developing a coaching philosophy

8/13/2019 Developing a Coaching Philosophy

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Teaching

and

Coaching 2

2012-13

Developing a

Philosophy

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Teaching and Coaching 2 Group Activi ties Rotation 4

Generic Lecture 4: Developing a Philosophy

Group 1 Dance

Group 2 Games

Group 3 Gymnastics

Group 4 Athletics

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Semester 2 Programme of Study

Theme: Towards a Philosophy of Teaching and Coaching

Generic Lecture: Developing a Philosophy of Learning

Topics: Reflection and Learning

Coach Behaviour

Athlete First Winning Second

Coaching and Teaching

Reflective commentary: (2000 words maximum word limit)

Reflect on your developing philosophy as a teacher or a coach.Critically discuss how your knowledge of learning will underpin your

practice.

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Learning Objectives

Overall module aim: explore

more advanced pedagogical

knowledge and principles

underpinning effective

teaching and coaching.

Intended Learning Outcome:

begin to construct aphilosophy for effective

teaching and coaching.

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What is a coach?A positive coach has the following traits:Puts Players First

A positive coach wants to win but understands that he is an

educator first. The development of his players is his toppriority.

Develops Character and Skil lsA coach seizes upon victories and defeats as teaching

moments to build on self-confidence and positive character

traits such as discipline, self-motivation, self-worth, and an excitement for life.

Sets Realistic GoalsShe focuses on effort rather than outcome. She sets standards of continuouslearning and improvement for the athletes.

Creates a Partnership with the Players

He develops appropriate relationships with the players based on respect,caring, and character.

Treasures the GameA positive coach feels an obligation to the sport he coaches. She loves thesport and shares that love and enjoyment with the athletes. She respectsopponents, recognizing that a worthy opponent will push her team to do its

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Scenario: The ethics of

player-orientated coachingYou are a coach of an under 8 seven a side football team.

There are significant differences in ability within your squad

of ten players and it is clear that the overall level of team

performance depends on

who is on the field of play at any

given time. Though you want to

ensure that all players have equal

playing time, you know that doing

so will mean losing games you

could win. You wonder what the

right thing to do is.

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Developing a coaching philosophy

Many coaches do not believe in the valueof developing a coachingphilosophy. They do not realize how aphilosophy can have an impact on theirdaily coaching procedures andstrategies.

However, a coach's philosophy is actuallya very practical matter. In fact, everycoach, whether he's aware of it or not,follows certain principles based on his/or

her own playing experience. Most of ourbasic philosophy comes from formerteachers and coaches. This is a naturalstart because it is the approach withwhich we are most familiar and

comfortable. 7


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A Coachs Philosophy

"When the game is over, I want your

head up and show me that you did

your best...This means to do the best

you can do; no one can do

more...You made that effort.""Be more concerned with your

character than your reputation,

because your character is what you

really are, while your reputation ismerely what others think you are."

John Wooden (1910-2010)

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Life events can affect your coaching

philosophy (Martens, (2012)

You holdcertain

beliefs andprinciples

Eventsoccur

You respondbased on

your beliefs

Youexperience

consequencesto your actions

You change,adjust or

solidify yourbeliefs andprinciples

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Why coach?

When establishing yourcoaching philosophy youshould also consider yourmotives for becoming acoach. For example, why doyou want to get intocoaching? For yourself or forothers, or a combination ofthe two? Are you moreinterested in the long-termdevelopment of riders or

short-term success? Is yourburning ambition to coach ateam to win medals at theOlympic Games or simply tohelp riders improve their skilllevels? (British Cycling).

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How Should I Coach?

There are many expectations ofyou as a coach. One of these is

that you will behave safely,

responsibly, ethically and

equitably. The way in which youbehave will reflect your general

attitude to coaching and, in the

modern coaching environment,

there is a need to ensure thatyou conduct yourself in line with

acceptable good practice.

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Factors which influence the way you coach

Your coaching motives

The reasons why you take upcoaching will undoubtedly affect

how you coach.

The athletes - if you adopt an

athlete-centred approach, you

should adapt your coaching style tomeet the specific needs of your athletes.

The situation - there are some

situations in which a particular style

of coaching is more appropriate than another.Your personality - coaches are human beings

and therefore have individual personalities.

Your knowledge - the more knowledgeable you are as acoach, the more options you will have available to you to plan

and deliver effective sessions. 13


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Coaching Philosophy

A coaching philosophy may provide answers for difficultsituations in the future, and will reflect your interpretation ofwhat constitutes good coaching practice. It is based onyour thoughts and actions regarding issues such as:

your role in relation to athletes and others associated with yoursessions, such as parents, other coaches, officials and

administrators the extent to which your athletes are responsible for their own

behaviour and development, setting goals and contributing to thedesign of the programme

the relative importance of the outcome of competition in relationto the long-term development and well-being of athletes

the importance of adhering to the rules, the meaning of fair playand the use of banned substances to enhance performance

the intensity of training and competition for children and youngpeople

the need for a single-minded commitment or the importance ofbalance in the athletes' lives.

