ࡱ>   #` '#bjbj\.\. 4*>D>Dd8ivh]]]BuDuDuDuDuDuDu$wh9zhuy;"]yyhu+v,   yBu yBu  .*WH] +9o' frY@&_-v<ivY z z]z]h] ]]]huhu j]]]ivyyyyBnB Self Development  Module Outline Module 1 of 3 in the Self-development learning area of the Coach Development Framework. This module outline caters for all coaching communities. Module number: SD107 Aim/Overview statement: This module is designed to assist the coach understand and develop him or herself as a person. Attributes such as a life philosophy and self-awareness impact on the way coaches relate to people around them.Therefore, the focus of this module will be to heighten self-awareness, sharpen life management skills, and examine the role of mentoring. Learning Outcomes: The coach will be able to; Self-reflect on differences between his/her ideal life and actual day to day living, and develop strategies to modify those differences. Confirm values and principles that are important to him/her. Understand self-awareness and apply it to everyday life behaviours. Understand and reflect on time and stress management skills. Examine the role of a mentor. Delivery notes This module is designed to be self-directed other than when the coach might draw on the opinion of a critical friend to improve self-awareness and an understanding of his or her behaviour. The self-development module is highly personal and serves to sharpen the coachs perceptions of the way in which he or she is living out his or her life. Learning Activities See Appendix 1 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. Assessment NSOs will have the right to determine if and how they will assess this module. It is suggested that the completion of a personal journal will be a useful way of having coaches complete this module that involves very personal writing. This process will provide coaches with a written document of their values, code, ideal self and objectives designed to understand aspects of self management, behaviour and mentoring. Available resources (www.sparc.org.nz/sport/coach-development-education): Self-development Resource Other Helpful Resources Davis, M., McKay, M. & Eshelman, E.R. (2000). The relaxation and stress reduction workbook. New York, NY: New Harbinger. Goleman, D. (1998). Working with emotional intelligence. London, UK: Bloomsbury. Goleman, D. (2002). The new leaders. London, UK: Little, Brown. Kidman, L. & Hanrahan, S. (2004). The coaching process: A practical guide to improving your effectiveness(2nd Ed). Palmerston North, NZ: Dunmore. Kozoll, C.E. (1985). Coaches guide to time management. Champaign IL: Human Kinetics. Martens, R.(2001). Directing youth sport programs. Champaign, IL: Human Kinetics. Pyke, F. (2001). Better coaching. Lower Mitcham, AU: Human Kinetics. Saunders, C. (1997). Men and stress. Sydney, AU: HarperCollins. Whitmore, J. (2006). Coaching for performance (3rd Ed). London, UK: Nicholas Brealey Publishing. Appendix 1 - Module Delivery Notes Purpose This module has been included due to evidence that the coachs influence on others will be directly impacted by his or her view of life and his or her behaviour in living that view out. Personal professional development is an invaluable component of life long learning. Overview This module serves coaches of all coach communities as self-development in this instance is not community-specific. Similarly, there will be little need for the NSOs to adapt this module as this material is generic to all coaches as people, regardless of sporting code. NSOs can use either the activities listed in appendix 2, or similar activities that they develop, to cover the different learning outcomes. Background and Nature of this Module As self-development is a very personal exercise, it is recommended that activities be designed for coaches to do on their own (self-learned). There are some instances where it would be useful to bounce ideas off a critical friend, especially in learning about mentoring, but most activities should be done self-reflectively. Hence for NSOs to facilitate this module, the key is to show coaches where they can access the information, rather than running workshops or other formal learning sessions. However, if there are opportunities for coaches to attend emotional intelligence workshops, those would probably meet the learning outcomes for this module. Ideas to Successfully Complete this Module Each of the activities will take some time in that coaches will need to reflect on current and possible future practices by drawing on and understanding their past. For each of the learning outcomes, only one learning activity has been supplied. NSOs can obviously draw on their own experience and design other learning activities to meet the learning outcomes. Learning outcome 1 Self-reflection The coach will be able to self-reflect on differences between his/her ideal life and actual day to day living and develop strategies to modify those differences. There is a resource entitled the Self-development Resource which can be downloaded from the SPARC website. The resource provides coaches with information to draw on to complete the activity. For this learning outcome there are a couple of tables (see learning Activity A) where coaches will have to use a personal journal to record the self-reflective information generated during the process. Learning outcome 2 Values and Guiding principles The coach will be able to confirm values and principles that are important to him or her. For this outcome, the