Coach Sense: Coaching to Make a Difference by George A. Selleck

By George A. Selleck

Trainer feel: training to Make a distinction is an easy-to-read and observe source that may permit coaches to enhance their effectiveness because it is helping them turn into the type of trainer who makes a favorable, lasting influence at the younger athletes they paintings with. contains chapters on what makes a winning trainer, the way to comprehend, converse, train, and encourage athletes, knowing and selling crew dynamics, making plans and organizing high-caliber perform classes, the nuts and bolts of activities administration, necessities of workout technological know-how, development a supportive activities neighborhood, and lots more and plenty, even more. huge structure with 50 transparent photos and illustrations

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Extra resources for Coach Sense: Coaching to Make a Difference

Sample text

People learn in a variety of ways, and a teaching method that works for one person won’t necessarily work for another. The four main learning styles that you need to be aware of are visual, auditory, kinesthetic, and combination. The Visual Learner For the visual learner, learning is most effective when presented visually. , videos, pictures, charts), or visually highlighting important aspects of the surroundings (such as when a football coach points to the numbers on a player’s jersey and says that all passes must hit the receiver in the numbers).

They could be coaches that you or family members or friends have had, coaches you’ve read about, or coaches you’ve watched from a distance. What traits of these coaches would you like to incorporate into your own coaching experience? What things do you want to avoid doing? Your philosophy should reflect who you are as a person. Finally, using your objectives as a guide and other coaches as examples, write down your coaching philosophy. The following is a sample coaching philosophy for you to study.

The Auditory Learner For the auditory learner, learning is most effective when information is spoken and heard, as in lectures, group discussions, or audiotapes. Verbal guidance (telling players what to do) is usually used in conjunction with visual guidance (showing players what to do). Perhaps the only time you can get away with using verbal guidance alone is when you are working with a player or players who have played the sport for a long time and are autonomous performers. When you offer verbal guidance to a player, you need to make sure your instructions are: Clear Precise Simple Accurate Relevant Highlighting the important cues To make sure you are getting your verbal message across, ask thought-provoking questions and insist on thoughtful answers.

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