chapter 3 evaluatin your communication skills

Introduction of communication

•Communication may be defined as sharing information and ideas so as to create mutual understanding between people.

•The word communication has been derived from the Latin word “ communis ” means to share.

• It is also the source of the English word “common” which means that whatever is common is shared by all.

Communication in sports, a coach is a person involved in the direction,

instruction and training of the operations of a sports teamor of individual sportspeople. A coach may also be ateacher.

Communication is the act of expressing (or transmitting) ideas,

information, knowledge, thoughts, and feelings, as well asunderstanding what is expressed by others

Receives Receiver

Voice(noise)

Message

Facial ExpressionPostures

(Body languages)Eye contact

How you

communicate?

How you communicate?

(1)Thought

(2)Thought

translated into massage

(5)Message

interpretedHow You Communicate

(6)Internal

response to message

(4)Message received

1. You have thoughts(ideas, feelings, intentions)that you wish to convey.

2.You translate these thoughts into a messageappropriate for transmission

How You Communicate

4.The athlete receives your message (if he orshe is paying the attention.

5.The athletes interprets the message’s meaning. The interpretation depends uponthe athletes comprehension of the message’s

content and your intentions.

6. The athlete responds internally to his orher interpretation of the message.

3.Your message is transmitted through some channel(verbal or nonverbal)

“Sorry I forgot.”

GEM INTERPRETATION:“he thinks I’m lousy. I want to do it right ,but there are so many things to remember . The harder I try the more nervous I get and the more mistakes I make I wish he’d

get off my back

COACH INTENTION:To give john feedback about a technique error and to encourage him to remember

the right technique in the future

EXAMPLE #1

GEM INTERPRETATION:“He thinks I’m lousy. I want to

do it right ,but there are so many things to remember . The harder I

try the more nervous I get and the more mistakes I make I wish

he’d get off my back

“How many do I tell you to use a cross over step.”

EXAMPLE #2 “I did it wrong again Coach is upset. I don’t blame him .I ought to be getting it right, and he’s just trying to help .”

o The content you wish to communicate may be wrong for the situation

What do you want to

eat

o The transmission of the message does not communicate what you intend it to because you lack the verbal or non-verbal skills needed to send the message.

o The athlete doesn’t receives the message because he or she isn’t paying attention

o The athlete, lacking adequate listening or nonverbal skills, misinterprets the content of the message or fails to understand it. Tomorrow we are

going to make sure to get this defense downo make sure

Tomorrow going to be a physically tough

practice sure

“ I Thought you really played well

today .Harish.”

“Uh, huh. Thanks

Harish Interpretation:“Coach is only saying that

because we won. When we lose, even if I play well, he yells at me

and the team.”

Coach Intention:To praise Harish for a good performance in hopes that

he will repeat it.

o The athlete understands the message content, but misinterprets its intent

o The messages sent are inconsistent over time. Leaving the athleteconfused about what is content.

Evaluating Your Communication Skills

Eight Communication skills that coaches need most



Never admitting to an error ,pretentious Pete finds he doesn’t getthe respect he demands because he doesn’t show any for this athletes.When he speaks, they tune out because what he says never amounts tomuch or is negative. Pretentious Pete has not yet learned that he cannotdemand respect; it must be earned.

Do you have credibility with your athletes, or you like Pretentious Pete? Rate your credibility.

1 2 3 4 5Very low Very high

Pretentious Pete

Norma NegativeMost of the words and actions of Coach Norms are negative,

sometimes almost hostile. She frequently criticizes her athletesincreasing their doubts and destroying their self- confidence. NormaNegative is slow to praise, as if she believes it is not ”coach-like” to saya kind word. When an infrequent kindness is uttered, it is usuallyovershadowed by other negative comments.

Are you primary positive in the messages you deliver, or are you like Norma Negative? Rate the degree to which your messages are positive or negative.

1 2 3 4 5Negative Positive



John ( The ) Judge

John Judge continually evaluates his athletes instead of instructing them. When a players errs, The judge , as he is known, places blame rather than providing feedback or information about how to correct the error. When the players do well. The Judge cheers them on but doesn’t another know how to instruct them to achieve advanced skills levels.

