Elite Coaching: Coaching Behaviors, Communication & Questioning PDF

Elite Coaching Lecture: Coaching Behaviours Communication & Questioning  Coaching behaviours - model A working model of coaching effectiveness Provides an outline of the antecedent factors that affect or determine a coach’s behaviour Explains how a coach’s behaviour c...

Elite Coaching Lecture: Coaching Behaviours Communication & Questioning  Coaching behaviours - model A working model of coaching effectiveness Provides an outline of the antecedent factors that affect or determine a coach’s behaviour Explains how a coach’s behaviour can affect the performance and psychosocial growth of athletes Coach behaviour does not occur in isolation (Horn, 2008) How or why coaches do Effect of coaches behavior what they do Horn, 2008. Box 1: Sociocultural context A coach’s sociocultural background Affects values/beliefs/behaviour Race/ethnicity Not overly well researched within a sporting context  Box 2: Organisational climate The effect that the A coaches’ behaviour may differ as a function of particular sport program structure the age level and competition level of the athletes might have on the that they coach. coach – Coaches of the older age levels may be less democratic and more ego involving (reinforcement and punishment based on performance outcome rather than performance process) than they would be at the younger age levels. – Coaches at a higher competition level tend to be more autocratic, offer less social support, and provide lower frequencies of positive and informationally based feedback, than coaches at a lower level. Box 3: Coaches personal characteristics Factors such as levels of self-efficacy, motivational style, and level of burnout, can affect a coach’s expectancies, values, beliefs, goals, and behaviours. Individual difference variables: – self-reflectiveness – critical-thinking – Aptitude – decision-making ability, knowledge base – sport or coaching experience may also affect coaching behaviours  Box 4: Coach expectations Expectations affect performance Do you think high-expectancy athletes receive different types of feedback from their coaches than their lower- expectancy counterparts? x  Box 4: Coach beliefs Stereotyping What might the outcome be, in x a sports context, if coaches believe girls are less physically or psychologically capable than boys?  Box 4: Coaches achievement goal perspectives Task-oriented coaches show persistence in working with all provide feedback that athletes and continually emphasise the emphasises task mastery and individual important contributions that all athletes skill improvement. make to the team. x Ego-oriented coaches give feedback to individual athletes exhibit behaviours that because they did better than teammates focus attention on rather than on whether they the peer comparison demonstrated skill improvement or task process. mastery.  Box 4: Coaches achievement goal perspectives Coaches who hold an entity perspective (strongly believe that their athletes’ traits and abilities are fixed) would be more likely to exhibit expectancy-biases or stereotyped behaviours toward individual athletes. x Coaches with a more incremental perspective (believe that athletes’ traits and abilities are malleable) keep an open mind about their initial observations of individual athletes and continue to believe that athletes can improve their ability with instruction and practice. 11 principles of Mindful Leadership  Let Each Player The Road to Lead from the Bench the ego Discover His Own Freedom is a inside out Destiny Beautiful System Turn the The Key to Keep Your Eye on One Breath = Mundane into Success is the Spirit, Not on One Mind. the Sacred Compassion the Scoreboard Sometimes You When in Doubt, Have to Pull Out Forget the Ring Do Nothing the Big Stick  Coaching behaviours - model Watch this video, discuss Phil Jackson 11 principles of Mindful leadership how Phil Jackson Phil Jackson 11 principles Phil Jackson 11 principles of Mindful leadership sociocultural background, of Mindful leadership personal characteristics and beliefs affected his coaching behaviours Outline Communication and Questioning Basic communication Questioning https://youtu.be/XVi-0a90XNA?si=T26-B58yH-jtHLAd https://youtu.be/px9CzSZsa0Y?si=31rfs39hK9b6CkNU Communication What is the point in having a bachelors degree, a masters degree, a PhD, strength & conditioning accreditations, great theoretical knowledge, good practical demonstration skill, a six pack, bulging biceps, and great confidence in your own ability… If you don’t know how to effectively communicate your message to others. If you want to get results with your athletes, you have to learn communication. Relevance in coaching Task Think about your own communication… What have the barriers been to effective communication for you? How does ineffective communication make you feel? Barriers to communication Neuro-Linguistic Programming ( NLP) NLP Neuro-linguistic programming (NLP) is a psychological approach that involves analyzing strategies used by successful individuals and applying them to reach a personal goal. It relates thoughts, language, and patterns of behavior learned through experience to specific outcomes. The NLP Communication Model (Neuro-Linguistic Programming) NLP – Filtering Examples Deletion If I tell you now to feel your big toe, you can project your focus to this feeling. Before, you had deleted it, even though your toe is always there and under neural control. Distortion Maybe you are scared of small spiders, even though your friends aren’t and it has been proven that spiders cannot harm you. Generalisation Whenever you talk about a chair, you generalise and call it ‘a chair’, even though there are thousands of specific chairs. We filter what is important and relevant to us in the moment, which is driven by our values and beliefs.  