krzyzewski, M. (2000). Leading with the heart. New York:Warner.
Ø Maxwell, J.C. (1998).The 21 irrefutable laws of leadership: Follow them and people will follow you. Nashville: Nelson.
Ø Thompson, J. (2003).The double-goal coach. New York: Harper-Collins.
Tuesday, May 8, 2007
Motivate And Devlop Athletes
Coaching – To Motivate and Develop Athletes You Needs These Skills
By Brian Mackenzie,
From Issue 1 of the Successful Coaching Newsletter www.athleticscoach.co.uk
-
The United Kingdom Coaching Strategy describes the role of the coach as one which "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavors". At the 19th session of the International Olympic Academy, Greece 1979, Dyson widened the horizon to "the wise coach develops not only the fullest physical potential in his charges, but also those capacities and habits of mind and body which will enrich and ennoble their later years".
The role of the coach could be quite daunting since the above implies what could be construed as quite awesome responsibility, especially for the part-time non-professional. I believe the role of the coach is to create the right conditions for learning to happen and to find ways of motivating the athletes. Most athletes are highly motivated and therefore the task is to maintain that motivation and to generate excitement and enthusiasm.
Coaching Skills
To be successful as a coach you will need to develop many personal and interpersonal skills. These include:
-knowing how to communicate effectively with your athletes
-understanding the learning process and training principles
-understanding and implement appropriate teaching methods
-understanding the various coaching styles
-understanding the capabilities of growing children
-advising athletes on track safety
-understanding the causes and recognise the symptoms of over-training
-understanding how to reduce the risk of injury to your athletes
-preparing training programmes to meet the needs of each athlete
-assisting athletes to develop new skills
-using evaluation tests to monitor training progress and predicting performance
-advising athletes on their nutritional needs
-understanding and knowing how to develop the athlete's energy systems
-advise athletes on relaxation and mental imagery skills
-advise athletes on the use of legal supplements
-evaluate the athlete's competition performance
-evaluate athlete/training and athlete/coach performance
I will not go into any depth here on these above skills as these will topics will be addressed in future Successful Coaching Newsletters.
Coaching Roles
Many people will consider the role of a coach to be one of teaching the athlete the appropriate skills to succeed in their chosen sport or event. The roles that you will find you undertake as a coach will be many and varied and you may find at some stage in your coaching career that you will be: instructor, assessor, friend, mentor, facilitator, researcher and many more.
In my many years as a coach I have found myself undertaking many roles under the coaches mantle. These include:
-Advisor: Advising athletes on the training to be conducted and suitable kit and equipment to purchase
-Assessor: Assessing athletes performance in training and in competition
-Ambassador: Visiting schools, colleges and universities promoting the sport and club
-Chauffeur : Transporting athletes to sporting events if parents or family are unavailable to take them
-Counsellor: Resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring
-Demonstrator: Demonstrate to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit, if you can find the time between your full time job, coaching and family life
-Friend: Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost
-Facilitator: Identify suitable competitions for them to compete in to help them achieve their overall objectives for the year
-Fact finder : Gathering data of national and international results
-First Aider: There will be times when injury occurs and you have to mange the initial first aid before appropriate medical advice can be sought
-Fountain of all knowledge: This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport
-Instructor: Instructing athletes in the skills of their sport
-Mentor: When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries. At some stage in your coaching career you find yourself taking on the role as a mentor to a new coach
-Motivator: Maintain the motivation of all the athletes the whole year round
-Organiser and planner: Preparation of training plans for each athlete and organise attendance at meetings and coaching clinics
-Researcher: Keeping abreast of current training techniques and how to give your athletes that extra edge over their rivals
-Supporter: Competition can be a very nerve racking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a 'Friend' and perhaps 'Counsellor' come in here to
-Sports Massage Therapist: Providing pre and post competition massage to help give your athletes that extra edge
Trust and Respect
Each athlete's training requirements are unique and so a one to one relationship develops between the coach and athlete. As a coach I believe there are two things that you need to develop in your athletes in order to have a good working relationship/partnership which will enable your athletes to develop to their full potential and they are: Trust and Respect.
