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World Class Coaching System for Athlete Development. Coach Development Seminar Robin Gregg 26 th January 2014. Australian Institute of Sport 2013. High Performance Gold Mines. Ankerson. South Korea. Kingston, Jamica. Brazil. 2010/11 Champions League. High Performance Gold Mines. - PowerPoint PPT Presentation
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World Class Coaching System for Athlete Development
Coach Development Seminar
Robin Gregg 26th January 2014
Australian Institute of Sport 2013
High Performance Gold Mines
Bekoji
South Korea
Kingston
Russia
Iten
Brazil
Ankerson
South Korea
Kingston, Jamica
Brazil
2010/11 Champions League
79 Brazilian
s49
Spanish26
Germans25
British
High Performance Gold Mines
Sentayehu Eshetu
Won Park
Stephen Francis
Olga Morozova
Colm O’Connell
Eurico Miranda
Ankerson
Understand Talent
Nature v Nurture (G v E) Nature + Nurture (G + E)Or
G
E
Human Potential
Adapted from David Schenk
High performanceLow potential
High performance
Average potential
High performance
High potential
Average performanceLow potential
Average performance
Average potential
Average performance
High potential
Low performanceLow potential
Low performanceAverage potential
Low performanceHigh potential
Potential
Performance
High performanceLow potential
High performance
Average potential
High performance
High potential
Average performanceLow potential
Average performance
Average potential
Average performance
High potential
Low performanceLow potential
Low performanceAverage potential
Low performanceHigh potential
Potential
Performance
High performanceLow potential
High performance
Average potential
High performance
High potential
Average performanceLow potential
Average performance
Average potential
Average performance
High potential
Low performanceLow potential
Low performanceAverage potential
Low performanceHigh potential
Potential
Performance
Iceberg principle
Current performance
Mindset, motivations, values and background
Talent that shouts and talent that whispers!
“it isn’t difficult to identify talent like Usan Bolt. Anybody could see that he had huge potential when he was sixteen. The real challenge is to identify the potential in something currently ordinary that hasn’t flourished yet”
Stephen Francis, Head Coach the MVP Track and Field Club
Kingston, Jamica
Understanding talent
Don’t stereotype or adopt a narrow minded approach to your search for talent;
Don’t always play safe – understand what is behind the performance;
Understand what is required to drive success;
Understanding Talent
Know the critical factors;
In-depth understanding of potential;
Understand the reasons for success;
Talent that shouts and talent that whispers…..
Practice
• 10,000 hours by the age of 13Brazilian
Footballer
• 2544 hours by the age of 13English
footballer
Athlete Development
Balance
QualityQuantity
Baker & Cobley (2008)
Paradox of Choice“if you want take the island then burn your boats”
Must fully commit and engage in deliberate/deep practice
Developmental Model of Sport Participation
Sampling Specialising Investment Maintenance
Cote et al (2008)
Intro. To sport
Peak Performance
Mindset ?
Growth v FixedGet better or look
good(Carol Dweck)
Mindset “the art of a successful mindset is to view your
victories as a beginning and not as a conclusion”
Stephen Francis
“improvement is not inside your comfort zone”
What’s common? No self-imposed limits;
Don’t apply standard models – focus on the unique requirements of each player;
Understand the environment;
Environments
Social environment;
Performance environment designed to make players good not make them comfortable;
Philosophy
No rigid philosophy – flexibility in approach
Both a devil and an angelEnormously ambitious
Backstage Role
“a good coach knows that its not about him, its about his athletes”
Sentayehu Eshetu
“inhale more then you exhale”Colm O’Connell
Coaches during sessions
National Coaches
Non verbal/observationInstruction All other coaching behav-iours
60%32%
8%
scUK Coach Tracking Study – sources of learning
Coaching Practice 83%
Books, journals, magazines 83%
Reflection on coaching 81%
Working with athletes 78%
Working with / observing other
coaches from within your sport 73%
Experience as a player/athlete 63%
Watching DVD’s 63%
Advice from friends/family 53%
Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%
Working with/observing
coaches from other sports 43%
Non- coaching related education
41%
Experience at work outside coaching
44%
scUK Coach Tracking Study – sources of learning
Coaching Practice 83%
Books, journals, magazines 83%
Reflection on coaching 81%
Working with athletes 78%
Working with / observing other
coaches from within your sport 73%
Experience as a player/athlete 63%
Watching DVD’s 63%
Advice from friends/family 53%
Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%
Working with/observing
coaches from other sports 43%
Non- coaching related education
41%
Experience at work outside coaching
44%
scUK Coach Tracking Study – sources of learning
Coaching Practice 83%
Books, journals, magazines 83%
Reflection on coaching 81%
Working with athletes 78%
Working with / observing other
coaches from within your sport 73%
Experience as a player/athlete 63%
Watching DVD’s 63%
Advice from friends/family 53%
Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%
Working with/observing
coaches from other sports 43%
Non- coaching related education
41%
Experience at work outside coaching
44%
Coach Education Effectiveness
“interviews with coaches across all types of coaching contexts clearly demonstrate that coach education programs typically play a marginal role in coach development in comparison to learning from experience”
(Trudel, Gilbert & Werthner, 2010)
Importance of coach education
Time spent in coach education is minimal compared
to time spent coaching
Coach education programs typically
play a marginal role in coach development
Gilbert et al 2006; Lynch & Mallett 2006; Werthner & Trudel 2006; Erickson 2007)
Learning Situations
• Coach education programmes providing certificationFormal
• Conferences, workshops etc.- continuing coach education (or CPD)
Non-formal
• Opportunities outside of education and CPD;
• Intentional and incidental Informal
Jarvis, (2006) Merriam, Caffarella & Baumgartner, (2007)
• Proactive, e.g. coaches searching the internet, coaches reviewing with each other…Intentional
• Often unconscious, e.g. emerging from previous experience of the sport as an athlete where some coaching knowledge has been developed.Incidental
Merriam et al (2007) and Jarvis (2006)
scUK Coach Tracking Study – importance of learning sources
Coaching Practice 98%
Books, journals, magazines 92%
Reflection on coaching 96%
Working with athletes 98%
Working with / observing other
coaches from within your sport 94%
Experience as a player/athlete 84%
Watching DVD’s 68%
Advice from friends/family 72%
Online learning 80% Workshops 85% NGB Qualifications 74% Conferences 75%
Working with/observing
coaches from other sports 76%
Non- coaching related education
70%
Experience at work outside coaching
64%
Top Tips
Respect individual
differences
Establish positive rapport
Facilitate goal setting
Coach skills effectively
Create a positive
environment
Plan proactively
Build confidence
Lifetime Learner“the best coaches know that
when they cease to learn they cease to grow”
(Higgins, 2003)
“Live as if you were to die tomorrow. Learn as if you were to live forever”
(Mahatma Gandhi)