REAL COACHING II: HONING THE COMPETITIVE EDGE STUDY …...Real Coaching II: Honing the Competitive Edge presents a thorough and systematic means for rejuvenating and strengthening

REAL COACHING II: HONING THE COMPETITIVE EDGE STUDY GUIDE

Tom Keating, Author E-version created May 2015 June 2013

© Drake University, 2013

Drake University Distance Learning Center 3206 University Ave. Des Moines, Iowa 50311 515-271-4822 1-800-76-TEACH fax 515-271-4812

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REAL COACHING II: HONING THE COMPETITIVE EDGE

Tom Keating Author and Instructor

Principal, Xavier High School, Cedar Rapids, Iowa National Volleyball Coach of the Year 2003

NHSACA Hall of Fame 2003

Trip Hedrick Production Coordinator

Championship Productions

Chuck Sengstock Project Director

Director, Continuing Education and Professional Development School of Education, Drake University

Michael K. Bryant Director of Training and Curriculum

Continuing Education and Professional Development School of Education, Drake University

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REAL COACHING II: HONING THE COMPETITIVE EDGE

Project Staff

Chuck Sengstock, Director Continuing Education and Professional Development

School of Education, Drake University

Support Services Drake University Continuing Education

and Professional Development

Website: www.drake.edu/cepd/distance Email: [email protected]

Toll free Phone: 1-800-768-3224

Production Team


Editor/DVD Author

Dustin McDonough

“Sports do not build character; they reveal it.” -- Haywood Hale Broun

http://www.drake.edu/cepd/distance

mailto:[email protected]

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PREFACE

Drake University Continuing Education and Professional Development is proud to present “Real Coaching II: Honing the Competitive Edge” (EDMA 277). This course is another addition to what has become the most robust series of continuing education courses specific to coaches and physical educators in the United States. Offered in a distance learning format, all of these graduate credit courses allow you to improve your coaching knowledge and skills in a convenient manner. “Real Coaching II: Honing the Competitive Edge” was authored by Tom Keating, past National High School Athletic Coaches Association Volleyball Coach of the Year, and Coaches Hall of Fame inductee. It includes video segments by top coaches and athletes such as Fran McCaffrey, Fred Hoiberg, Dan Gable, Chris Creighton, and Christy Johnson-Lynch. Through the assignments, readings, and video segments, you will develop a coaching philosophy, learn goal setting, organization, evaluation, and communication strategies designed to help you, your assistant coaches, and your players hone the competitive edge. Based on the latest concepts of designing practices and motivating your players through mental skills training, “Real Coaching II” is devoted to ways of fine-tuning arousal levels to achieve maximum competitiveness. The course concludes with a three-part project that brings together all aspects of your learning: you will develop your own personalized action plan to achieve excellence in your sport. As you view, discuss, review and respond to the ideas and activities in this video correspondence course, be encouraged by the team behind the scenes. The Drake University Continuing Education and Professional Development staff believes in this course, the value of teachers and the future programs needed for our youth. Please recognize that we welcome your comments and evaluations and thank you for enrolling in this course. With Appreciation,

Chuck Sengstock, Director Continuing Education and Professional Development Drake University School of Education [email protected] (515) 271-2184 www.drake.edu/cepd


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EDMA 277

REAL COACHING II:

HONING THE COMPETITIVE EDGE

Real Coaching II is designed to assist coaches in developing effective organizational, motivational, and teaching strategies which will guide an athletic program toward competitive success. Students will examine the practices of successful coaches as well as research-based strategies for mental training and will apply what they’ve learned to their own programs.

Three Semester Hours of Graduate Credit

Course Materials:

1 Study Guide (pdf)

1 MS Word Document with Answer Pages for Word Processing

4 DVDs

1 Text Book

Sport Psychology for Coaches, Damon Burton and Thomas D. Raedeke

© Drake University, 2013

“Set aside your dreams for your children and help them attain their own dreams”

--Author Unknown

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"Sports and other forms of vigorous physical activity provide educational experience which cannot be duplicated in the classroom. They are an uncompromising laboratory in which we must think and act quickly and efficiently under pressure and then force us to meet our own inadequacies face to face -- and to do something about them -- as nothing else does. In any athletic activity we are thrown upon our own resources to succeed in the face of a strong and immediate challenge. Sports resembles life in capsule form and the participant quickly learns that his/her performance depends upon the development of strength, stamina, self-discipline and a sure and steady judgment."

- Supreme Court Justice Byron “Whizzer" White -

University of Colorado '38

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DISCLAIMERS The REAL COACHING II: Honing the Competitive Edge video course has been prepared with the goal of enhancing the effectiveness of all sports professionals. However, individual circumstances vary and Drake University and/or Championship Productions cannot guarantee the effectiveness of the instructions and advice contained in the REAL COACHING II video course under all circumstances. There are no express or implied warranties, and no warranties of merchantability.

