The below video clips have giving me inspiration for designing lesson plans and they have developed my knowledge in the subject area of athletics, more specifically 100m sprint.
I have a strong belief that incorporating theory into coaching is an important method of developing yourself as a coach and improving the knowledge you have in relation to coaching as a whole. Exploring a variety of studies and different coaching philosophies enables coaches to be diverse, therefore offering more to athletes they are coaching. Woodman (1993) confirmed the assertion that the key to improved coaching lies with coach education and development.
Below are theories from literature that I have reviewed and regard as part of my personal development.
“Any activity that involves human beings is a complex multivariate, interpersonal, and contested one, contested
at the levels of meaning, values, and practice” (Cross & Lyle, 1999). Personally, I believe that coaching does concern interpersonal matters and being aware of this is important when developing coaching knowledge and more specifically communication and people skills.
“Observing the behavior of more experienced coaches during practice and games and listening during informal periods leaves its mark on novice coaches. It is largely through such experiences that collective understandings begin to develop, and the shared meanings about the occupational culture of coaching starts to take shape.” (Christopher, C & Armour, K et al, 2003)
The above quotation displays how I prefer to further my coaching knowledge and discover new ideas for session plans. I also observe other teachers and coaches who I believe to be very professional and have recognised awards or have got outstanding teacher status from Ofsted. For example, observing my previous teachers at Wath Comprehensive School teach me ways in which I can cater to a wide range of children who have different special needs and children of all ages.
The coaching process and coaching practice then can be considered a form of “regulated improvisation” (Bourdieu, 1977, p.79), with practice being neither objectively determined nor the unbridled product of free will (Ritzer, 1996).
I interpret this passage to mean; quality coaches within the coaching process and practice will improvise and stick to plans. A good coach to me means being able to adapt quickly to suit the needs of the participants you are coaching. This then provides differentiation and the ability to think ‘fast on your feet’, in my opinion every coach needs this skill to be able to coach efficiently and see progressiveness within the group.