mark7miller - Tumblr blog

mark7miller · 5 years ago

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A reflection of my coaching journey and progress to date

My final blog is about reflecting on my coaching journey and providing an action plan that clearly identifies areas for future development and how I am going to achieve this. With this in mind, self-review is highly positive and can bring numerous benefits for all that utilize it (Chelladurai, 1990).

As a method which helps coaches gain understanding and successfully associates theory and traditional procedures, Reflective Practice is advocated as an essential part of coach education (Borrie et al, 1999; Knowles et al, 2001). It is also considered to connect the application of professional knowledge and coaching sessions, promoting consciousness craft knowledge (Kemmis, 1985; Irwin, Hanton & Kerwin, 2010).

When I first started coaching, I naively thought that my level of coaching ability would increase, in a direct and linear relationship, over the time I spent coaching in comparison with Drive theory (Hull, 1964; Cherry, 2019).

However, I soon learned this was not to be the case (Cope & Watts, 2000; Gilbert & Trudel, 2001) and initially, in the first few sessions, it was more like the Catastrophe Theory (Fazer & Hardy, 1988; Vickers & Williams, (2010). Choking under pressure, is described as a critical deterioration in the execution of habitual processes as a result of an elevation in anxiety levels under perceived pressure (Mesagno, Marchant and Morris, 2008). Using a reflective model like Gibbs (1988) or Schon (1983) enables me to evaluate and analyse my sessions and then make adjustments where necessary, as critical reflection is vital for improved coaching practice (Vlachopoulos, Karageorghis & Terry, 2000; Sports Coach UK, 2020).

The ability to perform successfully under pressure is a crucial aspect in sport (Mesagno & Mullane-Grant, 2010). Coaches need to maintain an optimum level of arousal as it is required to achieve optimum performance (Gould, Greenleaf & Krane, (2002). In order to alleviate my anxiety, I introduced a pre-performance routine to ensure I was as ready prior to my coaching sessions (Griffiths, 2005). Therefore, in order to perform to the best of my ability, I need to remain in my Individual Zone of Anxiety, just as Hanin’s model (IZOF, 1980) suggests.

Planning and Goal Setting My main objective was to improve my self-confidence. Motivation is thought to be a combination of the drive within us to achieve our aims and the outside factors which affect it (Walden, 2019). This can be achieved by thorough preparation and goal setting. Miles (2004) and Mind Tools (2020) confirm it is essential that a coach remembers the importance of in-depth planning and good organisation to ensure that coaching sessions are effective.

Locke’s (1968) goal setting theory of motivation states that goal setting is linked to task performance (Young, 2017). It states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance. There are negative effects of working to achieve goals. People that are unable to relinquish goals that are unattainable are likely to feel like a failure and become depressed (Gallucci, 2008). Coaches are more likely to achieve their goals if they are Specific, Measurable, Achievable, Realistic and Time-bound (Smith, 1994; Gallucci, 2008).

Rocky Road Coaches have to overcome multiple transitional challenges to reach optimal performance development (Wylleman & Rosier, 2016). Having self-efficacy confirms you have belief in yourself to perform to the best of your ability (Bandura, 1977). Being able to manage these ‘Rocky Roads’ and the way I overcome them, demonstrates great resilience (Collins& MacNamara, 2012; Collins, MacNamara & McCarthy, 2016).

Coaching Effectiveness By evaluating my own coaching techniques and style, I can reflect on how my leadership affects not only the participants but my performance as a coach too. Leadership maybe considered as a behavioural process that influences individuals and groups towards set goals. As such, a leader has the dual function of ensuring player satisfaction while steering the individual or group to success (Sampla, 2019). Experiential learning is repeatedly linked to the foundations and success of the coaching process (Griffiths, 2005).

I have not been able to coach any sport since 14th March 2020, because of the Coronavirus. This is due to the rampant speed of COVID-19 resulting in unprecedented restrictions on social movement (Total Health, 2020). I have not seen my football team for nearly 8 weeks and could have conducted a team gathering via a zoom meeting (Taylor, 2016) but I do not have the IT skills to facilitate this. With this in mind, I have set up coaching challenges via social media (Hanrahan & Carlson, 2000; Moore, 2016). Please view the video clips below and have a go yourself!!

Toe Tap Challenge (Davids, 1998; Singh, 2018) https://drive.google.com/open?id=1-CcsNxn6NmS3dUYVsueOyh0yjSWz3GbE

Tik Tok Dance Off (Gabbett, Jenkins & Abernethy, 2009; Hodges & Williams, 2012)

https://drive.google.com/open?id=1Bbx1UjbIARMWq8b7Lx-Vnyj1Bomb4Hti

Coaches who design relevant yet progressive practice sessions, are an important ingredient to success (Baker et al, 2012), therefore, coaches have a responsibility to make training fun, interesting and challenging (Gibbons, 2007). Domain specific knowledge, meticulous planning and maximising practice time in sessions are major hallmarks of coaching excellence (Starkes, 2000; Deakin & Cobley, 2003 & Baker et al, 2003).

Conclusion I have learned so much regarding meeting new players to arrival activities and recording statistical information and the importance of risk assessments. Learning is the process by which experience produces a consistent or enduring change in behaviour potential (Boyd & Fales, 1983; Zimbardo & Weber, 1994).

In order to be successful and achieve further stages of development, I need to ensure that I set new, higher targets at the end of each stage, as shown by the step method of Taxonomy and Professional Development (Bloom, 1956). This is due to there being a lack of progression in the use of either Gibbs’ Reflective Cycle Model (1988) or Kolb’s Experiential Learning Style Theory (1984).

By reflecting on my coaching journey, it has impacted on my future goals and career options. Adaptation occurs from the experience and can produce a consistent positive change in behaviour (Turesky & Gallagher, 2011). Although I would like to continue my role as a coach, I am considering a role as a P.E Teacher. I now feel more confident, determined and motivated. Education and training has moved beyond just having experience and is about incorporating significant elements of practical based experience and learning. In order to accomplish this I have set out an Action Plan (Nash, 2015).

References Baker, J; Horton, S; Robertson-Wilson, J & Wall, M (2003). Nurturing sport expertise: Factors influencing the development of the elite athlete. Journal of Sports Science and Medicine. (2). P1-9.

Baker, J; Cobley, S & Schorer, J (2012). Talent identification and development in Sport. Oxon. Routledge.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84: P191–215

Bloom, B (1985). Developing Talent in Young People. New York. Ballentine.

Borrie, A., Knowles, Z., Mayes, R., Stevens, J. & Young, R. 1999. Evaluation of the High Performance Coaching (CPD) Program through June 1999, Leeds: National Coaching Foundation.

Boyd, E & Fales, A (1983). Reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): P99-117 Accessed 25/02/2020 https://journals.sagepub.com/doi/10.1177/0022167883232011

Chelladurai (1978) Multi-dimensional Model of Sport Leadership Accessed 06/05/2020 https://psychology.iresearchnet.com/sports-psychology/sport-leadership/multidimensional-model-of-sport-leadership/ https://believeperform.com/leadership-and-the-role-of-a-leader-in-sports/

Cherry, K (2019). The Arousal Theory of Motivation. Very well Mind. Accessed 29/01/2020 https://www.verywellmind.com/the-arousal-theory-of-motivation-2795380

Collins, D and MacNamara, A (2012). The rocky road to the top. Sports Medicine. 42(11). P907-914.

Collins, D; MacNamara, A & McCarthy, N (2016). Putting bumps in the rocky road: optimising the pathway to excellence. Frontiers in Psychology.

Cope, J and Watts, G (2000). Learning by doing – An exploration of experience, critical incidents and reflection in entrepreneurial learning. International Journal of Entrepreneurial Behaviour and Research. Accessed 29/03/2020 https://www.emerald.com/insight/content/doi/10.1108/13552550010346208/full/html

Davids, K (1998). How Much Teaching is Necessary for Optimal Learning of Football Skills? The Role of Discovery Learning Accessed 25/02/2020 https://www.guildfordhc.com/res/Coaching%20Article%20-%20Keith%20Davids%201998.pdf

Deakin, J & Cobley, S (2003). An examination of the practice environments in figure skating and volleyball. A search for deliberate practice. Champaign. Human Kinetics.

Gabbett, T; Jenkins, D and Abernethy, B (2009). Game based training for improving skill and physical fitness in team sport athletes. International Journal of Sports Science & Coaching.

Accessed 16/01/2020

https://journals.sagepub.com/doi/abs/10.1260/174795409788549553

Gallucci, N (2008). Sport Psychology. Performance Enhancement, Performance Inhibition, Individuals, and Teams. East Sussex. Psychology Press.

Gibbons, T (2007). Listening to our children: Why they participate in Sports. Accessed 25/02/2020 https://www.fastandfemale.com/wp-content/uploads/2014/01/Listening-to-Our-Children-Why-They-Participate-in-Sports.pdf

Gibbs, G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Accessed 18/02/2020 https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

Gilbert, W & Trudel, P (2001). Learning to coach through experience: Reflection in model youth sport coaches. Journal of teaching in physical education. Vol 21, (1). P16-34

Gould, D; Greenleaf, C and Krane, V (2002). The arousal-athletic performance relationship. Current status and future directions. Advances in Sports Psychology. 2nd edition. Champaign, Illinois. Human Kinetics

Griffiths, K (2005). Personal coaching: A model for effective learning. Journal of Learning Design, 1(2). P55-65. Hanrahan, S & Carlson, T (2000). Game Skills. A fun approach to learning sport skills. Leeds. Human Kinetics.

Hodges, N and Williams, A (2012). Skill Acquisition in Sport: Research, Theory and Practice. 1st Edition. London. Routledge.

Irwin, G; Hanton, S & Kerwin, D (2010). Reflective practice and the origins of elite coaching knowledge Accessed 24/02/20 https://www.tandfonline.com/doi/abs/10.1080/1462394042000270718?src=recsys

Kemmis, S. (1985). “Action research and the politics of reflection”. In Reflection: Turning Experience into Learning, Edited by: BOUD, D., KEOGH, R. and WALKER, D. London: Kogan Page.

Knowles, Z; Gilbourne, D; Borrie, A & Nevill, A (2001). Developing the reflective sports coach: A study exploring the processes of reflection within a higher education coaching programme. Reflective practice. 2. P185-207.

Kolb, D (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey.

