Final Prep

Question 1

Identify and Define the 10 Coaching Parameters

Answer 1

1. Physical ability - able to show specific sport skills (ability to play or demonstrate the sport skill)
2. Knowledgeable - the knowledge of the coach has 2 fundamentals
   - Professional knowledge (the sport science - biomechanics (sport specific knowledge))
   - Interpersonal/intrapersonal knowledge
   - Interpersonal - relationships - appropriate interactions with athletes, other professionals, and parents
   - Intrapersonal - learning knowledge pedagogical/curriculum/motivation/able to introspects and reflect
3. Communicate skills - ability to transfer sport knowledge to the athletes etc.
4. Able to manage different age groups
5. Pedagogy - a teacher/an educator
6. Athlete supporter - friend, helper and partner of the athletes etc.
7. Ready to help - sometimes, anytime
8. Motivator - honest and specific acknowledgement of effort
9. Role model - appropriate lifestyle modeling - coach default
   - Driver
   - Analytical
   - Expressive
   - Amiable
10. Behavior types - appropriate type for the athletes’ needs
    - Democratic - sharing/allowing
    - Autocratic - telling/selling

• Ability to transfer sport knowledge to their athlete - as some have lots of knowledge but do not have the ability to transfer that knowledge
• Coaches may not have the most professional knowledge but their ability to connect to the athletes is very kid
• How are you going to talk to particular groups if you have to manage multiple groups

Question 2

Identify and Define the 3 Steps to Responsible Coaching

Answer 2

3 Steps to Responsible Coaching Includes:
Rules of two
- The coach is never alone or out of sight with a child
- 2 NCCP trained or certified coaches should always be present with an athlete
- All one-on-one interactions between a coach and an athlete must take place within earshot and in view of a 2nd coach except in medical emergencies - ensure the safety of all
- One of the coaches must be the same gender as the athlete
- If a 2nd coach is not available then a screened volunteer, parent, or adult can be recruited

Background screening (people are not just hired rather there is a process in place)
- Screening tools include:
- Job postings
- Criminal record checks/vulnerable sector screening
- Interview
- Reference checks

Ethics training
- Ethics training prepares coaches to effectively handle situations that arise from ethical dilemmas or even legal challenges that concern individuals, teams, and their sports organizations (Making ethical decisions module)
- Helps coaches identify the legal, ethical, and moral implications of difficult situation that present themselves in the world of team and individual sport (Training to recognize and prevent bullying, abuse, harassment and discrimination - all part of ethical sport delivery)

Question 3

Identify and Define the 3 Competency-Based Sport Coaching Variables

Answer 3

1. Coach knowledge
2. Athlete outcomes
3. Coaching context
   this means evaluating the specific behavior of the coach — what they know, what they are able to do, and what they value (defines part of the competency based knowledge)
   - You can have lots of theoretical but if you cannot convey to athletes in beneficial way in which they can use it it is not useful
   - Oppositely knowledge can limited but they can capture athletes attention - so it is a mix of bot

Question 4

Coaches Knowledge

Answer 4

Coaches Knowledge (Foundation for Success):
Expert knowledge can be defined by its structure and content

Declarative knowledge: knowing what (what you know)
- Based on information and concepts (NCPP/pedagogical/curriculum)
- Sport science/sport specific knowledge

Procedural knowledge: knowing how (how do you employ information so that it is useful to athletes and they can use it in beneficial way)
- That knowledge/ability of completing the task at hand (transferring the info to athletes in way that is meaningful to them)

Strategy knowledge: knowing how to implement strategy
- The development and use of strategies (appreciative inquiry - what worked and what did not work - focus on what worked

Question 5

Athletes Outcome

Answer 5

Athletes’ Outcome
Measured either in terms of win-loss % or individual athlete development– consider the 4 X C’s

• Competence – sport specific technical and tactical skills, performance skills, health, fitness and healthy training habits (coaching background - what type)
• Confidence – internal sense of overall positive self-worth (believe in what they are coaching so it can build confidence)
• Connection – positive social relationships in and out of sport (creating that positive environment and builds social aspect of it - gravitate towards sport for social aspect)
• Caring and compassion - character – respect for sport and others (morality), integrity, empathy and responsibility

Question 6

Coaching Context

Answer 6

Coaching Contexts
Coaching contexts are the unique settings in which coaches’ endeavor to improve athlete outcomes

3 - Participation sports
- Trained up to 3x/week: children (6-12) -> adolescents (13-15) -> adults (16+)
3 - Performance Sports
- Trained 4+/week: emerging athletes, performance athletes, and high-performance athletes
Outcomes are different for each group - what does success look like for these different age groups

Question 7

Identify and Define the Coaching G.R.O.W Model

Answer 7

The best-known coaching model
Intended for performance sport
The technique is flexible enough to be applied virtually anywhere

Goals – short term and long-term achievements

Reality – explore the real nature of the problem and gather information (what have you done so far to achieve your goals as an athlete and realistically where are you right now)

Option – explore options that lead to the right solution (explore different options on how to get better and generate list of possible options)

Wrap up or Will – identify specific steps and resources needed to reach the goals (what can you expect to see that is different from athlete and get them to commit

• key is to remember GOAL
• does not always have to be in same order
• allow athlete to tell you what they are looking for (democratic allowing and even sharing) - way to engage and motivate athlete as it is athlete-centered and matters to them because it is about them and we get more grit as a result

Question 8

Identify and define the 4 consideration that relate to a foundation for successful coaching

Answer 8

Physical development
- Sport participants come in many varying stages of physical development and maturity
- Athletes need age-appropriate instruction, direction, and focus

Psychological development - comes from recognizing that we also need to keep this in mind
Sport is about…
- Taking risks, developing self-confidence, self-respect, and trust, building self-awareness and self-image, and establishing personal pride and individual identity (all of that is embedded in a program that is positive)

