Transcript

sports coach UK Develop Your Coaching Workshop

Tutor Notes

Analysing Your Coaching

Second edition, February 2009

This tutor pack is only to be used by sports coach UK tutors, accredited to deliver this workshop. Should you be unsure as to your

accreditation status, please contact the sports coach UK Workshop Booking Centre.

The National Coaching Foundation, 2009

This pack is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or

otherwise, without the prior permission of the copyright owner. Enquiries should be addressed to Coachwise Business Solutions.

sports coach UK is the brand name of The National Coaching Foundation and has been such since April 2001.

Author: Phil Cabral Reviewers: Esther Cruice, Hamish Telfer and Anne Thompson

Project lead officer: Richard Metcalf Coachwise editor: Craig Smith

sports coach UK

114 Cardigan Road Headingley

Leeds LS6 3BJ Tel: 0113-274 4802 Fax: 0113-275 5019

Email: [email protected] Website: www.sportscoachuk.org

Patron: HRH The Princess Royal

Produced on behalf of sports coach UK by

Coachwise Business Solutions Coachwise Ltd Chelsea Close

Off Amberley Road Armley

Leeds LS12 4HP Tel: 0113-231 1310 Fax: 0113-231 9606

Email: [email protected] Website: www.coachwisesolutions.co.uk

sports coach UK will ensure that it has professional and ethical values and that all its practices are inclusive and equitable.

sports coach UK Develop Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 1

Workshop Overview This workshop has been designed to provide a professional development opportunity for coaches. It is a stand-alone workshop, although it does form part of the ‘Develop Your Coaching’ series of workshops. At the end of the workshop, delegates will be able to: • recognise analysis as a systematic process and identify the

steps involved

• identify the ‘what’ and ‘how’ of skilled coaching performance

• construct a checklist of coaching behaviours that reflect skilled performance in their current coaching situation and then use it to analyse their coaching

• identify some of the methods and tools used to carry out

observation and analysis and select possible strategies and actions for improvement.

This practical workshop is designed to help coaches analyse their coaching against the desired performance of a skilled coach. It will give them the opportunity to share their own good practice with others and pick up new ideas for their own coaching practice. You, as the tutor, are recommended to: • bear in mind the practical nature of the workshop • involve delegates in the practical aspects of the workshop • refer delegates to any supporting handouts and resources for

additional information, where necessary.

The workshop overview table outlines a suggested route through the workshop. This is not prescriptive and you are advised to adjust the structure, timing allocations and focus in accordance with: your own experiences the needs of the group. Points to Note • A one-page workshop overview has been included. It is intended to

provide you with, at a glance, the order in which outcomes may be reached, the key points that should be raised and timings.

• The workshop has been updated, providing you with a number of

methods of delivery, plus slides. You will consequently be able to deliver a workshop that is relevant to the audience you are working with. It is your choice which combination of methods you use, for example, to meet the workshop outcomes.

• The slides, which accompany the workshop, have been updated in

line with the revised tutor notes. The revised slides supersede any previous versions you may have.

• Remember: It is important that you achieve the outcomes of this

workshop. You do not have to use the proposed method to the letter – it is only a guide. The slides should be used to help you explain and impart information, in order for you to achieve your outcomes.

sports coach UK Develop Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 2

• Be aware of the next stage of development and education for the delegates through further workshops and support. Additional workshops include:

– Coaching Children and Young People – An Introduction to Long-term Athlete Development – Equity in Your Coaching. Further details are available on the sports coach UK website at www.sportscoachuk.org

• It is vital the sports coach UK Code of Practice for Sports Coaches forms an integral part of the workshop. This should be embedded and reinforced throughout Section One and revisited, where appropriate, in subsequent sections and at the conclusion of the workshop.

Notes:

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 3

Analysing Your Coaching Workshop Overview

Outcome Core Content Time

SECTION ONE Introduction

• Relate to other participants and course content

• State workshop outcomes

This section should ensure delegates are welcomed to the workshop and the outcomes, content and format of the workshop are outlined. 15 minutes

SECTION TWO The Analysis/Reflection Process

• Recognise analysis as a systematic process and identify the steps involved

This section should allow delegates the opportunity to recognise the analysis/reflection process. This should include identifying the steps involved and where analysis fits in the wider process of reflection/ change to improve performance.

