Premium / High School Coaching Clinic
Positive Sport Coaching's Motto:
- Know yourself.
- Know all your athletes as individuals.
- Know the X's and O's including the rules of your sport.
What is a Coach?
"More than anything else, a coach is a leader because leaders motivate and inspire
by creating a climate for sucess. They kindle passion and paint a picture of success
through mission, vision, and values. They motivate by demanding accountability and
obtaining results. Success is based in a spiritual quality, a power to inspire others."
- Vince Lombardi
Why Do We Need a Coaching Mission Statement?
1. Mission statements have a sense of personal mission that enables coaches to prioritize the many demands made on them and their time.
2. Mission statements help coaches stay focused so that they may base their decisions on principles and the "long view".
3. Mission statements enable coaches to recover more quickly when there are setbacks and unexpected problems occur.
"More than anything else, a coach is a leader because leaders motivate and inspire
by creating a climate for sucess. They kindle passion and paint a picture of success
through mission, vision, and values. They motivate by demanding accountability and
obtaining results. Success is based in a spiritual quality, a power to inspire others."
- Vince Lombardi
Why Do We Need a Coaching Mission Statement?
1. Mission statements have a sense of personal mission that enables coaches to prioritize the many demands made on them and their time.
2. Mission statements help coaches stay focused so that they may base their decisions on principles and the "long view".
3. Mission statements enable coaches to recover more quickly when there are setbacks and unexpected problems occur.
Create your own mission statement.
Your Mission Statement should address the following questions:
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1. What are your strengths and weaknesses?
2. What do you love? 3. Why do you coach? 4. What is the most important quality you possess that you bring to coaching? 5. What do you want to be best remembered for as a coach? 6. What is the most important coaching goal for you to attain? |
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*Once you have answered these important questions, revise until you are satisfied that it captures your basic philosophy. Put your
mission statement where you and others will see it.
*This should be a constant reminder for yourself, coaches, parents, fans, and athletes of what you stand for.
mission statement where you and others will see it.
*This should be a constant reminder for yourself, coaches, parents, fans, and athletes of what you stand for.
Putting Priorities of Coaching in Perspective
1. Fun
2. Development of physical, emotional, social, spiritual, and mental skills.
3 . How important is winning?
Coaching Definitions
Autocrat:(a) Favoring or requiring complete obedience to authority. (b) Exercising control over the will of others.
Cooperative: Working or acting together for a common purpose or benefit.
Observant: To watch carefully especially with attention to details or behavior for the purpose of arriving at a judgement.
Permissive: (a) leniency (b) not asserting authority
Take some time to think about and reflect on the following questions:
Who was your best coach?
What made him or her such a great coach?
What was your worst coaching experience? Why?
Autocrat:(a) Favoring or requiring complete obedience to authority. (b) Exercising control over the will of others.
Cooperative: Working or acting together for a common purpose or benefit.
Observant: To watch carefully especially with attention to details or behavior for the purpose of arriving at a judgement.
Permissive: (a) leniency (b) not asserting authority
Take some time to think about and reflect on the following questions:
Who was your best coach?
What made him or her such a great coach?
What was your worst coaching experience? Why?
Sports Behavior Code of Ethics1. Citizenship Values
2. Competitive Integrity 3. Respect for Opponents and Officials 4. Fair Play 5. Understanding of the Rules 6. Appreciation for all Performances 7. Gracious Acceptance of Rules 8. High Moral Character  |
Actions Speak Louder Than Words...
"Communication is the most important influence on the
relationships people have with each other." -Virginia Satir  |
Types of Communication
1.) Verbal Communication
§ Verbal communication are the actual words that we use to communicate. Approximately 45% of the messages received by your athletes are from verbal communication. However, it is believed that about 38% of those messages are communicated through tone of voice and only about 7% of the message is taken from the actual words spoken.
§ Verbal communication can be positive, negative, or instructional which may have a positive or negative influence depending on the specific athlete or scenario.
2.) Non-verbal Communication
§ Non-verbal communication is believed to make up approximately 55% of all messages received. These messages can be transmitted through body language, behaviors, attitude, attention, eye contact or lack there of, etc.
§ As majority of the messages received by your athletes is through non-verbal communication, it is imperative that you be self aware. Be sure that the messages you are sending your athletes is what you consciously want to communicate. Often times what you are saying does not match up with your non-verbal cues.
1.) Verbal Communication
§ Verbal communication are the actual words that we use to communicate. Approximately 45% of the messages received by your athletes are from verbal communication. However, it is believed that about 38% of those messages are communicated through tone of voice and only about 7% of the message is taken from the actual words spoken.
§ Verbal communication can be positive, negative, or instructional which may have a positive or negative influence depending on the specific athlete or scenario.
2.) Non-verbal Communication
§ Non-verbal communication is believed to make up approximately 55% of all messages received. These messages can be transmitted through body language, behaviors, attitude, attention, eye contact or lack there of, etc.
§ As majority of the messages received by your athletes is through non-verbal communication, it is imperative that you be self aware. Be sure that the messages you are sending your athletes is what you consciously want to communicate. Often times what you are saying does not match up with your non-verbal cues.
Tips for better Communication
1.) Have a friend or colleague sit in on a few of your practices as well as games. Ask them to tally how many positive, negative, and instructional comments you made through out the time. Further, ask them to do the same for any non-verbal cues they pick up on and to note what these actions were so that you may become more aware of them.
2.) Self analysis-do this same activity above for yourself by watching tapes of your practices and games. It is important to witness your actions in both practice as well as a competitive setting, as emotions and actions most likely will change in different scenarios.
-Evaluate yourself after either of these observations. Ask yourself, “Am I communicating clearly what I am trying to say?” , “Does the
tone of my voice imply a negative feeling on what should be a constructive comment?” , “Does my body language reaffirm what I am
trying to say or does it send an entirely different message?” , or “What is my non-verbal communication saying?”.
3.) Communicate with your athletes.
-Make sure that the lines of communication do not only flow one way. The best way to understand what you are communicating to your
athletes is to get feedback from them.
-Be a good listener. This includes listening to their non-verbal messages as well.
-Ask questions and get the athlete involved in decision making. They will tell you what they are hearing, and what they need from you.
-Research has shown that a coach’s relationship with the athlete, if perceived as positive, caring, and supportive, can create a more
positive sport experience, increased sport participation, increased self confidence within the athlete, more social and team cohesion,
and increased performance.
4.) Communicate with you coaches.
-More often than not, there is a head coach on a team and one or several assistants. It is important to be sure that your entire coaching
staff is on the same page. Your athletes are well aware of the messages being sent by the entire coaching staff and your interaction
with them. While you may be trying to communicate one thing, your coaching staff or relationship with them may be saying another.
