SportaPolis

Column - "The New P.E. & Sports Dimension" - # 2 July 2001

The column that opens your day by opening your mind

"Coaching, Teaching, and Critiquing!"

John Ferguson, DA

Colby Jubenville, PhD

Competitive sports differ from other educational environments in many areas . In today’s highly intense sport world coaches push athletes to their limits. Performance is measured by wins and losses and competition among teams has led coaches to continually refine their techniques. As sport and technology has evolved so has the ability to evaluate and measure athletic performance.

Educational Psychology has developed its own technology and theory. Some educators have often felt that the standard model of teaching was primitive when compared with athletic coaching techniques. (Tharp and Gallimore, 1976). John Wooden, legendary UCLA basketball coach, did not hand out quick rewards as he worked with players who were highly motivated. In that highly charged situation he heightened the intensity of the learning environment. "Hustles", as they are called in the field of education have special value in physical learning. The teaching of drama, music, dance, and physical education all require a similar intensity and afford the instructor implementation of the "hustle". When teaching more cognitive areas such as social studies, math or science effective teachers use "hustles" to intensify student effort. Doctoral candidates, in preparation for oral examinations tune their minds in order to survive the intense competition of the academic setting. When such effort finds it way into the classroom the results can be gratifying for both student and teacher.

The National Board for Professional Teaching Standards (NBPTS) has indicated that effective teachers possess five common traits (NBPTS, 2001). Teachers are committed to students and student learning. Successful teachers understand how students develop and learn. They adjust their teaching based on observation and knowledge of their students’ interests, abilities, skills, knowledge, family circumstances and peer relationships.

Secondly, teachers know their subject matter and how to teach the material to students. Effective teachers understand the subject (s) they teach and know how knowledge in their subject is created, organized, linked to other disciplines and applied to real-world settings.

A third trait is teachers are responsible for managing and monitoring student learning.They can engage students and adults to assist with their teaching and also seek the knowledge and expertise of their colleagues.

A fourth point is teachers think systematically about their methods and learn from experience. The successful teacher is a model of what they expect from their students.

A final trait is teachers are members of learning communities. They work collaboratively with other professionals and can make sound evaluations concerning school progress with regard to state and local objectives.

Research has been conducted in the field of coaching to determine which factors best define coaching expertise. The main objectives of this research were to look at overall coaching effectiveness and performance, then examine the role played by the coach. According to DeMarco and McCullick (1997), it was concluded that there are five major characteristics which denote an expert coach.

The first characteristic of expertise focuses on the extensive body of specialized knowledge that a coach must possess (DeMarco & McCullick, 1997). Over their years of experience on the job, coaches are introduced to many different situations and circumstances.

The second characteristic deals with organizing knowledge hierarchically. Coaches are constantly evaluating and re-evaluating player performance, and, in order to be successful, they must accurately gauge each player and decide how their athletes will perform in certain situations. (DeMarco & McCullick, 1997).

The third characteristic revolves around the premise that expert coaches are highly perceptive people and superior problem solvers. Coaches are continuously called upon to assess a situation as it is evolving.

The fourth characteristic requires a coach to exhibit instinctive behaviors during analysis and instruction (DeMarco & McCullick, 1997). A coach must develop a routine which players can follow with relative ease and carry out efficiently.

The fifth characteristic of an expert coach centers around the development of self-monitoring skills (DeMarco & McCullick, 1997). This is something that many coaches overlook and can cause them to fall short of their goals each year. (DeMarco & McCullick, 1997).

Coaching is teaching, and in a sense, teaching is coaching. Each profession can draw upon the other to enhance and improve their respective domains. Some of the intensity and motivation from the world of sport can benefit teachers as they engage learners. Coaches can, on the other hand, strengthen their team’s performance through the use of specific congruent feedback and the recognition of different types of learners and how to best instruct these individuals. As both professions continue to learn from each other, the result will be enhanced performances in both areas by leaders and participants. This idea was echoed by legendary NFL Green Bay Packer coach Vince Lombardi who stated, "They call it coaching but it is teaching. You do not just tell them . . . you show them the reasons. " (http://www.vincelombardi.com/quotes/preparation.html)

Bibliography

De Marco, G.M. & McCullick, B.A. (1997). Developing Expertise in Coaching: Learning From the Legends. Journal of Physical Education Recreation and Dance, 68, (3), 37-41.

National Board for Professional Teaching Standards. (2001). The Five Propositions of Accomplished Teaching [On-Line]. Available: http://www.nbpts.org

Tharp, R., & Gallimore, R. (1976). What a coach can teach a teacher. Psychology Today, January, 75-78.

Vince Lombardi: The Official Website of the Greatest Coach of All Time. (2001). Quotes: Preparation [On Line]. Available: http://www.vincelombardi.com/quotes/preparation.html

1. Does a definite parallel exist between the two professions?

2. Do coaches and teachers deal with students and athletes in the same manner; or is each situation slightly different?

3. Can each profession "take" something from the other and apply it to their own area?

4. What personal experiences have you encountered that allowed you to apply something from one domain to the other?

5. Should coaches be expected to teach academic courses and be held accountable in both areas?

How to?

- just drop your thoughts to Guy Van Damme: guy.vandamme@skynet.be

- he collects your replies and will submit these to the author.

- The author reads your ideas/reactions and if needed will add his feedback.

- This all will be submitted to Guy and he will post it again onto the list.

September - Dr. Kathy Armour will start with a new article.

Have a good discussion,

co-ordinator

Guy Van Damme