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Coaching Behaviours Regional Coach Education Workshops Lindsay Dunn - ppt download

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Cultural Change The role of the NGB Pathway (ASA and British Swimming) Promote a holistic cultural change to develop an ‘integrated pathway’ Organisational Changes – The Integrated Pathway Revised Competition Structure Formulation of a National Skills Syllabus Provide education and development opportunities for athletes based on long term potential as well as current performance Provide inclusive education and development opportunities for coaches who are delivering the correct messages Undertake strategically targeted club visits and clearly define what we expect from an effective club programme Right Athlete – Right Environment: athlete transfer routes UK Sport Performance Pathways concept Network/ County – Regional – English Swimming – British Swimming Pathways – look at what clubs can provide at a given level and direct athletes to more advanced programmes when appropriate to do so.
ASA England Programmes Officer.
Promote a holistic cultural change to develop an ‘integrated pathway’ Organisational Changes – The Integrated Pathway. Revised Competition Structure. Formulation of a National Skills Syllabus. Provide education and development opportunities for athletes based on long term potential as well as current performance. Provide inclusive education and development opportunities for coaches who are delivering the correct messages. Undertake strategically targeted club visits and clearly define what we expect from an effective club programme. Right Athlete – Right Environment: athlete. transfer routes. UK Sport Performance Pathways concept. Network/ County – Regional – English Swimming – British Swimming. Pathways – look at what clubs can provide at a given level and direct athletes to more advanced programmes when appropriate to do so.
Outline and implement a National Coach and Athlete Development and Education programme. Undertake targeted visits to club programmes including observations at competitions. Outline and oversee the work of the Network/ County/ Regional Coach and Athlete Development and Education programmes, including attendance at Network meetings/ Regional Coaches Forums. Support the work of the Club Development Officers. Our work is ‘athlete and coach’ focused where their role encompasses the wider workforce and management structures within club. environments. Main support is directed at Performance programmes, particularly those that serve as a ‘hub’ within an established network. What comprises a ‘Club Visit’ – three stages.
Fred Furniss (Pool Swimming Technical Lead) Mobile: North East, North West, West Midland Mike Parker (Open Water Swimming Technical Lead) Mobile: East Midlands, East, London Lindsay Dunn (AASE Technical Lead) Mobile: South East, South West Diane Elliot (Technical Lead Sport Science/ Sports Medicine Mobile:
Fred Furniss. Skill Acquisition in the Daily Training Environment. Mike Parker.
This workshop will explore the impact of effective and ineffective coaching behaviours on the environment which surrounds the athlete. We will focus our discussions upon the importance of ensuring that the coach is able to clearly communicate their philosophies, aims and objectives to the wider team. Linked to this, we will also consider the importance of programme organisation in ensuring that these philosophies are successfully implemented and reinforced.
Non technical member of staff, previously played and coach Rugby Union. Steer to educate coaches beyond the technical components of the sport. Targeted small elite group of coaches to work with extensively.
Ask yourself the following questions: Why do you coach What are your ‘Core Values’ Why should anyone want to be coached by you What will you not compromise on Are you prepared to remain fully committed to these principles to ensure that you deliver a consistent message to my athletes, parents and colleagues. When challenged by parents will you back down to give yourself an easy life I often see coaches fail to stick to their principles when faced with a difficult parent. For example, on club visits I have experienced coaches fail to challenge swimmers and parents for arriving late, especially when the session is in the morning and there are no external influences such as traffic. If your philosophy is to encourage your athletes to develop life skills then learning to be on time is crucial. Will you reinforce this message every time you find yourself in this situation Will there be consequences for their lateness Clearly there will be in later life if they persistently turn up late for work.
My mission statement focuses on competitive. swimming for club swimmers, whether their club is. school, college, private, municipality/local. government-financed, parent-managed, or a coach. owned club. Whatever the club structure, my. philosophy as a club coach has one basic goal: to. ensure all swimmers have the opportunity to be. taught how to incorporate proven techniques to. enable them to swim to their full potential at the. highest levels. (Anonymous)
Creating a ‘Coach Led/ Committee Supported’ programme culture. Establish a work/ life balance by clarifying your role and prioritising your work load but maintain an overseeing role. TASK. Consider what jobs you currently do that you believe fall out of your remit (None technical roles) What things do you feel that you need to do as a coach to progress your programme that do not feel you have the time to do at present (Technical roles) Formulate clear job descriptions for all coaching. and management staff. You undertake the job descriptions in conjunction with the Chairperson – Coach Led but make sure that you check that these areas are being managed effectively.