30 minutes

SECTION THREE Identifying the Desired

Performance • Identify the ‘what’ and ‘how’ of

skilled coaching performance • Identify some of the methods and

tools used to carry out observation and analysis

• Construct a checklist of coaching behaviours that reflect skilled performance in their current coaching situation and then use it to analyse their coaching

This section should ensure delegates recognise that one of the first steps in the process involves being clear about what the desired coaching performance looks like. Delegates should identify coaching behaviours they think reflect skilled coaching performance. They will have the opportunity to construct a checklist as one of the tools that may aid their analysis and reflection for future development.

25 minutes

BREAK (Optional)

This time can be used by delegates to plan their micro-coaching session. 15 minutes

SECTION FOUR Analysing Your Coaching

• Use a checklist to analyse skilled coaching performance

This section should allow delegates the opportunity to practise analysing their own coaching and/or the coaching of another person. Time should be allowed for delegates to reflect and recognise the strengths and weaknesses in the pursuit of quality coaching.

70 minutes

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 4

Analysing Your Coaching Workshop Overview

Outcome Core Content Time

SECTION FIVE Applying the Analysis/

Reflection Process • Identify and select possible

strategies and actions to improve their coaching

This section should allow delegates a chance to think about/reflect on where they are now with their own coaching. It should also give them chance to start planning for changes, using an action-planning template.

15 minutes

SECTION SIX Summary

• Recap workshop outcomes

This section should allow delegates a chance to ask any final questions and allow the tutor to check outcomes have been achieved and point out next steps.

10 minutes

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 5

Section One: Introduction (15 minutes) By the end of this section, delegates should feel welcomed and able to identify the outcomes of the workshop. They should be able to: • state workshop outcomes • relate to other participants and course content.

Time Outcome Content Overview Delivery Ideas and Notes Resources

15 minutes

Introduction

• Relate to other participants and course content

• State

workshop outcomes

Introductions Health and safety procedures (eg fire exits, fire alarm procedure) and domestic arrangements (eg toilets, refreshments) Ascertain: • delegates’ names • delegates’ sports • level of coaching • reasons for attending • personal aims for

the workshop. • Workshop overview • Workshop outcomes • Workshop handouts • Supporting resource • Pre-workshop questions

Welcome the group, introduce yourself, introduce tutors to each other and provide relevant information about the venue. Use an appropriate ice-breaking activity to get delegates talking/moving. Encourage them to share information about themselves. Provide details of the overall aim, outcomes and format of the workshop. Draw attention to the use of pre-workshop tasks, slides, handouts and the workshop resource. Distribute the pre-course handout at a time you judge appropriate.

Slide 1 (Workshop title, tutor name and venue) Tutor’s own ideas Slide 2 Pre-course handout

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 6

Refer to pre-course questions as a tool to gauge understanding and progression through the workshop. A pre-planned coaching task will be delivered later in the workshop. Those without a planned session will be given a session to deliver.

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 7

Section Two: The Analysis/Reflection Process (30 minutes)

By the end of this section, delegates will be able to:

• recognise analysis as a systematic process and identify the steps involved in this process.

Time Outcome Content Overview Delivery Ideas and Notes Resources

30 minutes

The Analysis/ Reflection Process

• Recognise analysis as a systematic process

• Identify the

steps involved in this process

Definition of analysis and the steps involved • Describe it • Compare it • Explain it • Explore the solutions

Process of reflection and the steps involved

Link to pre-course question 1 regarding the process of analysis. Show Slide 3 to focus delegates on the definition of analysis and the steps involved in the analysis process. Using pre-course question 1, lead a discussion about the process with the whole group. Draw out:

• how they would describe what they observe

• how does what they observe compare with what they would like to observe in terms of skilled performance

• any reasons to explain what they observed.

• Venue

• Equipment

• Weather

• Critical incidents.

• Did they explore solutions that could improve the performance?

