Section A
Name and Discuss Guidelines for Effective Coaching in Gymnastics
For effective coaching in gymnastics one should follow a procedure:
1. Planning
2. Conducting
3. Evaluating
Before this procedure can be followed the coach should have knowledge.
• Sport-specific Knowledge o How to effectively teach new skills in a safe environment, taking in consideration of the physical preparation and previous skill requirements.
• Personal knowledge on participants o Their name, age, medical problems as well as their physical capability
Planning
To be an effective coach, one should be well organised and prepared for the training sessions during the day, week, term and year. In ones’ plan should also consist of the lesson content, awards and
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Ability to keep repeating an activity over a period of time, there are two types of endurance activities:
1) Aerobic Endurance
These activities are usually two minutes or longer, and is the capacity of the heart and lungs to keep the body in momentum for a long duration.
2) Anaerobic Endurance
Using a muscle without the use of oxygen and is usually an activity that does not exceed two minutes.
Strength
In gymnastics the athlete should be able to bare their own body weight in order to perform the required elements. The ability to perform a maximum muscular contraction which is extremely important, Strength though is the capability to apply force against a resistance. There are two types of Strength in gymnastics:
1) Relative Strength
2) Absolute Strength
The main areas a gymnast should have strength in is:
• Upper Limbs
• Shoulder Girdle
• Abdomen
• Hip and Back muscles
• Lower Limbs
Power
Power is the rate of doing work and can be measured through force or velocity. This is a very important aspect for a high level performance gymnast as it involves both speed and strength. All dominant movement patterns involve power, therefore they can produce good lifts from the floor and
In order to see outcomes in this area of improvement, we as coaches must re-evaluate not only our athletes, but, in addition, our coaching styles. Of course, we all want to tell ourselves that we are great coaches and it's the athletes who are not following direction...
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.
Evidence of lifting weights can be traced back to the origins of man. As far back as cave painting and scrolls, there exists evidence of weightlifting. Initially as an expression of strength, to competition and functional training, weightlifting has carved its path through the ages. It has taken on a new role in the modern world; athletic training. With an entirely new emphasis in sports on speed, strength, and flexibility; weightlifting is more popular than ever. Unfortunately, young athletes often do more harm than good by injuring themselves lifting. When these uneducated lifters try to jump right into a program, lifting more than they should, an injury is imminent. What is overlooked, is that when weightlifting is done correctly, it has a great potential to prevent injuries instead of cause them. Understanding how the body works, using proper technique on the appropriate lifts, and participating in regular physical activity can greatly reduce the risk of athletic injuries.
Coaches should have an arrangement of fundamental abilities that they depend on to produce a positive outcome. Definition of a coach from the American Heritage Dictionary, Third Edition (page 167) One who trains or directs an individual or team, to train or instruct teach a team. The goal behind coaching is to exhibit the ability to get the most out of everyone on the team. It should be a goal to bring out the greatest potential from every team member. It’s insane how many players do not even know their true potential. Successful coaches assess these individuals and the team to advance them to the next level of sports. "The Little Book of Coaching, Motivating People to be Winners" by Ken Blanchard and Don Shula (2001) gives a great acronym of the word C-O-A-C-H. The acronym breaks down as follows: Conviction Driven: never compromise your beliefs-Overlearning: practice until it is perfect-Audible-Ready: know when to change-Consistency: respond predictably to performance-Honesty-Based: walk your talk. This acronym should remind you of your job as a coach. A good coach
The seminars would include such topics as how to maintain control of one’s temper, how to involved a coach should be in a player’s life and where the boundaries are, and also how to use positive reinforcements rather than negative. The coaches would need to go through this training before every new season of their respective sport to stay current on the techniques, as well as be reminded of the importance of being aware of how problems can arise if bullying may occur. Another important aspect of this program would be the evaluation done on the coach’s performance as a coach by the players. This would allow the players a chance to prevent problems from happening in the future by informing the administration. The evaluations would then be
Hansen, PJ. (2001). The Preferred Learning Styles of Student Athletic Trainers and Certified Athletic Trainers in NATA District IV and DistrictV. Journal of Athletic Training, 36 (2), 45. Retrieved March 7, 2003, from www.journalofathletictraining.org/jatsupplement/athletic.htm
The sheer energy of a gymnast alone can be felt by audiences of all ages, but what the spectators lack the ability to feel is the pounding of the bodies that bear the impact of the athletes in action. Gymnastics consists of a mixture of acrobatic performances of four different events for females, and six different events for males (Gianoulis 1). Gymnastics is demanding in a multitude of ways, including: physically, emotionally and mentally. It requires countless hours of dedication. The concerns of most gymnasts are moving up to the next level, or getting a more advanced skill, while the concerns of the doctors, coaches, and parents revolve mostly around the athlete’s health, which is put at stake for the adored yet dangerous sport. Injuries are common among both male and female gymnast alike, but due to the fact a female gymnast’s career peaks at the same time of major growth and development, a female gymnast’s body as a whole is more likely to undergo lifelong changes or affects (Gianoulis 2). Among the injuries of the mind blowing athletes, the most common ones affect the ankles, feet, lower back, wrist, and hands of individuals (Prevention and Treatment 1). From sprains, to the breaks, the intriguing sport of gymnastics is physically demanding on a gymnast’s body.