In working with an athlete you are a team and you should consider the athlete's partner, or parents in the case of young athletes, as being part of that team. They can provide valuable support to your athlete, which in turn can be very beneficial to you in your coaching role. Remember you also need to trust and respect the athlete as well as the partner/parents. The roles of the coach and athlete in determining training requirements will change over the time an athlete is with a coach.
-When an athlete first starts in a sport/event the coach's role is to direct the athlete in all aspects of training (autocratic coaching role)
-As the athlete develops and demonstrates a sound technical understanding of the sport/event then gradually the coach's role changes to one where the coach and athlete discuss and agree appropriate training requirements (democratic coaching role)
-As the athlete matures and demonstrates a sound understanding of training principals then the athlete will determine the training requirements. The coach's role becomes one of a mentor providing advice and support as and when required.
Styles of Coaching
There are perhaps two coaching styles - autocratic (do as I say) and democratic (involve the athletes in decision making). The autocratic style could be broken into two types - telling and selling and the democratic style into sharing and allowing. Coaches will use a variety of styles/types depending on the coaching situation.
Autocratic Style - Telling:
-The coach decides on what is to be done
-The athletes are not involved in the decision making
-The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are told the exercises to be completed
Autocratic Style - Selling
-The coach decides on what is to be done
-The coach explains what is required and the objectives
-The athletes are encouraged to ask questions to confirm understanding
-The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are informed of the exercises in the circuit. The coach explains the object of circuit training and the purpose of each exercise. Athletes can ask questions to clarify any points.
Democratic Style - Sharing
-The coach outlines the training requirements to the athletes
-The coach invites ideas/suggestions from the athletes
-The coach makes the decision based on the athletes' suggestions
-The coach defines what to do and how to do it
e.g. the coach identifies a circuit training session. Athletes identify possible exercises for the circuit. The coach selects from the suggestions a set of exercises.
Democratic Style - Allowing
-The coach outlines the training requirements to the athletes
-The coach defines the training conditions
-The athletes brainstorm to explore possible solutions
-The athletes make the decision
-The athletes define what to do and how to do it
e.g. the coach identifies a circuit training session. The coach defines the conditions of the circuit to ensure it is safe and meets the overall objectives of the session. Athletes identify possible exercises for the circuit and then select a set of exercises that meet the coach's conditions.
Alternative styles
B. Woods (Applying psychology to Sport, Hodder & Stoughton, 1998) identified 4 styles of coaching:
-Command style - direct instruction, coach dictates
-Reciprocal style - athlete takes some responsibility for their own development, monitored by the coach
-Problem solving style - athlete solves problems set by the coach
-Guided discovery - athlete has freedom to explore various options
Is Coaching an Art or a Science?
To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyse the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc.
The art of coaching comes when the coach has to analyse the scientific data and convert it into coaching and training programmes to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned. By understanding the science, which is the foundation of training, a well-designed training program can be developed that will help an athlete reach their full potential. The art is understanding the science and then applying it.
Successful Athletes
As coaches we would all like to develop the next Olympic champion so how do we initially identify a potential successful athlete. Thomas Tutko and Bruce Ogilvie believe that the following characteristics form part of a successful athlete: Aggression, Coachability, Conscientiousness, Determination, Drive, Emotional Control, Guilt Proneness, Leadership, Mental Toughness, Self Confidence and Trust. Personally I look for four characteristics: Concentration, Confidence, Control (emotional) and Commitment. Of these four C's the primary one I focus on to develop in any athlete is Confidence. If an athlete has high level of self-confidence then the commitment, control and concentration will also be high and likewise a low level of confidence will negatively impact the other three C's.
