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8/13/2019 Developing a Coaching Philosophy
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Teaching
and
Coaching 2
2012-13
Developing a
Philosophy
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Teaching and Coaching 2 Group Activi ties Rotation 4
Generic Lecture 4: Developing a Philosophy
Group 1 Dance
Group 2 Games
Group 3 Gymnastics
Group 4 Athletics
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Semester 2 Programme of Study
Theme: Towards a Philosophy of Teaching and Coaching
Generic Lecture: Developing a Philosophy of Learning
Topics: Reflection and Learning
Coach Behaviour
Athlete First Winning Second
Coaching and Teaching
Reflective commentary: (2000 words maximum word limit)
Reflect on your developing philosophy as a teacher or a coach.Critically discuss how your knowledge of learning will underpin your
practice.
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Learning Objectives
Overall module aim: explore
more advanced pedagogical
knowledge and principles
underpinning effective
teaching and coaching.
Intended Learning Outcome:
begin to construct aphilosophy for effective
teaching and coaching.
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What is a coach?A positive coach has the following traits:Puts Players First
A positive coach wants to win but understands that he is an
educator first. The development of his players is his toppriority.
Develops Character and Skil lsA coach seizes upon victories and defeats as teaching
moments to build on self-confidence and positive character
traits such as discipline, self-motivation, self-worth, and an excitement for life.
Sets Realistic GoalsShe focuses on effort rather than outcome. She sets standards of continuouslearning and improvement for the athletes.
Creates a Partnership with the Players
He develops appropriate relationships with the players based on respect,caring, and character.
Treasures the GameA positive coach feels an obligation to the sport he coaches. She loves thesport and shares that love and enjoyment with the athletes. She respectsopponents, recognizing that a worthy opponent will push her team to do its
best. 5
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Scenario: The ethics of
player-orientated coachingYou are a coach of an under 8 seven a side football team.
There are significant differences in ability within your squad
of ten players and it is clear that the overall level of team
performance depends on
who is on the field of play at any
given time. Though you want to
ensure that all players have equal
playing time, you know that doing
so will mean losing games you
could win. You wonder what the
right thing to do is.
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Developing a coaching philosophy
Many coaches do not believe in the valueof developing a coachingphilosophy. They do not realize how aphilosophy can have an impact on theirdaily coaching procedures andstrategies.
However, a coach's philosophy is actuallya very practical matter. In fact, everycoach, whether he's aware of it or not,follows certain principles based on his/or
her own playing experience. Most of ourbasic philosophy comes from formerteachers and coaches. This is a naturalstart because it is the approach withwhich we are most familiar and
comfortable. 7
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A Coachs Philosophy
"When the game is over, I want your
head up and show me that you did
your best...This means to do the best
you can do; no one can do
more...You made that effort.""Be more concerned with your
character than your reputation,
because your character is what you
really are, while your reputation ismerely what others think you are."
John Wooden (1910-2010)
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Life events can affect your coaching
philosophy (Martens, (2012)
You holdcertain
beliefs andprinciples
Eventsoccur
You respondbased on
your beliefs
Youexperience
consequencesto your actions
You change,adjust or
solidify yourbeliefs andprinciples
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Why coach?
When establishing yourcoaching philosophy youshould also consider yourmotives for becoming acoach. For example, why doyou want to get intocoaching? For yourself or forothers, or a combination ofthe two? Are you moreinterested in the long-termdevelopment of riders or
short-term success? Is yourburning ambition to coach ateam to win medals at theOlympic Games or simply tohelp riders improve their skilllevels? (British Cycling).
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How Should I Coach?
There are many expectations ofyou as a coach. One of these is
that you will behave safely,
responsibly, ethically and
equitably. The way in which youbehave will reflect your general
attitude to coaching and, in the
modern coaching environment,
there is a need to ensure thatyou conduct yourself in line with
acceptable good practice.
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Factors which influence the way you coach
Your coaching motives
The reasons why you take upcoaching will undoubtedly affect
how you coach.
The athletes - if you adopt an
athlete-centred approach, you
should adapt your coaching style tomeet the specific needs of your athletes.
The situation - there are some
situations in which a particular style
of coaching is more appropriate than another.Your personality - coaches are human beings
and therefore have individual personalities.
Your knowledge - the more knowledgeable you are as acoach, the more options you will have available to you to plan
and deliver effective sessions. 13
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Coaching Philosophy
A coaching philosophy may provide answers for difficultsituations in the future, and will reflect your interpretation ofwhat constitutes good coaching practice. It is based onyour thoughts and actions regarding issues such as:
your role in relation to athletes and others associated with yoursessions, such as parents, other coaches, officials and
administrators the extent to which your athletes are responsible for their own
behaviour and development, setting goals and contributing to thedesign of the programme
the relative importance of the outcome of competition in relationto the long-term development and well-being of athletes
the importance of adhering to the rules, the meaning of fair playand the use of banned substances to enhance performance
the intensity of training and competition for children and youngpeople
the need for a single-minded commitment or the importance ofbalance in the athletes' lives.
