Coaching Flashcards
2 phases of research in past 50 years
Phase 1: The “what” of coaching
-Mediational Model of Leadership
-Coach Behaviour Assessment System
Phase 2: The “how” coaching
-Coach effectiveness, mastery approach, decision making, autonomy supportive, leadership
John Wooden
Coaching Behavior Recording Form (UCLA basketball coach, Behaviours coded included 14 Behaviours: e.g. instruction, hustle, non-verbal reward, modeling, scold, reinstruction, minimal use of praises and disapprovals).
Coaching Behaviour Assessment System (CBAS)
Event-based coding system;
-8 reactive behaviours
(occur in response to an event or an athlete’s behaviour)
-4 spontaneous behaviours
(unprovoked, not related to an event or an athlete’s behaviour)
CBAS – 8 Reactive Behaviours
- Positive reinforcement or reward (R) – positive reaction by coach to desirable player performance
- Non-reinforcement (NR) – failure to reinforce a positive behaviour
- Mistake-contingent encouragement (EM) – encouragement following a player’s mistake
- Mistake-contingent technical instruction (TIM) – telling or showing player how to make a play correctly following a mistake
- Punishment (P) – negative response following an undesirable behaviour
- Punitive TIM (TIM+P) – situations when TIM and P occur in same communication, or when TIM is given in hostile manner
- Ignoring mistakes (IM) – lack of response to a mistake
- Keeping control (KC) – responses designed to maintain order
CBAS – 4 Spontaneous Behaviours
- General technical instruction (TIG)– instruction designed to foster learning of skills or strategies
- General encouragement (EG)– encouragement that does not immediately follow a mistake, and is not in response to specific player actions
- Organization (O)– administrative organization
- General communication (GC)– communication unrelated to the sport activity
Effective practices for coaching youth sport
-Reinforce effort as much as or more than results
-Give encouragement in positive ways after a mistake
-Establish clear expectations
-Set a good example, encourage athletes to be supportive of each other, reinforce them
-Give instructions in positive, clear manner
-Foster 2-way communication and respond to individual needs of players
Coaching Interventions- Mastery Approach to Coaching (MAC)
-Smith et al. (2007) developed an intervention - Mastery Approach to Coaching (MAC)
* Workshop duration is 75 minutes and material is lecture-based
* MAC has goal to increase mastery climate
* Emphasizing coaching intervention in positive ways
-MAC research indicates children playing for trained coaches, as opposed to untrained volunteers, regardless of win-loss record had:
* Significant increases in self-esteem
* Decreases in anxiety levels
* More enjoyable sporting experiences
* More likelihood of returning to team following season
Coach’s mental model: goal to develop athletes (3 components)
-Competition
-Training
-Organization
3 peripheral components influence coach’s mental model
- Coach’s personal characteristics: Coach’s philosophy, perceptions, beliefs, or personal characteristics.
- Athlete’s personal characteristics: Athlete’s stage of learning, personal abilities, and characteristics.
- Contextual Factors: Factors that need consideration in the organization, training, and competition components (e.g. facilities, travelling).
Coaching effectiveness definition
“The consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching contexts.”
*professional, integrated and intrapersonal knowledge to improve 4 C’s of athletes
Professional knowledge
Coaches’ sport specific knowledge and behaviours
Interpersonal knowledge
- 3 + 1 Cs model of coach-athlete relationships
– Closeness
– Commitment
– Complementarity
– Co-orientation - Emotional intelligence
- Leadership behaviours
*building positive relationship with team/individuals
Intrapersonal knowledge
Reflection-in-action
–Occurs in the midst of an activity (e.g. during a game
Reflection-on-action
–Occurs within action-present, but not in midst of activity (e.g. between games)
Retrospective reflection-on-action
–Occurs outside of action-present (e.g. post-season)
Athlete Outcomes (4 C’s)
-Competence (positive view of one’s actions in sport)
-Confidence (internal sense of overall positive self-worth in sport)
-Connection (positive bonds with coaches, parents, and other athletes)
-Character/Caring (respect for rules, integrity, empathy for teammates and opponents)
Contexts of coaching effectiveness (phases of athlete development)
-According to competitive context (Recreational/Participation)
-According to Athletes’ Development
-Sampling years (children ages 6-12)
-Recreational years (adolescents/adults ages 13+)
-Specializing years (young adolescents ages 13-15)
-Investment years (late adolescents/adults ages 16+)
Coaching effectiveness: developing competence (4)
(1) Provide supportive feedback
(2) Minimize the use of punishment
(3) Provide sport specific instruction
(4) Promote autonomy supportive behaviours and interactions
Coaching effectiveness: developing confidence
(1) Modify activities for youth to experience successes
(2) Stay positive in verbal and non-verbal communication
(3) Attribute successes to effort and ability
(4) Attribute failures to lack of effort or preparation
Coaching effectiveness: developing connection
(1) Create task-oriented motivational climate
(2) Discuss and assign responsibilities to each player
(3) Reinforce fulfillment of responsibilities
(4) Encourage team unity through teamwork and social events
Coaching effectiveness: developing character
(1) Create and reinforce positive codes of behaviours on 4 levels:
- i. team rules, ii. game rules, iii. referees and opponents, iv. social situations
(2) Teach and model positive values in sport
(3) Discuss social responsibilities with young athletes
(4) Promote fair play and do not tolerate cheating and inappropriate behaviours; “acceptable” behaviours in sport should be “acceptable” in life
Coaching Education: Coaching Association of Canada
-Governs coaching education and development
-Created in 1970
-Mission is to provide the foundation of skills, knowledge, and attitudes to ensure coaching leadership for Canadian athletes
-Trains and certifies coaches in 66 sports (5 of which are disability sports)
-First nationally adopted coach education program worldwide
4 Levels of Coaching Education
- Community Sport Stream
- Participation at introductory sport levels. Sport for fun, skill development, interactions, and life long participation - Competition Stream
- Skill development for competition. Coaches are instructed in physical, technical, tactical and mental areas - Instruction Stream
- Skill proficiency in non-competitive situations - Advanced Coaching Diploma
Places for coaching education
Selected universities offer specialized training in coach education.
* University of Victoria:
– Two-year Master of Education in Coaching Studies
– Offers courses and co-operative work terms
* Université Laval:
– Baccalauréat en Intervention Sportive
– Provides theory and practical experiences
Australia: National Coaching Accreditation Scheme
* Progressive coach education program offering courses at various levels across 70+ sports
United Kingdom: UK Coaching Framework
* Designed to enhance quality coaching
* Designed to help UK become world leader in coaching development
United States
* USA doesn’t have a government-based national coaching organization. Rather, there are several existing programs.
* American Sport Education Program (ASEP) most widely used (particularly in schools)
* Positive Coaching Alliance also influential and provides training workshops
* Society of Health and Physical Educators created National Standards for Sport Coaches
Coaching efficacy
The extent to which coaches believe they have the capacity to affect the learning and performance of their athletes.
- It involves the “what” and the “how” coaching.
Sources of Coaching Efficacy (4)
-Coaching experience and preparation
-Prior success
-Perceived skill of athletes
-School/community support
