ROLE OF BEING A SUCCESSFUL SPORTS COACH
This chapter discusses the definition of a coach, his skills, duties, responsibilities and most of all, his role. Also, this chapter points out a coach’s limitations and obligations to his athlete and to the public. It also indicates how coaches should value the health and safety of his athlete and the importance of an open and trusting relationship. Finally, it gives us a detailed definition of the different roles a coach play in his athlete’s career.
What is a Coach?
Coaches work with teams or individuals in order to get them started or, if they have talent, to enable them to develop their abilities to the full. They identify the needs of the individual or the team, and plan and implement suitable training programmes. Coaches are role models, and need to gain the respect and trust of those they work with. As well as helping individuals to gain skills and develop techniques and knowledge they have an important role in inspiring confidence and the right attitude. Many instructors/coaches have dual roles, combining coaching with other, often full-time, jobs. (Higham, 2002)
According to McCray (2002 - 2003), Coaching is one half "science" and process combined with one half art. Coaching is whatever it takes to enable someone to change, to transform. It is the method whereby we cause something to be other than what it is. Think about it. We go through life continually causing aspects of our lives to be something other than what they are. We hunger, we need to change that state or condition, and so we eat. The examples are as endless as the collective pursuits of humanity at any given moment.
Furthermore, The United Kingdom Coaching Strategy describes the role of the coach as one which "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavors". The role of the coach could be quite daunting since the above implies what could be construed as quite awesome responsibility, especially for the part-time non-professional.
Is Coaching an Art or a Science? Science. To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyze the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc. Art. The art of coaching comes when the coach has to analyze the scientific data and convert it into coaching and training programmes to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned.By understanding the science, which is the foundation of training, a well designed training program can be developed that will help an athlete reach their full potential. The art is understanding the science and then applying it. (MacKenzie, 2003)
SKILLS OF A COACH
In order to be an effective coach, one has to have the following skills: Have basic organizational skills, have a positive attitude toward fitness, should have a good sense of humor, because coaching is fun! Also, he can motivate, teach and be a role model to his players, He should demonstrate and communicate a good sense of values. I.e. fair play, sportsmanship, respect and teamwork.
Other skills include having a positive attitude, has good communication skills, with both kids and parents, and is safety conscious and have basic first aid skills or knowledge. (Lindsay, 2002)
DUTIES OF A COACH
Being a coach means developing specific skills in order to have a good relationship with his athlete and in turn be a successful coach as well. Some of these skills include: 1.) Know how to communicate effectively with your athletes. Good and clear communication builds a strong rapport. Being able to know what the other is feeling and thinking paves the way to an open relationship. 2.) Understand the learning process and training principles. A guided training always results to a safe and successful outcome. 3.) Understand and implement appropriate teaching methods. Executing the proper methods in training leads to a comprehensive preparation. 4.) Understand the various coaching styles. Variety is a vital factor in order to keep the athlete tuned in to your training and won’t get bored of the same routine. 5.) Understand the capabilities of growing children. Coaches must always keep in mind that as children grow, their attitudes and perspective change as well. Because of this, the way they must be treated must evolve with them. 6.) Advise athletes on track safety. As the saying goes, an ounce of safety is worth a pound of cure. No matter how important a game is, keep in mind that health and safety is still to be the topmost priority. 7.) Understand the causes and recognize the symptoms of over-training. As stated beforehand, safety is to be the number one concern. 8.) Understand how to reduce the risk of injury to your athletes. Proper knowledge of first aid and preventive medicine keeps both you and the athlete in top shape. 9.) Prepare training programmes to meet the needs of each athlete. Following this tip makes the coach focus on the different areas where the athlete is lacking efficiency in. 10.) Assist athletes to develop new skills. It is always an advantage to let an athlete excel in different skills. Helping your athlete be wholly developed will give him an edge against his competitors. 11.) use evaluation tests to monitor training progress and predicting performance. Evaluating your athlete lets you know if the whole training program actually improves him or not. 12.) Advise athletes on their nutritional needs. Once again, health is emphasized in this tip. 13.) Understand and know how to develop the athlete's energy systems. Keeping the athlete energized throughout the training plays an important role in his preparation because it enhances his endurance. 