Legal Responsibilities
Coaches need to be aware of their legal responsibilities, especially with respect to the advice they give their athletes and the way they manage and supervise them. Coaches have a legal responsibility to their athletes and should:
-give appropriate advice and guidance
-not offer advice beyond their level of qualification
Heath and Safety
Coaches are responsible for the health and safety of the athletes in their charge. Coaches should have access to first aid facilities and have the means by which to contact emergency services.
Protection from Abuse
Coaches also have a responsibility to protect children from all forms of abuse. There are four main kinds of abuse:
-Neglect (providing inadequate food)
-Emotional abuse (being threatened or taunted)
-Sexual abuse
-Physical abuse (hitting)
Coaches should be able to recognise indicators, which may signify abuse and take appropriate action if concerned. All organisations (e.g. sports governing bodies, local authorities, clubs) should have a policy statement and guidelines regarding child abuse.
Insurance
Coaches should have appropriate insurance, which covers both public liability and personal accidents. Many governing bodies include insurance as part of their affiliation fee.
Transportation
It is recommended that coaches do not use their personal vehicles for transporting athletes to venues. If coaches do use their own vehicles then they should ensure they are properly licensed and insured. With young athletes coaches should seek the assistance of the parents/guardians.
Supplements
Coaches have an ethical and legal responsibility to:
-educate their athletes about drug (supplement) use and abuse
-provide general and appropriate nutritional advise
Ethical Responsibilities
A coach is required to comply with their National Governing Body's code of ethics and conduct. The following is a summary of the code of ethics for coaches as supplied by the National Governing Body for Athletics in the UK to its registered coaches. The coach's primary role is to facilitate the process of individual development through achievement of athletic potential. This role accepts the athletes' long-term interests as of greater importance than short-term athletic considerations. To fulfil this role the coach must behave in an ethical manner respecting the following points:
-Coaches must respect basic human rights. Coaches should operate without discrimination on the grounds of gender, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, birth or other status
-Coaches must respect the dignity and recognise the contribution of each individual. This includes respecting the right for freedom from physical or sexual harassment and advances
-Coaches must ensure that the practical environment is safe and appropriate. This must take into consideration the age, maturity and skill level of the athlete. This is particularly important in the case of younger or less developed athletes
-Coaches must acknowledge and respect the Rules of Competition. This respect should extend to the spirit as well as to the letter of the rules, in both training and competition, to ensure fairness of competitive opportunity between all athletes
-Coaches must exhibit an active respect for officials, by accepting the ability of the officials to ensure that competitions are conducted fairly and according to the established rules
-Coaches have a responsibility to influence the performance and conduct of the athletes they coach, while encouraging the independence and self determination of each athlete by their acceptance of responsibility for their own decisions, conduct and performance
-Coaches must assert a positive and active leadership role to prevent any use of prohibited drugs or other disallowed performance enhancing substances or practices. This leadership by coaches includes education of the athletes on the harmful effects of prohibited substances and practices
-The coach must acknowledge that all coaches have an equal right to desire the success of the athletes they coach - competing within the rules. Observation, recommendations and criticism of coaching practice should be directed to the appropriate person outside the view or hearing of the public
-Coaches should never solicit, either overtly or covertly, athletes who are already receiving coaching to join their squad
-Coaches should hold recognised coaching qualifications. Coaches should respect that the gaining of coaching qualifications is an ongoing commitment achieved through the upgrading of their knowledge by attendance at accredited courses and through practical coaching experience. -Coaches also have a responsibility to share the knowledge and practical experience they gain
-Coaches must respect the image of the coach and continuously maintain the highest standard of personal conduct, reflected in both the manner of appearance and behaviour
Coaches should seek out and fully co-operate with all individuals and agencies that could play a role in the development of the athletes they coach. This includes working openly with other coaches, using the expertise of sports scientists and sports physicians, and displaying an active support of their National Governing Body.
Article Reference
This article, written by Brian Mackenzie, appeared in Issue 1 of the Successful Coaching Newsletter.
