Unit 8 - Learning Aim A - Performance Coaching Assignment

1. Part 1 - Job Description

- Section A - Key Skills and Knowledge for Performance Coaching
Introduction:
A performance coach must possess key skills and knowledge to maximise athlete
development. Effective organisation ensures smooth training, while rapport-
building fosters trust and motivation. Clear communication enhances
understanding, and diplomacy maintains team cohesion. Understanding
motivation helps inspire athletes, and technical expertise ensures training is both
structured and adaptable. This report examines these essential coaching
attributes and their impact on performance.
Organisation:
- A performance coach must be highly organised to ensure efficient session
management. This involves arranging necessary equipment, setting up
training spaces, and planning drills that progressively challenge athletes,
allowing them to build their skills. Being organised ensures that training is
purposeful and uninterrupted, allowing athletes to focus on their
development.
- For example: in hockey, an organised coach must structure sessions to
develop both technical and tactical skills effectively. A well-planned
training session might begin with a warmup focusing on agility, stick
handling, and reaction time. The coach could then implement a passing
drill, encouraging players to move more dynamically while maintaining
possession under pressure as the session progresses, game scenario drills
such as practising penalty corners or defensive press formations can be
introduced to stimulate match situations.
- However, to be truly effective, coaches should also remain flexible enough
to adjust plans on the spot if necessary due to unforeseen circumstances,
such as injuries or weather disruptions. For instance, if poor weather
affects the pitch, a coach may shift focus to indoor drills, such as small-
sided possession games or video analysis of past performers, ensuring
that training remains productive despite external challenges.
Rapport Building:
- Building strong rapport with athletes is essential for fostering trust and
motivation. Coaches who understand their athletes’ personalities, learning
styles, and challenges can adjust their coaching approach accordingly. A
coach should also be socially aware, recognising and respecting the
diverse backgrounds and values of athletes to ensure that rapport-building
strategies are inclusive and effective.
- For example, in hockey, a coach collaborating with a diverse team must
recognise that some players respond best to direct, assertive instructions,
while others may benefit from a more supportive and encouraging
approach. By taking time to understand individual preferences, a coach
can tailor their feedback, whether throughout constructive criticism or
positive reinforcement, to maximise player development.
 - A strong rapport is also built through regular, meaningful communication.
A hockey coach might hold one-on-one discussions with players to address
their specific concerns, such as struggling with aerial passing or defensive
positioning. Additionally, informal check-ins before or after training can
help athletes feel valued and understood.
- Positive relationships motivate athletes to engage more fully with training,
leading to consistent progression. From my own experience, I’ve seen how
a coach’s attitude can significantly impact an athlete’s confidence and
willingness to improve. A coach who takes the time to check in and offer
encouragement can make a huge difference in an athlete’s mindset. For
instance, if a player is lacking confidence after a poor performance, the
coach might provide extra support in the next session by pairing them
with a more experienced teammate or setting small, achievable goals to
rebuild self-belief. By fostering a supportive and understanding
environment, a hockey coach ensures that players remain engaged,
resilient, and motivated to improve.

Effective Communication:
- A performance coach must have stronger verbal, non-verbal, and listening
skills to ensure athletes understand the instructions, tactics, and feedback.
Clear communication is key to athlete development, as it helps players
know what is expected and how to achieve their goals.
- For example, in hockey, coaches must use a range of communication
techniques to effectively guide players during training and matches.
Verbal communication is essential for explaining drills, discussing game
tactics, and motivating players. For instance, during a match, a coach may
shout concise tactical instructions such as "press higher" or "reset the
structure" to adjust the team's positioning. However, verbal instructions
must be clear and purposeful to avoid overwhelming players in high-
pressure situations.
- Non-verbal communication also plays a crucial role. A hockey coach may
use hand signals to indicate formation changes, such as switching from a
zonal defence to a man-marking system, allowing players to react
instantly without verbal disruption. Eye contact and body language are
also important—pointing to space on the pitch or using a thumbs-up can
reinforce instructions and provide reassurance without breaking the game
flow.

- Active listening is equally important, as it allows coaches to respond to

athletes' feedback and adjust instructions or strategies. For instance, if a
player expresses confusion about a new defensive strategy, a coach must
be attentive and re-explain the tactic using a different approach, such as a
video analysis session or a whiteboard demonstration.
- Furthermore, a coach should use multiple forms of communication,
including visual and auditory cues, to ensure clarity in all contexts. In
training, a coach might combine verbal explanations with live
demonstrations, where they physically show a skill such as a reverse hit or
a drag flick. Video analysis is another powerful tool, enabling players to
review their performances and better understand positioning, decision-
making, and areas for improvement.
- Miscommunication can hinder performance, but effective communication
accelerates the learning process, leading to quicker progression. A coach
 should also actively solicit feedback from players, encouraging open
discussions about tactics, workload, and personal development. For
example, conducting a post-match debrief where players reflect on key
moments fosters a culture of communication and continuous learning. By
integrating different forms of communication, a hockey coach can
enhance understanding, build confidence, and improve overall team
performance.