The instructions and advice presented are not intended as a substitute for medical advice. To reduce the risk of injury, consult with a physician before attempting to use the methods of treatment portrayed. Drake University and/or Championship Productions, its employees and agents cannot be held liable for any injuries or damages resulting from application or misapplication of the instructions or advice contained in the REAL COACHING II video course, even if those injuries or damages result from the negligence, misrepresentation or fault of Drake University and/or Championship Productions, its employees or agents.

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Drake University Distance Learning

Drake University’s Division of Distance Learning, part of the School of Education, Continuing Education and Professional Development, provides educational outreach to K-12 educators. Drake’s Distance Learning Department offers video and online courses designed for coaches who teach and teachers who coach. They are: Video Courses

-Theory of Coaching - EDMA 171 -Ethics in Sports - EDMA 172 -The Teaching Coach - EDMA 173 -Adapted Physical Education - EDMA 174 -Parent-Athlete-Coach Alliance - EDMA 175 -Step Up and Lead – EDMA 176 -Team Building for Success – EDMA 177 -Relevant Elementary Physical Education – EDMA 272 -Real Coaching II: Honing the Competitive Edge – EDMA 277 -Rev Up the Revolution: Your Middle School PE Game Plan – EDMA 278 Online Courses

-Real Coaching II: Honing the Competitive Edge – EDMA 250 -The Mental Edge: Applied Sports Psychology for Coaches – EDMA 251 -High School PE: Putting National Standards into Action – EDMA 252 Your learning experience in the Distance Learning Division is enhanced with the professional support of evaluators who have been trained in course assessment and in current related issues. We offer telephone and online support for any questions you may have regarding the completion of your course work. Drake University School of Education Continuing Education and Professional Development Distance Learning 3206 University Avenue Des Moines, IA 50311 1.800.76-TEACH (Toll free) http://www.drake.edu/cepd/

http://www.drake.edu/cepd/

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Every person at Championship Productions is directly tied to carrying out our mission, which is “helping individuals and teams achieve success and realize their fullest potential.” We carry out this mission by producing high-quality instructional products featuring renowned professionals in every sport and by providing the best customer service in the industry. The foundation of our mission is built on teamwork, personal improvement, a positive attitude, and a commitment to excellence.

Since 1976, Championship Productions has produced thousands of instructional DVDs, videos and books for coaches, athletes, and parents all over the world. The company has evolved over the years, from a single sport company, selling primarily books, to an internationally-recognized leader in producing the highest quality instructional products in over 20 sports and providing the top customer service of any company, in any industry, anywhere!

The Championship Productions Team Ames Community Development Park 2730 Graham Street Ames, IA 50010 1.800.873.2730 (Toll Free) 1.515.232.3687 (International) 1.515.232.3739 (Fax) [email protected]


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Welcome to “Real Coaching II: Honing the Competitive Edge” (EDMA 277) Tom Keating

"Coaches increasingly recognize the importance of sport psychology and their role in helping athletes learn how to master the mental game."

-Damon Burton and Thomas D. Raedeke, Sport Psychology for Coaches

Welcome to “Real Coaching II: Honing the Competitive Edge,” a unique video course offered by Drake University Extension Education. In partnership with Championship Productions, we’re proud to offer you a systematic study program intended to make you a better coach; regardless of the level you are currently involved. EDMA 277 is designed to assist coaches in developing effective organizational, motivational, and teaching strategies, which will guide an athletic program toward competitive success. Throughout this study and evaluation you will develop your own philosophy and belief structure that will mold your approach to your individual situation. The course will be organized into video segments, readings from our text by Damon Burton and Thomas D. Raedeke, Sport Psychology for Coaches, and written assignments where you will be asked to evaluate a variety of topics presented. This will, in turn, assist you in reflecting and developing your beliefs in each area.

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EDMA 277 “Real Coaching II: Honing the Competitive Edge” Course Syllabus

Course Description Real Coaching II: Honing the Competitive Edge presents a thorough and systematic means for rejuvenating and strengthening your approach to coaching. In the course you will develop a coaching philosophy, learn goal setting, organization, evaluation, and communication strategies designed to help you, your assistant coaches, and your players hone the competitive edge. Based on the latest concepts of designing practices and motivating your players through mental skills training, Real Coaching II is devoted to ways of fine-tuning arousal levels to achieve maximum competitiveness. The course concludes with a three-part project that brings together all aspects of your learning: you will develop your own personalized action plan to achieve excellence in your sport. This course will be broken down into several components of study/analysis:

1. Text readings from Sport Psychology for Coaches by Damon Burton and Thomas D. Raedeke

2. Various video supplements 3. Personal reflection on your own coaching philosophy and style

Course Materials Textbook Burton, Damon and Raedeke, Thomas D. Sport Psychology for Coaches. Human Kinetics, 2008. DVD Videos Tom Keating Developing a Philosophy of Competitiveness Chris Creighton Organization and Planning – Part 1 Tom Keating Planning for the Season, Competition and Practice Barb Bakker Goal Setting Christy Johnson-Lynch Importance of Relationships Tom Keating Building Positive Parent Relationships Chris Creighton Organization and Planning – Part 2 Tom Keating Evaluation Fran McCaffrey The Anatomy of a Practice Fred Hoiberg Preparing for a Competition

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Dan Gable Competitiveness Chris Stankovich Winning the Mental Moments: Developing Team

Toughness in the Clutch Jerry Lynch Having the Right Stuff Jerry Lynch Developing Self-Awareness Jerry Lynch Developing Competitive Advantage Course Goals

• Examine how a philosophy contributes to the competitiveness of athletes.