14.) Advise athletes on relaxation and mental imagery skills. Because an athlete is always worked up, rest and relaxation is vital to his health. Experiencing some relaxing moments relieves his stress and makes him more tuned up for his next training. 15.) Advise athletes on the use of legal supplements. Training hard can lose an athlete’s needed nutrition in the body. Taking legal supplements replaces the lost nutrients to keep his body balanced. 16.) Evaluate the athlete's competition performance. Similar to the aforementioned tip, an evaluation is important in an athlete’s training process because it indicates whether he is improving and also points out if he has a positive response to a competition. 17.) Evaluate athlete/training and athlete/coach performance. Lastly, evaluating whether both the athlete and the coach benefits from the training is a vital factor in the coach and athlete’s over all preparation. (MacKenzie, 2003)
Moreover, according to Higham (2002), The following are the duties of a sports coach: 1.)Evaluating performance and providing suitable feedback, balancing criticism with positive comments so that participants are encouraged to fulfill their potential; 2.) Identifying strengths and weaknesses in a participant's performance, and producing appropriate training programmes; 3.) Being flexible, as participants will vary considerably in the level and manner in which they require help and guidance; 4.) Developing a knowledge and understanding of fitness, injury, nutrition and sports science; planning and running programmes of activities for groups and/or individuals; 5.) Effectively communicating instructions and commands using clear, simple language; 6.) Demonstrating an activity by breaking the task down into a series of manageable sequences; 7.) Instructing and encouraging participants to develop and gain skills, knowledge and techniques; 8.) Inspiring confidence and positive attitudes in the athletes they coach; and 9.) Acting as a role model, gaining the respect and trust of the people they work with.
ROLES OF A SPORTS COACH
Being a coach does not limit one to just plain training. You also have to play different roles in order to create an effective and lasting relationship with your athlete. The first role a coach has to play is to be an Advisor. This role basically Advises athletes on the training to be conducted and suitable kit and equipment. It can also be on other aspects of training and life. Sometimes, a coach has to go beyond the area of training. It may mean that you also have to advise the athlete on his problems and personal life. Another role a coach has to play is to be an Assessor. This means assessing the athlete’s performance in training and in competition. Honest assessment of an athlete’s capabilities prevents despair and injury. (MacKenzie, 2003)
There may be times when a coach also has to be the Chauffeur. This means transporting them to sporting events if parents or family are unavailable to take them. A sports coach is a Counselor too. This task include resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring. Another role a coach plays is a Demonstrator. This is similar to a teacher only he demonstrates to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit.
Perhaps many people don’t realize it but a coach is also a Friend. Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost.
In addition, a coach is a Facilitator. He Identifies suitable competitions for them to compete in to help them achieve their overall objectives for the year. Aside form being a facilitator, he is also a Fact finder. A coach gathers data of national and international results and to keep abreast of current training techniques.
Another role of a coach is to be the Fountain of knowledge. This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport. Similar to being a demonstrator, a coach also has to be an Instructor, which means instructing athletes in the skills of their sport, One more role is to be their Mentor. When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries.
The coach also has to be the Motivator. Maintaining the motivation of all the athletes the whole year round is very vital to an athlete’s career because this is the basis for his excellent performance.
Furthermore, a coach portrays the role of an Organizer and Planner. This means preparing of training plans for each athlete and organize attendance at meetings and coaching clinics. An athlete leads a very busy lifestyle, therefore the coach must help his athlete keep up his schedule by organizing and planning his daily activities.
Last, but certainly not the least, the coach should be his athlete’s number one Supporter. In the sporting world, competition can be a very nerve racking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a 'Friend' and perhaps 'Counselor' come in here too. (MacKenzie, 2003)
RESPONSIBILITIES OF A COACH
According to Mackenzie (2003), Coaches need to be aware of their legal responsibilities, especially with respect to the advice they give their athletes and the way they manage and supervise participation in sport. Coaches have a legal responsibility to their athletes and should give appropriate advice and guidance and not offer advice beyond their level of qualification.
