NI Coaching Children Day: Inspiring the Future of Sport

Time 9.30 9.45 10.20 11.00 Theme Introduction & Welcome Childrens Coaching: An Overview Coaching the Whole Child Multiple Outcome Coaching Workshop Opportunity 1 Lunch Workshop Opportunity 2 Workshop Opportunity 3 Depart Speaker Sport Northern Ireland Ian Stafford Sergio Lara-Bercial Various N/A Various Various N/A

NI Coaching Children Day: Inspiring the Future of Sport

12.30 1.30 3.00 4.30

Welcome

ThePlan
CoachingChildrenCurriculumandchild

centredcoaching
Childrensdevelopmentandtheimplications

forourcoaching
Currentpractice,keyissuesandmakeastart

onaddressingchallenges
IanStafford HuttonParkConsulting

Keyprinciplesofgoodpractice
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CoachingChildrenCurriculum
Rationale Childrensneedsinsportaretotallydifferenttothoseof othergroups(sportscoachUK2011) Aims Identifyanddescribegenericchildrenscapabilities thatshouldhelpcoachesunderstandthesespecific needs. Explaintheassociatedknowledge,skillsandattributes coachesrequiredtodevelopthesecapabilities Train,developanddeployquality,childcentred, childrenscoaches
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Lifelongparticipationandlessdropoff

CoachingChildrenCurriculum

Childrenwhobecomehealthy,happyadults Coacheswhodeveloppeople,notjustsports

performers

Specialistcoacheswhoplanfunanddevelopmentally

appropriateactivities

Betterperformancesatthehighestlevel
sportscoachUKVision(www.sportscoachuk.org)
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ChildcentredCoaching
Coachesshould: Focusontheneedsofthechildratherthanthe needs/wantsofotherse.g.coachesandparents Accountfortheknowledge,skills, attitudes,and values thatchildrenbringtothesportenvironment Considerthechildsabilities,interests,andlearning styles/preferences Encouragechildrentobemoreactiveandtake greaterresponsibilityfortheirownlearningasthey progress
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ChildcentredCoaching
Improveschildrensmotivation Childrentakemoreownershipoftheirownlearning Encouragespeerinteractionandcommunication Promotesactivelearningusingdiscoveryapproach Buildsbetterchildcoachrelationships Potentiallyreducesdisruptivebehaviour
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ChildcentredCoaching
Needtoadoptmorebalancedcoachingmethods ask,

ChildrensDevelopment
Childrendevelop: Physically

show andinvolve aswellastell

Coachesmightgivechildrentoomuchresponsibility

tooearly progressionneedstobeappropriateto stageofdevelopment

Coachesmightfeellessincontrol canbe

Cognitively Socially

uncomfortableforcoachestoallowchildrentomake owndecisionsandhavinginputintosessioncontent andstructure

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Emotionally Butdocoachesreallyknowaboutandconsiderall

thesefactors?

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PhysicalDevelopment
Growingbodies fragilebutbouncyand

CognitiveDevelopment
Childrenhavelimitedexperienceandabilitytoattend

bendy

toandprocessinformation needmoretimeto processandactthanadults

Childrens memorynotaswelldevelopedasadults

Developingsystems batteriesmayrundown

quicklybutsoonrecover

KISSprinciple(keepitshortandsimple)
812yrsstillseenasamajorskilllearningphase Coachesneedtoknowabouthowchildrenlearnin

Coachesunderstanddevelopmentandwhat

youcanandcantvalidlyaskofchildren physically
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ordertodevelopskills.
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SocialPsychologicalDevelopment
Youngchildrenhavedifficultyseparatingabilityand

SocialPsychologicalDevelopment
Coaches Planandcoachtoproduceatask

effort(learnabout1012yrs)
Egoorientation maynotbeabletorecognisetheir

capabilitiesasalimitingfactor;mayblamelackof achievement/successonnotbeinggoodenough
Taskorientation seethateffortcanbeameasureof

orientationinchildren
Encouragechildrentofocusoneffort

achievement/success.Childrenwhoareinterestedin thetaskandputinalotofeffort,regardlessofwhether ornottheywanttowinarelikelytofeelmoresatisfied andpersistinsport