Self-development Resource can be downloaded from the SPARC website. There is a section on values and guiding principles which will inform coaches of how to reflect on their own values. Activity B provides a sample learning activity which will require coaches to write in journals and design tables to reflect on their life values and principles. Learning outcome 3 Self-awareness The coach will be able to understand self-awareness and apply it to everyday life behaviours. Again, for this outcome, there is a discussion on a tool to help coaches become self-aware, called the GROW model. Coaches will again need a personal journal to help their process of becoming self-aware. They will need to include tables to complete certain elements of Activity C. Learning outcome 4 Self-management The coach will be able to understand and reflect on time and stress management skills. For this outcome, coaches are asked to reflect on how they use time and how stress can affect their lives. Through self-directed learning, coaches can form strategies on how to self-manage to ensure good time management and limiting stresses in their lives. Learning outcome 5- Mentoring The coach will be able to examine the role of a mentor. There are two forms of mentoring. The first is being a role model that people look up to and aspire to adopting some of the characteristics of that person. The second is taking on the role of an advisor, to help a critical friend set goals to develop him/herself. This learning outcome examines how these roles are defined and used. For this learning outcome coaches can either use self-directed learning and examine the role modelling of people they admire, or actually practise, with a critical friend, the role of mentoring someone using the GROW approach. 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. Activity A: Self-directed learning Covers learning outcomes 1 and 2 For all coaching communities The following task is self-directed learning for the coach to do alone. It is suggested that a personal journal would be a very good way of engaging in the tasks involved in this activity. Part I To begin - or sustain real development in emotional intelligence, you must first engage that power of your ideal self. (Goleman, 2002, p.116). Step One: Read the Self-development Resource. Step Two: Goleman points out that changing old habits is not an easy process. He provides us with a process of getting in touch with our ideal selves which he describes as an essential first step if we wish to make lasting change. To engage in this process, complete the following: Take some time out (over a day or two if required) to examine your life to this point. At the point at which you find yourself at the present time, summarise in your journal key points in time, people and events that have influenced your progress. Now think about what your ideal life would be like 10 years from now the person who you would want to be. You will feel that you are in touch with the person you want to be when you sense passion about your possibilities in life. As you place yourself in the picture and let the image of your ideal life develop, in your journal, answer the following questions: What sort of people would be around you? What would your work and home environments look like? What would you be doing during a typical week? 3. Write brief notes on the impact that reflecting on your life and answering these questions has had on you. Part II Continuing on Golemans theme of engaging your ideal self, this section is designed to reveal to you the values and guiding principles that relate to your ideal self. Your philosophy will determine your values and this will impact on the way you relate to others. Step One: Read the section on values in the Self-development Resource. Step Two: In your journal, draw up a table, as below, to complete the following tasks: AreaValueGuiding principleeg. FamilySocial value: Having a close familySchedule times each year for the entire family to be togetherPersonal growthPersonal value: SpiritualitySpend 30 minutes in meditation/prayer each day  Add rows to the table and write in the first column all of those areas of your life that are really important to you, such as, family, work, friends, athletes, personal growth and physical health. In the second and third columns, for each area that is important to you, write down your values and your guiding principles for those values. Write in your journal whether these are values and principles that you live by, or are they values and principles that you just talk about? Provide reasons for your answer. Finally, write briefly on the impact that answering these questions has had on you. Part III You have now examined your ideal life, aspects of your life that are important to you, your values and your guiding principles. The next task is to compare your ideal self to the reality of your present life circumstances Step One: Draw a table following the example below and list in the first column important components of your ideal life. Reflect on your work from Part I. Table: COMPARISON OF IDEAL LIFE TO PRESENT LIFE Aspects of my ideal lifeStatus of present lifeAssess.To be happily married with healthy childrenHappily married for 25 years with three wonderful childrenStrengthTo be self-employed in my own companyI work in a large institution*To be financially independentI still have a large mortgage*Strategies to close the prioritised gaps1. Investigate the