COACHING

METHODOLOGY
RICHARD CASHMAN
FE PGCE, (HONS) DEGREE, UEFA B
 KNOWING YOURSELF

Philosophy,
Values and Beliefs

REFLECTION KNOWING THE PERSON

Feedback Discussion, Problem Motivations, Likes,

Solving, Objectives Dislikes, Values, Behavior

COMMUNICATION KNOWING THE PLAYER

Listen, Discuss, Inform, Show, Tech - Tact - Phys - Soc

BUILDING RELATIONSHUPS
Observe & Educate Experiences, Knowledge &
Potential
Communication, Interest,
Availability, Trust

Adapted by PFA England & Ohio University’s Online Master of Athletic Administration Program
 THE ENVIRONMENT
WHO ARE YOU HELP MEET THEIR
COACHING NEEDS NOT YOURS

Using theories and concepts as

tools to understand
Goal Formation Culture
(Whose needs are we your athlete’s environment.
trying to fulfill i.e. needs and wants. Quality of relationships.
individual/team). Roles and Responsibilities
Tactics and Managing
Strategies Expectations.
Curriculum planning
YOUR PRACTICE
LEARNING AND DEVELOPMENT
> PLANS
> DRILLS
> PRACTICES
> COMMUNICATIONS
WHAT ARE YOU > REFLECTIONS HOW ARE YOU
COACHING COACHING
Using technical, tactical and Using skill acquisition theories
pycho-social theories and and concepts as tools to
concepts as tools to build learning and development
FOCUS ON THE BEST BUILD PLAYERS
PRINCIPLES BEHIND
your sport-specific opportunities. INSTEAD OF USING
THE BEST PRACTICES performance model. THEM.
Strategies used
during coaching
interactions. Structure
of learning activities &
behavioral strategies
used to support
engagement &
*A tentative (first person) framework for coaches knowldege and decision making learning.
practice (Muir, 2017; adapted from Abraham, Muir & Morgan 2009)
THE ENVIRONMENT
Targets

Unit Review Review

Individual Identity
Sessions
Meetings Principles
Accountability

Reflection Delivery

Analysis

Adapted from FAW

 MENTAL ABC'S Ego
Impress others
Winning
People need to feel a sense of Professional Player When our personal and professional
achievement but this can be defined Player sense of belonging is good, more
Build resilience
differently from each person. Status often or not we're good.

Time Management Experiences Can be myself.

Friendships Friendliness from
Person others.
Growth Mindset
Motivation Don't belong here.
Enjoyement
Develop a Career
Achivement Person Connectedness with
the environment.
Lifelong Participation Interaction with
Sport Interest
Coach.
Trust.
Development: Sense of value
Technical
Player
Belonging
Tactical
Social Equality
Physical Inclusiveness
Respect Control Being valued
Learning
Communication

Part of a TEAM.
Overall Wellbeing Player Respect from Coach.
Ownership
Part of the process
Person Feedback from
Having a sense
Coach/Players.
of control and Attitude
Group status.
ownership. Effort
Being valued
Application

From Emma Hayers, Chelsea FC - Webinar / Allen, (2004), Social Motivation in Youth Sport
GROWTH MINDSET
Fixed Mindset Growth Mindset
My ability is My ability can be
static and born developed

Challenges Challenges
Avoids or makes excuses Loves and embraces challenges

Obstacles Obstacles
Pack it in early Keeps striving over hurdles

Effort Effort
"No point" Effort as key to mastery

Criticism Criticism
Ignore constrictive feedback Takes it on and learns from it

Success of others Success of others

Don't like it, feel threatened, Takes learning and inspiration
jealous and resentful from those further along the path.
SUCCESS
" PEACE OF MIND ATTAINED ONLY THROUGH SELF-
SATISFACTION IN KNOWING YOU MADE THE EFFORT TO DO
THE BEST WHICH YOU'RE CAPABLE OF" - JOHN WOODEN

BEING ON TIME THE OUTCOME

WORK ETHIC OPPOSITION
EFFORT THE MORE COACHES
BODY LANGUAGE ATHLETES FOCUS WEATHER
ENERGY ON WHAT THEY REFEREES
ATTITUDE CAN INFLUENCE, TEAM-MATES
PASSION THE BETTER THEY OTHERS EMOTIONS
BEING COACHABLE PERFORM. OTHERS DECISIONS
DOING EXTRA OTHERS REACTIONS
BEING PREPARED OTHERS EFFORT

