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Managing ConflictHome StudyCoach Workbook

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Before you begin, please complete the profile below by either 1) printing the Workbook and writing your answers in the spaces provided or 2) completing the Workbook

electronically by typing your answers in the shaded sections or      .

My Coach ProfileLast Name:       First Name:      Address:            

Street Apt.

                 City Province/Territory Postal Code

Telephone Number:       E-mail:      Date of Birth:       Sex: Male Female CC#:       Sport:      

Coaching ExperienceSport/

DisciplineAthletes

(age, sex, level)Duration(years of coaching)

Practice/Competitions (amount of time, days)

Example: Alpine ski

17-21 years old, 3 boys, 6 girls, interprovincial to national level

9 years Practice: 2 3-hour evening sessions per week, 1 half-day session on weekendCompetition: Every other weekend from early December to middle of March

                       

                       

                       

                       

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My goals for this year are:

     

Here are some details of my situation (assistant coach support, parent support, financial constraints, league regulations, etc.):

     

I got into coaching because:

     

I am still coaching because:

     

I am taking the Competition – Development Managing Conflict module because:

     

I want this NCCP training to answer the following questions about managing conflict:

     

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Managing Conflict: Home Study Coach Workbook

TABLE OF CONTENTS

1 Introduction...........................................................................................................................11.1 Purpose of the Workbook............................................................................................11.2 How to Use This Workbook.........................................................................................11.3 NCCP Core Competencies..........................................................................................11.4 Learning Outcomes.....................................................................................................21.5 Overall Context............................................................................................................21.6 Symbols.......................................................................................................................31.7 Workbook Topics.........................................................................................................3

2 What is Conflict?..................................................................................................................42.1 Conflict is Like…..........................................................................................................4

3 Identifying Sources of Conflict in Sport.............................................................................63.1 Potential Sources of Conflict in Sport..........................................................................6

4 Approaches to Managing Conflict....................................................................................134.1 My Preferred Approach to Managing Conflict............................................................134.2 Reflecting on Approaches to Managing Conflict........................................................174.3 Expanding Your Approach to Managing Conflict.......................................................19

5 How Am I Doing?................................................................................................................21

6 Communication Skills for Conflict Management.............................................................246.1 Listening Effectively in Conflict..................................................................................266.2 Speaking for Yourself in Conflict................................................................................316.3 Dealing with Difficult People......................................................................................35

7 CSI (Conflict in Sport Investigation).................................................................................377.1 The Conflict...............................................................................................................377.2 Sources of the Conflict..............................................................................................387.3 Options for Resolution...............................................................................................407.4 Action Plan................................................................................................................44

8 Preventing Conflict.............................................................................................................458.1 Case Studies in Preventing Conflict..........................................................................458.2 Strategies to Prevent Conflict — The Case Study Worksheet..................................478.3 Preventing Conflict – My Idea Bank..........................................................................49

9 How Am I Doing?................................................................................................................51

10 Self-assessment.................................................................................................................54

11 Action Card.........................................................................................................................55

12 Great Ideas..........................................................................................................................56

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The Collection, Use, and Disclosure of Personal InformationThe Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at www.coach.ca. By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact [email protected].

The programs of this organization are funded in part by Sport Canada and the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.

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ACKNOWLEDGEMENTS

Main WriterRose Mercier

ContributorDon Watts

ProductionLucie LeBel, MATRA ● gs Translation Services Inc., Louise Wood

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1 INTRODUCTION

1.1 Purpose of the Workbook This Coach Workbook is your record of what you did and what you learned in the

Managing Conflict module. We recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills.

This Workbook refers often to Reference Material, a document developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Managing Conflict module.

1.2 How to Use This WorkbookTo achieve Trained status for this module, you need to complete this Workbook and submit it to your Learning Facilitator. You can complete the Workbook in one of two ways:

You can print the Workbook and write your answers in the spaces provided. If you do this, you will need to mail your completed Workbook to your Learning Facilitator.

You can complete the Workbook electronically by typing your answers in the shaded sections or      . Just click in the shaded areas and start typing your own text. If you complete your Workbook this way, you will need to e-mail your completed Workbook to your Learning Facilitator.

Note: If you click outside a shaded area, Microsoft Word will insert your cursor at the next shaded area of the document.

There are also shaded areas in this document where the Learning Facilitator can comment on your answers. These areas look like this:

For Learning Facilitator’s comments only      

If you complete the Workbook electronically, be sure to look in these areas for comments from your Learning Facilitator.

1.3 NCCP Core CompetenciesAs you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leading, and interacting.

At several points in the module, you will complete activities that involve reflecting on and assessing your learning on these five competencies. These are important activities, because you indicate in them how you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon that identifies these learning activities.

