conduct sport coaching sessions with foundation level participants

eye contact (non verbal communication)

(with a group or individual) shows that you are fully listening to what is being said by them. it ensures that they know they have your full attention

what coaches need to do/ demonstrate

- be punctual - presentation - be approachable yet professional - promote positive interaction and participation

common challenges that are familiar to coaches

- clear and straightforward instructions are given but participants still don't understand - participants say they understand but don't do as asked - you feel you gave feedback in a positive manner but the participant is still upset - feedback is forgotten by participants between sessions - the same feedback is given to everyone but some take it well and some don't

what does providing young participants with feedback builds

- confidence - enhances self - esteem - improves performance

benefits of teaching sport is fun and safe from a young age

- developing a healthy relationship with exercise for years to come - improving motor and cognitive skills - promoting regular physical activity - teaching the importance of teamwork - helping kids make friends

common types of non verbal communication

- eye contact - body language - tone of voice - facial expressions - touch

Examples of Closed-ended questions

- have you played X sport before - do you understand my instructions - did you enjoy the session - Do you think anything could have been improved - Would you participate in the session again - Did the facilitators use good communication techniques - Were all participants included in the session - Would you recommend the session to a friend

facial expressions (non verbal communication)

- most common form of non verbal communication - the eye brows, mouth, eyes and facial muscles all convey emotion and information, without the need to use words - for example, wide eyes can show surprise, and a smile can show happiness

Touch (Non-Verbal Communication)

- most common used to communicate support or comfort. - this type of communication should only be used in certain situations and should never be used to convey anger, frustration or any other negative emotions

tone of voice (non verbal communication)

- most important when coaching younger kids. - the wrong tone or level can completely change the message that your delivering. - the level of voice will change based on where you are running the session (outside you need to speak louder but inside you can speak at a more natural level. - the tone should be friendly and encouraging - children will pick up on anger and frustration is your voice very quickly so don't show it - a level approach will get better results all round

once the session is over

- pack up all equipment - check for any damage or significant wear and tear - if you are doing further sessions confirm dates and times - don't forget to ask appropriate people for feedback on your session

training to develop skills

- participants should practice all technical skills in the exact manner that is desired for optimum performance in game conditions. coaches should continue to critique the technique until they are correct. at foundation level, the repetition of skills is proven to be the best way to learn - from the time a player considers applying their skills to their sport they will need to start thinking about tactics. Not all players pick up the the tactical side of things as quickly as others so it is important these are practiced regularly at training ideal sessions will include time to solidify both technical and tactical skills

junior sport coaches will need to be able to

- plan sessions - tailor sessions - instruct in sport skills, rules and etiquette - teach teamwork and cooperation - give feedback to help improve skills - evaluate the success of the teaching process

Verbal signs of active listening

- positive reinforcement - overuse of words and phrases - remembering - reflection - questioning - clarification - summarisation

body language - what you have to look out for

- posture - use of arms - use of legs - use of facial expression

where can you use the skills displaying that sport is fun and safe

- schools - holiday programs - before and after - structure programs run through community centres/ councils/ sporting clubs - organisations who run children's parties - assistant to a senior coach in a sporting clubs

session plans for activities should really ideally include the following:

- session introduction - warm up - games, skills and fitness activities (content) - cool down - review > they should also identify the location, time allocated, equipment and be written in simple language

non verbal signs of active listening

- smile - eye contact - posture - mirroring - distraction

Feedback Strategies

- the feedback sandwich - give positive feedback in front of a group, and areas of improvement to individuals - remember that learning styles differ - repeat, repeat and repeat

what do you need to do during the session

- the following session plan or greatest success - encourage participants throughout the session - use positive reinforcement - identify the different levels within a group and address accordingly - continue to remind participants of the instructions and rules when necessary - if assistance is required, call upon help from your supervisor

communication - active listening

- this involves maintaining eye - contact, giving verbal nods and smiling. this encourages the person to continue speaking and show that you are invested in what they are saying. it also makes them more at ease, allowing them to communicate more confidently - concentrating on what the speaker is saying instead of just hearing the words coming out of there mouth

communication - non verbal

- this is the way we transfer information through the use of body language - it allows us to gain information, including how a person might be feeling or how they have received verbal communication

how to go about planning your session - how many goals

- training sessions should be developed from TWO or THREE goals that have been identified for that session