Mesagno, C, Marchant, D and Morris, T (2008). A Pre-Performance Routine to Alleviate Choking in "Choking-Susceptible" Athletes. Sport Psychologist. Accessed 29/01/2020. https://www.researchgate.net/publication/234840689_A_Pre-Performance_Routine_to_Alleviate_Choking_in_Choking-Susceptible_Athletes

Mesagno, C and Mullane-Grant, T (2010). Journal of Applied Sport Psychology. A comparison of different Pre-Performance Routines as Possible Choking Interventions. Volume 22. Issue 3. Accessed https://www.tandfonline.com/doi/abs/10.1080/10413200.2010.491780

Miles (2004). What is Sports Coaching? Planning coaching sessions. Leeds. Sports Coach UK

Mind Tools (2020). Planning a training session. Accessed 25/02/2020 https://www.mindtools.com/pages/article/planning-training-session.htm

Moore, G (2016). How important are team building activities for kids? Accessed 11/02/2020 https://www.humanutopia.com/life-skills/how-important-team-building-activities-kids/

Nash, M (2015) Personal Development Planning: a voyage of discovery. Dental Nursing. Volume 11, Number 2. Career Development. Accessed 13/11/2019) https://www.magonlinelibrary.com/doi/abs/10.12968/denn.2015.11.2.104

Sampla, S (2019). Leadership and the role of a leader in sports. Believe Perform. Accessed 24/02/2020 https://believeperform.com/leadership-and-the-role-of-a-leader-in-sports/

Schon, D (1983). The Reflective Practioner. How Professionals Think in Action. London. Temple Smith. Singh, H (2018). Skill Acquisition. Science for Sport Accessed 08/05/2020

https://www.scienceforsport.com/skill-acquisition/

Smith, M (1994). A theory of the validity of predictors in selection. Accessed 07/02/2020 https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8325.1994.tb00546.x

Sports Coach UK (2020). Using critical reflection to become a good coach. Accessed 27/01/2020. https://issuu.com/scukres/docs/no11_using_critical_reflectoin_to_b

Starkes, J (2000). The road to expertise: Is practice the only determinant? International Journal of Sport psychology. 101, P403-419

Taylor, J (2016). Build a team culture for athletic success. Psychology Today Accessed 11/02/2020 https://www.psychologytoday.com/us/blog/the-power-prime/201609/build-team-culture-athletic-success

Total Health (2020). Social distancing. Accessed 18/03/2020 https://fr-fr.facebook.com/pg/fitzgibbonspharmacy/posts/

Turesky, E & Gallagher, D (2011). Know thyself: Coaching for leadership using Kolb’s Experiential Learning Theory. The Coaching Psychologist. Vol 7. No 1. Accessed 25/02/2020 https://portal.uclan.ac.uk/webapps/blackboard/execute/content/file?cmd=view&content_id=_3554236_1&course_id=_98785_1

Vlachopoulos, C; Karageorghis, C and Terry, P (2000). Motivation Profiles in Sport: A Self-Determination Theory Perspective. Research Quarterly for Exercise and Sport. Volume 71. Issue 4. Pages 387-397. Accessed 29/01/2020 https://www.ncbi.nlm.nih.gov/pubmed/11125536

Vickers, J and Williams, A (2010). Journal of Motor Behaviour. Performing Under Pressure: The Effects of Physiological Arousal, Cognitive Anxiety, and Gaze Control in Biathlon. Volume 39, 2007. Issue 5. Accessed 29/01/2020. https://www.tandfonline.com/doi/abs/10.3200/JMBR.39.5.381-394

Walden, M (2019). Sports Psychology Individual Aspects. Motivation. Accessed 29/01/2020 https://www.teachpe.com/sports-psychology/individual-aspects-of-performance

Wylleman, P & Rosier, N (2016). Holistic perspective on the development of elite athletes. Sport and Exercise Psychology research, from theory to practice. P290-309. Oxon. Elsevier Inc.

Young, J (2017). Heroes of Employee Engagement: No.4 Edwin A. Locke. Accessed 13/11/2019 https://peakon.com/blog/future-work/edwin-locke-goal-setting-theory/

Zimbardo, P & Weber, A. (1994). Psychology, New York: Harper Collins.

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mark7miller · 5 years ago

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Coronavirus: Pandemic in Sport. Struggling to survive.

Cornavirus, an illness that could affect your lungs and airways, was originally named COVID-19 (NHS, 2020). Newey & Gulland (2020) report that the virus originally started in China and causes disease in animals. This is due to wet markets selling both dead and live animals, including bats, fish and other birds. The risk of the viruses spreading from animals to humans is heightened because hygiene standards are difficult to maintain. This is why current hand washing procedures have been introduced to try and stop the virus spreading (NHS.UK, 2020).

What is Coronavirus and how does it affect us? (NHS, 2020)

However, COVID-19 virus has spread internationally and is covering the globe like a blanket, without any comfort. There have been over 7,900 deaths from more than 198,000 reported cases since the outbreak of Coronavirus began (Newey & Gulland, 2020). GOV.UK (2020) have announced guidance on social distancing, to reduce social interaction and acknowledge that certain demographics, of whom are at a higher risk of infection, should take even more precautionary measures.

Patrick Fitzgibbon’s Pharmacy. Total Health. Social distancing (2020)

On the 22nd January, 2020, The International Olympic Committee (IOC) cancelled the Olympic boxing qualifiers, that where due to take place in Wuhan, the location where the outbreak began (BBC Sport, 2020; Newey & Gulland, 2020). Since then, sports from Athletics to Basketball; Formula 1 to Golf and Olympic Women’s Football to Snooker have all been affected (BBC Sport, 2020; Sky Sports, 2020). Initially, all sports were advised to play behind closed doors in empty stadiums but as the virus is highly dangerous and was spreading globally, this interim became unworkable and all sports were asked to stop (BBC Sport, 2020; Independant, 2020 & SkySports, 2020). Unprecedented times call for unprecedented actions.

How Coronavirus has affected sporting events globally (BBC Sports, 2020)

The English Premier League are in danger of potentially breaching their £3 billion television contract if the 2019/20 season is not completed (Jones, 2020). UEFA have now postponed Euro 2020 until Summer 2021, to allow domestic football leagues across Europe to complete their seasons, when the current suspension is lifted, ensuring the integrity of their competitions are not devalued (BBC Sports, 2020).

However, the Football League and other less money orientated sports, such as Rugby League, do not have the revenue and sponsors to support the suspension of their matches and have been continuing on regardless. This is due to the gigantic financial implications and the realistic prospect of bankruptcy or even worse, closure of the clubs and organisations (BBC Sport, 2020; Daily Mail, 2020; Guardian, 2020 & Sky Sports, 2020).

Although everyone is pulling together to get through this pandemic, it could be a knockout blow from which local and grassroots clubs might never recover from.

References

BBC Sport (2020). Coronavirus: Financial impact of measures on EFL clubs could be 'devastating'.

Accessed 16/03/2020

https://www.bbc.co.uk/sport/football/51804544

BBC Sport (2020). Coronavirus: How the virus has impacted sporting events around the world

Accessed 16/03/2020

https://www.bbc.co.uk/sport/51605235

BBC Sport (2020). Coronavirus: Rugby league may need government help to survive outbreak, says St Helens chairman.

Accessed 18/03/2020

https://www.bbc.co.uk/sport/rugby-league/51905897

BBC Sport (2020). Euro 2020 postponed until next summer

Accessed 18/03/2020

https://www.bbc.co.uk/sport/football/51909518

Daily Mail (2020). 'Potentially, some club clubs are not going to survive this': Dagenham chief fears lower league clubs could go out of business due to Coronavirus

Accessed 16/03/2020

https://www.dailymail.co.uk/sport/sportsnews/article-8112491/Dagenham-chief-fears-lower-league-clubs-business-coronavirus.html

GOV.UK (2020). COVID-19: guidance on social distancing and for vulnerable people

Accessed 18/03/2020

https://www.gov.uk/government/publications/covid-19-guidance-on-social-distancing-and-for-vulnerable-people

Independent (2020). No sport is safe from Coronavirus – except horse racing apparently

Accessed 16/03/2020

https://www.independent.co.uk/independentpremium/sport/cheltenham-festival-2020-coronavirus-news-latest-a9401656.html

Jones, M (2020). Mirror. Premier League in danger of £3 billion contract breach if season not completed.

Accessed 18/03/2020

https://www.mirror.co.uk/sport/football/news/premier-league-in-danger-3billion-21709022

Newey, S & Gulland, A (2020). The Telegraph. What is Coronavirus, how did it start and could the outbreak grow bigger?

Accessed 18/03/2020

https://www.telegraph.co.uk/news/2020/03/18/what-coronavirus-how-start-china-outbreak-pandemic-covid-19/

NHS (2020). What is Coronavirus?

Accessed 18/03/2020

https://www.nhs.uk/conditions/coronavirus-covid-19/

NHS.UK (2020). How to wash your hands.

Accessed 18/03/2020

https://www.nhs.uk/live-well/healthy-body/best-way-to-wash-your-hands/

Patrick Fitzgibbon’s Pharmacy (2020). Total Health. Social distancing.

Accessed 18/03/2020

https://fr-fr.facebook.com/pg/fitzgibbonspharmacy/posts/

Sky Sports (2020). Financial impact on Super League will be huge.

Accessed 16/03/2020

https://www.skysports.com/watch/video/11957999/financial-impact-on-sl-will-be-huge

Sky Sports (2020). National League games should not be played.

Accessed 16/03/2020

https://www.skysports.com/watch/video/sports/football/11957763/national-league-games-should-not-be-played

Sky Sports (2020). What next for F1 after postponements?

Accessed 16/03/2020

https://www.skysports.com/watch/video/sports/f1/11957269/what-next-for-f1-after-postponements

The Guardian (2020). EFL clubs fear for future if Coronavirus forces behind-closed-doors games

Accessed 16/03/2020

https://www.theguardian.com/football/2020/mar/09/efl-clubs-fear-for-future-if-coronavirus-forces-behind-closed-doors-games

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mark7miller · 5 years ago

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Sport Relief 2020: It’s a Knockout Assault Course

The purpose of Sport Relief is to raise awareness and life-changing money, through the astonishing power of sport, addressing some of the pandemic problems that are affecting millions of people globally. Examples of these are tackling poverty and homelessness; protecting children’s futures; fighting fear, violence and discrimination and finally, championing mental health (Sport Relief, 2020).

My coaching philosophy and values are based on altruism and trying to educate children and young people about life’s issues through sport (Nash, Sproule and Horton, 2008). Camire, Forneris and Trudel (2012) describe a coaching philosophy as a set of values and behaviours that serve to guide the actions of a coach.

After discussing what Sport Relief entails with the players and parents, we decided to do something to not only raise money but awareness too. Through participation in sport, youngsters formulate values and explore behaviours assumed to be important for functioning in the larger society (McCallister, Blinde and Weiss, 2000). Our first idea was a Parents v Players match but this could not go ahead due to safeguarding issues. I then suggested an It’s a Knockout Challenge Assault Course and this was agreed with everyone.

