Fundamentals of

Sports Coaching
Quarter 1
Module 4: Characteristics of an
Effective Coach
English – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Characteristics of an Effective Coach
First Edition, 2020

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Fundamentals of
Sports Coaching
Quarter 1
Module 4: Characteristics of an
Effective Coach
Introductory Message
For the facilitator:

Welcome to the (Fundamentals of Sports Coaching –Grade 11) Alternative

Delivery Mode (ADM) Module on Characteristics of an Effective Coach) !

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Fundamentals of Sports Coaching 11 Alternative Delivery Mode

(ADM) Module on ( Characteristics of an Effective Coach) !

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature and concepts of coaching (Characteristics of an Effective Coach).
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you
are now using.

After going through this module, you are expected to:

1. Describes characteristics of an effective coach;
 What I Know

UNSCRAMBLE THE WORDS

Unscramble the word, then write the word synonymous to it. Choose from the
choices given.
ALERT CONFIDENT KEEN
ASSURED CORROBORATIVE LENIENT
ATTENTIVE DETERMINED REVERENT
BOLD INTELLIGIBLE

PIIETOVES - ____________________ -
NHUASSTIEITC - ____________________
UPVSPTOIRE- - ____________________
USINGRTT - ____________________
UOSDCFE - ____________________
A G L O - D T E R O I N E- ____________________
TSOARBEVN - ____________________
FLPTESRECU - ____________________
IPTENTA _ ____________________
RLCAE - ____________________
ESAVSETIR - ____________________
 What’s In

Describe your ideal coach.

COACH
 What’s New

COACH AND COACHING

COACH

The coach is not a subject expert, but rather is focused on helping the individual to unlock
their own potential. The focus is very much on the individual and what is inside their head. A
coach is not necessarily a designated individual: anyone can take a coaching approach with
others, whether peers, subordinates or superiors.

‘The key skill of coaching is asking the right questions to help the individual work through
their own issues.

COACHING
Put simply, coaching is a process that aims to improve performance and focuses on the
‘here and now’ rather than on the distant past or future.

While there are many different models of coaching, here we are not considering the ‘coach
as expert’ but, instead, the coach as a facilitator of learning.

There is a huge difference between teaching someone and helping them to learn. In
coaching, fundamentally, the coach is helping the individual to improve their own
performance: in other words, helping them to learn.

The essential part of coaching, then, is to help people to learn to silence that inner voice
and allow their instincts, or their subconscious, to take over. Sometimes that means
distracting it, and sometimes it’s about exploring the ‘worst case scenario’ and removing
the fear.
 What is It

It is universally accepted that the role of a coach has a huge influence on sporting
success. An athlete may contain all the ingredients necessary for success such as
natural talent, work ethic, mental strength, hunger but if they don’t have the right
coach to bring it all together, it is quite likely they will fall short of their goals.
Similarly, a team may be made up of the most talented individuals, but if they
aren’t moulded into an effective group that can perform as a collective, then they
will more often then not find themselves failing to reach their targets. The
importance of a good coach is the reason athletes and teams spend a lot of time
and money hunting down the best coaches. One of the problems is that it is not an
exact science, as we have seen many times where a successful coach can’t adapt
his approach to a new set of players or different types of individuals.

Characteristics of an Effective Coach

1. An effective coach is positive. The job of a coach is not correcting mistakes,
finding fault and assessing blame. Instead, a coach's function is achieving
productivity goals by coaching staff to peak performance.

For example, Caseworker, Ken knows he is supposed to get certain reports in by

the tenth of the month, but he never gets them done until the fourteenth or
fifteenth. You have talked to him about the problem several times, but Ken still
does not get the reports in on time.

Try the positive approach. It is the difference between saying, "Get those reports in
by the tenth" and asking, "What do you need to do differently to get your monthly
reports in by the tenth?"

The first statement reaps resentment and excuses -- but no improvement in

performance. The supervisor continues thinking of Ken as a problem; Ken goes on
thinking of the supervisor as a jerk.
The second approach can get the agency what it wants -- the reports turned in on
time. And the supervisor has a shot at winning the bonus prize -- a worker with a
more cooperative attitude and improved time management skills to apply to the
next task.

2. An effective coach is enthusiastic. As leaders, supervisors and managers set

the tone. Their attitude is catching. Project gloom and doom, and you will get gloom
and doom back from your staff. The supervisor who fabricates reasons why things
will not work out is never disappointed by staff. Bring positive energy to every
encounter.
3. An effective coach is supportive. Being supportive means a lot more than
providing an encouraging word and a pat on the back. The job of a coach is to get
staff what they need to do their jobs well, including tools, time, training, answers to
questions and protection from outside interference. To lead, one must serve,
anticipating needs and preventing problems from happening.

