DISCUSSION BOARD

I had heard the phrase used many times but had always taken it as a throwaway comment to generally describe a coaches role. The reading and discussions have been insightful and I already feel that I can consider how I implement the process on a day to day basis and how I can improve it. 

This has drastically affected my thinking towards my role and I now view the coaching process as the critical factor in how I deliver my sessions. 

Before I began this course, I viewed coaching as a long term process which involved detailed planning and consideration, but until reading your question - I had never thought deeply about the management of this process. I think the coach is responsible for implementing the process but also inspiring athletes to buy in to the process. Building the relationship and ensuring athletes share the same view is key. I believe coaching is a two way relationship between coach and athlete and if athletes can share this understanding that the coaching process is managed by both them and the coach, then athletes will assist the coach in managing this process. 

Not that I can recall. The first time I can remember hearing of the Coaching Process was when I was learning about this course. I thought it was an umbrella term for what a coach does. However, at the time I think I had an incomplete idea of what coaching is, lacking an appreciation for the social/relational aspects.

Through the course my view has changed from a probably practical, almost nuts and bolts view, to seeing that side of things as a much more minor element that is really the finish to the process. The big part of the process is developing those relationships and creating your environment. I think the environment is going to be a reflection of who you are as a coach and what you want to impart in your athletes, and the relationship is how you get athlete buy in and go about imparting whatever changes you are attempting to bring about in your athletes. It's only through implementing these parts of the process that the nuts and bolts part can be applied effectively.

Yes I see coaching as a process, and ultimately the coach is responsible for managing that process as he is there to lead, teach, and improve (in the sport or as a person) and so must manipulate the various elements of the process to best achieve these ends. However the more experienced and mature (emotionally) the athlete, the more of the process they can contribute to. I like what Chris said about the coach and athlete needing understanding, and that with understanding an athlete can help their coach better fulfill their role. Again it comes down to the development of the coach athlete relationship. I think this is the foundation of coaching, without it there can be no real and lasting success.

As they've just won the World Cup I think the All Blacks are an appropriate example, they are one of the most dominant teams in the history of any sport, if you ever hear them interviewed it's clear they all know what they're trying to achieve and how they're going to achieve it. They always talk about the legacy of the shirt and how important it is for them to try and leave the shirt a bit better than when they got it. I think the environment they've created sounds pretty immense, and from what I can see, the head coach has created good, 2 way relationships with all his players, which undoubtedly is a big part of their success. Having McCaw and Carter also helps.

I had never heard of the Coaching Process before, however, I was aware if it. In the undergraduate course I completed there were certain modules that covered dance curricula, safe dance, and how children learn, so I am conscious of the teaching process. After completing my BA course I became more mindful of how I taught just as much as what I taught.

However, I had never created a Coaching model, and it made me recognize how in which context I am teaching plays a main part in how I teach. Creating the model and reading the literature I now realize how communication and collaboration are important factors in the coaching process, so even if I feel that the coach/teacher is managing the process it still needs to be a collaborative one.

Today I happened to come along a text (Woolliams & Stripling, 2006, p. 277) from Anne Wooliams (1927-1999) an excellent pedagogue talking about her visit to the Kirov Ballet School in Russia and asking where was the creativity, humanity and sincerity in the teaching. It was not until she watched the famous Russian teacher Alexandre Pushkin's (1907-1970) class that she found what she was looking for, where there was an open atmosphere, with humour, no neurotics, the class contained a great sense of fun and wickedness and all the boys were hard working and motivated. This would have been in 1965/66, it is interesting to note that Pushkin was Baryshinov's as well Nureyev's teacher.

So have my views changed? No, just widened a whole lot more.

References

Woolliams, A., & Stripling, J. (2006). Anne Woolliams: Method of Classical Ballet. Kieser.

I think I got carried away with this read the word file attached

I have bought into the coaching process as a tool to manage the start-finish of my role as a coach- the ‘plan, do, review’ as its often put.

I had heard of the coaching process and had some experience managing my own coaching process, though increased understanding has led to the development of a new context specific coaching model guided by my coaching roles and shaped by my own values and beliefs. My undergraduate degree in Coaching Development helped massively in that.

Coming on to the course my understanding of the coaching process was that it was the start to finish of coaching, and it included the unseen stuff that takes place away from the practical delivery. 

What I think I’ve become more efficient at is being more critical with my own coaching. I’ve taken more time to consider what works and what doesn’t, for who, and why. This constant critiquing has had an effect on my practical delivery and the way I structure my coaching. As a result my coaching model has adapted to include more emphasis on feedback, discussion, and evaluation, which has in turn has helped me establish more positive player-coach relationships and in turn, happier players.

Though I’ve not been a regular contributor to the discussion boards as I should have been, I have found reading and listening to the thoughts of others a very beneficial exercise. (I hope now I can offer some more experience of my own to you all!).