Theories and Techniques of Coaching Essay Example | Topics and Well Written Essays - 1250 words

Theories and Techniques of Coaching - Essay Example The coach was an active and vociferous person who had a strong voice. His overall style of coaching appeared to be a domineering style in which he expected total compliance with his instructions leaving no ground to implement any suggestions from the participating players or managers that stood y the sidelines. On many occasions during the practice session the coach overruled placement of at least three players away from positions where they were apparently not performing well. The coach also appeared to have a control philosophy in that he had extra cordial interactions with a few players -two of these were the players that he insisted on retaining in fixed positions through out the practice session. It was also clear that the coach was brusque with few other players-these were particularly those that were in the university team as reserve players. In addition the coach was ignoring another set of players with only few of his instructions being addressed to them. This exception phil osophy was, strangely, not related to performance as most players that appeared close to him were not performing exceptionally-as yet the coach did not make specific and sufficient attempts to spur such players on. On the contrary the better players appeared to experience and feel the discrimination and in the matter of proper positioning they expressed often their exasperation at achieving no ground with the coach. These players were positioned invariably for long runs that costed them stamina and energy. This was an example of unclean play. This discrimination was apparently eating both ways into the morale and motivation of the divided team. Favorite players appeared to have turned complacent whereas the better performing players appeared frustrated by the discrimination. This discrimination was not only unethical but also an ineffective way of controlling the team towards learning objectives and performance. There was an intense feeling of having ended a routine session of game practice after the session was called off; encourse the session several passes and tackles-particularly from the favorite players-remained uncorrected. In a tell tale reflection of the divisionary practices of the coach ,at the end of practice session, the three groups of players departed three ways.-with the reserve players hurrying outside ,the better performing but slighted players going with the managers and the favorite players accompanying the coach to locker area where apparently they had an impromptu close group celebration. The same team was witnessed again in the major game they ha a few days later. It was almost a replication of the practice session with the team playing in three groups. The coach gave short running positions to his favorites and long running positions to better players-who were good at shots and shooting. The coach gave full exposures to his favorites ad the entire set of such players were retained through out the match ;whereas better players were chang ed with reserves to the maximum allowable extent. The overall morale and motivation of the team appeared very low and the team lost 6-2.The two goals were also scored by better players who were extra to do the jobs of favorite players who were not found in position. Discrimination and groupism cannot help