Category: Coaching

Description of Experience

This is a general reflection of my work during my college days and office time. Coaching juniors on how to Monitor the whole workflow both inside and outfield company. Engaging them to learn new Methods that even I do not have knowledge about it. I worked in the field of fire safety equipment company so the people must know how everything works and maintain.

I was the wood-golf national champion in India (2017) after that my coach let me teach juniors that were the first time, I start to realize that I am good at coaching.

When I am working in Delhi, my friends used to ask me how to cook because I am a good cook (home chef). That is the second time I realized it.

This allowed me to combine and highlight my theoretical knowledge and practical skills. It gave me the chance to be more creative and helped me to display my ability to be a good learner. I always liked to see the big picture.

What did you learn about your talent? What was significant for you?

I learned that my talent “COACHING” is exceedingly rare for early-age people. It is the inner confidence that enables me to trust my abilities. No matter how tough the situation gets, deep down I know that I can win it. This mental toughness could help me to take risks, face new challenges, and allow me to learn more things from a unique perspective. It also allows me to be self-reliant and helps me to stay calm and confident in a chaotic environment.

Coaching gave me an opportunity to define my career goals in a realistic way. I can set these goals and then actively work towards them. This will increase the likelihood that the goals will be achieved. It is common for goals to be centered around two aspects of an individual`s career. The first is building skill sets, and the second is the individual`s professional behavior.

My aim is to be a leader, and one of the most important roles is to coach people to do their best. Doing this, will help them make better decisions, solve problems that are holding them back, learn new skills, and otherwise progress their careers.

Some people are fortunate enough to get formal training in coaching. However, many people must develop this important skill themselves.

In what way has this event developed your talent towards any strength and what might you do to continue its development in the future?

This experience, while working on coaching other people, helped me understand that my coaching talent is distinctive. It gives me inner confidence and pushes me to try and take risks without worrying about the outcome or result. This talent to trust in my skills helps me to use my ability to the fullest potential and holds my instinctive behavior sharp-edged. In a collaborative environment, it helps me to bring confidence and allows me to motivate another person. It also revealed to me that when I mix this talent with my management strategic skill, it can benefit me as I can plan long-term goals as well as change and alter them at times when it is necessary.

As I look at this event and all my past events, I can clearly understand that my coaching talent is one of my most dominant characteristics and gives me my identity. This talent can become more powerful and become one of my core strengths. For this to happen, I must continuously train myself to be more optimistic and confident in myself and my ability. I should also put myself into more challenging tasks and take leadership roles. I would also contact them for feedback to know how they felt around me and use their experience to sharpen my talent.

Also staying positive and confident can sometimes be challenging when I am around an unenthusiastic environment. Therefore, I would like to read “Coach the person, not the problem.” The tips and suggestions from his book are appreciated worldwide and would help me to find ways to motivate myself and my groupmates. It would also help me to channel my inner confidence into the external surroundings, which can benefit me when I am in a team. By doing these activities daily and completing the book I believe I can extend my knowledge of intuition and the power of trusting oneself.

Additional tuition is beneficial to kids of all abilities, and also both children and parents can enjoy the incentives. Whether they are youngsters that excel in their class in maths and English as well as are possibly kept back from discovering even more, kids that require extra assistance and help with specific components of the subjects, or children that have learning disabilities that test them in the classroom, can all be helped by tutors and added maths and English tutoring.

Additional English tuition enables finding out focus and enhancement in proficiency, including analysis, composing, and leading to. English tutors can also assist the youngster to create a strong awareness of and also rate of interest in reading books and literary works at a very early age, both non-fictional and also imaginary, utilizing popular, attempted, as well as checked children’s writers that engage the kids and also records their imagination.

Maths tuition includes learning focus as well as renovation in numeracy, geometry, and also maths subjects, as well as likewise educates analytical, which aids youngsters to come to be involved as well as inspired with their maths subject and maths tutor.

A youngster can have additional maths tuition and/or English tuition to help them truly increase their knowledge capabilities. Some kids can locate it testing at an institution to learn conveniently and might have a hard time staying up to date with other youngsters in the course, which can, gradually, knock their self-confidence. Having extra tuition lessons with maths tutors and also English tutors can even more aid, as well as strengthen a child’s understanding capacity and ability. With extra English and maths tuition and also closer interest given to the student, tutors can assist youngsters’ self-esteem, as well as boost their self-esteem to enable them to take the place to read more as well as come to be an increasing number of confident in their abilities.

If a kid has a particular discovering difficulty with a particular discipline, tuition can truly offer a chance for the child to concentrate on these trouble locations, and also the tutor can aid the youngster to get over any type of difficulties that they face. Tutors will additionally urge youngsters to learn at their own rate to make sure that they can totally resolve issue areas and also enhance. Tutors are completely educated and competent to maximize, as well as urge the finding out potential from every kid, regardless of what their capacity is. Often in colleges, courses, and also kids can be extremely disruptive, which better impacts a child’s understanding ability. In a much more focused setting, both tuitions can be provided to a greater level, which will certainly enhance the youngster’s concentration on the subject, as well as help to accelerate their knowledge.

Additional tuition additionally gives inspiration to children to enhance their positive self-image as well as self-worth, as regular as well as constant support, incentives, as well as recognition will encourage kids to carry out better and learn more.

For both maths and English tutoring, clear and attainable target-setting and also benchmarking is likewise vital for effective understanding results. This can enable tutors to measure a kid’s performance as well as set clear benchmarks throughout the tuition duration to properly check and also evaluate the kid’s discovering progress, and also to assess whether unique focus needs to be diverted to particular locations of the subject.

According to the Cambridge Dictionary (2020), a demonstration is “the act of showing someone how to do something, or how something works”. The ability to demonstrate a skill competently to participants is a vital part of coaching, and it is the most common means of communicating skill performance.

The aim of teaching using the demonstration method is to indicate the procedure of occurrence of an event coherent to the teaching, how they are achieved, and how easy it is for the participants to understand the teaching-learning process.

Demonstrations in use as a teaching strategy may prove to be beneficial for participants with special learning needs. ResearchGate (2017) states that demonstrations can be effective for low-achieving students that may have high visual intelligence but limited cognitive abilities. The use of demonstrations in a coaching session can be easier to understand for the participants as it creates a visual picture that helps them remember.

Coach & A.D. (2017) states that the coach must demonstrate the key coaching points throughout the session and a demonstration should be provided at the start of the session with participants taking notes.

Concerning Amplified Soccer (2017), tips for how to effectively demonstrate a skill are provided. The quality of the demonstrations is vital in coaching, as the coach has to ensure that they are clear and follow a step-by-step process. This gradual step-by-step process will assist in the participants learning the skill or tactic the coach is showing them. Another tip is for the coach to try and include the participants as much as possible. This can be done by asking questions or using the players to demonstrate the skill or tactic. By doing this, it keeps participants engaged in the session and helps them remember, and by asking questions, it lets the coach know if the players understand the demonstration. The coach’s voice must be heard, as varying his/her tone of voice will keep the players engaged in the skill that the coach is demonstrating. Their positioning is also important, as it is vital that the players can see what is taking place. Also, the coach should apply the demonstration to an appropriate sport or game situation, this ensures that all players will understand and know how to use this skill within their sport or match situations.