Here are just some of the ways these competencies come into play in the Managing Conflict module:

Problem-solving Apply a problem-solving approach to resolving conflict

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Valuing Appreciate that conflict is natural and can have positive outcomes

Understand that balancing your needs and interests while respecting others’ needs and interests helps resolve conflict

Critical Thinking Evaluate your options for decision or action, given the individuals involved, the type

of conflict, and your own conflict-management style

Leading Listen and communicate effectively to resolve conflicts with athletes, other coaches,

parents, and officials

Use the communication skills needed to deal with difficult people

Listen effectively and listen and speak for yourself in conflict situations

Interacting Exchange ideas and interact with other coaches

1.4 Learning OutcomesThe NCCP distinguishes between training and certification. The Managing Conflict module is one of a number of training opportunities in the Competition – Development context. To become certified in this and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module.

After finishing this module, you will be able to apply a problem-solving approach to managing conflict. In particular, you will be able to:

Identify common sources of conflict in sport, as well as individuals and groups likely to find themselves in conflict situations

Take steps to prevent and resolve conflict resulting from misinformation, miscommunication, or misunderstanding

Listen and speak for yourself in conflict situations to maintain positive relationships with athletes, parents, officials, and other coaches

1.5 Overall ContextThis module is one of many offered in the National Coaching Certification Program. For more information on the NCCP and the workshops it offers, visit www.coach.ca.

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1.6 Symbols You will find the following symbols in this Workbook:

1.7 Workbook TopicsThere are six topics on managing conflict in this Workbook:

What is conflict?

Identifying sources of conflict in sport

Approaches to managing conflict

Communication skills for conflict management

CSI (Conflict in Sport Investigation)

Preventing conflict

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This symbol indicates a progress checküThis symbol indicates a

tip from a Learning Facilitator

This symbol indicates support for NCCP

competencies

This symbol means refer to the Reference

Material

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2 WHAT IS CONFLICT?

From the LF… The learning objectives of this part of the module are to define conflict and identify

our current understanding of conflict. It’s easy to conclude that conflict is part of our lives, and it is certainly a natural

occurrence in sport. Even though it would be nice if conflict would resolve itself, the reality is that as a

coach, you will be called on to meet and manage conflict. Because you have all experienced conflict, you already know this subject well. We

are starting the module by tapping into that knowledge.

2.1 Conflict is Like… 2.1.1 In the space below, complete this statement: Conflict is like … because:

Examples: Conflict is like a river — it’s hard to wade into and is uncomfortable and risky. Conflict is like a bouquet — it has variety and sparks your creative juices.     

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For Learning Facilitator’s comments only      

Progress CheckRead pages 2 to 5 of the Reference Material, and then answer these questions about your comparisons: Did you find any of your comparisons were consistent with the myths of conflict? Which

ones? How were they consistent? What stands out for you in your answers to these questions? What words do you see being used? What questions do your answers raise for you?

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ü

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3 IDENTIFYING SOURCES OF CONFLICT IN SPORT

From the LF… The real source of conflict is often different from what we perceive the conflict to be

about. In fact, conflict is often accompanied by significant levels of misunderstanding that exaggerate the perceived disagreement considerably. Understanding the true areas of disagreement helps us solve the right problems.

The learning objective of this section is to identify potential sources of conflict in coaching, as well as to recognize types of conflict and factors that make it harder to resolve conflict.

3.1 Potential Sources of Conflict in Sport

From the LF… Sport presents many different areas where conflict is likely to occur. For example, most sports in the context you are coaching involve athlete selection.

This is an example of a potential source of conflict. There are many others.

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3.1.1 Select a conflict you have had in sport that stands out in your mind. With that conflict in mind, read Sources of Conflict in Sport. Record in the space below the most important sources of this conflict, and briefly explain why each was a source of conflict.

Source of Conflict This was a source of conflict because…E.g., Roles of team members E.g., Team members were not clear about the roles they were

expected to play. This led to confusion and conflict when expectations weren’t met.Coaches, athletes, parents, administrators, etc., had different perceptions about the roles that team members should play.Individual athletes or their family had personal reasons for playing/not playing a particular role.

           

           

           

           

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For Learning Facilitator’s comments only      

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3.1.2 Think about other conflicts that seem to be common in your sport. Summarize below the most important sources of these conflicts.

This conflict is quite common in my sport…

And its source is usually…

           

           

           

           

For Learning Facilitator’s comments only      

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3.1.3 Read Levels of Conflict and NCCP Code of Ethics, in the Reference Material, recall your conflict from 3.1.1, and complete the table below.

From the LF… Two aspects of conflict will help us identify the conflict:

· There are different levels of conflict· There are certain factors that make it harder to resolve conflict.

Facts Identify facts about which the parties agreed.     

Identify facts about which they disagreed.     

Goals (what is to be achieved) Identify goals about which the parties agreed.     

