Coaching Science

Dr. paed. Prakash Pradhan

Executive Director

Sports Science Academy of Nepal (SAN)

Outline of Presentation Coach ?

Coaching Roles

Coaching Styles

Athlete-coach Relationship

Coaching Process Skills

Job Responsibilities of Head Coaches

Qualities of Coach

Leadership in Coaching

Management and Monitoring of Athletes

What is a Coach?

A coach transports a valued person from where they are to where they want to be.

old Webster

(slide courte

A coach transports a valued person from where they are to where they want to be.

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Sports Coaching

Sports coaches are vital to the success of a number of programmes across a range of sports

They are at the heart of participation and performer development

Coaching – Art or Science?

Science To support the coach there is a wealth of

scientific information based on research conducted with athletes

Information is available to support the coach and athlete in all areas of training and development including:

Biomechanics

Physiology

Psychology

Medicine

Nutrition

Coaching – Art or Science?

Art The art of coaching comes when the coach

has to:

Convert it into

This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned

Analyse the

scientific data

Coaching and training

programs to help

develop the athlete

Coaching – Art or Science?

By understanding the science, which is the foundation of training, a well designed training program can be developed that will help an athlete reach their full potential

The art is understanding the science and then applying it

What is Coaching?

An ongoing relationship which focuses on the player/athlete taking action toward the realization of their vision, goals, or desires. Coaching uses a process of inquiry and personal discovery to build the player/athlete’s level of awareness and responsibility and provides the player/athlete with structure, support, and feedback..

Professional and Personal Coaches Association

(slide courtesy of Lyn Johnston)

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The Realities of Coaching

Coaches can’t assume that:

All athletes will be skilled

All athletes will be of good character with no behavioural problems

All athletes will be good athletes

There are 2 sides to coaching:

A coaching side - to improve performance

A leadership side -to build character and prepare athletes to compete

9(Hinkson, 2001)(Hinkson, 2001)

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Coaching is about…

Coaching is about building

relationships….

Coaches must earn trust….

Successful coaches motivate by building the coach-athlete relationship before anything else.

(Hinkson, 2001)

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Coaching is about…

“Coaching to me has never been about the coach

– it is about the athletes and the value the coach can add.”

(Don Tricker, Coach NZ Black Sox)

Coaching Roles

Performance Coaching

Development Coaching

ParticipationCoaching

Aspiration

CoachingBoundaryMarkers

Preparation IntensityCompetitions InvolvementPerformance Standard

The relationship between forms of coach and boundary criteria (Lyle, 2002)

Intensity high

Stable performance group

Competition focus

Attempted control of variables

Longer-term objectives

Extensive intervention and interpersonal contact

Long durationIntensity low

Large, variable numbers

Participation focus

Limited control of variable

Short-term objectives

Limited non-intervention contact

Short duration

PERFORMANCE

PARTICIPATION

A diagrammatic representation of the balance of performance and participation coaching roles (Lyle, 2002)

Coaching Styles

Negative Directive Coach-led Task-centred Performance

Feedback Communication Decision taking

Role orientation

Goal orientation

Positive Interactive Performer-led Person-centred Process

Autocratic Coaching Practice

Democratic Coaching Practice

The distinctions between autocratic and democratic coaching practice (Lyle, 2002)

Authoritarian Power sharing Humanistic approach

COACH CONTROLCOACH/ATHLETE

CONTROL

ATHLETE

CONTROL

12 years & under 13-15 years 16-17 years 18 years & over

• Early experiencing• Coach dependence

• Developing and collaborating• Athlete/coach dependence

• Empowerment• Athlete independence (+ accountability)

Teaching skillsSafety and securityProcedure and routinesGuidance in learning

Opportunities self management self determinationShared decision making and sense of control

Personal AUTONOMY in:Self-responsibilityTraining / competitive intensityPerformance routinesStrategies

Partnership Between coach and athletes

Illustration of a shift in coaching paradigms (Hogg, 1995)

High Performance Sport Winning

“Winning isn’t everything; it’s the only thing”

“Winning isn’t everything, but striving to win is”

ATHLETE COACH

TALENT EXPERTISE

PREPARATION KNOWLEDGE AND PERSONALITY

QUALITY OF TRAINING

PHYSICAL TECHNICAL TACTICAL PSYCHOLOGICAL

The athlete-coach relationship (adpated from Bompa, 1983)

