Sports Coaches all have a preferred coaching style. A coaching style is a way of behaving. Coaches spend most of their time using their preferred coaching style. Sometimes this style works well for them. Sometimes it doesn’t. Knowing what your coaching style is and being able to change it, is critical in order to appeal to the different types of athletes that you coach. Using a style that is incompatible with your athlete’s needs will result in you becoming frustrated that the athlete is not making changes and it will also result in the athlete becoming frustrated that they are not being coached effectively. The problem is, so often I have seen the incorrect coaching style used with the previously mentioned results yet no-one knew why the problem was occurring. The coach just gave up and the athlete left to be coached by someone else or they left the sport altogether. Using the Athlete DISC profile, will enable you to identify your coaching style. When your athletes also complete their profile, the information you get will enable you to use the correct style with each athlete. Coach behavior should be a way to connect athlete understanding with the concepts and skills the coach is trying to improve within the objectives of the session (Hall & Smith 2006). With each of the four behavioral styles outlined in the Athlete DISC, there’s a different way to communicate, connect with, provide feedback and motivate and counsel them. How to do all this is the basis of our Coach Education webinars and the purpose of this article is to explain how to generally learn more about the coaching styles and how to be more effective in coaching your athletes. If you are the Coach, are you the leader? First, recognize that as a coach you are a leader. As a leader you have certain amounts of power. Your power will essentially come from two sources: “position power” and “personal power.” Position power is just what it sounds like–you’re the Coach so a certain amount of power comes from being anointed by the Club or Team Management for this role. But personal power comes from earning it, from developing it. Position power is a starting point for coaching an athlete or team, but it’s personal power enables a coach to go from a coaching style that considers the needs of the athlete first and then fits the style of coaching required to these needs. Personal power is also based on coaches building respect and credibility in the eyes of their athletes. It is well known that a critical condition for an athlete to change their technique is the amount of credibility the coach has in the eyes of the athlete. For example, if the athlete’s previous coach has taught them a certain technique and it is deemed ineffective, then unless the athlete’s current coach has greater credibility than the athlete’s old coach, there will be no change in technique. This is because the athlete does not believe in the new coach as compared to their belief in the old coach. Building the credibility is about showing your desire to adapt to the athlete’s need (see previous article on Adaptability) and then show your expertise in the athlete’s eyes. What is interesting in sport today, is the amount of information on topics critical to performance such as nutrition, sports science, bio mechanics. Yet show me the same depth of information on how to build effective relationships and rapport with your athletes. Business has recognized the need to develop the management and leadership skills of its people years ago. In sport many people still seem to be caught up with training programs and sports science. Believe me I know this is important. I won three Olympic medals and used every piece of sport science and bio mechanical help I could, but it was the ability of my coach who really enabled me to be my best. Actually, by the end of my career, my coach could do everything a sport science tester did and he understood the bio mechanics of my sport to a degree that exceeded many experts in the field. What my coach did better than any other coach I have seen, is his ability to build rapport with his athletes, establish enormous credibility and develop the highest level of respect. To us, he was (and is to others today) a coach who was athlete centered, where he adjusted his style to suit the needs of his athletes. I guess that is why he is Head Coach of one of the largest nations in the world. Personal power–in essence, your skill in dealing with people–is increasingly crucial to you and your role as coach. In short, if you respect your athletes’ individuality, their essential differences, they’ll feel like they’re on a winning team and will work harder, better for you. But you must empower them rather than just seeking power over them. You can do that by learning to listen, observe, and talk to them. And then adapting so they’ll feel important, wanted and highly valued, this will build their self-esteem and that will increase their confidence in themselves. We all know the results that genuinely self-confident athletes can achieve. Want to know your coaching style? Bo Hanson is a four time Olympian and Triple Olympic Medalist. He is one of Australia’s most dynamic speakers on sport and business performance. He founded Athlete Assessments to assist coaches and athletes to improve their results through better understanding of themselves and others. He can be contacted through http://www.athleteassessments.com or bo.hanson@athleteassessments.com •Four Times Olympic Rowing Representative for Australia.
•Three Times Olympic Medalist.
•Specialist Coaching Consultant.
