kaizen (改善) of coaching culture in japan

Kaizen (改善) of Coaching Culture in Japan

Masamitsu Ito, Ph.D.Nippon Sport Science UniversityNSSU Coach Developer Academy

Japanese philosophyThe practice of continuous improvement

Nippon Sport Science University（日本体育大学）

Tokyo Setagaya Campus

Yokohama Kenshidai Campus

Founded in 1891Currently• 4 Undergraduate Faculties• 2 Graduate schools• 6,000 students

NSSU Tokyo Campus

NSSU Yokohama Campus

12 Feb 2017 at the Toa Payoh Sports Hall

Singapore & NSSU

About Myself

• Biomech Background (Ph.D.)• Teach coaching courses at NSSU• Research coaching & coach development• Director of NSSU Center for Coaching Excellence• Vice-director of NSSU Coach Developer Academy• Coaching developer for Waseda University Rugby Team

and Waseda Club rugby section• Coaching Consultant for Japan Sport Association (JASA)

(Revision of JASA coaching qualification scheme)

Presentation Road Map

1. Current situation around coaching in Japan

2. Coaching model core curriculum

3. NSSU Coach developer academy

4. Cases of changing team cultures

Japanese context

Legacy from Tokyo 1964

Collaborative Development System of High Performance Athletes

Japan leagues of company’s sport clubs Swimming schools, Gymnastics clubs Junior sports clubs, Mamas’ volleyball SPORTS FOR ALL Development of sports coaches

Data from JASA

1964: Tokyo Olympics

1965: Development of Sport TrainersTo pass KNOW-HOW of athlete development for Tokyo 1964

1977: Authorized coaching qualifications

1988: 1st Revision of Authorized coaching qualifications

2005: 2nd Revision of Authorized coaching qualifications

2018: 3rd Revision of Authorized coaching qualifications

Brief History of JASA Sports Coach Development Scheme

Japanese context

7/9/2011 Osaka City received the information on alleged corporal punishment by a basket ball coach at Sakura-no-miya high school

Osaka City Boards of Education reported that there was no corporal punishment identified in the hearing investigations to the coach

28/11/2011

The coach slapped a captain of his team more than 10 times. 22/12/2012

The captain was found dead (suicide) at home23/12/2012

The survey on the team members (n=50) revealed that 21 experienced and 48 witnessed corporal punishments by the coach.

27/12/2012

The case was publicly disclosed by the Osaka City Boards of Education

8/1/2013

Case of a 17 years old high school boy’s suicide

in Osaka

NO in any case 39

YES in some cases 55

YES 4

NA 3

It is effective for sports coaching 11

It is effective as educational guidance 40

It is acceptable if it does not cause injury 29

It is acceptable if there is a mutual trust with children/students 61

I have also received corporal punishment 11

Other 5

NA 2

Is corporal punishment acceptable? Reason for accepting corporal punishment (multiple answers)

Date: 30-31/3/2013Subject: 3000 people nationwide (Valid response =1472)

Public opinion poll by Yomiuri Newspaper

(%)

(%)

17/2/2013 The Japan Times

“Corporal punishment was part of the feeling that he wanted to improve his players’ performance both mentally and technically.”(from the final argument of the basketball coach’s lawyer at the court)

The whip of love, coming from mutual trust between me and my players.

They will understand when they get older.

Declaration on the Elimination of Violence in Sports

[Foreword] With this declaration, the signing organizations reaffirm the meaning and values of sports at a time when society is struggling with the problem of violence in sports. This declaration represents our firm resolve to eliminate violence in sports in Japan. Sports is a valuable cultural asset that human beings have created. …

[Declaration] …Nonetheless, acts of violence have occurred in sports activities in Japan. Undeniably, there have been times and situations when violence was tacitly approved. We have to take seriously the fact that coaches have sometimes acted violently in the name of rigorous coaching. April 25, 2013

Japan Sports AssociationJapanese Olympic Committee

Japan Sports Association for the DisabledAll Japan High School Athletic Federation

Nippon Junior High School Physical Culture Association

Coaching Model Core CurriculumWorking team within Japan Sport Association (JASA),

outsourced by Japan Sport Agency (JSA)(Apr 2014 ~ March 2016)

1. What is the issue?2. What does a good player look like?3. What makes a good coach?4. How should the new Curriculum be?