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Coaching Philosophy
It is important for every coach to develop a
personal coaching philosophy. Your coachingpractice is strongly influenced by your coaching
philosophy, which is what you feel is important in
coaching. It is a set of guiding principles thatreflects your personal beliefs, values, motives for
coaching and
your choice of
how you will
conduct yourself
as a coach.
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Developing an Alternative
Coaching Philosophy
Dr. Rainer Martens, a world
renowned sport psychologist and
publisher, explains that the
development of a functionalcoaching philosophy involves two
major tasks:
become a student of your own
feelings and who you are, and
prioritize and delineate your
coaching objectives
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Developing Self-Awareness
If you realize that you donot like everything aboutyourself, don't panic,nobody's perfect. The keyfactor is not for everycoach to be a perfectindividual. It is crucial,however, that the coach ishonest with himself, andwilling to take theappropriate steps tochange for the better.
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Prioritization and Delineation of
Coaching ObjectivesIt is an indisputable fact that childrenare their parents' and nation's mostprecious asset. It may seem naturalto assume, therefore, that the
majority of adults mean well for thekids. Yet, how often do we wishsomething for our child, and thenstep back and take the time to findout whether this is what the child
really wants? More often than not,adults feel they know better, andthus, exclude children from thedecision making process. Youthsport, unfortunately, is a prime
example of this phenomenon. 18
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Coaching for kidsFun is pivotal; if it's not 'fun,'young people won't play a sport.Skill development is a crucialaspect of fun; it is more importantthan winning even among the
best athletes.The most rewarding challenges ofsports are those that lead to self-knowledge.
Intrinsic rewards (self-knowledge
that grows out of self-competition)are more important in creatinglifetime athletes than are extrinsicrewards (victory or attention fromothers).
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Teaching Philosophy
Within researchinvestigating what PE
teachers think their subject
should be about, 'enjoyment'
featured prominently and forthe most part is an explicit
outcome. This is held to be
true regardless of the age,experience or gender of the
teachers investigated.
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A philosophy for learning?
Where performance is the
dominant success criteria, theacquisition of skill will feature most
prominently within PE lessons and
will be a central function of PE
teaching. This philosophy willprivilege the physical aspects of
PE rather than the educational.
For many the function of extra-
curricular activities is to develop
physical competence within an
individual or team performance
and as such is seen to be an
extension of curricular PE.
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The health discourse?Finally, all teachers of PE recognise the
role the subject has in teaching childrenabout the benefits of a healthy and
active lifestyle, and for many, health
promotion is seen, either implicitly or
explicitly as the function of PE. The
health ideology has risen in recent
years to occupy a prominent place on
the ideological high-ground of PE
teachers' philosophies. However, whilst
broadly aware of the requirements of
the NCPE in relation to Health and
Health Related Exercise (HRE), thisremains a rather vague awareness,
both of the rationale for HRE and of the
manner in which it is required to be
implemented according to the NCPE.
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SummaryA coaching philosophy is a comprehensive statement about beliefs and
behaviours that will characterise the coachs practice. These beliefs
and behaviours will either reflect a deeper set of values held by the
coach, or will be recognition of a set of externally imposed expectations
to which the coach feels the need to adhere.
A coachs philosophy is a set of principles which guides their practice.
A number of factors will influence these principles and therein, the
overall philosophy of a coach:
interpersonal behaviour ( degree of athlete autonomy,
collaboration) direct intervention (communication, decision making, selection)
social context (competition ethics, professional standards)
nature of the coaching role (lifestyle control, objectives).
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Indicative Reading Cassidy, T., Jones, R and Potrac, P. (2009) Understanding Sports Coaching: The
social cultural and pedagogical foundations of coaching practice (2nd Edition)Abingdon: Routledge. Chapter 4: Developing a Coaching Philosophy (pp.55-64).
Green, K. Exploring the Everyday Philosophies of Physical Education Teachers from
a Sociological Perspective. In R. Bailey and D. Kirk (Eds.) (2009). The Routledge
Physical Education Reader (Pp. 183-205).
Hardman, A. and Jones, C. In R. l. Jones, M. Hughes and K. Kingston (2008) An
Introduction to Sports Coaching: from science and theory to practice Abingdon:Routledge. Chapter 6: Philosophy for Coaches pp.64-72
Jenkins, S. (2010) In J. Lyle and C. Cushion Sports Coaching: Professionalisation
and Practice Elsevier. Chapter 16 Coaching Philosophy (pp.233-242).
Lyle, J. (2002) Sports Coaching Concepts: A Framework for Coaches Behaviour
Abingdon: Routledge
Lyle, J. (2002) Chapter 2 Coaching Philosophy and Coaching Behaviour (pp.25-46) inN. Cross, N. and J Lyle (Eds). The Coaching Process: Principles and Practice for
Sport. Oxford: Butterworth-Heinemann.
Martens, R. (2012) Successful Coaching (4th Edition) Champaign: Human Kinetics.
Chapter 1: Developing Your Coaching Philosophy (pp.4-14).
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