• Identify the importance of planning and organization in the success of a team/program.

• Explain how to lead athletes through the goal setting process.

• Determine the elements of effective communication and strategies for developing positive relationships.

• Identify the importance of planning, conducting, and evaluating an effective practice.

• Identify the role that psychological factors play in sport performance.

Throughout the course, you will be evaluated on your responses to Replay and Reflective questions as well as your Closing Exercises. Replay Questions are the first series of questions in each module, and they are based on the video presentations and readings. In each module you will find listed the video presentations and readings (if applicable) upon which these questions will be based. These questions will require you to demonstrate the knowledge gained through the readings and DVDs. Reflective Questions are the second series of questions in each module, and are based on applying ideas to your specific coaching circumstances. These questions will require you to apply the knowledge obtained in each module to your personal experiences as a coach and to your planning for a successful program. Closing Exercises This three-part final assignment brings together all aspects of your learning throughout this course. You will develop your own personalized case study to help one of your athletes achieve excellence in your sport.

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You are encouraged to follow this sequence in using course materials:

1. Read the instructions for each module in the Study Guide, noting the learning objectives and related questions at the end of the module.

2. View the corresponding DVDs and read the assigned text readings (if

applicable), taking detailed notes on each presentation. 3. Complete the corresponding assignments in the Study Guide.

Evaluation Criteria Your coursework will be evaluated based on your ability to accurately reflect on the presentations of “Real Coaching II,” and to apply those concepts to your specific needs and resources. Points are awarded based on your ability to:

• Respond with insight, clarity and precision (cite specific text/video passages)

• Respond in relevant illustrative detail (include specific, observable examples)

• Write competently at the graduate level (word-processed, proofread document)

The ten modules and the Closing Exercises for EDMA 277 “Real Coaching II” are worth a total of 530 points, based on your responses to the Replay and Reflective questions for each module and the Closing Exercises. Your final letter grade corresponds with the following percentages of total points earned:

A 90-100% B 80-89% C 70-79% D 60-69% F 59% and lower

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Completion Procedures The cover page, word-processed responses to the Replay and Reflective questions and the Closing Exercises are the only portions of your coursework that you need to submit to Drake University for evaluation. You may keep the textbook. The DVDs must be returned to: Drake Distance Learning Fulfillment 2730 Graham Street Ames, Iowa 50010 You are required to word process your coursework before it is submitted for final grading. The MS Word document “Course Study Guide Answer Pages” is provided for your convenience in word processing. It contains the cover page, answer pages for the assignment questions and the Closing Exercises. Make sure to keep a copy of the final file submitted as a backup. We are not responsible for materials that do not reach our office.

No printed coursework will be accepted for any reason. Your coursework must be submitted electronically.

PLEASE PROOFREAD ALL OF YOUR WORD-PROCESSED RESPONSES

CAREFULLY BEFORE SUBMITTING!

Please follow the submission process outlined in the Drake Distance Learning Center information packet that you downloaded.

Course Evaluation Please complete the online Course Evaluation after you have finished your coursework. The link is at the end of the MS Word document “Course Study Guide Answer Pages.” We value your input and will implement your suggestions in future offerings.

If you have any questions please call our office at 1-800-768-3224

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EDMA 277 REAL COACHING II: HONING THE COMPETITIVE EDGE

PLEASE use this sheet as a cover page for your completed

Study Guide Assignments

Last Name First Name Middle Initial

Drake ID #

Home Address

City State Zip Code

Coaching or Teaching Position Held/Grade Level Years Taught

Home Telephone School Telephone

E-mail address I am enrolled in: Fall 20__ Spring 20__ Summer 20__ E-version May 2015 www.drake.edu/cepd

http://www.drake.edu/cepd

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MODULE ONE – DEVELOPING A PHILOSOPHY OF COMPETITIVENESS

What is a philosophy of coaching? Why develop a philosophy of coaching? What process can be used to develop a philosophy? How do we take a philosophy and put it into practice? How does a philosophy play into preparing athletes for competition? How does competition affect philosophy? How can competition be used to develop positive results in athletes? Learning Objectives:

• To provide an understanding of coaching philosophy • To explore the need for a coaching philosophy • To explore the factors which shape a philosophy • To examine how a philosophy serves as the foundation for coaching behavior • To explain how competition helps shape effective philosophies • To describe how to use competition for motivation, to enhance performance,

develop positive character and to teach cooperation

DVD Video Segments: Disc One:

1) Course Introduction with Tom Keating 2) “Developing a Philosophy of Competitiveness” – Introduction with Tom Keating

Reading Assignment:

• Sport Psychology for Coaches – Chapter 1 Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module One – Developing a Philosophy of Competitiveness Replay and Reflective Questions

(32 points) Replay Questions From Reading: Sport Psychology for Coaches 1. What is a coaching philosophy and why is it important? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain the two key steps in developing an effective coaching philosophy. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the three types of standards used to compare athletes’ performance. Which one do you find yourself using most? (4 pts.)