About the Author
Brian Mackenzie is a UK Athletics level 4 performance coach and a coach tutor/assessor. He has been coaching sprint, middle distance and combined event athletes for the past 20+ years and has 35+ years experience as an endurance athlete. Brian is the editor of the "Successful Coaching" and "Your Personal Trainer" newsletters and can be contacted through his website at www.athleticscoach.co.uk
By Brian Mackenzie,
From Issue 1 of the Successful Coaching Newsletter www.athleticscoach.co.uk
-
The United Kingdom Coaching Strategy describes the role of the coach as one which "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavors". At the 19th session of the International Olympic Academy, Greece 1979, Dyson widened the horizon to "the wise coach develops not only the fullest physical potential in his charges, but also those capacities and habits of mind and body which will enrich and ennoble their later years".
The role of the coach could be quite daunting since the above implies what could be construed as quite awesome responsibility, especially for the part-time non-professional. I believe the role of the coach is to create the right conditions for learning to happen and to find ways of motivating the athletes. Most athletes are highly motivated and therefore the task is to maintain that motivation and to generate excitement and enthusiasm.
Coaching Skills
To be successful as a coach you will need to develop many personal and interpersonal skills. These include:
-knowing how to communicate effectively with your athletes
-understanding the learning process and training principles
-understanding and implement appropriate teaching methods
-understanding the various coaching styles
-understanding the capabilities of growing children
-advising athletes on track safety
-understanding the causes and recognise the symptoms of over-training
-understanding how to reduce the risk of injury to your athletes
-preparing training programmes to meet the needs of each athlete
-assisting athletes to develop new skills
-using evaluation tests to monitor training progress and predicting performance
-advising athletes on their nutritional needs
-understanding and knowing how to develop the athlete's energy systems
-advise athletes on relaxation and mental imagery skills
-advise athletes on the use of legal supplements
-evaluate the athlete's competition performance
-evaluate athlete/training and athlete/coach performance
I will not go into any depth here on these above skills as these will topics will be addressed in future Successful Coaching Newsletters.
Coaching Roles
Many people will consider the role of a coach to be one of teaching the athlete the appropriate skills to succeed in their chosen sport or event. The roles that you will find you undertake as a coach will be many and varied and you may find at some stage in your coaching career that you will be: instructor, assessor, friend, mentor, facilitator, researcher and many more.
In my many years as a coach I have found myself undertaking many roles under the coaches mantle. These include:
-Advisor: Advising athletes on the training to be conducted and suitable kit and equipment to purchase
-Assessor: Assessing athletes performance in training and in competition
-Ambassador: Visiting schools, colleges and universities promoting the sport and club
-Chauffeur : Transporting athletes to sporting events if parents or family are unavailable to take them
-Counsellor: Resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring
-Demonstrator: Demonstrate to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit, if you can find the time between your full time job, coaching and family life
-Friend: Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost
-Facilitator: Identify suitable competitions for them to compete in to help them achieve their overall objectives for the year
-Fact finder : Gathering data of national and international results
-First Aider: There will be times when injury occurs and you have to mange the initial first aid before appropriate medical advice can be sought
-Fountain of all knowledge: This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport
-Instructor: Instructing athletes in the skills of their sport
-Mentor: When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries. At some stage in your coaching career you find yourself taking on the role as a mentor to a new coach
-Motivator: Maintain the motivation of all the athletes the whole year round
-Organiser and planner: Preparation of training plans for each athlete and organise attendance at meetings and coaching clinics
-Researcher: Keeping abreast of current training techniques and how to give your athletes that extra edge over their rivals
-Supporter: Competition can be a very nerve racking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a 'Friend' and perhaps 'Counsellor' come in here to
-Sports Massage Therapist: Providing pre and post competition massage to help give your athletes that extra edge
Trust and Respect
Each athlete's training requirements are unique and so a one to one relationship develops between the coach and athlete. As a coach I believe there are two things that you need to develop in your athletes in order to have a good working relationship/partnership which will enable your athletes to develop to their full potential and they are: Trust and Respect.
