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PSE6044 Development Plan

Mentee in Context

The following development plan has been created with the needs of my mentee, Harry Fox, in

mind. He is a 22-year-old undergraduate student at St Mary’s University currently studying

Strength and Conditioning Science. He has been involved in S&C for 5 years, training to

complement his parkour and cycling, and now competing nationally in Olympic Weightlifting.

Harry has been coaching for the past 2-3 years and much of his practice has come through his job

where he was supporting and now leading youth strength and conditioning classes on the

weekends. He has also participated in other informal learning through university placements;

one that he has highlighted as great coaching development is his time working with the youth

England Ice Hockey team. His career goal is to work full time in the strength and conditioning

business as a coach and eventually transition this to online coaching.

Development Goal 1 – Reflective Practice (Reflection-on-action)

Reflective practice has become an increasingly popular approach to coach education over the

past few decades (Kuklic et al, 2015). It has been identified as a key component of effective

coaching, alongside practical experience (Trudel & Gilbert, 2001; Nelson & Cushion, 2006).

Reflective practice refers to the process of critically examining one's own coaching practices,

beliefs, and assumptions to improve performance and enhance learning (Cushion, 2018).

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Trudel and Gilbert (2001) discuss the role of three types of reflection:

1. Reflection-on-action: This type of reflection occurs after the coaching session has ended,

and the coach considers the successes and challenges of the session. Reflection-on-action

is about learning from experience and improving future coaching sessions.

2. Reflection-in-action: This reflection occurs during the coaching session, where the coach

is thinking about what is happening as it is happening. Reflection-in-action allows coaches

to adapt their coaching strategies in real-time and make changes based on what is

happening. Harry and I have been utilising the Think Aloud Protocol by Whitehead et al

(2016) to better improve his 1 to 1 coaching ability.

3. Reflection-for-action: This type of reflection occurs before the coaching session and is

about planning and preparation. The coach considers the goals of the session, the needs

of the athletes, and the strategies that will be used. Reflection-for-action helps coaches

to be better prepared for coaching sessions and make more informed decisions.

Reflective practice allows coaches to monitor their own performance and identify any key areas

that need improving creating more effective coaching practitioners (Cushion, 2018). Côté and

Gilbert (2009) found that coaches who engaged in reflective practice were also more effective at

developing their athletes' performances and achieving their goals.

Despite the potential benefits of reflective practice, coaches face many problems surrounding

time constraints (Costello, Jewitt-Beck & Leeder, 2023). Coaches struggle to find the time to

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engage in reflective activities, especially reflection on action, which can limit the benefits of this

approach to professional development (Whitehead, 2016). Having a supportive mentor to

facilitate the reflection process was considered very valuable (Turner, Lucas & Whitaker, 2018).

Harry understands the importance of working with a more knowledgeable other within the

coaching education process but also struggles with applying the reflection process. He finds it

easy to reflect in the moment but often forgets his thought process after the session. The

development plan will involve adding structure to his reflective process by using reflective

models and provide extra support as the mentor to aid his reflections.

Reflective practice is not a one-size-fits-all solution and suggests that coaches and coach

educators need to be flexible and adaptable in their approach to facilitating reflection (Braun &

Clarke, 2020). One potential solution to the problem surrounding coaches with time constraints,

is to use technology to facilitate reflective practice. Video recorded messages allow coaches to

reflect on their coaching practice at a time that is convenient for them. These video recordings

can be utilised instead of written formats as this approach promotes more critical responses, as

face-to-face interaction has been shown to be more effective than text (Stozkowski, Hodgkinson

& Collins, 2020).

12 Month Development Plan (Reflective Practice)

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This 12 month development plan aims to help Harry develop a greater depth of knowledge for

reflection on action. We will use a number of reflective models for better reflective practice

(Dixon, Lee & Ghaye, 2013) so he can better integrate reflection on action in his coaching practice.

I will have him develop his own system to reflect beyond the 12 months of practice so he can

maintain a commitment to reflective practice over time.

