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Roles, Responsibilities and Skills of a sports coach:

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charlotte fenton

on 22 October 2014

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Transcript of Roles, Responsibilities and Skills of a sports coach:

Roles, Responsibilities and Skills of a Sports Coach and leader:
coaches come from a variety of backgrounds and possess a range of qualities and experiences from which they develop their coaching skills and unique coaching styles. coaches then adapt these qualities to the specific needs of the performers with whom they work with. yet, in spite of such individual approaches to coaching, it is possible to identify certain skills and attributes that underpin effective coaching.
when looking at time management you need to consider the ways in which you will organise your time to get the best out of the sessions. This can be done by using a range of different drills and techniques in order to prevent the athletes becoming distracted and bored whilst also making the session continually worthwhile and beneficial for both the athletes and the coach. Time management will also ensure that the coach does not spend too long on one activity that may result in boredom when the athletes are already competent at this drill, meaning the coach moves on to a new activity quickly and effectively.
effective coaching is not only about developing the skills and improving performance, it is also about building good relationships with performers, other coaches and administrators, and parents when working with young performers. The skills of good communication are therefore a central component of coaching. Communication is a two way process where listening is equally, if not more, important as talking, this is especially true when attempting to establish each performers needs and goals. Coaches are often good at talking and giving information.
performers can soon become bored and delusional with poorly structured coaching sessions and programmes, so the ability to plan and organise effective and meaningful activities is vital to improving performance. This can only be done if coaches first identify each performer’s needs and goals and then use these as the basis for the session and the programme planning. Where the plans form part of a series of sessions, a season or annual programme, the goals of a specific session should represent one element. This type of planning is crucial to ensure progress and for performers to achieve their goals. It also offers performers an appropriate level of challenge and ultimately promotes self-confidence and a sense of achievement.
The role of a sports coach is to create the right conditions for learning to happen and to find ways of motivating athletes. most athletes are highly motivated and therefore the task is to maintain that motivation and to generate excitement and enthusiasm.
A person who is seen as a model in a particular behavioral or social role for another person to follow. the way in which you conduct yourself whilst in the presence of your athletes provides an example of how they should behave - one of the most important issues is the example we should be setting another persons child when we are coaching them.
When a coach works with an athlete for a considerable amount of time there is a chance of a personal friendship being built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. it is important to keep personal information confidential because if you do not then all respect the athletes had for you as a friend and a coach will be lost.
an innovative coach puts teams in the pathway of success by providing personalised practices, encouragement and strategies. a coach's creativity also inspires team members to perform better and encourage individual creativity.
as an educator a sports coach will generally continually coach the players throughout the training sessions and games, enlightening them on how they can perform their skills and activities in the best possible way.
Coaches need to be aware of their legal responsibilities, especially with respect to the advice they give their athletes and the way they manage and supervise participation in sport. Coaches have a legal responsibility to their athletes and should:
• give appropriate advice and guidance
• not offer advice beyond their level of qualification

You must show from the start the right behaviour because this will have an effect on the behaviour of the athletes you are coaching and how they act in the future. You must be able to get your points over to the people your coaching in a clear and understandable manner. This allows you to show your knowledge of what you’re coaching and shows experience so the athletes will be able to perform what you have said and keep on learning as they trust your methods as you show experience. When coaching you need to explain, good i.e. sportsmanship, fair play and bad i.e. cheating. These are the morals of all sports and need to be reinforced for them to get the best experience and learn these life lessons early. You should come dressed appropriately to set a good example of professionalism so that the people you’re coaching are more likely to respect you and listen to your coaching techniques. Also when becoming a coach in a certain sport i.e. rugby you should have the proper certificate of coaching qualifications to coach that sport so you can prove that you are able to lead these sessions.
