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%0 4Creating an Inclusive, Positive Sporting Environment55( 5 Understand athletes characteristics Inclusion of all Athlete-centred approach Q (Q Q   Athletes Characteristics(  Different physical Fitness Body build Senses Hearing, touch or pressure, balance, visual, kinaesthetic Different personality attitudes Values Attentional Style Anxiety Need to achieve Different backgrounds Different communication styles ZZ:ZZ<Z6Z:  <  6  &   U ! !Basic Fundamental Emotional Needs""( " ~The need to be accepted and to belong The need to feel significant The need to feel capable or competent The need to feel safe (  " Self-Esteem (  Belief in oneself, self-respect and self-liking Sense of self worth critical to learning self-esteem enables people to believe they are competent and worthwhile and more willing to take on new challenges helps to become more compassionate, responsible human beings affect health, relationships, competence, goals that are set and achieved, performance and happiness coach is a major contributor4D (GCG  #BDemonstrating that You Care for and Accept Each Individual AthleteCC( C Take athletes seriously Listen carefully Tell athletes you care for them Touch respectively Smile Use simple hand gestures Be sensitive to ethnic and racial terminology Be sensitive to pronunciation of names Provide sincere encounters0Z  $ Encouragement(  .Search for, identify and acknowledge the athlete s strengths Display faith and confidence in the athlete s abilities and judgements Give responsibility Avoid criticising mistakes, look for logic behind mistakes instead Recognise effort and improvement not just final achievements0Z(  Increasing Intrinsic Motivation (  Provide for successful experiences Give rewards contingent on performance Use verbal and nonverbal praise Vary content and sequence of practice drills Involve participants in decision making Set realistic performance goals (  Positive Reinforcement(  Choose effective reinforcer Ensure appropriate timing and frequency Select behaviours to reward reward successful approximations reward performance (not only outcome) reward effort reward emotional and social skills Provide knowledge of results Provide contingent, sincere feedback@` (xB (`xB&    Principles of Reinforcement(  Positive reinforcement  if doing something results in a good consequence, people tend to try to repeat the behaviour to receive additional positive consequences (Weinberg & Gould, p. 138) Negative reinforcement  if doing something results in an unpleasant consequence, people tend to try not to repeat the behaviour to avoid more negative consequences (Weinberg & Gould, p. 138) V ( ~  Approaches Influencing Behaviour!!( ! Positive: designed to strengthen desired behaviours by motivating participants to perform them and by rewarding them when they occur Negative: attempts to eliminate unwanted behaviours through punishment and criticism, thus primary motivation is fear.V { (m { m   Punishment (  | A consequence that weakens or suppresses a behaviour that produces it  (Williams, 1998, p.31) Punishment works by arousing fear, if used excessively, punishment promotes the development of a fear of failure, (which equals a decrease in performance) Side effects: unpleasant teaching situation, i.e. hinder the learning of skills arouses resentment and hostility coaches need to look at their role modelling for young people s social development,  (   Guidelines for Using Punishment (  aBe consistent Punish the behaviour, not the person Allow athletes input for making up punishments Do not use physical activity as a punishment Ensure punishment is not perceived as a reward or simply as attention Impose punishment impersonally Do not punish athletes for making errors in performance Do not embarrass individuals Use punishment sparinglyba b Training Session Management(_Refers to any provisions that the coach makes to create an appropriate environment for learning`Z` Preventive: the coach avoids sources of disruption and maintains appropriate athlete behaviour Disciplinary: the coach handles inappropriate behaviours as they occurb ZSZZ9Z S8,U /  Training Session Management(cPreventive Management: the proactive rather than reactive strategies coaches use to develop and maintain a positive climate in which minimal time is devoted to behaviours Managerial Task System establishes a structure to create an appropriate learning environment. It establishes the limits for behaviours and expectations a coach has for his/her athletes^ ( d  Preventive Management(Control initial activity Start session promptly and on time Establish and practise signals and routines Coach proactively Use high rates of specific feedback Interact positively Avoid slow-downs and breaks Use management games Use brief and concise instructions (J Skills for Preventive Management!!