Midterm Prep

Question 1

Identify how and why the Canadian government is involved in sport?

Answer 1

• Canadian government is the primary investor in Canadian sport, single largest investor in Canada’s amateur sport system and their mission is to enhance opportunities for all Canadians to participate in and excel in sport
• Show financial support through three programs: athlete assistance program, sport support program and hosting program
• Government’s responsibility that Canadians have access to activities, facilities and have access to safe delivery (deliver in safe ethical manner)
• NSO’S and PSO’s

Question 2

NSO’S (National Sport Organizations)

Answer 2

NSO’S (National Sport Organizations) or National Sports Federations (NSFs) are sport governing bodies that represent a specific national sport in Canada (duty to oversee all that impact its national sport and manages yearly team roster and provides “professional development for coaches and officials in their sport” there are currently 58 NSOs in Canada - making sure the coaches are certified and qualified )

Question 3

PSO (Provincial Sport Organizations)

Answer 3

is the development of athletes, coaches and officials (encourage participating in recreational and competitive sport programs)
Each club has their own set of PSO’S and provide best training and competition guidelines on research

Question 4

Identify and define the 4 coaching styles

Answer 4

• Each coaching style has strengths and weaknesses
• Each coach should understand their style to best motivate and create the best environment for their athletes - something sustainable and represents what you are but also in the domain and context you are in
• Coaching style is your default as an individual and needs to be sustainable for the coach
  1. driver
  2. analytical
  3. expressive
  4. amiable
  *driver and analytical are considered thinkers - analytical and amiable are considered slow and patient and somewhat introverted - amiable and expressive can be considered a feeler - someone who is a driver and expressive is considered fast and impatient and an extrovert (can be a combination of these dependant on the situation)

Question 5

Coaching Style: Driver

Answer 5

The person who takes charge and wants solutions (ex. this needs to be done so lets do it - no nonsense this is what we are doing) - with young children this can make sense

Question 6

Coaching Style: Analytical

Answer 6

the person who values accuracy and details (a sport that requires a lot of details, objective, process focused and logical driven - look to provide details so athlete has to ability to improve in sport that are high in skill)

Question 7

Coaching Style: Expressive

Answer 7

the person who thrives on fun and excitement and loves to be around other people (like recognition)

Question 8

Coaching Style: Amiable

Answer 8

the person who is warm and friendly and want everyone to get along and be happy

Question 9

Identify and define the 2 (4) coaching types

Answer 9

Autocratic telling and selling
Democratic allowing and sharing

Question 10

Coaching type: Autocratic

Answer 10

The autocratic type coach: Creates highly controlled coach directed environment
- characteristically directs the trainings by orders during which the athletes are not involved in the decisions
- This type of coach does not collaborate with the athletes

Autocratic – telling – what needs to be done and how it needs to be done (can work with children as they get easily distracted - getting the kids going) - directive and no input

Autocratic – selling – what needs to be done and explain why – confirm understanding (as children get older and they start to understand more about the sport and training you can move towards this) - do you understand what we are going to do and explains

Question 11

Coaching type: Democratic

Answer 11

The democratic type of coach: creates a coach-athlete collaborative environment
- The democratic type has the most athlete-centric attitude (really about the athlete)

Democratic – sharing – outline what needs to be done and ask for input – final decision is the coaches (this is what will be done but do you have any ideas where coach makes final decision)

Democratic – allowing – with the athletes input, outlines what needs to be done and asks athletes how it will be accomplished – athletes define the how (can make sense for elite athletes at the international level - what is it we need to do and how are we going to accomplish it)

Question 12

Identify and define 2 types of motivation

Answer 12

Intrinsic and Extrinsic Motivation
- the most basic distinction is between intrinsic motivation - refers to doing something because it is inherently interesting or enjoyable *there is not outcome it is just about the journey
- Extrinsic motivation - refers to doing something because it leads to a distinguishable outcome (psychological, tangible and a reward)

Intrinsic motivation: “play sport because it is fun” - amateur incentive – fun regardless of social, psychological, or tangible outcome

Extrinsic motivation: “play sport to have fun” – when we play sport for benefit – health, personal or professional development, equity – sport moves from an intrinsic to an extrinsic purpose – fun because of a social, psychological or tangible outcome