NLP - Presuppositions All behaviour has a positive Everyone has their own unique Respect other people’s model intention, even if it seems model of the world. of the world. negative. There are no resistant people, only poor communicators. People can only work with the Resistance in an athlete or The sports practitioner with the most resources they have been coach is a sign of a lack of flexible behaviour has the greatest given. rapport. capacity to influence others. Learning Styles Learning Styles When communicating to groups be sure to cover all bases. V – show something A – talk and ask R – give them something to read K – allow them to feel or physically practice AD – give some detail Task ⚫ Think about your own preferred learning style… ⚫ What styles of learning to you enjoy? ⚫ When do you seem to retain the most information? ⚫ How do you learn the fastest?  Listening Level Level Level Level 1 Level 2 Level 3 I am intent on what you I am intent on what you I am at level 2 and I am are saying, but I am are saying and I am also reading all that is listening with my own unattached, empathetic not being said by you: feelings, judgements and ‘over there’ with you your voice, facial and projections. in a place of curiosity. expressions, etc. I am using my intuition. Listening is not… Giving advice Fixing the other person Rescuing the other person Negating the other’s story Sharing your own story Sharing your own opinion Interrupting Diagnosing Consoling Task Do you think you are a good listener? Why ? Why not ? Tips for Effective Communication Tips for Effective Communication Basic Communication Sending and receiving messages Verbal and nonverbal channels Content and emotional impact Burton & Raedeke, 2008, Chp 2 Basic Communication Sending and receiving messages Instruct, encourage, organise, feedback, etc., Listening and observing The non-listener The marginal listener The evaluative listener The active listener Are you good listeners? Burton & Raedeke, 2008, Chp 2 Basic Communication Basic Communication Verbal and nonverbal channels 65% and 93% of the meaning of a message (Johnson, 2003) Language and tone are important Lou Holtz – Notre Dame Coach and the recruiter (Janssen & Dale 2002) Works both ways Burton & Raedeke, 2008, Chp 2 Basic Communication Content and emotional impact Coaches focus on content eg “Run ” Could mean many things and may have negative impact on the recipient If I said “tomorrow we’re going to work on defence” – what does this mean to you? A lot, a little, say nothing at all! Burton & Raedeke, 2008, Chp 2 Basic Communication Content and emotional impact Coaches focus on content eg “Run hard” A lot, a little, say nothing at all! Athletes respond positively to positive feedback, corrective instruction and encouragement Athletes respond negatively to criticism, ignoring good performance/effort and not providing instruction Burton & Raedeke, 2008, Chp 2 The use of questioning in practice promotes more promote explicit and empower the athletes autonomy which Why? implicit learning in which promotes increases intrinsic athletes critical thinking motivation Reid, Crespo, Harvey & Ryan & Deci, Lay, & Berry, Light (2015) (2000) (2007) The use of questioning in practice Essential for progressive instruction (Butler, 1997) Coaches over emphasise learning through instruction (Ford et al., 2010) Questioning plays a significant role in developing creativity (Harpaz & Lefstein, 2000) Average questioning time of 2.98% and 2.38% of total behaviour during training (Cushion & Jones 2010; Potrac et al., 2007) The use of questioning in practice Coaches find developing logical and sequential questioning a challenging task (Roberts, 2011) Ability to design practice games that facilitate the use of questioning was also found be an ongoing challenge (McNeill et al., 2004) Low-level comprehension or closed questions (76%) rather than open-ended or divergent questions (6.7%) (Harvey et al., 2016). Types of questions Recall – questions which require memory to answer Convergent – closed questions that involve a limited response Divergent – open questions which bring about solutions to new problems Value – questions which seek expressions of choice, attitude and opinion. Generally involve a sequence of questions (Siedentop & Tannehill, 2000)  Socratic questioning – probe thinking and determine the extent of learning (Paul & Elder, 2007) Questioning Important tool in cognitive behavioural therapy and cognitive behavioural coaching (CBT; Hollon styles & Beck, 1994; CBC; Neenan & Dryden, 2013) Based around Concepts, Assumptions, Rationale and Opinions  Conceptual Clarification - questions to provoke thinking,proving arguments or clarifying a particular status Probing Assumptions - questions to probe beliefs on which an argument or answer is founded Questioning Probing Rationale - questions to probe reasoning for the argument or answer styles Questioning Viewpoints - questions to probe opinions of possible actions Probing Implications and Consequences - questions to require an answer as to a logical implication of a particular action  Yes or No (YorN) - Convergent or closed “Kevin, are you the extra player?” question Rhetorical (Rhet) - “Right lads put the green bibs on Convergent or closed question will you?” Questioning styles Conceptual Clarification (Clar) - “So what’s our shape at the back Divergent or open Kevin?” question Probing Implications and Consequences “Do you want to have another run (PrIC) - Divergent or and see if it is ok or is it a risk?” open question  Probing Assumptions (PrAs) - Divergent or open question Probing “Why did you say that?” Questioning Probing Probing Rationale (PrRa) - Divergent or open question “Why is Kevin picking and going there though?” styles Questioning Viewpoints (QVie) - Divergent or open question Questioning “What was working for the forwards then, when you were getting the scores?”  Discuss your observations of Questioning - questioning in practise Discussion Questioning - Discussion Must plan a questioning routine for your training sessions and potentially for matches although this is harder to predict!