There are two schools of thought when it comes to hiring athletes. One being they’re just “dumb jocks” and won’t bring value to your organization. Second being they’re an attractive hire because they’ve shown commitment to a cause.
I have a unique perspective on this topic because I have spent 15 years coaching varsity university athletics but spent much longer in my professional career in roles where I am called to regularly interview and hire employees. As a university coach, I always share with my athletes, beyond sport, beyond wins and losses, friendships etc, they are building up life experiences and a skill set that will help them well beyond the end of their athletes career. As an individual and as a manager I truly believe this. However, this belief is tempered by the knowledge that like any other trait, being a former student-athlete is only an asset if it is applied properly and of course if there is a fit between the student-athlete as an employee and the organization to which he or she is applying. It is a benefit to the workplace to hire university athletes but not just any university athlete. The athletic experience should be viewed as an additional criteria in conjunction where the rest of the applicants qualifications. Reality is that not all university are the same and some did just float through their studies as a way to be able to prolong their athletic careers. The Myths of Hiring College Athletes
The above 3 items are typically stereotyped upon all university-athletes who enter the workforce. But, as a hiring manager or recruiter they are not always present in everyone. As a matter of fact sometimes the more highly successful an athlete has been, the more a sense of entitlement you might see. Reality is that yes, student-athletes can present a skill set that might allow them to stand out among other potential employees but like anything else it is a positive if used properly. As always, just my humble opinion.
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In talking to many athletes, one aspect that is often overlooked is the aspect of giving the right feedback, at the right time. I have often taken this for granted assuming that if an athlete want to know how she was doing, what her role was etc, she would know and feel comfortable enough to come speak with me.
However, this is not always the case. Effective coaching feedback helps athletes learn how to correct errors quickly. After an athlete performs a skill or trial, they may ask, "how did I do?" or "how close to my mark was I?". Providing essential information to athletes at just the right time can accelerate their progress. Three primary reasons for providing meaningful information to athletes and teams after a performance are to: (a) motivate, (b) reinforce good performances or discourage poor ones, and (c) speed up improvement. Types of Coaching Feedback Intrinsic. Athletes have built-in mechanisms that tell them how well they did. They can see the results, sense movements that caused the results, and form perceptions about how they think they performed. For example, an athlete has a good idea about the result of a shot in basketball by feeling the release and watching the flight of the ball toward the basket. Augmented. Coaches can provide additional information to give athletes more detail about their performances. This helps them narrow the gap between what they perceived about what they did, what actually happened, and how they can improve. This type involves information about a performance provided from an external source, such as the coach, who may provide additional information in terms of knowledge of results and knowledge of performance. Knowledge of results means that the coach provides information that is specific to the outcome: "You were about 3 inches off your mark". Knowledge of performance is information about what the athlete actually did that led to the outcome: "You leaned back just a bit too far, so shift your weight forward". Coaching Feedback Tips 1. Motivate athletes with supportive, informative statements soon after performances. A common technique is positive-negative-positive, where the coach points out what went well, specific areas where the athlete can improve, then ends with another positive comment. 2. Provide meaningful verbal information about what happened to supplement an athlete's perception of performance. For example, make points about actions the athlete can take to correct an error, rather than simply provide analysis. 3. When using videos, point out specific features that you want athletes to notice. This prevents overwhelming them with too much information to process and keeps them focused on the most relevant points. 4. Rely most on positive reinforcement about performances. Negative reinforcement and punishment are less effective. 5. Offer reinforcement intermittently, rather than after each attempt. Allow athletes time to learn and process independently at times to avoid dependence on coaching. I never sought out to become a coach. What I mean is that when I was playing soccer, coaching was never really something that entered my thinking. I fell into coaching by a perfect storm type situation where a combination of factors came together. This is certainly true of the fact that I ended up coaching women's soccer and have only coached women's soccer for the last 27 years.
