THE ROLE OF THE COACH

ByDr. Ratnesh Singh

1 & 2.The Coach.

• The coach is all things to all men. He is proficient in:-The coach is all things to all men. He is proficient in:-

• Exercise Physiology.Exercise Physiology.

• Biomechanics.Biomechanics.

• Training and conditioning.Training and conditioning.

• Nutrition.Nutrition.

• Care and treatment of athletic injuries.Care and treatment of athletic injuries.

• Coaching methods.Coaching methods.

• Psychology of coaching.Psychology of coaching.

• Somatotyping of physiques.Somatotyping of physiques.

• Organization.Organization.

• Administration.Administration.

• Socio-cultural or sociology of the cricketer.Socio-cultural or sociology of the cricketer.

3.The Role of the Coach.

• What is coached? How it is coached?What is coached? How it is coached?

• How a coach:-How a coach:-

• Communicates?Communicates?

• Interacts daily?Interacts daily?

• Teaches?Teaches?

• Leads?Leads?

• Communicates?Communicates?

4.The General Concept of the Coach and coaching.• Coaches are usually regarded as Coaches are usually regarded as

authoritarian figures.authoritarian figures.• The common impression of them is that The common impression of them is that

they have complete control of their players.they have complete control of their players.• They teach by ”Do as I say” method.They teach by ”Do as I say” method.• Therefore analysis and explanation of the Therefore analysis and explanation of the

players’/coaches behavior unnecessary.players’/coaches behavior unnecessary.• Is this so now? In every sport?Is this so now? In every sport?

5. Positive Re-enforcement.

• Success emanates from positively re-Success emanates from positively re-enforcing the desirable behavior/correct enforcing the desirable behavior/correct performances/ rewarding experiences.performances/ rewarding experiences.

• Re-enforcement is the act of presenting a Re-enforcement is the act of presenting a re-enforcer in close relationship to a desired re-enforcer in close relationship to a desired response.response.

• Events which follow a particular form of Events which follow a particular form of behavior & encourage that behavior to be behavior & encourage that behavior to be repeated are called: RE-ENFORCERS.repeated are called: RE-ENFORCERS.

6. Positive Re-enforcers.

• These come in different forms:-These come in different forms:-

• Social Re-enforcers (approval, recognition)Social Re-enforcers (approval, recognition)

• Performance Re-enforcers (Results, wins).Performance Re-enforcers (Results, wins).

• Material Re-enforcers (trophies, money).Material Re-enforcers (trophies, money).

• Primary Re-enforcers ( food, activity).Primary Re-enforcers ( food, activity).

• Internal Re-enforcers (Imitation of Internal Re-enforcers (Imitation of champions).champions).

7. Negative Re-enforcement. (i)

• Negative re-enforcement = punishment, Negative re-enforcement = punishment, criticism. It is used to counter undesirable criticism. It is used to counter undesirable or unacceptable behavior & is widely used or unacceptable behavior & is widely used because it:-because it:-

• Acts quickly to suppress bad behavior.Acts quickly to suppress bad behavior.

• It re-enforces the coach’s status, making It re-enforces the coach’s status, making him feel in control of the situation.him feel in control of the situation.

8.Positive Re-enforcement. (ii)

• Highly visible achievements gain Highly visible achievements gain immediate re-enforcement, acclaim & immediate re-enforcement, acclaim & praise.praise.

• Coaches must provide re-enforcement for Coaches must provide re-enforcement for less visible acts – e.g. backing up.less visible acts – e.g. backing up.

• Such low profile re-enforcement is Such low profile re-enforcement is nonetheless important to a team’s nonetheless important to a team’s performance. performance.

9.Positive Re-enforcement (iii)

• Positive Re-enforcement should be contingent to Positive Re-enforcement should be contingent to the action it rewards. It should be:the action it rewards. It should be:

• Specific to the action and the performer.Specific to the action and the performer.• Immediate.Immediate.

• Carried out by the ‘Johnny on the Spot’-the coach.Carried out by the ‘Johnny on the Spot’-the coach.• Carried out on each occasion the performance take Carried out on each occasion the performance take

place . N.B. players who constantly perform well place . N.B. players who constantly perform well are sometimes ignored. are sometimes ignored.

