KIN 345 Final Notes

1. Identify and define the 10 coaching parameters as introduced in class Physical abilities - able to show specific sport skills (ability to play or demonstrate the sport skill) Knowledgeable - the knowledge of the coach has 2 fundamentals ● Professional knowledge: sport science - biomechanics ○ Sport specific knowledge ● inter/intrapersonal knowledge ○ Interpersonal: appropriate interactions with athletes, other professionals, parents ○ Intrapersonal: learning knowledge pedagogical/curriculum/motivation/ able to introspect and reflect Communication Skills - ability to transfer sport knowledge to the athletes - Able to manage different age groups Pedagogy - a teacher/an educator Athlete supporter - friend, helper and partner of the athletes Ready to help - sometimes anytime Motivator - honest and specific acknowledgement of effort Role model - appropriate lifestyle modeling - coach default ● Driver - takes charge and wants solutions ● Analytical - values accuracy and details ● Expressive - thrives on fun and excitement and loves to be around people ● Amiable - warm and friendly, wants everyone to get along and be happy Behaviour types - appropriate type for the athletes’ needs ● Democratic - sharing/allowing ● Autocratic - telling/seeing 2. Identify and define the 3 steps to responsible coaching Rule of 2 ● Coach never alone with child, 2 NCCP trained coaches should always be present ● 1 on 1 interactions must take place within earshot and in view of a 2nd coach ● One coach must be same gender as athletes Background Screening ● Criminal record checks, vulnerable sector screening ● Interview ● Reference checks ● Job postings

Ethics Training ● Make an Ethical Decisions module - help coaches identify legal, ethical, and moral implications of difficult situations that occur in sport environment (bullying, abuse, harassment, descrimination) 3. Identify and define the 3 Competency-Based Sport Coaching Variables Coach Knowledge - expert knowledge - Professional Declarative knowledge - Information and concepts - pedagogical/curriculum/level of NCCP training - The sport science/sport specific knowledge - Inter/intrapersonal procedural knowledge - Relationships: appropriate interactions with athletes and other professionals and parents - Learning/teaching styles: pedagogical/curriculum - Ability for introspection and reflection Athlete Outcomes - measured in win/loss, athlete development - Competence - sport specific technical and tactical skills, performance skills, health, fitness and healthy training habits - Confidence - sport specific technical and tactical skills, performance skills, health fitness and healthy training habits - Connection - positive social relationships in and out of sport - Character - respect for sport and others (morality), integrity, empathy, responsibility Coaching Context - unique settings to improve athlete outcomes - Participation sports : children 6-12, adolescents 13-15, adults 16+ - Train up to 3x per week - Performance sports : emerging athletes, performance athletes, (elite) high-performance athletes - Train 4+ per week 4. Identify and define the Coaching GROW Model Goals - short term and long-term achievements Reality - explore the real nature of the problem and gather information Option - explore options that lead to the right solution Wrap up or Will - identify specific steps and resources needed to reach the goals 5. Identify and define the 4 considerations that relate to a foundation for successful coaching Physical development - Sport participants come in many varying stages of physical development and maturity - Athletes need age-appropriate instruction, direction, and focus Psychological development

9. Why is a sports coach a Role Model? - As a sports coach, your athletes look up to you so you must always present yourself in a professional manner, being respectful to the officials, other team’s coaches and players, so you can lead by example how you want your players to act during a match. 10. Why is sport defined as a meritocracy? - Meritocracy is the idea that those who are the most talented or work the hardest will rise to the top tier in their field - In sports competition, the absence of any foul play or cheating, the best man wins - What can affect pure sport meritocracy? - Access - cost, facilities, selection process - Coaching 11. Discuss the 3 elements of anger and how a coach should deal with their own and other’s anger - Abusive person - low levels of anger - Setting limits to de-escalate the situation and to prevent their hostile actions - If you cannot tolerate, safely disengage, calm down and return to person, or trade off with a coworker - Abusive and angry person - escalated levels of anger - - Person making verbal of physical threats - Remove yourself from the confrontation - Back off with palm open - Running is an option - Move to a secure area - call police, 12. Identify and define the 6 Rs Recognize: this is part of the experiences Release: the anger, frustration, pain Relax: take a breath and accept the moment Replay: learn from all the experiences Refocus: convert the learning into strategy Ready: apply the learning and Strategy 13. Identify and define the 8 considerations when coaching male and female athletes Coachability Females - Open - Willing to try - Give more initial respect - Express appreciation - Want to please their coach Males - Tend to think they know everything - Tend to brace against coaching - Will train in-spite of the coaching style/type

Confidence Females - Don’t give themselves credit for successes - Base confidence on what others think of them - Personal goal successes and social support build confidence Male - Taught to project confidence and toughness - Ability compared to others and winning are important - Don’t show when struggling with confidence Criticism Females - Take criticism personally - Look for underlying messages - Sensitive and internalize comments - Appreciate constructive feedback Males - Depersonalize general criticism - not meant for them - Need to be specific when addressing males who need to improve - Brace for criticism/challenge Chemistry Females - Womens relationships are a web-like structures - Self-confidence based on being accepted by the group - Good chemistry highly valued by female athletes - High in successful teams Males - Should be developed, monitored, and maintained - Self-confidence based on where they fit in the team hierarchy - Common goal cohesion is most important Communication Females - Use Rapport talk - Play in small groups - Downplay their expertise - Not use their referent power - Use words to create connections - Detailed oriented Males - Use Rapport talk - Play in large groups - Words to negotiate their status - Display abilities and knowledge - Use their referent power - Information exchange - Fact oriented Conflict Females - Communication revolves around establishing and maintain relationships with others - If female feels disliked by peers she will fear being ostracized - Problems will fester and cossipo will occur Males - Males grow up learning that masculinity is being successful, aggressive and self-reliant

