Module Teaching & Learning - Facilitator Guide - Anglais ... and...Description Of The Module 8...

Facilitator Guide

Contexts:

Introduction to Competition

Regional & Provincial Coach

Module: Teaching and Learning in Baseball

© Coaching Association of Canada, 2003 – Baseball Canada 2008


Unless otherwise indicated, images and pictures contained in this document are the property of HEMERA TECHNOLOGIES INC. They are used under license and are copyrighted. Some images contained in this document are the property of CARDISPORT and BASEBALL CANADA and are copyrighted. © This document is copyrighted by the Coaching Association of Canada (2003) and Baseball Canada (2008) and its licensors. All rights reserved.




TABLE OF CONTENTS

Contents Page

The Approach Used In The Workshop 5

Specific Remarks: Teaching And Learning Workshop 7

Description Of The Module 8

Analyzing Delicate Situations: A Question of Parenting 9

Learning 17

The Athlete In A Learning Situation 19

The Teaching Process 30

Step 1: Organization 31

Step 2: Explanation And Demonstration 35

Step 3: Observation 37

Step 4: Feedback 40

Conclusion Of The Module 44


5

The Approach Used In The Workshop

Learning process Competency-based education and training is founded on the concept of learning by doing. Coaches develop and refine their skills when they are given the opportunity to apply certain concepts in situations that relate to the environment in which they work. This workshop is designed according to this important principle, and it allows participants to practice certain skills, and reflect on how they might be put into practice in their own baseball coaching context. As long as you respect the principles of the learning process at each step of the way, you may lead your group any way you wish. You may use your own choice of presentation methods when, for example, you need to highlight certain aspects or to go back to the group. One of the principal characteristics of a good facilitator is to be able to adapt to the needs of the moment, while still respecting the learning process and meeting the objectives of each step along the way. These are some general tips that will help you achieve these aims:

• Where indicated, give the coaches a few minutes to answer the questions in their Workbook at the beginning of a step. This will enable them to determine their “starting point”. It is preferable to allow them to answer in their own way first. Get the coaches to write down their reflections and answers so that they can then do a “before and after” comparison.

• Give the coaches time to make note of how their viewpoint may change

as a result of discussing with others.

• Go back over the material with the group so as to highlight the main points that have been learned.

• Give the coaches time to note items on the action sheet.


6

Managing the group discussions Most of the time you will lead or “orchestrate” rather than present. You will know you are doing a good job when you see the following:

• All the coaches are working at the task; • The coaches have plenty of occasions to discuss and exchange ideas; • You are managing the environment and the time; • You are only having to speak to answer a question, clarify a task, give a

summary of a section from the Workbook, review a topic or introduce the next topic;

• You draw on the experience of the coaches rather than your own; • There is little or no dead time (the coaches don’t need to wait for each

other or to be told what to do next); • You sense that the coaches are enthusiastic about what they doing and

you hear them talking with each other; • The coaches listen to what other coaches have to say and work together to

formulate their ideas. Intervene in a group discussion only if you observe that:

• It is off-topic; • Discussion is being led by one person; • The conclusions being reached by the group are different from those being

described in the Workbook; • Most of the group is ready to move on to the next task.

The Learning Facilitator is a model When you lead this workshop, be sure to model the principles outlined in the Workbook. For instance, relate to each learning style when you present or give an explanation, and use the guidelines on effective feedback when you provide feedback to coaches. Remember that the coaches will tend to do what you do, rather than what you say. In general, you should also:

• Get the participants to complete the tasks as quickly as possible; • Make sure that learning happens as much as possible without your

intervention; • Give relevant positive feedback; • Move around the room; • Praise the good efforts publicly, but correct errors privately.


7

Specific Remarks: Teaching And Learning Module

This baseball teaching and learning module is intended to help coaches improve and develop effective teaching skills.

It is important to recognize that, coming to this workshop, many coaches will

already have an opinion of what constitutes a good coach and how a coach should teach. So it is a good idea to point out to them right from the start that this module is not designed to “make them all teach in the same way”; rather, it aims at giving them an opportunity to improve and develop skills that contribute to effective teaching, and promote learning by the athletes. In this way you will be sending them a clear message that you are not questioning their personal teaching style.

The Facilitator Guide is designed in the following way: the boxes contain suggestions regarding how a specific activity should take place and/or messages you should convey to the coaches. What is not enclosed in a box is the information coaches have in their Workbook, including the page reference. The only parts that have been shortened are the spaces where the coaches answer the questions. This should allow you to know precisely which exercises coaches do at various stages of the learning process

The suggestions for times are approximate, but quite accurate if you follow the

procedure described. As the time available for the workshop is relatively short, be sure to establish outside time limits for each task. This will also encourage coaches to focus on the task at hand. Keep the pace up, but don’t skip anything; the coaches will appreciate it if they feel that their time is well spent.

You will find the following symbols in both the Facilitator Guide:

When you see these symbols, you will know that the document in question is either the Coach Workbook or the Action Card included at the end of the workbook, or that it refers to a particularly important aspect of a learning activity that you need to pay attention to. Note that this document does not include an ice-breaker. If you think that you should include an icebreaker, please feel free to do so. However, you should make it relatively short (10 – 12 minutes) so that you can get the coaches involved in the learning process quickly.

Enjoy the workshop!

Important note to the facilitator

Important info for the facilitator

Coach Workbook Action Card


8

Description of the module - 5 minutes A) Introduction: Use your own words to deliver the following message, which is also on page 5 of the Workbook:

• In this module, you will have the opportunity to engage in an extensive

reflection on the notions of teaching and learning in baseball. • One of the most important responsibilities of the coach is to help

athletes improve their performance, by helping them to learn. You will see how to optimize your athletes’ learning by implementing effective teaching methods in your coaching sessions.

• Teaching is both a science and an art, and these aspects are interrelated.

• The majority of the information contained in this module comes from studies on effective teaching. The skills presented may be considered essential for effectiveness in teaching (the science).

• However, teaching is much more than a mechanical exercise, and teaching effectiveness embraces aspects such as personal style, improvisation and intuition (the art).

