Transformational Coaching

Question 1

what three things do you need to know to coach

Answer 1

• professional knowledge
  
  • sport specific and pedagogical knowledge with accompanying procedural knowledge - often manifests as a technical, tactical or psychological focus
• intrapersonal knowledge
  
  • reflection, introspection, self-learning
• interpersonal knowledge
  
  • coach-athlete relationships, interactions with athletes and peers, a conscious focus on communication and empowering athletes

Question 2

how to coach effectively

Answer 2

the consistent application of integrated professional, interpersonal and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching context

Question 3

what do we know about effective coaching

Answer 3

• professional knowledge/behaviours provides the critical foundation for fostering athlete development, but is insufficient for optimal development
• its not just about what coaches do, it how they do it

Question 4

what four things do you aim to improve in an athlete via coaching

Answer 4

• competence
• confidence
• connection
• character

Question 5

what are the different leadership types

Answer 5

• transformational leadership
  
  • process whereby leaders develop followers into leaders
  • misconception that transformational leadership requires titanic behaviours enacted by extraordinary and unusual individuals
  • small, everyday behaviours can contribute to transformational change
• transactional leadership
  
  • coach reinforces standards and expectations through rewards or punishments. Involves behaviours such as:
    
    • discussing rewards or punishments
    • monitoring and reacting to deviations from norms and standards
• toxic leaderships
  
  • coach displays negative attitudes or feelings towards their athletes. Involves behaviours such as:
    
    • expressing anger and hostility
    • modelling anti-social behaviours

Question 6

what are the four pillars of transformational coaching

Answer 6

• idealised influence
  
  • coach gains their athletes trust and respect by acting as a positive role model
  • involves behaviours such as:
    
    • discussing and modelling pro-social value and behaviours
      
      • doing what is right, rather than convenient
      • demonstrating personal beliefs
    • showing vulnerability and humility
      
      • apologising for ones mistakes
      • sharing experiences
  • practise what you preach
• inspirational motivation
  
  • coach inspires athletes by what they say and what they do
  • involves behaviours such as:
    
    • discussing goals and expectations
      
      • creating a shared understanding of where you’re going and how you’ll get there
    • expressing confidence in athletes capabilities
      
      • enhancing athletes beliefs in their own capabilities
    • implementing a collective vision
      
      • connecting individuals to the ‘team’
    • providing meaningful and challenging tasks and roles
      
      • offering explanations and rationales
  • believe in your athletes
• intellectual stimulation
  
  • coach empowers their athletes to develop independence and to see issues from different perspectives
  • involves behaviours such as:
    
    • eliciting athletes input
      
      • encouraging athletes to contribute new and alternative ideas
    • sharing decision making and leadership responsibilities
      
      • giving athletes opportunities to lead (drills, help others)
    • emphasising the learning process
      
      • encouraging athletes to engage in challenging tasks
      • valuing effort and learning, rather than just outcomes
  • involve athletes in the coaching process
• individualised consideration
  
  • coach creates a supportive and inclusive learning environment
  • involves behaviours such as:
    
    • showing interest in athletes feelings and perspectives
      
      • adapting activities to suit individuals needs
      • displaying genuine care and concern for athletes lives both in and out of sport
    • recognising athlete accomplishment and contributions
      
      • providing feedback on athletes behaviours (sport and non sport)
      • the power of thank you
  • person-centered approach