-Research has suggested that an athletic team may model their behaviors after the example given by the coaching staff. Further, it is
suggested that a cohesive coaching staff may result in a more cohesive athletic team. Sit down with your staff and be sure they are all
clear on the messages you want to send, your goals, and your philosophy. Be sure that they understand how you would like those
messages to be communicated to the athletes as well.
5.) Be aware of not only the messages you are sending, but at what time you are sending them. Timing of messages is critical. Sending a positive or negative message can affect anxiety, motivation, self-confidence, etc. These changes within your athlete can drastically impair or improve your athlete’s performance at any given time. Further, it is believed that instructional messages can be positive in a practice or learning scenario, but when given in a competitive setting they can be interpreted as negative messages. They may distract your athlete; disrupt thinking or decision making processes, and overall decrease in self efficacy and performance. Mainly be aware of the message you’re sending and of the results that it may have in a given setting.
2.) Self analysis-do this same activity above for yourself by watching tapes of your practices and games. It is important to witness your actions in both practice as well as a competitive setting, as emotions and actions most likely will change in different scenarios.
-Evaluate yourself after either of these observations. Ask yourself, “Am I communicating clearly what I am trying to say?” , “Does the
tone of my voice imply a negative feeling on what should be a constructive comment?” , “Does my body language reaffirm what I am
trying to say or does it send an entirely different message?” , or “What is my non-verbal communication saying?”.
3.) Communicate with your athletes.
-Make sure that the lines of communication do not only flow one way. The best way to understand what you are communicating to your
athletes is to get feedback from them.
-Be a good listener. This includes listening to their non-verbal messages as well.
-Ask questions and get the athlete involved in decision making. They will tell you what they are hearing, and what they need from you.
-Research has shown that a coach’s relationship with the athlete, if perceived as positive, caring, and supportive, can create a more
positive sport experience, increased sport participation, increased self confidence within the athlete, more social and team cohesion,
and increased performance.
4.) Communicate with you coaches.
-More often than not, there is a head coach on a team and one or several assistants. It is important to be sure that your entire coaching
staff is on the same page. Your athletes are well aware of the messages being sent by the entire coaching staff and your interaction
with them. While you may be trying to communicate one thing, your coaching staff or relationship with them may be saying another.
-Research has suggested that an athletic team may model their behaviors after the example given by the coaching staff. Further, it is
suggested that a cohesive coaching staff may result in a more cohesive athletic team. Sit down with your staff and be sure they are all
clear on the messages you want to send, your goals, and your philosophy. Be sure that they understand how you would like those
messages to be communicated to the athletes as well.
5.) Be aware of not only the messages you are sending, but at what time you are sending them. Timing of messages is critical. Sending a positive or negative message can affect anxiety, motivation, self-confidence, etc. These changes within your athlete can drastically impair or improve your athlete’s performance at any given time. Further, it is believed that instructional messages can be positive in a practice or learning scenario, but when given in a competitive setting they can be interpreted as negative messages. They may distract your athlete; disrupt thinking or decision making processes, and overall decrease in self efficacy and performance. Mainly be aware of the message you’re sending and of the results that it may have in a given setting.
Motivation:
Understanding Types of Motivation:
1.) Extrinsic motivation
-This is when a person participates in an activity not particularly because they enjoy it, but because the outcome is of personal importance to them, or because they are motivated by reward of any type.
-External motivation can be helpful in starting an activity or new behavior, but should quickly be overcome by internal motivation for any longevity or real learning, acceptance, or enjoyment of the activity.
-Behaviors that are externally motivated create a perception or mind set of an external locus of causality (feelings of being in control, capable of making decisions and being allowed to, and that behaviors are self determined), thus the athlete may not feel as in control or that decisions being made are of their own. Therefore, when the external motivator or circumstance changes, it is probable that their
participation or performance will as well. For example: An athlete is offered a money reward if they win their upcoming race this week. They may train hard and win this weekends race, but then finds himself / herself not pushing as hard or even not motivated to show up to practice the next week.
2.) Internal motivation
~ This is when a person participates in an activity for reasons that lie within themselves. People who are internally motivated actually gain satisfaction from the experience of learning something new. They find pleasure in improving their skills and trying to get better, measuring their success on their own improvement. They may find the activity itself to produce a physiological response within their body that
they find pleasant or stimulating, such a “runner’s high”.
-Behaviors that are internally motivated create a perception or mind set of an internal locus of causality, thus the athlete feels that their behaviors are self determined and that they have chosen them. This creates feelings of autonomy, a basic need for longevity of sport participation as well as success or increased performance within the sport.
-Research has demonstrated that the more feelings of autonomy and internal locus of causality they experience (feelings of being in control, capable of making decisions and being allowed to, and that behaviors are self determined), the more activity is able to be internally motivated.
-This is when a person participates in an activity not particularly because they enjoy it, but because the outcome is of personal importance to them, or because they are motivated by reward of any type.
-External motivation can be helpful in starting an activity or new behavior, but should quickly be overcome by internal motivation for any longevity or real learning, acceptance, or enjoyment of the activity.
-Behaviors that are externally motivated create a perception or mind set of an external locus of causality (feelings of being in control, capable of making decisions and being allowed to, and that behaviors are self determined), thus the athlete may not feel as in control or that decisions being made are of their own. Therefore, when the external motivator or circumstance changes, it is probable that their
participation or performance will as well. For example: An athlete is offered a money reward if they win their upcoming race this week. They may train hard and win this weekends race, but then finds himself / herself not pushing as hard or even not motivated to show up to practice the next week.
2.) Internal motivation
~ This is when a person participates in an activity for reasons that lie within themselves. People who are internally motivated actually gain satisfaction from the experience of learning something new. They find pleasure in improving their skills and trying to get better, measuring their success on their own improvement. They may find the activity itself to produce a physiological response within their body that
they find pleasant or stimulating, such a “runner’s high”.
-Behaviors that are internally motivated create a perception or mind set of an internal locus of causality, thus the athlete feels that their behaviors are self determined and that they have chosen them. This creates feelings of autonomy, a basic need for longevity of sport participation as well as success or increased performance within the sport.
-Research has demonstrated that the more feelings of autonomy and internal locus of causality they experience (feelings of being in control, capable of making decisions and being allowed to, and that behaviors are self determined), the more activity is able to be internally motivated.
Six Basic Principles for Motivating your Athletes:
1.) Model Self Respect.
-Demonstrate your coaching philosophy every day. Understand that at all times your athletes are watching you and learning from you. Be self-aware and choose your words, actions and behaviors as a role model at all times.
2.) Treat each player as a unique individual.