Identify goals in the situation about which the parties disagreed.     

Methods (how things should be done) Are there areas where the parties agreed?     

Identify where the parties disagreed about how things should be done.     

Values (why things are done) Identify the values the parties agreed about.     

Identify the values the parties disagreed about.     

Put YES to the left of the values in this conflict that are related to the five coaching values in the NCCP Code of Ethics.

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Multipliers of ConflictE.g., personality conflict, competing interests     

For Learning Facilitator’s comments only      

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3.1.4 Read Multipliers of Conflict in the Reference Material. What multipliers did you experience in the conflict whose levels you identified in 3.1.3? Record them in the bottom row of the table above.

From the LF… A conflict can take place on more than one level and have more than one multiplier. Conflicts that involve differences in values are the most difficult to resolve. As a result, some conflicts can be challenging to resolve. Start with the less difficult levels of the conflict, such as facts, goals, and methods. This is particularly true when there is a clear conflict of values. Search for the areas

of agreement at lower levels that will allow you to continue to move forward. Self-awareness about our strengths and weaknesses is an important tool in

responding to conflict — remember that the only person you control or change in a conflict is yourself.

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4 APPROACHES TO MANAGING CONFLICT

From the LF… The way we manage conflict affects the outcome. Just as there is no single type of

conflict, there is no one right way to manage conflict. The first key to managing conflict with skill is self-awareness: acknowledging your

strengths and weaknesses in dealing with conflict and learning about your natural inclinations and preferences in the face of conflict.· You gain self-awareness in a variety of ways.· You can reflect on past experience with different conflict situations. You can seek

feedback from others.· You can use inventories like the one that follows.

The more you learn about how you handle conflict, the more behavioural flexibility you develop and the better able you are to respond appropriately in conflict situations.

4.1 My Preferred Approach to Managing Conflict 4.1.1 On the next two pages is a short survey that will help you determine your

preferred approach to managing conflict. Follow the instructions presented, and then use the scoring sheet on page 16 to find out what approach you prefer. You will learn more about your preferred approach if your choices reflect how you actually behave, not how you would like to behave. INSTRUCTIONS: In each of the thirty paired statements, you have a choice of two statements. Select the statement — A or B — that best describes your behaviour as a coach in most situations. Answer the survey as a coach. Your answers might be different in your family

or work situation, so keep your coaching role in mind as you read the statements.

Don’t spend too much time on any one question. Usually your first impulse is the best one.

Answer how you actually behave, not how you would like to behave.

From the LF… Remember that any survey is a tool than can increase awareness or affirm what you

already know. Think of it as a mirror. The reflection may be just what you expect, or it may reveal something you hadn’t noticed before.

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1A There are times when I let others take

responsibility for solving problems.B Rather than negotiate the things on which

we disagree, I try to stress those things upon which we both agree.

2A

I try to find a compromise solution.B I attempt to deal with all of others’ and my

concerns.

3A

I am usually firm in pursing my goals.B I might try to soothe the other’s feelings

and preserve our relationship.

4A

I try to find a compromise solution.B I sometimes sacrifice my own wishes for

the wishes of the other person.

5A I consistently seek the other person’s help

in working out a solution.B I try to do what is necessary to avoid

useless tensions.

6A I try to avoid creating unpleasantness for

myself.B

I try to win my position.

7A I try to postpone the issue until I have had

some time to think it over.B I give up some points in exchange for

others.

8A

I am usually firm in pursing my goals.B I attempt to get all concerns and issues

immediately out in the open.

9A I feel that differences are not always worth

worrying about.B

I make some effort to get my way.

10A

I am firm in pursing my goals.B

I try to find a compromise solution.

11A I attempt to get all concerns and issues

immediately.B I might try to soothe the other person’s

feelings and preserve our relationship.

12A I sometimes avoid taking positions which

could create controversy.B I will let the other person have some of

their positions if he or she lets me have some of mine.

13A

I propose a middle ground.B

I press to get my points made.

14A I tell the other person my ideas and ask for

theirs.B I try to show the other person the logic and

benefits of my position.

15A I might try to soothe the other person’s

feelings and preserve our relationship.B I try to do what is necessary to avoid

tension.

16A

I try not to hurt the other person’s feelings.B I try to convince the other person of the

merits of my position.

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17A

I am usually firm in pursing my goals.B I try to do what is necessary to avoid

useless tensions.

18A If it makes the other person happy, I might

let them maintain their views.B I will let the other person have some of

their positions if they let me have some of mine.

19A I attempt to get all concerns and issues

immediately out in the open.B I try to postpone the issue until I have had

some time to think it over.

20A I attempt to immediately work through our

differences.B I try to find a fair combination of gains and

losses for both of us.

