Skills and Knowledge
Communication is arguably the most important skill required to be able to coach effectively,
however it is not always verbal. Coaches can use both verbal and non-verbal
communication. Simple language that is appropriate to keep the athlete’s attention, and
checking understanding, is an example of how to use verbal communication when
communicating with athletes. Non-verbal could be the type of body language used towards
the athlete or hand signals. It could even be demonstrations to show correct technique, etc.
The planning of a training session requires coaches to have good organisation to motivate
athletes, keep them interested. Some examples of how coaches should prepare and
organise their sessions are:
- Knowing how many participants are taking part to ensure that there is enough
equipment and that the activities are suitable.
- Checked the availability of equipment that they have planned to use prior to the
event.
- The facility has been pre-booked and they are aware of safety procedures
- Equipment and facilities left in the same condition they were found.
Rapport building is how coaches form and maintain good and comfortable relationships with
their athletes, as well as gaining their trust. This allows the coach to get their athletes to
cooperate with them and put in the effort to be at the best of their ability. To do this, coaches
must find common ground between themselves and athletes.
An athlete’s motivation will increase if they are enjoying the programme and what they are
doing therefore a sports coach must plan for a challenging and progressive programme to
ensure that the athletes’ motivation is high and consistent. However, making sure that
athletes do not become extrinsic performers expecting wins and rewards constantly is
important.
Diplomacy is the ability to deal with people in a “sensitive and tactful way”. This links with
communication because without good communication skills, a coach will not be effective in
using diplomacy. This skill is extremely important when athletes experience frustration and/or
injury to communicate key messages without upsetting them.
As for knowledge, coaches must have some on the range of sports and demands of them:
technical, tactical, physical fitness and the psychological demands. The technical aspect is
important to ensure technique is correct and that the athlete’s skills improve.Tactics are the
, strategies used by players to win, therefore a coach must be able to develop them. Finally,
the coach must understand the components of fitness involved in the certain sport.
Within technical improvement, there are 3 correct technical performance models: whole and
part learning, chaining, and shaping. Whole and part learning is for struggling athletes where
a coach breaks down the task / skill into parts, allowing the athlete to practise each part
separately. Then linking each together once again, to complete the full movement. Chaining
is similar to the previous model. Coaches show the whole movement, then the first step to
allow the athletes to practise it. Then the first and second step together, once again having
the performers repeat. This process is then repeated until the movement is complete. Finally,
shaping is when you are unable to break down the movement as it is one swift movement.
Therefore the coach could simplify the movement, making it more complicated as the athlete
improves. For example with a back-flip, teaching a backwards roll initially. Then moving onto
the athlete jumping backwards and higher. Finally with them practising the back flip into a
foam pit / on a trampoline. Eventually allowing the athlete to perform the whole back-flip.
Tactical performance models require the coach to analyse the athlete(s) to figure out their
strengths and weaknesses as well as opponents’ strengths and weaknesses. Once these
have been figured out and strategies have been devised, these can be implemented.
Conditioned practises refer to preparing the athlete for parts of situations, which gives them
the opportunity to practise when things go wrong and how to deal with it effectively.
Competitive situations are when coaches mimic real-life competitions / events, following the
rules to provide athletes with practise and the opportunity to apply the skills and techiques to
these situations. For example, netball players will have many games during training sessions
to practise each tactic they have mastered.
The most effective and successful types of coaches are the ones who are highly adaptable
and easily solve issues. Coaches may have to plan around weather, lack of facility, lack of
equipment, injuries, etc. In addition, they must be able to plan for progression of their
athletes, with challenges to improve their skills.
Different sports require different fitness components, so a coach must know the ones
relevant to that sport. The six components of physical fitness are:
- cardiovascular endurance
- muscular endurance
- speed
- strength
Communication is arguably the most important skill required to be able to coach effectively,
however it is not always verbal. Coaches can use both verbal and non-verbal
communication. Simple language that is appropriate to keep the athlete’s attention, and
checking understanding, is an example of how to use verbal communication when
communicating with athletes. Non-verbal could be the type of body language used towards
the athlete or hand signals. It could even be demonstrations to show correct technique, etc.
The planning of a training session requires coaches to have good organisation to motivate
athletes, keep them interested. Some examples of how coaches should prepare and
organise their sessions are:
- Knowing how many participants are taking part to ensure that there is enough
equipment and that the activities are suitable.
- Checked the availability of equipment that they have planned to use prior to the
event.
- The facility has been pre-booked and they are aware of safety procedures
- Equipment and facilities left in the same condition they were found.
Rapport building is how coaches form and maintain good and comfortable relationships with
their athletes, as well as gaining their trust. This allows the coach to get their athletes to
cooperate with them and put in the effort to be at the best of their ability. To do this, coaches
must find common ground between themselves and athletes.
An athlete’s motivation will increase if they are enjoying the programme and what they are
doing therefore a sports coach must plan for a challenging and progressive programme to
ensure that the athletes’ motivation is high and consistent. However, making sure that
athletes do not become extrinsic performers expecting wins and rewards constantly is
important.
Diplomacy is the ability to deal with people in a “sensitive and tactful way”. This links with
communication because without good communication skills, a coach will not be effective in
using diplomacy. This skill is extremely important when athletes experience frustration and/or
injury to communicate key messages without upsetting them.
As for knowledge, coaches must have some on the range of sports and demands of them:
technical, tactical, physical fitness and the psychological demands. The technical aspect is
important to ensure technique is correct and that the athlete’s skills improve.Tactics are the
, strategies used by players to win, therefore a coach must be able to develop them. Finally,
the coach must understand the components of fitness involved in the certain sport.
Within technical improvement, there are 3 correct technical performance models: whole and
part learning, chaining, and shaping. Whole and part learning is for struggling athletes where
a coach breaks down the task / skill into parts, allowing the athlete to practise each part
separately. Then linking each together once again, to complete the full movement. Chaining
is similar to the previous model. Coaches show the whole movement, then the first step to
allow the athletes to practise it. Then the first and second step together, once again having
the performers repeat. This process is then repeated until the movement is complete. Finally,
shaping is when you are unable to break down the movement as it is one swift movement.
Therefore the coach could simplify the movement, making it more complicated as the athlete
improves. For example with a back-flip, teaching a backwards roll initially. Then moving onto
the athlete jumping backwards and higher. Finally with them practising the back flip into a
foam pit / on a trampoline. Eventually allowing the athlete to perform the whole back-flip.
Tactical performance models require the coach to analyse the athlete(s) to figure out their
strengths and weaknesses as well as opponents’ strengths and weaknesses. Once these
have been figured out and strategies have been devised, these can be implemented.
Conditioned practises refer to preparing the athlete for parts of situations, which gives them
the opportunity to practise when things go wrong and how to deal with it effectively.
Competitive situations are when coaches mimic real-life competitions / events, following the
rules to provide athletes with practise and the opportunity to apply the skills and techiques to
these situations. For example, netball players will have many games during training sessions
to practise each tactic they have mastered.
The most effective and successful types of coaches are the ones who are highly adaptable
and easily solve issues. Coaches may have to plan around weather, lack of facility, lack of
equipment, injuries, etc. In addition, they must be able to plan for progression of their
athletes, with challenges to improve their skills.
Different sports require different fitness components, so a coach must know the ones
relevant to that sport. The six components of physical fitness are:
- cardiovascular endurance
- muscular endurance
- speed
- strength
