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Impact of Higher Education in Sports Coaching - Presentation
Impact of Higher Education in Sports Coaching - Presentation
Impact of Higher Education in Sports Coaching - Presentation
Role of an athlete
a. Performance on own account
b. Performance with external services
Herkules Farnese
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coach, trainer
medical support
nation
physiotherapy
mental coach
sponsors
manager
friends
ATHLETE
officials
clubs
communication coach
COACH
COACH
federation
relatives
(parents, siblings, etc)
politics
Responsibilities of a Coach
Sp
or
tc
ar
ee
physical health
mental health
personality development
success / failure
education / double career
life after sports career
Knowledge
Ability
Thinking
Understanding
Feeling
Speech
Coach competencies
1. Professional Competence
(expertise, experience)
2. Methodological Competence
(methodological background, skills)
3. Communication Competence
(social competence)
4. Knowledge Competence
Source: Ohio University, http://mastersincoachingonline.ohio.edu - National Association for Sport and Physical Education)
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.
Source: Ohio University, http://mastersincoachingonline.ohio.edu - National Association for Sport and Physical Education)
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Source: Ohio University, http://mastersincoachingonline.ohio.edu - National Association for Sport and Physical Education)
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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.
Source: Ohio University, http://mastersincoachingonline.ohio.edu - National Association for Sport and Physical Education)
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Source: Journal of Education and Learning, Vol. 2, No. 1; 2013, page 241
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3. Communicating Effectively
-
Active listening
Powerful questioning
Direct communication
Communicating Effectively
International Coach Federation (ICF)
1. Active listening
Ability 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 athletes desires,
and to support athlete self-expression.
-
Hears the athletes 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 athletes expression of
feelings, perceptions, concerns, beliefs, suggestions, etc.
Integrates and builds on athletes ideas and suggestions.
Communicating Effectively
International Coach Federation (ICF)
2. Powerful Questioning
Ability 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 athletes
perspective.
- Ask questions that evoke discovery, insight, commitment or action (e.g., those
that challenge the athletes 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.
-
Communicating Effectively
International Coach Federation (ICF)
3. Direct Communication
Ability 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, nonracist, non-technical, non-jargon).
- Uses metaphor and analogy to help illustrate a point or paint a verbal picture.
-
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
Develop
Implement
Identify
Model
Teach
Reinforce
Demonstrate
Preventing
Wissenschaft
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Biomechanics
Medicine
Psychology
Communication Sciences
Sociology
Pedagogics
Ethics
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Thank you.
Contact Details:
Institute of Sports Science
Prof. Dr. Helmut Digel
Wilhelmstr. 124, 72074 Tbingen, Germany
Phone: +49 7071 29-78424
Fax: +49 7071 29-5031
helmut.digel@uni-tuebingen.de