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Children’s Coach Development day Behaviour Management – Strategies For Children’s Coaching

Learn behavior management strategies and techniques for successful coaching with children. Understand the power of emotions and how they impact learning. Develop important life skills for children to become successful adults.

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Children’s Coach Development day Behaviour Management – Strategies For Children’s Coaching

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  1. Tutor: John Morrison Master Tutor – Coach Education Tutor GAA Children’s Coach Development dayBehaviour Management – Strategies For Children’s Coaching

  2. Task 1: • Good & Bad: • Behaviour Management Strategies • Behaviour Definition: Acts or Operates in a specific way • Controls/Rules/Punishments • Creates/Enjoys/Learning Standards & Rewards

  3. Behaviour Starts In The Mind • ‘Children Don’t Remember What You Tell Them … They Do Remember How You Made Them Feel’ • ‘Players Don’t Care What You Know Until… They Know You Care’. • ‘I never Lose I Either Win or I Learn’. • ‘We first make our Habits, then our Habits make us’. Thought Action Behaviour Habit

  4. Coaching Using The Brain Nurtured Learning Problem solving Understanding Concept/Prompt Remember Game Sense Repetition Coping Applicationof skill Drills/ Games EFFECT METHOD GAME GAMES APPROACH

  5. Brain Game Sense: Coaching Via The Brain Right Brain (The NOW) Left Brain Prompt or Concept Games -Game Management Questions Problem Solving Positivity Think Understand Do Conscious (Manual Control) Neo- Cortex Short Term Repetition Buzzwords Mnemonics Rhythm Music Connection Association Image/Colour Senses Subconscious (Auto Pilot) Lymphatic Switch Board Long Term Remember Recall Redo Game Senses – Technical Plans Coping Direction Self Esteem No Emotion Routine Muscle Memory Coping Automatic Reptilian Fun Play Skill Focus (Bilateral) Superb Technique Thinking Memory To succeed make your conscious unconscious.

  6. Use Of Emotions: E + R = O 100,000 % % 96 5 4 18 Yrs. Yrs. Yrs. 12 • From 4 Yrs. to 12 Yrs. A child will hear 100,000 negative comments!!!! • 96% of all 4 Yrs. Have high self-esteem. • By 18 Yrs. It drops to 5 % • Take the negativity & punishments out of coaching. • Use positivity & results. • Event + Response/Emotion = Outcome

  7. TASK 2: Use OF Emotions POWERFUL EMOTIONS ‘BE’ OR ‘LIVE’ THESE WARNING OR ACTION SIGNAL EMOTIONS ‘ACT ON THESE, POSITIVITLY & QUICKLY’ • LOVE & WARMTH (SENSE & COMMUNICATION) • APPRECIATION & GRATITUDE • CURIOSITY • DETERMINATION • CONFIDENCE • FLEXIBLE • EXCITEMENT & PASSION • CHEERFULNESS • VITALITY • CONTRIBUTION • DISCOMFORT • HURT • GUILT • FRUSTRATION • DISAPPOINTMENT • FEELING INADEQUATE • FEELING OVERWHELMED • FEAR • ANGER • LONELINESS

  8. TASK 3: NATURAL TOOLS FOR GOOD BEHAVIOUR • Used regularly – breeds learning/coping • Repetition is the essence of learning • Understanding & Direction • Self-Esteem – I am • Self-Efficacy - ‘I can’ (‘Can I?’) • Questioning/Creativity • Powerful Emotions • Ability to Problem Solve (Discovery learning) • Self-talk (Linked to Imagination) • Day Dreaming

  9. Consider Good Teacher v Bad Teacher (Coach) (Coach) • BAD TEACHER (Coach) • ALWAYS RIGHT • TOO STRICT • EXPLAINS THINGS BADLY • TOO CROSS • HAVE FAVOUTITES • PICK ON PUPILS • TREATS ME LIKE A BABY • HAVE NO CONTROL • ARE SARCASTIC • BLAME PUPILS IN THE WRONG • GOOD TEACHER (Coach) • EXPLAINS THINGS • SHOW RESPECT • ALLOW CHOICE • INFORMAL DISCUSSION • CONTROL THE CLASS • ENCOURAGE SUCCESS • MAKE ME FEEL AT EASE • HAVE FAITH IN YOU • THE ONE WHO IS THERE FOR YOU • MAKE YOU FEEL CLEVER • REALLY CARES FOR YOUR OPINION WHAT WILL YOU KEEP ‘ABOUT’ YOURSELF? WHAT WILL YOU CHANGE? Be a Guide on the Side rather than a Sage on the Stage