(9Routines Prompts and hustles Positive reinforcement Games: (: Rules and Routines(Routine: a procedure for performing specific behaviours within a class setting, behaviours that tend to recur frequently and unless structured, can potentially disrupt or delay the pace of a lesson Rules defining acceptable or unacceptable behaviourT . .>-    Routines (JEntry Warm-up Attention/quiet Home base Gain attention Disperse Equipment K (K 3Retrieve Start Boundaries Finish Leave Housekeeping4 (43  Guidelines for Rules$Short and to the point Appropriate language 5-8 rules Stated positively Consistently applied Consistent consequences Willing to enforce (Non-Managerial Activities(Content-related instructions Explanation of a game, drill Explanation or description of a skill Individual or group feedback Athletes are practising a skill or activity or playing a game ( ' Managerial Activities(When coach stops or interrupts an activity and then resumes or initiates a new activity Gathering for instruction Transition to new activities Telling personal stories, unrelated to context (%)Barriers that Condemn Athletes to Failure**( * Having unrealistic athletic expectations of the athletes Evaluating young athletes social behaviour according to adult standards or evaluating the athletes on the basis of expectations that have not yet been achieved Criticising or  dumping on athletes when they are already down. 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Inclusion means just that, including all equally and providing opportunities for all. Athlete-centred approach caters to athletes characteristics and ensuring inclusion for all. J H  0bf@ ? 3380___PPT10.:@v_ 0 o(  X  C      S |     qISlides 13-21 provide information on how to use those reinforcing, encouraging components to help manage behaviour and the sporting environment. Managing your athletes in a training session enables athletes to have full opportunities to learn. The slide explains the type of behaviour management that occurs in training sessions. J H  0bf@ ? 3380___PPT10.:pnP  0 0(  X  C      S #     2 This slide just defines the differences of positive reinforcement and negative reinforcement. Obviously, positive reinforcement will enable athletes to be nurtured and show that you care for them. Positive reinforcement also helps to prevent inappropriate behaviour.  H  0bf@ ? 3380___PPT10.:5 0 E(  X  C      S -     GPrevention is better than cure.  H  0bf@ ? 3380___PPT10.:R 0 me (  X  C    e  S 3     As you can see for the slide, punishing athletes should be a last resort. Punishment only changes behaviour in the short term. To change behaviour in the long term, positive reinforcement the appropriate behaviours.  H  0bf@ ? 3380___PPT10.:@ 0 0(  X  C      S ;     SThe magic formula is to implement sincere, honest praise and positive reinforement.&F    H  0bf@ ? 3380___PPT10.:<@H  0 @X(  X  C      S TC     Z2Each athlete fundamental has a desire to be accepted and has a right to have self-worth. These emotional needs are foundation to an athlete s self worth.  H  0bf@ ? 3380___PPT10.:@-Z 0 .&P(  X  C    &  S K     Creating a positive environment means promoting athletes intrinsic motivation. If they are motivated, they will work hard, enjoy their sporting experiences and want to continue on participating in sport.  H  0bf@ ? 3380___PPT10.:n 0 1)`(  X  C    )  S R     To manage training sessions, prevention is better than cure. A coach needs to set up a managerial task system that enables a positive learning environment.  H  0bf@ ? 3380___PPT10.:Pc =  0 pM(  X  C      S Z     O'Tools that enable preventive management ( H  0bf@ ? 3380___PPT10.: 4^ 0 n(  X  C      S @=     pHThese are examples of routines coaches should plan for their team/group. I H  0bf@ ? 3380___PPT10.:?7 0 G(  X  C      S 4f     I!Definitions of routines and rules " H  0bf@ ? 3380___PPT10.: /,Q 0 YQ(  X  C    Q  S l     Some guidelines to help coaches set up rules for their sporting environment. In an athlete-centred approach, athletes should create the rules, with the coach using these guidelines to facilitate.  H  0bf@ ? 3380___PPT10.:00Y 0 OG(  X  C    G  S t     These are appropriate activities that coaches need to do to explain, demonstrate or set up games/activities. When performing these activities, coaches are attending to athlete learning.  H  0bf@ ? 3380___PPT10.:\W|  0 5-(  X  C    -  S |     Managerial activities are those that inhibit a positive learning environment. These activities should be kept to a minimum and coaches need to be well planned.  H  0bf@ ? 3380___PPT10.:Km 0  (  X  C      S      uIf coaches use punishment, these are guidelines to ensure they focus on athlete self-worth and a change of behaviour. v H  0bf@ ? 3380___PPT10.:   0  (  X  C      S      vThis slide contains examples of athletes characteristics.  < H  0bf@ ? 3380___PPT10.:  0 (  X  C      S      First and foremost, athletes need to feel of sense of belonging and self-worth. One of a coach s major responsibilities is to promote athlete self-esteem. This slide basically defines self esteem.  