1. SPORTS COACHING

2. COACHING TYPES
Authoritarian coach
 Strict
 Punishes frequently – good team spirit when winning, falls apart when losing
 Handles being ‘hated’ in order to have respect
Business-like coach
 Not people oriented
 Keen on seeing the job done
 Expects 100% effort at all times
‘Nice-guy’ coach
 Athletes sometimes take advantage of personable, cooperative nature
 Gets on well with athletes of similar temperament who are already self disciplined
Intense coach
 Transmits anxiety through an uptight attitude
 Usually focused on the quality of performance and results
‘Easy going’ coach
 Casual or submissive
 Gives the impression of not being serious

3. COACHING TYPES
There are advantages and disadvantages to all styles,
but all can be successful.
Coaches have a natural approach which is generally a
combination of the above.
Style must be adapted to suit the coaching
circumstances eg the authoritarian coach would not be
suitable for performers who need encouragement in
developmental stages and the ‘nice-guy’ coach would
struggle with a senior team working towards a
premiership.
Coaches will appear false in a style that is not suited to
them.
All of the above styles will need to be used at some time
One feature must always be present – be positive and
encouraging at all times.

4. THE RESPECTED COACH
The respected and effective coach will be:
Instill the highest ideals and character traits into their players
Be enthusiastic and show enjoyment of coaching
Be self-confident, assertive, consistent, friendly, fair and competent
Have a sense of humour
Have a thorough knowledge of the rules, techniques and tactics
Have a basic understanding of first aid
Be dressed appropriately
Be a role model
Maintain discipline
Be organized (for sessions and the year)
Be able to justify, if necessary, why things are being done, or be ‘big
enough’ to ask for suggestions when not sure.

5. THE COACH’S SKILLS
The coach must be able to:
Organising
 As well as efficient and effective practices, the whole competition season is
essential. It should be based on knowledge and planning.
Observing
 The coach should be aware of what is happening at all times. This provides info
for what athletes need and changes that need to be made. Observation can be
improved and refined.
Analysing
 Coaches continually observe and evaluate performances. Act on a number of
errors, not simply one. Offer correct and effective advice or credibility will be lost.
If more than one error exists, eliminate the one resulting in greatest improvement.
Analysing will improve over time.
Communicating
 Improving performance is largely reliant on communication, not only verbal, but
listening and appropriate non-verbal communication (such as body language)
Improving performance
 The major role of coaches. Advice and guidance is essential. The coach will
need to make adjustments to training programs, add new elements and
continually evaluate performance.

6. COACHING CHILDREN FOR FUN & SUCCESS
Social growth and development characteristics
should be taken into consideration when
planning:
 Allow children to contribute to their own learning
 Focus on individual needs
 Develop basic skills
 Include a variety of activities and challenges
 Cater for children of different backgrounds
 Encourage everyone to perform to the best of their
abilities
 Protect children from the likelihood of failure
 Contain a balance between activity and rest

7. KEEPING CHILDREN ON TASK
Keep children on task by:
 Limiting instructions and making them simple
and precise
 Allow plenty of time for practice
 Plan variety and achievable activities
 Give precise and immediate feedback without
highlighting mistakes
 Include adequate rest breaks, children have
short attention spans
 Be a role model

8. PLANNING A PRACTICE SESSION
It is essential that coaches thoroughly plan each practice session so
it is enjoyable, profitable and maximizes time available. This applies
to all levels of sport – under 8’s to elite.
Types of sessions
the traditional Technique Approach
 A new skill is explained, demonstrated and practiced. The focus is on
fundamental movement patterns, progressing from simple to complex.
Athletes are observed and corrections suggested.
Game Sense Approach.
 Uses games as the focus of sessions. Players are encouraged to
develop skills within a realistic and enjoyable context, rather than
practiced isolation. Technique is important in an overall skill, Game
Sense argues that technique needs to be practiced with other factors
also involved. Athletes become tactically aware and better decision
makers. More on Game Sense in Chapter 3.
You will need to consider the merits of both.
Before planning individual sessions, make an overall plan of eventual
outcomes, listing skills rating them from easy to hard.

