Creating an Inclusive, Positive Sporting Environment

• Understand athletes’ characteristics

• Inclusion of all

• Athlete-centred approach

Athletes Characteristics• Different physical

– Fitness– Body build– Senses

• Hearing, touch or pressure, balance, visual, kinaesthetic

• Different personality– Attitudes– Values – Attentional Style– Anxiety– Need to achieve

• Different backgrounds• Different communication

styles

Basic Fundamental Emotional Needs

• The need to be accepted and to belong

• The need to feel significant

• The need to feel capable or competent

• The need to feel safe

Self-Esteem

• Belief in oneself, self-respect and self-liking

• Sense of self worth– Critical to learning– Self-esteem enables people to

believe they are competent and worthwhile and more willing to take on new challenges

– Helps to become more compassionate, responsible human beings

– Affect health, relationships, competence, goals that are set and achieved, performance and happiness

– Coach is a major contributor

Demonstrating that You Care for and Accept Each Individual Athlete• Take athletes seriously• Listen carefully• Tell athletes you care for

them• Touch respectively• Smile• Use simple hand gestures• Be sensitive to ethnic and

racial terminology• Be sensitive to pronunciation

of names• Provide sincere encounters

Encouragement

• Search for, identify and acknowledge the athlete’s strengths

• Display faith and confidence in the athlete’s abilities and judgements

• Give responsibility

• Avoid criticising mistakes, look for logic behind mistakes instead

• Recognise effort and improvement not just final achievements

Increasing Intrinsic Motivation

• Provide for successful experiences

• Give rewards contingent on performance

• Use verbal and nonverbal praise

• Vary content and sequence of practice drills and activities

• Involve participants in decision making

• Set realistic performance goals

Positive Reinforcement• Choose effective reinforcers

• Ensure appropriate timing and frequency

• Select behaviours to reward– Successful approximations– Performance (not only

outcome)– Effort– Emotional and social skills

• Provide knowledge of results

• Provide contingent, sincere feedback

Principles of Reinforcement• Positive reinforcement

– “If doing something results in a good consequence, people tend to try to repeat the behaviour to receive additional positive consequences” (Weinberg & Gould, p. 138)

• Negative reinforcement– “If doing something results in

an unpleasant consequence, people tend to try not to repeat the behaviour to avoid more negative consequences” (Weinberg & Gould, p. 138)

Approaches Influencing Behaviour

• Positive:– Designed to strengthen desired

behaviours by motivating participants to perform them and by rewarding them when they occur

• Negative:– Attempts to eliminate

unwanted behaviours through punishment and criticism, thus primary motivation is fear.

Punishment

• “A consequence that weakens or suppresses a behaviour that produces it “ (Williams, 1998, p.31)

• Punishment works by arousing fear, if used excessively, punishment promotes the development of a fear of failure, (which equals a decrease in performance)

• Side effects:– unpleasant coaching situations that

hinder the learning of skills– arouses resentment and hostility– coaches need to look at their role

modelling for young people’s social development

Guidelines for Using Punishment

• Be consistent• Punish the behaviour, not the

person• Allow athletes’ input for making up

punishments• Do not use physical activity as a

punishment• Ensure punishment is not perceived

as a reward or getting attention• Impose punishment impersonally• Do not punish athletes for making

errors in performance• Do not embarrass individuals• Use punishment sparingly

Training SessionManagement

• Preventive:– The coach

avoids sources of disruption and maintains appropriate athlete behaviour

• Disciplinary:– The coach

handles inappropriate behaviours as they occur

• Refers to any provisions that the coach makes to create an appropriate environment for learning

Training Session Management

• Preventive Management:– The proactive rather than reactive

strategies coaches use to develop and maintain a positive climate in which minimal time is devoted to behaviours

• Managerial Task System– Establishment of a structure to

create an appropriate learning environment. It establishes the limits for behaviours and expectations a coach has for his/her athletes

Preventive Management• Control initial activity

• Start sessions promptly and on time

• Establish and practise signals and routines

• Coach proactively

• Use high levels of specific feedback

• Interact positively

• Avoid slow-downs and breaks

• Use management games

• Use brief and concise instructions

Skills for Preventive Management

• Routines

• Prompts and hustles

• Positive reinforcement

• Games

Rules and Routines

• Routine:– A procedure for performing

specific behaviours within a class setting, behaviours that tend to recur frequently and unless structured, can potentially disrupt or delay the pace of a session

• Rules– defining acceptable or

unacceptable behaviour

Routines• Entry

• Warm-up

• Attention/quiet

• Home base

• Gain attention

• Disperse

• Equipment

• Retrieve

• Start

• Boundaries

• Finish

• Leave

• Housekeeping

Guidelines for Rules

• Short and to the point

• Appropriate language

• 5-8 rules

• Stated positively

• Consistently applied

• Consistent consequences

• Willing to enforce

Non-Managerial Activities

• Content-related instructions

• Explanation of a game, activity

• Explanation or description of a skill

• Individual or group feedback

• Athletes are practising a skill or activity or playing a game

Managerial Activities• When the coach stops or

interrupts an activity and then resumes or initiates a new activity

• Gathering for instruction

• Transition to new activities

• Telling personal stories, unrelated to context

Barriers that Condemn Athletes to Failure• Having unrealistic athletic

expectations of the athletes• Evaluating young athletes’ social

behaviour according to adult standards or evaluating the athletes on the basis of expectations that have not yet been achieved

• Criticising or “dumping on” athletes when they are already down.

• Talking too much and not allowing the athletes to discover useful explanations themselves

• Excessive directing• Assuming the worst• Maintaining standards that are too

low

If you expect perfection from people, your whole life is a series of disappointments, grumblings and complaints