Philosophy
set of beliefs that guide your actions
WHY have a philosophy?
Guidelines
Roots during difficult
... [Show More] situations
Goals
Legitimacy
Consistency
Removes uncertainty
Brainpower
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WHAT influences your philosophy?
Things that you value, things that you believe
beliefs/principles
Life events
Self Awareness
Know who you are so your athletes can know who they are
Your athletes are much more likely to become what you are rather than who you want to be
Ways to increase self-awareness
Reflect on your beliefs
Request feedback from people you trust on how they see you
Mirror analogy
Look at yourself, your beliefs,values
Your Three Selves
Ideal Self - the person you would like to be; represents your values, your sense of right and wrong.
Public Self - image you believe others have of you.
Real Self - the sum of those subjective thoughts, feelings, and needs that you see a being the authentic you. - Real self is continually changing
Self Esteem
Inner conviction about your competency and worth
Consequences of basing your self-esteem in winning and losing
Using confidence to develop confidence in those around you
Self Disclosure
The significance in developing good coach/athlete relationships
Keep it relevant to your relationships and appropriate to situations
Coaching Philosophy vs. Life Events
Events affect the development of your coaching philosophy
-Have certain beliefs and principles
-An event occurs that tests beliefs
-Respond based on your beliefs and principles
- You experience rewards or consequences based on action
-Change, adjust, or solidify your beliefs and principles
philosophy summary
Philosophy is a key to pursuing your career as a coach
Sharing your philosophies helps your athletes develop their own philosophies
The most important ingredient of a philosophy is that you OWN it
A philosophy is not expressed by what you SAY, but by what you do
3 Major Objectives of Coaching (Coaching Philosophy Components)
- To win
- Help young people have fun
- Help young people develop physically, psychologically, socially
Recreational VS Competitive
1. Recreational sport emphasizes fun, learning, and participation by all
2. Competitive sport emphasizes winning, performance, and participation by best
3. Problems arise when there is incompatibility between program objectives and coach's objectives
4. The objectives of administrators, players, and parents may be incompatible with program objectives
keeping winning in perspective
Winning or striving to win is never more important that a young athletes well-being
Successful coaches...
Recognize the difference between objectives for the contest objective for their athletes' participation, and their own personal objectives
Find ways to achieve all 3 objectives
Your coaching style will determine
1. How you decide to teach skills and strategies
2. How you organize your practice and competition methods
3. How you discipline your athletes
4. What role you give your athletes in making decisions
Coaching Styles
-Command Style (Authoritarian)
-Submissive Style
-Cooperative Style (Democratic)
cooperative coaching style
athlete centered. decisions guided by coach, but with input of athletes. winning is judged by athlete and coach
command (authoritarian)
win centered. coaches make all the decisions. winning is decided by the coach.
submissive
no emphasis. athlete make all the decisions. winning is not defined.
leadership
1. Chart a course
2. Give other direction by having a vision
3. Develop social/psychological environment..team culture... to achieve goals
what leaders do
1. Provide direction
2. Build environment conducive to achieving team goal... Team Culture
3. Instill values
4. Direct impact on motivation through interpersonal relationships
5. Confront and resolve conflicts
6. Communicate
Management of Information
Information received and passed on by the Athletic Director or Coach
Team Captain communicates from the Team to the Coach or vice visa
management skills
1. Planning
2. Organizing
3. Staffing
4. Recruiting
5. Scheduling
6. Budgeting
7. Public relations
Transformative Leadership
- Team influences coach, Coach influences team
- Passing of energy back and forth ←> teaching and learning
- Involves wise use of power
- Empowers assistant coaches and player
Team Culture
The way things are done on a team
(Direction and Vision)
The social architecture that nurtures the team psyche
Components of Team Culture
1. Team tradition
2. Basic operating procedures
3. Management of information
4. Nature of sport
5. Power, influence, status structure within team
6. Leadership style of coach
developing team culture
1. Involve players in defining goals
2. Give players responsibilities they can accommodate
3. Demonstrate superior knowledge and skill
4. Treat players with respect
5. Reward competency
6. Reward effort and performance...not outcomes
7. Teach players to reward each other
Team Tradition
Ex. Hockey: Pre-game locker room talks, Tap sticks after every home game (win or lose), Shake hands with other team after each game
understanding key characteristics in teenagers
Early adolescence
11-14 yr
Middle adolescence
15-17 yr
Late adolescence
18-21
What To Do When Coaching Differences In: Gender
1) Encourage girls to participate in sports
2) Male coaches- encourage your organization to provide girls and women more sport opportunities
3) Encourage women to pursue careers in coaching
4) When speaking, deliver the message that sport should be an equal opportunity employer
5) Encourage your sport organization to give males and females the same recognition for participation in sport
early adolescence: physical
Average age for growth
9.5 yr for girls
11.5 for boys
Strength increases
Females and males are closest in strength at this time prior to puberty
Basic jumping, running, throwing skills improve (females level off by 12-13, males show improvement until later teen years)
tallest/strongest boys excel
Early maturer
Both female and males go through puberty... very self conscious
Physical appearance important in comparison to peers
early adolescence: social
Increasing peer dependence
Desire to conform
Desire to be more independent
Can become argumentative with adults
Often insecure about emotional/physical changes
early adolescence: cognitive
Think more literally and concretely
Values are influenced by peers and adults they admire
middle adolescence: physical
Physical growth completed in females 14.5yr, males 16.5
Increasing concern about their sex appeal
middle adolescence: social
Assert their independence, demand right to make their own decisions, but are impulsive and often show poor judgement
Peer group has profound influence on their decisions
middle adolescence: cognitive
Starting to develop abstract thinking, understanding consequences of their behavior
Generally self-centered
But can be guided towards empathy and good values
late adolescence: physical
no significant changes
late adolescence: social
More secure, understand who they are
Strong desire to function independently
But will seek advice from family and trusted adults
Set their own goals on their personal needs and priorities
More likely to reject goals set by others
Intimate relationships are very important
late adolescence: cognitive
More critical thinking, more rational judgements
More capable of abstract thinking
Able to make better long term goals
What To Do When Coaching Differences In: Physical Maturity
1) Match athletes based on same physical maturity to avoid injury
2) Help athletes understand that their biological clock is just a bit slower than others, encourage their progress
3) Help physically early-maturing athletes who no longer are the stars to understand and accept that it is no failure in them
4) Recognize that you may have some physically maturated athletes that are not equally maturated emotionally or socially
5) Be aware that your athletes will differ widely in intellectual capability. (Repeat instructions, change the language you use)
6) Do not make fun of any differences on your team, nor should athletes
Maturational Differences and Considerations:
Chronological age is not always closely related to an athlete's physical, emotional or social maturity level
Grouping by age only is unsafe and fair [Show Less]