I, by no means, consider myself an expert in motivating female athletes but my experiences have given me insight into what has worked for me. Let’s face it. Women tend to compete for different reasons than men. Women will react to motivation techniques in a different way than men. This is why women require different kinds of motivation to achieve. Quite often men are coaching women’s teams. And frankly men don’t usually understand the dynamics of motivating and coaching female players. Obviously not the ideal situation and this can be frustrating for everyone involved. If you can understand some of the differences in what makes them tick, you’ll go a long way in successfully implementing the motivation techniques in this guide. When I started coaching, the biggest compliment that someone seemed to give a women's player is that she played like I guy. The default flip side to that was that you could coach them like a guy (seemingly making things easier). Here are some of the differences you should consider: First, simply by realizing that women react to motivation techniques differently will solve many problems. This will allow you to try different things and not get stuck on using a tactic just because it worked well with boys.
Any good coach will tell you that you need to base your team tactics ( shape, formation and tactical instructions) on the players you have at hand. Of course, in a perfect world, you can always recruit and bring in the players who can automatically slot into your preferred system of play.
Personally, on the assumption I have the right personnel, my preference will always be the 4-3-3. It gives a coach a lot of flexibility transitioning between the phases of the game and creates plenty of moments to isolate players 1v1 so they can express their creativity. Here are a few thoughts on this set up The 4-3-3 works well for teams who have a good defensive central midfielder who has a lot of responsibilities. He is skilled at disrupting the opponent’s attack, maintaining possession on the offensive side of the ball, offers support in front of the defensive fullback line, and supports the two other midfielders and attackers. He should be able to read plays well, have good awareness of passing options, and must be disciplined in maintaining shape, balance and depth to his team. Defending in the 4-3-3 A fullback on the back line has a responsibility to stay with his man wherever he goes. For example, when an offensive player makes a run out wide and receives a pass at his feet, the fullback should be arriving at about the same time so that the offensive player can’t turn towards the goal. If the opposing attacker comes inside, the fullback should stay with him. If he drops into the midfield area, again the fullback should stay with him. If at any point he goes too far beyond the midfield line, then the fullback is to let him go and recover his position on the back line. No matter where the ball is, for the most part, the fullback’s main responsibility is always the striker playing wide on the side. As for the midfielders, they also participate in defense. It’s typical that one of the three midfielders acts as a defensive midfielder while the other two participate more in the attack. Attacking in the 4-3-3 The 4-3-3 works best when a team is on the attack and trying to win a match rather than contain the opposition and hold onto a lead. This formation relies on the center forward, capable of holding the ball when necessary so that his fellow wingers on either side have time to get into the play. These wide forwards are attacking players with good shooting ability that also use their speed to travel up the wing before cutting in towards the goal. At least two of the central midfielders offer support to these wing forwards. Those central midfielders take on triangle formation in the center part of the field and play the roles of attackers, defenders, and possession-maintainers. So, as you can see, both defensively and offensively, a well-balanced midfield is key to the 4-3-3. With a strong midfield, the fullbacks can also join the attack and use the large amount of open space that’s presented to them due to the high positioning of the wide forwards, who draw the defense back. Pros of the 4-3-3 The 4-3-3 might be one of the most overwhelming of all formations to the opposition. When in possession, it allows at least seven players to attack. One special quality of a good 4-3-3 is the strangling quality it brings. This comes from a three-man central midfield which uses passing triangles to dominate possession and three strikers who make runs high up the field. Opponents have difficulty getting the ball and keeping it once they do get it. Opposing defenders are faced with three attackers pressing them and attacking fullbacks close behind. The 4-3-3 has been likened to a tide against a sandcastle, meaning it might take a while, but the defense will eventually break! Cons of the 4-3-3 If you have a team that can’t keep hold of the ball very well while in the attack, the defense can become very vulnerable because on an offensive run the only players left back to defend are the center fullbacks and defensive midfielder. This can create a dangerous situation on a counter-attack as it gives the opposing team a lot of space to break into. One misplaced pass and the other team can quickly mount a dangerous counter attack. From the wide players, the 4-3-3 requires a huge amount of discipline. If the wide forwards do not track back then the potential to be exposed is huge. Also, fullbacks who make runs up the field to support the attack must have the energy to run back to their defensive line if necessary. Conclusion They key to a successful 4-3-3 occurs during transition times. When the opponents regain possession then the defensive shape of the 4-3-3 team must occur quickly. When possession is regained by the 4-3-3 team, it must be prepared to create width, depth, and support going forward. Overall, this formation best suits a team that is looking to play an attacking style with wingers pushed high, overlapping fullbacks, and two offensive-minded midfielders. While I was working with Federation as a staff coach, I also run certification clinics for coaches under the old NCCP program. I no longer give these clinics I still do presentations on occasion for leadership and coaching and one topic that always comes up, what coaching style is the best.
