ࡱ>    #` '}bjbj\.\. 7>D>Dt)jjjjjjj~hhh8hi~Jnjj"jjjkkk$Xhvj!ok"k!o!ojjjj+ttt!ojjjjt!ottzjjujbj 0_k{:hqj9T0z6qb6u6jukltMmtm`kkkOtvkkk!o!o!o!o~~".E"~~"E~~~jjjjjj  Effective Coaching  Module Outline Module 1 of 2 modules in the Coaching Process learning area of the Coach Development Framework. This module outline caters for all coaching communities. Module Number: CP106 Aim/Overview Statement The purpose of the Effective Coaching module is to enable coaches to practise coaching in an athlete-centred environment. The Effective Coaching module focuses on the how to of coaching. It is the ability to apply coaching skills so coaches can create a positive environment to enhance athlete learning and performance. Informal, supportive peers (critical friends) or mentors are a large part of the learning experiences for this module so coaches can learn and reflect on their performance (continuous development). Learning Outcomes The coach will be able to: Explain his/her philosophy of athlete-centred coaching. Demonstrate an understanding of, implement and reflect on the principles of learning (eight effective coaching strategies) in a series of training sessions for his/her athletes. Demonstrate an understanding of, implement and reflect on the principles of communication in a series of training sessions for his/her athletes. Demonstrate an understanding of, implement and reflect on principles of feedback in a series of training sessions for his/her athletes. Demonstrate an understanding of, implement and reflect on principles of questioning in a series of training sessions for his/her athletes. Explain and demonstrate an understanding of the stages of athlete development as they relate to talent development. Delivery Notes NSOs need to define how this module will be delivered to coaches and who can facilitate delivery. Gaining the knowledge of effective coaching can be self-learned, completed in workshops or seminars or with a critical friend. However, effective coaching needs to be learned, practised and refined throughout a prolonged period of coaching practice (see Appendix 1 for further detail and, for example, see learning activity F in Appendix 2). Learning Activities See Appendix 2 for some sample learning activities. NSOs can adapt these to suit their sport or create learning activities that ensure all learning outcomes listed above are met. Note that in each of the Learning Activities, the community for which the activity is relevant is italicised and bolded. Assessment NSOs will determine the assessment approaches. Available Resources ( HYPERLINK "http://www.sparc.org.nz/sport/coach-development-education" www.sparc.org.nz/sport/coach-development-education): Effective Coaching Philosophy Effective Coaching Strategies (An adapted version of Siedentop, Mand and Taggarts Eight Effective Strategies) Communication Resource Feedback Resource Questioning Resource Understanding the Athlete Resource Module Coaching Practice Progressions The following are still under development. If they are not available on the SPARC website, please approach the SPARC coaching team for information. Talent Development Framework SPARCs NZ CoachApproach presentation Other Helpful Resources Cassidy, T., Jones, R., & Potrac, P. (2004) Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice, London, UK: Routledge. Kidman, L. (2005). Athlete centred- coaching: Developing inspired and inspiring people. Christchurch, NZ: Innovative Print Communications. Kidman, L., & Hanrahan, S. (2004). The coaching process: A practical guide to effective coaching (2nd ed.). Palmerston North, NZ: Dunmore. Metzler, M. W. (2000). Instructional models for Physical Education, Needham Heights, MA: Allyn and Bacon. Nakamura, R. M. (1996). The power of positive coaching. Sudbury, MA: Jones and Bartlett. Whitmore, J. (2002) Coaching for performance: GROWing people, performance and purpose (3rd Ed), London, UK: Nicholas Brealey. Appendix 1 - Module Delivery Notes Purpose These notes provide further guidance for NSOs to complete the Delivery Notes section of the module outline. Overview SPARCs coaching philosophy is to develop coaches to be athlete-centred within coaching practice. At the outset, it is important to understand that the key to the athlete-centred approach is a leadership style that caters to athletes needs and understandings where athletes are enabled to learn, become aware and have control of their participation in sport. Some of the main advantages of using an athlete-centred approach to coaching are that athletes are motivated to learn and they have a greater understanding and stronger retention of both tactics and skills (cognitive, emotional, social and physical), which are so important to success in sport. An athlete centred coach facilitates learning but does not control it. This approach is clearly beneficial given that athletes must be self-sufficient in their performance, decision making and option taking while competing in their respective sport. In particular, an athlete-centred approach encourages athletes to become self-aware and self-sufficient, encourages athlete ownership and responsibility, allows them to make informed decisions and emphasises individual growth and change. Background and Nature of this Module The learning opportunities provided for coaches should match the athlete centred philosophy mentioned above. In delivering modules it is important that for coach development facilitators/trainers model an approach that coaches can in turn use with their athletes. Hence the starting point for delivery should be to decide what and how learning situations should be facilitated to ensure that the focus is on the athlete and that the delivery mechanisms have a coaching in practice emphasis. For this module, there is an emphasis on the