Do you give ample feedback and instructions, or are you like The Judge? Rate the extent to which the content of your communication is high in information or high in judgement.

1 2 3 4 5High in Judgement High in information


Fred FickleYou are never sure what Coach Fred Fickle will say

next. Today its one thing, tomorrow another Last week hepunished Bill for fighting but not Mike , his star goalie. Hetells players not to argue with the officials, but he does soregularly.

Are you consistent in your communication, or areyou like Coach Fred Fickle! Rate the consistency of yourcommunication.

1 2 3 4 5Inconsistent consistent


Gabby GayleCoach Gabby is the most loquacious person you ever met.

She gives instructions constantly during practice, and when she’snot yelling advice to her players during the contest. She is somuttering to herself on the sidelines. She is so busy talking that shenever has time to listen to her athletes. It has never occurred toher that her players might like to tell her something rather thanalways being told.

Are you a good listener, or are you like Coach Gabby? Ratehow good a listener you are.

1 2 3 4 5Not good Very good


Stan Stoneface

Stan Stoneface never shows emotion. He doesn’tsmile, wink or give his athletes pats on the back Nor doeshe scowl. Kick at the dirt, or express disgust with them. Youjust don’t know how he feels, which leaves his playersfeeling insecure most of the time.

Do you communicate nonverbal, or are you like StanStoneface? Rate your nonverbal communication skills

1 2 3 4 5Week Strong


Professor GobbledygookThe Professor just isn’t able to explain anything at a

level understandable to her players. She talks either abovetheir heads or in such a roundabout way that they arerepeatedly left confused in addition. The professor , who isused to dealing with abstractions is unable to demonstratethe skills of the sport in a logical sequence so that the athletescan grasp the fundamentals. Are you able to provide clearinstructions and demonstrations or are you like ProfessorGobbledygook?

Rate your ability in communicate instructions

1 2 3 4 5Week Strong


Jerry JellybeanCoach Jellybean just doesn’t seem to understand

how the principles of reinforcement works although he gives frequent rewards to his athletes, he reinforces the wrong behavior at the wrong time. When faced with misbehavior, he either lets the infraction pass or comes down too hard

Do you understand the principles of reinforcement. Or are you like Coach Jellybean?

Rate your skill in rewarding and punishing athletes.

1 2 3 4 5Not skilled Highly Skilled


Coaches ‘ Communication AwardsNow add up your eight ratings and write your total score here______find the category your score falls into and accept the award you deserve.

36-40 Golden Tongue Award You are destined for success.31-35 Silver Tongue award . Good, but you can better. Read on.26-30 Bronze Tongue Award . Ok, but you have plenty of room for improvement. Read on carefully.21-25 Leather Tongue Award Given to those who frequently place their feet in their mouths.8-20 the Muzzle Award. Until you improve, wear it Read the next two chapters every night for a month

Communication with Positive Approach

Positive Approach

Praise and reward

Negative ApproachPunishment-eliminate undesirable behaviors

Bad HabitHabit of telling athletes only what they do wrong rather than what they do right?

Content of the Massage Emotion they express

you must want to changeYou must practice the positive approachnot only in coaching but in all yourcommunicationYou need to monitor yourself or get helpfrom someone whom you will permit to tellyou when your bad rears its ugly head

Three things to change to the Positive Approach

Unrealistic ExpectationSometimes coaches forget that 14 years old are not 28 years olds. Or that one 16 years old is not skilled as another

When coaches have unrealistic expectation, they seldom view their athletes as successful

It is important for coaches to haverealistic goals not only about their athletesperformance abilities but about theiremotional and social behavior as well

Short Term Success They constantly give verdicts to their players , telling

them whether they did something right or wrong.-usually wrong. But its not enough to tell athletes that they did something wrong. “They need specific information about how to do it right” .

Successful coaches are not judges ; they are skilled teachers

Example A boy is late to practice,the coach makes him run 15laps as punishment withoutletting him explain . Later,the coach learns that the boysmother was late getting homefrom work and that he wasresponsible for babysitting hislittle sister. Under thesecircumstances, the athletebehaved responsibly

After a girl strikes outby swinging at a ball afoot over head.