In working with an athlete you are a team and you should consider the athlete's partner, or parents in the case of young athletes, as being part of that team. They can provide valuable support to your athlete, which in turn can be very beneficial to you in your coaching role. Remember you also need to trust and respect the athlete as well as the partner/parents. The roles of the coach and athlete in determining training requirements will change over the time an athlete is with a coach.
-When an athlete first starts in a sport/event the coach's role is to direct the athlete in all aspects of training (autocratic coaching role)
-As the athlete develops and demonstrates a sound technical understanding of the sport/event then gradually the coach's role changes to one where the coach and athlete discuss and agree appropriate training requirements (democratic coaching role)
-As the athlete matures and demonstrates a sound understanding of training principals then the athlete will determine the training requirements. The coach's role becomes one of a mentor providing advice and support as and when required.
Styles of Coaching
There are perhaps two coaching styles - autocratic (do as I say) and democratic (involve the athletes in decision making). The autocratic style could be broken into two types - telling and selling and the democratic style into sharing and allowing. Coaches will use a variety of styles/types depending on the coaching situation.
Autocratic Style - Telling:
-The coach decides on what is to be done
-The athletes are not involved in the decision making
-The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are told the exercises to be completed
Autocratic Style - Selling
-The coach decides on what is to be done
-The coach explains what is required and the objectives
-The athletes are encouraged to ask questions to confirm understanding
-The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are informed of the exercises in the circuit. The coach explains the object of circuit training and the purpose of each exercise. Athletes can ask questions to clarify any points.
Democratic Style - Sharing
-The coach outlines the training requirements to the athletes
-The coach invites ideas/suggestions from the athletes
-The coach makes the decision based on the athletes' suggestions
-The coach defines what to do and how to do it
e.g. the coach identifies a circuit training session. Athletes identify possible exercises for the circuit. The coach selects from the suggestions a set of exercises.
Democratic Style - Allowing
-The coach outlines the training requirements to the athletes
-The coach defines the training conditions
-The athletes brainstorm to explore possible solutions
-The athletes make the decision
-The athletes define what to do and how to do it
e.g. the coach identifies a circuit training session. The coach defines the conditions of the circuit to ensure it is safe and meets the overall objectives of the session. Athletes identify possible exercises for the circuit and then select a set of exercises that meet the coach's conditions.
Alternative styles
B. Woods (Applying psychology to Sport, Hodder & Stoughton, 1998) identified 4 styles of coaching:
-Command style - direct instruction, coach dictates
-Reciprocal style - athlete takes some responsibility for their own development, monitored by the coach
-Problem solving style - athlete solves problems set by the coach
-Guided discovery - athlete has freedom to explore various options
Is Coaching an Art or a Science?
To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyse the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc.
The art of coaching comes when the coach has to analyse the scientific data and convert it into coaching and training programmes to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned. By understanding the science, which is the foundation of training, a well-designed training program can be developed that will help an athlete reach their full potential. The art is understanding the science and then applying it.
Successful Athletes
As coaches we would all like to develop the next Olympic champion so how do we initially identify a potential successful athlete. Thomas Tutko and Bruce Ogilvie believe that the following characteristics form part of a successful athlete: Aggression, Coachability, Conscientiousness, Determination, Drive, Emotional Control, Guilt Proneness, Leadership, Mental Toughness, Self Confidence and Trust. Personally I look for four characteristics: Concentration, Confidence, Control (emotional) and Commitment. Of these four C's the primary one I focus on to develop in any athlete is Confidence. If an athlete has high level of self-confidence then the commitment, control and concentration will also be high and likewise a low level of confidence will negatively impact the other three C's.
Legal Responsibilities
Coaches need to be aware of their legal responsibilities, especially with respect to the advice they give their athletes and the way they manage and supervise them. Coaches have a legal responsibility to their athletes and should:
-give appropriate advice and guidance
-not offer advice beyond their level of qualification
Heath and Safety
Coaches are responsible for the health and safety of the athletes in their charge. Coaches should have access to first aid facilities and have the means by which to contact emergency services.
