Paul Quinlan's Swim Coaches Toolbox
TRAINING and COACHING TIPS
Volume 1 - November 10, 2003
STANDARD COACHING STRATEGIES
by
Bill Sweetenham and Russell Parsons
A few ideas/strategies that should be considered in the presentation of your session(s):
You will have your own coaching philosophy; you may make personal modifications but keep in mind that everything you do, everything you say will be dinner table conversation in each swimmer?s home over the next few days. Your perception of your performance as a coach or teacher is sometimes the least important consideration.
Dress appropriately and act professionally. On deck, no mobile phones, no eating or drinking, no sitting down etc.
Speak/demonstrate clearly and confidently. The swimmers are seeking and appreciate leadership.
Keep your approach simple and consistent. Don't complicate things, simplicity facilitates success. Demand attention (both looking and listening) and do not proceed without it. Praise endeavour, show confidence in the ability of swimmers to achieve the standards you set. Communicate to the swimmers that it is not what you do, it is how you do it and how often you do it well.
Review skills from the previous session - 10-20% of time allocated should be associated with this purpose. Do not prioritise skill extension ahead of skill acquisition.
Continually and consistently reinforce expectations - equipment, punctuality, lane etiquette – do not compromise standards.
Plan your lane organisation to allow efficient use of space, eg. down backstroke, return freestyle, vary lane leadership.
Be prepared - "why are we doing this"? Relate activities (drills) to the outcomes you are seeking to achieve.
Always outline (in advance) to the swimmers "what's in it (the session/the drill) for them"? Use incentives and rewards, eg. cards, certificates, praise (to every swimmer at some stage), novelties (eg. treats such as candy) but be sure to expect the best they can offer (no more – no less - no excuses).
Positive, corrective feedback (coach - swimmer - coach) should prevail. Swimmers should walk away from every session confident they have enhanced their knowledge and/or skills.
Be in control at all times, eg. allowing swimmers to make decisions is just another way of you being in control. Keep the session moving - a minimum of talk (demonstrate, explain, but on a needs basis). Have many and varied skills to achieve any pre-determined objective.
Don't be distracted.
Have a theme for each session, eg. 100% right is 100% right, 99% right is 100% wrong; good is not enough where better/perfect is possible; do your best - no more, no less, no excuses, no reasons.
Use care and common sense, but don't be afraid to challenge the swimmers. Young people love to acquire new skills and have those skills recognised. They enjoy being able to do things others cannot do.
Do something positive and personal for every swimmer, every session eg. praise, stroke correction, special attention, a comment/joke, personal comments to swimmers in view of the parent, have the swimmer demonstrate to the group, lead the lane, or answer (correctly) a question, eye to eye contact.
There are many other issues and strategies. Every swimmer is an experiment of one. You will constantly add to your strategies ' it's called experience. You cannot buy it, only acquire it. But keep in mind that teaching is fundamentally a simple process. You take a group of students/swimmers into a classroom/pool, show them, explain to them how to do something, organise skill acquisition opportunities, provide appropriate feedback, organise skill acquisition opportunities, provide appropriate feedback. Then, let them have a series of attempts, see how they perform, reinforce, refine, replicate - the learning process never ends!