Early specialization : emerging athletes (10-14 years) - Artistic and acrobatic sports - gymnastics, diving - Peak performance occurs before full maturity, requiring intense training before puberty - Highly kinesthetic sports - snowboarding, swimming, synchro, equine - Complex movements and require many hours to perfect - Sports that require an efficient, repetitive motion appear to employ early deliberate practice for expertise development Specialization phase : children begin to focus on fewer sports, possibly favouring one in particular - moving from sampling to emerging athletes to performance - 13-15 years - Focuses on fewer sports - Starting sport specific development - Balance of fun and seriousness - Practice time is increasing Late specialization phase : 14+ years - Lower kinesthetic sport - alpine ski, freestyle ski, luge, cross country ski - Team sports - basketball, ice hockey, baseball, rugby, soccer - Visual sports - tennis, badminton, squash, fencing - Very late specialization - cycling, wakeboarding, triathlons, volleyball - Some degree of sport specialization is necessary to develop elite-level skill development Investment phase : young athletes commit to achieving a high level of performance in a specific sport - 16+ years - Most to performance to high performance - Moving towards elite status in single sport - Development of strategic and competitive skills - Maximum practice time 16. Identify and define the 4 steps of developing a sports program Program Expectations - Coach must be familiar with the club/athlete expectations - Sport program is based on and reinforces the club/athlete expectations - Coach’s duties and responsibilities are clarified - Coach’s role is established - Share program/coaching philosophy with parents - Prepare a plan for the season Athlete Consideration - Consider each athlete as an individual - Consider team-building

- Express athlete expectations (physical, psychological, social, moral capacity developments) Safe Sport environment - Responsibility of coaches - Designing and organizing procedures for pre and post practice facility check - Develop and organize an emergency plan and first aid procedures - Developing travel safety guidelines to and from games or events - Following rules and industry best practices - Athletes centered programs based on flow Program content consideration - The what and how - Use of appropriate facilities - Activity range based on age and skills of athletes - Variety to enrich the specific activities - Appropriate measure to evaluate skills and individual development of athletes - The selection of the appropriate teaching/coaching style - Monitoring and evaluation of the training sessions (what worked/didn’t work) 17. What are The TLCs of an effective practice planning session? Teaching (strategic institution) - A positive environment enhances and challenges each athlete - Blend of dedication, fairness, persistence, patience, a sense of humor, and personal enjoyment - Athlete centered philosophy creates teachable moments that develop the total athlete (athletic + life skills) - Helps the athlete believe and trust their own ability - Essential before any athlete can feel competent and then self-confident = MHN Learning (athlete is motivated and ready to learn) - Athlete needs to be ready and willing to take/apply information - Learning has to be meaningful (consider learning styles) - Successful learning needs an non-threatening and open environment Competition (opportunity to show the skills learned during training) - Real measure of outcomes of practice - Success depends on specific goals and objectives set by the team, athletes, coach - Celebrate regardless of level and performance - Evaluate outcome - Prepare for the next competition

- Reinforcement and motivation 22. What are 3 fitness based physiological athlete performance assessments - Oxygen uptake (VO2) - Cardiovascular demand (heart rate, lactate threshold) - Perceived effort (RPE) 23. Identify and define the 4 obstacles that can affect performance Limited self concept/awareness - Brain does not know the difference between experience and thought - Experience creates muscle memory (positive vs negative) - Self concept is developed in childhood - through praise or reprimands - Part of our security/insecurity - Real root of stress - Competence breeds confidence and competence comes from deliberate and appropriate practice Fear of failure - Most of us fear failure and avoid it at all cost - Produces tension/stress - Restricts blood flow and slows reflexes - Produces shallow fast breathing - Reduces coordination - Results in what we feared most - failure of performance (vicious cycle of failure) Self criticism/negative self talk - Criticism is a part of life - constructive criticism is helpful in improving actions and behaviours - Learned habit pattern in childhood - If children received a lot of destructive criticism, they internalize this and use self criticism to prevent others from doing so - Can be self destructive and sabotage performance (validate what we know) - Children usually become critical and self-critical between 8-11 years of age Lack of concentration on the present moment - Incredible power in paying attention to what is current - staying mindful - Staying present during performance is vital for successful performance - Performance is affected by how focused an athlete can be in the flow - Allows for space to be created between stimulus and response - Facilitates awareness of self concept - Fear of failure and criticism are part of past or future thought - Lack of concentrated attention to the present

24. Discuss how racism affects sport participation - Racial discrimination faced by minorities who participate in predominantly white sports (ice hockey, golf, baseball) are more likely to experience some form of racism or bullying - This discourages minorities and POC from playing the sport, making it less diverse - This reinforces the discrimination minorities receive from playing the sport 25. Identify and define the 4 performance enhancing strategies - Stay present and mindful - Being in state of flow - Accept the emotions in the moment without trying to fix them - breathe into them - Its okay to feel nervous, excited during competitions - Know the intention, purpose, and goal - Reflect on personal, team goals to provide motivation - Do whatever needs to be done to reach the goal based on training and preparation - Applying everything learned in practice into performance - Trust in the coach and training