Coach, who are you
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A wordy powerpoint that was part of USACycling's 2018 Coach Education program.
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Coach, who are you
- 1. Coach, Who are You? Finding your coaching purpose, values and Philosophy
- 2. Who am I? • Will Kirousis, MS, CSCS, CISSN • Live in MA with my wife Rosemary and twins Em and William. • Focused on coaching AG cyclists, triathletes, runners and other endurance athletes. • 20 years of coaching experience, 16 of those as a full time endurance sports coach. • Coached AG athletes to world and national championships podiums in 6 disciplines between triathlon, cycling and mountain running. • Enjoy coaching folks from beginner to elite – anyone wanting to and open to growing!
- 3. Problem setting • Make sense of the task/situation before you try to make a plan to solve the problem. • How is the problem similar to or different from things you have experienced. • With the problem set, now you can go about identifying solutions. • Understanding the problem – why do I coach? What is coaching? How do I put “me” into my coaching practice? – suddenly, you can really seek out what problems are at hand and seek the best answers for your situation.
- 4. Ok, so with problems like those in place, what will help us find the solution? • Working to identify and clarify your: • Purpose • Values • Philosophy
- 5. Why should we look at purpose, values and philosophy? • Purpose = why you do what you do • Values = how you do what you do • Philosophy = putting your beliefs into action • Guiding your coaching decisions: “How to put “me” into coaching” • “Gives meaning to your work and has power to ignite passion and sustain the long term commitment required to become an effective coach.” (Gilbert, 2017) • Creates a point to anchor your actions, helps clarify your path when things get tough.
- 6. A sound philosophy also prevents us from coaching from the peak of…
- 7. Common traits of coaches • Focus on individual athletes growth • Strong coach organizational skills • Lifelong commitment to learning • Strong vision for where and how they wanted to build their coaching program • Vallee, C. N. & Bloom, G. M. (2005). Building a successful university program: Key and common elements of expert coaches. Journal of Applied Sports Psychology, 17(3), 179-186.
- 9. Who do you coach? • AG? • Masters? • Gender/s? • Sport disciplines? • Etc
- 10. What’s Your Coaching Purpose • Why you do, what you do. What’s your motivation for coaching. • Eg. “As a coach, I exist to…” (Gilbert, 2017) • What drives you to take on the challenges of coaching? • It’s “You” and should feel comfortable, right, and deeply true.
- 11. Reflection – why do you do this? Why coach? Who am I? Ideally, publicly and authentically (3 selves)
- 12. Reflection – Get to know your ATHLETES • Understanding who you coach helps clarify challenges to your purpose, values and philosophy. • Broadly, this includes concepts like generational, cultural, gender, etc based differences • More narrowly, this includes the general group you most enjoy and strive to work with. For example: masters, category v elite, juniors, etc.
- 13. Purpose in Motion: Core Values • What are the 3 things I like most about myself as a coach? • Who is the happiest coach I know? • Who are 2 coaches I like and respect most – and why? • Who am I as a coach? • W. Gilbert, 2017. Coaching Better Every Season: A Year Round System for Athlete Development and Program Success. Champaign, Ill. Human Kinetics. • Build out values to form statements centered on actions – the actions which help guide your decision making. (Core value Action statement)
- 14. Key values – my example • Sustaining an athlete centered approach. This means the system/approach fits the athlete, not the other way round! • Keeping concepts of Self Determination Theory, Basic Needs Theory in particular, will help improve athletes performance via autonomy control, competence development and relatedness. • Training for sport should help build health. I know at the elite level this may be a challenge, but for the vast vast majority of Age Group / Category athletes it should be a significant focus. • Sport should be a fun and positive part of the athletes life. It should ADD to their life, it should not create a negative stress which decreases quality of life. • Make a worksheet for yourself and draw it out
- 15. Core value evaluation • Would you hold this core value even if it became a disadvantage to your athletes competitive performance? • Would you continue to hold this core value even if you were not rewarded for it? • Modified from Gilbert, 2017 • Ask athletes for feedback on your values and purpose – they can help you filter ego bias from reality… • Talk to coaches with experience – they can be a great help to clarify.
