Foundations of Skill

Unit-II Instruction

Topic Basics of Good Teaching/Coaching

Dr. Narendra Gangwar
Faculty AFC A License, AIFF Instructor, Assistant Professor, SAI LNCPE Trivandrum
 Education and training (in the
context of a specialized field such
as sports coaching) serve the
function of preparing individuals
for occupational practice.

However, the range of purposes

stretches from specialist technical
skills to personal development and
socialization into the field of practice.
1-Teaching and learning of specialized knowledge, values and
understanding that underpin the activity;

2-Training and practice in the skills-based implementation of

practice;

3-Initiation/induction into the social and professional mores of the

occupation.
 COACH LEARNING

1- Sports-specific knowledge- Techniques, tactics, strategies

2- Ethics and philosophy- Adoption of values and code of behavior/practice
3- Performance-related knowledge- Principles of training, fitness, nutrition,
mental skills, movement analysis
4- Management/vocational skills- Planning, managing time, managing people
5- Teaching/coaching methodology- Communication skills, organization and
presentation
6- Practical coaching experience
• Coaches are educators in that their role is to work with one or
more athletes in order to move the latter’s performance to an
improved level.
• Coaching is a process akin to teaching, tutoring or mentoring.
• It requires an understanding of the complex business of how
people learn and develop as well as knowledge and skill in the
discipline or field.

“Coaching Needs To Be Seen As An Educational Process”

Teaching/Coaching

❖ Both activities are sometimes driven by distinct goals

❖ Coaches are obviously involved in acts of didactic
teaching
❖ Concluded that just because performance ‘coaches work
with fewer people and at a higher skill level, does not
negate the fact they (too) are involved in teaching –
teaching their athletes skills, technique and strategy’
Coaching

Coaching is, above all, a process, with any

teaching within it confined to participation or re-
creative coaches as manifest in the episodic act of
developing a motor skill in others.
Teaching

❖ Teaching appears to have been narrowly conceived as being

synonymous with direct instruction.
❖ Teaching is judged to be largely absent from performance or
higher-level competitive sport.
❖ There are many ways to teach and things to learn, even at the
highest level.

For example- Sensitively facilitating a small innovation in a high-

jumper’s technique
Kolb’s theory
• Kolb’s theory of experiential learning may be of particular
interest to coaches and trainers
• He suggested that effective learning results from a cycle of:
experience, reflection, conceptualization and testing those
concepts in new situations.
• He argued that we gather knowledge either by:-
1- Living the experience or
2- Being told about it.
Kolb’s learning cycle

Concrete
Experience

Active Reflective
experimentation Observation

Abstract
conceptualisation
 Action

Planning Reflection

The Three-stage Cycle

Learning cycle for coaching

Activity/
Reflection/
Experience
Evaluation

Experiment Plan for

/Practice Change
• The theory suggests that learners can take either a deep approach
or a surface approach depending on their motivation or level of
interest in the subject.

• Deep learning is viewed as better as it involves an understanding

and engagement with the subject matter
• Deep Or Surface learning lies with the motivation to be involved in
the learning experience. Motivation will vary with individuals,
their self-confidence in the field and their level of expertise
 Coaches could preface their feedback with words that focus athletes’
attentions towards specific instructional preferences, as below:

‘See’, ‘Watch’, ‘Look’, ‘Picture

Visual learners a coach could say
this’, ‘Focus’

Auditory learners a coach could ‘Hear’, ‘Listen to the beat’,

say ‘Identify the rhythm’

Kinaesthetic learners a coach ‘Feel’, ‘Move’, ‘Demonstrate’,

could say ‘Practice’
Coaching as Teaching

• In order to be effective, coaches, as teachers (in both senses of that phrase),

have to be open and committed to lifelong learning.
• For many it will be an entirely natural orientation, Self reflection,
evaluation and refinement of pedagogical plans and practices are inherent
characteristics of quality Coaching/Coaches and Teaching/Teachers:-

➢ Developments in knowledge relating to athletic

performance,
➢ Training Practices,
➢ Coaching Techniques
Thank You