Current Coaching Qualification Program

Understanding

Coaching

13.75ｈBehavior,

Attitude

12.5ｈ

Sport

Specific/Generic

54ｈ

Practicum

0ｈ

17％

0％

83％

Current Program

Context-specific knowledge

Japan’s Coaching Model Core Curriculum

Sport generic knowledge

Sport specific knowledge

Behavior

Mindset,Decision Making

Attitude

Personal Development

Professional Knowledge


Areas Elements Major Contents

Pers

onal

Dev

elop

men

t Mindset &Decision Making

Understanding coaching

Learning, What’s coaching/coach?, Value of sports, Coaching Ethics, Functions and skills of coaches, etc.

Attitude & Behavior

Intrapersonalknowledge

Various ways of thinking, Self-control, Career design of coaches, etc.

Interpersonal knowledge Communication, Building relationships, etc.

Prof

essi

onal

Know

ledg

e Sport genericknowledge

Training Sciences Fundamentals of sports training, Physical training, Skill training, Mental training, etc.

Sport medicine & Sciences

Sports and Health, Injury prevention, Emergency first aid, Anti-doping, Nutrition, Psychology, etc.

Sport & Context specific knowledge

Reading context and react Coaching at various life stages, Risk management, etc.,

Coaching Practice Practicum Coaching practice, Assessment

Distinguishing Technical from Adaptive Challenges

What’s the Work? Who Does the Work?

Technical Apply current know-how Authorities

Adaptive Learn new ways The peoplewith the problem

Ronald A. Heifetz & Marty Linsky, Leadership on the Line: Staying Alive Through the Dangers of Leading, Harvard Business School Press, 2002

“The single most common source of leadership failure we’ve been able to identify is that people, especially those in positions of authority, treat adaptive challenges like technical problems.”


Areas Elements Major Contents

Pers

onal

Dev

elop

men

t Mindset &Decision Making

Understanding coaching

Learning, What’s coaching/coach?, Value of sports, Coaching Ethics, Functions and skills of coaches, etc.

Attitude & Behavior

Intrapersonalknowledge

Various ways of thinking, Self-control, Career design of coaches, etc.

Interpersonal knowledge Communication, Building relationships, etc.

Prof

essi

onal

Know

ledg

e Sport genericknowledge

Training Sciences Fundamentals of sports training, Physical training, Skill training, Mental training, etc.

Sport medicine & Sciences

Sports and Health, Injury prevention, Emergency first aid, Anti-doping, Nutrition, Psychology, etc.

Sport & Context specific knowledge

Reading context and react Coaching at various life stages, Risk management, etc.,

Coaching Practice Practicum Coaching practice, Assessment



(Mindset, DM)27h


(Behavior, Attitude)

36h

Generic54h

Sport Specific

18h

Practicum,OJT50h

34%27%

39%

MCC (2018~)Current Program

Understanding

Coaching

13.75ｈBehavior,

Attitude

12.5ｈ

Sport

Specific/Generic

54ｈ

Practicum

0ｈ

17%

0%

83%

Putting the Model Core Curriculum into Action

Organization JASA Universities

Who Qualification holders

Qualification candidates Students (future coaches)

How MCC in refresh programs

MCC in coach development programs

MCC inTeacher training programs/other programs

Sche

dule

2014~2015 Coaching Model Core Curriculum Development

2016Preparation of the new JASA coach development program with MCC

Trials by Nippon Sport Science University and Osaka University of Health and Sport Sciences

2017

Apr 2018 Start of the new JASA coachdevelopment program with MCC To other universities

BetterAthletes

BetterCoach Developers

who help coaches learn

BetterCoaches

who help athletes learn

• Facilitation• Assessing• Mentoring• Program design &

evaluation• Leadership &

personal development

International Coach Developer Framework (ICCE, Jul 2014)

(Coach Observation & Feedback)

Participants

Diversity

Experience

Learn from each other

TEAM

From 23 countries / 37 people （34 organizations）NGO: 7, International Federation: 5, International Organization: 2, Government: 1, National Olympic Committee: 3, National Sports Organization: 7, Regional Governing organization: 1, University(A): 11

2016.7

Program in July 2016Sun Mon Tue Wed Thu Fri Sat

Opening Para-Sports & Problem-Based Learning(Ms. Matheson)

Mid-Summaryand Reflection Debrief,

Feedback,Review(Ms. Crisfield)

FacilitationDelivery

Individualdiscussion on Portfolios for ICCE coach Developers Awards

Issues in Developing Coaches(Dr. Ito)

Facilitation Skills(Mr. Douglas,Ms. Crisfield)

Welcome &Introduction

Climate Setter

Self-awareness and Reflection(Mr. Sekiguchi) Reflection and

ActionLearning(Dr. Mallett,Dr. Ito)

Preparation for micro-teaching task(Ms. Crisfield)