H  0bf@ ? 3380___PPT10.:;2 0 B(  X  C      S      DThis slide focuses on some of the barriers that coaches may put up to  turn off athletes from their sporting environment or sport altogether.  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%k1 4Creating an Inclusive, Positive Sporting Environment55( 5 Understand athletes characteristics Inclusion of all Athlete-centred approach Q (Q Q   Athletes Characteristics(  Different physical Fitness Body build Senses Hearing, touch or pressure, balance, visual, kinaesthetic Different personality Attitudes Values Attentional Style Anxiety Need to achieve Different backgrounds Different communication styles ZZ:ZZ<Z6Z:  <  6  &   U ! !Basic Fundamental Emotional Needs""( " ~The need to be accepted and to belong The need to feel significant The need to feel capable or competent The need to feel safe (  " Self-Esteem (  Belief in oneself, self-respect and self-liking Sense of self worth Critical to learning Self-esteem enables people to believe they are competent and worthwhile and more willing to take on new challenges Helps to become more compassionate, responsible human beings Affect health, relationships, competence, goals that are set and achieved, performance and happiness Coach is a major contributor4D (GCG  #BDemonstrating that You Care for and Accept Each Individual AthleteCC( C Take athletes seriously Listen carefully Tell athletes you care for them Touch respectively Smile Use simple hand gestures Be sensitive to ethnic and racial terminology Be sensitive to pronunciation of names Provide sincere encounters0Z  $ Encouragement(  .Search for, identify and acknowledge the athlete s strengths Display faith and confidence in the athlete s abilities and judgements Give responsibility Avoid criticising mistakes, look for logic behind mistakes instead Recognise effort and improvement not just final achievements0Z(  Increasing Intrinsic Motivation (  Provide for successful experiences Give rewards contingent on performance Use verbal and nonverbal praise Vary content and sequence of practice drills and activities Involve participants in decision making Set realistic performance goals (  Positive Reinforcement(  Choose effective reinforcers Ensure appropriate timing and frequency Select behaviours to reward Successful approximations Performance (not only outcome) Effort Emotional and social skills Provide knowledge of results Provide contingent, sincere feedback@a (\B (a\B&    Principles of Reinforcement(  Positive reinforcement  If doing something results in a good consequence, people tend to try to repeat the behaviour to receive additional positive consequences (Weinberg & Gould, p. 138) Negative reinforcement  If doing something results in an unpleasant consequence, people tend to try not to repeat the behaviour to avoid more negative consequences (Weinberg & Gould, p. 138) V ( ~  Approaches Influencing Behaviour!!( ! Positive: Designed to strengthen desired behaviours by motivating participants to perform them and by rewarding them when they occur Negative: Attempts to eliminate unwanted behaviours through punis  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     M !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHKLNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)P[JPicturesCurrent UserGSummaryInformation(\UPowerPoint Document(JDocumentSummaryInformation8\ft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery/ 0DTimes New RomanTT(5ܖx: 0ܖDImpactew RomanTT(5ܖx: 0ܖ" DComic Sans MSnTT(5ܖx: 0ܖB@ .  @n?" dd@  @@`` PHHH1  !     !"#$%&'()*+,-./01243542$f7}IT2$ 6?2!ӟb$7 W ijOC>H$2$kp23NUxg2$Hk֢ ֪̓HSl2$5EQQs~ AA1?@8  g48d8d|`x: 0p@ ppB@ ʚ;6_v8ʚ;<4dddd U 0 <4BdBd U 0  r0___PPT10 pp2___PPT9/ 0? %z1 4Creating an Inclusive, Positive Sporting Environment55( 5 Understand athletes characteristics Inclusion of all Athlete-centred approach Q (Q Q   Athletes Characteristics(  Different physical Fitness Body build Senses Hearing, touch or pressure, balance, visual, kinaesthetic Different personality Attitudes Values Attentional Style Anxiety Need to achieve Different backgrounds Different communication styles ZZ:ZZ<Z6Z:  <  6  &   U ! !Basic Fundamental Emotional Needs""( " ~The need to be accepted and to belong The need to feel significant The need to feel capable or competent The need to feel safe (  " Self-Esteem (  Belief in oneself, self-respect and self-liking Sense of self worth Critical to learning Self-esteem enables people to believe they are competent and worthwhile and more willing to take on new challenges Helps to become more compassionate, responsible human beings Affect health, relationships, competence, goals that are set and achieved, performance and happiness Coach is a major contributor4D (GCG  #BDemonstrating that You Care for and Accept Each