Using information from a case study critically assess the document coach educational

Name: XXXXXXXXXXXXXXXXXXXXX

Course: XXXXXXXXXXXXXXXXXXXXXX

Institution: XXXXXXXXXXXXXXXXXXXXXX

Tutor: XXXXXXXXXXXXXXXXXXXXXXX

@2012

Introduction

Coaching is a wide field that deals with the practice of one party trying and striving to give support to another party so as to achieve specific personal or professional skills for development. In sports, coaching has evolved to be a key in providing strategies, setting up of structures and developing of facilitators to ensure success in all the sports. The experience of a coach is built from; initial contact, referrals from past clients and recommendations from other coaches.

Sporting experience unlike many established subject areas like biomechanics, sociology, physiology and psychology, which have a relationship with improving others, it has been recognized recently as a bona fiend field of sport related study. Although it has started, recently sporting study is seen to increase at a steady rate with as British universities offering it as a course at post graduate and undergraduate levels. The trend has further diversified and government policy makers have offered financial support to coaching task force in inclusion with other official bodies like with an intention of improving the standards and efficiency of UK sports coaching via the WCCC (World Class Coaching Conference). Over 25 million pounds have been invested to help in expansion of opportunities in developing coach education and its deployment. These funds are aimed at developing a substantial network of community coaches in Britain as by 2006 (Jones & Turner, 2006).

Previously research related to coaching has been deprived consideration in that the psychological part of it being considered a basic discipline from the sport science field. This loot has continued to be evident but all the same, its appreciation as a pedagogical and sociological Endeavour has gained appreciation that has increasingly challenged the tenancy of portraying it based on unproblematic models and single variables. In fact, a growing thought in which it is believed that scholarly investigation has started to acknowledge the essentiality of the activity that was previously considered complex, integrated and multi faceted. This kind of developments has a lot to do with the debate surrounding the responsibilities and role of coaches. The role of a coach is intricate, dynamic and ambiguous in nature, as it demands critical thinking skills and considerable flexibility from practitioners as they create considerable learning environment to their trainees (Guadagnoli & Lee, 2004). Recognition of this willingness and complexity to engage with the process is where we are currently standing in an exiting times which boundaries of our knowledge in terms of how, when, what and where of efficient coaching are being shaped and challenged constantly. Coaches are responsible for training, instructing and directing athletes with an aim of developing player’s skills or achieving a specific goal.

Concept of holistic coaching

Holistic coaching is a concept based on the holistic model of working with the mind, body and spirit. In this kind of coaching clients are assisted: clarify what they desire most and to discover who they are as well as to identify. They are also encouraged to expand the awareness of their thoughts, feelings and actions and begin to align them to what they desire. This enables them to develop and create strategies, action plans and environments to help them achieve their goals. A l holistic coach must be able to work with the clients on all these three levels. These levels are deemed to constitute the whole in the sense that some of the them also have other environments. For instance, the body has different environments.

Holistic coaching is the process of giving our life experiences a new definition and awareness. A holistic coach is well informed about the powerful tools of self-discovery and intuition so his clients can make personal life experiences choices. Holistic coaching offers the clients knowledge on how to discover answers from within and wisdom (BouD & Walker, 1994).

Problems associated with holistic coaching

The main problems of holistic coaching are basically motivational problems. Lack of motivation leads to increased cases of excuses like: tiredness, stress, getting bored, personal problems, repetition etc.

In this paper we will analyze the main causes of demoralization and advise the coach on the best methods of engaging his prayers in order for them to give their best in the game. Material facts and observations from the previous records of the coach will offer substantial reference to base our findings and advise accordingly.

This study will comprise of five major sections that will help in breaking down the major problems in the squad and their solutions. To do this we will need to review the following sub headings.

How does the coach ensure maximum social cohesion of the team during training and matches?

How to make sure the team is motivated during training?

How does the coach increase the match winning performances?

The methods of decreasing the amount of talking to and cards from umpires.

How does the coach increase enjoyment and individualize development for all players?

Social cohesion of a team

Social cohesion of a hockey team refers to the bonds that exist between team members based on personal beliefs and social aspects. Team members may time to time enjoy the company of one another and may engage in activities outside the setting of the sport. These are commonly referred to chemistry, balance or unity of the team. The coach should integrate the aspect of Social cohesion with task cohesion in Oder to archive total functionality.

Task cohesion of a hockey team means that members are bonded by a desire to accomplish a common goal. Team members do not necessarily have to have strong affiliations outside the field although this is also important. A good team should have both social and task cohesion or otherwise the coach should develop them.

A hockey coach have the responsibility of influencing task cohesion by educating the athletes things that relate to task cohesion like player roles, effective communication and team work. All these help improving the ability of a team to efficiently accomplish a task. This impact is brought about by the influence of coach (BouD & Walker, 1994).

Just like task cohesion, social cohesion plays a significant role on influencing any team’s ability to perform and increase the enjoyment level within the activity. Contrary to task, cohesion a coach does not play a major role in instilling social cohesion in a hockey team. The social cohesion of the team is within the individual personalities and team members. Social cohesion within the hockey team will greatly involve individuals and the whole team as one group. All these groups are major constituents of social cohesion of the whole team.