Social development - a lot of people join sport for the social aspect
Sport provide foundational social development
- Part of the team
- Learning to follow leadership
- Working together with others
Coordinating moving and timing with other teammates in executing a practice and play
- Contributing, giving, sharing, receiving, cooperating, compromising, accepting and being accepted
- Trusting and being able to be trusted
- Enjoying the camaraderie of good friends and teammates

Moral/intellectual development
the development of moral reasoning – the ability to determine what is right from what is wrong and make decisions accordingly
- What constitutes moral values for common (societal) good?
- What is fair play, honesty and integrity?
coaches can provide guidelines that empowers critical thinking, and the ability to shoulder consequence for actions/behaviours

Question 9

The sampling phase - parental involvement is paramount - at the beginning:

Answer 9

• They encourage and take a leadership role in a wide variety of activities
• They are the providers of the athletic experience - interpreters
  * Set expectations
  * Serve as role models - in athletic and non-athletic areas
• They support their child both financially and logistically

Question 10

The 13-15 year olds - parental involvement continues

Answer 10

• Make a greater financial and time investments in their young athletes development
• They tend to show a greater interest and commitment, but emphasize the value of school equally
• Continue as interpreters hey e
  * Accommodate the schedule
  * More directive behavior for specialization athletes
• Need to let the coach know if your children are having challenges keeping up with everything

Question 11

High Performance - Parental role intensifies

Answer 11

• Athletes become committed to achieving elite level in their sport
• Parental roles intensity in terms of tangible and emotional support
• They may be an increase in strained family relationships as the athlete requires a greater amount of the parents time
  
  • Parents bull back in many ways regarding direct involvement in training
  • They continue to play an important role for the athlete as a source of unconditional love and support as the athlete strives for increased independence
    Research - Olympic medal winners - how families influence the development of elite talent
• Parents support the athlete’s participation, but put little pressure on them to win
• The parents conveyed a belief that their child could succeed, promoting a “can do” attitude
  
  • This supports the athlete to try new things and feel confident and optimistic in their abilities – regardless of success
• Parents emphasize and model strong work ethic and discipline
• Parents keep successes in perspective and help young athletes maintain balance in their activities

Question 12

Coach-Parent Relationship

Answer 12

Parents play a key role in the sports experience. It is the parents who initiate the child’s involvement in sport. As a result, coach-parent relationships also have a major effect - positive and negative - on athletes’ experience in sport
* it is therefore important for coaches to:
* Develop positive and meaningful relationships with parents
* Seek to guide parents so that they can have a positive and supportive influence on their child’s sport experience

How to develop positive relationships with parents
* Organize a formal meeting with parents to discuss the objectives of your program and your approach to coaching (what is goal at beginning of season and end)
* Describe the behavior you will be reinforcing in athletes (what are your negotiables and non-negotiables)
* Explain to parents the behavior you expect from them
* Recognize the need for regular, open communication with parents - expect it to be both ways (take feedback despite how it is delivered) - parents want to communicate according to their understanding
* Be positive and open to all feedback
* When you coach children you also coach parents
* How you are going to deal with different parents (how sport was and should be) - include this in your philosophy

Question 13

Identify and define the V.A.K. learning styles model

Answer 13

Visual-Auditory-Kinesthetic Learning Styles (a guide to assess people’s preferred learning styles)
* Visual - the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
* Auditory - the transfer of information through listening: to the spoken word, of self or others, of sounds and noises
* Kinesthetic – the physical experience - touching, feeling, holding, doing, practical hands-on experiences

Question 14

Visual

Answer 14

Visual processing in the visual cortex of the occipital lobe
* Visual people remember 75% of what they read or see
* Process pictorial information before printed text
* Make up 40-60% of the population
* Many visual people have a high Visuo-Spatial Ability or Spatial Ability – the capacity to understand the spatial relations between objects and space
* Ability to navigate/estimate distance and measurement
* Spatial ability is important for success in some sports
* these learners will want to see what is expected

Question 15

Auditory

Answer 15

Hearing, speaking, and cognitive sensorimotor processing
* Auditory people process sound - can’t turn it off – even after training has stopped
* Auditory learners remember 75% of what they hear
* Make up about 20-30% of the population
* The process of information gathering, and interpretation is based on past
these learners will ask questions to understand the information

Question 16

Kinesthetic

Answer 16

bodily movement and physiology processing
* People who are bodily-kinesthetic learn better by involving muscular movement
* Make up 40-60% of the population
* Generally good at physical activities - sports or dance
* General good at building and making things
* Those with strong bodily-kinesthetic style have robust muscle memory - they remember things through their body
these learners will have to try doing it before they can process
Try to use a combination of all of these to reach everybody instead of using these one by one

Question 17

Why is sport defined as a meritocracy?

Answer 17

• Sports appears to be a meritocratic institution
  
  • The holding of power by people selected on the basis of their ability
• The idea that those who are most talented or work the hardest will rise to the top tier in their field
  
  • In a sport competition, in the absence of any foul play or cheating, the best man wins
    What can affect pure sport meritocracy? - access (cost, facilities, selection process) and coaching

Question 18

Identify and define the 6 R’s?