CONTROLLABLES UNCONTROLLABLES
THINKING LIKE A
CHAMPION
Adapted from John Wooden, Mental Edge Performance & The Excelling Edge
SUCCESS - EMOTIONS
" JUNIOR SUCCESS IS A POOR INDICATOR OF LONG TERM SUCCESS. THEIR
SUCCESS AT THE AGE OF 10 HAD A ZERO CORRELATION WITH THEIR SUCCESS
AS A SENIOR. SAME WAS TRUE AT 11-15, 15-18." - PROFESSOR. ARNE GULLICH
EFFECTS ON
(SHARED BY JORG VAN DER BREGGEN, DUTCH FA
INDIVIDUAL
CONTROLLABLES PERFORMANCE
MOTIVATED MANAGING FACTORS PRO-ACTIVE

ENERGETIC ENJOYMENT IMPACTFUL

ANXIOUS
LEADING FOCUSED
DECREASED
INFLUENCER SATISFACTION
RELAXED
ANGRY WORRIED OVERDRIVE
MIND

TENSE IRRITATED FRUSTRATED

LOW
UNCONTROLLABLES

Adapted from John Wooden, Mental Edge Performance & The Excelling Edge
CIRCLE OF INFLUENCE

THINKING LIKE A
CHAMPION
Adapted from John Wooden, Mental Edge Performance & The Excelling Edge
DEVELOPMENT PROCESS Me, My Ball &
"Youth all over the world is
team 5V5 > 11V11
pure gold, they just respond
to the environment you Me, My Ball &
create" - space
Wiel Coerver
(Coerver Coaching)
4V4

Me, My Ball & a

friends

2V2

Connect to
Me, My Ball & a create space
friend
1V1
Dribble or
pass
Me & My Ball
EXPERIENCE
Connect within
Master the
units
opponent
Me

Master the ball

Master the body

AGE
 DEVELOPMENT PROCESS

Technique Skill Strategy

TEACHING
STREAMING &
AND SMALL-SIDED GAMES
REPETITION OPPORUNITIES

LETTERS WORDS SENTENCES READING

Adapted from Rene Mulunsteen
 ACHIVEMENT PYRAMID
The challenge has to match the skill level
High  Flow 
Peak
Challenge
Performance
Zone
They are constantly
Comfortable pushing the
with being envelope beyond
uncomfortable being comfortable

High
Performance
They are
Willing to take Zone uncomfortable more
risks and get often than they are
uncomfortable comfortable
Performance
Zone
People here have Occasionally
move commitment uncomfortable

Comfort Zone Bored

Where most Always comfortable
Low
people operate satisfied, they take no risks
Challenge

:ADAPTED: PYRAMID OF PERFORMANCE – JOE VIGIL

PERSON 1ST, PLAYER 2ND

HELPING EACH PLAYER MEET THEIR NEEDS COMPETITION AND WINNING IS WINNING SHOULDN'T BE AT THE
AND SUPPORT WITHIN THE DEVELOPMENT APART OF THE PROCESS WHILST CONSEQUENCE OF USING CHILDREN FOR US
OF BUILDING POTENTIAL & COMPETITION BUILDING PLAYERS BUT IT ISN'T AN AND NOT FOR THEM.
INDICATOR OF SUCCESS OR ABILITY

THE ENVIRONMENT IS ABOUT

UNDERSTANDING WHY CHILDREN
CHOOSE TO PARTICIPATE IN SPORT
AND FINDING WAYS TO KEEP EVERY
CHILD INVOLVED IN SPORT.
CHILDREN, THAT HAPPEN TO PLAY
CREATING A SAFE, INCLUSIVE
FOOTBALL.
ENVIRONMENT WHERE EVERY CHILD
MATTERS AND HAS THE OPPORTUNITY
TO REACH THEIR POTENTIAL AND
DREAMS.

WINNING AND LOSING IN TERMS OF OUTCOME HAPPENS WITHIN THE SPORT. IT'S AN
OPPORTUNITY FOR PLAYERS TO EXPERIENCE BOTH. HOWEVER, THE OUTCOME OF A GAME
SHOULD NEVER REPRESENT, INDICATE, OR MEASURE A CHILD'S LEVEL OF SUCCESS.