Diplomacy

- Diplomacy is vital for managing conflicts and navigating challenging

situations within a team. Coaches must remain calm, neutral, and fair
when resolving disagreements or addressing sensitive matters, ensuring
that all athletes feel valued and heard.
- For example, in hockey, disputes can arise over playing time, positional
roles, or tactical decisions. If two players argue over who should take
penalty corners, a diplomatic coach would listen to both perspectives,
assess their reasoning, and decide based on merit while ensuring that
both players feel respected. The coach might explain that one player’s
technique is more suited for a particular match situation but offer the
other player opportunities to take penalty corners in training or less
critical matches to develop their skills.
- Effective diplomacy also requires awareness of group dynamics and the
ability to balance individual needs with team cohesion. For instance, if a
senior player is frustrated about younger teammates not following
instructions, a coach must mediate by acknowledging the senior player’s
concerns while also encouraging patience and leadership. The coach
might arrange a team meeting to reinforce expectations and assign
mentorship roles to experienced players, fostering unity rather than
division.
- Another key aspect of diplomacy is managing selection decisions. If a
player is disappointed about being left out of the starting lineup, a coach
should communicate the reasoning professionally and constructively.
Instead of simply stating that another player is preferred, the coach might
highlight areas for improvement and provide specific feedback, such as
"Your defensive positioning needs refining, so let’s focus on that in
training." This approach keeps the player motivated rather than
discouraged.
- A coach who lacks diplomacy risks fostering tension within the team,
which can undermine performance. By managing conflicts fairly,
maintaining transparency in decision-making, and ensuring every player
feels valued, a hockey coach can create a positive team environment that
supports both individual growth and collective success.

Motivation (Intrinsic, Extrinsic, Goal Setting)

- Motivation is one of the most powerful tools a coach can use to help
athletes perform at their best. By understanding and leveraging both
intrinsic (internal) and extrinsic (external) motivation, coaches can foster
an environment that drives athletes to succeed.
 - Intrinsic motivation stems from an athlete’s internal desire to improve,
driven by personal satisfaction, a love for the game, or the pursuit of
mastery. In hockey, a player might be intrinsically motivated by the desire
to improve their stick-handling skills, not for any external reward, but for
the feeling of accomplishment when they can do a complex move with
precision. On the other hand, extrinsic motivation often comes from
rewards such as praise, prizes, or recognition from coaches, teammates,
or family members. For example, a hockey coach might offer a "Player of
the Week" award to encourage athletes to consistently give their best in
training and matches. This extrinsic recognition can inspire athletes to
maintain effort, even when they are tired or facing challenges.
- A coach must use goal-setting techniques to direct athletes’ motivation in
positive ways. One effective method is the SMART goal system—ensuring
goals are Specific, Measurable, Achievable, Relevant, and Time-bound. For
instance, a coach might set a specific goal for a player to increase their
passing accuracy by 10% over the next four weeks. This goal is
measurable, as the player can track progress through drills and match
performances, and achievable with focused practice. Setting relevant
goals that align with the athlete’s long-term aspirations, such as becoming
more confident in high-pressure moments, also ensures the goal remains
motivating. Lastly, setting time-bound goals, such as improving
performance within a specific time like a month or a season, creates a
sense of urgency and purpose.
- In hockey, a coach might set a short-term goal for a player to complete
thirty successful passes during a training session, which can be measured
against their current performance level. Once achieved, the coach could
set a higher target, such as executing fifty successful passes in a game
situation. This progression builds intrinsic motivation, as the player sees
themselves improving through their own efforts. Additionally, a coach
could provide extrinsic motivation by acknowledging the player’s
achievement with positive feedback, such as “Great job with the passing
today, keep that focus in the next session!”
- Using both intrinsic and extrinsic motivation alongside SMART goal setting
ensures athletes stay motivated and on track to reach their full potential.
A well-rounded coaching approach, recognising and balancing both
internal and external motivators, can create a dynamic environment where
athletes are driven by both personal growth and external recognition.

Essential Knowledge (Rules, Techniques, Practices, Adaptations)