Communicate the information with all concerned parties. Consider the best method for delivering this information. Outline the plans for the year ahead. Start of season face to face meeting (1 – 2 – 1 session or a group talk) Reinforce the key messages throughout the year – each day! , Notices on Website/ Social Media, Progress Meetings. Celebrate the end of season and acknowledge what has been achieved. Awards Evening, Local Press. Provide a clear rationale for everything that you do. and be willing to defend your standpoint! After clear philosophy has been established and roles outlined communicate this information. Then you won’t get bombarded by parents asking you how to pay their fees etc which is not your role! 1 – 2 – 1 at times of conflict or when you intend to deliver a difficult ( ) message. Session brief and debrief!!!
The athletic triangle, consisting of the coach, athlete and parent(s), is a natural aspect of the youth sport setting. The coach s and parents roles in this process are critical to the success of any program. Triangle within which the pertinent message needs to be delivered – ensure it is received and acted upon effectively to ensure a harmonious environment.
If parents and coaches allow their roles to take priority, then we have an upside – down triangle that is referred to as the professional model. The adults form the upper two - thirds of the triangle with the athletes (the focal point of the triangle) attempting to balance the adults. The emphasis is placed on winning and it is easy to lose sight of the needs and interests of the athlete.
In the right – side – up triangle (developmental model) adults (coaches and parents) support the young athletes. Sport programs using this approach remain child – centred and do not become adult – dominated. Parents and coaches work together to provide a quality experience. In this setting, effective communication between the adults allows for each group to complete their respective roles and responsibilities.
Now consider the following: Does the manner in which you run your programme reflect your coaching philosophy Is your philosophy appropriate to the context within which you work How do you ensure that the entire club buys into your philosophy Do you regularly evaluate and appraise these philosophies to determine whether they are helping you to produce desirable outcomes Some coaches do have a clear philosophy but when you undertake a club visit and discuss how it is run this philosophy does not appear to be fully ingrained within the programme. This often sends an inconsistent message to swimmers, parents and colleagues. Example from audience Mine: Coach not supervising dry side activities – writing session on the board whilst the swimmers half heartedly perform pre pool exercises but the coach becomes fully engaged once the swimmers are in the pool. In my opinion, this tells the swimmers that the coach does not value the execution of pre pool in the same way that they do the actual swimming. Coach led programme – often coaches try to drive performance but the committee want to be inclusive. For example, team selections for competitions - are based on fielding the strongest team or letting everyone have a turn. Can you provide for both of these outcomes within your programme. For example, you may rotate swimmers in a local friendly league with the aim of engaging and retaining your none elite swimmers but you would select the strongest relay teams at the Regional Championships in order to secure National qualification. Consider clubs that are performance minded in contrast to those that are deemed to be ‘friendly, social’ clubs. Anyone experienced the conflict of being in a programme trying to drive forwards performance when perhaps the over riding culture of the club promotes inclusion (use example of sharing team selections for galas)
Do the documents below help to deliver the above philosophy Squad Criteria and Expectations. Skills Syllabus. Life Skills Development Syllabus. Swimmer/ Coach/ Parent Education programme. Squad Rules/ Code of Conduct/ Disciplinary Process/ Constitution. Competition Calendar. Coach – Athlete Contract. Clear team identity! TASK – what is contained in your squad criteria – does this fit with your philosophy. We often see performance standards/ training standards within squad criteria (need to include and adhere to skills criteria, attitude, attendance, psycho social criteria) Nature of criteria Is it all about performance or will you reward effort Exams Policy. Illness and Injury Management.
Training. e.g. the swimmer can consistently complete a particular training set (20 x 100 No.1 Kick on 2.00) Technical Skills. e.g. the swimmer can proficiently execute a given skill element (Back to Breast Cross Over Turn) Psycho Social Skills. e.g. the swimmer is now expected to become more independent (pack their own bag) Skill Criteria – do we enforce this criteria stringently enough In not doing so are you sending a message that conflicts with your coaching philosophy ‘technique first, fitness second’
15m UW Fly kick per wall. National Age Group Squad. Regional Age Group Squad. 10m UW Fly Kick per Wall. 5m UW Fly Kick per Wall. County Age Squads. CA (11 years) RA (12 years) NA (13 years) Head Coaches need to set a progressive syllabus and then ensure it is being delivered.
Training. e.g. the swimmer can consistently complete a particular training set (20 x 100 No.1 Kick on 2.00) Technical Skills. e.g. the swimmer can proficiently execute a given skill element (Back to Breast Cross Over Turn) Psycho Social. Skills. e.g. the swimmer is now expected to become more independent (pack their own bag) Why do coaches need to help to develop psycho social skills
National Age Group Squad. Plan your daily itinerary. Regional Age Group Squad. Pack your own swimming bag the night before training. Set your own alarm clock and get yourself out of bed. County Age Squads. CA (11 years) RA (12 years) NA (13 years) Head Coaches need to set a progressive syllabus and then ensure it is being delivered.
