With regards to managing behaviour, it is vital that it is performed correctly and in a professional mannor to prevent any unesseccary external pressure. As an external coach entering a school, I feel it is important to create the right environment for me to work in and also the pupils to learn in. Coaching environments are supportive environments where working relationships grow and flourish and where all individuals are collectively focused on improving individual and organisational performance. Research has shown that the single most important factor for successful coaching outcomes is the relationship between the coach and coachee. (A&DC, The Coaching Environment, 2008)

It has been found that young participants in sport join in because of: achievement, teamwork, energy release, skill development and friendship. (Gill, Gross & Huddleston, 1983) It comes across seemingly easy to create the appropriate session depending on the literature found, however it had also been found that the main reasons behind children dropping out of participating in sport are down to: pressure, lack of fun and injuries. (Klint & Weiss, 1986) Creating the appropriate session now becomes more challenging with all of the factors above left to combat, especially when the coach and pupils are new to each other.

As a coach it is important the environment you’re going to creare is clear to both you as the coach, and the participants. As changing the whole atmosphere of sessions could lead to confusion, disruption and misbehaviour.  However, even with the right coaching environment, pupils can still misbehave.

This is why managing behaviour has become a big part of coaching and teaching in general. In relation to my placement, it was not always needed, but on occasions some instances may have turned dangerous for other participants, leaving me as the coach no choice but to implement some discipline. Hardman et., al (2010) suggests that the coaches character is heavily involved in relation to the pupils/participants inheriting the values of sport, which shows how it is easy for a coach to portray the correct and appropriate behaviour to the students. By displaying the enjoyment of learning skills and competing against fellow participants, it should deter all poor behaviour. If a pupil misbehaves, an effective way of dealing with the issue is to remove the misbehaving participant from the session, not allowing them to join in and have fun. This should create a domino effect on the rest of the group, leaving with the mindset of not wanting to misbehave because that leads to missing out on opportunities to play.

There are a number of different management models which have been created in order to try and help approach bad behaviour during sport/physical education. One of these approaches is the ‘ABC/Behavioural Approach’ which is shown below.

Above is shown a series of examples of how poor behaviour can be managed through using the identified ABC approach. Creating consequences which should, in the future prevent bad behaviour from the participants very often leads to successful results. Also shown in the model is how encouraging coaches approaches i.e. displaying satisfaction can lead to positive participant outcomes.

References

Gilbert, W, & Trudel, P 2004, ‘Role of the Coach: How Model Youth Team Sport Coaches Frame Their Roles’, Sport Psychologist, 18, 1, pp. 21-43, Academic Search Complete, EBSCOhost

Hardman, A, Jones, C, & Jones, R 2010, ‘Sports Coaching, Virtue Ethics and Emulation’, Physical Education And Sport Pedagogy, 15, 4, pp. 345-359, ERIC, EBSCOhost