Coaching is defined as the organised provision of assistance to both individual athletes and groups of athletes, helping them develop and improve their performance (Kent 2007). Lyle (2003) states that a coaches practise is characterised by their philosophy. Wilcox and Trudel (1998) suggest a coaching philosophy is a set of values and behaviours that serve to guide the actions of a coach. Many coaches and researchers such as Martens (1997) place great emphasis on the importance of a coaching philosophy
Positive Coaching Translates to Positive Outcomes As a result of the enactment of Title IX in 1972, athletic participation for females has skyrocketed. For high school female athletes, participation has increased from merely 294,000 to over 3.2 million in 2011-2012 (NFHS, 2012). This resulted in more females being afforded the opportunity to gain the positive physical, social, emotional and cognitive benefits that arise from sport participation. In fact, according to Laura Gentile Vice President
2.4.1 Professional Status of Coaches Debates with regard the standardisation within the coaching industry is a common theme that has emerged from the literature. There are concerns among coach researchers and coach practitioners that coaching is an unregulated sector and has a lack of standardisation in the processes and practices associated with coaching (Sherman & Freas, 2004). Seligman (2007, p. 266) agrees that the practice is without regulation and states “the right to call oneself a coach is
There are so many things to think about when developing a coaching philosophy for yourself. Obviously every coaching situation cannot be pre-evaluated but it certainly cannot hurt a coach. To think about what decisions a coach may face when making and facing a crucial moment during practice, games and dealing with athletes, parents, fans and administrators, is unplanned. I desire to coach at the high school level. The field is where I want to be; it is where I have the greatest potential
Takes ownership of the learning process by setting personal educational goals, and monitoring their own progress. Is self-motivated to learn and understand; not only driven by grades or external praise. Pushes him/herself to think deeper about issues and draw connections to their personal, academic, and professional lives. Views the instructor as a guide, but themselves as the pursuer of deeper understanding. Learns collaboratively, through peer engagement and feedback. Seeks out the available resources
Athletic directors are in charge of making sure policies and procedures are in place to ensure universities are in proper compliance with their governing bodies, conference, and university rules and regulations. In this paper we will look at my personal philosophy of the college athletic director
leader needs to be positive and lead by example. They must possess and display the army values and the warrior ethos in their everyday lives. The phrase “Do as I say, not as I do” is an example negative leadership. If a leader were to live by this philosophy, then they would only get the bare minimum performance out of their people. This reflects on a leader’s character. This leads into the attributes of a leader. A good leader must create a positive environment and foster esprit de corps within
There are four forms of authority among people: The authority of position: Do this because I am the boss. The authority of knowledge: Authority flows to the one who knows. The authority of personality: depending on the charisma. Moral authority: personal authority to ask others to make sacrifices. So leadership is a mix of combining different roles, the role of achieving the task, building the team and developing individuals all these roles require certain functions (see Figure
It involves the ability to develop their juniors to attain higher levels of excellence through coaching and advising. An open door policy may be employed. Also, they should have the ability to undertake a constructive performance evaluation involving assessments of past performance and agreement of future expectations. Workplace competencies Workplace
have the required expertise and the knowledge to decide the criteria accurately. They should have the experience and the necessary training to carry out the appraisal process objectively. Errors in rating and evaluation Many errors based on the personal bias like stereotyping, halo effect (i.e. one trait influencing the evaluator’s rating for all other traits) etc. may creep in the appraisal process. Therefore the rater should exercise objectivity and fairness in evaluating and rating the performance