10 elizabeth l divalerio sgp final


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10 elizabeth l divalerio sgp final

  1. 1. http://cartmelcollege.co.uk/files/2008/07/sports-balls.jpg 1
  2. 2. http://www.co.gloucester.va.us/pr/images/sports%20info%20sheet%20logo.jpg 2
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  4. 4. http://www.wallacechamberofcommerce.com/images/t-ball_06_039_website.jpghttp://www.chicagonow.com/blogs/windy-city-rounder/assets_c/2009/12/Pee%20Wee%20Football-thumb-400x346-48921.jpghttp://cdn.cloudfiles.mosso.com/c33552/23b8a467-c5d5-4c83-be1a-d65ec38b561e.jpg 4
  5. 5. In my presentation we will go over the importance of coaching, the skillsrequired to be a coach, bad coaching habits, communication methodsbetween athletes and coaches, and dealing with parents as a coach. 5
  6. 6. Importance of CoachingCoaches are everywhere in sports and also in life, and they are vital in life andin sports. They work to encourage players, motivate athletes and inspire them.Without coaches, players would stay content with their skills and have noknowledge of how to improve.More than 20 million children in America compete in youth sports and theseathletes need dedicated coaches to help them be successful in playing adesired sport.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports, part 1: Athletic behavior and athletic performance." Journal ofPhysical Education, Recreation & Dance 4(2001):29. eLibrary. Web. 17 May.2010.Davis, Kimberly. "Sports and your child: What every parent should know."Ebony. 01 Jun. 2000: 86. eLibrary. Web. 17 May. 2010. 6
  7. 7. This quote describes a little bit about how challenging and involved coachingis It also describes what desirable characteristics team sports can build in achild.Toner, James M. "The Design of a Volunteer Coaches Training Program."Parks & Recreation. 01 Aug. 2004: 48. eLibrary. Web. 10 May. 2010. 7
  8. 8. Think back to the activities and sports that youplayed when you were young. I’m sure some of youhave memories about the sports and team activities.These memories can either be great ones or badones to look back on. Some of the success or failureof these activities comse from the coaches of thesesports or activities. Having a great coach can makean enjoyable memory and a fun experience. 8
  9. 9. SkillsBeing a coach at the youth level requires many skills. Before coaching theplayers, coaches have to do many other things as seen in this quote. Whenyou think back to when you played sports at a younger age and rememberyour coach, they were more than just a coach. They motivate you, teach you,and become your friend. Players need their coaches for many things that theygo through during that age, not just to develop skills in the sport the athlete isplaying. 9
  10. 10. This is a picture of the men’s Olympic volleyball coach, Hugh McCutcheon Isee him as one of the most successful coaches because he has lead theOlympic team to many victories at such a high level. To be a successful youthcoach there is certain knowledge that one should possess. The first is sportspecific knowledge. This is “ techniques and strategies of a particular sport”.(Martens, 1990)The second knowledge base needed is general coaching knowledge. Generalcoaching knowledge is ”Information used to obtain an optimal learningenvironment” (Martens,1990)Martens, R. (1990). Successful coaching (2nd ed.). Champaign, IL: LeisurePress. 10
  11. 11. In youth sports, the actuality is most of the coaches are volunteers. They aresometimes just people who have just played the sport or parents of one of theplayers on the team. Some even have little knowledge of the sport. it is rarethat the coach, when they start out, has extensive knowledge of the sport. Tohelp them out, youth coaches sometimes observe other successful coachessuch as college coaches and professional team coaches. 11
  12. 12. There are many qualities that make coaches successful. These are basic guidelinesand qualities that coaches for any level should possess.Steve Pavlovic "Ten qualities of a successful coach". Coach and Athletic Director.FindArticles.com. 29 Apr, 2010. http://findarticles.com/p/articles/mi_m0FIH/is_9_76/ai_n27214800/ 12
  13. 13. PatienceEspecially with young players a coach must have patience. A coach can’texpect everyone to learn a skill when its being taught to all players at once,especially when players are young. It will be a challenge getting the players topay attention to you and to catch on to what is being taught. These things takepatience.http://westislandgazette.com/files/westisland/imagecache/large/images/coach01.JPG.jpg 13