As soon as you arrive you must check the pitch to make sure there are no objects like stones, twigs, dog poo etc. This will hopefully reduce the risk of an athlete getting injured during training. If a player you are coaching gets injured then you as a coach have to go through steps to make sure everyone is safe. This means moving the rest of the group away, knowing the address to call an ambulance and make sure you know where the ambulance can get in and out of for it to be swift. This is so you reduce the risk of further complications from the injury and reduce the stress of not only the injured player but the other players. There are usually two types of risks, and they are extrinsic and intrinsic. Extrinsic risks are something that is not within the body, it is an outside object that maybe causes risk of injury. These include things like: clashes with opponents, weather conditions and equipment failure. Intrinsic risks are ones that are a part of the players/performers body that has a chance of causing an injury. These are things like: overuse, age and muscle imbalance. As a coach you need to be aware of all these different things which may cause injury and take as much prevention as possible to reduce the risk of injuries happening. Some of the methods to help reduce the risks are having first age knowledge, equipment checks and knowledge of any previous injuries of the athletes.
Knowing the environment you are coaching in is a key part to have a successful and safe training session. This is knowledge of where things like the changing rooms, first aid box/person, entry/exits for emergency vehicles and emergency contacts. This means that if an accident happens then you are prepared for it in an efficient way and show professionalism in how you act and your organisational skills too.
These cover all the areas i.e. health and safety, professional conduct, insurance and child protection. For example at the end of a session the coach should make sure none of the kids leave unless you’re sure that the kids parents are there. This makes sure they are safe and nothing happens to them as you are looking after them until they’re in there parents control. Before every session the coach should make sure that the pitch or playing surface is in good conditions to play on i.e. not flooded, snowed over and no sticks or stones which could all lead to serious injuries. This is linked to health and safety and is a very important part as you will be the one blamed for injuries if you do not take caution. Also whilst making sure that the conditions are ok for the pitch you also have to take into consideration the transport side as it maybe icy on the roads so unsuitable to drive on. Therefore if you make people drive in these conditions you might be blamed for not taking into consideration the factors affecting the safety of methods of transport.
If you are coaching a group of kids how to play rugby then you should have some prior knowledge on the sport which is at the least the same amount of knowledge of the players taking part. If not then the players who you’re coaching will be hard to give points to as they won’t listen and became aggravated as they might feel they’re not learning to their potential. You don’t only need knowledge in your signal sport but in others which are closely related as you might be able to make links from one to another. This means if someone tries hockey for the first time and previously played cricket they might be good at hitting so you would bring in exercise to involve that and then you know what other areas to build on i.e. dribbling. You have to have detailed knowledge and how to perform basic skills as you’re only a leader and not a coach which is someone who would go into more depth of more complex skills. This will be the starting building blocks for the participants in learning there new sport and skills. However if they don’t know the sport and have knowledge the participants won’t really respect you and the players won’t develop their skills as you don’t know what you’re doing. So if they wanted to take their experience a bit further and join a club they would struggle as they wouldn’t know the basics and the coach might not want them in the team.
To be successful you need to have the right knowledge on all the laws and rules so you can then demonstrate to the players this knowledge. This means they’ll understand the game better and will be able to play it to their best ability and full potential benefiting from knowing what they can and can’t do in certain situations like retreating 10 metres when a penalty is given in rugby. From this you become a role model showing them the right and wrong behaviour in a game situation by showing sportsmanlike behaviour and fair play. However if you don’t set them out from the start and explain what they can and cannot do then they will again struggle if the wish to take it further at club level. This is because they don’t have enough knowledge to keep up with others at the club and the coach might get annoyed and not want them in the team if they keep on giving penalties away from not knowing the rules and understanding when they are causing an infringement.
