Coaching styles in youth sports

Youth coaches commit a lot of time and effort planning practice drills and game strategies to help develop and prepare their teams for competitions. Most coaches at this level are usually either former athletes themselves or have learned through watching other coaches. Without any formal training, they may be unfamiliar with different coaching styles which can lead them to train their young athletes similarly to how elite athletes are trained or in the same manner as physical education classes. This kind of environment gives an advantage to the better skilled players over the less skilled players, as it most often does not accommodate the needs of the latter group.

In order to accommodate the different levels of skills and ability on a youth team, there are several teaching styles coaches could use in order to enhance skills and motivate athletes.

The command style of coaching is the most used style by youth coaches as it allows the coach to make all the decisions. This style allows the coach to explain the drill or skill before the athletes can perform it. The coach can then observe and give feedback. This style is advantageous early in the season when a coach is trying to implement rules or instill discipline.

Practice style or passive style is where the athlete practices the skills with the coach providing only feedback. The coach sets the skills or drills that need to be learned and the athlete carries out the tasks. The coach usually gives minimal instructions or directions during this approach. A good time to use this coaching style is during warm-ups or when carrying out a given task in small games.

The inclusion style is used by coaches when there is a varying degree of skill level on a team, as many youth sports will have. In this method a coach makes the decision in terms of the skill being learned and the activity in which the skill will be developed. The athlete’s role is to select an activity that is suitable to their skill level and as they master each skill, move to the next activity accordingly. 

The divergent style is a method that promotes creativity and allows the coach to assess the different skills the athletes have attained. In this style, athletes are given a task and must find various ways of completing it. This allows athletes to practice a skill in multiple ways. It also enhances their skills set while developing mastery of the game.

Young athletes need environments where they can have fun while at the same time developing their sporting skills. Having different coaching styles can enhance the way a coach teaches skills or drills. Knowing which style to use is art but intuitive coaches can transition for one style to another depending on the age and skill level of the athletes. Most kids participate in sports to have fun and make friends – hence, mastering skills in the sport they are participating in makes it easier for them to enjoy the sport for a long time.

References Available from the SIRC Collection:

1. Boyce B. The Effects of Three Styles of Teaching on University Students' Motor Performance. Journal Of Teaching In Physical Education. July 1992;11(4):389-401.

2. CHATOUPIS C. CONTRIBUTIONS OF THE SPECTRUM OF TEACHING STYLES TO RESEARCH ON TEACHING. Studies In Physical Culture & Tourism. August 2009;16(2):193-205.

3. Goldberger M, Ashworth S, Byra M. Spectrum of Teaching Styles Retrospective 2012. Quest (00336297). October 2012;64(4):268-282.

4. Hewitt M, Edwards K. Self-identified teaching styles of junior development and club professional tennis coaches in Australia. Coaching & Sport Science Review. December 2011;55:6-8.

5. Thomson W. Mosston's Styles of Teaching: A Review of Command Style. Virginia Journal. Fall2009 2009;30(2):20-22.

6. Sanchez B, Byra M, Wallhead T. Students’ perceptions of the command, practice, and inclusion styles of teaching. Physical Education & Sport Pedagogy. July 2012;17(3):317-330.

Masters Athletes

Masters athletes are men and women over 35 who compete in sports at a very high level. Not surprising that these athletes are more fit than your average adult, with the majority of them being healthier and just as competitive then people half their age. SIRC was inspired by Olga Kotelko and the book What Makes Olga Run and we were saddened by her recent passing. At 95, Olga held over 25 world records and possessed hundreds of medals which would be impressive for any athlete, let alone a retired school teacher that decided to try athletics at the age of 77.

This issue SIRC has compiled articles that talk about all aspects of being a masters athlete, from coaching and training to injury prevention and nutrition. We share these articles in the hope that you will be inspired by these amazing athletes to get active and maybe try something you never thought was possible.

SIRC Newsletter: http://www.sirc.ca/newsletters/July14/index.html

Flow State: In the zone for optimal sports performance!

For basketball fans and sports enthusiasts this is a great time of year. March Madness is upon us. In tournaments such as this, when the outcome of a single game determines who plays on and who goes home, a single player hitting their peak can make all the difference. When an athlete can seem to do no wrong in their play, they are often referred to as being "on fire” or being in “the zone”. The technical term for this state is known as flow.

Flow or the zone is a mental state where an athlete is completely focused in the present moment. As a coach, you want your athletes to be in the state of flow because they are completely focused on the task at hand. For the athlete everything seems to be easy and time ceases to exist.

What does it feels like to be in the state of flow?

• Focused on the task you are trying to achieve – You have the ability to control and focus without any distractions. Once you get distracted and not focused or in control anymore, you are no longer in the state of flow. 
• Keeping everything simple and not over analyzing or over thinking.
• There is a balance between the challenge and your skills – You feel engaged but not overwhelmed. 
• There is no fear of failure – In the state of flow you do not even think about failure since you are concentrating on what you are doing and everything seems to be clicking. 

Though state of flow cannot be attained at will, an athlete can train and improve on their skills so that when they experience this state they can fully immerse in the moment. An athlete in the state of flow does not lack intensity, have self-doubt or low confidence. They do not fear failure, intimidation or expectations. They have a set goal and a focus that makes being in the zone seem as if they are super human.

References Available from the SIRC Collection:

1. Alla J, Ajibua M. ACHIEVING “FLOW” STATE IN SPORT THROUGH PERIODIZATION OF TRAINING PROGRAMME. International Journal Of Sports Sciences & Fitness. July 2012;2(2):315-328.

2. Bakirtzoglou P, Ioannou P. GOAL ORIENTATIONS, MOTIVATIONAL CLIMATE AND DISPOSITIONAL FLOW IN GREEK SECONDARY EDUCATION STUDENTS PARTICIPATING IN PHYSICAL EDUCATION LESSON: DIFFERENCES BASED ON GENDER. / CILJEVI, MOTIVACIJA I STAV PREMA NASTAVI FIZIČKOG OBRAZOVANJA SREDNJOŠKOLACA U GRČKOJ: RAZLIKE BAZIRANE NA POLU. Facta Universitatis: Series Physical Education & Sport. December 2011;9(3):295-306.