A major threat to the success and social cohesion of the hockey team is formation or existence of opposing clicks amongst the team members. This ruins the social cohesion of a team because the clicks will erode the energy and ideas. It is the responsibility of the coach to avoid formation of clicks in his team and would pronounce a huge success. It is very important that the coach clearly understands the importance and methods of instilling social cohesion in the team. The coach should try to stay reserved to social cohesion and the athletes will join together on their own.

There are factors that affect the social cohesion of the team. These factors include;

Environmental factors. This is the normative affiliations holding the team together like contracts, family expectations, scholarships etc. These factors can hold the team together and at the same time, they can pull the hockey team apart.

Personal factors. They are individual characterisistics of members of the group. They include self-motivation and affiliation motivation. The coach should ensure that the team members have a sense of affiliation to the team and each one of them is self-motivated (Carver & Scheier, 1998)

Leadership factors. This is the leadership and behavior that the coach exhibits and the relationship that exist between him and the players. The role of the coach is very vital in building team cohesion.

Team process. When a member of the team makes group sacrifices cohesion is enhanced. The goals that the hockey team scores against opponents it should be more associated with the teams success than individual success to increase social cohesion (Corey 1991).

Motivation

Motivation is the process that controls and sustains certain behaviors. It is the phenomenal that affects the nature of individual strength of a behavior, and the persistence of it. It may be seen as the basic need of minimizing pain and maximizing pleasure.

During training, it is a necessity that the coach maintains high level of motivation to the group. He should come up with working strategies on how to keep the players morale up at all time. In order to achieve this, the coach should establish work teams that get along very well with a common aim of getting the job done.

To maintain high morale the hockey coach should put the following factors into practice.

He should understand and try as much to avoid the common reasons why the team concept of teamwork in most cases fail.

During selection of employees, he should fill the different team roles with competent employees.

Team building training is vital to increase the quality and productivity of the team.

He should emphasize on morale building and cooperation between the players.

He should Define and communicate the teams expectation and visions efficiently to enable all the team members to have a focus on what should be accomplished as group.

He should also encourage risk taking that is appropriate.

Encourage improvement of lines of communication and the process of following and delivering the information to the team members.

He should offer support teams and team leaders with management and leadership training and motivate team building training.

He is responsible for getting the team members to accept more work and be accountable for their responsibilities.

Analyze what are the main factors of motivation that helps people excel at their work.

Identification of those personalities and people that should and should not be part of the work team.

Improved communication between the players and the people in the departments is very essential.

Creativity among the team members should be appraised which help to boost the morale among the team.

Four major fields offer relevant tips for increasing the morale of the hockey player. They include.

Mental . Changing the mind of a hockey player improves the performance of the player instantly. Improved performance boosts motivation for increased vigor during competitions and training. Hockey mental training focuses on visualization and imagination of an exceptional performance (MindTraining.net).

Training. A well-formulated training program in hockey improves the overall fitness, speed and strength of the player that enable him to improve performance. It has been proven that hockey-training program can improve the defense and the striking capabilities of the team. Specific components used in training include movement prep, movement skills, regeneration, cardio and plyometrics.

Skills. The drills in hockey are designed to improve skills that can boost motivation. These drills are usually split into different categories like dodging, dribbling, rebounding, lifting and goalie play. To increase the morale of players the coach should incorporate drills that are suitable to individual weakness and capabilities. The coach should emphasize on drills fun to maintain a high level of motivation.

Injuries. Injuries can have negative effects on hockey player’s morale, but provision of prevention tips keep the players healthy and performing at high level which keeps them motivated. It is the responsibility of the coach to ensure effective measures of injury prevention are available at all times (livestrong.com).

Increasing enjoyment and individualized development for all players

Development of programs based on hockey’s skill development should be formulated focusing on small area drills, station work, and skill repetition and cross-ice games. Practices are developed according the personal ability levels of each player in the various groups and they mainly concentrate on individual development in spite of all other interests.

Player development should be basis of the following facts.

Development programs are designed to improve the life skills of the player in the process of teaching hockey skills.

Participants should be taught the best ways to perform skills as practice makes them permanent. Players tend to eminent bad habits by learning how to perform skills.

Repetition results to muscle memory. Skills should repeatedly be performed until they are a natural part of the player. The more number of times the players practice fundamental skills, the more chances of accomplishing success, which results to fun.

Programs should be designed to employ various small areas and cross-ice games, which will initiate development of individual and team skills hence promoting increased involvement, creativity, and offer a chance for the players to feel the puck.

It is the responsibility of the coach to make the players enjoy the game. in this case fun does not mean entertainment from enjoying a movie, enjoyment in a hockey game means beating through tough and easy opponents when it seems impossible. The girls seem withdrawn and bored because they are loosing even to easy opponents. Fun is when the players are capable of dribbling around corners at high speed when they couldn’t beat turtle in the previous season.

