Role of a Coach

1. THE ROLE OF THE COACH
By
Dr. Ratnesh Singh

2. 1 & 2.The Coach.
• The coach is all things to all men. He is proficient in:-The coach is all things to all men. He is proficient in:-
• Exercise Physiology.Exercise Physiology.
• Biomechanics.Biomechanics.
• Training and conditioning.Training and conditioning.
• Nutrition.Nutrition.
• Care and treatment of athletic injuries.Care and treatment of athletic injuries.
• Coaching methods.Coaching methods.
• Psychology of coaching.Psychology of coaching.
• Somatotyping of physiques.Somatotyping of physiques.
• Organization.Organization.
• Administration.Administration.
• Socio-cultural or sociology of the cricketer.Socio-cultural or sociology of the cricketer.

3. 3.The Role of the Coach.
• What is coached? How it is coached?What is coached? How it is coached?
• How a coach:-How a coach:-
• Communicates?Communicates?
• Interacts daily?Interacts daily?
• Teaches?Teaches?
• Leads?Leads?
• Communicates?Communicates?

4. 4.The General Concept of the Coach
and coaching.
• Coaches are usually regarded asCoaches are usually regarded as
authoritarian figures.authoritarian figures.
• The common impression of them is thatThe common impression of them is that
they have complete control of their players.they have complete control of their players.
• They teach by ”Do as I say” method.They teach by ”Do as I say” method.
• Therefore analysis and explanation of theTherefore analysis and explanation of the
players’/coaches behavior unnecessary.players’/coaches behavior unnecessary.
• Is this so now? In every sport?Is this so now? In every sport?

5. 5. Positive Re-enforcement.
• Success emanates from positively re-Success emanates from positively re-
enforcing the desirable behavior/correctenforcing the desirable behavior/correct
performances/ rewarding experiences.performances/ rewarding experiences.
• Re-enforcement is the act of presenting aRe-enforcement is the act of presenting a
re-enforcer in close relationship to a desiredre-enforcer in close relationship to a desired
response.response.
• Events which follow a particular form ofEvents which follow a particular form of
behavior & encourage that behavior to bebehavior & encourage that behavior to be
repeated are called: RE-ENFORCERS.repeated are called: RE-ENFORCERS.

6. 6. Positive Re-enforcers.
• These come in different forms:-These come in different forms:-
• Social Re-enforcers (approval, recognition)Social Re-enforcers (approval, recognition)
• Performance Re-enforcers (Results, wins).Performance Re-enforcers (Results, wins).
• Material Re-enforcers (trophies, money).Material Re-enforcers (trophies, money).
• Primary Re-enforcers ( food, activity).Primary Re-enforcers ( food, activity).
• Internal Re-enforcers (Imitation ofInternal Re-enforcers (Imitation of
champions).champions).

7. 7. Negative Re-enforcement. (i)
• Negative re-enforcement = punishment,Negative re-enforcement = punishment,
criticism. It is used to counter undesirablecriticism. It is used to counter undesirable
or unacceptable behavior & is widely usedor unacceptable behavior & is widely used
because it:-because it:-
• Acts quickly to suppress bad behavior.Acts quickly to suppress bad behavior.
• It re-enforces the coach’s status, makingIt re-enforces the coach’s status, making
him feel in control of the situation.him feel in control of the situation.

8. 8.Positive Re-enforcement. (ii)
• Highly visible achievements gainHighly visible achievements gain
immediate re-enforcement, acclaim &immediate re-enforcement, acclaim &
praise.praise.
• Coaches must provide re-enforcement forCoaches must provide re-enforcement for
less visible acts – e.g. backing up.less visible acts – e.g. backing up.
• Such low profile re-enforcement isSuch low profile re-enforcement is
nonetheless important to a team’snonetheless important to a team’s
performance.performance.

9. 9.Positive Re-enforcement (iii)
• Positive Re-enforcement should be contingent toPositive Re-enforcement should be contingent to
the action it rewards. It should be:the action it rewards. It should be:
• Specific to the action and the performer.Specific to the action and the performer.
• Immediate.Immediate.
• Carried out by the ‘Johnny on the Spot’-the coach.Carried out by the ‘Johnny on the Spot’-the coach.
• Carried out on each occasion the performance takeCarried out on each occasion the performance take
place . N.B. players who constantly perform wellplace . N.B. players who constantly perform well
are sometimes ignored.are sometimes ignored.

