The athlete interprets the message’s meaning. The interpretation depends on the athlete’s comprehension of the message’s content and your intentions. Step 6: The athlete responds internally to his or her interpretation of the message. Sometimes this sequence of events flows smoothly, with you and the athlete clearly understanding each other’s messages. But sometimes problems develop in one or more of the steps. Let’s look at the ways communication can break down at each of the six steps. Effective Communication The rest of this chapter focuses on ways to become a more effective communicator.

Summary Here are some key points that you learned in this chapter: Communication includes both sending and receiving messages through verbal and nonverbal means. These messages contain both content and emotion.. The process of communicating can be more complex than we think. For a message to be communicated properly, both the sender and the receiver must be active and able participants. Becoming aware of the communication skills you lack is the first step to improving them. Following are some ways to improve your communication: Establish credibility when you communicate. Communicate positively. Send messages high in information. Communicate consistently. Learn how to listen. Improve your nonverbal communication. Deliver instructions clearly. Chapter 7 Having Fun Many athletes play sports because they’re fun! However, when their need for fun isn’t fulfilled, they often lose motivation and may quit playing. Positive Energy Have you considered how your role as a coach affects the attitudes of your athletes? Enhancing Athletes’ Motivation As a coach, you can do many things to enhance the motivation of your athletes.

For example, coaches who employ a cooperative coaching style and put the athletes’ well-being ahead of winning often enhance athletes’ motivation. You must also find a way to help each athlete experience success by acknowledging effort, personal progress, and improvement as a team. Additionally, you can help each athlete learn to set realistic goals for things they can control. Summary Here are some key points that you learned in this unit: Extrinsic rewards are external motivators, such as trophies and praise; intrinsic rewards are internal motivators.

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The two most important intrinsic needs of athletes are to have fun and to feel worthy by experiencing success. The flow experience occurs when an athlete focuses intently on the task and is neither too stimulated nor too bored. Success-oriented athletes see winning as a consequence of their ability and failure as a consequence of insufficient effort. Failure-oriented athletes, however, blame themselves for failure but take little or no credit for success. Athletes are more inclined to fear failure when the emphasis is on performing rather than learning, when goals are too high, or when extrinsic rewards are overemphasized. To motivate your athletes properly, put their well-being above winning, help them set achievable personal oils, and accept their limitations. Coaches who focus on athlete development, set achievable personal goals, and familiarize themselves with athletes’ abilities are best positioned to help athletes find their passion and self-motivation. Here is the coach-development goal most applicable to this chapter: I I Coach-development goal 4.

Guide athletes to develop self-confidence: Model and teach self-confident attitudes and behaviors and create situations in which athletes experience success. I Chapter 8 Positive Discipline Coaches who employ a command-style approach to coaching often gravitate award a negative discipline approach. These coaches often use blame, shame, and pain to keep their athletes reasonably in line. Unfortunately, that approach can undermine the ability to develop the character of the athletes, and it can create a weak learning environment.

Coaches who choose the positive discipline approach and use a cooperative coaching style often elicit the best behavior from their young athletes and are able to focus on teaching daily life lessons in self- control and responsibility. Your book tells you that cooperative-style coaches apply positive discipline y using both preventive and corrective discipline measures. This approach requires thoughtful preparation and time to engage athletes in the process of defining expectations, including potential consequences.

Preventive discipline is a collaborative effort with assistant coaches and athletes, in which you establish preventive measures that become part of the athletic environment that you lead and manage. Your job is to nurture, encourage, and focus your athletes. Blame, shame, and pain are replaced with an emphasis on self-esteem, mutual respect, and an emphasis on development. Your goal is to take steps that prevent the deed for discipline in the first place. Corrective discipline must be applied when athletes misbehave.

This strategy emphasizes self- esteem, takes hostility out of behavior correction, and teaches athletes that they are responsible for their actions and the consequences of those actions. A cooperative-style approach will engage the athlete in explaining why consequences are being administered combined with corrective action that is necessary to produce acceptable behavior in the future. Steps to Prevent the Need for Discipline Preventing the need for discipline requires a long-term commitment to six important coaching steps, as found in the Preventive Discipline section of your text.

Corrective Discipline Corrective discipline should be used whenever an athlete is misbehaving. Applying appropriate corrective strategies can stop minor behavior problems before they escalate. Even when you face major problems, these strategies often produce good results. When an athlete breaks an especially serious rule, you have to make an ethical decision about how to apply discipline based on the law, school policies and rules, team rules, and your own judgment. Because you are a role model to your athletes, how you approach such a situation will significantly affect your athletes’ character education.