DEVELOP BUILD LIFE LONG

POTENTIAL COMPETITION PARTICIPATION
PEOPLE

ENJOYMENT
THE ATHLETIC TRIANGLE
INTERACTIONS BETWEEN
THE MEMBERS OF THIS
TRIANGLE CAN HAVE
SIGNIFICANT
CONSEQUENCES FOR THE
PSYCHOLOGICAL
CHILD
DEVELOPMENT OF THE
CHILD
COACH
PARENTS CAN INFLUENCE
THE QUALITY OF THE
COACH-ATHLETE
RELATIONSHIP THROUGH
THEIR PERCEPTIONS,
INTERACTIONS AND
FEELINGS TOWARDS THE
COACH
HELLSTEDT, 1987
COACHES & PARENTS NEED
TO UNDERSTAND THE
RELATIONSHIP
COMPONENTS SUCH AS,
MUTUAL TRUST, BELIEF,
SUPPORT, COOPERATION &
COMMUNICATION THAT
 CONTRIBUTE TOWARDS
AN INCREASED LEVEL OF
PERFORMANCE &
SATISFACTION FOR THEIR
CHILD
PARENTS
PARENTS/GUARDIANS
ARGUABLY HAVE THE
MOST SIGNIFICANT
INFLUENCE OVER THEIR
CHILDREN
THE PARENT MODEL
SILVER GOLD
SITS ON THE FENCE ALLOWING THE PLAYER TO MAKE THE
LAIDBACK DECISIONS.
GOES THROUGH THE MOTIONS SHARES IN THE TEAM AND INDIVIDUAL
SILENT ON THE SIDELINES SUCCESSES.
APPLIES A LITTLE PRESSURE NEVER JUDGE INDIVIDUAL
CAR JOURNEY DE-BRIEFS PERFORMANCES.
JUDGEMENTAL AWAY FROM THE FIELD ENCOURAGES BOTH TEAMS.
"IT COULD BE BETTER." NO PRESSURE TO PARTICIPATE.
"I'M PROUD OF YOU."

BRONZE CRITICAL
ONLY ENCOURAGES THEIR CHILD. CONTINUALLY SHOUTS INSTRUCTIONS.
FOCUSED ON INDIVIDUAL SUCCESS. HIGHLIGHTS TEAM/INDIVIDUAL ERRORS.
NEGATIVE BODY LANGUAGE. CRITICAL OF COACHES.
OCCASIONALLY JUDGMENTAL AND SETTING UNREALISTIC TARGETS.
VOICES FRUSTRATION. COACHING FROM THE SIDELINE.
NEGATIVE CAR JOURNEYS. UNNECESSARY PRESSURE.
WHY CHANGE? UNATTAINABLE STANDARDS.
"NOT GOOD ENOUGH." LIVING THROUGH THEIR SON/DAUGHTER
"YOU'RE MAKING ME LOOK BAD."

*SOME PARENTS DISPLAY MORE THAN ONE TYPE DURING A PRACTICE, GAME OR SEASON.
THE CAR JOURNEY
70% OF CHILDREN QUIT SPORT BEFORE HIGH
SCHOOL (13 YRS OLD).
BECAUSE IT ISN'T FUN ANYMORE
CHANGE THE RIDE HOME.
THE RIDE HOME:
SO NOT YOUR BEST PRACTICE, CAN WE
AGREE ON THAT? IT SEEMED LIKE YOU
WANTED TO HANG OUT WITH YOUR
FRIENDS MORE THAN PRACTICE?
AND THAT'S FINE IF THAT'S WHAT YOU
WANT TO DO, YOU KNOW. JUST TELL ME,
BECAUSE YOU CAN DO THAT
ANYTIME. MAYBE WE CAN SKIP YOUR NEXT
GAME?
BECAUSE CHOOSING TO WASTE YOUR TIME
IS ONE THING, BUT WASTING MY TIME AND
YOUR COACHES' TIME, THAT'S SELFISH.
YOU DON'T CARE ABOUT OTHER PEOPLE,
ABOUT HARD WORK, YOU DON'T CARE
ABOUT TIME WORK, THAT'S WHY YOU'RE
ALWAYS ON THE BENCH EVERY TIME IT
MATTERS.
SO IF YOU WANT TO KEEP PLAYING, YOU
NEED TO TAKE A GOOD HARD LOOK AT
YOURSELF AND THINK ABOUT THAT
VIDEO COPYRIGHT RESERVED FOR TRUE SPORT
 100 POINT: TASK
THE 100 POINT EXERCISE CREATES AN OPPORTUNITY FOR PARENTS AND
PLAYERS TO ACKNOWLEDGE, IDENTIFY, COMPARE AND PRIORITISE THE MOST
IMPORTANT REASONS WHY THE CHILD PARTICIPATES IN YOUTH SPORTS.