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ratherthanoncomparingthemselves withothers praiseeffort,notjust skill

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EmotionalDevelopment
Childrenarelessemotionallystablethan

CurrentPractice
Ascoaches,howmuchformalinputhaveyou

hadonchildrensdevelopmentandkeycoaching implications?
Doyouthinkthetimehascomeformore specificCPDorevenqualificationsinCoaching Children? Whatdoyouthinkarethekeygapsinyour currentknowledgeandskillsintermsofcoaching children?
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adults
Coachesneedtounderstandwhatis

importanttochildren besensitive and patient

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Howmuchofyourcurrentpracticeinvolves

CurrentPractice

CoachingChildren

runningsessionswhereallthechildrenare doingthesameactivityatthesametime?
Whatdoyouthinkarethemainissuesin

producingtailoredsessionsthathittheneeds ofmorechildrenratherthanjustbeingaimed attheaverage?

Anyotherkeyissuesyoufeelneedtobe

Whyisitsoimportantthatwegetit

right?

addressedinchildrenscoachingandassociated coachdevelopment?
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GuidingPrinciples
Understandthechildrenyoucoach howtheylearn

ThePlan
CoachingChildrenCurriculumandchild

anddevelop
Developagoodrapportwiththechildren asa

centredcoaching
Childrensdevelopmentandtheimplications

groupandasindividuals
Showyouareinterestedthemasindividuals,notjust

forourcoaching
Currentpractice,keyissuesandmakeastart

asparticipants
Worktoproducemoretailoredsessionswith

onaddressingchallenges
Keyprinciplesofgoodpractice
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appropriate,differentiatedactivities
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Thanksforturningup Thanksforlistening

THEEND

Coaching the Whole Child Multiple Outcome Coaching

Inspiring the Future of Sport Sport Northern Ireland Jordanstown Sept 2012

Thanksfornotthrowingthings Thanksfornotshoutingobscenitiesatme

Sergio Lara-Bercial Senior Research Fellow Leeds Metropolitan University International Council for Coach Education

An Audience with Mo Farah Almost!

Becareful itsajungleoutthere....those

kidscouldeatyou!
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Coaching the Whole Child Multiple Outcome Coaching

Inspiring the Future of Sport Sport Northern Ireland Jordanstown Sept 2012

1. Children Them Crazy Little People

Session Outline: 1. 2. 3. 4. Children Them Crazy Little People A Coaching Children Domain? Coaching the Whole Child Can we? Should We? Implications for Practice

Joan Manuel Serrat: from his song of the above title:

Them crazy little people dont know about timetables, or costumes, and we think we have to domesticate them. Hey boy! Stop f****** about with that ball, dont say that, dont do that, dont touch that!

1. Children Them Crazy Little People

1. Children Them Crazy Little People

It is obvious that children are not miniadults, but dont take my word for it

It is obvious that children are not miniadults, but dont take my word for it

1. Children Them Crazy Little People

CHILDRENARENOTMINIADULTS ANDCANNOTBECOACHEDASSUCH Weneedspecialist

childrenscoaches!!!

How are children different to adults?

CoachingChildrenCurriculum

2. A Coaching Children Domain?

49%ofChildrenare 2. A Coaching Children Domain? involvedin 80%ofCoacheswork withChildren (North,2009) CompetitiveSport (SchoolSportSurvey 2010)

Sports potentialto develop children beyondthe fieldortrack (Gouldetal, 2008)

Impactof Early Experiencesin Future Performance Levels (Balyi,2001)

ImpactofEarly ExperiencesinLater ParticipationPatterns (Ct,1999)

PotentialNegative ImpactofSport (Strachan,Ct and Deakin,2011)