• The content of this module does not attempt to impose a stereotype which infers that all coaches should coach in the same way. Rather it aims at improving coaching skills and understanding what it means to be an effective teacher

B) The link between planning and teaching

Explain to the coaches the link between planning and teaching. To illustrate your explanation, you can also use an overhead “Link between planning and teaching”. This is the same diagram as the one used in the Planning a Practice module. Invite them to participate in this module. Point out that, in this module, the focus will be on the box entitled How will I deliver my practice?

p. 5


9

Analyzing Delicate Situations: A Question of Parenting 60 minutes

2.1 Read the situation below: To Play or Not to Play

Jamie has just been named the head coach of his baseball team. Recently, he has noticed that one of the pitchers seems to suffer from an arm injury. He raises the situation with the parents of this 13-year old athlete, whom he knows very well. They say that they are aware of the situation and that they have called their family doctor. The physician was away but, during a telephone conversation, she told them not to worry since “this is normal for growing children” and “there should not be any risk”. The coach speaks with the athlete who confirms that he hurts a bit, but that he will be ready for the championships that are scheduled in a few days. The athlete has a lot of talent and his name is on the provincial coach’s list of potential players for Nationals. The athlete’s parents are both members of the association’s Board of Directors and they are responsible for hiring and recruiting coaches. Association policy dictates that it is the coach who ultimately decides whether or not an athlete will take part in a competition. Another policy dictates that an injured athlete cannot compete, and that a written confirmation declaring that the athlete is fit to return to competition must be obtained from a medical doctor. Since his last discussion with the athlete and the parents, the coach has read a recent sport medicine article dealing with the possible long-term consequences of this type of injury if the first warning signs are ignored. He has also spoken to a sport physician who strongly suggests to not take any chances in this situation, and to consult a specialist as soon as possible. These indications confirm the signs he had observed in the athlete. One hour before the beginning of the competition, the parents talk to the coach. They repeat what their family doctor has said, and guarantee that, first thing the next morning, she will have the required letter confirming that the child is fit to compete and pitch. The athlete mentions that the pain has increased since last time, but that he is ready to compete if the parents and the coach give the go ahead. The parents insist that their child competes because (1) he wants to and says he can, and (2) the provincial team coach has made a two-hour trip to come and see him compete in order to confirm his selection for Nationals. The parents leave the coach, and walk towards the registration table with their child.


10

2.2 Ask coaches to use Worksheet 1 (page 39) of the Workbook. Ask them to

Identify the facts of this situation in the first column. They can work in pairs.

2.3 Once they have discussed this case with other coaches, ask them if there are any facts that they omitted and would like to add to their list? If so, add them to their list in the first column of Worksheet 1.

2.4 Ask them to use the second column of Worksheet 1 to identify the ethical issues in this situation.

2.5 Once they have discussed with other coaches and are aware of the

information presented by the Facilitator, ask them to complete their analysis in the second column of Worksheet 1. If necessary, they can identify other ethical issues that they had not determined before.


11

Debrief (plenary) 10 minutes

Facilitate a group discussion aimed at listing the facts coaches have identified. Below is a list of facts to help you validate their analyses:

The facts

The athlete is a minor (13 years old) The athlete shows symptoms of injury or health-related problem. Everyone (coach – parents – athlete – physician) agrees that symptoms are

present Parents demand that their child take part in the competition and refer to the

opinion of their family doctor to justify that there is no risk. The family doctor is a general practitioner, not a specialist in sport injuries. There is no written proof of the family doctor’s opinion or diagnosis. Individual research conducted by the coach confirms his/her doubts that the

situation should not be ignored, because of the potential long-term consequences.

Nobody knows for sure what the condition of the athlete really is, because no medical examination has yet occurred.

The athlete has lots of talent and has good chances of being selected on the provincial team.

The parents have power and authority within the sport organization. A policy of the organization gives authority to the coach to decide which

athletes will take part in a competition. Another policy governs return to competition in case of an injury, and requires

a written confirmation from a doctor. Before the competition, the athlete confirms that he or she still feels some pain,

but is prepared to play. The provincial team coach has come a long way to see the athlete compete

and to confirm his or her selection of the athlete.

After this discussion, ask coaches to add any facts they might have omitted in the first column of their worksheet.

From this point on, it is important that all coaches work from the same list of facts. Remind them that establishing the facts is a crucial step in the ethical decision-making process, and that this step impacts all the others.

Conclude by mentioning that, although it does not have any legal implications, the situation To Play or Not to Play nonetheless features several grey areas which will be the object of further reflection in the upcoming steps of the process.


12

2.6 Use the second column of Worksheet 1 to identify the ethical issues in this situation.

Determining the Ethical Issues of the Situation (10 minutes) Mention that once it is clear the situation is not legal, it is important to continue the reflection to (1) determine whether it has ethical implications and (2) identify the ethical issues involved.

Ask coaches to refer to the second column of worksheet 1, which contains a list of statements. These statements can be used to identify the ethical issues in the situation.

The next exercise will require that coaches cross-reference the facts listed in Column 1 with these statements to determine ethical issues in the situation To Play or not to Play. They check each statement that seems to apply. The presence of only one check will indicate that the situation has ethical implications; each statement checked reveals a potential ethical issue. Coaches can work in twos or in threes to complete question 2.4.

Once coaches have completed this exercise, facilitate a brief group discussion to highlight the ethical dimensions in the situation To Play or Not to Play. Ethical issues that apply to this situation are listed below.

Health of the athlete in the short or the long term: there is a reasonable doubt that the

athlete is injured. Respect of the policies and procedures of the sport organization: the organization has

rules that specify the authority of the coach in determining which athletes can compete and govern the return to competition of injured athletes.

Responsibility of the coach: based on the organization’s policies, the coach has the authority to step in to make a decision.

Appropriate use of power: the power given to the coach by the sport organization, and the authority of the parents over their child.

Individual goals: The athlete has talent and aspires to be a high performance athlete; he or she has an opportunity to be selected to the provincial team by taking part in the competition.

