Model of Talent Development in Physical Education

Coaching has gained a lot of literature as more people have come to appreciate the substantial importance of the theories to the sports coaches. The need to accept the fact that coaching has always been more of a science as opposed to science has resulted to the people accepting the need for them to have the knack to know how to relate the science to the coaching field (Jones& Wallace, 2005). Realizing that coaching is a science that acknowledges that it has set topics of study and research, is a realization that is bound to change the perception of all both the trainees and the coaches (Coach, 2008). In addition, it is important that one looks at the fact that the coaching theory is one that is not only applicable to coaching the footballers but is also one could be used in perfecting the said skills (Jones& Wallace, 2005). One of the arguments that have been advanced by the coaching theory was one that argued that there would be a significant improvement in the level of technical and tactical mastery as it is thought from a more game-based approach as opposed to training such as repeated endless drills that the people that are being coached to understand the moves as opposed to the ones that will imprint the game in the minds of the trainees.

Coaching ambiguity are some of the things that any wary coach is bound to pay attention to especially given that how hard it is to pay attention to their personal goals and know when to change them (Jones& Wallace, 2005). This is especially hard when it becomes hard to marry the goals that each trainee might have and the goals that the company as an entity have. The theory however argues that having an aim that is related to the struggles of the society and those that are as the article by Jones and Wallace who argue that coaching is a job that does involve a lot of responsibilities and is hence important in ensuring that the trainees achieve their full potential (Jones& Wallace, 2005). Having people have the potential to achieve their goals to their potential is an innately challenging variable in the coaching process are both diverse and versatile (Jones& Wallace, 2005). Being a coach will hence mean that a coach will have the ability to achieve some of the limited objectives. Given that the coaches are influenced by the fact that they need to have impressed the stakeholders of their team (Toering & Gemser, 2009). Stakeholders' interests are some of the things that will influence the kind of tenacity that the coach employs on some of the trainees as some of them such as sponsors will want to have the proof of the potentiality of their investments(Jones, 1993).

There are some expectations of the coaching theory, that however do not seem to be sustainable such as the tensions and the stresses that are perceived in the event that there would be the possibility of any failure (Jones& Wallace, 2005). As expected, it is important that the theory stipulates some of the intrinsic levels of pathos and alternatively the existence of the irreconcilable difference between the diverse and the much-opposing visions (Kelly, 1991). This combination of contradiction inspires the coaches to behave in such a manner that they are compelled to behave in a manner that will ensure that their set targets are achieved (Jones& Wallace, 2005). Such assumptions will ensure that the people will not be able to have the criteria for assessing their level of achievement of the set goals.

It is an interesting aspect to note that the coaches' successes are determined by their ability to effectively train their trainees (Butler, 1992). It is, therefore, an important thing that a coach has the ability to break from the mechanical training of the employees as it ensures that they promote the enjoyment of participation and make every trainee look forward and anticipate to participating in the next training (Jones& Wallace, 2005). It is therefore important that one understands these aspects as they will ensure that the trainees are trained successfully and it is until then that they are perceived as being successful (Alfermann &Christensen, 2012).

Coach is perceived as being an orchestrator as it is their duty to ensure that they are the ones that are tasked with the role of ensuring that all the tasks and the duties that would help in achieving the vision of the team (Strachan &Deakin, 2005). The fact that a coach is expected to have the technique to coordinate the players in a manner that acknowledges that the team is one that is comprised of people with varying backgrounds and would hence interpret some situations differently is paramount (Jones& Wallace, 2005). The fact that the trainees are people, who would have varying conditions to the changing circumstances at hand, makes it important that one understands the need to have the people skills to all the stakeholders (Simonton,1999). The role of a coach as an orchestrator has often been assumed to have been inexistent as most of the theories have put their focus on the technicalities of coaching (Balyi, 2002) and other aspects of the training that do not acknowledge the impact that good relations will have in ensuring that the players remain motivated to the actualization of the perceived goal.

