1. Tutor: John Morrison Master Tutor – Coach Education Tutor GAA
Children’s Coach Development day Behaviour Management – Strategies For Children’s Coaching
Tutor: John Morrison
Master Tutor – Coach Education Tutor GAA

2. Task 1: Good & Bad: Behaviour Management Strategies
Behaviour Definition: Acts or Operates in a specific way
Controls/Rules/Punishments
Creates/Enjoys/Learning Standards & Rewards

3. Behaviour Starts In The Mind
Thought
Action
Behaviour
Habit
‘Children Don’t Remember What You Tell Them …
They Do Remember How You Made Them Feel’
‘Players Don’t Care What You Know Until…
They Know You Care’.
‘I never Lose I Either Win or I Learn’.
‘We first make our Habits, then our Habits make us’.

4. Coaching Using The Brain Nurtured Learning
Problem solving
Understanding
Concept/Prompt
Remember
Game Sense
Repetition
Coping
Application of skill
Drills/ Games
EFFECT
METHOD
GAME
GAMES APPROACH

5. Brain Game Sense: Coaching Via The Brain
Left Brain
Right Brain (The NOW)
Prompt or
Concept Games
-Game Management
Questions
Problem Solving
Positivity
Think
Understand Do
Conscious
(Manual Control)
Neo- Cortex
Short Term
Repetition
Buzzwords
Mnemonics
Rhythm
Music
Connection
Association
Image/Colour
Senses
Subconscious
(Auto Pilot)
Lymphatic
Switch Board
Long Term
Remember
Recall
Redo
Game Senses – Technical Plans
Coping
Direction
Self Esteem
No Emotion
Routine
Muscle Memory
Fun
Play
Skill Focus (Bilateral)
Coping
Automatic
Reptilian
Superb Technique
Thinking Memory
To succeed make your conscious unconscious.

6. Use Of Emotions: E + R = O 96 5 4 18 % % Yrs. Yrs. Yrs. 12 100,000 % %
Yrs.
Yrs. 12
Yrs.
From 4 Yrs. to 12 Yrs. A child will hear 100,000 negative comments!!!!
96% of all 4 Yrs. Have high self-esteem.
By 18 Yrs. It drops to 5 %
Take the negativity & punishments out of coaching.
Use positivity & results.
Event + Response/Emotion = Outcome

7. POWERFUL EMOTIONS ‘BE’ OR ‘LIVE’ THESE
TASK 2: Use OF Emotions
POWERFUL EMOTIONS ‘BE’ OR ‘LIVE’ THESE
WARNING OR ACTION SIGNAL EMOTIONS
‘ACT ON THESE, POSITIVITLY & QUICKLY’
LOVE & WARMTH
(SENSE & COMMUNICATION)
APPRECIATION & GRATITUDE
CURIOSITY
DETERMINATION
CONFIDENCE
FLEXIBLE
EXCITEMENT & PASSION
CHEERFULNESS
VITALITY
CONTRIBUTION
DISCOMFORT
HURT
GUILT
FRUSTRATION
DISAPPOINTMENT
FEELING INADEQUATE
FEELING OVERWHELMED
FEAR
ANGER
LONELINESS

8. TASK 3: NATURAL TOOLS FOR GOOD BEHAVIOUR
Used regularly – breeds learning/coping
Repetition is the essence of learning
Understanding & Direction
Self-Esteem – I am
Self-Efficacy - ‘I can’ (‘Can I?’)
Questioning/Creativity
Powerful Emotions
Ability to Problem Solve (Discovery learning)
Self-talk (Linked to Imagination)
Day Dreaming

9. Consider Good Teacher v Bad Teacher (Coach) (Coach)
ALWAYS RIGHT
TOO STRICT
EXPLAINS THINGS BADLY
TOO CROSS
HAVE FAVOUTITES
PICK ON PUPILS
TREATS ME LIKE A BABY
HAVE NO CONTROL
ARE SARCASTIC
BLAME PUPILS IN THE WRONG
GOOD TEACHER (Coach)
EXPLAINS THINGS
SHOW RESPECT
ALLOW CHOICE
INFORMAL DISCUSSION
CONTROL THE CLASS
ENCOURAGE SUCCESS
MAKE ME FEEL AT EASE
HAVE FAITH IN YOU
THE ONE WHO IS THERE FOR YOU
MAKE YOU FEEL CLEVER
REALLY CARES FOR YOUR OPINION
WHAT WILL YOU KEEP ‘ABOUT’ YOURSELF?
WHAT WILL YOU CHANGE?
Be a Guide on the Side rather than a Sage on the Stage