In a previous blog, I researched about competitive sport for children and found it to be an important yet controversial subject (Weber, 2009). Numerous researchers found over-competition in sport a problematic area for children’s mental health (Weber, 2009; O’Connell, 2017; Active for life, 2019). However, the prospect of being able to take part in a competitive activity without the added psychological pressure, normally attached to such events, is invaluable (Wankel, 1993; Weber, 2009).

Please take a look at the videos below to see what good fun we had.

https://drive.google.com/open?id=1GOhbIiKh-qB-tTueqi8IHPMqtbonyvYO

https://drive.google.com/open?id=1n-QhMN-cNMuUUdi-TIHe6KkyN7DWCfKD

Mum v son equals family fun !

My wife made cakes and I bought a prize for everyone who took part. On the night we raised £54 but have since received further donations totalling £70.

MARK, YOU'RE AMAZING !!

Hi Mark - we hope you and your loved ones are well during this time of uncertainty. We'd just like to say a massive thank you for being a part of this year's Sport Relief - you've made it a monumental success.

Email received from Sport Relief (2020).

References

Active for Life (2019). Is competition in sports healthy for kids?

Accessed 29/02/2020

https://activeforlife.com/is-competition-healthy-for-kids/

Camire M, Forneris T and Trudel P (2012). Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches. Volume 26, Issue 2, June 2012.

Accessed 29/02/2020

https://journals.humankinetics.com/doi/abs/10.1123/tsp.26.2.243

McCallister, S; Blinde, E and Weiss, W (2000). Teaching values and implementing philosophies: Dilemmas of the youth sport coach. ProQuest.

Accessed 29/02/2020

https://search.proquest.com/openview/42c2b3df6a6562d506b1e67229dc22f4/1?cbl=35035&pq-origsite=gscholar

Nash, C; Sproule, J and Horton, P (2008). Sport Coaches’ Perceived Role Frames and Philosophies. International Journal of Sports Science and Coaching.

Accessed 29/02/2020

https://journals.sagepub.com/doi/abs/10.1260/174795408787186495

O’Connell, J (2017). Over-competition in sport is bad for children’s mental health.

Accessed 29/02/2020

https://www.irishtimes.com/life-and-style/health-family/parenting/over-competition-in-sport-is-bad-for-children-s-mental-health-1.3087891

Sport Relief (2020). What does Sport Relief Promote?

Accessed 12/03/2020

https://www.comicrelief.com/fundraising/sport-relief/

Wankel, L (1993). The importance of enjoyment to adherence and psychological benefits from physical activity. International Journal of Sport Psychology. Pages 151-169.

Accessed 29/02/2020. https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1025683

Weber, R (2009). Protection of Children in Competitive Sport: Some Critical Questions for London 2012. International Review for the Sociology of Sport

Accessed 29/02/2020

https://journals.sagepub.com/doi/abs/10.1177/1012690208101485

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mark7miller · 5 years ago

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Traditional Skill v TGfU (4)

Passing, Receiving, Turning and Dribbling

In this week’s session, we focused on passing, receiving, turning and dribbling with the football. Due to their being many types of kicking in football (Pronk, 1991), we started with the drill below before progressing to shooting.

Williams (2020). Passing, Receiving, Turning and Dribbling Drill

Here is a video below to demonstrate the Passing, Receiving, Turning and Dribbling Drill.

https://drive.google.com/open?id=1G21OpVpD4TdNGD5aAZzS2qDEEc8KYsiE

According to The FA (2019), Ball Mastery calls for thousands of touches of the ball. By allowing the children to practise a variety of touches in the Blocked practice, without the additional pressure of an opponent, can increase their self-efficacy (Bandura, 1977). I encourage the children to use their footballing skills, whilst providing motivational and constructive feedback, where appropriate (Vallerand, 1983). Providing good feedback is important in the development of players who can reflect on their own performance. Allowing them to make mistakes, and learn from them, is essential to their skill acquisition (Boyd & Fales, 1983; Collins & MacNamara, 2018).

Players spend most of their time with the intention of improving their technical skills (Williams & Hodges, 2007). By utilizing the Teach, Test, Tweak and Repeat method (Collins & MacNamara, 2018), this helps to build confidence and self-esteem. I can then introduce more complex challenges, as per the next drill below, to provide practice and confidence.

Passing, Receiving, Turning and Shooting

Hunt-Newsham (2020). Passing, Receiving, Turning and Shooting

The video below shows how difficult it was to implement into a game so upon reflection we added another Blocked practice drill for the players to try.

https://drive.google.com/open?id=1IiCVnUMYycTtWrJfHVhuE-hZKWTBYaY_

By progressing to shooting at goal, the players get a chance to think and try things for themselves, whether successful or not. Having their own autonomy, the players are motivated to learn and be more successful through the self-determination theory. Introducing the shooting allows the players to focus on accuracy without the pressure of a match situation. This shooting practice, before the small sided games, allows the players to really focus on the area of the goal they want to aim for. This develops foot-eye co-ordination and power.

Focusing on accuracy, I instruct and demonstrate to the players on hitting the bottom or middle of the ball, either with an open foot or through the laces. To increase the difficulty, I would ask the players to try shooting with their weaker foot and/or increase the distance away from goal when striking the ball. This again is a match related activity so it will improve a player’s confidence once they start to hit the target and score a goal (Wankel, 1993).

Being able to retain the learned skill and then transfer it into a game scenario is vital in Random Practice (Vera, Alvarez & Medina, 2008). One option is to create a more difficult learning environment that could lead to poorer performance during acquisition, but later can improve transfer and retention performance (Shea & Morgan, 1979). During the Random practice, it was very difficult for the players to transfer what they had learned into a game scenario (Breed & Spittle, 2011).

Focus Group

The players really enjoyed the Blocked practice much more than the Random practice tonight (Williams & Hodges, 2007). However, upon reflection, they found it so much more difficult to transfer the skill into a game (Boyd & Fales, 1983; Vera, Alvarez & Medina, 2008).

Traditional Skill 1 v TGfU 3

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84: P191–215

Boyd, E & Fales, A (1983). Reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): P99-117

Accessed 25/02/2020 https://journals.sagepub.com/doi/10.1177/0022167883232011

Breed, R and Spittle, M (2011). Developing Game Sense Through Tactical Learning. A resource for teachers and coaches. Cambridge. Cambridge University Press

Collins, D and MacNamara, A (2018). Talent Development. A Practioner Guide. Oxon. Routledge.

Hunt-Newsham, J (2020). Passing, Receiving, Turning and Shooting

Accessed 01/03/2020

https://www.google.co.uk/search?q=+Basic+shooting+drill+football&tbm=isch&ved=2ahUKEwiIrdeloI3oAhVK-4UKHUGnAsAQ2-cCegQIABAA&oq=+Basic+shooting+drill+football&gs_l=img.12..0.6904.13379..16404...0.0..0.184.2762.18j11......0....1..gws-wiz-img.......35i39.L1NHWwqwb1k&ei=mSNmXsj8Icr2lwTBzoqADA&bih=667&biw=1366#imgrc=v3kNT21OEvjMgM

Pronk, N (1991). The Soccer Push Pass. National Strength and Conditioning Journal. 13 (2). P6-81

Shea, J & Morgan, R (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), P179–187.

Accessed 01/03/2020

https://doi.org/10.1037/0278-7393.5.2.179

The FA (2019). Ball Mastery

Accessed 29/02/20

http://www.thefa.com/learning/coaching/mastering-the-ball

Vallerand, R (1983). The Effect of Differential Amounts of Positive Verbal feedback on the Intrinsic Motivation of Male Hockey Players. Kinetic Journals. Volume 5, Issue 1, 1983

Accessed 01/03/2020

https://journals.humankinetics.com/doi/abs/10.1123/jsp.5.1.100

Vera, J; Alvarez, J and Medina, M (2008). Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren.

Accessed 01/03/2020

https://journals.sagepub.com/doi/abs/10.2466/pms.106.2.447-460

Wankel, L (1993). The importance of enjoyment to adherence and psychological benefits from physical activity. International Journal of Sport Psychology. Pages 151-169.

Accessed 29/02/2020. https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1025683

Williams, R (2020). Passing, Receiving, Turning and Passing Drill

Accessed 01/03/2020

https://www.sportsessionplanner.com/s/OZ6h/Passing-Drill.html

Williams, A and Hodges, N (2007). Practice, instruction and skill acquisition in soccer: Challenging tradition.

Accessed 29/02/2020

https://www.tandfonline.com/doi/abs/10.1080/02640410400021328?src=recsys&journalCode=rjsp20

0 notes

mark7miller · 5 years ago

Text

Which method of coaching is the most productive in Sport?

In order to identify which coaching method is the most productive, in the first instance, I need to clarify if I am coaching for Participation or Performance Enhancement (Cross & Lyle, 2003). Participation coaching is where the objective is not competition success. An example of this is when I coach Bike Fix and Bike-ability. The emphasis is on taking part, not being the best in the class. On the contrary, Performance coaching involves longer-term goals and following the coaching process. For instance, my coaching role in Football involves both subjective and objective measurements (Franks, Goodman & Miller, 1983).

The coaching process is an on-going cycle of performance and practice (Franks, Goodman & Miller, 1983), within which a coach is required to evaluate, intervene, and feed-back information to athletes, with the goal of enhancing future performance (Carling, Williams & Reilly, 2005; Hughes and Bartlett, 2008).

Figure 1. Diagram adapted from Franks, Goodman & Miller (1983), representing the coaching process

Coaching intervention has traditionally been based on subjective observations of athletes (Hughes & Franks, 2004) however the analysis section is a critical component and impacts on the coaching process as a whole. Therefore, methods which enable the analysis to be more objective can only be positive due to the interpersonal relationship between athlete and coach (Franks, Goodman & Miller, 1983; Cross & Lyle, 2003). Lyle (2002) argues that improvements to coach education and to coaching practice depend on a sound understanding of the coaching process (Cushion, Armour & Jones, 2006).

In addition to the difference between Participation and Performance coaching, clarifying the subject content of the session is vital as children learn differently and in a variety of ways. Communication skills are important for a coach because when meeting children and teachers, at a new school for the first time, first impressions count (UK Coaching, 2018). A Directive Coaching method confirms this.

