Developing Self-directed Learning

Self-directed learning is based upon several concepts. Firstly, that individuals have the capacity to engage in and develop self-directed learning skills.  Secondly, the learners can (and therefore should) take greater control over their learning experiences.  Thirdly, the self-directed learning ethos is utilised from one environment to another.  Therefore, the Mentors role is to assist the coach in developing self-directed learning skills by providing direction and support based on the needs of the coach 

and reflecting the needs of the players in their care.

One of the fundamental principles for the mentor to understand is that every coach is different therefore their mentees will have differing capacities to self-direct their own learning.  Also, based on their current experience their ability to self-direct may vary greatly with different types of activities.  For example, a coach may be very skilled at self-directed learning in planning but may require a greater degree of direction in developing their intervention techniques.

However, it is important to understand that self-directed learning is a skill that can be supported and developed. It may seem strange, but the coach mentor is working to make themselves redundant in many ways.

Early on in the relationship & whilst Rapport is being established, the mentor may well be seen as the expert to be followed, however, by slowly introducing multiple areas and ways to instigate learning the coach/mentee will start to make the transition to being more independent learner.  The skill here is to admit and share the areas of development you have yourself. By responding to the mentees ideas in an area they feel comfortable, and you wish to know more, you are not merely developing self-esteem but a positive environment to develop learning. 

Given that coaches at each stage have different needs, it is paramount that the mentor helps assess the learning stage of their coach and tailor the methods to best facilitate the coaches learning at each stage.  

Instilling self-directed learning is difficult to put into stages, however as a guide:

Stage 1, the mentor must gain the respect of the mentee by building rapport and demonstrating that although he/she has subject knowledge and experience, that they are also really open to developing themselves. Mentees in this early stage will also benefit from clear learning objectives, based around their needs.

Moving into stage 2 the mentee will often be more highly motivated to learn as long as the support and input from the mentor has a large degree of self-learning and has experienced success with trying new methods. This should ignite some curiosity within the coach as to, what more can I learn/do?  

Stage 3, learning may focus on the mentor looking to develop the coaches reflective thinking & practice. If the mentee/coach starts to reflect on the journey, the outcomes and what has worked well/or where develop is still needed, they are more likely to take responsibility for their own learning and look for the tools to help them do so. 

The mentor can then ‘guide’ as to different mediums to direct self-learning. Books, video, observation etc

At this stage the mentor should look to be a facilitator to this learning.

If there is a stage four, this could link to them being an autonomous coach. A stated earlier, you may then be working to step away, and support when or where needed or, asked. 

You then become just one of the coaches self-directed learning avenues.

Time for a new mentee?

A Reflection on learning styles - 'Coaches not just players'- China 14

I have just returned from a 12 day visit to China (Shanghai) where along with 5 other FA colleagues I delivered on the FA International Foundation Coaching Award.

We had 3 classes split to accommodate 72 teachers: some new to teaching at the primary age group, & some at the secondary age with 25 years teaching experience.

The teachers spoke very little (or no) English.
Each group were assigned 2 interpreters.
In essence, the award contains relevant content from 2 or 3 FA courses.

Scene set: the experience for all was enjoyable, challenging yet, rewarding.
However, the stark reality was my coaching toolbox-tutor toolbox was raided, reviewed, changed, upgraded & utilised frequently.

Example: explaining the practice spectrum from FAY Award Module 2 to twenty four Chinese speaking teachers. Delivering Space Recognition practically to the same group?

Good as the interpreters were, things don't always translate such as the STEP principle or, directly, intrinsic motivation in terminology. So we had to utilise in a major degree: VISUAL learning, DEMONSTRATION, REFLECTIVE practice to gauge their understanding.
'Kinaesthetic means to learn, visual means to reflect'.

Many power points were replaced with group work, flip charts and giving the candidates ownership can you juggle? Then teach three others? Learning in practice; the why & how.
However, in the main & culturally, these candidates (teachers) teach in the auditory spectrum. Tell, listen, collate. So a learning cycle for all including tutors: connect-activate-demonstrate-consolidate.

Group discussion & decision making, opinion, learning by mistakes were are all relatively new concepts. Big hits over the course were: white boards, visual set ups, flip chart reflection, IMovies from each day, group ownership, group discussions.

So, The message? Do not take this for granted! The power of delivering in all styles was starkly evident and this was to teachers! If you Mentor or Coach Educate, or buddy coach? Remember, we all learn in different ways, & at differing speeds 'it's not just the players that are people' your teaching is always and should always be about 'them' and your challenge is to facilitate this..