3. Judge L, Bell R, Bellar D, Wanless E. Developing a Mental Game Plan: Mental Periodization for Achieving a "Flow" State for the Track and Field Throws Athlete. Sport Journal. October 2010;13(4):1-10.

4. Kaida K, Takeda Y, Tsuzuki K. The Relationship between Flow, Sleepiness and Cognitive Performance: The Effects of Short Afternoon Nap and Bright Light Exposure. Industrial Health. May 2012;50(3):189-196.

5. Koehn S. Pre-Performance Confidence as a Predictor of Flow State. Medicine & Science In Tennis. February 2012;17(1):16-21.

6. Pates J, Cowen A. The Effect of a Hypnosis Intervention on Performance and Flow State of an Elite Golfer: A Single Subject Design. International Journal Of Golf Science. August 2013;2(1):43-53.

Getting Started. Female Coaches in Sport

If you take a look at the Canadian women involved in elite coaching today, any of them could easily be a role model for future women looking to make a difference through coaching. However the early stages of a female coach’s career are the most important to ensure continued participation, as concluded by Laval University professor Guylaine Demers. Her research has identified several common problems faced by novice female coaches including:

• Feelings of Incompetence
• Lack of Knowledge
• Low Financial Support
• Fear of making mistakes 

Successful women such as Carla Nicholls (National Event Group Coach, National Talent Development Coach at Athletics Canada), Dawn Smyth (Manager of Coach Education and Development at Basketball Canada), and Brenda Van Tighem (Athletics Coach at University of Calgary), all found a paths that helped them overcome these issues. All three of these coaches had a mentor in the early stages of their careers. Being paired alongside another coach allows female coaches to develop their skills in an active learning environment. This can provide career defining confidence and offers opportunities that may have otherwise gone unrecognized.

Available Coaching/Mentor Programs:

National Team Apprenticeship Program (NTAP) – The NTAP is the result of the Coaching Association of Canada partnering with national sport organizations in Canada. NTAP provides opportunities for women to work with national teams as they prepare for and compete in major international events, such as the Olympics.

Canada Games Apprenticeship Program – This program allows each province and territory to send two female coaches to the Canada Games as coaching apprentices, leading up to and throughout the Games. The aim is for female coaches to gain practical and integrated major national multi-sport games experience.

National Coaching Certification Program (NCCP) – Established in 1974, the program is designed to educate and produce quality coaches across Canada. Certification is available in a variety of sports at the community, competitive, or instructional levels.

To help attract and retain women to coaching, grants and scholarships are also available for those women looking to pursue careers in coaching. To date, approximately three million dollars has been distributed through NSO grants, professional development grants, and NCI Women in Coaching scholarships. These funds are meant to help female coaches start to develop their careers and for those already coaching to further their education.

For those women interested in getting involved in sport as a coach, a great starting point would be to take a look at the Coaching Association of Canada website. The CAC has a wide variety of information for new coaches. Checking out individual NSOs and PSOs will also provide more specific information on their coaching programs and the support they provide for female coaches.

References Available from SIRC Collection:

1. Croxon S. An overview of CAC's Women in Coaching program. Coaches Plan/Plan Du Coach. Spring2009 2009;16(1):28-29. 
2. Croxon S. Women coaches - untapped natural resources in the Canadian sport system. Coaches Plan/Plan Du Coach. Fall2009 2009;16(3):17-47. 
3. Machida M, Feltz D. Studying Career Advancement of Women Coaches: The Roles of Leader Self-Efficacy. International Journal Of Coaching Science. July 2013;7(2):53-71. 
4. Norman L. The Challenges Facing Women Coaches and the Contributions They Can Make to the Profession. International Journal Of Coaching Science. July 2013;7(2):3-23. 
5. North J. Using 'Coach Developers' to Facilitate Coach Learning and Development: Qualitative Evidence from the UK. International Journal Of Sports Science & Coaching. June 2010;5(2):239-256. 
6. Robertson S. Best Practices. Coaches Plan/Plan Du Coach. Summer2010 2010;17(2):12.

Improving your game

Is your short game in golf hindering your ability to close out games? Are your competitors dropping you on hills during races?  In any competition, an athlete wants to go in well prepared in order to be able to accomplish his or her goals. However, some of us neglect to identify and correct our weaknesses and during competition, they can factor into the outcome you are trying to attain.

If you want to achieve your goals, you need to identify your weaknesses to be able to succeed. Ignoring these gaps can leave you exposed, especially in a tight competition or when your opponent decides to exploit them.

How do you identify areas of improvement?

• Performance Analysis – Keep track of data to identify your strengths and weaknesses. It is also a way to quantify your training and performances to better understand what you need to work on.
• Coaching – Get a coach to help you identify and improve your game while maintaining the strong aspects. A coach can help improve your biomechanics, mental strength and the way you approach training and competition.
• Training – Incorporate training sessions that will help you excel. You can get these ideas from a coach or from a more experienced athlete. 

Working on the weakest aspects of your game allows for better consistency. You want to be able to maintain the same level of intensity throughout the competition rather than simply relying on your strength. Your weaknesses not only effect your game but can also make enjoying it harder and improving these gaps allows you to be more efficient and improve your game.

References Available from the SIRC Collection:

1. Chard C, MacLean J, Faught B. Managing Athletic Department Touch Points: A Case Study of One Institution Using Importance-Performance Analysis. Journal Of Intercollegiate Sport. December 2013;6(2):196-212.

2. Doron J, Gaudreau P. A Point-by-Point Analysis of Performance in a Fencing Match: Psychological Processes Associated With Winning and Losing Streaks. Journal Of Sport & Exercise Psychology. February 2014;36(1):3-13.

3. KOSTIS P, MACKIN T. IDENTIFY YOUR WEAKNESS. Golf Magazine. October 2012;54(10):27.

4.Qing W. Structure and characteristics of effective coaching practice. Coaching Psychologist. June 2013;9(1):7-17.

5. Rutkowska K, Gierczuk D. EMOTIONAL INTELLIGENCE AND THE SENSE OF EFFICIENCY OF COACHING AND INSTRUCTING IN WRESTLING: Emotional intelligence in wrestling. Polish Journal Of Sport & Tourism. March 2012;19(1):46-51.

