How Effective is Your Coaching?
Factors Influencing Your Coaching Delivery
Series II
…Coaching at its core is an exercise in trust. Athletes depend on coaches for knowledge, guidance, inspiration, and motivation. They rely on them to set the parameters by which athletes can strive for their best… John Dalla Costa on the “value of trust” (Center for Ethical Orientation, Toronto, Canada).
Reference: Schloder, M.E. (2018). Supplementary Lecture Notes. Modules: Planning a Practice; Teaching & Learning. Calgary, Alberta, Canada and Ottawa, Ontario, Canada: Canadian Coaching Association. National Coaching Certification Program (NCCP).
The January Newsletter Series I covers Factors #1-5: Philosophy of Coaching; Knowledge & Education; Experience; Athletes’ Characteristics, Coaching Environment, and Athlete Safety.
Series II deals with Factors #6-9, including 3-Sub-categories under Creative Coaching. Series II is lengthy because factors #6-9 cover a lot of content and ideas to improve your coaching. Moreover, I shared some of the approaches we used in our 8-year Kalos study with 24 developmental athletes, ages 4.5-5 years of age.
According to Turnnidge and Côté (2017), effective coaches have a fundamental role in facilitating athletes’ development. This means empowering and providing them with values, skills, and mentorship to achieve their full potential, both inside and outside the sporting arena. Various factors bring about effectiveness, including expertise in communication to deal with various levels within the sports club structure.
6. Developing Positive and Effective Communication Skills
NOT like this!
Foremost, coaches have to establish a positive sporting environment, namely one that is based on mutual trust and respect of all parties involved. This has to be ascertained in order to deal with various personality types of people such as administrators, athletes, coaching staff, and parents and is essential for quality leadership and genuine transparency.
There is a distinction between Leadership and Management
Leadership is about getting people to understand and believe in your vision and to work with you to achieve your goals. It refers to an individual's ability to influence, motivate, and enable others to contribute toward organizational success. Influence and inspiration separate leaders from managers, not power and control.
Moreover, researchers have recently reported on so-called transformational leadership in sport as such interaction is said to have important implications for athletes’ development including participation, performance, and personal development (Côté, Turnnidge, & Vierimaa, 2016). Côté and Gilbert (2009) also propose that coaching effectiveness encompasses three key components: (a) coaches’ knowledge and behavior, (b) outcomes resulting from consistent application of that knowledge and behavior, and (c) the specific context in which that coaching occurs. Within this definition, coaches’ knowledge and behavior represent the integration of professional (e.g., sport-specific/teaching), interpersonal (e.g., relational), and intrapersonal (e.g., capacity for introspection and reflection), and knowledge that is manifested by coaches’ behavior in specific settings (e.g., practice, competition, etc.). Athletes’ developmental outcomes are conceptualized by the 4 C’s (competence, confidence, connection, and character), while coaching context refers to the typology of coaching environments that are determined by the age and competitive level of the athletes. According to Turnnidge and Côté (2017), the central issue is to develop the best way to enable coaches to express effective coaching knowledge and behavior through their interactions with their athletes. Consequently, these researchers and practitioners are attempting to address this with Coach Development Programs (CDPs). The latter refers to systematically applied learning activities designed to change coaches’ behaviors through education, social interaction and/or personal reflection. CDPs are said to play a vital role in educating coaches on various topics, such as skill acquisition, instructional planning, and athlete development. Transformational leadership is crucial if coaches want to develop athletes not only in the physical and technical aspects but also in the psychological and mental health areas, and to enhance their social interaction and leadership skills. They certainly are not getting these skills in the educational system at this time, in my opinion. Given the current focus on health and mental wellness issues of athletes, which have been overlooked in the past, the implementation of CDPs seems very beneficial.
Management consists of controlling a group or a set of entities to accomplish a goal. It is more about administering and making sure the day-to-day things are happening, as they should.
Coaches definitely need both, leadership skills to present their program vision and the essential administration skills (management) to pursue such vision successfully. For this reason, coaches need clear and precise communication skills to provide the necessary information regarding program purpose, coaching philosophy and personal value system, planning short-term and long-term goals, behaviour expectations for coaches, athletes and parents, and the explanation of violations of behavioural contracts and subsequent consequences.