4. An effective coach is trusting. Does a supervisor or manager expect workers

to be infallible, performing their jobs on time, every time, with no errors? Of course
not. Everybody makes mistakes. Staff have good days and not-so-good days, times
of peak efficiency and times when they slide into a stupor. Staff members are
human, a characteristic they share with their coach.

Good coaches trust staff to be conscientious, to tell the truth and to give a
reasonable day's work for a day's pay. Most people are conscientious and honest,
with an inherent desire to do their jobs well. And when they see the supervisor or
manager applying high standards to their own conduct, they will be even more
likely to do the same. Tell staff what to do and then clear out and let them do it.

"Trusting" should not be confused with "gullible." Supervisors and managers will
have their share of behavior problems, personnel conflicts, and incompetence to
deal with. However, do not assume the negative. Side solidly with the workers until
and unless they give compelling reason not to. When there is a problem, work with
the employee to correct it. You will wind up with a better employee -- and a loyal
one, too.

5. An effective coach is focused. Effective communication is specific and

focused. Deal in particulars. Keep the task manageable. You are far more likely to
get action if an employee leaves your office focused on resolving the issue at hand.

6. A good coach is goal-oriented. Base assignments on clear, definable goals.

Tie specific tasks to those goals. Communicate those goals to the people who
actually have to do the work.

For example, if a worker leaves the supervisor’s office pondering "Why does she
want me to do that?" after the supervisor explained an assignment, the supervisor
has only done half the job. The supervisor gave the "what" but not the "why."

7. An effective coach is observant. Tom Peters (author of A Passion for

Excellence, etc.) talks of "management by walking around." According to Peters, it
is not good enough to sit in your office even if your "door is always open."
Supervisors and managers need to get out and mingle with the staff.

In addition, though, they need to pay attention. Being observant means more than
just keeping your eyes and ears open. Supervisors and managers need to be aware
of what is not said as well as what is, and pick up on body movements and tone of
voice. A supervisor who is paying attention, will not have to wait for somebody to
tell him about a problem.

A good tip is to be obviously observant. Staff should know that the supervisor is
observant and paying attention. The supervisor maintains eye contact. When they
are out and about the office observing, he makes sure employees know he’s there.
Nobody likes a spy.

8. A good coach is respectful. Equity requires equal access to jobs, pay and
advancement regardless of issues such as race, religion, ethnicity, or gender.
However, it goes beyond that to a work environment where co-workers abandon
limiting stereotypes and expectations, and respect each other as individuals. In the
culturally competent agency, differences are not just tolerated, they are celebrated.
This is the case because everybody benefits from those differences.

Respect everyone around. Respect their rights as employees and as human beings.
It can be as simple as avoiding making assumptions. It can be as complex as
learning that a gesture made frequently to indicate approval comes across as
demeaning to someone from another culture.

The good supervisor gets to know the workers and treats them all as individuals
with respect.

9. An effective coach is patient. Patience is not just a virtue, it is a survival skill

in the workplace. Staff are not stupid, and they are not trying to drive their
supervisor or manager crazy. They are busy, and they are preoccupied, just as the
supervisor is.

Tell them again, but find other words to do so. Use a new approach and ask them
to explain the instructions to you, as if you were a new worker. That will show that
they understand the directions and it will help them internalize those directions. As
the old saying goes, "To teach is to learn twice."

10. An effective coach is clear. If the worker did not hear it right, maybe it is
because the supervisor or manager did not say it right.

For example, I explain something to you, but you do not understand, so I repeat it,
using essentially the same words, only louder and/or more slowly. The scenario
continues, with both of us getting frustrated, angry and further apart.

Whose fault is it? Yours, for not understanding? Or mine, for failing to find a more
effective way to communicate? It does not matter whose fault it is. You and I are
not connecting.
The bottom line is if you are trying to communicate and the other person does not
understand, take responsibility for making the connection. Do not make matters
worse by just repeating the same words louder or more slowly.

11. An effective coach is assertive. While supervisors and managers are being
positive, enthusiastic, supportive, trusting, focused, goal-oriented, observant,
respectful, patient, and clear, they should not lose sight of this critical fact of
organizational life -- supervisors have to supervise, managers have to manage.
Being a good coach does not mean you are passing on your responsibility to make
decisions. It means supervisors or managers are making sure that they understand
what is involved in any decision, that they can communicate decisions effectively
and that staff are willing and able to act on those decisions appropriately. That is
how things get done.