21A In approaching negotiations, I try to be

considerate of the other person’s wishes.B I try to find a fair combination of gains and

losses for both of us.

22A I try to find a position that is intermediate

between theirs and mine.B

I assert my wishes.

23A I am very often concerned with satisfying

all our wishes.B There are times when I let others take

responsibility for solving the problem.

24A If the other person’s position seems very

important to them, I would try to meet their wishes.

BI try to get them to settle for a compromise.

25A I try to show the other person the logic and

benefits of my position.B In approaching negotiations, I try to be

considerate of the other person’s wishes.

26A

I propose middle ground.B I am nearly always concerned with

satisfying all parties’ wishes.

27A I sometimes avoid taking positions that

would create controversy.B If it makes the other person happy, I might

let them maintain their views.

28A

I am usually firm in pursing my goals.B I usually seek the other person’s help in

working out a solution.

29A

I propose a middle ground.B I feel that differences are not always worth

worrying about.

30A

I try not to hurt the other person’s feelings.B I always share the problem with the other

person so that we can work it out.

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Scoring and InterpretationWhen you have completed the survey, transfer your choices to this scoring sheet by ticking the box beside the letter you chose for that statement in the survey. For example, if you chose the letter B in statement 1 of the survey, tick the box beside B in the first row below.

Count the number of responses ticked in each column. Record the total in the box under the column.

1. A B 2. B A 3. A B 4. A B 5. A B 6. B A 7. B A 8. A B 9. B A 10. A B 11. A B 12. B A 13. B A 14. B A 15. B A 16. B A 17. A B 18. B A 19. A B 20. A B 21. B A 22. B A23. A B 24. B A 25. A B 26. B A 27. A B 28. A B 29. A B 30. B A

TOTAL

Competing Collaborating Compromising Avoiding Accommodating

Consult Interpreting Your Score on the Survey on Approaches to Managing Conflict in the Reference Material for information on how to interpret your score.

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4.2 Reflecting on Approaches to Managing Conflict The survey you just completed, like others you will do from time to time, is designed to enhance self-awareness. Think of it as a mirror that lets you look at and learn about yourself and your behaviour. There is no right or wrong approach.

4.2.1 Read Assertive and Co-operative Behaviour in the Reference Material to interpret your score. Use the questions below to reflect on what the survey tells you.

How does the short profile fit your view of your approach to managing conflict?     

What are the pros and cons of your preferred approach to managing conflict?     

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What are the pros and cons of your least favoured approach to managing conflict?     

For Learning Facilitator’s comments only      

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4.3 Expanding Your Approach to Managing Conflict Choose the approach to managing conflict from page 16 that you scored highest on, and record it below:

     

4.3.1 Review the Reference Material that relates to your chosen approach to managing conflict. What are the most appropriate applications/situations for this approach?

     

For Learning Facilitator’s comments only      

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From the LF... It’s important to think about how the approach you use affects the relationship you

have with your athletes. A collaborative approach is essential in situations characterized by ongoing relationships, such as those necessary between a coach and athletes.

But collaboration is possible only where all parties have the necessary skills, specifically the communication skills that make it possible to find common interests and problem-solve creatively. You can help your athletes become better at resolving conflict by modelling and helping them develop these skills.

All approaches to conflict resolution have a place in the coach’s repertoire. Different situations call for different tools. You can definitely use different approaches without hurting the relationship you have with your athletes or team.

It is, however, important to select an approach intentionally — and to not always resort to our comfort zone.

You’re better able to be intentional when you are operating from personal balance, so pay attention to your energy level and personal balance (see Personal Balance in Conflict in the Reference Material).

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5 HOW AM I DOING?5.1.1 Up to this point, you’ve completed activities designed to develop competencies related to managing conflict. This

activity is a bit different, as it asks you to: Reflect on your learning to date Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies in your coaching Use the table below to describe how your Managing Conflict competencies have developed to this point in the module.

NCCP Core Competency

This is what I’ve learned so far about this core competency…

I will apply the core competency in the following

ways and situations…

I will model the core competency this way in my

coaching…Problem-solving                  

Valuing                  

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NCCP Core Competency

This is what I’ve learned so far about this core competency…

I will apply the core competency in the following

ways and situations…

I will model the core competency this way in my

coaching…Critical Thinking                  

Leading                  

Interacting                  

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Progress Check Submit your Workbook to your Learning Facilitator for him or her to review and provide feedback on. This is also a good time to ask your Learning Facilitator any questions you have about the module to date.

For Learning Facilitator’s comments only      

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6 COMMUNICATION SKILLS FOR CONFLICT MANAGEMENT

Start this section with the following activity:

· Imagine laying a piece of string on the floor.· Now imagine that you are standing on one side of the line, and that one of your

friends is on the other side.· The goal is for you and your friend to get on the same side of the string. · Your friend starts by trying to persuade you to move to his or her side of the

string. · Then you try to persuade your friend to move to your side of the string.· List what you and your friend might say to try to persuade each other to move to

the other side of the string.