- 16. Coaching Philosophy “A coaching philosophy that is well-thought out clarifies many aspects of the coach's delivery and presents a consistent and positive message to the athletes being coached. Coaches carry out our roles based on our experience, knowledge, values, opinions and beliefs (Thibert, 2008).” Strategies to clarify your philosophy? Thibert, H. (2008). Developing your coaching philosophy. Olympic Coach, 20(4), 10-11
- 17. Hubber’s Questions: • Why do I coach? • What are my values? • What types of experiences do I want my athletes to have? • What is the definition of athletic success? • What is the purpose of sport? • What are my responsibilities to my athletes? • How should I discipline my athletes? • What are my ethical standards? Hubber, J. J. (2013). Applying educational psychology in coaching athletes. Champaign, Ill. Human Kinetics.
- 18. Van Mullen and Brunners Steps to Your Philosophy… • Identify Values • Establish a personal belief system • Develop a personal mission statement • Determine personal standards of performance • Identify the purpose of sport to you: why are you coaching? • Set standards of performance • Write your coaching philosophy Van Mullem, P. & Brunner, D. (2013). Developing a successful coaching philosophy: a step-by-step approach, Strategies: A Journal for Physical and Sport Educators, 26(3), 29-34.
- 19. NASPE, Thibert on building your coaching philosophy • Identify and communicate reasons for entering the coaching profession. • Develop an athlete-centered coaching philosophy that aligns with the organizational mission and goals. • Communicate the athlete-centered coaching philosophy in verbal and written form to athletes, parents/guardians, and program staff. • Welcome all eligible athletes and implement strategies that encourage the participation of disadvantaged and disabled athletes. • Manage athlete behavior consistent with an athlete-centered coaching philosophy. Thibert, H. (2008). Developing your coaching philosophy. Olympic Coach, 20(4), 10-11.
- 20. Connections between high performance coaches philosophy’s • Genuine care for players and their individual needs • Creating team togetherness and working coach athlete relationships • Setting clear and defined roles for every player on the team • Deep passion and drive for winning (Will’s edit: Growth) • Adoption of a leadership style that fits their personality and values • Perspective on their sport as just a game, not a sole purpose for life • McRea, A. E. (2015). The Keys to Success: Coaching Styles of Professional Team Sport Coaches. Saarbrucken, Germany. LAP Lambert Academic.
- 21. Who you are as a coach is expressed via your philosophy My Philosophy (short form): I will coach through an autonomy supportive environment which ensures athletes who have entrusted me to help them grow are able to love the process of preparing for and competing in sport. My Philosophy (long form): I will coach through an autonomy supportive environment which ensures athletes who have entrusted me to help them grow are able to love the process of preparing for and competing in sport. I will work to help athletes that I coach to see competition as a gift and opportunity to experience the skills they have developed, a chance to further improve their ability and a chance to learn more about their sport and themselves. I will work passionately to develop my knowledge and skills related to training, competition, nutrition, equipment, tactics, lifestyle/wellness, physiology/mechanics, teaching, and psychology ensuring I possess tools which can help me coach best. I will communicate kindly and positively, while challenging athletes to seek answers and grow from new information and ideas. I will respect the athletes I coach while staying open to the lessons each athlete can teach me. Finally, when challenges arise, I will stay patient, and will use those challenges as opportunities for the growth of both the athlete, and myself.
- 22. Athlete Centered: it’s about them, not YOU!
- 23. Service in Philosophy • You are a coach, thus, you are in a service industry! (Hammermeister, 2010) • Ensuring you are focused on what you can do for your athletes. The Servant-Leader is servant first. ... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. ... The best test, and difficult to administer is this: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, and more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit, or at least not further be harmed? Greenleaf, R.K. (2002). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness, Paulist Press, New York, NY.
- 24. Philosophy is a living thing – it evolves • As you grow – so to should your philosophy • Annually work to tune and adjust it as you develop.
- 25. Applying your philosophy – stories and critical incidents • Using stories from your athlete/s or self to create an image to stimulate learning… • Embrace, sticking points, challenges, failures – they are learning “glue”.