Appropriate use of information: the coach knows there is a significant risk in the long term; the symptoms exhibited by the athlete are consistent with the content of the article and the opinion of the sports physician.


13

Options for Decision or Action and Possible Consequences – 10 minutes

This step allows coaches to: Become familiar with a simple procedure to identify options for action or decision in

an ethical situation Apply this procedure to the situation To Play or Not to Play Identify potential consequences of each option in this situation.

• Because they often relate to sensitive issues, ethical situations may generate some degree

of emotional reaction. As a result, some individuals may have a tendency to react quickly and spontaneously, and to make quick decisions. Sometimes, this may affect their judgment and the quality of the decisions they make. Whenever the situation allows, it is therefore a good idea to step back and try to remain as objective as possible.

• Having determined the ethical issues in the situation, you should now identify options for

decision or for action, and assess potential consequences in each case.

• This reflection represents an important step in the ethical decision-making process because it shows that you care about what might happen to others.

Suggest the following procedure to identify options for decision or for action. • Start by asking yourself: What could I do in this situation? In the process of answering

this question, think about a variety of options. The first one to consider should be “not making any decision” or “taking no action”. This would be the least demanding option, and it could be thought of as representing one end of a continuum of possibilities. As a second step, consider the other “extreme” of the continuum, and think of the most comprehensive or liberal action you might take in the situation. Then, identify several intermediate options.

• Do not rule out any option at this stage, even though spontaneously it may appear an unlikely choice.


14

2.7 Once you have discussed with the other members of your group the range of options available to the coach in the situation To Play or Not to Play, add them to the third column of Worksheet 1.

Ask coaches to pair up and discuss the options available to the coach in the situation To Play or Not to Play.

After a few minutes, ask coaches to share options available to the coach in the situation To Play or Not to Play. In this particular instance, there are only three:

1. The coach makes no intervention and lets the parents proceed with the registration of their child for the competition.

2. The coach decides to allow the athlete to compete. 3. The coach decides not to allow the athlete to compete. Note: At this point, some coaches may think there are other options. However, it is more likely that their comments will relate to reasons for choosing one option over another. Do not let the discussion move away from the options, as there are still a few important questions coaches should consider before making a decision.

Ask coaches to write down these options in the third column of Worksheet 1.


15

2.8 For each one of these options, now identify the possible consequences of this choice, and write them in the third column of Worksheet 1.

What might happen? • Now that certain options for action or for decision have been identified, coaches must

now reflect on what might happen. This will enable them to assess the potential consequences of each option.

• In many ethical situations where a “Yes – No” decision must be made, the following

questions will therefore likely arise:

- What might happen if the coach chose not to make any decision or took no action?

- What might happen if the coach’s position were favorable to the situation,

question, or issue at hand?

- What might happen if the coach’s position were not favorable to the situation, question, or issue at hand?

For each option of the situation To Play or Not to Play, ask coaches to identify potential consequences, and to write them down in the third column of Worksheet 1.

Debrief in plenary (10 minutes) Briefly discuss what the consequences of each option might be in the situation To Play or Not to Play. Some are listed below.

The coach makes no intervention and lets the parents proceed with the registration of their child: The athlete will compete and will have a chance to be selected; he or she will run the risk of doing some more damage to his or her body; the parents, not the coach, are the ones making the decision; the coach abdicates one of his or her responsibilities which consists in deciding whether or not an athlete can compete; a conflict with the parents will most likely be avoided.

The coach decides to allow the athlete to compete: The athlete will compete and will have a chance to be selected; he or she will run the risk of doing some more damage to his or her body; the coach assumes his or her decision-making authority; a conflict with the parents will most likely be avoided.

The coach decides not to allow the athlete to compete: The athlete will not compete and his/her chances of being selected may be compromised; he or she will not run the risk of doing more damage to his or her body; the coach assumes his or her decision-making authority; a conflict may erupt with the parents; the provincial team coach may have come all the way for nothing.


16

Note: At this stage of the process, some coaches may start to show signs of emotion or want to get into a discussion about what is the right thing to do or share what they would do. Avoid this type of debate for the moment. Refocus the discussion on the possible consequences of each option, not on its merit. Indicate that one of the reasons why we go through all these steps is precisely to ensure that an objective process is followed, in order to make a thoughtful and thorough decision.


17

2- Learning

List some factors that lead you to conclude that a particular coaching environment promotes learning by the athletes. I know that athletes are learning when…

What is learning? 10 minutes

Write on the board the list of elements the coaches have identified, which enable them to state that learning has happened. Present briefly the following notions:

- the difference between learning and performance (be sure you understand the subtle difference between the two!) - the rate of performance improvement over time, and the fact that the amount of practice is the single most important factor leading to improvements in motor performance; Finally, emphasize the following points:

If we do not understand the difference between learning and performance, we can wrongly interpret the athlete’s progress and true ability to perform consistently well on his or her own.

A second evaluation of performance at a future time is necessary

to confirm that the task has truly been learned.

The affective component of learning is directly linked to the notion of self-esteem.

p. 13

p. 13


18

Key information for coaches (10 minutes of the 15 minutes allocated for this section)

1. Learning is not the same as performance.

2. Quantity and quality of practice time influence learning.

3. For long-term retention of learning: training activities that require

some form of problem-solving by the learner are more effective.

The key messages are: • Teaching effectiveness can be evaluated by measuring the

quantity and quality of active engagement time of the athletes or the learning they demonstrate.

• Coaches cannot learn for their athletes; only an appropriate

degree of active engagement in tasks that are both adapted and meaningful will allow them to improve. As a coach, you can determine the type of work the players accomplish, as well as the key characteristics of the activities they are involved in (e.g. duration, intensity, practice conditions, etc.).

• Therefore, the key to effective teaching is to create conditions

that promote learning. • Throughout this module, the approach that is proposed

consists in becoming aware of and making a link between (1) what the coach does and (2) the effect this has on the athletes. In other words, to compare the peripheral boxes of the diagram with the central box of the model.


19

3- The Athlete In A Learning Situation 3.1- Individual Reflection: How I Learn Best

What sources of information, situations and experiences are most effective in promoting your own learning? In other words, how do you learn best, and what helps you most to learn new things?