10.Negative Re-enforcement. (ii)

• Negative re-enforcement = punishment/ criticism.Negative re-enforcement = punishment/ criticism.• Such re-enforcement occurs to counter the Such re-enforcement occurs to counter the

occurrence of undesirable and inappropriate occurrence of undesirable and inappropriate behavior.behavior.

• It is used by coaches because:-It is used by coaches because:-

• It works It works quickly quickly to to suppresssuppress that behavior. that behavior.• It makes the coach feel re-enforced and in control It makes the coach feel re-enforced and in control

of the situation.of the situation.

11. Negative Reinforcement (iii)

• Negative re-enforcement only suppresses Negative re-enforcement only suppresses inappropriate behavior. It does not inappropriate behavior. It does not eliminate it.eliminate it.

• Every instance of misbehavior must be Every instance of misbehavior must be punished.punished.

• To be effective punishment must increase in To be effective punishment must increase in intensity.intensity.

• It creates resentment/hostility towards the It creates resentment/hostility towards the coach. coach.

12. Negative Re-enforcement. (iv)

• Negative Re-enforcement makes the Negative Re-enforcement makes the recreant the centre of attention, inviting recreant the centre of attention, inviting further inappropriate behavior.further inappropriate behavior.

• It involves emotion, ranting and raving. It involves emotion, ranting and raving. Players should avoid such behavior and Players should avoid such behavior and criticize unemotionally.criticize unemotionally.

• Many coaches fail to deliver an alternative Many coaches fail to deliver an alternative behavior pattern to a player’s unacceptable behavior pattern to a player’s unacceptable conduct/ behavior. conduct/ behavior.

13.The Management of a Positive Coaching Environment.• The consequences of a cricketer’s participation in The consequences of a cricketer’s participation in

the sport must be rewarding to them.the sport must be rewarding to them.• Individual success is the strongest re-enforcer of Individual success is the strongest re-enforcer of

behavior.behavior.• Competitive effort – successful or not – should Competitive effort – successful or not – should

always be rewarded.always be rewarded.• A competitive environment must have strong A competitive environment must have strong

social overtones –bonding, gestures to the dressing social overtones –bonding, gestures to the dressing room, on-pitch congratulations etc. room, on-pitch congratulations etc.

• Significance of failure should be minimized.Significance of failure should be minimized.

14. Communication.

• ‘‘One of the most important coaching behaviors is One of the most important coaching behaviors is the ability to communicate……a breakdown in the ability to communicate……a breakdown in communication results in confusion, frustration, communication results in confusion, frustration, alienation and separation.’ (Tutko & Richards. alienation and separation.’ (Tutko & Richards. 1971)1971)

• Four distinct dimensions exist in a coaches Four distinct dimensions exist in a coaches communication with his team.communication with his team.

• Coach transmitter -----Athlete receiver.Coach transmitter -----Athlete receiver.• Coach receiver –Athlete transmitter.Coach receiver –Athlete transmitter.

15. Communication Guidelines

• If a cricketer is to receive information If a cricketer is to receive information transmitted by the coach, it must be:-transmitted by the coach, it must be:-

• Specific (Avoid generalizations and Specific (Avoid generalizations and intellectualization.intellectualization.

• Simple – Avoid complexities.Simple – Avoid complexities.• Frequent – Sporadic information loses its Frequent – Sporadic information loses its

impact.impact.• Clear – Explicit, concise words, demos.Clear – Explicit, concise words, demos.• Well-timed – Delivery must be Well-timed – Delivery must be

appropriately timed.appropriately timed.

16.Communication Guidelines. (cont)

• Coaches should avoid sarcasm, jargon, Coaches should avoid sarcasm, jargon, innuendo, and “snowing.”innuendo, and “snowing.”

• Coaches should talk directly to cricketers.Coaches should talk directly to cricketers.

• For important and confidential. For important and confidential. communications coaches should talk in communications coaches should talk in private.private.

• Demonstrations should be accompanied by Demonstrations should be accompanied by explanations and commentary.explanations and commentary.

17.The Three Modes of Communication.

• Verbal - by telling.Verbal - by telling.