9. STEPS IN PLANNING A SESSION
 The aim of training is to prepare the athlete for competitive
performance.
 Always evaluate physical and mental states of athletes for
optimal learning time and training intensity.
 Evaluate sessions immediately following it and consider the
aspects of the next session.
 Be aware of and evaluate resources available
 Plan explanations and demonstrations of skills, decide activities
and teach progression. You should aim for 60 – 70 % success
rate, below this means it is to hard, above it means it is not
challenging enough.
 Encourage athletes to be involved in planning
 Be aware of varying standards in groups and accommodate for
this, use small groups if needed
 Be flexible and cope with unexpected factors. If it is not working,
change it immediately.

10. Beginning coaches suggestions:
Plan so activities flow smoothly, have equipment
close and develop routines
Read books and manuals
Drills and minor games can be easily adapted from
other sports
Over plan rather than under plan
High activity is best, use small groups
Avoid activities eliminating athletes, they usually
need it
Plan for 60 – 70 % success rate
Encourage independent work and self evaluation

11. ELEMENTS OF A PRACTICE SESSION
Pre-practice briefing
 A short time where the coach explains the goals of the session and sets
the appropriate tone. You may use a board or do it verbally (remember
to keep it short) and may relay any messages.
Warm-up
 Includes a physical warming-up of the body and a skills warm-up where
the skills taught in a previous session are reinforced and practiced.
More focus on an active warm up (young kids also get bored with static).
Time of warm-up depends on age and condition of athletes.
 Stretching should be:
 On warm muscles
 Not bounced or stressful
 Gentle to the point of discomfort not pain
 Held for 10 – 15 seconds, at least twice
 On both sides of the body
 Specific for the sport
 Non-competitive

12. ELEMENTS OF A PRACTICE SESSION
cont…
Skill development
 This part of the session occupies at least a third of the available
time. Using either Technique approach or Game Sense, as
mentioned previously.
Skill development through games
 Use this important time to apply the skill, or one from a previous
session, into a game situation. The key is to ensure maximum
participation by all. Games increase motivation and transfer skills
better than non-related situations
Conditioning
 There may be a need to devote some time to conditioning. It is
best done after skills. It may be incorporated into skills and you
may revert to skills afterwards to cope with fatigued situations.
Concluding activities
 Includes a warm down and review of the key teaching points from
the session. Cool down is low level and is performed to reduce
metabolic wastes. Evaluation also occurs here.

13. TEACHING SIMPLE SKILLS
Select skills
 Consider what the athlete wants to learn and what the athlete
needs to learn and in which order
 To develop confidence the first skills taught should be simple and
guarantee a successful performance
Select an appropriate teaching formation
 Athletes should be able to comfortably observe and hear the
coach
 The coach should be able to observe all athletes
 Avoid distracting elements eg sun, other groups etc
Explanation
 Simple skills require simple instructions, avoid overload
 Key words emphasise important components
 Concentrate on one aspect at a time until achieved
 Ensure task is achievable
 Keep explanations and instructions brief

14. TEACHING SIMPLE SKILLS cont..
Practice
 Following explanation athletes should be able to freely experiment ASAP
 Have plenty of equipment
 Keep groups small – attempting skills every 30 seconds (kinesthetic feedback –
the ‘feel’ will be lost)
Observing
 Effective observation is the key to good coaching
 Can occur during practice or games
 Good caching translates observation into coaching tips
Measuring progress
 Skill acquisition is achieved if motivated and challenged; therefore it is essential to
progress
 Compare individuals to themselves only
 Do not encourage worst or best while learning
Encouragement
 At times when athletes are not progressing in order to minimize the athlete’s fear
of making mistakes
 Know the athletes well enough to know when to encourage and when not to
 Praise should be consistent and sincere

