Coaching styles presentation

1. & HOW WELL THEY WORK IN DIFFERENT
SITUATIONS
MORGAN WILLIAMS
U3038114

2.  DISC
 Dominance
 Influence
 Steady
 Conscientious

3.  A “D Style” Coach is highly
directive and decisive
 They guide the athlete with
clear and concise
instructions, monitoring and
correcting as progress is made
 The athlete requires high
technical instruction but has
low relationship/motivational
needs
 D Style coaching works well
with novice athletes, athletes
learning a new position or
changing into a new sport
entirely, who are motivated
and enthusiastic

4. WHEN SHOULD IT BE
USED?
 When vital information needs to be given urgently
 Where the setting and driving high standards is
necessary
 When time is limited or when decisive action is
needed

5.  An “I Style” Coach delivers
encouragement, brings
energy, is highly interactive and
provides motivation to their
athletes
 The athlete requires low
technical instruction but has
high relationship/motivational
needs
 I Style coaching works well with
athletes who are displaying
correct skills and technique but
require more supportive and
encouraging coaching to help
them feel confident about their
sporting performance

6. WHEN SHOULD IT BE
USED?
 When the environment needs a burst of energy
 Provide variety
 The situation calls for a highly motivational pep-
talk or half-time speech
 When morale is low but athletes skill levels are
high

7.  A “S Style” Coach uses two-way
communication, listens well
 Asks their athletes lots of questions
rather than providing direct
instructions and encourages their
athletes to take an active role in their
development
 They guide their athletes
technically, while providing
emotional support
 The athlete requires high technical
instruction and has
relationship/motivational needs
 S Style coaching works well with
athletes with some level of technical
skills who may need emotional
support for any set-backs they may
face

8. WHEN SHOULD IT BE
USED?
 When more collaboration is needed
 When there is more time and no urgency
 In times of developing teamwork, for one-on-one
interactions
 When a sense of security and acceptance is
needed

9.  A “C Style” Coach creates a well
structured plan and
environment so the athlete has
the tools, program and
necessary instructions to
execute the drills or practice
session with a minimum of
coach intervention
 The athlete requires low
technical instruction and has
low relationship/motivational
needs
 C Style coaching works well for
athletes who are both
technically proficient and
confident in their own abilities

10. WHEN SHOULD IT BE
USED?
 At the beginning of the season when planning needs
are high
 To explain a detailed and complicated training drill
 When things within the team are going well and the
coach needs to keep things well-organized
 When dealing with higher experienced athletes with
strong technical and emotional standing

11.  There is no “best” coaching style, however some styles are
more appropriate than others for certain situations and
certain athletes
Using a style that is incompatible with your athlete's needs results in
all-around frustration
 The coaching styles explained in this presentation are part of
the framework of being “Athlete Centred”
An Athlete Centred Coach is to meet the coaching needs of their
athletes by coaching them in the way they require
 Determining what style is most appropriate for your athlete
Work out the Athlete's DISC Style, what works best with that athlete

12. WHAT STYLE FOR
DIFFERENT SITUATIONS
 Consider is the actual situation you are coaching
in, For Example:
 D Style- If you have limited time and need to only give vital information
 S Style- If you have a lot of time and can have a one on one conversation
 I Style- If the situation you are in sees you needing to find a way to
motivate your athletes
 C Style- Is useful when the situation requires a detailed set up of a drill
or practice session, work well when you want your athletes to work a
challenge out for themselves

13.  You need to be able to assess when it is
appropriate to use each style
 If you use an inappropriate style with an athlete it
can cause a lot of frustration
 Finding the appropriate style has a lot to do with
reflecting on what your athlete needs from you
and becoming an Athlete Centred Coach
 As your athletes are always developing and
growing it is also important to adapt with your
athlete to support them

14.  Often with large teams it can be difficult to assess what
each athlete requires
 You need to be able to add different aspects into your
natural coaching style that may lack but your athletes still
require
 It is an impossibility for a coach to continuously adapt to
20 different athletes
 It is critical to note that your athletes in teams need to be
flexible with your coaching style at times
 This is the foundation of any relationship as it is about
being reciprocal

15.  There are many different types of coaching or different
names for the types of coaching, such as:
 Woods coaching styles- Command, Reciprocal, Problem solving & Guided
discovery
 Autocratic Styles- Telling & Selling
 Democratic Styles- Sharing & Allowing
 UKA Styles- Telling, Showing & Involving
 There are many more of these but most of them overlap
with the DISC model
 The DISC model is the most commonly used model
 The coaching styles can be transferred for teachers and vice
versa

16.  Coaching Styles From Brainmac
 http://www.brianmac.co.uk/styles.htm
 Jaclyn Smith, Role of a coach, Coaching styles
 http://www.slideshare.net/sportcoaching/coaching-styles
 Kerry Dykes Webpage
 http://www.mun.ca/educ/ed4361/virtual_academy/campus_a/dykek/page7.html
 Athlete Assessments
 http://www.athleteassessments.com/articles/understanding_four_coaching_styles_sport.html
 Turman P.D. (2001). Situational Coaching Styles, The Impact of Success and Athlete
Maturity Level on Coaches’ Leadership Styles Over Time. Small Group
Sciences, University of northern Iowa. Volume 32, pp 576-594.
 Martin S.B., Jackson A.W., Richardson P.A., Weiller K.H. (1999). Coaching preferences of
adolescence youth and their parents. Journal of applied sport psychology. Volume 11, issue
2, pp 247-262.