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Explain how competition can be used: (4 pts.) As a motivational force- ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ To improve quality of performance- ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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To develop positive character traits- ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ To teach cooperation- ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. State your own philosophy of coaching. Include a general philosophy statement and at least three supporting statements. (See example in Appendix A and Guiding Questions in Appendix B). (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Using Coach John Wooden’s “Pyramid of Success” (Figure 1.2, p. 7), rate a team you’ve coached (or one you’ve observed if you haven’t yet coached) on a scale of 1-5 (1=very low; 5=very high) in each of the areas included in the pyramid. Briefly state (1 or 2 sentences) the factors you believe responsible for each of the ratings. (You may use the “Rating Sheet for Wooden’s Pyramid” in Appendix C) (10 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Critique yourself based on how you use competition to enhance athletes’ development. How well do you use competition to increase athletes’ motivation, improve their skills, enhance their character development and help them develop cooperative skills? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE TWO – ORGANIZATIONAL SKILLS AND THE COMPETITIVE MINDSET

How important is planning and organizing to the success of a team? What strategies do successful coaches employ to stay organized? How do successful coaches plan for the season, for competition and for practice? Learning Objectives:

• To identify the importance of planning and organization in the success of a team/program

• To describe the essential steps in planning for a season, a competition and a practice

• To understand the importance of a systematic approach to planning and organization


1) Module Two Introduction with Tom Keating 2) “Organization and Planning - Part 1” – Coach Chris Creighton 3) “Planning for the Season, Competition and Practice” - Tom Keating

Reading Assignment:

• None Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module Two – Organizational Skills and the Competitive Mindset Replay and Reflective Questions

(60 points) Replay Questions A. From Video: “Organization and Planning – Part 1” 1. Identify at least four strategies used by Chris Creighton to get organized and stay organized. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. How much delegation should a coach do in regard to organization? (1 pt.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Who should have input in the planning? (1 pt.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ B. From Video: “Planning for the Season, Competition and Practice” 1. When planning for the season, identify four things mentioned in the video that you should include in your plan. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What does a coach need to consider when planning for practice? What are some things that should be included in a form used for planning practice? (6 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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3. What items should be included in a game plan? (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions A. Use the form provided in Appendix D to solicit feedback from athletes, parents, your assistants and your administration regarding your effectiveness as coach. After reviewing the results: 1. Write a reflection addressing what you learned about your strengths and areas to improve. (10 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Write a specific goal to address one area of improvement. Include the goal, how it will be measured, the timeline to complete the goal and the steps necessary to achieve the goal. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B. Develop checklists for the following: 1. Home and Away contests: (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. End of season (following last contest): (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ C. Develop a practice plan form that you can use for your team. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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D. Develop a “drill sheet” organized by areas of the game you coach. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ E. Develop a day-by-day, season-long schedule listing practices, competitions and other events. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE THREE – GOAL SETTING AND THE COMPETITIVE MINDSET

How important is goal setting? What purpose does it serve? How can we teach effective goal setting? What types of goals can be used to motivate athletes? Learning Objectives:

• To explain how to lead athletes through the goal setting process • To understand the important elements of goal setting • To identify the benefits that athletes receive from goal-setting • To describe the characteristics of effective goals • To understand the difference between long and short-term goals


1) Module Three Introduction with Tom Keating 2) “Goal Setting” – Barb Bakker

Reading Assignment:


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Module Three – Goal Setting and the Competitive Mindset Replay and Reflective Questions

(38 points) Replay Questions A. From Reading: Sport Psychology for Coaches 1. Explain the differences between process, performance and outcome goals. Why should coaches emphasize process goals over performance goals? (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain the five-step process for setting and implementing goals, describing each step. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the three phases used to develop athletes’ goal-setting skills. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B. From Video: “Goal Setting” 1. What are four effective goal-setting strategies? (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What are three important elements of effective goal-setting? (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. What kind of education regarding goal-setting is necessary before players are ready to set meaningful goals? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. What kind of feedback should we offer athletes regarding their goals? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. Which type of goals (outcome, performance, process) have you used most with your teams? After watching the videos, which will you now focus on? Why? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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2. Compose five goals for yourself as a coach for next season. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Design a “lesson plan” for taking your team through a goal-setting session. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE FOUR – TRANSACTIONAL COMPONENTS OF THE COMPETITIVE MINDSET