When I am delivering my own session, the demonstration will be a vital part. I will take on these tips to effectively deliver how to correctly do a handstand using the ‘how to’ coaching skills, and I will ensure the participants are clear on all aspects of the skill with little to no confusion.

High school students will benefit from playing sports because it motivates them to perform well in school, encourages important life skills, and provides scholarship opportunities.

Participating in sports can help students increase their grades and attendance. There are many important skills that a student will benefit from having when playing sports. Playing sports helps students to work with the other players. When athletes display a strong sense of teamwork, they can accomplish more. These skills can be applied to other things in the student’s life, including the workplace. Playing sports is more than just winning a game. It teaches important life skills and gives motivation to student-athletes. Through the leadership of coaches, programs should place high value on the athletic participation of as many students as possible.

In the organization of a team, effective communication should be a key factor within a sports program. Prior to the beginning of the season, a coach should make an announcement for all girls who are interested in participating in playing their sport. A date should be given for the interest meeting, preferably after school so that the parents will have a chance to attend. It is important that the entire volleyball coaching staff attends the interest meeting. Coaches will present their program to all who attend the meeting, answer any questions or concerns, and give the specific date and time for tryouts. All interested athletes will be given an athletic packet that includes all paperwork that needs to be completed prior to tryouts. (see Appendix for the athletic packet contents). Athletes who attend tryouts will be led through a series of exercises and drills for one week, that will include a conditioning component for volleyball-specific development. The primary goal for our program will be to have a maximum of 12 players on each of the three levels in the program. Once tryouts are completed, all who attended tryouts will receive a letter of explanation of their status.

Those players who become members of the team will receive a handbook that includes player expectations, rules, and practice, and a calendar with game schedules will be issued to every player. The athletes must take the handbook home and read over it with their parents. Both the athlete and the parent must sign on the signature page acknowledging their full cooperation and follow the guidelines set forth.

The goal will be to develop three teams, and each team will be selected based on skill development and abilities. Each student-athlete will be placed on teams appropriate to those abilities. Sub varsity teams will focus on player development and varsity teams will focus on competing at the highest level. The coaching staff is responsible for player selection and their decisions about playing time, strategy, and team makeup a decisions they make based on their day-to-day interaction with student-athletes.

Nutritional, strength, and conditioning plans will be given to all athletes to follow during and at the end of the regular season with the expectation they will be followed. Good nutrition is an important component of any successful training program. Food is the fuel of athletic performance. A coach cannot control the food your athletes eat, but she can guide them toward healthy eating. Empty calories or junk food serve no nutritional value and must be excluded from the athlete’s diet as much as possible.

Team Practice

The time allotted to practicing sports is an important period for players and coaches. During practices, players will work on their skills while coaches observe and assess the skill ability and fitness level of each player, then determine what adjustments should be made to give all players an opportunity to reach their fullest potential.

Developing a successful high school volleyball program takes dedication and well-organized planning. Coaches and athletes will make efficient use of practice time by fully engaging in each activity. Athletes will take water and restroom breaks as necessary and will return and ease into the flow of activities. All drills will be initially done in large groups. Smaller groups will be used to assist slower learners and those who have not reached an optimum skill level. The drills used are mainly for conditioning and skill-building for athletes early in the season. Variations and modifications will be made as athletes progress in skill development. Although the high school volleyball season lasts roughly three months, a coach must have a year-round plan for player development, fulfilling equipment needs, and selecting and training the coaching staff. The practice plan will consist of pre-season, in-season, post-season, and summer workouts. A workout for volleyball must contain strength training. Like most sports, strength is a vital component of being successful in volleyball. Exercising smaller muscles in isolation may also be necessary for the specific demands of a sport. Volleyball players may develop overuse injuries due to the repetitive nature of the overhead motion of hitting a volleyball. To prevent these injuries, it may be necessary to include in a workout for shoulder strengthening exercises that focus on smaller muscle areas (“Planning your volleyball strength and conditioning Training”, n.d.).

A strength training workout for volleyball should simulate volleyball skill movements. Each athlete must be trained according to individual ability, potential, and strength training background.

Preparing for a practice

Practices are the ideal place to teach, make mistakes, gain confidence, improve fitness, practice game strategy and tactics, and prepare for the next contest. Coaches must have a practice plan before stepping into the gym. With a good practice plan starting day one, coaches can spend more time working on the areas where the team needs improvement.

As the season progresses, a team will improve in certain areas and coaches must continue to evaluate their team’s progress. This will allow a coach to adjust the practice plans accordingly. Effective practices should allot enough time for polishing a variety of skills and development in areas that need improvement but also set aside enough time for brushing up on areas that may need improvement.

Volleyball practice should consist of a warm-up and stretching before any real activity. If it is a day for conditioning, the coach can either start or end with strength training. Because of the fatigue that occurs in muscles, strength training is usually done before practice with lighter work during the actual practice. As mentioned in Chapter V, a workout for volleyball must contain strength training. Like most sports, strength is a vital component for being successful in volleyball. Exercising smaller muscles in isolation may also be necessary for the specific demands of a sport. Volleyball players may develop overuse injuries due to the repetitive nature of the overhead motion of hitting a volleyball. Volleyball players constantly use overhead motions when they are spiking and blocking a volleyball. These repetitive actions can sometimes create soreness due to overuse of the shoulder muscles and can easily be treated by applying the R.I.C.E. method. Shoulder pain is also a common cause of disability in overhead-throwing athletes. To prevent these injuries, it may be necessary to include in a workout for shoulder-strengthening exercises that focus on smaller muscle areas.

During volleyball practice, athletes will move into skills and drills practice after conditioning. The skills a coach instructs should be reflected in the drills chosen. The drills should put the newly learned skills into practice immediately. At the end of practice, athletes will cool down and do stretching activities. Athletes run the risk of injury and increased muscle soreness when they do not cool down properly.

In the event a coach needs to change or cancel a practice, because of utility issues, or other unforeseen circumstances the coach must be prepared to This location should be communicated with parents and guardians at the beginning of the season.

If practice must be canceled entirely, the coach should make every effort to notify parents and guardians as early as possible to prevent confusion and frustration and ensure that all athletes are taken care of. If an athlete’s guardian cannot be reached, someone should stay with the athlete until their ride is arranged. At no time should athletes be left by themselves at an alternate practice location. Coaches should update contact information for all athletes on a regular basis and when calls must be made, the coach will log in the date, time, and result of the call

As a coach, one must be prepared for the unexpected in volleyball practice, and in case of emergency, coaches should have the following information handy athlete’s age, previous medical conditions, basic family history, preferred hospital, and emergency contacts. It will be standard practice for the coach to have this information handy and it must be easily accessible. It will be mandatory to have a practice drill for emergencies. Such practice should include identifying the problem, notifying emergency personnel, attending to injured athletes and staff, and protecting unharmed athletes. Coaches should train all assistant coaches and volunteer staff on what to do during an emergency and where to find important information.

Garvey, Stokes, and Megginson (2009:26) conclude that ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. In this essay, I intend to critically consider this statement by starting with various definitions of Mentoring and Coaching, comparing different models and methods; then moving on to the implications this may have for practitioners, focusing on how coaching is aligned with leadership as this is relevant to my setting as a leader in education.

Introduction:

I believe the long debate about whether Mentoring and Coaching are different, which method is the best, and so on, have had many coaches and mentors debating and researching. According to Gavey et.al (2009:26), ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. Therefore I have decided to begin my review by looking at a few proposed definitions.

