Communication PP Lecture PDF

Communication  BOX ACTIVITY On the index card provided make a shape by drawing 5 equally sized boxes. The boxes must touch, by at least the corners, and can make any shape. Do not share your box idea with anyone. When finished, fold your card in half with your...

Communication  BOX ACTIVITY On the index card provided make a shape by drawing 5 equally sized boxes. The boxes must touch, by at least the corners, and can make any shape. Do not share your box idea with anyone. When finished, fold your card in half with your picture hidden from view. Examples of 5 connected boxes  Food for thought “We hear half of what is said, we listen to half of that, we understand half of that, we believe half of that, we remember half of that.” (Rainer Martens, 1979) “Every communication contains information and defines relationships” (Weaver, 1993)  Why Communicate?? Communication is an essential and integral part to working together, be it in a relationship with friends, family or co-workers. “So much of good leadership rests on your ability to get your message across. The ability to communicate effectively is one of your best weapons.” Rick Pintino, University of Louisville Men’s Basketball  Communication and Leadership A Leader Who Can Communicate: Motivates and inspires people to take action Builds cooperation and trust Maintains focus on the issues Resolves conflict Provides accurate information Prevents communication breakdowns Is sensitive to all people  Communication Defined Communication: Is continuous and interactive Is fostering understanding; then turning understanding into action Is essential to good leadership Is fundamental to leadership development By learning and developing the skills of communication and achieving a better understanding of communication, we can become more effective communicators, and ultimately more effective leaders. (Bethel, 1990) Marten’s Three Dimensions of Communication Sending —————————— Receiving Verbal —————————— Nonverbal Content —————————— Emotion Communication Process Both the sender and the receiver are communicators  Interpersonal Communication Dynamic process that entails the exchange of a message, or messages, between 2 or more people Nonverbal communication is an important component Must Receive and Process Information Involves promoting the continuation of communication by giving appropriate feedback Breakdown is possible on both ends Listening is most appealing to others People WANT to be HEARD Most used skill with least amount of formal training People who are good at it acquired the skill over years  Intrapersonal Communication Communication we have with ourselves Self- Talk What we say to ourselves usually helps shape and predict how we act an perform Affects motivation and behavior  Forms of Communication Information Giving – used in teaching skills, strategies, game plans, philosophy, and directions must be receptive to questions more questions early in the season reduces questions later in the season be honest if you don’t know the answer  Methods of Giving Information 1. Direct Order – specifically states what the coach expects with no doubts Told exactly what to do or how to do it in an immediate situation 2. Lecture – usually involves a general rather than a specific concept Rule changes Changes in the defense Methods of Giving Information 3. Demonstration – involves action Some physical behavior done by the coach as an example of expected performance 4. Analysis – subject is broken down into its fundamental units and then built back up again *Personality Conflicts – coach’s personality plays an important role in communication  Written Communication E-mail Keep messages short Do not use all capital letters Avoid sending messages with an angry tone Use it to inform not to confront or address personal matters Always proof read for typos Include a signature  Nonverbal Communication 50-70% of communication is nonverbal (Weinberg & Gould, 1995) Less likely to be under conscious control Tend to be harder to hide and consciously control so they are often more accurate indicators of how the person feels Powerful messages but difficult to interpret accurately Be cautious in giving them meaning  Coach K’s Thoughts on Nonverbal Communication “People talk to you in different ways – through facial expressions, moods, mannerisms, body language, the tone in their voice, the look in their eyes. As a coach, I must be able to read my players, to recognize those different things and then take appropriate action. This aspect of leadership is fascinating to me.” Mike Krzyzewski, Duke University Men’s Basketball  Types of Nonverbal Communication 1. Body Language – posture, gesture, touch, facial expressions, and appearance How we carry ourselves sends a message ie: erect posture conveys confidence Pete Sampras and Stephi Graf acted the same regardless of outcome of a point Touching – most often used to give comfort, manage behavior, or regulate flow of the conversation Influenced by power in relationships Eye contact – “windows to the soul” Physical Appearance – includes clothing, hairstyle, your own fitness level  Types of Nonverbal Communication 2. Spatial Relationships – the space between you and others Personal Space – 18” is the average personal space (in America) A person becomes distracted if their personal space is invaded Ability to listen goes down Body position with players – some coaches surround themselves with the starters while others sit with the subs  Types of Nonverbal Communication 3. Paralanguage – pitch, tempo, volume, rhythm, or articulation Passion, frustration Pitch can completely change the meaning of a sentence “It’s not what you say, but how you say it” (Shelley, 2004 and Jordan, 1999) PARALANGUAGE ACTIVITY I did not tell you to stop I did not tell you to stop I DID not tell you to stop I did NOT tell you to stop I did not tell YOU to stop I did not tell you TO STOP I DID NOT TELL YOU TO STOP  Key Points Verbal Communication generally expresses what you think Nonverbal Communication generally expresses what you feel Problem – Mixed Messages Believe the Nonverbal!  