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The fostering of positive coaching methods is a constructive goal for sport.
Efforts to create a positive sport environment by enhancing the learning skills orientated with developing athlete development.
The development of positive coaching methods and the use of a coaching plan created a control over the learning and skill development.
(McNamee, 2007).
Adults in sports have developed new coaching methodology that conditions athletes to accept and adhere to a universal sport ethic which will result in the creation of conformity to positive ideals (Buergi et al., 2023).
The Mosston and Ashworth Spectrum of Teaching Styles is one example of a model known as the Coaching Spectrum. It charts coaching styles from highly directive such as command by task style. To highly non-directive such as a guided discovery, player-designed style (Pill et al., 2021).
These different styles provide different levels of player autonomy and decision-making. With the help of this framework, coaches may choose the best coaching style for a certain scenario, or skill level, by classifying and comprehending the subtleties of various coaching techniques
(Hewitt, 2015).
There are many different styles of coaching included on the Spectrum of Coaching and different aspects of control are expressed for athlete and coach designed success.
Coach-Centric (Prescriptive): On one end of the spectrum, the coach makes most or all of the decisions and provides direct instruction.
Athlete-Centric (Exploratory): On the other end, the athlete makes more of the decisions, exploring and discovering solutions independently.
The Spectrum is not a hierarchy but a circular model emphasizing the coach’s ability to move between styles to suit the moment and the athletes’ needs, fostering holistic development.
Coaching by Command (Style A): Players have little autonomy and obey the coach’s orders.
Coaching by Task (Style B): Players may have some control over how they practice a task after the coach assigns it and gives instructions.
The middle ground (in terms of player autonomy)
Reciprocal coaching, also known as peer coaching (Style C), involves players taking turns mentoring one another and incorporating shared decision-making.
Individual Programming Coaching (Style D): In this approach, athletes work on customized programs that frequently include self-assessments.
Small Group Coaching (Inclusion) (Style E): With varied player participation, small groups complete coach-given tasks.
Coaching by Guided Discovery (F):
By guiding the learner toward the intended result through questioning, the coach helps the learning process.
Coaching for Creativity (Divergent Discovery) (H):
Divergent thinking, which allows for several solutions and innovative approaches to
challenges, is encouraged by the coach.
Player designed – Coach supported/ Player initiated coach supported (Styles I, J):
With the coach’s assistance, players take the initiative to plan their practice.
Player self-coaching (K): The coaching process is entirely owned by the athlete.
The spectrum assists coaches by offering a framework for considering various coaching
approaches and enabling coaches to select the best styles for particular learning objectives and circumstances by facilitating actual application.
The spectrum promotes a change from teacher-led instruction to learner-centered
strategies that encourage independence and self-awareness.