07/09/2012

MOTIVATING  AND   COMMUNICATING  WITH   YOUNG  CHILDREN  
 

SPORT  NI   COACHING  CHILDREN  DAY   SEPTEMBER  2012  

 

WHAT  MOTIVATED  YOU?  
! Thinking  back  to  your  own  experiences   in  play,  ac7vity  and  sport.  What   mo7vated  you  to  take  part?     ! Now  think  about  the  children  you   coach  iden7fy  all  of  the  different   reasons  they  take  part   ! Write  your  answers  on  to  a  post  it   ! Now  post  your  answers  onto  the  flip   chart  under  either  the  intrinsic/   internal  or  extrinsic/  external  heading  

DEVELOPING FITNESS MAKING FRIENDS

LEARNING NEW SKILLS BEING CHALLENGED HAVING FUN ENJOYING COMPETITION

CHILD  MOTIVATION  

1

07/09/2012

!   When  a  child  is  extrinsically  mo7vated,  the  reward  comes   from  outside,  from  someone  else,  and  has  to  be   con7nually  given  for  the  child  to  remain  mo7vated   !   Since  intrinsically  mo7vated  ac7vity  is  more  rewarding  in   and  of  itself,  children  learn  more  from  this  sort  of  ac7vity,   and  they  retain  that  learning  beDer   !   Intrinsically  mo7vated  children  are  more  involved  in  their   own  learning  and  development.  A  child  is  more  likely  to   learn  and  retain  informa7on  when  he  is  intrinsically   mo7vated  -­‐  when  he  believes  he  is  pleasing  himself  

 

WHAT  DOES  THIS  MEAN  FOR  YOU  AS   COACHES?  

THIS  WORKSHOP  WILL  HELP  YOU  TO:  
! Iden7fy  what  mo7vates  children   ! Understand  the  difference  between  intrinsic  and   extrinsic  mo7va7on   ! Analyse  your  own  informa7on  processing  and   decision  making  skills  to  consider  how  you  build  the   right  coaching  environment   ! Iden7fy  key  coaching  behaviours/  tools  and   strategies  that  will  keep  mo7va7on  high   ! Consider  how  you  communicate  the  choices  you   make  and  the  manner  in  which  you  coach  

AN  INTRINSICALLY  MOTIVATED   COACHING  ENVIRONMENT  
! Iden7fy  the  different  coaching   environments  in  which  you  operate   ! Now  focus  on  what  high  levels  of   intrinsic  mo7va7on  look  like,  sound   like  and  feel  like   ! On  the  flip  chart  iden7fy  what  it  is   a  highly  intrinsically  mo7vated   children  are  doing  ‘The  child  is/  the   children  are..’  

2

07/09/2012

MAKING  THE  RIGHT  CHOICES  
! Knowing  what  you  can  do,  when,  where  and  how   to  develop  a  posi7ve  coaching  and  learning   environment  to  ensure  children  thrive  is  key   ! This  relies  on  high  quality  informa7on  processing   and  decision  making  skills  

V-­‐A-­‐R-­‐K  

BUILDING  A  POSITIVE  LEARNING   ENVIRONMENT  
! To  keep  intrinsic  mo7va7on  high   in  your  coaching  environment   iden7fy:   ! what  informa7on  you  would   have  to  consider  and  evaluate     ! what  behaviours,  tools  and   strategies  you  could  implement   ! how  do  you  know  you’ve  made   the  right  decision?  

3

07/09/2012

COACHING  BEHAVIOURS,  TOOLS  AND  STRATEGIES  
!   Plan  appropriately  and  be  organised   ! Develop  a  rapport  and  a  rela7onship  with  the  children   ! Create  a  posi7ve  learning  environment  that  emphasises  learning   and  development,  is  fun,  and  inclusive   ! Adapt  to  the  situa7onal  demands  and  individual  needs.  Set   challenges  for  all  levels  of  ability.  Use  the  STEP  model   !   Focus  on  play  and  reduce  the  emphasis  on  compe77on   ! Use  problem-­‐based  learning  and  guided  discovery.  Include   ques7oning  and  listening  to  promote  understanding.   !   Use  a  Game-­‐based  learning  approach   ! Recognise  achievement  and  provide  posi7ve  reinforcement  to   groups  and  individuals  

THE

MEANING OF YOUR YOU GET

COMMUNICATION IS THE RESPONSE

YOUR  COMMUNICATION;  WHAT  IS  IT  THAT   PEOPLE  REALLY  NOTICE?  

Albert  Mehrabian    

! !

4

07/09/2012

WHAT  IS  NOTICEABLE?  
! Key  phrases     ! Vocal  quali7es  (pace,  rhythm,  tonality)   ! ‘Isms’   ! Body  posture   ! Hand  gestures   ! Head  7lt     ! Blink  rate     ! Facial  expression     ! Energy  level     ! Breathing  rate    

! EVERYTHING  

ANALYSING  YOUR   COMMUNICATION  
! What  impression  is  your  communica7on   sending  out?     ! What  will  your  players/  parents/  other   coaches  read  into  your  behaviour?   ! Is  this  the  impression  you  want  to  create?    

ANALYSING  YOUR  COMMUNICATION  
When  you  are  coaching  children:   ! How  much  7me  do  you  spend  talking  without   interrup7on?  How  many  words  are  shared  all  at  once?     ! How  are  the  words  delivered?  Bellowed  across  the   ac7vity  space,  during  a  period  of  paused  prac7ce  or   when  the  group  has  been  brought  together?  To  the   group  as  a  whole  or  1  to  1?   ! What  words  do  you  choose  to  use?  How  appropriate   are  they  for  the  age  and  stage  of  the  child?   ! What  is  it  you  are  not  saying  and  doing  when  you  are   coaching?  Moving  around?  Looking  intently?  Cha^ng   with  someone  else?  What  are  you  doing  with  your   arms?     ! What  impression  does  this  non-­‐verbal  communica7on   give  the  children?  

5

07/09/2012

SO  WHAT?  
! By  understanding  what  mo7vates  children  to  par7cipate  we   can  build  and  maintain  a  posi7ve  coaching  environment  that   fosters  intrinsic  mo7va7on   ! By  drawing  in  the  right  informa7on  we  can  make  beDer   choices  about  what  to  do,  how  to  do  it  and  when  to  do  it   ! Be  being  aware  of  how  we  choose  to  communicate  the   choices  we  make  and  the  manner  in  which  we  coach  we  can   analyse  how  effec7ve  we  are  being  and  make  changes  to   become  even  more  effec7ve  

DEVELOPING  EXCELLENT  COACHING  PRACTICE   WHEN  WORKING  WITH  CHILDREN  
Reflect  on  what  we  have   talked  about  and  shared:   ! Compare  this  with  what   you  used  to  do  when   coaching  children   ! Iden7fy  one  key  change   that  you  will  make  to  your   coaching  prac7ce   tomorrow  that  will  set  you   apart  from  yesterday  

6

Sign up to vote on this title
UsefulNot useful