1. Positive Coaching, Motivation, and Communication Rick Albrecht, Ph.D. Department of Movement Science Grand Valley State University Institute for the Study of Youth Sports Michigan State University Copyright  Dr. Rick Albrecht., 2003

2. Changing Behavior: A Positive Approach to Coaching The primary function of a coach is to somehow alter existing behavior -- We, as coaches, must make a conscious decision as to whether we will use a POSITIVE or NEGATIVE approach when we attempt to make these changes

3. Negative and Positive Approaches to Changing Behavior The Negative Approach to Coaching: advantage -- it often works -- can seem to eliminate undesirable behavior (in the short run) disadvantages -- can be very unpleasant -- reduce enjoyment (may increase likelihood of athletes quitting the team) increases anxiety (and thus, the error rate) produces “fear of failure” and reduces “risk-taking” can actually reinforce some undesirable behaviors and thus, actually increase your discipline problems

4. Never Use Physical Activity As A Punishment Running Sprints Running Laps Push-ups Sit-ups As A Coach, Part Of Your Job Is To Promote Life-Long Physical Activity … Why Would You Use What You Are Trying To Promote As A Punishment?

5. Negative and Positive Approaches to Changing Behavior Major Assumption of Negative Approach to Coaching… You can “scare” the bad performance right out of the athlete Later we’ll be talking about anxiety, stress and motivation -- keep in mind that a negative approach will only increase the anxiety levels -- and probably hurt performance

6. A Positive Approach: Using the “Feedback Sandwich” (or “Big Mac” Attack) Future-Oriented Instruction Encouragement Reinforcement

7. The “Feedback Sandwich” Step 1... Start by reinforcing (praising) your athlete for ANYTHING he/she has done correctly -- regardless of how small. Why? Raises their self-esteem and confidence It “REINFORCES” the things you want them to do again Because it’s the best way to get their attention

8. The “Feedback Sandwich” Step 2... Follow the praise (now that you have their attention) with FUTURE-ORIENTED instruction –Don’t dwell on the mistakes -- there is nothing the athlete can do to correct a mistake made in the past -- they can only change what they do in the future -- tell them what to do “ next time ” –Don’t tell them what they already know -- tell them something they don’t know -- not simply that they made a mistake -- but why they made the mistake

9. The “Feedback Sandwich” Step 3... End the Feedback Sandwich with General Praise and Encouragement Why? –Encourage them to try again –Let them know you have confidence in their ability to perform the skill correctly

10. Motivating Your Athletes (and Yourself) Motivate Yourself First –How Can You Ever Hope To Motivate Others... If You Can’t Motivate Yourself? –Motivation Is Contagious!! –You Have Plenty of Reasons to Be Motivated and Proud of What You Do…

11. Think About This… YOU are the most IMPORTANT group of coaches in the country – take pride in your role as a youth sport coach YOU coach for the shear love of the game and for the sake of the kids We can do without college and pro coaches – but not without YOU

12. And Think About This… YOU are the most important adult in the lives of many of these kids The players YOU work with exhibit a wider range of abilities YOU lay the foundation upon which college and pro coaches build Only YOU have to deal with parents

13. Always Remember…Our Players Come To Us Already Highly Motivated Therefore… –It’s Our Job -- As Coaches -- To Maintain Our Players’ Natural Motivation To Play Our Sport

14. Always Remember…Our Players Come To Us Already Highly Motivated The $1,000,000 Question Is …What Can We, As Coaches, Do To Help Our Players Maintain Their Natural Motivation For Sport? The $1,000,000 Answer Is …We Need To Learn Some Of The Basic Principles Of Motivation

15. Five “Guidelines” We Can Follow To Motivate Our Athletes Guideline #1: Identify why athletes participate and why they drop out Guideline #2: Through the use of “goal-setting” strategies, help athletes improve their skills and learn new skills Guideline #3: Make the whole experience enjoyable and exciting

