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Another key concept for programme:
The 5 W’s
We need to understand the goals context,
strategies used (by coach and sailor...
Steven Covey:
Habit 5:
“SEEK FIRST TO UNDERSTAND,
THEN TO BE UNDERSTOOD”
Understanding “Folk Theories”
Bruner’s ‘revolutionary insight’
“...in theorising about the practice of
education in the cl...
P-R-O-B-E-S
• Perspectives – Background, developmental pathway,
engagement in sport – how have these things shaped an
infl...
So, it’s about evidence based practice…
But what evidence do we draw on to make
judgements about our practice & performanc...
Who are we coaching?
Using bio-psycho-social
theories and concepts as
thinking tools to understand
your players needs and ...
Understanding of Context, Culture, Policies and Expectations
Knowledge and Skills
[Who, What, How, Context, Self,
Plan-Do-...
Building blocks of
motivation
Competence
Relationship
Autonomy
Relevance
Higher
Motivation
+ 1 =
situation
specific
confidence
Previous
Results (past
experiences)
Physiological
State
(emotional
status)
Verbal
Persuasion...
Session
Objectives
Coach
Engagement
Learning &
Development
Activity
Structure
Coach
Developer
Behaviours
Goals OutcomesMic...
Needing
Doing
Feedback
Making sense
Ripples on a pond:
factors that underpin successful learning (Phil Race)
Wanting
Looking through more than one lens to promote learning…
Creating Constructively Aligned Plans To Meet
The Needs of Different Coaches (‘WHO’)
Level 1 Group
Level 2 Group
Type A
Ty...
Experience and reflection
“Coaches learn from experience”
“Reflection-in-action”
1) Problem setting; 2) On-the-spot experi...
Problem setting
TASK: relate an example from your own experience
Player cried,
parents
complain
Intensity of the
session w...
England handball thinking tool flash cards
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England handball thinking tool flash cards

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England handball thinking tool flash cards

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England handball thinking tool flash cards

  1. 1. Another key concept for programme: The 5 W’s We need to understand the goals context, strategies used (by coach and sailor) 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
  2. 2. Steven Covey: Habit 5: “SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD”
  3. 3. 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)
  4. 4. P-R-O-B-E-S • 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?
  5. 5. 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…
  6. 6. 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
  7. 7. 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?
  8. 8. Building blocks of motivation Competence Relationship Autonomy Relevance Higher Motivation + 1 =
  9. 9. situation specific confidence Previous Results (past experiences) Physiological State (emotional status) Verbal Persuasion (coaching and feedback) Vicarious Experience (observation of self and others)
  10. 10. Session Objectives Coach Engagement Learning & Development Activity Structure Coach Developer Behaviours Goals OutcomesMicro Cycles1 2 3 5 6 7
  11. 11. Needing Doing Feedback Making sense Ripples on a pond: factors that underpin successful learning (Phil Race) Wanting
  12. 12. Looking through more than one lens to promote learning…
  13. 13. 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. -------------- ---------- ? ? ? ?
  14. 14. 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 (Schön, 1983)
  15. 15. 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

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