With this you have to understand that everyone is different and has different mental needs. This in turn means they will progress at different times and develop better from certain activities. So this is giving a lot of positive feedback to someone who is less confident than others and giving extra time to learning a skill so they can stay to the same levels as others. This will give them the motivation to carry on playing and give them the drive they need to developing there game. If you don’t this into consideration then they might not have the motivation to keep on playing as they don’t have the high levels of confidence and drive to carry on. This in turn might not only put them off this single sport but in trying all new sports so they have no chance of seeing what they can and can’t do. As I’ve said before to keep someone motivated who is as confident you need to give them positive reinforcement. The definition for positive reinforcement I found after research is “Positive reinforcement is the addition of a reward following a desired behaviour with the purpose of increasing the likelihood the behaviour will occur again.”( http://education-portal.com/academy/lesson/positive-reinforcement-definition-examples-quiz.html#lesson ) So you would use this reinforcement when someone with low confidence does something well, and this will raise their confidence levels and make them to want to carry on.
Understanding physical needs of participants
This is like the mental needs but this time you have to decide what they are physically able to do and how they will physically develop. So this would be making the session appropriate for everyone’s ability as you might have participants with handicaps. It would therefore be inappropriate to put them in with non-handicapped people in playing a contact sport. This is because it would be un-fair on the handicapped and they won’t gain any good experience skill wise or mentally wise as their confidence will decrease and they might not want to play again. If you are leading a group of handicapped participants and some are really interested and want to learn more then you should encourage them to take it further outside of school and into a club environment. Just by doing a bit of research and telling them where to go will allow them to take their skills levels one step further and increase their enjoyment of the sport. There are many places that deal with things like handicapped sports. From a bit of research using this simple link you are able to find places that do disabled sports and each kind of sport:

As a coach you should always be patient and not get angry when coaching as this will not only affect how well the session goes and how much the players develop skill wise but there view of you too. You need to have patience as everyone is different and will learn at different levels and times, so you need to be able to have a calm and relaxed approach and not rush the session. This is due to the fact that some people will not learn how to do the skills you set out properly if you only give them a short amount of time. For example if you do a drill, standing still and catching tennis ball 2 metres apart and one or two still aren’t confident in doing this and still messing up. Then move them straight from that into a game situation of running throwing and catching they are going to struggle and lose all confidence and motivation in playing. You need to not rush it and give them time till they fully learn it. This will ruin the experience of playing sport for them as their self-confidence will lower and they will not want to take part as they feel they’re not good enough to do so.
When coaching you should be consistent in varies different areas, i.e. turning up to training on time, sessions same length, how you treat the participants (which should all be the same), reinforcing fair play, how you act and positive feedback. From doing this they will respect you more as you treat them all with the same respect and don’t pull people out the group and make them feel embarrassed, lowering the confidence. This will make you appear more as a role model being on point all the time and fair to them all so they will look up to you and listen to you as a coach and want to learn from you.
Being a coach with empathy is very key if you have a struggling group with low abilities. This is because you are able to see it from there perspective and will give them extra time to fully learn the skill and not get frustrated or angry with them if they can’t get it straight away (linked to patience). You give them lots of praise when they do something well to keep their confidence high so allows there motivation increase also so they keep trying to learn the skill. If you don’t have empathy and not able to put yourself in their shoes you might overlook them and not take notice that they are struggling and getting a grasp of the skill. As a sports leader you are setting the foundation of their sporting interests and if you don’t give them the right sort of attention they need this will have a negative effect on them. So they might not want to take their sport to the next level as they don’t think they’re good enough from being over looked and not taking into consideration how they learn and their struggles. An example of this would be if they have never played hockey before and are only young (5-6 years old) they might not even know how to hold the stick, and you need to have empathy to give them extra time to grasp the basics and not get annoyed if they can’t do the basics of holding the equipment correctly. If you do this they might not have any respect for you as a coach and have any respect for themselves as their confidence has dropped so might not take any further part in training and not turn up.

Distinction on Sports Coach
- Oscar Harrington
My old coach Mr Richards was a very professional coach, which can be good as you need that to have order and be able to coach the appropriate skills. By this he dressed in the right manor was always on time to the session and had the right qualifications. This in turn showed us he knew what he was doing when it came down to giving us coaching points. Rob Setchell my current coach is still professional for all the same reasons as Mr Richards so is similar in this area. But he still has that side to him where you can have fun and actually enjoy participating in sport which is a major factor and something Mr Richards didn’t have. He knows where to draw the between having fun and taking it serious, i.e. when he has to count us all when we go on away trips and make sure everyone is there he will be serious but then he can have a joke when he is more relaxed like in a break during training. There needs to be a balance in professional conduct and having fun to make the best of the experience.