I wrote some time ago about “Body language in coaching: A tool for effective communication.” (Refer below to Attachment A for details)
…Body Language is the outward reflection of a person’s emotional condition, defined as gestures, postures, and facial expressions by which a person manifests various physical, mental or emotional states and communicates non-verbally with others…(Schloder, 2010, 2018)
‘Reading’ the body language of others is a ‘learned art’ in the interaction with an individual or a group. It incorporates recognition of gestures and facial expressions, interpreting eye contact points and movements. It is not only helpful but also critical in order to avoid or control conflict, evading potential personal perception, assumption, and/or bias. Communication entails a certain style in order to be effective and integrates the ‘art of listening.’ Researchers point to the fact that we as coaches are some of the worst listeners!
It is easy to make assumptions when trying to ‘read’ someone’s body language based on a single movement or gesture, especially when verbal meanings are unclear. Shaking hands, shrugging, nodding, and shaking the head are more apparent behaviours nowadays than in earlier civilizations. Historically, body language is categorized as a form of ‘paralanguage’ in which non-verbal communication elements hold and convey meaning during personal contact. People typically exhibit three types of behaviour: touch, body position, and body movement. These come in clusters of signals and/or postures; they happen at the same time and convey a person’s feelings very clearly.
Likewise, coaches need to be aware and sensitive to the fact that people from other or ethnic cultures are likely to use body language in different ways, depending on their social norms. ‘Reading peoples’ body language includes physical expression, posture, body posturing or posing, signals of the eyes, states of looking, gestures, space as to distance from a person, unintentional body cues, non-verbal signals or cues.
Observing the movement of the eyes and their focus is a significant feature because it is said, “truth lies in the eyes of the beholder.” Funny story here: when coaching a group of 8-and-Under swimmers in Tempe, Arizona. Six-year-old Marybeth, usually very focused and attentive, was having a really bad day. As the training continued it got worse. I stopped her at the pool end, kneeled down, and said: Now, ‘Coach M’ is getting very frustrated and somewhat angry because you’re not paying attention and not learning…because you are…She replies: “Nope, you are not angry because your eyes are smiling!” The Assistant coach took off to get a good laugh behind the washrooms and I tried to keep from smirking. There is a German proverb: “children and crazy people tell the truth but nobody believes them!” YEP!
Active listening is one of the most important communication skills and a fundamental leadership skill. It is critical because the coach is more effective and productive, and creates the opportunity to build rapport, and shows support. It produces a better teaching/coaching environment, facilitates the process when trying to resolve problems, helps to answer questions, and assists in finding underlying meanings in what others have to say. The ability to listen is a learned skill. It is NOT easy! As someone said in jest: “We were given two ears but only one mouth. This is because God knew that listening was twice as hard as talking”…
Tips on Listening (Refer to Attachment A for details)
Listening Effectively
We can divide listening skills into several stages:
Hear the words
Focus on the message
Understand and interpret the message
Analyze and evaluate the message
Respond to the message
Remember the message
Five Levels of Listening
“Seek first to understand before being understood (Covey, 1998, p. 124). This emphasizes the importance of listening at a level that goes beyond “just hearing words.” There are five levels of listening, according to Covey.
Ignoring
Not trying to listen!
Pretending
Listening even though you are NOT!
Listening Selectively
To only what interests you!
Attentive Listening
Use this level most of the time
Involves listening to understand the speaker… And … comparing what they say with your point of view
Guidelines to “Attentive” Listening
Maintain eye contact
Can look into the eyes or focus on the face
Can look away - because constant eye contact may distract the speaker
Use body language that shows interest
Lean toward the speaker
Nod or shake the head to show you are listening
Hand or arm on the shoulder can signal reassurance or understanding
Affirm you are listening
Acknowledge that you are listening with responses such as mhmm, uh-uh, oh my, okay, and I see
Listen to the full thought – avoid interrupting
Restate the speaker’s words
Ask questions to clarify or learn more
Listening with ‘Empathy’
Listening with ‘empathy’ involves both the heart and mind to understand the speaker’s words, intent, and feelings.