Successful coach needs to mix art with

science on their coaching

(Pyke, 1999)

Athlete CenteredAthlete Centered

Support and DevelopmentPlanning, Monitoring, Facilitations, Coordination

Ath

lete

Wel

fare

Pu

blic

ity/

Pro

mot

ion

Fac

iliti

es

Spo

nsor

ship

/Fu

ndra

isin

g

Coaching

Pastoral Care

Mentoring

Coaching

Apprenticeship

Health Monitoring

Injury Prevention & Rehabilitation

Research & Performance Analysis

Scientific Assessment & Monitoring

Coaching Team

Athlete Technical Team

(Scientific)Career Path

Education

Career Development

Skills Training

Civic Education

Career Path

ProfessionalDevelopment

ContinuingEducation

Career Path

ProfessionalDevelopment

ContinuingEducation

Coaching Process Skills

Planning- strategic programming- scheduling- goal setting- competition programming

Regulation- crisis management- contingency management- threshold decision making

Management- administration- information management- financial management- resource management

Craft- communication- teaching- problem solving- decision solving- organization- interpersonal skills- competition management- demonstration

Monitoring

Implementation

ResourcesManagement

Delivery

Planning

Coaching Process

Coaching Practice

Coaching process skill (Lyle, 2002)

Qualities of Coach(Sabock, 1973)

Coaches should maintain high moral and ethical values.

Coaches must be completely honest with all those with whom their deals.

Coaches must maintain a true and lasting concern for all the athletes with whom their deals.

Coaches must earn the respect of their athletes, and the community.

Coaches must be able to motivate their athletes as well as other school and community.

Coaches must be dedicated to their athletes, to the school, and to the community.

Qualities of Coach(Sabock, 1973)

Coaches must be a strong disciplinarian. Coaches must have obvious enthusiasm. Coaches should possess a strong desire to win. Coaches needs to be a good evaluator of talent.

Qualities of Coach(Sabock, 1973)

Coaches must be knowledgeable about their sports.

Coaches should have a good sense of humor.

Coaches must be willing to work long hours. Coaches must have a working knowledge of

their sport.

Qualities of Coach(Sabock, 1973)

Leadership in Coaching(Martens, 2004)

Leaders provide direction; they set goals by having a vision of the future.

Leaders build a psychological and social environment that is conducive to achieving the team’s goal.

Leaders instill values, in part by sharing their philosophy of life.

Leaders motivate members of their group to pursue the goals of the group.

Leaders deal with members of the organization when problems arise, and they resolve conflicts.

Leaders communicate.

Leadership in Coaching(Martens, 2004)

Being knowledgeable about your sport.

Being prepared in all situations.

Giving respect.

Treating all team members equally, but not necessarily the same.

Respect may be gained by (Holbrook & Barr, 1979):

Refraining from using excessive bad language. Being moral and ethical in all areas of life. Showing concern for athletes in and out of the

athletic setting. Being enthusiastic and showing confidence in

team members and the team itself.

Respect may be gained by (Holbrook & Barr, 1979):

Management and Monitoring of

Athletes

A. Positive Discipline

Athletes are coached with tolerance, encouragement,praise, fairness, consistency, and respect, but

withoutcriticism, unfriendliness, ridicule, and humiliation.

B. Preventive Discipline

Step 6:Catch them doing

good

Step 5:Conduct exciting practices

Step 3:Develop team rules

Step 4:Create team routines

Step 2:Hold team meetings

Step 1:Create the right team culture

The steps of preventive discipline (Martens, 2004)

Be highly predictable in your dealing with misbehaviour.

Be specific about what you want the athletes to do or stop doing.

Be to the point. Avoid lecturing, nagging, interrogating, and moralizing.

Guidelines for Handling with Athletes’ Misbehaviors

(Martens, 2004)

Be confident when you speak, but if you are not quite certain about the appropriate consequence, tell the athletes you need to give it some thought and will talk later.

Even if you feel angry, remain calm and in control.

Once you gain compliance, do not keep athlete in the “dog house”. Forgive and forget.

Guidelines for Handling with Athletes’ Misbehaviors

(Martens, 2004)

Successful coaches are those who can learn new skills, who are flexible enough to change old ways when change is needed, who can accept constructive criticism, and who can critically evaluate themselves.

Conclusion

A ordinary coach tells,

A good coach explains,

A superior coach demonstrates,

But the great coach inspires

(Martens, 2004)