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01/11/18
1
TECHNICAL
TACTICAL
PHYSICAL
SOCIAL
MENTAL
Sport specific skills
Strategies used to optimise the outcome
Fundamental movement skills
and fitness components
Cognitive and mental
skills
Personal and social skills
01/11/18
2
TECHNICAL
TACTICAL
PHYSICAL
SOCIAL
MENTAL
Most coaches feel
competent to develop
technical, tactical and
physical but less the mental
and even less the personal/
social and aspects.
DEVELOPING COACHES TO DEVELOP THE
WHOLE ATHLETE
SARAH MCQUADE. LINDA LOW
e.t.c coaching consultants
01/11/18
3
LEARNING OUTCOMES
Review the research base that underpins the
development of the whole athlete
Discuss The 4 C’s System and the attributes of
competence, confidence, connection and
character
Consider how to integrate The 4 C’s within
coaching sessions
Explore the coaching tools and behaviors that
could be used to develop The 4 Cs
COACHING
Find a partner
Tell them about how you develop the ‘whole
athlete’ in your coaching’/ ‘coach development’
role
Partner, now notice what the conversation was
about:
THE SPORT AND THE
ATHLETE THE STRATEGIES USED
TO DEVELOP THE
ATHLETE
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COACHING
‘The consistent
application of
integrated professional,
interpersonal and
intrapersonal knowledge
to improve athletes’
competence,
confidence, connection
and character in
specific coaching
contexts.’ (USOC, 2015)
THE ‘C’ SYSTEM
Is a framework that underpins the traditional
model of coaching by supporting the holistic
development of children as performers!and!as
people
It helps guide thinking in terms of session
planning and delivery, and how coaches relate
to people
The values embedded in the system can enrich
a child’s sporting experience
Which component of the system coaches focus
on is context specific
Haskins (2010)
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THE FOUR C’S
ATHLETE OUTCOME DESCRIPTION
COMPETENCE Sport-specific technical, tactical and
performance skills; improved health and
fitness; and healthy training habits
CONFIDENCE Self-belief, resilience, mental toughness
and sense of positive self-worth
CONNECTION Positive bonds and social relationships with
people inside and outside of sport
CHARACTER Respect for the sport, ethical and morally
responsible behavior, integrity and
empathy
USOC (2015)
IDENTIFY 4 COACHING POINTS TO HELP A
COACH DEVELOP THE ATHLETE’S
COMPETENCE, CONFIDENCE, CONNECTION
OR CHARACTER
Develop athlete
Competence by:
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Develop athlete
Confidence by:
Using questioning and
feedback to raise athlete
awareness of performance
improvement
Providing differentiated
activities to help athletes
experience success
Using ‘failure’ in a positive
way as a platform for
learning
Provide achievable stepping
stones to support athlete
development
WHICH AGE/ STAGE ARE YOU COACHING
IN/ DEVELOPING COACH FOR?
Discover,
Learn and
Play 0 -12
Develop
and
Challenge,
10 - 16
Train and
Compete,
13 - 19
Excel for
High
Performance,
15 +
Participate
and
Succeed,
15 +
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MENTAL
TECHNICAL TACTICAL
PHYSICAL
SOCIAL
INTEGRATING THE 4 CS WITHIN A
COACHING SESSION
4 Cs
PANIC
BOREDO
M
CHALLENGE
COMFORT
BOREDOM
LEARNING ZONES
/MENTAL STATES
(Adapted from Lara-Bacal, 2013)
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PANIC
BOREDO
M
CHALLENGE
COMFORT
BOREDOM
PANIC
BOREDOM
MENTAL
TECHNICAL
TACTICAL
PHYSICAL
SOCIAL
COMFORT
CHALLENGE
01/11/18
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PANIC
BOREDOM
MENTAL
TECHNICAL
TACTICAL
PHYSICAL
SOCIAL
COMFORT
CHALLENGE
PANIC
BOREDOM
MENTAL
TECHNICAL
TACTICAL
PHYSICAL
SOCIAL
COMFORT
CHALLENGE
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DESIGNING HOLISTIC SESSIONS
1 Identify a simple drill/practice/game that you can
all relate to for developing the technical/ tactical
aspect of your sport
2 Ensuring all athletes can operate within/around
the ‘challenge’ zone, now adapt the activity to
overtly include one of the 4 C’s:
Ø What design changes must you make (eg
space, time, equipment/task, people)?
Ø What coaching behaviours do you need to
utilize from start to finish (e.g., instruction,
observation, analysis, questioning, listening,
feedback)?
DESIGN CHANGES
THE STEP
FRAMEWORK
SPACE
TIME
EQUIPMENT
PEOPLE
(Adapted from Black and Stevenson, 2012)
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How will you
introduce the whole
focus of the session?
What questions will
you ask to promote
thinking?
How will you praise
those who respond?
INTRODUCTION
What questions
could you ask
individuals
What questions
could you ask the
whole group
ACTIVITY
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What will you say to
encourage reflection
on the key aspects
of the session?
What questions will
you ask?
What can you get
them to think about
for next time?
COACHING SUMMARY
MICRO-COACHING
Deliver your
session to a
number of peers
acting as
athletes, thinking
like coaches
Notice what
happens in the
review led by
the coach-
developer
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MICRO-COACHING PROCESS
1 INTRODUCTION: share the outcome
2 KEY POINTS: establish key coaching points and best
practice principles for demonstration
3 MICRO-COACHING: set up to give as many coaches
possible the chance to practise the skill
4 REVIEW:
• First CD helps the coach reflect on how well s/he
achieved the key points
• Then group contributes
• Then CD
1: REFLECT
on your thoughts &
feelings
Present
2: CONNECT
with your previous
experiences and
behaviours
Past
3: APPLY
your learning by
deciding what
you will now do
differently
Future
Adapted by Crisfield from Kolb, 1984
01/11/18
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MAKE A COMMITMENT…
Identify one key action that
will help you help coaches
integrate the 5 Cs
Write this action item on the
card
If you are happy, leave this
with us with your e-mail
address added to the card.
We will remind you about
your commitment.
01/11/18
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e.t.c coaching consultants
sarah@etccoachingconsultants.com
linda.low@etccoachingconsultants.com
www.etccoachingconsultants.com
@etcconsultants