如何当好教练
1.引言教练员的任务包括照料、咨询、评判、引导以及在教育和心理方面施加影响，帮助运动员在比赛中发挥竞技水平。
要想当好教练，仅有很强的专业能力是不够的，必须了解运动员的愿望，考虑到教练员和运动员的相互影响。有人专门调查研究了教练员在赛前思想工作中的作用，该项研究调查了两个非常重要的问题：
1）运动员认为教练员在哪些方面的指导关系到比赛的成败？
2）成功执教的前提条件是什么？
8个奥运会项目的120名运动员和64名教练员在统一的调查问卷中回答了上述问题。此外，32名到莱比锡参加国际教练员培训班的足球教练也参加了调查。调查主要针对赛前、赛中和赛后的执教工作，这是一个相互交流和影响的阶段，教练员的教育和心理工作尤为重要。
了解运动员个人的心理反应和行为方式（特别是在比赛胜利或失败之后）是教练员指导取得成效的前提。教练员应该知道运动员在承受心理压力时喜欢用什么方法改变处境。而55%的教练员不知道或是不能正确地预计运动员将要采取的行动。
比赛期间对心理的要求提高了，教练员执教的内容和形式也有别于训练阶段。运动员和教练员更加注重比赛的成败，应该采取不同的激励方法。48%参加调查的教练员面对重要比赛心理准备不充分，没有为比赛制定有效的心理指导计划。
2.经验总结
2.1运动员眼中与教练的交流
成功执教的一个基本条件就是教练员与运动员之间能够很好地交流。图1反映了运动员所认为的与教练交流中存在的问题。
超过80%的被访运动员抱怨信息交流是单向的，即，约82%的信息（提出纠正错误的建议、解释动作过程、制定规章制度等）是从教练员传递给运动员的。只有18%的信息（反映现状、告知错误产生的原因、表达愿望等）是由运动员反馈给教练员的。
运动员认为对暗号理解不一致也妨碍了教练员与运动员间及时的交流。如果比赛规则对语言交流有限制，教练员与运动员间达成暗号的默契就很有用。
下面以一次世界田径大赛的撑竿跳高角逐为例解释教练员的态度对运动员的影响：运动员A两次试跳一个对她来说并不成问题的高度都失败了。她把目光投向教练求助。教练员却很不理解地摇摇头，将身体转向观众，大声宣布A跳不过这个高度。于是，这名运动员第3次试跳失败，在比赛中早早地被淘汰出局。据这名运动员所说，此后她对教练也不那么信任了。
在同一场比赛中，另一名女运动员正在挑战个人最好成绩，两次试跳都差一点成功。教练员看出运动员在起跑时没有放开，在起跳前身体重心太低。教练员含笑注视运动员，给她一个平心静气的印象，然后提起肩胛带，暗示运动员：“放松，起跳时提高重心。”这名运动员最终越过了这一高度。这种非语言信息的传递是以正确理解暗号为基础，从而达到教练员和运动员相互交流信息的目的。
运动员与教练员意见不一致，多出现在查找失败和成功原因及确定改进措施时。
根据经验，教练员和运动员如果缺乏交流，会影响彼此的信任，在某些特殊的情况下，甚至会导致两人分道扬镳。产生这种矛盾的主要原因是教练员忽视运动员的感受和建议，没有让他们充分发表意见。
有些运动员，特别是那些老运动员和有比赛经验的运动员难以接受教练员用教训人的口吻对他们说话，运动员希望教练员能够更多地理解他们。运动员认为上面所述问题使教练员想要传递的信息不能立即被运动员所接受。
总之，运动员希望更多地参与备战过程，希望自己的看法、愿望和感受能够得到应有的重视。
2.2成功执教的特点
图2反映了运动员眼中好教练的特点和前提条件。其中情感因素地位突出，在运动员看来比教练员的专业能力还重要。而教练员则更强调教练员的专业水平。教练员不但要在运动机能方面有可行的解决方案，而且还应对竞技行为给予积极的刺激。他们应该懂得调整自己的情绪和行为举止，以便对运动员产生积极的影响。
2.3 成功执教的前提条件
下面我们强调几个成功执教的前提条件作为对运动员观点的补充。这几点都是笔者多年来与教练员和运动员备战国际大赛的总结。
2.3.1执教工作的范围
教练员要向运动员传授各种运动和心理调节的方法，运动队中的工作人员应该相互协调，包括交流从运动员那里获得的反馈信息。从心理学的角度看，规划好的心理调节措施要靠运动员自己在比赛中转化，运动员要在整个比赛过程中与教练员进行语言的和非语言的交流。根据经验，有些运动员的这种对话能力受到了限制，特别是在比赛失利的情况下。