-It is very important to remember that each athlete is there own person. There are no cookie cutter rules for motivating, training, or making your athlete play better. You must learn and observe your athletes to learn what will motivate them and make them better.
-It is your job as a coach to create scenarios and an environment for them to gain self confidence and become the player they can be.
3.) Provide opportunities to make decisions and be responsible.
-Create opportunities for your athletes to make decisions and feel responsible for their actions giving a greater feeling of autonomy. Thus, the athlete may not only be more motivated to participate and improve their skills, but they may enjoy it even more.
4.) Teach enjoyment of the sport
-Demonstrate and communicate that having fun is important. Furthermore, give your athletes a sense that you do care if they are having fun and/or want to participate. Help them find ways to enjoy the activity, such as personal accomplishment, social interaction, or helping to build their self-esteem.
5.) Provide praise rather than criticism
-Sandwich useful criticism between positive statements so that it is well received and motivating, allowing the athlete to learn from your instruction instead of react to it emotionally or feel put down.
-There is always something to be praised about every athlete, not just your star player. Giving genuine praise will help to build the esteem and confidence of your athlete, allowing them to only improve performance from there, as well as enjoy the sport.
6.) What we focus on, we give power to. Stay Positive!
-It is only that which we give our attention and focus to that we reap more of. Focus on the good. This refers to every scenario, every athlete, every practice or competition, and your overall mindset in general.
-Your athletes will learn from you as well. It is probable that if they can learn to keep their attention on positive aspects as well, they will seek the opportunities for good, success, and to play well, instead of fearing failure.
-Demonstrate your coaching philosophy every day. Understand that at all times your athletes are watching you and learning from you. Be self-aware and choose your words, actions and behaviors as a role model at all times.
2.) Treat each player as a unique individual.
-It is very important to remember that each athlete is there own person. There are no cookie cutter rules for motivating, training, or making your athlete play better. You must learn and observe your athletes to learn what will motivate them and make them better.
-It is your job as a coach to create scenarios and an environment for them to gain self confidence and become the player they can be.
3.) Provide opportunities to make decisions and be responsible.
-Create opportunities for your athletes to make decisions and feel responsible for their actions giving a greater feeling of autonomy. Thus, the athlete may not only be more motivated to participate and improve their skills, but they may enjoy it even more.
4.) Teach enjoyment of the sport
-Demonstrate and communicate that having fun is important. Furthermore, give your athletes a sense that you do care if they are having fun and/or want to participate. Help them find ways to enjoy the activity, such as personal accomplishment, social interaction, or helping to build their self-esteem.
5.) Provide praise rather than criticism
-Sandwich useful criticism between positive statements so that it is well received and motivating, allowing the athlete to learn from your instruction instead of react to it emotionally or feel put down.
-There is always something to be praised about every athlete, not just your star player. Giving genuine praise will help to build the esteem and confidence of your athlete, allowing them to only improve performance from there, as well as enjoy the sport.
6.) What we focus on, we give power to. Stay Positive!
-It is only that which we give our attention and focus to that we reap more of. Focus on the good. This refers to every scenario, every athlete, every practice or competition, and your overall mindset in general.
-Your athletes will learn from you as well. It is probable that if they can learn to keep their attention on positive aspects as well, they will seek the opportunities for good, success, and to play well, instead of fearing failure.
Self-Confidence
§ Increased self-confidence not only is a large factor in motivation but also creates positive emotions that may elicit increased performance, effort and enjoyment.
§ Facilitates concentration
§ Affects the setting of and the pursuit of challenging goals
§ Elicits more effort
§ Effects psychological momentum; the feeling of being on a roll or vice versa-when you feel and watch all performance continue to go down hill.
§ Even affects game strategies; play to win
Tips for Building Confidence
-By creating situations or scenarios in practice or competitive settings you can teach an athlete confidence and self-esteem. Often this can be the only thing an athlete is lacking and the key ingredient to eliciting peak performance. There are multiple ways to affect an individual’s confidence and thus motivate him / her.
o Give praise
o Sandwich useful criticism between positive statements so that it is well received and motivating.
o Teach athletes psychological skills such as positive self talk, visualization, goal setting, focus and concentration, etc.
o Create situations for an athlete to succeed in anyway, shape, or form.
o If there is a team, allow them to find their place on it and understand the role they play in it.
o Communicate, listen, and observe your athletes.
o Believe in the athlete and that their potential for greatness just needs to be coaxed out. They look to you at all times and can see and feel when you have doubt.
This will take some creative energy and thought by you as the coach, but strategically setting up situations for an athlete to excel, having a detailed practice plan with more than mundane drills in mind, or communicating and listening to your athletes about why they need to be better, may produce amazing results and help you grow as a coach.
o Give praise
o Sandwich useful criticism between positive statements so that it is well received and motivating.
o Teach athletes psychological skills such as positive self talk, visualization, goal setting, focus and concentration, etc.
o Create situations for an athlete to succeed in anyway, shape, or form.
o If there is a team, allow them to find their place on it and understand the role they play in it.
o Communicate, listen, and observe your athletes.
o Believe in the athlete and that their potential for greatness just needs to be coaxed out. They look to you at all times and can see and feel when you have doubt.
This will take some creative energy and thought by you as the coach, but strategically setting up situations for an athlete to excel, having a detailed practice plan with more than mundane drills in mind, or communicating and listening to your athletes about why they need to be better, may produce amazing results and help you grow as a coach.
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Goal Setting:
-Goal setting is a key component in success. Goal setting gives your vision directions to your reality. It allows you to take a vision or a dream that seems out of reach or overwhelming, and break it down into steps that will allow you to accomplish it and give it a time table in which it may be accomplished within.
-Setting goals is somewhat of an art. You need to learn to make them challenging enough to push yourself or your athletes, but not so far out of reach that you or an athlete give up or lose motivation. However, when you learn to set goals most effectively for you, they can eliminate anxiety, motivate, increase moral and effort, give direction and purpose to practice and participation, as well as unite teams, staff or create new bonds. A team is a group of individuals with a common goal (s).
-Setting goals is somewhat of an art. You need to learn to make them challenging enough to push yourself or your athletes, but not so far out of reach that you or an athlete give up or lose motivation. However, when you learn to set goals most effectively for you, they can eliminate anxiety, motivate, increase moral and effort, give direction and purpose to practice and participation, as well as unite teams, staff or create new bonds. A team is a group of individuals with a common goal (s).
Types of Goals
Outcome Goals:
-This is a goal based singly on outcome. A win or loss of a game or scrimmage, a first place or runner up position, or a title gained or lost. While these are good goals to have, they are often out of your control. Other factors play into outcomes such as the performance of the other team or individual, the weather, official’s calls or judgments, etc. An individual may still have improved their performance and lose the game. While it is good to have one or two outcome goals, it is best to set more performance goals as these are within your control and can gauge actual improvement.