Question 13

Types of Intrinsic Motivation

Answer 13

stimulation - experience pleasant sensations such as fun, and excitement

knowledge - derives from learning and trying something new

accomplishment - experience pleasant sensations when mastering difficult skills

Question 14

Types of Extrinsic Motivation and External Rewards

Answer 14

external regulation - behavior completely controlled by external sources (perform an activity solely to get rewards – social, psychological, or tangible)

introjected regulation - behavior motivated by internal prods, but still regulated by extrinsic concerns (exercising to stay in shape to impress the someone – social or psychological)

identified regulation - behavior is highly valued by the individual, but the activity is not pleasant in itself (an athlete participates in sport because they believe their involvement contributes to their development – psychological or is important for the team – social)

integrated regulation - activity is important because of its valued outcome, rather than interest in the activity itself (an athlete trains diligently for the valued outcome of completing a marathon – social or psychological)

Although external rewards can enhance motivation and increase performance, research has revealed that external rewards, under certain conditions, can undermine intrinsic motivation
- Enhancing motivation: external rewards can enhance or detract from one’s internal motivation
- Vary content and sequence of practice drills - practices in sport can get tedious and boring. Adding variety to drills can increase fun and keep athletes more focused and interested in learning skills
- Involve participants indecision-making - giving more responsibility to the participants for making decisions and rules adds to their feeling of personal accomplishment and involvement

Question 15

Professionalism

Answer 15

• In the early 20th century, the majority of active sportsmen were British gentlemen players (white and able body centric men) from the merchant or upper strata of society and garrison officers
• Sport was largely controlled by the upper classes
• Athletes that have the will and ability to earn an income from a particular sport - personal benefit - extrinsic motivation
• Only at the advanced level of sport
• Participate in sport as a profession
• Get paid for training and competing
• Get paid for performance
• Considered a full-time job/career

My note: participating in sport for personal benefit as it is their job - professional athletes have fully developed and are very good at what they do - if they perform better they get more money - considered a career

Question 16

Amateurism

Answer 16

An amateur - one who has never pursued or assisted in the practice of manly exercise as a means of obtaining a livelihood (cannot get paid for what you are doing)

• From basic skills to advanced skills
• Never pursued as a livelihood - participate without remuneration on any kind
• History of British sport delivery in Canada and US
• Based on most athletes being upper class able bodied white men
• Restrict Indigenous and black men from competing with white men
• Olympics were for amateur athletes only until the 1990’s (in 1992 - Barcelona games was the first time where professional basketball players were allowed to compete)
• Even today - most Canadian athletes do not participate in elite sport to make money
• Most Canadians “participate in sport for the glory” = intrinsic motivation - no personal benefit or gains

Question 17

Identify and define the 2 types of engagement in sport as identified by the ISCF

Answer 17

participation sport and performance sport

Question 18

Participation Sport (3 categories)

Answer 18

children ~ 6-12 - sampling phase (have as many opportunities and sample as many sports so that we have a much more rounded individual)

adolescents ~ 13-15 - that particular group can be very different and challenging to coach

adults ~ 16
for those who do not want to become elite athletes and not that they cannot become but usually they wish not too
what if your training background and do you have certifications - if you do not have much then this is the realm you should be in

Question 19

Performance Sport

Answer 19

emerging athletes ~ late sampling to early specialization (10-14 years) - performance starts at about 10 (take all of those different activities and we start to specialize (2-3 sports) (season specific)

performance athletes ~ specialization (13-15 years)

high-performance (elite) athletes ~ investment (16 and over) - invested in one sport where 99% of training is dedicated to that one sport

*the sport participant segments are interconnected
- individuals may move through the various groups at different stages of their lives or partake in more than one sport simultaneously
there are so many variables, sporting pathways are individual, context specific and are nonlinear in nature

Question 20

Identify and define the 6 coaching domains as identified by the ISCF

Answer 20

Participation coaching: coaching children, coaching adolescents, and coaching adults

Performance coaching: coaching emerging athletes, coaching perform athletes, and coaching high-performance athletes

Six coaching domains are proposed across the two coaching trajectories/categories:
- Cannot coach performance sport without any certification or coaching experience
- Government - requires individuals to be certified and qualified
- Base the philosophy on where you are in your coaching
- 3 domains under each - under participation we start as coaching children to adolescents to adults (these people can compete but the purpose of competition is very different)
- Performance coaching is based on level of competition (emerging athlete can be an athlete at regional level - performance: national and provincial level - high performance: international) - not necessarily dependent on age

Question 21

Identify and define DMSP

Answer 21

DMSP (developmental model of sport participation) - identifies participation/recreation and performance trajectories in sport. the phases of the DMSP model:
- sampling phase (6-12 years) - children take part in different activities and develop all-round foundational movement skills in an environment characterized by fun and enjoyment (influenced by parents and caregivers - paying fees and getting equipment)

