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The Skill of Coaching   Less of a lecture, more of a discussion Led by Jim Flood
By the end of this session, we should have : <ul><li>Analysed how coaches communicate with crews and have generated some n...
Seminar March 2007
The Balance of Power in Rowing The balance of power between coach and crew How the boat balance is  achieved so that  the ...
The balance of power between coach and crew Coach Crew Coach Crew What was the balance of communication when you were coac...
The times they are a changing ………. Coaching is becoming more participant focused Because it is more effective Aims and mea...
How the boat balance is  achieved so that  the power can be applied When you coach this, what is the balance between instr...
The story of the tightrope walker’s pole …… When hands are raised or lowered, the blades do not move – the boat does Altho...
Explaining the reason why ……… Helps learners to ‘construct’ their own understanding For more information about  Constructi...
“ Control the slide, slow down as you approach frontstops” “ Why?” “ Because hitting frontstops stops the boat” “ How?” Th...
http://www.youtube.com/watch?v=UXnKyJdA01w Coaching the You Tube  generation of rowers
What fuels learning? Praise and encouragement is the main motivator Always begin with the positives Phrase the negatives i...
Self - analysis Rocking over at the first stage of the recovery with a straight back and ensuring that the  shoulders are ...
“ Chris is a disruptive social influence in the crew, can’t row very well and is obviously not responding to coaching. Wha...
What reference can  we  make to how we have agreed to operate? Can we establish what Chris feels about the situation? Can ...
What does it feel like to be a participant in  a participant-focused learning situation? “ Err …. Coach, you are now opera...
Fair selection “ Chris has not such a good ergo score as me and leans out at the finish, yet has been selected ahead of me...
The participant  focused club Have a look at: http://www.freewebs.com/jimflood/ Provides a good experience to newcomers th...
Participant focused coaching is: <ul><li>Is not a solution but a challenge </li></ul><ul><li>A basis for improving communi...
Idiosyncratic in behaviour and rather cavalier about rules and regulations Has fixed and proven ways of operating ……… . Hi...
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Rowing Coach - the skill of coaching communication

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Speaking at the Rowperfect seminar in 2007, Jim Flood, FISA Rowing coach hosted a workshop on the skill of coaching and the communications needed to effect learning for sport.

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Rowing Coach - the skill of coaching communication