how to of coaching. It is important that coaches complete the Understanding the Athlete module for their coaching community before starting the Effective Coaching module. For this module there are several key learning outcomes that require coaches to practise for a period of time. As approaches to coach learning for all coaching communities are similar the module outline applies to all coaching communities and only minimal differences occur in the learning activities. However, it is important to realise that the nature and content of discussions and tasks associated with learning activities, and the way coaches apply their learning, will differ significantly because the athletes stages of development greatly affects the how to of coaching. The differences in SPARC materials occur in the resources. Key points of difference are listed separately and titled according to the relevant coaching community in the communications, feedback and questioning resources. Other resources are relevant to all coaching communities, but again how coaches apply ideas with their athletes will differ. Ideas for Coach Learning of this Module For coaches to successfully complete this module, each coach needs to complete a series of learning activities that cover all six learning outcomes. The following notes are grouped by learning outcome, but delivery approaches are likely to integrate learning from different outcomes (see sample learning activities in Appendix 2). Most learning activities require personal development and help from a critical friend (or mentor). Some are self-learned, some are peer-learned, some are workshop based, and most are training session based. (Note: The Early Childhood coaching community is covered through SPARCs active movement programme and the High Performance coaching community through the NZ Academy of Sport network) Learning outcome 1 Athlete-centred philosophies Coaches need to be able to explain their own coaching philosophy and understand an athlete centred approach to complete this learning outcome. There is a resource supplied on the NZ CoachApproach and the Athlete-and Coach-centred Philosophies which NSOs can download from the SPARC website. If the learning activity where the NZ Coach Approach is presented is chosen, NSOs, RSOs, RSTs or Coach Force officers should arrange a qualified facilitator to provide a workshop on this approach. NSOs/module facilitators will need to provide resources that give coaches access to appropriate information about coaching philosophies for the development stage of the athletes they coach. Learning outcome 2 Effective coaching strategies Learning outcome 3 Communication Learning outcome 4 Feedback Learning outcome 5 Questioning The coach will be able to demonstrate an understanding of, apply and reflect on the principles of eight effective coaching strategies, communication, feedback and questioning within their training sessions. First, coaches will need to gain knowledge of the eight effective strategies, communication, feedback or questioning. Ways to do this are listed in the bullet points below. Once they gain the knowledge, coaches will need to gain the skills and understandings through application of effective coaching strategies within their training sessions. For all these learning outcomes, coaches can gain knowledge through: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending a relevant workshop Real life or video observations or considering case studies or topics and selecting information relevant to their athletes. Reading resources supplied or other resources. Self-reflective analysis Discussions with critical friends To apply the knowledge and understandings (gain the skills), coaches will need to use their own training sessions to practise the coaching strategies. Coaches will then need to self-reflect on their practice and use critical friends to gain feedback about how the practice is applied. Some ideas on this application are provided in the sample learning activities in appendix 2. Learning outcome 6 Talent development Coaches will be able to explain and demonstrate an understanding of the stages of athlete development as they relate to talent development. For this module, it is important to give coaches access to the Talent Development Framework that will be available on the SPARC website once finalised. Coaches can gain this understanding by reading the Framework document or attending a workshop facilitated by someone who explains the Framework. To demonstrate understanding, it is important for coaches to have a discussion about talent development, or to demonstrate it in coaching practice. Coaches can demonstrate their knowledge by: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending interactive workshops. Viewing videos or considering case studies and selecting information relevant to their athletes. Self-learning and applying strategies within their own coaching practice. Appendix 2 Sample Learning Activities These learning activities illustrate possible ideas for helping coaches to meet the learning outcomes of this module. Activities should be modified to meet the needs of the particular sport or group of coaches. All activities should ensure coaches learn about an athlete-centred approach through coaching practice. Coaches have different learning preferences and activities should reflect the various learning styles. Learning activities can be individual, small group or whole group activities. Some could be adapted for a self directed learning approach. Some activities could be applied in coaching practice, demonstrated within a training environment or provided within a workshop. If delivered in a workshop or seminar situation, the learning activities should be embedded in a practical context. If the module is delivered