Questioning,Listening(Ms. Crisfield)

Individual Action Planning, and group follow up

ParticipantsNeeds(Dr. Ito)

Coaching and Coach Developer System(Dr. Ito)

Design a learner-centered session(Ms. Crisfield)

“Japan FoodCocking Experience”Closing & Farewell

Program in February 2017Sun Mon Tue Wed Thu Fri Sat

Interim Rp1(Delegates)


Coach Development Methods(Dr. Ito, Mr. Sekiguchi, Mr. Sarodo)

Introductionto reviewing and assessing coaches(Ms. Crisfield, Dr. Alder, Ms. Harrison)

Coach observationand feedback(Ms. Crisfield,Dr. Alder, Ms. Harrison)

What’s next? Action Plan(Dr. Alder, Dr. Ito)

Individualdiscussion on Portfolios for ICCE coach Developers Awards

Leadership Skill(Dr. Pim)

Mentoring 1(Dr. Schempp)

Teaching Leadership(Dr. Pim)

Mentoring 2(Dr. Schempp)

JapaneseCulture: Tea ceremony(Mr. Gushiken)

Coach observationand feedbackPreparation(Ms. Crisfield, Dr. Alder, Ms. Harrison)

Wrap-up & Closing



Farewell Party

Residential Program：14/9/2015〜20/9/2015

International Symposium

Learning at the guest house

2014-152015-16

2016-17

CULTURE• The culture of a group can be

defined as a pattern of shared basic assumptions learned by a group

• as it solves its problems of external adaptation and internal integration, which has worked well enough to be considered valid and,

• therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems.

Three levels of Culture1. Artifacts

• Visible and feelable structures and processes

• Observed behavior2. Espoused Beliefs and Values

• Ideals, goals, values, aspirations, Ideologies, Rationalizations

3. Basic Underlying Assumptions• Unconscious, taken-for-granted

beliefs and values- Determine behavior, perception, thought, and feeling

(Schein, 2010)

Each sport team has its team culture• The culture of a group can be

defined as a pattern of shared basic assumptions learned by a group

• as it solves its problems of external adaptation and internal integration, which has worked well enough to be considered valid and,

• therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems.

Three levels of Culture1. Artifacts

• Visible and feelable structures and processes

• Observed behavior2. Espoused Beliefs and Values

• Ideals, goals, values, aspirations, Ideologies, Rationalizations

3. Basic Underlying Assumptions• Unconscious, taken-for-granted

beliefs and values- Determine behavior, perception, thought, and feeling

(Schein, 2010)

Can be braking / driving forceBy chance orWith Effort

Judo Coach’s challengeAutographic Action Research

Month 2015 Challenge 2016 Challenge4 Preparation 1 on 1 talk

1st step) Diagnostic test for Immunity to change (Kegan & Lahey)2nd step) Action Plan

5Self- & Collective efficacy6

7

Self-monitoring of coaching using videoPerformance Profiling8

9

Reflection on the actions (Onion model) & Action plan (coaching purpose core value action)

101112

1 on 1 Interview on corporal punishment1 Submit the master’s thesis2 Oral Exam (defense)3 1 on 1 talk Graduation

0

20

40

60

80

100

120

140

160

180

200

0 5 10 15 20

Col

lect

ive

effic

acy

Scal

e (P

oint

s)

Self-Efficacy Scale (Points)

Judo Coach’s challenge





7

Self-monitoring of coaching using video

Performance Profiling89


101112


The team’s individual self-efficacy level was lowwhile collective efficacy level was high.

When the coach observed her own coaching…

Coach: Why don’t you set your Hikite? Can’t you?

Athlete: Hai…

Coach: If you don‘t remind it to yourself, you would never be able to do it.

Athlete: Hai…

Coach: When you touch the opponent‘s collar, just grab it, don’t you?

Athlete: Hai!!!

Coach: Once you grab it, never release it!!!

Athlete: Hai !!!!!!!!!!!!!

C: In that case, where did you want to hold? (Goal)A: Actually, I wanted to set Hikite, but I couldn’t hold the collar. It’s difficult…C: Why do you think you can‘t? (Reality)A: The opponent played in this way, and her hands were like this. Her body was facing there. When I reached out

to hold her collar, I felt too far, and I couldn’t reach…C: Do you think of any other option? (Option)A: Maybe this? (with anxiety in her face)C: When your Hikite is not good enough and you move to the right, I suppose you just follow the opponent. It’s a

bit dangerous, isn’t it?A: It’s dangerous and scary. (with smile)C: Well, how can you do it? When you hold the both, what Kata do you want to do?A: From Ashi-waza to Seoi, I want to do. But I do it with insufficient Hikite, then I get counterattack or just

can’t finish my waza. Do you think it’s OK with this feet positions, when I reach out to get Hikite? I feel a bitscared to swap the leg positions.