Bike Fix and Bike-ability are instructional led and are participation based sessions. Instructional strategies are a progressive way to challenge skills and are used by both coaches and peers to bolster an individual’s efficacy (Bandura, 1977). By asking a variety of open and closed questions, I can not only assess the current level of ability but also promote understanding of the topic being delivered and get to know the person I am coaching (Burkinshaw, 2020). I then use a guided discovery approach as it is an efficient method of making athlete’s motivated as they solve the problem through the use of the communication and team work skills.

Please take a look at the video below at a recent Bike Fix session.

https://drive.google.com/open?id=1GtoKWw3noGxSDXQueIx1a16XNXVU89jH

When coaching Football in Performance sessions, I often use a combination of problem-solving scenarios and guided discovery, to enable the players to work out the solution for themselves, regardless if they make a mistake or come to the wrong answer. Without failure or experience of these rocky roads, success will never be acquired (Collins, MacNamara & McCarthy, 2016). Coaches and players share a unique and important relationship (Miller, Franken and Kiefer, 2007).

The whole-part-whole method is an excellent resource to improve on passing and/or shooting accuracy (Soccer Drive, 2020). I find this vital for player’s to learn, retain and transfer this into a game scenario (Vera, Alvarez & Medina, 2008). Alternatively, games for learning can be put into practice to enhance both technical and tactical importance (Cope & Watts, 2000).

The video below demonstrates this.

https://drive.google.com/open?id=1BKrF2aK3ROW-rk3b14KqlGbdCDZaNg9G

In conclusion, I feel that by being able to employ a variety of coaching methods , using a holistic approach and reflect on their usefulness, enables me to become a better coach (Cushion, 2018). The ability of coaches being able to communicate their ideas to participants is vital and one that successful coaches must have (Lynch, 2001 & Frost, 2009). Therefore, an overemphasis on an episodic approach may hinder the development of coaching effectiveness (Cross & Ellice, 1997).

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84: P191–215

Burkinshaw , L (2020). We Must Understand the People We Coach.

Accessed 24/02/2020.

https://www.ukcoaching.org/resources/topics/expert-opinions/subscription/we-must-understand-the-people-we-coach

Carling, C; Williams, A; and Reilly, T. (2005). The Handbook of Soccer Match Analysis. London. Routledge.

Collins, D; MacNamara, A & McCarthy, N (2016). Putting bumps in the rocky road: optimising the pathway to excellence. Frontiers in Psychology.

Accessed 20/03/2020

https://www.emerald.com/insight/content/doi/10.1108/13552550010346208/full/html

Cross, n and Ellice, C (1997). Coaching effectiveness and the coaching progress: field hockey revisited. Scottish Journal of Physical Education. 25 (3). P19-33.

Cross, N and Lyle, J (2003). The Coaching Process. Principles and Practice for Sport. London. Butterworth-Heinemann.

Cushion, C (2018). Reflection and reflective practice discourses in coaching: a critical analysis

Accessed 24/02/2020

https://www.tandfonline.com/doi/full/10.1080/13573322.2016.1142961?src=recsys

Cushion, C; Armour, K and Jones, R (2006). Locating the coaching process in practice: Models 'for' and 'of' coaching. Physical Education and Sport Pedagogy

Accessed 28/02/2020

https://www.researchgate.net/publication/233523508_Locating_the_coaching_process_in_practice_Models_'for'_and_'of'_coaching

Franks, I; Goodman, D and Miller, G (1983). Analysis of Performance. Qualitative or Quantitative. Sports. March.

Hughes, M, and Bartlett, R. (2008). What is performance analysis. The Essentials of Performance Analysis: An introduction. P8-20. London. Routledge.

Hughes, M and Franks, I (2004). Notational Analysis of Sport. Systems for better coaching and performance in sport. 2nd edition. Oxon. Routledge.

Lyle, J (2002). Sports Coaching Process: A framework for coaches’ behaviour. London. Routledge.

Lynch, J (2001). Creative Coaching. Champaign. IL. Human Kinetics.

Miller, M, Franken, N, and Kiefer, K (2007). Exploring Touch Communication Between Coaches and Athletes. Indo-Pacific Journal of Phenomenology. (Volume 7, edition 2).

Accessed 17/03/2020

https://www.tandfonline.com/doi/abs/10.1080/20797222.2007.11433953

Soccer Drive (2020). Whole-Part-Whole Practise Philosophy.

Accessed 20/03/2020

https://www.soccerdrive.com/blog/1/whole-part-whole-practice-philosophy

UK Coaching Research Team (2018) Communication and Coaching.

Accessed 15/03/2020

https://www.ukcoaching.org/resources/guides/communication-and-coaching

Vera, J; Alvarez, J and Medina, M (2008). Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren.

Accessed 18/03/2020

https://journals.sagepub.com/doi/abs/10.2466/pms.106.2.447-460

0 notes

mark7miller · 5 years ago

Text

Traditional Skill v TGfU (3)

Attacking play from the wings

Game style is referred to as patterns of play by coaches in many sports (Hewitt, Greenham and Norton, 2017). Traditionally in football, kick off is done in the centre of the pitch and the general game style is up and down. For this week’s session, the objective is the attack the wings and use the whole width of the pitch (Vilar et al, 2013; Samarento et al, 2017). Reilly & Williams (2003) state that direct play could be beneficial if the ball is transferred quickly from defence to attack. This video explains the process to the players.

https://drive.google.com/open?id=1DQSb50844gylsuzXEIw1WM2lVlyqgbZx

Clarke (2020). Clever out wide. Soccer Coach Weekly

The idea behind this session is not only to encourage players to the left or right side, but to reassure them that they have time and space when they’re there. The video below shows me demonstrating the Blocked Practice.

https://drive.google.com/open?id=1anHW-fJqTrCou9n6vUtOvINBlBbxraO0

Soccer Tutor.com (2020)

https://drive.google.com/open?id=1aZ7_W5ACMqL3l_Q-wtU8N6IYE-pcZ_XE

The Random practice group had to attack the wings and go through the cones, as above, before they could either cross the ball or shoot at goal. Harris and Reilly (1988) considered attacking success in relation to team strategy. By putting this into a game scenario, the defenders had to move out of position, to cut out the cross or shot, which led to more space being created (Reilly & Williams, 2003).

Focus Group

Although probably the most difficult session to coach, it was by far the most productive once the player’s had understood and put into practice what they had learned.

Traditional Skill 0 - TGfU 3

References

Clarke, D (2020). Clever out wide. Soccer Coach Weekly.

Accessed 04/03/2020

https://www.soccercoachweekly.net/soccer-drills-and-skills/attacking/clever-out-wide/

Harris, S & Reilly, T (1988). Science and Football. Space, Team Work and Attacking Success in Soccer. London. E & FN Spon.

Hewitt, A; Greenham, G & Norton, K (2017). Game style in soccer: what is it and can we quantify it? . International Journal of Performance Analysis in Sport. Vol 16. Issue 1.

Accessed 04/03/2020

https://www.tandfonline.com/doi/abs/10.1080/24748668.2016.11868892?src=recsys

Reilly, T & Williams, A (2003). Science and Soccer. Second Edition. London. Routledge.

Sarmento, H; Anguera, M; Pereira, A’ Marques, A; Campanco, J & Leitao, J (2017). Patterns of Play in the Counterattack of Elite Football Teams - A Mixed Method Approach. International Journal of Performance Analysis in Sport. Vol 14. Issue 2.

Accessed 04/03/2020

https://www.tandfonline.com/doi/abs/10.1080/24748668.2014.11868731

Soccer Tutor.com (2020). Switching Play. Coaching the Coach

Accessed 04/03/2020

https://www.soccertutor.com/newsletters/download/Coaching-The-Coach-2-Sample.pdf

Vilar, L; Araujo, D; Davids, K & Bar-Yam, Y (2013). Science of winning soccer: Emergent pattern-forming dynamics in association football.

Accessed 04/03/2020

https://link.springer.com/article/10.1007/s11424-013-2286-z

0 notes

mark7miller · 5 years ago

Text

The Importance of Progression and Regression in Sports Coaching

Due to having built up good working relationships with local schools (Rolfe, 2019), I was asked to design and coach sessions for children aged 8 to 11, for a day of sport (Miles, 2004; Mind Tools, 2020). When I arrived at the school, I undertook a risk asessment of the hall, outdoor cage and surrounding area (Watson, 2015). This is vital as identifying hazards and minimizing risks to all players is essential (Emery, 2003).

After discussions with the teachers on deciding what sport they wanted to learn, the children decided on Futsal and Cricket (Gibbons, 2007; McCarthy et al, 2008), thankfully I had previous experience coaching both sports. I had 45 minutes for each session, 12 children in each of the 6 groups (Richardson, 2017). Futsal is an invasion game whereas Cricket is classed as a striking and fielding activity (Bunker & Thorpe, 1982). I utilized blocked and random practice (Shea & Morgan, 1979) to not only develop their fundamental skills but also encourage game sense and tactical awareness (Davies, 2010; Breed & Spittle, 2011).

Skill acquisition involves practising until you get it right and then progressing on to the next level (Davids et al, 2008; Baker & Young, 2014). As children progress at different rates, my sessions included areas where the children could take their time and still engage, whilst others that were competent, could move on to the next drill (Renshaw, 2010). This gave me the opportunity to stay with the less skilled children and fine tune their technique, whilst the other teachers observed the other children (Lees, 2008).

Having the ability to progress and regress skills in a session, successfully and efficiently, is one of the most sought after attributes in coaching (Angharad, 2017). This is vital as I do not want children sitting out as they feel they cannot perform the task, they could end up feeling demotivated, ashamed and ridiculed (Roberts, 1982;Alcala & Garijo, 2017).

Futsal

Shuttercock (2020). Children playing Futsal

The Futsal ball is usually controlled with the sole of the foot and is slightly heavier than a normal football (Bushell, 2016). It also doesn’t bounce the same. In order to assess the ability of each class, we started with a simple game of passing to a partner (The FA, 2019). This served as a dual purpose, one to allow me to assess and correct technique where required (Lees, 2008) and also for the children to get used to the Futsal ball (Futsal Expert, 2020). To allow progression, we doubled the length of distance between each pair. Those that managed this continued with the rest of the session of drills. Those that could not, regressed back to the starting set up until they felt comfortable.

I split the 12 players into 3 teams of 4 (Kerr, 2019) and they put what they had learned into a game (Cope & Watts, 2000). I ensured each team had mixed ability so all sides where as fair as possible and they rotated equally. As I had 2 teachers with me, we discussed all players whilst observing them in action. There was a slight variation across the sessions as when the children got older, their fundamental skills where more visible and they progressed through the drills much faster, leading to more game time.