Individual AthleteCC( C Take athletes seriously Listen carefully Tell athletes you care for them Touch respectively Smile Use simple hand gestures Be sensitive to ethnic and racial terminology Be sensitive to pronunciation of names Provide sincere encounters0Z  $ Encouragement(  .Search for, identify and acknowledge the athlete s strengths Display faith and confidence in the athlete s abilities and judgements Give responsibility Avoid criticising mistakes, look for logic behind mistakes instead Recognise effort and improvement not just final achievements0Z(  Increasing Intrinsic Motivation (  Provide for successful experiences Give rewards contingent on performance Use verbal and nonverbal praise Vary content and sequence of practice drills and activities Involve participants in decision making Set realistic performance goals (  Positive Reinforcement(  Choose effective reinforcers Ensure appropriate timing and frequency Select behaviours to reward Successful approximations Performance (not only outcome) Effort Emotional and social skills Provide knowledge of results Provide contingent, sincere feedback@a (\B (a\B&    Principles of Reinforcement(  Positive reinforcement  If doing something results in a good consequence, people tend to try to repeat the behaviour to receive additional positive consequences (Weinberg & Gould, p. 138) Negative reinforcement  If doing something results in an unpleasant consequence, people tend to try not to repeat the behaviour to avoid more negative consequences (Weinberg & Gould, p. 138) V ( ~  Approaches Influencing Behaviour!!( ! Positive: Designed to strengthen desired behaviours by motivating participants to perform them and by rewarding them when they occur Negative: Attempts to eliminate unwanted behaviours through punishment and criticism, thus primary motivation is fear.V { (m { m   Punishment (  | A consequence that weakens or suppresses a behaviour that produces it  (Williams, 1998, p.31) Punishment works by arousing fear, if used excessively, punishment promotes the development of a fear of failure, (which equals a decrease in performance) Side effects: unpleasant teaching situation, i.e. hinder the learning of skills arouses resentment and hostility coaches need to look at their role modelling for young people s social development,  (   Guidelines for Using Punishment (  Be consistent Punish the behaviour, not the person Allow athletes input for making up punishments Do not use physical activity as a punishment Ensure punishment is not perceived as a reward or getting attention Impose punishment impersonally Do not punish athletes for making errors in performance Do not embarrass individuals Use punishment sparinglya` a Training Session Management(_Refers to any provisions that the coach makes to create an appropriate environment for learning`Z` Preventive: The coach avoids sources of disruption and maintains appropriate athlete behaviour Disciplinary: The coach handles inappropriate behaviours as they occurb ZSZZ9Z S8,U /  Training Session Management(hPreventive Management: The proactive rather than reactive strategies coaches use to develop and maintain a positive climate in which minimal time is devoted to behaviours Managerial Task System Establishment of a structure to create an appropriate learning environment. It establishes the limits for behaviours and expectations a coach has for his/her athletes^ ( i  Preventive Management(Control initial activity Start session promptly and on time Establish and practise signals and routines Coach proactively Use high levels of specific feedback Interact positively Avoid slow-downs and breaks Use management games Use brief and concise instructions (J Skills for Preventive Management!!(9Routines Prompts and hustles Positive reinforcement Games: (: Rules and Routines(Routine: A procedure for performing specific behaviours within a class setting, behaviours that tend to recur frequently and unless structured, can potentially disrupt or delay the pace of a session Rules defining acceptable or unacceptable behaviourT . .>.    Routines (JEntry Warm-up Attention/quiet Home base Gain attention Disperse Equipment K (K 3Retrieve Start Boundaries Finish Leave Housekeeping4 (43  Guidelines for Rules$Short and to the point Appropriate language 5-8 rules Stated positively Consistently applied Consistent consequences Willing to enforce (Non-Managerial Activities(Content-related instructions Explanation of a game, activity Explanation or description of a skill Individual or group feedback Athletes are practising a skill or activity or playing a game ( ' Managerial Activities(When the coach stops or interrupts an activity and then resumes or initiates a new activity Gathering for instruction Transition to new activities Telling personal stories, unrelated to context ( %)Barriers that Condemn Athletes to Failure**( * Having unrealistic athletic expectations of the athletes Evaluating young athletes social behaviour according to adult standards or evaluating the athletes on the basis of expectations that have not yet been achieved Criticising or  dumping on athletes when they are already down. 