Coaching the Female Athlete - PowerPoint Presentation

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Coaching the Female AthleteSlide2

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Key themes

Are there differences between male and female athletes ?

Coaching the Female Athlete/Team

What sways females to play sport – the model of influenceCoaches effect on Female Athlete Drop Out

Girls’ disengagement from sport is linked to the typical format of physical education classes, which privileges boys and disadvantages girls. Girls are deemed less talented, less coordinated, less skilled, less motivated, and less successful at sports than boys. At best, girls are thought to need special rules and remedial instruction; at worst, they are humiliated, discriminated against, or ignored. (TUCKER CENTRE, 2007)Slide3

LEADERSHIP BOARDROOM

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Differences in male and female athletesSlide4

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COACHING FEMALES - IS IT DIFFERENT?

Target of

Zero incorrect decisions

Discover the 4 Differences Between Coaching Men and Women…

Females MalesAction

Coachability

On the whole, females tend to be more coachable then males. They are willing to try new techniques, especially if it will help them perform better. Women on the whole, seem to want to please their coaches more so than men do.

Male athletes tend to be more convinced (and sometimes deluded) of their own prowess, and are therefore often less coachable. They force coaches to prove that they know more than them.

Confidence

While confidence seems to ooze from the pores of the most successful male athletes, there are many world-class female athletes who struggle with their

confidence.

Females tend to be more open and forthcoming when they are not feeling confidentMale athletes are taught from an early age to project confidence and toughness. Of course, like females, all males struggle with the confidence from time to time. The difference is that most males will go to great lengths not to show that they are struggling. Coaches of female teams need to especially monitor their athletes' confidence. Use a positive approach to build confidence when they succeed. When they fail and make mistakes, remember that many of your athletes are probably tougher on themselves than they need to be. Slide5

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COACHING FEMALES - IS IT DIFFERENT?

Target of

Zero incorrect decisions

Discover the 4 Differences Between Coaching Men and Women…

Females Males

Action

Chemistry

Sally

Helgesen

–

The Female Advantage

talks about W

omen's relationships with each other much like a web-like structure. Each woman wants to feel connected to the other in some way. The web also symbolizes that all women are on the same plane and that one is not necessarily better than the other.

This is in contrast to the typical male hierarchical structure of relationships, where there is a distinct pecking order, much like a totem pole.Coaches of female teams need to be extra sensitive to their team's chemistry, especially social cohesion. They should do things to promote it on the front end, monitor it regularly, and quickly repair it when it is seeming to unravel.Criticism Many females take the coach's criticism personally. They believe a general statement made to the team is something that was meant for them individually.Males on the other hand often depersonalize general criticism and think it is not meant for them. Thus, coaches need to be more specific when addressing males who need to improve.Make sure you use constructive criticism rather than derogatory criticism, especially coaching females. Slide6

LEADERSHIP BOARDROOM

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Coaching the female athlete/TeamSlide7

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What to consider when coaching the athlete

1. Get to know the individual

- One of the key requests by female athletes is for the coach to get

to know them as individuals. This includes understandingtheir personalities, what motivates them in their lives and insport, what their goals are, and which methods will bringout the best in them.2. Your communication style and approachability - Linked very closely with understanding the individual and her motivations, is how you communicate with your athlete, the frequency at which you meet with her and your coaching style.3. Constructive and positive feedback -

Regardless of the coach’s style, athletes want theircoach to provide them with personalised feedback.Some males, who only knew a male-dominated approach to sports growing up, may have to re-examine some of their coaching tactics that might not connect as well with women.- SPECIAL REPORT: Discover the 8 Differences Between Coaching Men and Women - Part 1

Jeff Janssen, Janssen Sports Leadership

Center

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LEADERSHIP BOARDROOM

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What sways females to play sportSlide9

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Actively Engaging Women and Girls

Addressing the Psycho-Social Factors

Women and girls who overcome the barriers to pursue sport and physical activity (as participants, and also as coaches, leaders, officials, etc.) must defy long-standing social norms against sport engagement.

At all ages, women and girls are at risk of feeling insecure and vulnerable when wearing gym clothes or swim suits. They are likely to compare their appearances unfavourably with sexualized and idealized images portrayed in the media.

Addressing psycho-social factors contributes to an environment that supports the development of physically literate, active, healthy women and girls. Separating the links between femininity and participation in sport and physical activity, and creating a supportive environment for optimal participation and performance, are critically important to achieve the sustained participation and commitment of women and girls.

Invest time to learn about the psycho-social factors affecting women’s and girls’ participation and leadership, and how to reduce the barriers to their full involvement.

Consult with women and girls in your community to develop programs that meet their needs, interests and experiences. What works in one community may not work in another.

Use effective instructional methods to teach, evaluate and motivate women and girls. Emphasize the fun, pleasure and challenge of participation.

Teach women and girls to value what their bodies can “do” rather than “how they look”.

* Canada Sport for Life – actively engaging Women and Girls.

