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1. Define and describe the term 'coaching philosophy' and outline why it is important to reflect on your personal philosophy when working as a coach. Coaching philosophy It can be evaluated that an individual who is a coach is required to presumably carry out their role based on their experience, knowledge, values, opinions and beliefs. Therefore, it is essential for coaches to develop a personal philosophy in order to train the youth and help them in developing their strength. However, it is crucial for individual to understand its core competencies and values so that best coaching experience can be delivered to learners (Cavanagh and Spence, 2013). A coaching philosophy can be stated as a well thought that clarifies many aspects of the coach's delivery and also presents a consistent and positive message to the athletes being coached. Further, one of the main benefit arising from a consistent and sincere approach to coaching is trust. However, there should be a strong relationship between coach and athlete in order to attain desired results. Thus, a strong bond between coach and athlete helps in leading to attain higher levels of commitment and athletic performance. Furthermore, a wise coach undertakes time in order to think through and also formalize his training sessions in order to provide personal coaching philosophy to athletes (Carless and Douglas, 2011). Personal philosophy However, it can be assessed that it is crucial for a coach to reflect on their personal philosophy at the time of working as a coach and providing mental and physical training to athletes. Personal philosophy states how much an individual is encouraged in order to carry out the best actions and decisions. Coaching philosophy can be referred as the statement that adds value within your approach as a coaching role. However, it covers your purpose as a coach and also the approach that a player develops in order to win the tournament (Van Mullem and Brunner, 2013). For instance, the coaching philosophy consists of the main objectives and the beliefs and principles that helps individual to attain their objectives. The main importance of a coaching philosophy is that it helps coach to develop a guides approach, informs decision TOLL-FREE NO: +44 2038681671 WHATSAPP NO: +44 7999903324
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making ability and also increases consistency. However, being a coach it is essential for them to be clear with their beliefs and values so that best training can be rendered to athletes. Further, also the coaching philosophy helps in developing a guiding principles that assists in identifying the methods and attain desired goals (CamirĂŠ and et. al., 2011).
Importance of coaching philosophy Further, it is also crucial for the coach to design their training sessions in order to develop the athletes and emphasize on their winning versus player development. Also, it can be assessed that coaching is a challenging task as it will often require to make ethical decisions. However, it is essential for coach to work on their personal philosophy in order to attain the best goals. Further, developing a clear philosophy helps athletes, their parents and other individual to effectively understand the decisions so that best coaching environment can be developed (LeUnes, 2012). For instance, a coach named Jan has been writing a coaching philosophy for the first time when she provided coaching session of netball at a new school. Thus, she realizes that she has never tried to clarify her values and beliefs so before identifying her objectives it is essential for her to assess the values. Further, with the help of this Jan decides to build a strong belief that all the athletes possess a strong experience and also they are prepared to put their best efforts into gaining training. Therefore, Jan aims to see her team winning and also ensure that each and every player gets the opportunity to play. Hence, with the help of this process Jan decides to identify the values and thus attain results in the future (Jenkins, 2011). Coaching principles However, it is essential for a coach to develop personal philosophy in order to provide best coaching to athletes. These are as follows-
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Defining coaching objectives- It is crucial for a coach to develop its coaching objectives so that they can assess their values, beliefs and attitude in order to provide best working experience (Banack Bloom and Falcão, 2012).
Develop coach and athlete relationship- However, it is essential for a coach to develop a strong bond between them and athletes so that they can determine their needs in order to attain proficiency.
Helps in managing stress of athletes- Further, it is essential for a coach to manage the stress of their athletes in order to provide them best training and making them comfortable at the time of event or game (Balyi, Way and Higgs, 2013).
Motivating and inspiring- It is essential for coaches to encourage and inspire the people in order to develop their ability so that best relationship can be developed.
2. Provide an account of how the principles of LTAD help to establish a foundation for movement proficiency and describe why it is important to establish these competencies in a child. Meaning of LTAD LTAD can be stated as a long term athlete development principles as its framework in order to train and develop the athletes. There are different principles which can be used as a basis to make the existing systems and structure more consistent. However, it is essential for the trainers to adapt to such principles in order to build successful programs throughout the world. Further, LTAD can be stated as the tool for guiding and planning for developing optimal performance for all the stages of athlete development (Lachance, 2014). Thus, it can be assessed that LTAD program is very crucial for individual as it helps in building the foundation for movement proficiency so that improvement in the mental and physical ability of child can be attained. For instance, the sports scientists have examined that there are varied crucial periods in the life of a young sportsperson in which the effects of training can be maximized. However, it can take around 8-12 years of training for a talented athlete to attain the status. It has led to
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development of athletic models and builds physical development to achieve goals (Ford and et. al., 2011). For instance, the USA Hockey team carried out the principles of LTAD in order to closely look at the statistics related to player development. It involves skill development and practice so that individual skills of individual can be attained. However, it helps child to develop proficiency from the ground level and develop best results. The principles of LTAD help in establishing a foundation for movement proficiency so that current competencies of a child can be developed. Here, the coach is required to view the skills of the child from a very young age in order to develop its skills and proficiency (Deo and et. al., 201). However, a model has been created in order to analyze the different factors of LTAD. These are as followsKey factors Furthermore, the LTAD framework helps in recognizing the distinct phases of physical, mental and emotional development of individuals. Thus, it is essential for trainer to provide effective training to athlete so that they can enhance their proficiency and thus develop the skills of child from very young age. It is essential to develop such competencies in a child so that they can enhance their skills and abilities in order to become a successful sports' person in the future. Moreover, children, youth and adults are required to do the right things at the right time in order to develop in their sport activity so that they can become professionals in their particular fields such as Hockey players, skaters or gymnasts (Malina and et. al., 2015). LTAD principles LTAD principles are crucial for athlete in order to develop and enhance their skills and proficiency. However, it is essential for coaches to provide training to individual regarding LTAD from their young age so that children are able to develop their competency at a very young age and thus attain targets. It also helps in establishing foundation for movement proficiency and thus develops better athletes (Carter, 2011). Following are the principles of LTAD are as follows
It states that it takes approximately 10 years to 10,000 hours for talented athletes to attain sporting excellence.