3. Coaching the Whole Child: Could We, Should We?

3. Coaching the Whole Child: Could We, Should We?

3. Coaching the Whole Child: Could We, Should We?

IntegratedOutcomesof SportCoaching:Technical, Physical,Tactical,Mental andPersonal&Social

3. Coaching the Whole Child: Could We, Should We?

Forinstance,with4to6YearOlds:(fromWildcatsnewresource)

Synergistic Developmentand Interdependence

3. Coaching the Whole Child: Could We, Should We?

7to8YearOlds:

3. Coaching the Whole Child: Could We, Should We?

9to11YearOlds:

The 5 Cs for Positive Youth Development

Based on the work of Dr Richard Lerner and colleagues (2005) in Positive Youth Development in the USA: ChildrenasResourcestobeDeveloped, notProblemstobeManaged

The 5 Cs for Positive Youth Development

Based on the work of Dr Richard Lerner and colleagues (2005) in Positive Youth Development in the US: Competence Confidence Connection Character Caring

ContributiontoSelf &Community!

Focusingnotonwhattheylack, Butwhattheycanbecome.

The 5 Cs in Sport

What
Being able to do things Self-Worth and SelfEfficacy Positive connections with people and environment Respect for rules, sense of R&W, empathy Being able to find own solutions to problems

How
Developmentally Appropriate Activities Self-referenced success, reward effort, learning to cope with failure Understanding benefits, work with and help others
Being in an environment that respects rules and one another

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

Confidenceisntjustaboutfeelinggoodwhenthingsgowell. Confidenceisaboutstayingafloatandontask whenthingsgopearshapesothingscangowellagain.

CoachingChildrenCurriculum

Think by themselves and understanding, not just repeating

AdaptedfromCoachingChildrenCurriculum,sportscoachUK,2011

CoachingChildrenCurriculum

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

Motivational Climate Joan Duda

Researchshowsthatpeopletendtounderstandcompetenceorabilityinoneof twoways: MasteryOrientation: Competence is understood in a self referenced way. From this perspective: IamhappywhenIimproveon myself. PerformanceOrientation: Competenceisdemonstratedonly whenbeatingothers: IamhappywhenIproveImthe bestorverygoodatsomething.

Self-Determination Theory Deci and Ryan (2000)

CoachingChildrenCurriculum

Childrencarrythesethinkingmodesaroundandtheimportantthingforusis thatwhichmodetheyfavourhasanimpactontheirbehaviours,learningand copingstrategiesinsport.

CoachingChildrenCurriculum

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

What
Self-Worth and SelfEfficacy
Ego-oriented climate
Coachs Cues Constant comparison between athletes Athlete Responses Lower self-esteem

How
Self-referenced success, reward effort, learning to cope with failure
Task-oriented climate
Coachs Cues Self-referenced judgements of competence Athlete Responses Enjoyment

Theres a little problem though

Focus on demonstrating superior performance

Anxiety Health Risks (i.e. unhealthy eating)

Focus on effort and improvement (emphasis on personal development)

Sense of improvement Overall well-being

Low tolerance of mistakes

Not taking any risks Frustration when a mistake is made

Mistakes are part of learning

Risk taking Using mistakes as learning opportunities

Favouritism towards more capable athletes

Cliques and Segregation

Cooperative learning

Supporting each other

CoachingChildrenCurriculum

CoachingChildrenCurriculum

Motivational Climate Joan Duda

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

Mindset Carol Dweck

Researchshowsthatpeoplecanalsounderstandabilityfromadifferent perspectivebutalsoinoneoftwoways: FixedMindset: Ability level is fixed and there isnt much you can do about it. From this perspective: Youeitherhavetalentoryou dont GrowthMindset: Abilitylevelchangesovertimeasa directresultofeffortandhard work.Fromthisperspective Theharderyouwork,themore talentedyouget.

