Effective Coaching: Pedagogy, Psychology & Methods

Core Coaching Concepts and Practices

Origin of Pedagogy

Pedagogy is the art of teaching. Historically, the teacher guided the child. Its origins trace back to antiquity.

Teaching Methodology

It is the path that leads to learning, encompassing the knowledge of teaching methods.

Defining Coach Interests

Consider two characteristics that define the diverse interests of coaches.

Coach Self-Control

A coach must develop self-management skills to serve as a role model for young athletes and perform their job effectively.

Intrinsic Aspects of Sport

Observe how children can benefit from sport:

• Pleasure in teaching
• Witnessing progress
• Excelling in our work

Fundamental Coaching Purposes

To aid in the integral training of children, developing their football concepts while linking them to their personal development.

Psychological Risks in Sport

An imbalance can occur due to excessive responsibility, leading to:

• Anxiety
• Frustration
• Stress (e.g., an unlived childhood)

Tips for Stress Control

It is important to recognize stress symptoms:

• Reduced energy
• Melancholy
• Loss of sense of humor

We must try innovative and creative training approaches.

Do not postpone happiness until athletic goals are reached.

Causes of Sport Abandonment

• Competition format
• Focus on success by institutions and associations
• Inordinate ambition of parents
• Fear of competition or evaluation
• Impact of past successes and failures
• Constant appeal to the athlete's will, assuming motivation exists

Information Processing Intentions

• Evaluative: To assess for remedial purposes.
• Explanatory: To explain features of a movement.
• Prescriptive: To provide means for solving problems.
• Comparison: To compare two actions.
• Interrogative: To prompt the performer to observe and gain autonomy.
• Neutral: To provide objective information.

Types of Activities

Activity: A set of tasks leading to an observable and measurable outcome.

• Start-up: Beginning the work.
• Development: Assimilation of knowledge.
• Boost: Observing others' completed work.
• Extension: Enrichment with other variants.
• Evaluative: Review and performance monitoring.

Assessment and Evaluation Principles

Defining Evaluation

Evaluate: The act of assessing a reality or part of a process, requiring information collection for later decisions. It is the crucial link completing the teaching-learning process.

What to Evaluate?

• Program objectives, content, teaching strategies, teaching practice, assessment criteria.
• Players: Check if they have achieved the initial objectives.
• Coach: Must reflect on and critically evaluate their own work, including program design, implementation, group needs, result control and evaluation, and coach-player interaction.

Communication Systems in Coaching

• The transmitter is the source of information.
• The message is the content.
• The channel is the means connecting the source to the destination.
• The receiver is the recipient of messages.
• Noise refers to interference affecting the message (e.g., distractions).