process involved in setting up a company or purchasing a franchise2. Undertake a review of finances to examine strategies for accelerated financial independence* .Targeted gaps requiring identified strategies Step Two: List in the second column how your present life measures up in relation to those important components. Step Three: In the assessment column, indicate areas of strength with the word strength (present life same as ideal life). Then with an asterisk (*) indicate next to three aspects in which your present life that are very different from your ideal life. Step 4: Take some time out to dwell on those aspects of your present life that are in harmony with your ideal life. It is important to reinforce areas of strength. Step 5: For each of the identified areas of difference, determine a strategy to close the gap and bring your present life closer to your ideal life (as indicated by strategies 1 and 2 in the table). Activity B: Self-directed learning Covers learning outcomes 3 For all coaching communities The following task is self-directed learning for the coach to do alone. It is suggested that a personal journal would be a very good way of engaging in the tasks involved in this activity. Part I Read the section on self-awareness in the Self-development Resource and complete the tasks below. Step One: In your journal, place the following elements in an order from top (1) priority to bottom (13) priority as they relate to your personal life. Achievement Working with people Independence Flexibility High salary High pressure High status Job security Helping people Creativity Leadership Variety Challenging work Step Two: Write brief notes in your journal explaining why the top five priorities are the most important to you. Part II The purpose of Part II is to examine your work and life skills to determine skills that you would like to develop. Step One: Anderson (2001) has divided skills under the headings: Practical; Creative; People; Communication (written and spoken) included in the first column under Heading on the table below. Construct a full table, following the brief example below, adding further headings if you wish. In the second column under Skill, list the work or life skills that you would like to develop that relate to the specific heading, as indicated in the table. Place an asterisk (*) next to the three skills that you prioritise for action. It is suggested that you continue to make use of your personal journal to complete this task. SKILL SUMMARYHEADINGSKILL (The below are examples)Practical skillsSport skillsGardeningCreative skillsLandscape design*PoetryPeople skillsLeadership*Team playerCommunication skills (written and spoken)Public speakingPresentationsShort story writing** Skills selected for development Step Two: Having completed your table, now work through the skills by applying Whitmores (2006) GROW process as outlined in the resource. (See also the Effective Coaching Resource for the Effective Coaching Module.) Firstly, identify one of the three skills that you would most like to develop. Secondly, undertake a reality check of your current situation to determine the state of the identified skill at the present time. Thirdly, explore alternative options for the course of action that you will take to achieve your identified life skill goal. Finally, determine what it is that you will do to achieve this goal (this is the action plan to achieve your goal). Step Three: Repeat the process in Step Two for your two other identified goals. Part III Having examined areas of skill that you would like to improve, you will now examine areas of interest that may be part of your professional life or part of your recreation. The priority is not skill development but determining areas of your life that hold a keen interest for you that you would like to spend time on. Step One: Construct an expanded table (as below) that includes your interests listed under each of the headings or new headings you might add. Step Two: In second column indicate whether the interest is a professional (P) or leisure (L) interest. Step Three: In the third column mark a (") if the interest is being fulfilled and an (x) if it is not being fulfilled. INTERESTSP/L"/XHelping/advisingPractical/mechanicalScientific/technicalBusinessArtistic/creativeNatureMotivating/sales Step Four: Identify two interests (*) that need attention and in each case provide an action plan (strategy) that will assist you to fulfil that interest. (Use GROW to help if you need to). Step Five: Implement the action plan for each of the two interests identified and record your responses to the following questions in your journal: Describe your experience of getting each plan underway. Describe your experience of the plan in progress. Describe your experience on completion of each plan. Write brief reflections on what you learned from the process. Activity C: Self-directed learning Covers learning outcomes 4 For all coaching communities Read the section on Self-management in the Self-development Resource and complete the following tasks. Part I: Time Management Kidman and Hanrahan (1997) suggest that to start evaluating your time management, it is a good idea to work out how you spend your 168 hour week. The first part of this task is to determine how you are using your time each week at the present time. Step One: What is happening right now? In the weekly timetable 1 provided, fill in your committed time for a week that