• Visual – by showing.Visual – by showing.

• Manual, tactile – by touch or manipulation.Manual, tactile – by touch or manipulation.

18. Communication Breakdowns

• These occur when:These occur when:

• Players pretend to understand when they are Players pretend to understand when they are ashamed of not comprehending.ashamed of not comprehending.

• Authoritarian Coaches block off feedback.Authoritarian Coaches block off feedback.

• When hard-nosed, rigid coaches often don’t When hard-nosed, rigid coaches often don’t listen because of their ‘I am right’ attitude. listen because of their ‘I am right’ attitude. They are unapproachable. They are unapproachable.

19. The Ideal Behavior of the Coach/Leader/Communicator.

• He frequently:-He frequently:-• Provides information for the group or team Provides information for the group or team

members.members.• Seeks information from them.Seeks information from them.• Facilitates exchanges of inter-group ideas.Facilitates exchanges of inter-group ideas.• Shows awareness and interest in group Shows awareness and interest in group

affairs.affairs.

20. The Ideal Behavior of the Coach/ Leader/ Communicator.• He stresses the exchange of information He stresses the exchange of information

between coach and cricketer/ between the between coach and cricketer/ between the cricketers.cricketers.

• He asks players how they are going.He asks players how they are going.• He makes himself approachable and He makes himself approachable and

available.available.• He shows his interest in team affairs on and He shows his interest in team affairs on and

off the field.off the field.

21. Organization.

• To gain the respect of his team the coach must be To gain the respect of his team the coach must be organized.organized.

• Players expect coaches to:-Players expect coaches to:-• Put everything effectively into perspective.Put everything effectively into perspective.• Plan a well-structured, efficient program.Plan a well-structured, efficient program.• Help structure their own activities/ participation. Help structure their own activities/ participation. • Structure the total participation of the team in Structure the total participation of the team in

activities.activities.• Structure the inter-relationships between team Structure the inter-relationships between team

members. members.

22. Organization (ii.)

• Initiation. A coach must originate/ facilitate/ Initiation. A coach must originate/ facilitate/ approve new ideas/ methods/ techniques.approve new ideas/ methods/ techniques.

• Such behavior is inter-related to expected Such behavior is inter-related to expected well-defined, organizational patterns/ efficient well-defined, organizational patterns/ efficient means of doing the tasks which confront the means of doing the tasks which confront the team.team.

23. Organization. (iii)

• The coach must:-The coach must:-• Have an explicit plan, evolved by discussion.Have an explicit plan, evolved by discussion.• Plan ahead/ have coping plan for exigencies.Plan ahead/ have coping plan for exigencies.• Plan practices in detail. Plan practices in detail. • Plan training sessions which are consistent, Plan training sessions which are consistent,

defined time-wise and explained.defined time-wise and explained.• Emphasize quality not quantity training.Emphasize quality not quantity training.• Initiate Ideas.Initiate Ideas.• Ensure practices are active and uninterrupted.Ensure practices are active and uninterrupted.

24. Organization (iv)

• The Coach conducts:-The Coach conducts:-

• Individual warm-ups.Individual warm-ups.

• Well-explained and defined practices.Well-explained and defined practices.

• He avoids deadly boring routines.He avoids deadly boring routines.

• He practices for well-defined goals in match He practices for well-defined goals in match terms.terms.

• He conducts mandatory match simulations. He conducts mandatory match simulations.

25. Leadership.

• ““Is the capacity a person has for directing and co-Is the capacity a person has for directing and co-ordinating the activities of a group of people.”ordinating the activities of a group of people.”

• It entails the power to get things done efficiently – It entails the power to get things done efficiently – with some degree of compliance and consent of with some degree of compliance and consent of others.others.

• Question:-How does one get the respect needed to Question:-How does one get the respect needed to do a good job of directing and co-ordinating a do a good job of directing and co-ordinating a team of individualistic, energetic and questioning team of individualistic, energetic and questioning young people? young people?

26. Major Variables Influencing Leadership in a Cricket Coach • His personality.His personality.• The needs/ interests/attitudes/ problems of his The needs/ interests/attitudes/ problems of his

players.players.• The inter-personal relationships between team The inter-personal relationships between team

members.members.