Learning styles 5 minutes Introduction A short time ago, we suggested a definition of learning. We may have

a common definition of this concept, but we must recognize that not everyone learns in the same way. In a learner-centred approach, this is particularly important. So we will start by focusing on the box in the centre of our model: the LEARNER.

Have the coaches turn to page 14 of their Workbook. Ask them to answer question 3.1 about what helps them learn best.

p. 14


20

3.2- Learning Styles – Auditory, Visual, And Kinesthetic Learners

The following questionnaire is designed to help you find out which sensory channel you perceive to be the most important for your learning (hearing, seeing, or feeling). In the 21 situations described in the following pages, choose from the three options proposed (A, B or C) the one that most closely describes your personal experience.

When you have completed all your answers, turn to the Workbook where you will find an analysis and interpretation of your answers.

What happens when: 1. You are preparing a technical learning sequence for the next month:

A. You make lots of gestures with your hands while you think.

B. You draw up a diagram to help you clarify a few key ideas.

C. You prepare a detailed plan of the content of the coaching sessions.

2. You are getting ready to write up work for the course you are taking: A. You are taken aback by the pile of paper.

B. You feel tired even before you begin.

C. You regret waiting until now to get to the work. 3. You are off to practice.

Your Preferred Learning Style - 15 minutes

Introduction – The next step in our reflexion concerns different learning styles. We will consider this question from the perspective of the preferred sensory channel through which a person perceives his or her environment. There are tools that may help us to identify certain broad tendencies in this area, and we will take a few moments to familiarize ourselves with one of these instruments. Have the coaches complete the questionnaire on pages 15 – 19 of their Workbook designed to determine their preferred sensory channel. Once they have tabulated their results, have them read the section in the Workbook that describes their dominant style.

p. 15-19

p. 15-19


21

A. You are delighted to see that the sky is clear.

B. You hear birds singing and it is really delightful.

C. You yawn and wish you could stay in bed. 4. You go into a MLB stadium and the first thing you notice is: A. The sound of the bat hitting baseballs

B. Your colleague’s beautiful smile

C. The smell of the hot dogs

5. You go to fetch some colleagues who are supposed to be participating

in a meeting.

A. You see that they are chatting and don’t know that the meeting is about to start.

B. You hurry them along so that they get into the room as quickly as

possible. C. You see that they are not ready to go into the meeting.

6. You walk into a room to begin a presentation. A. You hope that the heating will be switched on soon; it’s cold in the room.

B. You notice that the walls are painted an ugly colour.

C. You are upset by the students who continue chatting. 7. You walk into a room to begin a presentation. A. The whispering is intriguing.

B. You notice that two difficult students are sitting next to each other.

C. You are not sure where to be: sitting down or walking up and down.


22

8. An athlete comes to see you to ask you a question. A. The fact that she is looking anxious is not a surprise.

B. You wonder what can be behind her approach.

C. You are amused that she is coming to see you.

9. You are writing an important piece for your athletes. A. Your hand will go to sleep if you go on any longer.

B. You try to figure if your handwriting is legible.

C. You really like these rolling ball pens.

10. Your athletes don’t understand an explanation. A. You immediately think about how to explain it in another way.

B. You are surprised at the number of puzzled faces in front of you.

C. You are not pleased; you don’t like this kind of situation.

11. Two athletes challenge the coach, and you notice … A … that it makes everyone uncomfortable

B … that they speak without asking permission

C … that they look very angry

12. Some athletes ask to discuss a problem that everyone in the

organization is talking about. A. You think that their request is out-of-line.

B. You are touched by their request.

C. You note that the other people present agree with the request.


23

13. The athletes are surprised when you announce the next special activity. A. Even though it has been in the schedule for a long time.

B. Even though they know what to do anyway.

C. Even though you had repeated it several times.

14. You are off to a competition… A. You notice that your new shoes are very comfortable.

B. You are delighted to see the smiling faces of the people who are hosting you.

C. You check the numbers several times to be sure that everyone is there. 15. You are summoned to your boss’ office. A. You have made up your mind to stand firm on this issue.

B. You wonder whether this is a good omen or not.

C. You re-read the secretary’s note to see if you can find an explanation.

16. A meeting is just about to start … A. You notice that person X is not there.

B. You work out how long the meeting will last by reckoning on ten minutes per agenda item.

C. You notice that you have chosen a more comfortable seat than last time.

17. You approach the parents of some athletes with whom you have

arranged a meeting. A. You notice that they have a slight regional accent.

B. You extend your hand to them spontaneously.

C. Just a moment! You thought they were older than this.


24

18. A supervisor walks into your work area. A. You find s/he has a pleasant voice.

B. You find him/her pleasant.

C. You have a dry throat.

19. In the cafeteria you are swallowing the last few mouthfuls of your meal. A. You have enjoyed the meal.

B. The conversation around you is not loud: so much the better!

C. You find the colour of the dishes brighter than usual.

20. Some athletes come and go during your presentation.

A. You look at your notes several times to find where you were because they distracted you.

B. You are put off by the coming-and-going. C. You are inwardly furious. 21. Once the day is over you go home and you …

A. Congratulate yourself inwardly for the successful moments of the day. B. Think back over the good moments of the day. C. Enjoy sitting down after a day on your feet.


25

Interpretation Table Circle the letters that correspond to your choice of answer in each situation. The column with the highest number of points represents your preferred learning style.

Situation Visual Auditory Kinesthetic

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

B

A

A

B

C

B

B

A

B

B

C

C

A

B

C

A

C

B

C

A

B

C

C

B

A

A

C

A

B

C

A

B

A

C

C

B

B

A

A

B

C

A

A

B

C

C

B

A

C

C

A

C

A

B

B

A

A

C

B

C

A

B

C

TOTAL


26

3.3- How could the fact that there are different learning styles (visual, auditory, kinesthetic) influence your way of coaching? What concrete things could you do to ensure that each athlete is given the opportunity to learn in his or her preferred way?