Professional Conduct
Health and Safety
Mr Richards was very strict on health and safety as there are a lot of different things to take into consideration when leading a hockey session. For example they will both cone off areas so there is a clear exit way where you won’t get hit but they still tell you to pay attention. You would also see him check the pitch before roughly to make sure there weren’t any stones you might fall on or any tears in the astro material. Rob Setchell does the same with coned off areas to make sure we don’t get hit, but I have never really seen him do and kit checks to make sure there aren’t any broken straps on the keeper kit or pitch inspections, he just gets straight on with the training session which isn’t too good, as he needs to take this into consideration to make sure we’re safe. Saying this he does make sure that someone has a first aid kit so if anyone does get hit or a cut then he can deal with it straight away which is a positive and reassuring to know.
Legal Obligations
As I have said above Mr Richards took this very seriously and always made sure that the pitch was in the right order and good enough condition. For example if the pitch flooded then he would cancel the session as it wouldn’t be appropriate to carry the session through. This is where Rob Setchell will take a stand if the pitch is clearly unable to play on from the weather conditions, he just won’t check it if it “looks fine”. They both understand that they are in charge of our safety and care and take it very seriously. As they both work in the school environment they are both insured, have the relevant qualifications and DBS checked as they wouldn’t be allowed to coach us if they didn’t. They will both have been first aid trained too because of this so they are both capable with doing first aid to an injured player and have the right qualification to prove it.
Knowledge of Coaching Environment
Again they both have good knowledge of coaching environment due to the amount of experience they have being in this certain area for many years. For example this means they know where to go to find the right person for a first aid box if a player gets injured or if a player needs the to get to the changing rooms they can give them directions .So this shows there professionalism as you know how to act if events arise and show organisational skills by knowing where to find everything.
Time management
Mr Richards had very good time management because he wouldn’t spend too much time on a single exercise and mix it up but still enough for you to learn the skill/drill he wants to. This means that we didn’t get bored as we were always doing something and learning something new and could link it to the next exercise. As he was very good at time management this meant that we start on time and finished on time so that we got the most of the session we had on the pitch. Rob Setchell can sometimes have good management but other times he doesn’t. For example he might get carried away with a shooting exercise and carry it on for longer so then he has to miss out another drill, and then reduce the time we have to play a game at the end. He has also known for sometimes making us late for lessons as he lost track of time and went over the time period we were given. This isn’t good as sometimes can get boring doing the same drill for so long and then you don’t get enough time to do other drills and develop your game.
Mr Richards had communication when it came to explaining drills as he was able to get the key points across. However you have to be able to listen to and he wouldn’t. This is because he thought his way was he only way and correct way and wouldn’t take into concept the opinions of the participants i.e. developing a shooting drill into a half game situation by adding a defender so create a 2v1 then shoot. He wouldn’t listen which as a player was a good feeling as you felt ignored and wouldn’t build a good relationship between them and the coach. However Rob Setchell is good at both getting the points across and demonstrating a drill and he would listen to points from the participants to maybe enhance the drills effectiveness i.e. adding defenders in or two touch rules. This then makes you feel more involved in the session and creates a better relationship as you feel he does respect you and your ideas.
Planing and Organising
When it came to planning and organising a session Mr Richards was very good at this and he had a session already planned he didn’t just make it up on the spot and it was relevant for us and what we need to learn. AS he would see what we achieved in a training session/game and take the positives and negatives and make drills relevant to what we needed to work on. Rob Setchell isn’t the best at organising a session as it sometimes seems that he just makes it up on the spot and doesn’t pre plan it fully just a rough idea. This is sometimes why the session doesn’t always finish on time or we do an exercise for too long as he hasn’t worked it out. This is part of the reason we struggle to develop as we are getting bored and not getting enough different exercises in. But he will still make the exercises relevant as he will say “we weren’t very good at counter attacking and getting a shot off so we will be working on this today”. This doesn’t always set a good example and role-model like figure as he seems a bit muddled at times even though you can see he has the right knowledge he just doesn’t plan it out which is something Mr Richards does.
