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DEVELOPING ‘GOOD PEOPLE’ IN SPORT

All athletes are good people, right? Or so they say. Sometimes it is not always the case. Have you ever thought about the way a team behaves, even after the smallest comment from a peer? Or do you think about the way a coach chooses to lead by example, whether it is with a positive or negative approach? For example, a coach could say ‘Put them on early.’ Realistically it can be taken two ways. Research shows that comments like that could either make or break a player. A comment like that can influence the morality and even aggression towards their peers (Shields & Biedermeier, 2009). Earlier arguments have been based on what a sports game should be about. Is it about respectful play? Or physical dominance? Dismissing a player on the team after losing a ball is not really ideal in a sporting environment. Saying, ‘They’ll give it back to us anyway’ may seem harmless, or humorous to an extent, it does show disrespect to the other team, it is not the coaches job to belittle the opposing team. They should focus on their players and their players only. A comment like this can ‘undermine the morality and the value of respect within sportsmanship’ (Shields and Bredemiere, 2009). Verbal abuse to opponents is unacceptable, no matter what setting it takes place in. For example, a player from the team you coach and they walk past an opponent saying to them “Oh my God, you’re sh*t!” Behaviour like this must be challenged or is left alone could lead to direct abuse between the two players who made contact in that moment. As someone who personally found herself getting wound up in a sports event back in school, I do find it relatable to say the least when it comes to inappropriate comments towards a peer. But from a coaching perspective, I know it is not okay. This is classed as moral disengagement. This refers to an athlete embedding disrespect within a game which negatively influenced morality (Kavussanu and Ring, 2016). Yes, you can say that coaches need to teach players how to improve themselves physically when on the playing grounds, and to enhance their skill range. But they also need to ensure that the team collectively have a healthy mind, and a healthy heart. Having these is the glue that pieces one’s performance. Having morals and leading by a GOOD example makes them a better player…now, Im going to leave with this…Is it better to have a player with good morals and bad technique? Or a player with great technique but poor morals and unable to lead the game by example. Another thought to consider, When the whistle cannot decide, what does your Morality Say? Well, that’s for you to decide. A common question asked by athletes is “Coach, if I feel contact, do I go down?” According to Lee, Whitehead and Ntoumanis, (2007), research shows that athletes often have trouble with having the right heart and ethics for when it comes to bending the rules to jump one space closer to a win. Yes, there are arguments of “Well, everyone does it!” Really though? Everyone? I feel like this would be something an athlete over the age of 13 would ask. This alone creates a blurred line between a good game, and cheating. Another thing people argue about is whether they go for goal, even if another player has injured themselves on the opposition. For example, in netball, GA has accidentally knocked GK over, it as that happened, GS took the shot and got it in. But, should it count? Research by Long (2017) shoes that most athletes choose integrity over team respect within a sports game. Even it means losing a greater opportunity within the game, they still wish to focus on satisfaction. Personally, I do not think the goal should count, if it was at the same time the player became injured. Some people may see that as a sabotage towards the opposition to get an extra point in. Pointing stuff out like this highlights a point made by Shields and Bredemiere (2009) where ‘fair competition, honour and fairness outweigh the desire to win.’

REFERENCE LIST

Shields, D. L., & Bredemeier, B. L. (2009). True Competition: A Guide to Pursuing Excellence in Sport and Society. Champaign, IL: Human Kinetics.

Kavussanu, M., & Ring, C. (2016). Moral Thought and Action in Sport and Student Life: A Study of Moral Disengagement in Athletes. Journal of Sport and Exercise Psychology, 38(4), 418–429.

Lee, M. J., Whitehead, J., & Ntoumanis, N. (2007). Development of the Attitudes to Moral Decision-Making in Youth Sport Questionnaire (AMDYSQ). Psychology of Sport and Exercise, 8(3), 369–392.

Long, T. (2017). Ethics in Sport and Exercise: Exploring Fair Play and Integrity in Competition. London: Routledge.