GOAL SETTING
BECOME A GOOD PERSON AND ATHLETE:
INSTRUCTIONS: LEARN TO BE A GOOD TEAM-MATE:
EVERYONE BEGINS WITH
WIN:
100 POINTS, YOU NEED INCREASE CONFIDENCE:
TO BREAK THE 100
POINTS AND PRIORITISE LEARN TO DEAL WITH ADVERSITIES:
WHAT MEANS THE MOST IMPROVE PHYSICAL FITNESS:
TO YOU . PLAYER AND
PARENTS INDIVIDUALLY HAVE FUN: MAKING FRIENDS:
PRIORITISE WHY THEIR LIFELONG PARTICIPATION:
CHILD PARTICIPATES
WITHIN YOUTH SPORTS. TO BECOME A PROFESSIONAL:
EARN A COLLEGE SCHOLARSHIP:
DO NOT SHARE ANY
INFORMATION/SCORES IMPROVE MY OVERALL WELLBEING:
UNTIL EVERYONE IS IMPROVE MY COMMUNICATION SKILLS:
FINISHED.
OTHERS:
ONCE EVERYONE IS OTHERS:
FINISHED, FEEL FREE TO
SHARE WITHOUT OTHERS:
CRITICIZING. YOU
MIGHT BE SURPRISED AT
THE SIMILARITIES AND

TOTAL: _________ /100

DIFFERENCES.

ADAPTED FROM: PLAY POSITIVE

SUPPORTING PARENTS
Providing support for
parents to identify and
assess their child body
language and how best
to appropriately
respond. With parents
facilitating the reflective
process within
discussions.
Reflectiveness
Parents need to be
supported to
collaborate within the
sporting environment
Communication
and provide
feedback that aligns
Athletic Triangle
withthe developmental
approach.
A high proportion of parents
only learn through trial and
error. Therefore
sharing knowledge with
parents will dramatically
impact the levels of support,
emotions, and behaviors.
Provide engaging and honest discussions that best
support every role within the sporting environment
to positively impact the parent and child's level of
enjoyment and experiences.
Building a
support network
The demands of sport can
have a profound effect on
parents, children, and as a
whole family. Coaches need to
give a clear picture of what's
Helping
to come and coping
to cope through strategies.
adversities
Watching children
compete can become
an emotional
experience and
between Emotional
challenging to manage
Release these emotions. We
need to find
strategiesto make it a
more satisfying
Sharing Individual experience for all.
knowledge learning Parents engaging
and interacting with various
stakeholders will provide
opportunities to learn, which will
not only impact their experience but
also their child's..
ADAPTED FROM: SWANSEA UNIVERISTY; THE PSYCHOLOGY OF
SOCCER: MORE THAN JUST A GAME (BURGESS ET AL, 2016)
ROLE OF THE COACH
Person-Centered Player Driven
Leader

Communicator Motivator

Student Managament

COACH
Teacher PR

Organsation Commitment

Team Work Learning

Coach Supportive
Opportunities
COACHING STYLES
TRIAL & GUIDED
Q&A DEMOCRATIC AUTOCRATIC
ERROR DISCOVERY

COACH & PLAYER

COACH ISSUES A COACH LEADS WITH COACH FACILITATES COACH TELLS AND
DECIDE ON
CHALLENGE A QUESTION DECISION MAKING SHOWS A SOLUTION
CHALLENGE

TRY IT YOURSELF? HOW WOULD YOU WHAT DO YOU HOW DO YOU FEEL
I WANT YOU TO.....
SOLVE THIS? THINK..... ABOUT.....

PLAYERS UNCOVER INCREASES

BUILDS RAPPORT EMPOWERS PLAYERS SESSION CAN
SOLUTIONS MOTIVATION AND
WITH PLAYER TO LEARN PROGRESS QUICKLY
FOR THEMSELVES UNDERSTANDING

AFRIAD OF FAILURE NO DECISION

CAN BE A LENGTHY HEIGHTENED PROCESS CAN BE
WHILST NOT MAKING FOR THE
PROCESS ANXIETY TIME CONSUMING
RECEIVEING FEEDBACK PLAYER

IT IS A MUST FOR ALL COACHES TO MATCH OUR

COACHING STYLE TO INDIVIDUAL AND/OR GROUP NEEDS.
WHILST ALSO ADAPTING STYLES TO CERTAIN
ACTIVITIES OR THE SESSION.

Adapted from FAW & The Performance Corner

 SESSION DESIGN CHRIS RAMSEY , HEAD OF COACHING QPR FC

EXPERIMENT DISCOVER DEVELOP POLISH

AIK FC , SWEDISH FOOTBALL CLUB,
MARK O'SULLIVAN

BALL:
BALL-OPPONENTS-DIRECTION
BALL
CONSEQUENCE (IF WE LOSE AND DON'T WIN IT BACK THE
OPPONENTS MAY SCORE.