Childrenalsocarrytheseotherthinkingmodesaroundwhichalsoimpacton theirbehaviours,learningandcopingstrategies.
CoachingChildrenCurriculum CoachingChildrenCurriculum

What
Self-Worth and SelfEfficacy

How
Self-referenced success, reward effort, learning to cope with failure

What
Positive connections with people and environment

How
Understanding benefits, work with and help others

Some ways in which sport enhances Connection:

- Positive response to guidance - Offering new experiences with new people - Allowing time for cooperation - Promoting empathy, sensitivity and friendship - Stating and understanding the benefits of sport - Fostering exercising choice - Belonging to something bigger then oneself - Taking a leadership role - Developing Conflict Resolution Skills - Promoting parental involvement

CoachingChildrenCurriculum

CoachingChildrenCurriculum

What
Respect for rules, sense of R&W, empathy

How
Being in an environment that respects rules and one another

What
Being able to find own solutions to problems

How
Think by themselves and understanding, not just repeating

In your coaching practice, do you/could you? Workwithplayerstodevelopacodeofconductforpractice? Encourageplayerstotalkwitheachotherandevaluateperformanceattheend ofeachsession? Encourageplayerstothankthecoachingstaffaftereachsession? Expectplayerstoputoutandtakebackequipment? Talkwithplayersabouttheirbehaviour beforeagame? Encourageplayerstoshakehandsevenafterinformalgamesinpractice sessions? Haveadisciplinesystemforunfairplayinpractice? Bringinaqualifiedofficialforsomepracticesessionsandencourageplayersto discussthereasonsfordecisionsafterthegame?

Tellme,andIwillforget. Showme,andImayremember. Involveme,andIwillunderstand. Confucius,450B.C.

CoachingChildrenCurriculum

CoachingChildrenCurriculum

AdaptedfromCoachingChildrenCurriculum,sportscoachUK,2011

What
Being able to find own solutions to problems

How
Think by themselves and understanding, not just repeating IndependentAthletes

4. Implications for Practice Plate Spinning or Integrated Delivery?

Facilitative/ Collaborative
Athletedriven(highlyInvolvedin thedecisionmakingprocess) Flexibilitywithinaclearplan Leadsto Learningiscontextualised Focusedonplayerneeds Aimedatdevelopingunderstanding andnotjusttechnique Encouragessociallearning

HighMotivationandEnjoyment

OwnershipofLearning TechnicallyandTactically ProficientAthletes GroupIdentityand HighCooperation

NewKnowledgeGeneration
CoachingChildrenCurriculum AdaptedfromCoachingChildrenCurriculum,sportscoachUK,2011

Summary: Its a WIN-WIN Situation

Imagine...
TACTICAL&CREATIVITY Supportchildrenandyoungpeopleasthey createtheirownsolutionstoproblems i.e.OKguys,wearedownto10playersand theres20minutestogointhegame,you have2minutestodiscusswhatyouwoulddo inthatsituation...Anddoit...

SpecialistCoaches thatplanfunand developmentally appropriatesessions

LifelongParticipation andLessDropOut Rates

Childrenthat becomeactive, healthyand happyadults... Coachesthat developpeoplenot justplayers

Betterperformances atthehighestlevel!

CoachingChildrenCurriculum

AdaptedfromCoachingChildrenCurriculum,sportscoachUK,2011

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Lets hear it from the horses mouth

Coaching the Whole Child Multiple Outcome Coaching

Inspiring the Future of Sport Sport Northern Ireland Jordanstown Sept 2012

Thank You - Questions?

NI Coaching Children Day: Inspiring the Future of Sport

Workshop Title Venue

A B C D E F

Inspiring a Passion for Sport (Graeme Foreman) Motivating & Communication with Young Participants (Sarah McQuade) Coaching Children with a Disability (Elaine Reid / Aubrey Bingham) Coaching for Decision Making & Creativity (Ian Stafford) Child Learning, Coaching Process & Planning (Sergio Lara-Bercial) The Fundamentals of Movement (Tandy Jane Haughey & Robin Gregg)

Indoor 3G Area B Throws Area Sports Hall 2 Sports Hall 1 Indoor 3G Area A Indoor Sprints Area

NI Coaching Children Day: Inspiring the Future of Sport

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