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Have you ever had trouble choosing what to eat? You’re drawn between a chicken salad and a protein shake, or a Big Mac meal from McDonalds with a full fat Coke. Does fast food feel more tempting to buy before or after a training session or a game? Well, some athletes believe that enhancing performance roles around increasing their workload and dedicating themselves to training to seek success. But it is because of nutrition that the ending result really pays off. Nutrition is not about having the perfect diet, but it is about how the body supports its training demands every time they work to compete. According to Bill Toomey (2026), ‘nutrition is also a valuable component that can help athletes to improve their performance and to protect themselves.’  This idea emphasises the importance of how nutrition contributes to preventing the body from becoming injured when training/competing and it is used as a performance enhancer. Coaches also play a role when it comes to shaping healthy habits towards food to enhance an individual's performance. Coaches should also be the ones to motivate their players to eat healthy meals and to encourage them to stay hydrated during long training sessions. It is beneficial for coaches to ‘reinforce positive messages of fuelling and facilitating communication with the multidisciplinary team, which can support athletes to understand and implement and implement performance related dietary advice.’ (Madigan, S.M. (2021)). As good as it is that they consider WHAT to eat, Athletes should also consider the timings of when they consume their meals throughout the day, Thomas’s, Erdman and Burke (2016) discovered that carbohydrate consumption provides the body with an energy source that delays fatigue and maintains high performance levels. They explore how fuelling the body correctly before physical activity will enhance their overall performance. During long training sessions, small amounts of carbohydrates and fluids can help maintain blood glucose levels and prevent dehydration. Recovery is key for athletes, I’ve been there, that’s for sure! It is widely crucial for athletes to provide their body with nutrients to restore energy levels and to repair the muscles after a performance. Burke (2015) found that combining proteins and carbohydrates will elevate the recovery by aiding muscle repair and supporting glycogen restoration. Athletes who prioritise their nutrition have more of an efficient recovery than someone who does not. Without recovery nutrition, athletes may experience a decline in performance, an elevation in fatigue and a longer recovery time. Hydration is probably the most principal factor when it comes to nutrition in sport and physical activity. It the biggest influence in athlete performance in the sporting industry. According to Jeukendrup (2017), if an athlete is only maintaining small hydration levels it will negatively impact their overall performance. It also causes irregularities in body temperature. Therefore, athletes should choose to hydrate well with water before a game, instead of choosing to not hydrate or choosing a can of Redbull before a session. Having a balanced diet also supports a performer’s long-term health. Thomas, Erdman and Burke (2016) discovered that athletes must balance out their intake of proteins, carbohydrates, fats, vitamins and minerals to support the body’s energy production, recovery process and also their immune system. Having Vitamin D and Calcium in their diet maintains constant bone strength. Iron is also essential for for oxygen travelling within the blood. Imagine your car breaking down due to running out of fuel, that could be you…but you haven’t balanced your nutrients properly for those energy stores in the body. Sometimes, it all depends on what sport one takes part in. I am a vocalist, to I have to give my voice the right preparation in terms of my vocal range. What I’m trying to say is that athletes need to consider what they eat with whatever sport they play. A Netballer would focus of having more carbohydrates in their diet, whereas a rugby player would have more proteins for that increase of muscle mass. Burke (2015) found that endurance athletes require a higher intake of carbohydrates in their diets. Whereas, strength-based sports require more protein. Some athletes also choose to see a dietitian to discover which nutrition plan is best to suit their performance. Overall, nutrition plays a vital role in supporting athletic performance, recovery, and long-term health. According to Madigan et al. (2021), coaches can support athletes by reinforcing positive messages about fuelling the body and encouraging healthy eating habits. This shows that when coaches promote good nutrition practices, athletes are more likely to gain better habits that improve both their performance, health and wellbeing. When training, nutrition, and hydration must be combined effectively, athletes are better prepared to meet the physical demands of their sport and achieve success.

REFERENCE LIST

Burke, L. M. (2015). Practical Sports Nutrition. Champaign, IL: Human Kinetics.

Jeukendrup, A. E. (2017). A Step Towards Personalized Sports Nutrition: Carbohydrate Intake During Exercise. Sports Medicine, 47(Suppl 1), 25–33.

Madigan, S. M., et al. (2021). The Role of the Coach in Supporting Athlete Nutrition and Performance. International Journal of Sport Nutrition and Exercise Metabolism, 31(4), 345–352.

Thomas, D. T., Erdman, K. A., & Burke, L. M. (2016). Position of the Academy of Nutrition and Dietetics, Dietitians of Canada, and the American College of Sports Medicine: Nutrition and Athletic Performance. Journal of the Academy of Nutrition and Dietetics, 116(3), 501–528.

Toomey, B. (2026). The Role of Nutrition in Athletic Performance and Injury Prevention. Sports Performance Review, 14(2), 88–94.