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However, there are no short cuts for success therefore, it is essential for athlete to learn specific skills in order to enhance their knowledge and capability.
Further, it helps in developing a clear swimmer pathway (McCormack, 2007).
Moreover, not following LTAD by athletes results in plateau or worsening the performance and thus ultimately drops out from sports. Hence, it can be stated that it is crucial for athlete to develop its strength and achieve success.
Model for LTAD Following is the model for LTAD which is as follows
Fundamentals- In such phase it is appropriate for boys aged 6 to 9 and girls age 5 to 8. However, the main objective for coach is to focus on the development of children athlete capabilities and skills. Further, providing training at such age helps individual to gain competencies and attain targets (Deans, 2006).
Learning to train- In this particular phase the young boys and girls are provided coaching in order to enhance their skills and capabilities. However, their main objective needs to learn all the fundamental sports skills in order to become an athlete.
Training to train- Here, the main aim is to focus on athlete overall development and physical capacities so that skills can be developed (Cavanagh and Spence, 2013).
Training to compete- Further, the main aim is to optimize fitness preparation, sport/event specific skills and performance so that enhancement in fitness of young athlete can be attained.
Training to win- At this level the athlete is required to enhance its performance so that competition can be attained.
Retirement and retain- At the end, the main objective should be to retain athletes for coaching and sport administration (Van Mullem and Brunner, 2013).
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REFERENCES Books and Journals Balyi, I., Way, R. and Higgs, C., 2013. Long-term athlete development. Human Kinetics. Banack, H., Bloom, G. and FalcĂŁo, W., 2012. Promoting long term athlete development in cross country skiing through competency-based coach education: A qualitative study. International Journal of Sports Science and Coaching. 7(2). pp. 301-316. CamirĂŠ, M. and et. al., 2011. Strategies for helping coaches facilitate positive youth development through sport. Journal of sport psychology in action. 2(2). pp. 92-99. Carless, D. and Douglas, K., 2011. Stories as personal coaching philosophy. International journal of sports science and coaching. 6(1). pp. 1-12. Carter, N., 2011. Craft Coaching and the" Discerning Eye" of the Coach: A Commentary. International Journal of Sports Science and Coaching. 6(1). pp. 197-200. Cavanagh, M. J. and Spence, G. B., 2013. Mindfulness in coaching: philosophy, psychology, or just a useful skill?. The Psychology of Coaching and Mentoring. pp. 112-134. Deo, S. V. and et. al., 2012. Left Atrial Dissection after Mitral Valve Replacement can Mimic Periprosthetic Regurgitation. Journal of Heart Valve Disease. 21(4). pp. 502. Ford, P. and et. al., 2011. The long-term athlete development model: Physiological evidence and application. Journal of sports sciences. 29(4). pp. 389-402. Jenkins, S., 2011. Coaching Philosophy, Eclecticism and Positivism. International Journal of Sports Science and Coaching. 6(2). pp. i-153. Lachance, A., 2014. The implementation of LTAD as a template to improve youth participation in physical activity and sport. Introducing change in a sport organization. Science & Sports. 29. pp. S37-S38. LeUnes, A., 2012. An Investigation into the Coaching Approach of a Successful World Class Soccer Coach: Anson Dorrance: A Commentary. International Journal of Sports Science and Coaching. 7(3). pp. 449-452. Malina, R. M. and et. al., 2015. Biological maturation of youth athletes: assessment and implications. British journal of sports medicine. 49(13). pp. 852-859. Van Mullem, P. and Brunner, D., 2013. Developing a Successful Coaching Philosophy: A Stepby-Step Approach. Strategies. 26(3). pp. 29-34. TOLL-FREE NO: +44 2038681671 WHATSAPP NO: +44 7999903324
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Online Deans, F., 2006. Coaching and Mentoring for Leadership Development in Civil Society. [Online]. Available through: <http://www.intrac.org/data/files/resources/371/Praxis-Paper-14Coaching-and-Mentoring-for-Leadership-Development.pdf>. [Accessed on 30th November 2015]. McCormack, P., 2007. A Study of the Leadership and Coaching Behaviours of High Level Hurling Coaches. [PDF]. Available through: <http://repository.wit.ie/969/1/A_Study_of_the_leadership_and_coaching_behaviours_of _High_Level_Hurling_Coaches.pdf>. [Accessed on 30th November 2015].
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