2What is Leadership? Defining leadership is challenging and definitions can vary depending on the situation.A leader has influence over other people.This influence can bring about change or maintain the status quo, a leader can use influence positively and negatively.They understand those they work with, and try to inspire and get the best out of people.Leadership skills are necessary in all aspects of life.
3What creates a good leader? List all the characteristics of what you perceive to be a good leader…
4What creates a bad leader? List all the characteristics of what you perceive to be a bad leader…
5Leadership StylesWhen working with groups there are a number of different styles a leader can adopt.Each has positive and negatives, and are often dependent on the personality of the leader and the group they are working with.
7LAISSEZ-FAIREThe leader is laid-back and takes little responsibility for the decision making.No control over the group.The group has the freedom to make their own decisions and use initiative.
8CONSENSUSAll individuals contribute to the decision making process. Majority rules.Makes the group feel valued and take ownership.Allows for discussion and ideas, therefore encouraging good decisions.
9SHARED LEADERSHIPThe leadership is shared amongst a group of people or partnership.Responsibility is shared.The experiences and knowledge of all leaders enables effective decision making.
10AUTHORITARIANLeader takes responsibility for all of the decision making.Leader is firm.Leader avoids confusion or indecision, allowing efficiency.
12Types of Communication Visual DiagramsFeedbackEye ContactVoiceTypes ofCommunicationDemonstratingBody PostureFacial ExpressionWrittenBody LanguageHand Gestures
13Voice When talking you must be? Easily understood, use words that are simple and meaningfulSay what you really meanBe sufficient enough to enable instructions to be understood without being to tediousPositive to make a good atmosphere where everyone can benefit.Be received with correct meaning
14Voice To get your message across: Gain attention before you start Speak slowlySpeak clearlyUse facial expressionsMake eye contactBe expressive so you retain the interest, vary volume and speedAsk simple questions then listen to the answers to check understanding
15Voice Remember that the receiving of the message maybe affected by: Culture, age, gender, mental or physical stateFeeling towards senderLevel of interestAttention spanListening skillsOpportunity to actively contributeLength of time the receiver is passiveComplexity of the message
16Non-Verbal Communication Nonverbal communications is (NVC) is usually understood as the process of communication through sending and receiving wordless messages. i.e, language is not one source of communication, there are other means also. NVC can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact.
17Non-Verbal Communcation Effective Non-verbalFacial ExpressionEye ContactHand GesturesBody PostureRole modellingDemonstrations (physical & Written)Good positioningNon-EffectivePoor posture (slouching)Moving around to muchPoor demonstrationsUnenthusiastic behaviourNo eye contactTimid and ShyPoor positioning i.e distractions behind them
18Feedback To be effective, feedback should be: Specific– The visual, oral, or written information about an athlete’s performance should only relate to those components of a task that the athlete has been asked to attend to before performanceConstructive -- If feedback is used to identify an error then it should provide reasons for the error and possible solutions.Immediate – For a brief time after a performance, an athlete retains in memory information about the performance. Therefore feedback should be immediate.
19FeedbackClear – When athletes perform rapid, complex movement involving forward and side rotation, it is difficult to relate to them the nature of specific errors in performance. Therefore, to clarify feedback, it is sometimes necessary to slow the process down I,e videoing it.Positive – Most feedback should serve to improve the quality of a performance. It is recommended that when possible feedback should be positive and encouraging.
20Other Methods Questioning Skills A form of communication that uses questions to help check Understanding ofthe students/athletes, can range from open ended questions to rhetoricalquestions to demonstrating questionsOpen Questions:Open questions are used to help develop thinking and involve the learner.You can encourage activity by re-framing the questions in a way whichrequires a physical answer whenever possible. This can be done by asking‘show me…’ after the questionActivity:Ask the person sitting next to you to ‘pass you their pen’ in an openquestion form
21Barriers to Communication Personal GrievancesAbility level of participantsCulture, gender, differencesIntellectual LevelKnowledge of ActivityBarriers to communicationSpeed of speechFacilities of teachingTone of VoiceLevel of InstructionsAge of participants
22Managing BehaviourRemember that prevention is always better than the cure. How you establish your code of behaviour and how you communicate it to your athletes will have a direct bearing on how well they follow it
23Managing Behaviour Expectation: Minimise Down Time: Standards need to be set at the beginning. Need to have consequences for misbehaviour.Establish routines, consistency set over time i.e whistle means they drop everything and come inMinimise Down Time:Keep them active (minimise instructions)Use varietyKeep students engaged.
24Managing Behaviour Time Management: Activity Levels Utilise the time you have correctlyMinimise down time between activitiesUse time limits to help manage group i.e 5 seconds to sit downActivity LevelsCater your lesson on the level of its participants, not to hard, not to easyEnsure lesson involves fun elements i.e fun little competitions to learn skills
25Managing Behaviour Roving: Consistency: Continually moving around the group.Ensure to give everybody equal attention.Give feedback as you go around (shows you are watching)Consistency:Treat all people the same.Ensure equal opportunities for everyoneBe consistent with your discipline