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What do elite athletes and skilled vocalists have in common? Well, Both rely on effective learning processes to develop technique, confidence, and performance under pressure. Whether on the playing courts or on a stage, improvement is shaped not only by practice but also by the way learning is guided by coaches and instructors. As a vocalist, I consider myself an auditory learner, and I learn from a behaviourist theory. I learn a song how it is given to me, while with performing AND coaching in the sporting industry I am more of a visual learner, and learning from a constructivist theory. But it all depends on the person. When coming to something new as a group, we are all what you would call a ‘black box’. We have not learnt anything yet about the sport we are going to play, but the black box disappears once we get into the learning. We all learn differently. One of the more influential theories of learning is Behaviourism. Behaviourism has a focus of stimulus and response. It conditions us to respond effectively whether it’s a drill being repeated over and over again or being given reinforcement. For example, a GS in netball making every shot in a game and receiving praise repeatedly. Sometimes they may be given feedback and quickly apply the corrections. This is the type of behaviour you would see from a beginner. Skinner (1953) quotes that ‘Behaviour is strengthened or weakened by it’s consequences.’ Although it shapes a performer to do well, it also limits their creativity is a coach uses this method to teach too often. Athletes may also become too caught up in what the coach thinks of their performance for that game, or training session, rather than exploring what they can achieve independently. Personally, for me, when I started playing netball, I only chose to stick to what was taught to me by my PE teacher, as she drilled into my head that the way she taught it was the only way. This heavily limited my creative flow on the court for a number of years because I never realised that there was more rights to the rights I was taught in netball when it came to where I can move and how I can move effectively during a game to build rhythm. Some coaches may choose a more cognitive approach. This is where the athlete twists the behaviour to a more mental processed approach. Coaches use this theory so performers can gain more knowledge as well as skill when playing sport. For example, a netball coach might use the idea of recording games for players to watch back after the game. They can use the video footage to create more scenario-based practices for the team to follow. From my experiences the most work that needs doing is around the mid court. This revolving around C and WA/WD. Bruner (1961) states that ‘Learning involves the reorganisation of experiences into meaningful structures.’ This theory is considered useful to those performers who are high skilled performers and can apply those corrections in high pressure situations. It isn’t the best theory to follow for those who are beginners who have a hard time thinking complexly. Another theory that coaches may use within a training session is the constructivist theory. Now, this theory is in my words ‘where the magic happens!’ This theory allows athletes to explore themselves as performers and build a rhythm into their performances. Constructivism releases a creative flow in an athlete's potential as according to Piaget (1952) ‘Knowledge is not a copy of reality, but a construction of the individual.’ This theory provides athletes with a much deeper understanding of what they are capable of from simply exploring the sport from a unique perspective, a range of trial and error and gaining independence from learning a skill effectively and what works well for them. Have you ever wondered why some athletes break under pressure, and why some athletes are able to perform like a breath of fresh air? This theory is about implicit and explicit learning. Implicit learning takes place where the athlete can perform a skill as human nature and they can perform it effectively, while explicit learning is where the athlete requests details instructions, fully nailed down so they can master a skill with the knowledge needed. For example, a netball coach could break down the shooting process, going into depth with what movement to apply and how to execute the shot correctly, or some coaches may choose a game-based scenario to demonstrate that shooting process. That way, the player can “feel” the movements. According to Magill & Anderson (2017) ‘implicit learning proceeds without awareness of what is being learned.’ Also, coming from Masters (1992) ‘Explicit learning involves the accumulation of verbal knowledge about the performance of a skill.’ Coaches LOVE to condition their players. Classical conditioning allows athlete to gain the ability to respond to a stimulus. This creates a repetition of an automatic response. For example. Athletics coaches condition their athletes to respond to the gunshot when the 100m sprint starts. The gunshot is the stimulus, the athlete taking off is the automatic response. Pavlov (1927) states that ‘Conditioned reflexes are acquired through repeated association.’ Coaches tend to use this method of learning upon athletes when their sport requires a high level of reaction time. As a netballer, I take off running for that ball as soon as the whistle is blown. That way, I can reach out for the ball in hopes of receiving it before it gets intercepted. Now, I will tell you this, not every theory works for every athlete. Everyone is different and we all learn differently to each other. Each theory is twisted so it meets the demands of whatever sport an individual participates in. In other words, coaches are able to adapt these theories so they are beneficial for the team to learn by, and to make training sessions more fun and engaging for the team when they come to train.

