1. CIV Fitness/S&C Steven Tikkanen – F129 1 Sutherland College Health & Recreation Semester 2 2012. Version 1

2. THE ROLE OF THE COACH BEGINNING COACHING THIRD EDITION CHAPTER 1

3. THE ROLE OF THE COACH A teacher passing on information and ideas. A trainer improving an athlete’s fitness. A motivator instilling a positive, resolute approach. A disciplinarian – firm but fair. An organiser of practices, officials and parents.

4. THE ROLE OF THE COACH A public relations officer. A planner. A fundraiser. An adviser and counsellor. A friend, supporting and nurturing. A scientist analysing, testing and evaluating. A student watching, asking questions, listening, learning.

5. COACHING STYLES A coach’s style will quickly be noticed by athletes and this can be a help or a hindrance. What type of coach are you? Authoritarian coach The authoritarian coach is very strict. They punish frequently and while there is good team spirit when the athlete or side is winning, dissension can occur when losing. The authoritarian has the personality to handle being ‘hated’ in order to have respect.

6. COACHING STYLES Business-like coach The business-like coach is not very people oriented. They are keen on seeing the job done and expect 100% effort. ‘Nice-guy’ coach Athletes sometimes take advantage of the nice-guy coach’s personable, cooperative nature. They get on well with athletes of similar temperament who are likely to already be self-disciplined.

7. COACHING STYLES Intense coach The intense coach can easily transmit anxiety through their ‘uptight’ attitude. They are usually focused on the quality of performance and results. ‘Easy-going’ coach The easy-going coach is one who is casual or submissive and who gives the impression of not being serious.

8. COACHING STYLES Although there are advantages and disadvantages to all styles, all of these coaches can be successful. However, all coaches have a natural approach which will be a mixture of the above styles. Coaches must realise that their natural style may need to be adapted to suit their coaching circumstances. One feature that must always be present, and which requires no adaptation, is the need to be positive and encouraging at all times.

9. THE RESPECTED COACH Instil the highest desirable ideals and character traits into their players. Be enthusiastic and show enjoyment of the task of coaching. Be self-confident, assertive, consistent, friendly, fair and competent. Have a sense of humour. Have a through knowledge of the rules, techniques and tactics of the sport.

10. THE RESPECTED COACH Be able to deal with initial treatment of minor injuries, thus a basic understanding of first aid is required. Be dressed appropriately to suit the session being conducted. Be an appropriate role model for the athletes to follow. Have the responsibility of maintaining discipline throughout the session.

11. THE RESPECTED COACH Be very organised, not only for each session but for the week, the month and the year. Be able to justify, if necessary, why things are being done, or be ‘big enough’ to ask for suggestions when not sure.

12. THE COACH’S SKILLS A coach must have a number of basic skills to function effectively. They must have a knowledge of the sport and an understanding of coaching techniques.

13. THE COACH MUST BE ABLE TO: Organise A coach’s ability to organise efficient and effective practices, as well as organise athletes during competition, is essential. Organising is based on knowledge and planning. Observe The coach should be aware of what is happening at all times. Observation provides the information on which the coach will base changes to the program and what the individual athlete needs. The skills of observation can be improved and refined.

14. THE COACH MUST BE ABLE TO: Analyse Coaches are continually observing and evaluating performances. They compare what is being done to what should be done. Coaches should watch a number of performances. Do not act on just one observation, rather find out if there is a pattern of error. If an error exists, determine the cause carefully before offering advice. If the coach intervenes, offering incorrect or ineffective advice, their credibility will be diminished.

15. THE COACH MUST BE ABLE TO: Analyse If more than one error exists, determine whether they are related. If not, correct the error that will result in the greatest improvement. If they are related, decide on the one that needs to be eliminated first. Its removal may remove the other error/s. A coach’s ability to observe and analyse will improve as they become more proficient and each evaluation will help the coach advance.

16. THE COACH MUST BE ABLE TO: Communicate The coach’s ability to improve performance depends to a large degree on their ability to communicate; not only verbally, but when listening and using appropriate non-verbal communication, such as body language.