Answer 18

Recognize – this is part of the experience

Release – the anger/frustration/pain

Relax – take a breath and accept the moment - do appreciative inquiry

Replay – learn from all the experiences

Refocus – convert the learning into strategy - do not spend too much time on negative rather focus on what is going good and figure out strategy on how to further improve on those

Ready – apply the learning and strategy

Question 19

Identify and define the “Rule of 2”

Answer 19

• The coach is never alone or out of sight with a child
• 2 NCCP trained or certified coaches should always be present with an athlete
• All one-on-one interactions between a coach and an athlete must take place within earshot and in view of a 2nd coach except in medical emergencies - ensure the safety of all
• One of the coaches must be the same gender as the athlete
• If a 2nd coach is not available then a screened volunteer, parent, or adult can be recruited

Question 20

Define formal, non-formal, and informal education as it applies to sport coaching

Answer 20

Formal - institutionally sanctioned structures – NCCP Certification

Non-formal - practical (coaching experience or athletic participation) setting and situations specific to the sport - all of my experience as athlete and coach in that specific sport is part of non-formal information

Informal - incidental learning (all other learning – other sports or non-sport experiences) – at institutions and as a by-product – sometimes unconscious learning – not necessarily specific to sport (other sports still contribute to your knowledge)

Question 21

Formal

Answer 21

• “Traditional education setting” = makes up 10% of learning
• Packaged
• Access to current research and experience
• Formal assessment procedures
• Quality assurance measures
• Recognition of achievement/certification
• Capacity to develop critical
• Has a renewal cycle
• It is all theoretical - if you do not apply it just stays a theory

Question 22

Non Formal Learning benefits:

Answer 22

• Can be practical part of formal coaching education (because it is practical it is led by individual doing the practice)
  * Working under a certified coach to develop hands on experience
• Includes various learning sport specific situations
• Takes place as part of a planned sport activity
• From the learner’s point of view/learner directed, to increase skills, knowledge, and experience in the sport
• Intended for personal sport development and makes up 20% of learning
• Requires self – reflection
• Based on sport-specific participation experience
• Considered part of practical requirement of the certification process

Question 23

Informal Learning benefits:

Answer 23

• Part of a wider program without any set objectives – no learning outcomes are pre-set
• Includes conference style seminars and continuing education courses
• Practical life experience and makes up 70% of learning
• Consults other sources – sociology, psychology, biology, etc
• Learning that comes from participating in social activities
• Self-directed and self-paced
• The more we are in the world the more we will have (experience)

Question 24

What are the TLCs of an effective practice planning session?

Answer 24

Teaching, learning and competition
* Teaching (strategic instruction)
* Learning (athlete is motivated and ready to learn information and absorb the material)
* Competition (the opportunity to show “the skills taught and learned” during training) competition provides a stage for performance under more stressful conditions

Question 25

1. TEACHING Content: The “WHAT” in a positive sport environment

Answer 25

a positive environment enhances and challenges each athlete
* Positive teaching/coaching is a blend of dedication, fairness, persistence, patience, a sense of humor, and personal enjoyment
* An athlete-centered philosophy creates “teachable moments” that develop the “total athlete” (athletic as well as life skills) -> cognitive, emotional and physical aspect
* This helps the athlete believe and trust in their own ability
* This is essential before any athlete can feel competent and then self-confident = MHN

Question 26

2. LEARNING Process: The “HOW” in a positive sports environment

Answer 26

athlete needs to be ready to learn – willing and able to take and apply information (athlete has the skill set up to that point - give information in manageable chunks)
* Learning an activity has to be meaningful
* Consider individual learning styles
1. needs two-way communication
2. constructive feedback
3. constructive cooperation
4. purposeful objective and attainable goals
successful learning needs a non-threatening and open environment

Question 27

3. COMPETITION is not the “END” of the journey – it is a viewpoint of the path

Answer 27

• Celebrate regardless of level and performance
• Evaluate outcome
• Prepare for the next competition
  * Each competition throughout the season are a preparation of future competitions
  Competition Process: The “SHOW AND TELL” of a positive sports environment
  competition is the real measure of “all done well in practice”
  if performance is below expectation – evaluate the planning and execution of each training session leading up to the match/competition
• Training sessions are divided into three stages:
  
  • Teaching or refinement of skills
  • Match or event simulation (some pressure)
  • Match or event condition (full speed, full efforts, full pressure)
• Success in competition also depends on the specific goals and objectives set by the team, the individual athlete, and the coach

Question 28

How can a coach enhance motivation to help athletes reach their best?

Answer 28

Enhancing Motivation: Helping Athletes Reach their best:
- most kids who enter youth sport arrive filled with lots of motivation
- the excitement of being part of the team, dreaming together, working together, striving together, succeeding together, celebrating together, and even failing together and mourning together all serve to add to the participants’ sense of motivation
- a coach, adds just the right personal touches of challenge, courage, and confidence, the participants

Young athlete’s motivation is directly related to their desire to fulfill a need
- to understand athletes’ motivations, the coach must know what needs they are desiring to fulfill
- maslow’s model helps identify and clarify what these needs might be and where they might fit in relative priority
◦ each level has its own level and definition of FUN

Motivation based on Maslow’s Hierarchy of Need
1. before athletes can be motivated to strive and reach for their very
best, they must first have plenty to eat and drink and get plenty of rest
2. they must feel safe from harm, both physical and psycho-emotional. they they must also feel worthy
3. most young athletes start sport to make friends and belong
4. most athletes stay when they feel they are improving and building self-confidence
5. the final level on the model shows that once subsistence, safety, and self-worth needs are met, athletes are able to be motivated to seek the fulfillment of their self-actualization needs
they are free to strive to become all that they are capable of becoming, to perform a task to the very best of their ability, and to be the very best that they can be!

Question 29

Enhance Motivation - Level 1 and 2 of Fun

Answer 29

What is FUN?
there are 2 levels of FUN

Level 1 – our brains are wired for this level
1. without any excessive effort results in pleasure
2. a quick sense of success/gratification
3. triggered by extrinsic motivation and dopamine hormone release
4. deliberate play – where skills are developed that are within flow

Level 2 – has to come from self to be maintained
1. activities that have personal meaning and personal outcome - want to know the goal of the athlete
2. activities have a purpose – not pleasurable initially but outcome is important to the participant and the outcome releases dopamine
3. process/training is driven by intrinsic motivation, but outcome still has an extrinsic factor - always striving for something
4. deliberate practice – where skills are challenged just outside of flow for continued improvement
- cannot come from extrinsic things rather internal

Question 30

Discuss the elements of anger and how a coach should deal with their own and other’s anger

