World Class Coaching System for Athlete Development

Coach Development Seminar

Robin Gregg 26th January 2014

Australian Institute of Sport 2013

High Performance Gold Mines

Bekoji

South Korea

Kingston

Russia

Iten

Brazil

Ankerson

South Korea

Kingston, Jamica

Brazil

2010/11 Champions League

79 Brazilians

49 Spanish

26 Germans 25 British

High Performance Gold Mines

Sentayehu Eshetu

Won Park

Stephen Francis

Olga Morozova

Colm O’Connell

Eurico Miranda

Ankerson

Understand Talent

Nature v Nurture (G v E) Nature + Nurture (G + E)Or

G

E

Human Potential

Adapted from David Schenk

High performanceLow potential

High performance

Average potential

High performance

High potential

Average performanceLow potential

Average performance

Average potential

Average performance

High potential

Low performanceLow potential

Low performanceAverage potential

Low performanceHigh potential

Potential

Performance

High performanceLow potential

High performance

Average potential

High performance

High potential

Average performanceLow potential

Average performance

Average potential

Average performance

High potential

Low performanceLow potential

Low performanceAverage potential

Low performanceHigh potential

Potential

Performance

High performanceLow potential

High performance

Average potential

High performance

High potential

Average performanceLow potential

Average performance

Average potential

Average performance

High potential

Low performanceLow potential

Low performanceAverage potential

Low performanceHigh potential

Potential

Performance

Iceberg principle

Current performance

Mindset, motivations, values and background

Talent that shouts and talent that whispers!

“it isn’t difficult to identify talent like Usan Bolt. Anybody could see that he had huge potential when he was sixteen. The real challenge is to identify the potential in something currently ordinary that hasn’t flourished yet”

Stephen Francis, Head Coach the MVP Track and Field Club

Kingston, Jamica

Understanding talent

Don’t stereotype or adopt a narrow minded approach to your search for talent;

Don’t always play safe – understand what is behind the performance;

Understand what is required to drive success;

Understanding Talent

Know the critical factors;

In-depth understanding of potential;

Understand the reasons for success;

Talent that shouts and talent that whispers…..

Practice

• 10,000 hours by the age of 13

Brazilian Footballer

• 2544 hours by the age of 13

English footballer

Athlete Development

Balance

QualityQuantity

Baker & Cobley (2008)

Paradox of Choice

“if you want take the island then burn your boats”

Must fully commit and engage in deliberate/deep practice

Developmental Model of Sport Participation

Sampling Specialising Investment Maintenance

Cote et al (2008)

Intro. To sport

Peak Performance

Mindset ?

Growth v FixedGet better or look

good(Carol Dweck)

Mindset “the art of a successful mindset is to view your

victories as a beginning and not as a conclusion”

Stephen Francis

“improvement is not inside your comfort zone”

What’s common? No self-imposed limits;

Don’t apply standard models – focus on the unique requirements of each player;

Understand the environment;

Environments

Social environment;

Performance environment designed to make players good not make them comfortable;

Philosophy

No rigid philosophy – flexibility in approach

Both a devil and an angelEnormously ambitious

Backstage Role

“a good coach knows that its not about him, its about his athletes”

Sentayehu Eshetu

“inhale more then you exhale”

Colm O’Connell

Coaches during sessions

National Coaches

Non verbal/observationInstruction All other coaching behav-iours

60%32%

8%

scUK Coach Tracking Study – sources of learning

Coaching Practice 83%

Books, journals, magazines 83%

Reflection on coaching 81%

Working with athletes 78%

Working with / observing other

coaches from within your sport 73%

Experience as a player/athlete 63%

Watching DVD’s 63%

Advice from friends/family 53%

Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%

Working with/observing

coaches from other sports 43%

Non- coaching related education

41%

Experience at work outside coaching

44%

scUK Coach Tracking Study – sources of learning

Coaching Practice 83%

Books, journals, magazines 83%

Reflection on coaching 81%

Working with athletes 78%

Working with / observing other

coaches from within your sport 73%

Experience as a player/athlete 63%

Watching DVD’s 63%

Advice from friends/family 53%

Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%

Working with/observing

coaches from other sports 43%

Non- coaching related education

41%

Experience at work outside coaching

44%

scUK Coach Tracking Study – sources of learning

Coaching Practice 83%

Books, journals, magazines 83%

Reflection on coaching 81%

Working with athletes 78%

Working with / observing other

coaches from within your sport 73%

Experience as a player/athlete 63%

Watching DVD’s 63%

Advice from friends/family 53%

Online learning 54% Workshops 57% NGB Qualifications 44% Conferences 48%

Working with/observing

coaches from other sports 43%

Non- coaching related education

41%

Experience at work outside coaching

44%

Coach Education Effectiveness

“interviews with coaches across all types of coaching contexts clearly demonstrate that coach education programs typically play a marginal role in coach development in comparison to learning from experience”

(Trudel, Gilbert & Werthner, 2010)

Importance of coach education

Time spent in coach education is minimal compared

to time spent coaching

Coach education programs typically

play a marginal role in coach development

Gilbert et al 2006; Lynch & Mallett 2006; Werthner & Trudel 2006; Erickson 2007)

Learning Situations

• Coach education programmes providing certificationFormal

• Conferences, workshops etc.- continuing coach education (or CPD)

Non-formal

• Opportunities outside of education and CPD;

• Intentional and incidental Informal

Jarvis, (2006) Merriam, Caffarella & Baumgartner, (2007)

• Proactive, e.g. coaches searching the internet, coaches reviewing with each other…Intentional

• Often unconscious, e.g. emerging from previous experience of the sport as an athlete where some coaching knowledge has been developed.Incidental

Merriam et al (2007) and Jarvis (2006)

scUK Coach Tracking Study – importance of learning sources

Coaching Practice 98%

Books, journals, magazines 92%

Reflection on coaching 96%

Working with athletes 98%

Working with / observing other

coaches from within your sport 94%

Experience as a player/athlete 84%

Watching DVD’s 68%

Advice from friends/family 72%

Online learning 80% Workshops 85% NGB Qualifications 74% Conferences 75%

Working with/observing

coaches from other sports 76%

Non- coaching related education

70%

Experience at work outside coaching

64%

Top Tips

Respect individual

differences

Establish positive rapport

Facilitate goal setting

Coach skills effectively

Create a positive

environment

Plan proactively

Build confidence

Lifetime Learner

“the best coaches know that when they cease to learn they cease to grow”

(Higgins, 2003)

“Live as if you were to die tomorrow. Learn as if you were to live forever”

(Mahatma Gandhi)