I always start with something that the instructor opened up with at the first certification course that I ever attended. " It is important to remember that without athletes, there is no need for coaches. You exist to make things better for them and not the other way around" This message has stuck with me ever since. I firmly believe a good coach is able to adjust how he or she conveys the message depending on the age group, lever and gender at which they are coaching. How to you approach a team at the U10 boys recreational level varies very much from how you might approach a team of AAA Senior Women. Even among different team in the same age, gender , competition level segment might react differently to different styles of coaching. While the style and method you as a coach might choose can differ and what area you focus might change, I thing that regardless you proceed, you need to remain true to your convictions and personality. From a strictly soccer specific point of view, there are coaches you are great technicians, able to teach technical skills or great tacticians, who can build a style of play, manage a game and of course great motivational coaches who might not have great soccer skills, or fully understand the nuances of the game, but can get all the players to buy in and be the best versions of themselves. The reality is that a good coach might have strengths in one of these areas but is good in all three. They are all intertwined. You might be a great tactician and able to motivate your players but if there are technically weak and you are not able to correct their mistakes and show them how to "do it right" then it will break down. Most importantly, a really good coach surrounds him or herself with assistants that will compliment his or her skill set. There are many different ways to whip a recreational youth soccer team into shape – and it’s imperative that you choose a style that meshes with your team’s culture and attitude. Even competitive youth soccer teams adjust to the personality of the coach’s style. Even if you’re dealing with adults, it’s not easy to take a large group of individuals and turn them into a fully-functioning, cohesive unit. There’s a lot of intuition involved, and a lot of knowledge. You need to know the strengths and weaknesses of your players. You need to know what sort of strategies will work best in any given situation. And most importantly, you need to know who they are as people, so you can tailor your coaching strategies to fit their unique needs. To begin with, what is the primary focus of your approach to the team in front of you? Are you goal-oriented, or are you more interested in cultivating improvement in your athletes? Is immediate performance more important than long-term improvement?It’s important to note that this isn’t a dichotomy. There are plenty of coaches who borrow elements from both methodologies – and that’s perfectly acceptable. Again, it’s important that you pick and choose whichever techniques you feel most comfortable with. Let's start with the two main focuses of coaching. Processed based coaching These types of coaches can be summed up in a single sentence: a team is only as strong as its weakest link, and it falls to you to build each player up to reach their full potential. Your focus is on the individual first, and the team second. You hold athletes accountable for their actions, give them responsibilities, and focus on teaching them above all else. Results based coaching These types of coaches are focused on the end result rather than the journey towards it. They’re often highly demanding, and their techniques and strategies are all focused on utilizing the strengths of their team’s best athletes in order to achieve victory. If you fall into this group, you reward good performance, while at the same time punishing mistakes. Coaching isn't an either / or reality, you can be a bit of both. Most importantly it is how you manage your group and the way you convey your message. Convention dictates that there are 3 types of coaching styles Authoritarian Style : The authoritarian coach makes all decisions without any input from players in the learning process. He makes players execute correctly by having them do what is being asked of them. His players must listen, absorb, and comply with his commands. Feedback is usually given by means of directions (e.g. "Do this, don’t do that") Pros:
Cons:
Conclusion: This is never an effective style with very young players who require massive amounts of positive support and reassurance. It might help the players learn how to follow orders, but will likely not assist the young players to acquire a positive mindset and/or a good character for that matter. Casual Style The casual coach generally allows the players to run the program and determine his coaching. He tends to make as few decisions as possible as his approach presents little or no direction, discipline, or instruction. It surely may be the least difficult style to put into action and is often utilized by coaches that happen to be inexperienced or very naive about coaching. Of course, the players usually prefer this particular style of coaching. However, the biggest problem utilizing this ‘lazy’ style is the fact that the players do not develop a lot from the lack of direction and guidance the coach provides. For instance, the coach might only concentrate on the things being done well. Without any guidance about what should be worked on, the player continuously repeats a habit which hasn't been effective up to this point. Pros:
Cons:
Conclusion: Being a casual coach, you might be more a babysitter/supervisor rather than a teacher. Apply it only on the condition that you have total confidence in your players. Don't be scared to make use of this style, but use it wisely! Cooperative style A coach who implements this style is one who guides and shares the decision-making process with the players, while recognizing the responsibility to provide leadership with the goal being to form a 'team'. Through the use of questions, he also helps to set out objectives and goals on what to do, and how to do it in cooperation with his players. As result they will work harder to achieve these goals set by the team and will show more respect. Also they will be more willing to listen if they know that some of their ideas will be adopted with the coach being genuinely interested in their opinions as a whole and not just in their skill or ability to perform or help the team win. A coach should always show an interest in his players outside of the game itself which makes him more approachable if a player or the team has questions or concerns. Pros:
Cons:
Conclusion: Unless young people are given the opportunity to express opinions and make decisions, they will not become responsible adults which is the most important goal in all of this. Which style to use? Coaches are people who make a difference in the lives of their players, the players’ homes, and the local community. His or her decisions might impact a variety of areas of a player’s life which needs to be factored in when a soccer coaching style is selected. Coaches all too often go with a style determined by their personality and limit themselves and their effectiveness from the outset. Depending on the make-up, needs and goals of an individual and team, a good coach will draw from experience and use each style at different times. The cooperative style is recommended if your players can take on the responsibility of ownership and when the situation calls for learning progressive skill sets, decision-making, and problem-solving. Casual is best suited when a coach wants to excite players for the sport or when team morale needs improvement. Authoritarian would help in case the team isn't focused and requires to be reminded of what is important. Then again, the coach may very well apply his favorite style in virtually any of these scenarios or go with a particular one he believes is appropriate. Oh and to answer my own question in the title of this post, well I will keep that for another day. L'Association Canadienne du Soccer connu à ce moment-là sous le nom de la Dominion Football Association est mise en place pour la première fois en 1877, A ces débuts au Canada, le soccer n’est pas considéré au Canada comme une activité adaptée pour les femmes. Ces dernières n’ont que peu d’occasions de faire du sport, seules les activités « distinguées » comme le patin, l’équitation et le canot constituant des passe-temps acceptables pour la société victorienne. Vers la fin du XIXe siècle, le tennis, le badminton et le golf se popularisent parmi les femmes, mais même le cyclisme demeure suspect et les sports considérés comme virils, c’est-à-dire ceux qui nécessitent de courir et qui peuvent occasionner des contacts physiques, sont clairement inacceptables. En 1920, les Canadiennes pratiquent des sports d’équipe tels que le basketball, le baseball/softball et le hockey sur glace. Cependant, elles sont peu nombreuses à jouer au soccer qui semble-t-il, est considéré comme un sport typiquement masculin par la majorité de la population canadienne. En 1922, une équipe anglaise, le Dick, Kerr Ladies Football Club, se rend au Québec dans le cadre d’une tournée en Amérique du Nord et espère pouvoir disputer des rencontres contre d’autres équipes féminines. La Dominion Football Association annonce toutefois publiquement son opposition à l’idée que des femmes jouent au soccer et interdit même à tous les clubs (masculins) qui lui sont affiliés de disputer des rencontres contre le Dick, Kerr Ladies. Elle suit en cela l’exemple de la Football Association en Angleterre qui a interdit à ce club de jouer sur ses terrains. Cette équipe féminine anglaise en tournée est donc obligée de jouer contre des équipes masculines aux États-Unis.
