Coaching: The Art and Science

“A society grows great when old men plant trees whose shade they know they shall never sit in.”

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MINDS CHANGING LIVESThe Canadian Paralympic Committee is partnering with SCI Action

Canada for a quality assessment study of the Changing Minds, Changing Lives (CMCL) program. The study will help the Canadian Paralympic Committee determine the reach and effectiveness of the CMCL program so that we can continue to offer high quality programming for healthcare professionals. Your participation would be greatly appreciated.

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Teaching and LearningCore Competencies

• Problem Solving– Practice observation

• identify aspects that need improving

• Valuing– Recognize and respect differences in learning styles– Develop teaching approach based on athlete’s needs– Promote development of self-esteem– Provide constructive and positive feedback

Teaching and LearningCore Competencies

• Critical Thinking– Reflect on meaning of effective teaching and factors that promote

learning– Reflect on preferred learning styles and how these may affect

one’s approach to teaching– Compare current knowledge and beliefs with Reference Manual– Assess feedback with guidelines to promote learning– Observe and critique practices

• Leadership– Appreciate the effect of how key teaching factors affect learning

• Interaction– Brainstorm and work with classmates to complete tasks

The Teaching Process

• Phases1.Design learning activities (drills)

2.Set up the activities

3.Deliver the activities

4.Assess the learning (success criteria)

5.Adjust and retool

“Self-Monitoring” Process To Improve Teaching

Effectiveness

Action

Analysis and assessment

Identification of aspects to improve

Planning for improvement

Effective Teaching Individual Sport – Figure Skating

• Observe the video clip.

• While observing, identify and list the various teaching elements that the coach is using during the practice.

• List under appropriate/agree or inappropriate/disagree.

DIAGRAM 1 Once you have completed your analysis of the video clips, group your comments into major categories and insert them in the appropriate box in the diagram below.

Safety

Organisation

Explanations and demonstrations

Learning environment

Athlete

Feedback

Observation and supervision of activities

Other(s)

Key Factors To Consider In Assessing Teaching Effectiveness

Safety Type of practice and

conditions in which activities take place during practice

Weather Site and practice area Equipment Level of fatigue of the

athletes Behaviour of the athletes

Organisation Promotes maximum

practice time Reflects sport-specific

procedures that are proven Equipment is available

and ready to be used Enables a rapid

transition between explanations and activities, and between activities

Optimal use of space, time, and equipment

Coach freed up to supervise activities better

Promotes individual attention to athletes

Explanations and demonstrations

Done in conditions

similar to those the athletes will face

All the athletes can see and hear

Sufficient number (2-3) of reference points identified

Safety factors identified Include some criteria to

enable athletes to evaluate their own performance as they practice

Learning environment

Athletes are actively engaged most of the time

Opportunities exist to interact with athletes who need the most attention

Degree of difficulty of exercises is adapted to the skills level of the athletes

Signs of boredom are recognized and the task is adapted as needed

Athlete’s learning

Feedback Is specific (accurately

outlines what to correct and how)

Is positive and constructive to promote self-esteem

Non-verbal feedback is coherent with verbal feedback

Is correct from a technical point of view

Is coherent with success criteria identified for the task

Is formulated clearly and in a manner that draws the attention of the athlete on the right things

Is provided at the right time and frequency

Observation and supervision of activities

Active supervision

(moving around to observe all the athletes)

Constant scanning of practices

Observing performance from different vantage points

Comparing observed performance to relevant success criteria

Interventions are done individually (mostly) and to the group (as needed)

Quantity and quality of motor involvement

Learning styles

Teaching and Learning

Motor performance is observable behaviour when executing a task

– # of times target hit

Learning refers to permanent change in motor performance

– reassessment of performance

– in practice vs competition

Dimensions Of Learning

Dimensions Of Learning

Affective (attitudes, behaviour)

Motor (technical skills,

execution)

Cognitive (knowledge,

understanding)

Motor Performance:

Rate Of Improvement Relative To Time

Time

Improvement

in motor

performance

(% of initial

values)

Learning Styles

• Preferred Learning Styles– Questionnaire Workbook

Part B pg 9 - 12

– Complete questionnaire and then proceed to Interpretation Table pg 13

Preferred Learning Style

• Visual– Sensitive to visual aspects

of environment– Good sense of orientation– Creative

• Auditory– Receptive to sounds– Like listening to and telling

stories, discussing ideas

• Kinesthetic– In check with feelings– Passionate, warm,

spontaneous, emotional

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THE TEACHING PROCESS

Organization Includes safety measures, and how

the activity starts and finishes Requires at least 50% motor

involvement Coach is able to supervise

Explanation/Demonstration Describe the aim of the exercise Outline what is to be done and how Describe points of reference/cues Identify criteria of successful

performance Touch the different communication

channels (visual, kinesthetic, auditory)

Supervision Ensure that the athletes are actively

engaged and achieve a good rate of success

To observe, move around without interfering with athletes

Supervise both individuals and the group

Verify if success criteria are achieved

Feedback Identify the cause of failure Adapt the activity as needed Help athletes by reassuring them Explain and demonstrate again if

necessary Recognize successful

performance

Effects of the feedback Give the athletes time to practice

again to check whether they have acted on the feedback

Can someone else do the

demonstration better than me ?