Cricket

Booth (2015). Cricket without boundaries. Basic Bowling

The sun came out during dinner time so I moved the cricket session outside within a large caged area. After demonstrating the Step technique to everyone, one group of 6 had a go at bowling (Booth, 2015), whilst the rest of the group got to grips with their batting technique (Cricket Web, 2020). They then swapped over to ensure everyone had a turn at each. We then went through some basic bowling and fielding drills, progressing where possible. This was then adapted into two groups of 6, one per team batting and bowling whilst the others fielded. We finally moved on to a large game of cricket (Evans, 2006).

Cricket Web (2020). Coaching Cricket

Summary

Throughout each session I provided positive verbal and non-verbal feedback (Vallerand, 1983) and at the end I congratulated all the player’s on their efforts and good behaviour, with everyone hi-fiving me (Miller et al, 2007). I then tested the knowledge of the player’s and asked them to tell me something they had learned or could do better in the future (Boyd & Fales, 1983; Kirk & MacPhail, 2002). I then reflected on my own performance and what I could do better in the next session (Kolb, 1984; Turesky & Gallagher, 2011; The FA, 2019).

Of all the relationships that impact on performance and development in sport, the coach-athlete relationship is considered to be particularly crucial in promoting not only an athlete’s physical and technical skills but also in serving to bring out personal satisfaction for both parties (Collins & MacNamara, 2018). With this in mind, choosing Futsal and Cricket not only tested my abilities as a coach but I wanted to coach sports that are available to anyone, despite gender, age or ability (Stolz & Pill, 2013).

The communication methods in the way I coach, regardless of age, gender or ability do not vary and I do not think that they should. Treating everyone with respect, encouraging social inclusion, team work and a good work ethic should allow everyone involved to have fun (Burkinshaw, 2020) and for me, that is what sport is all about.

References

Alcala, D and Garijo, A (2017). Teaching Games for Understanding: A Comprehensive Approach to Promote Student’s Motivation in Physical Education. Journal of Human Kinetics. Accessed 25/02/2020

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5680683/

Angharad, R (2017). STEP Model: The importance of Progression and Regression.

Accessed 25/02/2020

http://raw-coaching.co.uk/step-model-the-importance-of-progression-and-regression/

Baker, J and Young, B (2014). Deliberate practise and the development of expertise in Sport. International review of Sport and Exercise Psychology. P135-157.

Booth, L (2015). Cricket without boundaries. Basic Bowling.

Accessed 25/02/2020

http://cricketcoachingblog.co.uk/2016/01/18/bowling-base-position/

Boyd, E & Fales, A (1983). Reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): P99-117

Accessed 25/02/2020

https://journals.sagepub.com/doi/10.1177/0022167883232011

Breed, R and Spittle, M (2011). Developing Game Sense Through Tactical Learning. A resource for teachers and coaches. Cambridge. Cambridge University Press

Bunker and Thorpe (1982). Teaching Games for Understanding. The Curriculum Model. Loughborough University of Technology. Loughborough.

Accessed 25/02/2020

http://www.bugeyed.ca/seeds/wp-content/uploads/2013/06/Bunker-and-Thorpe-The-curriculum-model.pdf

Burkinshaw, L (2020). We Must Understand the People We Coach.

Accessed 24/01/2020.

https://www.ukcoaching.org/resources/topics/expert-opinions/subscription/we-must-understand-the-people-we-coach

Bushell, J (2016). An introduction to Futsal

Accessed 25/02/2020

file:///C:/Users/Nikki/Downloads/introduction-to-futsal.pdf

Collins, D and MacNamara, A (2018). Talent Development. A Practioner Guide. Oxon. Routledge Cope, J and Watts, G (2000). Learning by doing – An exploration of experience, critical incidents and reflection in entrepreneurial learning. International Journal of Entrepreneurial Behaviour and Research. Accessed 25/02/2020

https://www.emerald.com/insight/content/doi/10.1108/13552550010346208/full/html

Cricket Web (2020). Coaching Cricket

Accessed 25/02/2020

http://www.cricketweb.net/coaching/

Davids, W; Button, C and Bennett, S (2008). Dynamics of skill acquisition: A constraints-led approach. Champaign. IL: Human Kinetics.

Davies, N (2010). Player-centred coaching: Enhancing Player Game Sense. A Journal for Physical and Sport Educators. Vol 24. Issue 2

Accessed 25/02/2020

https://shapeamerica.tandfonline.com/doi/abs/10.1080/08924562.2010.10590920?journalCode=ustr20#.XlVniaSUHIU

Emery, C (2003). Risk Factors for Injury in Child and Adolescent Sport: A Systematic Review of the Literature. Clinical Journal of Sports Medicine. Accessed 28/02/2020 https://journals.lww.com/cjsportsmed/Abstract/2003/07000/Risk_Factors_for_Injury_in_Child_and_Adolescent.11.aspx

Evans, J (2006). Elite level Rugby Coaches Interpretation and use of Games Sense. Asian Journal of Exercise & Sports Science. Vol 3. Issue 1. P17-24.

Accessed 25/02/2020

http://eds.a.ebscohost.com/abstract?site=eds&scope=site&jrnl=19752938&AN=35129588&h=eBntcF6xJh%2b%2bJDzU03DbGAYm%2bdsqSTqQ6X9DpgU4V2OJOVrM4m47Y%2fgfu6FeWU3yAB3WuZGBX6uMOXbs7RUkmA%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d19752938%26AN%3d35129588

Futsal Expert (2020). Best Futsal Drills To Improve Your Game.

Accessed 25/02/2020

http://futsalexpert.com/best-futsal-drills-to-improve-your-game/

Gibbons, T (2007). Listening to our children: Why they participate in Sports.

Accessed 25/02/2020

https://www.fastandfemale.com/wp-content/uploads/2014/01/Listening-to-Our-Children-Why-They-Participate-in-Sports.pdf

Kerr, A (2019). Team tactics using small-sided games: How can we change rules during training to improve team tactics?

Accessed 25/02/2020

https://www.scienceforsport.com/team-tactics-using-small-sided-games-how-can-we-change-rules-during-training-to-improve-team tactics/?utm_source=ActiveCampaign&utm_medium=email&utm_content=5-Bullet+Friday&utm_campaign=5-Bullet+Friday+29-11-2019

Kirk, D and MacPhail, A (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education.

Accessed 25/02/2020

https://www.researchgate.net/publication/44164225_Teaching_Games_for_Understanding_and_Situated_Learning_Rethinking_the_Bunker-Thorpe_Model

Kolb, D (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey.

Lees, A (2008). Qualitative biomechanical analysis of technique. The Essentials of performance Analysis: An Introduction. London. Routledge.

McCarthy, P; Jones, M and Clark-Carter, D (2008). Understanding enjoyment in youth sport: A developmental perspective

Miles (2004). What is Sports Coaching? Planning coaching sessions. Leeds. SportsCoach UK

Miller, M, Franken, N, and Kiefer, K (2007). Exploring Touch Communication Between Coaches and Athletes. Indo-Pacific Journal of Phenomenology. (Volume 7, edition 2).

Accessed 25/02/2020

https://www.tandfonline.com/doi/abs/10.1080/20797222.2007.11433953

Mind Tools (2020). Planning a training session.

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https://www.mindtools.com/pages/article/planning-training-session.htm

Renshaw, I (2010). Motor Learning in Practice. A constraints-led approach. Building the foundations: skill acquisition in children. London. Routledge.

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Richardson, B (2017). How to coach a range of abilities within a large group. UK Coaching

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Roberts, G (1982). Achievement Motivation in Sport. Exercise and Sport Science Reviews. January 1982. Volume 10. Issue 1. Pages 236-269.

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Rolfe, A (2019). Work experience placements: What you need to know. Accessed 25/02/2020

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https://doi.org/10.1037/0278-7393.5.2.179

Shuttercock (2020). Children playing Futsal

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Stolz, S and Pill, S (2013). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education.

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The FA (2019). Plan. Do. Review

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Turesky, E & Gallagher, D (2011). Know thyself: Coaching for leadership using Kolb’s Experiential Learning Theory. The Coaching Psychologist. Vol 7. No 1.

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Vallerand, R (1983). The Effect of Differential Amounts of Positive Verbal feedback on the Intrinsic Motivation of Male Hockey Players. Kinetic Journals. Volume 5, Issue 1, 1983

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Watson, S (2015). Risk assessments for youth soccer. Accessed 28/02/2020 https://www.footy4kids.co.uk/how-to-coach-youth-soccer/health-and-safety/risk-assessments-or-youth-soccer-coaches/

0 notes

mark7miller · 5 years ago

Text

Traditional Skill v TGfU (2)

This week we moved on from basic passing and receiving to passing and moving. Discovering the most effective way to develop and enhance their skills is becoming increasingly popular amongst coaches (Memmert et al, 2015).

Working in 2s and 3s, the players focused on passing and moving in Blocked practice. This encouraged better communication skills and made them more aware of how important their first touch was, prioritizing technique over power (Lees, 2008; Pro Health Physio, 2019)) . The rationale is that the more touches the player has on the ball, the better they will be at controlling it in the long term (Isaksson-Hurst, 2019).

Passing and moving drill (Clarke, 2020)

The Random practice group looked at passing and moving the ball, in a game scenario (Cope & Watts, 2000). Ball mastery calls for thousands of touches of the ball. I encourage the children to use their footballing skills, whilst providing motivational and constructive feedback, where appropriate (Carling, Williams & Reilly, 2005).

Passing and moving within a game (Mautone, 2011)

One way to correct or maintain performance is through well timed feedback. It is defined as the information available during or after a performance (Schmidt & Wrisberg, 2004; Kidman & Hanrahan, 2011). Without it, it is difficult for athletes to understand and make decisions about their performances (Davids, Button & Bennett, 2008; Kidman & Hanrahan, 2011). Decision making is a key aspect of expert performance and is important in all sports (Lorains, Ball and McMahon, 2013).

Focus Group

Once again the children chose the TGfU game over the Pass and Move Skill exercise. By reflecting, they are beginning to understand how TGfU makes them more tactically aware in games (Gibbs, 1988; Kirk & McPhail, 2002).

Traditional Skill 0 - TGfU 2

References

Carling, C; Williams, A; and Reilly, T. (2005). The Handbook of Soccer Match Analysis. London. Routledge.

Clarke, D (2020). Soccer drill to get players passing and moving. Accessed 18/02/2020

https://www.soccercoachweekly.net/soccer-drills-and-skills/soccer-drill-to-get-players-passing-and-moving/

Accessed 29/01/2020 https://www.emerald.com/insight/content/doi/10.1108/13552550010346208/full/html

Davids, W; Button, C and Bennett, S (2008). Dynamics of skill acquisition: A constraints-led approach. Champaign. IL: Human Kinetics.