  14. 14. In addition to patience, you must also maintain control of the team, which iswhere discipline comes in. You dont want anyone goofing around anddistracting the rest of the team. The main objective of playing a sport is tolearn how to play the game.For those who are misbehaving, you can add extra drills or talk with theirparents about their behavior. Addressing the situation immediately will let theplayers know you take discipline seriously.Disrespectful behaviors that should be disciplined include; verbal or physicalabuse of others and refusal to cooperate during team events.A form of discipline with the athletes is:Individual meetingsDiscuss the incident in private with the athleteAnd then get the parents involved“These individual meetings are very effective because they open a forum fordiscussion. They are also a non threatening way of dealing with the athleteand discussing their behaviors because it is in private. This methoddemonstrates the democratic coaching style and it is preferred most byathletes and parents.” (Martin, Jackson, Richardson, & Weiller, 1999)Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports, part 1: Athletic behavior and athletic performance." Journal ofPhysical Education, Recreation & Dance 4(2001):29. eLibrary. Web. 17 May.2010. 14“Baseball, coach talking to young player (6-8), close-up”, Zoran, Millch
  15. 15. While trying to discipline a team, some coaches find physical fines appropriateand effective. Some see it as public humiliation and say that it will only fuel theathletes bad behavior. Physical fines include sprints, push ups, sit ups, andother physical activities. Some youth athletes act out because they want extraattention. Doing a physical fine in front of the athletes teammates might justmake a player upset and cause them to act out more.The goal of a successful act of discipline is for the coach to maintain a positiveattitude, while addressing the players attitude. Some coaches find ituncomfortable to discipline the athlete, so they assign an assistant coach asthe disciplinarian. 15
  16. 16. Be fair and treat everyone on your team equally. Team rules are meant foreveryone, not just some players. The quickest way to cause problems within ateam is to let one player get away with something, and then punish anotherwho has done the same thing.This rule is especially important to coaches who have a child on the team.They must remember that rules apply to everyone and your child is notexempt.http://www.kidpower.org/images/articles/baseball-coach.jpghttp://4.bp.blogspot.com/_qi1vpmmaL6s/So7hRhpVgKI/AAAAAAAABjU/zkNz99jgEWc/s400/soccer-coach+talking+to+team.jpg 16
  17. 17. Being tough but fairIt is really hard for coaches to always be fair and sometime a coach has togive players bad news and this can be tough. Coaches who are realistic andhonest about what a person can achieve are the kinds of coaches someonecan look up to.For example if a young athlete doesn’t make the team, a coach should tell theplayer what they can do to improve and make the team next year.http://www.recreation.slco.org/holladaylions/youthSports/images/800px-Youth-soccer-i.jpghttp://kidshealth.org/teen/food_fitness/sports/good_coach.html 17
  18. 18. When you decide to become a coach, you are making a commitment to ateam. Your team depends on you and looks at you as its leader and "expert"on the sport. Since you are making the decisions to become a coach youshould be committed and be at every practice on time or even arrive early.These pictures are of Alice who was one of the coaches of the 12’s team. Shecame to every practice even though she had to bring her 6 year old daughterTristan with her. I thought that really showed commitment. 18
  19. 19. Being on time to practices and games is a good way to lead by example. Alsoathletes pick up on if your always yelling at officials and referees and if theysee it they might start doing this. Leading by example also includes languageused, yelling, and maintaining composure. 19
  20. 20. Keep Everyone InvolvedMake sure every player is involved in a set activity at one point. When a playeris not involved they might get upset, but this action can also hurt the team. Ithurts the team because if a player gets thrown in the game and gets into asituation where they werent involved in the drill, they might not know how toreact. 20
  21. 21. Players and parents may criticize a coach especially when the season begins.It can hurt a coach’s feelings but when someone might doubt your actions justmake sure you are doing what is in the best interest of the team and players. Ifyou are then don’t worry if people disagree.Pictures:http://static.howstuffworks.com/gif/handle-parents-while-coaching-2.jpg 21
