The Coaching Process

A Practical Guide to Becoming an Effective Sports Coach

Lynn Kidman, Stephanie J. Hanrahan

• Verlag: Routledge
• Jahr: 2010
• ISBN:
  9781135157050
• Auflage: 1
• Thema: Éducation
• Thema: Éducation physique

In this fresh and engaging introduction to sports coaching, Lynn Kidman and Stephanie Hanrahan guide students through the coaching process. Focusing on the practical aspects of sports coaching, the book helps students to develop their basic technical skills as well as strategies for working with individual and team athletes, and to plan and implement effective coaching sessions.

The book develops an "athlete-centred approach" to sports coaching, by which athletes take ownership of their learning, in turn strengthening their abilities to retain key skills and to make effective decisions during competition. Useful pedagogical features in each chapter, such as real life case studies, activities, self-reflection questions, and summaries of current research and best practice, encourage reflective practice and help student coaches to develop and extend their coaching techniques and philosophies.

The Coaching Process is invaluable reading for any student starting a sports coaching course at college or university, and for any coach working with athletes or children in sport who wants to improve their practical skills.

PART 1
INTRODUCTION

CHAPTER 1
SUCCESSFUL COACHING

This chapter covers

• The coaching process
• Self-reflective learning process
• The enjoyment of coaching athletes

Coaching is about striving to contribute to the success of each athlete. The Australian Oxford Dictionary defines success as ‘a favourable outcome; attainment of what was desired or attempted’. In sport, an outcome is seen traditionally as winning or losing a particular competition. This view of outcomes is narrow and limited. Winning is important, it is one of the reasons for organised sport; however, as an outcome, it is uncontrollable. Though success is commonly defined as an outcome, we need to look more broadly at what it means. Ralph Waldo Emerson has written about success as more than just an outcome:

To laugh often and much, to win the respect of intelligent people and the affection of children; To earn the appreciation of honest critics and endure the betrayal of false friends; To appreciate beauty, to find the best in others; To leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; To know even one life has breathed easier because you have lived. That is to have succeeded.

(Ralph Waldo Emerson in Smith, 1997, p. 43)

As coaches we can have a dramatic influence on the development and lives of those we coach (Smoll & Smith, 2002). What is considered to be successful coaching is dependent on how we develop our own skills and behaviours to meet athletes’ needs.

ACTIVITY

Write down three main things that your athletes want to achieve. (Remember to use pencil or photocopy activities to preserve your book.)

1
2
3

POINT TO PONDER

Think back to a favourite coach. What was it about that coach that you admired so much? What characteristics did he or she have that made you want to learn about that sport? What were that coach’s motivating qualities? Have you adopted some of these qualities? Now, think back to a teacher or coach you disliked. What qualities did he or she have that you would never adopt?

THE COACHING PROCESS

Becoming a great coach is an ongoing process (Cross & Lyle, 1999). Coaches do not just complete a coaching course, coach for a specified period of time and then, presto, become perfect coaches. Coaches’ abilities are diverse and complex and each coach is at a different development level (Kidman & Lombardo, 2010a). Nevertheless, every coach can always improve. As we continue to coach, we constantly refine and enhance our coaching skills. It is important to judge the effectiveness of that process rather than any particular outcome. If coaches are not achieving success (however it is defined), they need to look at changing what they are doing, that is, changing the process. Even if coaches believe they are successful, they need to be aware of the process so they can continue to strive for athlete achievement.

ACTIVITY

For each of the behaviours in the following list, mark with an ‘S’ the points you believe are an indication of success (what you are trying to achieve) and with a ‘C’, aspects of effective coaching (part of the process). Some items may be marked with both ‘S’ and ‘C’.

☐Being flexible to meet the individual needs of athletes

☐Willing to experiment with new ideas

☐Valuing the coach–athlete relationship

☐Understanding and appreciating human nature

☐Being honest and strong in character

☐Being committed to individual integrity, values, and personal growth

☐Enabling athletes to feel comfortable and happy with training sessions and competitions

☐Improving athletes’ techniques

☐Having fun

☐Appreciating individual differences

☐Understanding the value of time

☐Cherishing the satisfaction of perseverance

☐Comprehending the meaning of effort

☐Discerning the dignity of humility

☐Developing character

☐Enhancing athletes’ decision making

☐Giving athletes ownership of their learning

☐Being kind

☐Appreciating the rewards of cooperation

☐Valuing/developing friendships

☐Learning new skills

☐Meeting challenges

☐Overcoming obstacles

☐Experiencing new things

☐Having a positive sense of self (feeling good)

☐Feeling it is OK to make mistakes

☐Winning

☐Communicating effectively

☐Getting recognition

☐Maintaining involvement (being active throughout life)

☐(Add your own) ____________________________________

Now go back and look at your responses. Are there common themes in what you have stated as an indication of success and what you have stated as an indication of coaching ability? These concepts will be revisited in the next chapter when your coaching philosophy is developed or refined.

