impact of higher education in sports coaching_presentation

FACULTY OF ECONOMICS AND SOCIAL SCIENCES

Prof. Dr. Helmut Digel

Institute of Sports Science

Impact of Higher Education in Sports CoachingLusaka, Oktober 2015

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Role of an athlete

a. Performance on own account

b. Performance with external services

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The athlete on a shoulder of a giant

Herkules Farnese

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Coach, Trainer, Instructor – a cultural related job

Trainer, Betreuer, Übungsleiter, Disziplin-Chef, Taktik-Trainer, …

allenatore, istruttore, commissario tecnico,Seleionatore, trainer tecnico, coach

entraîneur, instructeur, moniteur

coach, trainer

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Supporting the athlete – a complex system

medical support

physiotherapymental coach

manager

communication coach

relatives(parents, siblings, etc)

friends

clubs

federation

politics

officials

nation

ATHLETE

donators

sponsors

COACHCOACH

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Responsibilities of a Coach

Sport

care

er

?

physical health

education / double careermental health

personality development

success / failure

life after sports career

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„Competent acting as a Coach“

Knowledge Ability ThinkingUnder-

standingFeeling Speech

>>> Decision-making and responsibilities <<<

What does a Coach know, do, understand, feel, think and say?

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Coach competencies

1. Professional Competence (expertise, experience)

2. Methodological Competence (methodological background, skills)

3. Communication Competence (social competence)

4. Knowledge Competence

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The Eight Domains of Coaching Competencies- National Standards for Sports Coaches (NASPE 2006)

1. Philosophy and Ethics

This domain revolves around the verbs develop and implement, identify, model and teach, reinforce and demonstrate as applied to an athlete centered philosophy of positive values, ethical behavior and conduct for all those involved in an organization’s sports program.

2. Safety and Injury Prevention

This domain centers on preventing, monitoring and identifying sports injures, facilitating and ensuring the development of a safe environment and addressing the psychological implications of injuries.

Source: Ohio University, http://mastersincoachingonline.ohio.edu - National Association for Sport and Physical Education)

http://mastersincoachingonline.ohio.edu/

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3. Physical Conditioning

This concerns the design, teaching, planning, and encouragement necessary for proper nutrition, recovery exercises and physical conditioning and the advocacy of a drug free participation.

4. Growth and Development

This is the application of knowledge of developmental phases, the facilitation and support necessary to promote the lifelong benefits of exercise and the provision of leadership opportunities to athletes as they grow and develop.




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5. Teaching and Communication

Entails the planning, implementing and utilization of practice activities and instructional strategies, the use of effective communication and the demonstration of appropriate motivational tactics.

6. Sport Skills and Tactics

Encompasses knowing, identifying, developing and applying age and skill level appropriate sports tactics and competitive strategies.




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7. Organization and Administration

This covers the management of records, funding, human resources, emergency planning, contests and legal responsibilities.

8. Evaluation

This involves the implementation and utilization of effective evaluation strategies as they relate to team goals, individual performance, athlete motivation, coaching staff and self.




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Basic Coaching Competencies- as defined by the International Coach Federation (ICF)

• Meet ethical guidelines of the profession• Ability to establish an intimate and trusting relationship with the athlete• Ability to be fully present, conscious and spontaneous• Ability to express active listening• Ability to ask powerful questions• Ability to be a direct communicator• Ability to create and raise the athlete’s awareness• Ability to design and create action plans and action behaviors• Ability to develop plans and establish goals with the athlete• Ability to manage the athlete’s progress and hold him/her responsible

for action

Source: Brefi Group, http://www.brefigroup.co.uk

http://www.brefigroup.co.uk/

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General skills that characterize effective coaches- as defined by the International Coach Federation (ICF)

• Self-awareness and self-knowledge• Clear and effective communication skills• Relationship-building skills (including ability to establish rapport)• Flexibility of approach• Listening and questioning skills• Ability to design an effective coaching process• Ability to assist goal development and setting, including giving feedback• Ability to motivate• Ability to encourage new perspectives• Ability to assist in making sense of a situation• Ability to identify significant patterns and thinking and behaving• Ability to challenge and give feedback• Ability to establish trust and respect• Ability to facilitate depth of understanding• Ability to promote action• Build resilience