6. Silviu Ş, Doina M. THE EFFICIENCY OF AQUATIC ACTIVITIES AND SWIMMING KINETIC PROPHYLAXIS PATTERNS AND PROCEDURES. / EFICIENŢA MODELELOR Şl MIJLOACELOR KINETOPROFILAXIEI ÎN ÎNOT Şl ACTIVITĂŢI ACVATICE. Gymnasium: Scientific Journal Of Education, Sports & Health. December 2012;13(2):113-127.

What is Physical Literacy?

by Leigh Cove
Algonquin College Sport Business Management Intern

Muscle memory is a well-known term in active living and sport. The idea that once you have learned something and practiced it, your muscles will begin to move with the pattern of the motions each time you use them until those patterns become natural. Physical literacy takes this idea and applies it to the learning and development of a whole range of body movements, and subsequent combinations of motions. Teaching this ‘body language’ is an important corner stone as kids develop into the athletes of tomorrow so they will want to, and can, participate in activity for life.

Canadian Sport for Life (CS4L) has made physical literacy a priority for the first three stages (Active Start, FUNdamentals, and Learn to Train) of long term athlete development (LTAD).

• Progression of Physical Literacy 
• Basic Movements
• Movement Combinations 
• Complex Movement Sequences 
• Skilled Movement

To ensure well rounded physical literacy, CS4L recommends children be exposed to a variety of physical activity that encompass all surface types, activity structures, and player positions. This includes coaching young athletes on how to read their environment and react to it. For example, seeing the position of your teammates on the field and being able to move yourself in the play based on what you see.

One of the barriers to quality physical literacy however is proper training and resources for coaching at the community and grassroots level; limited resources combined with volunteer coach turnover has left a gap in the quality and consistency of physical literacy being taught to young athletes. This is where the LTAD model has come in and is evolving. The Canadian sport community looks to design a system that will better support young athletes and their development. And while not everyone can be an Olympic gold medalist, a solid teaching of physical literacy means a more active future for anyone, child or adult, who just wants to get out there and play.

References available from the SIRC collection:

1. Corlett J, Mandigo J. A Day In The Life: Teaching Physical Literacy. Physical & Health Education Journal. Winter2013 2013;78(4):18-24.
2. Gallant P, Vossen D, Weaving C. In the Zone: Physical Literacy and the Quest for Certified Coaches. Physical & Health Education Journal. Summer 2011 2011;77(2):16-21.
3. Harber V, Schleppe S. Promoting Early Physical Literacy in Alberta. Wellspring. August 2010;21(4):1-4.
4. Norris S. Learning to Train: A Key Stage in Developing Physical Literacy. Wellspring. June 2011;22(3):A1-A4.
5.  Sullivan P, Whitaker-Campbell T, MacKay M. Physical Literacy in Coaching Education Materials: A Case Study of Canada Basketball. Physical & Health Education Journal. Spring2010 2010;76(1):32-35. 6. The meaning of Physical Literacy. Active Living: Newsletters. September 2011;:4.

College Athletes and Depression

There is a common perception that college athletes are tough and should be able to resolve problems that might lead to depression. In fact, just the opposite might be true. Having to handle what is essentially a full-time job and keep up with schoolwork might leave them feeling less well-adjusted than non-athletes. Along with the stigma attached to mental health issues, especially in the sporting world where mental toughness is as valued as physical toughness, it can be difficult for athletes to seek help.

an athlete may have different risk factors for developing depression, such as having an injury or having an athletic career come to end, when compared to non-athletes.
Read more at http://www.philly.com/philly/blogs/sportsdoc/Depression-in-athletes-is-it-being-ignored.html#fpIlogxhO5SMITAY.99

an athlete may have different risk factors for developing depression, such as having an injury or having an athletic career come to end, when compared to non-athletes.
Read more at http://www.philly.com/philly/blogs/sportsdoc/Depression-in-athletes-is-it-being-ignored.html#fpIlogxhO5SMITAY.99

an athlete may have different risk factors for developing depression, such as having an injury or having an athletic career come to end, when compared to non-athletes.
Read more at http://www.philly.com/philly/blogs/sportsdoc/Depression-in-athletes-is-it-being-ignored.html#fpIlogxhO5SMITAY.99

Mood disorders sometimes are called Affective Disorders, but more frequently are simply called “depression.” Common contributors to depression are:

• trouble adjusting to the transition from high school to college
• overtraining or injury
• pressure to perform
• lack of free time 
• stress from schoolwork 

Signs/symptoms of depression include*:

• Low or sad moods, often with episodes of crying 
• Irritability or anger
• Feeling worthless, helpless and hopeless 
• Eating and sleeping disturbance (reflected in an increase or decrease)
• A decrease in energy and activity levels with feelings of fatigue or tiredness. 
• Decreases in concentration, interest and motivation 
• Social withdrawal or avoidance 
• Negative thinking 
• Thoughts of death or suicide. In severe cases, intent to commit suicide with a specific plan, followed by one or more suicide attempts. 

While there is often pressure to get the athlete back to play as soon as possible, it’s important that the athlete’s health and safety remains the highest priority. 

Researchers have found that injured athletes experience clinically significant depression 6 times as often as non-injured athletes.

It's important for parents and coaches to recognize their limitations when trying to help someone with a mood disorder. The best way to help is to be able to recognize the symptoms and refer the athlete to a professional. An athlete will need a good support system in order to recover fully, whether it comes from a coach, family, friends or a therapist.

 *This is by no means an exhaustive list, but is intended as a list of common symptoms.

References from the SIRC Collection:

1. Gagne M. A DIFFERENT KIND OF PAIN. Sports Illustrated. December 12, 2011;115(23):82.
2. Hart C. THE PSYCHOLOGICAL IMPACT OF INJURY. Triathlon Life. Fall2009 2009;12(4):44-45.
3. Maniar S, Chamberlain R, Moore N. Suicide risk is real for student-athletes. NCAA News. November 7, 2005;42(23):4-20.
4. Potera C, Delhagen K. Beat the injury blues. Runner's World. October 1990;25(10):18.
5. Reardon C, Factor R. Sport Psychiatry A Systematic Review of Diagnosis and Medical Treatment of Mental Illness in Athletes. Sports Medicine.
6. Weigand S, Cohen J, Merenstein D. Susceptibility for Depression in Current and Retired Student Athletes. Sports Health: A Multidisciplinary Approach. May 2013;5(3):263-266.