SELF-REFLECTIVE LEARNING PROCESS

It is likely that you are reading this book because you are interested in improving your coaching. What you probably have realised already is that developing as a coach is an ongoing process. As mentioned in the preface, you are asked in this book to reflect on your current coaching practices. Before determining what changes need to be made, it is important to be aware of how you coach now. More than one technique can be used for self-reflection (Cassidy et al., 2009).

One of these techniques is the use of video. Throughout the book coaches are asked to video themselves coaching. Many coaches use this technique to enhance the coaching process. At first, many coaches find it to be a threatening task. Confronting yourself on video is daunting, but once past that initial stage, looking at coaching strategies becomes easier. After you have become accustomed to your personal mannerisms, you can begin to reflect on your coaching. Video is a useful tool for self-reflective learning in teacher education and has also proven to be effective in changing and monitoring coaching strategies (Kidman & Carlson, 1998).

Reflective questions are often part of the learning process, providing structured guidelines and information about coaching behaviours. Such questions are used to direct coaches to focus on particular aspects of coaching. Reflective questions can be designed by you or other experts.

Another useful aid in the self-reflective process is a second opinion (Whitmore, 2002). By obtaining feedback from another respected colleague, coach or teacher, and even from the athletes, the self-reflective processes in coaching will be enhanced.

Hints for participating in self-reflection using video

1. Remember that people generally go through a self-confrontation phase when viewing themselves on a video (e.g., ‘I didn’t know that I was so fat’, or ‘I didn’t know that my nose was so big’). Coaches are no different, but the good news is that the confrontation passes and attention can then be given to coaching strategies.
2. Ensure the camera is focused on you, the coach. Observing your own body signals is important.
3. Use this book as a guide to the ‘how to’ of coaching. Use the reflective questions provided or design questions based on information you gather.
4. Remember that learning a coaching skill is like learning a physical skill. It takes practice. When focusing on improving a particular coaching skill, other coaching skills may falter, which is to be expected. Coaching strategies will begin to gel the more they are practised.
5. When searching for someone to provide coaching feedback, pick someone you respect and trust, a critical friend.

Self-evaluation technique

Another technique to improve your coaching effectiveness is to complete self-evaluation forms after coaching (both after training sessions and after competitions). Figure 1.1 provides a simple example of a form that could be completed after your next coaching session. Later in the book, coaches will be asked to create their own, more detailed self-evaluation forms.

Date:______________________	Venue:_________________________
Strategy/Characteristic	Rating (circle as applicable)
	(1 agree – 5 strongly disagree)
I listened to my athletes	1	2	3	4	5
I was well prepared for the session	1	2	3	4	5
I was positive	1	2	3	4	5
I gave effective feedback	1	2	3	4	5
I was enthusiastic	1	2	3	4	5
I kept my cool	1	2	3	4	5
Athletes were treated equally	1	2	3	4	5
Athletes had good learning experiences	1	2	3	4	5
I varied my tone of voice	1	2	3	4	5
Athletes enjoyed the session	1	2	3	4	5
Athletes were enabled to make decisions	1	2	3	4	5
One thing I did really well this session was
One thing I want to remember for next time is

Figure 1.1 An example of a self-evaluation form

THE ENJOYMENT OF COACHING ATHLETES

Coaching demands time, energy, preparation, enthusiasm and patience (to name just a few of the requirements). People coach for different reasons (Leidl, 2009), both extrinsic and intrinsic. Extrinsic reasons are the external rewards that are available. These rewards are not limited to money or material gains such as free sporting equipment or discounted access to venues. Indeed, only a small percentage of coaches get paid for their efforts. Awards, trophies, and other less tangible forms of recognition from others also can be extrinsic reasons for coaching. Coaches who are coaching mostly for extrinsic rewards are generally coach-centred. A person who is coach-centred tends to be prescriptive, espouses knowledge on to athletes, and can actually inhibit athletes’ learning (Kidman & Lombardo, 2010a). Intrinsic reasons for coaching are based around the personal sense of satisfaction that can be achieved. Intrinsic motivation involves doing things that make people feel competent or self-determining, that can have an influence on the way things happen (Duda et al., 1995). For example, a coach may experience satisfaction from team performances and the realisation that what the team worked on together allowed them to achieve their personal goals. People who coach for intrinsic reasons and are athlete-centred tend to promote a sense of belonging as well as give athletes a role in decision making and ensure a shared approach to learning (Kidman & Lombardo, 2010a). Coaches who are intrinsically motivated to coach, coach for the love and fun of the sport and personal satisfaction. Obviously, enjoyment is a major component of intrinsic motivation.

POINT TO PONDER

Why do you coach? This may seem like a simple question, but please take time to answer now.

Figure 1.2 The personal sense of satisfaction achieved through coaching usually outweighs the glory of aw...