KNPE 265 Final Flashcards
Phases of past coaching research
Phase 1: the “what” of coaching
-Meditational Model of Leadership
-Coach Behaviour Assessment System
Phase 2: the “how” of coaching
-coach effectiveness, mastery approach, decision making, autonomy supportive, leadership
Event based coding system
8 reactive behaviours (in response)
4 spontaneous behaviours (unprovoked)
Reactive Behaviours
-Positive reinforcement/reward
-Non-reinforcement
-Mistake-contingent encouragement
-Mistake-contingent technical instruction
-Punishment
-Punitive TIM
-Ignoring mistakes
-Keeping control
Positive reinforcement or reward
positive reaction by coach to desirable player performance
Non-reinforcement
failure to reinforce a positive behaviour
Mistake-contingent encouragement (TIM)
telling or showing a player how to make a play correctly following a mistake
Punishment (P)
negative response following undesireable behaviour
Punitive TIM
situations where TIM and P occur in the same communication, or when TIM is given in a hostile manner
Ignoring Mistakes
lack of response following a mistake
Keeping Control
responses designed to maintain order
Spontaneous Behaviours
-general technical instruction
-general encouragement
-organization
-general communication
General technical instruction
instruction designed to foster learning skills or strageties
General Encouragement
-encouragment that does not immediately follow a mistake, and is not in response to specific player actions
Organization
administrative organization
General communication
communication unrelated to sport activity
Mastery Approach to Coaching
-goal to increase mastery climate
-emphasizing coaching intervention in positive ways
Benefits of children playing for trained coaches
-increase in self-esteem
-decrease anxiety levels
-more enjoyable sporting experience
-more likelihood of returning to a team
Three peripheral components influences a coaches mental model
-Coach’s personal characteristics
-Athletes personal characteristics
-contextual factors
Coach’s personal characteristics
coaches philosophy, perceptions, beliefs, personal characteristics
Athlete’s personal characteristics
Athletes stage of learning, personal abilities and characteristics
Contextual Factors
factors that need consideration in the organization, training and competition components
Interpersonal factors of coaching effectiveness
-confidence
-competence
-connection
-character
Professional coaching knowledge
coaches’s sport specific knowledge and behaviours
The 3 C’s +1 model
-closeness
-commitment
-complementary
-Co-orientation
Reflection in action
occurs in the midst of an activity
reflection on action
occurs within action-present, but not in midst of activity
Retrospective reflection on action
occurs outside of action-present
Athlete outcomes
- Competence
- Confidence
- Connection
- Character/Caring
Competence
positive view of ones action 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 teamates and opponents
Focuses of coaching and competence
- Provides supportive feedback
- Minimize use of punishment
- provide sport specific instruction
- Promote autonomy supportive behaviours and interactions
Coaching Association of canada
-governs coaching education and development
- mission is to provide the foundation of skills, knowledge, and attitudes to ensure coaching leadership for canadian athletes
-FIRST nationally developed coach education program worldwide (1970)
Universities that offer specialized training in coach education
university of victoria and university of lavalle
Coach education in Australia
National coaching accreditation Scheme
Coach Education in UK
UK coaching framework
Coach education in the USA
doesnt have a government-based national coaching organization
-American Sport Education Program is widely used
Coaching efficacy
the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes
Sources of coaching efficacy
-Coaching Experience and preparation
-Prior success
-Percieved skill of athletes
-School/community support
Dimensions of coaching efficacy
-Game strategy
-Motivation
-Technique
-Character building
Outcomes of coaching efficacy
-Coaching Behaviour
-Player/team satisfaction
-Player/team performance
-player/team confidence
Leadership
the behavioural processes through which one person influences another person, or a group, toward attaining a specific set of objectives or goals
Relationship between personality and leadership
-early research suggested leadership as a component of personality
-further research failed to prove this link
-overall, weak evidence linking personality and leadership
Personality traits associated with leadership
high extraversion, conscientiousness, openness to experience, lower neuroticism
Situaion influence of leadership
most used framework for understanding leadership in sport
Five leadsership behaviours/dimesnions
- training and instruction
- positive feedback
- Social Support
- Autocratic
- Democratic
What affects athlete satisfaction (situational influence)
-training and instruction
-positive feedback
-social support
Limitations of leadsership scale for support:
- Restricted range of operationalized behaviours (same meaning for everyone)
- Omits salient behaviours that contribute to enhanced performance (excludes important behaviours)
Toxic Leadership
-negative attitudes or feelings towards athletes
-Involves behaviours: expressing anger and hostility, modelling anti-social behaviours
Laissez Faire
-an ‘hands off” approach
-Involves behaviours: showing disinterest, avoiding responsibilities, and decision making
Neutral
-going through the motions
-involves behaviours like: vague cues, passive instruction, organization, feedback
Transactional Leadership
-reinforces standards and expectations through rewards or punishments
Transactional behaviours
-discussing rewards and punishments
-monitoring or reacting to errors
Transformational Leadership
-Leaders developing followers into leaders
-Changes how athletes feel about their tasks, themselves, their relationships, and their environment
**CAN BE DEVELOPED
Transformational Behaviours
Small, everyday behaviours contributing to transformational change
Elements of transformational leadership are associated with…
-Athletic performance
-Group cohesion
-personal development
-Lower levels of aggression
-Intrinsic motivation and charisma
4 dimensions of transformational leadership
- Idealized influence
- Inspirational Motivation
- Intellectual Stimulation
- Individualized Consideration
Idealized influence coaching behaviorus
-Discussing and modelling pro-social values or behaviours
-Showing vulnerability and humility
**PRACTICE WHAT YOU PREACH
Inspirational motivation coaching behaviours
**BELIEVE IN ATHLETES
Intellectual Stimulation coaching behaviours