• How did they observe? Did they use a step-by-step process? What did they focus attention on?

Slide 3 Pre-course handout, question 1 Resource chapter 2

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 8

Importance of starting point – a clear image or outline of the desired performance

Show the reflective cycle slide.

Describe or draw out from delegates the ‘what’ and ‘how’ of self-reflection.

Link to observation/reflection on performers’ abilities and observe:

• coach behaviour

• content, method and communication.

How to Do It

• Self-awareness – is it positive or negative?

• Tools – journals, peer review, diaries etc.

Stress the importance of having a clear image or outline of the desired performance as a starting point.

Slide 4 Resource chapter 5

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 9

Section Three: Identifying the Desired Performance (25 minutes)

By the end of this section, delegates will be able to:

• identify the ‘what’ and ‘how’ of skilled coaching performance • identify some of the methods and tools used to carry out observation and analysis • construct a checklist of coaching behaviours that reflect skilled performance in their current coaching situation.

Time Outcome Content Overview Delivery Ideas and Notes Resources

25 minutes

Identifying the Desired Performance

• Identify the ‘what’ and ‘how’ of skilled coaching performance

Distinction between knowledge (knowing about), skill (being able to do), experience (having been there/done it), personal qualities (personality traits, beliefs and values) and behaviours (everything people do – movement and speaking/ external behaviour and thinking and feeling/ internal behaviour) • The ‘ideal’ coach versus the

‘skilled’ coach; becoming effective to fit the present situation (or the one aspired to be in) is key. Thus, there is no definitive checklist of behaviours for the ‘ideal’ or ‘perfect’ coach – it’s all context specific.

Link back to pre-course question 2. Ask delegates to work in small groups to identify the knowledge, skills, experience and personal qualities required for skilled coaching performance (approx 10 minutes). Ask groups to feed back their thoughts and then lead a discussion about the need to use coaching behaviours as the basis for any analysis. Draw attention to the distinction between knowledge (knowing about), skill (being able to do), experience (having been there/done it), personal qualities (personality traits, beliefs and values) and behaviours (everything people do – movement and speaking/external behaviour and thinking and feeling/internal behaviour)

Slide 5 Pre-course handout, question 2 Flip-chart paper and pens

Resource chapter 4

Slide 6

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 10

• Identify

some of the methods and tools used to carry out observation and analysis

• Construct a

checklist of coaching behaviours that reflect skilled performance in their current coaching situation

• The desired coaching

behaviours needed for skilled coaching performance in your current situation or in a future situation you aspire to be in.

Methods and tools used to carry out observation and analysis: • self-analysis (internal): – checklist or tick list – video – reflective diary. • peer analysis (external): – checklist – feedback from performers – feedback from other coaches either informally (critical friend) or formally (mentor). Factors that may influence coach behaviours: • performers’ goals • coaching goals,

philosophies and expectations

• aims of specific sessions • situation/context • coaching environment • emotional/physical state of

both coach and performer • performer stage of

development.

Draw attention to the ‘ideal’ coach versus the ‘skilled’ coach; becoming effective to fit the present situation (or the one aspired to be in) is key. Thus, there is no definitive checklist of behaviours for the ‘ideal’ or ‘perfect’ coach – it’s all context specific (approx 10 minutes). Discuss some of the other methods and tools that could be used in other situations, such as video, diaries and external feedback from others. Discuss with delegates the possible advantages and disadvantage of internal and external analysis. Draw out factors that may affect coaching behaviour. Link to the next part of this section, constructing a checklist of coaching behaviours that reflect skilled performance in their current coaching situation. Distribute Handout 2 and Handout 3.

Slide 7

Slide 8 Resource chapter 6 Slide 9 Handout 1: Prompt Observation Checklist Handout 2: Blank Observation Checklist and Handout 3: Coaching Task 1

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 11

Ask delegates to use the prompt sheet as a reference to help them come up with a checklist that reflects what’s most needed for skilled performance in their current coaching situation. Ask delegates to work alone or in pairs (approx 10 minutes). Check all delegates have completed their own checklist ready to use in the next section (approx 5 minutes).