Being assertive means maintaining a strong presence. It is acting with confidence

and persistence.
 What’s More

Activity 1.1 Understanding Science Words

Below are characteristics have used to describe coaches who are effective coaches.
Assess oneself as a coach/Assess your coach.
Scoring Key:
1- Seldom displayed 3- Almost always displayed
2- Sometimes displayed 4 –Always displayed

Characteristics of Coach 1 2 3 4
1.Capitalize on athletes’ strenghts
2. Give athletes visibility
3. Provides freedom to do skill
5. Orient athletes to principles and
values in sports
6. Protect athletes from undue stress
7. Take time to build trust
8. Make performance expectations and
priorities clear
9. Provide appropriate training and support
10. solicit and listen to ideas
11. serve as a good role model
12. won’t let anybody to give up
13.explain reasons for decisions and
procedures and give advance notice of changes
Whenever possible
14.provide athlete with regular feedback
About their performance
15. Give athletes credit when they deserve it
TOTAL POINTS

Activity #2
Choose the three characteristics you feel need the most improvement. Justify.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Have Learned

Activity # 3. Who are you?

Directions. Answer the following questions briefly.
1. As a coach, what values do you have for your team?
___________________________________________________________________________
___________________________________________________________________________
2. How do you know as a coach if you are doing an effective job, what are
your measures?
___________________________________________________________________________
___________________________________________________________________________
 What I Can Do

Directions. React and answer briefly.

1. If a player openly badmouths your coaching decisions, how will you handle
the situation?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Matching Type: Match Column B to Column A. Write the letter only.

A
_____ 1. Achieving productivity goals A. Assertive
_____ 2. Attitude is catching
_____ 3. Avoid making an assumptions C. Enthusiastic
_____ 4. Base assignments on clear, definable aim D. Focused
_____ 5. Deal in particulars E. Goal-oriented
_____ 6. Expect workers to be infallible F. Observant
_____ 7.Keeping eyes and ears open
_____ 8. Maintaining a strong presence H. Positive
_____ 9. Provide encouragement I. Respectful
_____10. Taking responsibility for making the corrections J. Supportive
_____11. “To teach is to learn twice” K. Trusting
 Additional Activities

Keeping an Eye on the Coach

In order to truly delineate between good and bad coaches, we

need to examine the behaviours of the coaches. In her article 8
Warning Signs Your Kid Has a Bad Coach, distinguished sportswriter
and reporter Merlisa Lawrence Corbett identified the traits of a bad
coach. Drawing on the research and experience of sports psychologist
Dr. Alan Goldberg, Corbett summarized Dr. Goldberg’s extensive
findings to assist parents in identifying the warning signs of a bad
coach.
 
Typically, a bad coach:
 

 Singles out children to publicly criticise or humiliate.

 Places winning above everything, including following sports rules or
guidelines.
 Ignores safety and health issues of the child or team.
 Allows kids to badmouth or bully each other.
 Plays favourites.
 Withholds information from parents or tells children not to tell parents what
occurs at practices or games.
 Is disrespectful to players, parents, other teams, other coaches, and referees
or umpires.
 Is manipulative and will try to use any tactic, including turning players against
each other, in order to win or to achieve a personal objective.

 
 Answer Key

What I Know What's More Assessment

1. Positive - Confident 1. 1 – 15 Needs 1. H
2. Enthusiastic – Keen Improvement 2. C
3. Supportive – 2. 16 -30 Satisfactory 3. I
3. 31 – 45 Very Satisfactory 4. E
Corroborative
4. 46 – 60 Outstanding
4. Trusting – Assured 5. D
5. Focused – Attentive 6. K
6. Goal-Oriented– 7. F
Determined 8. A
7. Observant - Alert 9. J
8. Respectful – Reverent 10.B
9. Patient – Lenient 11.G
10.Clear – Intelligible
11.Assertive – Bold

References

https://metrifit.com/blog/characteristics-of-an-effective-coach/
https://nessie.uihr.uillinois.edu/pdf/training/UAPerformanceAppraisalWebinar/
coachingassessment.pdf
https://www.mockquestions.com/position/Coach/
http://www.pacwrc.pitt.edu/Curriculum/521%20SupervisorTrainingSeries-
Module3-TheMiddleWorkPhase/Hndts/HO16_ChrEffCch.pdf

https://breakingmuscle.com/fitness/avoiding-the-bad-coach-a-parents-guide

https://www.skillsyouneed.com/learn/coaching.html
https://www.skillsyouneed.com/learn/coaching.html
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