- Coaches need to have a strong foundation in the technical aspects of their
sport, including its rules, best practices, and required techniques. This
knowledge enables them to teach athletes the right methods for skill
development and adapt training programs to individual needs.
- A coach’s expertise in the sport’s fundamental techniques ensures that
training is effective and that athletes are practicing proper methods from
the start. For instance, in hockey, a coach must have in-depth knowledge
of basic skills such as passing, shooting, and positioning. They need to
understand not only the "how" but also the "why" behind these
 techniques, ensuring they can explain the benefits and application of each
skill in a match context. This understanding allows coaches to provide
specific feedback and correct errors early, preventing bad habits from
forming.
- Furthermore, coaches must be aware of specific drills and the principles of
motor learning, which guide how skills are taught and developed. One
such principle is the whole-part-whole approach, where a skill is first
demonstrated in its entirety, then broken down into smaller components
for focused practice, and finally integrated back into the full skill. This
approach ensures that athletes understand the full context of a skill before
working on its individual elements.
- For example, in hockey, a coach teaching a slap shot might first show the
full action, explaining the movement from preparation to execution. Then,
they might break it down into parts: stance, stick positioning, swing
motion, and follow-through. Each part is practiced separately, and after
mastering those components, the player practices the full slap shot again,
incorporating the refined individual movements into the whole technique.
- The whole-part-whole method is particularly useful for complex skills or
techniques that require coordination, timing, and precision. For example,
when teaching a goalkeeper to dive and save shots, the coach would first
demonstrate the full dive and save motion, then break it down into smaller
steps—such as positioning, footwork, and diving technique—before
reintroducing the full motion to ensure the player understands how all
parts work together.
- Coaches must also be able to adapt drills based on the athletes’ skill
levels. In hockey, a beginner may struggle with passing accuracy, so a
coach might start with simple stationary passing drills. Once the athlete
becomes more proficient, the coach could gradually increase the difficulty
by introducing dynamic drills, such as passing while moving or under
defensive pressure. This progression ensures that athletes are
continuously challenged, preventing stagnation while fostering growth.
- By mastering the principles of motor learning, including the whole-part-
whole approach, coaches can create a more effective and tailored training
environment that caters to individual needs while promoting overall skill
development.

How to Adapt Practices to Challenge Athletes (Speed, Time, Space,

Equipment, People)

- An effective coach knows how to adjust training practices to challenge

athletes and improve their performance. By manipulating key variables
such as speed, time, space, equipment, or the number of people involved
in a drill, a coach can create conditions that push athletes out of their
comfort zones, facilitating growth and development.
- Speed
Adjusting the speed of a drill can be an effective way to challenge
athletes, particularly when it comes to improving reaction time, decision-
making, and overall performance under pressure. For example, in hockey,
a coach might initially have players practice passing and receiving the ball
at a comfortable pace. As players become more proficient, the coach can
 increase the speed of the drill, forcing athletes to think and react more
quickly. This increase in speed can help players develop the ability to
maintain control of the puck or ball while under pressure, improving their
composure in high-intensity situations during matches.
- Time
Altering the time constraints of a drill can also provide a significant
challenge. By reducing the time allowed to complete a task or skill,
coaches can help athletes build both mental and physical endurance. For
instance, in hockey, a coach might give players less time to pass the ball
through a series of cones, forcing them to make quicker decisions and
execute more efficiently. Shortening the time window encourages athletes
to work under pressure, improving their ability to perform well during
time-sensitive moments in games, such as executing a fast counterattack
or managing the final few minutes of a match.
- Space
Changing the amount of space available during a drill can influence the
level of difficulty and the types of skills athletes need to employ. In a
hockey drill, a coach might reduce the playing area, forcing athletes to
operate in tighter spaces. This forces players to make faster decisions and
perform more precise movements to avoid defenders or keep possession
of the ball. Tight spaces enhance skills like ball control, passing accuracy,
and spatial awareness, as players need to be more deliberate and quicker
with their movements.
- Equipment
Introducing new or more complex equipment can help challenge athletes
by adding new elements that require different techniques or higher levels
of coordination. For example, in a hockey practice, a coach might use a
weighted puck or a tennis ball to increase the difficulty of passing and
receiving. The added weight or size of the equipment forces athletes to
adjust their technique and build strength in their movements.
Alternatively, a coach could introduce resistance bands to strengthen an
athlete's leg muscles, which are crucial for powerful shooting or rapid
sprints on the field.
- People
Changing the number of people involved in a drill or game scenario can
also create a challenge for athletes. In a hockey drill, a coach might
reduce the number of players in a team to encourage more individual
involvement and decision-making. This can increase the difficulty of
maintaining possession or executing strategies in a more crowded space.
Alternatively, adding more defenders or players to an attacking drill forces
athletes to think creatively and adjust their movements, making the
practice more game-like and developing skills in defensive pressure,
teamwork, and spatial awareness.
- By manipulating these variables—speed, time, space, equipment, and
people—coaches can provide athletes with challenges that are tailored to
their individual needs, pushing them to improve and adapt. These
adjustments help ensure that training remains dynamic and progressive,
promoting continued development and preparation for real-game
scenarios.
-
Health and Safety
- Maintaining health and safety standards is essential for ensuring athletes'
well-being and preventing injuries. Coaches must identify potential risks,
 conduct risk assessments, and implement safety measures throughout
training.
- Before sessions, coaches should inspect the training area for hazards and
ensure all equipment is in good condition, such as checking sticks,
protective gear, and the playing surface. For example, inspecting the
hockey pitch for wet spots or loose equipment can prevent accidents.
- Coaches must also ensure athletes warm up properly, which may include
dynamic exercises like jogging and stickhandling drills to prepare muscles
for the demands of the game. A good warm-up reduces the risk of strains
and sprains.
- It’s crucial that emergency procedures are in place and accessible, with
first-aid training and kits available during all sessions. For example, if an
athlete is injured, the coach should know how to properly treat cuts or
manage more serious injuries like concussions.
- Coaches must also monitor athletes' mental well-being, watching for signs
of fatigue or stress, and adjust training or provide support as needed.
- Ignoring health and safety can put athletes at unnecessary risk. For
instance, neglecting to enforce the use of protective gear, such as shin
guards or helmets in hockey, could lead to serious injuries. Prioritising
safety creates a secure environment that allows athletes to perform at
their best.
This section gives a detailed breakdown of key coaching skills and how they
impact athlete development, using hockey examples to show their real-world
application. It highlights how organisation and adaptability are crucial, as
coaches need structured plans but must also adjust to unexpected challenges.
The importance of building good relationships with players is well explained,
showing how different coaching styles suit different individuals. Communication
is explored effectively, covering verbal, non-verbal, and active listening, though
more focus on communication barriers would improve the analysis. The
discussion on motivation is strong, explaining how both intrinsic and extrinsic
factors drive performance, but it could consider the risks of over-relying on
rewards or setting unrealistic goals. The section on adapting training drills is
useful, showing how changing speed, space, and equipment helps develop skills,
though it could be clearer on how methods differ for beginners and advanced
players. Health and safety are well covered, including physical and mental well-
being, but a more critical look at common coaching mistakes would strengthen
the evaluation. Overall, this section is detailed and well-explained, but a deeper
look at challenges coaches face when applying these skills would improve it.