Your learning style (cont.) 5 minutes

Have the coaches answer the following question: Now that you have completed the questionnaire, do you recognize what kind of learner you are? Do the results of the questionnaire confirm your initial ideas about how you prefer to learn (cf. question 3.1 in the Workbook)? At this stage, remind the coaches that there is no such thing as an infallible test, which explains why some baseball coaches may not see themselves exactly the way the test results suggest. You can, however, have the coaches ask themselves how well they really know themselves as learners… Put the coaches into small groups to discuss the possible implications for their teaching of having to deal with different learning styles (question 3.3 in their Workbook).

p. 14

p. 25

Debrief 5 minutes Group discussion

On the board, make a list of the implications for teaching identified by the coaches. Then, go through each learning style one-by-one and explain briefly the implications for teaching and learning. Use page 27-29 of your guide showing words that are adapted to each learning style. Choosing appropriate words as a way of acknowledging the preferred sensory channel of the athletes is one of the major implications of the reflection we just did. The importance of delivering the same message in several different ways whenever you are in front of a group of people is another.

To finish this part:

We don’t all learn in the same way. Be sure you know the learning style of your athletes. You are likely to teach in the way you prefer to learn, which will not work for all your

athletes You will probably need to adjust your approach in order to maximize the learning

opportunities for your athletes.

p. 25


27

Vocabulary for the Kinesthetic Person

Verbs soften sensitize touch firm up soothe warm up move solidify feel cool down shock weigh down relax contact shake hit break irritate press carry seize grab flatter boost Adjectives soft relaxed concrete firm sensitive insensitive tender solid gentle warm cold heavy light tepid shocking touching trying ticklish agitated striking brittle irritable pressing moving Adverbs softly in contact with concretely firmly sensitively insensitively tenderly solidly gently warmly coldly heavily Nouns softness feeling contact firmness sensitivity insensitivity tenderness solidity gentleness warmth coldness heaviness lightness mildness shock test contact agitation blow breakage irritation pressure movement emotion Expressions have good sense have your feet on the ground be open-handed take to heart pretty as a picture have a good “nose” put your finger on make an impression come to blows be fed up get on your nerves fuel your arguments get stuck into cry your eyes out be a stickler for principles get on your high horse come out of your shell stand on your own two feet be as meek as a lamb look as if butter wouldn’t melt in your mouth


28

Vocabulary for the Auditory Person

Verbs hear speak say listen express harmonize question shout relate moan sound put into dialogue yell ask cry out burst out amplify mention recount ask about alarm inform discuss articulate announce declare compose narrate Adjectives harmonious melodious musical discordant solemn oral loud calm orchestrated high-pitched vocal audible talkative dissonant deafening amplified deaf strident piercing nasal shrill muffled hollow Adverbs harmoniously noisily of course in harmony solemnly orally loudly deafeningly Nouns harmony dialogue (in) tune (out of) tune click question cry groan listening sound request shout roar din word speech tone discussion voice announcement declaration tonality amplification burst Expressions play a wrong note lend an ear whispering have somebody’s ear hear voices be in tune ring true sound false turn a deaf ear experience the whole gamut echo different version sharp cry put the accent get through to be all ears have an earful of bawl out out loud talk through your hat burst your eardrums overhear


29

Vocabulary for the Visual Person

Verbs notice look at look at show shine clarify distinguish visualize light up lighten hide catch sight of imagine discern illustrate mark out paint depict observe appear seem discover expose scan inspect fix glow sparkle blaze illuminate dazzle Adjectives remarkable dark luminous somber brilliant light blurred vague clear lucid imaginative clairvoyant picturesque cloudy spectacular coloured deep far-sighted hazy outlined loud obscure obvious distinct expressive limpid Adverbs brilliantly clearly distinctly vaguely clearly lucidly expressively Nouns remark perspective look objective burst clarity graph illusion snapshot sharpness point of view imagination clairvoyance screen cloud spectacle painting observation forecast image aspect view panorama discovery Expressions see life through rose-coloured spectacles take your bearings take stock of before your very eyes open your eyes wide scattered to the four winds look furtively face-to-face see someone in their true colours without a shadow of a doubt take a close look to the naked eye only have eyes for be blindingly obvious


30

The teaching process 10 minutes The steps in effective teaching In a plenary session (for example, in a brainstorming session), have the coaches describe what happens when they teach an activity. This exchange is intended to get them moving on towards the next steps in the process.

Present each of the steps using PPT slide. The remainder of this module is focused on these steps:

1. ORGANIZATION: organizing the activity so that active engagement time is maximized (time of motor involvement);

2. EXPLANATION and DEMONSTRATION: ensuring athletes know what they will

have to do and how to do it; 3. OBSERVATION: ensuring that practice conditions are appropriate to promote

learning; observing the athletes and noting whether they are doing the activity successfully or not, and assessing the quality of active motor engagement;

4. FEEDBACK: providing appropriate information to the athlete in the case of

successful and unsuccessful performance; 5. EFFECTS OF THE FEEDBACK: checking the effects of the feedback on

performance and making appropriate adjustments to the activity if necessary.


31

Step 1: Organization 5 minutes Introduction

You can keep that same slide to present this step. Key message: Organization and setting-up This step is crucial and we discuss it in detail in the Planning a Practice module. In addition, certain aspects of the organization and set-up are sport-specific, and cannot really be dealt with in the context of this workshop. So we will not go over this step in the process in any great detail. If you have questions in this area, or if questions arise as a result of this workshop, be sure to note them and seek answers when you interact with other coaches of your sport, or when you attend a sport-specific workshop. Once he or she is in the field and teaching, the coach can check whether his or her planning and organization are providing opportunities for the athletes to learn, i.e. (1) high proportion of active engagement time by the athletes, (2) smooth transitions between activities in order to reduce the amount of wasted time, (3) logistical aspects are handled well.

Pair up the coaches and refer them to page 26 in their Workbook. They analyze the comic strip to identify the errors in the organization of the practice. They write down these errors in the table below the comic strip.

p. 26


32

4- Creating Favourable Conditions For Learning 4.1- Organisation and setting-up

4.1.1- In the cartoon below, identify aspects of the organization and set up of the activity that need improvement.

p. 26


33

Aspects that need improvement 1. 2. 3. 4. 5. 6.