My friend would say this… I would say this….           

           

           

           

           

· Given these statements, who do you think would cross the line — you or your friend? Note your reasons below:

     

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For Learning Facilitator’s comments only      

From the LF… How do you think this exercise is like conflict we experience? What does finding a collaborative resolution depend on? What does this exercise teach us about communication and problem-solving in a

collaborative approach to conflict resolution?

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6.1 Listening Effectively in Conflict In preparation for this section, review Assertive Communication and Listening Effectively in Conflict, in the Reference Material.

From the LF… Conflict elicits many emotions of varying intensity. You may have been involved in a conflict where your emotions got the better of you

or you overreacted and the situation didn’t go very well. In the heat of the moment where emotion is present — theirs, yours, or both — it is

essential to be able to continue to communicate in a way that keeps the lines of communication open. Listening effectively and speaking for yourself both help keep these lines open. These are the skills we are going to focus on.

In this module, we are anchoring communication skills in a collaborative approach to conflict because of the importance of having a relationship that is based on mutual respect. As was pointed out earlier in the module, a coach needs to use different approaches at the appropriate time.

However, even when you choose a “competitive” approach to conflict resolution — when you are more concerned about your needs — you need to communicate in a manner that is respectful and does not damage the ongoing relationship with the athlete.

Collaboration is an approach to conflict that is anchored equally in concern for your needs and interests and in concern for the other person’s needs and interests. You therefore need to remain assertive when you listen and when you speak.

6.1.1 Following are four short scenarios to use as the basis for developing a script for a Speaker and Listener. Read all four scenarios, choose the one you want to work with, and note it on page 28.

Scenario #1The final athlete you cut from the team arrives at practice with a parent, who says to you: “I can’t believe my child isn’t on the team. I can’t imagine why you think my child is not good enough. I’ve been to most of the tryout practices and I’m telling you you’ve made a mistake. You realize this will really hurt the chances of my child getting the scholarship needed to continue going to school. But then, I suppose you don’t care about that sort of thing anyway.”

Speaker: the parent Listener: You the coach

Scenario #2Your new assistant coach says to you: “It was my responsibility to organize those drills. Why did you go ahead and set them up? Don’t you trust me? Don’t you think I can do this?” (And starts to cry.)

Speaker: the assistant coach Listener: You the head coach

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Scenario #3You approach the head official after the game and point out what you believe to be an incorrect interpretation of the league’s rule on substitutions in the playoffs. The official you’ve spoken to says to you: “Either stop talking or I’ll be reporting you to the league.”

Speaker: the head official Listener: You the coach

Scenario #4A third-year athlete with the team says to you at the end of practice: “Our practices are way too hard. I just can’t handle them any more. I’m so tired all the time. I guess I just don’t have it any more.” (And starts to cry.)

Speaker: the third-year athlete Listener: You the coach

Next, read the suggestions below for listening effectively: Explore feeling before content

· “You sound like you …”· “You’re feeling …”

Be empathetic and non-judgemental

· Value the person speaking and what he or she is saying· Accept the speaker’s feelings· Don’t make judgements

When defensive, ask a question

· “Where does that come from?”· “Say some more.”

Use eye contact and listening body language

· Look directly at the person speaking· Lean slightly toward the speaker, but not too close· Occasionally nod the head slowly to show understanding

Provide encouragement

· “Un-huh” or “I see what you mean.”

Listen attentively

· Remain silent when the person is speaking· Give the speaker complete attention

Tell back

· “What I heard you say was … ”· “It seems that you … “· ”What you mean then, is … “

Ask questions to get more information

· “Are you saying that …?”

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· “Do you mean that …?”· “Are we talking about …?”

Now use these suggestions for listening effectively to develop a script for the Speaker and the Listener in your scenario. Write your script in the table below. Aim for five or six responses for both Speaker and Listener.

My scenario:

     

When the Speaker says this… You the Listener respond with this…<What the Speaker said in the scenario>

     

     

           

           

           

           

           

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For Learning Facilitator’s comments only      

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6.1.2 Think about the conflict you scripted in 6.1.1. In the space below, list the next steps you would take to move closer to resolving the conflict.

     

For Learning Facilitator’s comments only      

From the LF… Ask yourself these questions when you’ve finished 6.1.1:

· What insight or helpful reminder did you gain that you can apply?· If you were writing the script again, what changes would you make in your

statements?· How will you apply lessons learned here in your coaching?