Section B – Qualities of a Performance Coach

 Professionalism
A performance coach must maintain a high level of professionalism at all
times. This includes adhering to ethical standards, showing respect for
athletes, colleagues, and the sport, and consistently demonstrating
dedication and focus on all aspects of their coaching role. Professionalism
extends beyond the training sessions and includes all interactions with
players, staff, and officials. A coach should exemplify integrity, maintaining
 honesty and transparency in their decision-making, and creating a positive
role model for athletes to follow.
- Sporting Example: In hockey, a coach who consistently arrives on
time for training, wears the appropriate coaching attire, and
addresses players and officials respectfully during matches
demonstrates professionalism. This behaviour sets a standard
within the team, encouraging punctuality, respect, and discipline
among the players. A coach who remains composed and diplomatic
when dealing with disputes or mistakes on the field fosters a
professional atmosphere, creating a culture where athletes value
hard work and accountability. This professional behaviour can help
create a positive reputation for the team and build trust both on and
off the field.
 Time Keeping
Punctuality is a key quality for any coach. Being on time for training
sessions, meetings, and competitions shows athletes that the coach
values their time and sets a standard for the team to follow. Consistency in
timekeeping reflects the coach’s commitment to maximising the potential
of every training session and ensures that athletes understand the
importance of making the most of the time allocated for development. A
coach’s ability to manage time well also ensures that training sessions are
effective, efficient, and structured, helping athletes to stay focused and
make consistent progress.
- Sporting Example: In basketball, a coach who ensures all
training sessions begin promptly, and finishes on time, helps the
team stay disciplined and focused. This punctuality reinforces
the importance of respecting schedules and helps to optimise
training time.
 Positive Attitude
- A positive attitude from a coach is key to fostering an encouraging
and supportive environment that helps athletes stay motivated,
resilient, and focused on their goals. Coaches who remain positive,
especially during setbacks, show athletes how to maintain a
constructive mindset even when things aren’t going as planned.
This attitude can help athletes overcome challenges, learn from
mistakes, and remain determined to improve. A coach’s positivity
can also influence team morale, helping to maintain high spirits
after tough games or difficult training sessions. Positivity boosts
motivation and builds the mental toughness needed to succeed,
especially when faced with adversity.
Sporting Example: In hockey, after a tough defeat, a coach who
remains optimistic and encourages players to focus on what they
can improve for the next game motivates the team to stay engaged
and not become discouraged. For example, if a player makes a
critical mistake in a match, a positive coach might approach the
player afterward and say, “We all make mistakes; what matters is
how we respond. Let’s focus on making better decisions next time.”
 This reinforces a growth mindset and helps players learn from their
experiences rather than dwell on failure. A positive attitude during
training—such as celebrating small successes and encouraging
effort—also boosts players’ confidence and their willingness to
continue learning.

 Role Model
Coaches are expected to be role models, demonstrating the behaviours,
attitudes, and values they wish to instil in their athletes. A coach’s actions,
both on and off the field, set the tone for how athletes behave and
perform, and these actions must align with the expectations set for the
team. Being a role model is not just about showing athletes what to do,
but also about showing them how to manage both success and failure with
grace, integrity, and professionalism. A coach who upholds the highest
standards of conduct demonstrates the importance of discipline, respect,
and dedication, encouraging athletes to adopt the same values.
Sporting Example: In hockey, a coach who consistently arrives early to
training, works hard during sessions, and maintains a professional attitude
even under pressure is setting a powerful example for the players. For
instance, during a particularly intense game, the coach might show
composure when the team is trailing, maintaining focus on the next play
rather than reacting emotionally to the situation. This behaviour teaches
players the importance of staying calm and disciplined, regardless of the
outcome. A coach who treats everyone with respect, whether it's a
teammate, opponent, or official, sets the tone for athletes to follow,
showing them how to manage success and failure gracefully.
 Awareness of Social Setting
- A coach’s ability to understand the social context in which they
operate is vital for creating a team environment where trust,
respect, and inclusion thrive. Understanding the social dynamics of
a group helps the coach tailor their approach to suit the unique
needs of each athlete. This awareness allows the coach to manage
team conflicts, encourage positive interactions, and ensure that
everyone feels valued and supported. By recognising the different
personalities and backgrounds within the team, a coach can foster a
sense of belonging, which enhances overall team cohesion and
performance.