C: If you feel so, you don’t need to do it, I think. But if your posture is upright, you may not feel scared. I thinkyou often bent your back, don’t you think?

A: Ah, yes. That’s right. (while simulating) I may not feel scared in this way. Because I feel scared, then I bendmy back, but when I do it, actually I may feel more scared! (with laugh).

C: Well, why don’t you try that? (Will)C: Hai! I think I can do it. I will try it. When I hold the opponent with both hands, do this… (muttering to herself)

When that coach used GROW-model…





7

Self-monitoring of coaching using video

Performance Profiling89


101112



The author’s controlling behaviorswere observed, however the use ofthe GROW-model helped theplayers’ active engagements to thetraining sessions.

Need to notice the necessity of learning

Unconsciousincompetence

consciousincompetence

consciouscompetence

unconsciouscompetence

Not aware of ‘cannot do’

Aware of ‘cannot do’

Consciously ‘can do’

Unconsciously ‘can do’

(Morell et al., 2002)

Howell (1982)

Challenge?





7


9


101112



The author’s controlling behaviorswere observed, however the use ofthe GROW-model helped theplayers’ active engagements to thetraining sessions.

More than half of the playersexperienced the authoritarian style ofcoaching.





7


9


101112


the author realized that her purposeof coaching was to foster zest forliving with virtue through helpingplayers learn the essence of Judo.

“Seiryoku-zenyo (maximum efficient use of energy)”, “Jita-Kyoei (mutual prosperityfor self and others)”, "Jundo Seisho (accordance with the way overcomeswinning)”, and “onore wo tsukushite naru wo matsu (do your best and await theresult)” are found to be the author’s core values to guide action plans.

double step individual meetings withthe author created positive attitudesof players

performance profiling worked well to foster active engagement of the players

Challenges of a Rugby coachStated

commitment

What am I doing, or not doing, that is keeping my stated

commitment from being fully realized?

Competing commitments Big assumptions

Caring the TEAM(Each player

should have ownership of himself)

↓

Build mutual trust

Concentrating only on one’s performance (ego)

Younger players do not express their thoughts, relying on seniors

Not willing to listen to othersNo ownership (behaving based on

others’ opinions)Being forced to do somethingLooks like listeningUnable to look othersThoroughly relying on othersYelling at mistakesHiding own thoughtsNo reaction after somebody’s talk

Do not want to aggravate thecurrent relationship

If the current relationships breakdown, the team would lostmomentum.

Want to keep my current status in the hierarchy.

Anxiety BoxIf one expresses own thoughts,

that person have to takeresponsibility to do so.

fear to be told “do it yourself”

Fear on making mistakes

Robert Kegan & Lisa Laskow Lahey, Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization, Harvard Business Review Press, 2009

Challenges of a Rugby coach

Stated commitment

What am I doing, or not doing, that is keeping my stated commitment from

being fully realized?Competing commitments Big assumptions

Become a better communicator

Convey my message while listening well

Seldom tell my intensions

Seldom express my thoughts as HC

Do not accept opposing comments (not preparing to listen to those)

I want to be thought as acompetent coach.

I want to be an authority

Want to keep my current status in the hierarchy.

Head coach should be an absolute beingand commanding.

If a coach loses authority, players don’t listen to him/her.

Anxiety BoxPlayers make light of mePlayers may ask something I

don’t knowPlayers has different feelingsMay be looked as an incompetent

coach

Robert Kegan & Lisa Laskow Lahey, Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization, Harvard Business Review Press, 2009

Initiative for complex and dynamic change

Coach(Leader)

Team(Society)

Athlete(individual)

Change

To become the best, we can be …Culture of Kaizen

Journey to the better future through sport

We can make a BIG change in our society.

Thank you for your attention!

Western Cultural Groups: Analytic mode of thoughtThis mode involves the decoupling of the object from its context, assigning the object to categories based on necessary and sufficient features, and a preference for using rules, including the rules of formal logic, to explain and predict the object’s behavior.

East Asian Cultural Groups: Holistic mode of thoughtThis mode involves attention to the context or field as a whole, a concern with relationships among objects and object-field relationships, a preference for intuitive reasoning, and “dialectical” reasoning, which seeks the “middle-way” between conflicting propositions.

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224.

Cultural differences

kaizen (改善) of coaching culture in japan

Documents