Athlètes collégiens et dépression

Plusieurs pensent que les athlètes collégiens sont suffisamment solides pour venir à bout des problèmes même ceux pouvant mener à une dépression*. En fait, c’est l’inverse qui pourrait s’avérer juste. Ils ont à composer avec ce qui ressemble à un travail à temps plein en plus de se tenir à jour dans les travaux scolaires : cette situation peut les amener à se sentir moins bien adaptés que les étudiants réguliers. Malheureusement, la santé mentale est encore un sujet tabou, particulièrement dans le monde du sport où la force mentale* prend autant de sens que la force physique; il devient alors difficile pour un athlète de demander de l’aide.

Les troubles de l’humeur* parfois nommés troubles affectifs* sont souvent identifiés comme des manifestations de la dépression. Les facteurs à la source de la dépression sont :

• Difficulté d’adaptation lors du passage* du secondaire au collégial 
• Surentraînement ou blessure*
• Pression pour la performance*
• Manque de temps libre 
• Stress dû aux travaux scolaires 

 Les signes/symptômes* de la dépression comprennent** :

• Tristesse accompagnée souvent d’épisodes de larmes 
• Irritabilité ou colère 
• Sentiment d’inutilité, d’impuissance et de désespoir 
• Troubles de l’appétit* et du sommeil* (trop ou pas assez) 
• Perte d’énergie et d’entrain avec sensation de fatigue ou d’épuisement 
• Diminution de la concentration, perte d’intérêt et de motivation 
• Isolement social ou refus de l’activité sociale 
• Pensées négatives 
• Idées de mort ou de suicide*. Dans les cas les plus graves, projet suicidaire selon un plan donné suivi d’une ou de plusieurs tentatives de suicide. 

Même si la pression est forte pour un retour hâtif au jeu, la santé et la sécurité de l’athlète doivent demeurer la priorité. D’après des études, les athlètes victimes d’une blessure présentent en clinique 6 fois plus souvent de symptômes de dépression que les athlètes exempts de blessures.

Les parents et les entraîneurs doivent reconnaître leur limite quand ils viennent en aide à quelqu’un présentant des troubles de l’humeur. La meilleure façon d’aider est de reconnaître les symptômes et d’orienter l’athlète vers un professionnel de la santé mentale. Pour une bonne récupération, l’athlète a besoin d’un solide réseau de soutien incluant l’entraîneur, la famille, les amis et le thérapeute.

* Seulement disponible en anglais
**Cette liste ne se veut pas exhaustive, elle présente seulement les symptômes les plus courants.

Références de la collection de SIRC:

1. Gagne M. A DIFFERENT KIND OF PAIN. Sports Illustrated. December 12, 2011;115(23):82.
2. Hart C. THE PSYCHOLOGICAL IMPACT OF INJURY. Triathlon Life. Fall2009 2009;12(4):44-45.
3. Maniar S, Chamberlain R, Moore N. Suicide risk is real for student-athletes. NCAA News. November 7, 2005;42(23):4-20.
4. Potera C, Delhagen K. Beat the injury blues. Runner's World. October 1990;25(10):18.
5. Reardon C, Factor R. Sport Psychiatry A Systematic Review of Diagnosis and Medical Treatment of Mental Illness in Athletes. Sports Medicine.
6. Weigand S, Cohen J, Merenstein D. Susceptibility for Depression in Current and Retired Student Athletes. Sports Health: A Multidisciplinary Approach. May 2013;5(3):263-266.

Establishing a Coaching Philosophy

Coaching at any level requires not only developing skills and technical aspects of the sport, but personal development of your athletes. Attributes such as confidence, trust, teamwork, respect and character, which are developed on the field, can be carried over into your athletes’ everyday lives. One way to help build a team that best reflects who you are or what you are trying to build is by having a good coaching philosophy.

A good coaching philosophy allows you to establish the work ethic and standards you would like to ask of your program or team, beyond just winning and losing. Your coaching philosophy will be guided by your beliefs, values and experiences. Implementing this level of expectation early on will help:

1. Establish team rules. 
2. Define the way in which you build relationships with your athletes. 
3. Provide tools for managing stress and emotional situations. 
4. Support the overall goals you would like your team or athletes to accomplish while being coached under your tenure.

A coaching philosophy is like a road map to help you navigate through the season. When, half way through a season, a parent asks why their child is on the bench while a lesser skilled player gets more playing time, you can draw on the coaching philosophy which you established early on to explain your decision and in so doing, avoid disgruntled parents. By establishing rules concerning playing time, everyone will be on the same page, leaving no doubt in terms of what is expected from each team member in order to get playing time.

A good philosophy also encompasses the way in which you approach the sport. This will allow athletes to understand where they fit within your coaching system, and what skills they need to develop in order to contribute to the success of the team. This leads into the area of setting goals and expectations for the team. Whether this involves approaching the season one game at a time, or whether it has to do with establishing a long-term approach, understanding and communicating your expectations and goals will ensure that there are no surprises or frustration when the going gets tough. It will also keep the team focused since goals have been established and are clear, no matter the outcome of the games.

To develop a successful coaching philosophy,

1.  Identify your values and beliefs 
2.  Establish objectives, priorities and responsibilities 
3.  Develop a coaching method 
4.  Establish team rules and consequences 

Your athletes are likely to reflect the person you are, rather than who you want them to be, so know yourself. Establish your own philosophy and not that of another coach, since you know your own style best of all. Knowing what you want out of the team and each individual within the team lets members know where they stand and what is expected of them. A good coaching philosophy establishes the guidelines to promote development both on the field and off the field. Most of all, have fun coaching and your athletes will have fun being coached by you.