34

4.1.2- In small groups, discuss your answers with other coaches, and compare your observations with the characteristics of effective organisation as presented in class.

Step 1: Organization (cont.) 10 minutes

Quickly present the information about effective organization. Take time to review each element of the list with the coaches and to answer all their questions.

Then, go back to the list of aspects needing improvement identified by the coaches. Ensure that the following points are brought out:

1. Only one athlete is active at a time: this can lead to loss of discipline among some athletes, and disinterest in others.

2. The activity is the same for all the athletes and does not

allow for any adaptation on the part of those who are not quite ready; it is not adapted to at least two athletes who are at different levels of ability.

3. The coach is not able to give any individual feedback and

has to concentrate on maintaining discipline during the activity.

4. The coach is not able to step back from the activity or

move away from the equipment (he or she is not able to control the group or evaluate the performance of the athlete who is performing the activity)

Conclude this section by having the coaches do exercise 4.1.2 in their Workbook.

p. 27


35

Step 2: Explanation and demonstration 20 minutes

In this part, the coaches will plan, explain and demonstrate an activity. Have the coaches refer to page 27 in their Workbook. The instructions for the exercise they will have to do are outlined below:

• In your next learning activity, you will have to explain and demonstrate a baseball skill with which you are familiar.

• You will be in a group of three: there will be a coach who will explain

and demonstrate a skill, an athlete to whom the message is directed, and an observer who will make an expert judgment on the coach’s performance. Each coach will have about 3 minutes to explain and demonstrate the skill.

• After each presentation by the person playing the role of the coach, the others in the group will give him or her some feedback on the effectiveness of the explanation and demonstration that he or she has just presented. This process is then repeated until each person has had a turn in each of the roles.

• For the purposes of this activity, we will assume that the set-up and organization have been done correctly. Pay particular attention to the message to deliver and on how to deliver it.

A more detailed description of each person’s role is provided below:

1. Coach: explains and demonstrates a skill to the athlete.

2. Athlete: listens to the coach, and concentrates on the clarity of the

message that he or she receives. The athlete does not actually have to perform the skill (the activity would then become too artificial).

3. Observer: uses the instrument on page 28 of the Workbook (it is the

same instrument used in the first activity: subjective comparative analysis).

Once the group has completed the exercise, the coaches generate a list of criteria for assessing the effectiveness of an explanation and a demonstration. They use page 29 of their Workbook to record this.

p. 27

p. 28

p. 29


36

4.2.5- Based on the discussions you just had regarding effective explanations and demonstrations, what changes would you make to the explanation and the demonstration you did in 4.2.1?

Step 2- Explanation and demonstration (cont.) 10 minutes Large group discussion

Collect the lists of criteria put together by each group of coaches to assess the effectiveness of an explanation/demonstration. List them on the board.

Ensure that you bring out the following points: 1. the choice of words must be appropriate to reflect different learning

styles; 2. use internal and external reference points; 3. during the execution of the movement, the athlete should focus on

something external to his or her body, or on the anticipated effect of his or her action.

NOTE: Be careful to sort out the notions of internal and external points of reference and external focus of attention. It is easy to get bogged down in these concepts. Once you have explained these terms, the coaches do exercise 4.2.4, which requires them to complete the list of criteria they have put together on page 30 of the Workbook (section 4.2.3). Using the Observation tool – Demonstration (page 36 of the Workbook), the coaches indicate what they would change in the explanation and demonstration they did earlier, so that they meet the criteria for delivering an effective explanation and demonstration (question 4.2.5).

p. 30


37

4.3- Observation, Intervention And Feedback

4.3.1- In the cartoon below, identify aspects of the coach’s observation, intervention, and feedback to athletes that need improvement.

Aspects that need improvement

Step 3: Observation 10 minutes

Pair up the coaches and have them turn to page 31 of the Workbook showing a cartoon of a coach observing several athletes during an activity. They must analyze the cartoon and identify aspects about observation and feedback to athletes they feel need improvement. They record their observations in the table below the cartoon.

p. 31

p. 31


38

Step 3: Observation (cont.) 10 minutes

Then, present this information on effective observation and activity supervision. Take time to deal with each element of the list with the coaches and to answer all their questions. Key messages

• There are three key aspects to check for when observing athletes :(1)

their understanding of the task (i.e. is there evidence that the athletes have understood the instructions, and that they are executing the task as intended?; (2) the level of motor engagement of each athlete (it must be as high as possible during the task); and (3) the level of difficulty of the task or activity relative to the athletes’ capabilities (as determined by their success rate when performing the task).

• If the demands of the activity or exercise are too high, the athletes may feel worried or anxious, which is not desirable when they are trying to learn something new. In fact, stress or repeated failure can destroy self-confidence and harm the athletes’ self-esteem; this may have a negative effect on the affective dimension of learning, as well as the athletes’ general interest in completing the task.

• On the other hand, too easy a task will lead to boredom and loss of

interest. The level of difficulty of the task must be optimal, i.e. the athlete who is getting ready to do the activity must sense that he or she can do it successfully, but there must also be sufficient challenge in it to ensure that he or she is not entirely certain. As a general rule, if the athlete can succeed two out of three times, the level of difficulty is appropriate.


39

Afterwards, go back to the list of areas needing improvement as identified by the coaches. As part of the debrief, be sure that the following points about observation and activity supervision are brought out:

1. The coach is not well placed to observe all the athletes

perform, and is not able to give accurate feedback on Bob’s successful performance.

2. The coach has no specific benchmarks for identifying success or failure; he or she does not seem to know what to look for.

3. The coach did not notice Jerry’s lack of interest and low self-esteem following several failed attempts at the task.

4. The coach turns his or her back to an athlete. 5. The coach allows the activity to go on despite the fact that

it is not a good learning situation for most athletes.

Some coaches may identify the very general and ineffective feedback given to Jerry as being one of the mistakes shown in the cartoon. If that comes up, tell the coaches that that this is a correct observation, but do not go into a detailed discussion on feedback for the moment; however, mention that there is a close link between these two steps of the process (i.e., supervision and providing feedback), and that feedback will be discussed in detail in the next few minutes.


