APPLIED COACHING RESEARCH JOURNAL 2020 , Vol . 6
Communication : coach-athlete dialogue Participants in the study highlighted improved quality and richness of communication through the use of three specific CSCC , which led to the following reflections .
The ‘ Hero Worship card ’: Present your coach with a video of your paddling hero . Describe three characteristics you aspire to develop . This was commented on by C3 : “ I think it prompted a lot of discussion with me and between themselves that I don ’ t think we ’ d normally have .” With the same card , C2 commented : “ It puts you on the same page straight away .”
C4 noted the use of the ‘ Synergy ’ card : Set up a communication group with parents and ask a weekly question to encourage positive discussion with the paddlers ( eg What do you need from me on race day ?) “ sparked a lot of discussion with a load of really good feedback ”.
Whilst a third card also enhanced communication . C5 gave specific detail and context to the ‘ Imitation game ’ card : Imitate a nation ’ s style of paddling and have the group guess which country .
" I know they are a very high-level paddler , but
I was surprised how quickly a ) She picked it up and b ) How it changed our language in the debrief , especially when it came to planning competitive sessions ."
With positive changes in dialogue between those in the practice setting , it is likely the process of skill development will be accelerated . This is because they are more concisely and effectively creating a shared meaning around tasks set , by ‘ talking the same language ’, which is guided by the coach and led by the participant .
An increasing understanding of the coach-athlete relationship suggests communication to be a critical factor in how people and performance develop . As Rhind and Jowett ( 2009 ) indicate , coach and athlete “ open lines of communication … are ( subsequently ) more able to share relevant information ” ( p . 236 ). The essence of effective communication can be emphasised not only through the creation of dialogue , where coach and athlete are able to discuss the approach to and reflection of learning , but one that also demonstrates the level of trust between both parties . In summary , it is the ability to have an open and honest dialogue emerging from a trusting relationship where thoughts and opinions are valued .
Improved decision-making Coaches also found that certain challenges created empowerment opportunities to the learner , providing the feeling that they were integral in the enhancement of their own learning . This aligns with Cassidy et al .’ s ( 2009 ) conclusions that an “ empowered ” athlete is actively stimulated to participate in directing and shaping their athletic life , including tactical strategising and the content and approach to training sessions .
Empowerment in the context of the coach-athlete dynamic has been described by Kidman ( 2001 ) as an athlete-centred approach which promotes a ‘ sense of belonging , as well as giving athletes a role in decision-making and a shared approach to learning ’. Two cards used in the pilot study provided some evidence of this .
With the use of the card ‘ Play Time ’, C1 observed development and improvement over time : “ From what I saw last time … yeah , we ’ re further down that road , it ’ s that independent learner .”
C4 found that the ‘ Double Jeopardy ’ card “ allow ( ed ) them [ the athlete ] to develop a finer understanding because they ’ re not looking for feedback through you ”. This card focused on the doubling of the number of seconds given for hitting a gate in a canoe slalom race course . Through overloading the consequence attached to this facet of performance , coaches found that feedback was provided to athletes experientially from the performance itself . This enabled coaches to observe how athletes reflected upon this feedback and applied it into seeking solutions on subsequent efforts .
Overall , the research findings highlighted that athletes often felt empowered to co-create their practice environments through the CSCC stimulus . C4 ’ s comments reflected this with evaluation of the CSCC and the practices the resource generated :
They ( the athletes ) become autonomous , they develop that skill in itself , just to be , you know to be comfortable making mistakes ……. because they almost create that situation , and it allows for greater learning
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