Gibbs, G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Accessed 18/02/2020

https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

Isaksson-Hurst, S (2019). The Soccer Coaching Podcast. Episode 11 - The importance of Ball Mastery & Technical Work

Accessed 18/02/2020

https://www.buzzsprout.com/247200/1050278-episode-11-the-importance-of-ball-mastery-technical-work-a-conversation-with-saul-isaksson-hurst

Kidman, L & Hanrahan, S (2011). The Coaching Process. A Practical Guide to Becoming an Effective Sports Coach. 3rd Edition. Oxon. Routledge.

Kirk, D and MacPhail, A (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education.

Accessed 29/01/2020 https://www.researchgate.net/publication/44164225_Teaching_Games_for_Understanding_and_Situated_Learning_Rethinking_the_Bunker-Thorpe_Model

Lees, A (2008). Qualitative biomechanical analysis of technique. The Essentials of performance Analysis: An Introduction. London. Routledge.

Lorains, M; Ball K and McMahon, C (2013). Performance analysis for decision making in team sports. International Journal of Performance Analysis in Sport. Volume 13. Number 1. April 2013.

Accessed 18/02/2020

https://www.ingentaconnect.com/content/uwic/ujpa/2013/00000013/00000001

Memmert, D; Almond, L; Bunker, D and Butler, J (2015). Top 10 Research Questions Related to TGfU.

Accessed 18/02/2020

https://www.researchgate.net/publication/282732728_Top_10_Research_Questions_Related_to_Teaching_Games_for_Understanding

Pro Health Physio (2019). Technique

Accessed 29/01/2020.

https://www.prohealthphysio.co.nz/files/178_20130725150150-1374721310.pdf

Schmidt R and Wrisberg, C (2004). Motor learning and performance: A problem based learning approach. 4th Edition. Champaign, IL. Human Kinetics.

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mark7miller · 5 years ago

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Traditional Skill v TGfU (1)

Ball mastery is a fundamental element in football for many coaches. There is little doubt that this individual training time is essential as the player builds a relationship with the ball and works towards mastering it (The FA, 2019). Bunker and Thorpe (1982) suggest breaking games down into their simplest format and then increasing their complexity, this is known as Teaching Games for Understanding. I have found that this to be very effective when players participate in “small-sided games”.

Basic passing and receiving drill (Moore, 2020)

The Blocked Practice group were given a simple passing and receiving drill. During this I gave out objectives such as keeping between the cones and controlling the ball (The FA, 2019). I went on to ask questions about why they needed a good 1st touch, controlling the speed of the ball etc. This was to promote their understanding. Once they were able to pass and control the ball easily, they steadily took steps back to make the task more difficult, again asking questions upon their performance.

The video below shows how they performed in Blocked practice.

https://drive.google.com/open?id=1BjhpKLIrC4xZ7LhzgDLvav9P3Ozoeu3c

Soccer drill to get players spreading out across the pitch (Clarke, 2020)

A version of the above drill was used for the Random practice group. Not only did it test their passing and ability to control the ball, because it is game related, the players understood the reasons for doing it (Breed & Spittle, 2011; Kerr, 2019). Again, lots of questions were asked to gauge their understanding.

Focus Group

At the end of the session, the players confirmed that although they understood the importance of ball mastery, they much preferred it in a game environment.

Traditional Skill 0 - TGfU 1

References

Breed, R and Spittle, M (2011). Developing Game Sense Through Tactical Learning. A resource for teachers and coaches. Cambridge. Cambridge University Press

Bunker and Thorpe (1982). Teaching Games for Understanding. The Curriculum Model.

Clarke, D (2020). Soccer drill to get players spreading out across the pitch.

Accessed 17/02/20

https://www.soccercoachweekly.net/soccer-drills-and-skills/soccer-drill-to-get-players-spreading-out-across-the-pitch/

Kerr, A (2019). Team tactics using small-sided games: How can we change rules during training to improve team tactics?

Accessed 17/02/20

https://www.scienceforsport.com/team-tactics-using-small-sided-games-how-can-we-change-rules-during-training-to-improve-team-tactics/?utm_source=ActiveCampaign&utm_medium=email&utm_content=5-Bullet+Friday&utm_campaign=5-Bullet+Friday+29-11-2019

Moore, M (2020). Basic passing and receiving drill

Accessed 17/02/20

https://www.sportsessionplanner.com/s/v0dS/u9-10-Basic-Passing-&-Receiving.html

The FA (2019). Ball Mastery

Accessed 17/02/20

http://www.thefa.com/learning/coaching/mastering-the-ball

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Determination from Inspiration

At the start of today’s training session, I asked each player what they liked about coming to football training and what they got out of it (Bailey, Cope & Pearce, 2013; Gibbons, 2007). I also asked them to tell the group who their favourite role model/professional player was and could they show the group a skill or something they liked about their favourite player.

Bailey, Cope & Pearce (2013)

More than half of the players stated making new friends and having fun whilst learning as the top answers. Others stated they always had a fun time and were made to feel wanted and included, regardless of their ability (Bailey, Cope & Pearce, 2013). Developing a young player’s capacity and skills for self-reward is a worthwhile investment of time and effort for both coaches, players and parents (Balyi, Way & Higgs, 2013; Collins & MacNamara, 2018). All the player’s said I was their favourite ever coach because of the way I treated them. Coaches and players share a unique and important relationship (Miller, Franken and Kiefer, 2007).

The FA (2019)

References

Bailey R, Cope E and Pearce G (2013). Why do children take part in, and remain involved in sport? International Journal of Coaching Science. Volume 7, No 1, January 2013. Pages 56-75.

Accessed 17/02/20

file://x035-vstore-01/students6/MIL17172518/Downloads/Baileyetal2013childrenandsport.pdf

Balyi, I; Way, R & Higgs, C (2013). Long-term Athlete Development. Leeds. Human Kinetics

Collins, D and MacNamara, A (2018). Talent Development. A Practioner Guide. Oxon. Routledge.

Gibbons, T (2007). Listening to our children: Why they participate in Sports. Accessed 17/02/20.

https://www.fastandfemale.com/wp-content/uploads/2014/01/Listening-to-Our-Children-Why-They-Participate-in-Sports.pdf

Miller, M, Franken, N, and Kiefer, K (2007). Exploring Touch Communication Between Coaches and Athletes. Indo-Pacific Journal of Phenomenology. (Volume 7, edition 2).

Accessed 17/02/20

https://www.tandfonline.com/doi/abs/10.1080/20797222.2007.11433953

The FA. 21 days of Positivity.

Accessed 17/02/20.

http://www.oxfordshirefa.com/news/2019/jan/02/registration-for-this-years-21-days-of-positivity-now-open

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Six Nations Rugby Union

After being stunned by South Africa in the World Cup Final, England seemed to suffer a hangover in their recent defeat to France in the opening match of the Six Nations (BBC Sport, 2020). The highlights below show how well France performed.

https://www.bbc.co.uk/sport/av/rugby-union/51350270

With the auld enemy Scotland their next opponents, what can England do to overcome them and claim victory? Match analysis is vital to assess both Scotland’s strengths and weaknesses and examine where England can do better overall (Cross & Lyle, 2003; Franks & Goodman, 1986). In rugby, match performance can be defined as the interaction of different Technical, Tactical, Mental (Carling, 2010) and Physiological factors (Drust, Atkinson, & Reilly, 2007; Sarmento et al, 2014). The purpose of Match Analysis is to assist the decisions made by coaches and athletes in terms of how they prepare for training and competition (Jones & Kingston, 2013).

One essential component in rugby is kicking and the use of this can split a tight defence (Hook, 2020). Analysis of Technique considers the mechanical detail of skills performed by athletes, allowing flaws in technique to be identified and rectified; ensuring progress is made (Jones & Kingston, 2013).

Line break rugby (2018). Owen Farrell demonstrating perfect kicking technique

Line break rugby (2018). England kicking statistics.

Qualitative analysis from the coach, conversing about a player’s body shape when receiving the ball or angle of limbs when running or kicking, is characterized by the subjective interpretation of movement, as part of the coaching process (Lees, 2002; Lees, 2008). The concept of Technique Analysis and justification for its use is to aid in the improvement of performance (Lees, 2002).

The longest, most successful kick in an International Test match was by Paul Thorburn, in 1986. Highlights of this amazing kick are below.

https://toybox-assets.files.bbci.co.uk/activities/g8z37ws5sv/v0.0.0/assets/content//large-004.jpg

Could England utilize this underrated element in their armoury and beat Scotland today (Meagher, 2020)?

References

BBC Sport (2020). France beat England despite May brilliance.

Accessed 08/02/2020.

https://www.bbc.co.uk/sport/av/rugby-union/51350270

Carling, C (2010). Analysis of physical activity profiles when running with the ball in a professional soccer team. Journal of Sports Sciences. 28 (3). P319-326.

Cross, N and Lyle, J (2003). The Coaching Process. Principles and Practice for Sport. London. Butterworth-Heinemann.

Drust, B; Atkinson, G and Reilly, (2007). Future perspectives in the evaluation of the physiological demands of soccer. Sports medicine. 37(9). P783-805.

Franks, I and Goodman, D (1986). A systematic approach to analysing sports performance. Journal of Sports Sciences. 4. P49-59.

Hook, J (2020). What's the secret behind the perfect rugby kick?

Accessed 08/02/2020

https://www.bbc.co.uk/teach/whats-the-secret-behind-the-perfect-rugby-kick/zv2wgwx?xtor=CS8-1000-[Discovery_Cards]-[Multi_Site]-[SL01]-[PS_TEACH~C~~]

Jones, R and Kingston, K (2013). An Introduction to Sports Coaching. Connecting Theory to Practice. 2nd edition. Oxon. Routledge.

Lees, A (2002). Technique analysis in Sports: A critical Review. Journal of Sports Sciences. 2002. 20, P813-828.

Accessed 08/02/2020.

https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d19e1c95e7e7/127748?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Technique%2520Analysis.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191129T091545Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191129%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=eaa5596f220bf50c3a9e5a2160ba5038f558e4a11fe399d98279a0fe62835060

Lees, A (2008). Qualitative bio-mechanical analysis of technique. The Essentials of performance Analysis: An Introduction. London. Routledge.

Line break rugby (2018). Kicking statistics.

Accessed 08/02/2020

http://linebreakrugby.com/2018/02/kicking-statistics-battle-top-spot/

Meagher, G (2020). Will England be ready for chaos in Scotland showdown? The Guardian.

