Conscious coaching pdf download

Devour it! Brett has given me the best years of my football career. Athletes want a coach that not only makes them better physically, but also one that understands our world and communicates in a real way- Brett does that. Army, Special Forces. Brett Bartholomew is one of the leaders of our profession today. Anyone that has seen Brett coach live, or otherwise, sees his passion and energy immediately.

It delves into essence of what separates the good coaches from the great coaches. I wish this book was out when I was an up and coming coach — the information that it provides often takes years of experience to work out for yourself. Every coach should understand these concepts. Privacy Policy Terms of Use Disclaimer. Go through this process to gain a deeper understanding of your purpose. You'll end up with a detailed purpose statement. Conscious compassion includes awareness, acceptance, and action.

This worksheet is designed to ensure that your compassion is coming from trust versus threat. Use this guide to assist your group in a meaningful discussion and deeper understanding of how The 15 Commitments of Conscious Leadership can help you live and lead above the line.

Five commitments to align with with concrete steps you can take to do your part to end drama in the workplace. Use this handout to tune in and see how much are you fully embodying each commitment.

Will you support ours and more content creation! Read our content use policy. Home About. View all resources Handouts. Close X Contact Us. Contact us here or email us and we will get right back to you. Organization info:. Thank you! We will get back to you shortly. Click on a handout to download the PDF. Creator, Coach, Challenger Cards Dual sided cards that describe the above the line transformations for below the line drama roles.

The 15 Commitments This is a list of some of the many ways we distract ourselves from being with and expressing our authentic feelings and thoughts. Triangle Cards These cards are indispensable for playing with the drama triangle for yourself and with clients. Commitment 1: Responsibility. How do you react from threat? Teaching Your Drama Class Teaching a class in creating a given issue in your life that causes you suffering may just be the thing to get you out of suffering.

Triangle Distinctions Learn to distinguish and play with the different roles and faces of victimhood. Willingness Questions Are you willing to shift above the line? Commitment 2: Curiosity. Locating Yourself: Above or Below? The Drift List When we go unconscious, we drift below the line.

What do you X out? Commitment 3: Feelings. Curbing Your Compulsions This exercise is designed to help you become more aware of your compulsions that take you away from the mental, emotional, and physical discomfort you are experiencing in the present moment. Emotional Intelligence A diagram to help locate emotions in your body and listen to the wisdom of the emotion. Emotional Range Explore the full spectrum of the five core feelings: anger, sadness, fear, joy, sexual feelings.

Practicing Emotional Intelligence Knowing how to express emotions all the way through to completion helps to develop emotional intelligence. Commitment 4: Candor. Conscious Listening Listening above the line happens when the listener is aware of what's occurring in the moment for themselves and with the person they're listening to, without any alternative motives.

Fact Vs. Story Guide yourself to differentiate facts from story to get to the heart of an issue and discover how the opposite of your story may be as true. Giving Feedback To support your learning and growth through the art of giving and receiving feeback.

Speaking Unarguably Learn to reveal what is true by revealing what is unarguable through physical sensations, emotions, or thoughts. The Art of Feedback Your feedback is a gift; it gives others an opportunity to learn how they may be impacting you and others. Commitment 5: Gossip. The Clearing Model A tool to separate fact from story and to learn to speak directly to one another.

Commitment 6: Integrity. Defining Decision Rights Eliminate drama, and wasted time and energy, by defining clear decision rights. Risks can be classified as: back to your classmates with any action points for your own coaching.

When considering safe practices in coaching and evaluating hazard and risk it is useful to categorise With an elite athlete, on a good surface, the risk the issues you face into: of harm is low and so you might decide that it is acceptable to carry out the session.

Table 4. Do not push them beyond their capability to a point that is unsafe. A simple table can be constructed with these context, organisation , the associated risk, likelihood as headings. To work with There are sports specific and facility specific issues this group you will be expected to have a that may impact on the emergency procedures and, Criminal Records Bureau CRB check. This as a coach, you should be informed of all issues, gives potential employers the opportunity to and qualified where appropriate in specialist skills.

This is a safeguarding measure and is not intended Activity to stop coaches from working but to ensure the In pairs, design a coaching session for a sport of your safe protection of those in sport, especially given choice to last approximately one hour using a coaching the powerful position coaches often undertake.

Alongside this carry out a risk assessment Brackenridge notes that, despite certain by listing under headings of participants, context, types of abuse being prevalent in sport, the organisation all of the hazards and risks for that British sporting community was only really made session and how you would eliminate all risk wherever aware of the potential issues of abuse in sport possible.