Restating what the speaker says in their words shows you heard the words
To begin to understand the underlying meaning of the words - rephrase what the speaker is saying in your own words
To get the real message in the conversation, reflect the feelings you are hearing in your own words
Until you address the feelings, you won’t understand what is being communicated
Guidelines to Listening with ‘Empathy’
Check your defensive reactions
If a topic is emotional for the speaker you may react strongly
Instead of listening, you want to respond or defend
If you don’t check this reaction, you will most likely ‘shut down’ any further real communication
If you feel yourself ‘getting defensive” – try to stay ‘curious’ – ask questions, or make a non-judgmental comment…like ‘hmm’
Feedback:
There is a lot of information ‘floating’ around about the meaning of feedback and how to provide it. In a situation involving an administrator or parent, the approach is of course different than dealing with your athletes, their performance, their behaviour, and/or the lack of attention or focus. Feedback, however, is a 2-way street because the opposite party has to feel that they are being listened to and also feel that they have the right to counter and be comfortable enough to explain their part. Some of the most common mistakes are to address the issue as the ‘first’ speaker; not listening closely and with empathy; being critical rather than constructive, and putting the opposite party on defense with such questions as to WHY do you think that way; WHY do you feel that way; WHY did you do that; etc. It is much better to rephrase that question by stating… you think that way because... you feel that way because… you believe that because… you did that because…Now, the opposite party has to think of a good and rational explanation. This helps the individual to identify solutions to areas of weakness they may have. Therefore, it comes with positive intentions and is used as a supportive communication tool to address specific issues or concerns.
Feedback is actually a constructive critique provided after a task or skill is completed or a drill or performance in training or after a competition event or game. It is a healthy blend of praise for achievement and suggestions for improvement. In order to give constructive feedback, coaches have to master the ‘art of having difficult conversations’ with their athletes and offering them meaningful praise in the right measure. Feedback really is the perfect tool for development and growth but what is the reason so many find it problematic? There are many reasons a seemingly innocent feedback session can go wrong: Strong emotions on both sides, a focus on character rather than on behaviour, lack of clarity about what needs to change, and reasons for the change. Negative or critical feedback threatens not only our self-esteem but also our basic need for safety and security. The right reason for feedback is commitment and concern; a sense of responsibility; guidance and mentorship; support and enhancement. It is a key component that coaches learn to provide positive and constructive feedback with appropriate wording and use of vocabulary.
Effective Feedback:
Is specific, timely, meaningful, and candid
Is Goal-oriented
Focuses on the future
Is about the process, Not the person
Isn’t afraid to be negative when needed
Planning the Daily Lesson or Training Session
Although many coaches might never think of it that way, part of communication includes the document of daily lesson/training plans (or weekly, depending on the specific program). Each provides details of the content and skills taught or trained a given day to club administrators, athletes and parents. The plans actually become official documents when inquiries arise concerning questions about skill content, skill development, appropriate progressions, and overall training methods. They are important in case of injuries when the potential safety of athletes is questioned.
I have followed numerous training plans posted on Facebook by swim coaches showing scribbled notes of X-number of swim sets and drills at set times, etc., etc. While this may be OK to write down on the Whiteboard for swimmers at the pool site it does not indicate whether the coach has actually completed the full training plan with daily objectives in the physical, technical, mental, and social domain, showing cues for swimmers and noting post-session evaluation of swimmers and coaches. There is a proper procedure for planning, which includes the so-called pre-impact (planning the session), the delivery (actual teaching or instructing), and the post-impact process (evaluation of session).
A very important part is continuous communication with parents. Throughout my years of coaching and as a national coach developer, I have heard numerous complaints from parents in various club organizations about the lack of regular information or regular updates on their child’s progress or performance standards. I am sharing our communication system within the Calgary clubs (gymnastics and swimming) I trained. First, we created a parent list for contact in case of weather or facility issues when cancellation was necessary. The list was assigned to a volunteer parent with a ‘fan out’ system organized with several other parents. Secondly, the same list and procedures were used to contact parents for monthly parent meetings. We discovered quickly that club newsletters handed out at practices were discarded, lost, crumpled in gym bags, and never given to parents. Thirdly, we had monthly parent meetings to share our progress, discussion of an upcoming competition, and concerns from parents and coaches. An athlete representative was present as well. Fourthly, we developed the 6-week Progress Report Card, which included the advancement of physical and technical skills, the emotional and social development as to motivation and behaviour of the athlete. We used a grading scale of 1-10 points and provided a written evaluation as to the progress and performance, and those skills that needed improvement. I have always believed that coaches are teachers first and we emphasized that throughout our instructional approach and process! (Refer below to Attachment B for details on Training Plan Sample)
Your Teaching/Coaching? Disjointed – You Frustrated?
