Sport Coaching and Didatics

SHMD 119
Miss P. B.M Ndlovu
Ndlovup@unizulu.ac.za
 “Nothing in this world can take the place of
“ persistence. Talent will not: nothing is more
common than unsuccessful men with talent.
1 Genius will not; unrewarded genius is almost a
proverb. Education will not: the world is full of

”
educated derelicts. Persistence and determination
alone are omnipotent.“
Calvin Coolidge

1.Coach preparation
 Lecturers Expectations
 Learners will work together as individuals, teams/groups from the beginning of the first term up to a point where they
present his/hers/ their research projects and finally produce an acceptable report at the end of the semester. Full
attendance of lessons is very important for this module and learners will have to interact with the lecturer from the
beginning so that fruitful results are obtained by the end of the Semester.
 All lecture material, as well as additional readings and information will be posted onto the University’s Moodle site.
 A minimum attendance of 80% is required for this module and will be monitored by the lecturer in class. Unexcused
absences will result in the automatic failure of this module. If the student has missed a class, test, or exam, it is the
student’s responsibility to inform the lecturer of the reason for the absence and will only be excused if accompanied
by a medical certificate or appropriate documentation.
 Students who miss test and exams due to illness or for other reasons must submit a copy of medical certificates or
other acceptable documentation to the lecturer within 2 weeks of the absence. Medical documentation will only be
accepted for serious medical illnesses
 Learners
 Learners are expected to attend all lectures and be on time.
 There will be a number of assessments set for the module either in a form of class tests or written assignments
such as essays and /or practical reports. You will be expected to hand them in before or on due date.
 You are expected to do your own work independently. Plagiarism is a criminal offence. Please acknowledge
sources in your work and use proper referencing methods.
 Class participation & activities
 Group/Team work responsibilities
 Learners are expected to work effectively as individuals and with others as members of a team;
 Learners are expected to organize and manage themselves and their activities responsibly and effectively;
 Participate in learner evaluation of the lecturer, of the module, etc.
 Engage in self-directed learning
 Identify own Learning style
Assessments
DP Test 30% (3x10%)

Practical’s 40% (3 x13.33)

Assignments 30% (2x15%)

Total DP Mark = Final DP MARK 100%

100%

Final Mark DP Mark 40%

Exam Mark 60%

 Assignment 1 and Practical 1
 Assignment and Practical 1
 Planning a coaching session is part of a coach’s responsibility.
 In this assignment you must plan a coaching session for a specific sporting code (sporting codes will be assigned in class). For each specific skill
you must clearly explain the three phases of a skill (preparatory phase, force -production phase and the recovery phase). Lesson plans need
to be typed, clearly stating which student is responsible for the warm-up, skills/drills and cool down.
 You will get a practical mark for the section that you presented. Practical mark is individual mark. The hard copy will be an assignment mark
and that is a group mark.
 NB!!! This is a GROUP (6 students per group) assignment; the names of the group members will be given in class!
 2 students responsible for warm-up activities
 2 students responsible for 2 skill activities
 2 students responsible for cool-down activities.
 This assignment must be typed; any hand-written assignment will not be marked.
 Please provide a cover page for this assignment which displays the module information, your names and student numbers.
 Each group will have 20 min to do their coaching session and presentation.
 Date Given: 3 February 2020 Date Due: 02 March   2020
 Marks: 100 Marks A) Coaching plan =50 Marks Presentation –Coaching Session = 50 Marks
 ASSIGNMENTS 2
SHMD 119 Assignment 2
 In the form of an Assignment and Presentation please discuss the following point regarding Violence in Sport: Ethically
Acceptable Boundaries. This assignment is to develop your academic writing as well as your presentation
skills.
 Please ensure that you cover the following in your hard copy and power point presentation:
 Describe the relationship between society and sport violence
 Compare arguments for and against using sport as a method of reducing violence that take place in a non-sport-
environment.
 Describe ways that athletes, coaches and administrators can break the cycle of violence in sport
 Identify some examples of contributing factors to spectators violence
 Describe ways that player/spectator violence can be reduced.
 NB!!! This is a GROUP (6 students per group) assignment; the names of the group members will be given in
class!
 This assignment must be typed; any hand-written assignment will not be marked (See guidelines below for typed part of
assignment).
 Please provide a cover page for this assignment which displays the module information, your names and student
numbers.
 Date Given: 2 February2020 Due: 6 April 2020 Marks: 50
 Practical 3 – Fitness Test

 Go and Book a fitness Test with either Ms Ndlovu or Mr Millard.

