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Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
Coaching real 1_
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Coaching real 1_


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Youth Work

Youth Work

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  • This would be reason it is that you want to coach it is about knowing yourself so you can pass your knowledge and skills on to others it is also about1 helping your performers or team to grow and develop as individuals2 to help them win3 to help them enjoy themselves and have fun
  • Positive youth development through participation, safe environment to learn skills and be taught
  • Out of school care and recreationsport
  • Related to coaching in the sense that as the co ordinator I had to be responsible for staff that were hired to teach young people games as well as dancing so that they would engage in sport or physical activity and see the postive elements of being activeTherefore in relation to coaching not only was I a coach to my staff but also my staff coached the kids so that they would be able to learn new skills in sports be able to engage in at least 30minutes of sports or play Coaching the kids in sports enabled them to see what sports they really enjoyed and went on further to engage in this sport in a bigger capacity whether it was club or school
  • Facing the Giants:
  • Transcript

    • 1. Coaching
      ChantelleEnesa & KeliFuimaono
    • 2. What is Coaching in Sports ?
      Coaching is the organised provision of assistance to an individual performer or a group of performers in order to help them develop and improve in their chosen sport. Coaching therefore involves instruction, teaching and training, but it also has additional distinctive features.
      -National Coaching Foundation, 1986
    • 3. Philosophy on Coaching
      A philosophy helps guide you everyday and it helps you interpret the events in life and provide direction
      Coaches without well developed philosophies lack direction and readily succumb to external pressures
      Philosophy is the foundation from which a coach will develop their entire approach to sport psychology
      - Martens, 1942
    • 4. Perspectives on Coaching
      Players/Team Perspective
      “Its like a guideline for whatever you want to achieve”
      “without them its like your kind of lost”
      Carl Ropati
      Spectator’s Perspective
      “the coach is effective because there the ones that are making the decisions for the whole team”
      “what they decide is going to effect how if they win or if they lose”
      Pamela Kelly
    • 5. Parents Perspective
      “… the whole concept of teaching …….skills…. Principles….values
      The structures that they have learnt in their sports has been continued throughout their learning
      Diane Poroveta
      Sports player’s Perspective
      “An effective coach disciplines his team” –Saul Osaki
    • 6. Coaching is as much about people as it is about technique and tactics. Coaches directly influence athletes by guiding and teaching. The heart of the coaching process is insuring a safe learning environment.
      Australian Sports Commission, 2001
      Coaches abilities are diverse and each coach is at a different development level. However, every coach can always improve. As we continue to coach, we constantly refine and enhance our coaching skills. It is important to judge the effectiveness of that process rather than any particular outcome. If coaches are not achieving success they need to look at changing what they are doing, that is , changing the process.
      Hanrahan& Kidman, 2004
    • 7. Effective Coaching
      Effective coaching depends on intending to maximise the potential of the performer/s and recognising the long term needs of the performer or team.
      If success is only about beating others, then it can only become a dangerous weapon. As a good coach you have a responsibility to keep a balanced view of participation and fair play and above all justice in the minds and behaviour of all your performers.
      National Coaching Foundation, 1986
    • 8.
      • Effective and not so effective e.g. There are some coaches that use all resources available to them- coaches that don’t care and that are there just because they have to be there.
      • 9. Not all coaching styles are the same therefore the responses aren’t the same
      • 10. Coaching can be effective when one develops a successful philosophy where
      • 11. they know why coaches coach
      • 12. Know why athletes participate
      • 13. Consider opinions of others
      • 14. Communicate their philosophy with others
      • 15. Australian Coaching Council, 1990
    • Styles of Coaching
      Authoritarian: A command coach. Strict and Disciplined. Punishes frequently. Good team spirit when winning. Dissension when losing. Has the personality to handle being hated in order to have respect.
      Business Like: Not people orientated. Is keen on seeing the job done. Expects 100% effort at all times.
      Nice Guy Coach: Players sometimes takes advantage of coach’s personable cooperative nature. Gets on well with athletes of similar temperament who are likely to be already self disciplined.
      Intense Coach: Transmits anxiety by his uptight attitude.
      Easy Going Coach: Casual or submissive. Gives impression of not being serious.
      Australian Sports Commission, 1990.
    • 16. When 200 undergraduates students were asked to compile a list of characteristics that described a good coach they came up with the following
      -Patient Flexible
      -A good communicator
      -Open Minded
      -Sense of Humour
      -Uses time wisely
      Potrac,Jones & Cassidy 2004
    • 17. Why is it important ?
      Provides guidance
      Develops a team
      Aspect of motivation for a young person
      Positive youth development
      Provides a coach with professional development
      Enables development of skills
      Prepares an athlete