Both Mr Richards and Rob Setchell are both very good educators as they both have a lot of experience in their fields and have the knowledge to help develop your skills as a player. However the only difference is that Mr Richards was more focused on developing just team skills and not any personal skills. For example we would always do team drills which is pass and move and how to attack and defend drills like 5v4 in the D and the attackers got 1 point for a goal and half a point for a short corner and the defence got 1 point if they got it out the 23 and half a point if they get a foul in there D. There were no individual skills where you would be in a 1v1 situation, but Rob Setchell would mix it up and do a mixture of team attacking drills like the one Mr Richards did but he would also do drills which would be things like 1v1 in a confined area and make it a competition on how many times you can stop it on the opposite line. This would develop your stick skills like V-drags and 3-D skills to get past the final man and get the winning shot off or create space for another runner. He did this by giving verbal instructions, doing demonstrations and giving manual guidance on what to do with the stick. He has also been known to get a player to demonstrate if they can do it well to show the others and give them praise. So he educated is both as a team and as a player on a personal level whereas Mr Richards was just on the team level.
Role Model
Even though Mr Richards was a very professional coach he never appeared as a role model as he took it too seriously for what we were which was a young school team. He did conduct himself well and never acted badly and used the right terminology, wore the right kit, but he just didn’t appear as a role model due to the lack of fun. He never had fun with us he was serious all the time and didn’t make it fun or exciting and make us want to come back every week for the social part. As we were a young age you need the aspect to make you enjoy yourself and want to develop but we never had that. However Rob Setchell is a very good role model as not only does he have the experience, wears the right kit and explain himself well and have the skills to coach us he will also have fun. At the same time he knows where to draw the line which shows his professional side as he does need to be a friend but also a coach; this makes him an approachable person to ask questions on anything may it be with hockey or education like universities. He has the right attitude to getting the best out of by allowing us to push the boundaries but step in if it gets too far. Then at the same time to motivate us and get us playing well which he has as his own personal goals trying to get the best out of us which is why he is the better role model.
Mr Richards is not really a friend when it comes to coaching as of the points I have already mentioned. For example he doesn’t seem very approachable so you don’t feel confident in talking to him about problems you might have may it be on or off the pitch. You don’t feel comfortable even having fun with him as he took his job very professional which isn’t a bad thing but to have better success and get the best out of your plays you need to have the characteristics of having fun, being approachable and keeping to your professionalism. On the other hand Rob Setchell is a very good friend, as like I mentioned before he is very approachable and you’re able to talk to him about any problems you have on or off the pitch. Not only that you are able to have a joke with him and have a laugh, which makes the session more enjoyable and gives you more motivation to play better. He also knows where to draw the line which is very good as he doesn’t take it too far and makes sure we don’t either, which we don’t as we respect him. This is because he can comfort us if we need help, keep developing our skills and have fun whilst he keeps to his professional standards.
