Student-Centred Coaching Approach

What You Can Do to Create a Student-Centred Coaching Approach

The following are some ideas that you as a coach can consider to create a student-centred coaching approach:

Student-Centred Coaching Approach	Examples of Student-Centred Activities
Develop a sound coaching philosophy	Act as a guide or mentor Use a variety of coaching and instructional techniques. Adapt drills with progressive variations that account for athlete progress Coach keeping in mind that athletes learn differently: make use of audio, visual, mental, and kinesthetic stimuli to engage athletes Write your coaching philosophy and share with your athletes and their parents Gain further coaching skills – check out Canada’s National Coaching Certification Program (NCCP) at: http://www.coach.ca/
Create a safe, respectful, and non-threatening environment	Check the practice and competition site for safe playing surfaces free of obstacles that may injure and athlete Provide safe practices with skills and exercises appropriate for the age and development of the athlete Apply training principles in a progressive manner that is within the safe range of performance of the athlete for the training stage Communicate carefully and sensitively for individual and cultural differences Engage athletes in creating an abuse and harassment free sport environment
Ensure positive development of each student athlete	Apply the principles found in the Canadian Long Term Athlete Development (LTAD) and the Canadian Sport for Life (CS4L) materials http://www.canadiansportforlife.ca/default.aspx?PageID=1003&LangID=en Adapt training and skill implementation to the age and development of the athlete Develop a skill checklist for the stage of development of your athletes Implement a prevention and recovery plan for your program Focus on having fun and developing Fundamental sport Movement Skills
Establish rapport and respect	Allow athletes a degree of choice: setting personal and team goals during pre- and mid-season Engage athletes in setting team codes of conduct and consequences for breaking the code Use effective listening skills: paraphrasing, repeating, asking for clarification, non-verbal cues are congruent with verbal statements Learn the names of your athletes Schedule periodic team/parent meetings with social activities Use warm-up and warm-down sessions to discuss team plans or as a chance for athletes to ask questions
Assess athlete performance	Schedule periodic meetings with individual athletes to review their progress to personal and team goals Encourage athletes to maintain a log or journal of their training, success indicators, and reactions to training and competition – review periodically for discussion in feedback sessions Teach personal performance reflective techniques that assists athletes to conduct self-assessment after a performance Build periodic physical and skill testing sessions into the training plan

Student-Centred Coaching Approach	Examples of Student-Centred Activities
Provide feedback	Use positive and constructive feedback to inspire performance and build confidence Provide feedback periodically in practice and competition and outside the practice and competition locations Set up group feedback and discussion sessions on progress made toward team goals – allow for adjustment to the stated goals
Guide athletes towards independence	Show athletes how to make decisions. Use a 6-step decision making process: list the facts, state the question/problem/issue, list the possible options and consequences, evaluate the options (pros and cons), select the best option for action, and implement the decision Gradually allow athletes to lead portions of a practice: warm-up, warm-down On special occasions, allow athletes to plan a practice Ask athletes for input on modifying drills and training techniques Solicit athletes to demonstrate effective skill performance Set up an athlete peer support system – senior athletes matched with new athletes Involve injured athletes in event planning, taking notes or video-tapping on athlete performances Assign athletes responsibilities for setting up and maintaining a sport bulletin board or a section of the bulletin board Challenge athletes using problem-based learning techniques: in tactical training situations ask athletes “what if ..?” questions. Apply the same approach to training technique or skills.