Another key concept for programme:The 5 W’s

We need to understand the goals context, strategies used (by coach and sailor) and how

they interrelate to understand practice and outcomes

In other words…The 5 W’sWhat Works for Who in What Context and Why

Steven Covey: Habit 5:

“SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD”

Understanding “Folk Theories”Bruner’s ‘revolutionary insight’“...in theorising about the practice of education in the classroom (or any other setting, for that matter), you had better take into account the folk theories that those engaged in teaching and learning already have. For any innovations that you, as a “proper” pedagogical theorist, may wish to introduce will have to compete with, replace, or otherwise modify the folk theories that already guide both teachers and pupils” (p. 46)

P-R-O-B-E-S

• Perspectives – Background, developmental pathway, engagement in sport – how have these things shaped an influenced your coaching perspectives, beliefs and values?

• Role & Responsibilities– How many players do you currently have in your squad? Age, stage and competitive level? Number of contacts? Contextual factors?

• Objectives – What are your short, medium and long-term objectives as a coach?

• Expectancies – What are your expectations of the players, parents and other key stakeholders in the coaching context?

So, it’s about evidence based practice… But what evidence do we draw on to make

judgements about our practice & performance?

How we see the world depends on the lens we look through…

Who are we coaching?

Using bio-psycho-social theories and concepts as

thinking tools to understand your players needs and wants

WHO are you coaching?

Using technical, tactical and psycho-motor theories and

concepts as thinking tools to build your sport specific

performance model

What are you coaching?

Using skill acquisition theories and concepts as thinking tools

to optimize learning and development opportunities

How are we coaching?

PLANDO

REVIEW

Understanding of Culture & Context:Policies, Pathways, Resources, NGB, Player/Athlete/Participant/Other Expectations & Constraints

Understanding of Context, Culture, Policies and Expectations

Knowledge and Skills[Who, What, How, Context, Self,

Plan-Do-Review]

Coaches[Needs & Wants]

Who are we developing?

What are we working with them on?

Learning Environment[Learning and Development

Activities and Coach Educator Behaviour]

RELATIONSHIPSGOALSPLANDO

REVIEW

How are we creating the development experience?

Building blocks of motivation

Com

pete

nce

Rela

tions

hip

Auto

nom

y

Rele

vanc

e

Higher Motivation

+ 1 =

situation specific

confidence

Previous Results (past experiences)

Physiological State

(emotional status)

Verbal Persuasion

(coaching and feedback)

Vicarious Experience

(observation of self and others)

Session Objectives

Coach Engagement

Learning & Development

Activity Structure

Coach Developer Behaviours

Goals OutcomesMicro Cycles1 2 3 5 6 7

Needing

Doing

Feedback

Making sense

Ripples on a pond:factors that underpin successful learning (Phil Race)

Wanting

Wan

tingNee

ding

Doing

Feed

back

Mak

ing s

ense

Sess

ion

Objecti

ves

Coac

h Ed

ucat

or

Beha

viour

Lear

ning

Activit

y St

ructu

re

Lear

ner

Enga

gem

ent

Goa

ls

Out

com

es

Mic

ro C

ycle

s

1

2

3

5

6

7

Looking through more than one lens to promote learning…

Delib

erat

e Co

ach

Educ

ation

Pra

ctice

?

Cons

tructi

vely

align

ing p

racti

ce fo

r suc

cess

ful le

arni

ng!

Creating Constructively Aligned Plans To Meet The Needs of Different Coaches (‘WHO’)

Level 1 Group

Level 2 Group

Type A

Type B

Type B

Type A

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

Experience and reflection

“Coaches learn from experience”

“Reflection-in-action”

1) Problem setting; 2) On-the-spot experiment; 3) Appraise consequences

Notice conflicts between expectations and reality (have clear expectations and observe outcomes)

Possess ‘knowing-in-action’ (tacit knowledge) to guide experiments, and the confidence to try them out

Have the time and ability to reflect accurately (observers, mentors, video) and weigh intended and unintended consequences

(Schön, 1983)

Problem settingTASK: relate an example from your own experience

Player cried, parents

complain

Intensity of the session was too

great?

Player is too soft?

Expectation of intensity too high?

What do I want to achieve?

Mentally tough players

High tempo and physical practice

Winning games and player

progression

How to gradually improve the mental

toughness of the players in practice?

Puzzling, troubling situation

Real problem