Intervention Methods - Practical and Workshop review (2 Lessons)

Today our practical session was based around using different coaching intervention methods. Cliff was stating the importance to us about developing and using different interventions, rather than just one. This was followed by a workshop the week after looking into further detail around different intervention methods.

Practical
In the groups that we are going to be in for our assessed coaching session, we were to devise a small game, which looked to develop a skill or aspect of sport, and to try using different intervention methods. It was important to achieve the outcomes of the lesson we weren't direct in our methods of coaching, although at times direct coaching is needed. Between myself, Ryan and Sam we tried to implement different interventions such as Tasks, Reciprocal and Guided Discovery. We used these methods in a session devised from Thorpe and Bunkers idea of TGfU.

It was stated by Tinning (1993), that "Methods can be viewed not as a set of strategies which can be successfully or unsuccessfully implemented by a coach, they are more like a set of beliefs about the way certain types of learning can be best achieved. They are about valued forms of knowledge as they are about procedures for action."

What Tinning says in his works relates to how these methods can be successfully or unsuccessfully implemented by a coach. This is more for the inexperienced coaches, a bit like myself, who are learning and experimenting new coaching ideas. These coaches could try use different methods, but may either be using the wrong method or maybe using the right method at the wrong time. As the coaches gain experience, we begin to become aware of which methods are the most beneficial but also when it is the right time to step in and use them.

There are many different types of interventions, which vary from direct methods to more problem solving methods (Non-Direct). It's important as coaches that we try to implement as many different methods as can. These are shown in the image below. The picture shows an adapted continuum of Mosston's work (1966).

The adapted model grouped the teaching styles into five methods. These were Direct, Task Reciprocal, Guided Discovery and Problem Serving. Before we discuss the contribution of methods we need to ensure we appreciate the characteristics of each method.

Directive
- Providing and controlling the flow of information
- Privileging the information
- Giving little recognition to the needs of learners
- Organisational skills and management of the group become the focus
- Specific goals become the criteria to judge success or failure

Task
- Designing the learning environment to include several different tasks.
- Organising the tasks to the needs of the performers
- Designing the session so the performer can sometimes work independently form the coach

Reciprocal
- Has some of the characteristics of the previous methods and in addition;
- The sessions are designed to the needs of the athletes
- Requires athletes to work and support each other
- Athletes demonstrate and feedback to each other.

Guided Discovery
- Athletes are encouraged to become more independent from the coach.
- Requires the athlete to move through a set of tasks to identify possible solution.
- The coach set tasks and asks questions to develop an understanding of the problem

Problem Solving
- Establish the problem
- Outcomes may be varied
- Accepting there may be more than one solution
- Encouraging the athletes to be responsible for finding the solution ( cognitive effort)
- Proving individual and group development
- Differentiated learning needs
- Debrief players
- Driver for technical development
- Risk Taking ( try it……nothing is ever lost)

We also touched on a problem solving strategy known as S.T.E.P. STEP stands for;
- Space
- Task
- Equipment
- Participants.

The aim of using this method is manipulate one or more of the 4, to adapt the session in order to make the session easier or harder, but mainly to meet the benefits/needs of the learners.

The final aspect to consider when using different coaching intervention methods, are the characteristics that will define which methods you decide to use. Many characteristics include;

- Ability of the group
- Age of the group
- Size of the group
- Learning stage of the group
- Motivation of the group
- Objectives of the session
- Facilities available
- Time available

When using different methods of interventions, to become a more effective coach. It's always good to reflect on methods used. This can done by something as simple as asking yourself why you used that particular method? Or why did you step in when you did, not before or not another minute? It's self questioning that will make for a more effective coach.

References

Tinning, R., Kirk, D. & Evans, J. R. (1993). Learning to Teach Physical Education. New York, Prentice Hall.

Mosston, M. (1966). Teaching Physical Education. Columbus, OH:. Merrill