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3 – Professional Ethics: USOC Coaching Code of Ethics Manual Page 31-41 General Principles Include: Slide #64 USOC Code of Ethics.

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Presentation on theme: "3 – Professional Ethics: USOC Coaching Code of Ethics Manual Page 31-41 General Principles Include: Slide #64 USOC Code of Ethics."— Presentation transcript:

1 3 – Professional Ethics: USOC Coaching Code of Ethics Manual Page General Principles Include: Slide #64 USOC Code of Ethics

2  Standards for all NGB’s Concerning:  Advertising and Other Public Statements  Training Athletes  Training Supervision  Resolving Ethical Issues  Familiarity with Ethics Code  Confronting Ethical Issues  Conflicts Between Ethics & Organizational Demands  Informal & Formal Resolution of Ethical Violations  Reporting Colleagues … Ethical? !  Reporting Ethical Violations & Process  Improper Complaints Slide #65 3 – Professional Ethics: USOC Coaching Code of Ethics Manual Page 35-39

3 Manual Page Next Evolution of USAV COE (in 1999): USA Volleyball adopted a more volleyball-specific COE including standards of behavior for the following groups. USAV Codes of Behavior suggested for:  Athletes  Parents  Sports Medicine Support Team  Spectators  Officiating Team  Administrators  Business Relationships  Media  Sponsors Slide #66 3 – Professional Ethics: USAV/USOC Coaching Code of Ethics

4 Photo Courtesy of John Kessel NATIONAL CODE OF ETHICS FOR JR CLUB PERSONNEL!  Duty and Obligation of USAV affiliated Junior Club Program administrators, directors, coaches & other club personnel to assure the Code of Ethics is followed & adhered to by all non-player individuals.  Uniform Nationwide Code of Ethics for all USAV members, regardless of Region.  Personnel includes but is not limited to : Club Directors & Administrators, Head & Assistant Coaches, Trainers, Managers, Chaperones, Team Reps/Parents, etc. (excludes Jr. players).  Personnel includes but is not limited to: Club Directors & Administrators, Head & Assistant Coaches, Trainers, Managers, Chaperones, Team Reps/Parents, etc. (excludes Jr. players).  Head or Assistant Coach affiliated with a Jr. program must also be:  An adult (see Region definition of an adult), and  IMPACT certified & BGS’d according to USAV/Region policies.  Responsibilities include:  Head Coach or qualified personnel must be present at practices/competitions.  Head coach, adult club rep or registered chaperone must be present during team travel.  Coaches & Club personnel must understand the unique power of a coach-athlete relationship, shall not exploit athletes & shall avoid relationships that compromise integrity of learning/participation process, impair professional judgment and/or take advantage of situations for own personal gain/gratification. 3 – Professional Ethics: USAV Jr Club Personnel Code of Ethics Manual Page 44-45Slide #67

5 NATIONAL CODE OF ETHICS FOR JR CLUB PERSONNEL – cont.  Any violation of JCP Code may result in sanctions being issued against club rep, individual(s) & club/team involved. Sanctions may extend to loss of eligibility of any involved.  RVA’s may require JCP Code to be acknowledged/collected each season, but if not seasonally, the signed Code of Ethics must be kept on file for reference.  Any coach wishing to become CAP certified will ALSO need to accept/acknowledge and submit the existing full USOC/USAV Coaches Code of Conduct for certification.  All Club Personnel:  Must understand that all forms of sexual abuse/assault/harassment of a current or former athlete are unethical and illegal  Shall insure all individuals have met RVA & USAV membership requirements prior to participation  Must inform players and parent(s)/guardian(s) about ReVA and/or USAV Transfer and Regional Recruiting Policies  May not participate in, require another individual to participate in, or condone any act considered to be illegal  Shall strive to educate athletes & personnel to respect/honor/adhere to facility rules  Shall ensure that activities are suitable for age/experience/ability of their athletes Manual Page Slide #68 3 – Professional Ethics: USAV Jr Club Personnel Code of Ethics