Accessed 08/02/2020

https://www.theguardian.com/sport/2020/feb/07/england-rugby-six-nations-scotland-jonny-may-murrayfield

Sarmento, H; Marcelino, R; Anguera, T; Campanico, J; Matos, N and Leitao, J (2014). Match analysis in football: a systematic review. Journal of Sports Sciences. Vol 32, No 20, P1831-1843.

Accessed 08/02/2020

https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d19e1c95e7e7/2060759?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Match%2520Analysis.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191022T122209Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191022%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=540366e76b718744ffcb43c4ce2d1479732ef5506fd71c1183029f0010ef1aa6

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Research Project

Is Teaching Games for Understanding (TGfU) a more effective method of coaching sports than traditional teaching methods?

Success in sport depends upon the athlete's ability to develop and perfect a specific set of perceptual, cognitive and motor skills (Hodges & Williams, 2012). Discovering the most effective way to develop and enhance their skills is becoming increasingly popular among teachers, coaches and children (Memmert et al, 2015). The purpose of the study is to investigate the effect of TGfU in comparison to a direct instructional model; to confirm which is the better model of coaching.

TGfU is based on the proposal from Bunker and Thorpe (1982). This model is an alternative to tradition-led approaches to games teaching and learning (Kirk & MacPhail, 2002). There has been an increase in research in recent years, relating to the use of games as a teaching method, across various sports (Bunker & Thorpe, 1982). The principle at the centre of Models-Based Practise (MBP) is that learning can be progressed most effectively when subject matter and instruction are aligned with intended learning outcomes (Lyle & Cushion, 2010). The learning outcome for pupils using TGfU was not to develop tactical in place of technical competence but instead to develop all round better players (Lyle & Cushion, 2010).

Bunker & Thorpe (1986) believed that too much games teaching and coaching produced technically gifted players but their performances were limited because they rarely developed a good understanding of their game (Lyle & Cushion, 2010). This led Light (2004) to introduce the concept of Games Sense (Evans, 2006) an exciting and innovative approach to coaching and PE, that places the game at the heart of the session and explores key concepts as well as essential pedagogical theory (Memmert et al, 2015).

Loughborough Passing Test (2016)

In comparison to the study completed by Vera, Alvarez & Medina (2008), I will test the acquisition, retention and transfer football skills of my own u9 team. This will be done by using the Loughborough passing and shooting tests, which will establish a base from which to work out their current ability (Ali et al, 2003). However, as the original tests were completed with adult footballers, the testing area is too large for use with u9 players, therefore I have reduced it accordingly (Buszard et al, 2016). Previous studies have reported that children performed skills better when the equipment and play area were scaled (Vera, Alvarez & Medina, 2008; Buszard et al, 2016).

Loughborough Shooting Test (2016)

I will then split the team into two groups of 5 and use Blocked practice for one group and Random practice for the other, within my training sessions. I will publish training sessions to outline my session plan and goal objectives for each week. At the end of the training blocks, I will retest the players using the original tests.

My hypothesis is that TGfU is a better method of skill acquisition, retention and transfer than the traditional methods used by coaches.

References

Ali, A; Hirst, M; Eldred, J & Hulse, M (2003). The reliability and validity of the modified Loughborough Soccer Passing Test.

Accessed 08/02/2020

https://www.researchgate.net/publication/295777241_The_reliability_and_validity_of_the_modified_Loughborough_Soccer_Passing_Test

Bunker and Thorpe (1982). Teaching Games for Understanding. The Curriculum Model. Loughborough University of Technology. Loughborough.

Accessed 23/01/2020

http://www.bugeyed.ca/seeds/wp-content/uploads/2013/06/Bunker-and-Thorpe-The-curriculum-model.pdf

Bunker & Thorpe (1986). The Curriculum Model. Rethinking Games Teaching. Accessed 16/01/2020

https://pdfs.semanticscholar.org/e501/cd1b4638e1a740e9d292f83dbf49effe892a.pdf

Buszard, T; Reid, M; Masters, R and Farrow, D (2016). Scaling the Equipment and Play Area in Children’s Sport to improve Motor Skill Acquisition: A Systematic Review

Accessed 08/02/2020

https://link.springer.com/article/10.1007/s40279-015-0452-2

Evans, J (2006). Elite level Rugby Coaches Interpretation and use of Games Sense. Asian Journal of Exercise & Sports Science. Vol 3. Issue 1. P17-24.

Accessed 16/01/2020

Hodges, N and Williams, A (2012). Skill Acquisition in Sport: Research, Theory and Practice. 1st Edition. London. Routledge.

Kirk, D and MacPhail, A (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education.

Accessed 08/02/2020 https://www.researchgate.net/publication/44164225_Teaching_Games_for_Understanding_and_Situated_Learning_Rethinking_the_Bunker-Thorpe_Model

Lyle, J and Cushion, C (2010). Sports Coaching. Professionalization and Practice. London. Elseveir.

Memmert, D; Almond, L; Bunker, D and Butler, J (2015). Top 10 Research Questions Related to TGfU.

Accessed 08/02/2020

https://www.researchgate.net/publication/282732728_Top_10_Research_Questions_Related_to_Teaching_Games_for_Understanding

Vera, J; Alvarez, J and Medina, M (2008). Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren.

Accessed 08/02/2020

https://journals.sagepub.com/doi/abs/10.2466/pms.106.2.447-460

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mark7miller · 5 years ago

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Work Placement Blog 11

Today was my last day on placement and by taking a few moments to look back on my experience I have to say that I have thoroughly enjoyed it. As a method which helps coaches gain understanding and successfully associates theory and traditional procedures, Reflective Practice is advocated as an essential part of coach education (Borrie et al, 1999; Knowles et al, 2001). It is also considered to connect the application of professional knowledge and coaching sessions, promoting consciousness craft knowledge (Kemmis, 1985). I have learned so much regarding meeting new players to arrival activities and recording statistical information and the importance of risk assessments. Learning is the process by which experience produces a consistent or enduring change in behaviour potential (Zimbardo & Weber, 1994).

Having a mentor, in Coach Harry from the outset, allowed me to participate in the sessions without an overwhelming pressure to lead sessions and has made my confidence rise significantly over the duration of my placement. Identifying particular characteristics (qualities and abilities) of successful sports coaches could offer other coaches help in improving their performance (Frost, 2009).

By seizing the opportunity to become Lead Coach and deliver sessions with my own assistant, demonstrates how well I have done. Not only have I achieved the goals set myself at the outset, through the continuous professional development and support that I have received at Little Kickers, I have surpassed all my expectations.

References

Borrie, A., Knowles, Z., Mayes, R., Stevens, J. & Young, R. 1999. Evaluation of the High Performance Coaching (CPD) Program through June 1999, Leeds: National Coaching Foundation.

Frost, J (2009). The Sports Journal. Characteristics contributing to the success of a sports coach. Issn. 1543-9518 volume 20.

Accessed 13/11/2019.

https://thesportjournal.org/article/characteristics-contributing-to-the-success-of-a-sports-coach/

Kemmis, S. (1985). “Action research and the politics of reflection”. In Reflection: Turning Experience into Learning, Edited by: BOUD, D., KEOGH, R. and WALKER, D. London: Kogan Page.

Zimbardo, P & Weber, A. (1994). Psychology, New York: Harper Collins.

Total hours - 65

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Asking good questions within game based activities.

There is significant evidence that Games-Based Approaches (GBAs) to learning and coaching are invaluable but to make them work, good questions must be asked (Sports Coach UK, 2020).

By asking a variety of open and closed questions, coaches can not only assess the current level of ability but also promote understanding of the topic being delivered and get to know the person they are coaching (Burkinshaw, 2020). As a football coach, I delivered the session below.

Attacking play from the wings

Clarke (2020). Clever out wide. Soccer Coach Weekly

From the outset I took into account The Zone of Proximal Development, the theory that emphasises the importance of language and social interaction in learning (McLeod, 2019) I did this by asking my fellow students (the participants) what they knew about attacking play from the wings in football. This allowed me to tailor the session both individually and collectively as people learn in different ways. I demonstrated the activity and then in pairs, they took turns in crossing the ball then swapping over to take turns at shooting. This enabled the players to own the process and create a responsibility to raise their awareness. The player is then accountable for their own performance so the focus is on learning. This is in-line with Bloom’s Taxonomy (1956, 2001).

Bloom’s Taxonomy (1956, 2001)

I asked each person how they felt after their turn and what they thought they could do to improve next time. This promotes self efficacy and is in conjunction with the Complex Learning Theory (Davis & Sumara, 2008) . After each round I made it progressively more difficult so they had to adjust both individually and collectively. Games based activities allow participants to make decisions independently and adapt to new situations. A report published by Harvey et al (2010) stated that not only did using a games approach increase coach education but by also using questioning techniques, the coaches were able to increase player learning and knowledge retention.

When asking questions, I tried to promote the player’s understanding by having them tell me what they have learned; reinforcing and praising good technique and using open questions so they could elaborate in their responses. This is due to a report by McNeil et al (2008) that suggests some coaches struggle with the use of questioning and that when the method is employed, limited and closed questions are primarily used. Alternative models to Bloom, where the objective is to achieve high order thinking skills, through questioning, can be used such as The Taxonomy of Significant Learning (Heick, 2019). This also has a number of progressive levels to describe, explain and interpret information.

I intend to utilize this question approach to see if it varies between children and adults and whether I need to use different types of questions for different age groups.

References

Bloom, B (1956). Bloom’s Taxonomy.USC Center for Excellence in Teaching.

Accessed 27/01/2020.

Burkinshaw, L (2020). We must understand the people we coach. UK Coaching.

Accessed 27/01/2020.

https://www.ukcoaching.org/resources/topics/expert-opinions/subscription/we-must-understand-the-people-we-coach

Clarke, D (2020). Clever out wide. Soccer Coach Weekly

Accessed 27/01/2020

https://www.soccercoachweekly.net/soccer-drills-and-skills/attacking/clever-out-wide/

Davis, B and Sumara, D (2008) Complex Learning Theory. Complexity as a theory of education.

Accessed 27/01/2020.

https://www.researchgate.net/publication/241092373_Complexity_as_a_theory_of_education

Harvey, S., Cushion, C. J., & Massa-Gonzalez, A. N. (2010). Learning a new method: Teaching Games for Understanding in the coaches’ eyes. Physical Education and Sport Pedagogy, 15. P361–382.

Heick, T (2019). 6 Alternatives to Bloom’s Taxonomy for Teachers. Teach Thought.

Accessed 27/01/2020

https://www.teachthought.com/critical-thinking/5-alternatives-to-blooms-taxonomy/

McLeod, S (2019). What is the Zone of Proximal Development? Simply Psychology.