Performance Goals:
-This is a goal that is based on elements that you or your athlete can control. It is based on your action or actual performance. For example: You wanted to increase your basketball shooting average. So, you dedicate 15 minutes a day to just solid and quality shooting and free throws. You measure your success by your own performance, or in this case your improved shooting average. The outcomes will follow.
Long Term Goals:
-These goals are the big vision, the end achievement. These goals can be made up of outcome or performance goals and can seem overwhelming or exciting until broken down, but they give direction and a vision. The clearer and more vividly you can envision this end goal the more achievable it becomes.
Short Term Goals:
-These goals are the steps it will take to get to your long term goal. You can break these down as small as you like, but give them a time line. Ask yourself, “Where do I need to be in a week, in a month, in 3 months, in a year, and so on, to achieve this long term goal?” and more importantly, “What will it take to get there?” Some athletes and coaches like to break these down to even daily goals. This gives each individual direction and motivation to challenge them and know where they are headed, thus making practices purposeful and filled with opportunity.
-This is a goal based singly on outcome. A win or loss of a game or scrimmage, a first place or runner up position, or a title gained or lost. While these are good goals to have, they are often out of your control. Other factors play into outcomes such as the performance of the other team or individual, the weather, official’s calls or judgments, etc. An individual may still have improved their performance and lose the game. While it is good to have one or two outcome goals, it is best to set more performance goals as these are within your control and can gauge actual improvement.
Performance Goals:
-This is a goal that is based on elements that you or your athlete can control. It is based on your action or actual performance. For example: You wanted to increase your basketball shooting average. So, you dedicate 15 minutes a day to just solid and quality shooting and free throws. You measure your success by your own performance, or in this case your improved shooting average. The outcomes will follow.
Long Term Goals:
-These goals are the big vision, the end achievement. These goals can be made up of outcome or performance goals and can seem overwhelming or exciting until broken down, but they give direction and a vision. The clearer and more vividly you can envision this end goal the more achievable it becomes.
Short Term Goals:
-These goals are the steps it will take to get to your long term goal. You can break these down as small as you like, but give them a time line. Ask yourself, “Where do I need to be in a week, in a month, in 3 months, in a year, and so on, to achieve this long term goal?” and more importantly, “What will it take to get there?” Some athletes and coaches like to break these down to even daily goals. This gives each individual direction and motivation to challenge them and know where they are headed, thus making practices purposeful and filled with opportunity.
Importance of Fun in Athletics...
Some Facts:
1. Sports participation, and the desire to participate in sports, decline sharply and steadily between the ages of 10 and 18.
2. "Fun" is a pivotal reason for being in a sport and lack of fun is a leading reason for dropping out.
3. Winning is not seen as a major benefit of sports by young people who participate. While victory is the most publicized aspect of sports, it is not a leading motivator for participation. Having fun, improving skills, staying in shape and experiencing competition are some of the benefits rated as more important.
4. Not all athletes- even successful ones- have the same motivations for involvement. The most dedicated athletes, for example,
are those most strongly motivated by the desire to improve their skills, while others are more influenced by outside approval or pressure.
1. Sports participation, and the desire to participate in sports, decline sharply and steadily between the ages of 10 and 18.
2. "Fun" is a pivotal reason for being in a sport and lack of fun is a leading reason for dropping out.
3. Winning is not seen as a major benefit of sports by young people who participate. While victory is the most publicized aspect of sports, it is not a leading motivator for participation. Having fun, improving skills, staying in shape and experiencing competition are some of the benefits rated as more important.
4. Not all athletes- even successful ones- have the same motivations for involvement. The most dedicated athletes, for example,
are those most strongly motivated by the desire to improve their skills, while others are more influenced by outside approval or pressure.
Defining "Fun" in sports
Steven J. Danish, Ph.D., professor and chairman of the Department of Psychology at Virginia Commonwealth University, has studied, worked with, and written about athletes at all levels, from school-aged youngsters to world-class amateurs and professionals. Here is how he approaches the idea of sports and fun:
"Fun in sports might be described as the quest for the balance between challenge and skill. If they are relatively in balance, enjoyment results. The enjoyment is the greatest when the individual sets his or her own personal challenges and personally assesses his or her own
performance against these challenges. Put another way, the best challenges and greatest rewards in sports are intrinsic. They come from competing against yourself - against your own potential or goals - instead of focusing on the outcome of the contest, which is something over which you may have very little control. When you compete against your own potential, you begin to learn things about yourself that are valuable not only in sports, but in all of life. When young people perceive that the challenge of an activity is greater than their skills, anxiety results. If this imbalance persists, they may drop out. On the other hand, when an individuals skill exceeds the challenge, boredom can result.
And this, too, can lead to dropping out. What is enjoyable for individuals will change with age. Even though boredom or anxiety may produce a drop-out, the individuals may well turn to the same or another sport later on, especially if they can find something important abou themselves in the activity. When knowing oneself becomes as important as proving oneself, sport becomes an essential
element in personal growth and self-expression."
"Fun in sports might be described as the quest for the balance between challenge and skill. If they are relatively in balance, enjoyment results. The enjoyment is the greatest when the individual sets his or her own personal challenges and personally assesses his or her own
performance against these challenges. Put another way, the best challenges and greatest rewards in sports are intrinsic. They come from competing against yourself - against your own potential or goals - instead of focusing on the outcome of the contest, which is something over which you may have very little control. When you compete against your own potential, you begin to learn things about yourself that are valuable not only in sports, but in all of life. When young people perceive that the challenge of an activity is greater than their skills, anxiety results. If this imbalance persists, they may drop out. On the other hand, when an individuals skill exceeds the challenge, boredom can result.
And this, too, can lead to dropping out. What is enjoyable for individuals will change with age. Even though boredom or anxiety may produce a drop-out, the individuals may well turn to the same or another sport later on, especially if they can find something important abou themselves in the activity. When knowing oneself becomes as important as proving oneself, sport becomes an essential
element in personal growth and self-expression."
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SMART Goals
S-pecific M-easurable A-ttainable R-ealistic T-imely |
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SMART is an acronym for effective goal setting.
S stands for Specific. You need to be sure that the goal is clear and the practice is specific to the goal. For example: You would not say I want to get better at hitting. You can not measure hitting. Give numbers. A better goal would be, “I want to hit .3000.” This is measurable and you can not get around whether you are better or not. Furthermore, specificity refers to your attempt at the goal. You then would need to get in a certain amount of good at bats per day. You would not run a certain amount of laps to get in better shape to hit .300.
M stands for Measurable. Your goal should be measurable so that you can hold yourself accountable and demonstrate actual success or progress made.