-Eliciting athlete input
-Sharing decision making and leadership responsibilities
-Emphasizing the learning process
*INVOLVE ATHLETES IN COACHING PROCESS
Individualized learning process
-showing interest in athletes feelings and perspectives
-recognizing athlete accomplishments and contributions
**PERSON CENTERED APPROACH
what does transformational coaching show athletes
-they are important
-what they do is important
Social identity
That aspect of peoples self concept associated with membership in the social groups to which they identify and belong
Purpose of social identity in leadership
-powerful motivators toward both individual and collective behaviours
-social connectedness and affiliation
-implementing stragities to emphasize unity, personal bonds, connectivity and distinctiveness
Athlete Leader
a team member acting in a formal or informal capacity, who guides and influences other team members towards a common objective
Four functions of leaders on teams
- Help accomplish team objectives
- Address social needs by promoting team harmony and organizing team activities
- Represent team at external functions
- Motivate his/her peers
Characteristics of a leader
-highly skilled, vertern, well-liked, intrinsically motivated and centrally located individuals
-Informal leaders who may provide support, advice and guidance tend to be the best leaders
Followership
The way in which followes interact with and respond to a leader
Factors that make you a productive follower
-a collective orientation
-Active independant thinking
-Transparency in relationships
-Receptivity to others’ view points
Exercise Leadership
-Exercise leaders may impact participants physical and mental well-being
-Enriched leadership style positively related to greater exercise, enjoyment, attendance and satisfaction
Personal trainers can foster interactions characterized by
-attention to clients personal and psychological needs
- Encouragement, enthusiasm and optimism
-Behaviours that build trust and respect
-Appropriate role modelling
-Enriched exercise program
What a team IS NOT
-A statistical group
-unorganized collections
-subculture
-organizations
-associations
A team is….
-Common Fate
-Mutual Benefit
-Social Structure
-categorization
-Quality Interaction
Team composition
Characteristics of individuals who compose the group
Team resources
include psychological characteristics and members’ ability
Team features
team size, sport size, competition level
Team territory
physical space as a variable that can contribute to group individual satisfaction and performance
Roles
ensure roles are defined and accepted
Norms
standards for behaviours that are expected of group members
Leadership
formal and informal leaders
Cooperation and competition
the dynamics of cooperation snd competition between team members
Interaction and commuitcation
essential process for the team to come to an understanding about itself and where it is going
Emergency States
-cohesion
-social identity
-team resilience
Characteristics of cohesion
-Multidimensional
-Dynamic
-Instrumental
-Affective
Multidimensional characteristic of dimension
factors that hold groups together are varied and numerous
Dynamic characteristic of cohesion
reasons for cohesion can change over time
instrumental characteristic for cohesion
all groups form for a reason
affective characteristics for cohesion
sometimes groups stay together because there are strong emotional ties
Conceptual model of group cohesion
group aspects: beliefs members hold about the group as a collective
individual aspects: beliefs group members hold about personal beliefs
Conceptual model of group cohesion: Group and individual aspects divided into
task and social cohesion
Correlates of Group cohesion
-Environmental factors
-Leadership Factors
-Team Factors
-Personal Factors
environmental correlates: group size
- inverse relationship between cohesion and group size
- the smaller group, the greater the level of cohesion
- documented in both sport and exercise
personal correlates: effort and sacrafices
- perceptions of a team’s cohesiveness are associated with an individuals actual or perceived level of effort in a team
- individual and teamates sacrifices contribute to team task and social cohesion
- reduction in individual effort when individuals work collectively compared to alone
social loafing
when individuals in groups give less than 100% effort
social loafing: increased under what conditions?
- individual output cannot be evaluated
- task perceived as low in meaningfulness
- individual personal involvement is low
- individuals are strangers to each other
- teammates are seen as high ability
- competing against weaker opponent
leadership correlates
transformational leadership/coaching increase cohesion on teams
team correlates: Success and Efficacy
-moderate to large positive relationship between cohesion and performance
-teams high in collective efficacy rated task and social cohesion higher than teams lower in collective efficacy
3 contributors to social identity
- Ingroup ties (connections and bonds)
- Ingroup Affect (positive feelings)
- Cognitive Centrality (importance)
Ingroup Ties: connections and bonds
-creating an environment that is helpful to building relationships with peers
-Athletes need opporitunities to find similarities with those around them, create connections, and feel accepted within a group
Ingroup Affect: Positive Feelings
-having fun and feeling engaged will increase the likelihood of continued involvement
-people do things that they enjoy, and when they associate positive feelings with a particular group, they will identify more strongly with that group
Cognitive Centrality: Importance of Group
-the degree of importance that someone places on their membership within a group can have important cognitive and behavioural consequences
-if its important to them, they will try to represent the group with behaviours that are deemed important to that group and will want to represent the group in other aspects of their lives
Team buliding: team environment
involves distinctiveness and togetherness
Team building: team structure
involves roles, norms and leadership
Team Building: team processes
cooperation, communication and team goals
Negative outcomes of youth sport
-physical health (injuries)
-Psychological development (low perceived abilities)
-Social Development (violence)
Deficit reduction: goal
reduce deficits, risks and health compromising behaviours
Deficit reduction: target
vulnerable youth
Deficit reduction: strategies
prevention programs targeted at high-risk behaviours
Deficit reduction: actors
professionals take the lead, citizens support
Asset promotion: goal
promote or enhance developmental assets