Guidelines for Sending Effective Verbal and Nonverbal Messages 1. Be direct. 2. Own your message. Use “I” and “my”, not “we” or “the team.” 3. Be complete and specific. Provide all the information needed for greatest understanding by the receiver. 4. Be clear and consistent. Avoid double messages or contradictory statements. “I really want you to get some playing time but not today in this game.” 5. State your needs and feelings clearly. To develop close relationships you must be willing to reveal your feelings. 6. Separate fact from opinion. State what you see, hear, and know and then identify any opinions or conclusions you have about these facts. 7. Focus on one thing at a time. Organize your thoughts before speaking.  Guidelines for Sending Effective Verbal and Nonverbal Messages 8. Deliver messages immediately. When you see something address it then and there for most effective feedback. 9. Make sure your message doesn’t contain a hidden agenda. Stated purpose of the message must match the real purpose of the message. 10. Be supportive. Avoid threats, sarcasm, judgments, or negative comparisons. 11. Be consistent with your nonverbal messages. 12. Reinforce with repetition. Repeat key points of your message. Use multiple means to convey a message – auditory, visually, kinesthetically. 13. Make your message appropriate to the receiver’s frame of reference. Consider age and experience of the person. 14. Look for feedback indicating understanding.  LISTENING HANDOUT Listening Skills Test Rating scale Seldom Sometimes Never Often 1. You find listening to others uninteresting. 1 2 3 4 2. You tend to focus attention on 1 2 3 4 the speaker's delivery or  Levels of Listening 1. Ineffective Listening (Passive) Selective listening – tune in and out Prepare what to say next Result – misunderstanding and hurt feelings 2. Minimal Listening (Passive) Hear words and sounds Little beyond the surface meaning Missing the emotions and feelings Know the emotion but don’t understand why Person says they’re frustrated but you don’t know why or what that means to them  Levels of Listening 3. Active Listening - Good Listen for main and supporting ideas Acknowledge and respond – giving feedback Focus on content, emotions, and feelings Focus on verbal and non-verbal Often paraphrases what the speaker has said PARC and Listen P – Position Yourself: pick the right time and put everything else away A – Be Attentive: actively listen R – Restate: paraphrase or summarize C – Congruence: between what we say and what we do - Biggest sticking point (Shelly, 2004) Listening will be Determined 1. by The way that the information is sent to you - Visually - Auditory - Kinesthetic: Model or Experiential Learning 2. The Amount of Information - During a time-out, give 1 or 2 key points to focus on 3. The content of the information 4. The timing of the Presentation - Give a bunch of information early in the learning process  Pat Summitt on Listening “You have to listen to develop effective, meaningful relationships with people… As a coach, I need to know a lot about them, and a lot about their families, their goals, and their dreams. You can’t do that by talking. You do that by listening. What I have learned is coaching is not all about me going into a locker room and telling them everything I know about basketball. It’s a matter of knowing how they think and feel and what they want and what’s important in their lives. Listening has allowed me to be a better coach.” Pat Summitt, University of Tennessee Women’s Basketball  BIAS HANDOUT Very Little Little Don't Some Great influence influence know influence influence 1. Different culture 1 2 3 4 5 2. Sloppy appearance 1 2 3 4 5 3. Political activism 1 2 3 4 5 4. Differing opinion 1 2 3 4 5  Barriers to Communication (Compiled from Shelley, Martens, and Weinberg & Gould) 1. Labeling – when judging others you label and stereotype them to be something they may not be Labels and stereotypes replace true feelings and meanings that the person is trying to express Labeling leads to minimal or ineffective listening Creates Self-fulfilling Prophecy We all do it! Need to be aware of it and eliminate when we can 2. Criticizing Easily justified as trying to help others improve Most already know their mistakes and don’t need criticism Sandwich Approach Be supportive  Barriers to Communication (Compiled from Shelley, Martens, and Weinberg & Gould) 3. Undefined Goals and Expectations Most people assume that they know what other’s expect of them Most people assume that they know other’s intentions especially when the relationship is developed Most goals and expectations are never clearly defined or communicated Results – misunderstanding Note – never assume anything – if