 Write down your results and then hand them in on the 11th of March

Due Date Monday 20 April 2020

Coach Preparation
Ms PBM Ndlovu
Sports Coaching
 Learners should be able to:
 Identify the qualities in a coach that contributes to effective coaching
 Execute personal strengths that are to be used in the coaching
environment
 Identify the prerequisites for effective communications in groups
 Utilise communication and goal setting skills in the coaching process
 Demonstrate a positive to the concept of fair play
 Prepare any equipment, visual aid, etc. for a coaching session
 Demonstrate the need to integrate participants with disabilities in sport
 Introductory Questions
 With a partner discuss and then record your thoughts on the
following questions:
1. What is a coach?
2. Who has been your best coach? Why? What attributes did they
possess?
3. What are some negative things a coach has done in your
experiences?
4. Who is an elite coach that you admire? Why?
 What is Sports Coaching?
Coaching is:
the consistent guided development of participants to achieve their own
personal goals
One who instructs players in the fundamentals of a competitive sport
and directs team strategy’
What is the role of a sports coach?
A sports coach is an individual involved in the direction, instruction and
training of the operations of a sports team or an individual
 Group Work
Roles of the Coach
 List as many roles as you can think of that
a coach must undertake
 Pick three of the roles you listed and
expand on them providing examples
What are the roles of the coach?
Teacher

Analyst Trainer

Advisor Motivator

THE
COACH

Friend and
Disciplinarian
Mentor

Organiser
Fund raiser and
Manager
Public
relations
officer
 Skills of the Coach
 Organise
 Observe
 Analyse
 Adapt
 Communicate
 Improve performance
What are the Qualities of a good coach
 Qualities of a good coach

 Be enthusiastic and show enjoyment of coaching

 Be self confident, consistent, friendly, and fair
 Have a sense of humour and make things fun!
 Dress appropriately
 Be a good role model for the participants
 Maintain discipline throughout the session
 Be well organised
 Include all participants, regardless of ability, disability, age, gender,
and ethnic background.
 Qualities of a Coach

 Coaches should maintain high moral and ethical values.

 Coaches must be completely honest with all those with whom
their deals.
 Coaches must maintain a true and lasting concern for all the
athletes with whom they deal with
 Coaching children and adolescences
 Children and adolescences play sport to:
 Have fun
 Make friends
 Learn new skills and increase confidence
 Be challenged
 Be actively involved and successful
 Coaching children and adolescences

 Why do children drop out of sport?

 Not receiving ample game time
 Coach or parents having an over-emphasis on winning
 Being yelled at by coaches and parents
 Being injured
 Lacking success
 Not playing with friends
 Game is no longer fun
 Other interests
 Qualities of a Coach
 Coaches must earn the respect of their athletes, the
school staff and the community.
 Coaches must be able to motivate their athletes as well
as other school and community.
 Coaches must be dedicated to their athletes, to the
school, and to the community.
 Qualities of a Coach

• Coaches must be a strong disciplinarian.

 Coaches must have obvious enthusiasm.
 Coaches should possess a strong desire to win.
 Coaches needs to be a good evaluator of talent.
 Qualities of a Coach

 Coaches must be knowledgeable about their sports.

 Coaches should have a good sense of humor.
 Coaches must be willing to work long hours.
 Coaches must have a working knowledge of their sport.
 Group Work
Coaching Philosophy
 Develop a set of personal guidelines on how you will operate as a
coach, including:
 How you will communicate
 Level of participant responsibility
 Dealing with behavioural issues
 Coaching for all, irrespective of ability or background
 Dealing with winning, losing and cheating
 Respect for others
BREAK
 Leadership in Coaching

 Leaders provide direction; they set goals by having a

vision of the future.
 Leaders build a psychological and social environment
that is conducive to achieving the team’s goal.
 Leaders instill values, in part by sharing their philosophy
of life.
 Leadership in Coaching

 Leaders motivate members of their group to pursue

the goals of the group.
 Leaders confront members of the organization when
problems arise, and they resolve conflicts.
 Leaders communicate.
 Giving Feedback
 Feedback should be:
 positive, constructive and corrective
 clear and concise
 delivered as soon as possible after the action for which
it is being provided
 Use the ‘feedback sandwich’ approach:
Positive feedback (what they are doing well)
Corrective feedback
Positive feedback (actions for improvement)
Sandwich Feedback Approach
Positive feedback (what they are doing well)

Corrective feedback

Positive feedback (actions for improvement)

 Active Listening
 Stop – Pay attention and don’t interrupt
 Look – Make eye contact and get onto the same level as the
person
 Listen – Focus on what the person is saying
 Respond – Restate what has been said and use open
questions to prompt for further information
 Communication Barriers
 Different perceptions of words and actions
 Only hearing what you want to hear
 Using jargon
 Not responding to questions
 Judging too quickly
 Looking for personal agendas
 Allowing emotions to blur the message
 Assuming ‘I’m right’ and not being open to other views
 Asking antagonising questions
 Coaching communication
 Coaching is a two-way process (coach-athlete, athlete-coach)
 Clear and consistent messages avoid miscommunication
 Open questions will collect more information (eg. What do you think about the
team’s new attack move?)
 Good feedback (positive and corrective)
 Active listening shows interest and gains additional information from your athlete
 Non-verbal communication eg. Voice expression, is as important as verbal
communication
 Non-verbal communication

 S- Squarely face the athlete

 O- Open posture

 
 L- Lean slightly forward
 V- Verbal comments are relevant
                    
 E- Eye contact
 R- Relax
Effective ways to use non-verbal
communication in a positive manner
 Including Everyone

Environment Can all the participants see and hear you? Are there
any distractions in the background?

