Coaching: The Art and Science

1. Coaching: The Art and Science “A society grows great when old men plant trees whose shade they know they shall never sit in.”

2. WELCOME TO CHANGING MINDS CHANGING LIVES The Canadian ParalympicCommittee is partnering with SCI Action Canada for a quality assessment study of the Changing Minds, Changing Lives (CMCL) program. The study will help the Canadian Paralympic Committee determine the reach and effectiveness of the CMCL program so that we can continue to offer high quality programming for healthcare professionals. Your participation would be greatly appreciated. To participate: please see read the Letter of Information in front of you. If you choose to participate, please sign the Consent form and begin the Pre-Presentation Questionnaire before we begin today’s presentation.

3. Teaching and LearningCore Competencies • Problem Solving • Practice observation • identify aspects that need improving • Valuing • Recognize and respect differences in learning styles • Develop teaching approach based on athlete’s needs • Promote development of self-esteem • Provide constructive and positive feedback

4. Teaching and LearningCore Competencies • Critical Thinking • Reflect on meaning of effective teaching and factors that promote learning • Reflect on preferred learning styles and how these may affect one’s approach to teaching • Compare current knowledge and beliefs with Reference Manual • Assess feedback with guidelines to promote learning • Observe and critique practices • Leadership • Appreciate the effect of how key teaching factors affect learning • Interaction • Brainstorm and work with classmates to complete tasks

5. The Teaching Process • Phases • Design learning activities (drills) • Set up the activities • Deliver the activities • Assess the learning (success criteria) • Adjust and retool

6. “Self - Monitoring” Process To Improve Teaching Effectiveness Action Planning for improvement Analysis and assessment Identification of aspects to imp rove

7. Effective Teaching Individual Sport – Figure Skating • Observe the video clip. • While observing, identify and list the various teaching elements that the coach is using during the practice. • List under appropriate/agree or inappropriate/disagree.

10. Teaching and Learning • Motor performance is observable behaviour when executing a task • # of times target hit • Learning refers to permanent change in motor performance • reassessment of performance • in practice vs competition

11. Dimensions Of Learning Affective (attitudes, behaviour) Dimensions Of Learning Motor Cognitiv e (technical skills, (knowledge, execution) understanding)

12. Motor Performance: Rate Of Improvement Relative To Time Improvement in motor performance (% of initial values) Time

13. Learning Styles • Preferred Learning Styles • Questionnaire Workbook Part B pg 9 - 12 • Complete questionnaire and then proceed to Interpretation Table pg 13

14. Preferred Learning Style • Visual • Sensitive to visual aspects of environment • Good sense of orientation • Creative • Auditory • Receptive to sounds • Like listening to and telling stories, discussing ideas • Kinesthetic • In check with feelings • Passionate, warm, spontaneous, emotional

16. Organization and Set Up • Look closely at the cartoon in Workbook Part B pg 15 (Figure 5.1.1) and identify aspects of the organization and set up of the activity that need improvement.

17. Organization and Set UpEvaluation • Only one athlete active at a time • Inactive athletes may become disruptive and lose interest • Coach too busy trying to maintain discipline to give any individual feedback on performance • Coach not able to step back from activity or move away from equipment thus unable to control group or evaluate performance

18. Organization and Set UpConsiderations • Plan how to start and finish activity/drill • Take into account safety issues • Ensure maximum amount of practice time • Athletes active at least 50% of the time • Athletes can progress at own rate • Set up so that coach can roam and observe every athlete • Plan for equipment, prepare ahead of time and ensure availability when needed

19. Explanations and DemonstrationsConsiderationshttp://www.yorku.ca/wdyba/kine2475/Golf_Tip_0701.wmv • Explain the objective of exercise/drill • Explanations must be brief and clear • Cues – precise information • Short, clear, simple and few (two or three) • Observable by coach, easily understood by athlete • External cue – seen or heard by athlete • i.e foul shot – aim for back rim, hear swish • Internal cue – perceived internally (kinesthetic sense) • i.e foul shot – feel body extending, especially elbow • Take into account the learning styles of athletes • Demonstrations give a clear mental picture • Check to ensure athletes understand

20. Effective Teaching Team Sport - Volleyball • Observe the video clip. • While observing, identify and list the various teaching elements that the coach is using during the practice. • List under appropriate/agree or inappropriate/disagree.