Examples of open ended questions

- what has been your past experience with X sport been like - tell me a summary of what I have asked you to do - what was your favourite part of the session - explain to us how we could have communicated better - how may we have made you feel more included - What do you believe the facilitators did well - what could have been improved on

feedback

- when giving feedback you should be building confidence, enhancing self esteem and aim to improve performance - providing players with feedback and easy to follow instructions is not always simple

communication - body language

- when you are communicating with someone it is helpful to try to combine what their body language is telling you with the words they are saying

feedback and self - analysis

> feedback can come from a variety of sources such as senior coach, a teacher, a parent, a peer or the participants themselves > it is one of the most effective ways to improve your own performance as a coach > remember that not all feedback is negative - make sure you ask about the things you did well > after a session, spend time thinking about what you wanted the key outcomes to be. did you meet these? if not, think about how you could structure the session next time to ensure success > putting it in writing is likely to keep you more accountable

preparing for sessions with foundation level participants

> make contact with the supervisor of the activity in the days leading up - confirm with them, the time you should arrive, how long you will be required for and EXACTLY where you will meet them > will it be an activity that you bring in externally or will it be that they have planned - if it is a session they have planned ask for a copy to be emailed and ensure you are familiar with the requirements before the session, (including equipment, set up and policies and procedures of the organisation)

adapting coaching and communicating styles for foundation level participants

> provide clear instruction and boundaries > never make assumptions that a child knows something that you haven't started > if you use terminology that is specific to the activity, ensure that you explain what it means > explain to the participants how the session will work - warm up, cool down, drink breaks etc > provide a demonstration of what needs to be done > if there is equipment to be used, explain what it is and how to use it safely > encourage fair play, no cheating and remind them it's not all about the result > before you start the activity, checking for understanding - rules, safety and consequences

examples of technical and tactical skills of - swimming

> technical - breathing, arm actions and kicks to make up a whole stroke > tactical - team arrangement in a relay race

examples of technical and tactical skills of - basketball

> technical - correct free throw shooting action > tactical - calling a time out to advance the ball in dying minutes of the game

examples of technical and tactical skills of - gymnastics

> technical - landing of the dismount > tactical - the increasing difficulty of routine to score additional points

examples of technical and tactical skills of - tennis

> technical - serve accuracy > tactical - when to come into the net

examples of technical and tactical skills of - golf

> technical - swing > tactical - choice of club

examples of technical and tactical skills of - netball

> technical - the accuracy of goal shooting > technical - whether to shoot yourself or pass to other attackers on a better angle

examples of technical and tactical skills of - rugby

> technical - the accuracy of pass > tactical - a decision on whom to pass to

examples of technical and tactical skills of - AFL

> technical - the precision of kick > tactical - whether to double team the league's top goal kicker

what to do when the day comes

> upon arrival introduce yourself to your contact with confidence, a firm hand-shake and a smile > prepare the facilities and equipment according to the planned activity. in doing so, put safety first - check the area and equipment > make sure any resources that you need are close at hand and that there is access to water

positive use of arms (how to read body language)

a sign that a person feels positive and ready to absorb information might be that they have their arms down to their side, on a table or arranged in some other open way

distraction (active listening - non verbal)

active listeners do not get distracted and thus will refrain from fidgeting, looking at a clock or watch, doodling or playing with their hair

what should participants practice

all technical skills in the exact that is desired for optimum performance in game conditions.

what type of skill is it when your able to decipher non verbal communication

an invaluable skill

tactical skills

are actions and strategies planned to achieve an overall objective

closed questions

are those which can be answered by a simple YES or NO

Open questions

are those which require MORE thought thought than a simple one word answer

gestures (non verbal communication)

are used worldwide to convey information to other people. an example of this is a 'thumbs up' which is a confirmation that a person feels positive about something

Questioning (active listening - verbal signs)

asking regular questions shows that you have been paying attention. asking appropriate questions help to reinforce that you have an interest in what the speaker has been saying

mirroring (active listening - non verbal)

automatic reflection/ mirroring of any facial expressions or body posture used by the speaker can be a sign of attentive listening. these expressions can assist in showing sympathy and empathy in emotional situations

why is non verbal important

because it allows us to glean information, including how a person might be feeling or how they have received verbal communication

positive use of legs (how to read body language)

both feet being placed flat on the ground is normally a sign that someone is ready and open to hearing your ideas

posture (active listening - - non verbal)

can tell a lot about the sender and receiver in interpersonal interactions. the attentive listener tend to lean slightly forward or sideways whilst sitting . other signs may include a slight slant of the head or resting the head on the one hand

before you begin a activity you need to also

check for understanding or rules, safety and consequences

clarification (active listening - verbal signs)

clarifying is where you ask questions of the speakers to check that the message you're receiving is correct. open questions which enable the speaker to expand on certain points are normally used in the clarification process

what do you need to provide when coaching

clear instructions, boundaries and demonstrations of what needs to be done

main difference between open and closed questions

closed questions will often end a conversation, whereas, open questioning encourages the participant to talk and interact more

what do coaches need to continue to keep doing

critiquing participants technique until they are correct.