•Corporate Training Consultant and Presenter.win back ex girlfriend

Fitness on Code of Ethics for Sports Coaches The basic principle of the Code of Ethics for Coaches is that ethical considerations leading to fair play are integral, and not optional, elements of all sports activity. These ethical considerations apply to all levels of ability and commitment. They include recreational as well as competitive sports. Fair play is defined as much more than playing within the rules. Fair play is a way of thinking, not just a way of behaving. Fair play can be expressed as a philosophy of coaching and incorporates the concepts of friendship, respect for others and always playing in the right spirit. This philosophy also integrates issues concerned with the elimination of cheating, doping, gamesmanship, physical and verbal violence, exploitation, unequal opportunities, excessive commercialization and corruption. The development of fair play or sportsmanlike behaviors and attitudes is not an automatic consequence of participating in sports. These fair play behaviors can be learned from the coach who provides a positive role model and applies consistent, clear reinforcement for what are desirable and undesirable actions. The role of the coach is, therefore, crucial as an ambassador, educator and guardian of the ethical values of fair play within sports. The coach’s primary role is to facilitate the process of individual development through achievement of sport potential. This role accepts the players’ long term interests as of greater importance than short term sport considerations. The ethical considerations of the coach must apply to all levels of ability and commitment, and include recreational as well as competitive sports. Sports coaches are expected to conform to ethical standards in a number of areas: humanity, relationships, commitment, co-operation, integrity, advertising, confidentiality, abuse of privilege, safety and competence. 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. 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. A key element in a coaching relationship is the development of independence. Performers must be encouraged and guided to accept responsibility for their own behavior and performance in training, in competition, and in their domestic, academic or business life. 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. Coaches should clarify in advance with performers the number of sessions, fees and method of payment. They should explore with performers the expectation of the outcome of coaching. Written contracts may be appropriate in some circumstances. Coaches have a responsibility to declare to their performers any other current coaching commitments. They should also find out if any prospective client is receiving instruction from another coach. If so, the coach should be contacted to discuss the situation. Coaches should expect a similar level of reciprocal commitment from their performers. In particular, the performer (parent/guardian in the case of a minor) should inform the coach of any change in circumstances that might affect the coach/performer relationship. Coaches should receive appropriate acknowledgment for their contribution to the performer’s progress and achievement. Where money is earned from performances, it is reasonable to expect the coach should receive an appropriate share of the rewards. Such apportionment with any attendant conditions should be agreed in advance (in writing) to avoid any misunderstanding. 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: Coaches must communicate and co-operate with registered medical and ancillary practitioners in the diagnosis, treatment and management of their performers’ medical and psychological problems. 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 that could constitute unfair advantage. They must not adopt practices to accelerate performance improvement that 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 ensure that the activities, training and competition programs they advocate and direct are appropriate for the age, maturity, experience and ability of the individual performer. 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. 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: 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. Coaches must consistently display high personal standards and project a favorable image of their sport and of coaching to performers, their parents/families, other coaches, officials, spectators, the media and the public. Personal appearance is a matter of individual taste but the sports coach has an obligation to project an image of health, cleanliness and functional efficiency. Sports coaches should never smoke while coaching. 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). 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 work done and the manner in which it is done should be in keeping with the regular and approved practice with their sport. 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. Coaches should arrange adequate insurance to cover all aspects of their coaching practice. Coaches shall confine themselves to practice in those elements of sport for which their training and competence is recognized by the appropriate association. 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 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 for 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. They should welcome evaluation of their work by colleagues and be able to account to performers, employers, 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.   References: 1.         U.K. Athletics – Code of ethics for coaches. 2.         The IAAF Code of ethics for coaches – Peter J.L.Thompson. 3.         British Institute of Sports Coaches (BISC). 4.         Europe’s Code of Sports Ethics. 5.         National Vocational Qualification Standards for Coaching, Teaching and Instructing. 6.         Action in Athletics (AIA).       Mr.I.RAJAGOPAL,
Lecturer in Physical Education,
TDTA., D.S.Daniel Rajammal College of Educaton,
Courtallam, Tamil Nadu, India.
E-mail: rgpgold@rediffmail.com uk wholesalers