What is communication? Why is communication important? How do we communicate effective messages? How do we provide instructional feedback? What role does effective listening play in communication? How do we best resolve conflicts? How important are relationships to team success? Which relationships must effective coaches foster? How important are coach-parent relationships? Learning Objectives:

• To determine the elements of effective communication and strategies for developing positive relationships

• To explain how to send effective messages and instructional feedback • To develop effective listening skills • To describe methods to effectively resolve conflicts • To identify the important relationships coaches are responsible to build • To identify positive roles that parents can play in an athletic program • To understand how parent involvement varies • To understand the importance of communicating with parents


1) Module Four Introduction with Tom Keating 2) “Importance of Relationships” – Christy Johnson Lynch 3) “Building Positive Parent Relationships” – Tom Keating

Reading Assignment:


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Module Four – Transactional Components of the Competitive Mindset Replay and Reflective Questions

(40 points) Replay Questions A. From Reading: Sport Psychology for Coaches 1. What three types of messages did Smoll and Smith find that athletes responded most positively to? (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Describe the six “active listening skills” offered by the authors. (6 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the four steps to a successful confrontation. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B. From Video: “Importance of Relationships” 1. What are some ways to foster positive relationships between you and those people a coach interacts with? (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. How can we balance fostering positive relationships with student-athletes with holding them accountable to expectations? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ C. From Video: “Building Positive Parent Relationships” 1. Name at least three communication strategies that coaches can use to keep parents informed. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. When holding a parent meeting, describe at least four topics that could be covered. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Reflective Questions 1. Complete the “Guidelines for Sending Effective Messages” on pages 18-21. In what range did your score fall? Identify the areas you are in need of improvement and briefly describe how you intend to improve. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Describe an activity you have used or could use to foster relationships among team members. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Develop an outline of a new team handbook providing information that parents may want to know about the program. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE FIVE – USING EVALUATION TO HONE THE COMPETITIVE EDGE How do we evaluate players, teams and ourselves? What types of evaluation are available to us? How can we use evaluation to improve our team’s performance? How do we develop instruments that help us to effectively evaluate our team? Learning Objectives:

• To understand the importance of planning every aspect of our program, season, competition and practice

• To develop methods of evaluating player and team performance • To use evaluation as a basis for decision-making


1) Module Five Introduction with Tom Keating 2) “Organization and Planning - Part 2” – Chris Creighton 3) “Evaluation” – Tom Keating

Reading Assignment:


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Module Five – Using Evaluation to Hone the Competitive Edge Replay and Reflective Questions

(24 points) Replay Questions A. From Video: “Organization and Planning – Part 2” 1. What methods are used to evaluate individual players? (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What methods are used to evaluate team performance? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. In what ways can we evaluate ourselves as coaches? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ B. From Video: “Evaluation” 1. Why is it important to evaluate what we do? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain how to keep competitive effectiveness stats for a player’s outcome on the competition. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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3. Explain how to use evaluation to plan for the next practice, competition or season. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. Identify who you work with (and how) in planning your season, competition and practices. If you do it alone, now that you’ve heard the information from the videos, who could you be using and what advantages would you gain? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Design an evaluation instrument for your team members that would allow them to provide you with feedback about your coaching and the experience they had as a part of the team. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE SIX – USING PRACTICE TO HONE THE COMPETITIVE EDGE How important is practice? What makes an effective practice? What should we focus on in practice? How can we keep practice “fresh?” How do we prepare our teams for competition? What should a game plan look like? How can we help athletes develop their competitiveness? Learning Objectives:

• To identify the importance of conducting an effective practice • To understand the process needed to plan an effective practice • To understand the importance of evaluating practice • To understand strategies to prepare for competition • To understand the strategies to instill competitiveness • To explain strategies to help athletes who lose confidence regain it

DVD Video Segments: Disc Two:

1) Module Six Introduction with Tom Keating 2) “The Anatomy of a Practice” – Fran McCaffrey 3) “Preparing for Competition” – Fred Hoiberg 4) “Competitiveness” – Dan Gable

Reading Assignment:


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Module Six – Using Practice to Hone the Competitive Edge Replay and Reflective Questions

(36 points) Replay Questions A. From Video: “The Anatomy of a Practice” 1. Explain the importance of practice. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. If practice seems “stale,” describe at least four strategies that can be used to infuse some energy. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. How can coaches evaluate practice? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ B. From Video: “Preparing for Competition” 1. How should coaches balance teaching the skills of the game with teaching the guys to compete? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Does Coach Hoiberg believe in spending more time developing his own team or more time preparing for his opponent? Why? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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3. What advice does Coach Hoiberg give high school coaches regarding scouting and “game plans” when the number of staff members and the amount of time they have with their teams is limited? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Should your preparation on game day differ at home from when you play on the road? In what ways? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ C. From Video: “Competitiveness” 1. What does Coach Gable suggest to help develop a sense of competitiveness in those athletes who don’t appear to be innately competitive? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. When athletes lose that “edge” or competitiveness, how can a coach help the athlete get that edge back? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. How does Coach Gable suggest we use goals to foster competitiveness? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. What is Coach Gable’s perspective regarding competitive athletes becoming coaches? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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5. What advice does Coach Gable offer for those wanting to get into coaching? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. Develop a form to use for planning practice. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Videotape one of your practices (if you are in season) or observe a practice of another coach and evaluate the practice based on what you’ve heard in the videos. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE SEVEN – MENTAL SKILLS TRAINING: PART 1