Downey, (2003:21) defines coaching as ‘the art of facilitating the performance, learning, and development of another.’ While de Haan, (2008:19) defines coaching as a method of work-related earning that relies primarily on one-to-one conversations.’ Yet Clutterbuck (2014:5) says this about mentoring; ‘(It) is the holistic nature of the mentoring role that distinguishes it from other supporting roles, such as coaching.’ The Collins Concise Dictionary, 5th edition defines a mentor as a wise and trusted advisor or guide. The primary task of the mentor is ‘To offer the experience to guide, advice and support the development of the mentee, resulting in improved performance.’ (Western, 2012:43). On the other hand Western (2012:44) says this about a coach, ‘An expert in facilitating another’s personal journey, focusing on both personal and organizational success.’ And the primary task of the coach is: ‘Coaching individuals to become fully empowered in their roles, in order to contribute to organizational success.’

It can be said that from the above definitions, coaching is ‘part of a developmental process (Van Nieuwerburgh, 2014:5). Bresser and Wilson (2010) go on to highlight coaching as a way of empowering people by facilitating their self-directed learning, their self-growth, and better performances. While Shea (1992) states that ‘traditionally mentoring was thought of as a formal process whereby an older, more experienced person helps and guides a younger person in learning the ropes.’

However, both coaching and mentoring could be seen as designed to enable people to achieve their full potential and share many similarities (Coaching and Mentoring Network (2018)).

The agreed consensus seems to be that the one main difference between Coaching and Mentoring is that a mentor has direct knowledge and experience and is often, but not necessarily, older, therefore has direct knowledge and experience of the coachee’s occupation while the coach does not. According to Clutterbuck (2014:5), ‘coaching and mentoring are broadly separate yet overlapping.’ It can be argued there are as many models of mentoring as there are for coaching. To quote Van Nieuwerburgh, (2014:3), ‘What you believe it means is more important than any definition.’

So what does this mean for the practitioner and clients?

Simply put, coaching is having a conversation or conversations with each other. From this conversation, if the following has happened then coaching has taken place:

• The focus was primarily on the coachee
• Their thinking, learning, and actions have benefitted from the conversation
• And had the conversation not taken place, these benefits would unlikely have happened.

In contrast, mentoring according to Clutterbuck, D (2014:6), can be represented in two competing models of mentoring. ‘One largely US-derived, emphasizing sponsorship and hands-on help from the mentor.’ The other owes its origins to Europe and particularly the U.K. and Scandinavia. ‘This model emphasizes helping people to do things for themselves.’ Clutterbuck, D (2014:6). Therefore it can be seen as a partnership between two people built upon trust. ‘The mentor offers guidance, counseling, and support in the form of pragmatic and objective assistance.’ (Clutterbuck, D 2014:7). The purpose is to develop a two-way relationship where the mentor gains as much as the mentee.

Based on the above, it could be argued that coaching and mentoring are reliant on a relationship that helps the participants to develop and grow.

The many different models and methods of Coaching and Mentoring, I would suggest, may be able to define their differences or enhance their similarities.

For the purpose of comparing mentoring and coaching, I plan to look at functionalist coaching and functionalist mentoring as this appears more suitable in my setting as a leader in a school and a wider educational field.

According to Brockbank (2006), functionalist mentoring can be defined in terms of its purpose, process, and learning outcomes, as an activity that is agreed upon by both the mentor and mentee. With the focus being a prescribed purpose to be achieved. The role of functionalist coaching is viewed in a similar way; the aim is to support staff to achieve a qualification or competence level, therefore the purpose is directive and the learning outcome is important.

From the above, it would appear that both mentoring and coaching under the title of ‘functionalist’, are similar in that they both focus on the workplace and not the client’s personal life outside of this.

From the research I have done, there appear to be many complementing and oppositional models. For the purpose of this task, I have chosen to look at the Cyclical Mentoring Model and The GROW model for coaching. (Brockbank A, McGill 2006)

Overview of Cyclical Mentoring Model:

Brockbank and McGill recommend this model due to its versatility and that it can be applied to many types of mentoring. It is suggested that this model can be used over the complete cycle of mentoring and for each mentoring session.

As the diagram above shows, there are 5 stages in Brockbank and McGill’s adaptation of the original model:

• Contract: with the possibility of re-contracting.
• Focus: Considerations that are decided by the mentee.
• Space: ‘Holding’ the mentee while supporting and challenging them.
• Bridge: Agree on what is to be done.
• Review: feedback and evaluation of the session/process

Each of these stages has its own cycle consisting of elements which are covered as shown below.

In contrast or complimentary to the Cyclical Mentoring Model, I looked at the coaching models reviewed by Brockbank and McGill. They reviewed the GROW, FLOW, and SOS models as being suitable for functionalist coaching, however for the purpose of this task, I will be looking at the GROW and FLOW Models only.

Overview of the GROW model for Coaching.

The GROW model was popularised by Sir John Whitmore in an early edition of Coaching for Performance (2009). He explains the model as, ‘unlocking a person’s potential to maximize their performance. It is helping them to learn rather than teaching them.’ (Whitmore, 1996:8). It has been argued that this model is the most widely used. Campbell J, (2016). Suggests the mnemonic indicates the 4 key stages of a coaching conversation:

• Goal – setting a goal for the desired area of change.
• Reality – exploring the current situation to establish a starting point.
• Options – option/s on how to achieve the goal.
• Wrap up – next steps and actions to move towards the goal.

In the functionalist context, this model I would suggest, allows the coach to ensure the coachee agrees to the goals of the organization, examines the present reality of the situation, discusses possible options, and decides what actions will be taken.

Although this model has been criticized for being too linear and simplistic, ‘If used skilfully and with a ‘light touch (it) will provide a valuable way to help a coach and coachee navigate the coaching conversation.’ (Campbell J. 2016: p. 236).

An adaptation from GROW model is the GROWTH model which has the addition of Tactics and Habits. ‘Using this model (GROWTH) has enabled more focused attention being paid to the immediate and long term outcomes.’ (Jenainati, 2016: p.164)

According to van Nieuwerburgh et al., (2012), in a case study done in a secondary school, they found that the GROW model was used as the most appropriate coaching framework. The coaching principles and programs were used with the pupils of the school to help them support each other with examination stress, personal responsibilities, and self-awareness.

Many coaches use the GROW model to structure the coaching session as well as the coaching period due to the fact that includes the coachee’s goals, their reality, resources and obstacles, the options available, and the will/way forward. (Boniwell, Kauffman and Silberman. 2014: p.159)

Although there are so many different, yet similar models for coaching and mentoring, after researching both the Cyclical Mentoring Model and GROW model for coaching, it would appear that both of these models are versatile and can be applied to most types of coaching or mentoring. This is possibly why they are so often used.

Coaching and Leadership.

Coaching plays a very important role in today’s business environment. Education establishments are increasingly run as businesses today. Coaching plays a vital role in the value businesses and schools put on the organization and their employers. Therefore coaching is seen as a way to keep up with the competitive nature of education facilities and schools. This is achieved by shaping individuals’ performances and building on the ethos, fundamentals, and aims of the establishment. For this reason, coaching can be seen as a type of investment. Through coaching, leaders help develop the employees’ focus and capabilities which in turn will benefit the individual and the organization.