Months 1-2: Trial Gibbs Reflective Cycle (1988)

• Carry out a reflection once a week, using Gibbs Reflective Cycle as a framework

• Highlight when the model is useful and when it can’t be applied to a session

• This can be conducted via video recorded message but for the first month, it is to be

completed through a text format

• Mentor will review and discuss each reflection with the mentee

Months 3-4: Trial Schön Reflective Model (1991)

• Carry out a reflection once a week, using Schön’s Reflective Cycle as a framework

• Highlight when the model is useful and when it can’t be applied to a session

• Mentor will review and discuss each reflection with the mentee

Months 5-6: Trial Brookefield’s Four Lenses Model (1995)

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 • Carry out a reflection once a week, using Schön’s Reflective Cycle as a framework

• Highlight when the model is useful and when it can’t be applied to a session

• Mentor will review and discuss each reflection with the mentee

Month 7: Creating a Custom Reflection On Action Model

• Create a custom template using elements from each previous model that he found useful

• The mentor will help adjust the template and add any elements that might be of use

Months 8-12: Integrating Reflection On Action

• Use the custom reflective model to integrate reflective practice into his coaching practice

• The mentee will develop a habit of reflecting on action and find what format is the most

useful for their reflective practice

• The mentor will help evaluate their reflective practice and identify areas for future growth

Development Goal 2 – Session Plans/Programming

One of Harry’s main goals in his coaching career is to become a full-time online strength coach.

A large part of this role requires writing customised exercise programmes for a large variety of

clients with varying goals to maximise their results (Grgic et al., 2017). A strength coach should

learn how to write different programs for different people because individuals have different

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needs, goals, abilities, and limitations (Grgic et al., 2017). A one-size-fits-all approach to

programming is unlikely to be effective for a diverse group of clients and so a strength coach

should learn how to effectively program for a wide variety of people (Grgic et al, 2020).

Whilst developing programmes for individuals, it’s important for a strength coach to create

programmes that are adaptable and can be changed (Kraemer et al, 1998). People don’t live

perfect lives where they can always carry out a programme word for word and rep for rep, there

are many considerations that need to be discussed and thought about when designing macro and

micro sections of a programme (Kraemer et al, 1998). A coach needs to have a strong

understanding of an athlete’s goals and a wide exercise library to be able to adapt sessions where

necessary (Bird et al, 2005).

His development plan will involve writing custom programs where I will give him information on

an imaginary client and have him write up a program for them. The process will require him to

give explanations on choices of rep schemes, weight choices and exercise choices. The imaginary

clients will have different preferences and schedules that may affect their ability to adhere to a

training program. A customised program that takes into account these factors can increase

adherence and improve outcomes (Ntoumanis & Mallett, 2014). It will also be important to

consider ways to reduce the risk of injury based on a client’s injury history and limtations

surrounding schedules, diet and biomechanics (Grgic et al., 2020; Sawczuk, 2018)

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12 Month Development Plan (Programming)

This 12-month learning plan aims to help Harry develop a deeper understanding of strength and

conditioning within a general population and its importance in athletic performance. Through a

variety of strategies and techniques, he will learn how to develop an assessment framework,

design effective training programs for a large variety of goals and maintain effective

programming through a client’s life changes.

Months 1-2: Developing an Assessment Framework

• Learn how to develop and implement an assessment framework to evaluate the needs

and abilities of athletes

• Mentee will focus on learning and understanding assessment tools such as movement

screening and performance testing

• Screening (Overhead squat mobility, Lat flexibility, Wrist mobility, Ankle range of motion)

• Performance Tests (Aerobic capacity, Short physical performance battery, Illinois agility

test, 1 rep max)

• Mentor will set 1 assessment framework a week to be learnt across 8 weeks. The

knowledge of when to apply each will be tested in the second phase of the development

plan

Months 3-7: Design Training Programmes

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 • Design effective training programmes that address the needs and abilities of each client

• Mentor will provide information on an imaginary client for the mentee to design a 1 year

programme for every 2 weeks. Goals and ability will vary across each client to best

develop his knowledge and amount of information provided will vary to account for

client’s different responses to screening questions.

• Mentee will design a 1-year programme for each client every 2 weeks, accounting for the

macro, meso and micro cycles and providing explanations for the choices made on the

programme.