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6.2 Speaking for Yourself in Conflict

From the LF… You are the only person you can control in conflict. It's really important to communicate in a way that pays equal attention to your needs

and interests and those of others. Speaking for yourself is an essential skill: you need to communicate your point of

view and provide an opportunity for others to do the same. Speaking for Yourself has a simple script you can use in any situation. The script has

four parts:1) State what you have observed — the “facts” in the situation.2) State what you feel or think about the facts.3) State the basis for your feelings/opinions.4) Invite the other person to state his or her point of view.

It is essential that you speak in the first person and “own” what you say: “I see or hear,”’ “I think,” or “I am” and then “I’ve learned” or “I‘ve found” and “I’d like to know what you think.”

6.2.1 Read the Reference Material on speaking for yourself. Select a scenario from below, and use the worksheet on the following page to plan what you will say in this conflict situation. The script should have four “I” statements. Together, the four statements become a clear message. Once you've created a script, practise saying it out loud.

Scenario #1You’ve been coaching at your club for six years. For the past five years, you’ve agreed to work for the same salary because the club had to recover from a significant deficit that came to light shortly after you were hired. Last year the debt was retired, and this year there is a small surplus. You’ve worked hard to develop new programs that have generated new revenues. You are meeting with the personnel committee today to review your contract. You just received this year’s draft budget and notice there is no planned increase for coaching salaries. You want to prepare ahead of time for the meeting. What do you want to say to the personnel committee?

Scenario #2You are attending a regional training camp along with other provincial coaches. It’s been organized as an opportunity for provincial coaches to observe and work under the national coach. You’re on the sidelines of a practice where you hear the national coach speaking to a group of new national team members. The coach singles out an athlete you coached at the provincial level, comparing the athlete to a cow and saying the athlete won’t be around much longer unless the training gets a lot harder and there is a loss of weight. You know that this athlete has struggled with eating problems for several years. What do you want to say to the national coach?

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Scenario #3You're bringing two athletes to regional trials to be evaluated by the Canada Games (provincial team) head coach. The athletes tell you they won't get a fair shake at the trials or tryouts because the head coach is biased. They're convinced only the coach’s athletes will be put on the team. They tell you about videotapes that were taken at competitions earlier this year and say that the coach misinterpreted whether athletes were able to get along and work well together in various competitive situations. What do you want to say to the head coach? Alternatively, what do you want to say to the two athletes?

Scenario #4You’re travelling with your team to its first away tournament of the season. One of your athletes asks to speak to you. In tears, she says that two of her teammates get up and move away whenever she sits down to eat with them and are making jokes about her on MSN with other team members. What do you want to say to the two teammates?

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Speaking for Yourself Worksheet

Facts: What are the key facts in the scenario?

I …     

Feelings or Opinion: What is your opinion, belief, or feeling about the facts?

I …     

Thoughts: What is the basis for your feelings and opinions?

I …     

Inviting the Other’s Opinion: What opinions, beliefs, and feelings do you think the other person in this scenario has?

I …     

Put the four parts together as a clear message that you want to deliver.

     

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From the LF… Things to watch for in your script:

· Use of the third person or a generalization instead of an “I” message.· “I think that you….” or “I feel that you…”. These are not “I” messages. They are

interpretations of the ideas or feelings of others.

For Learning Facilitator’s comments only      

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6.3 Dealing with Difficult People 6.3.1 Think of a conflict in your coaching situation where you had to deal with a difficult

person. Briefly describe what made their behaviour difficult for you.

     

6.3.2 Read Dealing with Difficult People, in the Reference Material. Then use the worksheet below to prepare a plan for the next time you deal with that person.

What conflict-management approach is it appropriate to use?     

What listening techniques would you emphasize?     

What will you say, and when will you say it?     

What else might you do?     

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For Learning Facilitator’s comments only      

From the LF… The most difficult behaviours are aggressive or passive-aggressive behaviours. In

these situations, you must:1) avoid the conflict if it doesn’t involve an essential issueOR2) take a competitive approach.

The way we communicate in conflict speaks volumes about the values we hold as coaches.

When we listen purposefully and speak for ourselves in conflict, we communicate in an assertive way — balancing our and others’ interests and needs. Doing so is consistent with the ethical principle of integrity in relations.

When we listen to an athlete’s point of view and also share our thoughts and ideas, we are demonstrating respect for the athlete. This is called values-based communication. Values-based communication is essential for collaborative solutions.

The ability to communicate effectively — particularly in the difficult situations that conflict presents — is an essential skill for the core competency of interacting.

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7 CSI (CONFLICT IN SPORT INVESTIGATION)

From the LF… In this section, you develop a case study that pulls together everything from this

module.

7.1 The Conflict7.1.1 Read the scenario below.

Last week, one of your athletes hit his/her head and suffered a serious concussion while you were coaching. The athlete was removed from the game and later went to the hospital. After leaving the hospital, the athlete told you what the doctor had said:

· The athlete suffered a concussion.

