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.
old Webster
(slide courte
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)
10
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)