Coaching Behaviours Regional Coach Education Workshops - PowerPoint Presentation

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Coaching Behaviours

Regional Coach Education Workshops

Lindsay Dunn

ASA England Programmes Officer

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Cultural Change

The role of the NGB Pathway (ASA and British Swimming)

Promote a holistic cultural change to develop an ‘integrated pathway’

Organisational Changes – The Integrated Pathway

Revised Competition Structure

Formulation of a National Skills Syllabus

Provide education and development opportunities for athletes based on long term potential as well as current performance

Provide inclusive education and development opportunities for coaches who are delivering the correct messages

Undertake strategically targeted club visits and clearly define what we expect from an effective club programme

Right Athlete – Right Environment: athlete

transfer routes

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England Programmes Officers

Outline and implement a National Coach and Athlete Development and Education programme.

Undertake targeted visits to club programmes including observations at competitions.

Outline and oversee the work of the Network/ County/ Regional Coach and Athlete Development and Education programmes, including attendance at Network meetings/ Regional Coaches Forums.

Support the work of the Club Development Officers. Our work is ‘athlete and coach’ focused where their role encompasses the wider workforce and management structures within club

environments.

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England Programmes Officers

Fred Furniss (Pool Swimming Technical Lead)

Email:

fred.furniss@swimming.org

Mobile: 07769332941

North East, North West, West Midland

Mike Parker (Open Water Swimming Technical Lead)

Email:

mike.parker@swimming.org

Mobile: 07971390104

East Midlands, East, London

Lindsay Dunn (AASE Technical Lead)

Email:

lindsay.dunn@swimming.org

Mobile: 07880403625

South East, South West

Diane Elliot (Technical Lead Sport Science/ Sports Medicine

Email:

diane.elliot@swimming.org

Mobile: 07824325966

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Workshop Focus Areas

Planning,

Periodisation

and Monitoring

Fred Furniss

Skill Acquisition in the Daily Training Environment

Mike Parker

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Coaching Behaviours

This workshop will explore the impact of effective and ineffective coaching behaviours on the environment which surrounds the athlete.

We will focus our discussions upon the importance of ensuring that the coach is able to clearly communicate their philosophies, aims and objectives to the wider team.

Linked to this, we will also consider the importance of programme organisation in ensuring that these philosophies are successfully implemented and reinforced.

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A New Direction ...

British Swimming recently appointed Nigel Redman as the ‘Elite Coach Development Manager’Non technical member of staff, previously played and coach Rugby Union.Steer to educate coaches beyond the technical components of the sport.

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Defining your Coaching Philosophy

Ask yourself the following questions:

Why do you coach?

What are your ‘Core Values’? Why should anyone want to be coached by you?

What will you not compromise on?

Are you prepared to remain fully committed to these principles to ensure that you deliver a consistent message to my athletes, parents and colleagues.

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Example Coaching Philosophy

My mission statement focuses on competitive

swimming for club swimmers, whether their club is

school, college, private, municipality/local

government-financed, parent-managed, or a coach

owned club.  Whatever the club structure, my

philosophy as a club coach has one basic goal: to

ensure all swimmers have the opportunity to be

taught  how to incorporate proven techniques to

enable them to swim to their full potential at the

highest levels.

(Anonymous)

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Integrating your Philosophy into a Club Programme

Creating a ‘Coach Led/ Committee Supported’ programme culture.

Establish a work/ life balance by clarifying your role and prioritising your work load but maintain an overseeing role.

TASK

Consider what jobs you currently do that you believe fall out of your remit? (None technical roles)

What things do you feel that you need to do as a coach to progress your programme that do not feel you have the time to do at present? (Technical roles)

Formulate clear job descriptions for all coaching

and management staff.

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Communicating your Philosophy

Communicate the information with all concerned parties.

Consider the best method for delivering this information

Outline the plans for the year ahead

Start of season face to face meeting (1 – 2 – 1 session or a group talk)

Reinforce the key messages throughout the year – each day!

Email, Notices on Website/ Social Media, Progress Meetings

Celebrate the end of season and acknowledge what has been achieved.

Awards Evening, Local Press

Provide a clear rationale for everything that you do

and be willing to defend your standpoint!

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The Athletic Triangle

The athletic triangle, consisting of the coach, athlete and parent(s), is a natural aspect of the youth sport setting. The coach's and parents' roles in this process are critical to the success of any program.

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The Athletic Triangle

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The ‘Professional’ Model

If parents and coaches allow their roles to take priority, then we have an upside – down triangle that is referred to as the professional model.

The adults form the upper two - thirds of the triangle with the athletes (the focal point of the triangle) attempting to balance the adults.