Should Be Balanced
Appropriate communication plays a crucial part in the delivery of the daily training session. Various teaching/instructional/coaching styles and learning styles (most common is visual, auditory, kinesthetic) can be utilized. Young athletes and even older ones do not learn the same way nor at the same rate. The purpose of implementing these styles is to ‘capture’ athletes’ interest and increase their motivation for learning. Over decades, Mosston and Ashworth (latest version – 2008 online) developed the so-called ‘Spectrum or Cluster’ of styles, which can be utilized in all sports. (Refer to the Illustration below and Attachment C for details)
Reference: Schloder. M.E. (2018). Lecture Notes. Teaching physical education in Secondary Schools. Student Teacher Preparation.
As shown in the illustration, the Spectrum is divided into two segments: Left-side styles (A-E), start with the autocratic style and become progressively less teacher dominated or directed while Right-side styles (D-K) are directed by the learner, and end with the learner being solely in charge of the learning process or training experience. Left-side styles are said to be product-oriented while Right-side styles are process-oriented. Experts in the field prefer the process styles because learners are more motivated and knowledge is attained and retained better and longer. While styles A-E are said to address only the physical, technical, and cognitive channels styles D-K also addresses the emotional, social, moral, and spiritual (mental health) channels. In essence, Styles A-E are based upon production and replication… get it done… while styles D-K address the human being in all of its totality (humanistic education).
Summary: Left-side styles are based upon ‘reproduction’ and depend less on decision-making by athletes, and range from A-E whereby decision-making centers upon the teacher/coach as in the Command or Authoritarian style A and Practice style B while Style C shifts more responsibility to cooperation and partner work in the Reciprocal style. Style D is the Self-check style as the athlete proceeds on their own pace with a provided task list to be completed in set-up stations, practices the task[s]/skill[s], and then checks off completed skills for approval by teacher/coach. Style E is referred to as the Inclusion style, involving all groups performing the same skill theme but in progression and sequence from simple to complex. The decision-making process depends upon the individual athlete to advance their skill from beginner to more advanced skill level when ready.
Example of Inclusion Style E:
#1: Gymnastics
Theme: Forward Rotation on Floor – All participants
Arrange mat area into stations: simple-to-complex progression of skill[s]
Athletes line up on mat station 1-5 according to skill level
Athletes perform skill at specific station
Athletes able to observe progression of skill performed by others, and advance when skill is performed satisfactory to next level
Skill Progression:
Forward Roll on floor – Station 1
Dive Roll on floor – Station 2
Dive Roll over object – Station 3
Forward Salto assisted by coach – Station 4
Forward Salto unassisted into safety mat – Station 5
Example #2: Swimming
Theme: Example Beginner Butterfly and 2-hand touch on Wall – All participants
4-Lane Pool
Lane #1 – shallow end pool wall – standing with partner – practice body undulation against wall – 10 Reps – partner observes – switch partner
Standing with partner in front of wall – fall toward wall – 2-hand touch on wall touch wall – 10 Reps – partner observes – switch partner
Lane #2 – 25m/yds – dolphin kick with board
Lane #3 – 25m/yds – dolphin kick – arms extended out in front
Lane #4 – 25m/yds – dolphin kick – arms extended out in front 12.5m/yds – 12.5m/yds arms extended alongside body in back – finish at wall
Later combine: Lane 1- Kick – Lane 2-Arm action with Front crawl kick – Lanes 3-4 Full Stroke Butterfly
Styles F-K are process-oriented whereby the decision-making is shifted onto athletes with the Discovery and Guided Discovery styles (F). Athletes seek to discover the solution to a given task or are given hints to solve the task (i.e., how many ways can you float = discovery; select one float on the stomach = guided discovery; how can you move the ball with one foot – called dribble – now use opposite foot = guided discovery). Style G represents the Convergent style as the problem or task is presented and athletes have to discover through trial and error method the correct version/form or best way to perform the skill correctly. The Divergent style engages athletes by taking the correct version and/or task and producing alternative or alternate ways to perform the task (creativity).
Style I presents a highly disciplined approach to evoke and develop the creative capacity of the individual athlete by examining skill[s] and certain components, example speed, and relationship to other components like power and strength. Style J is the highest function within the Spectrum as the athlete initiates the style in order to take charge of their training by helping to design or alter a personal program or training method (weight training), and performs for self-development. Style K is usually used by athletes, who have to work by themselves because of time constraints (work), due to injuries (rehabilitation), or during the off-season. Obviously, styles I-K are for older and more mature, and highly advanced performers. In other words, athletes have great input into- and control over their training.