Health and Safety. As said earlier, an athlete’s health and safety should be the top priority of a coach. No matter how important a game is, the coach should not be carried away by winning alone. He should still consider his athlete’s condition. Coaches should have access to first aid facilities and have the means by which to contact emergency services. A coach could be liable if evidence can show that normal standards and practices have not been followed. No matter what happens life is on the line whenever a game is at hand.
Protection from Abuse. Coaches also have a responsibility to protect children from all forms of abuse. According to Mackenzie, there are four main kinds of abuse: Neglect (providing inadequate food), Emotional abuse (being threatened or taunted), Sexual abuse (being shown pornographic material), and Physical abuse (hitting)Coaches should also be able to recognize indicators which may signify abuse and take appropriate action if concerned. All organizations (e.g. sports governing bodies, local authorities, clubs) should have a policy statement and guidelines regarding child abuse.
Insurance. Coaches should have appropriate insurance which covers both public liability and personal accidents. Many governing bodies include insurance as part of their affiliation fee. Having an insurance is one way of securing you and your athlete’s future. Transportation. It is recommended that coaches do not use their personal vehicles for transporting athletes to venues. If coaches do use their own vehicles then they should ensure they are properly licensed and insured. With young athletes coaches should seek the assistance of the parents/guardians. (MacKenzie, 2003) Supplements. Coaches have an ethical and legal responsibility to: educate their athletes about drug (supplement) use and abuse, and provide general and appropriate nutritional advise.Nowadays, improper intake of supplements and taking of prohibited drugs is very profuse. Coaches should monitor their athlete’s medicine intake and strongly discourage the use of other drugs such as steroids. (MacKenzie, 2003)
Code of Ethics and Conduct for Sports Coaches This following code has been developed by the National Coaching Foundation from the Code of Ethics (1989) published by the British Institute of Sports Coaches (BISC). It also adopts the principles contained in the Council of Europe's Code of Sports Ethics. The BISC Code formed the value statement underpinning the National Vocational Qualification Standards (1992) for Coaching, Teaching and Instructing. This code has replaced the original BISC code as the value statement in the revised standards (1998). Humanity. Coaches must respect the rights, dignity and worth of every human being and their ultimate right to self-determination. Specifically, coaches must treat everyone equitably and sensitively, within the context of their activity and ability, regardless of gender, ethnic origin, cultural background, sexual orientation, religion or political affiliation. Relationship. The good coach will be concerned primarily with the well-being, safety, protection and future of the individual performer. There must be a balance between the development of performance and the social, emotional, intellectual and physical needs of the individual.Coaches are responsible for setting and monitoring the boundaries between a working relationship and friendship with their performers. This is particularly important when the performer is a young person. The coach must realize that certain situations or friendly words and actions could be misinterpreted, not only by the performer, but also by outsiders (or other members of a squad or group of performers) motivated by jealousy, dislike or mistrust, and could lead to allegations of misconduct or impropriety.
The relationship between coach and performer relies heavily on mutual trust and respect. This means that the performer should be made aware of the coach's Qualifications and experience, and must be given the opportunity to consent to or decline proposals for training, performance or competition.
Commitment. Coaches have a responsibility to declare to their performers and/or employers any other current coaching commitments. They should also find out if any prospective client is receiving instruction from another teacher/coach. If so, the teacher/coach should be contacted to discuss the situation.Coaches who become aware of a conflict between their obligation to their performers and their obligation to their National Governing Body (NGB) (or other organization employing them), must make explicit to ail parties concerned the nature of the conflict, and the loyalties and responsibilities involved.
Co-operation. Coaches should communicate and co-operate with other sports and allied professions in the best interests of their performers. An example of such contact could be the seeking of: educational and career counseling for young performers whose involvement in sport impinges upon their studies and sport science advice through the British Association of Sport and Exercise Sciences (BASES) Integrity. Coaches must not encourage performers to violate the rules of their sport. They should actively seek to discourage and condemn such action and encourage performers to obey the spirit of the rules.Coaches must not compromise their performers by advocating measures which could constitute unfair advantage. They must not adopt practices to accelerate performance improvement which might jeopardize the safety, total well-being and future participation of the performer. Coaches must never advocate or condone the use of prohibited drugs or other banned performance enhancing substances.
