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Parent workshop
- 1. Parent & Club Session Through sport, young people can learn valuable life lessons
- 2. Background
- 5. Sport and young people in Scotland
- 6. Key influencers in young people’s lives
- 7. Question! Why do children and young people participate in sport? • Fun and enjoyment • To improve their skills • To get fitter • To play as part of a team • For the challenge of competition • Winning was 10th.
- 8. Question! Why do children say they stop playing sport? • Too much pressure to win. • Too much pressure in training. • I’m not good.
- 9. Double Goal Coach (DGC) ethos
- 10. Double Goal Coach (DGC) ethos
- 13. • Honour our sport • Redefine ‘winner’ • Fill the emotional tank Three key principles
- 14. Honour our sport
- 15. Honour our sport (ROOTS)
- 17. Question! • What is winning?
- 19. Mastery Coaching
- 21. Mindset
- 23. Fill the emotional tank
- 24. Draining the emotional tank
- 25. Filling the emotional tank
- 26. Fill the emotional tank (ETANK)
- 27. • Buddy system • Fun activities • Magic ratio (5:1) • Giving constructive feedback • Positive charting
- 28. Behaviour management • Reinforce what you want to see • Ignore what you don’t want to see • When you can’t ignore it: – intervene calmly – be consistent – be aware of consequences
- 29. How do you make this stick?
- 30. • Coach, Committee • Social Media • Team Secretary • Promotional Video • Community Resource Every club needs more volunteers.
Editor's Notes
- INTRODUCTION • Welcome the group and introduce yourself. • Give details as needed of your own coaching experience to add further credibility to the workshop. • Explain that the purpose of the workshop is to introduce attendees to the Positive Coaching Scotland (PCS) programme. • Show the variety of ways that it will help them in their role as a young leader • Start an icebreaker activity. • This workshop uses the Coaches’ toolkit as a reference where the leaders will be actively deployed as coaches. FOR TUTOR INFORMATION Each of the key principles has been linked closely to the Curriculum for Excellence and you will find the specific references to the Health and Wellbeing Outcomes throughout the tutor notes. This is for your information only and will help you understand how this workshop can support the young leaders in a broader sense. It will also help you to facilitate conversations with teaching staff around the benefits of the programme and how it fits with their school work.
- KEY POINTS – Positive Coaching Alliance (PCA) Positive Coaching Scotland (PCS) is based on a highly successful US model created by the Positive Coaching Alliance which was developed to combat escalating health and social problems. PCA was conceived by Jim Thompson who experienced through his son the win-at-all-cost mentality of professional sport spilling into youth sport. • PCA is founded on extensive research in sports coaching, educational psychology and business practice. The combination achieves proven cultural change. • PCA has grown significantly over the last 12 years. They have now delivered over 10,000 workshops across the US. • Cultural change is about shifting behaviours and attitudes. To achieve this, PCS focuses on delivering simple messages to the key influencers in a child’s life – coaches, parents, club leaders and teachers. That is why the approach is so unique in Scottish youth sport. VIDEO Click on PCA logo to play the PCA video after giving the introduction above. QUESTIONS • What was powerful about the video? • Although it has an American style, what do you think the similarities between US society and culture and Scottish society and culture are? KEY POINTS – Winning Scotland Foundation (WSF) We have some similar challenges and issues here in Scotland within youth sport and that is why the Winning Scotland Foundation spent two years piloting the programme in five local authorities. KEY POINTS – sportscotland sportscotland, the national agency for sport rolling PCS out to all local authorities and some Scottish governing bodies of sport.
- KEY POINTS PCS: Sport and young people in Scotland Sportscotland sees a nation where sport is a way of life. PCS supports this aim by ensuring that all young people have access to a positive sporting environment. PCS offers a new approach – a practical alternative to the ‘win at all costs’ mentality and a timely response to the challenges facing youth sport. It provides tools, activities and a framework for a positive sporting experience for young people and coaches alike. Sporting provision for young people PCS can help to create a positive experience in sport for a young person and through physical education, physical activity and sport it can teach young people character-building life lessons. Participation in sport and physical activity promotes the development of physical competencies; supports and encourages improved fitness; and fosters the development of personal and interpersonal skills. Good health and positive wellbeing is central to effective learning and preparation for successful independent living. The PCS programme promotes the health of all within the school community and builds a framework to support mental, social, emotional and physical wellbeing.
- KEY POINTS • PCS is a unique programme. • The key influencers for PCS are shown in the slide – club leaders, coaches, parents and teachers. • Targeting these four key influencers ensures that consistent messages are given to young people, no matter what environment they are in. • Concerted effort from everyone who has influence in a young person’s life is needed – so we are all coming from and working towards the same objectives. • It is through this joint effort that we will achieve cultural change. QUESTION How do you as a Young Leader fit into this? KEY POINTS Highlight the fact that Young Leaders may become one (or all) of the four key influencers in the future and therefore becoming familiar with the PCS message and having the opportunity to help bring about cultural change is a very important role Explain how the PCS programme is delivered to the key influencers: • Live workshops. • Materials including the Coaches’ toolkit, PowerPoint presentation. • Through the tutor workforce.