So, what should we conclude from this information?
First, the Spectrum of styles is research-based in order to improve the instructional process whether in the sports arena or in the classroom. I taught a class for 24 Physical Education students in preparation for their upcoming practicum. Each student was assigned a partner from a random draw to create the pairs to do the same skill but using the Spectrum A-K styles at random assignment. Task: Dribble, Pass, and Shooting the Basketball. Each pair demonstrated the skill in the designated style. Wow! What an experience as they had to explain how they organized the 15-minute lesson and what they discovered! The ultimate learning experience for the entire group was the demonstration of each style by a different pair, and the teaching effect on the remaining students, as they had to perform under various styles and provide their feedback on each style.
Secondly, what is the benefit for the individual teacher or coach? I can just hear some swim coaches proclaim… “I don’t have time to fool with that stuff”… True … because many of you out there are using the autocratic or drill style “ here is the Set or Drill… Do it… next Set and Drill…. Do it…” while you stand by the starting block and gulp down your coffee! Maybe that is the reason we are losing swimmers to soccer! No longer FUN is the #1 reason for dropout! The Spectrum provides an option to make the learning = practice = training more FUN by varying your approach. The question here should be: how can I improve my delivery = instructions?
Thirdly, my doctoral dissertation “Effects of teaching styles on performance, anxiety, and attitude toward instruction of college novice swimmers” showed the following results. The subjects were 51 general physical education students, 33 student-athlete students, 43 males, and 41 females. The control group was taught with the autocratic and drill style and was ahead of the experimental group taught with the eclectic style (combination of spectrum styles) at the 6-week time frame. There were no significant differences in the total performance scores at the end of the 12-week time frame, however, there was a significant difference in shoulder flexibility in the upright and prone position by the experimental group (due to time spent developing this physical component while the autocratic instructor negated such training). The main difference was the anxiety score, attitude score, and foremost motivation to continue swimming afterward by the experimental group. The control group reported a higher heart rate, higher anxiety (fear of testing performance), and actually reported that the experience had not been enjoyable and that they resented swimming as a recreational activity! The dissertation was the first of its kind in the USA to examine the differences between two teaching/instructional styles and the impact on test anxiety, attitude toward swimming, and motivation to continue the activity. AND… I had to fight to get my proposal approved because no one in the ASU department wanted me to touch that area! It is just easier to stand up front and lecture or drill a group of athletes, as it is the common routine!
Learning Styles:
In fact, many people actually tend to learn in similar ways as to seeing something in practice or listening to step-by-step instructions. For this reason, some experts are less likely to categorize learning styles the way people prefer to learn, which is usually a combination of cognitive ability, emotions, and environmental factors. Learning style recognition presents the opportunity for coaches to offer the best instructional delivery with different options for athletes to select and decide what works best for them because learning is about maximizing one’s learning ability. Therefore, it helps the coach to understand the type of learning style an athlete uses or prefers on an individual basis. More often than not, athletes tend to identify themselves as either auditory or visual learners. We can see that athletes may lean towards more than one style. If one were to ask, how many styles do exist…there are actually seven different styles, according to experts.
There are four main or common learning styles: visual, auditory, verbal, and kinesthetic (rather than watching the demo or listening to directions, physical learners perform the task and are manipulated (assisted) during the skill. There are also the logical, social, and solitary styles within the style framework. Logical learners have a mathematical brain. They can recognize patterns easily and connect concepts to understand ideas better, and prefer to group them into categories. Athletes may easily link biomechanical principles to a given drill or concepts to understand how to improve their technique. Social learners are known as interpersonal learners. They can communicate well both verbally and non-verbally, and have a distinctive sensitivity and an empathetic nature. Athletes tend to communicate with each other during training, which is often interpreted as not ‘paying attention.’ These athletes, especially females, may have joined the team because of the social interaction or to be with their friends, and that is the most important aspect of their involvement. Intrapersonal learners like their solitude. This may apply to athletes in certain sports, who prefer to work out or train alone (golf, dance, gymnastics, etc.), which should be acknowledged when planning the program with the coach as a guide or mentor. (Refer to Teaching Styles I, J, K)
In conclusion, one can see from the Spectrum and the Learning Styles that most people respond better to a given teaching style and that they align themselves as visual or auditory learners. However, there are certain situations in which one learning style can help maximize the ability to process new information. During my coaching career and depending on the age groups and skill level of athletes I made sure during each training session that I used various teaching and learning styles with the goal that each individual athlete felt they were addressed and included.