    • 18. New Zealand Initiative’sSports and Recreation New ZealandEveryone. Every day. Enjoying and excelling through sport and recreation.
      To achieve the SPARC vision SPARC has identified 5 main areas. These areas are
      Young New Zealanders 0 – 18
      Grassroots sport
      Partner Capability
      High Performance
      Advocacy, facilitation and bringing the sector together.
      Providing research, identifying and sharing good practice.
      Investing in partners to deliver results.
      Building the capability of our partners – systems, processes and tools.
      Providing experts and research.
      Providing sector training and development.
      SPARC , 2010
    • 19. SPARC is the Crown Entity responsible for sport and physical recreation in New Zealand. SPARC was established on 1 January 2003 under the Sport and Recreation New Zealand Act (2002).
      SPARC provides leadership in research and the development and implementation of policies that recognise the importance of sport and physical recreation to New Zealand.
      SPARC‘s delivery model is based on partnering with key organisations in the sport and recreation sector (primarily national-level sport and recreation organisations and regional sports trusts) to help us achieve our outcomes.
      SPARC is not primarily a delivery agency, but is responsible for setting direction and providing investment and resources to the sector.
      The Sports and Recreation Act 2002 was created to promote , encourage, and support physical recreation and sport in NZ.
      SPARCS functions (as outlined in Section 8 of the act) are to:
      Invest: target investment to organisations that are the most capable and ready to deliver on our outcomes
      Lead: provide clear and strong leadership and work in the best interests of the sport and recreation sector through advocacy, policy development and research, and coordination of the sector to be stronger and more effective.
      Enable: build the capability of our partners by providing staff, resources, research and examples of good practice across the sector – for example, in coaching, governance and management systems, research and monitoring.
      SPARC , 2010
    • 20. Sports and Recreation New Zealand
      This strategy has been developed for coaches by coaches to meet the needs of all
      coaches in New Zealand. It addresses issues associated with the current coaching
      environment and is aligned to athletes’ needs. It will deliver a co-ordinated coaching
      approach that links regional and national activities and outcomes.
      Strategy Objectives
      This strategy lays the foundations to create a World-Class Coaching Environment
      that meets the needs of New Zealand’s coaches and the athletes they coach.
      This environment will in turn create world-class coaches.
      To ensure the success of the strategy, the following three objectives must
      be achieved:
      Objective One – More Time
      Increase and improve the quality and quantity of time available for coaches to focus
      on coaching activities and coach education opportunities.
      Objective Two – Increased
      Recognition and Status
      Increase the recognition and status of coaches to ensure they are valued and
      that coaching is seen as a rewarding experience.
      Objective Three – Improved Quality
      Continually improve the quality of the coach education process, ensuring that
      coaches have ongoing pathways for further development
      SPARC , 2010
    • 21. New Zealand Initiatives
      Raise up ‘n’ Represent
      • Youth development programme for the YMCA
      • 22. Was designed to give youth a safe and healthy environment to socialise and achieve
      • 23. Aim was to support youth being physically fit
      • 24. Encourage personal ownership and leadership
      • 25. Foster a sense of pride and respect for themselves and their communities that they live in
      -Ballinger, 2006
    • 26. New Zealand Initiatives
      • MSD provides funding to OSCAR
      • 27. Funding opportunities for before school, afterschool and school holiday programmes.
      • 28. Ages 5-13
      • 29. Coaching becomes a big part of programmes that can be run using funding provided by OSCAR (SHP)
      -Oscar, 2010
    • 30. New Zealand Initiatives
      Ak Active
      • Community programme
      • 31. Aimed to increase physical activity of young people
      • 32. Increase physical activity opportunities
      • 33. Strengthening coordination of providers and deliverers of physical activity
      • 34. Increasing the use of council recreation and community assets
      - Dougherty, 2006
    • 35. Media Perspectives
      Coach Carter:
      Forever Strong:
    • 36. Dance as a form of Physical Activity
      Example of coaching to dance youth initiated:
      Example of failed dance coaching:
    • 37. In Summary
      Sports coaching is as dependent on utilizing good teaching and social practices as it is about expertise in sport skills and tactics
      It is about coaching holistically which is the notion that is based on recognizing coaching as intellectual as opposed to technical work, requiring higher order thinking skills to deal with the humanistic, problematic and dynamic nature of the tasks involved.
      -Cassidy, Jones, Potrac 2004
    • 38. References
      Australian Coaching Council Incorporated. (1990). Beginning coaching: Level 1 Coach’s Manual. Australia: Australia Sports Commission
      Australian Coaching Council Incorporated. (2001). Better Coaching: Advanced Coach’s Manual. Australia: Australia Sports Commission
      Ballinger, S., & Dougherty, K. (2006). Engaging Youth in Sport and Physical Activity. Auckland: Ak Active & Raise up ‘n’ Represent
      Cassidy, T., Jones, R., & Potrac, P. (2004). Understanding Sports Coaching: The social, cultural and pedagogical foundations of coaching practice. New York: Routledge
      Martens, R. (1942). Coaches Guide to Sports Psychology. United States of America: Versa Press
      National Coaching Foundation. (1986). The Coach at Work. Great Britain: National Coaching Foundation
    • 39. Failed Coaching!!!