Various approaches have attempted to account for the varying differences among the coaches such that there are coaching methods that are perceived as being coach centered and the others that are perceived as being athlete centered (Baker, 2010). Such approaches are all backed up by the fact that the coach centered approach is one that is focused on giving out instructions as opposed to the athlete-centered approach that will ensure that there is indeed training that is taking place if they are going to achieve their objectives in the long run (Jones& Wallace, 2005). Most of the coaches that have been in the industry for long have admitted that knowing when to balance the extremes is what will distinguish between a good coach and a mediocre one (Bailey & Morley, 2006). There are in addition, some good qualities that a good coach should have, as it will ensure that they are in control of the trainees and the players and ultimately building confidence in them (Jones& Wallace, 2005). An emotionally intelligent coach knows how to handle the situations that might be upsetting even when they feel that the move was one that was not a wise one ( Abbott, 2004) ( Abbott, 2004). Knowing how to strategize while developing the characters of the players to be what they need to be in order to emerge successfully.

Coaching is a field that requires one to combine various approaches such as the need to know when to incorporate the instruction and when to coach (Jones& Wallace, 2005). It is also important that a coach realizes when to use motivation and when to give them tough love. Having learned various perspectives will at the end ensure that one becomes a coach who has the potential to meet the required standards of the stakeholders such as the sponsors of the team.

References

Jones, R., & Wallace, M. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education And Society, 10(1), 119-134. http://dx.doi.org/10.1080/1357332052000308792

Abbott, A., Collins, D., Eliminating the Dichotomy Between Theory and Practice in Talent Identification and Development: Considering the Role of Psychology, Journal of Sports Sciences, 2004, 22, 395-408. Google Scholar, Crossref, Medline

Bailey, R., Morley, D., Towards a Model of Talent Development in Physical Education, Sport, Education and Society, 2006, 11, 211-230. Google Scholar, Crossref

Baker, J., Schorer, J., Identification and Development of Talent in Sport: Introduction to the Special Issue, Talent Development & Excellence, 2010, 2(2), 119-121. Google Scholar

Balyi, I., Long Term Athlete Development - The System and Solutions, Faster, Higher, Stronger, 2002, 14, 6-9. Google Scholar

Simonton, D.K., Talent and its Development: An Emergenic and Epigenetic Model, Psychological Review, 1999, 106(3), 435-457.

Google Scholar, CrossrefStrachan, L., Cote, J., Deakin, J., A New View: Exploring Positive Youth Development in Elite Sports Contexts, Qualitative Research in Sport, Exercise and Health, 3(1), 9-32. Google Scholar, Crossref

Larsen, C. H., Alfremann, D., Christensen, M. K., Psychosocial Skills in a Youth Soccer Academy: A Holistic Ecological Perspective, Sport Science Review, 2012, 21(3-4), 51-75. Google Scholar

Butler, R. J., Hardy, L., The Performance Profile: Theory and Application, The Sport Psychologist, 1992, 6, 253-264. Google Scholar, Crossref

Kelly, G.A., The Psychology of Personal Constructs: A Theory of Personality, Vol. 1, Routledge, London, 1991 (Original Work Published 1955). Google Scholar

Jones, G., The Role of Performance Profiling in Cognitive Behavioral Interventions in Sport, The Sport Psychologist, 1993, 7, 160-172. Google Scholar, Crossref

Toering, T.T., Elferink- Gemser, M. T., Jordet, G., Visscher, C, Self-Regulation and Performance Level of Elite and Non-Elite Youth Soccer Players, Journal of Sports Sciences, 2009, 27, 1509-1517. Google Scholar, Crossref, Medline

Department for Education, Physical Education: Key Stage 3 Program of Study, Retrieved from: Http://www.education.gov.uk/schools/teachingandlearning, 2007.

Google Scholar. Sports Coach UK, The UK Coaching Framework: A 3-7-11 Year Action Plan, National Coaching Foundation, 2008. Google Scholar