- QUESTION Ask the question and listen to the answers from the group before clicking on the slide to reveal the answers. When 20,000 children were asked why they participated in sport, what do you think their answers were? • The top answers from the survey are on the slide Note that winning came 10th on the list. The same survey asked children why they dropped out – what do you think were some of the answers? • Too much pressure to win. • Too much pressure to train. • They wanted to have time to do other things. KEY POINT • These reasons are similar to what we discussed previously and highlight the need to address the issue
- QUESTION Ask the question and listen to the answers from the group before clicking on the slide to reveal the answers. When 20,000 children were asked why they participated in sport, what do you think their answers were? • The top answers from the survey are on the slide Note that winning came 10th on the list. The same survey asked children why they dropped out – what do you think were some of the answers? • Too much pressure to win. • Too much pressure to train. • They wanted to have time to do other things. KEY POINT • These reasons are similar to what we discussed previously and highlight the need to address the issue
- KEY POINTS These are the two aims of the Double Goal Coach ethos
- KEY POINTS • The aim of DGC is to win, but also to learn life lessons along the way. • Physical literacy takes time, it does not happen overnight. As a young leader involved in youth sport, we are in it for the duration. You may not produce the next Roger Federer immediately but you are an important stepping stone in that progression. • The aim of DGC is to provide a solid foundation, including a variety of skills, characteristics and traits to help develop a child who is motivated, resilient and can cope with the challenges that come their way. • To push for winning alone is short-sighted. It’s like building a tower, it may get you to the top faster to put one block directly on top of another, but at the first sign of difficulty (a strong wind, a tremor or a difficult match) the tower wobbles and comes crashing down. You need a solid foundation! • More time spent developing a diversity of skills (social, emotional and cognitive), helps to develop a solid foundation upon which to build (for example, resilience, determination, etc). It is this foundation that will withstand the different tests that children come across and ensure their longevity in sport.
- KEY POINT • Introduce the titles of the principles as shown on the slide.
- KEY POINTS • To help us understand the full ethos of honour our sport, we use the acronym ROOTS. • This promotes and encourages respect for: – Rules – Opponents – Officials – Team mates – Self • This should be included as a part of your coaching philosophy (it may already be). • It is important that whoever you are working with also become familiar and comfortable with these concepts. PRACTICAL • Use Worksheet 1-ROOTS from the Coaches’ toolkit. • Divide into five groups, give each group one letter (R,O,O,T,S) and ask them to think of a positive and negative example relating to that letter that they have either seen or experienced VIDEO Play clips by clicking on the letters O of ROOTS. These highlight some of the negative examples of ‘honour our sport’. QUESTIONS • What effect do these examples have on young people? (Negative effects include cheating, diving, claiming a ball, fouling.) • Ask questions about which elements of ROOTS are illustrated in each clip. • Ask the group to think of any other examples of ROOTS that are not being adhered to? This will alert their attention to the wider impact of their actions. CfE REFERENCES I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 0-07a / HWB 1-07a / HWB 2-07a / HWB 3-07a / HWB 4-07a I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. HWB 3-19a
- QUESTION Ask the group the question before clicking on the slide to reveal the definition. • What is the definition of winning? Take some examples from the group, then put the definition on a flip chart and discuss. Ask them what words within the dictionary definition stand out to them and why. KEY POINTS • Remind the group that winning only came 10th on childrens’ lists of why they play but the pressure to win was high on the list of reasons for quitting. • Focus on effort being the key word.
- KEY POINTS • The win-at-all-costs mentality is when coaches compare players and teams. • The emphasis to win leads coaches to criticise players. • It creates an environment where mistakes are unacceptable and the focus is on short-term glory only. • This approach is causing young people to drop out of sport. QUESTIONS • What do you understand by scoreboard culture? • What happens to a young person’s self confidence in this environment? • What happens to their anxiety levels? • Who is in control? • How keen do you think will they be to return?
- KEY POINTS • PCS creates exactly the opposite mentality of scoreboard culture. • PCS recognises Effort, Learning and Mistakes (ELM) as essential to the positive environment needed for working with young people. • Use ELM. • Effort should be encouraged and recognised at all times. • Learning should be deep and wide. • Mistakes are more than okay, analyse them and learn from them. QUESTIONS In this environment what happens to: • Self confidence? • Anxiety levels? • The feeling of being in control? • Who they compare themselves with? • Whether they want to return? VIDEO Show the video clip linked to this slide to reiterate the key points of mastery coaching.
