Reflective practice
The use of reflective practice will be the first to be discussed and how reflective practice relates to my own coaching. (Cropley et al., 2010; Anderson, Knowles & Gilbourne, 2004 cited in Believeperform.com, 2017) suggests there an increase in self-awareness is an advantage of reflective exercises. Through documenting my activity as a coach, I can get a better understanding of the techniques and strategies I apply when coaching. (Lyle, 2002) suggests that in order to learn from an experience it is necessary to gain an understanding and appreciation of practice that can then be analyzed. RP allows me to assess my behavior. (Lyle, 2002) suggests that RP is most beneficial in ‘behavioral role activity’. When I am coaching …show more content…
(Lyle, 2002) suggests that coach education requires a period of supervised experience that involves a mentor, completion of logbooks and practice based teaching. When undertaking British Cycling coaching qualifications the process of completing the course requirements was time consuming. Before day one, Educare Child Protection course had to be completed. 20 hours of multiple choice questions and units had to be completed, and have an up to-date first aid certificate. Before Day 2, Risk assessments, rider info, session evaluation forms, session plans and a summary of rider information all had to be produced before the start of the session. My experience of British Cycling was mixed. Level 1 was well tutored but the reasons as to why we had to spent 25 hours on a computer prior to the start of the course was never made evident. (Lyle, 2002) suggest that it should be made clear to trainee coaches that principles of good practice that they are exposed too is part of the education process. Level 2 was a different story. We had a tutor for the first 2 days and a different tutor for the assessment (Lyle, 2002) suggest that coach education tutors must be trained to deliver coach education. My Level 2 tutor for the second weekend did not have the necessary teaching skills. When he was analyzing our performance, no one doubted his cycling ability and history as a cyclist but he did not see us coach prior to the assessment and used a very autocratic approach. (Lyle, 2002) suggests that practice allows an element of trial and error. Prior to the second weekend, we had to deliver 6 sessions with tutor support. Our final assessment was a pass or fail assessment (Lyle, 2002) suggests that the delivery aspect requires attention and practice. (Lyle, 2002) also suggests that planning and monitoring takes time. My view is that our mentor should have watched some our sessions
The use of reflective practice will be the first to be discussed and how reflective practice relates to my own coaching. (Cropley et al., 2010; Anderson, Knowles & Gilbourne, 2004 cited in Believeperform.com, 2017) suggests there an increase in self-awareness is an advantage of reflective exercises. Through documenting my activity as a coach, I can get a better understanding of the techniques and strategies I apply when coaching. (Lyle, 2002) suggests that in order to learn from an experience it is necessary to gain an understanding and appreciation of practice that can then be analyzed. RP allows me to assess my behavior. (Lyle, 2002) suggests that RP is most beneficial in ‘behavioral role activity’. When I am coaching …show more content…
(Lyle, 2002) suggests that coach education requires a period of supervised experience that involves a mentor, completion of logbooks and practice based teaching. When undertaking British Cycling coaching qualifications the process of completing the course requirements was time consuming. Before day one, Educare Child Protection course had to be completed. 20 hours of multiple choice questions and units had to be completed, and have an up to-date first aid certificate. Before Day 2, Risk assessments, rider info, session evaluation forms, session plans and a summary of rider information all had to be produced before the start of the session. My experience of British Cycling was mixed. Level 1 was well tutored but the reasons as to why we had to spent 25 hours on a computer prior to the start of the course was never made evident. (Lyle, 2002) suggest that it should be made clear to trainee coaches that principles of good practice that they are exposed too is part of the education process. Level 2 was a different story. We had a tutor for the first 2 days and a different tutor for the assessment (Lyle, 2002) suggest that coach education tutors must be trained to deliver coach education. My Level 2 tutor for the second weekend did not have the necessary teaching skills. When he was analyzing our performance, no one doubted his cycling ability and history as a cyclist but he did not see us coach prior to the assessment and used a very autocratic approach. (Lyle, 2002) suggests that practice allows an element of trial and error. Prior to the second weekend, we had to deliver 6 sessions with tutor support. Our final assessment was a pass or fail assessment (Lyle, 2002) suggests that the delivery aspect requires attention and practice. (Lyle, 2002) also suggests that planning and monitoring takes time. My view is that our mentor should have watched some our sessions