7. Athlete-Coach Ratio
There is the preferred ratio we all would love to have when working with athletes and there is the one we have to deal with due to certain program constraints (coaching recreational participants versus a competitive select group). Program cost, coaching salaries, availability of training facilities such gym size and number of available apparatus, number of pool lanes, number and size of available fields or athletic track to divide players into multiple groups, and the available work-out time, etc. are all factors for consideration. It takes imaginative planning to keep athletes not only busy but also very involved and active most of the time. Based on expert research, I developed the Coach Assessment form whereby coaches are evaluated as to athletes’ activity rate and percent time athletes are active, which should be 80% of overall training time while 20% is devoted to instructions and management (setting up courts; getting equipment; changing sides, etc.). We want to avoid having athletes standing around or sitting about chatting, fooling around, or waiting in line for their turn for the given drill or skill. For example, it is very common to have gymnasts waiting at the vault or uneven bar station. Instead, the apparatus work should be organized with stations along the sides to train those physical components needed for the skill at the vault or uneven bar (example: upper body or core strength). This way, athletes are active while waiting their turn at the apparatus.
I hear frequently that there is not enough space in the gym, on the field, or in the pool. How can we creatively make this situation more workable and ideal for athletes? Here is an example: I used to organize bi-weekly Saturday gymnastics clinics at the University of Calgary as a fundraiser for the UC gymnastics team. Elementary and Jr. High school students were actually bussed to the clinic. UC gymnasts were assigned as coaches under my direction. One time, we had 100 participants. So, what do you do in that situation and keep 100 participants active? We designed the gym layout as we had the estimated number of participants prior to the clinic. We also planned for the rotation for all stations. Being flexible and creative was the key!
We divided the full gym into various sections. The Floor exercise mat was placed toward one end for gymnastics skills on the mat for locomotion movements, starting from the 4 corners and moving diagonally across the mat to opposite corners at given command. The same system was used for forward roll movement with assigned partner spotters. The full mat was used for stationary balancing skills using a partner to assist.
The gym center area was outlined as a square with red cones at each corner and used for mass locomotion movements and stationary balancing skills.
Ten gym benches were set up side by side at the far end of the gym. They were used for developing upper body and core strength, leg strength by jumping in various body positions with arm support in squat jumps, straight leg straddle jumps in forward and backward direction; forward and backward walking; forward chassé (step-together-step-foot pattern); skipping; sliding sideways, side chassé and other locomotion skills.
Gym bleachers on both sides of the gym (usually used for BB and VB matches) were pulled out and set up to simulate wide balance beams with partners acting as spotters standing in between-spaces (footrest of bleachers).
Two vaulting stations and run-up were set up lengthwise parallel to bleachers.
The uneven bars were replaced with a single low bar (men’s high bar at low setting), which was at the normal station in the far corner of the gym.
Designated fitness stations were set up alongside the vault and the low bar to practice prescribed physical components while waiting in line for turns on the apparatus.
8. Coaching with Creativity
I am very lucky because of my multi-dimensional sports background from Germany, which enhances the ability to create multiple drills, progressions, and sequences no matter the sport (from athletics, artistic gymnastics, rhythmic sportive, swimming, soccer, field hockey, dance, choreography for gymnastics, rhythmic sportive and figure skating, and ballet for athletes). The variety and creative cross-training activities help to maintain the FUN aspect in the physical and technical development, especially in younger athletes. It is not always easy to be creative if ‘that’s not my thing’ (someone told me). That is true but we are teachers and need to present our delivery in a challenging and motivating way. Remember, that the #1 reason for dropout is... No longer FUN… an estimated 73% of participants are currently dropping out by the ‘tender’ age of 12-13 years…. We’ve lost them! There are also warnings by experts that there will be more ‘fall-out’ of younger participants due to the ongoing pandemic as children have been inactive too long and are even more addicted to their tech gadgets.
Creative Drill Variety
As stated earlier, FUN is the #1 reason for sport dropout in children and youth sports. Presenting training sessions in the same ole… same ole… pattern becomes boring and leads to a lack of focus, attention, and motivation! This is especially true for sports like swimming whereby coaches present drills or sets, swimmers proceed in the circle, swim, return, and start all over with a new set! Been there – done that … boring! Therefore, drills, progressions, and sequences have to be varied whether in swimming or soccer or hockey, or any other sport.