15. TEACHING SIMPLE SKILLS cont..
Effective feedback
 Provides information that helps learning and development of skills and
attitudes. Can positively affect maturation, learning, self image, and
motivation.
 Allow practice before feedback, correcting only one error at a time, and
being clear on how to correct the error
 Positive reinforcement hastens development, shouting and criticism
does not
 Ensure athletes do not practice a skill incorrectly
 Do not forget competent athletes
 Feedback can be verbal, reports, cues, checklists, videos, peer
comments
 Allow athletes to critically analyse and evaluate their own performance
 Effective feedback should be specific, constructive, immediate, clear and
positive
Extending basic skills
 As athletes progress new challenges should be posed with the coach
gradually introducing game like conditions and situations

16. HOW TO DEVELOP GAMES
Games have been used for years in practice; the challenge is to
make them purposeful. Adapt games to give them a tactical
emphasis and challenge players to solve problems.
Modification for exaggeration
 Games should be modified and for a specific reason.
 Modify games to exaggerate a certain aspect and guide towards a
specific outcome (tactical or skill).
 Modifications can be used to achieve a variety of outcomes:
Dimensions of the playing area
Positioning of goal posts (and number of)
Equipment to be used
Number of passes or shots allowed
Number of players in attack or defense
Scoring systems – including penalty or bonus
Time allowed
Specific roles for player (goalkeepers)
Adding or deleting game rules

17. GROUP MANAGEMENT
Time is often limited in practice sessions, therefore
developing sound group management skills will ensure
athletes get the most from each session. The coach
must be able to organize athletes into groups, get them
started on activities, move groups around practice
sessions combine or split groups and keep unnecessary
stoppage to a minimum.
GETTING STARTED
Establish where athletes should arrive and at what time,
also plan a way to communicate cancellations.
Be prepared and organized with an aim for each session
that encourages involvement and challenges.
Arrive early and check equipment is all ready.
Develop a routine for the start of each session, this also
assists with latecomers.

18. GAINING ATTENTION
This may require a strategy and should be a consistent
pattern so that athletes are aware of what to do.
You may use a:
Whistle
 A whistle may be used to stop and start activities, to control
games and as a safety device. The response should be
consistent, such as stop or jog into the coach, and should be
practiced until it becomes automatic.
Voice:
 Sometimes this is better suited to indoors, and may include a
simple ‘Stop’ or ‘Freeze’. ‘Freeze’ can also be particularly useful
to identify errors in positioning or strategy.

19. FORMING GROUPS
Athletes will need to practice as individuals, pairs, small groups and
whole squads. Coaches should quickly organize these groups. This
may be done by height, weight, star signs, names, speed, playing
positions, skill level etc.
Organizing small groups
 ‘Get with a partner of about the same size’
 ‘Each pair joins up with a pair to form a four’
 ‘Every third pair split to form groups of three’
 ‘Four groups of three in each corner of the court’
 Start in a circle, splitting into two lines.
Larger groups
 Have three leaders and players join in the line behind them
 Star signs, names etc.
Using practice stations
 One way to organize drills is to set up stations and have players rotate
around

20. TEACHING SMALL-SIDED GAMES
Minor games are an excellent way to practice game like situations and
should be used in every session, as they increase motivation levels and
better prepare athletes.
Planning
 Each activity should be thoroughly planned, including formation and equipment,
size of the groups, how the group will be established and how it will start.
Introducing games
 Give each game a name
 Organize the group into appropriate teams and formations
 Briefly explain the main rules, method of progress, and method of scoring,
restarts and penalties
 Start the game – let the group have a go, then add changes as needed
Identifying teams
 Some games do not require identification eg volleyball, softball. However others
can be split by athletes’ shirts (blue versus white), skins versus shirts (male only
in warm weather), and shirts back the front or inside out, or by using coloured
bibs.
Practice formations
 Practice formations are specific to the sport and tasks within a sport
 Athletes must be able to pursue the task safely and free of interference
 It should encourage movement patterns required in the contest
 The coach should adopt a position so that all athletes can be monitored at all
times
 It should facilitate the flow of athletes, abrupt and unscheduled changes should
be avoided
 It should promote the development of physical capacities

21. TRAINING GRIDS
Coaches need to plan and organize so that athletes are
effectively involved. Grids can assist with this as is
maximizes use of space and time, and coaches can
observe all athletes at all times.
A grid is an area that is clearly marked into subdivisions.
The size can be varied according to:
 Available space
 Age of the group
 Skill level of the group
 The activity involved
 10 metre squares are ideal with four athletes in each. The grid
system enables large groups to be organized efficiently.
Observing from the perimeter means that all athletes can be
monitored and a demonstration from one of the middle grids
means that athletes can stay in their area to observe and then
quickly resume their activity. The coach will need to walk through
activities until the squad is familiar with them.

