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Roles and responsibilities of sports coaches
Responsibility of sports coaching
Roles of sports coach
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“Most people in the world who have worked at their jobs for any length of time will be able to testify how their job and also, how they have changed over the years; and coaching is no exception. Far too often coaches, players and entire teams do not know how to, or choose not to unleash their ability to be creative and innovative. Yet they want improvement. Sometimes improvement comes from the commitment to work, yet, sometimes it must come as a result of making changes. When the reality that change is needed so too is the ability to tap the individual and team innovation and creativity is also needed”. (J M. , 2005)
According to Cabral in the book “The Successful Coach”, “coaching is not easy to define”. (1996). The International Sports Coaching Framework states that; “coaching is a process of guided improvement and development in a single sport at identifiable stages of athlete development” (ICCE, 2012). In the book “What is Sports Coaching”, they have a similar way of defining a coach by saying; “a coach is someone who uses sport as a vehicle for the development of individuals both as performers and as people” (Miles, What is Sports Coaching?, 2003). As a sports coach you can also influence the development of your athlete personally by promoting their own welfare, learning life skills and how to manage their own personal affairs, (e.g. education),
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Most sports evolve over time and rules also change, making it essential for coaches to learn new competition and training techniques. An open mind is crucial to effective coaching and different ways of doing things. Coaching clinics and camps provide structured opportunity’s to learn and discuss these new techniques while gaining knowledge of the game (Crisfield P. , 1996). In addition, a substantial amount of information can be gained from observing more experienced
Coaching is an integral part of helping achieve one’s maximum abilities. Dr. Gawande (2013) explains that, “Coaches are not teachers, but they teach. They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they can be bossy” (p. 3). It is difficult to say what is the exact function of a coach, however, they help bring forth another point of view different from our own and they also help bring about the right mindset in order to subdue a weakness.
A big question in today’s society is “Will a coaching philosophy improve performance or provoke a lifelong commitment to sport, or develop character, etc.?” I believe that all can be affected by a coach’s philosophy and the way that coach does things. The reason I say that is because there are so many different coaches out in the world that make the game easier, but also crappy for players.
As I have asserted, coaching is far more than winning or losing. A coach is an essential cog in shaping qualities such as sportsmanship, competitiveness, self discipline, and work ethic. A quality coach can build a player up while a bad coach can tear them down. My goal as a coach was to always leave the player striving to be the best they could be. A good coach
However, this is not really a direct correlation to the coach’s effectiveness in a particular sport, being that there are many other factors in coaching a team other than game records. The coach’s job is to enhance the athlete physically, socially, and psychologically, winning is only considered a by-product of that job (Gillham, Burton, & Gillham, 2013). Gillham, Burton, and Gillham (2013) focused on developing a Coaching Success Questionnaire-2 to allow a means of evaluating other aspects of a coach’s interaction with their athletes as both a research and coach development tool. A sample group of athletes at the varsity and club level ranging from ages 18 to 25 was used to develop the questionnaire by asking their perceptions of their coaches.
N.p., n.d. Web. 4 Apr. 2014. "Players First: Coaching from the Inside Out." Amazon.com.
The process of becoming a great Coach requires a mix of intelligence, time, hard work, dedication, and knowledge of the sport that someone is coaching. Coaches have the opportunity to impact the players life in a huge way. Most players want to look up to their coach; because that is how influential that they can be in life. The goals every year of a coach is to win a conference championship and win a major championship. The goals vary every year for certain teams and coaches. A reason to become a coach could be the influence that coaches had on one’s childhood growing up, as coaches are usually looked at as great role models. (Foster)
Coaching is not only showing a team what to do, but explaining to them why it is so. Each game, the coach is accountable for getting all 11 players on the field working as one unit. He's responsible for preparing his team for battle each week and for making sure his game-time decisions are flawless. The coach is not only the head of the team, but a leader for all the players. A coach must maintain a pristine level of emotion and discipline so that he is respected by everyone.
“A coach is someone who is equipped to aid individuals or groups and organisations to maximise their performance in pursuit of their desired goals.” (Dexter et al, (2011) p.4)
The attribution theory is essential to coaching and understanding our athletes and their motivations. Throughout sports and competitive activities, individuals are determining whether the activity they are doing is a success or a failure. But the real question that needs to be asked is why are they attributing something as a success or a failure. What is guiding them to view something that can be as simple as getting out of bed in the morning as a success or failure? This paper will dive into why the attribution theory is so critical to coaching and how you can use it to guide yourself, your players, and your teams to become as successful as possible.
Susan Welch, L. S. (2007, December 15). Who's Calling the Shots? Women Coaches in Division I Women's Sports. Social Science Quarterly, pp. 1416-1431.
Coaching, however challenging, is a great way to influence the lives of others while also building their character. For as long as there have been sports, there have been people teaching the sport to the players and making them better at it. Coaches must have certain qualities in order to obtain success. One must also look at a coach’s motivation for his job, his passion for what he does, his methods for coaching, and how he became a coach in order to fully understand him. There are many questions someone may want to ask a coach about his profession if they are interested in coaching. Some questions would include: Why did he choose this as a profession? How did he get into coaching? What does one have to do to get a job as a coach? How does a coach become successful? I aim to answer all of these questions and more in my paper.
Potrac, P., Gilbert, W. and Denison, J. (2013). Routledge handbook of sports coaching. 1st ed. New York: Routledge.
In today’s society being a coach can be extremely complicated especially compared to earlier years. Coaching requires not only many technical and personal skills but also has to include positive psychology that will affect all athletes regardless of gender, age, and race. After reading various articles this leads me to the question, what is a coach? How do coaches differ from one another? In addition are we forgetting the importance of not only coaching but the sports psychology aspect of coaching overall? Regardless of what you may have read or heard I believe not only do all coaches have their own coaching style but every coaching technique and style is different. Coaching styles and positive psychology are two techniques that can provide
Cassidy, T., Jones, R., Potrac, P. (2009) (2nd ed.). Understanding Sports Coaching: the social, cultural and pedagogical of coaching practice. London: Routledge
Being a male coach comes with certain stereotypes including that males are indifferent to emotional needs of young girls, to their physical growth, or they are unknowing of females. There also have been extreme situations where coaches have sexually mistreated their athletes. When the coach intends well, difficulties commonly occur. Female athletes are susceptible to want to satisfy male authority figures. Instead of blaming their coach, they may blame themselves for a coach’s unpleasant conduct toward them. Coach’s may approach instructing female athletes the same as male athletes, this includes being aggressive. The coach may put more pressure on the female athlete than needed or may have a heightened training schedule. These approaches that may work for male athlete, may not have the same effects of female athletes because females are more sensitive and mature contrarily. (Bloom,