Principles of Coaching

Answer

Principles of Coaching

The success of any coaching practice depends largely on the relationship between the coach and the trainee or coachee. This relationship is defined and informed by coaching principles and philosophies that allow the coach to better understand the trainee’s goals and values, while helping the trainee to get full benefit and best value from the experience. Thus, the major coaching principles covered in this section include creating a challenging, yet encouraging and supportive environment; focus on working within the trainee’s agenda; facilitate and collaborate by focusing on the trainee’s needs; advocate for self-awareness by helping the coachees to focus on personal strengths and weaknesses; and promoting learning from experience (Rainer, 2018; Center for Creative Leadership, 2018).    

Description of my own Coaching Philosophy, Coaching Style and Objectives

Coaching Philosophy

Coaching philosophies determine how coaches wisely use their tactical skills, knowledge and experience when interacting with players, sports officials and colleague coaches. The art of coaching usually requires coaches to employ broader philosophical concepts in a more tactful way in order to enhance pursuit of coaching objectives. For me, the coaching practice is underpinned by a well-developed and thoughtful philosophy that helps me maneuver the many ethical dilemmas, difficult decisions and external pressures associated with the coaching profession. My coaching philosophy, therefore, emphasizes participative learning and performance, and not just winning because not all winnings reflect competence in a given sports activity. Moreover, my philosophy of coaching is informed by self-awareness because I believe, it is through this principle that I can develop reasonable consistency required to build character in my coachees and guide them through the competitive experience. Unlike other many coaches, I encourage my trainee players not to base the self-esteem, confidence and competence on their losses and wins during competition. This is because competition outcomes are determined by other factors including officials, team members and even luck, and not entirely by the player (Rainer, 2018). Lastly, I strive to build and develop trust with my trainee players during coaching by being honest with them and keeping the interests and needs at the forefront.     

Coaching Style

My coaching philosophy forms the groundwork of my coaching style as a cooperative style coach. In contrast to command style coaches, I have a propensity to involve my trainee players in making decisions and policies regarding their training and experience expectations. The essence is to promote the art of decision-making and decisiveness among the trainees as they grow to become responsible adults and professional players. As a cooperative coach, I put more emphasis on participatory training to ensure it aligns with the coachee’s goals and preferences at the outset. More importantly, it provides trainee players to acquire life-skills, rather than just tactical and technical skills as Rainer (2018) aptly puts it.    

Coaching Objectives

My coaching practice is governed by three key objectives; namely, helping players win, helping amateur players to develop physically, socially and psychologically and helping young people experience fun. These coaching objectives are an essential component of my coaching philosophy because they influence my decision-making as well as that of my coachees during difficult situations.