{"id":967,"date":"2011-09-21T21:22:24","date_gmt":"2011-09-22T01:22:24","guid":{"rendered":"http:\/\/glennpaulley.ca\/curling\/?p=967"},"modified":"2011-09-22T09:54:03","modified_gmt":"2011-09-22T13:54:03","slug":"sport-intelligence-research-centre-offers-coaching-material-on-young-children","status":"publish","type":"post","link":"https:\/\/glennpaulley.ca\/curling\/2011\/09\/21\/sport-intelligence-research-centre-offers-coaching-material-on-young-children\/","title":{"rendered":"Sport Intelligence Research Centre offers coaching material on young children"},"content":{"rendered":"

Recently, in their September 2011 newsletter, the Sport Intelligence Research Centre<\/a> published several worthwhile articles pertaining to the coaching of children. One of these, entitled “Coaching Kids Successfully: 100 Years of Motor Development Research<\/a>” outlines the developmental differences between boys and girls as they advance from childhood into adolescence at differing rates and at different ages. While the article concentrates on the fundamental physical literacy skills (jumping, throwing, running) the results are useful in a curling context as well. In particular, the article offers useful tips for differentiating coaching approaches between boys and girls:<\/p>\n

\nPrior to puberty, boys and girls are very similar in height and weight; in fact, in elementary school the advantage may go to the earliest maturing girls, who are likely to be taller than everyone else. What does this mean for grouping athletes? Take care when grouping children. Optimally, children of similar skill should work together because it can be safer and motivation for success peaks when the challenge is appropriate. For young athletes, the motivation to learn and master skills is driven by two questions: Am I getting better? Am I normal? Those who answer these questions positively are more likely to continue practicing and improving….\n<\/p><\/blockquote>\n

Another useful article contained within the SIRC September 2011 newsletter is entitled “Behavioral Characteristics of Favorite Coaches: Implications for Coach Education<\/a>“. This article, which surveyed college-level and high-school level varsity athletes, documents the most desired behaviours of these former athletes’ favorite coaches. <\/p>\n

\nApproximately one-half of the behavioral characteristics were classified as belonging to the social support dimension. That dimension is characterized as a coach showing concern for the welfare of the individual athlete, providing a positive group atmosphere and providing warm personal relationships with players. Examples of the most common raw descriptors in this dimension were caring (or cared), understanding, friend, respectful, supportive, fun, enthusiastic, fair, role model, and honest.\n<\/p><\/blockquote>\n

It is noteworthy that the second-highest mentioned dimension in the survey, training and instruction<\/em>, earned only 30% of the total number of responses (rather than 50% for the “social” dimension). Keep in mind that these were varsity athletes<\/strong>, many of whom had participated in university-level sports. Clearly there is tremendous value in developing meaningful, supportive relationships with one’s athletes, rather than concentrating (only) on instruction or other aspects of the coaching function.<\/p>\n

Both articles are great reads. My thanks to the Coaches Association of Canada<\/a> for publicizing the availability of this material.<\/p>\n","protected":false},"excerpt":{"rendered":"

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