OPPONENTS
EVERYONE DIRECTION
ALL PLAYER INVOLVED, ACTIVE AND INTERACTED (AVOID
CUES OR WAITING TOO LONG).
ACTIVE
KEY INFORMATION IN DESIGN WITH BEING REALISTIC OF THE
GAME .

CONSEQUENCE

PLAYERS, STARTING
SIZE & SHAPE OF GOALS, TARGETS
NUMBERS & POSITION OF THE
AREA AND LINES
DISTRIBUTION BALL

DR. DANIEL ABRAHAMS

THREE MENTAL SKILLS THAT ARE HAPPENNING

EVERY SECOND ON THE PITCH CHANGING
LEARNING
ROLES (ATT /
OPPORTUNITIES
ATTENTION INTENSITY INTENT DEF)

PERFORMANCE
GOAL SETTING SELF-TALK BODY LANGUAGE
STATE
INDIVIDUAL &
ENJOYMENT REALISM TEAM RULES
CHALLENGES
SESSION DESIGN COPYRIGHT: COACH DAN WRIGHT

COMMUNICATION MANAGING
STYLES TRANSITION DIFFERENCES

PLAYER LED,
RELATE
COACH LED
DIRECTION REWARD
OR
RESTRICT
CO-CREATE

PHYSICAL PRACTICE LEARNER

LOAD SPECTRUM ENGAGEMENT

DEVELOPING PITCH PSYCHOLOGICAL

INDIVIDUALS GEOGRAPHY LOAD
THE SESSIONS
DR.ANDREW ABRAHAM THIS APPROACH REQUIRES ALIGNMENT
CONSTRUCTIVE ALIGNMENT BETWEEN THE THREE KEY AREAS:
CONSTRUCTIVE ALIGNMENT IS A PRINCIPLE USED FOR DEVISING THE INTENDED LEARNING OUTCOMES.
TEACHING AND LEARNING ACTIVITIES AND ASSESSMENT TASKS. WHAT THE STUDENT DOES IN ORDER TO
LEARN.
HOW THE STUDENT IS ASSESSED.

OBJECTIVE ENGAGEMENT TASK INTERVENTION

WITHIN OUR SESSIONS, WE NEED TO ADAPT THE

TEACHING AND LEARNING THAT ALLOWS FOR
DIFFERENTIAL LEVELS OF ACHIEVEMENT. AND
TASK BEHAVIOUR
GIVEN A THOUGHT ABOUT HOW THOSE
ACHIEVEMENT/DEVELOPMENTS CAN BE
ASSESSED (INDIVIDUALLY AND COLLECTIVELY)
COACH LED COACH BEHAVIOUR REFECTION

PLAYER LED INDIVIDUAL LEARNING DISCUSSION

FUNDAMENTALLY THE LEARNING THEORIES WE
CHOOSE TO WORK WITH WILL ALLOW US TO
PEER-LED PLAYER ENJOYMENT PEER-TO-PEER RATIONALISE THE TASK DESIGN AND THE
INTERVENTION METHODS.
CO-CREATE GROUP BUILDING EVALUATION

THE ONLY TWO ELEMENTS THAT WE CAN TRY TO DIRECT ARE 1) TASK (THE ACTIVITY) &
COACHING BEHAVIOUR (THE WAY WE INTERVENE).

ASSUMING THESE TWO ELEMENTS WILL ENCOURAGE THE ENGAGEMENT OF THE

PLAYERS TO ACHIEVE THE OBJECTIVE OF THE SESSION. OVER SOME TIME ALL THESE
ELEMENTS WILL COMBINE TO EVENTUALLY CREATE SOME LEVEL OF LEARNING.

ADAPTED FROM DR.ANDREW ABRAHAM

LEARNING THEORIES
Adapted from Dr.Andrew Abraham and Education Degree (Resource)

BEHAVIORISM COGNITIVISM CONSTRUCTIVISM HUMANISM CONNECTIVISM

(MOTOR LEARNING)

COACHES CAN INFLUENCE FROM THESE PERSPECTIVES ARE THE TAKS DESGIN (OVER A NYMBER OF WEEKS)

BEHAVIOR IS SHAPED USING WHAT THEY PEOPLE PROCESS

UNDERSTANDING AND FOCUSES ON THE
THROUGH POSITIVE OR KNOW BASED ON INFORMATION BY
PHYSICAL RESPONSE TO INDIVIDUAL AS THE
NEGATIVE PREVIOUS EXPERIENCES FORMING CONNECTIONS
EXPERIENCES SUBJECT
REINFORCEMENT IN THE PROCESS

USE THESE EXPERIENCES

LEARNING IS THEREFORE THEORY SUGGESTS THAT
DISTRIBUTED AND NEW INFORMATION EDUCATOR’S ROLE IS
DEFINED AS A CHANGE IN PEOPLE NO LONGER
LEARNING TO CONSTRUCT THEIR THAT OF A FACILITATOR.
BEHAVIOR STOP LEARNING
OWN MEANING.