We developed “Name the Drill” for our athletes. Coaches designed the basic drill, athletes performed the drill, and when proficient enough a team-selected athlete provided a variation, which received their name. “So, let's do ‘Cool Jane’ today!” We have a large repertoire of such drills in our portfolio. Yes, empower the athletes… let them make decisions… stimulate their creative thinking…. make them proud contributors to their training! This approach also becomes a strategy for building a productive and positive learning environment.
a) Physical Development
We applied the very same system for our Warm-up, Cool-down Exercise Complex, the Conditioning, Fitness, and Cross-training sessions, including modified Ballet. Boys and girls, elite male and female athletes alike enjoyed our approach because of the improvement in mobility, flexibility, explosive power (jumps, leaps), and balance, both static (stationary) and dynamic (moving). We also included boxing, fencing, recreational gymnastics, indoor floor hockey, skating, and wall climbing besides swimming in the Kalos study.
We basically incorporated the Long-term Athlete Development model (LTD) with the ABCs components (agility, balance, coordination, and speed), and kept a personal Fitness Improvement Chart for each athlete. The Kalos 8-year study is the only longitudinal study word-wide to date to examine the progress and effect of the LTD. Whereas the 24 developmental athletes, ages 4.5 and 5 years of age, scored below the Canadian National Fitness standards at the onset of the study, the results were ‘off the chart’ at the 8-year completion. This seems to prove, (a) an 8-year quality program with a consistent coaching approach and methodology did bring about the desired level of fitness and physical literacy; (b) it is possible to commit parents and athletes for an extended period (8 years) if the program offers the multi-sport approach not just focused on one single activity all-year-round.
b) Technical Development
Age group athletes in their developmental stages should be exposed to multi-sport activities to keep their motivation and interest high. It is also important to relate the specific technical skills to other sports activities, i.e. understand skill transfer. For example, how does explosive power needed to perform a jump, transfer to the Starts in athletics and swimming? How does shoulder flexibility and mobility benefit tennis, baseball, and softball? We tend to train the elements in the specific sport we coach but have not provided the cognition to understand how this can be beneficial in another sport OR how the given fitness component could be advantageous in another sport. This process becomes an experiential teaching and learning session as skill linkage and transfer becomes a balanced act, involving critical thinking as to (a) what is the purpose of the skill; (b) what is the linkage; (c) how is it going to transfer, and (d) what is the ultimate goal. I mention this because many athletes in club sports also participate in Junior High or Senior High Varsity sports. For example, my son was trained in the multi-sport approach but also played basketball, volleyball, and baseball (catcher), got a tennis scholarship in Arizona, and ended up playing professional volleyball on the AVP World tour! The sad news: some Kalos athletes who joined competitive swim teams in this city (Calgary) after the completion of the study dropped out after 6 months due to shoulder injuries (!) and burnout due to 13+ workouts per week! However, those who pursued other sports succeeded to be ranked as #2 in the World Junior Triathlon, made the Canadian National team in Frisbee and won provincial championships in several team sports.
c) Creative Activities
Physical
As mentioned before, young athletes need to have FUN. This does not mean ‘goofing around’ or lack of skill learning. Activities have to provide certain challenges in their physical, technical, AND mental training. Physical activities need to be varied and creative to avoid boredom, which can be countered through the implementation of the Long-term Athletic Abilities model (LTD), the ABCs of physical literacy (agility, balance, coordination, and speed). These components are essential for future success, and critical to developing the all-around athlete. (LTD will be discussed in detail at the end of this month’s March Article)
Example: Hand ‘Sculling Skills’ in Swimming
How many different ways can you scull with both hands – with one hand?
What is the reason for sculling? How does it improve your swimming skills?
How does the water feel on your hand when sculling?
What other sport uses hand motion or hand awareness?
Psycho-social
According to the Sport Information Resource Centre Canada (SIRC, January 25, 2020), nurturing a community of practice or other social learning space opens a new window, which requires participants to interact in a non-judgmental, ego-free environment. Coaches should create and support this type of setting by encouraging one-on-one or small group interaction; seeking opportunities to meet face-to-face and taking advantage of breakout rooms to support engagement and reflection during large group meetings.
How to Create a Positive Learning Environment?