Coaches must treat opponents with due respect, both in victory and defeat, and should encourage their performers to act in a similar manner. A key role for a coach is to prepare performers to respond to success and failure in a dignified manner.
Advertising. Advertising by sports coaches in respect of qualifications, training and/or services must be accurate and professionally restrained. Coaches must be able to present evidence of current qualifications upon request. Evidence should also be available to support any claim associated with the promotion of their services.Coaches must not display any affiliation with an organization in a manner that falsely implies sponsorship or accreditation by that organization.
Confidentiality. Sports coaches inevitably gather a great deal of personal information about performers in the course of a working relationship. Coach and performer must reach agreement about what is to be regarded as confidential information (i.e. not divulged to a third party without the express approval of the performer).Confidentiality does not preclude the disclosure of information about a performer to persons who can be judged to have a right to know. For example: 1.) Evaluation for competitive selection purposes. 2.) Recommendations for employment. 3.) In pursuit of disciplinary action involving performers within the sport. 4.) In pursuit of disciplinary action by a sports organization against one of its members. 5.) Legal and medical requirements for disclosure. 6.) Recommendations to parents/family where the health and safety of performers might be at stake. 7.) In pursuit of action to protect children from abuse.
Abuse of Privilege. The sports coach is privileged to have regular contact with performers and occasionally to travel and reside with performers in the course of coaching and competitive practice. A coach must not attempt to exert undue influence over the performer in order to obtain personal benefit or reward.Sports coaches should never smoke while coaching. Also, coaches should not drink alcohol so soon before coaching that it would affect their competence to coach, compromise the safety of the performers or obviously indicate they had been drinking (e.g. smell of alcohol on breath).
Safety. Within the limits of their control, coaches have a responsibility to ensure as for as possible the safety of the performers with whom they work.All reasonable steps should be taken to establish a safe working environment. The activity undertaken should be suitable for the age, physical and emotional maturity, experience and ability of the performers.
Coaches have a duty to protect children from harm and abuse. The performers should have been systematically prepared for the activity and made aware of their personal responsibilities in terms of safety.
Competence. Coaches shall confine themselves to practice in those elements of sport for which their training and competence is recognized by the appropriate NGB. Training includes the accumulation of knowledge and skills through formal coach education courses, independent research and the accumulation of relevant verifiable experience.The National Occupational Standards for Coaching, Teaching and Instructing (and/or the approved NGB coaching awards) provide the framework for assessing competence at the different levels of coaching practice. Competence to coach should normally be verified through evidence of qualifications. Competence cannot be inferred solely from evidence of prior experience.
Coaches must be able to recognize and accept when to refer performers to other coaches or agencies. It is their responsibility, as far as possible, to verify the competence and integrity of any other person to whom they refer a performer.
Coaches should regularly seek ways of increasing their personal and professional development.
Coaches should welcome evaluation of their work by colleagues and be able to account to performers, employers, NGBs and colleagues for what they do and why.
Coaches have a responsibility to themselves and their performers to maintain their own effectiveness, resilience and abilities. They should recognize when their personal resources are so depleted that help is needed. This may necessitate the withdrawal from coaching temporarily or permanently. (MacKenzie, 2003)
REFERENCES:
1. Higham, Anne (2002) Sports Coach - Instructor Available: www.prospects.ac.uk/links/occupations Accessed: May 17, 2003
2. Lindsay, Ken (2002) Guide to Coaching Sports – Parents and Coaches – We can Help! Available: http://www.guidetocoachingsports.com/ Accessed: May 18, 2003
3. MacKenzie, Brian (2003) Coaches Legal Responsibilities Available: http://www.brianmac.demon.co.uk/legal.htm Accessed: May 18, 2003
4. MacKenzie, Brian (2003) Code of Ethics and Conduct for Sports Coaches Available: http://www.brianmac.demon.co.uk/ethics.htm Accessed: May 18, 2003
5. MacKenzie, Brian (2003) Sports Coach – Coaching Available: www.brianmac.demon.co.uk Accessed: May 17, 2003
6. McCray, Ron 2002-2003 Coaching Available: www.ronmccray.com Accessed: May 17, 2003
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