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2018PSY > W11 - coaching in sports contexts > Flashcards

W11 - coaching in sports contexts Flashcards

1
Q

Sports psychologists and performance consultants

A

Sport psychologists and performance consultants are often thought that their role is to provide mental training services to athletes
• However, consultation and education services to coaches can have far reaching benefits
Consultancy for coaches is needed for a range of reasons
• Not enough coaches are trained to coach
• The coaching style of a coach has a large influence on athletes
• Some coaching styles can be counterproductive

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2
Q

Detriment: having a controlling and authoritarian leadership style

A

F: allowing the athlete autonomy and involvement in decisions (democratic leadership style)

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3
Q

D: consistently ignoring skill errors and lack of effort of athletes

A

F: high frequency of training and instructional behaviours

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4
Q

D: high frequency of punishment-oriented feedback

A

F: high level of positive feedback and social support

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5
Q

D: creating extrinsic motivation focussed on external outcome goals (ego-involving)

A

F: creating a mastery-orientated (task-involving) motivations climate and focus on goals related to own performance

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6
Q

D: failure to respond to athletes’ performance successes and focus on the negatives

A

F: providing positive, supportive, and informationally relevant feedback in response to athletes’ performance success and failures

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7
Q

Sports coaches

A
  • Sports coaches help people participating in sports to work towards achieving their full potential
  • Sports coaches bring out ability by identifying needs and planning and implementing suitable training programmes.
  • Whatever the context, coaching involves developing the participants’ physical and psychological fitness and providing the best possible practical conditions in order to maximise their chances of performing to the best of their ability
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8
Q

Sports coaching elements

A
  • a process of guided improvement and development
  • takes into account identifiable stages of development
  • creation of practice and competition opportunities
  • building good professional relationships with others
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9
Q

Responsibilities of a sports coach

A
  • identify and fulfil aspirations of athlete
  • improve performance of athlete
  • monitor, reflect and evaluate efficacy of program
  • create a positive environment in training and competition
  • create positive motivational environment for involvement
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10
Q

Stages of sports coaches’ implementation

A
  • set the vision and strategy
  • shape the environment
  • build relationships
  • conduct practices and structure competition
  • read and react to the “field”
  • learn and reflect
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11
Q

Important aspects of a coaches behaviour

A
  • professional knowledge
  • interpersonal knowledge
  • intrapersonal knowledge
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12
Q

Important aspects of athletes’ performance and behaviour

A
  • competence
  • confidence
  • connection
  • character
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13
Q

Kornspan’s model for creating a positive sport environment

A
  • coaching philosophy
  • leadership style
  • communication
  • motivation
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14
Q

Horn’s model of coaching effectiveness

A

*look up image

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15
Q

Sports coaching knowledge

A

Professional knowledge
- is the content knowledge and how to teach it

Interpersonal Knowledge
- relates to the ability to connect with people, including the athlete and those around the athlete

Intrapersonal Knowledge
- knowledge and understanding of oneself and the ability for self-reflection

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16
Q

Set the vision and strategy

A
  • understand the big picture
  • align and govern
  • analyse needs
  • set the vision
  • develop strategy
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17
Q

Shape the environment

A
  • create an action plan
  • organise setting and personnel
  • identify and recruit athletes, staff and resources
  • safeguard participants
  • develop progress markers
18
Q

Build relationships

A
  • lead and influence
  • manage relationships
  • be an educator
19
Q

Conduct practices and structure competition

A
  • guide practice

- identify and manage suitable comptetitions

20
Q

Read and react to the “field”

A
  • observe
  • make decisions and adjust
  • record and evaluate
21
Q

Learn and reflect

A
  • evaluate session and training programme
  • self-reflect and self-monitor
  • engage in professional development
  • innovate
22
Q

Coaching objectives

A
  • sport-specific objectives
  • personal objectives
  • life-course objectives
23
Q

Focusses of sports coach

A
  • fair play
  • health and fitness
  • competition and success
  • trust and teamwork
  • respect and opportunity
  • fun and lifelong engagement
24
Q

Focusses of sports coach

A
  • fair play
  • health and fitness
  • competition and success
  • trust and teamwork
  • respect and opportunity
  • fun and lifelong engagement
25
Q

Leadership styles

A
  • authoritarian
  • laissez faire
  • charismatic
  • democratic
26
Q

Authoritarian

A
  • directive and dictatorial (command style)
27
Q

Laissez faire

A
  • laid-back and non-directive (submissive or casual style)
28
Q

Charismatic

A
  • uses personal power and attractiveness to direct athletes
29
Q

Democratic

A
  • provide direction and guidance but does not impose rigid participation (cooperative style)
30
Q

Styles of coaching

A

Command style
- using fear and intimidation to coach

Submissive style
- athletes dictate what they do with little support or guidance

Cooperative style
- coach guides athletes and listens and communicates to allow the athlete to be involved in decisions

31
Q

Coaching skills can influence athletes in positive ways

A
  • creating a positive sport environment
  • improve learning of new skills
  • improve motivation and performance
  • learn from mistakes (correct errors)
  • play better with others - teamwork
32
Q

Communication and feedback

A

Smoll and Smith (2016) observed that coaches were more effective when they gave athletes

  • positive feedback after a good performance effort
  • corrective instruction and encouragement after a performance mistake
  • technical instruction and a moderate amount of general encouragement unrelated to performance quality
33
Q

The compliment sandwich

A
  • start with a positive comment about the athletes overall performance
  • give a compliment for a specific aspect of the athletes performance
  • state what needs to be improved using a future oriented instruction
  • give another compliment for a specific aspect of the performance
  • finish on a positive note
34
Q

Providing effective feedback

A
  • use the “what”, “when”, “why” approach

- > what will i say, when will i say it, why am i saying it

35
Q

Instruction technique - IDEA

A
  • create a positive and learning focusses atmosphere by using the IDEA method to teaching a new skill

Introduce the new skill
Demonstrate the skill
Explain the skill
Attend to the athletes practicing the new skill

36
Q

Athlete outcomes from sports coaching

A

Competence
- sport-specific technical and tactical skills, performance skills, improved health and fitness, healthy training habits
Confidence
- internal sense of overall positive self-worth
Connection
- positive bonds and social relationships with people inside and outside of sport
Character
- respect for the sport and others (morality), integrity, empathy, and responsibility

37
Q

Positive sport environment

A
  • a positive sport environment is one in which the athletes feel supported and will derive enjoyment and satisfaction from their participation
38
Q

Coaching philosophy

A

made up of

  • acquired knowledge
  • personal beliefs
  • external influences: family, friends, peers, other coaches
  • previous and current experiences
39
Q

Positive communication

A

Communication that is based on positive emotions, aimed at mutual understanding and satisfaction for both the athlete and coach. Constructive, effective, supportive and coloured with good emotions

40
Q

Positive communication techniques

A
  • provide encouragement and instructional feedback, not constructive criticism
  • focus on the behaviours, not the person
  • messages should be supportive and not contain blame, judgement, or threats
  • use attentive and empathic listening
  • nonverbals should be open, relaxed, and congruent with the message
  • tailoring messages to the athlete
41
Q

Motivation

A
  • Intrinsic motivation can be enhanced through the application of psychological principles.
  • Self determination theory proposes that motivation is enhanced by promoting autonomy, competence, and connection

2018PSY (11 decks)

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