16. Five “Guidelines” We Can Follow To Motivate Our Athletes Guideline #4: Reduce competitive stress Guideline #5: Teach an appropriate view of success

17. Guideline #1: Identify why athletes participate and why they drop out What does the research say? –Other interests –Work –Lack of interest –Did not play enough –Skills were not improving –Did not like the coach

18. Guideline #1: Identify why athletes participate and why they drop out Conduct individual interviews with your athletes Maintain communication with parents Expect different motives from each athlete

19. Guideline #2: Use“goal-setting” strategies to help athletes improve and learn skills Goal-Setting Strategies: Help Everyone on Your Team Set Individual Goals As Goals Are Attained, They Help Motivate! Athletes See Themselves Improving

20. Guideline #2: Use“goal-setting” strategies to help athletes improve and learn skills Goals Should Be … –Realistic, but Challenging –Totally Under The Player’s Control –Based On Performance and Effort – Not Outcome –Short- and Long-Term –Made for Practice and Competition

21. Guideline #3: Make the whole experience enjoyable and exciting Keep practices and games fun Encourage athletes to be with, and make friends Let all athletes participate Avoid boredom by varying routines Use simple, active drills Use change of pace activities Allow athletes to try out leadership roles, new positions, and make decisions -- after all, it’s their game isn’t it?

22. Guideline #4: Reduce Competitive Stress Competitive Stress Occurs: –When an athlete believes that a competitive situation, especially one perceived as highly important, threatens his/her self-esteem –When an athlete believes that his/her capabilities are not good enough to meet the competitive demand –Remember, YOU might be part of the “competitive demand”

23. Guideline #5: Teach An Appropriate View of Success Encourage athletes to believe that real success means (notice the link to goal-setting): –Improving oneself (which ultimately enables winning) –Achieving realistic goals for improvement (not just the outcomes of competitions) –Giving one’s best effort to improve at all times (the athlete can control effort but not outcome)

24. Five “Rules” For Sending Clear Messages Rule #1: Get and keep the attention of your listener (note the connection to the first step in the “feedback sandwich”) Rule #2: Use simple and direct language Rule #3: Check for understanding with your listener Rule #4: Make sure your action match your words Rule #5: Combine verbal and non-verbal messages

25. Three “Rules” For Listening Effectively Remember What You’ve Always Been Told -- Communication is a Two-Way Street Rule #1: Listen to the speaker in a positive manner Rule #2: Listen to the speaker in an objective manner Rule #3: Express interest when listening to the athlete

26. Three “Rules” For Developing Sportsmanship Rule #1: Define appropriate and inappropriate behavior for your athletes Rule #2: Define rewards and penalties for sportsmanship Rule #3: Use role models to demonstrate good sportsmanship -- AND BE ONE YOURSELF!!!

27. Five “Rules” To Develop a Respect for Self and Others Rule #1: Never degrade anyone verbally or non verbally Rule #2: Accept officials’ calls and approach them considerately Rule #3: Accept instruction and follow rules Rule #4: Never physically hurt someone Rule #5: Use positive self-talk when evaluating you performance

28. The One “Rule” to Encourage the Avoidance of Stereotyping Never use jokes or slurs that refer to race, gender, age, or physical characteristics of an individual Tell your team that “labels” such as the following are inappropriate: –“Chief” (Native American) –“Kung Foo” (Asian American) –“Taco” (Hispanic American) –“Whitey” (Anglo American) –“Fatso” (Overweight Individual) –“Sissy” (Girl or Boy)

29. Two Ways to Develop Disciplinary Skills #1) Define team rules for your athletes: –Involve the athletes in determining these team rules –Use clear, specific terms –Define rules prior to the beginning of the season –Seek advise from experienced coaches

30. Two Ways to Develop Disciplinary Skills #2) Enforce team rules: –Use meaningful rewards –Never use physical activity as punishment –Assess even “minor” infractions –Reward immediately and consistently –Discipline immediately and consistently -- by withdrawing rewards