Here follows a few thoughts on
coaching children. By basing my coaching on these principles, I have found
children stay motivated, invest more effort into their sailing and coaching is
a lot more pleasurable for myself.
Self determination
theory (SDT) is the pre-eminent theory in motivation. Developed by Deci and
Ryan, it proposes a continuum from Amotivation through stages of extrinsic
motivation and then intrinsic motivations. They propose that when an individual
is motivated to do an activity for the personal enjoyment of doing it
(intrinsic motivation) they will invest the time and effort required to become
highly competent and are most likely to continue regular participation over a
long period of time. They posit that to achieve intrinsic motivation an
individual will need a sense of autonomy, competence and relatedness. It is
these qualities that I try to use to underpin my coaching sessions.
Autonomy: Is a basic human
need. It looks at feeling you have a choice in what you are doing and are
influential in creating your environment. Applied to a coaching context there
are several things I try to do to enhance autonomy. The first is to include
sailors in planning of the sessions. This can be as simple as asking sailors
what they would like to work on, or how they prefer to learn and designing the
session collaboratively. There are limits to this approach, younger and less
experienced sailors may not be able to analyse their sailing and lack the
experience in sailing and life to know how to construct sessions to improve. In
cases such as these explaining the rational behind sessions and how to learn
will add autonomy to your sessions and increase sailors buy in.
To explain the learning, I
frequently refer to the RYA Skills Model, and reference deliberate practise and
play.
Using the Model as a guide I break a session into three
stages.
1. After introducing a new or improved technique a session
should start with a low-pressure activity allowing the technique to be practiced
and feedback to be given to ensure correct technique. Consider deliberate
practice in this stage. Sailors should be encouraged to pay close attention to
actions and look to correct mistakes. Defining what success looks and feels
like can help sailors self-coach. Deliberate practice is key to improving but
should be mentally and physically draining. Accordingly manage the duration to
avoid physical and mental fatigue, 15-30 minutes as a guide or when sailors
effort starts to decline.
2. Now sailors should be ready to move into the diversion
stage. Include several activities which will put the technique under pressure
for example tacking on the whistle, sailing a small course, racing.
3. All this work is hard, try to incorporate some deliberate
play in to the session to finish off. This should be activities which practice
the new skill but are inherently fun. Some of my favourite are sailing eyes
closed, sailing standing on the bow, taking no hands, stand up while sailing
fast on a reach.
Briefly explain the stages of the session to the sailors and
the reasoning behind them, then populate them with activities.
Back to Autonomy.
I also try to increase a sense of autonomy by putting the sailors in control of
their actions for example, when they head back to the shore and if they go out
at all. When a sailor realises they are free to head in at anytime they are
frequently more motivated to go afloat in the first place. This I try to extend
to on water activities especially if conditions are challenging for the sailors.
If the main activity is too challenging offer a simpler activity they could do
allowing them to remain afloat and engaged with the group.
Relatedness:
Feeling valued and connected in any given social situation. Respect, listen to,
understanding feelings, get to know sailors as individuals take an interest in
what they do and who they are. Developing coach sailor rapport and
relationships between sailors is arguably the most important element to
successful coaching.
When interacting with children......
Communicate with them as equals.
·
Respect and seek to understand feelings.
·
Allow them to express their personality, permit
diversions when briefing and debriefing. Politely bring conversations back on
topic.
·
Understand children can get over excited and
behave inappropriately. Explain why it is unacceptable and ask them to moderate
their behaviour. Discuss concessions.
Developing social connections within sailing will keep
sailors coming back. Allow time to socialise and encourage an environment of
mutual support.
Competence: Is present when an individual believes they have
the necessary skills to complete a task but is lacking when activities are not
sufficiently challenging.
Design activities that suit the skill level of the sailor.
To improve and gain intrinsic motivation a sailor must feel challenged.
Design activities that emphasise effort and personal
improvement rather than results. Your coaching should also emphasise effort and
how an individual has improved.
There are many articles online about SDT and how it relates
to coaching.
Here is one I have found that is simple and useful to most
coaches. https://www.connectedcoaches.org/spaces/18/coaching-youth-age-13-18/blogs/press-release/32/self-determination-theory-a-guide-for-coaches