  1. 1. The Skill of Coaching Less of a lecture, more of a discussion Led by Jim Flood
  2. 2. By the end of this session, we should have : <ul><li>Analysed how coaches communicate with crews and have generated some new techniques to try </li></ul><ul><li>Improved our understanding of the way our choice words affect the way in which crews feel </li></ul><ul><li>Some ideas to try out to enable beginners and improvers to make quicker progress </li></ul><ul><li>Discussed the possibilities and limitations of athletes and crews participating in the coaching process </li></ul><ul><li>Considered ways in which we manage individuals who pose a particular challenge </li></ul>
  3. 3. Seminar March 2007
  4. 4. The Balance of Power in Rowing The balance of power between coach and crew How the boat balance is achieved so that the power can be applied Communication
  5. 5. The balance of power between coach and crew Coach Crew Coach Crew What was the balance of communication when you were coached? What is the balance of communication in your club at present? What difference does it make? Coach Crew
  6. 6. The times they are a changing ………. Coaching is becoming more participant focused Because it is more effective Aims and means Coach and crew work as a team and agree Terms and conditions How to resolve difficult issues Across all sports
  7. 7. How the boat balance is achieved so that the power can be applied When you coach this, what is the balance between instruction and explanation? Instruction = telling the crew what to do Explanation = explaining why the action will be effective
  8. 8. The story of the tightrope walker’s pole …… When hands are raised or lowered, the blades do not move – the boat does Although hands have moved up or down, the angle of the blades has not changed
  9. 9. Explaining the reason why ……… Helps learners to ‘construct’ their own understanding For more information about Constructivist Learning Theory , go to http://en.wikipedia.org/wiki/Constructivism_(learning_theory) The coach encourages self-analysis and explains how drills and exercises help
  10. 10. “ Control the slide, slow down as you approach frontstops” “ Why?” “ Because hitting frontstops stops the boat” “ How?” The ball represents the rower. What will happen when it rolls forward and hits the end of the slide?
  11. 11. http://www.youtube.com/watch?v=UXnKyJdA01w Coaching the You Tube generation of rowers
  12. 12. What fuels learning? Praise and encouragement is the main motivator Always begin with the positives Phrase the negatives in terms of areas to improve Never under estimate the power of this approach. The ability to learn effectively correlates closely with good self-esteem I feel good therefore I learn
  13. 13. Self - analysis Rocking over at the first stage of the recovery with a straight back and ensuring that the shoulders are well over the hips before allowing the knees to lift 1 2 3 4 5 Haven’t a clue, will some one please explain this again from the beginning! I think I understand but would benefit from a further explanation I’m getting there and I know when things are going well I can feel how I’m improving and I now know what I need to do to improve I’m feeling confident on this aspect and I know what I have to work on 1 2 3 4 5
  14. 14. “ Chris is a disruptive social influence in the crew, can’t row very well and is obviously not responding to coaching. What are you going to do about it?” Two members of a crew you coach ask to see you to tell you that: So, what are you going to do about it?
  15. 15. What reference can we make to how we have agreed to operate? Can we establish what Chris feels about the situation? Can we agree a support package, some goals, a review point and a time limit? All too often such situations are dealt with by not dealing with them Coach and crew work together To resolve issues and difficulties
  16. 16. What does it feel like to be a participant in a participant-focused learning situation? “ Err …. Coach, you are now operating on a different psychological contract from the one we are used to, what’s going on here?” How practicable is it to change the dynamic between coach and participants? If you are seeking to make changes, do so gradually and look for the evidence that it is making a difference
  17. 17. Fair selection “ Chris has not such a good ergo score as me and leans out at the finish, yet has been selected ahead of me. It’s SO UNFAIR!” Selection criteria: is it possible to be objective and open? For more information about making decisions using KT analysis, go to: http://en.wikipedia.org/wiki/Kepner-Tregoe Ergo score Rowing skill Crew match /10 /10 /10 X weighting factor (50) = X weighting factor (30) = X weighting factor (20) = Total =
  18. 18. The participant focused club Have a look at: http://www.freewebs.com/jimflood/ Provides a good experience to newcomers through an induction course Newcomers feel welcomed and valued Has an agreed policy on induction, retention and inclusion Improvers are encouraged to identify their own goals Policies are reviewed in the light of experience
  19. 19. Participant focused coaching is: <ul><li>Is not a solution but a challenge </li></ul><ul><li>A basis for improving communication </li></ul><ul><li>About improving how participants learn </li></ul><ul><li>More about managing the learning and continuously finding out what works best </li></ul><ul><li>Becoming more deeply involved in the social process of coaching </li></ul><ul><li>About having more fun </li></ul>Summary
  20. 20. Idiosyncratic in behaviour and rather cavalier about rules and regulations Has fixed and proven ways of operating ……… . Highly professional in behaviour and the observation of rules and good practice guidelines Always seeking to learn and improve Aims to filter out those who are not going to ‘make the grade’ ……… Inclusive in terms of keeping everyone involved regardless of natural ability Sets performance targets and reviews on the basis of criticism ……… Sets clear learning targets for each session and reviews these positively at the end of each session Sets exercises without explanation ……… Explains the purpose of exercises Motivates through the fear of criticism ……… Makes considerable use of praise and encouragement as a motivator Talks at, rather than with, the participants ……… Encourages the development of a dialogue through questions Relies on own judgement ……… Asks for feedback on progress Instructs in a didactic manner ……… . Understands how different people learn and responds accordingly Makes the decisions and sets targets ……… . Establishes and agrees aims for the group The authoritarian coach The participant focused coach

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