As a society we have the ability to change the ways in which our elite gymnasts are learning gymnastics. We need to redirect the teachings of the coaches and the parent involvement in order to achieve a atmosphere in which gymnasts can explore, learn and gain gymnastic abilities in which they feel they can handle. “ Over the last 20 years there have been many publications on coaching as it relates to sport psychology or sport pedeology. No theoretical framework, however, exsits for explaining which factors are most important in the coaching process and which relationships among these factors are most significant.” (Cote pg.1) I propose that we create an environment with a stress on healthy dieting, good exercise and less strenuous workouts. Not an environment where winning is the prime concern. There are man...
There are many sports to coach, so choosing the right sport to coach would be the first test for any coach. Naturally, one would want to coach a sport that you know the most about. For ...
Starr, J. (2008) Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching. (2nd edition) Harlow: Pearson Education Ltd.
It also offers a guide for the practitioners and how they can development professionalism in the course and practice. The website educates and provides information for sporting persons such as athletes on how to enhance their sporting performance. Performance is enhanced through the use of scientific knowledge, applications and methods in fields of biomechanics, physiology, psychology, and motor development and control. The information provided is essential for exercise practitioners and students. It equips the exercise and support trainer with the skills they require to ensure quality services to the participants of exercise and sports and other recreational services (Exercise and Sports Science Australia,
Potrac, P., Gilbert, W. and Denison, J. (2013). Routledge handbook of sports coaching. 1st ed. New York: Routledge.
The coach becomes a motivator and a facilitator of growth or athletic skills. This growth will ultimately lead to the attainment of individual and group goals. For the sports team, the coach will lead its members’ growth in developing training, providing encouragement, and monitoring their progress. The player will become more skillful in the game. More skillful players win. Sport coaches will assess their players’ overall strengths and weaknesses by placing the player in a position which accentuates their positive attributes, in an attempt to overcome any negative aspects.
Smith, Smoll & Curtis, (1979) suggests that when teaching, safety should be a priority and given the nature of sailing there is greater risk of injury if things do go wrong therefore, the use of command style teaching is appropriate to ensure safe practice (Smith et.al, 1979). However this style of teaching should be used with caution as taking decision making and narrowing learning can become de-motivating leading to an adverse effect on the athlete’s development (Bruner, 1966). Surujlal & Dhurup (2012) suggests in order to be an effective sports coach they must be able to adapt their teaching style to suit specific situations and the athletes. For example using the command style to demonstrate key points before adopting a more athlete lead approach to promote learning and motivation (Bruner, 1966). In addition Mosston & Ashworth (1990) suggests by increasing student decision making athletes will in turn have higher levels of motivation and willingness to learn as it is important that all levels of ability learn both extrinsically and intrinsically. For example, when an athlete is starting to sail they will need to learn when the boat is about to capsize they can alter their COM to counter balance the boat, this can be suggested by the coach but it is not until it happens that the athlete will be able to learn this
The word coach in a dictionary means a process that enables learning and development to occur and thus performance to improve. This means, being successful requires a knowledge and understanding of the process as well as the variety of styles, skills, and techniques that are appropriate to the context in which the coaching takes place. Next is mentoring, which means off-line help by one person to another in making significant transitions in knowledge, work or thinking. Both are very efficient whenever you’re dealing with student-athletes. However, mentoring, particularly in its traditional sense, enables an individual to follow in the path of an older and wiser colleague who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaching, on the other hand, is not generally performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skills focused. Given that shows there are professionals offering their services under the name of mentoring who have no direct experience of their clients’ roles and others offering services under the name of coaching who do. In other words, it is essential to determine what needs are productive, and to ensure that the coach or mentor can supply their student-athletes with the level of service that is required; whatever that service is