HELPS SHAPE PRACTICES: LEARNERS BUILD NEW LEARNING CAN HAPPEN

LEARNING IS STUDENT-
APPROPRIATE BEHAVIOR RANDOM KNOWLEDGE UPON THE ACROSS PEER
CENTERED AND
THROUGH THE BLOCK FOUNDATION OF NETWORKS THAT TAKE
PERSONALISED
ENVIRONMENT VARIABLE PREVIOUS LEARNING. PLACE ONLINE.

BASED ON THE NOTION EACH PERSON HAS A STUDENTS ARE ALSO

IMPORTANT FACTORS IN
THAT BEHAVIOUR CAN BE DESIRABLE DIFFICULTY EXISTING ENCOURAGED TO SEEK
HUMANISTIC LEARNING,
CONTROLLED OR - REQUIRES KNOWLEDGE.THIS OUT INFORMATION ON
AS ARE EXPERIENCES,
MODIFIED AS A CONSIDERABLE EFFORT MEANS THE ACTIVITY THEIR OWN ONLINE AND
EXPLORING AND
CONSEQUENCE OF A (LEANER) MAY RESULT IN EXPRESS WHAT THEY
OBSERVING OTHERS.
BEHAVIOUR DIFFERENT LEARNING FIND
SKINNER, B. F. (2011) ERTMER, & NEWBY, (1993) (ELLIOTT ET AL., 2000) HUITT, W. (2001) SIEMENS, G (2005)

ULTIMATELY WHICH EVIDENCE OR THEORY IS BEST? IS ALL RELATABLE TO WHICH ARE THE MOST
SUPPORTIVE OF THE PRACTICE YOU INTEND TO DELIVER AND THAT BEST SUITS THE NEEDS OF THE
INDIVIDUAL PLAYERS WITHIN THE ENVIRONMENT.

ANY CHOSEN THEORIES WILL HELP FACILITATE YOU TOWARDS REACHING THE OVERALL INTENDED
OBJECTIVES OVER SOME TIME.
BLOCKED, VARIABLE AND RANDOM PRACTICE

BLOCKED VARIABLE
VARIABLE PRACTICE IS A TYPE OF LEARNING
BLOCKED PRACTICE IS A METHOD IN WHICH THE
TECHNIQUE THAT INVOLVES VARIATIONS OF THE
PARTICIPANT WILL WORK ON THE SAME
SAME SKILL BEING PERFORMED. THIS TYPE OF
TASK/TECHNIQUE IN ONE SESSION AND WILL
PRACTICE IS SIMILAR TO BLOCKED.
REPEAT THIS OVER AND OVER AGAIN AND THIS IS
PERFORMED UNTIL THE PLAYER HAS
HOWEVER, THE PLAYER CAN PERFORM VARIOUS
UNDERSTOOD. ONCE THIS IS VISIBLE.
VERSIONS OF THE SAME SKILL.
THEY WILL THEN MOVE ONTO ANOTHER TASK
THIS PRACTICE IS FOLLOWING ON FROM BLOCKED
WHICH WILL USE THIS SAME SEQUENCE AT A
BUT HAS A LITTLE ADVANCEMENT/PROGRESSION
PREDETERMINED LEVEL OF COMPETENCE.
IF THE PERFORMER IS ADEQUATE TO PROGRESS ON
THE TASK

RANDOM BEST METHOD?