· The athlete should stay home from school for one week.

· During that week, the athlete should not participate in sport or any other physical activity. The athlete should also not watch TV, play video games, work on the computer, text, or read. Complete rest is required.

The parents want their child to have complete rest.

As the coach, you fully support these recommendations, because you just went to a clinic on concussion education. At the clinic, you learned about a six-step return to play process for athletes with a concussion. The Return to Play Guidelines state that athletes should return to sport gradually, that they must go through all six steps in the process, that they require 24 hours between each step, and that they can move from one step to the next only if they are symptom free. The six steps are as follows:

1 Complete rest

2 Light aerobic activity

3 Sport-specific activity

4 Drills without contact

5 Drills with contact

6 Game play

After attending the clinic, you realize how important these guidelines are, and you are sure you will implement them.

The athlete returns to the doctor one week after suffering the concussion. The athlete tells the doctor that he/she feels great and has no symptoms. The doctor clears the athlete to return to play and gives the athlete a note to that effect.

The same day, the athlete brings you the doctor’s note. The athlete is wearing his/her uniform and is ready to play in today’s game. It’s a special day — it’s the athlete’s birthday, and his/her grandparents are visiting from out of town. Everyone is excited to have this popular athlete back, because everyone has missed him/her.

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On top of that, it’s the last game of the season, and its season is over if the team loses this game. But if the team wins, it’ll make the playoffs and have a chance to play many more games. The team is very inconsistent, and with all the injuries, you’re not sure they can win the game.

You know that game play should not be the first step in an athlete’s return to play after a concussion. But the family has a doctor’s note clearing the athlete to play and feels very confident that the athlete can safely play. You explain that playing today contradicts the Return to Play Guidelines. Despite this, the family wants the athlete to play and says that it will take the issue to the head coach if the athlete does not play.

7.2 Sources of the Conflict 7.2.1 Think about this conflict, and record the information about it in the table below.

Facts Identify facts about which the parties agreed.     

Identify facts about which they disagreed.     

Goals (what is to be achieved) Identify goals about which the parties agreed.     

Identify goals in the situation about which the parties disagreed.     

Methods (how things should be done) Are there areas where the parties agreed?     

Identify where the parties disagreed about how things should be done.     

Values (why things are done) Identify the values the parties agreed about.     

Identify the values the parties disagreed about.     

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Put YES to the left of the values in this conflict that are related to the five coaching values in the NCCP Code of Ethics, or write NCCP beside them.

Multipliers of Conflict     

For Learning Facilitator’s comments only      

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7.3 Options for Resolution

From the LF… This activity focuses on how to introduce creativity into problem-solving.

7.3.1 Read Inventing Options for Managing Conflict, in the Reference Material. Then use the worksheet below to describe the needs and interests of those, including yourself, involved in the conflict.

Who’s involved in this conflict? What are your/their needs and interests?YOU     

     

           

           

           

           

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Who’s involved in this conflict? What are your/their needs and interests?           

7.3.2 Consider the evidence from the previous questions, in particular the needs and interests that you identified, and write down as many options as you can think of for a satisfactory resolution to this conflict.

     

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7.3.3 Select the two most promising options, and complete the following table.

Option 1 Option 2What are its strengths?            

What are its weaknesses?            

What does each party gain or lose?

           

How would this maximize everyone’s shared interests?

           

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For Learning Facilitator’s comments only      

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7.4 Action Plan7.4.1 Choose the option you think is the best fit for your situation. Select your

action plan for this option, record it below, and use the table below to describe your plan.

OPTION:      

Who will you talk to?     

What help will you need?     

What resources do you need?     

What other help will you ask for?     

What is the first step you will take?     

For Learning Facilitator’s comments only      

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8 PREVENTING CONFLICT The learning objectives of this part of the module are to practise identifying levels and multipliers of conflict and to apply approaches that will prevent unnecessary conflict.

From the LF… When we can identify common conflict situations, we can take action to prevent

them. For example, if you know athlete selection often creates problems and you have identified some reasons for that, you can develop a plan to prevent or reduce the potential for conflict.

8.1 Case Studies in Preventing Conflict Read all four case studies, and decide which case study you want to work with. Then use the table in 8.2.1 to identify the strategy you might use to prevent conflict in that case study.Case Study #1You are the head coach of a 20-member team attending an out-of-province competition. You arrived later than planned because 5 athletes were late for breakfast and your departure for the track was delayed. It’s now 15 minutes before the start of the first event, and the official has asked your athletes, who are doing the final part of their warm-up, to leave the competition area. Your athletes ignore the request and continue their warm-up. You hear the official repeating the request. Again the athletes ignore the official. You yell to your athletes to leave the area, and one of them shakes the head no. You are distracted when another official asks you to submit your relay order. A few minutes later, your athletes finally leave the track and go to the locker room.