17. THE COACH MUST BE ABLE TO: Improve performance Improving performance is the major role of coaches. The advice and guidance of the coach are essential parts of improving performance. The coach will also make adjustments to training programs, add new elements and continually evaluate performance.

18. DEVELOPING A COACHING PHILOSOPHY A philosophy is a set of guidelines to govern our actions. It comes from: Ideas formed from our experiences. Opinions gained from the knowledge we gather. Our hopes for the future.

19. DEVELOPING A COACHING PHILOSOPHY Developing a successful coaching philosophy is based on: Knowing why you coach. Knowing why athletes participate. Considering the opinions of others. Developing a set of personal guidelines on how you will operate as a coach.

20. WHY COACH? I want to contribute to the overall growth of other people. I have a good time when I’m coaching. I like the recognition. I want to be known as a winning coach. I like to see others having a good time. I like to help others. I like the sense of control I get from coaching.

21. WHY COACH? I like to see the players improve. It makes me feel I’m doing something worthwhile. I like to put something back into sport. Where do you fit in?

22. WHY DO ATHLETES TAKE PART IN SPORT? Why do athletes participate in sport? DIRECTIONTHRILLBELONGINGFRIENDSHIPACHIEVEMENTMANY OTHERS

23. WHAT DO PARENTS SEEK FROM SPORTING PROGRAMS? What do parents seek from sporting programs? SAFETYFUN CHILD MINDING SERVICE FAMILY INVOLVEMENT SUCCESS GROUND WORK LAID FOR FUTURE SPORTING SUCCESS MANY OTHERS

24. SETTING GOALS The words goals, aims, objectives and targets essentially mean the same thing – they are statements by which the success of a program can be judged.

25. CHARACTERISTICS OF GOALS 1.Measurable For example Each player will get equal time in games over the season. The team will finish higher in the league than last year. Players will better their score on a skill circuit. Athletes will better their times by 10%.

26. CHARACTERISTICS OF GOALS 2.Observable Some goals are easily seen, such as scores, times, skill drills, but even the more abstract goals such as ‘enjoyment’ or ‘keenness’ can be observed by watching the faces of the athletes or taking note of how many athletes attend practice each week.

27. CHARACTERISTICS OF GOALS 3.Challenging Goals should challenge athletes and inspire them to improve.

28. CHARACTERISTICS OF GOALS 4.Achievable and believable While goals should challenge, they should also be realistic. The coach should not only set the goals of the program, taking into account the standard of the athletes at hand, but also discuss the goals within the group to convince the members they can reach the standard set.

29. CHARACTERISTICS OF GOALS 5.Short term and long term An athlete is more likely to believe that a program goal (long term) can be achieved if it is broken into easier goals along the way (short term). Deciding within what limits the coach is prepared to strive for program goals completes the quest for a coaching philosophy.

30. COACH’S CODE OF ETHICS All coach’s must sign the ethics form. 1.Respect the right’s, dignity and worth of every human being. 2.Ensure the athlete’s time spent with you is a positive experience. 3.Treat each athlete as an individual. 4.Be fair, considerate and honest with athletes.

31. COACH’S CODE OF ETHICS 5.Be professional and accept responsibility for your actions. 6.Make a commitment to providing a quality service to your athletes. 7.Operate within the rules and spirit of your sport. 8.Any physical contact with athletes should be: 1.Appropriate to the situation 2.Necessary for the athlete’s skill development

32. COACH’S CODE OF ETHICS 9.Refrain from any form of personal abuse towards your athletes. 10.Refrain from any form of harassment towards your athletes. 11.Provide a safe environment for training and competition. 12.Show concern and caution towards sick and injured athletes. 13.Be a positive role model for your sport and athletes.

33. COACHES SHOULD BE TREATED WITH RESPECT AND OPENNESS. HAVE ACCESS TO SELF-IMPROVEMENT OPPORTUNITIES. BE MATCHED WITH A LEVEL OF COACHING APPRORIATE TO THEIR LEVEL OF COMPETENCE.