Investigate coaching for performance and fitness

Learning aim A: Investigate coaching for performance and fitness

UNIT 6: COACHING FOR PERFORMANCE AND FITNESS

Pearson BTEC Level 3 National Extended Diploma in Sport and Exercise Science

Learning Objectives

At the end of the lesson you will understand:

• The skills required for effective coaching in performance and fitness. 

At the end of the lesson you will be able to:

• Apply coaching skills to promote development in sports performance. 

At the end of the lesson you will be able to 

• Plan and adapt coaching strategies to meet changing conditions and progression in sports performance and fitness.

What do you already know about coaching for performance and fitness?

Q. Is success as a coach the winning of contests?

A.  Yes – in part. Winning is an aspect of successful coaching

But successful coaching is much more than winning contests

  Successful coaches help athletes:

Master new skills

Enjoy competing with others

Develop self-esteem

Skills and knowledge for coaching for performance and fitness

Organisation

A coach needs to be organised in order

to plan, deliver and review sessions 

effectively.

Organisation enables the coach to be 

adaptable, reflective and responsible 

to needs which allows the session to 

flow smoothly.

Organisation of session

Planning training programmes and session requires high levels of 

organisation to motivate athletes and maintain interest. 

To fully prepare and organise a session, a coach should ensure that: 

Organisation of session - Examples

Discuss examples of coaches from elite sport or from your own experiences.

Justify whether they demonstrate this skill effectively.

Extension: Explain importance of the skill.

Explain the importance of the skill.

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Skills and knowledge for coaching for performance and fitness

Rapport building 

For a session to be enjoyable, it is important that the coach and players have a positive working relationship.

This is instrumental is improving motivation and building on success.

Skills and knowledge for coaching for performance and fitness

A coach should have an excellent relationship with,

 and trust of, their performer(s).

This helps the coach get the best of their 

performers in training and competition.

To develop a good rapport a coach needs to 

find common ground between themselves 

and the athletes. 

Skills and knowledge for coaching for performance and fitness

Rapport – Examples

Answer the following questions to 

give your thoughts on building rapport. 

Good rapport between coaches and athletes can lead to better communication, which is crucial for success.

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Coaches who show genuine care and support for their athletes demonstrate good rapport.

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Examples of coaches with good rapport include those who actively listen to their athletes' concerns and feedback.

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Coaches with good rapport are able to motivate and inspire their athletes effectively.

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Good rapport between coaches and athletes is crucial for mutual trust and understanding.

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Skills and knowledge for coaching for performance and fitness

Communication

Communication is possibly the most important skill required to coach effectively. 

Remember also that listening skills are vital for coaches – communication is not just about speaking. 

Skills and knowledge for coaching for performance and fitness

Verbal Communication 

This is important to keep language simple. 

A coach should ensure what they are saying is correct and appropriate, and that they have the attention of the people they are speaking to. 

Check for understanding by questioning the audience or observing the performance of the athlete. 

  

Skills and knowledge for coaching for performance and fitness

Non-verbal Communication 

This can take many forms, eg, body language. 

Most body language is unconscious (done without thinking). 

An athlete will be able to read positive and negative body language and this information will indicate the coach's mood. 

Hand signals can direct athletes or provide instructions during training and competitions.  

Demonstrations are used to show correct techniques and to outline each component of a skill, technique or tactic. 

Skills and knowledge for coaching for performance and fitness

Communication – 

How does a coach 

demonstrate it? 

Skills and knowledge for coaching for performance and fitness

In groups give an example of what a coach from elite sport or from your own experiences have done to show they are a good communicator. 

Skills and knowledge for coaching for performance and fitness

Diplomacy,

Skills and knowledge for coaching for performance and fitness

Motivation

Application of coaching skills for development

Technical and tactical performance models, Components of fitness, Adaptations in sports

Technical and tactical knowledge in sports

Understanding sports characteristics, Technical and tactical models

Components of fitness for different sports

Endurance, Strength, Flexibility, Speed

Adaptations in sports for performance and fitness

Modifications for challenge and development

Planning for changing conditions in sports

Adjusting coaching strategies for variables

Planning for progression in technical, tactical, and fitness aspects

Progression planning for athlete development

Maintaining safety in sports under changing conditions

Preventing injury and accidents during coaching sessions and competitions

Definition List

Organisation: The ability to structure, arrange, and manage coaching sessions and resources effectively. 

Rapport building: The skill of establishing a connection and trust with athletes for effective coaching. 

Communication: The act of conveying information through verbal and non-verbal means. 

Diplomacy: The skill of managing relationships and communicating in a sensitive and effective manner. 

Motivation: The process of stimulating interest or enthusiasm in an athlete to achieve goals. 

Technical and tactical performance models: Frameworks that describe the ideal execution of skills and strategies in sports. 

Components of fitness: Elements such as endurance, strength, flexibility, and speed that contribute to an athlete's performance. 

Adaptations in sports: Modifications made to training or activities to challenge and develop an athlete's performance and fitness. 

Planning for changing conditions: The process of adjusting coaching strategies to accommodate variables such as athlete ability, resources, and environmental factors. 

Safety in sports: Measures and considerations taken to prevent injury and accidents during coaching sessions and competitions.

What measures and considerations are taken to prevent injury and accidents during coaching sessions and competitions?

1. Adaptations in sports
2. Technical and tactical performance models
3. Safety in sports
4. Organisation

What is the process of adjusting coaching strategies to accommodate variables such as athlete ability, resources, and environmental factors?

1. Planning for changing conditions
2. Rapport building
3. Motivation
4. Diplomacy

What elements contribute to an athlete's performance, such as endurance, strength, flexibility, and speed?

1. Components of fitness
2. Communication
3. Planning for changing conditions
4. Safety in sports

What describes the ideal execution of skills and strategies in sports?

1. Technical and tactical performance models
2. Organisation
3. Adaptations in sports
4. Components of fitness

What is the skill of establishing a connection and trust with athletes for effective coaching?

1. Diplomacy
2. Rapport building
3. Communication
4. Motivation

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.