Coaching Session Evaluation

Coaching Session Evaluation

The lesson began with good planning and organisation, as (Cassidy, Jones and Potrac, 2004; Jones, 2004; Penny, 2005.) agreed that it is important to stress the extent of planning. Preparing music, gloves and pads ready for the arrival of the participants was well organised and helped with the smooth running of the lesson, as was arriving in good time. The pre-prepared markings strategically placed on the floor, helped maintain the correct positioning of the group. Any potential distractions were minimised, helping to deliver a clear and focussed lesson as Davies, (2005) points out that positioning yourself so that everyone can see, and for them not to be distracted is important. Gaining full attention of the group helped to highlight the aims and goals of the lesson, using effective communication skills and delivering clear and precise demonstrations. Several authors (Rogers, 2000; Shaw & Gorely, 2005; Lavallee, 2004) proclaim the coach has to be able to organise participants in such a way, so that they are doing the correct thing, at the right time, in the right place. This will require the coach to use good communication skills and the understanding of how to get across the necessary information for the learning to take place.
Using different styles of coaching throughout the session allowed participants to use different kinds of learning skills, some to be instructed in certain exercises, whilst self learning and having fun in others. As Jones, et al (2008) outline, that an important factor in deciding how to coach is that a session may include several different delivery styles, depending on the intended learning outcomes of each phase of that session. In fact, the best practitioners can change their style to suit the situation and have the flexibility to use several different styles in one session.

Motivational skills were used to enhance work output with the aid of music which (Chipman, 1966; Beisman, 1967; Beckett, 1990; Boutcher &Trenske, 1990) agree that music in the sport and exercise domain improved mood; reduced perceived exertion; enhanced work output and improved skill acquisition. This also encouraged participants to have fun during this lesson and helped to time exercises, having planned the music and making the playlist myself.

Having a good knowledge of boxing enabled this session to be specific, with clear and precise demonstrations as agreed by (Reilly, 2003; Williams, 2004; Morn, 2004) that coaches possess a larger and better cross-referenced knowledge-base about their chosen sport than do relative novices. Typically, this cognitive superiority is evident in three different areas: declarative knowledge (i.e., factual knowledge about the sport in question such as knowing its rules), procedural knowledge (i.e., the ability to perform basic technical skills in this sport accurately and efficiently) and strategic knowledge (i.e., the ability to recognise and respond optimally to various patterns of play in the sport). Being involved in every exercise by repeated demonstrations helped the participants and myself, to become more motivated and enjoy the aspects of the boxing lesson.
With the use of gloves and pads, the participants were encouraged to use correct form and technique to deliver accurate punches. This allowed time for observation and analysis of the participants style that they demonstrated, this is determined by a number of factors Blower (2007) points out that a good coach will be able to assess the most effective way for his charge to box, but many boxers will adapt the style most natural to them. So using the gloves and pads is a good opportunity to bring participants natural abilities to light.
The lesson ran accordingly to plan, with timing and progression running parallel with each, other pulling together the key points. The end of the lesson was used to check and reinforce the participants understanding, clearly defining the aims and objectives set out in the prepared plan. This gave both participants and myself an opportunity to listen and receive constructive criticism and feedback, taking this feedback into consideration when planning or participating in the next lesson. Keeping options open to new techniques and ideas, furthering my constant quest to learn and teach. (Adair &Thomas, 2003 and Topping, 2002) confirm that leaders at all levels should be open to coaching of themselves and to see coaching as a way of developing others.