Where should confidence 'sit' for Grassroots Coaches?

Confidence
What is it, improve it, use it to develop..... Others.

Confidence is a word we hear used a great deal, in my opinion sometimes loosely as a perceived 'OK' word to cover some context. However, can we define it?

Is it simply a positive mental attitude, a strong self belief?

In essence it is having a belief that you can quite adequately perform the given task to hand or indeed behave or react in a given way competently. Other definitions mention such words as:
Trust, faith, credence and conviction.

So what may be important to understand for grassroots coaches?
If in a football sense we take - self confidence as our belief in our ability to perform certain tasks then this becomes a really important area for consideration. What as a coach are you actually trying to 'achieve'? The transference of your perceived confidence will have a direct impact on your players, after all it is fine to have belief in your own ability, however the vehicle for this and any 'success' are
the players in your care.

Being confident is key in you potentially portraying a positive demeanour, it may make you a little calmer, it may make you a touch more measured. It may allow you to stay focused and controlled.
It may help you set a positive environment and ensure good delivery. However, as we all know the confident coach treads a fine line with perceived arrogance, be very careful as a coach as to how you are perceived outside of 'self', by peers, players & parents.

If we agree that confidence is an important area for a coach it must be equally important for the players. Taking some of the words above; trust, faith, credence, these in feel transfer equally well to the players. Therefore having the confidence and ability to build confidence is the key and true test.
Individual confidence varies immensely; a player may be confident in dribbling, but not in passing. A Goalkeeper may have confidence in shot stopping but not in distribution. Therefore knowing that a great save may lead to distributing the ball may have an longer term impact on their confidence in shot stopping?

Therefore if you can be supportive and Instil your confidence in them then your positive belief and confidence will act as a powerful conduit. Merely praising them appropriately for what they are already competent in acts as good practice for reinforcement. However catching them 'Doing something good' as they will invariably do on occasions in an area they need more confidence in is a powerful tool.Be specific, not to frequent, and the player will at the very least think that this is an area they can confidently try again, gain confidence & more experience in.

This for me is where a confident coach who breeds confidence in their players, understands it's about them, understands that this is where their own development lies is the 'confident' coach.
In summary, personal improvement will help sustain and build confidence and self esteem.

Back to the beginning, reflect on how you 'portray' your confident demeanour. If you are only confident because you win, how will you react when you eventually lose? How will you instil belief  in your players when they lose theirs or come across a more difficult challenge?

Remember, it's about the players. Remember, confidence can be managed & therefore developed & positive and specific praise will help this development. 'Catch them doing something good' support them in trying to get better on and off the field. reaffirm your 'Confidence' in them.

S-implementoring- understanding the coaches

Who are the coaches you work with as a mentor?

As stated in a previous blog, it is not easy to define a perfect mentoring model. Indeed, as long as you understand the parameters, measure-ables & that the needs are set with the 'mentee' firmly at the forefront of your mind, you are probably in a good place to start.

However, it is vital that to build the rapport for the relationship to flourish & have longevity, it is important that you understand the profile of the coaches you will be working with.

Coach Profiles

Parent Coach-involved (via own child's team)
A large majority of grassroots coaches get involved this way.
Understanding this and that often, it was originally because they were asked/encouraged or that no one else would, will help you form your approach, this is key and important.

Remaining Coach-involved (child moved on)
This coach may have started as a parent but for several reasons the child is no longer in the team.
The fact they have chosen to stay in coaching says a bit about commitment and their potential willingness to develop.

Community Coach-involved (weekend training sessions only)
Coaches who support & enjoy the development of the younger age groups on a community level.
They assist and do a Stirling job with the young players present supporting the more experienced coaches.

Stepping Stone Coach-involved (To gain/progress within coaching)
Individuals who join the environment from outside, need access to players for practice/help them achieve qualifications and experience for their progression or maybe career pathway.

Student/young leader Coach-involved (still plays)
Has taken a school or junior award in the intro to young leadership and coaching, however their priority although keen, is to play.

Leader Coach
Has taken on further roles, their level 2 or higher, has looked into/taken their steps on the youth award modules. They see the bigger picture in developing the club. Could they instil a legacy in the club from your mentoring?

There are of course others and this is not trying to 'label' coaches or people. What it does demonstrate is that the coaches motivations to their role & therefore their commitment to any mentoring relationship is crucial. As a mentor it is imperative you understand the person, where THEY require support and identify 'where' you may help.