Outlines what each party must do to ensure the relationship works. Mutually agreed and owned working contract which serves to avoid situations of conflict Adhering to the contract creates a trusting relationship Conversely, breaking the contract means trust will be lost Explain what happened when I tweeted this picture to Joe! His retweet back was ‘trust, coachability and having a good coach’. In this statement he acknowledges the importance of trust within the Coach – Athlete relationship, he takes ownership over his own swimming by understanding that he needs to be coachable but he also identifies that he needs a good coach to help steer him in the right direction.
1. I am here to serve you as your Commander, Mentor, Companion and Brother-in-Arms. 2. When we are facing the Enemy, I will be in front of you. When the Enemy is behind us, I will be watching your backs. 3. I will remind you that each of you are responsible to and for one another. You must ensure that I remember that I am responsible to and for you all. 4. I will give you Loyalty, Integrity & Trust for free; I must earn yours. 5. Professionalism knows no shortcuts. There are no runners-up in our business. 6. Your job is to soldier; my job is to empower you to do your job to the best of your ability. 7. When I ask you to do something, know that I do so because you are the best person to do it. 8. Success is your crown; wear it with modesty and humility. Failure is my burden, for it will be I who has failed you. 9. You are our most valuable asset; yours are your families. When you are away, your family becomes my family. 10. Your job is a profession; my job is a privilege that I must re-earn everyday.
The North Baltimore Aquatic Club (NBAC) creates an atmosphere of high expectations through even higher standards. For coaches, there are boundaries, but no limits. For swimmers, what is deemed extraordinary elsewhere occurs daily at NBAC. This legacy of excellence develops belief on the part of our athletes. We are succeeding because we dare to challenge our members to achieve big goals and risk bigger dreams. Winning with NBAC progresses from the commitment, enthusiasm and hard work of our membership .
The North Baltimore Aquatic Club leads the nation in competitive swimming. Our diligently designed, professionally coached and internationally renowned program encourages the development of character and self-discipline. These qualities, forged by the combination of creative imagination and rigorous training, focus our athletes in the disciplined pursuit of excellence .
BREAK Let’s take 5 mins
What pushes the athlete to pursue success in sport at all levels Ryan and Deci (2000) emphasised the importance of motivation and how it influences the way in which people think, feel and behave. As the architects of optimal training environments, coaches require an informed understanding of the underlying motives of athletes. If you want them to attract new swimmers and retain those currently within your programme.
The commonly held view is that motivation is either ‘good’ (intrinsic) or ‘bad’(extrinsic). This understanding is limited and promotes an inaccurate understanding of extrinsic motivation and its varying influences on sport participation. Deci and Ryan’s (1985) self-determination theory is a popular theory of motivation which proposes several forms of intrinsic motivation, extrinsic motivation, and amotivation.
For example, some athletes naturally enjoy running fast or striking the ball ‘sweetly’ or ‘feel at home in the water’ Amotivation is a lack of or reduction in motivation. In between these two opposing forms of motivation is Extrinsic motivation, which is generally associated with the achievement of some goal: For example, winning an Olympic gold medal. Of primary interest here is a more thorough understanding of extrinsic motivation and its influence on sport participation. Continuum.
Concerned with coercion and obligation. Athletes undertake some training (for example, strength training), which for many athletes is not normally fun, and are coerced by their coaches to perform those aspects of training. Alternatively, athletes might feel guilty if they do not complete the planned training so do the training to please their coaches. This broad type of motivation lacks the. perception of choice.
Concerned with a conscious valuing or acceptance of the training. The athlete over time might come to the realisation that strength training will help them achieve their ultimate goal of winning a medal at the Olympics. Over time, the source of motivation to undertake less enjoyable aspects of sport may move from non-self-determined extrinsic motivation to self-determined extrinsic motivation, which is an important form of adaptive motivation. Self-determined extrinsic motivation is similar to intrinsic. motivation in that there is the perception of choice. (autonomy). Motivated by the possibility of extrinsic reward. Choosing to ‘buy in’ but the rationale behind doing so is extrinsically motivated.
