Principles of Teaching – Can They Be Used In Coaching?

In this section of the blog there will be a discussion to whether or not the principles of teaching can be applied to sports coaching sessions.

It is found that there is a possible link between teaching and coaching (Joyce & Showers, 1982). In addition to this it was suggested by Joyce & Showers (1982) that teachers, like athletes, can actually be coached. By implementing their method of coaching teachers they found that the teachers learnt new skills which they could then involve in their classes (Joyce & Showers, 1982). Their method used all three types of learning style to cater for all types of learners (Joyce & Showers, 1982). The teachers were showed demonstrations, visual learning style (Joyce & Showers, 1982). They were talked through each section, auditory learning style (Joyce & Showers, 1982). They were then finally given instructions to go ahead and give it a try, kinaesthetic learning style (Joyce & Showers, 1982). So in their method they provided for every type of learning style which within coaching sessions a good coach will also try to provide for every type of learning style (Mind Tools, 2018). This is down to the fact that everybody, athlete, teacher or member of the general public will learn in unique ways comparing them to their peers (Mind Tools, 2018).

According to Curwin (2012) teaching lectures and coaching sessions are all about changing behaviours to get the best out of your students and/or players. Curwin (2012) suggested that teaching is all about the teacher and how they go about doing things. This makes all feedback based on their performance and how the children responded (Curwin, 2012). On the contrary coaching, suggested by Curwin (2012), should be all about the participants and not just the end result. To change behaviour both in coaching and teaching by just telling the child or player that they did wrong will not work on its own (Curwin, 2012). Curwin (2012) suggested that the way to really change behaviour is use of repetition over and over again, which can be featured in most coaching sessions. By doing the same in the class room this process will help the children to learn from their mistakes by providing them with the environment to be able to do so. This can be found in coaching sessions at all times according to Curwin (2012).

A teacher in a classroom, according to the University of Tennessee (2012), should abide by seven principles of teaching (University of Tennessee, 2012). They should encourage contact between students to develop cooperation and active learning. The University of Tennessee (2012) suggested also that the teacher should give prompt feedback while respecting the diverse talents featured in the class room. Finally they should emphasise the time on task giving information as to the high expectations the teacher has of the children (University of Tennessee, 2012).

This next part will attempt to apply these principles of teaching to coaching (University of Tennessee, 2012). In a sports team interaction cooperation is encouraged by the coach to create a cohesive bond between players enabling them to perform better at games to hopefully win (Curwin, 2012). Giving players drills and activities for them to complete by working together can be referred to as like in teaching active learning (University of Tennessee, 2012). As a coach there are different types of feedback you can give to a player promptly, this will occur in session using verbal phrases like good pass, great job or good try (Adams, 2016). However to make this feedback more relevant give a reason why the pass was good reiterating the reason to the player as to why the pass he just did was good (Adams, 2016). By emphasising as a coach the time on task will get players use to timings for the sport they are playing accoding to Adams (2016).

It is clear therefore that coaching and teaching are not that far apart in their principles they stand by. There are however some differences towards the end goal of the children/participants they are with, academic verses physiological goals.