教练员会在备战、赛前热身、比赛进行和赛间休息及赛后总结时与运动员讨论心理问题。教练员要能有效地控制局面，与运动员交流，运用心理干预的方法提高竞技成绩。此外，教练员还要在赛后与心理学家仔细商讨运动员个人行为规划。
心理学家要帮助教练员和运动员掌握心理练习计划。队医和理疗师是运动员信任的人，运动员不但会向他们倾诉问题和不满，而且还会告诉他们自己的愿望。教练员可以很好地利用这些信息。
事实证明，如果队中的工作人员都具有一定的教育学和心理学知识，就有助于心理干预方法的实施，至少不会产生负面影响。
2.3.2执教过程中注重信息结构的有效性
当教练员在比赛中向运动员传递重要信息时，他应该问自己，信息要起到一个什么样的效果，怎样传递和“包装”这个信息，适宜何时传达。这里需要强调以下几点：
·教练员在传递运动信息时要鼓励运动员思考，让他们设法找出解决问题的途径。
·应该给运动员留出领会信息的时间。然而，根据我们的经验，实际情况是在传递信息时刺激过渡，没有留出必要的选择机会和领会的时间。
·解释事情原因的信息很重要，而这些信息只有在与运动员沟通时才能获得。应该让运动员说出他对动作的理解和感觉。
·根据我们的经验，传递信息的时机有赖于运动员的状况（情绪）和信息的内容。通常在失败时应该先协调气氛，然后做出客观的评价。在这种情况下一般会先要求运动员反映他对动作的印象，提出解决方案。
图4显示了一个经过验证十分有效的规划休息时间的模式。运动员在经过一段时间的比赛后，心理上受到刚刚过去的竞技进程的影响，身体也需要恢复。因此在第一阶段应该优化现状（协调或鼓励），这样运动员才会愿意倾听教练员的信息。另外，运动员还需要时间领会教练员的提示，因此教练员不要在休息时一刻不停地教导运动员。休息时间的最后阶段还应包括模拟练习，以便找到感觉。
足球休息时间规划
3．展望
成功执教的科学前提取决于运动项目的特性、运动员的身心条件和教练员的个性，需要根据具体情况进一步完善。教练员和运动员应该如何对待成功与失败？如何使其成为刺激竞技行为的因素？什么情况会促进运动员竞技成绩和个性的发展？这需要运动心理学家的深入研究，也是包括教练员在内的众多球队工作人员需要思考的问题。
（译自《德国体育科学学会论文集》） ME也带普通学生运动队，健美操，全是女孩子，幸福ING，但还是有压力，训练学学识不足，以后要加油ING:laugh: 男教练带女运动员，嗯，男女搭配，工作不累嘛，呵呵:laugh:
How to be a Great Coach(如何成为伟大的教练—这个教练不一定是体育，但是有借鉴)
How to be a Great Coach - July 2006There are only two ways to grow any business: grow your team members and grow yourself.
Growing yourself requires a commitment to personal and professional development.
Growing your people is about providing training and education, and being a great coach.
What makes a great coach?
Great coaches...
...are interested in you. You're not just a "means to an end" but a person they respect and appreciate.
...identify what you do right, not just what you do wrong, and provide ongoing feedback. (I define feedback as "information you can use to improve your performance.")
...provide suggestions about how you can improve, do better and be better.
...encourage as well as instruct.