  10. TASK 4: WHAT BEHAVIOURS INCREASE LEARNING • BEHAVIOUR THAT DECREASES LEARNING • QUIET COMPLIANCE • DISMISSING IDEAS • GOING FOR EXPEDIENT, QUICK FIXES • TELLING PEOPLE WHAT THEY WANT TO HEAR/FILTERING BAD NEWS • JUSTIFYING ACTIONS/BLAMING OTHERS OR EVENTS • REPEATING THE SAME MISTAKES • RUSHING AROUND KEEPING ACTIVE • DISCUSSING WHAT HAPPENED WITHOUT LESSONS LEARNED & PLANS TO IMPROVE • WAITING FOR OTHER PEOPLE TO DO IT BEHAVIOUR THAT INCREASES LEARNING • ASKING QUESTIONS • SUGGESTING IDEAS • TAKING RISKS/EXPERIEMENTING • BEING OPEN ABOUT THE WAY IT IS • ADMITTING INADEQUACIES & MISTAKES • CONVERTING MISTAKES INTO LEARNING • REFLECTING & REVIEWING • DISCUSSING WHAT HAS BEEN LEARNED • TAKING RESPONSIBILITY FOR OWN LEARNING & DEVELOPMENT

  11. TASK 5:WHAT IS CHILD DISCIPLINE? ARRANGE THE FOLLOWING WORDS UNDER THE FOLLOWING HEADINGS: 2. WHAT CHILD DISCIPLINE IS NOT ABOUT? • TEACHING GUIDANCE PUNISHMENT • CORRECTINGPRAISE & CHALLENGE SETTING BOUNDARIES • ACCEPTING RESPONSIBILITY SHOWING RESPECT • EXPRESSING ANGER CONTROLLING CALM EXPRESSION • BUILDING STANDARDS CONSISTENCY COOPERATION 1. WHAT CHILD DISCIPLINE IS ABOUT?

  12. TASK 6: WHICH OF THESE ARE THE LIFE SKILLS WHICH CAN HELP THEM BECOME SUCCESSFUL ADULTS? • SOCIAL SKILLS SELF-DISCIPLINE • HEALTHY DECISION MAKING • IMPULSE CONTROL CONFIDENCE • EMOTIONAL CONTROL/REGULATION

  13. Task 7: Which is the ONE missing word here? • _________ works well when used with other discipline techniques. • Catch them doing good and _______ them. • ________ helps children to work independently, wait patiently, follow direction and get on with others. • A child angers easily; ________ their efforts when they try something difficult. • For _________ to be effective, it should be specific, frequent and asap. • Offer only genuine ________. Use it as a teaching tool. • Giving ________ often encourages children to continue doing more of the same.

  14. TASK 8:THE BEHAVIOURAL, SOCIAL & PSYCHOLOGICAL TRAITS OF CHILDREN 4 – 16 Yrs. 4 Groups: • EACH GROUP ASSIGNED 1 CHILD MATURITY GROUP FROM… A. YOUNG CHILDREN B. JUNIOR CHILDREN C. MATURE CHILDREN – PRE-ADOLESCENTS D. EARLY ADOLESCENTS USE YOUR ‘NOTES’, TO PREPARE A ‘GROUP TEACHING’ LESSON FOR THE OTHERS ON HOW YOUR ‘CHILDREN GROUP’S’ TRAITS OPERATE!

  15. Task 9: INDISCIPLINE/’BAD’ BEHAVIOUR • Poor Attention; Difficulty Concentrating; Distracted; Unfocused • Hyperactive, impulsive, agitated, can’t sit still, out of control • Throws temper tantrums, Melt-Downs, Fits, Freak-Outs, Yelling, Screaming • Defiant, Oppositional, Talk-Back, Rude, Disrespectful, Lying • Anger, Aggressive, Raging, Violent – Hitting, Fighting, Biting, Kicking, Pinching • Withdrawn, Shy, Timid, Anxious, Socially Challenged or Awkward • Target The performance, Not The Person • Do you know any others?