A stands for Achievable. A goal should be set at just the right level that it is challenging and within your control, but not out of reach. This can cause one to lose motivation or create anxiety as they don’t see how they can reach it.
R stands for Realistic. You should be able to visualize yourself achieving your goal. If you are not able to believe that you can reach it, you will not. You will then need to set your goal where you find it realistic, but challenging, and perhaps when this is achieved you may find your previous goal seems more realistic now.
T stands for Time. Each portion of the goal, long or short term, must be set to a time table. There needs to be a completion date. This keeps you moving in the right direction, promotes focus and concentration, and encourages being in the present. Furthermore, it ensures that you actually do get there.
S stands for Specific. You need to be sure that the goal is clear and the practice is specific to the goal. For example: You would not say I want to get better at hitting. You can not measure hitting. Give numbers. A better goal would be, “I want to hit .3000.” This is measurable and you can not get around whether you are better or not. Furthermore, specificity refers to your attempt at the goal. You then would need to get in a certain amount of good at bats per day. You would not run a certain amount of laps to get in better shape to hit .300.
M stands for Measurable. Your goal should be measurable so that you can hold yourself accountable and demonstrate actual success or progress made.
A stands for Achievable. A goal should be set at just the right level that it is challenging and within your control, but not out of reach. This can cause one to lose motivation or create anxiety as they don’t see how they can reach it.
R stands for Realistic. You should be able to visualize yourself achieving your goal. If you are not able to believe that you can reach it, you will not. You will then need to set your goal where you find it realistic, but challenging, and perhaps when this is achieved you may find your previous goal seems more realistic now.
T stands for Time. Each portion of the goal, long or short term, must be set to a time table. There needs to be a completion date. This keeps you moving in the right direction, promotes focus and concentration, and encourages being in the present. Furthermore, it ensures that you actually do get there.
Gender Differences
Coaching Males:
-Focus more on the individual
-Encouragement is not always necessary -More action and activity between coach and players -Longer training sessions -Intense motivation techniques work well  |
Coaching Females:
-Focus more on the relational aspect
-Encouragement is essential -Mutual interaction between coach and players -Person-oriented, democratic approach works best -Shorter training sessions  |
Coaching with Gender Differences:
It is important to note that while athletes of both genders can be equally successful, there are differences in approach and coaching style that need to be attended to for optimal performance as well as sport enjoyment from each athlete.
1.) Research has demonstrated that generally male athletes naturally feel more competent and are more extrinsically motivated. Males demonstrate more natural self confidence than females.
2.) Females have demonstrated less natural self confidence than males, but are more intrinsically motivated and continue in sport more for the pleasure of participation.
-This means that it is especially important to be positive, encouraging and supportive when coaching females. Give praise
with clear, constructive criticism.
-With any gender it is important to pay attention to each individual’s personality characteristics and learn what motivates them as
an individual. There is no generic method to coaching.
1.) Research has demonstrated that generally male athletes naturally feel more competent and are more extrinsically motivated. Males demonstrate more natural self confidence than females.
2.) Females have demonstrated less natural self confidence than males, but are more intrinsically motivated and continue in sport more for the pleasure of participation.
-This means that it is especially important to be positive, encouraging and supportive when coaching females. Give praise
with clear, constructive criticism.
-With any gender it is important to pay attention to each individual’s personality characteristics and learn what motivates them as
an individual. There is no generic method to coaching.
Practice Plan
Devise your own practice plan and include a checklist.
You may use the Sample Practice Plan to help you.
You may use the Sample Practice Plan to help you.
| sample practice plan.pdf |
Five-Step Approach to Teaching Sports Skills:
1. Introduce the skill.
2. Demonstrate and briefly explain the skill.
3. Break down the skill.
4. Practice the skill.
5. Provide feedback.
2. Demonstrate and briefly explain the skill.
3. Break down the skill.
4. Practice the skill.
5. Provide feedback.
Types of Learning Styles
1. Auditory:
Learn best by hearing instructions; need to have everything carefully explained and must be able to discuss it with instructor before they clearly understand what they should do.
2. Experiencing:
Learn by experiencing the action themselves, without any instruction.
3. Kinesthetic:
Rely on touch and feeling of what they are supposed to do; they need to have physical awareness of what different parts of their bodies are doing.
4. Visual:
Learn by visualizing what they are supposed to do by first seeing the desired movement demonstrated and then by imagining themselves doing the movement.
Learn best by hearing instructions; need to have everything carefully explained and must be able to discuss it with instructor before they clearly understand what they should do.
2. Experiencing:
Learn by experiencing the action themselves, without any instruction.
3. Kinesthetic:
Rely on touch and feeling of what they are supposed to do; they need to have physical awareness of what different parts of their bodies are doing.
4. Visual:
Learn by visualizing what they are supposed to do by first seeing the desired movement demonstrated and then by imagining themselves doing the movement.
Reinforcement
There are two types of reinforcement
1. Positive
|
2. Negative |
If you focus on these reinforcements you should expand on praise, criticism, and feedback.
Discipline
Discipline(a) Instruction
(b) Training that corrects, molds, or perfects the mental faculties or moral character (c) Punishment (d) Control gained by enforcing obedience or order (e) Orderly or prescribed conduct or pattern of behavior (f) Self-control (g) A rule or system of rules governing conduct or activity |
Five (5) F's of Discipline1. Fast
2. Firm 3. Fair 4. Forgiving 5. Quick to Forget |
Off Season Training
(take some time to reflect on this)
1. Obstacles
2. Solutions
2. Solutions
Issues Specific to Athletes
1. Nutrition Issues (see food plate)
2. Weight Issues (what works and what doesn't)
3. Hydration
4. Supplements
5. Breakfast
6. Sleep
7. Head Injuries
Healthy Reminders: Always Eat a Breakfast, Athletes need colorful food on their plates, athletes need to drink 8 plus glasses of water daily, teenagers require at least 8-9 hours of sleep at night for optimum rest.
Do You Know How to Feed Your Child Athlete?
All kids need to eat balanced meals to ensure a healthy diet, so does it really make a difference if your child is on a sports team or working out? Sure it does! You may think that those long hours at the gym or the daily practices after school can only make your child healthier, and they certainly are a part of a healthy lifestyle - but only if your child is eating the right foods to support increased activity.
All kids need to eat balanced meals to ensure a healthy diet, so does it really make a difference if your child is on a sports team or working out? Sure it does! You may think that those long hours at the gym or the daily practices after school can only make your child healthier, and they certainly are a part of a healthy lifestyle - but only if your child is eating the right foods to support increased activity.
What Are the Nutritional Needs of Young Athletes?