REFERENCE LIST

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

Magill, R. A., & Anderson, D. (2017). Motor Learning and Control: Concepts and Applications (11th ed.). New York: McGraw-Hill.

Masters, R. S. W. (1992). Knowledge, knerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83(3), 343–358.

Pavlov, I. P. (1927). Conditioned Reflexes. Oxford: Oxford University Press.

Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.

Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan.

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Here’s a question. What’s the difference between a GOOD coach, and a GREAT coach? Is it based on what they know? Or, is it about how they use what they know in a coaching environment? One things for sure (SPOILER ALERT), it’s not Magic! Whilst some people may think coaching is about the process of understanding how to demonstrate skill and pour out knowledge on the sport, is it really that straightforward? Well, Côté and Gilbert (2009) discovered that there are three major concepts to coaching knowledge. The first one being Interpersonal Knowledge, which is the way a coach connects with his/her team. The second one is Intrapersonal Knowledge, that’s how well a coach understand themselves. The final one is Professional Knowledge. This one is key as it revolved around the coaches understanding of the sport they are coaching. Although these may sound effective on the own, the real effectiveness takes place when you combine them all together. Something really got me thinking, how does someone become an expert coach..? A few years ago I would have said “Well, it’s not hard, just get loads of experience.” But I was hit with a reality check and I held my horses on that. It’s not that simple. You see, according to Ericsson et al., 1993 found that it’s not about doing something over and over again. The way I thought that being an expert coach was about was like for example, looping a song over and over again until you remember every part of the song. The verses, chorus, bridges etc. Expert coaches do more than rewinding the session to reflect and remember. They interrogate their every move, asking questions like ‘Why did this drill work and this one didn’t?’ and ‘What can I do next time?’ The way I see it now, coaches aren’t just coaching their team. They are also coaching themselves if you really think about it! Let’s talk a bit about reflection…if coaches aren’t having time to reflect after the session, are they really improving? Pierre Trudel (2021) explored how great coaches reflect on their sessions and past experiences to better themselves. Reflection consists of breaking things down, part by part, and almost zooming in on themselves. They think about why they did one thing this way, and another thing that way. Every lesson becomes a lesson, and that is a lesson of growth. Another thing, coaching isn’t just about the performance. It’s about the people. Have you ever had a coach, or a teacher that not only made you better at the sport you play, but they also gave you feel supported, confident and made you realise the WHY aspect of why you play that sport? Côté and Gilbert (2009) have highlighted that coaching nowadays has more focus upon the athlete, rather than the coach at hand. It’s the people playing the sport that are the important ones, not just the ones who are delivering the sport to the team. Now, being a coach is just about how much you know, it’s about how you choose to execute your knowledge and how much one learns from it. Coaching a team relies on questioning your choices and thinking about how you can adapt to those choices via reflection. Coaches paint a picture prior to the session then bring their illusions to life when coaching a team. So, the real question is, ‘What do you know..?” and “What are you doing with what you know..?”

REFERENCE LIST

Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

Côté, J. (1999). The influence of the family in the development of talent in sport. The Sport Psychologist, 13(4), 395–417.

Gilbert, W., & Trudel, P. (2001). Learning to coach through experience: Reflection in model youth sport coaches. Journal of Teaching in Physical Education, 21(1), 16–34.

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Motivation in Sport (Intrinsic & Extrinsic)

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Motivation in Sport (Intrinsic & Extrinsic)