Slide 10

Optional 15-minute break to allow delegates time to refine their pre-planned coaching session or time to familiarise themselves with the pre-planned tasks (Handouts 4a, 4b and 4c).

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 12

Section Four: Analysing Your Coaching (70 minutes)

By the end of this section, delegates will be able to:

• use a checklist to analyse skilled coaching performance.

Time Outcome Content Overview Delivery Ideas and notes Resources

70 minutes

Analysing Your Coaching • Use a

systematic process and checklist of behaviours to analyse coaching performance

• Recognise

own strengths and weaknesses in this task

Use of checklists to analyse coaching

Ask delegates to work in pairs to analyse the coaching behaviours exhibited while delivering the jumping task.

• Get them to deliver either individually to each other, or in pairs to another pair.

• Using the coaching points, focus should be on the actions of jumping

(approx 10 minutes).

Using the process indicated earlier, all delegates should individually record their observations against the checklist, before feeding back to performers with their observations.

Remind delegates about the possible benefit of using differing reflecting tools/styles (eg journals, bullet pointed lists, mind maps, checklists, third party stories).

Bring the group together to receive collective feedback on the analysis of their coaching

Using Slide 12, split the whole group into groups of approximately 4-8 participants.

Slide 11 Handout 3

Handout 2: Completed Observation Checklist Handout 4 for candidates without a pre-planned task (optional) Flip chart and pens Slide 12

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 13

Ask one delegate from each group to work with their group to deliver either: a) the session they have pre-planned or b) a session provided by the tutor that has been looked at during the break. (approx 5–6 minutes) After delivery, ask all delegates to work as individuals to reflect on, and analyse, coaching performance. Lead this process for the whole group by prompting delegates through the analysis process and getting them (silently/to themselves) to describe it/compare it to the desired behaviours checklist. Delegates should also explain it and explore solutions to improve it. Invite delegates to share their analysis with others (approx 10 minutes). Use participants to repeat this process another three times, giving three delegates in each group an opportunity to deliver, and another three in each group an opportunity to prompt themselves and others through the process after delivery. Each delegate should then be invited to share his or her self-analysis with others (approx 45 minutes – 5 minutes’ delivery, 5 minutes’ analysis and 5 minutes’ sharing thoughts = 15 minutes repeated three times). Link to the next section.

Slide 13 Own checklists and Handout 2

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 14

Section Five: Applying the Analysis/Reflection Process (15 minutes)

By the end of this section, delegates will be able to:

• identify and select possible strategies and actions to improve their coaching.

Time Outcome Content Overview Delivery Ideas and notes Resources

15 minutes

Applying the Analysis/ Reflection Process • Identify

strategies and actions to improve coaching

Identify areas for improvement Strategies for improvement Action planning

Ask delegates individually to spend a few minutes reflecting on their ‘real’ coaching situations. Reinforce that the mock coaching session done here is not a true reflection of their real coaching. Suggest to delegates that one of the main functions of self-analysis is to help identify strengths and weaknesses and to then identify what knowledge, skills and experience they may need to acquire to become more skilled. Ask delegates to consider how and where they may acquire the desired knowledge, experience and skills. Ask coaches to write down two or three things they are going to do to help move their coaching forward.

Resource chapter 8 Own checklists and Handout 2 Slide 14 Resource chapter 9

sports coach UK Developing Your Coaching Workshop Series – Tutor Notes Analysing Your Coaching 15

Section Six: Summary (10 minutes)

By the end of this section, delegates will be able to:

• check achievement of workshop outcomes • identify sources of further help.

Time Outcome Content Overview Delivery Ideas and notes Resources

10 minutes

Summary • Check

achievement of workshop outcomes

• Identify

sources of further help

Workshop outcomes Where next

Discuss outcomes and address any questions. Ask delegates to write down the three most important things they have gained from the workshop. Emphasise that the resource will clarify areas covered in the workshop and also extend their knowledge further. Promote any other relevant products/articles on this topic. Thank delegates for their contributions and conclude the session.

Slide 15 Resource Slide 16


Top Related