1. for the participation AKA recreation trajectory, the sampling phase is followed by recreational years,
   - adolescents 13-15 continue to take part in sport for social interaction, health lifestyle, and sheer enjoyment of physical activities
   - adults 16+ Fit for Life - “addressing the challenges of an aging world by supporting life-long fitness and health” - trying to just stay active, there for social aspect and regular fitness but some people still want to compete
2. performance trajectory
   - specializing phase - children begin to focus on fewer sports, possibly favoring one in particular - moving from sampling to emerging athletes to performance (sport specific development) 1-2 → 3 times a week at practice
   - investment phase - young athletes commit to achieving a high level of performance in specific sport - moving from performance to high performance
   well above 4 times a week of training - dependent on sport

The DMSP sport trajectory after sampling:
Specialization investment (where does the athlete belong) - sampling phase to specialization to investment (terminology sits under DMSP)

Specialization Phase – Performance Development
* the child become more committed and engaged in fewer sports
◦ deliberate practices need to be pursued in order to improve performance (athlete needs to train more here so that they can develop skills and improve)
* activities must remain enjoyable and play must be deliberate so learners in the specializing years “enjoy using their capacity” and maintain their motivation for improving their sports skills - still element of fun
* understand what is their purpose and what are they looking for to keep them engaged
Investment – Elite Performance
* highest level of competition at an highest level in one or a few selected sports (seasonal)

Question 22

Compare and contrast Abuse of Privilege and Conflict of Interest as discussed in class

Answer 22

Abuse of Privilege
The sports coach is privileged to have regular contact with athletes and occasionally to travel and reside with athletes in the course of coaching and competitive practice
- Coach must not attempt to exert undue influence over the athlete in order to obtain personal benefit or reward (do not harm - coaching golden rule - do not want mental physical emotional harm)
- Coaches must consistently display high personal standards and project a favorable image of their sport and of coaching to athletes, their parents/families, other coaches, officials, spectators, the media and the public
- Coaches have an obligation to project an image of health, cleanliness and functional efficiency
Power imbalance

Conflict of Interest
Occurs when someone is in a position to make a decision that affects him/herself to gain over others - anyone that they oversee or even an enemy
- Even “best people”, who dedicate time to sport, are competent at what they do, and as a result wear multiple hats within a given sport, are most at risk for finding themselves in conflicts of interest
- A conflict of interest is a situation, therefore disclosing such conflict cannot be construed as an admission of guilt
- Common test to verify - for conflict of interest - a reasonable person not involved in the situation might think that certain factors, unrelated to the issues to be decided, are likely to influence a decision-maker’s judgment (if someone is going to benefit from a decision made and they do not disclose it then it is not good) - should not be part of something if they are going to benefit from it
- It may include such concepts as friendship, love, envy, ambition, prestige and monetary gain
*When somebody is in decision making process and they will have gain from that situation
1. A conflict of interest involves a person who has two relationships that compete with each other
2. A conflict of interest can take place both personally and professionally
3. Certain forms of conflicts of interest are illegal
4. Governments rules are put in place to limit conflicts of interest

Question 23

Is it a Conflict of Interest or an Abuse of Power - when/why

1. Parent of an athlete is on the team selection board
2. Coach of an national level athletes is on the National Selection Team committee
3. Coach is a parent of one of the athletes on the team
4. Coach is best friends with one of the parents of one of the athletes on the team
5. Two athletes on the team are dating
6. Coach is dating the parent of one of their athletes

Answer 23

1. conflict of interest
2. conflict of interest but also issue of power
3. abuse of privilege
4. conflict of interest
5. conflict of interest
6. conflict of interest
   - in order for there to be conflict of interest someone has to gain someone while someone has to lose something (taken advantage of) - they have to be in a power of position to do so and can give in to it cause someone has that power
   - in order for abuse of privilege to be gaining something that have to be in a position of power (coach, leader, chairs person)

Question 24

1. Physiological needs

Answer 24

• sense of food security
  ◦ energizing foods that fuels the athlete and keep them strong (conversations wth parents and athletes to discuss what food energizes athletes and what takes away from sport - balance of foods (nourish machine in a way that is going to fuel it properly)
• enough liquids to keep them hydrated and healthy
• sleep is also a contributing factor to how an athlete participates - ensuring that the athletes are getting enough sleep to regenerate and be ready for performance
  ◦ lots of research suggesting the the brain is not completely developed until mid 20’s and requires more than 8 hrs/night
• access to appropriate equipment and safety gear for training and competition that are in good condition (regular cleaning and checking for wear and tear) - in the sports where there is safety equipment we need to make sure it is in good condition and worn properly
• access to medical care – sport injury
  the importance of physiological needs being met needs to be communicated to parents and caregivers
• parents need to know about needs not being met