- 26. References & Suggested Reading Cassidy, T., Jones, R. L., & Potrac, P. (2016). Understanding Sport Coaching: The Pedagogical, Social and Cultural Foundations of Coaching Practice. Routledge, London, UK. Gilbert, W. (2017). Coaching Better Every Season: A Year Round System for Athlete Development and Program Success. Champaign, Ill. Human Kinetics. Greenleaf, R.K. (2002). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness, Paulist Press, New York, NY. Hammermeister, J. J. (2010). Cornerstones of Coaching: The Building Blocks of Success for Sport Coaches and Teams. Cooper Publishing Group, Traverse City, MI. Hubber, J. J. (2013). Applying educational psychology in coaching athletes. Human Kinetics, Champaign, Ill. Jenkins, S. (2011). Annual review of high performance coaching and consulting 2011. International Journal of Sports Science and Coaching, 6(2), suppl, 1-153. Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing ones own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. Magness, S. (2017). Mastering the Art of Coaching, Retrieved from: http://the-science-of-running.teachable.com/ Martens, R. (2012). Successful Coaching 4th Ed. Human Kinetics, Champaign, Ill. McRea, A. E. (2015). The Keys to Success: Coaching Styles of Professional Team Sport Coaches. Saarbrucken, Germany. LAP Lambert Academic. Nash, C. S., Sproule, J & Horton, P. (2008). Sport coaches perceived role frames and philosophies. International Journal of Sports Science & Coaching, 3(4), 536-554. Oades, L. G. & Spence, G. B. (2011). Coaching with self-determination in mind: using theory to advance evidence-based coaching practice. International Journal of Evidence Based Coaching and Mentoring, 9 (2), 37-54. Occhino, J. L., Mallett, C. J., Rynne, S. B. & Carlisle, K. N. (2014). Autonomy-supportive pedagogical approach to sports coaching: research challenges and opportunities. International Journal of Sports Science & Coaching, 9 (2), 401-415. Reade, I. Rodgers, W. & Hall, N. (2008). Knowledge transfer: how do high performance coaches access the knowledge of sport scientists? International Journal of Sports Science & Coaching, 3(3), 319-334. Smelley, R. C. (2013). The value of a coaching philosophy. Track Coach, 6513. Thibert, H. (2008). Developing your coaching philosophy. Olympic Coach, 20(4), 10-11 Vallee, C. N. & Bloom, G. M. (2005). Building a successful university program: Key and common elements of expert coaches. Journal of Applied Sports Psychology, 17(3), 179-186. Van Mullem, P. & Brunner, D. (2013). Developing a successful coaching philosophy: a step-by-step approach, Strategies: A Journal for Physical and Sport Educators, 26(3), 29-34.
Notas do Editor
- Thanks for the intro Kevin – and thanks everyone for attending. I’m excited to discuss something I think is really vital to performing our role, as a coach, as effectively as possible. And that’s understanding who you are, and how you hope to use knowledge of self to transfer information to athletes as effectively as possible. Lets get into it.
- Just a brief intro regarding who I am. My name is Will Kirousis and I live in Leominster MA with my wife Rosemary and 5.5 year old twins Emily and Will. I’ve been coaching for 20 years with about 16 of those being as a full time endurance sports coach. I’ve been really fortunate to work with some gifted athletes who have managed to win AG world championships or make it onto the podium of world championships in 6 disciplines between triathlon, cycling and mountain running. I love coaching folks of all levels. Ok, enough of that, lets get into the good stuff!
- So, why are we here today? Lets set the stage. So often when we are tasked with something, we start laying out steps before really knowing what we are challenged with. In other words, we need to make sense of the task/situation before we try to make a plan which we can use to solve the problem. This time frame helps us reference our history with similar situations, problems and experiences or different versions there of. That process lets us determine if we may have some pathways in place which could solve the challenge at hand. In the end, all of this lets us see the problems at hand more clearly and thus, we can go about identifying solutions to those problems. And that’s where we start today – understanding the problem at hand – how do I put “me” into coaching, why do I coach? What’s important to me as a coach? What is coaching to me? If you can identify these problems, well, then you can clearly as possible identify and understand the problems and seek out the best answers for your situation.
- The problem being set, we can look at the key areas of purpose, values and philosophy to each of us as a coach. The purpose is why we do what we do, the values are how we do what we do and philosophy is the way we put our purpose and values into action. This is key because these are the grounding belief’s we will operate with. They are the very things which help guide our decisions and which create an anchor for our actions. That’s important, because it will help clarify the path when things get tough.
- Before we look at the details of purpose, values and philosophy… It’s important to reflect on a couple of key points. The first, may seem odd – and that’s asking a “room” full of coaches, what a coach is… But you know what – it’s a really important question. The reality, as you can see in the image above, is that a coach is a lot of things depending on the requirements at a given moment. Point blank, you may be very strongly a few of these things at one time, and only one of them at another – as a coach, you pull on them based on need – on the practical needs of a situation. This technical eclecticism approach allows us to pull on various skills sets, models, ideas to fit the situation and need – thus not being governed by any one area is important. Keep that in mind as we go forward. We are not solely a strategist helping our athletes orchestrate race winning moves… Nor are we simply a “trainer” organizing their workouts in a top secret way. We are many things at once and we are working to help our athletes develop on all levels. Coaching is a lot more than manipulating training load. To be our best as coaches, we have to keep this in mind.