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Routines (JEntry Warm-up Attention/quiet Home base Gain attention Disperse Equipment K (K 3Retrieve Start Boundaries Finish Leave Housekeeping4 (43  Guidelines for Rules$Short and to the point Appropriate language 5-8 rules Stated positively Consistently applied Consistent consequences Willing to enforce (Non-Managerial Activities(Content-related instructions Explanation of a game, activity Explanation or description of a skill Individual or group feedback Athletes are practising a skill or activity or playing a game ( ' Managerial Activities(When the coach stops or interrupts an activity and then resumes or initiates a new activity Gathering for instruction Transition to new activities Telling personal stories, unrelated to context (%)Barriers that Condemn Athletes to Failure**( * Having unrealistic athletic expectations of the athletes Evaluating young athletes social behaviour according to adult standards or evaluating the athletes on the basis of expectations that have not yet been achieved Criticising or  dumping on athletes when they are already down. Talking too much and not allowing the athletes to discover useful explanations themselves Excessive directing Assuming the worst Maintaining standards that are too low  &oIf you expect perfection from people, your whole life is a series of disappointments, grumblings and complaints$po(( p  /L()*+,-./01 2 3 4 5 6789:;<  0 <(  ~  s *\Z `'d   ~  s *4[ `WP  H  0޽h ? 999___   0 x( `  xl x C  `d:   l x C  `d  H x 0޽h ? ff̙ffr!} |=1?(` '= h 6Clip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip GalleryClip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery/ 0DTimes New RomanTT(5ܖx: 0ܖDImpactew RomanTT(5ܖx: 0ܖ" DComic Sans MSnTT(5ܖx: 0ܖB@ .  @n?" dd@  @@`` PHHH1  !     !"#$%&'()*+,-./01243542$f7}IT2$ 6?2!ӟb$7 W ijOC>H$2$kp23NUxg2$Hk֢ ֪̓HSl2$5EQQs~ AA1?@8  g48d8d|`x: 0p@ ppB@ ʚ;6_v8ʚ;<4dddd U 0 <4BdBd U 0  r0___PPT10 pp2___PPT9/ 0? %k1 4Creating an Inclusive, Positive Sporting Environment55( 5 Understand athletes characteristics Inclusion of all Athlete-centred approach Q (Q Q   Athletes Characteristics(  Different physical Fitness Body build Senses Hearing, touch or pressure, balance, visual, kinaesthetic Different personality Attitudes Values Attentional Style Anxiety Need to achieve Different backgrounds Different communication styles ZZ:ZZ<Z6Z:  <  6  &   U ! !Basic Fundamental Emotional Needs""( " ~The need to be accepted and to belong The need to feel significant The need to feel capable or competent The need to feel safe (  " Self-Esteem (  Belief in oneself, self-respect and self-liking Sense of self worth Critical to learning Self-esteem enables people to believe they are competent and worthwhile and more willing to take on new challenges Helps to become more compassionate, responsible human beings Affect health, relationships, competence, goals that are set and achieved, performance and happiness Coach is a major contributor4D (GCG  #BDemonstrating that You Care for and Accept Each Individual AthleteCC( C Take athletes seriously Listen carefully Tell athletes you care for them Touch respectively Smile Use simple hand gestures Be sensitive to ethnic and racial terminology Be sensitive to pronunciation of names Provide sincere encounters0Z  $ Encouragement(  .Search for, identify and acknowledge the athlete s strengths Display faith and confidence in the athlete s abilities and judgements Give responsibility Avoid criticising mistakes, look for logic behind mistakes instead Recognise effort and improvement not just final achievements0Z(  Increasing Intrinsic Motivation (  Provide for successful experiences Give rewards contingent on performance Use verbal and nonverbal praise Vary content and sequence of practice drills and activities Involve participants in decision making Set realistic performance goals (  Positive Reinforcement(  Choose effective reinforcers Ensure appropriate timing and frequency Select behaviours to reward Successful approximations Performance (not only outcome) Effort Emotional and social skills Provide knowledge of results Provide contingent, sincere feedback@a (\B (a\B&    Principles of Reinforcement(  Positive reinforcement  If doing something results in a good consequence, people tend to try to repeat the behaviour to receive additional positive consequences (Weinberg & Gould, p. 138) Negative reinforcement  If doing something results in an unpleasant consequence, people tend to try not to repeat the behaviour to avoid more negative consequences (Weinberg & Gould, p. 138) V ( ~  Approaches Influencing Behaviour!!