- Sporting Example: In hockey, a coach who understands the

different personalities of their players, such as one who thrives on
positive reinforcement and another who prefers constructive
feedback, can tailor their communication style to meet each
athlete’s needs. For example, if a player is more introverted and
doesn’t respond well to public praise, the coach may choose to offer
private feedback instead. Similarly, the coach may need to address
any team conflicts, such as clashing personalities between players,
by fostering open communication and encouraging respect for each
other’s differences. By doing so, the coach ensures that all players
 feel included and valued, which enhances team cohesion and
morale.
 Problem Solver / Adaptable
- Coaching often requires quick thinking and the ability to change
circumstances. A coach who can think on their feet, whether during
a practice session or a match, is essential for keeping training
sessions productive and ensuring that athletes continue to develop
even when unforeseen problems arise. Adaptability also means
being able to modify drills to fit the needs of individual athletes or
the dynamics of the team. Coaches must also adjust their tactics
based on in-game situations, considering factors like the opponent’s
strengths, player fatigue, and the score.
- Sporting Example: In hockey, a coach may plan a specific drill,
such as a 5v5 scrimmage to practice attacking formations.
However, if a key player is injured during the session or if the
weather conditions change, the coach must quickly adjust the
session to meet the needs of the team. For instance, if a forward is
injured and unable to participate, the coach might change the drill
to focus on defensive play or divide the team into smaller groups to
work on individual skills. A coach who is adaptable and able to think
on their feet ensures that athletes continue to improve regardless of
external challenges.
 Empathy
- Empathy is an essential quality in coaching because it enables a
coach to understand the emotional and physical needs of athletes,
offering the right support at the right time. Empathetic coaches can
connect with their athletes on a deeper level, helping them navigate
both the difficulties of their sporting journey. Whether dealing with
personal struggles or supporting recovery from injury, empathy
allows the coach to provide the emotional and psychological
support that athletes need to thrive.
- Sporting Example: In hockey, a coach who notices a player is
visibly upset after missing an important shot during a game may
take the time to speak with them privately afterward, offering
emotional support. The coach could say, “I can see that you’re
disappointed, but remember this is part of the learning process.
Let’s focus on what went well today.” By offering emotional support,
the coach shows they care about the athlete’s well-being beyond
just their performance on the field, which fosters trust and loyalty.
Empathy also plays a role when athletes face personal challenges,
such as dealing with family issues or school stress, as the coach
may offer flexibility in training schedules or check in to see how the
athlete is coping.
 Approachable
- An approachable coach creates a safe and welcoming environment
where athletes feel comfortable asking questions, seeking guidance,
and discussing issues openly. By being approachable, coaches can
 build stronger relationships with their athletes and create a culture
of trust and communication. This openness can also help athletes
feel more confident in their abilities, knowing that they have a
coach who is willing to listen and offer support.
- Sporting Example: In hockey, a coach who maintains an open-
door policy allows players to come to them with concerns, whether
it’s about technique, playing time, or personal issues. For instance,
if a player feels they’re not getting enough practice time, they
might approach the coach to discuss their concerns. The coach can
then listen actively and offer constructive feedback, suggesting
extra sessions or focusing on specific skills during practice. By being
approachable, the coach builds a supportive and trusting
relationship with athletes, leading to a more cohesive and
motivated team.
 General Appearance
- A coach’s appearance reflects their professionalism and sets the
tone for the team. By maintaining a neat, organised, and
appropriate appearance, a coach signals that they take their role
seriously and that they expect the same from their athletes.
Dressing appropriately for the training environment is also
important for practical reasons, ensuring the coach is comfortable
and able to move easily during demonstrations or drills. A coach’s
appearance also has an impact on how athletes view the coaching
process, and the standards expected of them.
- Sporting Example: In hockey, a coach who dresses in appropriate,
comfortable attire for training (such as team-branded clothing or
sportswear) demonstrates that they are ready to collaborate with
the players. For example, wearing attire that is practical for
coaching—comfortable shoes for movement, athletic gear—
reinforces the coach’s commitment to the team’s performance and
the overall professionalism of the coaching environment. The
coach’s appearance can also impact how athletes view the sport
and their level of commitment.
 Enthusiastic / Positive
- A coach’s enthusiasm and positive energy can motivate athletes to
give their best effort, stay engaged, and push through challenges.
Enthusiasm is contagious, and a coach who demonstrates
excitement for the sport and training sessions helps athletes
maintain high levels of energy and focus. A positive attitude can
also make difficult or repetitive tasks more enjoyable, encouraging
athletes to stay committed and motivated.
Sporting Example: In hockey, a coach who is enthusiastic about
every practice session can motivate players to push through tiring
drills. For example, during a demanding fitness session, the coach
might encourage players by saying, “I know this is tough, but we’re
all in this together! Let’s finish strong!” This enthusiasm motivates
players to keep going, even when they feel fatigued, and creates a
positive atmosphere in training. A coach’s excitement about the
 sport can also inspire athletes to develop a deeper love for the
game.
 Appropriate Confidence
- A coach must exhibit confidence in their decisions, leadership, and
abilities, as it helps athletes trust the coach's direction. However,
confidence must be balanced with humility and a willingness to
learn and grow. Coaches should be able to admit when they don’t
have all the answers and be open to seeking further knowledge or
adjusting their approach based on feedback. This approach ensures
that athletes feel supported and that the coach is receptive to new
ideas.
- Sporting Example: In hockey, a confident coach will make quick
tactical decisions during a game, such as adjusting the lines or
formations based on the opponent’s strengths. However, if the
coach sees that a particular strategy isn’t working, they will adjust it
with confidence, without hesitation. For example, if the team is
struggling defensively, the coach might change the formation mid-
game to better counter the opponent’s offensive tactics,
demonstrating both confidence in their decisions and flexibility in
adapting to new circumstances.
 Reflective
- A reflective coach is committed to continuous improvement,
consistently evaluating their own performance and seeking ways to
enhance their coaching practices. Reflecting on what worked well
and what could be improved allows the coach to refine their
approach, ensuring they provide the best possible support to their
athletes. Reflection also allows a coach to learn from both successes
and mistakes, helping to adjust strategies for future sessions and
matches.
- Sporting Example: After a hockey match, a coach might reflect on
