1st4sport Level 3 Certificate in Coaching Triathlon

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1st4sport Level 3 Certificate in Coaching
Triathlon
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Introduction and Welcome

• General House Keeping
• Tutor introductions
• Level 3 coaching bag contents check

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New Code of Practice for Triathlon Coaches(see
coaching bag for your copy)
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You, Your Coaching and Your Athletes
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Outcomes
This module will help you to analyse the role
and responsibilities of a Level 3 triathlon coach
Use learning models and styles to explain what
is meant by learning Use an information
processing model to explore how coaching
decisions are made and to enhance your
decision-making skills Analyse a range of
coaching methods and styles and identify when
each might be appropriate Reflect on and profile
your coaching skills, knowledge and behaviours
and identify areas for personal development
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Module Format
This module will include Practical one to one
coaching Observation of peer coaching An
extension on how to coach skills from Level
2 Sharing of coaching and learning models
Discussion on coaching styles and learning
preferences Opportunities to reflect on your
coaching knowledge, skills and behaviours
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The perfect strokes are already within us waiting
to be discovered, and the role of the coach is to
give nudging encouragement (Tim
Gallwey) Coaching is unlocking a person's
potential to maximize their own performance. It
is helping them to learn rather than teaching
them (John Whitmore) No coach has ever won a
game by what he knows it's what his players know
that counts  (Paul Bryant)  A coach is someone
who can give correction without causing
resentment  (John Wooden) Every meaningful
success takes immense dedication, great
sacrifices and a strong partnership
(Cunxin) Coaching as a dynamic largely cognitive
process which requires constant regulation and
therefore decision-making (John Lyle ) Coaching
is not a behaviour to be copied but a skill to be
taught (Dave Collins)
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Plan, implement, analyse and revise annual
coaching programmes
Analyse participants current and potential
performance, needs and aspirations Plan a
coaching programme according to agreed
goals Manage a safe and effective coaching
environment Deliver programme goals using a range
of coaching styles and methods Monitor and
evaluate the effectiveness of coaching programmes
Manage and develop personal coaching practice
Roles and Responsibilities
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How 2 coach Skills
REVIEW
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Learning
Learning is not a spectator sport D. Blocher
Knowledge is nothing without action. Nothing
changes until you do something. What you do will
directly determine what you learn. ames A.
Belasco Ralph C. Stayer, Flight of the Buffalo
Learn avidly. Question repeatedly what you have
learned. Analyze it carefully. Then put what you
have learned into practice intelligently.
Confucius The only kind of learning which
significantly influences behavior is
self-discovered or self-appropriated learning -
truth that has been assimilated in experience
Carl Rogers Knowing is not enough we must
apply. Willing is not enough we must do. Goethe
By LEARNING I do not mean the collection of
information but the realisation of something
which actually changes your behaviour. Tim
Gallwey
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• LEARNING IS NOT AN AUTOMATIC CONSEQUENCE OF
• teaching you can teach but they may not learn
• gaining information
• remembering things
• attending a course
• watching an expert
• reading a book
• passing an exam

• LEARNING
• is being able to adapt and apply knowledge and
  skills to novel situations
• is an activity, a doing word
• usually involves a mind-set shift
• evidenced by a relatively permanent change in
  behaviour or performance

WHAT IS LEARNING?
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By LEARNING I do not mean the collection of
information but the realisation of something
which actually changes your behaviour - W T
Gallwey
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(No Transcript)
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Learning styles
Where people are at in terms of their stage of
learning may be influenced or compounded by their
preferred learning style Individuals have
different learning styles and preferences
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Task
Divide into participants and observers Players
complete the puzzle
Observers Notice how they begin the activity
(instinctively grab for the puzzle, throw the
pieces onto the floor and start to work without
apparent method or logic? Count out the pieces
attempting to sort them into pieces? If they do
sort it out how do they sort by examining each
piece and methodically placing them into a
pile?) what length of time it was before they
actually started doing the puzzle (preparation
time?) their body movements (unhurried? Calm?
Frantic?) and facial mannerisms (sighing?
Flustered? Eyes focused? Brow furrowed? Or no
sign of anything?)
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Drawing out the observations
What did we see? What assumptions can we make
about their behaviour? Their preferred learning
style? What do we know? How do people like to
learn? Is this behaviour instinctive or can it be
shaped? Is it influenced by the situation?
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V-A-K

• Visual preference
• Auditory (hearing)
• preference
• Kinaesthetic (feeling)
• preference

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Preferences
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Information Processing Model
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Encourage coaches to ask themselves these
questions
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Task
Divide into groups Consider what effective
coaching looks like, feels like and sounds like
that enables learning and performance improvement
to take place Be prepared to feedback
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Coaching styles
Athlete Led
Athlete Centred
Coach centred
Coach Led
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Coaching style is a relatively consistent pattern
of coaching behaviours and methods

• Most people have a dominant coaching style
• influenced by factors such as
• the coaches you have observed
• the coaches who have coached you
• your personality
• your confidence and coaching experience

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Outcomes
This module will help you to analyse the role
and responsibilities of a Level 3 triathlon coach
Use learning models and styles to explain what
is meant by learning Use an information
processing model to explore how coaching
decisions are made and to enhance your
decision-making skills Analyse a range of
coaching methods and styles and identify when
each might be appropriate Reflect on and profile
your coaching skills, knowledge and behaviours
and identify areas for personal development