References from the SIRC Collection:

1. Developing a Coaching Philosophy. BC Coach's Perspective. Summer2011 2011;:14-15. 
2. Camiré M, Trudel P, Forneris T. Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches. Sport Psychologist. June 2012;26(2):243-260. 
3. Nash C, Sproule J, Horton P. Sport Coaches' Perceived Role Frames and Philosophies. International Journal Of Sports Science & Coaching. December 2008;3(4):538-554. 
4. Parsh D. 8 Steps to a Coaching Philosophy. Coach & Athletic Director. April 2007;76(9):56-57. 
5. Robbins J, Houston E, Dummer G. Philosophies and Expectations of Wheelchair and Stand-up Collegiate Basketball Coaches. Journal Of Sport Behavior. March 2010;33(1):42-62. 
6. Smelley R. The Value Of A Coaching Philosophy. Track Coach. Summer2013 2013;(204):6506-6513. 
7. Thibert H. Developing Your Coaching Philosophy. Olympic Coach. Fall2008 2008;20(4):24-26. 
8. Van Mullem P, Brunner D. Developing a Successful Coaching Philosophy: A Step-by-Step Approach. Strategies (08924562). May 2013;26(3):29-34.

Instaurer une philosophie du coaching

À tous les niveaux, le coaching consiste à développer les athlètes sur les plans moteur et technique du sport ainsi que sur le plan personnel. La collégialité, la confiance, l’esprit d’équipe, le respect et l’affirmation sont des dimensions de la personnalité des athlètes qui se développent sur le terrain et qui se transposent dans la vie de tous les jours. Une bonne philosophie du coaching* contribuera à bâtir une équipe qui ressemblera le plus à votre image ou à votre vision de l’équipe. 

Une bonne philosophie du coaching vous permettra d’établir une éthique du travail et de définir des standards pour votre programme ou votre équipe qui se situeront au-delà de la victoire et de l’échec. Votre philosophie du coaching sera dictée par vos croyances*, vos valeurs et vos expériences. Définir les attentes le plus tôt possible sera utile pour:

1. Déterminer les règlements de l’équipe. 
2. Définir les modalités de l’interaction avec les athlètes. 
3. Se procurer des outils de gestion du stress et des situations émotives. 
4. Soutenir les objectifs globaux pour votre équipe ou vos athlètes tant que vous occupez le poste d’entraîneur. 

Une philosophie du coaching* s’apparente à une carte routière, car elle vous aide à trouver la voie tout au long de la saison. Par exemple, si un parent vous demande en cours de saison pourquoi son enfant est sur le banc alors qu’un autre, moins habile, est plus souvent sur le terrain, vous pourrez vous référer à votre philosophie du coaching établie en début de saison pour justifier vos décisions et, de ce fait, contrer les propos des parents mécontents. En établissant les règles au sujet du temps de jeu, tous seront au courant, sans confusion aucune, de ce qu’on attend de chaque joueur pour obtenir du temps de jeu.

Une bonne philosophie* présente aussi votre approche du sport*. Ainsi, les athlètes pourront comprendre leur rôle dans votre système de coaching et déterminer les habiletés à développer pour contribuer au succès de l’équipe, d’où l’importance de fixer des objectifs et des attentes pour l’équipe. Que vous abordiez la saison un match à la fois ou, encore, à long terme, il faudra déterminer vos attentes et définir vos objectifs afin de ne pas causer de surprise ou de frustration en période difficile. Grâce à des objectifs clairs et bien déterminés, l’équipe maintiendra le cap, quelle que soit l’issue des matchs.

Élaboration d’une philosophie gagnante du coaching*

1. Identifier vos valeurs et croyances 
2. Fixer des objectifs, des priorités et attribuer des responsabilités 
3. Élaborer un mode de coaching 
4. Déterminer les règlements de l’équipe et les conséquences. 

Apprenez à bien vous connaître, car vos athlètes seront vraisemblablement le reflet de qui vous êtes et non pas de qui vous aimeriez être. Établissez votre propre philosophie et non celle d’un autre entraîneur, car c’est votre style que vous maîtrisez le mieux. En précisant vos attentes à l’équipe et à chaque joueur, les joueurs connaîtront leur rôle et ce qu’on attend d’eux. Une bonne philosophie du coaching est à la base des lignes directrices du développement sur et hors du terrain de jeu. Et surtout, ayez du plaisir à effectuer votre tâche et les athlètes auront du plaisir à jouer sous votre supervision.

* Seulement disponible en anglais

Références de la collection de SIRC: 
1. Developing a Coaching Philosophy. BC Coach's Perspective. Summer2011 2011;:14-15. 
2. Camiré M, Trudel P, Forneris T. Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches. Sport Psychologist. June 2012;26(2):243-260. 
3. Nash C, Sproule J, Horton P. Sport Coaches' Perceived Role Frames and Philosophies. International Journal Of Sports Science & Coaching. December 2008;3(4):538-554. 
4. Parsh D. 8 Steps to a Coaching Philosophy. Coach & Athletic Director. April 2007;76(9):56-57. 
5. Robbins J, Houston E, Dummer G. Philosophies and Expectations of Wheelchair and Stand-up Collegiate Basketball Coaches. Journal Of Sport Behavior. March 2010;33(1):42-62. 
6. Smelley R. The Value Of A Coaching Philosophy. Track Coach. Summer2013 2013;(204):6506-6513. 
7. Thibert H. Developing Your Coaching Philosophy. Olympic Coach. Fall2008 2008;20(4):24-26. 
8. Van Mullem P, Brunner D. Developing a Successful Coaching Philosophy: A Step-by-Step Approach. Strategies (08924562). May 2013;26(3):29-34.

Circuit Training

Circuit training promises a fast, whole body workout that is a great way to improve skills, mobility, strength and all-round body conditioning. This type of training offers variety, flexibility in its activities, can be simple, complex, general or specific. Usually designed by coaches and fitness instructors, it is a high intensity workout that is easily adaptable for people of all fitness levels and abilities.

To get started: 

1. Ensure participants have the required equipment to complete the circuit.
2. The amount of stations set up largely depends on the amount of participants, but 9-12 tends to be a good amount to start with. Set up and explain fully and/or demonstrate each exercise for the different stations. It's also helpful to have cards at each station that state what each exercise is to avoid having to pause the workout.
3. Exercises in a circuit should be designed in an order that allows opposing muscle groups to alternate between resting and working. This idea also applies when coming up with activities that vary in intensity levels, for example - one station may be jumping jacks, the next crunches, then running in the spot, etc.
4. Have participants perform a dynamic warm-up to prepare the body for the workout ahead. For example: squats, jumping jacks or running on the spot.
5. Participants will then perform a designated move at one station for a predetermined time and when instructed, will move to the next station. How long each participant is at a station and how long the workout is to be is up to the instructor. Make sure to give enough time for the participants to change stations and familiarize themselves with the next exercise.
6. Training should be followed with an adequate cool down and plenty of water.