  22. 22. Have a practice planThe last thing that makes a coach successful is practice planning. Sometimesa coach may feel like their team isn’t getting enough practice time so theyshould be very sure that they don’t waste any. Make a plan and write it upbefore you practice.This is a table from a book “Effective Coaching Techniques”.It was taken from the website http://www.howtoplay.com/coaches-effective-coaching-techniques.html 22
  23. 23. While planning a practice, some coaches experiment with the drills andpractice designs done at practice. Another strategy is to divide practice intoblocks of time to specialize in the objective for the day. After practice thecoaches are open to feedback from the players and assistant coaches.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies for youth sports: Part2: Personal characteristics, parental influence, and team organization." Journal of PhysicalEducation, Recreation & Dance 5(2001):41. eLibrary. Web. 04 Mar. 2010. 23
  24. 24. Practice is important because the player and coaches get to know each otherthrough the time they spend together at practice. Practice is where playersdevelop and perfect their skills and where they get to know the coaches, andtheir coaching style. It is important for an athlete to have confidence in theircoach and for the coach to have confidence in the athlete. 24
  25. 25. These 7 bad habits can make a coach unsuccessful. Doing these things canhurt the team and the athletes you are coaching.I’m going to go over a couple of the more important habits.http://ezinearticles.com/?Coaching-Little-League-Baseball---Bad-Habits-Make-For-Bad-Coaching&id=2952181 25
  26. 26. A coach that overreacts can really hurt a team. Being impatient andoverreacting can make a player upset and can lower the team moral. This canput additional pressure on the players and make them scared to makemistakes.http://images.veer.com/IMG/PIMG/CBP/CBP1000235_P.JPGhttp://www.goswim.tv/system/uploads/Image/coach31.jpghttp://www.cbc.ca/radio2/programs/0_61_coach_yelling_320.jpg 26
  27. 27. This is another trait of a poor coach. If a coach doesn’t have enoughknowledge of the game, they wont know how to properly teach the players.The easiest way to fix this is to study the game, study the sport and learn thecorrect terminology, fundamentals, and techniques of the game. 27
  28. 28. Negative coaches are always expecting the worst of their team. Players willpick up on a coach that is being negative and they will become negative andnot want to go to practice or play in the games. Players need encouragementand negative coaches don’t give that.http://3.bp.blogspot.com/_IOaEewD4p9w/S70zHFTTO4I/AAAAAAAAAhg/EryU4yqjfzI/s1600/Head-coach-Al-Skinner-questions-a-call-with-an-official.jpg 28
  29. 29. Parents, Players and Playing TimePlayers and parents often have problems with the playing time. To avoid thisconflict, coaches can address this issue as well as other issues, throughletters given to each player and parent at the beginning of the year. When theparents are upset with the coach, they should set up an appointment todiscuss their problems and work out a solution. 29
  30. 30. When playing on a team at the youth level team building is very important. Itplays a large role in a team’s success.(Carrón, Brawley, & Widmeyer, 1998). 30
  31. 31. Despite its intuitive appeal, many coaches and athletes are still unclear aboutthe proper use of team-building activities (Bloom, Stevens, & Wickwire,2003)When a team doesn’t blend and accept everyone, the development of cliquesand alienation occurs. This can make players upset who are being excludedand make them not want to be part of the team. This happens so often insports because coaches do not properly blend teams with team building. 31
  32. 32. Goals Of Team BuildingWhen doing these activities coaches have goals in mind. The individual goalsare to:Avoid social cliquesGet to know each team member, especially new onesClarify the role of each playerEstablish long term goalsCreate comfortable environmentThe overall goal of the activities is to mend the team into a group that enjoyseach other and is comfortable with each other. Team building is a beneficialaspect of team development. (Bloom 2003)Stevens, D. E., St Bloom, G. A. (2003). The effect of a team building programon cohesion. Avante, 9, 43-54. 32
  33. 33. There are six main benefits of team building. It creates leadership, establishesroles of each member, builds dedication, an energetic environment, efficientgroup meetings, and reduces negative team influences.“Team-building programs have been designed to enhance the perceptions ofcohesiveness through team improvement” (Carron & Hausenblas, 1998) 33
