DrChung

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Coaching Support and Monitoring towards the Pursuit of Sporting Excellence CHUNG, Pak Kwong Acting Chief Executive

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Outline of Presentation Coaching Roles Coaching Styles Athlete-coach Relationship Coaching Process Skills Job Responsibilities of HKSI’s Head Coaches Qualities of Coach Leadership in Coaching Management and Monitoring of Athletes

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Coaching Roles Performance Coaching Development Coaching Participation Coaching Aspiration Coaching Boundary Markers Preparation Intensity Competitions Involvement Performance Standard The relationship between forms of coach and boundary criteria (Lyle, 2002)

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Intensity high Stable performance group Competition focus Attempted control of variables Longer-term objectives Extensive intervention and interpersonal contact Long duration Intensity low Large, variable numbers Participation focus Limited control of variable Short-term objectives Limited non-intervention contact Short duration PERFORMANCE PARTICIPATION A diagrammatic representation of the balance of performance and participation coaching roles (Lyle, 2002)

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Coaching Styles Negative Directive Coach-led Task-centred Performance Feedback Communication Decision taking Role orientation Goal orientation Positive Interactive Performer-led Person-centred Process Autocratic Coaching Practice Democratic Coaching Practice The distinctions between autocratic and democratic coaching practice (Lyle, 2002)

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Authoritarian Power sharing Humanistic approach COACH CONTROL COACH/ATHLETE CONTROL ATHLETE CONTROL 12 years andamp; under 13-15 years 16-17 years 18 years andamp; over Early experiencing Coach dependence Developing and collaborating Athlete/coach dependence Empowerment Athlete independence (+ accountability) Teaching skills Safety and security Procedure and routines Guidance in learning Opportunities self management self determination Shared decision making and sense of control Personal AUTONOMY in: Self-responsibility Training / competitive intensity Performance routines Strategies Partnership Between coach and athletes Illustration of a shift in coaching paradigms (Hogg, 1995)

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High Performance Sport Winning 'Winning isn’t everything; it’s the only thing' 'Winning isn’t everything, but striving to win is'

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ATHLETE COACH TALENT EXPERTISE PREPARATION KNOWLEDGE AND PERSONALITY QUALITY OF TRAINING PHYSICAL TECHNICAL TACTICAL PSYCHOLOGICAL The athlete-coach relationship (adpated from Bompa, 1983)

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Successful coach needs to mix art with science on their coaching (Pyke, 1999)

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Coaching Process Skills: 

Coaching Process Skills Planning strategic programming scheduling goal setting competition programming Regulation crisis management contingency management threshold decision making Management administration information management financial management resource management Craft communication teaching problem solving decision solving organization interpersonal skills competition management demonstration Monitoring Implementation Resources Management Delivery Planning Coaching Process Coaching Practice Coaching process skill (Lyle, 2002)

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Job Responsibilities of HKSI’s Head Coaches To design, plan and co-ordinate training and competition programmes for talented and elite athletes. To liaise with other coaches and the relevant national sports association to ensure the programmes are completed accordingly. To evaluate progress of the athletes against the training programmes and defined targets, to take necessary actions to enable performance improvement of talented athletes and to raise the standards of performance of elite athletes in Hong Kong.

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Job Responsibilities of HKSI’s Head Coaches To create opportunities for talent to emerge through the related programme so that the development of the respective sport is enhanced. To contribute technical information to in-house and general media publications. To contribute to the enhancement of the professional image of the HKSI.

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Job Responsibilities of HKSI’s Head Coaches To present papers for seminars and courses so that the concept of the HKSI as a centre of sports excellence can be realised. To contribute towards the overall development of coach education programmes which contribute to the development of more and better local coaches. To motivate and train direct reporting coaches to become high quality international coaches.

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Job Responsibilities of HKSI’s Head Coaches To liaise with the Departments of Athlete Affairs, Sports Science and Medicine, Strength and Conditioning to ensure that athletes receive the relevant support, testing, analysis and feedback required to improve performance. To manage the respective Department to ensure that it operates effectively, efficiently and within the annual financial budget.

Qualities of Coach(Sabock, 1973): 

Qualities of Coach (Sabock, 1973) Coaches should maintain high moral and ethical values. Coaches must be completely honest with all those with whom their deals. Coaches must maintain a true and lasting concern for all the athletes with whom their deals.

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Coaches must earn the respect of their athletes, the school staff and the community. Coaches must be able to motivate their athletes as well as other school and community. Coaches must be dedicated to their athletes, to the school, and to the community. Qualities of Coach (Sabock, 1973)

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Coaches must be a strong disciplinarian. Coaches must have obvious enthusiasm. Coaches should possess a strong desire to win. Coaches needs to be a good evaluator of talent. Qualities of Coach (Sabock, 1973)

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Coaches must be knowledgeable about their sports. Coaches should have a good sense of humor. Coaches must be willing to work long hours. Coaches must have a working knowledge of their sport. Qualities of Coach (Sabock, 1973)

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Leadership in Coaching (Martens, 2004) Leaders provide direction; they set goals by having a vision of the future. Leaders build a psychological and social environment that is conducive to achieving the team’s goal. Leaders instill values, in part by sharing their philosophy of life.

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Leaders motivate members of their group to pursue the goals of the group. Leaders confront members of the organization when problems arise, and they resolve conflicts. Leaders communicate. Leadership in Coaching (Martens, 2004)

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Being knowledgeable about your sport. Being prepared in all situations. Giving respect. Treating all team members equally, but not necessarily the same. Respect may be gained by (Holbrook andamp; Barr, 1979):

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Refraining from using excessive profanity. Being moral and ethical in all areas of life. Showing concern for athletes in and out of the athletic setting. Being enthusiastic and showing confidence in team members and the team itself. Respect may be gained by (Holbrook andamp; Barr, 1979):

Management and Monitoring of Athletes: 

Management and Monitoring of Athletes A. Positive Discipline Athletes are coached with tolerance, encouragement, praise, fairness, consistency, and respect, but without criticism, hostility, ridicule, and shame.

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B. Preventive Discipline Step 6: Catch them doing good Step 5: Conduct exciting practices Step 3: Develop team rules Step 4: Create team routines Step 2: Hold team meetings Step 1: Create the right team culture The steps of preventive discipline (Martens, 2004)

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Be highly predictable in your dealing with misbehaviour. Be specific about what you want the athletes to do or stop doing. Be succinct. Avoid lecturing, nagging, interrogating, and moralizing. Guidelines for Handling with Athletes’ Misbehaviors (Martens, 2004)

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Be confident when you speak, but if you are not quite certain about the appropriate consequence, tell the athletes you need to give it some thought and will talk later. Even if you feel angry, remain calm and in control. Once you gain compliance, do not keep athlete in the 'dog house'. Forgive and forget. Guidelines for Handling with Athletes’ Misbehaviors (Martens, 2004)

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Successful coaches are those who can learn new skills, who are flexible enough to change old ways when change is needed, who can accept constructive criticism, and who can critically evaluate themselves. Conclusion

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A mediocre coach tells, A good coach explains, A superior coach demonstrates, But the great coach inspires (Martens, 2004)

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