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What motivates you to do well? Is it just from loving what you do, or it is because you know there is a reward involved? In the sporting industry, there are two types of motivation. Intrinsic and Extrinsic. Both motivation types have an influence on performers as it shapes behaviour, engagement, and overall effort put into a sport. But they both go their separate ways in how they do this. Intrinsic motivation revolves around athletes seeking success from a sport, simply because they love what they do. They have a genuine passion to the sport, and not even the biggest trophy in existence will change their effort. Athletes who are intrinsically motivated don’t need a physical reward to thrive in their sport as they already feel a sense of satisfaction in their own personal performance. Ryan and Deci (2000). When I used to play Netball, every week growing up, my coach never had to bribe me with praise or reward me with my efforts, as I fell in love with the sport at age eleven. Still today, my coach does not need to bribe me to do well in a game as I know that I play due to having a passion for netball. Also, intrinsic motivation also drives players to become more creative with their performance as an athlete. It is one of the ways in which an athlete finds enjoyment in the sport, as they can be a bit more independent. Independent success is a motivation drive for success in sport. Moving onto extrinsic motivation, which according to Deci and Ryan (1985) is influenced by physical rewards and praise. Some coaches may choose to use medals and trophies to drive their team to perform better within a game (Weinberg and Gould, 2019).. I work for Diddikicks JFC as a Lead Coach/Boss. One way I motivate the little ones to take part in the game is by holding up stickers that go on their sticker charts. The sticker charts get filled and then the following week, the child is surprised with a DBF award. This consists of a brand-new kit with a star on the sleeve, and a brand-new sticker chart to begin to mark each week making progress. A challenge that some coaches may have is learning how to even out both forms of motivation. Deci, Koestner, & Ryan (1999) discovered what is called ‘The Over-justification Effect’. This was developed when some coaches came to realisation that some athletes only take part in the sport they are doing, only for the rewards and the praise, not because they genuinely have a passion for the sport. Some of these have lost what originally motivated them to peruse the sport in the first place. Also, this effect occurs when coaches use too much extrinsic motivation tactics. Player's participation has shifted from enjoyment, to demand for praise. But, it’s been discovered that Practical coaching can shift the motive back to intrinsic. This is done via the ‘Self Determination Theory’ (SDT) which was developed by Deci & Ryan (1985). This theory gave athletes the ability to create personal goals for their development within the sport. To find these goals, they must follow the three concepts of this theory which is autonomy, competence and relatedness and to ask these questions when doing so, ‘Is this goal relatable for my role within the sport?’ ‘Is this goal reachable for me?’  Don’t get me wrong, the world of sport is overwhelming at times, I’ve been there, some matches in the past have had me sitting in the changing rooms crying because of how high the demand seems for that specific sport, or the role/position I have in the team. It’s normal to feel the pressure, especially when there is a big shiny trophy and a gold medal up for grabs. But, some coaches see the importance of prioritising the journey of an athlete and marking their progress their making on the court. Coaches do this by exploring how they can motivate players without a reward that’s physical and that can be placed in their hands. They do this with elevating confidence, giving more opportunities for players to reach success and creating the perfect environment for intrinsic motivation to shine through a team. The extrinsic motivation then comes through slowly as an extra on the side. But the important thing is that coaches help their team to reflect on their journey. What were they like when they started in the team? How are they doing now? What will they do next? (Roberts, 2012).

REFERENCE LIST

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.” Psychological Bulletin, 125(6), 627–668.

Roberts, G. C. (2012). Advances in motivation in sport and exercise (3rd ed.). Champaign, IL: Human Kinetics.

Ryan, R. M., & Deci, E. L. (2000). “Intrinsic and extrinsic motivations: Classic definitions and new directions.” Contemporary Educational Psychology, 25(1), 54–67.

Weinberg, R. S., & Gould, D. (2019). Foundations of sport and exercise psychology (7th ed.). Champaign, IL: Human Kinetics.

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Is success the only thing that matters nowadays in the sporting industry? If so, why? What do you think about the concept of mental health within an individual performing in a sport? FITNESS or FOCUS? You see, in the 2020 Olympics, Simone Biles had to withdraw her place from competing to protect her mental health from declining. Another Athlete being Naomi Osaka has had to take breaks from playing tennis as she suffers with anxiety due to constantly being pressured by the media which effects her performance on the court. Now as some people in this world are ignorant and think they should push through anyway and not think about “That stuff”, it is important that athletes take time to recovery mentally as much as physically to take care of their minds when competing in the world of sport. Again, the sporting life is overwhelming. I have been there. Athletes have this narrow road in their head with a load of obstacles they must go through to reach success. And sometimes, the demand is high. According to the World Health Organisation (2022) Depression and Anxiety are common in athletes. Even elite athletes have withdrawn themselves from a competition or two, simply due to not having the correct mindset to compete. Reardon et al., 2019 discovered that common causes for athletes dropping out of sport is due to disorders (eating) and severe burnout from applying too much stress onto themselves. Research states that athletes suffer more with mental health than someone who does not take part in sport and physical activity (International Olympic Committee, 2019). Here’s a question, if athletes are so strong, why do they struggle so much mentally? As much as it is important for coaches to deliver sessions to a team, they must also give guidance on how performance should be looking after themselves mentally to prevent that burnout. To make them feel supported in the storm, coaches must create welcoming environments and be able check in on athletes and identify when something is not quite right (Bauman, 2016). Charities like Mind elaborate on how important it is that individuals open up about how they’re feeling. Now matter how big or small it is. They should be able to do this without worrying if their feelings are valid or not (Mind, 2021). UK Coaching (2020) talks about how it is important for those to seek help if they are suffering and not to leave it before it is too late. Although mental health is not good to have, athletes who choose to get the help they deserve, or have that support from the coach are able to stay motivated and to continue performing. Positive coaching styles can limit the risk of athletes suffering from burnout or even dropping out of their sport (Isoard-Gautheur et al., 2013). Mental health is a common issue in sports coaching. But in this day and age, people are able to get help and the support they need. Services are more effective than what they used to be back in the day. Over the years, coaches have developed a new role in coaching which is to provide support and guidance for those who are struggling. Successful coaches are the ones who can pull the weight in supporting their performers within the team. They are the ones who let them know that they are not going through the storm alone, but they have the upper hand to help them over those obstacles to reach success within their own time and not have to worry about the pressure and all of the chaos around them.

