1. Questioning and Feedback Imagine you are about to start a presentation You are presenting a workshop on athlete selection issues You want to capture every persons attention and buy in from the absolute beginning What possible questions could you ask?

2. The Power of Questions Brainstorm the positive impacts quality questioning can achieve as a coach development facilitator or as a coach.

3. A GREAT Opening Question An opening question that sparks a vivid image is key to a successful session. It can start the flow of ideas and interaction. Imagine you are about to start a presentation You are presenting a workshop on the issues surrounding selection You want to capture every persons attention and buy in from the absolute beginning, What possible questions could you ask?

4. Questioning Styles 4 types of questioning; Closed Did you win? OpenHow did you do? RunwayWhat do you do if you are presenting at a workshop and ….. happens? HypotheticalIf this scenario was created in the next game how do you think you might deal with it?

7. Activity 1.Working in pairs, choose a topic below and for that topic, develop a question for each style listed in slide 4. 2.Then ask each other the questions and take note of the depth of thought required and depth of the response. Topics; Ask about the last workshop they facilitated Ask about the last time they had a coaching success Ask for their thoughts on how they feel about facilitating workshops

8. Small Group Discussion What style of question(s) is/are likely to be most effective in the environment of facilitation? You can achieve more effective results when solutions are created, understood, and accepted by the people impacted Michael Wilkinson

9. Activity : Guess Who Using a volunteer from the group. They pretend they are someone else (e.g. a sportsperson). The group asks them questions to find out who they are. The volunteer does not have to answer any open or closed questions, only answering runway or hypothetical questions. The group has 3 strikes. The group will achieve a strike if someone asks a closed or open question

10. TIME CONSTRAINT STYLE OF QUESTION LESS TIME MORE TIME DEPTH OF UNDERSTANDING HYPOTHETICAL RUNWAY OPEN CLOSED Question Styles

11. Questioning for Creating Understanding The aim of questioning is to create depth and detail of thought that leads to a future action GGoals, aim, what do they want RReality, what is happening now OOptions available WWhat actions will they take Example; What can I help you with?. Ideally what would you like from this? So tell me about where you are at now? What are some of the different ways you can achieve your aim and get around some of the hurdles? So what are you going to do now?

12. Handling Questions It is common to be asked for your opinion when facilitating or presenting a workshop. If valid and appropriate, give your opinion with the reasons or justifications behind it. This allows the group to understand and adapt your thoughts to suit themselves. Below is a simple tool that can be helpful; P Point of view RReason EExample PPoint of view

13. Activity; In pairs, taking turns, aim to learn as much as possible about the other persons feelings towards their own facilitating skills etc. Try using the GROW model where possible. Where valid, try using the PREP concept to answer. 1. You each have 1 minute to prepare 2. You each have 1 minute after the questioning to take down notes

14. Getting Clarity Obtaining an accurate understanding in the listening and questioning process is essential. What, When, Where, Who and How questions can help increase detail Summarising or Paraphrasing statements confirm your understanding of the question before starting the process

15. Summarising - Example Question; If Im coaching a group of adults that I normally tell how and what to do at training and they respond well to that, are you now saying I should stop telling them what to do? Summarised question; Summarised question; So, you are asking if I am saying to stop using a telling approach?

16. Exercise; In small groups, 1. Develop a paraphrase to the previous question. 2. Answer the question giving your own opinion and using your own knowledge PARAPHRASING;- REPLACING THEIR WORDS WITH ONES THAT BETTER EXPRESS WHAT THEY MIGHT BE TRYING TO SAY.

17. FEEDBACK

18. The body-mind is a system that requires feedback from its environment in order to function properly Myles Downey

19. In small groups, Brainstorm some ideas and concepts of effective feedback.

20. 4 Keys to Giving Quality Feedback Information in the feedback should be of the highest quality possible (accurate, specific, measurable if possible) Information in the feedback should be of the highest quality possible (accurate, specific, measurable if possible) Observed and owned by you (Second hand makes it impossible for the information to be discussed or challenged) Observed and owned by you (Second hand makes it impossible for the information to be discussed or challenged) Without personal judgement (Be careful of body language and tone of voice) Without personal judgement (Be careful of body language and tone of voice) Without room for interpretation Without room for interpretation

21. Activity; (in pairs) The aim is to throw screwed up pieces of paper at a target and score as many points as possible. BUT…. The person throwing the paper does not know where the target is nor can they see it. They are reliant on the feedback from their partner.

22. 2 Types of Feedback to Receive In small groups note down in both cases how each type of person might receive feedback; Extrinsic (external) FacilitatorCoachAthlete Intrinsic (internal) FacilitatorCoachAthlete

23. Activity On your own, note down 2-3 areas that you would like to improve on in the next few months, with regard to giving and receiving feedback.

24. Discussion/exercise For your next presentation think about planning how you will you go about increasing the amount of feedback you give/receive? Extrinsically…Intrinsically….