Key Coaching Principles - Essay Sample

Paper Type:  Essay
Pages:  5
Wordcount:  1101 Words
Date:  2022-11-28


The principles which will be highlighted here originate in the field since is where training is done ("Annual Review of High Performance Coaching & Consulting 2011", 2011). They may not be absolute principles, but they are mostly applied in contexts. Moreover, these principles are field matters which the coaches must look upon and which may help them deliver or instead support good coaching.

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One of the principles that the coach should put in mind is that the athlete or the student being coached is number among everything else happening in the training field. All coaches love winning, and the same case should apply to the athlete (Lumpkin, Favor & McPherson, 2013). In case you strip fun for the cost of winning in this sport, there will be no team that any other athlete will be willing to compete for. Coaches should make sure that the practices always have fun. This will help the athletes, or rather the players improve in every season (LaFountaine & Kamphoff, 2016). If in any case there is no improvement on the performance of the team being coached, then the coach should go back to the drawing board and find out what is not working right.

Students always engage themselves in new sports because they are willing and want to train and become successful. In his case, students have the rights to choose which event they want to engage in as well as own them. The job of the coach is to help them by guiding them to success (Christensen, 2013). Mistakes will arise while coaching, but that will remain to be a no issue. No coach should rebuke any kid for an error done or tell them how terrible they are in their events. Athletes, therefore, are to be given the right choices because they love competing for their teams and also enjoy doing their practices.

Good coaches will help the students to shift passions to other events. Since the coach acts as a guideline for the athletes or players, they should always be willing to recommend new games to their trainees (Johnson, Vargas, Watson & Pedersen, 2018). This should be through educating, guiding and teaching and should not dictate. Once the coach imposes dictation on how the student should do, he ends up killing the interest of the student. Coaches should offer choices since everybody likes options. When training an exercise or drill in practice, a coach should be devoted to all athletes involved in that skill performance. The trainees require positive attention from their coaches, and therefore coach should appropriate plan to offer the care needed during the practices. A good coach should not bounce over the events, but instead, he should monitor the records of each student and providing feedback on an individual basis to make them succeed in their games. Coaches are to serve an athlete's needs bearing in mind that trainees are number one.

Another principle is that coaches should emancipate themselves from a volume. This is to mean that they should not engage their athletes in long hour practice sessions. Too much amount is most likely to shut down the trainees. Workouts for two and half hour volume are ridiculous. No trainee will need more than two hours training session, and therefore no conditioning should aim at a high volume fitness or high intensity for the same duration ("Annual Review of High Performance Coaching & Consulting 2011", 2011). Never involve your athletes in exhaustion since most of the athletes will not enjoy the practice; hence training ends up unsuccessful.

Coaches should ensure that they train their technique skills at least three times per week during the practices (Christensen, 2013). If the coach is focused on training throwing or hurdles, then he should let his trainees do it often. The same should be done to jumpers they should be trained on how to jump over and over again (Johnson, Vargas, Watson & Pedersen, 2018). This will intern help the athlete cope with the new technique skills ("Annual Review of High Performance Coaching & Consulting 2011", 2011). Also, the coach should make sure athletes acclimate to their motions and resistances. They should cope with gravitational or weight applied to their bodies. They should make sure these challenges are experienced in their bodies. For the instant, during the competition participants will wear spikes if they are sprinters. In this case, they should wear these spikes during their practices to make their bodies cope with the new experience (Lumpkin, Favor & McPherson, 2013). It's always recommended to have a new crop in upcoming throwers to enable continues excellent performance by the team. Trainers should create weight training that correlates functional motions. Jumpers must be on the air, and therefore they need to practice their approach on the runway. Practice strides box jumpers, long and short jumpers, and thus every step made matters.

In cases whereby the coach has not taught or instead explained how the drill enables your performance, then you are not advised to do the training (LaFountaine & Kamphoff, 2016). Exercises reinforce excellent performance. In this regards no need for the coach teach drill that has no benefit to athletes' event.

Another principle that coaches must understand is that sequencing matters a lot when it comes to training. Coaches should not begin their practice sessions with strength exercise that are slow such as weightlifting or core. Once the trainees are exposed to this, their muscles and joints weaken hence hindering them from executing their event while fresh (Johnson, Vargas, Watson & Pedersen, 2018). Therefore the coaches are always advised to the sequence that will not bring the trainees to exhaustion in their early hours of training.

Plan collaboratively is another principle that should be observed. Coaches of all individualized sports should understand what the athletes are expecting to achieve at the beginning of the training or rather an academic year (Christensen, 2013). In planning collaboratively enables you to understand where you are ending as a team hence high quality performance achieved.

Last and not the least, team culture should be built by the coaches in the field so that the participation is reinforced since it acts as a powerful motivator ("Annual Review of High Performance Coaching & Consulting 2011", 2011). Positive energy should be realized by the focus involving the athletes who enjoy their practices.


Lumpkin, A., Favor, J., & McPherson, L. (2013). Who Is Coaching High School Girls' Sport Teams?. Journal of Coaching Education, 6(2), 27-64. Doi: 10.1123/jce.6.2.27

LaFountaine, J., & Kamphoff, C. (2016). Coaching boys' high school teams: Female coaches' experiences and perceptions. International Journal of Sports Science & Coaching, 11(1), 27-38. Doi: 10.1177/1747954115624815

Christensen, M. (2013). Outlining a typology of sports coaching careers: paradigmatic trajectories and ideal career types among high-perform...

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