REFERENCE LIST

Bauman, N.J. (2016) ‘The stigma of mental health in athletes’, British Journal of Sports Medicine, 50(3), pp. 135–136.

International Olympic Committee (2019) Mental health in elite athletes, British Journal of Sports Medicine, 53(11), pp. 667–699.

Isoard-Gautheur, S., Guillet-Descas, E. and Lemyre, P.N. (2013) ‘Coaching style and burnout’, Journal of Sports Sciences, 31(3), pp. 255–264.

Mind (2021) Mental health in sport. Available at: https://www.mind.org.uk

Reardon, C.L. et al. (2019) ‘Mental health in elite athletes’, British Journal of Sports Medicine, 53(11), pp. 667–699.

UK Coaching (2020) Duty to care. Available at: https://www.ukcoaching.org

World Health Organization (2022) Mental health: strengthening our response. Available at: https://www.who.int

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What is it that separates AVERAGE session from the EFFECTIVE ones? How is it that athletes learn in a session? At the heart of sports coaching, skill acquisition stand exceedingly high in which coaches teach their students a set range of skills. It’s the process of which athletes learn to process information and learn how to execute those skills effectively within a session. I will be linking this to my job as a Lead Coach at Diddikicks JFC. Fitts & Posner (1967) has separated the concept of skill acquisition into three components. The Cognitive stage, the Associative stage, and the Autonomous stage. This is known as the three-stage model. But what are the three stages? Well, the cognitive stage is where everybody starts when learning a skill in a sport. No one can deny that they have been at this stage. I fall into this stage a lot with my music as well as my sport. When I learn a new song, if there is a riff that that I must learn, or a set of chords on a piano, I always begin in the cognitive stage as I am not fully familiar with what I am doing. I also refuse to have an ego and make it out like everything I learn is like a walk in the park. Trust me, it is not! ‘Errors are frequent, and performance is inconsistent.’ (Fitts & Posner, 1967). At Diddikicks, the sessions are split into three groups. The Dids, the Mids and the Bigs. The dids are the ones who all begin in the cognitive stage. They are all 1-2 years of age in that group so watching them learn how to trap a ball with their foot or do a ‘big kick’ to the goal is interesting to watch. I for one see myself in those little ones as I remember Year 7 PE lessons and I could barely catch a ball. As they grow older at the clubs or transfer to the Mids, I begin to see their progression at the club. This is known as the associative stage. The associative stage allows us to start noticing progression, it is the stage were performers are starting to become more familiar with the skill they are trying to accomplish. Here is a question, if athletes are starting to figure it out, do we as coaches still have to give instructions over the skill? Or should we be able to. (Anderson, 1982). With my job at Diddikicks, I’m currently piecing together some aspects of a session with the Mids so I can really see if they are able to start doing the skills with less instruction from me. Yeah, I will shout out what they have to do like “Trap your ball!” Or “Dragback!” Some of the children are already understanding what to do in those moments and they begin to execute these skills with no assistance needed, while some are still in need of a bit of support. According to Gentile (1972), athletes start to find their ground with the sport in this stage. They are able to begin to adapt their skill set depending on the environment after they progress to the associative stage. The final stage is the Autonomous Stage. The concept is in the name, the skill is AUTOMATIC! It becomes muscle memory and a sense of human nature. The skill execution is effortless! (Fitts & Ponser, 1967). This is the part where athletes start to express their creativity and become more independent with skill execution. At Diddikicks, the oldest age range we have is 4-5 years of age. The kids in this group are able to perform every skill I deliver to them, whether it’s a ‘Bunny Hop’ (jump with the ball between your feet), or a drag back. They can execute these skills without any assistance, and if they do fumble in some cases, they know how to fix what they did wrong. Gentile (1972) talks about how how even though a skill may have become muscle memory, the learning never stops for some, there’s always somewhere to improve. After a long morning of running sessions for a toddler football club, I take some time at the very end, to reflect. I ask myself questions like “Did the children learn something today?’ and “What games went well?’ and What can I do better next week?’ as a coach, I must remember to ensure that all the sessions I run are not only meaningful for the kids, but also effective, and that they can learn from what I teach.