6 NATIONAL CODE OF ETHICS FOR JR CLUB PERSONNEL – cont.  All Club Personnel Shall:  Seek professional medical advice when making decisions regarding an injured athlete's ability to continue training/playing  While in a professional capacity, avoid drug/tobacco/alcohol use in presence of athletes (and any time while in charge of supervising of athletes).  Not supply/condone use of drugs/alcohol/tobacco, fireworks or any item/material that can be used as a weapon, to any participants/athletes & shall report athletes using or in possession of same.  Not allow/encourage/condone/require behavior that threatens an athlete’s amateur status or RVA/USA Volleyball/School/Collegiate eligibility.  Maintain relationships with club personnel on a professional/confidential basis.  Act as positive role models - includes being courteous/respectful/polite to players/parents, other coaches/club directors/event personnel/officials.  Not engage in physical/verbal/emotional harassment, abusive words/actions, or coercion of current/former athletes.  Immediately report suspected illegal activity, abuse/assault, harassment or other ethical violations of this Junior Club Personnel Code of Ethics to appropriate authorities, including Club and RVA administrators. Manual Page 44-45Slide #69 3 – Professional Ethics: USAV Jr Club Personnel Code of Ethics

7  To Review:  Following the appropriate Jr. Club Personnel Code of Ethics will help protect both coaches and athletes  Act with Integrity, Respect and Concern for others’ welfare  Apply the “TV Test”  Would you want your actions broadcast on TV (or onYouTube or Facebook) for everyone to observe…. would people think it is OK?!  Developing & then using your Functional Coaching Philosophy as your coaching guide – on to Chapter 4! 3 – Professional Ethics: Chapter Review Slide #70 POLL QUESTION #6

8 4 – Coaching Philosophy “What is MY MY Coaching Coaching Philosophy ?!” Philosophy ?!” (… and what do you mean by “functional”?!) Take a moment to write a brief philosophy in your Manual (pg 47) Manual Page 47 Slide #71

9 A QUICK Question! What DO You Coach?! (If your first response was… “I coach Volleyball” Then you have just FAILED this IMPACT Clinic!) Just kidding … … the important thing to realize is that we coach PEOPLE ! Manual Page 47 Slide #72 Photo by Bill Kaufmann 4 – Coaching Philosophy

10 4 – Coaching Philosophy: University of Oklahoma Study Manual Page 48  Top 4 Role Models for Students 1.PARENTS 2.Teachers 3.Siblings 4.Classmates Slide #73 POLL QUESTION #7

11 Slide #74  Top 4 Role Models for Athletes for Athletes 1. Parents 2. COACHES 3. Teachers 4. Siblings Note: 35% of athletes placed their COACH AHEAD of their parents Photo Courtesy of FIVB Manual Page 48 4 – Coaching Philosophy: University of Oklahoma Study

12 4 – Coaching Philosophy: Michigan State University  75% of today’s teenagers quit organized athletics by the age of 15 … WHY?! WHY?! “ I “ I was not not having having fun. The coach was a poor teacher ” “ I “ I lost lost interest Manual Page 48 POLL QUESTION #8 Slide #75

13 4 – Coaching Philosophy: New Research Manual Page In a study published in the Journal of Applied Sport Psychology indicates that kids find playing for coaches who stress personal improvement, having fun and giving maximum effort is much more important with a bigger impact on them than a team's win-loss record. Results showed that: AAAA MASTERY CLIMATE was about 10 x’s more influential than the team's WON-LOSS RECORD BBBBoys/Girls perceiving that their coach created a MASTERY CLIMATE: LLLLiked playing for their coach more. RRRRated their coaches as more knowledgeable about the sport. TTTThought their coach was better at teaching kids how to play. HHHHad a greater desire to play for the coach again the following year. EEEEnjoyed their team experience more. BBBBelieved that their parents liked the coach more. TTTThis was true equally for girls & boys, and found that winning was relatively unimportant when it comes to youth sports. Slide #76