• Explanations for what assessment tool used will be provided by the mentee and any

periodisation strategies for performance related goals

• The mentor will assess each programme written up and provide feedback on the

explanations given, that will be written next to each section of the programme.

Months 8-12: Maintaining and Adapting Programming

• The mentor will select 4 of the 8 programmes previously created to be adapted. The

imaginary clients will have new information added that will conflict with 1 meso or micro

section of the programme through injuries, increased work hours, lack of sleep etc...

• Mentee will have to adapt each programme over 1 month to account for the constant

changes of each client. The mentee will provide detailed explanations into why he has

implemented each change and how each phase of the programme needs to change

because of it.

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 • Each adapted programme will be assessed each month to provide feedback on the

explanations given

Development Goal 3 – Coaching Cues and Timing

Coaching cues are verbal or nonverbal cues used by coaches to help athletes understand and

perform movements effectively and efficiently (Leahey, 2012). In locomotor skill movements

such as Olympic weightlifting, coaching cues are crucial for athletes to achieve proper technique,

prevent injury, and improve performance (Haff & Triplett, 2015). For example, cues that focus on

keeping the bar close to the body during the snatch and clean can improve the bar path and

prevent excessive strain on the lower back. As Harry aims to improve his skills as an Olympic

Weightlifting coach, understanding a variety of coaching cues and when to best utilise them is

essential to his development (Haff & Triplett, 2015).

Coaches having cues for athletes to focus on allows athletes to direct attention externally to the

movement effects allowing the ‘motor control system to naturally regulate and organise motor

actions’ (Leahey, 2012). Inversely, improper use of coaching cues or incorrect timing and wording

can lead to athletes disrupting their automatic motor control processes, making movements even

more challenging or confusing to understand (Leahey, 2012; Haff & Triplett, 2015). Olympic

weightlifting is a highly technical sport where small adjustments can lead to significant

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improvements in performance, and as a high locomotor skill movement, it is integral that any

cues used are specific, concise and relevant to the specific athlete (Winkelman, 2020)

12 Month Assessment Plan (Coaching Technique)

The 3rd 12-month learning plan aims to help Harry create his own technical foundation and

understanding of the movements in Olympic weightlifting. He will learn how to develop a

technical foundation and uncover faults in highly technical movements at fast speed to develop

his coaching eye. The mentee will develop effective coaching cues for each individual, use video

analysis, and gain first-hand experience being coached by professionals.

Months 1-4: Develop a Technical Foundation

• Create a table of assistance exercises and accessories for Olympic Weightlifting and list

off cues that you have heard or would use when performing them.

• The mentor will break down each phase of the snatch, clean and jerk and the mentee will

write up explanations on the ideal body position during each phase

Months 4-8: Identify Faults in Technique

• Mentor will provide 1 video of the snatch and 1 video of the clean and jerk each week for

the mentee to review. The mentee will explain what the technical error was and what cue

to use to fix it.

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 • The mentee will need to provide at least 3 cues for each technical fault to increase their

knowledge base of technical cues that can be used for different athletes.

• The videos provided will be from different athletes of varying size and anatomical

structure. Occasionally the mentee will provided with a video that has no technical errors

to test his knowledge and some that he can only watch once to improve his coaching eye

Months 1-12: Learn from Olympic Weightlifting Coaches

• Throughout the year, the mentee will need to observe, discuss with or be coached by

other Olympic weightlifting coaches.

• He will need to note any new technical cues he comes across and also note how they

respond and manage each individual athlete.

• This can be completed at competitions, in the backroom or through training sessions.

• The mentee will inform the mentor when he plans to travel for this and with what coach.

The mentee will then send a video recorded message to explain what they had learnt

about the coach, any new technical cues and how they handled different individuals.

Word Count: 2,335

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References

Bird, S. P., Tarpenning, K. M., & Marino, F. E. (2005). Designing resistance training programmes
to enhance muscular fitness: a review of the acute programme variables. Sports medicine, 35,
841-851.

Brookfield, S. (1995). Adult learning: An overview. International encyclopedia of education, 10,

375-380.

Cushion, C. J. (2018). Reflection and reflective practice discourses in coaching: A critical analysis.
Sport, education and society, 23(1), 82-94.