what do you need to do if you use terminology that is specific to an activity

ensure you explain what it means

what do you need to encourage when coaching foundation participants

fair play, no cheating and remind them it's not all about the result

negative use of legs (how to read body language)

having legs crossed or arranged in some other closed formation might indicate that they feel irritated or stressed

what do you need to explain to the participants about the session and equipment

how the session will work (warm-up, cool-down, drink breaks etc) as well as explain how ......... is to be safely used and what it is

remembering (active listening - verbal signs)

humans are notoriously bad at ........... details; however, ........... a handful of key points will help reinforce that listening has been successful. reciting details, ideas and concepts from earlier conversations show that attention was kept, and this should encourage the speaker to continue

poor use of arms (how to read body language)

if your arms are crossed or closed, it's more likely they're experiencing some sort of negative emotion

what should you do upon arrival

introduce yourself to your contact with confidence, a firm handshake and a smile

what does putting feedback and self-analysis in writing do

is likely to keep you more accountable

Non-verbal communication

is the way we transfer information through the use of body language, including eye contact, facial expressions and gestures

why is self analysis effective

it improves your own performance as a coach

policies and procedures

it is important that all sporting clubs to have an up to date set of policies and procedure that all coaches, participants, members and staff are aware of

eye contact (active listening - non verbal)

it is normal and usually encouraging for the listener to be looking at the speaker. ... ....... though can be intimidating for some, especially for more shy speakers - gauge how much eye contact is appropriate for any given situation. combine eye contact with smiles and non-verbal messages to encourage the speaker

what do you need to make sure when about to begin a session

make sure that all resources are close at hand and that there is access to water

being approachable yet professional

make sure you tailor your language to suit the age of the participants

presentation

make sure you're well groomed and dress appropriately

feedback is not all (________), also ask about (___ ___ ___ ____)

negative, what you did well

promote positive interaction and participation

never underestimate the impact you have as a leader on their enjoyment. Not all participants will necessarily be there because they want to be

what do tactical skills depend on

numerous factors such: - opposition - available players - weather when outdoor

communication - what are the two types of questions

open and closed

technical skills

refer to something that a person id required to move their body to perform. some ......... ...... can be general and would apply to most sports (running, jumping, throwing, catching)

Reflection (active listening - verbal signs)

repeating or paraphrasing what the speaker has said i order to show comprehension is called reflecting. ......... allows you tp reinforce the message of the speaker and demonstrate understanding

what is proven to be the best way to learn at a foundation level

repetition of skills

what sources can feedback come from

senior coach, a teacher, a parent, a peer or the participants themselves

poor posture (how to read body language)

shoulders slouched or raised and spine bent might indicate nervousness, anxiety or anger

smile (active listening - non verbal)

show that a listener is paying attention; they are also a way of showing agreement or happiness about the message being received. Combined with verbal nods, smiles can be powerful in showing that messages are being listened to and understood

types of technical skills

some can be general and would apply to most sports (running, jumping, throwing and catching). whereas, others may be be specific to just one sport

negative use of facial expression (how to read body language)

some frowning, furrowing their brow or tightening their lips, might feel confused, angry or negatively emoted.

positive use of facial expression (how to read body language)

someone who has a soft smile, relaxed facial muscles or gently raised eyebrows is likely showing that you feel good about the information you are presenting

Good posture (how to read body language)

someone who is engaged, listening and open to the ideas will often be displayed by having them having their shoulders back and spine straight

when working with foundation level participants when do you introduce technical and tactical skills

start with fundamental technical skills and as these begin to develop you should introduce some low level tactical skills

overuse of words and phrases (active listening - verbal signs)

such as 'very good' or 'yes' can become annoying to the speaker. instead, it's better to explain why you agree with a certain point

what does a player have to start thinking about when they begin considering applying their skills to a sport, and what is important about them

tactics, not all players will pick up on the tactical side of things as quickly as others so it is important these are practiced regularly at training sessions

what should you never make assumptions about

that a child knows something that you haven't started yet (started learning)

what is it important that young people learn

that sport is fun and safe. you have the ability to help them foster a love of sport and physical activity that can set them up for life

foundation participants

the will be looking at you as a role model for the most part and will often they will be at a level where they know very little about the chosen sport or activities

body language (non verbal communication)

they way someone holds their body depending on the situation, the environment, and how they are feeling is called .... ......... An example of this is arms crossing which may occur if someone is feeling angry or nervous

what should you do after the session

think about what you wanted the key outcomes to be and think if you met them. if you didn't think how you could structure the next session to ensure success

positive reinforcement (active listening- verbal signs)

this can show you're bing attentive; however, the listener should do this sparingly so as not to distract from what the speaker is saying

Being punctual

this will be an expectation from the participants, organises and parents

what will ideal sessions include

time to solidify both technical and tactical skills

summarisation (active listening - verbal signs)

using your own words to repeat what the speaker has said is called summarisation. this is where you take the main points of the message and repeat them clearly and logically, allowing the speaker to correct you if necessary

verbal communication

where we transfer information through written text, speaking or sign language

what do you need to ensure when after you prepare the facilities and equipment to the planned activity

you need to put safety first and check the area and equipment