Coaching with Purpose: Developing Human Potential in Young Athletes

1. Coaching with Purpose: Developing Human Potential in Young Athletes Dr. Christopher Manno Mr. Peter Teifer

3. Seminar Overview • The purpose of youth competitive athletics • The role of the coach as a leader and role model for young people • Sportsmanship and character • Developing the full potential of youngsters • The technical aspects of coaching: Best technical coaching practices • The physiology of movement and athletics • Safety: Physically and emotionally safe and sound coaching practices • Q and A

4. Effective coaching takes some soul searching Question…Who are you serving?

5. What is “Coaching with Purpose?”Serving Others or Serving Self An extreme example

6. What are the purposes of youth athletics? Dr. Chris Manno

7. Coaching with Purpose Joe Ehrmann

8. So, it’s clear... The purpose of coaching is to serve the youngsters, not the coach or parents.

9. Purposes of Youth Athletics • To develop the potential of youngsters • Emotional potential • Social potential • Physical potential • To develop positive character traits • To develop habits of lifetime fitness • To develop athletic skills and proficiency

10. The role of the coach A role model.

11. Young people will forget nearly all of what you told them. They will only remember your example and how you made them feel.

12. The Leadership Challenge - The 5 most important things leaders do. Kouzes and Posner

13. Good leaders, and good coaches... • Modelthe way • Inspire • Challenge to be their best • Enable them to act • Encourage the heart

14. Coaching Character Joe Ehrmann

15. Positive Character Traits that Athletics can Instill • Discipline • Determination • Dedication • Confidence • Concentration • Consistency • Respect • Teamwork • Service

16. Character is not taught; rather, it is modeled. Kids don’t care what we say; they only attend to what we do.

17. Suggestion... Attend a game or match…NOT your team; NOT your kids. Just observe people and their behavior. Ask...Is the coach serving others or serving self? Is the coach developing character? Is the coach building or tearing down?

18. Coaches should be positive role models for young people, and therefore should display respect, poise, and self-control at all times. This includes the respectful treatment of others, refraining from the use of inappropriate or foul language, and demonstrating self-discipline by remaining in control in all situations. What is the difference between “screaming” and “yelling”, and “directing” and “coaching” ?

19. Screaming and Yelling... scream [skreem] verb 1. to utter a loud, sharp, piercing cry. 2. to emit a shrill, piercing sound: The sirens and whistles screamed. 3. to laugh immoderately or uncontrollably: The comedian had the audience screaming. 4. to shout or speak shrilly, especially with harsh or exaggerated words: They screamed across the back fence. 5. to play or sing in a high, loud, harsh manner. yell [yel] verb 1. to cry out or speak with a strong, loud, clear sound; shout: He always yells when he is angry. 2. to scream with pain, fright,etc. Service to self.

20. Directing and Coaching di·rect [dih-rekt] verb 1. to manage or guide by advice, helpful information, instruction,etc.: He directed the company through a difficult time. 2. to regulate the course of; control: History is directed by a small number of great men and women. 3. to administer; manage; supervise: She directs the affairs of the estate. 4. to give authoritative instructions to; command; order or ordain: I directed him to leave the room. 5. to serve as a director in the production or performance of (a musical work, play, motion picture, etc.). coach [kohch] verb 1. to give instruction or advice to in the capacity of a coach;instruct: She has coached the present tennis champion. Service to youngsters.

21. Main difference... Control, emotion, and intent.

22. Codes of Conduct For players/athletes Parents Coaches

23. Code of Conduct for Athletes • Train consistently as advised by the coach and athletic Trainer. • Abide by team rules. • Maintain my academic responsibilities. • Demonstrate a consistent willingness to learn and progress. • Abide by the rules and regulations of the student body. • Conduct myself at all times that I will bring credit to my team/school. • Demonstrate sportsmanship during practices and athletic contests.

24. Code of Conduct for Parents • I will encourage sportsmanship from players, coaches, officials, other parents, and spectators at every practice and athletic contest by exhibiting positive support for everyone involved. • I will not place a burden on my child to win games/matches. The primary purpose of interscholastic athletics is to promote the physical, emotional, and social development of student athletes. • I will not argue or complain about an official’s decision. • I will refrain from being a sideline coach or referee. I will provide positive • support for all players on all teams. • I will support efforts to provide an environment for my child that is free from • drugs, tobacco, and alcohol. I will refrain from their use at all school related • Events. • I will provide consistent guidance to ensure my child treats all players, coaches, fans, and officials with respect.

25. Code of Conduct for Coaches I hereby pledge to provide positive support, care, and encouragement for all student athletes participating in BTHS athletic programs by following this Coaches’ Code of Ethics: • I will encourage sportsmanship from players, fellow coaches, officials, parents, and spectators at every practice and athletic contest by demonstrating sportsmanship. • I will place the emotional and physical well-being of my student athletes ahead of a personal desire to win. • I will treat each player as an individual, remembering the large range of emotional and physical development for the same age group. • I will do my best to provide a safe playing environment for my athletes. I will check the player’s equipment and playing environment. I will notify the necessary personnel to correct identified problems. • I will not argue or complain about an official’s decision. • I will organize all practices with safety as a priority and according to BoE Policy. • I will provide a learning environment. The practice field is a classroom. • I will consistently seek out professional knowledge concerning principals of Coaching.

26. Our youngsters need leaders…not media celebrities.Visit www.positivecoach.org Model - Challenge and Inspire - Enable and Encourage

27. The technical aspects of coaching: Best technical coaching practices Mr. Pete Teifer, BTSD Supervisor of Athletics and Activities

28. Understanding the Components of Physical Fitness Muscular Strength - the ability of a muscle or muscle group to exert force. Muscular Endurance - the ability to sustain repeated muscular actions for an extended time

29. Understanding the Components of Physical Fitness Muscular Flexibility - the ability to move through a range of motion around a joint Cardiovascular (CV) Conditioning - The ability of the CV system to supply O2 to the working muscles during exercise

30. Understanding the Components of Physical Fitness Body Composition- The relative percentage of body fat compared to lean body mass (muscle, bone, water, etc.)

31. Understanding the Components of Physical Fitness - Skill Related Speed - The ability to move quickly from one point to another in a straight line. Agility - The ability of the body to change direction quickly

32. Understanding the Components of Physical Fitness - Skill Related Balance - The ability to maintain an upright posture while still or moving. Coordination - Integration with body, hand and/or foot movements with the inut of the senses.

33. Understanding the Components of Physical Fitness - Skill Related Reaction Time - The amount of time it takes to initiate movement.

34. Understanding the Components of Physical Fitness - Skill Related Muscular Power - the explosive aspect of strength - its the product of strength & speed of movement. Power - (force X distance)/time

35. Principles of Conditioning Principle of Progressive Overload - The theory that, to maximize the benefits of a training program, the training stimulus must be progressively increased as the body adapts to the current stimulus (push to moderate discomfort).