Strategies for Building a Productive and Positive Learning Environment (SIRC, 2021):
Make Learning relevant
Develop a Code of Conduct
Employ a Positive actions curriculum (your training plans)
Help athletes develop intrinsic motivation
Reinforce Positive behaviours
Always respond with positivity
Why is a positive learning, instruction, and training environment so important? Because it makes it easier to establish mutual respect between coach and athletes, needed to build a better relationship, and it forms the base for mutual trust and enhances communication. In most cases, the role of the modern coach encompasses many aspects when training athletes, nowadays, which may include dealing with personal and potential health and mental wellness issues of individual athletes. As reported in the December 2020 Newsletter, mental health and wellness had been largely ignored in the past as an important psychological factor for performance.
Health and Wellness
We just discussed the importance of establishing a positive learning/instructing/training environment so athletes feel accepted, respected, and acknowledged as human beings not to be drilled or seen as ‘human performance machines.’
When coaching in Tempe, Arizona, years back, we established the “Friday King Arthur Round Table” discussion group. Swimmers 12 years and up were eligible to participate to make recommendations, provide feedback, and discuss topics. Two male assistant coaches led the male group, while the female swimmers were assigned to a female assistant group and me. The sessions lasted about 60 minutes, and both groups shared their experience the last 10 minutes. We covered numerous topics, and interestingly also those that these Junior and Senior swimmers would have never discussed at home!
I believe firmly that the current pandemic and the recent devastating reports on the neglect by many sports federations in regard to athletes’ health and mental wellness are going to have a major influence on how we coach in the future instead of just delivering a one-dimensional approach in our sport.
d) Creative Drill Progression
This aspect was already addressed as to the need for a multi-drill and creative repertoire with various and different activities on land, on ice, on the field, in the pool, etc. However, these drills also have to be organized in a systematic manner as each follow-up drill builds upon the previous one. I use the ‘necklace’ image: each piece of the chain is attached to the next in a precise order, and the closure of the necklace equals the completion of the task/skill, i.e., the chain is complete in terms of the physical, technical, and all cognitive aspects for total competence and the understanding of the purpose of that skill. We are now into Bandura’s Social Learning Theory (1976), which requires (a) exposure to the skill/task; (b) the acquisition of that skill; (c) becoming competent in that skill; (d) thus, developing confidence in that skill; and therefore, (e) becoming self-confident, leading eventually to self-esteem.
e) Challenging Drill Sequence & Activities
Training is not a so-called ‘hotchpotch’ approach but rather an organization of drills and their variations in a systematic order because it presents the proper sequencing from simple to complex movement patterns so athletes can increase their movement collection and understanding.
Example: Dance Movement in Gymnastics
Skill: Chassé
Stand upright, feet together; arms extended at sides slightly below shoulder height; step forward L; step forward R and close feet; step forward R; step forward L and close feet; step forward L…. continuous pattern
Same pattern, add speed
Same pattern, use sliding/gliding as forward motion
Same pattern, add hop with height when closing feet
Same sliding/gliding pattern, add scale balance* at end
* Prior taught: scale balance – 1-leg balance; opposite Leg extended in back, parallel to floor; head up; arms extended out at sides parallel to floor, slightly curved
Skill: Roll-over Turn in Back Crawl
Assume medium half-squat position; one leg bent in front, foot flat; opposite leg extended in back, foot flat and facing forward; hips up; arms straight and extended underneath shoulders, hands/palms flat on floor; push from both feet to roll forward in tucked body position using momentum from stagger start (track start); remain in tuck position
Assume tuck position on mat; feet together; arms straight and extended underneath shoulders, hands/palms flat on floor; roll forward from tuck position (more difficult due to lack of momentum); head should not touch floor; remain in tuck position
Assume tuck position on mat in front of wall, body length away from wall; roll forward, placing feet on wall
Same pattern; roll forward; place feet on wall, push strongly against wall to slide on back away from wall; legs extended; arms extended behind head on floor
Same pattern; roll forward; place feet on wall, push strongly against wall, rollover onto prone position; extend legs; extend arms in front of head on floor
Sequence: Assume supine position on mat; legs extended and together; arms extended at sides by body; on command 1-2, rollover to prone position; legs extended and together; arms extended out in front; head between arms
Same pattern; rollover to prone and immediately into tuck position; forward roll to jump in air, legs extended; arms extended overhead, and land
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