Section 2 is about learning what the players feel more comfortable with in a learning environment, and then allows you the chance to incorporate basic coaching principles as well as employing a contigency of strategies regarding the various sub-sections included in "An Ideal Coach".
In addition, this section can also be used as a reference or starting point for the subsequent sections in the PCP. Section 3 will deal with your actual behaviour as a coach and which areas need improvement. For example, if one player rates you poorly in your ability to develop skills, you can then refer back to Section 2 to determine exactly what that player is looking for in their development.
This is a complex section because a player who receives a certain score, may not neccessarily fit into the guidelines we have provided. So, close observation and analysis of each sub-section is required to ensure maximal benefit is gained.
What needs to be done if the score received was prodominantly VERY IMPORTANT (22-40)?
A score of this nature would indicate that a player is very specific about the form and style of coaching he/she receives. A player that falls into this category is more likely to be dissatisfied with an average Coach, or may even be competing at a higher level. For example, a Local representative player might be more satisfied with the Coaching style of their Reps coach, rather than their club coach.
However, not to worry if you are that Club coach. It simply means that you player is more motivated, wants to suceed, and knows specifically what type of coach or coaching style they feel is condusive to their success at the various representative levels of their sport.
If your player falls into this category, it is likely to mean that they want their coach, i.e. yourself, to:
- Possess positive group and individual communication skills based on
motivation and encouragement
- Employ constructive feedback patterns rather than dictatory punishment
incentives, with various levels of frequency
- Possess extensive foresight and awareness, as well as positive problem
solving capabilities and effective solutions
- Be able to relate to the players on their level
- Have specific attributes. There is not a lot you can do about matching the
criteria here if you don't possess the desired age, sex or experience.
However, you then may want to encourage the player to feel comfortable
around you, keep an open mind and trust in your ability.
- Be efficient in your time allocation at training as well as planning and
preparation.
What needs to be done if the score received was prodominantly IMPORTANT or NEUTRAL (41-79)?
A player whose score falls into the category tends to possess mixed feelings about what they want in a coach, or it just might be that sport is not the 'be all and end all' for them. It takes the edge off pressure on you as their coach, as they aren't chasing as specific behaviours.
Although, your job now becomes more difficult as you must now closely scrutinise the results from each sub-section, and acknowledge that for some players, for example, feedback isn't as important, but communication is vital. Or, communication is useless if you don't possess the required awareness and problem solving capabilities.
What you do with players who fall into this category is on your discretion. It is likely that you may want to employ a mix of strategies from very important and not important to find the right mix that matches your player. In addition, you may also want to compare the results from your players, with the players that we tested in our research page.
What needs to be done if the score received was prodominantly NOT IMPORTANT or UNNECCESARY (80-110)?
The players whose scores fall into this category may very well turn out to problem players for you. They may not have had a coach before, or not played the sport before and therefore not know what to look for in a coach. It may be that they aren't motivated enough to want to suceed in the sport, and therefore not require specific coaching attention. Or it may just be that they are very flexible and work well independantly, and feel they only have a need for a coach if it suits them.
It may just be that your player in question doesn't fall into the coaching guidelines we have provided, and may require further attention to develop a suitable coaching strategy for them, or form a view or perception about their coach. It remains, however, according to research by (Giacobbi, Roper, Whitney and Butryn, 2002), important that the following is managed, and managed well:
- developmental considerations
- coachability
- motivation and competitiveness
- coach's influence
- team's influence
- miscellaneous contextual influences (including receptiveness to instruction, compatability, skill development and supportive team atmosphere..etc.)
Very Important
Important
Neutral
Not Important
Unneccesary
22-40
41-62
63-79
80-94
95-110
Feedback
Awareness & Problem Solving
Player Relations
Coach Attributes
Efficiency
43-45
46-50
51-53
54-57
58