their team’s performance, analysing whether certain tactical
decisions were effective and identifying areas for improvement. For
example, if the team was unable to maintain possession in the
attacking zone, the coach might reflect on whether the drill leading
up to the game adequately prepared the players for high-pressure
situations. This self-reflection helps the coach refine future training
sessions and tactical approaches, improving both their coaching
effectiveness and the team’s performance.
This section outlines the key qualities of a performance coach, highlighting
professionalism, timekeeping, positivity, and adaptability. A professional coach
maintains ethical standards, respect, and composure, setting an example for
athletes. Timekeeping is crucial for discipline and efficiency, ensuring training is
structured and productive. A positive attitude fosters resilience, motivation, and
a growth mindset in athletes. Coaches act as role models by demonstrating
dedication, composure, and respect, influencing their players' behaviour.
Awareness of social dynamics helps create an inclusive and supportive
environment. Problem-solving and adaptability allow coaches to adjust training
based on challenges like injuries or weather. Empathy strengthens coach-athlete
relationships, providing emotional support when needed. An approachable coach
builds trust, encouraging players to seek guidance and communicate openly.
Appearance reflects professionalism and sets team standards, while enthusiasm
keeps athletes engaged. Confidence in decision-making fosters trust, though it
should be balanced with humility. Lastly, a reflective coach constantly evaluates
and improves their methods to enhance athlete development and team
performance.
Section C – Explanation and Analysis of Best Practice for a Coach for
Performance
 Importance of Safeguarding
Safeguarding ensures the safety and well-being of athletes, especially
vulnerable groups like children or those with disabilities. It is a coach's
responsibility to create a safe and supportive environment where athletes
can perform without fear of harm. Safeguarding includes ensuring that the
training environment is physically safe and that athletes are protected
from any form of abuse or exploitation.
- Sporting Example: In youth football, a coach must ensure that all
activities are supervised and that any incidents or concerns about
an athlete's welfare are reported to the relevant authorities. This
ensures that the athletes feel safe and supported, which in turn
helps them perform without distraction.
 DBS (Disclosure and Barring Service)
The DBS check is a fundamental part of safeguarding as it ensures that
coaches and other individuals collaborating with young athletes have no
history that would make them unsuitable for working in such roles. A DBS
check is essential for coaches to ensure that they are trustworthy and
have no criminal background that could potentially harm athletes.
- Sporting Example: In gymnastics, a coach who has undergone a
DBS check can be trusted to oversee children during training
sessions or competitions. This gives parents and athletes
confidence that the coach is properly vetted and qualified to
collaborate with minors.
 Equal Opportunities
Equal opportunities mean that all athletes, regardless of background,
gender, ethnicity, or ability, should have an equal chance to participate
and develop in their chosen sport. A coach should actively promote
diversity, inclusion, and fairness within the team or group, ensuring that
all individuals are treated with respect and provided equal access to
coaching resources and support.
- Sporting Example: In cricket, a coach who ensures that both male
and female players receive equal coaching attention, opportunities
to play, and access to facilities helps foster an inclusive
environment where everyone has the chance to succeed, regardless
of gender or background.
 CPD (Continuous Professional Development) – NGB’s / Academic
Qualifications
Continuous Professional Development (CPD) refers to the ongoing learning
and development activities that a coach engages in throughout their
career. This includes attending courses, gaining qualifications from
National Governing Bodies (NGBs), and pursuing academic qualifications.
CPD ensures that coaches remain up to date with the latest techniques,
methodologies, and best practices, enhancing their ability to effectively
support athletes’ development.
- Sporting Example: A rugby coach who regularly attends CPD
workshops or courses provided by the Rugby Football Union (RFU)
ensures that they are aware of the latest training techniques, injury
prevention strategies, and rule changes. This allows them to provide
the best possible coaching to their athletes and adapt their methods
as needed.
 Risk Assessments
Risk assessments are essential for identifying potential hazards in the
training and competition environment and ensuring that the necessary
steps are taken to mitigate those risks. Coaches should assess the risks of
all activities, including the use of equipment, playing surfaces, and
potential physical injuries, to ensure the safety of their athletes.
- Sporting Example: In athletics, before a training session, a coach
should conduct a risk assessment to check that the track is clear of
obstacles, that the equipment (such as hurdles or throwing
implements) is safe to use, and that the weather conditions do not
pose a risk to the athletes. By doing so, the coach helps to prevent
injuries and ensures the athletes can train in a safe environment.
 Emergency Procedures
Coaches must be prepared for emergencies by knowing and implementing
effective procedures for situations such as injuries, medical issues, or
unexpected disruptions. This includes being trained in first aid, having
clear evacuation plans, and ensuring that emergency contact information
is readily available.
- Sporting Example: In swimming, a coach should be trained in CPR
and have a plan in place in case a swimmer experiences a medical
emergency during a session. The coach should know where first aid
kits are located, how to contact emergency services, and how to
respond quickly to ensure the swimmer’s safety.
 Importance of Admin
Effective administrative practices are crucial for running a successful
coaching programme. This includes keeping records of athlete progress,
maintaining communication with athletes and their families, scheduling
training sessions and competitions, and managing the financial aspects of
the team or programme. Good admin ensures that everything runs
smoothly and helps the coach stay organised and focused on the athletes’
development.
 - Sporting Example: In football, a coach who keeps detailed records
of each player’s progress, including their fitness levels, skills
development, and match performance, can use this information to
tailor training sessions to each individual. Proper scheduling and
communication ensure that all players know when training and
matches are, which enhances team organisation and performance.
Best practice in coaching for performance involves safeguarding athletes,
promoting equal opportunities, staying updated through CPD, and ensuring a
safe environment through risk assessments and emergency procedures.
Safeguarding protects athletes, particularly young or vulnerable individuals, from
harm, with DBS checks ensuring that coaches are properly vetted. Equal
opportunities promote inclusivity, ensuring all athletes receive fair treatment and
access to coaching. Continuous Professional Development (CPD) helps coaches
refine their skills and stay current with the latest training methods. Risk
assessments identify potential hazards in training environments, while
emergency procedures ensure quick responses to medical incidents. Effective
administration is also key, as it helps coaches manage schedules, track athlete
progress, and communicate efficiently, ensuring smooth operation and athlete
development.

