children’s coaching conference - sport ni · what shapes your children’s coaching philosophy?...
TRANSCRIPT
Philosophy
Clearly articulating one’s philosophy is a prerequisite to good practice, as it provides direction and focus in
relation to how one goes about doing their job
Cassidy et al (2009)
Philosophy
Value of developing a philosophy is that it creates a base from which to build and learn according to
a consistent, coherent way of thinking
Philosophy
Consistent failure to deal adequately with the subtlety and scope of philosophies
and their influence over practice
Lyle (1999)
Coaching is a social construction, developed from a personal set of beliefs, which in turn are derived from such sources as experience,
observations and education programmes.
Lyle(1999)
“a coaches ability to effectively navigate and adjust to their changing context would appear to be an important component of coaching expertise” (Jones & Wallace, 2005)
Context??
“Coaching contexts are unique settings” (Cote
& Gilbert, 2009)
“an appreciation of these settings is crucial
to understanding effective coaching”
(Cote & Gilbert, 2009)
Example – Wayne Smith New Zealand /
Italy
Coaching must be the catalyst for learning?
Coach facilitates engagement in
learning to support goals
High Performing Children’s Coach Practice
CHILD
APPROPRIATE SKILLS
COACHING METHODS
Constant integration & constructive alignment of declarative & procedural knowledge
ALIGNMENT – COACH ESTBALISHING AN ENVIRONEMNT
DEVELOPMENTALLY APPROPRIATE
SKILLS LEARNING TASKS
COACHING BEHAVIOUR ASSESSMENT
What do high performing coaches spend their time doing?
Improving participants development
Continually making decisions!
Think about a coaching session you recently
delivered.
What bodies of knowledge did you draw upon to make
decisions about planning and delivery?
Current Models
Stages of Talent Development (Bloom,
1985)
Deliberate Practice (Ericsson, Krampe & Tesch-
Romer, 1993)
Developmental Model of sports Participation
(Cote, 1999; Cote & Fraser-Thomas, 2007)
Long Term Athlete
Development (Balyi &
Hamilton, 2004)
Foundations, Talent, Elite & Mastery Model (Gulbin, Croser, Morley, & Weissensteiner, 2013)
Current Models Psychological
Characteristics of Developing
Excellence (Abbott & Collins, 2004)
Differentiated Model of
Giftedness & Talent
(Gagne, 2003,2004)
Life-span Model of the Acquisition &
Retention of Perceptual Motor Expertise (Starkes,
Cullen, & McMahon, 2004)
Athletic Talent Development Environment
model (Henriksen,
Stambulova, & Roessler, 2010)
Model of talent development
(Bailey & Morley (2006)