14 4 – Coaching Philosophy: The IMPACT of Coaches I have come to the frightening conclusion that I am the decisive element on the court. It is my personal approach that creates the climate. the decisive element on the court. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a coach, I possess tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. ~ an adaptation from Haim Ginott ~ ~ an adaptation from Haim Ginott ~ ~ an adaptation from Haim Ginott ~ an adaptation from Haim Ginott ~ Manual Page 48 Slide #77

15 4 – Coaching Philosophy: Characteristics of Successful Coaches  Committed to individual integrity, values and personal growth  See themselves as educators  Well-educated  Long Run Commitment  Willing to experiment with new ideas  Value the coach-player relationship  Understand and appreciate human nature  Love their sport and work  Honest and strong in nature  Human and therefore imperfect Manual Page 48 Photo Courtesy of FIVB Slide #78

16 4 – Coaching Philosophy: MORE Characteristics of Successful Coaches  Have Patience  Value Process and Performance over Outcome  Help Every Player in the program  Separate Performance from Performer  Are Consistent  Are Demanding & Disciplined, not demeaning  Coach Smarter not harder  Are Innovative, not imitative Manual Page Slide #79

17 4 – Coaching Philosophy: Fundamental Coaching Principles  Quality over Quantity  No Fear of mistakes: Positive vs. Negative Errors  Regression to the Mean  Athletes will be Better Players – if they COACH  Limit Physical Punishment  No “trying”: Do or Do Not, There is No Try (Master Jedi Yoda)  Be non-verbally positive  Be a good role model  Utilize “Teachable Moment”  Cooperation/Competition & Self Discipline  Coach Democratically/Socratically Manual Page Slide #80 Photo by Bill Kauffman

18 4 – Coaching Philosophy: MORE Fundamental Coaching Principles  Eye Focus & Timing, not just Technique or Physical Errors  Constructive Sandwich  Coach PROactively, not Reactively  Eliminate Dead Time  Practice What You Preach  Avoid Sarcasm – Shout Praise, Whisper Criticism  Teach Observation Through the Net  Use Positive Charting  Make things Game-like  Use Proper Skills in Drills Manual Page Slide #81

19 4 – Coaching Philosophy: A Look at Winning  Builds Confidence  Increases in Importance as Kids get Older  Increases Motivation  More Appropriate with Broader Definitions  Winners Handle Failure Better  Does NOT Ensure Performance Quality  Relative to Whom You Play  Gains One Access to Rewards & Privileges  It’s HOW You Win, not Whether You Win Manual Page Photos Courtesy of FIVB Slide #82

20 4 – Coaching Philosophy: The Competitive Cauldron  What IS it?!  Philosophy of Training  Popularized by Anson Dorrance, UNC Women’s Soccer Coach  What does it MEAN?!  Competition is a Key to Developing Players  Keep Score to Track Each Player’s Progress  Every Practice and Competition  Everything They Do (or Some…)  What does it DO?!  Trains Players to COMPETE in Practice!  Makes every ball contact IMPORTANT!  HOW do I do it with my team?!  Everything in Practice is Recorded, Scored, Ranked & Posted (or Recorded for Coach’s/Individual’s Eyes)  Example: Linear Ranking Tournaments Manual Page Slide #83 Photo by John Kessel

21 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know This material was created, developed, and presented by Kathy DeBoer and is included in this USA Volleyball IMPACT Manual with her permission. Do not replicate, edit, or distribute without acknowledgement and express consent. To Train the COMPLETE ATHLETE coaches must teach them to … “ Practice Like a Girl and Compete Like a Boy”  One reality for coaches is that male and female athletes are different – not only in how they perform, but in how they process information, receive coaching, and interact with others.  Female athletes view the world through the lens of Connection ; Male athletes view the world through the lens of Opposition, differences which impact their views of teamwork, chemistry, competitiveness, motivation, leadership, feedback, and criticism.  Female athletes view the world through the lens of Connection; Male athletes view the world through the lens of Opposition, differences which impact their views of teamwork, chemistry, competitiveness, motivation, leadership, feedback, and criticism.  Coaches that understand these differences and adjust coaching approaches based on this knowledge will succeed more consistently in motivating and training their teams.  Generalizations about gendered behavior are just that patterns that aren’t universal, yet are prominent enough to be associated with one gender or the other. Know the generalities (the Bell Curve) but be aware of athletes who don’t fit the stereotypes and coach them accordingly. Manual Page Slide #84

