1. Chapter 11 Coaching: An Effective Communication System By Charles J. Hardy, Kevin L. Burke, and R. Kelly Crace

2. Overview  The essence of coaching is teaching and motivating.  It’s one of the few professions where one’s own hard work is judged by the performance of others.  Examine the basics of communication.  Principles of effective message sending.  Principles of effective message receiving.  Why coaches may not emphasize communication.

3. The Fundamentals  Building and maintaining an effective communication system: Sending messages Receiving messages Interpreting messages

4. Evaluate Your Communication Skills  Self-assessment scale adapted from Lawrence Rosenfeld & Larry Wilder (1990). See figure 11.1 on page 193.

5. Establishing Credibility and Trust  For coaches: Can athletes believe what you say? Are your actions consistent with your values and belief systems? Do you communicate in an open and honest manner?  People don’t care how much you know until they know how much you care.

6. Principles of Effective Message-Sending Systems  Develop your message: Feedback is best when delivered immediately. Don’t exceed the concentration and memory storage capacity of listeners.  Get in their heads: Seek first to understand, then to be understood. Can you see it from the athlete’s point of view? (continued)

7. Principles of Effective Message-Sending Systems (cont)  Tell the truth, directly and specifically. Telling the truth and “stepping up to the plate” build trust. Control emotions so that anger and hostility do not disrupt communication. Be specific rather than vague (e.g., “get your head in the game”).  Use supportive language and empathy. Show respect by holding athletes accountable. Criticize the performance (feedback), not the player. 46% of people who leave their jobs do so because they feel unappreciated by their bosses. (continued)

8. Principles of Effective Message-Sending Systems (cont)  Model the message. Congruence builds self- esteem. Much of communication is nonverbal.  Three Rs: repeat, repeat, repeat. Mottos, slogans, and creeds are valuable. But don’t let them become invisible. (continued)

9. Principles of Effective Message-Sending Systems (cont)  Watch body language. Ask athletes to explain what they heard.  For criticism, employ the “sandwich approach.” Based on research by Ron Smith and colleagues at the University of Washington. Criticism doesn’t have to be demeaning or ridiculing. The sandwich: –Positive statement –Instruction –Positive encouragement

10. The Sandwich Approach  “Pat, good effort on getting in front of the ball.”  “When the ball is coming straight toward you, be sure to get your glove all the way down to the ground.”  “I like your attitude. Try that, and you’ll be fielding balls better.”

11. Principles of Effective Message-Sending Systems  Use more ands than buts. Buts make the listener focus on the negative feedback. Ands help motivate the listener.

12. “It’s not what you tell them— it’s what they hear.” –Red Auerbach, former Boston Celtics championship coach

13. Principles of Effective Message-Receiving Systems  Don’t mistake hearing for listening.  Get ready to listen: Reserve important conversations for when you have energy.  Use supportive behaviors and language as you listen: –Use “I” language. –Be spontaneous. –Describe feelings and concern. –Remain open to compromise. (continued)

14. Principles of Effective Message-Receiving Systems (cont)  Use confirming behaviors as you listen. Active listening Reflection (paraphrasing)  Listen with flexibility: Different athletes require different strategies.

15. Common Listening Mistakes  Pseudolistening: appearing to listen without paying attention  Stage-hogging: thinking of what you are going to say while the other person is speaking  Selective listening: hearing only those parts of the message that interest you (continued)

16. Common Listening Mistakes (cont)  Insulated listening: forgetting a message you don’t want to hear  Ambushing: listening only to collect information to use in attacking the speaker

17. Communicating With Sports Officials  Does it need to be said?  Pick your spots when to say it.  Get their attention.  Don’t attack; ask for explanations.

18. Communicating With the Media  Be prepared.  Be professional.  Listen, think, and then act.  Use “we,” not “I.”  Hit the target.  Be yourself.

19. Three Myths  Three excuses that coaches make for not taking the time to set up a good communication system: “I tell it like it is.” Usually means they take the easy way out. “I don’t have the time or the energy.” In the long run, it saves time and energy. “It’s too touchy-feely.” Is this a cover-up for being attacking and demeaning?