Roles and responsibilities of a Abuse coach Children may look to a coaching environment as a In addition to health and safety, a coach has a safe environment so it is your responsibility to be number of legal, personal and professional roles aware of the signs and symptoms of abuse as set and responsibilities which you should be aware of out by the Children Act This act is intended throughout the coaching process. Cruelty to Children This could be displayed when of performance-enhancing drugs in sport and children are displaying over-sexualised cooperate fully with UK Sport and governing behaviour themselves bodies of sport policies.

They may when a performer is sick or injured. This reflects a negative image and could compromise the safety It is important to remember that a child may display of your performers.

Go to www. You should be familiar with these responsibilities in order to be able to perform to the highest standard. An innovator will be original in their coaching and provide new thoughts to the group or individuals they are coaching Friend When spending a considerable amount of time together an athlete and coach may form a strong bond and a friendship.

It is important to be aware of the boundaries of this friendship as well as understanding the positive and negative experiences that might be faced when you have both a professional and personal relationship Role It is important to be a positive role model for the athletes you are coaching.

Remember that a coach often model has the respect of the group they are working with and so the clothing, language and behaviour of a coach need to be of the highest standard Educator As a coach you will educate those in your care. When working with children or beginners it is important to not only introduce them to the basic skills and principles of the sport, but also help them to develop personally. Coaching knowledge and learning to coach. Deliver coaching The second stage of the coaching process is to Learning styles deliver coaching.

Delivering the coaching session Athletes learn in different ways and at different may be the smallest part of the whole coaching stages and as a coach you should consider how they process but it is the point that all your hard work will take all the information on that is presented to comes to fruition. You should include all the them during the delivery of a coaching session.

You things identified in your planning as you take the should pay attention to the stage of learning your individual or team through a warm up, the main athletes are at and adapt your coaching style and content of the session and cool down. This is your practice to fit this accordingly. In delivering a session you will be considering the following questions. As they develop, they make success..

At this stage they should being coached They will demonstrate a fewer erros, although there will still be be able to apply skills successfully in lot of errors and technical ineiciences errors in the application of skills competitive situations. For example, an organisation may have behaviours. We often refer to four key coaching a selection policy that dictates every player has styles: autocratic, co-operative, democratic and to have some playing time or that players are not laissez-faire.

Many factors can impact on coaching allowed to be late and get fined a percentage of style, such as type of sport and the gender, age and their wage at a professional club.

Some key points ambition of the participants you are coaching see are laid out in Table 4. Chapter 9 for coaching special populations. Diicult Coaching Good way of controlling to allow athletes to express large groups in a safe themselves and be innovative. Reciprocal strong relationship to be take place. Develops communication and conidence, as well as understanding. Democratic Player centred Problem-based Good when working Can seem chaotic and lack learning. Guided discovery.

Will take longer for success to Athletes can be in Can increase take place goals to be met control of sessions understanding, decision- making skills and motivation.

Athletes become problem solvers. Laissez-faire Player focused Problem-based For expert performers Can be de-motivating if the learning but little or this may be acceptable athlete feels the coach is un- no intervention as they are more interested. This makes Laissez-faire — often provides little direction and allows a coaching philosophy an integral part of the performers to learn from themselves and their sport coaching process because it allows us to understand what guides our actions.

If you consider Arsene Chapter 1 offers a useful introduction to different Wenger Head Coach of Arsenal Football Club at coaching approaches and this needs to be the time of writing it is notable that as a coach he considered when carrying out your coaching.

This puts much of the Key term expectation upon the athlete to take responsibility for their learning and development and is an Coaching philosophy — a set of values and behaviours accepted approach for some sports Bunker and that serve to guide the actions of a coach Thorpe, At the same time, the coach could be very autocratic when it comes to issues of discipline such as time keeping or wearing The knowledge you have as a coach see Chapter appropriate kit.

These decisions are often made 3 , ethical issues see Chapter 14 , as well as your by the coach depending upon the context they experiences and the context in which you work, are in or the constraints placed upon them youth will all impact on your coaching philosophy and so development, winning, saving money. They the philosophy will of each coach will be unique. Coaching style is more likely. A coaching philosophy also gives placed on a continuum because you may have direction to each coach and so you are more likely to adapt your coaching style depending on the to understand your motives and thus develop your situation you are in.