Case Study #2It’s early in the season. Two of your younger athletes come to see you before practice. They’re obviously upset, as they tell you a small group of senior players are trying to intimidate them and other first-year players. The seniors want the rookies to lighten up on individual training — spend less time in the weight room or skip the morning run. The two rookies say they really want to win a starting position but don’t know if that’s possible if they’re ostracized by senior starters.

Case Study #3Your team’s co-captains came to you two days ago and demanded that you get rid of the team manager. They went through a long list of complaints: phone calls are not returned, money was borrowed from team members and not paid back, and lies are told about sending in the uniform size forms when they hadn’t been submitted, and so on. When you spoke with the team manager the next day, the accusations were denied and the alternative explanations for every situation seemed plausible. After that, you told the co-captains you would monitor the situation closely, but they left the room before you could finish speaking.

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Case Study #4You were assigned as the Provincial team coach of the team that will be selected at the mid-August selection camp. You have been working on the selection criteria that you’ll propose to the Provincial Sport Organization (PSO). The rules have been changed recently to increase the physicality of the sport at the next age level up starting with the fall competition season. You believe it is the responsibility of the coach to formulate a selection criteria that ensures athletes are selected using criteria that resembles competition conditions as closely as possible; that is, under the rules in place for the current age grouping in which they will be competing at the upcoming Provincial championships. Your thinking is based on the long term interest and potential of the athletes. The PSO thinks you should incorporate that physicality into your selection criteria so the current best athletes are selected on the basis of the competition rules in effect next season to see if the athletes can handle the increased physicality. The past-president, who represents the PSO, says that the board believes the selection camp should provide as smooth a transition as possible to the rules which most of the athletes will be competing under when they transition into the next age grouping in the fall.

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8.2 Strategies to Prevent Conflict — The Case Study Worksheet 8.2.1 Read Strategies for Preventing Conflict, in the Reference Material. Then use the table below to help plan a strategy to

prevent the conflict in your case study.

Conflict Case Study #:       Use Levels of Conflict and Multipliers of

Conflict to identify the most important levels and multipliers of conflict present in the case study. Briefly explain the rationale for your choice.

Identify pre-season strategies the coach could use to prevent the conflict in this case study, and record them below.

Identify any pre-event strategies the coach could use to reinforce the pre-season strategies identified or to prevent the conflict described in the case study.

Levels of Conflict Multipliers of Conflict Pre-season Strategies Pre-event Strategies (Game, Practice, Meeting)

            What to do…     

How to make it effective…     

What to do…     

How to make it effective…     

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For Learning Facilitator’s comments only      

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8.3 Preventing Conflict – My Idea Bank Use the space below to record other ideas you have about preventing conflict.

     

From the LF… As a coach, you initiate action you believe will lead to changes in the status quo, in

this instance preventing conflict where it typically occurred. Being proactive about creating desirable circumstances is a fundamental

characteristic of leaders. Leaders create change; they don’t accept the status quo when change is needed.

For Learning Facilitator’s comments only      

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9 HOW AM I DOING?9.1.1 You’ve now completed activities designed to develop competencies related to managing conflict. This activity is a bit

different, as it asks you to: Reflect on your learning in this module Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies in your coaching Use the table below to describe how your Managing Conflict competencies have developed in the module.

NCCP Core Competency

This is what I’ve learned in this module about this core

competency…

I will apply the core competency in the following

ways and situations…

I will model the core competency this way in my

coaching…Problem-solving                  

Valuing                  

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NCCP Core Competency

This is what I’ve learned in this module about this core

competency…

I will apply the core competency in the following

ways and situations…

I will model the core competency this way in my

coaching…Critical Thinking                  

Leading                  

Interacting                  

For Learning Facilitator’s comments only      

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10 SELF-ASSESSMENT

This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement.

Rate your ability to apply a problem-solving approach to managing conflict. For each statement below, select the answer that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE:      _____________________

I apply a problem-solving approach to managing conflict by… Never Some-

times Often Always

Recognizing common sources of conflict in sport

Taking steps to prevent conflict

Selecting an effective approach to situations involving conflict

Listening effectively in conflict situations

Effectively speaking for myself in conflict situations

Accepting conflict as natural

Being confident in my ability to prevent and resolve conflict

Progress Check When you’ve finished all the activities in your Coach Workbook, send your completed

Workbook to your Learning Facilitator for feedback.

For Learning Facilitator’s comments only      

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ü

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11 ACTION CARD

Date:      _________________________ Location:      ______________________

I will START…     

I will STOP…     

I will CONTINUE…     

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12 GREAT IDEAS      

New friends in coaching from this module…     

For coaching tips and more information about coaching workshops, visit the Coaching

Association of Canada website at:

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