Part 2 – Self-Reflection of Personal Coaching Ability

1. Skills and Knowledge for Coaching Activities for Performance
- Strengths:
I am highly confident in planning and structuring training sessions,
ensuring they are well-organised, progressive, and aligned with
specific performance goals. My strong understanding of the
technical and tactical aspects of hockey enables me to develop
drills that not only enhance individual skills but also improve overall
team performance. For example, when coaching the reverse hit, I
break the technique down into key components—grip, stance, swing
path, and follow-through—so players can master each stage before
executing it under match conditions. Additionally, I design small-
sided games that simulate real-game scenarios, encouraging quick
decision-making and tactical awareness, which helps players
develop confidence in high-pressure situations.
- Areas for Improvement:
While I can effectively plan sessions, I need to improve my ability to
adapt coaching practices quickly when circumstances change, such
as a player injury, poor weather conditions, or an unexpected drop
in attendance. For example, if a session is focused on drag flicking,
but I notice that players are struggling with fundamental ball
control, I need to be quicker in modifying the session to reinforce
basic stick handling skills before progressing to advanced
techniques. Additionally, I sometimes struggle to simplify complex
tactical information for less experienced players, particularly when
 explaining intricate formations like the full press or zonal marking
strategies.
- Recommendations:
To enhance my adaptability, I will attend coaching workshops that
focus on session flexibility, allowing me to adjust my approach more
effectively based on player needs and environmental factors. In
hockey, I will practice creating contingency drills in advance so that
if my original plan is unsuitable, I can immediately implement an
alternative without losing session effectiveness. To improve my
ability to simplify tactical concepts, I will incorporate visual aids,
demonstrations, and video analysis, ensuring that players can see
and understand tactical strategies rather than just hearing about
them.