• The exact nature of cricket and its affiliated tasks.The exact nature of cricket and its affiliated tasks.• The specifics of a particular game situation and The specifics of a particular game situation and

their influence on the efforts of the team.their influence on the efforts of the team.

27. Fieldler’s Theory of Leadership

• Leadership situations must be regarded in Leadership situations must be regarded in terms of their “favorableness” for terms of their “favorableness” for leadership. Favorableness is a function of leadership. Favorableness is a function of three variables:-three variables:-

• Leader-Player relationships.Leader-Player relationships.

• The nature of the task (cricket game).The nature of the task (cricket game).

• The position of power of the leader.The position of power of the leader.

28.Coaching Styles.

• ‘‘Tough Guy’ Coach----’Nice Guy’ Coach.Tough Guy’ Coach----’Nice Guy’ Coach.

• Intense.--------------------Easy-going.Intense.--------------------Easy-going.

Rigid.-----------------------Flexible.Rigid.-----------------------Flexible.

• Impersonal----------------Warm-heartedImpersonal----------------Warm-hearted

• Punitive--------------------Encouraging.Punitive--------------------Encouraging.

• Task-oriented-------------Person-orientedTask-oriented-------------Person-oriented

29. Dimensions of Coaching/ Leadership behavior• 1/ Competitive Training-Motivates players to train hard.1/ Competitive Training-Motivates players to train hard.• 2/ Innovative. Introduces new methods.2/ Innovative. Introduces new methods.• 3/ Interpersonal team cooperation- co-ordinates team 3/ Interpersonal team cooperation- co-ordinates team

members.members.• 4/ Social-Socially active off-field.4/ Social-Socially active off-field.• 5/ Representative – represents team in community.5/ Representative – represents team in community.• 6/ Organized Communication – organizes communication 6/ Organized Communication – organizes communication

between team and others.between team and others.• 7/ Recognition –Behavior concerned with reinforcement of 7/ Recognition –Behavior concerned with reinforcement of

performance and team participation in decision- making. performance and team participation in decision- making. • 8/ General Excitement – Arousal behavior involving 8/ General Excitement – Arousal behavior involving

disorganized approach to team operation. disorganized approach to team operation.

30. Counseling (i)

• Counseling is the mutual interaction Counseling is the mutual interaction between two individuals that revolves between two individuals that revolves around one (the coach)around one (the coach)

• Players come to the coach with Players come to the coach with problems/specific needs/desires/with problems/specific needs/desires/with relatively predetermined attitudes and relatively predetermined attitudes and expect him to handle every aspect of their expect him to handle every aspect of their lives.lives.

31. Counseling (ii)

• Recommended Counseling Techniques.Recommended Counseling Techniques.• 1/ Be integrative, non-defensive, authentic and 1/ Be integrative, non-defensive, authentic and

genuine. Accept the player for what he is and be genuine. Accept the player for what he is and be sincere.sincere.

• 2/ Show unconditional positive regard for the 2/ Show unconditional positive regard for the player and his problems. Be non-possessive, warm player and his problems. Be non-possessive, warm and non-threatening and don’t make advice and non-threatening and don’t make advice conditional.conditional.

• 3/ Have accurate empathy. Put yourself in to the 3/ Have accurate empathy. Put yourself in to the player’s shoes/ think like him. Most cricket-player’s shoes/ think like him. Most cricket-player/coaches have the advantage of having player/coaches have the advantage of having experienced the player’s problems.experienced the player’s problems.

32. Counseling (iii)

• The following hints re. counseling will help.The following hints re. counseling will help.• 1/ Determine a limit of involvement with the 1/ Determine a limit of involvement with the

player.player.• 2/Know yourself.2/Know yourself.• 3/ Don’t look for problems.3/ Don’t look for problems.• 4/ Avoid intellectualizing.4/ Avoid intellectualizing.• 5/ Don’t assume a parental role.5/ Don’t assume a parental role.• 6/ Avoid emotional entanglements.6/ Avoid emotional entanglements.• 7/ Be as trusting as you can.7/ Be as trusting as you can.• 8/Listen better.8/Listen better.•