Enjoyment in hockey come as a result of time and energy spent on improvement. To really enjoy this game the coach should emphasis on spending time at stick handling, practice skating-play pick up hockey, shoot punks and at the outside rink. The thrill of scoring a goal is not comparable to none other especially after scoring with a shot over the shoulder of the goal keeper or after a move to beat the D (Chapman & Best, 2003).

Decreasing the amount of talking to and cards from umpires

The international hockey federation has laid down dos and don’ts that players should observe to avoid conflicts with the umpires and the opponents. Given that each player is subject to the federation of international hockey. The federation is committed to maintaining high standards of conduct and behavior. In order to achieve these all the participants in a hockey game shall observe the following rules and regulation by which conflicts with umpires shall be avoided.

The participants shall at all time conduct themselves properly, fairly and min an acceptable manner at any part of the hockey venue and the field.

The following shall be considered as improper, unacceptable and unfair which is punishable by the authorities of the game.

Physical and verbal abuse and hostility towards a member of public in attendance or a participant.

It is illegal to react, dispute or protest inappropriate way against any decision in an made by the umpires.

A person should not conduct himself in a way or commit any omission or act which may prejudice the interest of hockey or bring the game into disrepute.

Overreacting and feigning injury to an alleged decision or a breach.

Advancing or charging towards a technical official or an umpire in an aggressive manner during appealing.

Use of abusive hand signals or abusive language.

Abusing hockey venue equipments, fittings and fixtures or clothing.

Refusal to comply with the directives respecting teams dress protocols during medal presentation ceremonies.

Any act intended to, appeals to or influence any participant or which may affect the decision and outcome of any match or the final tournament results.

Any physical, verbal abuse or hostility towards an accredited anti-doping control officer.

The common aim of lying this rules and regulations is to help provide conducive environment to the players involved in the sport. Players deserve to be given safe sporting opportunities, enjoyable and free from abuse of any kind. The coach and the affiliated authorities should be fully committed to safeguarding the well being of the players and most important avoid discipline actions from the umpires and the affiliated authorities. Every person in the hockey field should show respect and understanding of the players’ safety, rights and welfare and in doing that conduct themselves in a manner that portrays the guidelines contained in the sport and the principals of the organization (Bou & Walker 1994).

Conclusion

The performance in a game of hockey is the summation of the acquired skills of individual players. The ability of is portrait when he puts all the skills that he has acquired during training and the ability to employ them as the situation requires. Coaches try to simulate the game situations in theory during practice with an aim of improving the teams’ performance.

To succeed as a hockey coach, it is important to break down the whole skill in to pieces and practice the elements in game scenarios. The consistency of using the skills and techniques creates a natural understanding of the game that results in acquiring a safer edge during matches of winning. Practice must be a representative of situations that occur in a game (Carter 2001).

The coach has the responsibility of enhancing and improving the overall conditions of players. To develop game related skills a coach should form a structure that has components like; develop creativity, originality of advance techniques and elements of skill playing. Effective individual training for development of game related skill structure focuses on individuals or small groups of players with an objective of focusing on game techniques and linked skills.

Repetition of exercises helps in step by step automation and fixation of the essential playing habits. If the coach wants to teach his players game- related skills, he must be creative and able to put together novel and attractive practice exercises. His ability to teach the team is enhanced by his ability to correct mistakes and see details.

Improvement of the players morale as a group or individually is an essential part of the job of the coach as well as maintaining high levels of social and task cohesion. Team with the common aim and goal has a higher chance of winning its games or even the tournament. The longer the coach coaches the more intrigued he is about finding better and new ways to help the players develop (Brookfield 1986).

Bibliography

MERSEY P. 2001, Management Of Organisational Behaviour, NJ, Prentice-Hall

KATSURO K. 2004, Analysing the Athlete-Coach Relationship in successful Coaches in Japan.

NASPSPA Conference,

Rbach, E. A. 2006, Evidence-Based Coaching Handbook, Wiley, New York, N.Y.

Berg K. 2005. Brief Coaching for Lasting Solutions, New York, N.Y.

Berger G, 2006. Evidence-Based Coaching Handbook, Wiley, New York, N.Y.

BouD & Walker. D ,1994 Using experience for learning, , Buckingham, England.

Brookfield S. 1986. Understanding and facilitating adult learning, Open University Press, Buckingham, England.

Chapman T. Best, B.2003. Executive coaching: Exploding the myths, Palgrave Macmillan, New York.

Carver C. & Scheier, M. 1998. On the self-regulation of behavior, New York, Cambridge University Press.

Carter A. 2001 Executive Coaching: Inspiring Performance at Work, Institute for Employment Studies, Brighton.

BouD . Walker D ,1994, Evidence-Based Coaching Handbook, Wiley, New York, N.Y.

Costa A. Garmston R 1996, Cognitive Coaching: A foundation for Renaissance Schools, Norwood, MA.

Corey G. 1991, The theory and practice of counseling and psychotherapy Pacific Grove, CA.

Cox E 2006. Evidence- Based Coaching Handbook, Wiley, New York.

Ellis A 1979, Theoretical and empirical foundations of rational-emotive therapy, Brooks/Cole,

Monterey, CA.