HLPE3534:

Introduction to Sports Coaching, Management and

Administration

Coaching Philosophy
NAME: JOSHUA NOYE

The success of any coach in my opinion, is underpinned by an individuals ability

to effectively communicate (Australian Sports Commission, 2015; Burton &

Raedeke, 2008). This refers to communication in all facets. Communication with

the athletes themselves as well as being able to get your athletes to effectively
communicate amongst each other (Australian Sports Commission, 2015).
Coaching is a complex role and there are pre-existing assumptions held within
society that there needs to be a heavy emphasis placed on the technical
elements of sport (technique, game-plans, etc.). Granted, these have significant
value; however, at the cornerstone of my individual coaching philosophy is
communication (Ben-Peretz, 2002). This cannot be undervalued. Communication
is the vehicle which allows you obtain an in-depth understanding of each of your
athletes (values, beliefs, habits, etc) (Burton & Raedeke, 2008). Having this
understanding equips you with the ability to read situations correctly, deal with
them effectively and have the ability to adapt. Coaches may be knowledgeable
and highly organised, but if good communication skills are not evident, these
attributes may never be reflected in the performance of their athletes (Burton &
Raedeke, 2008).
A sports coach, in any capacity, deals with human interaction and multiple
personalities in a team environment continuously (Cassidy, Jones & Potrac, 2004;
Jones, 2007). It is also important to note that current society diversity is highly
prevalent. Relationships within the role of sports coaching is paramount and is
the second key element of my coaching philosophy (Cassidy, Jones & Potrac,
2004; Jones, 2007). The types of relationships that are often seen within a
coaching context are either social or cultural (Cassidy, Jones & Potrac, 2004).
These relationships are influenced by factors which range from situational to
moral to ideological to political and are all things which I take into consideration
(Schempp, 1998). The way in which I do this is through a holistic approach to
coaching and athlete education. This outlook allows me, through effective
relationships, to realise the full potential of each individual I coach (Price &
Wiess, 2000; Schempp, 1998). This notion of the realising the individuals full
potential refers to is in the both a playing and non-playing capacity. This holistic
approach is such that caters for every individuals needs and identities that
which intern will create supportive a positive, caring and inclusive learning
environment (Cassidy, Jones & Potrac, 2004). As a coach by building these
relationships, I am developing the whole child and by understanding them I can
then implement programs where these skills can be allied with sports skills
(Langley, 1997). This holistic approach moves away from my previous
assumptions of coaching in the biophysical sense (Cassidy, Jones & Potrac,
2004). A coach has the ability to mould individuals to communicate, to be
responsible and to hold themselves accountable in everyday live; this is a huge
responsibility which is important for the coach to acknowledge (Amorose & Horn,
2000; Price & Wiess, 2000).
As alluded to above, coaching is a process which encompasses more than just
passive instruction or training (Cassidy, Jones & Potrac, 2004). Coaching is
concerned with establishing positive working relationships and having continuous
communication (Cassidy, Jones & Potrac, 2004). Respect and honesty are two key
characteristics which influence these elements of coaching an also have specific

value in my personal coaching philosophy. Effective coaching in my opinion

requires coaches to possess, and utilize, a mixture of intrinsic and instrumental
practices in their coaching. Mutual respect must be established and maintained
within the coach-athlete relationship in order to improve performance (Potrac,
Jones & Armour, 2002). This respect and honesty breaks down the barriers that
exist in this environment and allows the relationship to be initiated and
developed. This is where they get to understand the athletes, care for them
inside and outside the sporting environment, while also having a set of technical
and tactical ideals that they can clearly implement in a competitive situation
(Cassidy, Jones & Potrac, 2004; Potrac, Jones & Armour, 2002). This respect and
honesty, which works both ways, will allow for consistency and clear
expectations of what is required of each individual (Price & Wiess, 2000). As a
coach, you are a powerful role model and can have a tremendous influence on
your athletes. It is important to both be on the same page and to work
cooperatively to achieve a powerful learning environment (Brown, 1998; Weiss,
2004).