Portfolio of Coaching Profession - Case Study Example

 Coaching Introduction Coaching is a development or training involving the coach is the trainer and the coachee who is the trainee in which the coach aids the coachee in achieving specific goals and objectives.[CITATION Fio96 \p 84 \l 1033 ] Coaching is a process of self –leadership helping individuals to gain clarity about what they are undertaking, who they are, and where they want to go as far as ambitions are concerned. There many types of coaching like business, sports, and philosophy to other.[CITATION Jer11 \p 195 \l 1033 ] Coaching philosophies A coaching philosophy defines what one values and how he will approach his coaching roles. Coaching philosophy covers one's purpose as a coach and how he will approach player development and winning. One's coaching philosophy is made up of the primary objectives, beliefs and the principles that one adhere to in order to achieve his goals.[CITATION Jer11 \p 203 \l 1033 ] One’s coaching philosophy will guide him on how to behave as a coach and how to interact with his trainees. Coaching philosophy has to touch on who one is and who one wants to be in future.[CITATION Eri09 \p 128 \l 1033 ] Mostly, it is based on one’s experience, knowledge, and opinions. All excellent philosophies describe and explain the purpose of coaching, the views, and the principle that the coach will use to achieve his goal. Some of the elements of the coaching philosophies are discussed below. Plan, prepare and perform: For all aspects of football planning is the key ingredients for good performance of footballers. It is advisable to use planning, preparation and performance in the ratio of 3:2:1. That is taking 3 hours to plan, 2 hours to prepare and 1 hour to perform. Fitness, skill and game sense: Whenever it is possible the coach should try to reproduce the ‘game type’ preparation. Tactics and skills of the game at times need to be given much weight for better performance.[CITATION Nat13 \p 307 \l 1033 ]. Footballers should spend most time in situations that are pressured in terms of time and space. This will help them to win possession, make good and fast decisions and execute efficient disposal. Leadership: One should come up with his style or approach depending on the maturity of individuals he is coaching. Young athletes with no experience need some real direction and control. But when the player grows, become educated, experienced, confident, they need to be far more involved in the coach-player relationship. A well-performing team is always having a high leadership group, who wants to take ownership of the dynamics of the process which in place at that instant moment.[CITATION Eri09 \p 314 \l 1033 ] Honesty is the best policy: Honesty between players and the coach builds trust in the team. Sometimes, it becomes harder to pass information to the athletes if the information will not be pleasant to them. But the truth is that while the reality may hurt, people of quality will deal with it perfectly well. Lifestyle balance: Both the player and the coach need to plan and commit themselves to the principles. Unless the coach and the trainees play their cards well, then the training session may turn out to be a time-consuming moment. My reflection A coach should understand his players or trainees in terms of age so as to device on the best coaching style for them. If the players are young people, he needs to guide them efficiently to make them become real players who are very discipline in and who follow the rule of the game. Coaches should also have a greater interest and love with his players; this will make the players like and enjoy the game. Coaches should make the footballers spend most time in situations that are pressured in terms of time and space. The training helps the players to win possession, make good and fast decisions and execute efficient disposal and makes them be good players in the field were quick and good decision-making is highly required. Coaching Objectives Coaching is done with some aims and targets, goals and the working cultures in which one operates. These objectives are the aims for doing the coaching ,what the coach and the trainee want to achieve after a stipulated time frame they set that is the time after the coaching period or after sometimes within the coaching period. [CITATION HoL13 \p 54 \l 1033 ]Among the objectives of coaching are: Developing strategies that convert ideas into reality: Through coaching an individual gets to realize his or her talent and builds on it to make him a better and greater person and more beneficial to the society. In business when one has some good business ideas, after training he can become a good businessman. Defining your priorities and identifying options: Here the coach and players needs to set his priorities and determine as well their choices. [CITATION Nat13 \p 246 \l 1033 ]The coach and his players should draw a good strategic plan of what they would wish to achieve. An example of the game balls teams, the coach, and his trainees may want to win a trophy, some cash or any prize as determined by the organizers of the competition. Winning such prizes confirms that the team is moving towards some direction. These tactics are achieved through putting down the priority of the team. The coach and the players can decide on how to play and help build the team. The coach and players identify options on one another on how to run the club. Evaluating obstacles: This has always been the primary objective that makes a group prosper in whatever they are undertaking. It is never a guarantee that once the team has set out its priorities, it would achieve them any easily. This comes about because such wins are always on a competitive basis thus they must work very hard for them. A look at what might bring about any failure or inconveniences is paramount to the excel of the team. Coach and the shareholders should oversee all these obstacles and come with the appropriate solutions. Overcoming some challenges to become who you want to be in life: Through training one can overcome forces of inertia and some challenges that may deter him from achieving what he intends to be in his life.