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Coaching Styles - HRC
Transcript of Coaching Styles - HRC
photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
1 - The ways in which you plan your sessions
2 - The considerations you give to the way you plan the ways in which you intend to interact with the players
3 - What the benefits are of the following coaching styles:
Observation & Feedback
Trial & Error
4 - What the drawbacks of any of the above are
5 - How the way we interact with the players is important and the messages it sends
Consider the value of:
1 - Identifying from The Curriculum the area of the game you are going to be coaching
2 - Detailing the specific things you would like the players to get better at
3 - Thinking about (and maybe showing some examples) of what that looks like in The Game
4 - Planning practices that allow the players to practice these things in the ways that they do them in The Game
5 - Planning your interventions to link to a variety of methods of intervening and to aid players learning
Clear expectations and, often, quick returns
'I want you to receive on your back foot'
Helping the players to grow from knowing the name of something to knowing the meaning of something
When might you play the pass pressure side? Why?
Questions that players can answer and ones that ask the players to think
Observation and Feedback
Watch James; see how checks what's around before he gets the ball and then plays quickly as a result of what he saw.
Why might that be important?
Consider the balance between coaching mistakes and catching them doing it well
Helpful for creativity and finding different ways to do stuff.
Show me how you can speed the game up......
There is, it is likely, more than one answer (and more than the ones we have in our head)
Trial & Error
Some research by University of Wisconsin demonstrates that peoples brains are more engaged when they solve problems or puzzles.
'Try to recognise when to risk it and when to play safe'
Let the players have a go & identify if & when more info is needed
Jessica Ennis' coach Tony Minichiello spoke about Jessica's Olympic Long Jump competition:
'In the Long Jump, Jess was working off of a 17 step run up. On her first jump she took 18 - I didn't spot it but the video analyst did
The conundrum was do I tell her and change it or leave it as it was
I left it; sometimes it's knowing when to help and when to leave alone'
Is there a place for Skilful Neglect?