Sport Coachs Role In Sports And Youth Development

Describe P1 and Explain M1 four roles and four responsibilities of sports coaches, using examples of coaches from different sports.

However, when we talk about youth sports, our main concern is with providing players with a positive, character building experience. Winning is not the only acceptable outcome for youth players, and coaches need to understand this principle. “With a winning philosophy young athletes may lose out on opportunities to develop their skills, to enjoy participation, and to grow socially and emotionally. Well informed coaches realize that success is not equivalent to winning games, and failure is not the same as losing.” (Enhancing Coach-Parent Relationships in Youth Sports, 15)

Parents often have concerns for how coaches treat their young athletes, but most coaches are the best character role models that a child will have. As David Brooks, author of the article “Organized Sports Can Benefit Children”, says “Coaches have become the leading moral instructors in America today.” (Brooks). Groups like The Positive Coaching Alliance exist solely to keep coaches doing their job of creating mature and respectful athletes (Positive). Children need these positive role models in their lives. Even if a child has great role models as parents, it is even better to have one outside of the family. A coach can serve as someone that kids should admire, love, and respect even though they are outside of their family; this will prepare children for their future of dealing with

While there are numerous avenues today in which youth coaches can get their training and instructional ideas for developing winning strategies, it is rare that these teachings encompass information about the children they will be teaching these strategies to. This paper will seek to help the youth sports coach better understand children’s learning and performance skills in relation to their given sport. Within the paper there will be several different topics discussed in order to help the coach see the overall picture of what motor behavior learning looks like through the eyes of a youth athlete. The topics incorporated are: 1) growth and development issues and the influence they may have on children’s motor skills; 2) cognitive factors influencing the children’s learning and performing of various motor skills; 3) children’s overall control of motor skills; and 4) children’s development of motor expertise. Throughout each section, I will provide suggestions on how the coach may tackle each of these topics when coming up with their practice and instructional plans.

Coaching pedagogy is about how to coach, making all the different sub disciplines of sports science understandable and of benefit to participants. Through coaching pedagogy the coach will set up pedagogical encounters where participants learn in a positive environment. These pedagogical encounters are affected by different factors which are the three dimensions of coaching pedagogy; context; learners and learning; and coaches and coaching. Coaching pedagogy looks at the interaction between these in a learning experience.

Coaching sports can be volunteer work for most parents, but for others it can be a paid job. Coaches assist athletes to develop their full potential and are responsible for training athletes in a sport by analyzing their performances, instructing in relevant skills and by providing encouragement. Coaches are a factor in an athlete’s life because they can be that big influence that changes their demeanor on how they go about life. I am interested in coaching at any level of competition. I would not mind doing it at the high school because I want to prepare teenagers for that college transition and

A coach needs to take on a lot of responsibilities in order to be effective and must also have personal strength, determination and commitment in order to support participants to be successful and accomplish results. They must always be able to provide motivation and encouragement to engage young people to participate in fun activities that they will enjoy whilst they are learning. They must always treat them as individuals and respect their needs and aspirations and value their cultures and beliefs. Displaying positive behaviour can influence the young people’s performance and confidence levels especially between the ages of 15-17 years (Reference).

The coach tirelessly pursues personal education, formally and informally, both in the performance related sciences and in liberal arts. He sees the journey to coaching excellence as a never ending story; seen not only in terms of a chosen sport and coaching theory and practice, but in understanding how to successfully live a balanced and full life, while facing tougher and tougher challenges in the chosen field of endeavour.

As a young group of girls invested in a healthy lifestyle and participating in sport, there is no doubt that each of us have come across many coaches, both good and bad, in our time of playing sport. After conducting my own training session with a group of Year 5 students from St Martins, it has made me aware of the responsibility that a coach has on the future participation of such young children. Such an experience has opened my eyes to all those who have coached me across my years of participating in sport and the influence their actions have had on me, specifically through their use of feedback.

Coaches have the power to inspire and influence in ways others can’t. In this essay, I’ll be covering the question of how do coaches influence teens lives? I myself have never been involved in sports, so I’ve never been able to experience that coach/athlete relationship, but I’ve always found it very interesting, Since many people have very close and personal bonds with their coaches.

The purpose of this study was to evaluate the application of theoretical aspects of coaching. Coaching can be defined as a process whereby an individual influences a group to achieve a common goal (Loughead and Hardy, 2005). Excellence in coaching should be judged on the use of knowledge, the demonstration of the coach’s behaviour during participation or performance coaching and the interaction with the athletes during the session (Côté et al, 2007). All sessions should be appropriate and have an element of fun (Côté et al, 2007). Coaching is a form of teaching as it involves communicating, learning, and maintaining positive relationship with those being taught (Jones et al, 2004). Using the pedagogical theory while sport coaching helps coaches

According to Black and Weiss (1992), a coach’s attitudes and behaviour can determine whether their impact is positive or negative and what effect this has on a child’s development. Coaches can also provide a variety of opportunities for children to progress further and quickly. Successful coaches will try to avoid further issues interfering with a child’s development by giving constructive criticism, motivation and praise to enhance confidence and enjoyment during sport and physical activity. As psychological issues can have a major influence on children’s development and behavior, coaches must encourage and praise children appropriately and have knowledge and understanding of how this can effect children’s awareness, confidence levels and

Their have been many developments in sport and coaching science (CS) over the last few years. Davies et al (1965) have suggested that the developmetns made are, in the field of sports science, mainly related to the changes in technologies. Smith and Wesson (2006) have indicated that, though changes in coaching science are not as easy to pinpoint the cause, changes in practice are most likely to be as a result of changes in the approach of many coaches to develop a more athlete centred approach. It has also been suggested that the development of media technologies has led to changes in practice. In this essay, I will identify the issues which have led to changes in these sciences, and weather they have been good or bad. I will then go on to

Communicating with your athletes is an important aspect when becoming a successful coach. Successful coaches are masterful communicators, and unsuccessful coaches often fail not because of poor communication but because of poor communication skills. Effective communication is just as essential to successful coaching just as it is to successful careers. There are three basic dimensions of communication: 1- Sending and receiving messages, 2- Verbal and nonverbal communication, and 3- Content and emotion. Typically, coaches are more skilled in sending messages than receiving them, in expressing themselves verbally rather than nonverbally, and in controlling the content of it.

Growing up as an athlete I have had my share of good and bad coaches. Playing different sports for fifteen years has allowed me to meet great players that tried their shot at coaching. Though they were amazing athletes and knew how to play the game, they had little to no success coaching. It is often thought that people who have played sports are able to coach them based on their knowledge of the rules; however, there is much more to coaching than simply being able to play the game. Coaches have a lot of responsibilities but what separates the good coaches from the rest is his or her communication skills, the ability to coach the person, not just the athlete, and passion for the game.