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Issue 103 - November 1997
Developing Coaching
Having moved from the West Midlands region to Thames Lower, I have been reflecting on the programme delivered to clubs in my former region over the past two-and-a-half years. What would I want to transfer to my new region?
Although my brief included general club development, setting up a rowing club at Worcester College of Higher Education and various national duties including delivering bronze and silver coaching awards, the principal aim of the West Midlands post was to manage the establishment, promotion and maintenance of the region's coaching education programme.
When I arrived I was very fortunate in that there was already a well established coaching commission who had organised training days and Instructor Award courses. One of the things missing in the region was mentoring for coaches. I know from my own experience that having the opportunity to work alongside a more experienced coach is one of the very best ways of improving your coaching. I discussed the problem with my commission and adopted a three-pronged approach.
First, a series of seminars was delivered covering such topics as technique, training methodology, coaching skills and planning. Seven seminars were held in the first year and six in year two, with an average of 30 coaches attending. Although I delivered the majority of these, rowers and coaches were very fortunate in having Nigel Weare and Jurgen Grobler sharing experiences with them.
Secondly, training days were organised. Coaches were encouraged to come to these with their crews or, if they were not currently coaching a crew, on their own. I offered advice on technique and training to coaches and athletes. Coaches were also accompanied in the coaching launch at some point. Those on the bank were set the task of evaluating the technique of each crew. At the end of each day all the coaches would compare notes as they watched videos of their crews.
Thirdly, I accompanied selected coaches on a regular basis throughout the year whilst they were coaching their crew. This deserves more detail.
Coaches had to meet certain criteria to be included in the mentoring programme. They had to be actively and regularly involved in coaching, have attended a number of the training seminars, and at least one of the training days. Because of the time-intensive nature of the mentoring process it was necessary to prioritise which coaches would be accompanied on a regular basis. In excess of 20 coaches were accompanied at some stage on the programme.
The format for the sessions depended on the needs of the coach being mentored. In all cases, however, I initially discussed which technical areas were in focus with the crew at the time. This gave the coach the opportunity to discuss difficulties and allowed me to evaluate his or her ability. We decided together the most appropriate way to help the crew improve during the remainder of the session.
Techniques used to help the coach develop skills included:
I decided at the outset that one of the keys to running a successful mentoring programme was to ensure that the coach always remained in control. The potential for conflict between myself and the coach was always present. No coach likes to have someone criticise either their crew or themselves. This is particularly true when working with experienced coaches. By working alongside the coaches, encouraging them to express their views and providing feedback when appropriate, a positive environment for learning was created.
At first coaches were reluctant to have their coaching observed. They felt that I was judging them. This led to a false nervousness which obscured their true abilities. Reassurance and building up a personal, non-judgmental relationship with the coach helped to overcome this.
Although I encouraged coaches to find their own way of expressing the point they were trying to make, initially they felt inhibited to do so. The coaches felt that they had to 'copy' the phrases I used when addressing athletes. With encouragement they realised that they did not have to do this. I encouraged coaches to find as many ways as possible to describe a particular movement pattern to athletes to promote understanding.
One of the most immediate challenges to be overcome was the comparisons the athletes would make between their own coach and myself. Coaches would report difficulties when their athletes started to say 'but John said ...'. This highlighted the need to explain everything fully to both coach and athlete.
Guidance was also given on constructing the training programme taking into account the scheduling of the races the crew wished to attend.
Where possible I attended the competitions in which the coach's crew took part. Following the race alongside the coach provided the opportunity to advise on general and specific race tactics. Typically, I would direct the coach to observe the tactics of other crews as well as their own. Feedback was then provided to both coach and crew after each race, with recommendations for the subsequent races.
The mentoring programme was successful in raising the standard of coaching amongst the coaches who took part. The 'knock on' effect of this was apparent within the clubs from which the coaches came. Knowledge was transferred to other club coaches. This went some way to justifying the time spent on the scheme.
I hope to introduce a similar mentoring system to the Thames Lower region. I would like to say thank you to everyone who supported me in the West Midlands. I made many friends there and hope to stay in touch with what is happening.
© Copyright REGATTA, 1997.
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