In The Activities Coaching Career Education Essay

The main goal is develop versatility. This is because insufficient versatility hinders the performance of certain elements, for example, elements with splits needed or elements with a high degree of back overall flexibility needed. Development of versatility in the joint parts is doubly effective between your ages of 9 and 13 years than in any other period of progress (Jastrjembskaia & Titov, 1999). Which means this is why bettering flexibility is the primary goal as though it is attained at this level is likely to stay with the gymnast at mature level (providing the continuation of stretches). Durability is also an important aspect as with the essential body actions, overall body strength is needed to have the ability to control the actions. Without this strength elements cannot be performed well, for example a gymnast may be versatile enough to produce a splits balance however, not strong enough to carry the total amount as required. Coordination is just as important because the gymnast needs to be able to organize their body actions at the same time as equipment work. Finally, included in the goals is drive as it is important that the gymnast relishes the sport which is motivated to keep. This is why my periods must have a little component of fun added. A good example of a development I intent to make is from the essential split leap I want the gymnasts to be able to do a divide step with a back bend. Improved back again overall flexibility and coordination will be needed to be able to do this.

The conceptual model (Figure 1) presented, clearly puts the mentor in the 'driving a motor vehicle seat' of what's actually going to be trained, and importantly, how. This model emphasises the need for a higher degree of specialized knowledge and the capability to organise this knowledge for coaches to develop effective progressions and sequence them in an appropriate fashion (Irwin, Hanton & Kerwin, 2004). How I used development of the abilities taught proved to be effective. I broke down skills and advanced from the basics up to more difficult skills. I trained the abilities this way and also by the end of the 6th week, the gymnasts could actually show the mandatory skills by using apparatus at the same time. The equipment used because of this generation is rope, hoop and ball. I had an objective that by the finish of the six week period the gymnasts must have the ability to produce a put with two body rotations underneath. This is attained by concentrating on throwing strategy and the acceleration of the actions underneath. All gymnasts were able to achieve this by the finish of six weeks and they have now progressed their difficulty level with apparatus.

At the finish of each time I evaluated the effectiveness of the programme. After a few of the classes I felt the need to make some adaptations to the programme. For instance, during a few of the sessions I found that I had a need to participate the gymnasts more in the training process. I did this by like the use of more questioning to be sure that they recognized the corrections and by obtaining a gymnast to show the others a skill when she was proficient at it. I also developed the capability to have a less difficult plan and conform the session at that moment when changes were needed.

Rhythmic gymnastics is concerned with the acquisition of lots of specific and identifiable skills or agilities and the procedure by which these and other skills are learnt is of equal significance. It is important a variety of coaching methods are being used to permit all gymnasts to see satisfaction and understanding of what the body is doing and when (Williams, 1987). Without these feelings of the control of the body the gymnast would not be able to progress very significantly in the sport. So in the lessons that I took I included several different delivery styles. It can be discovered that the best mentors can transform their style to for different situations and also have the ablity to make use of several different styles in one program (Mawer, 1995 cited in Jones, Hughes and Kingston, 2008). Salmela (1995) discovered that experienced and expert instructors had an extremely athlete-centred method of the role. Therefore the coach could modify her instruction style to suit the gymnast's potential and learning style. For instance, one of the gymnasts I needed was typically only in a position to learn kinaesthetically. So with some of the body actions I had developed to personally help her to do it to be able to feel the right position.

Although I've used a variety of coaching styles, the practice style was the most mostly used. It's very like the command style for the reason that the educator is the principal decision manufacturer, and the task will also start with a demonstration and description of what's to be achieved. The students then practice the skill, either on their own or with a group, as the instructor observes their performance and will be offering opinions (Williams, 1987). Among the problems I encountered was that the group of gymnasts were of any varied capability. As the gymnasts were of a slightly different level to each other, I had to develop the ability to deal with this. I had developed the gymnasts doing same skill but with a few of them, the skill needed to be broken down into easier progressions for them to have the ability to grasp it. So using the practice style method the coach could give individual feedback, thereby catering for individual dissimilarities. Rhythmic gymnastics is all about intelligent performances as brain function is key when executing each skill. But it is also about the repetition of skill in training which is as Mix and Lyle (1999) talk about, to lessen the unpredictability of performance. Using a variety of coaching styles should give all the gymnasts opportunities for satisfaction and success whist also developing an understanding of the activity and training they are undertaking.

The the very first thing of coaching effectiveness is the 'value added' by the effective intervention of the coach (Combination, 1999). The contribution that the instructor makes to the learning process will need to have a positive effect. Adding value suggests that the coach's decisions and interventions will impact the output form the athlete. In case the coach's decisions and interventions are positive this means that the training has been effective. Douge and Hastie (1993) come up with lots of characteristics to identify effective coaching

Frequent opinions and prompts

High degree of modification and re-instruction

Use of questioning and clarifying

Predominately being involved in instruction

Training environment order and management

As well as these factors the coach also needs an potential to adjust their coaching to fit the situation. WHEN I was coaching girls, I felt the need to adopt a far more autocratic style as the gymnasts were reasonably inexperienced. I feel that was the simplest way to coach the group as the girls would have to be led in their learning. They have got little experience and for that reason cannot have much suggestions into the coaching programme. Also as well as having knowledge, it's important that a mentor can communicate this through to the athlete. In case the coach's capacity to connect is poor, there will be no use for their knowledge.