Answer 30

Anger and Self-Regulation
Epictetus – we can’t always control the events in our lives, but we can control our reactions
- once there is self-awareness there can be self-regulation
- knowing your strengths
- focus your attention on these
- provides insight into your distinctiveness
- expand on them

Self-Regulation and Elements of Anger:
anger is a part of life - it is one of our defense mechanisms - part of our BLIND spot
1. emotional - anger is an ego trigger

2. physical - our body reacts to anger in a certain way - own your anger - breath
   (when we are angry or afraid our breathing is not balance - it is difficult to be angry and afraid if we are breathing)
   anger - weak inhalation and forceful exhalation

• psychologically - anger is an attack - therefore we are scared

Question 31

3 general anger situations

Answer 31

What is anger…it is many things including the following….
it protects us - we are in a social contract with others in the world, we expect others to behave in a certain way and when they break the contract, we get angry
1. initially we unconsciously sense a treat, and the release of hormones forces us to react
A. our body prepares to fight – uncontrollable force – this is part of our survival
2. we need to evaluate the threat before we react – ensure we do not let the emotions control the situation
A. its about calling someone out – “the calling out culture”
a. we blame, shame, humiliate, or even punish - ask them for a duel
b. most ”call outs” are based on fear
B. consider other options - ”call-in”
C. what is ”call-in”
a. ask questions/ try to understand – many times anger comes from making assumption about what is really meant
b. calling-in requires conversation, compassion, and context
it does not mean a person ignores harm, slight, or damage

There are three general situations representing escalating levels of anger:
the three situations are:
1. Abusive Person – Low Levels of Anger
2. Abusive and Angry Person – Escalated Levels of Anger
3. A Person Making Verbal or Physical Threats

A. Abusive Person – Low Levels of Anger
setting limits: if a person is swearing as a part of their dialogue, and or making inappropriate comments, it is reasonable to set limits (in a non-threatening manner)
B. abusive and angry customer - escalated levels of anger
behaviours/actions may include:
* fist pounding
* yelling
* pacing
* leaning in
* swearing
guiding principles:
* if a person is demonstrating escalated levels of anger, it may be unwise to attempt setting limits at this moment
* if you cannot tolerate the language or abuse, or if you are shutting down or getting angry, then safely disengage and, (a) calm down and return to the person

C. A Person is Making Verbal or Physical..
warning signs
* imminent threats of violence
* you have a bad feeling about the situation
* glaring fixed stare
* clenching fists
* sudden silence
* grabbing objects
* facial colouring changing from red to pale
* moving into personal space
* throwing things
disengagement – When Defusing Isn’t Working
there may be some situations in which de-escalation does not succeed. If you feel your de-escalation techniques are not working, you should try to remove yourself from the confrontation
here are some examples of ways to disengage yourself from a potentially hostile situation:
1. back off with palms open at chest level.
2. running is always an option; however, it can be a disadvantage because you are no longer facing the person and will not be able to defend yourself
3. move to a secure area and follow safety procedure - these may include:
A. contacting the police
B. informing other workers in the area
C. creating a safe exit area for others

De-Escalation Summary

Question 32

What if you are angry

Answer 32

What if you are angry…
fear based anger - is always your fault - always!
* this means we can never blame someone else for our anger
◦ we can only control our behaviour - not their behaviour
* anger/fear is a natural response - how we react when we are angry/afraid is our choice
* heroes and cowards feel the same anger/fear - heroes just behave and react differently
* it is always an attack against someone or something
* it is always our choice whether or not to react angry
◦ to deny this - is to let others control our life, or in essence, our life is out-of-control

What to do if you are angry…
1. step back – have a plan for when you get angry
2. stop, breathe and ask “I am triggered and why.”
A. recognize it is your ego that is driving the trigger – your BLIND spot
3. let it go – as a leader you want to de-escalate the situation
4. respond in peace. OR Say, “you are absolutely right or I need more information!”
it may help to ask yourself
1. am I sure?
2. does this serve me/others well?
3. will this help the situation/athlete?
4. will this bring me/others joy?
R.A.I.N when you are angry, frustrated, upset, anxious etc.
R = Recognize – what is it?
A = Allow – the feeling to happen (internally) – don’t push it back down
I = Investigate – why am I feeling this way – what is it about this situation that has resulted in me loosing control
N = Nurture – appreciate your humanity and console your spirit

Avoiding anger – it is just part of growth - awareness
1. be the best you can be (“… because that is all there is.”)
2. never make assumptions.
3. never take things personally
4. be as good as your word
= the Four Agreements by Don Ruiz
take these opportunities to evaluate the vision

Question 33

8 - Considerations when coaching female and male athletes:

Answer 33

Coachability, confidence, criticism, chemistry, communication, conflict, caring and competitiveness

Question 34

1. COACHABILITY

Answer 34

females:
* open
* willing to try
* tend to give more initial respect
* tend to express appreciation
* tend to want to please their coach
males:
* tend to think they know everything
* tend to brace against coaching
* will train in-spite of the coaching style/type
* different way males and females react when being coached

Putting coachability into practice:
when coaching all male athletes
* work to gain full trust and respect
◦ be prepared - not all will embrace your way right away
when coaching all female athletes
* work to include them in the process
◦ be prepared to explain why we do what we do

Question 35

2. CONFIDENCE

Answer 35

2. CONFIDENCE
   differences in male and female athletes in confidence
   females:
   * some do not give themselves credit for successes
   * they tend to base their confidence more on what others think of them - rather than relying on their internal sources of confidence
   * personal goal successes and social support from coach and teammates help build female athletes’ confidence
   males:
   * are taught to project confidence and toughness
   ◦ many top males exude a sense of confidence
   * ability compared to others and winning are important to building male athlete confidence
   male do not to show that they are struggling with confidence
   * need to have conversations even if they are not showing struggle