Review the following school rule and read the scenario. School Rule Your school has a policy that forbids smoking, drinking, or the use of illegal drugs on school property. Depending on the frequency and severity of the behavior, students can serve detentions, be suspended, or be expelled. The team rules for your girls’ lacrosse team extend this policy to prohibit athletes from smoking, drinking, or using drugs at any time. The rule clearly states that consequences an be assigned simply for being in the presence of drinking or drug use.

The first offense is a three-game suspension. Depending on the frequency and severity of the behavior, athletes can be removed from the team. Scenario: The girls’ lacrosse team just won its fifth conference game in a row and has two regular season games left before the conference tournament. If they win the remaining two games, they’ll win the conference regular season title and be the number one seed for the tournament. After the game, six seniors?all starters ?shower, get dressed in their prom gowns, and board a rented bus with their dates, headed for the prom.

When they arrive, the prom chaperones?teachers and school administrators?board the bus to greet the girls and their dates. On the bus, the chaperones find a cooler with beer and wine, empty beer cans, soda cans, an open bottle of vodka, and an open bottle of whisky. Shortly after that, one of the chaperones calls you with the bad news. What actions would you take in response to this situation? Your school forbids hazing or bullying on school property, and the football team took it one step further by establishing a rule that hazing and bullying re not allowed maneuvered at any time.

In recent years the school has taken a progressive stance to include cyber-bullying as part of the policies. Depending on the frequency and severity of the behavior, students can serve detentions, be suspended, or be expelled. The team rules for your boys’ football team prohibit hazing or bullying of any kind toward any person. The rules also prohibit athletes from watching the hazing or bullying of anyone on or off school grounds. Depending on the frequency and severity of the behavior, athletes can be suspended or removed from the team.

As the head coach for the football team, you receive a call from the mother of Jerry, a freshman who is a shot putter on the high school’s track team. The student has complained to his mother that members of the football team have been making fun of him for being a nerd and being fat. At lunch they take his lunch, throw it on the ground, step on it, hand it back to him, and tell him that he is so fat that he doesn’t need the food. She goes on to say that before practice after school, about five players frequently corner Jerry in the hallway and taunt him, sometimes even slapping him in the face.

She indicates that someone videotaped the players harassing her son and posted it to one of the player’s Backbone page with the message “fat nerd of the day. ” Finally, she tells you that her son has been getting extremely hurtful e-mails and text messages from some of these players. She’s asking for your help in addressing the matter. What actions would you take in response to Jersey’s allegations? Remaining focused is crucial when managing any behavior situation and choosing appropriate disciplinary action. By all means, involve other program and administration leaders in the process.

Trying to handle these situations alone often creates additional challenges. Be a good listener when gathering the facts, and keep detailed notes that provide a record of the process. These can help you make good decisions. Communicate the decision clearly to all concerned parties, including parents Team Rules Thorough, clear team rules are crucial to your positive discipline approach. Establish team rules and consequences before the season starts, so you can work within those rules to encourage good behavior in your athletes.

Athletes who understand team rules and consequences are far less likely to misbehave. When violations do occur, athletes are unlikely to fret about whether they’re being treated fairly. Rather, they understand that they are responsible for the consequences they face. Your rules document can be a simple list that you hand out. A cooperative-style coach might introduce, review, and discuss the rules at a team meeting of athletes and parents, even asking for constructive feedback that would make the rules better.

After considering this feedback, the coach would finalize and present the rules as part of an athletic contract for athletes and their parents to sign. This approach helps everyone buy in to the rules and provides the basis for addressing behavior that requires disciplinary action. Athletes’ Character Code Chapter 8 of your book suggests that you base your team policies and rules on one of the six virtues in the Athletes’ Character Code, which was introduced in unit 4.

As a coach, you play a significant role when you help your athletes develop all six of these virtues. Remember that what you do is often more important than what you say, so use these six virtues in your behavior as an example for your athletes to follow. Just remember, a good rules document touches on all areas of the Athletes’ Character Code; sets clear, observable standards for behavior; and contains objective consequences that keep the athletes’ attention on their own conduct.

As you set out to document the rules for your team, consider searching the Internet for team rules. Many high school coaches post their athletic team rules on the Web. You’ll find an extensive range of rules out there. Besides establishing team rules, you should also present your athletes and their parents with an athlete code of conduct. This document lays out your team’s priorities for tooth behavior and performance. It introduces your expectations to new athletes and serves as an important reminder and motivator for returning athletes.

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