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Ehb thinking tool cards for magazine

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EHB Thinking Tool Cards for magazine

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Ehb thinking tool cards for magazine

  1. 1. A key concept: The 5 W’s We need to understand the goals context, strategies used (by coach and athlete) and how they interrelate to understand practice and outcomes In other words…The 5 W’s What Works for Who in What Context and Why North, Muir, Duffy & Lyle (2011)
  2. 2. So, it’s about evidence based practice… But what evidence do we draw on to make judgements about our practice & performance? How we see the world depends on the lens we look through. (Muir, 2011)
  3. 3. Who are we coaching? Using bio-psycho-social theories and concepts as thinking tools to understand your players needs and wants WHO are you coaching? Using technical, tactical and psycho-motor theories and concepts as thinking tools to build your sport specific performance model What are you coaching? Using skill acquisition theories and concepts as thinking tools to optimize learning and development opportunities How are we coaching? PLAN DO REVIEW Understanding of Culture & Context: Policies, Pathways, Resources, NGB, Player/Athlete/Participant/Other Expectations & Constraints A Framework For Coach Decision Making (Adapted from Abraham, Muir & Morgan, 2010)
  4. 4. Understanding of Context, Culture, Policies and Expectations Knowledge and Skills [Who, What, How, Context, Self, Plan-Do-Review] Coaches [Needs & Wants] Who are we developing? What are we working with them on? Learning Environment [Learning and Development Activities and Coach Educator Behaviour] RELATIONSHIPS GOALS PLAN DO REVIEW How are we creating the development experience? The Coach Development Model (Abraham, Muir & Morgan, 2010)
  5. 5. Steven Covey: Habit 5: “SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD”
  6. 6. Understanding “Folk Theories” Bruner’s ‘revolutionary insight’ “...in theorising about the practice of education in the classroom (or any other setting, for that matter), you had better take into account the folk theories that those engaged in teaching and learning already have. For any innovations that you, as a “proper” pedagogical theorist, may wish to introduce will have to compete with, replace, or otherwise modify the folk theories that already guide both teachers and pupils” (p. 46)
  7. 7. Creating Constructively Aligned Plans To Meet The Needs of Different Coaches (‘WHO’) Level 1 Group Level 2 Group Type A Type B Type B Type A LO Assess K&S Exp. Res. -------------- ---------- ? ? ? ? LO Assess K&S Exp. Res. -------------- ---------- ? ? ? ? LO Assess K&S Exp. Res. -------------- ---------- ? ? ? ? LO Assess K&S Exp. Res. -------------- ---------- ? ? ? ? Adapted from Jolly, Muir & Piggott (2014)
  8. 8. P-R-O-B-E • Perspectives – Background, developmental pathway, engagement in sport – how have these things shaped an influenced your coaching perspectives, beliefs and values? • Role & Responsibilities– How many players do you currently have in your squad? Age, stage and competitive level? Number of contacts? Contextual factors? • Objectives – What are your short, medium and long-term objectives as a coach? • Expectancies – What are your expectations of the players, parents and other key stakeholders in the coaching context? (Muir, 2014)
  9. 9. Session Objectives Learner Engagement Learning Activity Structure Coach Behavioural Strategies Goals OutcomesMicro Cycles1 2 3 5 6 7 The Coaching Practice Planning and Reflective Framework (Muir et al., 2011)
  10. 10. Experience and reflection “Coaches learn from experience” “Reflection-in-action” 1) Problem setting; 2) On-the-spot experiment; 3) Appraise consequences Notice conflicts between expectations and reality (have clear expectations and observe outcomes) Possess ‘knowing-in-action’ (tacit knowledge) to guide experiments, and the confidence to try them out Have the time and ability to reflect accurately (observers, mentors, video) and weigh intended and unintended consequences Piggott (2014) adapted from (Schön, 1983)
  11. 11. Problem setting TASK: relate an example from your own experience Player cried, parents complain Intensity of the session was too great? Player is too soft? Expectation of intensity too high? What do I want to achieve? Mentally tough players High tempo and physical practice Winning games and player progression How to gradually improve the mental toughness of the players in practice? Puzzling, troubling situation Real problem Piggott (2014)
  12. 12. Building blocks of motivation Competence Relationship Autonomy Purpose Higher Motivation Adapted from Deci & Ryan (1985)
  13. 13. Self-Efficacy Albert Bandura (1986) “the belief in one’s capabilities to organise and execute the courses of action required to manage positive situations” situation specific confidence Previous Results (past experiences) Physiological State (emotional status) Verbal Persuasion (coaching and feedback) Vicarious Experience (observation of self and others)
  14. 14. Feedback Making sense Doing Needing Wanting Ripples On A Pond: Factors That Underpin Successful Learning (Race, 2005)
  15. 15. Using more than one ‘thinking tool’ to promote successful learning Muir (2012) (Adapted from Race, 2005 and Muir, 2011)

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