The food guide pyramid actually is designed to meet the needs of active kids, according to Jessica Donze, a pediatric nutrition therapist. This means that if your child's diet is in line with the pyramid he / she's probably getting the nutrition they need.
But kids who are involved in strenuous athletic activities (such as cross-country running or competitive swimming) may need to consume more food. "Eating healthy for sports is an extension of eating healthy for life," Donze says. She recommends that young athletes eat regularly, not miss meals, and especially never miss breakfast. She also suggests lots of fruits and vegetables to provide vitamins and minerals.
Complex carbohydrates such as pasta, rice, bread, and cereal form the foundation of a solid sports diet. You can explain to your child that these carbohydrates are like fuel for the body. Without sufficient complex carbohydrates, they are running on empty.
Your child's involvement in sports is a great opportunity to communicate with them about the importance of healthy eating. An athlete's desire to perform well in sports can help your child focus on eating well for good performance throughout their life.
Stress the importance of variety in your child's diet. "There are 40 different nutrients that your child needs," says Jackie Berning of the American Dietetic Association and a sports nutrition specialist. "They're not going to get them all from just a few kinds of foods."
To keep your child interested in eating healthy food for an active lifestyle, introduce new foods or new food combinations
often.
Another way to provide kids with the complete nutrition they need for sports is by keeping their diet colorful. Most foods containing vitamins and minerals (such as spinach, carrots, squash, and peppers) are colored, Donze explains. A variety of colors of food typically is a sign of a variety of nutrients.
In addition, natural or lightly processed foods, such as whole wheat breads and baked potatoes, are more wholesome choices than heavily processed foods, like white breads and potato chips. Usually the less processed the food, the greater the nutritional value.
The food guide pyramid actually is designed to meet the needs of active kids, according to Jessica Donze, a pediatric nutrition therapist. This means that if your child's diet is in line with the pyramid he / she's probably getting the nutrition they need.
But kids who are involved in strenuous athletic activities (such as cross-country running or competitive swimming) may need to consume more food. "Eating healthy for sports is an extension of eating healthy for life," Donze says. She recommends that young athletes eat regularly, not miss meals, and especially never miss breakfast. She also suggests lots of fruits and vegetables to provide vitamins and minerals.
Complex carbohydrates such as pasta, rice, bread, and cereal form the foundation of a solid sports diet. You can explain to your child that these carbohydrates are like fuel for the body. Without sufficient complex carbohydrates, they are running on empty.
Your child's involvement in sports is a great opportunity to communicate with them about the importance of healthy eating. An athlete's desire to perform well in sports can help your child focus on eating well for good performance throughout their life.
Stress the importance of variety in your child's diet. "There are 40 different nutrients that your child needs," says Jackie Berning of the American Dietetic Association and a sports nutrition specialist. "They're not going to get them all from just a few kinds of foods."
To keep your child interested in eating healthy food for an active lifestyle, introduce new foods or new food combinations
often.
Another way to provide kids with the complete nutrition they need for sports is by keeping their diet colorful. Most foods containing vitamins and minerals (such as spinach, carrots, squash, and peppers) are colored, Donze explains. A variety of colors of food typically is a sign of a variety of nutrients.
In addition, natural or lightly processed foods, such as whole wheat breads and baked potatoes, are more wholesome choices than heavily processed foods, like white breads and potato chips. Usually the less processed the food, the greater the nutritional value.
Drink Up!
Your child should drink water or other fluids throughout the day but especially during and after periods of physical activity. Berning suggests 1 cup for every half-hour to an hour of activity, depending on the individual. So, if your child's volleyball tournament will last about 2 hours, he or she should drink between 2 and 4 cups of water throughout the event and have another 2 cups after the game, too.
Children often fail to recognize or respond to feelings of thirst. This means your child should be encouraged to drink before he/she feels thirsty. Urine color is a good measure of hydration. If urine is clear or the color of pale lemonade, the hydration level is good. If a child's urine is dark, like the color of apple juice, however, he/she may be on the way to dehydration or heatstroke.
Although many sports drinks are available, plain water is usually what kids need. Sports drinks advertise that they replace electrolytes - such as the sodium and potassium lost in sweat. But in most cases, lost electrolytes can be replenished by a good meal after the activity.
Endurance-sport participants are the exception. If your child is involved in intense exertion for more than 2 hours, some type of sports drink may be beneficial for replenishing carbohydrates. This is because the sugar (a simple carbohydrate) found in such drinks can serve as a temporary replacement for complex carbohydrates, assuming your child eats well before and after the activity. Soda and sports drinks with caffeine should be avoided because caffeine can increase urine output and therefore increase the risk of dehydration.
Pressures Facing Athletes
Some school-age athletes face unique pressures involving nutrition and body weight. In sports such as football, kids may feel they need to radically increase body weight. In other sports such as wrestling, kids often try to achieve maximum strength at the lowest possible weight, which can lead to crash dieting and other harmful eating habits.
In either case, your best bet is to emphasize performance. Healthy eating supports healthy performance. Unhealthy eating leads to lower strength and endurance and poor mental concentration. Consider the example of wrestling. To qualify for the lowest possible weight class, wrestlers sometimes try to spit, vomit, or sweat enough water from their bodies to make the weight.
"They think they can do without the water," Donze says, "but muscles are 75% water. Without water, muscles lose much of their
effectiveness."
Similar performance issues arise when kids try to increase their weight too fast. When a person overeats, the food the body cannot immediately use gets stored as fat. As a result, kids who overeat may gain weight, but their physical fitness will be diminished.
In either case, your best bet is to emphasize performance. Healthy eating supports healthy performance. Unhealthy eating leads to lower strength and endurance and poor mental concentration. Consider the example of wrestling. To qualify for the lowest possible weight class, wrestlers sometimes try to spit, vomit, or sweat enough water from their bodies to make the weight.
"They think they can do without the water," Donze says, "but muscles are 75% water. Without water, muscles lose much of their
effectiveness."
Similar performance issues arise when kids try to increase their weight too fast. When a person overeats, the food the body cannot immediately use gets stored as fat. As a result, kids who overeat may gain weight, but their physical fitness will be diminished.
Game Day
Your child should eat well on game days, but make sure he or she eats early enough so that there's time to digest before game time. For a full meal, that usually means 2 to 3 hours before the event. The meal itself should not be very different from what your child has been eating throughout his training.
"It's a cumulative process," Donze says. "Don't eat well only on game days and expect to be at your best. The game-day meal shouldn't be that different than the rest of the week. You should be right in line and feeling good already."
Game-day meals should be based on complex carbohydrates and exclude excessive fat and protein that take longer to digest. The nearer in time to the competition the less food your child should take in. Remember that a well-balanced meal afterward, including some protein and fat, as well as carbohydrates, is equally important for your young athlete.
