SIS20512 Certificate II in Sport Coaching

1. SIS20512Certificate II in Sport Coaching SISSSDE201 Communicate effectively with others in a sport environment

2. Communicate effectively with others in a sport environment This unit describes the performance outcomes, skills and knowledge required to communicate with others in a sport environment, including developing relationships and selecting appropriate communication strategies for different people.

3. Communication is an essential component to good coaching. A coach may possess great technical knowledge and have all the necessary skills in their chosen sport, but without the ability to effectively communicate this information the coach will not be able to impart the knowledge and skills to the players.

4. Some benefits of good communication include • It promotes better teamwork • Improves morale • Provides a sense of involvement or belonging • Promotes commitment and understanding • Is more efficient (it saves the coach time and effort!)

5. 1. Develop effective working relationships. SISSSDE201 Communicate effectively with others in a sport environment

6. 1.1. Identify own responsibilities and duties in relation to others and undertake activities in a manner that promotes cooperation and good relationships. THE ASC (Australian Sports Commission) advocates the use and implementation of a coach’s code of behaviour to reinforce own responsibilities and duties in regard to others (such as support staff, parents, athletes). Visit http://www.ausport.gov.au/participating/coachofficial/Guidelines/policy/coachbehaviour To view the coach’s code of behaviour

7. Activity • Also http://www.ausport.gov.au/__data/assets/pdf_file/0003/115572/4._Coach_Code_of_Behaviour.pdf • How do the two differ? • Create your own coach’s code of conduct with 10 points using the two samples provided.

8. Activity • You are the CEO of either the Newcastle Knights (NRL), Sydney Swans (AFL), Central Coast Mariners (Soccer) or Sydney Swifts (Netball). You are advertising for a new head coach. • Create a job advertisement that would explain the responsibilities and duties of the role, personal attributes and skills, who the successful applicant would have to liaise and work with and any other relevant information.

9. 1.2. Practise high standards of personal presentation according to organisational guidelines and specific requirements for particular duties or presentations. • Identify one sport of your choice. • Describe what personal presentation (ie. Clothing/uniform, grooming, footwear etc) you may require as a coach. • Describe how your personal presentation might differ on training days, match days and after match functions or press conferences.

10. Coaches need to maintain a high standard of dress, grooming and conduct

11. 1.3. Seek assistance from colleagues when required to fulfil responsibilities and duties. • Coaches need to seek out the expertise from the other coaches or experts around them. • Often, a coaching hierarchy will be in place where the head coach seeks advice from “specialist” coaches such as a lower grade coach or a defensive coach for example. • The coach will also use specialists such as doctors, psychologists, fitness experts for information and advice.

12. Example coaching structure Head Coach Assistant coach Reserve grade coach Club Doctor Head of Recruit-ment Strength and Conditioning Coach Junior coaches Sport science specialists Defensive , attacking coaches Physio, Psychol-ogist Player Scouts

13. For the previous example coaching structure • How many people does the head coach seek advice from directly? • What type of information would the head coach get from each of these people? • Why is it necessary to have a coaching structure?

14. Activity • You have just been appointed head coach of your local club (your choice of sport). • Think about the nature of the club (ie. No. of grades, volunteers, first aid, strappers, water runners etc) and draw a coaching hierarchy that would represent the club structure.

15. 1.4. Offer assistance to colleagues when required. • In coaching the support of colleagues and other coaches can be invaluable. • Often in coaching, people will seek support from their colleagues. • It is important to seek out advice and help when needed but equally as important to offer help to others when they require it.

16. Activity You are the coach of a local U/14’s rugby league team and you train on the same day as the U/13’s. The U/13’s have conceded 40 points or more per game and are struggling with their defence. The U/13’s coach has asked for your advice on how they can improve. What are the ways in which you could help your fellow coach?

17. Some ideas could include: • Joint training sessions • U/14’s acting as attacking team and U/13’s working on their defence (up and in, sliding defence, man on man) • U/14 players mentoring the U/13 players • U/14’s coach offering defensive drill ideas that are effective

18. 1.5 Encourage, acknowledge and act upon constructive feedback provided by others • You are the coach of an NRL club conducting pre season training. A group of senior players has asked to have a meeting with you. They tell you they are feeling flat due to the intensity and volume of the training and lack of rest. They say they have the support of the other coaches, the club doctor and physio. • As head coach, what do you do in this situation?

19. Some possible ways of dealing with this feedback include: • Talk to individuals such as other coaches, doctors and physio to get their opinion • Re meet with players to discuss potential changes to program • Hold a meeting with all stakeholders to come to a solution • Possible solutions include training in the cooler part of the day, ensuring there is “rest days”, ensuring training intensity and duration are linked (ie. Higher intensity = shorter session)

20. 2. Use a range of communication mechanisms. SISSSDE201 Communicate effectively with others in a sport environment

21. 2.1. Conduct communication with others in a polite, professional and friendly manner. • Clear, positive communications from coach to coach, coach to athlete, and athlete to athlete are essential in establishing the concept of ‘teamwork’. • All team members and staff will clearly understand team goals and work toward the achievement of stated objectives if communication is positive, friendly and professional.