  16. TASK 10:POSSIBLE SOLUTIONS • STOP THE CHAOS DANCE, MUSIC, STRUCTURED PLAY, (MASTERING THE MOVEMENT); LEARNING BUDDIES/GROUPS; CUMULATIVE REWARDS FOR EFFORT; WORKING ENVIRONMENT; APPROPRIATE ACTIVITY; TRAFFIC LIGHT SYSTEM (GREEN –PLAY; AMBER –TIME OUT; RED – STOP) 2. SHIFTING BEHAVIOUR/CHANGING STANDARDS • SET GOALS/MEASURE/FEEDBACK ON… • LEAGUE TABLES – RESULTS V BEHAVIOUR • PROMOTE SOCIAL SKILLS • POST 12 Yrs.: SELF-APPRAISAL • REGULAR PARENTS MEETINGS • CLINCICS (2 TO 1) – PROMOTION/RSOLUTION 3. TERM ASSESSMENT REVIEW

  17. Top Tips • Message Delivery: 7% Words; 38% Voice; 55% Body Language • Give me 5 High ‘5s’ Catch them doing good & praise them • 5,4,3,2,1 countdown Attention grabbers… • Eyes – Looking at coach • Ears – Touch ears & say ‘Ears listening’ • Lips quiet – Touch lips • Hands still – Raise hands to get everyone’s attention • Mind awake – Point finger to Head

  18. Tips For Behaviour Management • Limited choice – only give 2/3 choices for pupils to choose • Enthusiasm/Positive Expectation • Time & transitions • Equipment – Amount, Size, Colour • Task Breakdown – Short phrases • Reminder of Past Success – Link previous success to new tasks

  19. Tips For Behaviour Management • Task Sharing • Modelling • Memory Tasks • Blame yourself • Positive feedback • Tactically ignore • Proximal praise • Where & What? The most common reason for refusing to do something is fear of failure.

  20. Trouble Shooting… • Acknowledge Feelings • ‘Broken record’ – Keep repeating • Calm stance, personal space, low voice, keep still • ‘Don’t shout at child’. Use phrases like… ‘I see you’re upset…’ • Mimicking – Verbal v Visual • Rewards – stars for good behaviour – best listener etc. • Use points system over a block of weeks

  21. Trouble Shooting… • Private Reprimand – Don’t correct in front • Have a quiet word. Time out – 2/3 Short e.g. 1 min. better than a big time out • Cards – Yellow – Positive, Green – Minor Offence Red – Time Out • Kids need to know the impact of their behaviour • Let offended say how they feel as a result of their behaviour • Child with serious behaviour problems – ‘We are concerned for the rest of the children that someone might get hurt’

  22. Correction Strategies • Non – verbal cues – Thumbs up • Distraction – Bring disruptive kids on board – let them set out equipment • Tactically Ignore – Attention seeking • Proximal praise – ‘I love the way the children at the front are…’ • First/Then… ‘First we’re doing… then we’re…’ • Where/What? ‘Where should you be?’ Don’t respond • Think what you say and how you react to their behaviour and not them

  23. Give Positive words/statements for the following • Stop Running Walk Hold the ball tightly Don’t throw the ball Stop pushing/hitting Hands Down I’m looking for a quiet hand Don’t shout out Stop fidgeting Let me see good sitting

  24. Prevention – Class Management SHOW HOW THEIR BEHAVIOUR MAKES THEM FEEL • Structure & Routines • Clarity of Instructions • Beginning Middle End • Warnings for transitions (Visual Symbols/Timers • Positive Expectations • Equipment

  25. Positive Feedback • Give frequent positive feedback • No bribery • Describe the behaviour ‘Thank u for putting the equipment away that was a great help to me’ • Make 10 positive comments for every negative one • Positive Correction… • Tell them what to do – avoid don’t NB Good behaviour not noticed … Bad is… Brain remembers negative behaviour

  26. Using Conflict Resolution • All conflicts resolve around two things: • What you want i.e. your personal goals; • How strong you wish to keep the relationship between yourself and the other person/people.

  27. The Matrix below shows the 5 styles of conflict resolution behaviour you can use. Conflict Style Turtle Shark Teddy Bear Fox Owl • Personal • Goal • Sacrifices • All Important • Give Up • Moderate • Value • Values Fully Action To Take • Relationship • Sacrifices • No Interest • Give in • Moderate • Value • Values Fully Avoid Force Self Keep Relationship Compromise Confront

  28. The Important Steps To take To Avoid When Initiating Successful Confrontations CONFRONTATION OFFER SOLUTIONS DO DON’T THINK UNDERSTAND STOP COMMUNICATING CARE USE PUT-DOWNS USE NEGATIVE BODY LANGUAGE TREAD SOFTLY DISCUSS PROBLEMS ELSEWHERE PROCEED SLOWLY

  29. ASSERTIVENESS ASSERTIVE Happy AGGRESSIVE Angry PASSIVE Sad 4 Cornerstones of Assertiveness 1. KNOW WHAT YOU WANT 2. BE ABLE TO EXPRESS CLEARLY WHAT TO WANT 3. STAY CALM 4. THINK AND ACT POSITIVELY

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