Club Coach

Goal setting, Psychology & Mental preparation

Tony Fagelman 2006

Golden rules of good teaching practise

physical preparation mental preparation pre-requisite core skills progressive part/whole skill learning consolidation combinations and progressions

Tony Fagelman 2006

Progressive learning situations

coach assisted with safety mat or rig shadow or light support with safety mat without support with safety mat coach shadows without safety mat trampolinist unassisted to bed trampolinist links the skill with others

Tony Fagelman 2006

Avoiding over use injury

good physical preparation avoid excessive repetitive loading encourage good technique carefully plan the training variations and training loads seek medical advice at the first sign of pain
Tony Fagelman 2006

General guidelines
training should be interesting, fun, challenging qualified and competent coaching personal discipline good work ethic positive training attitude coach setting behavioural example rules apply equally to all
Tony Fagelman 2006

Managing and developing coaching practices

develop & discuss coaching philosophy, values and beliefs with others seek advice from others: biomechanist, sports psychologist, nutritionist etc develop personal coaching practice and self evaluate own practice mentor and assist others to develop their coaching practice and retain currency
(continued)
Tony Fagelman 2006

Managing and developing coaching practices

use cause and effect analysis techniques in your coaching practice use a variety of methods to manage and control a group or class use a range of coaching styles to promote participants development and decision making
autocratic, democratic styles of coaching
Tony Fagelman 2006

Coaching & communication

How can we best communicate/give feedback to the participants? stop the activity: be seen, be heard use visual/physical rather than verbal instruction clear, precise, appropriate language praise-technical-praise sandwich question understanding re-question to focus attention on key points
Tony Fagelman 2006

Technical analysis
observe and compare cause and effect discuss performance with the trampolinist identify solution-key points prescribe corrective action plan question understanding focus attention before next attempt

Tony Fagelman 2006

Principles of class management

Supervision
general and specific

appropriate and interesting tasks maintain high standards of behaviour keep whole class in view occupy effective use of time and space autocratic/democratic coaching style

Tony Fagelman 2006

Factors influencing learning

personality/emotional differences
extrovert, introvert, introverted extrovert, neurotic hypochondriac

preferred learning styles

listening, seeing, learning by doing

stages of learning
cognitive-erratic movement-many errors associative-refining movement-fewer errors autonomous-automatic movement-slight errors

Tony Fagelman 2006

Factors influencing learning

(continued)

goal setting fear and anxiety motivation: intrinsic/extrinsic age and stage of maturation provision of feedback appropriate relationships-mutual trust and respect

Tony Fagelman 2006

Motivation
The media through which a trampolinist gains incentive or inspiration to reach a goal. Classified into two categories
Intrinsic motivation Extrinsic motivation

Tony Fagelman 2006

Intrinsic motivation
Comes from within as opposed to an external source Gives the self determination to succeed This is the most desirable form of motivation

Tony Fagelman 2006

Extrinsic motivation
Imposed on performers through parental, coach and peer pressure from other trampolinists
This will not bring the same fulfilment as through intrinsic motivation

These external influences may be counter productive

If the coach is not there, work rate may drop Rewards may motivate the performer in this situation

Try to resolve lack of motivation by making the training as enjoyable and satisfying as possible
Set motivational goals As they mature, encourage performer to set own goals

Tony Fagelman 2006

Provision of feedback
Used to describe information fed back to the trampolinist about their work in order to improve their performance Should be given in easy to understand terms
Educational taxonmy

Focus on one or two key points Feedback should be positive in nature

Give encouragement before criticism Use praise before providing critical appraisal

Establish trust and mutual respect

This must be earned in the eyes of the performer Involve the performer in setting their own goals and self appraisal, this will assist in the trust and respect
Tony Fagelman 2006