22 Karch and ‘Susan’ Karch and ‘Susan’ The following story, paraphrased from the book Gender and Competition: How Men and Women Approach Work & Play Differently, is the genesis for the book by Kathy DeBoer  A male collegiate coach recounted a memory from his days as assistant coach for the USA Men’s National Team. At the time, the coach felt that a timeout and resulting effort by a key player were a stroke of masterful motivational coaching, and filed it away for future reference.  USA was playing important match against Russia & was poised to upset them  Late in 5th game Head Coach called last timeout & made adjustments.  Coach turned to the team’s best player, a fellow named Karch, & said challengingly, “It’s time for you to step it up. You’re our best player; you’re one of the best players in the world – show that NOW! Win this thing for us.”  Several years later this same coach was in a similar situation with his women’s collegiate team. They had a chance to beat a perennial power & the scene was the same - 5th game, close score, last time-out.  Recalling the effectiveness of the previous exchange, the Coach turned to his best player in the middle of the huddle …  And repeated words of his mentor: “Susan, it’s time for you to step it up. You’re our best player. Tonight, you can prove you’re one of the best players in the country. Win this thing for us - NOW!” Manual Page 65-66Slide #85 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

23 THE RESULTS OF THOSE TIMEOUTS?! THE RESULTS OF THOSE TIMEOUTS?!  Karch set his jaw, looked the coach in the eye and nodded. The team cheered loudly, took the court again, and Karch proceeded to take charge of the match, playing with incredible aggressiveness, assuredness and energy which invigorated his team.  TEAM USA WON THAT MATCH.  Susan looked away, paled slightly, then looked at the floor and said through clenched teeth, “You don’t have to put this all on me.” Everyone else on the team looked uneasy & had physically moved away from each other. Susan, still looking away, just said, “Come on, let’s just play.” The team managed a weak cheer and silently returned to the court.  Susan’s play after the timeout was tentative & error-filled. She shanked a pass on serve receive and hit a ball out of bounds. On match point, her team failed to communicate and let a “free ball” land on the floor between two players. Point, Game, and Match! Not only did they not win, they never competed after the timeout. Manual Page Slide #86 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

24 To MALES To MALES, the world is a MOUNTAIN… to Climb and Conquer! Resultant Behaviors  Approach Life as a Continuous Contest  You Must Win to reinforce Masculine Identity  Status is determined by Performance &Achievement To FEMALES, the world is a WEB… to Engage and Connect! Resultant Behaviors  Approach Life as an extended Family Reunion  You Must Connect to reinforce Feminine Identity  Status is determined by Relationships & Linkages WHY?! Their Perspectives were very different: Manual Page 66 Slide #87 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

25 … MALES (Karch) BATTLE to BOND BATTLE to BOND Premium on Proving Self Premium on Proving Self Motivational Language REINFORCED Motivational Language REINFORCED Karch and his teammates … FEMALES (Susan) BOND to BATTLEBOND to BATTLE Premium on Connecting Self Premium on Connecting Self Same Motivational Language Same Motivational Language SEPARATED Susan from her teammates SEPARATED Susan from her teammates Deconstructing the Final Timeout… Photos provided by the FIVB Manual Page Slide #88 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