Putting confidence into practice:
* for female teams – monitor athletes’ confidence
◦ use a constructive approach to build confidence when they succeed
◦ female tend to be tougher on themselves than they need to be - help them learn from the failure and refocus
* for male teams monitor athletes’ egos
◦ help them see there are areas for improvement and not to take things for granted
◦ talk with them individually to build their confidence
* lot of negative self talk when they are not successful - girls
* different approach in how we build confidence

Building Confidence
as a coach:
* set and share goals
* provide regular feedback – videotape etc
◦ tell athletes what they are doing right
◦ tell athletes what they are doing wrong
rebuild confidence after competition
* loss is not always a result of poor performance
* use the results as an opportunity to reflect
* good time to practice growth mindset, the 6 R’s to rebuild group and carry forward

Question 36

3. CRITICISM

Answer 36

females:
* take criticism personally
* believe that general statements are meant for them personally
* look for underlying messages
* tend to be sensitive and internalize comments
◦ hear tone as an attack, rather than the message
* expect and appreciate constructive feedback
* tonality can worry females athletes - coaches should present information a certain way
males:
* depersonalize general criticism – they think it is not meant for them
◦ coaches need to be specific when addressing males who need to improve
◦ brace for criticism/challenge - be strategic
◦ use “simple” motivation dares and challenge to prove you’re wrong (be careful here)

Putting criticism into practice:
* use constructive criticism
◦ performance communication - loud, short, quick communication in the heat of the battle
◦ personal communication - caring, sensitive, detailed communication away from the field
* help athletes learn performance communication during a competition should not be taken personally
* use video to highlight successes and opportunities– they will see the failure so don’t use it to break them down more - build them up

both need positive encouragement

Question 37

4. CHEMISTRY

Answer 37

females:
* chemistry is important for both genders, but seems especially critical for females
◦ women’s relationships are a web-like structure
‣ each woman wants to feel connected to the other in some way
* self-confidence is based on being accepted by the group
* good team chemistry is highly valued by many female athletes – good chemistry is on par with winning
* group/social cohesion is high in successful teams
◦ it is a critical criterion for females when they judge the quality of their sporting experience
males:
* chemistry is important for men and should also be developed, monitored, and maintained
* self-confidence is based on where they fit in the team hierarchy
◦ appreciate group cohesion - but not a must for a positive sporting experience
* task/common goal cohesion is the most important

Putting chemistry to practice:
* the differences between men and women can be best categorized using task cohesion and social cohesion
◦ task cohesion - the team is focused on the same common goal - usually winning a conference, state and/or national championship
◦ social cohesion - how well the teammates get along with each other
* male team - task cohesion is most important that leads to a social cohesive connection
* female team - social cohesion plays a big role in determining the team’s task cohesion
* if we all have same goal that leads to social cohesion whereas for females having that social leads to task

More chemistry to practice:
* create a positive Democratic Atmosphere – where possible
◦ give athletes a chance to talk and contribute
◦ let the team make social decisions and dictate what fun activities they would like to do
‣ practice is not fun – coach can make it fun by providing social time, bonding time, and rewards
◦ create incentives to make athletes want to work hard
◦ understand that each athlete has their own level of competitiveness

Question 38

5. COMMUNICATION

Answer 38

• communication is a process of sharing information between individuals through a common system of symbols, signs, or behaviour
• “language is a primary means by which we express our gendered identities”
• research suggests that males and females communicate using different styles of interaction and demonstrates social differences

5. COMMUNICATION
   females:
   * use “Rapport talk”
   * tend to play in small groups
   * build relationship
   * tend to downplay their expertise
   * tend to not use their referent power
   * use words to create connections
   * are detail oriented
   males:
   * use “Report Talk”
   * tend to play in larger groups
   * tend to use words to negotiate their status
   * display their abilities and knowledge
   * tend to use their referent power
   * tend to dominate the situation to fight for control and statu
   * information exchange
   * fact oriented

Putting communication into practice
* ensure open lines of communication between coaches and athletes
* encourage Success – coach is a salesman
* dialogue – use “WE”
* constructive feedback – athletes expect to hear both positive and negative feedback
* accept feedback – outspoken athletes will communicate their likes and dislikes – don’t personalize it – use it to improve the team cohesion

Question 39

6. CONFLICT – an element of communication

Answer 39

communication is an element of everyday life and often conflict is difficult or impossible to avoid
* in conflict situations the contrasting communication between the genders become more evident
conflict is prevalent in all relationships and the way it is handled is crucial to the survival of those relationships
* both men and women mistaken that the opposite gender will think/feel/communicate and respond the same way they do
◦ there is no evidence that males or females are more effective in handling conflict
* males and females think they both feel the same

6. CONFLICT
   females:
   * female communication revolve around establishing and maintaining relationships with others
   ◦ if a female feels disliked by peers she will fear being ostracized
   ‣ problems will fester and gossip will occur
   ‣ if not identified and resolved conflicts can last a long time
   * important to cut off the problems
   male:
   * males grow up learning that masculinity is being successful, aggressive, and self-reliant
   ◦ tend to yell and even fight
   ‣ during conflict some will lose control
   ‣ conflicts can be resolved more quickly

Putting conflict resolution into practice:
* create a constructive democratic decision-making environment – have everyone involved = buy-in
* coach characteristics – as the conductor
◦ work on being FUN, SUPPORTIVE, GOOD LISTENER, ENCOURAGING, SKILL DEVELOPER
◦ avoid using language that can be interpreted as DISCOURAGING, NEGATIVE, UNFAIR, RUDE, or SHOW FAVORITISM

Question 40

7. CARING

Answer 40

men and women share the same emotions such as love and affection, but how they express them is quite different
* in order for coaches to truly make a difference in the lives of their athletes, they have to build trust, show they care, communicate effectively, relate to their athletes, and motivate their athletes
* when coachedbuild trustwith their athletes, the relationships with everyone become more authentic, which allows for more team cohesiveness and opens up effective lines of communication
if a coach shows theycare, it can be infectious

