When I was a young participant growing up in a school with a wide diversity of different ethnicities and a school that mixed different genders has allowed myself the opportunity to gain a vast experience of what good practice looks like for diversity, equality, and inclusio

The experiences which I gained include understanding the different attitudes that we had as students such as this is more of a girls sport or this isn’t for girls or even insert name cant play this game very well lead to the understanding of how important the role of a teacher is to ensure equality, diversity and inclusion take place. What I also learnt as a student was that everyone sees sport in a different light and so the attitude which I had as a participant of loving sport and always wanting to do so is different to say a friend of mine called Misha who does not like sport or feels the sport is too rough. So, whilst being the participant being placed in situations like the one stated, it allowed me to understand from an early age that not everyone likes sport and that it can be challenging to say the least to make sure that everyone has equal opportunities, that everyone is included and the activities that the children take part in are diverse. Furthermore, a lesson that I learnt as a participant is that no matter what game you are playing everyone can be involved and so be inclusive, be nice be kind and allow people to flourish because its all part of growing up and using these experiences for the greater good.

As a coach I learnt about diversity, equality and inclusion is that no matter the activity big or small there is always a way that you can change or manipulate a rule, the size of the area or even the task itself to be more inclusive and more challenging. By this I mean is that on previous experiences say you have a participant who isn’t well, may be disabled or may have something which the coach may perceive as a challenge, during the session they still have a role to play, the still can take part and this doesn’t mean that we give them a role as an official. This comes after a speech that was given at uni during a course on diversity where a volunteer in a wheelchair spoke about their experiences growing up on how they wanted to be included in sport but the activities were never adapted or manipulated and so he was given an officiating role which left him in tears because he loved the sport and only wanted to play it. Furthermore my experiences i received as a coach changed my perception on different sports, the different attitudes and the different approaches i can take, as seen in the photos i coach an under 14’s girls football team. football is predominantly seen as a male sport and is suggested that females shouldn’t be allowed to play the sport this experience i gained coaching this team allowed me to see ways that diversity, equality and inclusion is vital to help young people, give them opportunities and allow them to flourish

The important role we play as the coach, teacher and leader of a session is crucial in planting a seed of what good practice of equality diversity and inclusion looks like and so with this information I feel it is vital that every session ran by myself as a coaching is adaptable, challenging and is diverse enough that people feel involved. As a coach I also want the session to be challengeable and what I mean by this is I want participants to feel that they can ask questions or even propose changes to be more inclusive to every individuals needs and so i will use the information gathered over my 21 years of playing, watching and coaching sport to make sure that in the future when i plan sessions they are inclusive, promote equality and are diverse

What is it  

In action, during and after reflection is a tool used by coaches to look at activities to see how it went, how we can improve if there were bad points and how we can allow coaches to adapt to provide the best session they can for their participants.   

When is it needed?

this tool is needed basically all the time as reflection is one of the key ways to improve as a coach and allows to provide a platform where the participants can improve and also provides an opportunity in which a participant will also be able to reflect in action, during and after which is a way which a participant will improve exponentially in the future 

How is it done 

the way this tool is used is by creating a session plan of the back of last session if you work in a group you will look at the session and discuss for improvements, after that you will then go and actually do the session, and whilst the session is occuring you may look at what changes may need to occur and how your going to do them (again if in a group you may discuss this) and then lastly after the session is done you should/may sit down with the group look at what went well and what didn’t and then discuss how the next time you do that activity you can improve that session  

Why is it done?  

this is done as it is a fantastic tool which as a coach will allow you to look back at what you have done and then provides the opportunity for you to look forward and improve whilst allowing you to try new things and tweak them which in turn will allow for participants to learn new skills and techniques whilst giving you feedback on how to improve

 in my opinion this is a great tool that can be used and provides a fantastic opportunity for the coach which when the reflect themselves will say this tool improved them as a coach and a person

How have i used this on placement

on placement i have been fortunate enough to be given the opportunity to coach and this has lead me to using in action,before and after action reflection on my sessions,this has allowed me to see what worked and what did not  and allowed me to get a better understanding of how my participants learn and what works for who and what doesn’t. 

Using reflection has also allowed me to work on aspects of my own coaching such as learning objectives and coaching behaviours which have made me gain a better understanding of myself and where I want to go in the future. 