According to van Nieuwerburg (2012), Leadership coaching has been proven to have real potential. Coaching can enhance leadership effectiveness. ‘An important part of emotionally intelligent leadership is the ability to support the development of others.’ (Van Nieuwerburg, 2012, p. 30)

Coaching in Educational Leadership.

A major skill of education leaders is to be able to identify that which is appropriate and supportive when intervention opportunities arise.

It has been commented that many educational leaders find it difficult to stand back and withhold advice. This often results in the tendency to take on the role of a mentor. However, it would seem that it would be more helpful and important for the leader to determine the type of intervention needed. (Van Nieuwerburgh, 2012). ‘Every situation is different and will require individual consideration by an emotionally intelligent leader.’ (Van Nieuwerburgh, 2012, p. 31)

According to van Nieuwerburgh (2012) the 2005 report, the Centre for the use of Research and Evidence in Education noted that the opportunity to learn through becoming a coach or mentor had an intense and encouraging effect on the skills of the coach or mentor. Furthermore, that learning to become a coach or mentor is one of the most empowering ways of supporting teachers and leaders to develop into confident, excellent practitioners. Concurring, van Nieuwerburg (2012) states that training teachers and educational staff in these skills can have many advantages.

According to Campbell (2016), coaching is used widely as a school improvement initiative for all involved in the educational environment and has become a significant approach for developing schools. He goes on to suggest that coaching in schools is not only to support the development of leaders but also a way for teachers to review and improve their teaching styles. Campbell goes on to comment, ‘Coaching is taking place between teachers and students beyond the traditional sporting context.’ (Campbell, 2016, p. 133). Added to this, some schools are training students in coaching skills in order for them to be able to coach their peers (Campbell, 2016).

Much of the general literature on coaching and mentoring, does not suggest there is a ‘one best way’ in which model or style is used when coaching or mentoring. One of the challenges leaders in schools face when discussing coaching is the different styles and methodologies. Coaches define coaching differently and adopt different approaches. Some of these approaches are more effective than others. (Anderson & Anderson. 2011). Starr (2011) suggests that there are definite principles of perspectives and beliefs that assist coaching. ‘When they (coaches) coach, they are operating from a common set of beliefs.’ (Starr, 2011, p. 30). These beliefs serve as principles that can help to achieve effectiveness over time by reflecting on them through the process of coaching.

As a school leader, the question to ask, I would suggest is, which is better for my staff; mentoring or coaching? Aguilar gives this suggestion, ‘The key difference between mentoring and coaching in schools lies in the purpose for the support and the formality around the process. Coaching is far more formal than mentoring and has a more expansive end goal. (Aguilar, 2017, blog). She goes on to explain that the role of a coach is broader and deeper than the job of a mentor. However, she suggests that there should be absolute clarity between the roles and that both the coach/mentor and the coachee/mentee should understand these roles. Aguilar concludes that a new teacher would benefit from having both a mentor and a coach.

Van Nieuwerburgh & Campbell (2015) state that although there has been a flourish in the application of coaching and mentoring in recent years, there has been confusion with the terms ‘coaching’ and ‘mentoring’. As a result of this, they have developed a Global Framework for Coaching and Mentoring in Education to bring about the best practice and support the field of academic research. The Global Framework for Coaching and Mentoring in Education has four quadrants which cover a range of coaching and mentoring interventions in the education setting, from leadership to community engagement.

As seen in the diagram above, there are a number of portals for each quadrant. Van Nieuwerburgh & Campbell (2015) go on to support that coaching offered to aspiring school leaders can help these teachers to make better-informed choices about their futures.

The Professional Practice quadrant makes use of coaching and mentoring intervention with the aim to improve the professional practice of teachers. This can be a result of observing teachers and providing feedback. One approach to this is Instructional Coaching. There have been many research studies that confirm that teachers gain from being coached, which not only improves their performances in schools but also their wellbeing.

The third quadrant focus on student success and wellbeing. ‘…any coaching and mentoring activities in educational contexts should ultimately lead to student success and wellbeing.’ (Van Nieuwerburgh & Campbell, 2015, p. 6). Together with this, they go on to note that it has been shown that training older students coaching skills to coach younger students is positive for both the coach and coachee.

Community engagement, which is the fourth quadrant, needs further research and study, according to Van Nieuwerburgh & Campbell (2015). This quadrant includes any coaching and mentoring that improves relationships with the wider community around the school.

Implications:

Would there be any implications for mentoring and coaching practitioners if there was no one best and no one definition for coaching and mentoring? According to Kennedy (2019) mentoring and coaching are terms which are often used interchangeably. She goes on to state that although they are similar yet different, it is important to note the differences. Kennedy points out that it is reliant on the context and the individual, whether coaching or mentoring is the better option. She supports the notion that coaching and mentoring are development techniques using the skills of listening, inquiry, clarification, and reforming, together with the sharing of one-to-one conversations. This which is the major interaction to enhance skills, knowledge, and performance.

‘Coaching is a developmental process by which an individual gets support while learning to achieve a specific personal or professional result or goal.’ Reflects Kennedy (2019), is a general definition and therefore can be relevant to both coaching and mentoring. She goes on to note that it is difficult to find one clear definition of coaching that all experts and coaches agree on.

‘Mentoring is a means of providing support, challenge and extension of the learning of one person through the guidance of another who is more skilled, knowledgeable and experienced, particularly in relation to the context in which the learning is taking place.’ (Pollard, 2006, p. 29). It would seem that most experts agree with this idea of the meaning of mentoring and the critical distinction is that the relationship in mentoring lasts longer than the relationship in coaching.

From this, I would suggest that there seems to be a consensus that the definition and model are not important issues. The importance lies in that it must be agreed on whether coaching or mentoring is what is suitable to achieve the desired outcome. Each individual has different ways of learning and responding to learning. (Kennedy, 2019). She goes on to suggest that although a mentor has more in-depth knowledge and expertise in a certain field, some may prefer to be coached rather than mentored. The possibility of failure will occur should the incorrect technique is used.

Conclusion:

In this essay, I have discussed the possible reasons why Garvey, Stokes, and Megginson (2009:26) may have concluded that ‘there can be no ‘one best way’ in mentoring and coaching and therefore no one definition. In this essay, I critically consider this statement by starting with various definitions of Mentoring and Coaching. I then went on to compare two different models and methods before moving on to the implications this may have for practitioners, focusing on how coaching is aligned with leadership as this is relevant to my setting as a leader in education.

I would suggest that the most obvious finding to emerge from this review is that most experts and practitioners seem to agree that the choice of Mentoring or Coaching depends on the individuals involved, the agreement on the outcome, and the personal relationship built upon over time. Although it would seem that the clear difference between coaching and mentoring is more about the mentor having expertise and knowledge of the mentee’s position, a coach is usually someone from the ‘outside’, who have little or no expertise or knowledge of the coachee’s position. Together with this, I believe, the research has also shown that the model of mentoring or coaching depends on what the coach and mentor are most comfortable using. Each model I have researched has had many similar points and steps which are non-negotiables.

The research has also shown that as far as the implications on leadership and coaching, again, the model and technique used are very dependent on the desired outcome. However, it would appear that in the education industry mentoring would be favored over coaching as in most schools, newly qualified teachers, teacher trainers, and aspiring school leaders would make use of mentees with experience and deep knowledge of the industry.