And remember, when packing his bag for the big day, your child should also pack a water bottle or sports drink.
"It's a cumulative process," Donze says. "Don't eat well only on game days and expect to be at your best. The game-day meal shouldn't be that different than the rest of the week. You should be right in line and feeling good already."
Game-day meals should be based on complex carbohydrates and exclude excessive fat and protein that take longer to digest. The nearer in time to the competition the less food your child should take in. Remember that a well-balanced meal afterward, including some protein and fat, as well as carbohydrates, is equally important for your young athlete.
And remember, when packing his bag for the big day, your child should also pack a water bottle or sports drink.
Meal and Snack Suggestions
Lower-fat, high-carbohydrate (especially complex-carbohydrate) snacks and meals are best.
Yogurt with some granola and a banana would make a good breakfast. For a lunchtime meal, serve bean burritos with some low-fat cheese, lettuce, and tomatoes. Dinner could be grilled chicken breasts with steamed rice and vegetables.
For snacks on the go, try pretzels, raisins, or fruit.
Healthy meals and snacks provide a solid foundation to help your young athlete enjoy his physical fitness.
Reviewed by: Steve Dowshen, MD, and Jessica Donze
Date reviewed: January 2001
http://www.kidshealth.org/parent/nutrition_fit/fitness/feed_child_athlete.html
Yogurt with some granola and a banana would make a good breakfast. For a lunchtime meal, serve bean burritos with some low-fat cheese, lettuce, and tomatoes. Dinner could be grilled chicken breasts with steamed rice and vegetables.
For snacks on the go, try pretzels, raisins, or fruit.
Healthy meals and snacks provide a solid foundation to help your young athlete enjoy his physical fitness.
Reviewed by: Steve Dowshen, MD, and Jessica Donze
Date reviewed: January 2001
http://www.kidshealth.org/parent/nutrition_fit/fitness/feed_child_athlete.html
|
What are Dietary Supplements?
Quick Definition The Dietary Supplement Health and Education Act defines dietary supplements as a: • product (other than tobacco) intended to supplement the diet that bears or contains one or more of the following dietary ingredients: a vitamin, mineral, amino acid, herb or other botanical; OR • a dietary substance for use to supplement the diet by increasing the total dietary intake; OR • a concentrate, metabolite, constituent, extract, or combination of any ingredient described above; AND • intended for ingestion in the form of a capsule, powder, softgel, or gelcap, and not represented as a conventional food or as a sole item of a meal or the diet. **Positive Sport Coaching Inc. strongly recommends that coaches do not suggest any dietary supplements to athletes. This is for your protection and the protection of the athletes. |
 Full Definition and Explanation of
Dietary Supplements Dietary supplements are available widely through many commercial sources including health food stores, grocery stores, pharmacies, and by mail. Dietary supplements are provided in many forms including tablets, capsules, powders, geltabs, extracts, liquids, etc. Historically in the United States, the most prevalent type of dietary supplement was a multivitamin/mineral tablet or capsule that was available in pharmacies by prescription or "over the counter." Supplements containing strictly herbal preparations were less widely available. Currently in the United States, a wide array of supplement products are available and they include vitamin, mineral, other nutrients, and botanical supplements as well as ingredients and extracts of animal and plant origin. http://dietary-supplements.info.nih.gov/showpage.aspx?pageid=46  |
Sports Abuse
"Child abuse" and "Sports" are not words often heard together. Is child maltreatment or violence that much of a problem in youth sports?
Some Facts on Sports Abuse
A major barrier in solving the problem of abuse is that many coaches are not clear what behavior constitute maltreatment or abuse. Most recognize that behaviors once considered by many to be acceptable are now considered to be racist, sexist, harassing, or abusive. No wonder coaches are confused about not only what not to do, but what can we do. When the people who should be guiding young athletes are instead emotionally, physically or sexually abusive, it becomes a hostile, destructive environment that erodes self-esteem, confidence and trust.
While we have little factual data how often abuse occurs in youth sports, some are beginning to realize the importance of the issue.
The Minnesota Amateur Sports Commission (MASC) conducted a survey in 1993 and found the following incidence of abuse in sports in
Minnesota:
• 45.3% of males and females surveyed said they had been called names, yelled at or insulted while participating in sports.
• 17.5% of people surveyed said they had been hit, kicked or slapped while participating in sports.
• 21% said they had been pressured to play with an injury, while 8.2% said they have been pressured to intentionally harm
others while playing sports.
• 3.4% said they have been pressured into sex or sexual touching, while 8% of all surveyed said they have been called names
with sexual connotations while participating in sports.
While we have little factual data how often abuse occurs in youth sports, some are beginning to realize the importance of the issue.
The Minnesota Amateur Sports Commission (MASC) conducted a survey in 1993 and found the following incidence of abuse in sports in
Minnesota:
• 45.3% of males and females surveyed said they had been called names, yelled at or insulted while participating in sports.
• 17.5% of people surveyed said they had been hit, kicked or slapped while participating in sports.
• 21% said they had been pressured to play with an injury, while 8.2% said they have been pressured to intentionally harm
others while playing sports.
• 3.4% said they have been pressured into sex or sexual touching, while 8% of all surveyed said they have been called names
with sexual connotations while participating in sports.
What Coaches Can Do to Prevent Sports Abuse
-Treat all athletes with respect
-Keep the reason for the game in perspective
-Use appropriate discipline
-Take injuries seriously
-Replace put downs with instructions
-Motivate with praise
-Do not accept abusive behaviors by others
-Keep the reason for the game in perspective
-Use appropriate discipline
-Take injuries seriously
-Replace put downs with instructions
-Motivate with praise
-Do not accept abusive behaviors by others
The Buddy System
Purpose: To minimize the risk for any impropriety, alleged or other, on the part of a coach with a student-athlete. Built-in safety feature to avoid accusations.
What it is: A coach makes it part of his/her mission statement, contract with the student and agreement with the administration and the parents that he/she will not be alone in any situation with the athlete whether a male or female under any circumstance if at all possible.
What it is: A coach makes it part of his/her mission statement, contract with the student and agreement with the administration and the parents that he/she will not be alone in any situation with the athlete whether a male or female under any circumstance if at all possible.
Importance of Documentation
1. Practice Plans
2. Player Agreement (Below)
3. Meeting with an athlete or parent
4. Surveying environment for safety
5. Any injury incurred or suspected
6. Teaching specific sports skills
Handling "Difficult Situations"
1. Dealing with a difficult parent: ways to make your season painless-
parent free (communicate early and often)
2. Motivating a difficult athlete
3. Sports Behavior Issues
4. Problem-Solving
parent free (communicate early and often)
2. Motivating a difficult athlete
3. Sports Behavior Issues
4. Problem-Solving
PLAYER AGREEMENT
In order to maintain a quality program, it is required that all players and their parents sign this agreement. This will insure that all players are held to the same standards.
