Coaching Principles and Practice Essay Example | Topics and Well Written Essays - 2750 words

Coaching Principles and Practice - Essay ExampleMany coaches never make a conscious decision regarding the coaching method(s) they adopt or could adopt. Often coaches adopt methods they experienced as athletes, or as a consequence of watching other coaches, maybe as a spectator, or as an assistant coach. This approach to training how to coach is often called the apprentice model because the learning occurs on the job and at the gradient of a more experienced coach. This model may work well if the mannequiny coach is a quality coach and has the time to spend with the apprentice coach, but many measure this is not the outcome and the result is that undesirable coaching practices continue to be reproduced. The work of Tinning et al. (1993) reminds against slip into the belief that methods dwell separately from the coach, and that they skunk be simply use unproblematically by the coach. Coaching is a cordial practice, and this implies the pursuit of the whole person, in relati on to specific activities as well as social communities. Thus, methods can be viewed not as a compensate of strategies which can be successfully or unsuccessfully implemented by a teacher read coach, they are more like a set of beliefs about the expression certain types of learning can best be achieved. They are as many statements about value forms of knowledge as they are about procedures for action.The direct method of coaching involves the coach to do the followingProviding the information and direction to the group/ item-by-itemControlling the flow of information... Often coaches adopt methods they experienced as athletes, or as a consequence of watching other coaches, maybe as a spectator, or as an assistant coach. This approach to learning how to coach is often called the apprentice model because the learning occurs on the job and at the side of a more experienced coach. This model may work well if the exemplar coach is a quality coach and has the time to spend with the app rentice coach, but many times this is not the case and the result is that undesirable coaching practices continue to be reproduced. The work of Tinning et al. (1993) reminds against slipping into the belief that methods exist separately from the coach, and that they can be simply implemented unproblematically by the coach. Coaching is a social practice, and this implies the involvement of the whole person, in relation to specific activities as well as social communities. Thus, methods can be viewed not as a set of strategies which can be successfully or unsuccessfully implemented by a teacher read coach, they are more like a set of beliefs about the way certain types of learning can best be achieved. They are as practically statements about valued forms of knowledge as they are about procedures for action (Tinning et al. 1993, p. 123). Characteristics of Coaching methodsDirect MethodThe direct method of coaching involves the coach to do the followingProviding the information and d irection to the group/individualControlling the flow of informationPrivileging the demonstration, (it can be given by the coach or the athlete, or be on video) (Kirk et al. 1996)Giving little recognition to the diverse needs of the athletesBehaving in ways that can be categorised as managerial and organisationalSetting goals that are specific