...show you how what you do helps or hurts your team.
...are honest even when it isn't easy. You can count on them to "speak the truth in love."
Great coaches are experts at understanding performance issues. They know there are basically five reasons why people don't do what they are supposed to do:
They don't know what to do (communication)
They don't know how to do it (training)
They don't know why they should (motivation)
They can't do it (ability) and
They won't do it (insubordination).
Where do coaches go for coaching?
Develop a network of business colleagues that you can go to for ideas and suggestions. Proverbs 15:22 says "Plans fail for lack of counsel, but with many advisors they succeed." Remember that you can usually learn something from everyone—including those you coach. And surround yourself with people who have developed the skills and abilities you desire to develop.
There are many demands made of your time each day, but some of the biggest payoffs will come from regularly investing time to spend with the important people in your business and life coaching them on how to make their best better.
How can you apply the concepts of great coaching to improve your business and enrich your life?
[[i] 本帖最后由 bing2008 于 2008-3-22 01:03 AM 编辑 [/i]]
How to Coach Sports Safely
Every sport contains an element of risk. One of the most important responsibilities of a sports coach is to ensure that coaching sessions are conducted in a safe and responsible manner. This resource focuses on safe practice in sport outlining all the safety issues associated with sports coaching.Revised in 2003, this new edition contains new and updated sections, including creating the coaching environment, insurance, risk management and assessment, new emergency procedures and first aid.
If you follow the guidelines this book offers, you can be confident that you are conducting your sessions in a safe manner and are being proactive towards health and safety issues.
Contains regular ‘practical tips’ allow you to easily apply your knowledge in coaching sessions
References throughout the text point you in the right direction for further reading
Great stand-alone resource, but can be used in conjunction with the other books in the sports coach UK ‘Coaching Essentials’ range to provide a comprehensive introduction to coaching
Suitable for anyone who leads or delivers sports programmes, eg coaches, leaders, teachers, instructors, development officers, officials, administrators, volunteers, parents/carers AND those with responsibility for the organisation of sport, eg national governing bodies, local authorities, centre managers, sports clubs
Forms part of the 'Coaching Essentials' series, which contains the titles: What is Sports Coaching, How to Coach Sports Safely, How to Coach Sports Effectively, How to Coach Children in Sport, How to Coach Disabled People in Sport, How the Body Works in Sport.
Contents:
Introduction
Planning for safe coaching
Know your sport
Safe practice
Insurance
Responsibilities in the coaching environment
Facilities
Playing surfaces
Venue size and space
Equipment and apparatus
Participants’ clothing and equipment
Managing risk
Safety checks
Assessing risk
Being proactive
General care of the sports participant
Getting ready
Preparing your participants
Concluding coaching sessions
Handling equipment
Hygiene
Nutrition
Ergogenic aids
Dealing with injury
Injury in sport
Communication with emergency services
First aid provision
Immediate treatment of minor injuries
Reporting injuries
Infectious disease
Monitoring the health of the participant
Health control and medical monitoring
Fatigue and Stress
Rehabilitation
Where next?
Workshops
Resources
Useful contacts
Appendices
Appendix A – Insurance
Appendix B – Health and safety checklist
Appendix C –General risk assessment system
Appendix D - Manual handling
Appendix E – Accident report form
Appendix F – Accident reporting – legal requirements
2008 年奥运会与中国教练员培训
2008 年奥运会与中国教练员培训蒋志学司长在2007ICCE 全球教练员大会上的发言提纲
THE IAAF COACHES EDUCATION AND CERTIFICATION SYSTEM
THE IAAF COACHES EDUCATION AND CERTIFICATION SYSTEMThe IAAF Coaches Education and Certification System Introduction
Recognising that the resources and effort involved in developing an education programme may be beyond capabilities on a national level, the IAAF operates a Coaches Education and Certification System (CECS) which is available as a service to Member Federations which would like to make use of it. As from March 2007, the CECS features five levels of courses operating in seven languages, English, French, Spanish, Arabic, Chinese, Russian and Portuguese. For each course level the IAAF provides a standard syllabus, qualified lecturers and the necessary learning support materials. Financial resources for the system come from the IAAF and its Area associations, Olympic Solidarity and other partners on the international and national levels, as well as self-funded options at the higher levels. Operation of CECS is co-ordinated by the IAAF Member Services Department (MSD) and the IAAF Regional Development Centres (RDCs). The new 5-Level CECS structure has been created to specifically address the following areas (see ‘Fig.1’ pdf and ‘Fig 2’ pdf): Entry to the CECS is either through the Level I or Level II course which are staged nationally and are designed to train a large number of coaches who can work with athletes in specific phases of the Athlete Development Pathway.