Question 25

2. Safety need

Answer 25

the ability to feel safe, protected, and stable - physical, emotional, spiritual, intellectual, and interpersonal events - athletes needs to feel safe in order to actually participate
* shared team code of conduct with shared and consistent consequences - if you are not going to behave as coach there will be consequences
* rules and security at training and competitions - coach should ensure athletes know what rules are and how to apply them
◦ knowing and understanding the rules of the game - working through those rules in application in training - so they know what it looks like in play
◦ following rules consistently helps athletes feel secure
* wearing the right equipment and safety gear that fits
◦ head
◦ eyes
◦ mouth
◦ body
* appropriate program for the maturity and capacity of the athletes
◦ warm up/stretching - the whole program is set up with warm up and cool down
◦ overuse injury prevention
◦ strength training
◦ gradual and appropriate return to sport – after injury
* shared risk management plan
* people need to know how to deal with injury and others to be calm around
* a lot of athletes enter here because they know people will take care of them and can feel safe at sport (youth at risk often enter here)

Question 26

3. Sense of Belonging needs

Answer 26

• social connections is one of the most powerful, universal, and influential human drives - connection with those who have same interest
  ◦ it shapes emotion, cognition, and behavior
• humans motivated to be accepted into relationships with others and to be a part of social groups - through getting together with others who have same interest in sport have that sense of belonging
  ◦ belonging is a need - human beings must establish and maintain quality enduring relationships
  ◦ in sport, particularly in team sports, players need to feel a sense of belonging within the team
  ‣ athletes want to feel like a well contributing stakeholder with their coaches and their sporting community
  ‣ athletes needs to be able to trust others to ensure they achieve a common goal
  ‣ athletes need to feel they are an asset to the rest of the team
  being congratulated and encouraged can guarantee that some social level is reached
• a lot of people leave the sport when this is not met (not included, hazing, not working well together) - so coach must recognize this

Question 27

4. Esteem needs* (self and others)

Answer 27

sense of belonging explains esteem as an internal measure of good relationships
* affects the level of participation in several sports.
◦ many athletes in sport require admiration and recognition/respect for their contribution to boost their feeling of esteem
‣ recognizing contributions and efforts as well as being respected by friends, coaches, teammates can truly enhance the esteem of the participant and guarantee whether they continue in that sport
* esteem comes from self-efficacy
◦ contributes to effort – motivation
building self-esteem and creating a positive self-awareness comes fromtaking an inventory of strengths
* self-efficacy: individual’s belief in his or her capacity to execute necessary to produce specific performance
* self-esteem is how we value and perceive ourselves - it is based on our opinions and beliefs about ourselves, which can feel difficult to change
* comes from how we value and perceive ourselves and our opinions of our ourselves - can feel difficult at times when someone is not performing

Question 28

5. Self-actualization needs

Answer 28

• therealizationof one’s potential
• considered a motivational drive
• involves the personal role in addressing issues of inequity in sport and exercise
• it encourages the critical perception of one’s contributions to their sport
  this is where performance and high-performance sport sits
• self-actualization isabout achieving your dreams
• it is about attaining the goals and feeling good about them - realizing your potential
• once your dreams have been achieved you create new dreams

Question 29

Fixed Mindset

Answer 29

based on fixed traits
* all success is talent based - have to have talent to have success and not based on how much work you put in
* success is not only based on effort
* performance is goal oriented
* talent and intelligence are fixed traits
◦ success is based on nature
‣ you are born with the talent
‣ no amount of hard work will change the performance outcome
at one end of the continuum

1. Fixed Mindset - “you are born with it”
   * creates a need to prove something
   ◦ intelligence
   ◦ talent – sport/music
   ◦ moral character
   * unsuccessful results creates a feeling of being inadequate and deficient
   * motivated to prove being correct rather than learning from mistakes
   * depends on the tried and true

Some fallout from a fixed mindset
* often takes the form of self-criticism
* can result in negative feelings or frustration that can easily turn into negative self-talk.
◦ “if I’m so smart, why did I fail the test? I’m not smart. I’m useless.”
◦ ”if I am so talented, why did a loose? I am not talented. I’s useless.”
“when you place your value on being ‘smart/talented etc,’ anything that makes you feel less than smart/talented is devastating,”

