Category: Communication

Through a series of interviews with world class coaches Jones et al 2004 had designed what is known as the ‘Ten Coaching Commandments’. The interviewees stated what they believed to be key aspects and characteristics in order to be a successful coach;

1. Be yourself
2. Know thy players
3. Be respectful and garner respect
4. Establish mutual trust 
5. Be fair, disciplined and treat players equally
6. Strive for clarity of purpose and communicate this
7. Develop structure and clear expectations
8. Challenge your players
9. Negotiate ‘Buy In’
10. Don’t take it too seriously 

As you can see some of the characteristics mentioned have been highlighted red this is because i feel these are the one that I have taken on board throughout my coaching at Minster School. All of these commandments I believe are essential however depending on what sort of coach you are trying to become, my aim is to adapt relationships with each individual player is order to get the best out of them, as well as not being overly stern and putting them off my time at the school.

 

 

With regards to behaviour management there are four main aspects to follow in order for a successful coaching environment While some learning style  categories focus only on the environmental aspects of learning (auditory,  visual, kinaesthetic, and tactile), Kolb’s learning styles include perception and
. According to Kolb, learners perceive and process information in a continuum from concrete experience, reflective observation, abstract
conceptualization, and active experimentation.

Concrete Experience (DO) – Being involved in a new experience

Reflective Observation (OBSERVE) – watching others or developing observations about one’s own experience

Abstract Conceptualization (THINK) – creating theories to explain observations

Active Experimentation (PLAN) – using theories to solve problems, make decisions

(Kolb,1973)

There is also a question of reinforcement which is the use of rewards for good behaviour or performing a task successfully. However depending on the individual depends on the reward in question, with my group i tend to allow more game time should they perform well and behave during the session.

With my coaching placement the DO section comes into practice because my experience of coaching rugby is very limited so it is me being involved in a new experience as well as this the PLAN section because i am using the TGFU theory in order to solve the problems posed to me throughout the sessions, as well as it being my coaching philosophy.