As an innovator Mr Richards wasn’t too bad as he had a lot of experience coaching hockey so was able to give very good tactics and set plays. An example of this would be if we played an away game he would be able to tell us what the pitch is like and what to try on it, and how the oppositions coaches likes his team so you know what to look out for. However as an individual innovator he wasn’t very good as he concentrated on mainly the team and not vary the drills, instead of individuals as well. So if a player wasn’t very good at doing a certain skill i.e. a v-drag then he wouldn’t do any specialised training to allow the player to adapt his skills and better themselves. Aldo when it came to giving encouragement he was very reluctant in giving it. He would usually concentrate on negatives which is not good for younger players they need to be encouraged a lot to keep there motivation and drive to play high. Rob Setchell can be a good innovator this is due to him be very knowledgeable like Mr Richards in what the pitch is like and how other coaches want there teams to play. However he does certain drills to develop them team like attack v defence and stop it half way through telling us to do certain things to be successful in attacking or defending. But the problem is he sometimes repeats the drill over and over so can be a bit boring and will only come up with new ones every so often so in the sense of new drills he isn’t an innovator but he is in the specific side. He also concentrates on developing a player own skills by doing such exercise like 1v1 so you know how to beat the man or 3-D skills i.e. flicking it aver cones acting as a stick then shooting as soon as the ball is in the D. This means that you develop as a team and as a player. Also because of the amount of encouragement he gives you during a session when you do something well it really builds up your confidence and you feel he has a belief in you making you want to play not only well as a team but for him too.
-Charlotte Fenton
Clare Hayes, describes all new techniques in detail with high amount of guidance to ensure it is done correct
Russ - tells you what to do with very little detail, then proceeds to let you get on with it, with little or no guidance at all.
Clare would video the game to give feedback
Russ - barely watched the games
both coaches will give demonstrations on how to do the activities and put them into real situations
Haysie would be seen as a role model as she sets high standards and good examples and practices for her athletes.
Russ could often be very rude to his athletes and not show them the correct examples, this is shown through his body language and general attitude towards training
Haysie sets a great example as a friend, always there if we needed to talk to someone
enjoyed having fun and a laugh
Russ engaged in little conversation with players
reluctant to join in with team socials and so on
Clare is a strong innovator as she always adapts the sessions to make the most of all the skills adding new games for us to experiment with
Russ generally stuck to the same drills and kept the game as a basic game making the sessions become boring and tedious
whilst Clare enjoys having fun she also has high levels of professional conduct, this shows she has a strong knowledge of where the boundaries are
Russ had little professional conduct, this may have been down to his age, but sometimes comments were unessecarily made towards players
Clare is a great example of someone who follows health and safety regulations - making sure correct equipment is worn and the pitch is safe and so on...
Russ had little care with the correct equipment being worn e.g. allowing players to defend short corners without gum sheilds and shin pads.
both of my coaches were very sufficiant at following the legal obligations, this was by managing and following the correct procedures in monitorying the participation in sport.
both of my coaches have a strong knowledge of the coaching environment, they both understand the area in which we have to work in and the safe and unsafe areas depending on things such as weather conditions
clare had high levels of organisation as she always had an exact plan to the session with a range of drills, she always had the correct equipment and space needed and always had a back up plan
Russ had poor organisation, generally forgetting the equipment and not having a suitable or sufficient session planned out
clare generally had good time management, knowing exact timings of games and sets during training, however sometimes this causes her to run over the time we have
on the other hand Russ never seemed to have enough planned for the length of the session, allowing us to get bored and in winter very cold
Clares communication was great, we always knew where we needed to be and what we were going to be doing, if training or a game was cancelled we had plenty of notice and always got told the alternative options
however on the other hand, although Russ will always tell us what we are doing at the start of the session further communication is limited, match communication was little this is because he never informed us of things such as positions, goals and so on..
You need to be approachable so that if there is a participant struggling and finding something difficult then they should feel that they are able to ask you questions and feel comfortable in doing so. This means that you might have to ask them if they have any problems and if so then come and see you after the session as they might not be confident enough to ask. Keep reinforcing that you are happy to help them so makes them feel in a good environment where they can talk to you about any problems.