22. MANAGING ATHLETE’S BEHAVIOUR
Good discipline and dealing with inappropriate behaviours is crucial.
Establish Expectations
 Clearly establish expectations at the first sessions, addressing
attendance, punctuality and behaviour. Involving athletes in this process
can be helpful
Be fair and consistent
 This ensures athletes acceptance of discipline, and should be the same
for all athletes regardless of their ability.
 Do not put off bad behaviour it is unlikely to go away. Discuss
individually or for young athletes, talk to their parents.
Use praise
 Praise and acknowledge appropriate behaviour and effort as soon as
possible. Positive reinforcement is essential.
 Physical punishment links positive (conditioning) with negatives
(punishment) and does little to indicate how the behaviour is
unacceptable or how to modify their actions.
 Shouting and humiliating is of little benefit. Quietly speak to individuals
and praise if it improves

23. MANAGING ATHLETES BEHAVIOUR cont…
Plan for fun and involvement
 Programs that are fun, active and develop skills improve motivation and also
reduce disciplinary problems.
 Make sure there is enough equipment for everyone so athletes wait no longer
than 30 seconds between goes.
 Include variety, challenges and modified rules eg using only one hand in a short
game of Basketball.
Self-evaluation
 Sometimes problems in the program may be a fault of the coach. Evaluate the
following
The coach talking too much
Activities continuing on too long
Players’ waiting too long between goes
Activities that are boring and not challenging enough
Dealing with inappropriate behaviours
 Athletes are aware that there are rules of behaviour that are acceptable.
 Just the fact that an athlete has been noticed is usually enough
 If the behaviour is not corrected, ask the player if they are adhering to the team
rules and what should they be doing?
 Withdraw the athlete for at time out until they agree to behave appropriately
 Time out is away from other athletes but close enough to supervise
 On returning try to find an opportunity to praise the athlete or involve them in a
leadership role
 Contact parents or administration if the problem continues

24. COMMUNICATION
Communication is an essential key to good
coaching. A coach may possess all the technical
knowledge and skills, however, without
communication it is of little use.
Benefits of good communication:
 Improves morale
 Provides a sense of involvement (belonging)
 Promotes commitment and understanding
 Is more efficient (saves time and effort for caches and
athletes)
 Promotes better teamwork

25. TYPES OF COMMUNICATION
Verbal: ‘The spoken word’
 Can be used to direct play, manage teams, organize drills,
provide instant feedback, and instruct athletes and question for
understanding
 Has 2 main levels: what the speaker thinks and what the listener
thinks is being said. The more similar the 2 messages the better
the communication.
Open questions
 Questions that encourage a response and allow freedom for
more than just a ‘yes’ or ‘no’ answer. Encourages athletes to
think and provide insight
Feedback
 ‘Good’ feedback promotes development, ‘bad’ discourages
athletes. Constructive feedback is not necessarily bad. Try using
the sandwich technique: ‘Your positioning is good, concentrate on
keeping hands high and wide, keep up the effort!’

26. TYPES OF COMMUNICATION cont…
Non-verbal: ‘The unspoken word’
 80% of communication comes from non-verbal cues. If non-verbals match
verbals, it is very effective, if not the message becomes confusing
Visual
 This includes all aspects of body language; posture, gestures, facial expressions
and eye contact
Touch
 Touch can be very effective eg a pat on the back or physical manipulation
(guiding the athlete through the movement)
 Significant caution must be taken with physical contact. Some athletes are OK
with it – others are not. There are sexual harassment issues also. A good rule of
thumb is to ask if they are comfortable. Familiarise yourself with the ‘Guidelines
for coaches’ booklet.
Voice expression
 Tone of voice, rate of speech and volume of voice can change what is being said.
How you say ‘no’ can express fear, doubt, amazement, sarcasm or anger. How
you say something may gain attention, maintain interest and emphasise points
Role model
 Arriving on time and dressed appropriately etc communicates that you are
interested in what you do.