Academically all players are on the same eligibility requirement. If you have two U’s (Fs), you are ineligible to take part. This is a school rule. Additionally, we will monitor your grades weekly.
At practice you must:
1. Be on time
2. Wear the proper practice equipment
3. Be courteous of all levels using the gym
4. Help managers if needed
5. Keep the gym clean
6. Help put away all equipment
7. Refrain from profanity
8. Never criticize a teammate
9. Never argue with a coach
10. Talk and think about the sport in which you are participating
At a game you must:
1. Be ready when transportation leaves, or be left behind
2. Have all the proper equipment
3. Keep locker rooms clean at home and away
4. Be respectful to your opponents, referee, and opposing fans even if they don’t return the gesture
5. Refrain from profanity
6. Cheer your teammates on, even when you are on the bench
7. Never argue with a coach
8. Help bring equipment to and from the gym
9. Think team first and always
Violation of any of the Practice or Game Rules will result in immediate removal from practice or a game until such time as a conference between player and coach can be held. If the matter is resolved then the player may resume participation. If not, the coach will contact the parents to discuss the problem. The player may not play until the matter is resolved. For a second violation, the player will miss the next game and any subsequent games until a meeting between player, parents and coaching staff is held. If there is a third violation the player will be dismissed from the squad.
Ways for Coaches to Reduce Stress
• Physical exercise – develop an exercise routine that is aerobic and fun. Stick to it more religiously when under high stress. This
does more to reduce acute stress.
• Eat regular nutritional meals. Eat as though you are in training. Mealtimes should be as stress-free as possible.
• Your diet should include vitamin and mineral-rich foods –your body uses up its B vitamins, C vitamins and calcium during stress.
• Post notes to your-self – the memory is affected by stress, so write reminders to your-self. When making appointments, write
where they are and directions to them in your appointment book.
• Prepare for morning the night before – put things you need to take with you by the door. Decide what you’re going to wear and
be sure it’s ready.
• Get up 15 minutes early – this give you time for unforeseen things.
• Anticipate your needs – stop for gas before you really need it. Keep cash and coins on hand.
• Allow extra time to get where you need to go – this way, if there are traffic delays you will not increase your stress. As always be
early and you’ll never be late!
• Walk everywhere you can – it’s good exercise and it give you the opportunity to smell the flowers.
• Schedule quiet times – especially just before bed and first thing in the morning. In additional, some quiet time during the day
may be helpful.
• Keep your sense of humor – seeing the humor in a situation will help keep your stress low.
• Relax your standards – you don’t have to do everything perfect (winning isn’t everything!)
• Find a serene place of your own – even if it’s just a comfortable chair in a corner.
• Change your perspective – ask yourself what does this all matter in the march of the universe.
• Take advantage of your body rhythms – schedule your most difficult tasks for your peak hours and less difficult tasks for other
times.
• Have fun – we can’t be serious all of the time.
• Say “no” more often – you need to pick the activities on which you want to spend you life energy.
• Reward yourself after stressful activities – relax with a book, listen to music, have a special lunch, or take a long, leisurely bath.
• Spend time with others – preferably with others not involved in your work.
• Keep a journal – writing down inner thoughts is a way of release, as well as providing a journal for later contemplation
• Get plenty of rest –schedule extra sleep time during times of stress. When you can’t sleep, get up and do something
non-stimulating.
• Don’t make big life changes – stressful times are not the time to change everything.
• Keep schedules as normal as possible – the semblance of routine helps.
• Don’t give yourself negative labels – you are not “losing it,” you are reacting to stress in a normal way.
does more to reduce acute stress.
• Eat regular nutritional meals. Eat as though you are in training. Mealtimes should be as stress-free as possible.
• Your diet should include vitamin and mineral-rich foods –your body uses up its B vitamins, C vitamins and calcium during stress.
• Post notes to your-self – the memory is affected by stress, so write reminders to your-self. When making appointments, write
where they are and directions to them in your appointment book.
• Prepare for morning the night before – put things you need to take with you by the door. Decide what you’re going to wear and
be sure it’s ready.
• Get up 15 minutes early – this give you time for unforeseen things.
• Anticipate your needs – stop for gas before you really need it. Keep cash and coins on hand.
• Allow extra time to get where you need to go – this way, if there are traffic delays you will not increase your stress. As always be
early and you’ll never be late!
• Walk everywhere you can – it’s good exercise and it give you the opportunity to smell the flowers.
• Schedule quiet times – especially just before bed and first thing in the morning. In additional, some quiet time during the day
may be helpful.
• Keep your sense of humor – seeing the humor in a situation will help keep your stress low.
• Relax your standards – you don’t have to do everything perfect (winning isn’t everything!)
• Find a serene place of your own – even if it’s just a comfortable chair in a corner.
• Change your perspective – ask yourself what does this all matter in the march of the universe.
• Take advantage of your body rhythms – schedule your most difficult tasks for your peak hours and less difficult tasks for other
times.
• Have fun – we can’t be serious all of the time.
• Say “no” more often – you need to pick the activities on which you want to spend you life energy.
• Reward yourself after stressful activities – relax with a book, listen to music, have a special lunch, or take a long, leisurely bath.
• Spend time with others – preferably with others not involved in your work.
• Keep a journal – writing down inner thoughts is a way of release, as well as providing a journal for later contemplation
• Get plenty of rest –schedule extra sleep time during times of stress. When you can’t sleep, get up and do something
non-stimulating.
• Don’t make big life changes – stressful times are not the time to change everything.
• Keep schedules as normal as possible – the semblance of routine helps.
• Don’t give yourself negative labels – you are not “losing it,” you are reacting to stress in a normal way.
Ready to take the test?
Please read the instructions below.
Please read the instructions below.
You are about to take take a test to be certified through the Positive Sport Coaching Program.
While taking this test:
-If an error occurs use the "back" or "refresh" button to allow for the questions to proceed.
-The password for the test is Premium / High School Coaching typed exactly
-You must answer each question, even if it may not be correct. Don't worry, you are able to take it twice.
-An e-mail will be sent to you with upon passing and a certificate of completion
-Good luck and enjoy gaining knowledge on how you can be a Positive Sport Coach!
While taking this test:
-If an error occurs use the "back" or "refresh" button to allow for the questions to proceed.
-The password for the test is Premium / High School Coaching typed exactly
-You must answer each question, even if it may not be correct. Don't worry, you are able to take it twice.
-An e-mail will be sent to you with upon passing and a certificate of completion
-Good luck and enjoy gaining knowledge on how you can be a Positive Sport Coach!