10. 10.Negative Re-enforcement. (ii)
• Negative re-enforcement = punishment/ criticism.Negative re-enforcement = punishment/ criticism.
• Such re-enforcement occurs to counter theSuch re-enforcement occurs to counter the
occurrence of undesirable and inappropriateoccurrence of undesirable and inappropriate
behavior.behavior.
• It is used by coaches because:-It is used by coaches because:-
• It worksIt works quicklyquickly toto suppresssuppress that behavior.that behavior.
• It makes the coach feel re-enforced and in controlIt makes the coach feel re-enforced and in control
of the situation.of the situation.

11. 11. Negative Reinforcement (iii)
• Negative re-enforcement only suppressesNegative re-enforcement only suppresses
inappropriate behavior. It does notinappropriate behavior. It does not
eliminate it.eliminate it.
• Every instance of misbehavior must beEvery instance of misbehavior must be
punished.punished.
• To be effective punishment must increase inTo be effective punishment must increase in
intensity.intensity.
• It creates resentment/hostility towards theIt creates resentment/hostility towards the
coach.coach.

12. 12. Negative Re-enforcement. (iv)
• Negative Re-enforcement makes theNegative Re-enforcement makes the
recreant the centre of attention, invitingrecreant the centre of attention, inviting
further inappropriate behavior.further inappropriate behavior.
• It involves emotion, ranting and raving.It involves emotion, ranting and raving.
Players should avoid such behavior andPlayers should avoid such behavior and
criticize unemotionally.criticize unemotionally.
• Many coaches fail to deliver an alternativeMany coaches fail to deliver an alternative
behavior pattern to a player’s unacceptablebehavior pattern to a player’s unacceptable
conduct/ behavior.conduct/ behavior.

13. 13.The Management of a Positive
Coaching Environment.
• The consequences of a cricketer’s participation inThe consequences of a cricketer’s participation in
the sport must be rewarding to them.the sport must be rewarding to them.
• Individual success is the strongest re-enforcer ofIndividual success is the strongest re-enforcer of
behavior.behavior.
• Competitive effort – successful or not – shouldCompetitive effort – successful or not – should
always be rewarded.always be rewarded.
• A competitive environment must have strongA competitive environment must have strong
social overtones –bonding, gestures to the dressingsocial overtones –bonding, gestures to the dressing
room, on-pitch congratulations etc.room, on-pitch congratulations etc.
• Significance of failure should be minimized.Significance of failure should be minimized.

14. 14. Communication.
• ‘‘One of the most important coaching behaviors isOne of the most important coaching behaviors is
the ability to communicate……a breakdown inthe ability to communicate……a breakdown in
communication results in confusion, frustration,communication results in confusion, frustration,
alienation and separation.’ (Tutko & Richards.alienation and separation.’ (Tutko & Richards.
1971)1971)
• Four distinct dimensions exist in a coachesFour distinct dimensions exist in a coaches
communication with his team.communication with his team.
• Coach transmitter -----Athlete receiver.Coach transmitter -----Athlete receiver.
• Coach receiver –Athlete transmitter.Coach receiver –Athlete transmitter.

15. 15. Communication Guidelines
• If a cricketer is to receive informationIf a cricketer is to receive information
transmitted by the coach, it must be:-transmitted by the coach, it must be:-
• Specific (Avoid generalizations andSpecific (Avoid generalizations and
intellectualization.intellectualization.
• Simple – Avoid complexities.Simple – Avoid complexities.
• Frequent – Sporadic information loses itsFrequent – Sporadic information loses its
impact.impact.
• Clear – Explicit, concise words, demos.Clear – Explicit, concise words, demos.
• Well-timed – Delivery must beWell-timed – Delivery must be
appropriately timed.appropriately timed.

16. 16.Communication Guidelines.
(cont)
• Coaches should avoid sarcasm, jargon,Coaches should avoid sarcasm, jargon,
innuendo, and “snowing.”innuendo, and “snowing.”
• Coaches should talk directly to cricketers.Coaches should talk directly to cricketers.
• For important and confidential.For important and confidential.
communications coaches should talk incommunications coaches should talk in
private.private.
• Demonstrations should be accompanied byDemonstrations should be accompanied by
explanations and commentary.explanations and commentary.