Circuit training generally needs little to no equipment, needs very little space, can be used with small or large groups and is only limited by your imagination. With this type of training, ACSM recommends coaches or instructors use caution when working with individuals who are overweight/obese, detrained, previously injured or elderly to reduce the risk of injury.

References from the SIRC Collection:

1. Berg M. Circuit training for everyman. Smart training: these three circuits, each addressing a specific goal, will get the job done when you're short on time. Men's Fitness. October 2002;18(10):138;140-141.
2. Frith J, Kerr J, Wilson G. Immediate improvements in emotion and stress following participation in Aerobics, Circuit Training and Tai Chi. International Journal Of Sport Psychology. September 2011;42(5):480-492.
3. Henry R, Anshel M, Michael T. Effects of Aerobic and Circuit Training on Fitness and Body Image Among Women. Journal Of Sport Behavior. December 2006;29(4):281-303. 
4. Klika B, Jordan C. HIGH-INTENSITY CIRCUIT TRAINING USING BODY WEIGHT: Maximum Results With Minimal Investment. ACSM's Health & Fitness Journal. May 2013;17(3):8-13. 
5. Liu D. The Effect of Circuit Weight Training on Muscle Strength, Aerobic Capacity and HRV. Journal Of Beijing Sport University. April 2010;33(4):52-55.
6. Sanders M. Circuit play in the pool. Journal On Active Aging. May 2009;8(3):84-91.
7. Sandler D. JOIN THE CIRCUIT. Joe Weider's Muscle & Fitness. February 2010;71(2):209.
8. Shepherd J. Circuit training. Athletics Weekly (Descartes Publishing Ltd.). October 22, 2009;:36-37.

Setting smart goals for increased performance

Setting goals is one of the single most beneficial aspects of sport as it provides the foundation for how coaches and athletes go about practice, training and competition plans. It has been proven over and over again that goal setting is one of the most effective techniques for enhancing motivation and performance.

A goal is what an athlete wishes to accomplish and can fall into three categories:

1. Outcome - goals refer to winning or losing, for example, "My goal is to place in the top five in my age category." These goals rely not just on the performance of the athlete, but depend partly on the performance of the opponent.
2. Performance - goals relate to an individual athlete's performance where the performance of other athletes or competitor's has no effect on the goal's attainment. For example, "I will improve my best time by 5 seconds by November 15."
3. Process - goals are usually concerned with how an athlete performs a certain skill and tend to be used during practice or training. For example, "I'm going to run a minimum of 3 times per week."  These goals can range from regulating sleeping patterns to improving technique - an athlete should list at least three.

Tips for making effective goals:

• Set long and short-term goals
• Goals should be designed to be challenging but not unreachable - performance is enhanced when goals are moderately difficult
• Motivation and commitment is higher if the goals are attractive to the athlete
• Goals should focus on positive statements, for example, "I'm going to improve my defense" rather than "I'm going to stop messing up my defense"
• Set specific, measurable goals and write them down
• Use a combination of outcome, performance and process goals

Many coaches and athletes set goals but unfortunately, these programs end up poorly executed and or  are not designed in a way that would maximize its effectiveness. If an athlete has their eye on one lofty goal, the results can be crushing. If an athlete sets several goals along the way to a big goal, it can be a great boost for motivation and a surer path to success. Planning goal-setting programs is not easy, but if done correctly and consistently, the rewards will be well worth it.

References from the SIRC Collection: 

1. McCann E. Why Goal-Setting Works. Soccer Journal. July 2007;52(4):49-50.
2. McCarthy P, Jones M, Harwood C, Davenport L. Using Goal Setting to Enhance Positive Affect Among Junior Multievent Athletes. Journal Of Clinical Sport Psychology. March 2010;4(1):53-68.
3. Senécal J, Loughead T, Bloom G. A Season-Long Team-Building Intervention: Examining the Effect of Team Goal Setting on Cohesion. Journal Of Sport & Exercise Psychology. April 2008;30(2):186-199.
4. Sousa C, Smith R, Cruz J. An Individualized Behavioral Goal-Setting Program for Coaches. Journal Of Clinical Sport Psychology. September 2008;2(3):258-277.
5. Stoeber J, Uphill M, Hotham S. Predicting Race Performance in Triathlon: The Role of Perfectionism, Achievement Goals, and Personal Goal Setting. Journal Of Sport & Exercise Psychology. April 2009;31(2):211-245.
6. Weinberg R. Making Goals Effective: A Primer for Coaches. Journal Of Sport Psychology In Action. May 2010;1(2):57-65. 

Volunteering

SIRC Newsletter now available online: Volunteering

Volunteers play an extremely important role in the sport community - without these hard working people, many events simply would not occur. SIRC fully recognizes the value and vital role volunteers contribute every year so that we can continue to build upon our strong tradition of volunteering in sport.

Read more:  http://www.sirc.ca/newsletters/May13/index.html

Coaching and Digital Video Analysis

Video analysis in sports can be an indispensable coaching tool - from determining feedback and correction to athletes, to observations on technical and tactical skills. With technological advances, GoPro being the latest popular video recording device, as well as the multitude of video editing programs available, coaches and athletes have the ability to analyse play and performance on a variety of levels.

Benefits include:

• Coaches can use video to assess the effectiveness of practice - drills, tactics, team cohesion
• Players are able to critically look at their own performance so they can create objective goals
• Coaches can use video for self and team improvement since it enables the user to view the game or practice repeatedly, in real-time, without having to rely solely on memory
• Provides accurate and relevant feedback to help athletes progress and improve their technical and tactical skills
• Motivational movies can be made to play for the whole team to view that uses game highlights from the latest match or the last match from the same opponents
• Can be used to scout opponents and discover their strengths and weaknesses

From an individual athlete perspective, videos can be motivational in nature or can provide instructional feedback to help the player learn about their performance and identify areas of improvement. For mental training, a sports psychologist can observe errors of attentional focus or identify performance anxiety.