There are two major coaching styles: Controlling. Autonomy Supportive. Research using self-determination theory strongly supports the. adoption of an autonomy supportive coaching approach. Seven autonomy supportive coaching behaviours have been. identified that coaches could employ to. develop an adaptive motivational climate. The key to fostering self – determined motivation(Intrinsic and Extrinsic)
Provide choice within reason. Provide a rationale for tasks to be performed. Demonstrate respect for other’s feelings and perspective (empathy) Allow athletes to work independently and to have input into solutions for solving problems. Provide competence feedback that contributes to positive behaviour changes. Avoid coaching behaviours that seek to control athletes — avoid coercion and bullying. Writing different versions of a set and allowing them to choose which one they will do. The sets would all have the same ‘physiological’ stimulus so the coach retains control over the training programme whilst the athlete gets to take some ownership. Rationale – gone are the days when you can dictate to athletes and parents. Shows unwillingness to have open channels of communication and also that you have little confidence in justifying your decisions. Hairdressing analogy! Allow athletes to evaluate footage of their own technique or to undertake reciprocal learning with a team mate. Feedback: Bad Swim – allow time for the athlete to emotionally regulate (Swim Down) Good Swim – never perfect don’t forget to still suggest room for improvement.
SDT is a theory of motivation concerned with supporting our natural or intrinsic tendencies to behave in effective and healthy ways.
This theory proposes that factors which promote perceptions of autonomy, competence and relatedness positively impact on adaptive forms of motivation (intrinsic motivation and self-determined extrinsic motivation) Self – determined motivation is associated with persistence, performance and the ability to cope better with competitive stress.
Has shown that self – determined forms of motivation characterised elite athletes in a number of sports Self-determined motivation (self-determined extrinsic motivation and intrinsic motivation) produces positive outcomes Self – determined motivation can be nurtured and developed by coaches, parents or the athletes themselves. Even in the context of over-controlling, autocratic coaches, successful elite athletes have been found to pursue autonomy in their training.
SDT supports three basic psychological needs that must be satisfied to. foster health, well – being and athletic performance; these needs can. be universally applied. Competence. Seek to control the outcome and experience mastery. Relatedness. Is the universal want to interact, be connected to, and experience caring for others. Autonomy. Is the universal urge to be causal agents of one s own life and act in harmony with one s integrated self; however, this does not mean to be independent of others. However, some may be more salient that others at certain times and will be expressed differently based on time, culture or experience. Captain of your own ship.
From an organisational or behavioural perspective, how can you as a coach help to foster the basic needs of Competence, Relatedness and Autonomy Can you also provide specific examples of how certain organisational or behavioural factors may thwart these basic needs
Establish process focused goals – always ensure there is always something positive to take away from the performance. Repeat tests to monitor and highlight improvements. Reward effort and positive attitude over performance. The swimmer may not swim a personal best time but may demonstrate more consistent underwater work throughout the race.
Organise social activities to improve team cohesion. Enforce compulsory Team Kit. Accommodate your team together overnight at a competition and ensure everyone returns to support team mates in the finals session. Treat everyone equally so that feel that they hold a meaningful place in the ‘family unit’ Adopt a Buddy System using your more experienced swimmers as role models. Important not to under value this concept in a sport as lonely as swimming!
Stockport Metro ‘Wolf Pack’ Identity is linked to characteristics which are desirable for an elite athlete to possess and exhibit
Encourage the athlete to adopt a level of self – sufficiency (relative to stage of development). Take time to self reflect as both athletes and coaches. Encourage athletes to set goals and complete a daily logbook. Allow athletes to voice their opinions and feel these are valued. Around the ages of 13/ 14 years the athlete will often go to their parents for ‘informational’ support. The coach needs to discourage this as the parents often lack technical knowledge. Parents should predominantly offer ‘emotional’ support.
Promoting outcome focused goals where the athlete has little or no control over the result. Failing to demonstrate progression. Fabricating entry times for swimming competitions. Amazed at how many coaches allow parents to complete meet entries! If you want your parents to not be involved in the technical components of their child’s swimming development why on earth would you allow this !
Failing to acknowledge their presence! Allowing certain athletes in training group not to follow ‘squad rules’. Inconsistent discipline. Humiliating athletes in front of their peers. Fail to really listen to their concerns particularly when critical of the coach or programme.
Providing a safety net to ensure that they never fail or develop coping strategies to help them deal with failure. Offering solutions to swimmer’s problems as opposed to allowing the individual to think for themselves (guided problem solving). Do parents need to carry their children’s bags. Will somebody be there with them at the Olympic games to do this for them Do they set their own alarm clocks in the morning Do they get themselves out of bed Do they pack their own bags Use example of boarders at Nationals complaining about the interference of their parents. SW Regional Champs – clearing parents off the balcony – start of the process of learning to be independent in a ‘non threatening environment’. Charlotte Hill example. Later in today’s workshop we will consider the final statement in the context of effective communication. Development coaches need to understand how the values they instill into young athletes last a lifetime. Problems at the Olympic Games!
Reflection Time Based on today’s workshop – what organisational / behavioural things will you look to change and why