you’re not sure ASK  Barriers to Communication 4. Avoiding Other’s Concern Too busy trying to meet their own needs Trying to be heard rather than listening We take on too many things Arrogance 5. Defensiveness A result of threat to one’s self-esteem What I believe about myself Image – what other’s think of me Ego and Pride When we feel threatened, our walls go up Sometimes this is needed  Barriers to Communication (Compiled from Shelley, Martens, and Weinberg & Gould) 6. Style of Communication Too long, too short, too loud 7. Mixed Messages Verbal and nonverbal messages don’t match 8. Power, rank, or status imbalance Can cause fear and anxiety 9. Time Adherence The infamous, “One more time.” Starting practice late and keeping them later  The Sandwich Approach to Constructive Criticism 1. A Positive Statement – give them something they did well “Hook” them into listening to you Often they expect a negative comment after a mistake and tune you out Positive statement helps to get their attention  The Sandwich Approach to Constructive Criticism 2. Future Oriented Instruction – the strategy - the coaching, the instruction The key to this approach Future-oriented instruction prevents them from thinking about the error and focuses them on the next trial Task-oriented information 3. A Compliment – Great Effort Ends on a positive note to help build trust and rapport  Build person’s esteem and give them a strategy to correct the mistake (Weinberg and Gould, 2003 page 224)  Conflict and Confrontations Conflict is inevitable Every day has the potential for some degree of conflict Players will break rules Coaching staffs will disagree When done properly confrontations can help both parties reach a greater level of understanding without undue stress  Goal of a Confrontation To make an unpleasant situation more bearable One person might not know that there is a problem It is not about “winning” or “putting someone in their place” The Dos of Confronting Do convey that you value your relationship with the person. Do go slowly and think about what you want to communicate. Do try to understand the other person's position. Do listen carefully to what the other person is trying to communicate. Adapted from Martens, 1987. Weinberg R.S, and Gould D. (2000). Foundations of Sport and Exercise Psychology Second Edition Study Guide. Champaign, IL: Human Kinetic Publishers, pg. 73.  The Don'ts of Confronting Don't communicate the solution. Rather, focus on the problem. We are often overly anxious to tell others what they must do instead of letting them figure it out. Don't stop communicating. Even if the confrontation isn't going as you planned, keep communicating about the problem in a constructive manner. Don't use "put-downs." Sarcasm and attacks usually alienate people. A confrontation is not a competition, and the idea is not to win it. The idea is solve a problem together. Don't rely on nonverbal hints to communicate your thoughts. You need to be direct and forthright in communicating. Now is not the time for subtle non­verbal cues. Don't discuss the problem with others before confronting the person. This can make the person defensive and uptight. Adapted from Martens, 1987. Weinberg R.S, and Gould D. (2000). Foundations of Sport and Exercise Psychology Second Edition Study Guide. Champaign, IL: Human Kinetic Publishers, pg. 73.  The Process of Communication Channel through which the message is transmitted to receiver (i.e., Decoding of the Encoding of the spoken message by the message by the words and pat on receiver (i.e.. sender (i.e., coach the back)! player interprets thinks of what to say) what the coach says and does) Internal Decision to send a response by the message about receiver to the something message (i.e., coach (i.e., player notices how hard feels relieved a player is and pleased working) Reprinted from Martens, 1987. with self) Weinberg R.S, and Gould D. (2003). Foundations of Sport and Exercise Psychology Third Editionn. Champaign, IL: Human Kinetic Publishers, pg. pg. 221.  Summary Improving Communication 1. Realize hearing and listening are different 2. Know your strengths and limitations to listening 3. Recognize that everyone is unique – keep your expectations in check 4. Be positive and supportive, don’t criticize 5. Be ready and prepared to listen 6. Be clear and consistent 7. Be willing to work at communicating – it is an active process 8. Watch for barriers to communication 9. Take steps to overcome potential barriers 10. Humble yourself and be willing to learn (don’t be defensive)  References American Coaching Effectiveness Program (1989), Sport Psychology Workbook, Master Level. Champaign, IL: Human Kinetic Publishers. Bethel, S.M. (1990). Making a difference, twelve qualities that make you a leader. New York, NY: G.P. Putman Sons. Jordan, D. (1999). Leadership in leisure services: Making a difference. State College, PA: Venture Publishing. Martens, Rainer (1997). Successful coaching: The best Selling coaching book Updated Second Edition. Champaign, Il: Human Kinetics, pg 20 Weaver, R. L. II (1993). Understanding interpersonal communication. New York, NY: Harper Collins Publishers. Weinberg R.S, and Gould D. (2000). Foundations of sport and exercise psychology: Second Edition. Champaign, IL: Human Kinetic Publishers. Weinberg R. S., and Gould D. (2003). Foundations of sport and exercise psychology: Third Edition. Champaign, IL: Human Kinetic Publishers.