Recommendations for Community Coaches

Factors to consider…Slide10

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What sways women to play sport - the model of influence

Accuracy

Efficiency

Consistency

TransparencyTarget of Zero incorrect decisionsTHE SIX KEY SPHERES OF INFLUENCESlide11

OUTLINING INTERNAL AND EXTERNAL BEHAVIOURS

Women’s motivations for sporting participation broadly fall into two categories:

REWARDS/MOTIVATION

EXTERNAL

INTERNAL

Behaviour is driven by EXTERNAL FORCES • Recognition from coach

•

Respect

from teammates

• NOT wanting to

disappoint a parent

.

Over-emphasis on external rewards can lead to lapsing, including if social sources are moved

STRONG INTERNAL DRIVE

is a primary motivator, with less need for social recognition. • Feeling more energised after an activity • enjoying a sense of mastery • boost from improved fitness. Internal rewards/motivators help prevent lapsing, especially through life transitionsSlide12

WHAT DO THE SPHERES OF INFLUENCE – OR ‘SWAY FACTORS’ IN THE MODEL OF INFLUENCE MEAN?

POSSIBILITIES

OPENING HER EYES TO WHAT SHE CAN DO

INFLUENCE

Inspiring her with

‘real’

and relatable

influencers

Imagery and stories of women ‘like me’ to

prime her participation

ACTIONS

Stories framed around personal success

Include early stages of women’s participation journeys

TOGETHERNESS

TOGETHER SHE IS STRONG

INFLUENCE

A friend’s invitation makes sport possible = safety in numbers

Reward of socialising and bonding becomes an external motivator

ACTIONS

Breakdown barriers

Taking part with someone else

Sharing intentions increases commitmentSlide13

WHAT DO THE SPHERES OF INFLUENCE – OR ‘SWAY FACTORS’ IN THE MODEL OF INFLUENCE MEAN?

SUPPORT

ENSURING SHE HAS BEHIND THE SCENES SUPPORT

INFLUENCE

Practical and emotional support from the people in her everyday life is crucial to kick start and sustain participation.

ACTIONS

Family are often the gatekeeper

Encouraging and endorsing

Sharing her goals

BELONGING

MAKE HER FEEL VALUED AND INCLUDED

INFLUENCE

ACTIONS

Personalised contact

Respect and recognition

Opportunities for feedback

Lines of communication

Ensuring that participation in sport is enjoyable and an experience she wants to keep repeatingSlide14

WHAT DO THE SPHERES OF INFLUENCE – OR ‘SWAY FACTORS’ IN THE MODEL OF INFLUENCE MEAN?

PROGRESSION

GIVING HER A SENSE OF DIRECTION

INFLUENCE

Skilled feedback and structured guidance from someone with more expertise than her helps sustain participation along the journey.

ACTIONS

Improvement suggestions

Praise

Setting realistic goals

Ongoing and personalised

INTERNALISE

HELPING HER REFLECT ON HER ACHIVEMENTS

INFLUENCE

ACTIONS

Focus shift to feeling good

Heighten her awareness of personal progress

Internalising her own sport

behavioural journey

Bringing out the internal rewards of taking part in sport.Slide15

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Practical implications in female Athletes

Target of

Zero incorrect decisions

FEMALE CHARACTERISTICS PRACTICAL IMPLICATIONS

Female Characteristics Practical Implications Shorter height

Advantageous in sports emphasising balance

Greater flexibility

Advantageous in terms of range of movement

Shorter arms

Shorter levers for throwing or force generation in

other sports

Narrower shoulders

Reduced upper-body strength and power. Limits total

body weight for endurance runningGreater percentage of body fatPost-puberty, lower strength : weight. Social issuesneed special consideration

Wider pelvis and greater Q-angle

Greater rotation of hips equals different running mechanisms post-puberty

*BY DR STEVEN RYNNE, SCHOOL OF HUMAN MOVEMENT STUDIES, THE UNIVERSITY OF QUEENSLAND;

COACHING AND OFFICIATING UNIT, AUSTRALIAN SPORTS COMMISSIONSlide16

LEADERSHIP BOARDROOM

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The coaches effect on female athlete drop outSlide17

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Coaches effect on female athlete drop out

Accuracy

Efficiency

Consistency

TransparencyReduce number of Video Referees used across an NRL season from 22 to 8

Fun

Nice

Listening to and under standing players

Encouraging to individuals

Knowledgeable

Pushing the team to do its best

Mean/rude

Unfair

Not encouraging

Having yelled at players

Having poor coaching skills

Negative and too strict

Favourite coaches were described as

Least favourite coaches were described as

Stewart and Taylor (2000) examined the participation experiences (why they play and why they quit) of 221 female athletes from a rural high school. They also investigated the coaching variables that can be modified to reduce athletic dropouts.

Participants were given a questionnaire that asked for their rationale for participation in sport, whether they had ever dropped out and why, and for their memories of their most and least favourite coaches

Nestor W. Sherman & Donald Hume (2002) Why Female Athletes Quit:

Implications for Coach Education, Journal of Physical Education, Recreation & Dance, 73:2, 8-8,

DOI: 10.1080/07303084.2002.10607744