40

Step 4: Feedback 10 minutes

Introduction to Step 4: Explain that in a multi-sport workshop, feedback can only be dealt with from the perspective of process (type, nature, frequency, etc.) and not content, as that would require detailed knowledge of sport-specific technical elements. The technical aspects of feedback are obviously very important; however, the impact a technically accurate message will have on promoting learning will largely be determined by the process used to convey it. This will be the focus of the next step in our reflection.

Key message Good observation skills are a prerequisite to giving useful feedback during an activity. Indeed, they allow coaches to determine whether or not the athletes are experiencing success, which is the first thing to look for prior to making any reaction to the athlete’s performance. We will now discuss several important steps in providing effective feedback. Present the three steps. You can work from the messages below:

First step: to be able to give appropriate feedback, the coach must first of all assess whether the athlete has successfully completed the task or not.

If we look back at the cartoon, we had the following situations:

1. The coach does not recognize and/or does not know how to

evaluate Bob’s successful performance 2. The coach has no point of reference, no solutions or suggestions

to offer Pat following his repeated failures 3. The coach does not seem to realise that, if Jerry is doing nothing,

it is because he has completely disengaged from the practice. Even though he may understand the instructions, Jerry is not able to perform the task correctly. Furthermore, he doesn’t feel that anyone will help him resolve the problem.

Second step: the coach must choose the most appropriate intervention from a series of possible options. The first category of interventions, those that “inhibit” learning, are clearly to be avoided. In fact, they have a negative effect on the affective dimension of learning. Among the other options, some will be more effective when athletes are not experiencing success, and others will be more appropriate after successful performances. We will now consider this particular aspect in more detail.


41

4.3.2- Pair up with another coach, and review the observations you made in 4.3.1. Indicate what you would do and say if you were the coach interacting with each of the three athletes: Bob, Pat and Jerry.

General comments

Bob Pat Jerry

Step 4 Feedback (cont.) 10 minutes

The coaches work in pairs and turn to page 32(section 4.3.2) of their Workbook. Together, they look again at the aspects needing improvement identified in section 4.3.1 (page 31); this time, they indicate what they would do if they were the coach with each of the three athletes: Bob, Pat and Jerry. p. 31-32

p. 31


42

Step 4: Feedback (cont.) 10 minutes Large group discussion

Note the coaches’ answers for each athlete. The key points below will help you lead the discussion:

Bob Successful performance: the coach must first check whether the athlete has actually learned anything, either by having him repeat the task (to ensure that the performance is stable and consistent), or by suggesting a slightly more difficult task if this has already been done.

Pat Repeated unsuccessful performance: the coach must first find the cause of the unsuccessful performance, which may be cognitive or physical; depending on the cause, the coach will have to explain it again, help the athlete to do the exercise, or modify the exercise (note: workshops offered by sports federations should enable coaches to develop skills in performance analysis, and then be better able to identify the probable causes of failure and suggest appropriate corrective measures from a technical point of view).

Jerry Unsuccessful performance: the coach must identify the cause

of the unsuccessful performance. In this case, Jerry’s behaviour suggests that it is more to do with how he feels about the activity (affective dimension of learning) than anything. So the coach should reassure Jerry, help him or modify the exercise.

Step 4: Feedback – Second part 5 minutes Introduction

Third step: Formulating effective feedback. Thus far, we have seen that the coach must first decide whether the athlete has been successful or not, and then choose what intervention to make. We will now see how to formulate feedback depending on the type of intervention selected, i.e. how to say it. Have the coaches turn to page 33 of their Workbook. Explain the feedback grid. Be sure you clearly understand the six categories of feedback: positive evaluative; negative evaluative; general prescriptive; specific prescriptive; general descriptive; specific descriptive.

p. 33


43

OBSERVATION OF THE COACH’S FEEDBACK

Coach:_________________________ Number of athletes:_______ Length of time of observation:__________

Types Definitions Examples

Evaluative The coach assesses the quality of the performance, so the coach makes some kind of assessment or judgement

• That’s fine! • Good job

• No, not like that! • Not good enough!

Prescriptive The coach tells the athlete how to execute the skill next time

• Throw it higher! (general)

• Kick farther!

• Get your arm higher! (specific)

Descriptive The coach describes to the athlete what he or she has just done

• The build-up was too slow (general)

• Your leg was really extended (specific)

Type of Feedback Occurrence (check mark) Total # / minute Positive evaluative

Negative evaluative

General prescriptive

Specific prescriptive

General descriptive

Specific descriptive

p. 33


44

Conclusion of the module (cont.) 15 min Outcome of coaches’ observations Ask each sub-group to prepare feedback they would give to the coach in the video, based on their analysis of what they watched. In this exercise, they should use the principles of effective feedback, and refer to the pages in the Reference Material concerning the particular theme of their observation.

Large group debrief

Begin by noting on the board the comments of the group that was tasked to do the Subjective Comparative Analysis. Then, write the comments of each of the other sub-groups. Then, bring out the differences between “subjective” and “objective” observations, the latter allowing for more accurate data to be recorded; for example, rather than saying to the coach “you gave too many general comments”, one could say: “80% of your comments were general”, if an objective reporting instrument is used. Using objective instruments (i.e. observation grids) makes it easier to identify specific aspects of teaching that may need to be worked on; moreover, it enables the coach to establish measurable and observable objectives for himself or for herself, with a view to improving his or her effectiveness. At this time, you could make the link again with the loop on page 4 of the Reference Material. To finish this section, coaches turn back to page 6 of their Workbook, and compare the observations they made at the beginning of the module with those that are on the board now Bring out all the things the coaches can

Conclusion of the module 15 minutes

Objectives • To learn how to use certain instruments for evaluating teaching effectiveness. • To appreciate the importance of having objective, quantifiable data to improve intervention

skills in teaching.

