Coaching for Sucess

Introduction

The foremost rule to coaching is to maintain a positive, fun; engaging learning experience for all participates in the class. This not only improves truancy; it also increases student longevity. There are two factors to consider within a class, the first is to maintain class numbers and the second is to maintain your ability to recruit new members to the class.

One of the best ways to achieve this is to deliver learning materials and skills in a positive and exciting way. You do not need funds or elaborate resources to do this, just your passion and ability to dissipate your knowledge and skills for the art.

Through sound coaching methodology, you can capture a student’s mind, challenge them and evoke your passion in them. With this mindset, you can accomplish this in every style of class group, for example, children’s, adult or focused target group for a particular industry.

Motivation

The essential step to any class is to provide motivation. There are many reasons for individuals to attend a class, either it be for work, health or personal needs. The first experience between a student and teacher could determine the wiliness for the student to continue.

The potential student will generally seek out a class that they are interested in, asking friends, looking of social media etc., that first impression may be the last or a start of a series of steps, drawing in the individual to commence a class.

Class morale is an important factor, cleanliness of facilities, friendliness of members and instructors. Clear information on notice boards, flyers and internet. The potential student should feel invited when participating and not objectified. They should have a feel-good experience that encourages and entices them to return and feel part of the class.

Class members should be sensitive to the individual needs and limitations of others. For example, if a child is attending a class to provide them with skills and confidence to overcome their experience of bullying, the environment should reflect this.

To maintain motivation and focused engagement with your classes, you must change the mode of delivery for each of the selected audiences or groups you are addressing. For example, children's classes the coach will need to adapt the skill to allow ease of knowledge transfer. This will be the case for each class group, especially in a focused group aimed at a particular industry area.

Skill Intervals

It is important to present clear succinct instalments of skill with basic explanation. These steps are micro-skills; a cluster of micro-skills is a “skill” and a series of skills, a “Skill Sequence”.

Let us break down a technique together to understand this process; our example will be for a front kick. Some general points for a front kick could be the stance, balance leg, the motion of the kick, visualization and foot placement on the target. When the student has developed additional striking techniques, the coach can create combinations to further progress the student learning.

Practicing micro-skills independently, allows the coach to observe each student and to gauge their progression, providing opportunity for the coach to better assess the overall needs of the class. The coach will then consider if additional time is required for the technique, additional explanation, to change the technique to a simpler form or movement, when it is time to progress the entire class or to split the class.

Splitting the class into similar skills levels aids the coach and the class participants. Students from different skills levels will be able to better comprehend the skills allocated or instructed to them. Both student and coach will gain a feeling of accomplishment when they can successfully execute the technique they have been practicing.

When to offer Feedback

It is important to allow the student to practice autonomously, as this gives them opportunity to discover any mistakes they may be making or to identify that they have something wrong in their actions.

The confident student will ask for assistance and the more reserved student observed and asked if they need some assistance. The coach should collectively present micro-adjustments as a group observation and not pinpoint individuals, as this may embarrass. It is better to offer corrective feedback individually.

Maximizing Learning Outcomes

Whilst coaching, several factors will need consideration depending on the target audience or group, these might be skill level, comprehension, physical or mental ability or limitations.

Classes should be fun, and boundaries set to maximize on learning outcomes. The class should follow a set format; outlining the aim for the class, conducting a warm-up to replicate movements and skills practiced within the session, instruction of new skills and knowledge, practical component consisting of a drill, pattern or game will reinforce the content. Alternatively, friendly competition in a form of grappling, sparring etc. 

If the classes are part of a series of sessions in specialized program or an ongoing class, the coach should revisit key aspects from the previous session to reinforce learning. The coach should ask basic questions to draw out retention of knowledge and offer feedback to your own instruction.

Prior to instructing a new skill or skill area, the coach should deliver a drill to capture those skills or at least integrate them with the new skills. The student will then feel more confident; because they are practicing skills, they already feel apt at doing. 

Instructional Terminology

When instructing, ensure your terminology and explanation does not delay the overall session. Long blocks of theory will make the student lose focus and interest in the class. When presenting information in a class, it should be clear, concise, and free from excessive jargon, especially for the beginner. It is better to present short explanations with the use of key words to reinforce learning. This process is call “skill pairing”; it is the process of pairing key words with the physical skills. This method of instruction is ideal when asking students questions, as it draws out information much more effectively and offers, more efficient learning outcomes and instruction.   

Conclusion

To be a successful coach you must be positive, fun and engaging. Evoke your passion, promote individual and class motivation, make them feel part of the class, be inviting. Assess their skills and understanding, use skill interval theory to dissipate information. Ensure to provide feedback in a positive way, use appropriate terminology and key words to maximizes their learning.