Ads by Google

Coaching Principles

Coaching Skills
Sports Coaching

IsCoachinganArtoraScience?

TOPICS

Science

A-Z Page Index

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 analyse the athlete's performance e.g.
computer aided analysis of VO2 max, lactate levels, running technique etc.

Article Library
Anatomy & Physiology
Coaching
Fitness Development

Art

Fitness Testing
Nutrition

The artofcoaching comes when the coach has to analyse the scientific data
and convert it into coaching and training programs 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.

Planning
Programs
Psychology

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.

Sports
Sport Development
Sports Injury

So is coaching the art of understanding the science and then applying it?

Sports Merchandise
Track & Field
Training Aids
Website Blog
Website Information
Web Links

TEXTTRANSLATOR

Select Language
Powered by

Translate

Ads by Google

Cricket Coaching
Training Courses

SITESEARCHFACILITY

Custom Search

Search BRIANMAC

UKCoachingCertification(UKCC)
"Coaches are crucial for sport at all levels - on the school pitch, in the local
club or for a major international team. They are the people who motivate,
encourage and inspire. This certificate will recognise coaching as it should - a
profession with a proper accredited qualification and career development
structure." Richard Caborn MP, UK Minister for Sport
In July 2002, in response to the UK's Government "Plan
Coaching Task Force published their report on coach
qualification schemes in the UK and identified the need
structure suitable for all sports and the implementation of
Certificate (UKCC).

for Sport", the

education and
for a coaching
a UK Coaching

The five coaching levels of the UKCC are:

1. The coach will be qualified to assist more qualified coaches, delivering
aspects of coaching sessions, normally under direct supervision
2. The coach will be qualified to prepare for, deliver and review coaching
sessions
3. The coach will be qualified to plan, implement, analyse and revise
annual coaching programs
4. The coach will be qualified to design, implement and evaluate the
process and outcome of long term/specialist coaching programs

5. The coach will be qualified to generate, direct and manage the

implementation of cutting edge coaching solutions and programs
The five levels provide coaches with a progressive development pathway from
being a beginner coach (Level 1) through to being a highly evolved expert
coach. The levels are reflective of the coaching skills attained and not the level
of performer being coached.

CoachingProcess
The coaching process comprises of three elements:
Ads by Google

Mental Coaching
Coaching Coaches

Planning - developing short and long term training programs to help

your athlete achieve their goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your
coaching. This element may result in adjustment of your athlete's
training program and your coaching.
To support this process you will need to develop your knowledge and practical
coaching skills. These include, but not limited to:

your coaching philosophy

coaching styles
teaching methods
the learning process and training principles
the code of ethics and conduct for sports coaches
the sports coach's legal responsibilities
how to apply an athlete centred approach to your coaching
prepare training programs to meet the needs of each athlete
Long Term Athlete Development (LTAD)
capabilities of growing children
the rules for your sport/event
how to assess your coaching performance
how to communicate effectively with your athletes
advise athletes on issues of safety applicable to their sport/event
the causes and symptoms of over-training
how to reduce the risk of injury to your athletes
assist athletes to develop new skills
the biomechanical principles that underpin efficient action
use evaluation tests to monitor training progress and predict
performance
advise athletes on their nutritional needs
advise athletes on legal supplements
how to develop the athlete's energy systems
how to develop the components of fitness as appropriate for your
athlete and event
advise athletes on relaxation, visualisation and mental imagery skills
advise athletes how to prepare for competition
evaluate an athlete's competition performance
evaluate athlete/training and athlete/coach performance
provide
clear
and
effective
instructions,
explanations
and
demonstrations
conduct effective observation and analysis
provide clear and effective feedback
use effective questioning to determine what an athlete knows or can do,
their understanding and to develop their self awareness

TheCoach'sNon-technicalToolBox
The following information was first published in Issue 28 of the FHS magazine

Remember:
Being a good coach is not just about having excellent sports-specific and
technical knowledge
The skill of effective coaching lies in asking the right questions
It is important to ask yourself: Have I planned for perfection and
covered all eventualities?
Coaches as leaders:

Require excellence; do not expect perfection

Understand your athletes before you can influence them
Create trust and command respect
Motivate and inspire

Communicating with your athletes:

