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1) The document discusses Joshua Noye's coaching philosophy which emphasizes effective communication and relationships.
2) Noye believes communication is the foundation for understanding athletes, reading situations, and adapting coaching. It allows coaches to realize each athlete's full potential.
3) Noye takes a holistic approach to coaching that considers athletes' overall development and identities. He aims to create a supportive, caring environment through positive relationships.
1) The document discusses Joshua Noye's coaching philosophy which emphasizes effective communication and relationships.
2) Noye believes communication is the foundation for understanding athletes, reading situations, and adapting coaching. It allows coaches to realize each athlete's full potential.
3) Noye takes a holistic approach to coaching that considers athletes' overall development and identities. He aims to create a supportive, caring environment through positive relationships.
1) The document discusses Joshua Noye's coaching philosophy which emphasizes effective communication and relationships.
2) Noye believes communication is the foundation for understanding athletes, reading situations, and adapting coaching. It allows coaches to realize each athlete's full potential.
3) Noye takes a holistic approach to coaching that considers athletes' overall development and identities. He aims to create a supportive, caring environment through positive relationships.
The success of any coach in my opinion, is underpinned by an individuals ability
to effectively communicate (Australian Sports Commission, 2015; Burton &
Raedeke, 2008). This refers to communication in all facets. Communication with
the athletes themselves as well as being able to get your athletes to effectively communicate amongst each other (Australian Sports Commission, 2015). Coaching is a complex role and there are pre-existing assumptions held within society that there needs to be a heavy emphasis placed on the technical elements of sport (technique, game-plans, etc.). Granted, these have significant value; however, at the cornerstone of my individual coaching philosophy is communication (Ben-Peretz, 2002). This cannot be undervalued. Communication is the vehicle which allows you obtain an in-depth understanding of each of your athletes (values, beliefs, habits, etc) (Burton & Raedeke, 2008). Having this understanding equips you with the ability to read situations correctly, deal with them effectively and have the ability to adapt. Coaches may be knowledgeable and highly organised, but if good communication skills are not evident, these attributes may never be reflected in the performance of their athletes (Burton & Raedeke, 2008). A sports coach, in any capacity, deals with human interaction and multiple personalities in a team environment continuously (Cassidy, Jones & Potrac, 2004; Jones, 2007). It is also important to note that current society diversity is highly prevalent. Relationships within the role of sports coaching is paramount and is the second key element of my coaching philosophy (Cassidy, Jones & Potrac, 2004; Jones, 2007). The types of relationships that are often seen within a coaching context are either social or cultural (Cassidy, Jones & Potrac, 2004). These relationships are influenced by factors which range from situational to moral to ideological to political and are all things which I take into consideration (Schempp, 1998). The way in which I do this is through a holistic approach to coaching and athlete education. This outlook allows me, through effective relationships, to realise the full potential of each individual I coach (Price & Wiess, 2000; Schempp, 1998). This notion of the realising the individuals full potential refers to is in the both a playing and non-playing capacity. This holistic approach is such that caters for every individuals needs and identities that which intern will create supportive a positive, caring and inclusive learning environment (Cassidy, Jones & Potrac, 2004). As a coach by building these relationships, I am developing the whole child and by understanding them I can then implement programs where these skills can be allied with sports skills (Langley, 1997). This holistic approach moves away from my previous assumptions of coaching in the biophysical sense (Cassidy, Jones & Potrac, 2004). A coach has the ability to mould individuals to communicate, to be responsible and to hold themselves accountable in everyday live; this is a huge responsibility which is important for the coach to acknowledge (Amorose & Horn, 2000; Price & Wiess, 2000). As alluded to above, coaching is a process which encompasses more than just passive instruction or training (Cassidy, Jones & Potrac, 2004). Coaching is concerned with establishing positive working relationships and having continuous communication (Cassidy, Jones & Potrac, 2004). Respect and honesty are two key characteristics which influence these elements of coaching an also have specific
value in my personal coaching philosophy. Effective coaching in my opinion
requires coaches to possess, and utilize, a mixture of intrinsic and instrumental practices in their coaching. Mutual respect must be established and maintained within the coach-athlete relationship in order to improve performance (Potrac, Jones & Armour, 2002). This respect and honesty breaks down the barriers that exist in this environment and allows the relationship to be initiated and developed. This is where they get to understand the athletes, care for them inside and outside the sporting environment, while also having a set of technical and tactical ideals that they can clearly implement in a competitive situation (Cassidy, Jones & Potrac, 2004; Potrac, Jones & Armour, 2002). This respect and honesty, which works both ways, will allow for consistency and clear expectations of what is required of each individual (Price & Wiess, 2000). As a coach, you are a powerful role model and can have a tremendous influence on your athletes. It is important to both be on the same page and to work cooperatively to achieve a powerful learning environment (Brown, 1998; Weiss, 2004).