new coaching generation z athletes · 2020. 10. 5. · magglinger trainertage 2019, magglingen, 5...
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Athletes’ career developmentCoaching Generation Z athletes
Paul WyllemanVrije Universiteit Brussel • Team NL
Magglinger Trainertage 2019, Magglingen, 5 November 2019
Generation Z characteristics
• Born after 1995-96
• ± 21% younger than 20 yrs (in 2014)
• 902.000 0-10 yrs + 854.000 11-20 yrs (in 2014).
Definition & numbers
(Wylleman, 2019)
• Short attention spans
• Excellent technology skills
• Need structure and boundaries
• Lack strong interpersonal skills
• Best-educated generation
• Want to be involved in decision-making.
Characteristics
(Gould, 2019)
(Wylleman, 2019)
Characteristics& behaviour& coaching
(Adapted from Weinberg & Gould, 2007)
(Wylleman, 2019)
Psychologicalcore
Typicalresponses
Role-relatedbehaviour
Social environment
Sport psychologistCoach
Psycho-logical
development
Psycho-social
development
Financialdevelopment
Legaldevelopment
Academic/Vocationaldevelopment
Athleticdevelopment
Holistic perspective & characteristics
(Wylleman, 2019)
MasteryDevelop-ment
Initiation Disconti-nuation
Short attention span • Easily distractedResults-oriented • High expectations
Instant gratification/impatientExtrinsically motivated and driven
Not as resilient • Struggle with adversityLack planning • Poor problem solvingMore independent (travel, logistics)Different style of play, need basics
More visual.
Gen Z
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
Athletic development
(Wylleman, 2019)
Gen Z
Psycho-logical
developmentAdult
Adoles-cence
PubertySchool-child
Athletic development MasteryDevelop-
mentInitiation Disconti-
nuation
Growing up more slowlyTake criticism/neg. feedback poorly
Increased anxiety & mood disorders.
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
(Wylleman, 2019)
Gen Z
Psycho-social
development
Partner – Young familyCoach – Support staffTeammates - Students
PeersCoachParents
ParentsSiblingsPeers
Family(Coach)Peers
Athletic development
Mastery
Develop-ment
Initiation
Disconti-
nuationPsycho-logical
developmentAdultAdoles-
cencePubertySchool-
child
Care about what others thinkLack strong interpersonal skills
Passive/bad communicatorsWant be involved in decision-makingCheck if authority figures are correctOpen when strong relationship with
coach.
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
(Wylleman, 2019)
Gen Z
Academic/vocationaldevelopment
Primaryeduca-tion
Secondaryeducation Higher
education(Semi-) prof.
athlete
(Semi-) prof. athlete Post-athletic career
Athletic development MasteryDevelop-
mentInitiation Disconti-
nuationPsycho-logical
developmentAdultAdoles-
cencePubertySchool-
child
Psycho-social
development
Partner – Young familyCoach – Support staffTeammates - Students
PeersCoachParents
ParentsSiblingsPeers
Family(Coach)Peers
Excellent technology skillsBest-educated generation
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
(Wylleman, 2019)
Gen Z
Financialdevelopment Family EmployerNGB/NOC
SponsorFamilyFamily
NGB
Athletic development MasteryDevelop-
mentInitiation Disconti-
nuationPsycho-logical
developmentAdultAdoles-
cencePubertySchool-
child
Psycho-social
development
Partner – Young familyCoach – Support staffTeammates - Students
PeersCoachParents
ParentsSiblingsPeers
Family(Coach)Peers
Academic/vocationaldevelopment
Primaryeduca-tion
Secondaryeducation Higher
education(Semi-) prof.
athlete
(Semi-) prof. athlete Post-athletic career
Restricted/lack financial skills.
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
(Wylleman, 2019)
Gen Z
Financialdevelopment Family EmployerNGB/NOC
SponsorFamilyFamily
NGB
Athletic development MasteryDevelop-
mentInitiation Disconti-
nuationPsycho-logical
developmentAdultAdoles-
cencePubertySchool-
child
Psycho-social
development
Partner – Young familyCoach – Support staffTeammates - Students
PeersCoachParents
ParentsSiblingsPeers
Family(Coach)Peers
Academic/vocationaldevelopment
Primaryeduca-tion
Secondaryeducation Higher
education(Semi-) prof.
athlete
(Semi-) prof. athlete Post-athletic career
Legaldevelopment
10 15 20 25 30 35
Minor Adult (of age) Need structure and boundaries in a customized way
(Gould, Nalepa & Mignano, 2019; Wylleman, 2019 )
Coaching Gen Z athletes
• Have empathy and understand the perspective of Gen Z athletes.
Adopt attitude
(Gould, 2019)
(Wylleman, 2019)
• Ask questions to open communication
• Set clear expectations on- and off-field
• Pair instruction with negative feedback.
Optimize communications
(Gould, 2019)
(Wylleman, 2019)
• Let them know your failure/struggle as coach to build relationship
• Be open and spend time for building relationships
• Be creative to get buy in
• Build independence by giving more ownership
• Reward system for tasks/skills with tangible rewards.
Strengthen relationships
(Gould, 2019)
(Wylleman, 2019)
• Explain why adversity is important, helps athletes get to next level
• Build resiliency by creating adversity and coach them through it
• Prepare and have players discuss struggles in practice with group after
• Use technology.
Develop skills
(Gould, 2019)
(Wylleman, 2019)
PlanningProblem solvingProcess-focused
Protecting one’s boundariesPurposefulnessSelf-confidence
Self-reflection development & performance
AdaptabilityCommunication
DecisivenessFocussing
Maintaining optimal balancePerforming under pressure
Perseverance
Develop skills
(Wylleman, 2019)
Perseverance
Self-confidence
Knowing & setting limits
Focussing
Communicating
Process-oriented
Balance elite sport & other activities
Reflection development & performance
Planning
Goal-oriented
Problem-solving
Adaptability
Taking decisions
Performing under pressure.
Age
(Blijlevens, Elferink-Gemser, Wylleman, Bool, & Visscher, 2018; Blijlevens, Wylleman, Bool, Elferink-Gemser, & Visscher, accepted)
Reflections
• Every generation has different characteristics
• Every athlete has different characteristics
• Analyse characteristics and use athletes’ strengths (debet approach)
• Focus on competency development in athletes
• Strength coaching determined by coach competencies rather than only
athletes’ characteristics.
(Wylleman, 2019)