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Coaching Philosophy

It is important for every coach to develop a

personal coaching philosophy. Your coachingpractice is strongly influenced by your coaching

philosophy, which is what you feel is important in

coaching. It is a set of guiding principles thatreflects your personal beliefs, values, motives for

coaching and

your choice of

how you will

conduct yourself

as a coach.

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Developing an Alternative

Coaching Philosophy

Dr. Rainer Martens, a world

renowned sport psychologist and

publisher, explains that the

development of a functionalcoaching philosophy involves two

major tasks:

become a student of your own

feelings and who you are, and

prioritize and delineate your

coaching objectives

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Developing Self-Awareness

If you realize that you donot like everything aboutyourself, don't panic,nobody's perfect. The keyfactor is not for everycoach to be a perfectindividual. It is crucial,however, that the coach ishonest with himself, andwilling to take theappropriate steps tochange for the better.

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Prioritization and Delineation of

Coaching ObjectivesIt is an indisputable fact that childrenare their parents' and nation's mostprecious asset. It may seem naturalto assume, therefore, that the

majority of adults mean well for thekids. Yet, how often do we wishsomething for our child, and thenstep back and take the time to findout whether this is what the child

really wants? More often than not,adults feel they know better, andthus, exclude children from thedecision making process. Youthsport, unfortunately, is a prime

example of this phenomenon. 18


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Coaching for kidsFun is pivotal; if it's not 'fun,'young people won't play a sport.Skill development is a crucialaspect of fun; it is more importantthan winning even among the

best athletes.The most rewarding challenges ofsports are those that lead to self-knowledge.

Intrinsic rewards (self-knowledge

that grows out of self-competition)are more important in creatinglifetime athletes than are extrinsicrewards (victory or attention fromothers).

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Teaching Philosophy

Within researchinvestigating what PE

teachers think their subject

should be about, 'enjoyment'

featured prominently and forthe most part is an explicit

outcome. This is held to be

true regardless of the age,experience or gender of the

teachers investigated.

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A philosophy for learning?

Where performance is the

dominant success criteria, theacquisition of skill will feature most

prominently within PE lessons and

will be a central function of PE

teaching. This philosophy willprivilege the physical aspects of

PE rather than the educational.

For many the function of extra-

curricular activities is to develop

physical competence within an

individual or team performance

and as such is seen to be an

extension of curricular PE.

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The health discourse?Finally, all teachers of PE recognise the

role the subject has in teaching childrenabout the benefits of a healthy and

active lifestyle, and for many, health

promotion is seen, either implicitly or

explicitly as the function of PE. The

health ideology has risen in recent

years to occupy a prominent place on

the ideological high-ground of PE

teachers' philosophies. However, whilst

broadly aware of the requirements of

the NCPE in relation to Health and

Health Related Exercise (HRE), thisremains a rather vague awareness,

both of the rationale for HRE and of the

manner in which it is required to be

implemented according to the NCPE.

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SummaryA coaching philosophy is a comprehensive statement about beliefs and

behaviours that will characterise the coachs practice. These beliefs

and behaviours will either reflect a deeper set of values held by the

coach, or will be recognition of a set of externally imposed expectations

to which the coach feels the need to adhere.

A coachs philosophy is a set of principles which guides their practice.

A number of factors will influence these principles and therein, the

overall philosophy of a coach:

interpersonal behaviour ( degree of athlete autonomy,

collaboration) direct intervention (communication, decision making, selection)

social context (competition ethics, professional standards)

nature of the coaching role (lifestyle control, objectives).

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Indicative Reading Cassidy, T., Jones, R and Potrac, P. (2009) Understanding Sports Coaching: The

social cultural and pedagogical foundations of coaching practice (2nd Edition)Abingdon: Routledge. Chapter 4: Developing a Coaching Philosophy (pp.55-64).

Green, K. Exploring the Everyday Philosophies of Physical Education Teachers from

a Sociological Perspective. In R. Bailey and D. Kirk (Eds.) (2009). The Routledge

Physical Education Reader (Pp. 183-205).

Hardman, A. and Jones, C. In R. l. Jones, M. Hughes and K. Kingston (2008) An

Introduction to Sports Coaching: from science and theory to practice Abingdon:Routledge. Chapter 6: Philosophy for Coaches pp.64-72

Jenkins, S. (2010) In J. Lyle and C. Cushion Sports Coaching: Professionalisation

and Practice Elsevier. Chapter 16 Coaching Philosophy (pp.233-242).

Lyle, J. (2002) Sports Coaching Concepts: A Framework for Coaches Behaviour

Abingdon: Routledge

Lyle, J. (2002) Chapter 2 Coaching Philosophy and Coaching Behaviour (pp.25-46) inN. Cross, N. and J Lyle (Eds). The Coaching Process: Principles and Practice for

Sport. Oxford: Butterworth-Heinemann.

Martens, R. (2012) Successful Coaching (4th Edition) Champaign: Human Kinetics.

Chapter 1: Developing Your Coaching Philosophy (pp.4-14).

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