(Jenkins, 2010) defined coaching philosophy as the different beliefs and values that each coach has, which have an effect on their coaching practice. As (Councilman, J. 1977) states, every coach already has a set coaching philosophy regardless of whether or not they have taken the time to actually outline and identify what their philosophy is. Each individual coach will have built up their own philosophy, but few of them will have taken the time to actually identify the reasons behind these beliefs. This is quite surprising, given that studies such as (Burton & Raedeke, 2008; Hardman & Jones, 2013) show that developing a set philosophy and identifying the reasons behind a coach’s values plays a very important part in the success of that coach.
The coaching scenarios proved beneficial to coaches as it gave coaches the practical skills based on theoretical principles that have direct application to their coaching practice. Furthermore, Vella et al (2013) highlighted the importance of a collaborative relationship between the 'coach learner and coach educator'. With this relationship they suggested that it is necessary for the educator to facilitate practical understanding as opposed to theoretical understanding. To summarise, Vella et al (2013) established that through the supplementation of informal pathways could greatly affect the formal program. Incidentally, Erickson et al (2008) similarly found that 'coaches learn and prefer to learn from a variety of sources which combine to
Basic knowledge would be required for youth sports, but a detailed knowledge base is essential for seniors and professional sports. “This knowledge includes an in-depth understanding of the skills, tactics and strategies required for effective training, practices and game-day decisions” (J H. , 2013). In the book “The Successful Coach: Guidelines for Coaching Practice”, it states that “effective and successful coaches have an open and inquiring mind set, and that they never assume that they know everything about their sport or coaching” (1996). The qualities of inquisitiveness and thoughtfulness combined with a willingness to challenge traditional views are important. However, Crisfield states that “there is no substitute for having a firm knowledge of the sport, performers, factors that influence performance and the factors that influence the effectiveness of coaching”,
They believed that teachers who had training followed by coaching would have a higher transfer of learning rate than teachers with training only. Those early studies showed that “teachers who had a coaching relationship practiced new skills and strategies more frequently and applied them more appropriately than did their counterparts who worked alone.”
As a coach, I believe that coaching is “unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them” which was stated by John Whitman. I agree with this quote because as a coach I want to do what is best for each player individually. Therefore, I stress the importance of accountability, punctuality, discipline, but most importantly great sportsmanship. Every action or reaction of each person affects the entire team.
Along with that, reliability is another one of my better qualities as a coach because it is important in coaching that you have the trust of your assistants and your players. Coaches also have to understand the differences between their players because some players will learn much faster than other and you have to find a way to balance between coaching the fast learners and the ones that do not learn as
They proved that teachers who had trainings followed by coaching would have a higher transfer of learning rate than teachers with training only. Coaching relationships has a long lasting impact on the coach and
The first study by Theeboom et al (2013) is a meta-analysis on the effects of coaching on individual level outcomes in an organizational context. In this study, the authors aimed to shed light on the effectiveness of coaching within an organizational context. They addressed the question of coaching effectiveness in 5 areas: performance/skills, well-being, coping, work attitudes, and goal-directed self-regulation. The second study I consulted for the review process is Grant et al (2010), ‘The State of Play in Coaching Today: A Comprehensive Review of the Field’. The reasons why I relied on these two studies is because the authors undertook a comprehensive review of the coaching effectiveness and coaching literature achieving both breadth and depth in the review.
His expert teaching methodology made me eager to attend every his class without exception. Coming to class and seeing my instructor's energy propelled me to look for the same sort of enthusiasm in my life. He was more than only a person of a great motivation, he was a coach who taught me the significance of studying and helped me to find a necessary life balance in order to succeed in my chosen field. My first teacher has turned into the educator
Managers are expected to be skilled at coaching their staff to enhance employee engagement, wellbeing and performance, and to facilitate organisational and personal change (Chartered Institute of Personnel Development, 2004). Similarly, although there is past research examining the impact of coaching on factors such as wellbeing (Green et al., 2006), goal attainment (Grant, 2003) and leadership style (Smither et al., 2003; Wasylyshyn, 2003), there are few published papers on the impact of coaching skills training on managers’ coaching skills let alone how does it impact on productivity. The purpose of this study is to close the gap by extremely investigating this phenomenon through the relevant literature, shedding more light into the relationship of compensation, job involvement and feedback and employee productivity with the mediating role of coaching and providing suggestions to the public organizations as how they can make best use of coaching to make their employees perform well on the