The theories that i have used for feedback on placement are 

The plan do review the theory.  The Plan Do Review Cycle is a simple framework for designing youth work activities to ensure maximum fun, effectiveness and learning.this is used by coaches and myself as it allows for a coach to plan a session, do the session and then look back on the session using feedback given by asking questions, and then next time looking at the plan to see what they can improve, what went well and what didn’t work this will allow a coach to have this practice so that in the future when running sessions the know their participants what they can do and what they can’t do as well as what works and what doesn’t. 

The next model which I used was Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

 This theory suggest that there a 4 factors which you take into consideration to understand this can be used to gain an understanding of you participants and will allow a coach to use this as feedback for future session on what the participants can and can’t do 

The four factors are 

1.Perfromance Accomplishments –  this can be used in a session to link it to the outcome eg winning, or setting individual goals/challenges 

2.Vicarious experiences- “vicarious experiences” this allows the participant to have a understanding of the activity and what is acceptable and allows them to look back on past activities, this will allow them to understand what is expected and will help a coach understand how to control this participant in the session 

3. Verbal Persuasion – this is how a coach motivates their participants, and how you can use different ways to persuade a participant to give it their all in a session or to challenge them . 

4. Emotional arousal- this is how a coach and participant can look to use the emotions of a session or a sport to try and get the best out of their participants. 

What is it 

“Behaviour management is a technique used which includes all of the actions and conscious inaction’s to enhance the probability people, individually and in groups, choose behaviours which are personally fulfilling, productive, and socially acceptable.”  (Baldwin J.D. and Baldwin J.I. (1986). Behavior principles in everyday life)

When is it needed?

behaviour management can be used at anytime during, before or after a session, it is also need when a coach is trying set an activity up, explaining an activity and when asking for a reflection in a session 

How is it done 

Behaviour management can be done in many ways, it can be done by setting  an example like being a role model and setting standards which must be met in the class as this can play a key role as if a participant sees you as the coach setting the example then they will follow suit, 

Another way in which this can be done is by enforcing rules so if the rules are not met then a child will be spoken to or asked questions this is to create an authoritarian approach and shows that the rules and behaviours must be met .

Why is it done?  

There are many reasons why behaviour management takes place . one of the most important reasons why this technique occurs  is to ensure that a session runs smoothly allowing for more time for the participant to be on task and learning rather than stopping and starting to correct behaviour. 

Another reason behaviour management is important is to gauge the type of participants you have and how they react to you. What I mean by this is that everyone reacts differently so if you shout at one person he/she might go into their shell but if you were to shout at someone else then they would understand it more.

How have i used behaviour management 

 on placement i have used behaviour management a few times, one of the first times was in the very first session this was to show what i wanted from the participants and to set an example so that they know what not to do. I also used behaviour management to allow the participants to engage in the session and to create a positive learning environment in which they felt comfortable to take part in. 

Theories i have used 

Bandura’s self efficacy theory works with behaviour management as it relates to “vicarious experiences” this allows the participant to have a understanding of the activity and what is acceptable and allows them to look back on past activities and how they should behave which allows for the coach to be able to understand how that participant is going to act and what is needed to support them

the Bio-psychosocial model by engel 1977 suggest that there are 3 factors which a coach must understand about their participants

1. the biological needs illness, immunity, disability genetic issues
2. the social needs, peer group, economic status, religion and relationships 
3. the psychological needs, self esteem, self control, behaviour, personality and impulsivity

this theory is key with working on behaviour management as this allows for the coaches to see the underlying factors of maybe why a participant is acting differently  for example a participant who`s social needs are low may be unlikely to join in as he/she feels he/she doesnt have the relationships then this  links to they psychological needs as they may have low self esteem and be less likely to take part in your activity or could act out in an activity in a way as this is there way of coping 

so as a coach it is important to understand the different needs of a participant and to gain that understanding of each individual, weather that be you put people into groups to build relationships, or you give roles during a session this will allow for the participants to gain more and in turn help with behaviour management 

What is it  

Motivational climate is the psychological environment that the coach creates by designing sessions which provide instructions and feedback that will help to motivate the athletes in training and competition (Amnes 1992).