[CITATION Ann09 \p 145 \l 1033 ] Through the pieces of advice offered by the coach and fellow trainees, a trainee can become a better individual than he is. From such he gets to know how to go about the problems that may in a way or another discourage him from continuous practice. Increasing self-awareness: During training, the trainee will get knowledge on what he expects in his life and his field of profession. Just like in any other form of training, through coaching the trainee gets to understand himself more and more based on his skills. This will make the trainee achieve his dreams and ambitions. The trainee will acquire knowledge of the game and rules of the camp we take an example of the football or athlete. My reflection With coaching, we can realize our potentials and identify our talents through training. Through coaching, one can overcome some obstacles he may face in life as he builds on his talent. One is also able to convert ideas into reality during the process of coaching. Through coaching, one can prioritize on what is important to him and achieve it fast and the rest later. Coaching styles Coaching styles are the methods that are used by coaches to administer and give instructions to the trainees. The contents of coaching and coaching styles are a factor of the coach thus varied from one coach to another. There are wrong and right coaches depending on the techniques used by trainers to administer their methods of their operations. Democratic coaching: This style of coaching may also be defined as interactive coaching. The coach involves players in the decision-making process. The coach issues guidelines to the players with decision and players buy into this style because they are part of decision-making. The decisions made by the coach are based on the suggestions of the players as the coach invites their suggestions during the decision-making process. [CITATION Eri09 \p 267 \l 1033 ]The players will try very hard to achieve goals and aims of the team set aside by the team. The players will also show maximum respect and will be more willing to adhere to the instruction because they are aware that the coach is genuinely interested in their opinions. This style needs more skills and balance by the coach to know how much decision-making is required of the players. It is because not all players see the team perspective but rather have their individual perspective. [CITATION Ros07 \p 132 \l 1033 ] This style is the emotionally supportive approach for training but often ask the players to drive goal setting. This coaching style employs an interactive and cooperative approach to training.[CITATION Nat13 \p 188 \l 1033 ] Not surprisingly, this type of coaching often does well for experienced and independent players, or those with custom training requirements. Autocratic coaching: This is where the coach is the decision maker in all that is supposed to be done and how they are expected to be done. The athletes in this style of coaching are to take in the instructions as they are issued. The coach asks the trainees questions after that to confirm whether the instructions have been understood. This style helps the players to learn to follow orders but will not help the players develop thinking skills and personal qualities. Rebellion to the issued instructions and orders may be observed in among the trainees while deploying autocratic coaching. This arises because the players as the players may think of the coach as a dictator [CITATION Jer11 \p 175 \l 1033 ]the players are also told what to do, but they not told why they are doing it. This style of coaching provides external motivation. Many players may feel intimidated by this type of coaching even if the coach is admired. Players who need more direction will typically do well with this style of coaching. Even though, this technique may help to develop discipline in the game, this type of method will not necessarily help their understanding of the sport. Casual coaching: With casual coaching, the coach lets the trainees run the training programs on their own. This method is also known as laissez-faire. It is a method that was used in the ancient times and mostly used by coaches who are not having the experience. The players will advise one another and give to each other skills on how to play and train.[CITATION HoL13 \p 240 \l 1033 ] Players typically enjoy this style of coaching the most because they are the decision-makers in the team. However, the greatest issue with this style of coaching is that players will not improve very much due to lack of direction and training that the coach would have given them. My reflection These three methods of coaching are either good or bad depending on where and which people they are applied to. The choice of the coaching style is a factor of the trainees, and the trainer and caution must be observed to ensure the settled upon style would facilitate the achievement of the set objectives. For example in young players autocratic is the best coaching style to use because young people still lack experience hence they need to be guided by whatever they do. A good coach will apply different coaching style at various times. A democratic style of coaching is useful for teaching new