21. Explanations and DemonstrationsVideo • Workbook • Pg 16 key points • Pg 17 observations • Pg 27 assessment grid

22. Observation - Considerations • Athletes get into activity quickly • Ensure athletes understand instructions • Ensure activity/drill appropriate for skill level • Good rate of success among athletes (70%) • Actively supervise athletes • Scanning and moving around to watch • Be aware of individual difference • Provide individual feedback • Discern whether athletes are having fun are bored or disinterested

23. Observation, Intervention, Feedback • Look closely at the cartoon in Workbook Part B pg 20 (Figure 5.3.1) and identify aspects of the coach’s observation, intervention and feedback that need improvement.

24. Cartoon Observations (pg 20) • Coach cannot see all athletes • Cannot give accurate feedback (#10’s performance) • No criteria for success or failure • Doesn’t know what to look for • Didn’t notice #3’s lack of interest & low self-esteem • Allows activity to continue even though not a good learning situation • General and ineffective feedback

25. Intervention and Feedback • Process vs content • Step 1 – assess whether task successfully completed • Step 2 – use most appropriate intervention options • Inhibiting - avoid, -ve on affective dimension • Repeating - repeat instruction, demonstration • Explaining - explain or question, cognitive • Helping - reassure, start again, affective • Adapting - use different equipment, change practice area, reduce difficulty, motor • Unsuccessful performance – pg 37 • Successful performance – pg 38

26. 1 Feedback When The Athlete Is Not Succeeding Column 1 Column 2 Column 3 Athlete Appropriate Probable cause behaviour intervention Cannot meet tasks Fear Help Adapt demands or (reassure) (slower progression) Affective (clearly upset or gives up Demotivation Explain Help (start again) practicing then (question) Adapt Not understanding Explain Repeat then Does so mething (question) different, or Cognitive Failure achieves a different Ability not yet Explain outcome Adapt acquired (question) then Too demanding Help (begin again Adapt (use with coach support) different or Nearly gets it right, equipment) Motor but not quite Too complex Adapt (take more time, simplify) 1 Adapted from Target, C. et Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement.

27. Feedback When The Athlete Is Succeeding 1 H Does the Yes Have the athlete coach need Successful outline reasons for to check skill success (identify acquisition? reference points) or No Have athlete repeat performance Next activity or level several times of progression or Do a more difficult task 1 Adapted from Target, C. et Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection Sport et enseignement.

28. Intervention and Feedback • Step 3 – Phrasing feedback • Evaluative – assess quality of performance, judgment • Prescriptive – tells how to execute next time • Descriptive – describes what athlete has done • General • Specific • Positive and constructive • Negative and destructive • Assessment of a coach’s feedback – Workbook pg 23 http://www.youtube.com/watch?v=9ArAbqy8Lfs

29. Feedback Comments • Focus on aspects that can be improved • Positive and constructive, not negative and destructive • Give more specific than general feedback • Clear, precise and informative • Formulate feedback with an external focus • Quality and credibility not quantity determines effectiveness • Feedback given to whole group often effective • Sandwich approach – positive comment, things to work on, then encouragement or another positive comment

30. Creating a Positive Learning Environment • Ensure a safe and welcoming practice area • Interact more with athletes who need it more • Ensure athletes are actively involved • Adapt the degree of practice difficulty to athletes’ ability • Clearly define successful performance • Do not allow athletes to monopolize attention • Improve the scope of feedback • Laugh and smile