In general, therefore, it seems that the statement Garvey, Stokes, and Megginson (2009:26) concluded with, I support based on the research I did.

References:

1. Anderson, D., & Anderson, M. (2011). Coaching that Counts: Harnessing the Power of Leadership Coaching to Deliver Strategic Value. Oxon, England: Routledge
2. Campbell, J. (2016). Coaching in Schools. In C van Nieuwerburgh (Ed.), Coaching in Professional Contexts (pp 131 – 133). London, England: SAGE Publications Ltd.
3. Campbell, J. (2016). Framework for Practitioners 2: The Growth Model. In Van Nieuwerburgh (Ed.), Coaching in Professional Contexts. (pp. 235 – 238). London, England: SAGE Publications Ltd.
4. Clutterbuck, D. (2014). Everyone Needs a Mentor. (5th Ed.). London, England: Charted Institute of Personnel and Development.
5. Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and Mentoring. Theory and Practice. London, England: SAGE Publications Ltd.
6. Jenainati, C. (2016). Framework for Practitioners 1: Coaching for Research Supervision. In Van Nieuwerburgh, C. (Ed.), Coaching in Professional Contexts (p164). London, England: SAGE Publications Ltd.
7. Pollard, A. (2006) Reflective Teaching. (2nd ed.). London, England: Continuum.
8. Shea, G. (1992). Mentoring: A Guide to the Basics. London, England: Kogan Page Ltd.
9. Starr, J. (2011). The Coaching Manual. Harlow, England: Pearson Education Limited.
10. Van Nieuwerburgh, C. (2012). Coaching and Mentoring for educational leadership. In C van Nieuwerburgh (Ed.), Coaching in Education (pp 30 – 31, 36). London, England: Karnac Books Ltd
11. Van Nieuwerburgh, C., Zacharia, C., Luckham, E., Prebble, G., & Browne, L (2012). Coaching Students in a secondary school: a case study. In C van Nieuwerburgh (Ed), Coaching in Education. London, England: Karnac Books Ltd.
12. Western, S. (2012). Coaching and Mentoring: A Critical Text. London, England: SAGE Publications Ltd.
13. Internet References:
14. Achieve Forum (2016, November 10). Coaching: An Important Aspect of Leadership. Retrieved April 20, 2019, from https://www.achieveforum.com/blog/2016/11/coaching-important-aspect-leadership
15. Aguilar, E. (2017, July 31). What’s the Difference Between Coaching and Mentoring? (Blog). Retrieved April 24, 2019, from https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblogs%2F144%2F%3Fuuid%3D73175
16. Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring & coaching. Retrieved from https://ebookcentral.proquest.com
17. Coaching and Mentoring Network. (2018). Everything you ever wanted to know about Coaching and Mentoring: What is Coaching and Mentoring? Retrieved March 26, 2019, from http://coachingnetwork.org.uk/information-portal/what-are-coaching-and-mentoring
18. Kennedy, L (2019). Loraine Kennedy: a catalyst for change in education & elt. Developing People, Developing Schools. Coaching versus Mentoring: what’s the difference and does it matter? Retrieved April 25, 2019, from http://www.lorainekennedy.com/coaching-mentoring/coaching-v-mentoring-what-s-the-difference-and-does-it-matter
19. Van Nieuwerburgh, C. & Campbell, J (2015, July). CoachEd: The Teaching Leaders Coaching Journal. A Global Framework for Coaching in Education. Retrieved April 4, 2019, from http://www.growthcoachinguk.com/pdf/CoachEd_February-2015.pdf

Analyze the differences between coaching and mentoring

As a manager when new employees start their roles, I will mentor and coach the new employee for a week minimum to enable them to feel settled and supported in their roles they are coached to be able to complete their tasks confidently and competently. The new employee may require more support after their week as people all have different ways of learning or may take more time to build their confidence to learn and work in the organization’s way. Their mentoring forms are completed and stored on their e-file and this shows their progress in their learning development.

Mentoring and coaching are very similar. They are both techniques used to drive desirable workplace behavior and support the personal and professional growth of employees. The process of direct transfer of experience and knowledge from one person to another. In the workplace, a mentor provides guidance and direction to a mentee-usually a new employee with similar interests who may aspire to the position of the mentor. The mentor has achieved success within the industry and voluntarily shares his or her expertise with the colleague. We define coaching as a method of achieving set goals. A coach, who is a company employee, helps carers achieve goals as defined by the organization.

1: Orientation

Mentoring is oriented around relationships. Although the mentor and mentee might initially focus on certain learning goals or competencies, over time they develop a bond and rapport that often transcends specific workplace issues.

Coaching is oriented around defined tasks. Coaches are often called upon to help individuals become more proficient in certain areas or address important workplace skills they might be lacking. Some examples might include conflict resolution, strategic thinking, or public speaking.

2: Drivers

Mentoring is development driven. The focus is on the future. The mentor shares his or her experience in an effort to positively influence the personal and professional growth of the mentee. Coaching is performance-driven. The focus is on the present. The purpose is to improve, enhance, or acquire new skills that can be leveraged immediately.

3: Duration

Mentoring requires a significant time commitment from both parties. Mentors and mentees may start out as casual acquaintances, but often build strong fellowships that can continue for years. Coaching has a defined ending. Parties may meet just once or over a period of time, however, the relationship usually terminates when the trainee masters the specific skill or goal they were working on.

4: Input from leadership

Mentoring requires little oversight. Although a manager may be assigned to administer the logistics of a mentoring program, formal supervision is rarely required. For the most part, mentors and mentees steer the direction of their relationship. Coaching requires active engagement. A manager must monitor the progress, solicit regular feedback from the coach, and oftentimes determine when a coaching initiative should conclude.

5: Evaluation

With mentoring, success is usually measured in broad terms. While benefits may include improved morale or lower turnover, it can be challenging for organizations to identify specific key performance indicators (KPIs) that result from a mentoring relationship. With coaching, measurement is easier. Specific goals are clearly defined in advance, and the accomplishment of those goals can be tracked and measured.

Mentoring vs. Coaching

Mentoring and coaching both play an important role in today’s workplace. Depending on the situation, one may be preferable over the other. Management Mentors, a global firm that provides a range of mentoring services, offers the following recommendations:

Consider mentoring:

• When the company wants to develop promising internal talent, When there is a shortage of potential leaders in the corporate pipeline
• When the organization wants to remove barriers that inhibit the advancement of certain groups, such as women and minorities
• When it becomes important to preserve internal expertise and knowledge as part of succession planning
• When established senior leaders are altruistically motivated to give back

Consider coaching:

• When talented employees are not meeting expectations
• When staff members must acquire or master specific skills or competencies
• When the company needs to improve performance in a short period of time
• When the organization is introducing a new system or program
• When a subdivision of the company is attempting something new or untested

Explain circumstances when coaching would be an appropriate method of supporting learning at work.