27. TYPES OF COMMUNICATION cont…
Use SOLVER as a non-verbal positive checklist:
 Squarely face the athlete
 O pen posture. Crossed arms or legs creates barriers
 Lean slightly forward. Demonstrates interest and listening
 Verbal comments are relevant
 Eye contact – should be made and maintained without overdoing it
 Relax – be comfortable and show it
Effective communication
 All athletes respond differently to forms of communication – remember to
vary it to maintain interest and ‘trigger’ what works for an athlete.
 Communication is more effective when it is open and encourages
athletes input
‘If a coach is obviously interested and enthusiastic about
coaching, this can be contagious making the athletes want to
learn’

28. TYPES OF COMMUNICATION cont…
Active listening
 Is concentrating on what the athlete has to say (in actions and words),
some coaches find it difficult as they feel they should direct and solve.
 Large advantages to listening
Shows interest and fosters a positive environment
Reduces chances of being misunderstood
Encourages further communication
Athlete is more likely to listen if you listen to them
Coach can learn from other athletes
Four easy steps to Active listening:
 STOP – stop, pay attention, and do not interrupt
 LOOK – face, gain eye contact, show interest, and look for non-verbals
 LISTEN – listen to words and emotions, show non-verbals, support with
encouraging words
 RESPOND – paraphrase, check you understand, summarise, remain
neutral and supportive, and use open questions for more information.

29. COACHING AND THE LAW
The law is a method by which our society
determines the rights of a citizen in a particular
situation. It touches all aspects of life and sport
is no exception. The Australian sporting ethic is
strong and as sports become more professional,
people turn to the courts to protect their rights.
The major area involved is negligence and duty
of care. Negligence is ‘conduct that falls below
the standard regarded as normal or desirable in
a given community’. Any coach has a
responsibility to take care not to harm others.

30. DUTY OF CARE
There are two prerequisites to duty of care:
 The harm must be reasonably foreseeable
The court asks what a reasonable person would have done under
the circumstances and compares that behaviour with the facts.
Coaches are expected to take basic precautions to anticipate
danger. This is not easy but is a relatively low standard test to pass
 There must be some form of relationship (called ‘proximity’)
A person does not owe duty of care to the world; there must be a
relationship between the two parties.
After these two factors are established there is duty of
care. A person will only be liable of negligence if the
injured person can prove:
 The defendant owed the plaintiff duty of care
 The defendant was in breach of that duty of care
 The dependents breach of duty of care was the cause of the
plaintiff’s loss
 The damage to the plaintiff was not too remote

31. THE COACH AND DUTY OF CARE
There are common factors considered relevant when deciding if someone
has breached the standard of care:
Magnitude of the risk – larger the risk = higher standard of care
Probability of risk of injury – higher probability = higher standard of care
Gravity of harm – where activity is dangerous or person is susceptible =
increase in standard of care
Difficulty and expense of eliminating the risk – the easier to eliminate = less
likely of failure to take steps.
Standards
The standard of the coach will be measured against their peers (Level 1
coach against Level 1 coach). If a coach is higher qualified they will be rated
higher, that is they will be judged against someone of the same skill and
qualifications. The reason for this is a doctor should have a higher standard
of care than a first aid officer. If a coach is not accredited or has let them
lapse, they will still assume duty of care and be judged against similar
standards, even if they are teaching ‘old’ methods that are outdated.
Coaches should not become risk averse as athletes still need to be
challenged. It is a balancing act between necessary risk and ensuring
standards of care are met.

32. OTHER TOPICS
Physical conditioning
Coaching team sports
Coaching female athletes
Coaching veteran athletes
Coaching athletes with a disability
Sports Nutrition
Drugs in Sport
Sports Psychology

33. BIBLIOGRAPHY