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England handball thinking tool flash cards
1. Another key concept for programme:
The 5 W’s
We need to understand the goals context,
strategies used (by coach and sailor) and how
they interrelate to understand practice and
outcomes
In other words…The 5 W’s
What Works for Who in What Context and Why
3. Understanding “Folk Theories”
Bruner’s ‘revolutionary insight’
“...in theorising about the practice of
education in the classroom (or any other
setting, for that matter), you had better
take into account the folk theories that
those engaged in teaching and learning
already have. For any innovations that you,
as a “proper” pedagogical theorist, may
wish to introduce will have to compete
with, replace, or otherwise modify the folk
theories that already guide both teachers
and pupils” (p. 46)
4. P-R-O-B-E-S
• Perspectives – Background, developmental pathway,
engagement in sport – how have these things shaped an
influenced your coaching perspectives, beliefs and values?
• Role & Responsibilities– How many players do you
currently have in your squad? Age, stage and competitive
level? Number of contacts? Contextual factors?
• Objectives – What are your short, medium and long-
term objectives as a coach?
• Expectancies – What are your expectations of the
players, parents and other key stakeholders in the coaching
context?
5. So, it’s about evidence based practice…
But what evidence do we draw on to make
judgements about our practice & performance?
How we see the world
depends on the lens
we look through…
6. Who are we coaching?
Using bio-psycho-social
theories and concepts as
thinking tools to understand
your players needs and wants
WHO are you coaching?
Using technical, tactical and
psycho-motor theories and
concepts as thinking tools to
build your sport specific
performance model
What are you coaching?
Using skill acquisition theories
and concepts as thinking tools
to optimize learning and
development opportunities
How are we coaching?
PLAN
DO
REVIEW
Understanding of Culture & Context:
Policies, Pathways, Resources, NGB, Player/Athlete/Participant/Other Expectations & Constraints
7.
8. Understanding of Context, Culture, Policies and Expectations
Knowledge and Skills
[Who, What, How, Context, Self,
Plan-Do-Review]
Coaches
[Needs & Wants]
Who are we developing?
What are we working
with them on?
Learning Environment
[Learning and Development
Activities and Coach Educator
Behaviour]
RELATIONSHIPS
GOALS
PLAN
DO
REVIEW
How are we creating the
development experience?
14. Creating Constructively Aligned Plans To Meet
The Needs of Different Coaches (‘WHO’)
Level 1 Group
Level 2 Group
Type A
Type B
Type B
Type A
LO Assess K&S Exp. Res.
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LO Assess K&S Exp. Res.
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LO Assess K&S Exp. Res.
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LO Assess K&S Exp. Res.
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15. Experience and reflection
“Coaches learn from experience”
“Reflection-in-action”
1) Problem setting; 2) On-the-spot experiment; 3) Appraise consequences
Notice conflicts between
expectations and reality
(have clear expectations
and observe outcomes)
Possess ‘knowing-in-action’
(tacit knowledge) to guide
experiments, and the
confidence to try them out
Have the time and ability to
reflect accurately (observers,
mentors, video) and weigh
intended and unintended
consequences
(Schön, 1983)
16. Problem setting
TASK: relate an example from your own experience
Player cried,
parents
complain
Intensity of the
session was too
great?
Player is too soft?
Expectation of
intensity too high?
What do I want to
achieve?
Mentally tough
players
High tempo and
physical practice
Winning games
and player
progression
How to gradually
improve the mental
toughness of the players
in practice?
Puzzling,
troubling
situation
Real
problem