accurately represents a typical week for you. Include your hours of sleep. On completion, calculate your hours of flexible or free time. Ensure to include any relaxation time. Highlight those activities that cause you most stress. Look back at that timetable and write a brief interpretation of how you use your time. Step 2: How it could be better? The second step is designed to have you plan a week that if not ideal but provides you with a better balance to the use of your week. On timetable 2, fill in the activities that have to be done. Fill in your ideal hours of sleep Allocate time for recreation and relaxation Try to allocate relaxation either just before or after your stressful activities. Trial your new attempt at a more balanced lifestyle for a week. Step 3: Reflection The third step in the process is to reflect on the week during which you implemented your new weekly timetable. Having reflected on the experience, in your journal, answer the following questions: How easy/difficult was it to stick to your new timetable? Were you able to better cope with your stressful times? Did you leave any activities off your planner? Was relaxation planned at the right times? Can you negotiate with anyone to improve your schedule? Did you waste much time during the week? What impact has the process had on you? Weekly Timetable 1 (The Present) HoursMonTuesWedThursFriSatSun4-5 AM 5-6 6-7 7-8 8-9 9-10 10-11 11-12 12-1 PM 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12 12-1 AM 1-2 2-3 3-4  Weekly Timetable 2 (The Improved) HoursMonTuesWedThursFriSatSun4-5 AM 5-6 6-7 7-8 8-9 9-10 10-11 11-12 12-1 PM 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12 12-1 AM 1-2 2-3 3-4  Part II: Stress management Life is complex and for many people excessive stress can be avoided through careful management of day to day living. Stress is not all bad as we cannot live without it however, we do not need too much of it. Read the section on stress management in the Self-development Resource and then complete the following tasks. These are designed to have you examine your physical, emotional and mental stress symptoms. Task One:Tick (") any of the following physical stress symptoms that you suffer from in the column on the right. Write an (x) next to those that you do not have. PHYSICAL STRESS SYMPTOMS"/XChronic fatigueChronic insomniaHeadacheOther unexplained aches and painsBody tensionListlessnessInertiaSusceptibility to disease Once you complete the table the physical stress symptoms table, write brief notes in your journal on what you think the causes of your physical stress symptoms might be. Task Two: Tick (") any of the symptoms of emotional stress that you suffer from in the column on the right. Write an (x) next to those that you do not have. EMOTIONAL STRESS SYMPTOMS"/xBeing out of touch with peopleBeing irritableDepressionMood swingsFlare-upsFeeling isolated and alienatedLoss of libido Once you complete the emotional stress symptoms table, write brief notes in your journal on what you think the causes of your emotional stress might be. Task Three: Tick (") any of the symptoms of mental stress that you suffer from in the column on the right. Write an (x) next to those that you do not have. MENTAL STRESS SYMPTOMS"/xInability to concentrateMemory lossConfusionInefficiencyDisorientation Once you complete the mental stress symptoms table, write brief notes in your journal on what you think the causes of your mental stress might be. Task Four: Refer back to the section in the Self-development Resource on strategies that can be used to manage stress. Select one or two strategies that might assist you better manage the causes of the stress symptoms that you have identified. Write brief notes in your journal on how you will implement the strategies to better manage your stress. Activity D: Self-directed learning Covers learning outcomes 5 For all coaching communities Read the section on mentoring in the Self-development Resource and then complete the following tasks in your journal. Think about a person outside of the family who during your earlier years proved to be a person that you really looked up to and admired. This could have been a teacher, a coach or someone who took an interest in you as a person and how you were doing. Describe briefly who this person was, their relationship to you and the age you were when they had an influence on your life. Write down the personality and character qualities about this person that really impressed you, such as, honesty, integrity, openness etc. Describe aspects of their behaviour that impressed you. What was it about their behaviour that resulted in your being drawn towards their example (as a role model)? Based on your experience of the qualities, characteristics and behaviours of this person who proved to be a high quality mentor, draft a Mentors Creed that spells out 10 key qualities and that you would expect from a mentor. Activity E: Critical Friend Discussion Covers learning outcomes 5 For all coaching communities Mentoring is always one step removed and is concerned with the longer-term acquisition of skills in a developing career by a form of advising and counselling. Eric Parsloe quoted in Whitmore (2006, p.12) Meet with a critical friend (mentee) and through questioning and encouraging his or her exploration, establish a behavioural change that he or she wishes to bring about in his or her life"#y? 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