Coaching happens when a new employee starts with the organization, they are coached to learn to work the way the organization requires. As they are required to complete tasks at a high level and to be able to respond to service users’ different needs in a way that is desired for the service user and in, the way that the organization requires staff to work. Staff inductions are an important part of our coaching system. Staff induction is a process by which we welcome new staff, supporting them and helping them to familiarise themselves with our routines, our ethos, and our way of doing things. The induction period reduces some of the stress that people encounter when starting a new job and as such, it is an effective way to welcome new members of staff to our organization. We introduce new members of staff to the existing staff, the existing staff will also support and coach the new employees, It is also a time where we can identify the strengths and weaknesses of each new staff member, and the priorities for their future development. Our induction process usually lasts for about 3 months for all new staff and can be extended for a further 3 months if necessary, this allows new staff time to show that they can reach the expected standards for them. On their first day, staff receives an induction, which makes them fully aware of the policies and procedures and outlines their role and responsibilities and what is expected of them. The induction also covers the safeguarding, inclusion, and equality policy and the general health and safety.

Coaching covers a range of development needs;

• To help bring about improvements where people are underperforming, to challenge and stretch those with high potential.
• To enhance current and future skills
• To re-motivate people
• To prepare people for new roles
• To prepare people for delegation.

1.3 explain circumstances when mentoring would be an appropriate method of supporting learning at work.

Mentoring can be used in a specific situation and can also be more of a supervisory approach to help gain new skills or overcome specific difficulties. Mentoring could be an appropriate method of supporting learning within the organization would be;

• to improve the retention of staff
• to support self-development and work-based learning programmers such as QCF’s continuous professional development.
• To encourage personal development
• To help individuals cope with transitions such as moving into a new role.

We have supervision with all of our staff every 6 months, and this is when we discuss any issues they may have, and we can offer guidance and support if needed. Supervision is a mutual arrangement between staff and management and helps to encourage teamwork and professional development as well as allowing the opportunity for staff to have a confidential discussion about any sensitive issues. The main aim of supervision is to provide opportunities for staff to discuss any issues they may have, identify any issues and possible solutions if they arise, and plan any training needs to help improve staff personal development.

These are not negative but to be looked at in a positive way as all these can help with their personal development.

Explain how coaching and mentoring complement other methods of supporting learning.

Mentoring and coaching can be used alone but can also complement each other and can resolve any issues such as, developing careers, solving problems, overcoming conflicts, and re-motivating staff. The aims of coaching and mentoring are the same as those of good management. To be a good mentor coach and manager you need the following:

• Willingness to listen
• Openness to new ideas
• A challenging way of thinking
• Encouraging staff to become involved in new work experiences
• Making time available
• Enthusiasm.

Providing staff with coaching and mentoring opportunities ensures that all staff is given the chance to voice their opinions and needs.

Coaching and mentoring complement other methods as they all help to give staff feedback on how they are performing. We try to give positive feedback to staff at every opportunity and when staff is struggling, we help them to look at why they are struggling and together we come up with a plan and a strategy to come to the problem.

Analyse how coaching and mentoring at work can promote the business objectives of the work setting

Coaching and mentoring employees can help the employees by developing and enhancing their skills both professionally and personally. showing that we are interested in the development of our staff will show them that we do care about their development will show that we are interested in their progress and will increase their loyalty to us.

Coaching an employee Is shorter and more specific.

For example; coaching a group of trainees on how to support those with dementia, but in line with the company’s policies and strategy. This requires the passing on of particular knowledge, Mentoring can be a longer process than coaching, we will attach a senior employee to one or a group of new employees, and have frequent one-to-one sessions to monitor progress over, over a 3-month period, their forms are stored on their E-file and allows us to monitor their progress and areas of improvement. During this time, they will concentrate on a range of skills, the mentor will form a relationship with their mentees, and be available for any queries. Observing the new employees as they grow over a period of time can help make crucial decisions, such as aligning the career path of employees with the strongest skills for your business.

Coaching within the company can;

• Teach new skills with a clear learning plan in place
• Help staff solve problems in new ways

Answer questions that someone may have if they become confused during the coaching sessions.

When staff commits to learning new skills, they recognize that they can increase their value to their employer.

If they are looking to pass their probation, and progress in their career, this is a great way to go about it.

By recognizing their value and their ability, they become confident and work to a high standard at all times and show competency and professionalism.

Coaching and mentoring are great for helping staff to learn new skills or enhance their current skills whilst increasing their knowledge and confidence. It does not matter who the employee is, there is always room to learn. You might be thinking that only new recruits need coaching but what about when you or one of your other senior employees needs to learn how to use that new smart piece of technology, it could be a tablet or it could be the new software like access care planning and people planner.

This is why we make sure that all of our staff know how to use access care planning, people planner, and the mobile app before we show anyone else how to use them, and before the new employees are sent out to work.

Evaluate the management implications of supporting coaching and mentoring in the work setting

As a manager, we are expected to demonstrate more knowledge and a wider range of skills, along with self-motivation, initiative, and innovation however managers do need to act as an instructor, conflict mediators, mentors, and coaches. I know as a manager that this at times seems an impossible task, as you have to split yourself up into a whole lot of pieces and it is not always possible. On a daily basis, we deal with different situations from staffing issues to client issues, etc. Having coaching and mentoring systems in place I feel that it makes my job a little easier as I can delegate certain tasks to supervisors and assistant managers, such as staff observation and inductions and scheduling the rotas. This can help the senior staff to develop in their own roles and makes them more aware of their own roles and responsibilities as they are required to be professional and work to the high standards that are required of them.

Such programs require careful planning and agreement between all parties involved. By first considering the costs and benefits, you can implement a mentoring program smoothly, increasing potential benefits.

Support the implementation of coaching and mentoring activities

Mentoring appears to be growing in popularity, however, implementing a scheme does require significance, for example, possible work down- time. With the costs of participants, the provision of training for mentors, and the cost of coordinating and supporting a scheme, it is important that mentoring is implemented in a way that ensures that potential benefits are realized and that employees grow in their development and feel supported by our organization.

Having the mentoring forms helps the mentor ensure that they are covering all areas and can document the mentee’s progress this is then uploaded to the system straight away so that I as a manager can see this in good time and act on any concerns there maybe in a quick time so that dealing with anything in a quick time can help stop these things happening sooner rather than later and will also support the mentor with the mentee.

Review how the use of coaching and mentoring in the work setting has supported business objectives

Coaching and mentoring are a newer and more effective way to help get the most potential from the employee and also will help them to feel supported and in turn, they become loyal and committed to the company and their work. The following 9 outcomes coaching looks at to achieve when coaching we aim to make these happen.

• Thrive performance results that meet the needs of the group and the business.
• Build high levels of employee commitment
• Develop employee skills and abilities.
• Help employees to perform to their best and as self-sufficiently as possible.
• Increase productivity by maintaining your resources
• Build working relationships with your staff
• Provide leadership to encourage progress not only today but also in the future.
• Reinforce quality performance and employee accountability
• Make your life as a manager just a little bit easier

Evaluate the impact of coaching and mentoring on practice

Coaching and mentoring are increasingly being used for professional development to indicate a positive change in individuals and to encourage the transfer of knowledge from the coach and mentor to the individual.

We find coaching and mentoring highly beneficial for the career growth of the employees. Coaching and mentoring have been applied by many in their organizational practices.

A skilled coach or mentor is an invaluable asset to us. As well as increasing confidence and motivation, coaching and mentoring improve management performance, conflict resolution, and communication and interpersonal skills.

We found that coaching and mentoring can positively impact the workplace in a variety of ways such as:

• Stronger teams are gained
• Improved ability to align the organization’s culture and ethos with employees
• A more inclusive culture
• Improved employee satisfaction scores
• Improved staff retention

The mentoring and coaching take place independently, they are open, honest relationships between the mentor or coach and their coached mentee. A mentor or coach is an accountability partner who works in their coached mentee’s best interests. The mentor will take into account what the mentee is struggling with and will make priorities to support them more in those areas, take into consideration what their strengths are, and promote independence in those areas.