Question 30

Growth Mindset

Answer 30

Growth Mindset
* success is based on dedication, hard work, and learning
* talent and intelligence is the starting point and can improve over time
* effort is essential for great accomplishment
◦ success is based on nurture
‣ hard work will result in a better outcome
‣ everyone has potential to perform
the other side of the continuum

2. Growth mindset - “you can learn it”
   * offers an opportunity for growth and improvement through effort over time and commitment
   * it allows us to learn from our mistakes
   * it allows us to ask questions for a better understanding
   * allows people to thrive during challenging times
   * willing to take risk even with the chance of failure
   * provides an opportunity and appreciation for lifelong learning
   * it allows you to believe in yourself and others – which is an incredible gift as a coach

Growth Mindset – Remember we are what we think – Appreciative Inquiry
* use language like – “I see you worked hard on your X but did not succeed yet……”
* avoid language like – “you are a great X”
◦ it should be about the action not the person
◦ unfounded positivity is not the objective – the belief that improvement is possible is the objective
* be realistic about the process
◦ the importance of “YET” as part of the process and part of the mindset for your as aleader –
‣ you are also learning and improving
‣ your athletes​ are learning and improving

Question 31

There are other appropriate ways to show athletes affection - some other alternatives to hugs:

Answer 31

Handshakes
High fives
Elbows bump
A pat on the back
Link arms

Question 32

Hugs are only appropriate in certain situations

Answer 32

It depends on the age, the locality, and the needs of your athletes
We can all use a hug now and there, but be careful - there can be a gender imbalance
Hugs should always be in view of other people or in front of security camera

Question 33

The reasons for the use of touch (5)

Answer 33

Hand shaking
- Post-game hand shaking
- Coach shakes player’s hand
- Bump fists with coaches/teammates

Spotting
- Spotting training exercises
- Coach sports exercise to ensure technique and safety

Massage
- massage/physical therapy
- Coach rubs athletes’ backs etc.

Instruction/manipulation
- Coach moves athletes body
- Manipulating the athlete to demonstrate technique
- Adjust hands in teaching players to hold

Injury assessment/mitigation
- Coach touches/rubs
- Athletes injury
- Helps injured athlete off the field

Question 34

What are the Four Agreements?

Answer 34

1st agreement: Be impeccable with your word
2nd agreement: Do not take anything personally
3rd agreement: Do not make assumptions
4th agreement: Always do your best

Question 35

1st agreement: Be impeccable with your word

Answer 35

Impeccability means “without sin”
A sin is anything that you do which goes against yourself and your values
When you are impeccable, you take responsibility for your actions, but you do not judge or blame yourself - blame/criticism/complaining/etc. is “useless talk”
We do not use our word against ourselves indulging in guilt or shame
We do not use our word against others in blaming, criticizing or gossiping
We honor our commitments and only make commitments we intend to follow through on

Question 36

2nd agreement: Do not take anything personally

Answer 36

Do not worry about the opinion of other people who do not even know you or even themselves

“The approval of such men, who do not even stand well in their own eyes, has no value for him” by Marcus Aurelius
“I’m totally independent of the good or bad opinion of others” by Deepak Chopra
“Nothing other people do is because of you. It is because of themselves.” by Miguel Ruiz

Sometimes our interaction with others is not about us but something that has happened to them - if we base our opinion of ourselves on how someone else treats, us, we are in trouble

Question 37

3rd agreement: Do not make assumptions (ASS.U.M.E)

Answer 37

We have the tendency to make assumptions about everything. The problem is that we believe the assumptions are the truth

To avoid assumptions

Ask questions

Communicate clearly
Ask until your understand why

Question 38

4th agreement: Always do your best

Answer 38

Under all circumstance, always do your best, no more and no less

Everything is alive and changing all the time, so your best will sometimes be high quality, and other times it will not be as good
“CANI!” - Constant and Never-Ending Improvement by Tony Robbins
When we practice CANI!, we are on an incredible upward trend where our best keeps on getting better

Question 39

The Domestication of Humans

Answer 39

Ruiz implies that children are trained very much like domesticated animals
We teach children how to behave according to the rules of society
Children are raised on a system of punishment and reward
Good vs bad if we do what our parents/caregivers etc want
Neitszhe tells us that:
“Society tames the wolf into the dog, and man is the most domesticated animal of all”

Question 40

Breaking Domestication step-by-step

Answer 40

The way we are living now is the result of many years of domestication
To honor the 4 agreements, we must stop the domestication of people
The awareness of this practice is the start to change
To change this takes patience

Question 41

Repetition makes the master

Answer 41

Practicing the new agreements in your life is how your best becomes better
“We are what we repeatedly do. Excellence, then, is not an act, but a habit” by Aristotle