10. TASK 4: WHAT BEHAVIOURS INCREASE LEARNING
BEHAVIOUR THAT INCREASES LEARNING
ASKING QUESTIONS
SUGGESTING IDEAS
TAKING RISKS/EXPERIEMENTING
BEING OPEN ABOUT THE WAY IT IS
ADMITTING INADEQUACIES & MISTAKES
CONVERTING MISTAKES INTO LEARNING
REFLECTING & REVIEWING
DISCUSSING WHAT HAS BEEN LEARNED
TAKING RESPONSIBILITY FOR OWN LEARNING & DEVELOPMENT
BEHAVIOUR THAT DECREASES LEARNING
QUIET COMPLIANCE
DISMISSING IDEAS
GOING FOR EXPEDIENT, QUICK FIXES
TELLING PEOPLE WHAT THEY WANT TO HEAR/FILTERING BAD NEWS
JUSTIFYING ACTIONS/BLAMING OTHERS OR EVENTS
REPEATING THE SAME MISTAKES
RUSHING AROUND KEEPING ACTIVE
DISCUSSING WHAT HAPPENED WITHOUT LESSONS LEARNED & PLANS TO IMPROVE
WAITING FOR OTHER PEOPLE TO DO IT

11. 2. WHAT CHILD DISCIPLINE IS NOT ABOUT?
TASK 5: WHAT IS CHILD DISCIPLINE?
ARRANGE THE FOLLOWING WORDS UNDER THE FOLLOWING HEADINGS:
1. WHAT CHILD DISCIPLINE IS ABOUT?
2. WHAT CHILD DISCIPLINE IS NOT ABOUT?
TEACHING GUIDANCE PUNISHMENT
CORRECTING PRAISE & CHALLENGE SETTING BOUNDARIES
ACCEPTING RESPONSIBILITY SHOWING RESPECT
EXPRESSING ANGER CONTROLLING CALM EXPRESSION
BUILDING STANDARDS CONSISTENCY COOPERATION

12. TASK 6: WHICH OF THESE ARE THE LIFE SKILLS WHICH CAN HELP THEM BECOME SUCCESSFUL ADULTS?
SOCIAL SKILLS SELF-DISCIPLINE
HEALTHY DECISION MAKING
IMPULSE CONTROL CONFIDENCE
EMOTIONAL CONTROL/REGULATION

13. Task 7: Which is the ONE missing word here?
_________ works well when used with other discipline techniques.
Catch them doing good and _______ them.
________ helps children to work independently, wait patiently, follow direction and get on with others.
A child angers easily; ________ their efforts when they try something difficult.
For _________ to be effective, it should be specific, frequent and asap.
Offer only genuine ________. Use it as a teaching tool.
Giving ________ often encourages children to continue doing more of the same.

14. TASK 8: THE BEHAVIOURAL, SOCIAL & PSYCHOLOGICAL TRAITS OF CHILDREN 4 – 16 Yrs.
4 Groups:
EACH GROUP ASSIGNED 1 CHILD MATURITY GROUP FROM…
A. YOUNG CHILDREN
B. JUNIOR CHILDREN
C. MATURE CHILDREN – PRE-ADOLESCENTS
D. EARLY ADOLESCENTS
USE YOUR ‘NOTES’, TO PREPARE A ‘GROUP TEACHING’ LESSON FOR THE OTHERS ON HOW YOUR ‘CHILDREN GROUP’S’ TRAITS OPERATE!

15. Task 9: INDISCIPLINE/’BAD’ BEHAVIOUR
Poor Attention; Difficulty Concentrating; Distracted; Unfocused
Hyperactive, impulsive, agitated, can’t sit still, out of control
Throws temper tantrums, Melt-Downs, Fits, Freak-Outs, Yelling, Screaming
Defiant, Oppositional, Talk-Back, Rude, Disrespectful, Lying
Anger, Aggressive, Raging, Violent – Hitting, Fighting, Biting, Kicking, Pinching
Withdrawn, Shy, Timid, Anxious, Socially Challenged or Awkward
Target The performance, Not The Person
Do you know any others?