- Ok, so you have reflected a bit more about what a coach is, and that helps calibrate your thinking, but who is it that you actually coach? And, who is it that you ENJOY coaching? Look, this is not an easy profession. We need to consider the population we enjoy working with and how that relates to who we actually do coach. Understanding the group we are coaching really helps ensure we are able to work with them as well as possible.
- Now, we move into the key points. The first, is defining your coaching purpose – as Wade Gilbert PhD says, “As a coach, I exist to…”. You could also consider a question like “What drives me to take on the challenges of coaching?” The key, the biggest key, is that this is real. It’s YOU. It’s not manufactured or off the cuff based on the last book you read or latest data point you learned. For the purpose to serve the grounding to you that it should, it REALLY needs to be YOU. Here’s the thing, reflecting and guiding your decisions with a sound, deeply rooted purpose in place decreases ego involvement. Less ego means that you have less emotional reactivity, worry and fear of failure impacting your decisions and thinking patterns. That’s a win for you, and as a result, that’s a big win for your athletes.
- A key in your growth as a coach and the evolution of your purpose, is reflection. Reflection is not easy, but, it is the process which can guide you to better self understanding and ultimately, better function. Reflection lets us look within to determine the root of areas we are weak in or challenged by, and, to then calculate better path’s forward. The smaller text above is from Steve Magness (coach of U of Huston’s XC team) course “Mastering the Art of Coaching”. The key here, is seeing how when we focus on us and what we control, we have a better chance of solving similar problems to those which really challenged us. And those who decided they were a success the first time around when faced with a hard question – did worse the next time they faced a similar question. What’s the point? The point is that by experiencing the heavy lifting of self reflection, you open the doors to improving most. Likewise, bring colleagues you trust into the mix. Ask them for feedback on your purpose as you clarify it. Does it appear congruous to what they see? If not, what needs to change – your stated purpose – or your actions?
- Like fellow coaches or other colleagues can help you reflect, asking a few trusted athletes goes a long way in the same direction. Again, that external feedback is really valuable to assessing if the purpose you are developing is real, and if your actions mesh with it.
- With a purpose established and thought out, we can start to morph that into actionable lines of thought. Now, before I go further, Ill admit, there’s debate here. Some would say to heck with values, if you know your purpose – just organize your philosophy. And you know what, I’d not disagree. For a lot of folks, that just works better. I feel like having the extra step of considering action’s you can take out of your purpose helps further frame your philosophy. So, with that said, I think it’s worth considering how to clarify core values. One simple strategy comes from Gilbert (2017), who suggests a few simple questions which can help prompt your values organization. That said, to me, the simplest strategy is to sit with your purpose in front of you, and consider the things which help structure the decisions you make while coaching.
- For me, key values are about: Sustaining an athlete centered approach. This means the system/approach fits the athlete, not the other way round! Keeping concepts of Self Determination Theory, Basic Needs Theory in particular, will help improve athletes performance – autonomy control, competence development and relatedness. Training for sport should help build health. I know at the elite level this may be a challenge, but for the vast vast majority of Age Group / Category athletes it should be a significant focus. Sport should be a fun and positive part of the athletes life. It should ADD to their life, it should not create a negative stress which decreases quality of life.
- Great, so you have a good set of core values. Now’s the time to reflect upon those to make sure they really fit for you. The questions above are based on Gilbert (2017), and based on my experience. Again, the key point is to make sure you are using values as a way to start turning your purpose into action.
- With purpose clear, and values in place, we can now really start to dial up our coaching philosophy. Remember, philosophy is about putting our coaching purpose and values into motion. It’s having at our base, a good understanding of who we are, and why we do this. Of what governs our decisions and helps us move forward positively, and with the athlete’s best interest. The questions above help tease out your philosophy – note that the first two questions relate to your purpose (why) and values. Note that you don’t have to use all of these questions. Certainly not essential. Use many or use variants there of to try to further tune in to your philosophy.