Although the batter made a poor judgement in swinging, the coach message is highly destructive and provides no useful information to the athlete

Example#2 “For better sake! What's wrong with you. Don't you know a ball from a

strike?”

Athletes need some room to make mistakes-----that’s part of learning

Provide evaluation when its clear that athletes don’t know what is correct or

incorrect. If behavior is good ,praise them for its wrong , give them specific

instructions on how they can improve

75

12

7

6

John Wooden Coach observation in CoachingSpecific Instruction

message request to hostile

praise

scold

John Wooden Coached UCLA basketball, two psychologists recorded all of his verbal communications with the team during practice .

75% of Wooden messages gave specific instruction to the athletes

12% remaining massages request to hustle-someone, you try to make them go somewhere or do something

quickly,.

7% praise

6% scolds-speakangrily to them becausethey have done somethingwrong

Example:

You may promise your athletes a reward for a good practice but then fail to deliver

http://www.slideshare.net/PortsaidNeonatology/communication-in-neonatal-care

Coaches are often poor listeners because

•most important of course is recognizing the need to listen

•Concentrate on listening

•Search for the meaning of the message rather than focusing on the details

•Avoid interrupting your athletes

•Respect the right of your athletes to share

their views with you

•Repeats the tendency to respond

emotionally to what is said

Listening is a communication technique thatrequires the listener to feed back what they hearto the speaker , by way of re-stating orparaphrasing in their own words, to confirm theunderstanding of both parties. .

The ability to listen activelydemonstrates sincerity , and thatnothing is being assumed or taken forgranted .

https://blog.udemy.com/passive-listening/

When a person is practicing passive listening, he is sitting quietly without responding to what the speaker is saying.

Passive Listening

ExampleWhen you listen to music or a podcast or even the news, you are practicing passive listening

is a communication techniqueused in counseling, training, andconflict resolution. It requires thatthe listener fully concentrates,understands, responds and thenremembers what is being said.

https://en.wikipedia.org/wiki/Active_listening

Active listening

Interacting with the athletes byproviding them with proof thatyou understand

“Do you think we can beat this team?”

“But what if we don’t play

well?”

“They are pretty good

team, but we have a good

team too”

“Are you worried how

you might play?”

“Well a little”

“AS long as you try to do the best you can I’ll always be

proud of you”

Listening Process

70% of our total communication is non-verbal

If you ever needed to communicate with someone who does not speak your language ?

Nonverbal communication has Five different categories

1.Body motion

3.Touching behavior

4.Voice Characteristics

2.Physical Characteristics

You as a Model

Action speak louder than words.

The “house rules” developed y the YMCA say it well.

Speak to yourself

Not for anybody else.

Listen to others

Then they’ll listen to you

Avoid put downs

Who needs ‘em?

Take change of yourself

You are responsible for you.

Show respect

Every person is important Note: from “Introduction: the YBA Philosophy YBADirector Manual by J. Ferreli(ED),1977.COPYRIGHT1977 by the YMCA of USA.Reprented by permission

SUMMARY AND IMPLICATIONSCoaching focuses on enhancing personal growth and behavioral changes and involvesa complex interactive process, in which multiple factors can influence the success ofthe intervention. While research has acknowledged the benefits and value of coachingfor individuals, it is sometimes difficult to clearly attribute the success of a particularcoaching intervention to specific factors involved in the process. Indeed, given thatcoaching typically occurs over a period of time, we cannot ignore the presence ofother factors in the coaches' environment which may have a significant impact on theirbehavioral change. This essentially adds to the challenge of determining the extent towhich coaching or the factors associated with coaching has contributed to thecoacher's behavioral change. It also suggests that any measure of coachingeffectiveness and its associated data needs to be examined and interpreted withcaution. Nonetheless, the research provides us with a deeper understanding of thepotential factors affecting coaching and its success, thereby allowing us to betterfacilitate the coaching process (e.g., the use of effective coaches, providing a goodmatch of coaches to coachees to facilitate rapport building, preparing coaches forcoaching, positioning of and communications on coaching within organizations) toincrease the chances of successful coaching outcomes.

chapter 3 evaluatin your communication skills

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