RANDOM PRACTICE IS VERY DIFFERENT TO WHICH ONE OF THESE PRACTICES IS THE BEST ONE
BLOCKED AND VARIABLE AS THIS TYPE ALLOWS TO USE IN A TRAINING SESSION TO ENABLE
THE PLAYER TO PERFORM ONE TYPE OF TASK AND LEARNING TO HAVE A POWERFUL EFFECT ON THE
THEN MOVE ONTO THE NEXT STRAIGHTAWAY. PARTICIPANTS INVOLVED? AND WHICH PRACTICE IS
THE BEST ONE FOR USE FOR MY OWN COACHING?
THERE ARE MULTIPLE SKILLS INCORPORATED INTO
THIS TYPE OF PRACTICE AND ALLOWS THE IT ALL DEPENDS ON THE TYPE OF PERFORMERS A
PERFORMER TO WORK ON MANY DIFFERENT COACH HAS AND WHAT ACTIVITY THEY ARE GOING
ASPECTS OF A SPORT RATHER THAN JUST TO PERFORMING.
WORKING ON ONE SPECIFIC ACTIVITY SUCH AS
DRIBBLING IN FOOTBALL

*SOME COACHES MAY COMBINE VARIOUS METHODS DURING A PRACTICE.

Dr.Andrew Abraham & Sam Hough & Lee, T. and Schmidt, R. (2014)
COACHING PROCESS
PLAYER REFLECT COACH
CHALLENGE
NOT FOCUSING
INDIVIDUALS
ON
PLAYERS,
PREDETERMINED
UNITS
AND TEAMS PLAY OBSERVE COACHING POINTS

PLAY LIVE
OBSERVE THE
FROM
PRACTICE
SITUATION

OPPOSED
DIAGNOSE THE
PLAYER PROBLEM
REHEARSAL REHEARSAL DIAGNOSE
OF IDENTIFY THE
PERFORMANCE POSITIVES
UNOPPOSED

PROVIDE RECREATE
‘CONDITION’ FEEDBACK WHAT HOW CAN YOU
THE HAPPENED? MAKE IT
PLAYING REALISTIC?
ENVIRONMENT
VERBAL INDIVIDUALLY
DEMO UNIT
FEEDBACK VIDEO TEAM RECREATE

ADAPTED FROM: FAW

 1.Perception -
Searching for information

2. Analysis - Process of
assimilating and analysing
information.
4.Execution process

3.Decision - making and risk

6.Efficiency assessment -
assessment process
enforcement and further searching
for information

5.Adaption - modeling and

40

30

execution assessment
20

10

0
Item 1 Item 2 Item 3 Item 4

Adapted from Slawomir Morawski, Mindfootballness

SESSION CHECKLIST
SESSION CHECKLIST:
NAME: ________________________________

1.0 - CHALLENGING AND SPECIFIC PRACTICE OBJECTIVES

ARE PRACTICE GOALS SHARED WITH THE PLAYERS?

ARE PRACTICE ACTIVITIES DEMANDING YET ATTAINABLE?
DO I TELL THE PLAYERS WHY ARE DOING EACH ACTIVITY?
ARE THE PLAYERS GIVEN FEEDBACK ON THEIR PRACTICE?
2.0 - PHYSICALLY AND MENTALLY

APPROPRIATE LENGTH TO SUSTAIN FOCUS AND ENERGY?

HAS THE SESSION BE PLANNED?
TAKEN INTO ACCOUNT THE TRANSITION BETWEEN ACTIVITIES?
WHEN DO INTRODUCE NEW CONCEPTS/ELEMENTS?
HAVE WE CONSIDERED LEVELS OF ENJOYMENT?
3.0 - CO-CREATE

ASKED PLAYERS FOR THEIR INPUT IN DESIGNING THE PRACTICE?

INCORPORATED TIME FOR "PLAY"?
HAVE PLAYERS BEEN GIVEN CHOICE OVER ACTIVITIES?
ALLOTTED TIME FOR PLAYERS TO REFLECT/PROVIDE FEEDBACK?
HAVE I CONSIDERED INDIVIDUAL TARGETS/ABILITIES?
4.0 - REALISM

ARE PLAYERS REQUIRED TO PERFORM UNDER PRESSURE?

EACH PLAYER PHYSICALLY ACTIVE AND ON TASK MOST OF THE
TIME?
IS THERE A REWARD OR CONSEQUENCE?
DO THE ACTIVITIES REPRESENT A VERSION OF THE GAME?
HAD THE ACTIVITIES PROVIDED A GAME-LIKE EXPERIENCE TO
MAXIMISE EFFORT?
ADAPTED FROM PROFESSOR WADE GILBERT
PERFORMANCE ANALYSIS

PERFORMANCE

FEEDBACK OBSERVATION

ANALYSIS

Adapted from FAW

FEEDBACK/QUESTIONING
DEVELOPING HIGHER ORDER THINKING SKILLS
LOW HIGH
REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING

HOW WOULD YOU HOW DO YOU HOW WOULD YOU WHAT EVIDENCE WOULD IT BE WHAT COULD BE
DESCRIBE? THINK? USE? CAN YOU FIND? BETTER IF? IMPROVED?

