The How-2-Coach modules include:
How to build rapport
How-2 build rapport addresses the all-important skill of developing
effective relationships with participants, other coaches, parents, officials
and all involved in the coaching environment.
Coaches have long recognised that the ability to build rapport and to form
and sustain effective working relationships with participants (and others)
is more important than either knowledge of the sport or in fact any other
coaching skill. Effective relationships are built on mutual respect and
trust and a genuine interest in each other.
How to keep sessions fun
How-2 keep it fun is a crucial skill for coaches, for unless sport is fun
and purposeful, people will not continue, learn new skills or achieve their
potential.
Coaches need to create a fun, positive and supportive environment for all
participants, wherever they are on the development pathway: whether children
learning basic movement skills (fundamentals), talented and elite athletes
or older participants.
How to keep participants safe
How-2 keep it safe examines the key factors when planning and delivering
sessions to ensure participants are safe and to reduce the likelihood of
injury.
It is coaches’ first and most important job to ensure that their
participants are safe and protected from avoidable accidents and injuries at
all times. While more senior coaches
may take prime responsibility for risk assessments and safety, all coaches
have a moral and legal responsibility to ensure the safety of those in their
charge.
How to explain
How-2 explain examines the principles underpinning the ability to keep
instructions simple and clear.
Coaches are in the ‘people business’ and so need excellent communication
skills. In particular, they need to be able to provide clear and succinct
explanations. They often use explanations and instructions to explain what’s
going to happen or what they want them to do. It’s particularly important in
setting up activities safely and purposefully.
How to provide demonstrations
How-2 provide demonstrations helps coaches consider the principles that
underpin the use of visual models to provide a picture of what the skill or
practice should look like.
Many people learn more quickly by seeing a picture of what is required: the
action, the play, the task, the practice. Demonstrations can therefore be a
powerful tool to aid learning, so coaches need to be able to provide
demonstrations at the most appropriate time and in the most effective way.
How to observe
How-2 observe addresses the crucial coaching skill of being able to look and
watch accurately and in great detail.
This ability is a skill that can be developed and should initially be
practised is isolation rather than as a prerequisite of analysis. Coaches
need to observe the behaviours of the group and individuals, as well as
techniques and tactics.
How to analyse and make decisions
How-2 analyse and make decisions looks are the cognitive skills of what
coaches do with their observations in order to make effective decisions
about whether to intervene and if so, what actions to take.
Analysing is a cognitive (thinking) process in which the brain compares what
has been observed with what is expected and then makes a decision about
possible actions. Analysis is a core coaching skill and an essential
component in managing participants’ behaviours and motivation, as well as in
developing skills and enhancing performance.
How to provide feedback
How-to generate and provide feedback helps coaches learn how, when and why
to give participants feedback so that it makes a real difference.
Feedback can accelerate learning, improve performance, lift motivation,
boost confidence and aid enjoyment. However it will only do this if it is
given at the right time and in the best way.
How to enhance learning
How-2 enhance learning examines the principles that accelerate learning such
as how to create a positive and supportive climate, how to be
learner-centred and balance success with challenge.
Too often, coaches focus on what they are doing, on their teaching or
coaching skills, rather than on how and whether their participants are
learning. Coaches can do a number of things to increase the likelihood that
people will learn, whether it’s learning sport skills, to be part of a team,
about positive values or to manage emotions.
How to teach skills
How-2 teach skills reviews how to structure sessions to cater for people at
different stages of learning and design practices to ensure long term
learning rather than a quick fix change in performance.
Once relationships have been built and a positive environment created,
coaches can focus on developing skill. They need to consider how skill is
acquired, how practice is best structured and which coaching behaviours are
most appropriate at different stages of learning.
How to question and listen
How-2 question and listen helps coaches to develop these fundamental skills
that ensure participant engagement that enhances motivation and accelerates
learning.
Coaches need effective questioning and listening skills, particularly when
using a ‘question and empower’ coaching strategy, which is at the heart of a
truly participant-centred approach..
How to set and negotiate goals
How-2 set and negotiate goals addresses when, how and why to set process and
outcome goals that motivate, provide direction and build confidence in
participants.
Coaches need to set goals for themselves in order to go on developing their
coaching skills, as well as with their participants to provide direction and
motivation. Goals need to be carefully worded and monitored if they are to
be effective.
How to plan and prepare
How-2 plan and prepare a coaching session guides coaches on what and how to
think about before the session to ensure it achieves its purpose, runs
smoothly and participants learn and have fun.
Coaches need to prepare thoroughly for ,every coaching session to ensure the
purpose of the session is achieved and participants have had a safe,
worthwhile and enjoyable experience. Subsequent sessions should build on
previous sessions and work towards longer term goals.
How to organise and be organised
How to organise and be organised looks at the essential skills needed to
make sessions run efficiently.
Coaches need to think carefully in advance of the session about how to
organise the space, the equipment and participants. Good organisation
ensures time is well spent, groups and activities are set up efficiently and
participants spend more time doing, giving rise to more enjoyment, more
learning and fewer behavioural problems.
How to promote high values
How-2 promote high values helps coaches to examine this difficult area and
recognise the potential to do much more to develop people and their values
than simply to teach them sport skills.
Coaches are very powerful role models for young people. With this respect
and influence goes significant responsibility, not just to display positive
values in their behaviour but to promote and shape the values of the people
they coach.
How to select & use coaching styles
How-2 select and use coaching strategies considers a range of approaches
from coach-centred to
participant-centred and explores when, how and why each might be used
effectively.
Coaches need to be able to use a range of strategies and to select the most
appropriate for the given participants, context and purpose. No one strategy
is necessarily better or worse than
another. There is a time to tell, a time to watch and listen, a time ask
questions and let participants do
more thinking and take more responsibility. Every approach will have its
place, although some are likely to result in more lasting learning than
others.
How to manage behaviour
How-2 manage behaviours offers suggestions and approaches that enable
coaches to handle potentially disruptive behaviours in a way that maintains
a positive learning climate for all participants.
Coaches need to prevent poor behaviour from happening and manage it if and
when it does occur. They need to resolve the behaviour in a way that ensures
safety, maintains the positive learning environment, safeguards the
self-esteem of the participant and reduces the likelihood of the behaviour
happening again.
How to coach children
How-2 coach children provides guidance on how children differ from adults
and indeed from each other and the sort of adaptation coaches therefore need
to make to their practice.
Children are not mini adults. They come in all shapes and sizes, have
differing needs and require different coaching approaches. Coaches need to
know how to adapt their coaching to meet the needs of every child.
How to evaluate your coaching
How-2 evaluate your coaching enables coaches to learn how to reflect and
review the effectiveness of their session and plan for future sessions;
reflect on and then develop their own coaching skills.
Typically, coaches spend lots of time and energy helping their participants
to be better but rarely place the same importance on making themselves
better. Strategies are offered to help coaches evaluate and develop their
coaching skills and commit time to analysing it regularly in a systematic
way.