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CoachingGeorge Loxdale 12PL

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Obs ervation analy s isobs ervation analy s is is a crucial part of a coach s role, s ince coaching plan s

s hould be informed by analy s is. Obs ervational analy s is s hould be u s ed toidentify an athlete s need s , with the coach completing a full analy s is of their overall performance and then developing a training programme around it,aiming to improve the mo s t s ignificant weakne ss e s obs erved .

There are two way s of o bs ervational analy s is: s ubjective and o bjectiveanaly s is.

s ubjective analy s is is ba s ed on o bs ervational judgement s , per s onalinterpretation s and opinion s.

Obj ective analy s is involve s the mea s urement and compari s on of performance

data, for example the a bility to perform a ba s ket ball free throw could bea ss e ss ed o bjectively by counting how many free throw s a player s core s outof ten . Jo s e Mourinho u s e s the s e method s.

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Goal s etting Goal- s etting s hould be u s ed by coache s to increa s e athlete s motivation

and confidence . It s hould be the fir s t s tage of the planning proce ss for anycoach, a s goal s s hould provide both direction and motivation for athlete s.

Short term goal s could extend from one day to one month, for example atarget that an athlete wi s he s to achieve after the next training s e ss ion, or as pecific technique they would like to develop by the end of the next month .

Medium-term goal s s hould progre ss ively s upport the progre ss of the athleteand their coach toward s achieving the long-term goal s. The s e goal s can bemea s ured at s pecific point s in an athlete s s ea s on .

Long-term goal s are s et for and with athlete s to help determine what their aim s are and the be s t way of achieving them . A coach s hould u s e the s e tos hape their coaching s chedule for a s ea s on or longer if appropriate . Thegoal s are often s et over a s ea s on for example if a foot baller had a goaltarget of 20 in a s ea s on .

Many foot ball and rug by coach would s et goal target s to their player s.

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Simulation

When athlete s have ma s tered the technical component s in coachings e ss ion s , the coach may u s e s imulated practi s e s a s a mean s of advancingthe s kills developed in the s e ss ion or previou s s e ss ion s. Such practi s e s may s imulate a competitive environment, for example a s imulated practi s ein a team game would be a conditioned game that would replicate s ome

element s of the game, but where the coach would adapt the rule s , num ber s of player s , or s ize of the pitch to try to s upport the development of s pecifics kills. Conditioned game s will ena ble athlete s to develop more of anunder s tanding of the s kills they are working on . If a coach limit s the num ber of defender s when working on an attacking s kill, the attacker s are morelikely to s ucceed, which will s upport their motivation . The coach canincrea s e the num ber of defender s when they feel the performer s are ready

to be te s ted, and thi s will s how how the performer s cope in a reali s tics ituation . Coache s would generally u s e s imulation in training s e ss ion s , in s ay team

s port s s uch a s foot ball and rug by.