( ! Positive: Designed to strengthen desired behaviours by motivating participants to perform them and by rewarding them when they occur Negative: Attempts to eliminate unwanted behaviours through punishment and criticism, thus primary motivation is fear.V { (m { m   Punishment (  | A consequence that weakens or suppresses a behaviour that produces it  (Williams, 1998, p.31) Punishment works by arousing fear, if used excessively, punishment promotes the development of a fear of failure, (which equals a decrease in performance) Side effects: unpleasant coaching situations that hinder the learning of skills arouses resentment and hostility coaches need to look at their role modelling for young people s social development,  (   Guidelines for Using Punishment (  Be consistent Punish the behaviour, not the person Allow athletes input for making up punishments Do not use physical activity as a punishment Ensure punishment is not perceived as a reward or getting attention Impose punishment impersonally Do not punish athletes for making errors in performance Do not embarrass individuals Use punishment sparinglya` a Training Session Management(_Refers to any provisions that the coach makes to create an appropriate environment for learning`Z` Preventive: The coach avoids sources of disruption and maintains appropriate athlete behaviour Disciplinary: The coach handles inappropriate behaviours as they occurb ZSZZ9Z S8,U /  Training Session Management(hPreventive Management: The proactive rather than reactive strategies coaches use to develop and maintain a positive climate in which minimal time is devoted to behaviours Managerial Task System Establishment of a structure to create an appropriate learning environment. It establishes the limits for behaviours and expectations a coach has for his/her athletes^ ( i  Preventive Management(Control initial activity Start sessions promptly and on time Establish and practise signals and routines Coach proactively Use high levels of specific feedback Interact positively Avoid slow-downs and breaks Use management games Use brief and concise instructions  ( ,$ Skills for Preventive Management!!(9Routines Prompts and hustles Positive reinforcement Games: (: Rules and Routines(Routine: A procedure for performing specific behaviours within a class setting, behaviours that tend to recur frequently and unless structured, can potentially disrupt or delay the pace of a session Rules defining acceptable or unacceptable behaviourT . .>.    Routines (JEntry Warm-up Attention/quiet Home base Gain attention Disperse Equipment K (K 3Retrieve Start Boundaries Finish Leave Housekeeping4 (43  Guidelines for Rules$Short and to the point Appropriate language 5-8 rules Stated positively Consistently applied Consistent consequences Willing to enforce (Non-Managerial Activities(Content-related instructions Explanation of a game, activity Explanation or description of a skill Individual or group feedback Athletes are practising a skill or activity or playing a game ( ' Managerial Activities(When the coach stops or interrupts an activity and then resumes or initiates a new activity Gathering for instruction Transition to new activities Telling personal stories, unrelated to context (%)Barriers that Condemn Athletes to Failure**( * Having unrealistic athletic expectations of the athletes Evaluating young athletes social behaviour according to adult standards or evaluating the athletes on the basis of expectations that have not yet been achieved Criticising or  dumping on athletes when they are already down. Talking too much and not allowing the athletes to discover useful explanations themselves Excessive directing Assuming the worst Maintaining standards that are too low  &oIf you expect perfection from people, your whole life is a series of disappointments, grumblings and complaints$po(( p  /L()*+,-./01 2 3 4 5 6789:;<r i=1Root EntrydO) +\@PicturesCurrent UserGSummaryInformation(\U     M !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ $, PowerPoint Document(JDocumentSummaryInformation8՜.+,D՜.+,p,      OverheadCollege Of Ed Times New RomanImpactComic Sans MSBlushMicrosoft Clip Gallery5Creating an Inclusive, Positive Sporting EnvironmentAthletes Characteristics"Basic Fundamental Emotional Needs Self-EsteemCDemonstrating that You Care for and Accept Each Individual AthleteEncouragement Increasing Intrinsic MotivationPositive ReinforcementPrinciples of Reinforcement!Approaches Influencing Behaviour Punishment Guidelines for Using PunishmentTraining Session ManagementTraining Session ManagementPreventive Management!Skills for Preventive ManagementRules and Routines RoutinesGuidelines for RulesNon-Managerial ActivitiesManagerial Activities*Barriers that Condemn Athletes to FailurepIf you expect perfection from people, your whole life is a series of disappointments, grumblings and complaints  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles4 %_y 0AdministratorAdministrator