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Executive Coaching Competencies- as defined by the International Coach Federation (ICF)

• A firm grounding in business knowledge and competencies• Thorough understanding of the world of the executive leader• A broad understanding of leadership and leadership development• Knowledge of systems dynamics (organization and community)• Knowledge of the framework of youth and adult development• High standards of personal and professional ethics• Highly developed communication proficiency allowing us to operate in the

executive’s environment• Advanced coaching skills and capabilities• Stature and reputation that gains respect• A commitment to lifelong learning similar to the leader him/herself



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Coaching Competence Scale (CCS)Five Dimensions

1. Creating the relationship

2. Communication attending skills

3. Communication influencing skills

4. Facilitating for learning and results

5. Making the responsibility clear

Source: Journal of Education and Learning, Vol. 2, No. 1; 2013, page 241

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Core Competencies for CoachesInternational Coach Federation (ICF)

1. Setting the Foundation- Meeting Ethical Guidelines and Professional Standards- Establishing the Coaching Agreement

2. Co-creating the Relationship- Establishing trust and intimacy with the athlete- Coaching Presence

Source: ICF – http://coachingfederation.org

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Core Competencies for CoachesInternational Coach Federation (ICF)

3. Communicating Effectively- Active listening- Powerful questioning- Direct communication

4. Facilitating Learning and Results- Creating awareness- Designing actions- Planning and goal setting- Managing progress and accountability


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Communicating EffectivelyInternational Coach Federation (ICF)

1. Active listeningAbility to focus completely on what the athlete is saying and is not saying, to understand the meaning of what is said in the context of the athlete’s desires, and to support athlete self-expression.

- Hears the athlete’s concerns, goals, values and beliefs about what is and is not possible.

- Distinguishes between the words, the tone of the voice, and the body language.

- Summarizes, paraphrases, reiterates, and mirrors back what athlete has said to ensure clarity and understanding.

- Encourages, accepts, explores and reinforces the athlete’s expression of feelings, perceptions, concerns, beliefs, suggestions, etc.

- Integrates and builds on athlete’s ideas and suggestions.


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2. Powerful QuestioningAbility to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the athlete.

- Ask questions that reflect active listening and an understanding of the athlete’s perspective.

- Ask questions that evoke discovery, insight, commitment or action (e.g., those that challenge the athlete’s assumptions).

- Ask open-ended questions that create greater clarity, possibility or new learning.

- Ask questions that move the athlete toward what they desire, not questions that as for the athlete to justify or look backward.


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3. Direct CommunicationAbility to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the athlete.

- Is clear, articulate and direct the sharing and providing feedback.- Reframes and articulates to help the athlete understand from another

perspective what he/she wants or is uncertain about.- Clearly states coaching objectives, meeting agenda, and purpose of

techniques or exercises.- Uses language appropriate and respectful to the athlete (e.g., non-sexist, non-

racist, non-technical, non-jargon).- Uses metaphor and analogy to help illustrate a point or paint a verbal picture.


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What is relevant?

• Practice patterns as referent point

• Benchmarks for coaches• Instruct• Correct• Praise• Pick on• Reiterate• Describe• Use gesture• Yell• Monitoring

• Soothe• Compare• Debate• Speak nonsense• Get to the route because of the problem• Being precise• Use sympathy

>>> Communication <<<

• Develop• Implement• Identify• Model• Teach• Reinforce• Demonstrate• Preventing

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Relationship between science and knowledge

• Wissen – Wissenschaft

• Knowledge – Science – humanitiesSocial Sciences – Natural SciencesBasic Research – Applied Research

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Scientific based knowledge

• Valid, reliable, objectiv• Organized and structured• Theory based• Recognized methods• Relevant• Highest priority in society• Professionalized produced

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• Training sciences

• Biomechanics

• Medicine

• Psychology

• Communication Sciences

• Sociology

• Pedagogics

• Ethics

• Economy

The influence of Sciences on the Coaching Profession

• Applied computer science

Thank you.Contact Details:

Institute of Sports Science

Prof. Dr. Helmut Digel

Wilhelmstr. 124, 72074 Tübingen, Germany

Phone: +49 7071 29-78424

Fax: +49 7071 29-5031

[email protected]

impact of higher education in sports coaching_presentation

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