Video recordings provide reliable, accurate and objective information that is essential for the coaching process. For lighter moments, videotaping an international game or performance can provide a souvenir for athletes, or depending your creativity, some footage may be cut to create a funny video for the team to watch for encouragement and motivation. 

References from the SIRC Collection: 

1. Bertram C, Marteniuk R, Guadagnoli M. On the Use and Misuse of Video Analysis. International Journal Of Sports Science & Coaching. June 2, 2007;2(0):37-46.
2. Byte Size Coaching & Video. World Of Soccer Newsletter. January 2011;(54):1.
3. Carson F. Utilizing Video to Facilitate Reflective Practice: Developing Sports Coaches. International Journal Of Sports Science & Coaching. September 2008;3(3):381-390. 
4. Groom R, Cushion C, Nelson L. Analysing coach–athlete ‘talk in interaction’ within the delivery of video-based performance feedback in elite youth soccer. Qualitative Research In Sport, Exercise & Health. November 2012;4(3):439-458.
5. Meeûs M, Serpa S, De Cuyper B. The Effects of Video Feedback on Coaches' Behavior and the Coach-Athlete Relationship. Journal Of Clinical Sport Psychology. December 2010;4(4):434-340.
6. Soon-Ho L. Development of an Analysis Program on Sport Competition for Digital Video. International Journal Of Applied Sports Sciences. June 2008;20(1):94-112. 

Officiating

SIRC Newsletter now available online: Officiating

There's no arguing, officiating comes with its challenges! Today's officials are fit, smart and passionate about what they do. Many are experts in their sport – from techniques, tactics, skills and strategies to formations in the game, it’s a job that deserves respect. Officials come from all walks of life, parents, teens, coaches and former athletes, all of which have one thing in common - a love of sport.

Read more:  http://www.sirc.ca/newsletters/april13/index.html

Coaching - Motivating Young Athletes

A coaches job can assume many roles within a young athlete's life; they can be an instructor, a mentor, a role model and sometimes a friend or confidant. Coaches have the ability to positively influence a youth's decision to continue their involvement in sport. So what do you do if your player or team is lacking the motivation for success?

• Provide encouragement - acceptance and approval by coaches and peers strongly influence an athlete's perception of enjoyment and motivation. Provide frequent, clear and positive feedback. Focus on increasing skill and giving them information on how to improve the next attempt, rather than pointing out errors.

• Goal-setting - Long and short-term goals can be set and should be designed to be challenging but not unreachable. Keep in mind the capabilities of the athlete, set positive goals and ensure the goals are attractive to the athlete.

• Establish team camaraderie - It's important for players to feel comfortable with their teammates and coaches. Team cohesion can greatly enhance the enjoyment athletes experience through participation, as well as their performance. Teams who have a strong camaraderie are more likely to be successful in terms of team unity and seasonal improvement.

• Keep sport fun! - Young athletes and adolescents love when there are opportunities for high levels of action and being involved in that action. Practice activities can be structured to maximize action by eliminating waiting in line, having sufficient equipment and keeping things moving with short but intense and varied activities. If you wish, you can involve young athletes in the decision-making process by allowing them to choose a drill or activity at the end of practice.

To maximize motivation, coaches can positively affect their players motivation by providing positive feedback, creating challenging goals, encouraging social support, and first and foremost ensuring the sport experience is fun and enjoyable for all.

References from the SIRC Collection:

1. Bell K. Motivating Athletes to Train. American Swimming. March 2007;2007(2):30-38. 
2. Beyer C. Motivating Your Athletes Throughout the Season. Coach & Athletic Director. May 2000;69(10):68.
3. Fleck E. 10 Strategies for Motivating the Recreational Athlete. IDEA Fitness Journal. February 2013;10(2):62-64.  
4. Mahoe S. Five Ways to Improve Communication with your Players. Coach & Athletic Director. February 2007;76(7):44.
5. Nall E. 5 EASY MOTIVATIONAL TIPS. Volleyball. September 2007;18(9):16-17.
6. Pendleton S. Motivating Female Athletes for Success in Basketball. Coach & Athletic Director. February 2001;70(7):96.
7. Teeple G. Motivating Strength Training Athletes by Goal Setting. Coaching Youth Sports. May 2004;:1.
8. Weiss M. Teaching a Love of the Game. Soccer Journal. July 2007;52(4):8-9.

Diversity in Sport

SIRC Newsletter now available online: Diversity in Sport

The Canadian sport community has the opportunity to embrace our uniquely diverse population and actively strive for a multicultural and socially inclusive environment. Proactive sport organizations adopt a broad view of diversity and value it to its fullest extent. Ideally, this means going beyond merely removing barriers to participation but working towards ensuring that all participants are valued and respected.

Read more:  http://www.sirc.ca/newsletters/mid-mar13/index.html

Does team sport build character?

The idea that an individuals' involvement in team sport builds character is firmly engrained in our minds. Advocates of sport participation believe that sport provides opportunities for learning moral development and social skills like cooperation, conflict resolution, self-control, teamwork, fairness and a good work ethic. As a result, many parents often sign their children up for a sports team in the
hopes that they will learn some, if not all of these skills.

There is considerable evidence that the development of character in young athletes can be formed positively, if helped along by sport coaches who implement specific strategies to do so.

• Set the example - Young athletes will look to their coaches to teach them how to respond to a difficult situation - a coach who can effectively control his/her emotions under pressure or in anger is a great example for good sporting behavior. If a coach expects good sporting behaviour, but does not follow the set rules, young athletes receive mixed messages.
• Goal setting - Set team and individual goals, ask them to express how they wish to see themselves grow as players and as a team and help them to accomplish those goals.
• Peer influence - Peers are extremely important in the socialization of young athletes. Establish a peer leader that engages in positive, character-building behaviors and not just those with the greatest skill set.
• Establish guidelines - Make it clear that disrespectful behaviour towards opponents and officials is not tolerated. Let your players know what the expectations are as a team, for example, shaking hands with the opposing team before and after a game, respecting calls from officials, and following the rules of the game.