2. Qualities for Coaching Activities for Performance

Strengths:
My enthusiasm, professionalism, and positive attitude significantly contribute to
creating an engaging and supportive environment for my athletes. My
approachability ensures that players feel comfortable seeking guidance and
discussing concerns, which fosters strong coach-athlete relationships. I am also
highly punctual and organised, ensuring that sessions start and finish on time
while maintaining a structured training programme. In hockey, I ensure that
every session includes a proper warm-up, technical drills, conditioned gameplay,
and a cool-down phase, promoting a balance between skill development and
match-specific preparation.

Areas for Improvement:

Although I am effective at motivating players, I need to develop greater
confidence in delivering constructive criticism without worrying that it may
discourage them. For example, when coaching penalty corners, if a player
consistently mistimes their injection or receives the ball incorrectly at the top of
the D, I sometimes hesitate to correct them directly for fear of affecting their
confidence. Additionally, I need to become more adaptable in handling
unexpected disruptions, such as last-minute changes to training venues or the
absence of key players during set-piece drills.

Recommendations:
To refine my ability to deliver feedback, I will adopt a balanced approach by
using the ‘feedback sandwich’ technique—starting with praise, followed by an
area for improvement, and ending with encouragement. In hockey, I will also
integrate instant video playback to allow players to see their mistakes and self-
correct, which can make constructive feedback feel less critical and more
solution focused. To improve my adaptability, I will challenge myself by
designing alternative session structures in advance, so that if an obstacle arises,
I can transition seamlessly into a modified version without losing the session’s
effectiveness.

Overall Strengths and Areas for Improvement

Strengths:
 Organisational skills: I am able to plan and structure sessions effectively,
ensuring they are progressive and focused on the athletes’ development.
 Effective communication: I can clearly convey instructions, feedback, and
tactical concepts to players of all experience levels, which enhances
understanding and team cohesion.
 Professionalism: I maintain a high level of professionalism in all aspects of
coaching, from punctuality to the way I interact with players and staff,
setting a positive example for the team.
 Empathy: I am able to connect with athletes on an emotional level,
understanding their challenges and providing the appropriate support
during difficult moments.
 Commitment to safeguarding: I prioritise the safety and well-being of
athletes, ensuring that all activities are carried out in a safe, supportive
environment.
 Health and safety: I consistently ensure that all sessions adhere to health
and safety guidelines, keeping the athletes' welfare as a top priority.
 CPD (Continuous Professional Development): I am committed to improving
my coaching practice through CPD, attending workshops, and keeping up
to date with new techniques, methods, and coaching strategies.
Areas for Improvement:
 Adapting to changes in real-time: While I plan sessions thoroughly, I need
to improve my ability to adapt quickly to unforeseen changes, such as
player injuries, weather disruptions, or a shift in session focus.
 Improving feedback confidence: I need to work on being more confident
when delivering constructive feedback, especially when working with
athletes who may be struggling or facing difficulties in mastering a skill.
 Conducting detailed risk assessments: Although I perform basic risk
assessments, I need to develop a more comprehensive approach by
checking all potential hazards before each session, including the condition
of the training environment and any specific athlete needs or limitations.
Weaknesses:
 Adapting quickly to changes in session plans or athlete needs: I
sometimes struggle with adjusting the session on the go when unexpected
circumstances arise, such as an athlete not responding well to a drill or
external disruptions that affect the flow of the session.
 Confidence in giving constructive feedback: I find it challenging to deliver
critical feedback in a way that is both clear and encouraging, especially
when athletes are frustrated or struggling.
 Conducting comprehensive risk assessments and emergency procedures: I
recognise that my risk assessment process could be more thorough,
 particularly when considering all hazards (e.g., pitch conditions,
equipment, and weather). I need to improve my understanding and
preparedness for handling emergency situations, such as injury
management or medical incidents.

To improve my coaching, I’ve produced a few strategies to tackle my areas for

improvement. For adapting to changes in real-time, I plan to create a list of
backup drills that I can easily switch to if something unexpected happens, like a
player getting injured or bad weather affecting the session. This way, I’ll be
ready to change the session if needed without losing focus or momentum. Also,
I’m going to work on being more flexible in how I coach, especially when things
don’t go as planned, so I can keep the session running smoothly despite
disruptions.

When it comes to giving feedback, I want to get better at offering constructive

criticism in a way that’s supportive and encouraging. To do this, I’ll use the
"feedback sandwich" approach more often starting with something positive,
followed by an area to improve, and finishing with encouragement. I also want to
try using video analysis during sessions, so players can watch their own
performances and understand what needs to change. This will help them learn in
a more hands-on way and make the feedback less intimidating.

For risk assessments and emergency procedures, I plan to create a more

detailed checklist to help me identify all risks before each session. I also want to
get extra first aid training, so I feel more prepared if there’s ever a medical
emergency. This will ensure the players are safe and make me feel more
confident in handling emergencies if they arise.

By focusing on these areas, I hope to become a more adaptable, confident, and

safe coach. I know that by continuing to reflect on my coaching and learning new
things, I’ll be able to improve my sessions and make sure the players are getting
the best experience possible. My goal is to create a supportive and effective
environment where athletes can develop, stay motivated, and achieve their best.