What is mental skills training? How can mental skills training improve performance? What is imagery and how does it affect performance? How does relaxation relate to athletic performance? Learning Objectives:

• To identify the role that psychological factors play in sport performance • To explain how mental skills training can improve performance • To understand the process of teaching mental skills • To explain how imagery improves performance • To describe the factors which influence the effectiveness of imagery • To understand the key steps in helping athletes to use imagery • To explain the benefits of relaxation • To understand energization and explain its benefits

DVD Video Segments: Disc Two:

1) Module Seven Introduction with Tom Keating 2) “Winning the Mental Moments: Developing Team Toughness in the Clutch” –

Chris Stankovich (Vol. 1) Reading Assignment:

• Sport Psychology for Coaches – Chapters 3, 5, 6, 7 Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module Seven – Mental Skills Training: Part 1 Replay and Reflective Questions

(53 points) Replay Questions A. From Reading: Sport Psychology for Coaches 1. Explain the five mental skills required to achieve excellence. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain how to use the four mental training tools to develop athletes’ mental skills. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the four ways that imagery can help athletes improve mental skills. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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4. Describe the relaxation and energization development model. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Explain the three phases of developing athletes’ relaxation and energization skills. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Explain the three ways that athletes can become more aware of their self-talk patterns. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. Explain the three phases used to develop athletes’ smart-talk skills. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B. From Video: “Winning the Mental Moments: Developing Team Toughness in the Clutch” 1. What are the three components of athletic success? (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What are the advantages of mental toughness? (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the five components of an effective pre-game routine. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Explain the strategies Stankovich recommends using during and after competition. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Reflective Questions 1. Complete the imagery ability inventory (figure 5.1, pp. 72-73). Which dimension did you score the highest? Lowest? Is this what you expected? Why or why not? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Select a total relaxation strategy and practice the technique to see what level of relaxation you are able to attain. Reflect on any differences you notice. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Using Stankovich’s recommendations, design a specific pre-game routine for one of your athletes. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE EIGHT – MENTAL SKILLS TRAINING: PART 2 What is mental toughness and how can we develop it? What role do mental plans play in developing mental toughness? How can we develop effective mental skills training programs? Learning Objectives:

• To understand mental toughness • To describe mental plans and their role in mental training • To describe three types of mental plans • To explain the use of triggers, releases and cue words • To understand how to develop and implement a basic MST program • To describe the components of an effective MST program

DVD Video Segment: Disc Three:

1) Module Eight Introduction with Tom Keating Reading Assignment:

• Sport Psychology for Coaches – Chapters 13, 14 Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module Eight – Mental Skills Training: Part 2 Replay and Reflective Questions

(37 points) Replay Questions From Reading: Sport Psychology for Coaches 1. Explain the four ways to develop mental preparation plans. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain the three types of mental performance plans. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

3. Identify the five steps that should be incorporated into a mental recovery plan. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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4. Explain the four components of effective mental skills training. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Explain how to personalize MST programs, including the use of mental training logs, observation and interviews. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

6. Explain the phases involved in implementing a basic MST program. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. Using figure 13.4 (p. 215) as a guide, ask an athlete you coach or an athlete you

know to complete the physical and mental preparation plan development form. (5 pts.)

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Using table 14.1 (p. 231) as a guide, identify the skills and attributes needed to

succeed in the sport you coach. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Using the skills and mental attributes you identified in Question 2 (above), complete the performance profile form in figure 14.1 on page 232 as it pertains to your team. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE NINE – MOTIVATION, ATTENTION AND THE COMPETITIVE EDGE

What is motivation? What is intrinsic and extrinsic motivation? Which is more effective? How does arousal relate to motivation? What is selective attention and how does it enhance focus? Learning Objectives:

• To understand motivation • To explain the difference between intrinsic and extrinsic motivation • To understand how to sustain intrinsic motivation • To understand what arousal is and how it develops • To understand why too much or too little motivation impairs performance • To understand different types of arousal • To explain the importance and the challenges of maintain focus • To describe selective attention

DVD Video Segments: Disc Three:

1) Module Nine Introduction with Tom Keating 2) “Having the Right Stuff” – Jerry Lynch 3) “Developing Self-Awareness” – Jerry Lynch

Reading Assignment:

• Sport Psychology for Coaches – Chapters 8, 9, 10 Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module Nine – Motivation, Attention and the Competitive Edge Replay and Reflective Questions