Please note:
Individuals interested in attending a Level I or Level II course should contact their National Federation directly. Level III and Level IV courses are normally staged at the RDCs and are designed for a smaller number of coaches who will have specialist duties within their Federation. The Level V is the IAAF Academy programme. For further details of the 5 Levels of award see ‘Table 1’ pdf and below:
Level I
With the introduction of the new Level I in the CECS, there is the opportunity to emphasise and develop the educational aspects of Kids’ Athletics. The new Level I will produce qualified Youth Coaches who will not only be able to train and prepare young children for Kids’ Athletics competitions but also provide the ‘bridge’ to ‘real’ athletics. Level I Youth Coaches will be competent and able to take the kids through to the youth programmes of training and competition relevant to 13-15 years of age. To make the most efficient use of resources and ensure the optimum application and activity, Level I courses will be conducted at locations in the countries of Member Federations, using IAAF accredited Level I Lecturers and standardised course materials.
Level II
The Level II course is intended to train coaches for effective work with youth and beginner athletes, the ‘club athletes’. The Level II syllabus covers all event groups and emphasises the practical skills of coaching. At the same time, the Level II course provides a theoretical base which is sufficient to allow coaches to continue learning, either through their own efforts or within the structure of the CECS. Entry for the Level II is granted to successful and active Level I coaches but entry can also be made directly from suitably profiled individuals (see Table 1). To make the most efficient use of resources, Level II courses will be, as for Level I, conducted at locations in the countries of the Member Federations, using IAAF accredited Level II Lecturers and standard course materials. The course structure and timetable for Level II courses are flexible (provided certain specified requirements are met) in order to adapt to local conditions. The norm will be for a 14 day course. For more information on the Level I and Level II Coach please read
The Role of the Level I and Level II Coach pdf
Level III
The Level III course is designed to be an introduction to performance coaching for coaches who have performed well at Level II and have gained a level of coaching specialisation in one of the following six event groups:
· Sprints and Hurdles
· Middle and Long Distance Running
· Race Walks
· Jumps
· Throws
· Combined Events
With this specialisation they can begin to meet their country's need for high level coaches. It is anticipated that the majority of Level III participants will continue to Level IV. In addition to elements specific to the events group, the Level III syllabus contains core elements which are common to all events. On completion of a Level III course a coach will be expected to be able to identify and coach the basic competition model for each event within an event group. The coach will also be expected to be able to plan and implement a series of appropriate training sessions within the context of an annual training plan.
Level IV
The Level IV course builds on the experiences of Level III and can be thought of as the development of performance coaching, providing coaches with advanced level instruction in their chosen event group. As with Level III, the Level IV syllabus includes event specific elements but more of the common core elements are now studied with a specific application to the event group context. On completion of the Level IV course coaches will be able to identify and coach high level and advanced competition models for their specific event or events. They will also be expected to be able to plan and implement macrocycles of training for high level athletes within the context of a multi-year plan. These plans should lead to the achievement of potential, elite performance and competitive results. Level III and Level IV course are conducted at the RDCs. Entry to Level IV is open to coaches who pass the Level III assessment procedures, have completed a minimum of one further year of practical coaching experience and have been recommended by their National Federation.