So as a coach mentor, don't just see 'coach' see a person who has other priorities and drivers, commitments and interests.

Know the coach, know the environment support the development.

S-Implementor-ing (Reflection, Review & Noticing)

S-Implementor-ing (Reflection, Review & Noticing)

In my last two blogs I looked at the basis of what mentoring may be & the importance of building a positive rapport and relationship from the start.

Once the above is established identifying the coaches 'need' is important. It's also key to remember although the learning, communication & process is a two way thing, it is vital that the relationship is about the coach & how the mentor can help. There are hundreds of tools/training needs analysis forms etc available and many are excellent. However, referring back to my 1st blog on 'Simplifying not Amplifying'
simple usually works well:

• what does the coach perceive to be their strengths & their areas of development?
• Do these dovetail with your own experiences? (Remember, Rapport)
• How & where can I help?

Don't just act on 'OK' we seem to have found your weakness?! That doesn't help anyone.
The coaches perception of where they need help and the reasons why will define the support.
Firstly, why does the coach consider they need some support in this area? This would be a great way to gauge the why's and where's how's and next steps.

For example: my players don't listen? Seems commonplace, seems obvious:
However, the coach mentors art is in ' the art of noticing'..
By observing the coach why are the players not understanding? is it the delivery/communication, are the players simply 'not' receiving the information? Quite often coaches will see players lack of response as the players not listening? Think, did you listen intently to every teacher at school? No?

Others were more engaging than others? So maybe the teacher needs to reflect on how they can effect the group more.

The key in this example is in then spinning this on its head: how, does the mentor communicate this to the mentee & how is this then received? What did you notice? This is what I observed.

Reflect & review and then maybe in this scenario, the mentor demonstrates whilst the coach looks at 'the art of noticing' how the group receive the mentors information: who does - does not?

In Summary: once the relationship and understanding is built a learning environment will follow;
Observe, feedback, discuss, deliver, observe....... Notice. Develop, challenge.

Simplifying not amplifying - The Mentoring process

Defining The undefinable?  (Mentoring)

Mentoring is a word many find scary and unable to actually quantify.
Walk the halls of education, sport & business and you'll find that the word mentor sits comfortably,
or is at least, used frequently. However, much of the detail and for want of a better word; the definition of mentoring is very subjective. Many of us have had mentors in our lives, I certainly have;
but I'm not actually sure those individuals that spring to my mind actually know that?

I mean, no body has ever stepped up at any given moment in my life and said; ' Hi I'm going to be your mentor'. I can instantly imagine a number of responses that would be less than encouraging to that supposed mentor. However, having said that I have often sought help, gained support 'knocked heads together', chewed the fat & debated with many people I respect, trust in certain areas that I needed guidance, & I have learnt loads. In short, I have worked with people I thought may be able to help or at least clarify my thinking.

Why you? Why me?
The people I have turned to for advice, guidance and support are invariably good listeners and people who have subject knowledge. The subject knowledge doesn't necessarily need to be 'specific' to an issue, indeed, their own experiences in related areas and life may be different and therefore another key to helping me move forward.

However, On reflection, I have approached or in some cases stumbled upon them because of their relevant standing and experience in areas I needed support in. interestingly, the guidance or 'light bulb' moment has come out of left field from a relative experience they have learned from another, that - is another key message. People have also approached me and I suppose these guidance (lighthouse) sessions I call them have had some longevity, so, mentoring May be the term used?

So: S/implementoring ?
We all need help, we are all still learning, we can always gain 'more'.
When we are not to proud or embarrassed to seek advice it is always from those you trust, respect and  have relationship with. However, building a relationship from the outset is key.

Therefore, to be successful as a mentor or be a mentee, we need to build position an 'environment'  where ego's are parked, relationships are built, discussions are had and opinions are shared. It's a place where listening is as valuable as talking, & where asking and NOT telling can open doors to new answers. The reason mentoring sits so comfortably in education, business & sport is that its skills have always been with us in various forms including: learning to drive, tying our shoe laces, crossing the road and in being a parent.

So, lets take grassroots football coaching as a vehicle for this particular debate:

Could I use new ideas to be a more effective coach?
Could I do more to develop both myself & my players: socially & technically?
Could I use some sound advice in building better relationships with parents & supporters?

If you answered yes to any of the above, it may just mean you are a good coach open to learning who may also benefit from a like minded mentor.

Break it down, it's just about the people, about relationships and being better.