Putting caring into practice:
how to show you care;
* notices improvements
* praise effort and gets excited when athletes work hard
* push hard because you believe athletes have a lot of potential
* when someone needs extra support, attend immediately to show genuine care

Question 41

8. COMPETITIVENESS

Answer 41

female:
* most people think females as being less competitive or more cooperative
◦ would rather be accepted and liked than competitive and respected
* help female athletes understand they can be competitive, excel at sport, and still be liked and appreciated by the team
* create a culture where female can win
males:
* men tend to have higher levels of athletic performance drive than women
* the sociological factors that play a role:
◦ at an early age, boys are encouraged to engage in physical activity
* best competitors are respected – weakest competitors are singled out
◦ performance forms hierarchy
◦ create a culture where performance is not always measured by winning

Putting competition into practice:
* the difference is in how we view competition
◦ for females – it is about the experience, networking, friendships, healthy lifestyles, improvement, and fun
◦ for males – it is about the results – the WIN and LOSS
◦ create opportunities for all to feel successful by appreciating what each athlete contributes – be athlete-centred

Question 42

Define the characteristics priorities in relation to Developing a Sport Program (Sampling Phase)

Answer 42

Deliver: 6-12-Year-Old Group – Sampling Phase Program:
* emphasis on participation rather than intense competition – Deliberate Play
* want to be involved in everything at the same time — every 10 minutes have something new and exciting
◦ bored easily if FUN is not part of the program
◦ overwhelmed easily if targets are not attainable
‣ can become discipline and management problems
* lots of opportunities to explore

Deliberate Play
involves an adaptation - simplification of standard rules and environments, requires minimal equipment, and allows experimentation with different movements and tactics
contributes to the continued development of fundamental skills
* promotes movement problem solving
* promotes variability and adaptability of skills
* promotes self-challenge and mastery
* promotes creativity and safe exploration of options
◦ provide immediate gratification = REWARD
◦ designed to maximise enjoyment = helps develop self esteem and self respect

Goal for Sampling Phase Athletes:
create and model a fun, safe, and appropriate environment where athletes can:
* explore their abilities without fear or boredom
* have safe and well supervised sport settings
* feel supported and part of a group
be rewarded appropriately – recognize the role of extrinsic motivation in the very low threshold model of collective behavior – at the beginning most sampling phase athletes look to the coach for reward and as they get to the top of this phase, they start to look to the peers more

Question 43

Define the characteristics priorities in relation to Developing a Sport Program (Specialization)

Answer 43

Delivery: 13-15-Year-Old Group – Specialization Phase Program:
* transition from deliberate play to deliberate practice and training - we are increasing movement towards full game and teaching all the rules that are required (expand to full size field)
* real socializers - peer influence – can be positive or negative - has a major impact (take that into mind)
* need a coach who can tolerate challenges, nonsense, and complaining, as well as set the guidelines and limitations for expected behaviour (coaching type: what athletes need - need to teach them things - move to autocratic selling and mayce democratic selling - give opportunity for participant to ask questions so there is an understanding and more sport knowledge)
* need strong leadership qualities – fairness, consistency, and follow-through

Move toward Deliberate Practice
* repetitive performance of intended cognitive or psychomotor skills
* practice that is purposeful, systematic, and focused
* rigorous skills refinement and assessment - give lots of specific feedback so that they practice good habits and skills
* specific information feedback
* results in expert skill performance
* this leads to intrinsic motivation which is sustainable overtime

4 Key elements of Deliberate practice
1. Motivation and intention – some extrinsic and some intrinsic motivation present (you are starting to transition to intrinsic motivation as in sampling is limited - here you want to do it because you know more about the sport itself)
2. Knowledge of what is being practiced and why
3. Immediate feedback that is specific and purposeful
4. Repetition of specific correct movement will result in improved performance of that movement (mostly made of skills and drills during training) – 10,000? Hours to achieve mastery (20 hours/week for 10 years)

Goal for Specialization Phase Athletes
create and model an appropriately challenging, safe, and successful environment where athletes can:
* continue to develop and improve their abilities
* start to take responsibility for their success
* feel they are part of a team
be rewarded appropriately – recognize the role of extrinsic motivation and intrinsic motivation – in this phase athletes have a low threshold model of collective behavior – specialization phase athletes look to their peers for approval and thus reward

Question 44

Define the characteristics priorities in relation to Developing a Sport Program (Early Specialization)

Answer 44

Early-Specialization Sports – Pre-13 years of age
1. Artistic and Acrobatic Sports – gymnastics, diving, figure skating
A. peak performance occurs before full maturity, requiring intense training before puberty
a. calls for smaller, lighter, more flexible bodies to execute the difficult skills required at the elite level
2. Highly Kinesthetic Sports –snowboarding, swimming, synchro, equine
A. the movements are complex and require many hours to perfect
a. research = Sports that require an efficient, repetitive motion appear to employ early deliberate practice for expertise development

Question 45

Define the characteristics priorities in relation to Developing a Sport Program (Late Specialization)

Answer 45

Late-Specialization Sports – 14+
1. lower kinesthetic sport – alpine ski, freestyle ski, luge, cross country ski
2. team sports – basketball, ice hockey, baseball, rugby, sport, soccer, water polo, field hockey
3. visual sports – tennis, badminton, squash, fencing
4. very late specialization sports – cycling, wakeboarding, rowing, triathlons, volleyball

For Late-Specialization Sports
research done by many including Lidor and Lavyan (2002), suggests that some degree of sports specialization is necessary to develop elite-level skill development. However, for most sports, such intense training in a single sport to the exclusion of others should be delayed until late adolescence to optimize success while minimizing injury, psychological stress, and burnout.