Level V – The IAAF Academy Programme
Perhaps the most important educational initiative in recent years to support the development of key personnel in Athletics was the introduction of the IAAF Academy in 2004, providing professional education of the highest level. To achieve this the MSD has created partnerships with respected and recognised universities worldwide to offer courses which blend academic rigour in the sport sciences with the practical experiences of the most elite of IAAF experts. The IAAF Academy currently offers the following courses:
· Chief Coach
· Elite Coach
· Coaching Development
Director The Academy aims to provide the coach with the relevant professional knowledge, understanding and practical experience to create an environment capable of delivering high levels of individual and team performance at specific events, or the development of innovative coaching development environments, over multiple seasons.
Implementation of the new System
The change from any system to a new system requires the management of change (see ‘Fig. 3’ pdf).
Transfer from the old system
All coaches who are active will require transfer on the database from their old qualification and eligibility to the new structure, and subsequently informed of their new status. The global transfer date will be January 1st 2009. ‘Table 2’ pdf illustrates how this process of transfer will take place. If you have questions, please first read all the pdfs shown linked to this page. If you have any further questions, please do not hesitate to contact :
IAAF Member Services Department
17 rue Princesse Florestine
BP 359MC98007
Monaco Cedex
Tel +377 93 10 88 88
Fax +377 93 50 85 93
Email: [email]peter.thompson@iaaf.org[/email]
THE IAAF TECHNICAL OFFICIALS EDUCATION AND CERTIFICATION SYSTEM
HE IAAF TECHNICAL OFFICIALS EDUCATION AND CERTIFICATION SYSTEMTHE IAAF TECHNICAL OFFICIALS EDUCATION AND CERTIFICATION SYSTEM
Recognising that the resources and effort involved in developing an education programme may be beyond capabilities on a national level, the IAAF has established a Technical Officials Education and Certification System (TOECS) which is available as a service to Member Federations which would like to make use of it.
The goal of the TOECS is to improve the level of athletics officiating all over the world, which means:
Creating a basic level of officiating skills where nothing or a grass roots only situation exists.
Improving the level of officiating skills where a system is already in place.
The operation of the TOECS is co-ordinated by the IAAF Development Department and the RDCs. The TOECS features standard learning materials and specifically trained lecturers for the following three levels of courses:
Level I
The objective of the Level I course is to provide participants with the theoretical and practical training required to make them capable of officiating at national level competitions and at international competitions held within the country. The Level I course also identifies candidates for the position of NTO. Level I courses are organised by the Member Federation, however, for approved courses the IAAF will supply the necessary materials. Participants who successfully complete the course receive an IAAF Level I Officiating Certificate. Those participants whose examination marks meet the required standards are eligible to attend a Level II course.
Level II
The objective of the Level II course is to provide participants with the theoretical and practical training required to make them capable of officiating at international competitions up to the Area level. The Level II course also identifies candidates for the position of ATO. Participants who successfully complete the course receive an IAAF Level II Officiating Certificate. Those participants whose examination marks meet the required standards are eligible to attend a Level III course.
Level III
The objective of the Level III course is to provide participants with the theoretical and practical training required to make them capable of officiating at international competitions up to the highest level. Participants who successfully complete the course receive the IAAF Officiating Diploma and are placed on the IAAF ITO Panel making them eligible for appointment to ITO positions.
TOECS Level I Equivalence
Any Member Federation, which has its own technical officials education programme in place, may apply to the IAAF for Level I equivalence. If the programme is recognised as equivalent to the TOECS Level I, those national officials who have achieved the highest level under that system will be eligible to participate in a TOECS Level II course, providing that all other requisites have been complied with.
If you have any further questions, please do not hesitate to contact me:
Elio Locatelli
Director
Member Services Department
Tel direct +377 93 10 88 61
Fax +377 93 50 85 93
Email: [email]elio@iaaf.org[/email] 信息量十足，不过总结起来还是和现在的学校体育一个问题，就是交流与知识传递方式的问题，需要改进，需要提高。很多时候教师、教练的敬业精神、思维方式、解决问题的方法对其成功的实施教学与训练起到决定作用。 非常赞同的大哥，就是你正大英文太多了 没有看
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