REFERENCE LIST

Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406.

Gentile, A. M. (1972). A working model of skill acquisition with application to teaching. Quest, 17(1), 3–23.

Fitts, P. M., & Posner, M. I. (1967). Human performance. Brooks/Cole.

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These blogs have covered a range of different areas. These aspects of sports coaching form the heart of Unity between a coach and their club. I have been a sports coach for a year now. But my question is, ‘Where do I go next with my coaching?’ and ‘What do I do with it?’ As a coach I must act like a role model for the people I deliver sessions to. The youngest ages I work with is 18-months. Which is young. Some of these children are new to walking and their parents bring them to me to build them up in the sporting world from that young age and soon I wish to continue being that role model for them and engage them in their personal development (Côté & Gilbert, 2009). As a coach I must reinforce positive behaviour via praise and reward and ensure to every child that their good behaviour will be rewarded (a sticker for their sticker charts) (Skinner, 1953). Since I work with children who are still so small, it’s not the easiest thing to encourage them with good eating. However, when I see a child eating a piece of fruit and having a drink of water during the small breaks between the games, I praise them for it and I will continue to do so. This is so they know that they are eating something that is good for them, something that will make them ‘big and strong.’ According to Weinberg & Gould (2019), nutrition is highlighted consistently when it comes to playing well as it provides the body with energy stores that decrease fatigue. I will continue to encourage the children with their healthy eating, which will then have that influence on them growing up in later years to continue to eat well when taking part in sport. With the theories of learning, my aim for future sessions at Diddikicks is to use positive reinforcement with the children to encourage the correct behaviour at the club. I will also follow research from Schmidt & Lee (2011) and also break down skills slowly to the youngest ones who are not yet familiar with them yet, which will then help them to develop those skills overtime to where it become muscle memory. I will also keep session  games appropriate to what we are covering whether it’s more with moving with the ball, or using eye coordination (Kolb, 1984). When I continue to coach at Diddikicks, I will learn to discover how I can create an even mix of intrinsically and extrinsically motivating the children within a game. We have sticker charts to mark their progress each week, each child completed chart will receive a brand new kit with a star! But, I also want to motivate them intrinsically as when they grow up and begin to join more clubs, there won’t be sticker charts, or brand new kits as rewards and some clubs only use the form of verbal praise with success. (Deci & Ryan, 2000). I will be completely honest, as a I work with 1-5 year olds, encouraging them to talk about mental health is just not an option. But for me to become a better coach, I must be able to identify when a child may not be their usual self when arriving at the venue on the Saturday morning. In future, if I notice a child who is not really wanting to take part, or appears to be anxious within a session, I will take matters into my own hands. As a coach I must make every child feel seen and valued. So, if I notice someone who does not seem themselves, I will comfort them in the best way I can, and reassure them that they have friends here so they are not lonely at the club and let them know that they are seen and valued at the heart of the club. Now, using these factors will up-skill me to becoming a better Lead Coach at Diddikicks. Using these I will continue to make an impact on these young one’s sporting journey. I will continue to shape these children into high skilled performers by the time they reach 5 years old before I can let them go, and they can find a new club and start playing for an actual team and be able to be the best performers they can be.

Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

Schmidt, R. A., & Lee, T. D. (2011). Motor Control and Learning: A Behavioral Emphasis (5th ed.). Human Kinetics.

Skinner, B. F. (1953). Science and Human Behavior. Macmillan.

Weinberg, R. S., & Gould, D. (2019). Foundations of Sport and Exercise Psychology (7th ed.). Human Kinetics.