The emphasis is placed on winning and it is easy to lose sight of the needs and interests of the athlete.

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The ‘Developmental’ Model

In the right – side – up triangle (developmental model) adults (coaches and parents) support the young athletes.

Sport programs using this approach remain child – centred and do not become adult – dominated.

Parents and coaches work together to provide a quality experience. In this setting, effective communication between the adults allows for each group to complete their respective roles and responsibilities

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Integrating your Coaching Philosophy into the Programme

Now consider the following:

Does the manner in which you run your programme reflect your

coaching philosophy?

Is your philosophy appropriate to the context within which you work?

How do you ensure that the entire club buys into your philosophy?

Do you regularly evaluate and appraise these philosophies to

determine whether they are helping you to produce

desirable outcomes?

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Organisational Structures

Do the documents below help to deliver the above philosophy?

Squad Criteria and Expectations

Skills Syllabus

Life Skills Development Syllabus

Swimmer/ Coach/ Parent Education programme

Squad Rules/ Code of Conduct/ Disciplinary Process/ Constitution

Competition Calendar

Coach – Athlete Contract

Clear team identity!

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Programme Criteria

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Progressive Technical Skills

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Programme Criteria

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Progressive Psycho Social Skills

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The Coach – Athlete Contract

Outlines what each party must do to ensure the relationship works.Mutually agreed and owned working contract which serves to avoid situations of conflictAdhering to the contract creates a trusting relationship Conversely, breaking the contract means trust will be lost

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HOPLEY’s RULES OF COMMAND

1. I am here to serve you as your Commander, Mentor, Companion and Brother-in-Arms

.

2. When we are facing the Enemy, I will be in front of you. When the Enemy is behind us, I will be watching your backs

.

3. I will remind you that each of you are responsible to and for one another. You must ensure that I remember that I am responsible to and for you all

.

4. I will give you Loyalty, Integrity & Trust for free; I must earn yours

.

5. Professionalism knows no shortcuts. There are no runners-up in our business

.

6. Your job is to soldier; my job is to empower you to do your job to the best of your ability.

7. When I ask you to do something, know that I do so because you are the best person to do it.

8. Success is your crown; wear it with modesty and humility. Failure is my burden, for it will be I who has failed you.

9. You are our most valuable asset; yours are your families. When you are away, your family becomes my family.

10. Your job is a profession; my job is a privilege that I must re-earn everyday.

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Vision Statement

“The North Baltimore Aquatic Club (NBAC) creates an

atmosphere of high expectations through even higher

standards. For coaches, there are boundaries, but no

limits. For swimmers, what is deemed extraordinary

elsewhere occurs daily at NBAC. This legacy of excellence

develops belief on the part of our athletes. We are

succeeding because we dare to challenge our members to

achieve big goals and risk bigger dreams. Winning with

NBAC progresses from the commitment, enthusiasm and

hard work of our membership”.

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Mission Statement

“The

North Baltimore Aquatic

Club

leads the nation in competitive swimming. Our diligently designed, professionally coached and internationally renowned

program

encourages the development of character and self-discipline

.

These qualities, forged by the combination of creative imagination and rigorous training, focus our athletes in the disciplined pursuit of

excellence”.

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BREAK

Let’s take 5

mins

...

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Motivation

What makes an athlete sacrifice a highly desirable social life for the demands of high – performance sport?

What pushes the athlete to pursue success in sport at all levels?

Ryan and

Deci

(2000) emphasised the importance of motivation and how it influences the way in which people think, feel and behave.

As the architects of optimal training environments, coaches require an informed understanding of the underlying motives of athletes.

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Understanding Motivation

The commonly held view is that motivation is either ‘good’ (intrinsic) or ‘bad’(extrinsic).

This understanding is limited and promotes an inaccurate understanding of extrinsic motivation and its varying influences on sport participation.

Deci

and Ryan’s (1985) self-determination theory is a popular theory of motivation which proposes several forms of intrinsic motivation, extrinsic motivation,

and

amotivation

.

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Types of Motivation

Intrinsic

motivation is associated with the inherent fun and enjoyment

associated with sport participation.

For example, some athletes naturally enjoy running fast or striking the ball ‘sweetly’ or ‘feel at home in the water’

Amotivation

is a lack of or reduction in motivation.

In between these two opposing forms of motivation is

Extrinsic

motivation, which is generally associated with the achievement of some goal:

For example, winning an Olympic gold medal.

Of primary interest here is a more thorough understanding of extrinsic motivation and its influence on sport participation.

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Non Self – Determined Extrinsic Motivation

C

oncerned with coercion and obligation.

Athletes undertake some training (for example, strength training), which for many athletes is not normally fun, and are coerced by their coaches to perform those aspects of training.