Physical Do all the participants have good vision and hearing?

Intellectual Can all the participants understand what you are

saying? How long can the participants pay attention?

Background Do all the participants speak English? Are there

specific cultural considerations?
 Difficult People
 Try to stay calm and distance yourself personally from the issue
 Keep your voice quiet and calm, this may encourage the other person to
do the same
 Don’t argue back or trade insults (no matter how unreasonable they
seem)
 Try to see past the emotions to define the actual problem and work at
addressing this
 Use active listening skills to address the problem.
 Stages of Learning
Beginner or • Parts of the movement are missing, and does not
use all the necessary body parts.
Cognitive Stage • Rhythm, coordination and control are poor.
• Performance is inconsistent.
Intermediate or • Learning to detect and correct own errors.
• The movement produces reasonable results, but
Associative Stage some parts are performed incorrectly.
• Performance becomes more consistent.

Automatic or • Automatic performance of the skill.

• Can solve more complex problems.
Autonomous Stage
 Learning Styles
 People have a sensory preference to obtain and
remember knowledge. The senses include:
 Visual sense
 Auditory sense
 Kinaesthetic sense
 Tactile sense
 Olfactory sense.
 How to Develop Sports Skills?

 Select basic techniques, skills and tactics for beginner participants to learn
 Break techniques and skills into parts, and providing key coaching/safety
points
 Allow adequate time for practise and observing participants’ performance
 Progress the activity in a sequential manner
 Ensure that the session is fun and provides variety.
 Game Sense
 Game sense is a coaching method that uses game-like activities as
the focus of the session
 Participants respond to challenges through activity, solve problems
and contribute to what is done in a session
 Traditional coaching sessions have focused on practising
techniques. The game sense session focuses on the game and on
learning “why” before “how”.
 The Coach’s Role in Game Sense
 The coach facilitates rather than directs
 ‘the guide on the side, not the sage on the stage’
 Using questions and challenges encourages participants to solve problems
 Questions/challenges will generally relate to a particular tactical aspect as
follows:
 Time: When will you (run, pass, shoot etc)? Why?
 Space: Where will you move to? Where will you aim?
 Risk: Which option will you take to pass to? Will you run or stay?
 Will you attack or defend? Why?
 How to Modify Activities
 Coaching style - eg; demonstrations or use of questions, role models and verbal
instructions
 How to score/win
 Area - eg; size, shape or surface of the playing environment
 Number of participants
 Game rules- eg; number of bounces or passes
 Equipment – eg; softer or larger balls, or lighter, smaller bats/rackets
 Inclusion – eg; everyone has to touch the ball before the team can score
 Time – eg; “How many … in 30 seconds?”
 Game Sense Tips for Coaches
Let them play · Most children find ‘drills’ boring. Play a game –
NOW!
Inclusion · Use the CHANGE IT options to modify the activity to
suit varying ability levels.
Improving skills · Conduct a ‘discrete’ coaching session off to the
side on a needs basis.
· ‘Freeze-frame’ the action using role models to
highlight skill and tactical coaching points
It’s not · If it’s not working, have an alternative
· Try conducting the same activity in smaller groups
working! · Is the activity too easy/hard?
 Group Management
Engage the participant through:
 Voice and Expression
 Eye Contact
 Signal for Attention
 Asking Questions
 Praise and Compliments
 Quality Instructions
 Notice Board
 Formations and Routines

 Safety is the main consideration for group formations

 Use markers
 Establish routines for warm ups and cool downs, as well as ‘set up’
and ‘put away’
 Groupings
 Place individuals in groups of similar ability
 Assign responsible individuals to help the younger or less able players during
training
 Participants can work at different levels within the same program.

Give all participants :

 Equal opportunity to participate in practice and games
 Feedback, rewards, and leadership opportunities
 A consistent coach attitude.
 Self-Management
 Discuss the effects of poor individual behaviour
 Show the connection between behaviour and consequences
 Acknowledge players who go out of their way to assist others
 Rotate or share responsibility for captaining
 Encourage participants to contribute to organisation and planning
 Managing Behaviour
 Help participants establish team rules with consequences for breaking the rules
 Focus on the behaviour, not the individual. Do not publicly insult or embarrass
someone
 Avoid punishing a group for an individual’s poor behaviour
 Be firm, fair and consistent
 Avoid using punishments such as running laps
 Use rewards, praise and acknowledgement to reinforce desired behaviours
 Ensure programs are fun, with variety and high rates of activity.
 SMARTER GOALS

SMART or SMARTER
• S - goals must be Specific
• M - training targets should be Measurable
• A - goals should be Attainable
• R - goals must be Realistic
• T - training targets should be Time based
• E - goals should be challenging and Exciting
• R - goals should be Recorded
Questions

 Explain in detail and giving examples of each of the following learning styles:

1. Visual sense
2. Auditory sense
3. Kinaesthetic sense
4. Tactile sense
5. Olfactory sense.
The end