Accessed 27/01/2020

https://www.simplypsychology.org/Zone-of-Proximal-Development.html

McNeill, M., Fry J. M., Wright, S., Tan, C., & Rossi, T. (2008). Structuring time and questioning to achieve tactical awareness in games lessons. Physical Education and Sport Pedagogy, 13(3): P231–249.

Sports Coach UK (2020). Asking Good Questions and Games-based Activity

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mark7miller · 5 years ago

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The process of Reflection using technology in Sport

Having the ability to assess a performance using technology then reflect on it is a recent phenomenon and is invaluable as a learning tool in coach education. Performance Analysis (PA) is a data gathering methodology that represents an objective observation system that provides useful information to improve performance (Mango et al, 2010).

A key skill of a successful coach is the ability to co-ordinate sports science support so that it is integrated into the coaching process to facilitate performance enhancement (Wright, 2012). Performance data can also be used to enhance coach development (O’Donoghue & Mayes, 2013b). Coaches have the opportunity to have their own behaviour recorded allowing them to reflect on their coaching style and identify any areas that may need to be altered utilizing split screen video (Schon, 1983; Brown & O’Donoghue, 2008a; O’Donoghue, 2015).

During a recent coaching session at university, we had the opportunity to wear a pair of Bear Grylls camcorder glasses (shown above). This is a product that allows a participant to record you coaching so you can assess and reflect on your own performance. The key factor in any research that uses new equipment is its repeatability and accuracy (Hughes & Franks, 2008). The playback was affected by the lack of sound but visually looked very good so unfortunately this influenced the reliability of the technology.

With this is mind, I asked a parent to record part of my football training session on Friday night, so I could evaluate and reflect on my own coaching style and delivery. I would be grateful if you could comment after watching the video below.

https://drive.google.com/open?id=1BjhpKLIrC4xZ7LhzgDLvav9P3Ozoeu3c

Although initially aware the camera was on me, I tried to avoid being caught up in the Hawthorne effect. This is a term referring to people who tend to act differently or try to perform better when they are in an experiment. Their behaviour may change due to receiving extra attention from observers (Cherry, 2018). I tried to remain calm and act as I normally would do. I would recommend this type of performance analysis as it really helped me as a coach. Using a reflective model like Gibbs (1988) or Schon (1983) enables me to evaluate and analyze my sessions and then make adjustments where necessary, as critical reflection is vital for improved coaching practice (Sports Coach Uk, 2020).

References

Brown, E and O’Donoghue, P (2008). A split screen system to analyse coach behaviour: a case report of coaching practice. International Journal of Computer Science in Sport. 7 (1). P4-17.

Cherry, K (2018). The Hawthorne Effect and Behavioural Studies

Accessed 27/01/2020

https://www.verywellmind.com/what-is-the-hawthorne-effect-2795234

Hughes, M and Franks, I (2008). The Essentials of Performance Analysis. An Introduction. Oxon. Routledge.

Mango, P; Sgro, F; Pignato, S; Lo Piccolo, A; Nicolosi, S; Schembri, R and Lipoma, M (2010). Performance analysis as a tool to support the teaching didactic.

Accessed 27/01/2020.

https://www.sciencedirect.com/science/article/pii/S1877042810022408

O’Donoghue, P (2015). An Introduction to Performance Analysis of Sport. Oxon. Routledge.

O’Donoghue, P and Mayes, A (2013b). Routledge Handbook of Sports Performance Analysis. Coach behaviour. London. Routledge.

Accessed 27/01/2020

https://ebookcentral.proquest.com/lib/uclan-ebooks/reader.action?docID=1143678&ppg=1&query=Routledge%20Handbook%20of%20Sports%20Performance%20Analysis

Schon, D (1983). The Reflective Practioner. How Professionals Think in Action. London. Temple Smith.

Sports Coach Uk (2020). Using critical reflection to become a good coach.

Accessed 27/01/2020.

https://issuu.com/scukres/docs/no11_using_critical_reflectoin_to_b

Wright, I. (2012). Coaching performance swimmers: The individualisation of training programmes in Great Britain.

Accessed 27/01/2020

http://www.coachesinfo.com/index.php?option=com_content&view=article&id=110:swimming-performance-swimmer&catid=49:swimming-coaching&Itemid=86.

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mark7miller · 5 years ago

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Work Placement Blog 10

Little Kickers have a coaching qualification timeline (Little Kickers, 2019) which compares to Bloom’s Taxonomy and Professional Development (1956).

After recently completing Stage 2, I am now working towards Stage 3 as a Lead Coach (Little Kickers, 2019). Although Bloom’s Model (1956) has nothing to do with experiential learning, in order to be successful and achieve each stage of development, I need to ensure that I set new higher targets at the end of each stage, as shown by the step method of Taxonomy and Professional Development. However, there are numerous alternatives to Bloom, as recommended by Heick (2019). This is due to there being a lack of progression in the use of either Gibbs' Reflective Cycle Model (1988) or Kolb’s Experiential Learning Style Theory (1974).

Bloom’s Taxonomy and Professional Development Model (1956)

Successful teams have strong leaders and the importance of this role is evident in all categories of sports. The performance of a leader is very clear in interactive games and during matches (Sampla, 2019). By evaluating my own coaching techniques and style (Lyle, 2002), I can reflect on how my leadership affects not only the participants but my performance as a coach too (Turesky & Gallagher, 2011). Leadership maybe considered as a behavioural process that influences individuals and groups towards set goals. As such, a leader has the dual function of ensuring player satisfaction while steering the individual or group to success (Sampla, 2019).

Total hours 59

References

Gibbs, G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Accessed 13/11/2019

https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

Heick, T (2019). 6 Alternatives to Bloom’s Taxonomy for Teachers. Teach Thought.

Accessed 27/01/2020

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mark7miller · 5 years ago

Text

Why English Football needs a proper mid-season break

Historically, English football is seen as a swashbuckling style played at a hundred miles per hour but when it comes around to playing international tournaments at the end of a long hard season, the players are all exhausted and unable to perform at the highest level (Walter, 2013).

The most obvious risks, associated with increased training and matches are over-use injuries and the increased chances of developing illnesses such as Osgood-Schlatter disease (Brenner, 2007; Dalton, 1992). According to a recent study, specialized athletes are 70% more likely to become injured than multi-sport athletes (Main & Landers, 2012). This is because athletes who train for one sport year round are repeating the same movements, adding more stress to their muscles and increasing the risk of over-training, injury and burn out (Main & Landers, 2012). Newcastle United currently have eleven players out injured from their 1st team squad (Chronicle Live, 2020).

In contrast to this, footballers in Germany have a full 4 weeks off (Bundesliga, 2019). Winter breaks also happen in Scotland, Spain and France (SkySports, 2018). Clubs from these countries participate in warm weather winter training camps which assist in full recovery and recuperation from the rigorous demands of being a professional footballer (Timeoutdoors, 2019). Allowing players to experiment and have the opportunity to experience a wide variety of different sports is essential (Bailey & Collins, 2013). Cross training is a relatively recent training method that suggests performance enhancement could be gained through participating in other sports (Vaz et al, 2013).

Pundits, players and managers have been crying out for years for a long, over due break that would allow the players to recover both physically and psychologically. Previous England Managers, Sven-Goran Erickson, Fabio Cappello and Roy Hodgson (The Guardian, 2012) have even tried to intervene by asking for assistance to help develop the national team. Strikers Marcus Rashford and Harry Kane could miss not only the rest of the domestic season but Euro 2020 as well (Ames, 2020; The Guardian, 2020).

Sky Sports (2020)

The Premier League in England have now surrendered and given in to demands of the clubs. However, due to significant television revenue involved, each team will only get one weekend off starting February 2020 (SkySports, 2018). Despite the risk of over use injuries, fixtures for the teams from the championship, league one and two remain unchanged due to the high number of games looking to avoid fixture congestion (SkySports, 2018).

My own u9 football team have had a 4 week from from both training and matches. They have come back so refreshed that they have won their 1st two matches of 2020 !

It remains to be seen that with Euro 2020 on the horizon, will the injuries already sustained to key players and just having just one weekend off, damage England’s chances at international success?

References

Ames, N (2020). José Mourinho raises prospect of Harry Kane missing Euro 2020 with injury. The Guardian.

Accessed 24/02/2020

https://www.theguardian.com/football/2020/jan/13/harry-kane-injury-euro-2020-jose-mourinho-tottenham-england

Bailey, R & Collins, D (2013). The standard model of talent development. Kinesiology review. P248-259

BBC Sport (2020). Marcus Rashford: Manchester United striker could be out for at least six weeks with stress fracture

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https://www.bbc.co.uk/sport/football/51169856

Brenner, J (2007). Overuse injuries, over training and burn out in child and adolescent athletes. Paediatrics. 119(6). P1242-1245.

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https://pediatrics.aappublications.org/content/119/6/1242.short

Bundesliga (2019). The Bundesliga's winter break explained

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https://www.bundesliga.com/en/news/Bundesliga/bundesliga-winter-break-explained-467301.jsp

Chronicle Live (2020). Newcastle United's shocking injury list: The ELEVEN players out as Steve Bruce faces questions

Accessed 24/02/2020

https://www.chroniclelive.co.uk/sport/football/football-news/newcastle-united-injury-list-news-15055754

Dalton, S (1992). Overuse injuries in adolescent athletes. Sports Medicine (Auckland, NZ). 13. P58-70.

Accessed 25/02/2020

https://link.springer.com/article/10.2165/00007256-199213010-00006

Main, L and Landers, G (2012). Overtraining or Burnout: A training and psycho-behavioural case study. International Journal of Sports Science & Coaching 7 (1):23

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https://www.researchgate.net/publication/236894007_Overtraining_or_Burnout_A_Training_and_Psycho-Behavioural_Case_Study

SkySports (2018). Winter break explained: What you need to know.

Accessed 24/02/2020

https://www.skysports.com/football/news/12040/11398551/winter-break-explained-what-you-need-to-know

The Guardian (2012). England manager Roy Hodgson calls for Premier League winter break

Accessed 24/02/2020

https://www.theguardian.com/football/2012/sep/20/england-roy-hodgson-winter-break

Timeoutdoors (2019). Top 3 winter training camps.

Accessed 24/02/2020

https://www.timeoutdoors.com/trips/training-camps/top-5-winter-training-camps

Vaz, L; Abade, E; Fernandes, H and Reis, M (2013). Cross training in Rugby. A review of research and practical suggestions. International Journal of Performance Analysis in Sport. Volume 13. Number 1

Walters, M (2013). The Mirror. England are always too tired to win the World Cup because there's no winter break.

Accessed 24/02/2020

https://www.mirror.co.uk/sport/football/news/england-wont-win-world-cup-2105796

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