Neither mentoring nor coaching is about teaching, instruction, or telling somebody what to do. The role of mentors and coaches is to ask their coached mentees the right questions to promote greater self-awareness and more informed decision-making. The role of mentors and coaches is not to solve problems, but to question how the best solutions might be found.

Description of Experience

This is a general reflection of my work during my college days and office time. Coaching juniors on how to Monitor the whole workflow both inside and outfield company. Engaging them to learn new Methods that even I do not have knowledge about it. I worked in the field of fire safety equipment company so the people must know how everything works and maintain.

I was the wood-golf national champion in India (2017) after that my coach let me teach juniors that were the first time, I start to realize that I am good at coaching.

When I am working in Delhi, my friends used to ask me how to cook because I am a good cook (home chef). That is the second time I realized it.

This allowed me to combine and highlight my theoretical knowledge and practical skills. It gave me the chance to be more creative and helped me to display my ability to be a good learner. I always liked to see the big picture.

What did you learn about your talent? What was significant for you?

I learned that my talent “COACHING” is exceedingly rare for early-age people. It is the inner confidence that enables me to trust my abilities. No matter how tough the situation gets, deep down I know that I can win it. This mental toughness could help me to take risks, face new challenges, and allow me to learn more things from a unique perspective. It also allows me to be self-reliant and helps me to stay calm and confident in a chaotic environment.

Coaching gave me an opportunity to define my career goals in a realistic way. I can set these goals and then actively work towards them. This will increase the likelihood that the goals will be achieved. It is common for goals to be centered around two aspects of an individual`s career. The first is building skill sets, and the second is the individual`s professional behavior.

My aim is to be a leader, and one of the most important roles is to coach people to do their best. Doing this, will help them make better decisions, solve problems that are holding them back, learn new skills, and otherwise progress their careers.

Some people are fortunate enough to get formal training in coaching. However, many people must develop this important skill themselves.

In what way has this event developed your talent towards any strength and what might you do to continue its development in the future?

This experience, while working on coaching other people, helped me understand that my coaching talent is distinctive. It gives me inner confidence and pushes me to try and take risks without worrying about the outcome or result. This talent to trust in my skills helps me to use my ability to the fullest potential and holds my instinctive behavior sharp-edged. In a collaborative environment, it helps me to bring confidence and allows me to motivate another person. It also revealed to me that when I mix this talent with my management strategic skill, it can benefit me as I can plan long-term goals as well as change and alter them at times when it is necessary.

As I look at this event and all my past events, I can clearly understand that my coaching talent is one of my most dominant characteristics and gives me my identity. This talent can become more powerful and become one of my core strengths. For this to happen, I must continuously train myself to be more optimistic and confident in myself and my ability. I should also put myself into more challenging tasks and take leadership roles. I would also contact them for feedback to know how they felt around me and use their experience to sharpen my talent.

Also staying positive and confident can sometimes be challenging when I am around an unenthusiastic environment. Therefore, I would like to read “Coach the person, not the problem.” The tips and suggestions from his book are appreciated worldwide and would help me to find ways to motivate myself and my groupmates. It would also help me to channel my inner confidence into the external surroundings, which can benefit me when I am in a team. By doing these activities daily and completing the book I believe I can extend my knowledge of intuition and the power of trusting oneself.

Additional tuition is beneficial to kids of all abilities, and also both children and parents can enjoy the incentives. Whether they are youngsters that excel in their class in maths and English as well as are possibly kept back from discovering even more, kids that require extra assistance and help with specific components of the subjects, or children that have learning disabilities that test them in the classroom, can all be helped by tutors and added maths and English tutoring.

Additional English tuition enables finding out focus and enhancement in proficiency, including analysis, composing, and leading to. English tutors can also assist the youngster to create a strong awareness of and also rate of interest in reading books and literary works at a very early age, both non-fictional and also imaginary, utilizing popular, attempted, as well as checked children’s writers that engage the kids and also records their imagination.

Maths tuition includes learning focus as well as renovation in numeracy, geometry, and also maths subjects, as well as likewise educates analytical, which aids youngsters to come to be involved as well as inspired with their maths subject and maths tutor.

A youngster can have additional maths tuition and/or English tuition to help them truly increase their knowledge capabilities. Some kids can locate it testing at an institution to learn conveniently and might have a hard time staying up to date with other youngsters in the course, which can, gradually, knock their self-confidence. Having extra tuition lessons with maths tutors and also English tutors can even more aid, as well as strengthen a child’s understanding capacity and ability. With extra English and maths tuition and also closer interest given to the student, tutors can assist youngsters’ self-esteem, as well as boost their self-esteem to enable them to take the place to read more as well as come to be an increasing number of confident in their abilities.

If a kid has a particular discovering difficulty with a particular discipline, tuition can truly offer a chance for the child to concentrate on these trouble locations, and also the tutor can aid the youngster to get over any type of difficulties that they face. Tutors will additionally urge youngsters to learn at their own rate to make sure that they can totally resolve issue areas and also enhance. Tutors are completely educated and competent to maximize, as well as urge the finding out potential from every kid, regardless of what their capacity is. Often in colleges, courses, and also kids can be extremely disruptive, which better impacts a child’s understanding ability. In a much more focused setting, both tuitions can be provided to a greater level, which will certainly enhance the youngster’s concentration on the subject, as well as help to accelerate their knowledge.

Additional tuition additionally gives inspiration to children to enhance their positive self-image as well as self-worth, as regular as well as constant support, incentives, as well as recognition will encourage kids to carry out better and learn more.

For both maths and English tutoring, clear and attainable target-setting and also benchmarking is likewise vital for effective understanding results. This can enable tutors to measure a kid’s performance as well as set clear benchmarks throughout the tuition duration to properly check and also evaluate the kid’s discovering progress, and also to assess whether unique focus needs to be diverted to particular locations of the subject.

According to the Cambridge Dictionary (2020), a demonstration is “the act of showing someone how to do something, or how something works”. The ability to demonstrate a skill competently to participants is a vital part of coaching, and it is the most common means of communicating skill performance.

The aim of teaching using the demonstration method is to indicate the procedure of occurrence of an event coherent to the teaching, how they are achieved, and how easy it is for the participants to understand the teaching-learning process.

Demonstrations in use as a teaching strategy may prove to be beneficial for participants with special learning needs. ResearchGate (2017) states that demonstrations can be effective for low-achieving students that may have high visual intelligence but limited cognitive abilities. The use of demonstrations in a coaching session can be easier to understand for the participants as it creates a visual picture that helps them remember.

Coach & A.D. (2017) states that the coach must demonstrate the key coaching points throughout the session and a demonstration should be provided at the start of the session with participants taking notes.

Concerning Amplified Soccer (2017), tips for how to effectively demonstrate a skill are provided. The quality of the demonstrations is vital in coaching, as the coach has to ensure that they are clear and follow a step-by-step process. This gradual step-by-step process will assist in the participants learning the skill or tactic the coach is showing them. Another tip is for the coach to try and include the participants as much as possible. This can be done by asking questions or using the players to demonstrate the skill or tactic. By doing this, it keeps participants engaged in the session and helps them remember, and by asking questions, it lets the coach know if the players understand the demonstration. The coach’s voice must be heard, as varying his/her tone of voice will keep the players engaged in the skill that the coach is demonstrating. Their positioning is also important, as it is vital that the players can see what is taking place. Also, the coach should apply the demonstration to an appropriate sport or game situation, this ensures that all players will understand and know how to use this skill within their sport or match situations.

