Saturday, 9 November 2013
Thursday, 17 October 2013
Strengths and Weaknesses
Part of being a coach is being able to work with individual performers and work on strengths and weaknesses specific to them.
To do this the coach must be experienced and have good knowledge.
The coach must also be able to analyse performers and pick out faults with their technique.
The coach must then be able to give good clear feedback including coaching points to improve technique.
The coach then needs to offer a variety of activities to correct faults and improve overall technique.
To do this the coach must be experienced and have good knowledge.
The coach must also be able to analyse performers and pick out faults with their technique.
The coach must then be able to give good clear feedback including coaching points to improve technique.
The coach then needs to offer a variety of activities to correct faults and improve overall technique.
Technical Instruction
One of the main ways that the performer develops is through receiving technical instruction from a knowledgeable coach. There are a number of things that the coach must do to ensure that the technical instruction is effective:
Good Clear Instructions - The coach must communicate his ideas clearly to the performer.
Explain - The coach must then elaborate on these points and explain the technique in detail.
Relate to game situation - The coach must then set up an activity where the performer can continue to develop the skill in a more realistic and pressurised situation.
Break technique down - Use precise coaching points including different body parts to help the performer process the skill.
Demonstration with knowledge - This will aid visual learners being able to see the skill in front of them then model it.
Good Clear Instructions - The coach must communicate his ideas clearly to the performer.
Explain - The coach must then elaborate on these points and explain the technique in detail.
Relate to game situation - The coach must then set up an activity where the performer can continue to develop the skill in a more realistic and pressurised situation.
Break technique down - Use precise coaching points including different body parts to help the performer process the skill.
Demonstration with knowledge - This will aid visual learners being able to see the skill in front of them then model it.
Simulation
Stage 1 - The coach first begins by giving a demonstration of the skill and highlighting the key coaching points.
Stage 2 - The performer then attempts the full skill by themselves without assistance from the coach.
Stage 3 - The coach then makes the learning environment easier for the performer, this depends on the particular skill and which part the performer is struggling with.
Stage 4 - The coach offers technically correct points as well as offering guidance.
Stage 5 - Transfer is made back to the real situation.
Simulation is usually used with skills that have danger involved. Maybe removing the dangerous element until the performer is full ready.
Stage 2 - The performer then attempts the full skill by themselves without assistance from the coach.
Stage 3 - The coach then makes the learning environment easier for the performer, this depends on the particular skill and which part the performer is struggling with.
Stage 4 - The coach offers technically correct points as well as offering guidance.
Stage 5 - Transfer is made back to the real situation.
Simulation is usually used with skills that have danger involved. Maybe removing the dangerous element until the performer is full ready.
Designing effective sessions
The skill level of a coach is judged on the sessions that he/she delivers to performers. For the session to effective takes a lot of planning and preparing before the session. The coach must take in consideration a number of factors:
Group size
Skill level of performers
Time avaiable
Space available
Equipment
The coach then prepares different parts of the session including the warm up, main drills and cool down. The coach must also questions himself what he wishes to gain from the session and what are his goals. This is a way of measuring how effective a session is
.http://www.youtube.com/watch?v=c0tW-QWI7Wk
Group size
Skill level of performers
Time avaiable
Space available
Equipment
The coach then prepares different parts of the session including the warm up, main drills and cool down. The coach must also questions himself what he wishes to gain from the session and what are his goals. This is a way of measuring how effective a session is
.http://www.youtube.com/watch?v=c0tW-QWI7Wk
Goal Setting
A coach can use goal setting to motivate the performer to give maximum attention and effort in coaching sessions. However these goals must be a number of different things to be effective.
Measurable - Meaning the performer must know if they are getting closer to achieving their goal. If they do start to improve as a performer and become closer to their goals this will motivate them to achieve their goals.
Achievable - If the goal which the coach sets isn't realistically achievable for the performer the will quickly become demotivated and begin to doubt their own ability. This may even see a reversal in the development of the performer.
Realistic - When the coach is setting the goal they must be realistic. To do this the coach must evaluate the performers current skill level. From there the coach can set goals that the performer has a chance of achieving.
Time phased - The goal that is set must be able to be achieved in a reasonable amount of time. If the goal takes to long to be achieved then the performer will lose interest and motivation.
Exciting - The goal must be exciting to achieve to motivate the performer. As well as this the coaching sessions the performer is participating in must be varying and interesting.
Recorded - Through coaching sessions the coach must be able to record the performer, this is so the performers development can be shown. Once the performer can see that they are improving this motivates them to keep progressing.
http://www.youtube.com/watch?v=_i8hCB88yug
Measurable - Meaning the performer must know if they are getting closer to achieving their goal. If they do start to improve as a performer and become closer to their goals this will motivate them to achieve their goals.
Achievable - If the goal which the coach sets isn't realistically achievable for the performer the will quickly become demotivated and begin to doubt their own ability. This may even see a reversal in the development of the performer.
Realistic - When the coach is setting the goal they must be realistic. To do this the coach must evaluate the performers current skill level. From there the coach can set goals that the performer has a chance of achieving.
Time phased - The goal that is set must be able to be achieved in a reasonable amount of time. If the goal takes to long to be achieved then the performer will lose interest and motivation.
Exciting - The goal must be exciting to achieve to motivate the performer. As well as this the coaching sessions the performer is participating in must be varying and interesting.
Recorded - Through coaching sessions the coach must be able to record the performer, this is so the performers development can be shown. Once the performer can see that they are improving this motivates them to keep progressing.
http://www.youtube.com/watch?v=_i8hCB88yug
Subscribe to:
Posts (Atom)