It is important to be a guardian when you are a sports leader because it is your job to look after them. If you are leading the session you will be the oldest person there, this means you should be the most responsible out of everyone and keep them safe. Your duty as a leader is to make sure no one gets hurt during your session. The definition of “guardian” on google is actually “a person who protects or defends something”, even though this is quite general, you are protecting children when you are a leader. To be a good leader you have to have a well rounded background of telling people what to do. You can’t be too nice and kind because people might not take you seriously and mess around, you have to be firm and act like you are in charge, all these have to be the same if you are a teacher, you can’t be to nice. Guardian and organiser are also linked, to look after people you have to be organised, if you do not have a plan it might resolve in a unorganised game that has not been thought through and someone could get hurt. This would be a good example of a bad guardian. A good guardian would be organised and planned a session to minimise people getting hurt. People in your session don’t want to see you as a grumpy person who does not like to have fun; they want to look up at you like you are family. As well as being safe you need to make it fun, because you are not a coach you will not be teaching advanced skills, so you need to be fun about it. It is so important to keep people safe for a number of reasons, you should treat people like your own child, and this way everyone will be under your nose. This is relevant because you are keeping everyone safe.
This is an important asset that a sports leader is a teacher. A leader will not be as specific as a teacher or coach, they will be more general, and this is because they are leading people who might not play the sport as their main one, this is because you are brining everyone together and teaching basic skills needed in every sport. I have researched the main things children need as a young child growing up through sport; they will use basic things like running, jumping, throwing and catching from other sports and bring them across to the sport they are leading to make it easier. If you have got a really young group and none of them are able to do any of the things, you would just lead a session where they would learn these, and maybe even have a competition at the end. On the other hand if they did all know them it will be a lot easier to get them to play sports like football or cricket. Being a teacher is not a job to make boring, you should make it fun and change it around. You might not be there to improve specific skill, but you are there to make them have a good time. Knowing your participants is key; you need to know what they enjoy and what they don’t. This can be related to being a good guardian; if you are looking after them you should know some basic details about them. You need to know lots of styles of teaching, outdoors, indoors or in a mixture of both, their concentration levels might be better in different situations. This is linked to being an organiser because you need to plan and organise a place where your session will take place and for how long, getting all these right will improve their game and even have more fun than normal. You might have a group of 14 students at 3pm for an hour session, the likelihood is they tired and they will find it hard to concentrate so you will want to plan an easy session so they will get more out of it, instead of planning a hard session and all they do is mess around.
Being a motivator is key when you are a leader, this is because if you get students who are not motivated they will not turn up to your sessions and they will not be motivated to train very hard. The problem with being a leader is that you are taking people from all sports, so they might not enjoy this one sport that you are leading, you will need to keep them motivated to keep them coming to your sessions and to enjoy them. If you have group of footballers and a group of hockey players and you choose football as your sport for the session. The hockey players could be unmotivated and they might want to just go home. You need to introduce new things into football that are similar to hockey so that the hockey players enjoy it more. You need to know what the children want as a motivator, once you get to know them you should know whether they do it for intrinsic reasons, this is to do it because you enjoy it and love the sport, or extrinsic reasons which is doing it for the money or things you get from it physically like clothes. Research shows that a lot more children do the sport they do because of intrinsic motivation, one reason being that they would not get paid to play in their club football matches. To increase participation you try to make the sessions as fun as possible because this will keep the players motivated and they will want to turn up to your sessions for intrinsic reasons.
A leader has to be an organiser if they want to do a good job. A leader must be prepared for the session they are about to run. There are a number of ways you can do this. The first way is to actually plan the activity, as a leader you should never come to a session not knowing exactly what you are doing. If you do this you would produce a boring and useless session, this is no fun for you or the children. You should be planning about a week before your session, this way you have plenty of time to think about changes that could take place like bad weather, lack of equipment, facility unavailability or too many people, if you planned a day before the session a number of problems could come up for example you might have wanted to use a sports hall but you do not actually know whether it is free, it could be occupied. Planning is a massive thing when you are a leader, you should be able to plan for, health and screen questions, personal details, player’s previous sporting experience, player ability and player’s physical attributes. All of these things you would do while you were getting to know the players, this will give you a better understanding of them and will help you be a better teacher. If you are not prepared to do these things you will fail at being a good leader because these are the basic things that link to everything and if you can do these they will help in other parts of your leadership skills.
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