A key concept:The 5 W’s

We need to understand the goals context, strategies used (by coach and athlete) and how they

interrelate to understand practice and outcomes

In other words…The 5 W’sWhat Works for Who in What Context and Why

North, Muir, Duffy & Lyle (2011)

So, it’s about evidence based practice… But what evidence do we draw on to make

judgements about our practice & performance?

How we see the world depends on the lens we look through.

(Muir, 2011)

Who are we coaching?

Using bio-psycho-social theories and concepts as

thinking tools to understand your players needs and wants

WHO are you coaching?

Using technical, tactical and psycho-motor theories and

concepts as thinking tools to build your sport specific

performance model

What are you coaching?

Using skill acquisition theories and concepts as thinking tools

to optimize learning and development opportunities

How are we coaching?

PLANDO

REVIEW

Understanding of Culture & Context:Policies, Pathways, Resources, NGB, Player/Athlete/Participant/Other Expectations & Constraints

A Framework For Coach Decision Making (Adapted from Abraham, Muir & Morgan, 2010)

Understanding of Context, Culture, Policies and Expectations

Knowledge and Skills[Who, What, How, Context, Self,

Plan-Do-Review]

Coaches[Needs & Wants]

Who are we developing?

What are we working with them on?

Learning Environment[Learning and Development

Activities and Coach Educator Behaviour]

RELATIONSHIPSGOALSPLANDO

REVIEW

How are we creating the development experience?

The Coach Development Model (Abraham, Muir & Morgan, 2010)

Steven Covey: Habit 5:

“SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD”

Understanding “Folk Theories”Bruner’s ‘revolutionary insight’“...in theorising about the practice of education in the classroom (or any other setting, for that matter), you had better take into account the folk theories that those engaged in teaching and learning already have. For any innovations that you, as a “proper” pedagogical theorist, may wish to introduce will have to compete with, replace, or otherwise modify the folk theories that already guide both teachers and pupils” (p. 46)

Creating Constructively Aligned Plans To Meet The Needs of Different Coaches (‘WHO’)

Level 1 Group

Level 2 Group

Type A

Type B

Type B

Type A

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

LO Assess K&S Exp. Res.

------------------------ ? ? ? ?

Adapted from Jolly, Muir & Piggott (2014)

P-R-O-B-E

• Perspectives – Background, developmental

pathway, engagement in sport – how have these things

shaped an influenced your coaching perspectives, beliefs

and values?

• Role & Responsibilities– How many players do you

currently have in your squad? Age, stage and competitive

level? Number of contacts? Contextual factors?

• Objectives – What are your short, medium and long-

term objectives as a coach?

• Expectancies – What are your expectations of the

players, parents and other key stakeholders in the coaching

context?

(Muir, 2014)

Session Objectives

LearnerEngagement

Learning Activity

Structure

Coach BehaviouralStrategies

Goals OutcomesMicro Cycles1 2 3 5 6 7

The Coaching Practice Planning and Reflective Framework (Muir et al., 2011)

Experience and reflection

“Coaches learn from experience”

“Reflection-in-action”

1) Problem setting; 2) On-the-spot experiment; 3) Appraise consequences

Notice conflicts between expectations and reality (have clear expectations and observe outcomes)

Possess ‘knowing-in-action’ (tacit knowledge) to guide experiments, and the confidence to try them out

Have the time and ability to reflect accurately (observers, mentors, video) and weigh intended and unintended consequences

Piggott (2014) adapted from (Schön, 1983)

Problem settingTASK: relate an example from your own experience

Player cried, parents

complain

Intensity of the session was too

great?

Player is too soft?

Expectation of intensity too high?

What do I want to achieve?

Mentally tough players

High tempo and physical practice

Winning games and player

progression

How to gradually improve the mental

toughness of the players in practice?

Puzzling, troubling situation

Real problem

Piggott (2014)

Building blocks of motivation

Com

pete

nce

Rela

tions

hip

Auto

nom

y

Purp

ose

Higher Motivation

Adapted from Deci & Ryan (1985)

Self-EfficacyAlbert Bandura (1986)

“the belief in one’s capabilities to organise and execute the courses of action required to manage positive situations”

Feedback

Making sense

Doing

Needing

Wanting

Ripples On A Pond: Factors That Underpin Successful Learning (Race, 2005)

Using more than one ‘thinking tool’ to promote successful learning Muir (2012) (Adapted from Race, 2005 and Muir, 2011)

Wan

tingNee

ding

Doing

Feed

back

Mak

ing s

ense

Sess

ion

Objecti

ves

Coac

h Be

havio

ural

Stra

tegie

s

Lear

ning

Activit

y St

ructu

re

Lear

ner

Enga

gem

ent

Goa

ls

Out

com

es

Mic

ro C

ycle

s

1

2

3

5

6

7

Delib

erat

e Co

achi

ng P

racti

ce?

Cons

tructi

vely

align

ing p

racti

ce fo

r suc

cess

ful le

arni

ng!