22. 2.2. Use language and tone appropriate to a given situation in both written and spoken communication. • Communication from coaches to players can come in two main formats • Verbal (language, tone, voice projection) • Non verbal (written, visual, posture, body language, role modelling, actions, gestures, facial expressions)

23. Verbal communication • When coaching, verbal communication will be the most commonly used method of communication. • It can be used to direct play, manage teams, organise drills, provide feedback, instruct athletes and also question them for understanding.

24. Feedback • An important part of the communication process is the use of feedback. • The ability to provide effective feedback is an important tool for coaches • To be effective, feedback should be specific, constructive, immediate, clear and positive. • Feedback may include formal or informal performance appraisals, questioning players, feedback from other coaches, self reflection.

25. Feedback • Types of feedback include: • Intrinsic or extrinsic • Concurrent or delayed • Knowledge of results or knowledge or performance

26. Activity • In your workbook, write down a list of verbal instructions you need to deliver in order to effectively communicate a coaching drill of your choice. Deliver the instructions to the class. • Self reflect on your verbal communication skills and write down what aspects where delivered well and what areas could have been improved.

27. Activity • View the video at the following link • http://www.youtube.com/watch?v=hZuK_iC1z80 • You are the coach of the Wests Tigers, in your workbook use appropriate tone and language to give your players written feedback after that performance. Remember your feedback should be constructive, clear, positive and specific.

28. 2.3. Use appropriate non verbal communication in all situations. • Non verbal communication can be equally as important as verbal communication. • What non verbal messages are these coaches using?

29. Non Verbal Communication • Skilled coaches will use non verbal communication to improve their effectiveness. • SOLVER is a checklist than can be used to ensure non verbal communication is used in a positive manner

30. SOLVER • Squarely face the athlete at their height level • Open posture (avoid crossed arms or legs) • Lean slightly forward to demonstrate interest • Verbal comment use to support athlete • Eye contact • Relax and be comfortable

31. 2.4. Show sensitivity to cultural and social differences. • Cultural and social differences that coaches need to be aware of include • Modes of greeting, farewelling and conversation • Body language including use of body gestures • Formality of language

32. 2.5. Use active listening and questioning to facilitate effective two-way communication • An important skill for coaches to master is Active listening. • Active listening • shows interest and fosters a positive environment • reduces chances of being misunderstood • encourages further communication • athlete is more likely to listen to the coach if the coach listens to them • the coach can learn from the athlete

33. Active Listening • Here are 4 simple steps to Active Listening • STOP • LOOK • LISTEN • RESPOND • In your workbook, write down specifically how each of these can be achieved.

34. Active Listening • STOP (stop what you are doing, pay attention, don’t interrupt the athlete) • LOOK (make eye contact, face them at their level, show interest with non verbal cues) • LISTEN (focus your attention, use non verbal cues such as smiling and nodding) • RESPOND (re-sate what athlete has told you, remain neutral, use open questions for more info if needed)

35. 2.6 Select appropriate medium of communication for the particular audience, purpose and situation, taking into consideration characteristics of each medium and relevant factors involved. • Coaches can use a range of mediums to communicate. These may include: • Fax • Email or text message • Written messages • Face to face • Telephone • Video • Standard forms or pro formas

36. Activity • For each of the communication modes listed, write down pros and cons for each. • Fax • Email or text message • Written messages • Face to face • Telephone • Video • Standard forms or pro formas

37. Emails and text messages are becoming a more common way of communication between coaches and athletes. • However, without the aid of non verbal support (ie. Tone, body language, facial; expressions) sometimes messages can be misinterpreted • For example, the coach sends “TRAINING AT 8PM, DON’T BE LATE!” – this infers shouting and the athlete may think they are in trouble.

38. 3. Deal with issues and problems that arise. SISSSDE201 Communicate effectively with others in a sport environment .

39. 3.1 Respect differences in personal values and beliefs and their importance in the development of relationships • As a coach it is important to respect differences in individuals. • This will help the coach foster a positive environment which is inclusive. • Differences in players may come in the form of religion, personal beliefs, culture, social differences, language, greetings and gestures. • It is important a coach is respectful and mindful of these differences.

40. 3.2 Identify and linguistic and cultural differences in communication styles and respond appropriately • Visit the Ausport website below and read the information on coaching Indigenous athletes. • http://www.ausport.gov.au/participating/coaches/tools/coaching_specific_groups/Indigenous • In your workbook, complete the case study on the website.

41. 3.3 Identify potential problems and conflict likely to be encountered in the sport environment and devise strategies to deal with these issues. • Issues and problems may include: • Misunderstandings • Selection disputes • Abuse of officials or others • Role of parents • Team harmony

42. Activity • For one of the possible conflicts listed below: • Misunderstandings • Selection disputes • Abuse of officials or others • Role of parents • Team harmony In your workbook, explain how would you deal with this type of conflict.

43. Activity • Watch the following videos on how to deal with conflict • http://www.youtube.com/watch?v=uf59R-WB70E • What did Tony Dungy (SuperBowl winning NFL coach) say was most important in dealing with conflicts amongst players?

44. 3.4 Seek assistance from others when issues, problems and conflicts arise and suggest possible ways of dealing with them or refer them to relevant others • Strategies that might assist in dealing with potential issues, problems or conflict include: • Avoid possible problem situations • Be accommodating (of individuals, their needs etc) • Compromise • Mediate (if necessary to resolve conflict) • Collaborate

45. Activity • Who are the people a coach can seek help from or refer to when conflict arises – • Between players • Between coach and player • Between a parent and the coach