skills, decision-making and problem-solving. Casual is used when team morale needs to improve. Autocratic is highly required if the team is unfocused and need to be put back on the track. Communication skills Communication skills are skills that are applied to the act of successfully sharing the meaningful information and ideas with people by means of an interchange of experience. Below are some of the communication skills that a coach may use to train his trainees. Completeness: When issuing instructions, the coach should ensure consistency and complete instructions. [CITATION Dav12 \p 104 \l 1033 ]Complete information enables the training to be in contact with the duties and moves he is expected to undertake. Listening: When a coach is giving the instructions to his players they must pay attention and get everything that the coach is saying. Through active listening, the player will get everything the coach is saying. A player is an excellent listener who gets and follows the instructions of the coach.[CITATION JKe08 \p 165 \l 1033 ] Face-face as the coach is talking to his trainee, the trainee will like the conversation and hence taking the instructions. Correctness: The coach must ensure he gives the correct information as far as the instructions he is giving are concerned. He should not issue misleading information as for the trainees, the first information they are fed with tends to stick in their minds thus continuous making of mistakes if the information were wrong. Motivational Skills Motivation skills are the forms of encouragement that facilitates and compel one to work hard toward achieving the set goals and objectives.[CITATION Phi11 \p 236 \l 1033 ] A coach may help a person learn tips and techniques that make it easier for a trainee to become motivated and with the same spirit. Some of the motivation skills are: Rewards: Giving out rewards for a good work is also a greater way to make players work very hard. [CITATION Dav12 \p 78 \l 1033 ]Those who were rewarded will work very hard to get the reward again and again as those who haven’t been rewarded will as well strive to meet the set conditions required for one to be rewarded. Recognition: through recognizing one's distinct abilities and skills, he is motivated to continue building on it and making it outstanding more and more. As such, the trainee keeps working hard to make his skills more famous than they are at the time. Goals: A well-outlined goals make the trainees gear all their efforts toward specific objectives and missions. With the goals in place, the trainees are motivated as they have an ambition to achieve at the end of a period. Failure to achieve the ambitions gives them an opportunity to brainstorm on where they went wrong and made the necessary adjustments.[CITATION Eri09 \p 147 \l 1033 ] My reflection A well-coordinated team in which there is an effective flow of communication between the coach and the trainees is guaranteed a success. The coach must be very vigilant to ensure there is no communication breakdown between him and the trainees. In case the trainees are not pleased with the information passed to them, an amicable way of squaring it should be established to see the set objectives met. Conclusion One may not realize his or her talents until he or she is informed of their existence. This is best done through coaching where one undergoes serious training that will enable him to not only realize the talents but also develop them more to make him a greater person in life. A careful analysis of the trainer and the trainee is very vital in the choice of the training styles. None of the training styles should thus be named either bad of good just from mere distant observation. A good interpersonal relationship between the coach and the trainees proves is a gate to the success of the team. Such a rapport is only achievable through proper and effective communication skills between the parties. A coach is thus expected to understand his trainees and involve them in most of if not all decisions made for the purposes of the success of the team. When involved in the decision-making processes the trainees feel part of the team, and this tends to be a form of motivation to them. Well laid out objectives and goals in a team enable the team to have focus and thus gear its efforts in a direction. To perform effectively, the team must have what it is willing to achieve at the end of a period. With the goals and objectives in the minds of the players, any form of obstacles to the realization of the same can easily be identified and subjected to total control. Bibliography CITATION Fio96 \p 84 \l 1033 : , (Carpenter, 1996, p. 84), CITATION Jer11 \p 195 \l 1033 : , (Barbour, 2011, p. 195), CITATION Jer11 \p 203 \l 1033 : , (Barbour, 2011, p. 203), CITATION Eri09 \p 128 \l 1033 : , (Parsloe, 2009, p. 128), CITATION Nat13 \p 307 \l 1033 : , (Association, 2013, p. 307), CITATION Eri09 \p 314 \l 1033 : , (Parsloe, 2009, p. 314), CITATION HoL13 \p 54 \l 1033 : , (Law, 2013, p. 54), CITATION Nat13 \p 246 \l 1033 : , (Association, 2013, p. 246), CITATION Ann09 \p 145 \l 1033 : , (Herbolzheimer, 2009, p. 145), CITATION Eri09 \p 267 \l 1033 : , (Parsloe, 2009, p. 267), CITATION Ros07 \p 132 \l 1033 : , (Newhan, 2007, p. 132), CITATION Nat13 \p 188 \l 1033 : , (Association, 2013, p. 188), CITATION Jer11 \p 175 \l 1033 : , (Barbour, 2011, p. 175), CITATION HoL13 \p 240 \l 1033 : , (Law, 2013, p. 240), CITATION Dav12 \p 104 \l 1033 : , (Rosengren, 2012, p. 104), CITATION JKe08 \p 165 \l 1033 : , (Barge, 2008, p. 165), CITATION Phi11 \p 236 \l 1033 : , (Taylor, 2011, p. 236), CITATION Dav12 \p 78 \l 1033 : , (Rosengren, 2012, p. 78), CITATION Eri09 \p 147 \l 1033 : , (Parsloe, 2009, p. 147), Read More