(59 points) Replay Questions A. From Reading: Sport Psychology for Coaches 1. Explain the four needs that can lead to intrinsic motivation. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain how motivation is related to each of the three goal-oriented athlete types. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain the factors related to determining optimal energy zones. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Explain the three strategies to prevent attentional overload. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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5. Explain the four skills that help athletes develop selective attention. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ B. From Video: “Having the Right Stuff” 1. What are the 10 ways to get the most from your athletes? (10 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

2. Explain the importance of the “Meeting Circle.” (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

3. Explain the three parts of the mindfulness activity. (3 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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C. From Video: “Developing Self-Awareness” 1. Explain the “Most to Least” activity and its purpose. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain the “Know Thyself” activity and its purpose. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reflective Questions 1. Select three “extrinsic” motivators that you use with your team. How could you adjust them so that they are less likely to decrease “intrinsic” motivation? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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2. Interview three successful coaches you know. Ask them about their perspective regarding “pep talks.” Is each more or less inclined to allow athletes to find their optimal energy zone? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Have your athletes complete the “Most to Least” activity. Include a summary of their responses. What did you learn from their responses? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Have your athletes complete the “Know Thyself” activity. Include a summary of their responses. What did you learn from their responses? (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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MODULE TEN – STRESS MANAGEMENT, RELAXATION AND THE COMPETITIVE EDGE

What is stress? How does it impede athletic performance? What are the methods to manage and reduce stress? How does self-confidence relate to performance? Learning Objectives:

• To understand the contemporary definition of stress • To describe Lazarus’ stress model and how it applies to athletics • To understand problem management and emotion management • To describe total emotion management packages • To understand how self-confidence affects performance • To explain the three levels of confidence • To describe ways to enhance self-confidence

DVD Video Segments: Disc Four:

1) Module Ten Introduction with Tom Keating 2) “Developing Competitive Advantage” – Jerry Lynch 3) Course Conclusion with Tom Keating

Reading Assignment:

• Sport Psychology for Coaches – Chapters 11, 12 Responses to Replay and Reflective Questions: Use the MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

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Module Ten – Stress Management, Relaxation and the Competitive Edge Replay and Reflective Questions

(51 points) Replay Questions A. From Reading: Sport Psychology for Coaches 1. Explain competitive engineering as a problem management strategy. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain personal engineering as a problem management strategy. (2 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Explain each component of TEMPs. (5 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Describe optimal confidence, diffidence, and overconfidence and explain how each affects performance. (6 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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5. Explain the four strategies to boost athletes’ self-confidence. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Explain four strategies for developing and maintaining confidence during competition. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ B. From Video: “Developing Competitive Advantage” 1. What are at least four things that we can control in our sport? (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain Jerry Lynch’s “Feeling Your Best” activity. (4 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Reflective Questions 1. Review table 11.1 on page 174. Give an example of three sources of uncertainty that you created or witnessed a coach create. Explain a different approach that would have reduced uncertainty in each case. (10 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Give an example of an athlete you have coached and/or observed who demonstrated diffidence and one who demonstrated overconfidence. Explain how you would go about transforming each into one with optimal confidence. (10 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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CLOSING EXERCISES

Exercise One: Write a case study of a current or former athlete which illustrates how you would use one of the strategies from modules 7, 8, 9, 10 (e.g. energization, relaxation, meditation, visualization, actualization). Using pp. 182-3 of the text as an example, write a case study about one player which cites the athlete’s starting performance level (an analysis of what factors are of concern in their performance and a rationale for designing a corresponding script or plan). You may use the following site as a guide as you research and construct this case study: http://writing.colostate.edu/guides/research/casestudy. Please see the rubric on the following page for specific grading criteria. (50 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

http://writing.colostate.edu/guides/research/casestudy

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Criteria/Levels of

Achievement

Poor 6 and below

Satisfactory 7

Very good 8-9

Excellent 10

Description of the athlete

Unclear description of the athlete which lacks details of the “problem” or “challenge” facing that athlete and does not include a description of the athlete’s desired performance level

A brief description of the athlete which may lack details of the “problem” or “challenge” facing that athlete and may not include a description of the athlete’s desired performance level

Clear description of the athlete which includes details of the “problem” or “challenge” facing that athlete including a description of the athlete’s desired performance level

Well written description of the athlete which includes specific details of the “problem” or “challenge” facing that athlete including a description of the athlete’s desired performance level

Supportive Data

Case study is not well supported by evidence such as performance data, observations, reflection from the athlete, statistics, etc.

Case study includes some evidence such as performance data, observations, reflection from the athlete, statistics, etc.

Case study includes good examples of evidence such as performance data, observations, reflection from the athlete, statistics, etc.

Case study is well supported by specific examples of evidence such as performance data, observations, reflection from the athlete, statistics, etc.

Explanation of source of the problem

Lacks description regarding what has led to the problem/challenge, with no reference to issues such as energy, stress, self-confidence, thought patterns, etc.

Brief description regarding what has led to the problem/challenge, with minimal reference to issues such as energy, stress, self-confidence, thought patterns, etc.