A coaching philosophy can offer stability to the coaching environment and to the coach-athlete Coaching philosophy relationship, which also improves the coaching It is widely accepted that the beliefs and values of process. Kidman and Hanrahan suggest that a coach will shape their behaviours and provide the power that exists between coach and athlete direction and focus to their coaching practice can often be harmful. For example, if a coach has Cassidy, Jones and Potrac, It is good practice the power to select or deselect an athlete then to reflect on your own coaching philosophy and to the relationship may be affected.

However, if a let others know what your philosophy for coaching coaching philosophy is developed and transmitted is. A coaching philosophy will need to be flexible and Performance proiling developed over time. Of prime importance is the One way of providing an analysis of the needs, need to be reflective and to develop a coaching strengths and weaknesses of an athlete is through philosophy over time that deals with a number of performance profiling Butler, The template key questions provided below is an example of a performance Activity profile for a centre forward in football.

A coach could ask the player to fill this out, scoring Answer the questions below in order to start relecting themselves on each attribute from 1 to Confidence Short passing Heading Concentration Coaching techniques When delivering the session you must employ the Acceleration Awareness appropriate techniques and practices to improve the Weaker foot Determination performance of the athletes you are working with.

Vision Finishing Observation analysis As a coach it is important to be able to check the Figure 4. Your analysis will be The athlete and coach are not comparing both objective and subjective.

You might compare number of successful passes from different matches, or the Fitness assessment development of speed over pre-season thorough In order to provide some objective data for training, testing. This allows analysing performance and development. It is the coaching team to develop effective training important that this analysis is not subject to bias programmes. See Chapter 13 for a comprehensive based around whether you have a good relationship review of training programmes and testing for or a poor relationship with an athlete.

Expert athletes. One problem with motivation and confidence of athletes Cox, As a short; medium and long term. This will enable coach, you have to be careful when demonstrating the athlete to stay focussed and motivated, while as you need to take account of the fact that a constantly being challenged.

Despite the fact that demonstration provides a powerful visual cue for these goals might change, it is still a useful part of athletes — one they will often try to copy. Depending the coaching process. All goals should be discussed on the learning stage of the athlete, this could be and agreed with the athlete s you are working with.

There may be small performance gains or help them understand a complex skill, you must tactical and technical improvements that have a allow them the individuality to adapt that to their short-term focus own stage of physical, technical and psychological ability. Often they are performance-related targets should be addressed.

If an athlete is attempting and they provide a focus for short and medium- a rugby tackle, it may be wise to demonstrate, as term goals. There is some debate as to the effectiveness Simulation involves the introduction of more of demonstrations and this is related to the current game-like situations or competition-like situations skill of the performer, the type of skill or task for the athlete to experience.

Simulated coaching being performed and the appropriateness of the environments are a move away from drills and demonstration provided. Equally, it could be athlete to model complex movements and build the the simulation of training in the rain to prepare a motor skill necessary Hodges and Franks, If you consider the globalisation of sport today, Technical instruction athletes are increasingly being asked to race, or Communication is a key factor in technical play at differing times to meet the demands of instruction and is underpinned by the knowledge of television audiences.

Coaches can simulate a coach. Coaches may use feedback, demonstration situations such as this to better prepare their and observational skills to help provide technical athletes. This practice is related to concepts of instruction during a performance. As a coach, you non-linear coaching see page xx.

Demonstrations tend to take Modelling place before a performance or skill execution Modelling is a useful coaching technique to while technical instruction will take place during provide the athlete with a picture of the technique and after such a performance.

Therefore, a coach or skill being learnt. It is realistic sporting context. If athletes are involved in problem solving This section deals with two different they are likely to be more intrinsically motivated.

Here, the game itself provides a different theoretical approaches for the coaching question or problem for the athlete that they have environment. It is suggested that, while Linear coaching approach learning may take longer initially with these non- linear approaches, the complex nature of sport and Linear coaching approaches are typically autocratic, this approach can mean that retention of knowledge technique-based, skill-acquisition approaches to is more effective and that this approach may meet coaching and are often considered to be drill- individual requirements more effectively.

As a coach, you may have heard that practice and repetition is Communication skills important for skill development.

You need to ensure coaching. Learning is sequential and takes place in that you are engaging with your participants in a order. If this is an idea get your coaching points across to individuals and that you can relate to, then this approach may the group you are with.

Effective communication suit you. This may and coaching style; but you should also try and be suitable for a beginner coach, or for dangerous consider some of the following issues in order to be activities such as a gymnastics vault with a young an effective communicator.

The eye contact you make is also important. If a player important points to share. Think carefully about the words you use. Coaching can often involve the analysis and Communicating effectively involves both verbal detection of error to allow further improvement in and non-verbal communication and the power athlete performance at whatever level.