Quelques femmes jouent tout de même au soccer au Canada au début du XXe siècle, Le premier instance connue d'un match de soccer féminin a supposément eu lieu le 5 août 1918 en soutien au service auxiliaire de guerre. En 1936, un article de The Free Press, un journal de London en Ontario, signale que « le soccer est devenu un sport d’automne important pour les jeunes femmes étudiant en premier cycle à l’Université Western Ontario »; par ailleurs, des jeunes filles jouent également au soccer au Central Collegiate, une école secondaire de la ville. En 1950, l’Université McGill forme une équipe de soccer féminine qui joue contre des équipes du Collège McDonald, de l’Université Bishop et d’un certain nombre d’écoles secondaires locales. Il n’en demeure pas moins que, globalement, les femmes à jouer au soccer durant la première moitié du XXe siècle sont encore peu nombreuses et qu’il y a toujours, à cette époque, une résistance à l’idée que ce sport puisse être pratiqué au féminin. Dans les années 1960, la situation évolue et le soccer devient très populaire parmi les jeunes Canadiennes et les jeunes Canadiens. En 1972, Scarborough, en Ontario, peut s’enorgueillir d’avoir 14 équipes de filles, un nombre qui reste inférieur à celui des équipes de garçons, mais qui n’en est pas moins non négligeable. Depuis cette époque, le soccer est devenu l’un des sports les plus populaires parmi les jeunes filles et les femmes. De plus, la proportion des pratiquantes féminines augmente régulièrement par rapport à la proportion de leurs homologues masculins. En 1980, les femmes représentaient moins de 10 % des membres inscrits dans un club de soccer au Canada, un pourcentage qui dépasse 40 % en 2013. Compétitions internationales féminines L’équipe canadienne féminine de soccer débute dans les compétitions internationales à la fin des années 1970. En 1977, une équipe de la Greater Vancouver Women’s Soccer League se rend à Hawaï pour une tournée de deux semaines. L’année suivante, elle participe à un tournoi mondial féminin de soccer sur invitation à Taiwan. Lors de ce tournoi mondial, elles battent plusieurs des 13 équipes participantes. La première équipe nationale féminine canadienne est formée en 1986, mais ne réussit pas à se qualifier pour la première Coupe du monde féminine de 1991. L’équipe canadienne participe à la Coupe du monde 1995, sans toutefois que son classement final lui garantisse une place pour les Jeux olympiques d’été à Atlanta, les premiers à inclure le soccer féminin au programme olympique (les huit meilleures équipes de la Coupe du monde se qualifient automatiquement pour les Jeux olympiques de 1996, faute de temps pour organiser un tournoi de qualification). Le Canada participe à tous les tournois de la Coupe du monde depuis (1999, 2003, 2007, 2011 et 2015), terminant quatrième lors de la Coupe du monde 2003. Le Canada a été hôtes des Coupes du Monde U20 et Senior en 2014 et 2015 respectivement qui a pu servir du belle vitrine su soccer féminin à son plus haut niveau. En 2008, l’équipe canadienne se qualifie pour les Jeux olympiques à Beijing, en Chine, où elle atteint les quarts de finale. Tout le monde suivant le soccer féminin, connais assez bien le parcours vécue par le Canada aux Jeux olympiques d’été de Londres en 2012, avec entête les deux derniers matchs. En premier le match de la demi-finale contre les favorites américaines est regardé par des millions de personnes et le déroulement de ce match a mis l'équipe dans la conscience du pays entier., Malgré prestation exceptionnelle de l’équipe et de sa capitaine Christine Sinclair qui marque trois buts, les États-Unis l’emportent 4‑3 en prolongation. Mais où cette équipe a vraiment capté notre attention c’est lors du match contre les Françaises trois jours plus tard gagnant par marque de 1‑0 pour décrocher la médaille de bronze. Les réactions de John Herdman ainsi que les divers joueuses resteront gravés dans l'histoire du sport olympique au Canada. Quatre