16. TASK 10: POSSIBLE SOLUTIONS
STOP THE CHAOS
DANCE, MUSIC, STRUCTURED PLAY, (MASTERING THE MOVEMENT);
LEARNING BUDDIES/GROUPS;
CUMULATIVE REWARDS FOR EFFORT;
WORKING ENVIRONMENT;
APPROPRIATE ACTIVITY;
TRAFFIC LIGHT SYSTEM (GREEN –PLAY; AMBER –TIME OUT; RED – STOP)
2. SHIFTING BEHAVIOUR/CHANGING STANDARDS
SET GOALS/MEASURE/FEEDBACK ON…
LEAGUE TABLES – RESULTS V BEHAVIOUR
PROMOTE SOCIAL SKILLS
POST 12 Yrs.: SELF-APPRAISAL
REGULAR PARENTS MEETINGS
CLINCICS (2 TO 1) – PROMOTION/RSOLUTION
3. TERM ASSESSMENT REVIEW

17. Top Tips Message Delivery: 7% Words; 38% Voice; 55% Body Language
Give me 5 High ‘5s’ Catch them doing good & praise them
5,4,3,2,1 countdown
Attention grabbers…
Eyes – Looking at coach
Ears – Touch ears & say ‘Ears listening’
Lips quiet – Touch lips
Hands still – Raise hands to get everyone’s attention
Mind awake – Point finger to Head

18. Tips For Behaviour Management
Limited choice – only give 2/3 choices for pupils to choose
Enthusiasm/Positive Expectation
Time & transitions
Equipment – Amount, Size, Colour
Task Breakdown – Short phrases
Reminder of Past Success – Link previous success to new tasks

19. Tips For Behaviour Management
Task Sharing
Modelling
Memory Tasks
Blame yourself
Positive feedback
Tactically ignore
Proximal praise
Where & What?
The most common reason for refusing to do something is fear of failure.

20. Trouble Shooting… Acknowledge Feelings
‘Broken record’ – Keep repeating
Calm stance, personal space, low voice, keep still
‘Don’t shout at child’. Use phrases like… ‘I see you’re upset…’
Mimicking – Verbal v Visual
Rewards – stars for good behaviour – best listener etc.
Use points system over a block of weeks

21. Trouble Shooting… Private Reprimand – Don’t correct in front
Have a quiet word. Time out – 2/3 Short e.g. 1 min. better than a big time out
Cards – Yellow – Positive, Green – Minor Offence
Red – Time Out
Kids need to know the impact of their behaviour
Let offended say how they feel as a result of their behaviour
Child with serious behaviour problems – ‘We are concerned for the rest of the children that someone might get hurt’

22. Correction Strategies
Non – verbal cues – Thumbs up
Distraction – Bring disruptive kids on board – let them set out equipment
Tactically Ignore – Attention seeking
Proximal praise – ‘I love the way the children at the front are…’
First/Then… ‘First we’re doing… then we’re…’
Where/What? ‘Where should you be?’ Don’t respond
Think what you say and how you react to their behaviour and not them

23. Give Positive words/statements for the following
Stop Running
Walk
Don’t throw the ball
Hold the ball tightly
Stop pushing/hitting
Hands Down
I’m looking for
a quiet hand
Don’t shout out
Stop fidgeting
Let me see good sitting

24. Prevention – Class Management
SHOW HOW THEIR BEHAVIOUR MAKES THEM FEEL
Structure & Routines
Clarity of Instructions
Beginning Middle End
Warnings for transitions
(Visual Symbols/Timers
Positive Expectations
Equipment

25. Positive Feedback Give frequent positive feedback No bribery
Describe the behaviour ‘Thank u for putting the equipment away that was a great help to me’
Make 10 positive comments for every negative one
Positive Correction…
Tell them what to do – avoid don’t
NB Good behaviour not noticed … Bad is…
Brain remembers negative behaviour

26. Using Conflict Resolution
All conflicts resolve around two things:
What you want i.e. your personal goals;
How strong you wish to keep the relationship between yourself and the other person/people.

27. The Matrix below shows the 5 styles of conflict resolution behaviour you can use.
Turtle
Shark
Teddy Bear
Fox
Owl
Personal
Goal
Sacrifices
All Important
Give Up
Moderate
Value
Values Fully
Relationship
Sacrifices
No Interest
Give in
Moderate
Value
Values Fully
Action To Take
Avoid
Force Self
Keep Relationship
Compromise
Confront

28. The Important Steps To take To Avoid When Initiating Successful ConfrontationsDO
DON’T
THINK
OFFER SOLUTIONS
UNDERSTAND
STOP COMMUNICATING
CARE
USE PUT-DOWNS
TREAD SOFTLY
USE NEGATIVE BODY LANGUAGE
PROCEED SLOWLY
DISCUSS PROBLEMS ELSEWHERE

29. ASSERTIVENESS ASSERTIVE Happy AGGRESSIVE Angry
PASSIVE
Sad
ASSERTIVE
Happy
AGGRESSIVE
Angry
4 Cornerstones of Assertiveness
1. KNOW WHAT YOU WANT
2. BE ABLE TO EXPRESS CLEARLY WHAT TO WANT
3. STAY CALM
4. THINK AND ACT POSITIVELY