Planning
Success in Teaching and Coaching
A well-designed lesson plan is the coach’s
roadmap on the athlete’s needs and how to deliver them effectively during
practices. Prior to planning for training, it is important to identify the
objectives for each practice session. Therefore, the coach should design
specific training activities and develop appropriate strategies for obtaining
athlete’s feedback. A successful teaching plan for the entire session should
integrate and address key components that include the objectives, strategies to
analyze athlete performance, and the teaching activities.
There are six steps to be used in
planning for teaching and coaching. First, the coach should determine and
clearly outline the training objectives to be achieved at the end of each
session. In addition, the coach should rank them as per their importance. The
essence of this step is that it prepares the coach for managing time while accomplishing
the most important training objectives in case the time is up. Second, a design
of specific activities for use in gauging and the athlete’s progress and
application of lessons learned is important in addressing each of their needs.
This step will involve knowing the athletes and their capabilities. It will be
useful in the preparation of distinct ways amplify their talents and
characteristics for better performance. In addition, it will allow for
incorporation of a variety of training styles besides allowing the instructor
to estimate the time to be spent on each training session (Martens, 1996,
p.209).
The third step is about analyzing
the instructor’s situation and how well-equipped they are to deliver. It
entails collection of information on the personal abilities and weaknesses that
can derail the performance of learners. Below average state of the instructor
implies that there is a need to seek improvements. Besides, failure to seek
help as an instructor can spell doom for the athletes.
Establishment of priorities is
another step that focuses on skills to be imparted on athletes. The top
priorities should include the state of facilities and the number of athletes.
Each skill should be evaluated as per its centrality to the sport, and the athlete’s
readiness. Methods for teaching should be selected as the fifth step to
maximize learning and coaching experience.
Most experts advocate for coaching and teaching using games approach,
guided discovery and problem-solving approach to learning. Lastly, the
instructor should refer to the season plan to conceive daily training plans.
Some of the attributes and skills to
be included in learning will include leadership, listening skills, passion,
content knowledge, and classroom management. Such qualities will enable the
instructors to accommodate the social, emotional and academic needs of the
learners.
Useful
Written Forms
Lesson plan templates are useful in
planning for the entire practice period. These written forms focus the
instructors on how to use common core. Evaluation forms such as common
curriculum are also useful because they allow the coach to align his/her
lessons as per the requirements. In fact, such written template allows for
organization of lessons as per weeks, days, or months. It is possible to design
reusable templates with common components such as objectives, essential
questions or warm-up as per the available tutorials.
Furthermore, situation evaluation
form involves backward design. The coach focuses on the expectations of
athletes at the end of each day of practice. The form allows for writing down
of the goals and working back. It focuses on the formulation of generative
lessons, the athlete performance, and understanding of the overall goals of
coaching. Besides, the coach’s work is to write down the instruction plan,
skills list, athlete performance, and an instructional plan (Martens, 1996, p.
212).
In summary, coaches should equip
themselves with the necessary tools and skills to design teaching plans that will
reflect and address the athlete’s requirements. Doing so in advance will not
only save valuable time during class sessions but will also allow for
athlete-coach interaction that yields desired outcome.
References
Martens, R. (1996). Successful
Coaching. Champaign
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