Keep the message concise and precise
Work out whether your athletes receive the same message as the one
you think you are communicating
Remember your tone of voice and body language - only 10% of what we
recall comes from the words spoken
Find out what your athletes' preferred styles of thinking are - visual,
auditory or kinaesthetic?
Try to use a story to help get what you want to say across
Understanding how your athletes tick:
Think about how your athletes like to be coached
Look at how well you know your athletes:
What are their goals?
What is stopping them from achieving this?
What can you do to help?
Think about how often you ask for feedback from your athletes about
your coaching
Understanding how your athletes like to learn:
Understand what your athletes' preferred learning styles are
Look at how your preferred coaching style is likely to be received by
those with different learning styles
Build the needs of those with different learning styles into how you
present information
If you feel you are not getting through to your athlete, remember that it
might be the medium and not the message that is wrong
Making use of the media:
Remember that journalists are looking for a story that will sell
Know what you want to get across and make it into a story
Recognise the needs of different branches of the media and tailor your
message accordingly
Think before you use the media to try to psych out your opponents

RelatedReferences
The following references provide additional information on this topic:
WELLS, L. et al. (1993) Guide to effective coaching: Principles &
practice. WCB Brown & Benchmark.
BUNN, J. (1972) Scientific principles of coaching. Englewood Cliffs, NJ:
Prentice-Hall.

 JONES, R. et al. (2002) Understanding the coaching process: A

framework for social analysis. Quest, 54 (1), p. 34-48.

PageReference
If you quote information from this page in your work then the reference for
this page is:
MACKENZIE, B. (1997) Coaching Principles [WWW] Available from:
https://www.brianmac.co.uk/coaching.htm [Accessed 22/10/2016]

RelatedPages
The following Sports Coach pages provide additional information on this topic:

Articles on Coaching
Books on Coaching
Coach Assessment
Coaches Corner
Coaching Philosophy
Coaching Styles
Code of Ethics and Conduct for Sports Coaches
Communication Skills
Principles of Training

AdditionalSourcesofInformation
For further information on this topic see the following:
BEASHEL, P. and TAYLOR, J. (1996) Advanced Studies in Physical
Education and Sport. UK: Thomas Nelson and Sons Ltd.
BEASHEL, P. and TAYLOR, J. (1997) The World of Sport Examined. UK:
Thomas Nelson and Sons Ltd.
BIZLEY, K. (1994) Examining Physical Education. Oxford; Heinemann
Educational Publishers
DAVIS, B. et al. (2000) Physical Education and the Study of Sport. UK:
Harcourt Publishers Ltd.
GALLIGAN, F. et al. (2000) Advanced PE for Edexcel. Oxford;
Heinemann Educational Publishers
McARDLE, W. et al. (2000) Essentials of Exercise Physiology. 2nd ed.
Philadelphia: Lippincott Williams and Wilkins
CRISFIELD, P. et al. (1999) The Successful Coach. 2nd ed. UK; The
National Coach Foundation
HAGGER, M. (1999) Coaching Young Performers. UK; The National
Coach Foundation
McQUADE, S. and WEARE, N. (2005) Assessing in Sport. UK; Coachwise
Business Solutions
ROGERS, J. (2000) USA Track and Field Coaching Manual. USA; Human
Kinetics Publishers, Inc.

Advertising
In order to provide the free information on this website we advertise products
and services in order to help cover the costs of maintaining the information
and hosting the website with our internet service provider. Please support
Brianmac Sports Coach by disabling your ad blocker on.

SportsCoachUpdates
Updates to the Web Site are detailed on the Sports Coach Blog

Needmorehelp?
If you are unable to find the information you are looking for then please select
this link to email me your query or email me at brian@brianmac.co.uk

TellmewhatyouthinkoftheSportsCoachWebSite
I would value your feedback on the Sports Coach Web Site as it will help me
improve its content and layout.Please select this link to provide your
feedback.

Free newsletter and two free reports:

Training for Distance Running and Training for Speed, Power and
Strength
Email address
--Select Country

--Select sport--

Join

Top of Page

Home Page

1996-2016 BrianMac Sports Coach - www.brianmac.co.uk : All Rights Reserved : Page Last Modified - 13th September 2016