  34. 34. Balance Beam- The athletes are instructed to stand on the beam in any order,with no more than 10 on the beam at a time. They are then instructed toposition themselves on the beam from youngest to oldest. If any persontouches a mat or the legs of the beam, or if anyone in the group uses a put-down, the entire group must get off the beam and get back in their originalorder to start over. 34
  35. 35. According to (http://www.brianmac.co.uk/styles.htm) there are two differentcoaching styles. 35
  36. 36. Players are encouraged to give ideas for the activities and drills done atpractice. The coach then makes the decision based on the suggestions of theathletes. The coach still defines what to do and how to do it.http://www.brianmac.co.uk/styles.htm 36
  37. 37. The coach is more of a guide here than a dictator. The coach outlines thetraining requirements to the athlete but the coach allows the players to explorepossibilities for drills and they make the decision amongst themselves.http://www.brianmac.co.uk/styles.htm 37
  38. 38. Autocratic coaching is a “do what I say” style of coaching. The coach is theonly person who has a say in what is involved in practice. The athletes aren’tinvolved but the athletes are still encouraged to ask questions about theactivities, but they don’t get to decide what activities are being done.http://www.brianmac.co.uk/styles.htm 38
  39. 39. Players learn by creating a motor program for a given activity. This “motorprogram” is what allows athletes to perform a skill on demand. A motorprogram is created through practicing a skill repetitively. Then the action ismade automatic by repeating this in many practices. Then the athlete shouldfurther refine the skill by using it in game situations.http://www.howtoplay.com/coaches-effective-coaching-techniques.html 39
  40. 40. This quote has to do with communication with athletes at a young age.Because in youth sports athletes vary in skill level, emotionally, and physicaldevelopment coaches have to figure out different ways to communicate withplayers. This can be hard because the coach has to observe and figure outwhich way will work best to get through to the athlete. 40
  41. 41. This is a three step communication system. Many coaches use this duringpractices because of the fact that players vary in many different aspects suchas age and learning style. The first step is to verbally communicate whatneeds to be done. If that doesn’t work than the coach should graphicallydisplay it, and then demonstrate the act. The medium the coachcommunicates through depends on the athletes’ preferences and ability.For example if an athlete learns better when shown a skill, the coach shoulddemonstrate it.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports: Part 2: Personal characteristics, parental influence, and teamorganization." Journal of Physical Education, Recreation & Dance 5(2001):41.eLibrary. Web. 04 Mar. 2010. 41
  42. 42. In order to be successful in communicating with their players, the coachshould develop a unique approach for each athlete.“The appropriateness and effectiveness of a strategy will depend on the ageand gender of the athletes, the level of competition, and individual differencesin the athletes cognitive and physical development” (Howe, 1993)Some coaches use the first couple of practices to observe and take notes oneach player to get to know what style works best for them. From their thecoach can make modifications to the communication method and develop adifferent approach for each athlete. When teaching and demonstrating skills,coaches should provide both group and individual instruction.In this picture coach Conahan is demonstrating to the team as a group. Thismight not work for all players, so another coach might take individual playersaside to instruct them.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports: Part 2: Personal characteristics, parental influence, and teamorganization." Journal of Physical Education, Recreation & Dance 5(2001):41.eLibrary. Web. 04 Mar. 2010. 42
  43. 43. Another communication form to get through to youth athletes is collaborative,It is used if there are multiple people on the coaching staff. Each member cancontribute to communication through their unique expertise, therefore differentroles can be distributed amongst the different coaches. In this form ofcommunication, coaches can monitor each other so no coach dominates. Thisapproach can be very effective if done right.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports: Part 2: Personal characteristics, parental influence, and teamorganization." Journal of Physical Education, Recreation & Dance 5(2001):41.eLibrary. Web. 04 Mar. 2010. 43
