By Tania G. Cassidy, Robyn L. Jones, Paul A. Potrac
Successful activities training is as depending on employing stable instructing and social practices because it is set services in recreation abilities and strategies. figuring out activities training deals an leading edge advent to the speculation and perform of activities training, highlighting the social, cultural and pedagogical recommendations underpinning strong training perform. Now in a completely revised and up-to-date re-creation, the publication explores the complicated interaction among trainer, athlete, training programme and social context, and encourages coaches to increase an open and reflective method of their very own training perform. It addresses key matters similar to:
- athlete motivation and long-term developmentВ
- viewing the athlete as a learner
- instructional equipment and mirrored image
- working with assorted athletic and studying skills
- coaching philosophy and ethics
Understanding activities training additionally encompasses a complete variety of useful routines and case stories designed to inspire coaches to mirror severely upon their very own training ideas, their interpersonal abilities and upon very important matters in modern activities training. This booklet is vital studying for all scholars of activities training and for any specialist trainer seeking to strengthen their training expertise.
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Additional info for Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice
25 REFLECTION CHAPTER 2 ▼ ■ ■ ■ ■ ■ COACHING METHODS Introduction The relationship between coaching and teaching An overview of methods Taking a circumspect view of methods Concluding thoughts 26 27 29 33 37 INTRODUCTION Many terms have been used to describe what it is that the coaches actually do. Two terms that are often incorrectly used interchangeably are ‘styles’ and ‘methods’. When Lyle (2002: 156) discusses coaching styles he is referring to ‘the distinctive aggregations of behaviours that characterize coaching practice’ although he does recognize that they are ‘not simply about instructional behaviour’.
We recognize that sometimes in a sporting context it 1 Evidence of this is the title of the proceedings of the VII Commonwealth and international conference on sport, physical education, dance, recreation and health, held in Edinburgh in 1986. The proceedings were entitled Coach Education: Preparation for a Profession. Over the years this desire has only intensified as a consequence of improved career opportunities in coaching, improved coach education and access to coaching studies in tertiary institutions, greater resources and media attention to some performance sports (Lyle 2002).
We contend that, more often than not, the price is worth paying since reflectionin-action is often initiated when a performance is unsatisfactory. As such, we agree with Schön (1983: 279) who asserts that the question then becomes ‘not so much whether to reflect as what kind of reflection is most likely to help us get unstuck’. We have interpreted ‘kinds’ of reflection to mean levels of reflection, a topic that we discuss in more detail below. Reflection is an insular process While the scope for reflection is great, one of the concerns that we, and others, have with reflection is that the focus is largely ‘inwards’ on the practitioners’ own practice ‘without sufficient attention to the social conditions that frame and influence that practice’ (Zeichner and Liston 1996: 19).