17. 17.The Three Modes of
Communication.
• Verbal - by telling.Verbal - by telling.
• Visual – by showing.Visual – by showing.
• Manual, tactile – by touch or manipulation.Manual, tactile – by touch or manipulation.

18. 18. Communication Breakdowns
• These occur when:These occur when:
• Players pretend to understand when they arePlayers pretend to understand when they are
ashamed of not comprehending.ashamed of not comprehending.
• Authoritarian Coaches block off feedback.Authoritarian Coaches block off feedback.
• When hard-nosed, rigid coaches often don’tWhen hard-nosed, rigid coaches often don’t
listen because of their ‘I am right’ attitude.listen because of their ‘I am right’ attitude.
They are unapproachable.They are unapproachable.

19. 19. The Ideal Behavior of the
Coach/Leader/Communicator.
• He frequently:-He frequently:-
• Provides information for the group or teamProvides information for the group or team
members.members.
• Seeks information from them.Seeks information from them.
• Facilitates exchanges of inter-group ideas.Facilitates exchanges of inter-group ideas.
• Shows awareness and interest in groupShows awareness and interest in group
affairs.affairs.

20. 20. The Ideal Behavior of the Coach/
Leader/ Communicator.
• He stresses the exchange of informationHe stresses the exchange of information
between coach and cricketer/ between thebetween coach and cricketer/ between the
cricketers.cricketers.
• He asks players how they are going.He asks players how they are going.
• He makes himself approachable andHe makes himself approachable and
available.available.
• He shows his interest in team affairs on andHe shows his interest in team affairs on and
off the field.off the field.

21. 21. Organization.
• To gain the respect of his team the coach must beTo gain the respect of his team the coach must be
organized.organized.
• Players expect coaches to:-Players expect coaches to:-
• Put everything effectively into perspective.Put everything effectively into perspective.
• Plan a well-structured, efficient program.Plan a well-structured, efficient program.
• Help structure their own activities/ participation.Help structure their own activities/ participation.
• Structure the total participation of the team inStructure the total participation of the team in
activities.activities.
• Structure the inter-relationships between teamStructure the inter-relationships between team
members.members.

22. 22. Organization (ii.)
• Initiation. A coach must originate/ facilitate/Initiation. A coach must originate/ facilitate/
approve new ideas/ methods/ techniques.approve new ideas/ methods/ techniques.
• Such behavior is inter-related to expectedSuch behavior is inter-related to expected
well-defined, organizational patterns/ efficientwell-defined, organizational patterns/ efficient
means of doing the tasks which confront themeans of doing the tasks which confront the
team.team.

23. 23. Organization. (iii)
• The coach must:-The coach must:-
• Have an explicit plan, evolved by discussion.Have an explicit plan, evolved by discussion.
• Plan ahead/ have coping plan for exigencies.Plan ahead/ have coping plan for exigencies.
• Plan practices in detail.Plan practices in detail.
• Plan training sessions which are consistent,Plan training sessions which are consistent,
defined time-wise and explained.defined time-wise and explained.
• Emphasize quality not quantity training.Emphasize quality not quantity training.
• Initiate Ideas.Initiate Ideas.
• Ensure practices are active and uninterrupted.Ensure practices are active and uninterrupted.

24. 24. Organization (iv)
• The Coach conducts:-The Coach conducts:-
• Individual warm-ups.Individual warm-ups.
• Well-explained and defined practices.Well-explained and defined practices.
• He avoids deadly boring routines.He avoids deadly boring routines.
• He practices for well-defined goals in matchHe practices for well-defined goals in match
terms.terms.
• He conducts mandatory match simulations.He conducts mandatory match simulations.

25. 25. Leadership.
• ““Is the capacity a person has for directing and co-Is the capacity a person has for directing and co-
ordinating the activities of a group of people.”ordinating the activities of a group of people.”
• It entails the power to get things done efficiently –It entails the power to get things done efficiently –
with some degree of compliance and consent ofwith some degree of compliance and consent of
others.others.
• Question:-How does one get the respect needed toQuestion:-How does one get the respect needed to
do a good job of directing and co-ordinating ado a good job of directing and co-ordinating a
team of individualistic, energetic and questioningteam of individualistic, energetic and questioning
young people?young people?

