Download Principles of Effective Message-Sending Systems

Chapter 11
Coaching:
An Effective
Communication
System
By Charles J. Hardy,
Kevin L. Burke, and
R. Kelly Crace
Overview
 The essence of coaching is teaching and
motivating.
 It’s one of the few professions where one’s own
hard work is judged by the performance of
others.
 Examine the basics of communication.
 Principles of effective message sending.
 Principles of effective message receiving.
 Why coaches may not emphasize
communication.
The Fundamentals
 Building and maintaining an effective
communication system:
• Sending messages
• Receiving messages
• Interpreting messages
Evaluate Your
Communication Skills
 Self-assessment scale adapted from
Lawrence Rosenfeld & Larry Wilder (1990).
See figure 11.1 on page 193.
Establishing Credibility and Trust
 For coaches:
• Can athletes believe what you say?
• Are your actions consistent with your values and
belief systems?
• Do you communicate in an open and honest
manner?
 People don’t care how much you know until they
know how much you care.
Principles of Effective
Message-Sending Systems
 Develop your message:
• Feedback is best when
delivered immediately.
• Don’t exceed the
concentration and memory
storage capacity of
listeners.
 Get in their heads:
• Seek first to understand,
then to be understood.
• Can you see it from the
athlete’s point of view?
(continued)
Principles of Effective
Message-Sending Systems (cont)
 Tell the truth, directly and specifically.
• Telling the truth and “stepping up to the plate” build trust.
• Control emotions so that anger and hostility do not disrupt
communication.
• Be specific rather than vague (e.g., “get your head in the
game”).
 Use supportive language and empathy.
• Show respect by holding athletes accountable.
• Criticize the performance (feedback), not the player.
• 46% of people who leave their jobs do so because they feel
unappreciated by their bosses.
(continued)
Principles of Effective
Message-Sending Systems (cont)
 Model the message.
• Congruence builds selfesteem.
• Much of communication
is nonverbal.
 Three Rs:
repeat, repeat, repeat.
• Mottos, slogans, and
creeds are valuable.
• But don’t let them
become invisible.
(continued)
Principles of Effective
Message-Sending Systems (cont)
 Watch body language.
• Ask athletes to explain what they heard.
 For criticism, employ the “sandwich approach.”
• Based on research by Ron Smith and colleagues at the
University of Washington.
• Criticism doesn’t have to be demeaning or ridiculing.
• The sandwich:
– Positive statement
– Instruction
– Positive encouragement
The Sandwich Approach
 “Pat, good effort on
getting in front of the
ball.”
 “When the ball is
coming straight toward
you, be sure to get
your glove all the way
down to the ground.”
 “I like your attitude. Try
that, and you’ll be
fielding balls better.”
Principles of Effective
Message-Sending Systems
 Use more ands than
buts.
• Buts make the
listener focus on the
negative feedback.
• Ands help motivate
the listener.
“It’s not what you tell them—
it’s what they hear.”
–Red Auerbach, former Boston Celtics
championship coach
Principles of Effective
Message-Receiving Systems
 Don’t mistake hearing for listening.
 Get ready to listen: Reserve important
conversations for when you have energy.
 Use supportive behaviors and language as you
listen:
– Use “I” language.
– Be spontaneous.
– Describe feelings and concern.
– Remain open to compromise.
(continued)
Principles of Effective
Message-Receiving Systems (cont)
 Use confirming
behaviors as you
listen.
• Active listening
• Reflection
(paraphrasing)
 Listen with flexibility:
Different athletes
require different
strategies.
Common Listening Mistakes
 Pseudolistening: appearing to listen without
paying attention
 Stage-hogging: thinking of what you are going to
say while the other person is speaking
 Selective listening: hearing only those parts of
the message that interest you
(continued)
Common Listening Mistakes (cont)
 Insulated listening: forgetting a message you
don’t want to hear
 Ambushing: listening only to collect information to
use in attacking the speaker
Communicating With Sports Officials
 Does it need to be
said?
 Pick your spots when
to say it.
 Get their attention.
 Don’t attack; ask for
explanations.
Communicating With the Media
 Be prepared.
 Be professional.
 Listen, think, and then
act.
 Use “we,” not “I.”
 Hit the target.
 Be yourself.
Three Myths
 Three excuses that coaches make for not taking
the time to set up a good communication system:
• “I tell it like it is.” Usually means they take the
easy way out.
• “I don’t have the time or the energy.” In the long
run, it saves time and energy.
• “It’s too touchy-feely.” Is this a cover-up for
being attacking and demeaning?