When is it needed?

motivational/ego climate is used by a coach to gain an understanding of his/her participants of how would be the best way to motivate their participant to get the best out of them and then look on how you can provide a platform for each individual by creating a psychological environment  which gives everyone an equal opportunity. 

How is it done 

This can be done in manys, for example to change the motivational climate you may set individual challenges so that everyone has been motivated in a different way, you may also set team challenge which will change the climate as the group will then work in a team and again changing the motivation.  

How have i used it on placement 

I have used this technique on placement to change the motivational/ego climate  to try and get the best out of my participants and to also put in place plans on certain areas in which i believe my participants can work on thus improving their ability in the long run.

 furthermore i the reason why i used this technique was to ensure that during a session engagement levels were high and throughout the session i would try and tweak the climate this is done by changing the activities and the goals of the activities, the reasoning behind this was as an activity can drag on i wanted to try and keep my participants engaged and changing the motivational/ego climate will change how the participant thinks thus increasing engagement as the participant is thinking more about the task 

Theories i have used 

one of the theories i used was the the Bio-psychosocial model by engel 1977  this suggest that there are 3 factors which a coach must understand about their participants

1. the biological needs illness, immunity, disability genetic issues
2. the social needs, peer group, economic status, religion and relationships 
3. the psychological needs, self esteem, self control, behaviour, personality and impulsivity

As a coach it is important to control the ego climate of a session as if there are too many people thinking this is easy or too difficult then you will lose engagement during the session. to understand the ego climate first you must understand the different needs of a participant, psychological needs,  social needs and biological needs these 3 factors play a key part as they allow the coach to understand what a participant can and can’t do( biological needs) they will also understand the relationships and who works well together and who might be left out if the participants control the teams (social needs) and lastly (psychological needs) which allow for you to understand why a participant is acting like they are. 

taking these factors into consideration will allow for you as a coach to be able to control the ego climate of a session which will allow for the most amount of learning and a positive environment which will allow for an engaging session. 

The next theory which I used was Cote’s Developmental Model of Sport Participation . Adapted from Côté et al. (2007). 

cotes development  model allows the coach to gain an understanding of what age and stage there participants are at thus allowing the coach to see what type of activities they are using and how  they can change up ways and different activities to ensure that the ego climate is managed and allows for all participants to engage in the activities

The last model which I used was Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. This theory suggest that there a 4 factors which you take into consideration to understand participants behaviour which then will allow you to manage the ego climate of the session

The four factors are 

1.Perfromance Accomplishments –  this can be used in a session to link it to the outcome eg winning, or setting individual goals/challenges 

2.Vicarious experiences- “vicarious experiences” this allows the participant to have a understanding of the activity and what is acceptable and allows them to look back on past activities, this will allow them to understand what is expected and will help a coach understand how to control this participant in the session 

3. Verbal Persuasion – this is how a coach motivates their participants, and how you can use different ways to persuade a participant to give it their all in a session or to challenge them . 

emotional arousal- this is how a coach and participant can look to use the emotions of a session or a sport to try and get the best out of their participants.

What is it  

Demand vs results also known as demand vs outcome is a technique used by coaches to try and enhance the development and also encourage  the participant to use a greater workload which in theory should  create quicker development and thus gain better results.  

When is it needed?

personally i don’t believe that this technique is a technique that should be used predominantly but if it was to be used i would suggest that someone coming back from an injury would more likely use this procedure or someone who shows great potential of the sport when only just taking part for the first time then you may suggest this technique to see how they grow   

How is it done 

The way this technique is used is to provide an individual plan in which the participant can use and look to improve on skills that you can then look to improve performance of the participants. another way this can be done is setting targets during a season or during a long term plan thus creating a demand which also can use smart targets to meet( specfci, measurable,achievable,realistic, time bound)  

Why is it done?  

The reasoning behind demand and results is to try and get the best out of you participants whilst giving them control of their learning which means that they have a freedom of learning and provides them with a platform to grow. then allowing for a coach to see the results and enhance on how to improve year on year or season on season. 

How have i used this on placement 

to an extent i have used this practice on placement for example setting individual targets and goals of where the participants want to improve and then setting goals. an example which i used was a girl came to me and asked how do i improve my shooting in netball, we set activities that they can use and after that we set targets for in games eg. score 2 goals a game and then to look into the future to increase that target therefore increasing demand and hopefully increasing results.