Question 46

Define the characteristics priorities in relation to Developing a Sport Program (Investment)

Answer 46

Deliver: 16-and-Over Group – Investment Phase Program:
* has a consistent application and development of advanced deliberate practice
* ready for evaluation/critique by the coach, peers, and the public
* reaching maturity, improved communication skills, and strived to become independent
* need a coach who is able to contribute to the final stages of maturity and assist in the “fine tuning” of individual/social skills
* ready to think critically, make independent decisions, and face the consequences of their decisions
* experiences during this period form the basis for value systems they can carry forward into adulthood

Investment Phase:
1. committed to achieving elite status in one sport
2. elite excellence takes the form of
3. high-level athletic performance
4. success is measured against others
5. ultimate goal is performing and winning at the highest level possible

Goals for Investment phase:
consistent application and development of deliberate practice time
1. done to achieve a future goal - WINNING
2. not the most enjoyable training – commitment and intention
3. carried out seriously
4. follows explicit rules
5. adult/advanced Formal coaching level required
6. occurs in specialized facilities using specialized equipment
Family activities revolve around the athlete’s sporting timetable

Question 47

Identify and define the 4 steps of developing a sports program

Answer 47

tep 1. What were the Program Expectations
* coach must be familiar with the club/athlete expectations
* sport program is based on and reinforces the club/athlete expectations – results can be achieved
* coach’s duties and responsibilities are clarified
* coach’s role is established
* share program/coaching philosophy with parents
* prepare a plan for the season

Each Program is unique
sports such as Basketball is won by having one or two strong players - the #1 players
◦ strong link -basketball - the strong players carry the rest of the team
sports such as Soccer is won by having strong weak players - the 11th player
◦ weak link - soccer – the goal is to provide all players with strong skills

Step 2. Athletes Consideration (Athlete-Centered)
* consider each athletes as an individual
* consider team-building
* express athlete expectations
based on growth-and-development stage
1. physical
2. psychological
3. social
4. moral capacity

Step 3. Safe Sport Environment
a safe coaching and practice environment for all participants is the responsibility of the coach(es) - safe emotionally, mentally (are ready to get information you are sending their way) - more than just physical safety
* designing and organizing procedures for a pre- and post-practice facility check (grounds and washrooms)
* developing and organizing an emergency plan and first aid procedures
* developing travel safety guidelines to and from games or events
* following rules and industry best practices
* athletes centred programs based on flow

Step 4. Program Content Consideration
* the WHAT and the HOW
◦ the use of appropriate facilities
◦ the activity range (based on age and skills of athletes)
◦ variety (cross-training) to enrich the specific activities
◦ appropriate measure to evaluate skills and individual development of athletes
* the selection of the appropriate teaching/coaching style
* the monitoring and evaluation of the training sessions (what happened – what worked and what did not work)
◦ focus on what the athletes are expected to learn

Monitoring and Evaluating
the coach has to determine what the athlete is expected to learn in terms of
* technical skills
* strategies
* tactics
* information
* social behavior
* moral behavior
etc….
if not planned, correction of performance errors or negative behaviour becomes more difficult to correc

Question 48

Define flow as it applies to planning a sports program

Answer 48

hat is the ZONE
* it is about finding the sweet spot
* it is about finding the zone
* the sweet spot/zone is different for each domain - so the planning has to be different for each
* when we find that sweet spot, that is where motivation and capacity meet
* if capacity is too high motivation drops off and vice versa

The balance between skill and challenge
* known as flow
* known as the zone
◦ known as individualized zones of optimal functioning (IZOF)

What else can coaches do to help young athletes experience optimal arousal and FLOW?
1. avoid constant instruction during practices and games - constantly giving feedback is not good
2. refrain from continuous evaluation of your athletes, especially during competitions.
young athletes will not work towards and experience flow when they know they are being critiqued

What can coaches do to keep athletes from getting bored in practice and competitions?
1. keep practices stimulating - wide variety of drills and activities to work on and develop skills
2. keep everyone active - while waiting for their turns.
3. create a team environment that gives athletes the opportunity to interact with their teammates.
4. try not to over structure practices and contests - allow players to be spontaneous
create a practice environment - players feel they play with each other rather than against each other
* have other activities to do while athletes are waiting
* concept of play is important

Individual Zone of Optimal Functioning- IZOF
performance is not random – it is planned
top performers learn to identify;
* what emotions make up their IZOF - individual zone for optimal functioning
* what levels do these emotions need to be for best practices and performances
◦ this can be accomplished by reflecting on the previous best and worst performances
◦ keeping a journal of competitive experiences can also help to develop or edit one’s optimal recipe. 
* key cue/trigger words that can help themget and remain in their IZOF
◦ feelings ofself-confidence or self-efficacy
* perceived exertion to find their level
* want to continue to push that feeling

Question 49

Identify and define the 4 levels of evaluation

Answer 49

1. Reactions and Feelings – solicited opinion
2. Learning – measures knowledge (do you understand this and the rules behind it)
3. Behaviour – measures behavioural changes as a result of training (application of it - you also initiate the play and not only understand it)
4. Results – measure results from training (TLC - translate into competition)

Question 50

Identify and define formative sport coaching evaluation process

Answer 50

The type of evaluation - what do you want to learn?
Programs must be evaluated to decide if the programs are indeed useful to constituents

Sports Program evaluation can be:
1. formative (assessment) – at the beginning and during (what is it we want to accomplish)
2. summative (evaluation) - outcome (at the end - did we accomplish what we wanted to do)

Formative Process – before and during -
a formative feedback is an assessment FOR learning
* needs assessment – who, the need, and what might work to meet the need (what do we need to change, what to keep and where are the gaps)
◦ a formative assessment helps identify barriers and challenges that can affect the outcome (really important we do these - interim competitions - are we taking teaching and showing it in application)
* Structured Conceptualization - define the program, the target population, and the outcomes
* Implementation Evaluation - monitor the delivery of the program
* Process Evaluation - investigate the delivery of the program, including alternative delivery procedure

Formative Assessment Feedback
* where the learning occurs
* it is low stakes
* can adjust the instruction/coaching plan

Question 51

Identify and define Summative sport coaching evaluation process

Answer 51

Summative Assessment - outcome
a summative evaluation is the assessment of learning
* Outcome Evaluations – investigate the effects of the target outcomes
* Impact Evaluation - assess the overall/net effects of the intended/unintended outcomes (like overuse injuries)
* Cost-Effectiveness and Cost-Benefit Analysis – assess the efficiency of the outcomes
* Secondary Analysis – re-examine the data to address any new questions not previously considered

Summative Evaluation - outcome
* occurs after learning
* it is high-stakes
* can’t adjust current instruction (can start again in new cycle with formative process again - taking stuff we learned and applied and then improve for the next summative on

Question 52

What are the 5 key areas that need to be considered when developing a coach’s Assessment?