Did I give enough time for the athletes to

practice before stopping them to give feedback?

Did I remember to ask the athletes

to give me feedback before

giving them mine?

Organization and Set Up

• Look closely at the cartoon in Workbook Part B pg 15 (Figure 5.1.1) and identify aspects of the organization and set up of the activity that need improvement.

Organization and Set UpEvaluation

• Only one athlete active at a time• Inactive athletes may become disruptive and lose

interest• Coach too busy trying to maintain discipline to

give any individual feedback on performance• Coach not able to step back from activity or move

away from equipment thus unable to control group or evaluate performance

Organization and Set UpConsiderations

1. Plan how to start and finish activity/drill2. Take into account safety issues3. Ensure maximum amount of practice time

• Athletes active at least 50% of the time

4. Athletes can progress at own rate5. Set up so that coach can roam and observe every

athlete6. Plan for equipment, prepare ahead of time and

ensure availability when needed

Explanations and DemonstrationsConsiderations

http://www.yorku.ca/wdyba/kine2475/Golf_Tip_0701.wmv

1. Explain the objective of exercise/drill2. Explanations must be brief and clear

• Cues – precise information• Short, clear, simple and few (two or three)• Observable by coach, easily understood by athlete

• External cue – seen or heard by athlete• i.e foul shot – aim for back rim, hear swish

• Internal cue – perceived internally (kinesthetic sense)• i.e foul shot – feel body extending, especially elbow

3. Take into account the learning styles of athletes4. Demonstrations give a clear mental picture5. Check to ensure athletes understand

Effective Teaching Team Sport - Volleyball

• Observe the video clip.

• While observing, identify and list the various teaching elements that the coach is using during the practice.

• List under appropriate/agree or inappropriate/disagree.

Explanations and DemonstrationsVideo

• Workbook– Pg 16 key points

– Pg 17 observations

– Pg 27 assessment grid

Observation - Considerations

• Athletes get into activity quickly • Ensure athletes understand instructions• Ensure activity/drill appropriate for skill level• Good rate of success among athletes (70%)• Actively supervise athletes

– Scanning and moving around to watch

• Be aware of individual difference– Provide individual feedback

• Discern whether athletes are having fun are bored or disinterested

Observation, Intervention, Feedback

• Look closely at the cartoon in Workbook Part B pg 20 (Figure 5.3.1) and identify aspects of the coach’s observation, intervention and feedback that need improvement.

Cartoon Observations (pg 20)

• Coach cannot see all athletes• Cannot give accurate feedback (#10’s performance)• No criteria for success or failure

– Doesn’t know what to look for

• Didn’t notice #3’s lack of interest & low self-esteem• Allows activity to continue even though not a good

learning situation• General and ineffective feedback

Intervention and Feedback

• Process vs content• Step 1 – assess whether task successfully completed• Step 2 – use most appropriate intervention options

– Inhibiting - avoid, -ve on affective dimension– Repeating - repeat instruction, demonstration– Explaining - explain or question, cognitive– Helping - reassure, start again, affective– Adapting - use different equipment, change practice

area, reduce difficulty, motor– Unsuccessful performance – pg 37– Successful performance – pg 38

Feedback When The Athlete Is Not Succeeding1

Failure

Column 1 Column 2 Column 3

Athlete behaviour

Cannot meet tasks demands

(clearly upset or gives up practicing

Does something different, or

achieves a different outcome

Nearly gets it right, but not quite

Probable cause

Affective

Cognitive

Motor

Fear

Demotivation

Not understanding

Ability not yet acquired

Too demanding

Too complex

Help (reassure) or

Adapt (slower progression)

Explain (question) then

Help (start again) Adapt

Explain (question) then

Repeat

Explain (question) then

Adapt

Help (begin again with coach support)

or

Adapt (use different

equipment)

Adapt (take more time, simplify)

Appropriate intervention

Feedback When The Athlete Is Succeeding 1

Successful

Does the coach need to check skill acquisition?

Next activity or level of progression

No

Yes

HHave the athlete outline reasons for success (identify reference points)

Have athlete repeat

performance several times

or

or

Do a more difficult task

Intervention and Feedback

• Step 3 – Phrasing feedbacka) Evaluative – assess quality of performance, judgment

b) Prescriptive – tells how to execute next time

c) Descriptive – describes what athlete has done

d) General

e) Specific

f) Positive and constructive

g) Negative and destructive

• Assessment of a coach’s feedback – Workbook pg 23http://www.youtube.com/watch?v=9ArAbqy8Lfs

Feedback Comments• Focus on aspects that can be improved• Positive and constructive, not negative and destructive• Give more specific than general feedback• Clear, precise and informative• Formulate feedback with an external focus• Quality and credibility not quantity determines effectiveness• Feedback given to whole group often effective• Sandwich approach – positive comment, things to work on,

then encouragement or another positive comment

Creating a Positive Learning Environment

• Ensure a safe and welcoming practice area• Interact more with athletes who need it more• Ensure athletes are actively involved• Adapt the degree of practice difficulty to athletes’ ability• Clearly define successful performance• Do not allow athletes to monopolize attention• Improve the scope of feedback• Laugh and smile