ans plus tard lors des Jeux olympiques d'été de Rio 2016, le Canada a connu on parcours presque parfait qui inclue une victoire historique battant l'Allemagne dans la ronde préliminaire et accumulant 5 victoires contre une défaite. Cette défaite par contre est une fois de plus en demi-finale est contre l'Allemagne qui réussit prendre leur revanche. Malgré cette deuxième déception en 4 ans, le Canada réussi battre le Brésil 2-1 pour remporter la médaille de bronze. Maintenant, on se retrouve dans un creux dans le cycle compétitif du soccer féminin avec la prochaine grosse compétition étant la Coupe de Monde 2019 qui aura lieu en France. On voit plusieures piliers pendant prenant leur retraite du sport et une nouvelle génération qui prend la relève. On se donne rendez-vous en 2019. Bonjour,
J'ai voulu partager quelques points sur l'approche qu'un entraineur travaillant avec les jeunes athlètes devraient garder en tête. J'avais auparavant partager de quoi similaire en anglais alors dans l'esprit de rejoindre le plus grande nombre de personnes possible, j'ai pris le temps de composer quelques idées. Je m'excuse en avance pour des erreurs de grammaire ou forme, vu que le français est en fait ma 3e langue. La façon dont vous en tant que responsables d'un groupe choisissez de gérer vos séances d'entrainement, aura une grande influence sur la motivation des joueurs ainsi que leur volonté de continuer dans ce sport qu'on aime tous.
Au cours des séances d’entraînement, le travail de l’entraîneur est de faire d’atteindre aux joueurs les objectifs fixés et, à cet effet, il est important que son attitude soit constructive et il doit tendre à : • créer une ambiance de travail agréable où les défis attrayants et réalisables ainsi que les commentaires positifs dominent, • accepter le fait que les joueurs ne sont pas parfaits et que, par conséquent, ils se tromperont, • accepter que les erreurs des joueurs font partie de leur formation et qu’ils commettront toujours des fautes, • accepter qu’il ne suffira pas d’expliquer les choses une fois pour que les joueurs fassent ce qu’on leur demande. Parfois, il est plus approprié de montrer aux joueurs ce que l’on souhaite qu'il réalise. Il faudra aussi un temps d’entraînement pour que les enfants maîtrisent l’information reçue. • comprendre que chaque jeune joueur apprend à son propre rythme. L’entraîneur devra les aider et respecter ce rythme, sans mépriser les plus lents ou ceux qui présentent le plus de difficultés. • rester réaliste sur ce que l’on peut et doit demander aux joueurs. C'est le point le plus délicat que l'entraîneur doit totalement maîtriser, • faire preuve de patience lorsque les choses n’avancent pas comme on le voudrait et encourager les enfants à réessayer • apprécier et souligner les efforts des joueurs plus que les résultats obtenus. Si les enfants font des efforts et l’entraîneur contrôle le processus d’entraînement, il verra tôt ou tard une amélioration, • remarquer et mettre en exergue les progrès plutôt que les défauts,( Motivation sur la tâche et non sur l'ego, • analyser objectivement les erreurs des joueurs et les situations difficiles qui surgissent pendant le processus d’entraînement pour parvenir à des conclusions productives. Les erreurs et les difficultés sont d’excellentes occasions de déterminer les aspects à travailler ou ce qui doit être modifié • traiter les joueurs avec respect et affection, indépendamment de ce qui arrive. Cette attitude permettra à l’entraîneur de gagner le respect des jeunes joueurs et d’exécuter efficacement son travail. 2.LES PRINCIPAUX PRINCIPES PEDAGOGIQUES Pour diriger des exercices d’entraînement, voici les principes à suivre :