Protection from Abuse
Coaches also have a responsibility to protect children from all forms of abuse. There are four main kinds of abuse:
-Neglect (providing inadequate food)
-Emotional abuse (being threatened or taunted)
-Sexual abuse
-Physical abuse (hitting)
Coaches should be able to recognise indicators, which may signify abuse and take appropriate action if concerned. All organisations (e.g. sports governing bodies, local authorities, clubs) should have a policy statement and guidelines regarding child abuse.
Insurance
Coaches should have appropriate insurance, which covers both public liability and personal accidents. Many governing bodies include insurance as part of their affiliation fee.
Transportation
It is recommended that coaches do not use their personal vehicles for transporting athletes to venues. If coaches do use their own vehicles then they should ensure they are properly licensed and insured. With young athletes coaches should seek the assistance of the parents/guardians.
Supplements
Coaches have an ethical and legal responsibility to:
-educate their athletes about drug (supplement) use and abuse
-provide general and appropriate nutritional advise
Ethical Responsibilities
A coach is required to comply with their National Governing Body's code of ethics and conduct. The following is a summary of the code of ethics for coaches as supplied by the National Governing Body for Athletics in the UK to its registered coaches. The coach's primary role is to facilitate the process of individual development through achievement of athletic potential. This role accepts the athletes' long-term interests as of greater importance than short-term athletic considerations. To fulfil this role the coach must behave in an ethical manner respecting the following points:
-Coaches must respect basic human rights. Coaches should operate without discrimination on the grounds of gender, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, birth or other status
-Coaches must respect the dignity and recognise the contribution of each individual. This includes respecting the right for freedom from physical or sexual harassment and advances
-Coaches must ensure that the practical environment is safe and appropriate. This must take into consideration the age, maturity and skill level of the athlete. This is particularly important in the case of younger or less developed athletes
-Coaches must acknowledge and respect the Rules of Competition. This respect should extend to the spirit as well as to the letter of the rules, in both training and competition, to ensure fairness of competitive opportunity between all athletes
-Coaches must exhibit an active respect for officials, by accepting the ability of the officials to ensure that competitions are conducted fairly and according to the established rules
-Coaches have a responsibility to influence the performance and conduct of the athletes they coach, while encouraging the independence and self determination of each athlete by their acceptance of responsibility for their own decisions, conduct and performance
-Coaches must assert a positive and active leadership role to prevent any use of prohibited drugs or other disallowed performance enhancing substances or practices. This leadership by coaches includes education of the athletes on the harmful effects of prohibited substances and practices
-The coach must acknowledge that all coaches have an equal right to desire the success of the athletes they coach - competing within the rules. Observation, recommendations and criticism of coaching practice should be directed to the appropriate person outside the view or hearing of the public
-Coaches should never solicit, either overtly or covertly, athletes who are already receiving coaching to join their squad
-Coaches should hold recognised coaching qualifications. Coaches should respect that the gaining of coaching qualifications is an ongoing commitment achieved through the upgrading of their knowledge by attendance at accredited courses and through practical coaching experience. -Coaches also have a responsibility to share the knowledge and practical experience they gain
-Coaches must respect the image of the coach and continuously maintain the highest standard of personal conduct, reflected in both the manner of appearance and behaviour
Coaches should seek out and fully co-operate with all individuals and agencies that could play a role in the development of the athletes they coach. This includes working openly with other coaches, using the expertise of sports scientists and sports physicians, and displaying an active support of their National Governing Body.
Article Reference
This article, written by Brian Mackenzie, appeared in Issue 1 of the Successful Coaching Newsletter.
About the Author
Brian Mackenzie is a UK Athletics level 4 performance coach and a coach tutor/assessor. He has been coaching sprint, middle distance and combined event athletes for the past 20+ years and has 35+ years experience as an endurance athlete. Brian is the editor of the "Successful Coaching" and "Your Personal Trainer" newsletters and can be contacted through his website at www.athleticscoach.co.uk
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