Dixon, M., Lee, S., & Ghaye, T. (2013). Reflective practices for better sports coaches and coach
education: Shifting from a pedagogy of scarcity to abundance in the run-up to Rio 2016.
Reflective Practice, 14(5), 585-599.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further
Education Unit. Oxford Polytechnic: Oxford.

Grgic, J., Garofolini, A., Orazem, J., Sabol, F., Schoenfeld, B. J., & Pedisic, Z. (2020). Effects of
resistance training on muscle size and strength in very elderly adults: a systematic review and
meta-analysis of randomized controlled trials. Sports Medicine, 50(11), 1983-1999.

Grgic, J., Mikulic, P., Podnar, H., & Pedisic, Z. (2017). Effects of linear and daily undulating
periodized resistance training programs on measures of muscle hypertrophy: a systematic review
and meta-analysis. PeerJ, 5, e3695.

Kraemer, W. J., Duncan, N. D., & Volek, J. S. (1998). Resistance training and elite athletes:
adaptations and program considerations. Journal of Orthopaedic & Sports Physical Therapy,
28(2), 110-119.

Kuklick, C. R., Gearity, B. T., & Thompson, M. (2015). Reflective practice in a university-based
coach education program. International Sport Coaching Journal, 2(3), 248-260.

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Leahey, S. (2012). The science & application of coaching cues. Retrieved from
https://robertsontrainingsystems.com/downloads/Seminar/SL.pdf

Nelson, L. J., Cushion, C. J., & Potrac, P. (2006). Formal, nonformal and informal coach learning:
A holistic conceptualisation. International journal of sports science & coaching, 1(3), 247-259.

Ntoumanis, N., & Mallett, C. J. (2014). Motivation in sport: A self-determination theory

perspective. In Routledge companion to sport and exercise psychology (pp. 67-82). Routledge.

Schon, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot:
Ashgate Publishing Ltd.

Trudel, P., & Gilbert, W. (2001). Learning to coach through experience: Reflection in model
youth sport coaches. Journal of teaching in physical education, 21, 16-34.

Turner, T., Lucas, M., & Whitaker, C. (2018). Peer supervision in coaching and mentoring: A
versatile guide for reflective practice. Routledge.

Whitehead, A. E., Cropley, B., Huntley, T., Miles, A., Quayle, L., & Knowles, Z. (2016). ‘Think
aloud’: Toward a framework to facilitate reflective practice amongst rugby league coaches.
International Sport Coaching Journal, 3(3), 269-286.

Winkelman, N. C. (2020). The Language of Coaching: The Art & Science of Teaching Movement.
Human Kinetics Publishers.

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Appendix A – Mentee Profile

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Appendix B – Meeting Log

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Appendix C – Gibbs Reflective Cycle (Trail 1)

Description: I coached at Rosslyn Park on the 29/4/23. The class consisted of 10 teenagers aged
12-15, and the session was focused on back squats and agility drills. Tristan led the agility and I
lead the strength section.
Feelings: At the beginning of the session, I felt excited and eager to share my knowledge on back
squats. I also felt a bit nervous because it was only my second time leading this group and I
wanted to make sure that nobody hurt themselves.
Evaluation: Overall, the session went well. The kids seemed engaged and motivated throughout
the session, and they seemed to enjoy the work and the music. However, with 4 racks it was hard
to watch every person lifting at the same time and I noticed some were struggling to maintain
their technique but I would occasionally be busy with another person.

Analysis: I may have rushed the demonstration and not placed enough emphasis on keeping the
weights low this session. The main focus was proper technique and form and some of the kids
were compensating for weaknesses or tightness in their bodies by caving knees or rounding their
back. However I think I did a good job providing indivualised feedback to the athletes when I
eventually got to them, it was just difficult to be with them the whole time to maintain their form.
Conclusion: I need to calm down at the beginning of the session and not rush through the
beginning learning objectives and demonstrations.
Action Plan: I plan to spend more time preparing the first 10m of the session to ensure everyone
understands the importance of technique and form. I could also move the racks to be closer
together, to allow me to see and speak to everyone without having to turn away from anyone.

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