concurrently to groups of coaches who are coaching in different coaching communities, the delivery should cater for coaches using small group work or resources that relate to the participants preferred coaching community. If individual coaches coach more than one community, they should be given access to the relevant resources. Delivery and assessment (if relevant) should cover all learning outcomes within the context of the relevant community of the coaches. Activity A: Workshop and Practical Covers learning outcome 1 For all coaching communities NSOs arrange a suitably trained facilitator to present the NZ CoachApproach to coaches. Ideally, coaches should coach athletes from similar coaching communities. The workshop will take approximately three hours. Coaches should be dressed to participate in activities. Based on the presentation, each coach shares with another workshop attendee, how this philosophy relates to his/her own philosophy. Once each coach has established his/her personal philosophy, he/she applies it with his/her athletes. Activity B: Individual Research/Practical Covers learning outcome 2 For all coaching communities Task One: Coaches are to read and become familiar with the SPARC resource on the adapted version of Siedentop, Mand and Taggarts eight effective strategies. For each effective strategy, coaches list two things they could do in coaching athletes from their specific community, to ensure the strategy is met. Task Two: Coaches implement a training session with their athletes. They then self reflect on the training session and answer the following questions: How much did I go off track or go astray from the purpose and learning activities I needed to cover? Selecting one athlete, how much waiting time did that athlete have during the training session? Reflect on how appropriate this was. When changing from one activity to another, how quickly and effectively did the athletes move to the new activity? How did I cater for athletes ability levels? How well did my session flow or were there lots of interruptions? How could I minimise these interruptions next time? Within the activities, how did I attend to ensuring there was a purpose or goal to strive for in the activity? Once these questions have been considered, coaches sit down with a critical friend and discuss the training session and how well they attended to the eight effective strategies in relation to their team/group. Task Three: Coaches then use the results of the critical friends discussion to plan and implement improvements into the next training sessions. It is important for coaches to continue this process of learning using a series of trainings sessions to focus on developing their coaching. Activity C: Individual Research Approach Covers learning outcome 1 For all coaching communities This is a self-learned research activity. Coaches are to research and read two books about successful coaches. The choice of books is up to each coach but it is important to find a book that discusses a coachs coaching process. Based on the book, coaches need to identify the philosophy that the relevant coach used to enhance athlete performance. Based on the readings of the coaches, coaches write their own athlete centred philosophy of coaching for their own team/group. Coaches then share the philosophy with a critical friend and discuss the pros and cons of the impact of their philosophy on their own athletes. Activity D: Workshop Video Clip or Real Life Observation Covers learning outcome 3 For All Coaching Communities In a workshop situation, coaches watch a video clip (facilitator supplies) or the facilitator arranges a real life observation of a coach who is communicating with the relevant community of athletes for the coaches attending the workshop, which demonstrates good and/or not so good practice relating to coaches communication skills. For this observation task, coaches should work with a critical friend. (A note for facilitators: when creating these video clips or organising a real life observation, ensure there is full consent by parents (of children under 16 years of age) and athletes and that sensitivity is ensured). Part 1: Based on the video or real life observation, with a peer from the workshop, coaches examine the following: (A video can be replayed to cover each communication strategy separately but in a real life observation, coaches will have to observe all three communication strategies concurrently or devote a set period of time to each strategy.) Non-verbal Language: Using the SPARC Communication Resource about Non-verbal Language, coaches need to perform the following activities: Identify examples of good or not so good practices relating to how the coaches body language, gestures and tone of voice are used. For the not so good practices, identify possible strategies that would make non-verbal communication more positive for the community of athletes you coach. Verbal Language: Using the SPARC Communication Resource about Verbal Language: Identify examples of good or not so good practices relating to the coaches verbal communication. For the not so good practices, identify possible strategies that would make verbal communication more positive for the community of athletes you coach. Listening: Using the same video (or within the same real life observation) answer the following questions about the coachs listening skills: (see the SPARC Communication Resource) Identify examples of good or not so good practices relating to how the coach listens. For the not so good practices, identify possible strategies that would enhance the coachs listening skills for the community of athletes you coach. List two things which would improve the empathy of the observed coach. Part 2 After completing Part 1, each coach