When I am delivering my own session, the demonstration will be a vital part. I will take on these tips to effectively deliver how to correctly do a handstand using the ‘how to’ coaching skills, and I will ensure the participants are clear on all aspects of the skill with little to no confusion.

High school students will benefit from playing sports because it motivates them to perform well in school, encourages important life skills, and provides scholarship opportunities.

Participating in sports can help students increase their grades and attendance. There are many important skills that a student will benefit from having when playing sports. Playing sports helps students to work with the other players. When athletes display a strong sense of teamwork, they can accomplish more. These skills can be applied to other things in the student’s life, including the workplace. Playing sports is more than just winning a game. It teaches important life skills and gives motivation to student-athletes. Through the leadership of coaches, programs should place high value on the athletic participation of as many students as possible.

In the organization of a team, effective communication should be a key factor within a sports program. Prior to the beginning of the season, a coach should make an announcement for all girls who are interested in participating in playing their sport. A date should be given for the interest meeting, preferably after school so that the parents will have a chance to attend. It is important that the entire volleyball coaching staff attends the interest meeting. Coaches will present their program to all who attend the meeting, answer any questions or concerns, and give the specific date and time for tryouts. All interested athletes will be given an athletic packet that includes all paperwork that needs to be completed prior to tryouts. (see Appendix for the athletic packet contents). Athletes who attend tryouts will be led through a series of exercises and drills for one week, that will include a conditioning component for volleyball-specific development. The primary goal for our program will be to have a maximum of 12 players on each of the three levels in the program. Once tryouts are completed, all who attended tryouts will receive a letter of explanation of their status.

Those players who become members of the team will receive a handbook that includes player expectations, rules, and practice, and a calendar with game schedules will be issued to every player. The athletes must take the handbook home and read over it with their parents. Both the athlete and the parent must sign on the signature page acknowledging their full cooperation and follow the guidelines set forth.

The goal will be to develop three teams, and each team will be selected based on skill development and abilities. Each student-athlete will be placed on teams appropriate to those abilities. Sub varsity teams will focus on player development and varsity teams will focus on competing at the highest level. The coaching staff is responsible for player selection and their decisions about playing time, strategy, and team makeup a decisions they make based on their day-to-day interaction with student-athletes.

Nutritional, strength, and conditioning plans will be given to all athletes to follow during and at the end of the regular season with the expectation they will be followed. Good nutrition is an important component of any successful training program. Food is the fuel of athletic performance. A coach cannot control the food your athletes eat, but she can guide them toward healthy eating. Empty calories or junk food serve no nutritional value and must be excluded from the athlete’s diet as much as possible.

Team Practice

The time allotted to practicing sports is an important period for players and coaches. During practices, players will work on their skills while coaches observe and assess the skill ability and fitness level of each player, then determine what adjustments should be made to give all players an opportunity to reach their fullest potential.

Developing a successful high school volleyball program takes dedication and well-organized planning. Coaches and athletes will make efficient use of practice time by fully engaging in each activity. Athletes will take water and restroom breaks as necessary and will return and ease into the flow of activities. All drills will be initially done in large groups. Smaller groups will be used to assist slower learners and those who have not reached an optimum skill level. The drills used are mainly for conditioning and skill-building for athletes early in the season. Variations and modifications will be made as athletes progress in skill development. Although the high school volleyball season lasts roughly three months, a coach must have a year-round plan for player development, fulfilling equipment needs, and selecting and training the coaching staff. The practice plan will consist of pre-season, in-season, post-season, and summer workouts. A workout for volleyball must contain strength training. Like most sports, strength is a vital component of being successful in volleyball. Exercising smaller muscles in isolation may also be necessary for the specific demands of a sport. Volleyball players may develop overuse injuries due to the repetitive nature of the overhead motion of hitting a volleyball. To prevent these injuries, it may be necessary to include in a workout for shoulder strengthening exercises that focus on smaller muscle areas (“Planning your volleyball strength and conditioning Training”, n.d.).

A strength training workout for volleyball should simulate volleyball skill movements. Each athlete must be trained according to individual ability, potential, and strength training background.

Preparing for a practice

Practices are the ideal place to teach, make mistakes, gain confidence, improve fitness, practice game strategy and tactics, and prepare for the next contest. Coaches must have a practice plan before stepping into the gym. With a good practice plan starting day one, coaches can spend more time working on the areas where the team needs improvement.

As the season progresses, a team will improve in certain areas and coaches must continue to evaluate their team’s progress. This will allow a coach to adjust the practice plans accordingly. Effective practices should allot enough time for polishing a variety of skills and development in areas that need improvement but also set aside enough time for brushing up on areas that may need improvement.

Volleyball practice should consist of a warm-up and stretching before any real activity. If it is a day for conditioning, the coach can either start or end with strength training. Because of the fatigue that occurs in muscles, strength training is usually done before practice with lighter work during the actual practice. As mentioned in Chapter V, a workout for volleyball must contain strength training. Like most sports, strength is a vital component for being successful in volleyball. Exercising smaller muscles in isolation may also be necessary for the specific demands of a sport. Volleyball players may develop overuse injuries due to the repetitive nature of the overhead motion of hitting a volleyball. Volleyball players constantly use overhead motions when they are spiking and blocking a volleyball. These repetitive actions can sometimes create soreness due to overuse of the shoulder muscles and can easily be treated by applying the R.I.C.E. method. Shoulder pain is also a common cause of disability in overhead-throwing athletes. To prevent these injuries, it may be necessary to include in a workout for shoulder-strengthening exercises that focus on smaller muscle areas.

During volleyball practice, athletes will move into skills and drills practice after conditioning. The skills a coach instructs should be reflected in the drills chosen. The drills should put the newly learned skills into practice immediately. At the end of practice, athletes will cool down and do stretching activities. Athletes run the risk of injury and increased muscle soreness when they do not cool down properly.

In the event a coach needs to change or cancel a practice, because of utility issues, or other unforeseen circumstances the coach must be prepared to This location should be communicated with parents and guardians at the beginning of the season.

If practice must be canceled entirely, the coach should make every effort to notify parents and guardians as early as possible to prevent confusion and frustration and ensure that all athletes are taken care of. If an athlete’s guardian cannot be reached, someone should stay with the athlete until their ride is arranged. At no time should athletes be left by themselves at an alternate practice location. Coaches should update contact information for all athletes on a regular basis and when calls must be made, the coach will log in the date, time, and result of the call

As a coach, one must be prepared for the unexpected in volleyball practice, and in case of emergency, coaches should have the following information handy athlete’s age, previous medical conditions, basic family history, preferred hospital, and emergency contacts. It will be standard practice for the coach to have this information handy and it must be easily accessible. It will be mandatory to have a practice drill for emergencies. Such practice should include identifying the problem, notifying emergency personnel, attending to injured athletes and staff, and protecting unharmed athletes. Coaches should train all assistant coaches and volunteer staff on what to do during an emergency and where to find important information.