Bibliography

Adair, J and Thomas, N. (2003) The Concise Adair On Communication and Presentation Skills. Barnes & Noble. Manhattan.
Beckett, A. (1990). The Effects of Music on Exercise as Determined by Physiological Recovery Heart Rates and Distance, Journal of Music Therapy, 27, 126-136.
Beisman, G. L. (1967). Effect of Rhythmic Accompaniment upon Learning of Fundamental Motor Skills. Research Quarterly, 38, 172-176.
Boutcher, S. H. & Trenske, M. (1990). The Effects of Sensory Deprivation and Music on Perceived Exertion and Affect during Exercise, Journal of Sport and Exercise Psychology, 12, 167-176.
Blower, G. (2007). Boxing Training, Skills and Techniques, The Crowood Press Ltd, Ramsbury.
Cassidy, T, Jones, R & Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice,
New York Taylor & Francis. Routledge.
Chipman, L. (1966). The Effects of Selected Music on Endurance, Master 's thesis, Springfield.
Davies, l. (2005) Design and Technology Meeting Special Needs in the Curriculum, David Fulton Publishers, London.
Jones, R. Armour, K. and Potrac, P. (2004) Sports Coaching Cultures: From Practice to Theory, New York Taylor & Francis, London.
Jones, R., Hughes, M. & Kingston, K. (2008) Introduction to Sports Coaching: From Science and Theory to Practice , New York Taylor & Francis. Routledge.
Lavallee, D. (2004) Sport Psychology: Contemporary Themes. , New York Palgrave Macmillan, Basingstoke.
Morn, A. (2004). Sport and Exercise Psychology’s Critical Introduction, Routledge, New York.
Penney, D. (2005). Sport Education in Physical Education: Research Based Practice, New York Taylor & Francis, Routledge.
Reilly, T. (2003). Science and Soccer, New York Taylor & Francis, Routledge.
Rogers, J. (2000) USA Track & Field Coaching Manual, Track & Field, USA Track & Field, Inc, United States.
Shaw, D. Gorely, T. & Corban, R.(2005). Sport and Exercise Psychology
Instant Notes Series, Psychology Series, New York Taylor & Francis, Oxon.
Williams, A., Hodges, M. & Nicola, J. (2004). Skill Acquisition in Sport: Research, Theory and Practice, New York Taylor & Francis, London.

Bibliography: Adair, J and Thomas, N. (2003) The Concise Adair On Communication and Presentation Skills. Barnes & Noble. Manhattan. Beckett, A. (1990). The Effects of Music on Exercise as Determined by Physiological Recovery Heart Rates and Distance, Journal of Music Therapy, 27, 126-136. Beisman, G. L. (1967). Effect of Rhythmic Accompaniment upon Learning of Fundamental Motor Skills. Research Quarterly, 38, 172-176. Boutcher, S. H. & Trenske, M. (1990). The Effects of Sensory Deprivation and Music on Perceived Exertion and Affect during Exercise, Journal of Sport and Exercise Psychology, 12, 167-176. Blower, G. (2007). Boxing Training, Skills and Techniques, The Crowood Press Ltd, Ramsbury. Cassidy, T, Jones, R & Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice, New York Taylor & Francis Chipman, L. (1966). The Effects of Selected Music on Endurance, Master 's thesis, Springfield. Davies, l. (2005) Design and Technology Meeting Special Needs in the Curriculum, David Fulton Publishers, London. Jones, R. Armour, K. and Potrac, P. (2004) Sports Coaching Cultures: From Practice to Theory, New York Taylor & Francis, London. Jones, R., Hughes, M. & Kingston, K. (2008) Introduction to Sports Coaching: From Science and Theory to Practice , New York Taylor & Francis. Routledge. Lavallee, D. (2004) Sport Psychology: Contemporary Themes. , New York Palgrave Macmillan, Basingstoke. Morn, A. (2004). Sport and Exercise Psychology’s Critical Introduction, Routledge, New York. Penney, D. (2005). Sport Education in Physical Education: Research Based Practice, New York Taylor & Francis, Routledge. Reilly, T. (2003). Science and Soccer, New York Taylor & Francis, Routledge. Rogers, J. (2000) USA Track & Field Coaching Manual, Track & Field, USA Track & Field, Inc, United States. Shaw, D. Gorely, T. & Corban, R.(2005). Sport and Exercise Psychology Instant Notes Series, Psychology Series, New York Taylor & Francis, Oxon. Williams, A., Hodges, M. & Nicola, J. (2004). Skill Acquisition in Sport: Research, Theory and Practice, New York Taylor & Francis, London.