  44. 44. Parents often disagree with calls made by the umpire or referee ingame situations. They can also grow frustrated with the coach. Some take thedisagreement too far by confronting or even getting in an argument with thecoach. On the extreme end of these kinds of incidents is the story of 42 yearold Thomas Junta and his son’s hockey coach, 40 year old Michael Costin.Junta got angry when his ten-year-old sons nose was almost broken byanother players elbow. He yelled at Costin, to tone down the roughness. Thetwo began began to argue when a rink manager made Junta leave. He laterreturned and confronted Costin and the two got into an argument and began tophysically fight. He ended up beating Michael Costin to death because he wasmuch larger then the coach.Junta was convicted of voluntary manslaughter when he was put on trial in2002.http://www.bostonherald.com/blogs/news/city_desk_wired/wp-content/uploads/2009/07/junta.jpghttp://news.bbc.co.uk/olmedia/1755000/images/_1755775_junta300ap.jpg "Parental Rage" in Childrens Sports (Special Report)." Encyclopedia.World News Digest. Facts On File News Services, July 2000. Web. 27 Apr.2010. <http://www.2facts.com/article/xn03970>. 44
  45. 45. In every sport, parents disagree with the decisions of coaches. Some coachesrequire parents to sign a contract that goes over the guidelines for parentbehavior. This contract might include a cool down period. A cool down periodis typically the 24 hours after a game and it is when parents can not discussdisagreements with the coach in hopes that the parent will cool off and thinkrationally.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports: Part 2: Personal characteristics, parental influence, and teamorganization." Journal of Physical Education, Recreation & Dance 5(2001):41.eLibrary. Web. 04 Mar. 2010.http://www.activerealtysoftware.com/products/newimages/contract.gif 45
  46. 46. Parents can play a major positive role in coaching and managing a team.Parents can help fundraise and they can also be assistant coaches if theyhave knowledge about the sport.A coach should design practice and fundraising strategies that involve parents.Parents might volunteer to be assistant coaches and to help out with the teamso coaches should always be open to keeping parents involved.Gilbert, Wade D; Gilbert, Jenelle N; Trudel, Pierre. "Coaching strategies foryouth sports: Part 2: Personal characteristics, parental influence, and teamorganization." Journal of Physical Education, Recreation & Dance 5(2001):41.eLibrary. Web. 04 Mar. 2010.Barth, Kristen; Heinzmann, Gregg S; Casey-Doecke, Johannah; Kahan,David; Et al. "Is parental involvement a liability in youth sports?." Journal ofPhysical Education, Recreation & Dance 3(2003):16. eLibrary. Web. 17 May.2010. 46
  47. 47. At the beginning of the season, coaches should have a meeting with theparents of the athletes. During the meeting, topics such as playing time andproper places and times for meetings will be discussed. Coaches sometimeswrite letters to the parents outlining their expectations for player and parentsduring the season. ”The pre-season letter may include the past history of theprogram, expectations, and the upcoming preseason and regular seasonschedules.” (Brubaker, Ken)“The post-season letter may contain the teams accomplishments, a thank youto the parents for their support, and the future outlook andexpectations.” (Brubaker, Ken)If parents have disagreements with coaches they can make an appointment todiscuss it. The best time for a meeting is before practice.Brubaker, Ken. "Coaching & Teaching Our Athletes." Coach and AthleticDirector. 01 Oct. 2007: 30. eLibrary. Web. 05 Apr. 2010.http://farm4.static.flickr.com/3144/2630163338_849abcb5c8.jpghttp://www.haldimandcountyhydro.ca/hch/assets/Pictures/Other%20Pics/contract.bmp 47
  48. 48. For my application I went for 10 weeks to Valley Forge’s 12’s team’s practiceon Thursday nights from 6 to 8 pm. I helped them out at practice, helped rundrills and demonstrated skills for the players. I also observed the coachingstyles of the four coaches of the 12’s team and saw how they split the practicetime up into drills.Show iMovieClass Activity!!!—team building activity 48
  49. 49. In conclusion I have learned the techniques that make a coach successful. Ihave also been able to apply some of the techniques and qualities I learnedand observe coaches using them. I have realized how important coaching is toathletes everywhere, especially at the youth level. 49
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