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+)