Clear description regarding what has led to the problem/ challenge, including references to issues such as energy, stress, self-confidence, thought patterns, etc.

Well written explanation regarding what has led to the problem/challenge, including specific references to issues such as energy, stress, self-confidence, thought patterns, etc.

Plan for addressing the problem/ challenge

Incorporates one or less strategies from Modules 7-10 to achieve optimal performance

Incorporates at least two specific strategies from Modules 7-10 to achieve optimal performance

Incorporates at least three specific strategies from Modules 7-10 to achieve optimal performance

Incorporates at least four specific strategies from Modules 7-10 to achieve optimal performance

Attention to Final Copy (Spelling, Grammar, Usage)

Hinders communication; frequent errors. Beneath expectations of graduate-level expression.

Acceptable communication; some errors. Inconsistently meets expectations of graduate-level expression.

Clear communication; few errors. Consistently meets expectations of graduate-level expression.

Excellent communication; very few, if any, errors. Exceeds expectations of graduate-level expression; written with clarity and concision.

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Exercise Two: Explain the specific strategies you will employ in order to make your squad’s practices more competitive. Include a general statement regarding practice planning and include at least three specific drills/activities you will use and an explanation of how those drills/activities will make practice more competitive. (30 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Exercise Three: Explain how you will guide your squad through learning when they win and how you will guide them to learn when they lose. Include what concepts you would want them to learn in each situation citing presentations from the course modules. Responses should address concepts such as data, observation, feedback, review of mental components, goal-setting, self-talk, confidence, attention, stress level, and energy management. (20 pts.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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COURSE EVALUATION

Please click on this link, http://drake.qualtrics.com/SE/?SID=SV_9NU7ir8noyMxjZb to complete the online Course Evaluation for:

EDMA 277 Real Coaching II: Honing the Competitive Edge

We value your opinion and will use your comments in future offerings. Thank you! Note: If clicking on this link does not open your browser and take you to the survey, copy and paste the URL into the address bar of your browser. If you are using Internet Explorer and the link does not work, please try a different browser.

http://drake.qualtrics.com/SE/?SID=SV_9NU7ir8noyMxjZb

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Appendix A: Example of a Philosophy of Coaching

It is my contention that the purpose of an athletic program is to contribute to the holistic growth of the student-athlete and to contribute to the mission and reputation of the entire school. The seven items which constitute such a philosophy are as follows:

Item 1: The program should be concerned with the academic awareness of the student-athlete. Above all else, the student-athlete is considered a student. In addition, the program itself should be educational. Teaching and learning should be vital parts of the program. The practice and contest areas should be considered classrooms and coaches should be considered instructors and mentors.

Item 2: The program should provide student-athletes with an opportunity for enjoyment. Athletics are derived from the concept of recreation. It is important to maintain such a perspective. Through interaction with coaches, administrators, staff, teammates and opponents, student-athletes should experience social growth while learning to compete.

Item 3: The program should maintain high expectations of behavior for its administrators, coaches, staff and student-athletes. Members of the program are representatives of the institution and should behave in a manner which reflects its principles.

Item 4: The program should provide the student-athlete with an opportunity for competition. Self-esteem is enhanced by meeting challenges. The program should allow its participants to challenge themselves and others in the pursuit of accomplishing established goals.

Item 5: The program should strive to maintain a balance between competition and participation. Coaches should seek ways to involve many students in their programs. In addition, students should be encouraged to participate in many programs and coaches should support participation by students in multiple activities.

Item 6: The program should be an integral part of the school and should be linked to the community. The program should seek to involve members of the school and the community in its endeavors. It should also develop creative strategies to involve members of the program with the endeavors of the school and the community.

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Item 7: The program should provide entertainment for the members of the school and the community. The school is responsible for providing and promoting a product which people will enjoy. Entertainment leads to exposure for the school, especially media exposure. This exposure can benefit the school in terms of enrollment and contributions.

The above considerations are facilitated when a professional, dedicated, and well-qualified staff is in place. The coaching staff must continue to grow through professional development, making continuous learning a priority. It is only when the people associated with the athletic program work together in the pursuit of excellence that the program can truly be considered successful.

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Appendix B – Guiding Questions Regarding Coaching Philosophy

1. What is the coach’s general philosophy statement?

2. What is the coach’s view on competition and participation?

3. What is the coach’s perspective of fun as a part of the athletic experience?

4. What does the coach see as the connection between athletics and academics/teaching?

5. What is the coach’s view on behavior of athletes?

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Appendix C – Rating Sheet for Wooden’s Pyramid

AREA RATING EXPLANATION

Industriousness

Friendship

Loyalty

Cooperation

Enthusiasm

Self-Control

Alertness

Initiative

Intentness

Condition

Skill

Team Spirit

Poise

Confidence

Competitive Greatness

Faith

Patience

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Documents

REAL COACHING II: HONING THE COMPETITIVE EDGE STUDY …...Real Coaching II: Honing the Competitive Edge presents a thorough and systematic means for rejuvenating and strengthening