26. 26. Major Variables Influencing
Leadership in a Cricket Coach
• His personality.His personality.
• The needs/ interests/attitudes/ problems of hisThe needs/ interests/attitudes/ problems of his
players.players.
• The inter-personal relationships between teamThe inter-personal relationships between team
members.members.
• The exact nature of cricket and its affiliated tasks.The exact nature of cricket and its affiliated tasks.
• The specifics of a particular game situation andThe specifics of a particular game situation and
their influence on the efforts of the team.their influence on the efforts of the team.

27. 27. Fieldler’s Theory of Leadership
• Leadership situations must be regarded inLeadership situations must be regarded in
terms of their “favorableness” forterms of their “favorableness” for
leadership. Favorableness is a function ofleadership. Favorableness is a function of
three variables:-three variables:-
• Leader-Player relationships.Leader-Player relationships.
• The nature of the task (cricket game).The nature of the task (cricket game).
• The position of power of the leader.The position of power of the leader.

28. 28.Coaching Styles.
• ‘‘Tough Guy’ Coach----’Nice Guy’ Coach.Tough Guy’ Coach----’Nice Guy’ Coach.
• Intense.--------------------Easy-going.Intense.--------------------Easy-going.
Rigid.-----------------------Flexible.Rigid.-----------------------Flexible.
• Impersonal----------------Warm-heartedImpersonal----------------Warm-hearted
• Punitive--------------------Encouraging.Punitive--------------------Encouraging.
• Task-oriented-------------Person-orientedTask-oriented-------------Person-oriented

29. 29. Dimensions of Coaching/
Leadership behavior
• 1/ Competitive Training-Motivates players to train hard.1/ Competitive Training-Motivates players to train hard.
• 2/ Innovative. Introduces new methods.2/ Innovative. Introduces new methods.
• 3/ Interpersonal team cooperation- co-ordinates team3/ Interpersonal team cooperation- co-ordinates team
members.members.
• 4/ Social-Socially active off-field.4/ Social-Socially active off-field.
• 5/ Representative – represents team in community.5/ Representative – represents team in community.
• 6/ Organized Communication – organizes communication6/ Organized Communication – organizes communication
between team and others.between team and others.
• 7/ Recognition –Behavior concerned with reinforcement of7/ Recognition –Behavior concerned with reinforcement of
performance and team participation in decision- making.performance and team participation in decision- making.
• 8/ General Excitement – Arousal behavior involving8/ General Excitement – Arousal behavior involving
disorganized approach to team operation.disorganized approach to team operation.

30. 30. Counseling (i)
• Counseling is the mutual interactionCounseling is the mutual interaction
between two individuals that revolvesbetween two individuals that revolves
around one (the coach)around one (the coach)
• Players come to the coach withPlayers come to the coach with
problems/specific needs/desires/withproblems/specific needs/desires/with
relatively predetermined attitudes andrelatively predetermined attitudes and
expect him to handle every aspect of theirexpect him to handle every aspect of their
lives.lives.

31. 31. Counseling (ii)
• Recommended Counseling Techniques.Recommended Counseling Techniques.
• 1/ Be integrative, non-defensive, authentic and1/ Be integrative, non-defensive, authentic and
genuine. Accept the player for what he is and begenuine. Accept the player for what he is and be
sincere.sincere.
• 2/ Show unconditional positive regard for the2/ Show unconditional positive regard for the
player and his problems. Be non-possessive, warmplayer and his problems. Be non-possessive, warm
and non-threatening and don’t make adviceand non-threatening and don’t make advice
conditional.conditional.
• 3/ Have accurate empathy. Put yourself in to the3/ Have accurate empathy. Put yourself in to the
player’s shoes/ think like him. Most cricket-player’s shoes/ think like him. Most cricket-
player/coaches have the advantage of havingplayer/coaches have the advantage of having
experienced the player’s problems.experienced the player’s problems.

32. 32. Counseling (iii)
• The following hints re. counseling will help.The following hints re. counseling will help.
• 1/ Determine a limit of involvement with the1/ Determine a limit of involvement with the
player.player.
• 2/Know yourself.2/Know yourself.
• 3/ Don’t look for problems.3/ Don’t look for problems.
• 4/ Avoid intellectualizing.4/ Avoid intellectualizing.
• 5/ Don’t assume a parental role.5/ Don’t assume a parental role.
• 6/ Avoid emotional entanglements.6/ Avoid emotional entanglements.
• 7/ Be as trusting as you can.7/ Be as trusting as you can.
• 8/Listen better.8/Listen better.
•