Principles Of Coaching: Unit 1 (Exam 1) PRACTICE EXAM FULLY SOLVED % UPDATED (100% ACCURATE)

Philosophy set of beliefs that guide your actions WHY have a philosophy? Guidelines Roots during difficult situations Goals Legitimacy Consistency Removes uncertainty Brainpower Read More Previous Play Next Rewind 10 seconds Move forward 10 seconds Unmute 0:00 / 0:00 Full screen WHAT influences your philosophy? Things that you value, things that you believe beliefs/principles Life events Self Awareness Know who you are so your athletes can know who they are Your athletes are much more likely to become what you are rather than who you want to be Ways to increase self-awareness Reflect on your beliefs Request feedback from people you trust on how they see you Mirror analogy Look at yourself, your beliefs,values Your Three Selves Ideal Self - the person you would like to be; represents your values, your sense of right and wrong. Public Self - image you believe others have of you. Real Self - the sum of those subjective thoughts, feelings, and needs that you see a being the authentic you. - Real self is continually changing Self Esteem Inner conviction about your competency and worth Consequences of basing your self-esteem in winning and losing Using confidence to develop confidence in those around you Self Disclosure The significance in developing good coach/athlete relationships Keep it relevant to your relationships and appropriate to situations Coaching Philosophy vs. Life Events Events affect the development of your coaching philosophy -Have certain beliefs and principles -An event occurs that tests beliefs -Respond based on your beliefs and principles - You experience rewards or consequences based on action -Change, adjust, or solidify your beliefs and principles philosophy summary Philosophy is a key to pursuing your career as a coach Sharing your philosophies helps your athletes develop their own philosophies The most important ingredient of a philosophy is that you OWN it A philosophy is not expressed by what you SAY, but by what you do 3 Major Objectives of Coaching (Coaching Philosophy Components) - To win - Help young people have fun - Help young people develop physically, psychologically, socially Recreational VS Competitive 1. Recreational sport emphasizes fun, learning, and participation by all 2. Competitive sport emphasizes winning, performance, and participation by best 3. Problems arise when there is incompatibility between program objectives and coach's objectives 4. The objectives of administrators, players, and parents may be incompatible with program objectives keeping winning in perspective Winning or striving to win is never more important that a young athletes well-being Successful coaches... Recognize the difference between objectives for the contest objective for their athletes' participation, and their own personal objectives Find ways to achieve all 3 objectives Your coaching style will determine 1. How you decide to teach skills and strategies 2. How you organize your practice and competition methods 3. How you discipline your athletes 4. What role you give your athletes in making decisions Coaching Styles -Command Style (Authoritarian) -Submissive Style -Cooperative Style (Democratic) cooperative coaching style athlete centered. decisions guided by coach, but with input of athletes. winning is judged by athlete and coach command (authoritarian) win centered. coaches make all the decisions. winning is decided by the coach. submissive no emphasis. athlete make all the decisions. winning is not defined. leadership 1. Chart a course 2. Give other direction by having a vision 3. Develop social/psychological environment..team culture... to achieve goals what leaders do 1. Provide direction 2. Build environment conducive to achieving team goal... Team Culture 3. Instill values 4. Direct impact on motivation through interpersonal relationships 5. Confront and resolve conflicts 6. Communicate Management of Information Information received and passed on by the Athletic Director or Coach Team Captain communicates from the Team to the Coach or vice visa management skills 1. Planning 2. Organizing 3. Staffing 4. Recruiting 5. Scheduling 6. Budgeting 7. Public relations Transformative Leadership - Team influences coach, Coach influences team - Passing of energy back and forth ←> teaching and learning - Involves wise use of power - Empowers assistant coaches and player Team Culture The way things are done on a team (Direction and Vision) The social architecture that nurtures the team psyche Components of Team Culture 1. Team tradition 2. Basic operating procedures 3. Management of information 4. Nature of sport 5. Power, influence, status structure within team 6. Leadership style of coach developing team culture 1. Involve players in defining goals 2. Give players responsibilities they can accommodate 3. Demonstrate superior knowledge and skill 4. Treat players with respect 5. Reward competency 6. Reward effort and performance...not outcomes 7. Teach players to reward each other Team Tradition Ex. Hockey: Pre-game locker room talks, Tap sticks after every home game (win or lose), Shake hands with other team after each game understanding key characteristics in teenagers Early adolescence 11-14 yr Middle adolescence 15-17 yr Late adolescence 18-21 What To Do When Coaching Differences In: Gender 1) Encourage girls to participate in sports 2) Male coaches- encourage your organization to provide girls and women more sport opportunities 3) Encourage women to pursue careers in coaching 4) When speaking, deliver the message that sport should be an equal opportunity employer 5) Encourage your sport organization to give males and females the same recognition for participation in sport early adolescence: physical Average age for growth 9.5 yr for girls 11.5 for boys Strength increases Females and males are closest in strength at this time prior to puberty Basic jumping, running, throwing skills improve (females level off by 12-13, males show improvement until later teen years) tallest/strongest boys excel Early maturer Both female and males go through puberty... very self conscious Physical appearance important in comparison to peers early adolescence: social Increasing peer dependence Desire to conform Desire to be more independent Can become argumentative with adults Often insecure about emotional/physical changes early adolescence: cognitive Think more literally and concretely Values are influenced by peers and adults they admire middle adolescence: physical Physical growth completed in females 14.5yr, males 16.5 Increasing concern about their sex appeal middle adolescence: social Assert their independence, demand right to make their own decisions, but are impulsive and often show poor judgement Peer group has profound influence on their decisions middle adolescence: cognitive Starting to develop abstract thinking, understanding consequences of their behavior Generally self-centered But can be guided towards empathy and good values late adolescence: physical no significant changes late adolescence: social More secure, understand who they are Strong desire to function independently But will seek advice from family and trusted adults Set their own goals on their personal needs and priorities More likely to reject goals set by others Intimate relationships are very important late adolescence: cognitive More critical thinking, more rational judgements More capable of abstract thinking Able to make better long term goals What To Do When Coaching Differences In: Physical Maturity 1) Match athletes based on same physical maturity to avoid injury 2) Help athletes understand that their biological clock is just a bit slower than others, encourage their progress 3) Help physically early-maturing athletes who no longer are the stars to understand and accept that it is no failure in them 4) Recognize that you may have some physically maturated athletes that are not equally maturated emotionally or socially 5) Be aware that your athletes will differ widely in intellectual capability. (Repeat instructions, change the language you use) 6) Do not make fun of any differences on your team, nor should athletes Maturational Differences and Considerations: Chronological age is not always closely related to an athlete's physical, emotional or social maturity level Grouping by age only is unsafe and fair