- KEY POINTS • To help us understand the ethos of ‘redefine winner’, we use the acronym ELM. • ELM encourages: – Effort 100% effort at all times. The harder participants try, the better they become. – Learning experiences Learning a range of life skills, not just physical skills. – Mistakes are okay Encourages participants to bounce back and learn from their mistakes. • This environment is all about encouraging the participant to be the best they can be and one where attention is focused on developing participants in the long term. VIDEO Play the video clip linked to the slide to reiterate the key points of ‘redefine winner’. QUESTIONS • What is the key message? • Why is it good to hear it from someone who practices the principle of ‘redefine winner’? CfE REFERENCES I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 0-11a / HWB 1-11a / HWB 2-11a / HWB 3-11a / HWB 4-11a Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 0-12a / HWB 1-12a / HWB 2-12a / HWB 3-12a / HWB 4-12a
- KEY POINTS • Mindset can affect the goals young people pursue, the way they respond to difficulties and how they perform in sport and in life. • Carol Dweck of Stanford University identified that athletes can possess two different mindsets and this has implications for coaches. These mindsets are directly linked to the mastery coaching concept: – Fixed mindset Athletes see ability as set, they are afraid of making mistakes and they compare themselves to others. – Growth mindset Athletes believe they can grow and improve, they focus on effort, welcome challenges and learn from mistakes. • By continually encouraging a growth mindset, coaches will promote a mastery culture. The coaching tools we are about to discuss will help put this into practice. Keep this high level (little time required) as this will be the first time many, if not all have heard about this theory.
- KEY POINTS • PCS introduces the concept of the emotional tank. • If a young person’s emotional tank is filled, they will have more confidence and will perform better. • On the other hand, if their tank is empty, they will become negative, dispirited and give up easily. QUESTIONS The slide shows an image of a girl. Ask the questions and then click on the slide to reveal the answers and the emotional tank drain image. • Ask the group how they think this girl is feeling? And what they think has happened to cause this? • It could have been a comment from a friend at break, a bad mark in an exam, an argument with her mum, or has she missed a penalty, or been sent off? PRACTICAL • Go around the group and ask one half to SAY something that might have caused it and the other half to DO something (make a gesture) which may have caused it. • They can come from the point of view of a parent, coach, team mate or teacher. QUESTIONS • What effect has the negative feeling had on her? • What effect does her mood/behaviour have on you as the young leader/coach? – She is un-coachable – despondent, not listening, not focused and certainly not positive. – This makes yourjob more challenging.
- KEY POINTS • We need children and young people to be in an appropriate emotional state to be coached. • Use the points on the slide. • Highlight why we should praise truthfully and listen. QUESTION The slide shows an image of a boy and his coach. Ask the question and then click on the slide to reveal answers and the emotional tank fill image. • How can we, as young leaders and/or coaches, fill an emotional tank? PRACTICAL • Ask the whole group again to say/do something that will fill someone’s emotional tank. QUESTION • What are the benefits to us?
- KEY POINTS • To help us understand the full ethos of the emotional tank we use the acronym ETANK. • ETANK promotes: – Encouragement Use verbal and non-verbal communication. – Teach and discuss Use teachable moments to teach life lessons. – Appreciate effort Give praise to effort given regardless of the outcome. – Non-verbal support Encourage and build confidence using positive body language. – Know how to praise Give truthful and specific praise. CfE REFERENCES I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 0-04a / HWB 1-04a / HWB 2-04a / HWB 3-04a / HWB 4-04a I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a
- KEY POINTS • Workshop participants can find out more information on each of the tools on pages 26-27 of the Coaches’ toolkit. • You can choose any of the coaching tools to demonstrate ETANK PRACTICAL (for example) Giving constructive feedback In 2’s, one person performs a tennis serve or golf swing while the partner focuses on filling the performers tank and giving constructive feedback. Remember to; Use the magic ratio Encourage the performer using verbal and non-verbal communication Praise effort regardless of outcome Encourage and build confidence with positive body language Use praise to develop mutual trust by giving truthful and specific feedback Change roles and repeat KEY POINT When filling a young person’s tank keep in mind the Magic Ratio (5:1) although this should be achieved over a few weeks or months and not necessarily in one session Questions How easy/hard was it to give constructive feedback? Was the feedback appropriate and specific? How important was verbal and non verbal feedback?
- KEY POINTS • Refer back to ROOTS for guidelines for expected behaviour. • People are usually set in their ways so changing behaviour is challenging but by no means impossible. • Once children see you as a role model you may see a noticeable difference in their behaviour and how they respond. • By following the points on this slide – ensuring good communication, consistent and clear expectations and an understanding of the principles – you will see the benefits.