Transformational Coaching Flashcards

1
Q

what three things do you need to know to coach

A
  • professional knowledge
    • sport specific and pedagogical knowledge with accompanying procedural knowledge - often manifests as a technical, tactical or psychological focus
  • intrapersonal knowledge
    • reflection, introspection, self-learning
  • interpersonal knowledge
    • coach-athlete relationships, interactions with athletes and peers, a conscious focus on communication and empowering athletes
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2
Q

how to coach effectively

A

the consistent application of integrated professional, interpersonal and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching context

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3
Q

what do we know about effective coaching

A
  • professional knowledge/behaviours provides the critical foundation for fostering athlete development, but is insufficient for optimal development
  • its not just about what coaches do, it how they do it
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4
Q

what four things do you aim to improve in an athlete via coaching

A
  • competence
  • confidence
  • connection
  • character
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5
Q

what are the different leadership types

A
  • transformational leadership
    • process whereby leaders develop followers into leaders
    • misconception that transformational leadership requires titanic behaviours enacted by extraordinary and unusual individuals
    • small, everyday behaviours can contribute to transformational change
  • transactional leadership
    • coach reinforces standards and expectations through rewards or punishments. Involves behaviours such as:
      • discussing rewards or punishments
      • monitoring and reacting to deviations from norms and standards
  • toxic leaderships
    • coach displays negative attitudes or feelings towards their athletes. Involves behaviours such as:
      • expressing anger and hostility
      • modelling anti-social behaviours
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6
Q

what are the four pillars of transformational coaching

A
  • idealised influence
    • coach gains their athletes trust and respect by acting as a positive role model
    • involves behaviours such as:
      • discussing and modelling pro-social value and behaviours
        • doing what is right, rather than convenient
        • demonstrating personal beliefs
      • showing vulnerability and humility
        • apologising for ones mistakes
        • sharing experiences
    • practise what you preach
  • inspirational motivation
    • coach inspires athletes by what they say and what they do
    • involves behaviours such as:
      • discussing goals and expectations
        • creating a shared understanding of where you’re going and how you’ll get there
      • expressing confidence in athletes capabilities
        • enhancing athletes beliefs in their own capabilities
      • implementing a collective vision
        • connecting individuals to the ‘team’
      • providing meaningful and challenging tasks and roles
        • offering explanations and rationales
    • believe in your athletes
  • intellectual stimulation
    • coach empowers their athletes to develop independence and to see issues from different perspectives
    • involves behaviours such as:
      • eliciting athletes input
        • encouraging athletes to contribute new and alternative ideas
      • sharing decision making and leadership responsibilities
        • giving athletes opportunities to lead (drills, help others)
      • emphasising the learning process
        • encouraging athletes to engage in challenging tasks
        • valuing effort and learning, rather than just outcomes
    • involve athletes in the coaching process
  • individualised consideration
    • coach creates a supportive and inclusive learning environment
    • involves behaviours such as:
      • showing interest in athletes feelings and perspectives
        • adapting activities to suit individuals needs
        • displaying genuine care and concern for athletes lives both in and out of sport
      • recognising athlete accomplishment and contributions
        • providing feedback on athletes behaviours (sport and non sport)
        • the power of thank you
    • person-centered approach
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