3. LES INSTRUCTIONS ET LES COMMENTAIRES AUX JOUEURS Les instructions et les commentaires adressés aux joueurs pendant les séances d’entraînement devraient être courts, clairs et précis. L’entraîneur devrait réfléchir à ce qu’il veut expliquer et l’exprimer clairement pour que les enfants puissent se concentrer sur la tâche en question. Il devra donc adapter son langage au niveau des joueurs en évitant d’utiliser des mots ou des concepts qu’ils ne maîtrisent pas ou de leur parler comme s’ils participaient à une réunion entre entraîneurs. Et, le contraire se produira si l’entraîneur interrompt la concentration de ses joueurs par des commentaires ou des instructions sur d’autres aspects. L’entraîneur devrait prêter attention aux habilités " cible" des joueurs, et non aux résultats, car l’entraîneur peut influencer directement le comportement sportif (ce que font les enfants) mais pas les résultats (ce que les joueurs obtiennent par leur comportement). Il est utile que l’entraîneur donne des instructions directement liées au comportement concernant l’attention des joueurs. L’entraîneur rappelle ainsi aux joueurs qu’ils doivent prêter attention aux exigences et peut diriger leur attention. 4. LES QUESTIONS ET LES RAPPELS Normalement, lorsqu’un entraîneur corrige un joueur, il devrait lui dire ce qu’il a mal fait ou ce qu’il devrait améliorer la fois suivante ; l’entraîneur donne donc des solutions que le joueur peut assimiler par rapport aux erreurs commises. Ce comportement est surtout approprié lorsque les joueurs ne connaissent pas les solutions correctes et c’est la seule manière pour qu’ils assimilent. Mais si les joueurs connaissent déjà les solutions, une stratégie efficace pour attirer leur attention sur l’objectif de l’exercice et leur permettre d’assimiler l’information est de poser des questions pour que les joueurs trouvent la bonne réponse. La première fois que l’entraîneur posera la question, le joueur ne saura peut être pas la réponse car il n’a pas fait suffisamment attention, mais il se concentrera plus par la suite afin de répondre aux autres questions. En outre, la concentration de ses coéquipiers augmentera certainement aussi puisqu’ils sauront que l’entraîneur peut également leur poser des questions. On peut compléter le système de questions en rappelant au joueur ce qu’il doit faire juste avant de commencer Si le joueur dispose de suffisamment d’information, ce rappel préalable peut aussi prendre la forme d’une question, dans les deux cas, les joueurs prêteront attention à l’aspect clé de l’exercice juste avant de commencer. Les deux stratégies, les questions et les rappels, sont particulièrement utiles pour les tactiques qui n’ont pas encore été bien assimilées et qui requièrent une attention consciente plus soutenue, ou à des moments concrets lorsque l’entraîneur remarque un manque d’attention. Les questions devraient suivre immédiatement l'action du joueur ( juste après l’action du joueur) et les rappels préalables (avec ou sans question) doivent précéder l’action suivante (juste avant l’action). 5. LE FEEDBACK - LE RETOUR D'INFORMATION Le feedback est l’information que les joueurs reçoivent sur ce qu’ils font. Un joueur décide de réaliser une passe concrète à un coéquipier et l’entraîneur commente cette passe. Dans ce cas, l’entraîneur donne à l’enfant un feedback de la passe utilisée. Le feedback est un élément important pour maintenir la motivation du joueur et l’aider à apprendre. Le joueur ou l’équipe sont ainsi motivés par un objectif concret (améliorer la contre-attaque) et font un effort pour y parvenir. Ils auront alors besoin d’une information précise sur leur comportement pour renforcer leur motivation et se rapprocher de la cible. Le feedback permet aux joueurs, même très jeunes, de contrôler leurs progrès afin de parvenir aux objectifs fixés.
L’entraîneur peut utiliser un feedback verbal, des vidéos (bien contrôlées), des notes objectives des performances ou toute autre source qui lui fournisse une information immédiate sur le comportement cible. |
AuthorAfter many years of coaching at various levels and with different teams, I thought I would share some of my experiences and thoughts about coaching. Archives
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