HOW WOULD YOU WHAT WENT HOW CAN YOU

WHAT IS? SHOW ME? CAN WE SOLVE?
COMPARE? WELL? SUPPORT?

CAN YOU WHAT APPROACH CAN YOU FIND WHAT WOULD OF CAN YOU THINK
CAN YOU RECALL?
EXPLAIN? WOULD YOU USE? ANY PROBLEM? MADE IT BETTER? OF A WAY?

PULL
HELPING SOMEONE SOLVE
HIS OR HER PROBLEMS
LISTENING TO
UNDERSTAND
REFLECTING
PARAPHRASING
SUMMARISING
ASKING QUESTIONS
TO RAISE AWARENESS
MAKING
SUGGESTIONS
GIVING
FEEDBACK
OFFERING
GUIDANCE
GIVING ADVICE

PUSH
SOLVING SOMEONE'S
PROBLEMS FOR THEM
Adapted from Performance Corner / Academy of Art University / Wade Gilbert
 BEHAVIOUR
MANAGEMENT
Richard Cashman PGCE Study & Adapted from Wade Gilbert

FOCUSING
INDIVIDUALLY FIRST ACTING IN THE BEST
WHILST TRYING TO INTEREST OF EACH
MAXIMISE EVERY SINGLE PERSON
POTENTIAL

OUR ENVIRONMENT
ACTING IN THE BEST
SHOULD BE DESIGNED TO
INTEREST OF EACH
BUILD PLAYERS NOT USE
ATHLETE
THEM

BUILD PEOPLE LOVE

HAVING A PLAN, BUT MAY TEACH A NEW MOTIVATION, OVERALL

KEY INFLUENCES ON CONSISTENT IT CAN IMPROVE THE
ONE THAT IS RIGID IN BEHAVIOUR, INFLUENCE BEHAVIOUR, MEMORIES
LEARNING IS THE COACHING PRACTICE ABILITY TO CREATE
ACTION WHCH HAS THE FREQUENCY OF A OF SUCCESS, SELF-
QUALITY OF TEACHER- HELPS PEOPLE KNOW LEARN OPPORTUNITIES
POTENTIAL TO PREVIOUSLY LEARNED BELIEF AND
STUDENT RELATIONSHIPS WHAT TO EXPECT. AND ENGAGEMENT.
INFLUENCE ENGAGEMENT BEHAVIOUR CONFIDENCE

CORRELATION BETWEEN CREATING CREATING AN PLAYERS TAKING USING GAME-BASED

THE VALUE OF TEACHER- OPPORTUNITIES PLAYERS MODELING IS ONE WAY ENVIRONMENT THAT RESPONSIBILITY AND THINKING TO ENGAGE
STUDENT TO BECOME ACTIVE IN WHICH BEHAVIOR IS PEERS STRIVE ACCOUNTABILITY FOR MOTIVATE, ACTION,
RELATIONSHIPS AND PARTICIPANTS IN THE LEARNED. TOWARDS RECEIVING ACTIONS AND PROMOTE LEARNING,
LEVELS OF MOTIVATION LEARNING PR COMMITMENTS AND SOLVE PROBLEMS

DEVELOP MODELLING POSITIVE GAMIFICATION

STRUCTURE CONSISTENCY
RELATIONSHIP BEHAVIOUR REINFORCEMENT STRATEGIES
REFLECTIVE PRACTICE
Gibbs Reflective Cycle , 1988

TIME SPENT CHOOSE A

METHOD THAT
REFLECTING ACTION PLAN DESCRIPTION WORKS FOR
IS AN
INVESTMENT YOU

WHAT WILL YOU DO WHAT HAPPENED?

TO IMPROVE FUTURE
PRACTICES?

WHAT DID YOU THOUGHTS

LEARN? ASSESS &
CONCLUSION THE IMPACT ON FEELINGS? FEELINGS
YOU AND YOUR
PRACTICE

POSITIVES
& DRAW ON
ATTEMPT TO
WHAT SENSE CAN YOUR
REFLECT AREAS FOR
READING TO
UPON THE YOU MAKE OF THE IMPROVEMENTS INFORM THE
EXPERIENCE SITUATION? REFLECTIONS
WITHIN
48HRS CRITICAL INCIDENTS

ANALYSIS EVALUATION

Tips: University of Cambridge
 GREAT COACHING:

PERSON-CENTERED

E MPOWERING

O RGANISED
P OSITIVE

L EARNING

E NGAGING
Adapted from: Belgium FA