Sports Coaching

Topics: Communication, Players, Player Pages: 5 (1784 words) Published: February 28, 2013
In basketball the game revolves around teamwork from all the players on the team. This teamwork is developed by the coach who organises everything in games and also in training. A coach is someone in charge of training an athlete or a team (eLook [online]). It is also said by Lyle (2002) “The role of the coach is to direct and manage the process that leads to the achievement of identified (and normally agreed) goals. This involves the integration of the performer’s aspirations and abilities” (p.38). The thoughts of the players on any team are very important and vital for team cohesion. So the coach needs to have the correct philosophy to involve everyone. Cassidy et al (2009) say “Despite the limitations with the lack of research on what constitutes quality coaching and a quality coach, we have pragmatic and philosophical reasons for believing that a focus on quality coaching is preferable to a focus on effective coaching or an effective coach” (p.49). The purpose of this essay is to show how philosophies are key in coaching a team to success. This will be done by showing the different parts of philosophy using definitions, key terms and analytical studies done by past and present successful coaches and theorists. It will also look at how communication plays a key role in how well the players get on with the coach of the team. This could also play a big part on the choice of teaching style the coach decides to use.

A coaching philosophy is a set of values and behaviours that serve to guide the actions of a coach (Wilcox and Trudel, 1998). A coach needs to know their philosophy well so they can tell their players about it. This allows them to understand why their coach is motivated at the sport and this way they can start to gain the same desire as him. Cassidy et al (2009) say how “The value of developing a philosophy is that it allows both coach and athletes a base from which to build and learn according to a consistent, coherent way of thinking” (p.57). The coach needs to start by explaining to his players about himself and to put in plain words his strengths and weaknesses. After this the coach can then show his views on points in the sport they play.

Honey and Mumford (2000) explain that they believe that the way that all performers learn falls only into four categories. These categories include activists, reflectors, theorists and pragmatists. So this means that when a coach starts to train his players, he needs to think about which category each individual would fall under. After this he can start to think about the different way in which he could apply his knowledge and techniques to benefit them. An activist is a player that involves themselves fully with no bias in new experiment. Their philosophy is that they will try everything at least; this is because they are open minded, not sceptical and thrives at a challenge. This is good as they then will not resist changing. The problems with this sort of player are that they may take action without thinking, which could cause them to take unnecessary risks. A coach has to recognise this and base a training program around the type of style they would like to learn in that would help apply methods to improve the weaknesses.

A reflector is a performer that likes to step back and observe. This way they can watch team mates in training and think before coming to a conclusion on what to do when they come into the situation of either the drill about to be performed or a game situation. Their philosophy is to be cautious which means they are slow to make decisions and may not take enough risks. They are good at listening to others which means they are thorough and methodical. A coach can look at a player like this and work them into a training routine where they can improve the speed of their decision making. This way they can focus more on this importance rather than techniques which they may already understand how to do.

A theorist is “A person who forms theories or...
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