Theories i have used 

the Bio-psychosocial model by engel 1977  this suggest that there are 3 factors which a coach must understand about their participants

1. the biological needs illness, immunity, disability genetic issues
2. the social needs, peer group, economic status, religion and relationships 
3. the psychological needs, self esteem, self control, behaviour, personality and impulsivity

this theory suggests that to understand your participants you must take the 3 factors above into consideration, thus meaning you need to gain the trust and understanding of each participant. for example you would need to understand the bio-psychological l demands of the participant before you demand them to a target, the reasoning behind this is that the participants may have an underlying illness, or may have poor self esteem to name a few which means that when you have a high demand the results will not come. so the coach has to understand the factors of each participant and then they can set the demands accordingly 

the next theory i used was Bronfenbrenner’s ecological systems theory

Bronfenbrenner’s ecological systems theory focuses on the quality and context of the child’s environment. He states that as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child’s physical and cognitive structures grow and mature. this links to the topic of demand and results as the demand may change when the context changes. 

For example the outer context such as the micro system may change with the school having set targets, individuals setting goals  and people in neighbourhood having a goal which may change our individuals goals.

 The next step on the theory is the meso system, then comes the exo system that is aimed more towards the coach as the work setting my set a demand and the coach has to come up with ways to achieve the results. the last step on the system is the macro system this is where social/cultural and historical influences play there part and the results which they have achieved will play a part in what a upcoming participant sees and this can create new demands which a coach has to be understanding in ways to help that participant grow and achieve 

What is it  

In game management is a term used in sport where a coach looks to try and control the game or a  situation which has occured or they are looking to place a contingency plan in case the opportunity arises in that situation .

When is it needed?

in game management can be used in many situations this usually starts from the 1st minute of a game to the last minute of the same game. 

this technique/ skill is used by a coach to manage a game to try and get the best result for themselves or to allow for player development to be at its highest chance and giving everyone game time 

How is it done 

in game management can be used in many situations this usually starts from the 1st minute of a game to the last minute of the same game. 

this technique/ skill is used by a coach to manage a game for example a team could be winning 1-0 in the last 5 minutes of a football game so they may sub off an attacking player to bring on a defending player this would be seen as the manager trying to secure the 3 points and manage the game 

another example could be at grassroots level where a manager my try and manage the game so that all his/her players get time on the pitch this is in game management as you are using the situation to ensure that all participants get a game and  also look to develop players 

how have i used this skill 

i have used in game management on placement this is due to my role at placement in which i have been given a team on which i go to netball fixtures with. i use this experience to challenge myself as a coach and look to decide whether i want to focus on winning or player development. as a coach this is a decision which does not come easily and for me i look to increase player development 

the way in which i increase player development is to try and manage the amount of game time that each participant gets and ensuring that they play in different positions to provide them with experiences so that they can reflect and feedback thus improving their knowledge and development in netball 

Theories i have used 

using “the biopsychosocial model engel 1977” this suggest that there are 3 factors which a coach must understand about their participants

1. the biological needs illness, immunity, disability genetic issues
2. the social needs, peer group, economic status, religion and relationships 
3. the psychological needs, self esteem, self control, behaviour, personality and impulsivity

These are all factors which a coach will need to understand about their participant and especially within game management to understand how to motivate, make changes and to ensure the group maintains positivity so these factors will need to be considered before any decision are made.

The next theory which I used was The last model which I used was Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. 

This theory suggest that there a 4 factors which you take into consideration to understand participants behaviour and past experiences in the sport which then will allow you to manage the participants better 

The four factors are 

1.Perfromance Accomplishments –  this can be used in a session to link it to the outcome eg winning, or setting individual goals/challenges 

2.Vicarious experiences- “vicarious experiences” this allows the participant to have a understanding of the activity and what is acceptable and allows them to look back on past activities, this will allow them to understand what is expected and will help a coach understand how to control this participant in a game based situation/in a session

3. Verbal Persuasion – this is how a coach motivates their participants, and how you can use different ways to persuade a participant to give it their all in a session or to challenge them . 

4. Emotional arousal- this is how a coach and participant can look to use the emotions of a session or a sport to try and get the best out of their participants.