It is often neglected is the fact gymnasts hardly ever see themselves in action during workout sessions. For example, a footballer will dsicover when he has made a good pass and will celebrate when their shot visits the back of the web. The gymnast, however, may have only a sense they have done well and can almost certainly turn to the coach for a few reaction. Trevor (1981) areas, that it's therefore, essential that educators show their reactions in a positive way. In some respects the instructor is taking the area of a mirror into which the children look for assurance. In a report by Reid and Vallerand (1988) the results demonstrated that, in accordance with negative responses, positive feedback led to higher levels of intrinsic motivation and competence emotions for both men and women. Although there is a lot of literature to claim that positive opinions is vital and it helps intrinsic motivation, it is a rare mentor and gym where we find mainly positive training commentary and a confident psychological environment for gymnasts. A lot of instructors champion negative coaching directing to the success of Eastern Western and Asian mentors known to be negative to the idea of yelling and screaming. I've observed that my coach uses a whole lot of negative training but I have found that praising the gymnasts with positive responses works better personally. This is my preferred coaching style and I've found it to work.

The way that a trainer manages their romantic relationship with their players is important. This is because it has an impact on the satisfaction of the activity by the athlete, (Lee, 1993) and this subsequently will influence the continued participation of the kid. I feel that I am able to connect and motivate well as the gymnasts benefit from the session and I can see an improvement in their skills and abilities week to week.

A coaching viewpoint is a affirmation about the beliefs and behaviours of your trainer that will underline how the mentor will perform their role (Mix & Lyle, 1999). A couple of ideals may be placed by a mentor and these values and behaviours will be reflected in their training. Or the philosophy they maintain may be scheduled to a reputation of the targets that are externally imposed upon a coach so they believe that they have to stick to this. In my own coaching I'd like the participants to take pleasure from the sport and be self-efficient in their learning. I feel that being a participant-centred trainer will enable the athlete to become self-confident in their home. I'd like to develop the athlete holistically. When the gymnast learns to analyse for themselves they can progress further more quickly. Each gymnast can be an individual so the coach needs to cater for specific differences. Therefore Personally i think that a participant-centred instruction style is more appropriate and my training philosophy is really as follows

As a mentor you are assisting to develop children into who they'll become. So having an available and friendly atmosphere to allow them to learn and feel safe in is essential for physical and psychological development. Treat each child as an individual, making sure that they become successful, have fun and want to keep with sport.

Tinning et al (2001, cited in Cassidy, Jones & Potrac, 2004, chap. 3) state that instructors can better their routines by exploring ways in which they can be more meaningful, purposeful and pleasurable for the sportsman. I will take away a great deal from my instruction experience and I am hoping to continually develop my instruction skills and knowledge in the foreseeable future. I will also continue with a reflective process throughout my instruction to be able to help my developmental needs as Gilbert and Trudel (1999, cited in Denison, 2007, chap. 5) argue, training knowledge is not achieved by the mentor simply being there, they have to be actively engaged in the treatment and reflect on their own coaching performance. Also mentors become the facilitators for producing knowledge in reflective thinking, cognitive development, and problem solving with the protgs who they work with (Barnett, 1995). I will continue to learn from my coach as she's an enormous amount of knowledge and experience in the sport, and I wish to take as much from her when i possibly can.

Self reflection is an important part of a coach's development. It is valuable for a trainer to reflect on their own training practice to identify areas where improvements could be produced by discovering strengths and weaknesses. This self-reflective action will permit the coach to develop themselves as well as increasing coaching performance. Robinson (2010), says that analysis drives change for each and every next coaching treatment and it must be created in a substantial way. One of my main strengths when training was my capacity to encourage and motivate the gymnasts. I made sure that the gymnasts were always challenged but with attainable goals. Personally i think that I could establish a motivational climate and create an environment that guaranteed the gymnasts want to accomplish their goals (Ames, 1992) and so that the participant will feel more prompted in their training. Another durability I have as a coach is my knowledge of the technical areas of the sport as I have twenty years of experience as a gymnast. It is essential that the coach has a good understanding of the sport because the members have to be able to learn new skills from the mentor. It may be said that being truly a good athlete does not necessarily transfer into being truly a good trainer. However gymnastics is so technological that if you have tried the skills by yourself you are well alert to the best techniques to have the ability to complete it.

I still need to build up my self-confidence in training further. With the coach showing self-confidence in their decisions, the participant will observe the decision made with confidence (Chelladurai & Turner, 2006). Moore and Stevenson (1994, cited in Jones & Hughes, 2008) propose that this helps build trust between the sportsman and the mentor, as the sportsman will then assume that the decision made is correct. So this is excatly why the coach is required to be confident in their personal and I have to ensure that I can show this confidence in my decisions. However Personally i think that this will automatically increase after even more coaching experience as training has been defined as a learning process (Brock, 2008). I also found it difficult when instruction basic skills as possible hard as a gymnast myself to have the ability to get back to the basics please remember learn how to instruct them. I am well aware officially of how to get this done but it is merely that we was forgetful to put this into practice after i was coaching. Last but not least to increase my instruction effectiveness, I have to develop on my capability to reflect (Crisfield, Cabral & Miles, 1998) which should be incorporated regularly in my coaching.

I want to reach a high level of expertise in instruction and continual development is important even though this is achieved. The model below shows the nature of skills but also recognises that knowledge development does not have a finishing point, it is just a cycle that includes continuous learning (Grenier & Kehrhahn, 2008).

There is a continuous need to be mentally and individually developed to be able to continue at a high level. In my quest for knowledge I have booked onto a technological module for the particular level 3 course in rhythmic gymnastics. You will discover four complex modules and I hope to complete these as so when they are presented. I want to become independent in my own training and hopefully continue to attain a amount of perfection by evolving my knowledge with further aspects of coaching. For example, courses on activities psychology and nutrition as these are also and important help to training in rhythmic gymnastics.

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