- National Standards for Sport Coaches note that: "it is imperative that the coach establishes a coaching philosophy that focuses on the safety, development, and well-being of the athlete. As a key leadership figure, the coach must model and teach appropriate behavior in all aspects of coaching and maintain ethical conduct during practice and competitions." In her article for the fall 2008 edition of USOC, coach Heidi Thibert laid out the NASPE’s National Standards for Sports Coaches key points for developing a coaching philosophy: Identify and communicate reasons for entering the coaching profession. Develop an athlete-centered coaching philosophy that aligns with the organizational mission and goals. Communicate the athlete-centered coaching philosophy in verbal and written form to athletes, parents/guardians, and program staff. Welcome all eligible athletes and implement strategies that encourage the participation of disadvantaged and disabled athletes. Manage athlete behavior consistent with an athlete-centered coaching philosophy
- The above list was from a study by McReah (2015), of elite sport coaches in a variety of sports. Yes, this was team sport, so you will have to be a little creative to shift language towards endurance sport. However, it’s a useful description to help you understand how elite coaches philosophy’s develop.
- Remember, what you are as a coach, your guiding principle if you will, is your philosophy. While those questions I listed can help, you can also be more organic (works well for me). To do this, really ponder what you believe, who you believe you are, and what you want to be able to give the athletes you are working with. Use this process to build and refine your coaching philosophy. Your philosophy will change over time – as you grow and learn. So it will be good to revisit over time… But work at it and take the time to formally lay it out. You may have a few philosophy versions, the “public” one you may use during seminars or when coaching or during self promotion, but you may have a private one like mine above which is really your own guiding principle to follow.
- While your coaching philosophy needs to represent YOU, who YOU are, your purpose, your values… It’s important to remember that as a coach, we are best served when we are Athlete Centered. Being athlete centered implies your methodology, the eclecticism you employ to help that athlete grow is focused on what THEY need. You may have a favorite method or idea. You may love a certain strategy or concept… But if that wont work for that athlete… And you do it anyway, you are centered on yourself – not the athlete. The goal here, as a coach, is to impart information, to shorten and enhance the learning curve and stimulate growth. This is why many coaches who have been around a long time, and many in other educational and psychologically focused fields err towards becoming a generalist. You need to understand many ways – NOT just a single way or two. And you need to be willing to morph the strategies you employ to fit a specific athletes needs. Don’t be a one trick pony!
- As you formulate your philosophy and refine it, remember a key point, I should say another key point beyond being athlete centered… And that key point is that coaching is a service based profession. This is a field where we wake up and should be questioning “what can I do to help people grow today”. If ego get’s into the process, it could force us to loose grasp of this service component. Ditch ego, which keeps you from becoming defensive and which helps you stay open to learning and reflect on ways to improve your service to the athletes you coach. In many ways, this is what researchers and excellent coaches describe as “servant leader”. You want to serve others, and as a result choose to lead. You hope to help those you serve grow in a well rounded way, not just in the domain within which you coach them, but in the broader world around you both. Robert Greenleaf is sometimes considered the person who really formalized the servant leader concept, but within sport a fantastic coach who seemed to start differently, and grow into the role of servant leader was UCLA basketball coach John Wooden. You may coach endurance athletes, but I’d encourage you to read Wooden’s books and read articles about his coaching practice. There are varied ideas, and it will help you grow as a coach. How does all this relate to philosophy again? Because as you form your philosophy, the concept of service should be a component of your thinking process!
- Ok, so you do all this work, heavy, deep work to learn more about you and about how you want “you” to translate into growth for other people… You are done right? Caput. Put that philosophy on the darn mantle for life. People come over and you can say: “there be the great philosophy which guides my masterful decisions”… Nada. You have new experiences almost ever second of every day. How do the things you learn impact you – they do right? If not, why? If you are seeking growth, then you know what… You are going to be changing and your philosophy needs to as well. I’m not talking whole sale changes. But if you review your philosophy once a year, you may find every 1-2 years will result in some changes in your coaching philosophy. Embrace those – just like you embrace growing as a coach and person!
- Ok, so now it’s time for the rubber to meet the road. Philosophy in place, you are ready to coach your best. To do this, you teach – after all, teaching is coaching and coaching is teaching! When you coach, use stories to help challenge athletes to learn. For example, if talking with an athlete about a specific issue, use stories from your relationship with them, from your relationship with other athletes or from your history personally to pain a picture. This helps the athlete make the information real, and brings in their senses and experience. You can do this to challenge them safely to stimulate growth, or to work through a challenge they experienced to stimulate growth. Doing this is an outgrowth of your philosophy. The philosophy guides your approach and helps frame the story and incident (challenge) in a light that furthers growth. Use your updated or new philosophy to tell better stories and stimulate growth!
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