and their peer discuss the commonalities and differences of his/her findings. Each coach identifies two communication skills he/she wants to improve in his/her own coaching and makes a plan of how he/she will improve these skills. Part 3 Each coach implements the plan he/she designed in Part 2 with his/her group/team of athletes. After the training session, coaches go through the same process of answering the questions in Part 1 by reflecting on his/her own coaching. Activity E: Self-reflection Covers learning outcomes 4 and 5 For all coaching communities Part 1 Coaches read the two SPARC resources on feedback and questioning. (For this learning activity, it is suggested that each coach completes the whole activity on the topic of feedback, and then repeat the same learning experience using the topic of questioning). Part 2 Feedback (Topic 1) Coaches videotape a training session. They need to ensure they have permission from the parents (of athletes under 16 years of age) and the athletes of their team. Based on their knowledge and understanding of feedback for their community of athletes, they then identify how well they implemented feedback strategies (see the SPARC Feedback Resource) by answering the following questions: Which (if any) athletes did not receive feedback from you? (To determine this, write down all the athletes names on a piece of paper and tick their name when you provide them with feedback. For the next step, designate the level of the feedback (see the SPARC Feedback Resource) i.e. no feedback, negative feedback, zero feedback, objective feedback, subjective/objective feedback, subjective process feedback, ownership of process feedback. Did you tend to favour any particular group, for example, the highly skilled or the more personable athletes? Did you tend to use specific or general feedback? Give some examples from your videotape. What was the ratio of positive to neutral to negative feedback? Are you satisfied with the ratio? Was the feedback you provided sincere? Why or why not? Did you ask the athletes to determine their own strategies to carry out activities? How did this work? Part 3 Coaches then list two things they would like to work on to ensure that their feedback will improve. Part 4 Once this has been done, coaches video another session and answer the above questions on feedback after practising the two things they worked on. Part 5 Questioning (Topic 2) After completing the above, coaches then view the tape again. Based on their knowledge and understanding of questioning for their community of athletes, coaches then reflect on how well they used questioning techniques (see the SPARC Questioning Resources) by answering the following questions: How simple, clear and coherent were the questions that you asked your athletes? When asking questions, did you have all the athletes attention? Was your pause or wait time long enough (3-5 seconds)? Compare the answers by the athletes when you waited and did not wait. Did you listen and accept athlete responses? What reinforcement strategies did you use for athletes responses? Were they relevant for the community of athletes you coach? After listening to the answers, were you able to probe to extend the athletes understanding? List examples of your probing questions and analyse them. Analyse how your questions encouraged athlete awareness. List the questions that you asked during the session. How did they encourage athlete learning? How did they set up problems for the athletes to solve? Part 6 Coaches then list two things they would like to work on to ensure that their questioning will improve. Part 7 Once this process is complete, coaches video another session and answer the above questions on questioning after practising the two things they worked on. Activity F: Peer Coaching/Practical Covers learning outcomes 2, 3, 4, 5 For all coaching communities This activity is self-learned and coaches coach over a period of 12 training sessions. These training sessions, do not have to be consecutive, coaches just need a total of 12 to complete the learning activity. For information on the eight effective strategies, please refer to Siedentop, Mand and Taggarts Eight Effective Strategies Resource. For information about communication for athletes development, refer to the SPARC Communication Resource. For information about feedback, refer to the SPARC Feedback Resource and for information about questioning, refer to the SPARC Questioning Resource. For each of the four topics (eight effective strategies, communication, feedback and questioning), coaches will coach three training sessions. Coaches need to find a critical friend or informal mentor for one training session in each topic (alternatively, coaches can also video the session for discussion with a critical friend). Note: A critical friend is one who will support the coach, but has no perceived power over the coach. This person is not an assessor, but an aid or supportive person who can help coaches to enhance the quality of their coaching (i.e. professional development). Prior to the training session on the relevant topic, coaches are to read and understand the information in the resources about the respective coaching topic. For each topic, coaches complete three training sessions with his/her own athletes. The first training session is to apply his/her knowledge and understanding of the relevant coaching topic (practice), the second is to apply the topic in the presence of a mentor or critical friend who can offer feedback, the third is to practise the improvements identified from the second session of the relevant topic. In other words: Topic 1: Eight Effective Strategies Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session, then discuss this with a critical friend. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. Topic 2: Communication Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session, then discuss this with a critical friend. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. Topic 3: Feedback Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session, then discuss this with a critical friend. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect Topic 4: Questioning Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session, then discuss this with a critical friend. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. The major function of this learning activity is to provide an opportunity to apply coaching strategies learned through either workshops or self-learning opportunities. Coaches gain experience, develop skills and reflect on the application of coaching in the practical environment. Activity G: Workshop Covers learning outcome 6 Suitable coaching communities are indicated for each topic In a workshop situation, a facilitator presents on the topic of SPARCs Talent Development Framework (see SPARC resource). After the presentation, coaches break into groups of three or four and complete one of the following case studies. Once the groups have had a chance to discuss the topic, they are to report their findings back to the workshop. All topics must be covered within this workshop to complete learning outcome 6. Topic One: (For All Coaching Communities) Discuss and create a list of the differences between talent identification and talent development as highlighted in the Talent Development Framework. List five ways the Talent Development Framework supports an athlete centred approach. Topic Two: (For All Coaching Communities) Discuss in your group how you could ensure your team/group environment can become more athlete-focused than it is today. Each group member lists two things to share with the rest of the workshop. Topic Three: (For All Coaching Communities) Design a training session to suit the needs of your athletes in the Learn, Participate or Perform stage of development that would ensure a positive learning environment. Share it with the rest of the workshop. Topic Four: (For All Coaching Communities) For your athletes stage of development (Learn, Participate or Perform in the Talent Development Framework), list two physical, two social, two motivational and two cognitive signs of readiness you might see in your athletes for each of the progressive talent development stages. Topic Five: (For Middle/Late Childhood and Early/Late Teenage Communities only) It is recommended that these athletes should not be identified for talent, but rather should be developed. What does this statement mean to your group? As a group, discuss points that you could use in your own coaching to ensure athletes are being developed holistically? Each coach presents the two points most relevant to them back to the workshop. Topic Six: (For Social Adult Community only) You have an athlete on your team who has been competing socially with your team/group. As a coach, you see that he/she has potential to become a high performance athlete. He/she doesnt realise the avenues for the possibility of performing at a more competitive level. How do you determine if this athlete has readiness? How do you approach this athlete? How do you approach the sport itself to let them know about this athlete? Topic Seven: (For Competitive Adult Community only) You have an athlete on your team who has been competing with your team/group. As a coach, you sense that he/she has potential to become a high performance athlete. The athlete doesnt realise the avenues for the possibility of performing at a high performance level. How do you determine if this athlete has readiness? How do you approach this athlete? How do you approach the sport itself to let them know about this athlete? Activity H: Practical Body Language Meets the non verbal language part of learning outcome 3 For all coaching communities Here is a learning activity taken from Nakamura (1996, p. 260-261) you could use with friends or colleagues to help practise sending and receiving messages through body language. Procedure: Participants choose one partner and decide who will be the speaker and who will be the listener. Partners face each other about 4 to 6 feet apart. The speaker is to convey his or her message by using only facial or body movements. Emphasise that the speaker may not touch the listener. The listener may not move from the spot in which he or she is standing. Tell the speaker to display the following feelings to the listener as you describe them. Allow about 10 seconds for each message. Frustrated: I am frustrated with you. Anger: I am angry with you. Bashful: I am very shy. Admiration: I admire you. Scared: I was really scared. Joy: I am happy for you. Support: I am cheering for you. Empathy: I understand your feeling. Sad: I am really sad. Optimistic: I am optimistic about our chances. Puzzled: I dont understand. Reverse the procedure and have the speaker become the listener and the listener become the speaker. Again, allow about 10 seconds for each message. Disappointment: I am disappointed in you. Guilty: I feel guilty about what I did. Hurt: You hurt me. Disapproval: I really disapprove of what you did. Like: I like you. Envy: I am really envious of you. Helpfulness: I want to help you. Boredom: I am bored with you. Shame: I am ashamed of you. Discomfort: I am too cold. Loaded: I had too much to drink. Suggested Discussion Questions: What did you learn about yourself? How did you feel during this experience? What physical reactions did your body show? What did this experience remind you of? What did you think your partner was thinking or feeling?     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