26 “I spend most of my time working to convince each boy that I coach that he is not quite as good as he thinks he is. I spend most of my time working to convince each girl that I coach that she is better than she thinks she is.” ~ USA National Team Soccer Coach ~ MALES tend to Deflect CRITICISM and Internalize PRAISE. MALES tend to Deflect CRITICISM and Internalize PRAISE. Be direct, specific and individual in giving feedback Be direct, specific and individual in giving feedback Effectiveness based on your ability to improved skills, winning percentage, & opportunities for advancement. Effectiveness based on your ability to improved skills, winning percentage, & opportunities for advancement. FEMALES tend to DEFLECT Praise and INTERNALIZE Criticism. FEMALES tend to DEFLECT Praise and INTERNALIZE Criticism. Be caring, careful with anger, and analytical in giving feedback Be caring, careful with anger, and analytical in giving feedback Effectiveness in your ability to relate, show you care about them beyond their ability to contribute, and that you can keep the team connected. Effectiveness in your ability to relate, show you care about them beyond their ability to contribute, and that you can keep the team connected. BOTH genders need their coaches to: BOTH genders need their coaches to: Praise in Public and Criticize in Private Praise in Public and Criticize in Private Talk their Language in Motivation, Criticism and Feedback. Talk their Language in Motivation, Criticism and Feedback. Be Sensitive to Athletes that do not fit their Gender Stereotype Be Sensitive to Athletes that do not fit their Gender Stereotype SELF CONFIDENCE/FEEDBACK/CRITICISM Manual Page Slide #89 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

27 Analytical Analytical Detail Focused Detail Focused Process Oriented: part-whole, step by step breakdowns Process Oriented: part-whole, step by step breakdowns Response to Repetitive Drilling Response to Repetitive Drilling Coach Centered: Primarily Verbal Feedback Coach Centered: Primarily Verbal Feedback PRACTICE vs. COMPETITION Integrative Integrative Big Picture Focused Big Picture Focused Outcome Driven: method is irrelevant; find a way, whatever it takes Outcome Driven: method is irrelevant; find a way, whatever it takes Reactive Response to Situation Reactive Response to Situation Player Focused: Primarily Spatial & Perceptive Feedback Player Focused: Primarily Spatial & Perceptive Feedback vs Manual Page “The challenge of Coaching [both males and females] is to prepare a team in a Left-Brain environment (Practice) to perform in a Right-Brain environment (Competition).” ~ Mary Jo Peppler ~ Slide #90 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

28 Female Teams tend to Engage in More “Count” Drills; Male Teams tend to Engage in More “Compete” Drills. ~ Bill Neville ~ The Female worldview is more compatible with success in Coach-directed, Repetitive Drilling activities (Practice). The Female worldview is more compatible with success in Coach-directed, Repetitive Drilling activities (Practice). The Male worldview is more compatible with success in Game-like, Player-directed activities (Competition). The Male worldview is more compatible with success in Game-like, Player-directed activities (Competition).8 For Best Results, Train the COMPLETE ATHLETE … For Women/Girls’ Teams: Practice COMPETING and be intentional about leadership development; Balance with PROCESS-ORIENTED Drills so they stay connected. For Women/Girls’ Teams: Practice COMPETING and be intentional about leadership development; Balance with PROCESS-ORIENTED Drills so they stay connected. For Men/Boys’ Teams: Practice TECHNIQUE and be intentional about relationship development; Balance with COMPETITIVE Drills so they stay edgy! For Men/Boys’ Teams: Practice TECHNIQUE and be intentional about relationship development; Balance with COMPETITIVE Drills so they stay edgy! For more information and/or conversation on this topic go to: ~ Coaching Ramifications and Challenges ~ Manual Page Photo by FIVB Slide #91 4 – Coaching Philosophy: Gender Matters – What Coaches Need to Know

29 4 – Coaching Philosophy: Chapter Review  Knowing what you know now, take a moment & revise on page 68 what you wrote earlier.  Now we will move on to talk about how to apply the SCIENCE to the ART of coaching in Chapter 5: Motor Learning Theory. “What is my REVISED Coaching Philosophy?” Photo provided by Bill Hamiter Slide #92 Manual Page 68

30 USA VOLLEYBALL’s NFHS Online Coaching Course Slide #93 ONLINE COURSE Skill Video Demos Skill Video Demos Key Positions & Teaching Cues Key Positions & Teaching Cues Teaching & Coaching Tips Teaching & Coaching Tips Sample Drills Sample Drills Printable Handouts Printable Handouts And MUCH more! And MUCH more! Counts as 2 CAP Modules Counts as 2 CAP Modules Cost is $75.00! Cost is $75.00! Does Your School/State Association accept this course for certification?! ASK THEM TO!

31 “HALF-TIME” BREAK! Slide #94


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