Present again the regulation loop on PPT and make the link between the loop and the use of objective instruments to analyze and evaluate teaching. To do so, we suggest the following key messages:

• The coach is like the athlete: he or she must practice and get feedback in order to improve!

• To improve, it is important to get objective data and feedback on key aspects of teaching.

• Instruments designed to evaluate the effectiveness of the coach’s interventions provide objective information that may identify specific areas of the teaching process needing improvement; these instruments are useful because they provide specific feedback on teaching skills, not just general comments.

Have the coaches turn to page 35 of their Workbook. Take a few minutes to go through these instruments once more, to ensure that everyone understands how to use them.


45


46

TEACHING EFFECTIVENESS:

ASSESSMENT TOOLS


47

ORGANIZATION

Coach: ______________________ Observer: _______________________ The set up for the activity was: ______ Quick and efficient

______ Quick but not efficient

______ Neither quick nor efficient

The athletes began the activity: ______ Quickly and correctly

______ Quickly, but not correctly

______ Correctly, but not quickly

______ Neither quickly nor correctly

During the activity: Good use was made of the available equipment: Yes ( ) No ( )

Good use was made of the available space: Yes ( ) No ( )

Good use was made of the available time: Yes ( ) No ( )

Groupings were adequate: Yes ( ) No ( )

Athletes practiced in safe conditions: Yes ( ) No ( )

In the practice, the athletes are actively engaged:

______ Most of the time (50 % or more of the time)

______ Moderately (30-50 % of the time)

______ Insufficiently (30 % or less of the time)


48

Explanation And Demonstration Coach: ____________________ Observer: _____________________

Demo #1 Demo #2 1 Equipment was ready for the start of the demonstration

Yes No Yes No

2 Organization of the athletes was appropriate

Yes No Yes No

3 Demonstration gave a good general idea of the technique or movement

Yes No Yes No

4 Demonstration directed the attention of the athletes to an external focus (target, outcome, expected effect)

Yes No Yes No

5 Coach pointed out what not to do (negative example)

Yes No Yes No

6 Demonstration was repeated from different angles

Yes No Yes No

7 Athletes were involved in the demonstration in an appropriate way

Yes No Yes No

8 Coach identified internal and external points of reference

Yes No Yes No

9 Coach explained the reason for doing the activity/drill (link with previous practices, etc.)

Yes No Yes No

10 Coach checked that the athletes had a good understanding of what needs to be done

Yes No Yes No

11 Technical elements of the demonstration were executed correctly

Yes No Yes No

12 Amount of information provided by the coach was appropriate (clear, short, accurate)

Yes No Yes No

13 Coach used vocabulary respecting the three learning styles

Yes No Yes No

14 Coach emphasized safety aspects when appropriate

Yes No Yes No

15 Coach’s voice was loud enough and projected well enough

Yes No Yes No

Comments: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Overall assessment: ( ) Excellent performance

( ) Good performance, some adjustments required, but generally well done

( ) One or two serious mistakes, room for improvement, but acceptable

( ) Not acceptable, several serious mistakes


49

ACTIVE ENGAGEMENT TIME

Coach:_____________________ Observer:_____________________ Start of observation:___________ End:____________ Total time:_________ Code for analyzing use of time: O = organization E = explanation P = practice (min) 1 2 3 4 5 6 7 8 9 10

(min) 11 12 13 14 15 16 17 18 19 20

(min) 21 22 23 24 25 26 27 28 29 30

(min) 31 32 33 34 35 36 37 38 39 40

Total Time % of Time Observation

Organization

Explanation

Practice Time


50

COACH FEEDBACK

Coach:_________________________ Number of athletes:_______ Length of time of observation:__________

Types Definitions Examples

Evaluative The coach assesses the quality of the performance, so the coach makes some kind of assessment or judgment

• That’s fine! • Good job!

• No, not like that! • Not good enough!

Prescriptive The coach tells the athlete how to execute the skill next time

• Throw it higher! (general) • Kick farther!

• Get your arm higher! (specific)

Descriptive The coach describes to the athlete what he/she has just done

• The build-up was too slow (general)

• Your leg was really extended (specific)

Type of Feedback Occurrence (Check Mark) Total # / Minute Positive Evaluative

Negative Evaluative

General Prescriptive

Specific Prescriptive

General Descriptive

Specific Descriptive


51

Worksheet 1 – Analyzing an Ethical Situation: To Play or Not to Play

Column 1- steps 2.2 and 2.3 Column 2 - steps 2.4 and 2.5 Column 3 – steps 2.8 and 2.9 The facts of this situation Ethical issues 2.8 – Options for decisions or actions

2.9 – Possible consequences of each option

Safety of certain individuals

Well-being or health of certain

individuals in the short or long term

Respect for established principles, rules (rules of the team; the game etc.) or policies of an organization

Obligations, loyalties, or

responsibilities of the person(s) concerned

Appropriate use of power by the

individuals in a position of authority

Objectives and goals sought by the group or by an individual

Behaviours or practices that are

generally considered acceptable or that are expected under the circumstances at hand (standard of behaviour)

Fairness and equity

Confidentiality of information and

privacy

Respect of people

Option no. 1: ________________________________ Option no. 2: ________________________________ Option no. 3: ________________________________ Option no. 4: ________________________________


52

Subjective Comparative Analysis

As you observe the coaching session, identify the situations, attitudes, and behaviours that that you agree with and find appropriate, or that you disagree with and find inappropriate from a teaching point of view.

Appropriate/I agree Inappropriate/I do not agree


53

IInnttrroodduuccttiioonn ttoo CCoommppeettiittiioonn

TTeeaacchhiinngg aanndd LLeeaarrnniinngg MMoodduullee

Date: _______________ Location: _________________

I intend to STOP doing …

I intend to CONTINUE doing …

I intend to START doing …


54

GOOD IDEAS

For more information about coaching or coach education, consult the web site of the Coaching Association of Canada.

www.coach.ca

Coaches I met during this workshop:

Date post:	21-Apr-2018
Category:	Documents
Upload:	hoangque
View:	218 times
Download:	3 times

Module Teaching & Learning - Facilitator Guide - Anglais ... and...Description Of The Module 8...

Documents