Alternatively, athletes might feel guilty if they do not complete the planned training so do the training to please their coaches.

This broad type of motivation lacks the

perception of choice.

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Self – Determined Extrinsic Motivation

Concerned with a conscious valuing or acceptance of the training.

The athlete over time might come to the realisation that strength training will help them achieve their ultimate goal of winning a medal at the Olympics.

Over time, the source of motivation to undertake less enjoyable aspects of sport may move from non-self-determined extrinsic motivation to self-determined extrinsic motivation, which is an important form of adaptive motivation.

Self-determined extrinsic motivation is similar to intrinsic

motivation in that there is the perception of choice

(autonomy).

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Developing an autonomy supportive coach – athlete environment

There are two major coaching styles:

Controlling

Autonomy Supportive

Research using self-determination theory strongly supports the

adoption of an autonomy supportive coaching approach.

Seven autonomy supportive coaching behaviours have been

identified that coaches could employ to

develop an adaptive motivational climate.

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Developing an autonomy supportive coach – athlete environment

Provide choice within reason

Provide a rationale for tasks to be performed

Demonstrate respect for other’s feelings and perspective (empathy)

Allow athletes to work independently and to have input into solutions for solving problems

Provide competence feedback that contributes to positive behaviour changes

Avoid coaching behaviours that seek to control athletes — avoid coercion and bullying

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Self Determination Theory

SDT is a theory of motivation concerned with supporting our natural or intrinsic tendencies to behave in effective and healthy ways.

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Self – Determination Theory

This theory proposes that factors which promote perceptions of

autonomy, competence

and

relatedness

positively impact on adaptive forms of motivation (intrinsic motivation and self-determined extrinsic motivation)

Self – determined motivation is associated with persistence, performance and the ability to cope better with competitive stress

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Self – Determination Theory

Has shown that self – determined forms of motivation characterised elite athletes in a number of sports

Self-determined motivation (self-determined extrinsic motivation and intrinsic motivation) produces positive outcomes

Self – determined motivation can be nurtured and developed by coaches, parents or the athletes themselves.

Even in the context of over-controlling, autocratic coaches, successful elite athletes have been found to pursue autonomy in their training.

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Self – Determination Theory (SDT)

SDT supports three basic psychological needs that must be satisfied to

foster health, well – being and athletic performance; these needs can

be universally applied.

Competence

Seek to control the outcome and experience mastery

Relatedness

Is the universal want to interact, be connected to, and experience caring for others

Autonomy

Is the universal urge to be causal agents of one's own life and act in harmony with one's integrated self; however,

this does not mean to be independent of others.

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TASK

From an organisational or behavioural perspective, how can you as a coach help to foster the basic needs of Competence, Relatedness

and Autonomy?

Can you also provide specific examples of how certain organisational or behavioural factors may thwart these basic needs?

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Fostering Competence

Provide positive and constructive feedbackEstablish process focused goals – always ensure there is always something positive to take away from the performance.Repeat tests to monitor and highlight improvements.Reward effort and positive attitude over performance.

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Fostering Relatedness

Organise social activities to improve team cohesion.

Enforce compulsory Team Kit.

Accommodate your team together overnight at a competition and ensure everyone returns to support team mates in the finals session.

Treat everyone equally so that feel that they hold a meaningful place in the ‘family unit’

Adopt a Buddy System using your more experienced swimmers as role models.

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Establishing a Team Identity

Stockport Metro ‘Wolf Pack’Identity is linked to characteristics which are desirable for an elite athlete to possess and exhibit

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Fostering Autonomy

Providing an element of choice within limits.

Encourage the athlete to adopt a level of self – sufficiency (relative to stage of development).

Take time to self reflect as both athletes and coaches. Encourage athletes to set goals and complete a daily logbook.

Allow athletes to voice their opinions and feel these are valued.

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Thwarting Competence

Providing negative and unconstructive feedback.Promoting outcome focused goals where the athlete has little or no control over the result.Failing to demonstrate progressionFabricating entry times for swimming competitions.

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Thwarting Relatedness

Failing to acknowledge their presence!Allowing certain athletes in training group not to follow ‘squad rules’. Inconsistent discipline. Humiliating athletes in front of their peers. Fail to really listen to their concerns particularly when critical of the coach or programme.

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Thwarting Autonomy

Nanny Culture of over protectiveness! Let the young swimmers learn to do things for themselves and take responsibility.

Providing a safety net to ensure that they never fail or develop coping strategies to help them deal with failure.

Offering solutions to swimmer’s problems as opposed to allowing the individual to think for themselves (guided problem solving).

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Reflection Time

Based on today’s workshop – what organisational / behavioural things will you look to change and why?

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Any Questions?