Answer 52

1. Objectives (philosophy)
2. Coaching Types (athletes needs)/styles (coaches default)
3. Communication skills
4. Evaluation skills
5. Reinforcement and Motivation

Question 53

Identify and define the 4 obstacles that can affect performance

Answer 53

. Limited self concept/awareness - confidence
self fulfilling prophecy
* what we believe we set in motion
* the brain does not know the difference between experience and thought
◦ experience the last time creates muscle memory
‣ positive vs negative experience
* Self concept blueprints are developed in Childhood – through praise or reprimands
◦ these blueprints are part of our security/insecurity
◦ real root of stress – emotional/physical/mental is self concept = MHN
* competence breeds confidence and competence comes from deliberate and appropriate practice

Insight into self-concept/awareness/confidence
your belief becomes your thoughts
your thoughts become your words
your words become your actions
your actions become your habits
your habits become your values
your values become your destiny
FORD said – “Believe you can or can’t – you are right”

2. Fear of failure
   * most of us fear failure and avoid it at all cost – “no one wants to be a looser”
   ◦ produces tension/stress/distress - results in the contraction of opposing muscle groups
   ◦ this tension/stress/distress
   ‣ 1 restricts blood flow and slows
   ‣ 2 produces shallow fast breathing
   ‣ 3 can even affect eyesightb. this reduces coordination
   * which results in what we feared most - failure of performance = this creates a vicious circle of failure
   * we create our own destiny as in #1
3. Self criticism/negative self talk
   * criticism is part of life – constructive criticism is helpful in improving actions and behaviors
   * learned habit pattern in childhood
   ◦ if children received a lot of destructive criticism, they internalized this and later use self criticism to prevent others from doing so
   ◦ this criticism can become self destructive and even sabotage performance because we have a tendency to want to validate what we know
   * children usually become critical and self-critical between 8-11 years of age
4. Lack of concentration on the present moment
   * there is incredible power in paying attention to what is current – staying MINDFUL
   ◦ attention to the matter at hand is very difficult for extended time
   * staying current/present during performance is vital for successful performance
   * competition performance is affected by how focused an athlete can be - flow = being in the zone
   * staying present allows for space to be created between stimulus and response – which is the zone - facilitates awareness of self-concept
   * fear of failure and criticism, are part of past or future thought = create lack of concentrated attention to the present

Question 54

Identify and define the 4 performance enhancing strategies

Answer 54

Performance enhancing drugs (PEDs) are substances that are used to improve any form of physical performance in humans
The most commonly used PEDs are:
Anabolic Androgenic Steroids - build and strengthen muscle and reduce body fat (synthetic or human-made variations of the male sex hormone testosterone)
Human Growth Hormone - boosts muscle growth, strength, and performance, while helping athletes recover from injury and disease faster (produced naturally by the pituitary gland)
How do PEDs help athletes perform better
increase muscle mass, strength, and less recovery time
these are beneficial effects for those athletes who need to be able to perform with strength and endurance repeatedly
runners and swimmers who need to do heats in the morning and finals in the afternoon
cyclists who do stage races of 150 km a day for 3 weeks like in the Tour de France
other events that require explosive strength…
Not all athletes who take PEDs win
PEDs only enhance performance in some athletes - not all athletes – they hurt many*
it is NOT drugs that create the performance – there are so many other contributing factors
it is genetic potential
it is training
it is circumstance
it is the athlete’s resolve, dedication, perseverance
Surgery (performance enhancing)
For example - In sports where good eyesight is an advantage, an athlete can get eye surgery resulting in extraordinary eye site 20/15
2. Equipment
technical improvements in equipment
wooden tennis racquets are now metal or carbon fibre composites
bamboo vaulter poles are now fibreglass or carbon fibre
polyester bathing suits are not full-body polyurethane suits
Full-body polyurethane bathing suits were introduced in 2008 in Beijing
This resulted in an unprecedented number of swimmers breaking world records
Banned them in 2012 London Olympic Games because they were deemed an unfair advantage
Swimmers have always taken steps to reduce the drag on their bodies through the water
made from an extremely thin layer of foam like material that encloses tiny pockets of gas it makes the swimmer more buoyant
swimmers who float higher in the water are subject to less drag
the suits in effect pushed water away from the swimmer’s body
he drag on the human body moving in water is around 780 times greater than in air
research showed that with these bathing suits there was an 8% reduction of drag on some swimmer
Prescription Drugs
Antidepressants, antipsychotics, and anticonvulsants can improve mood and decrease anxiety
These medications are not prohibited by the world anti-doping
agency (WADA),
some have suggested, such drugs may give certain athletes an unfair advantage
for athletes who suffer from anxiety or depression, drug therapy medications help to restore energy and motivation, allowing them to optimize their training, performance, and recovery
is this not the definition of PEDs – your thoughts
Selective Serotonin Reuptake Inhibitors (SSRIS) are widely used to treat depression
a few studies involving trained cyclists reported improvement in anaerobic power, endurance, maximum oxygen consumption (VO2 max), and reduced fatigue time when tested on cycle ergometers