Character development is a process that requires careful planning that can definitely be developed through sport, but this type of development will not just happen on its own. To be effective, coaches need to set a personal example for youth as well as come up with an organizational plan to help athletes overcome challenges and work towards their individual and team goals.

References from the SIRC Collection: 

1. Boardley I, Kavussanu M. The influence of social variables and moral disengagement on prosocial and antisocial behaviours in field hockey and netball. Journal Of Sports Sciences. June 2009;27(8):843-854.
2. DiCocco F. The Importance of Character. Texas Coach. August 2012;57(1):34-35. 
3. Doty J, Lumpkin A. Do Sports Build or Reveal Character - An Exploratory Study at One Service Academy. (Abstract). Research Quarterly For Exercise & Sport. February 2007;78(1):A-91.
4. Falcão W, Bloom G, Gilbert W. Coaches’ Perceptions of a Coach Training Program Designed to Promote Youth Developmental Outcomes. Journal Of Applied Sport Psychology. October 2012;24(4):429-444. 
5. Gaines S. Developing Individual and Team Character in Sport. Strategies. November 2012;25(8):30-32.
6. Murray K. Team Sports and Character Development. ACSM Fit Society Page. Summer2007 2007;:1-2.
7. Welch B. Character team building. Australian Fourfourtwo. October 2011;(72):96.

Preventing Burnout in Children

Burnout in sport is defined as “physical/emotional exhaustion, sport devaluation, and reduced over-training and by competing too often. This is an important issue in youth sports because it often leads to dropping out of sport completely.  Participation in sport offers many benefits to children and with so many people leading sedentary lifestyles, it's becoming even more important to keep our kids engaged in sport.

The good news is that burnout can be avoided.  Knowing what to look for and how to approach a child that may be suffering from burnout will encourage them to continue their involvement in sports.

What do I watch for?

• Be aware of the warning signs - loss of interest in sport, dreading practice, anger and irritability (especially if it has never been a problem before) at home and on the field.  
• Injuries (real or imagined)
• Watch for patterns - quitting during a competition or not focusing or caring about the outcome.
• Child exhibits signs of fatigue, restlessness, apathy, loss of appetite, depression and/or a lack of motivation.

 What can we do to help?

• Offer your support.  Sometimes parents and coaches are so sure they are doing the right thing that they find it difficult to step back and see what's happening.
• Reduce the pressure to win by establishing goals.
• Recognize improvement and realize that there will be setbacks to progress.
• Sometimes performance gets worse before it get better; motivation and encouragement go further than punishment or criticism.
• Listen to what your child has to say and respect their opinions.  The most common complaint is that "It's just not fun anymore."
• Keep a healthy perspective on the importance of raising a star athlete vs. raising a healthy child.
• Let them take time off, encourage them to play a variety of sports, and build other activities into their schedule.

The best thing parents can do to prevent burnout in their child is to let them know that no matter the outcome, you love them and will be proud of them for who they are, not what they are.

References Available from the SIRC Collection: 

1. Appleton P, Hill A. Perfectionism and Athlete Burnout in Junior Elite Athletes: The Mediating Role of Motivation Regulations. Journal Of Clinical Sport Psychology. June 2012;6(2):129-145.
2. Gustafsson H, Skoog T. The mediational role of perceived stress in the relation between optimism and burnout in competitive athletes. Anxiety, Stress & Coping. March 2012;25(2):183-199.
3. Harris B, Watson II J. Assessing Youth Sport Burnout: A Self-Determination and Identity Development Perspective. Journal Of Clinical Sport Psychology. June 2011;5(2):117-133.
4. Kids at play: risks and rewards. Handball. October 2004;54(5):37-39.
5. Metzl J. DO I HAVE OVERSTRAINING SYNDROME?. Triathlete. October 2012;(343):28.
6. Wolff R. Preventing burnout among young athletes. Sports Illustrated. April 21, 1997;86(16):79.

Coaching and the passion for life-long learning

The coaching profession is constantly changing and coaches at every level need to know more than just the basics to ensure success in the field.  This is why education and further professional development such as conferences, workshops, and mentoring are vital to a coaches career path. Coaching should be a profession where the opportunity for continuous learning should never be passed up.

Career-long learning is essential for coaches to stay relevant and up-to-date on their sport and its practices. Gaining years of experience as a coach is essential to progress in terms of professional development but if career-long learning is not on the radar, it can mean passing up chances for you and your athletes to grow. Here are some ideas on how to expand your knowledge:

1. Try mentoring - Mentoring can be highly effective in coach development since it can expand your knowledge base by exposing you to a variety of styles, skills and techniques learned by others.
2. Reflective practice - There is always room for improvement!  During practice or even competition, coaches can reflect on their own performance, rethink their actions, and learn from the experience.  If taking a notebook along to write down your ideas for change helps you out, take one along.
3. Look for educational opportunities - Sign yourself up to meet new people and hear different perspectives, whether it's a webinar, conference, workshop or joining an association; surround yourself with others in your field.

A lot of research has been done on how people learn and it shows that experience and working with or observing others is the most influential method of developing your knowledge base. A coach who seeks opportunities for development, works with others, and develops a reflective practice could easily be on their way to being a high-level practitioner capable of producing high-level performers.

References from the SIRC Collection: 

1. Callary B, Werthner P. Exploring the Learning Environment of Women Coaches. Canadian Journal For Women In Coaching. July 2011;11(3):1-7.
2. Cushion C, Armour K, Jones R. Coach education and continuing professional development: experience and learning to coach. Quest (00336297). August 2003;55(3):215-230.
3. Nash C, Sproule J, Callan M, McDonald K, Cassidy T. Career Development of Expert Coaches. International Journal Of Sports Science & Coaching. March 2009;4(1):121-138.
4. Norman L. Developing female coaches: strategies from women themselves. Asia-Pacific Journal Of Health, Sport & Physical Education. December 2012;3(3):227-238.
5. Thibert H. Developing Your Coaching Philosophy. Olympic Coach. Fall2008 2008;20(4):24-26.
6. Werthner P, Trudel P. Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches. International Journal Of Sports Science & Coaching. September 2009;4(3):433-449.