Hello from Halifax!

The loudest and the proudest!
by Team PEI, Canada Games 2011

PEI may not top the medal table in Halifax – two or three of any colour would be nice – but there is no prouder group of athletes here competing in Halifax.

The excitement generated by our group has been unbelievable so far. From a high energy athletes rally last week to Thursday’s departure right through to yesterday’s Opening Ceremony, Island athletes have been singing and celebrating like no other. The smiles have not left their faces.

One of the most popular items has been the PEI vuvuzela. The scourge of TV viewers during the soccer World Cup, the vuvu has added an extra dimension to the energy and dynamism of PEI athletes. Already they are a hot trading item and our athletes our holding out for the highest prices!

A word from PEI too on the outstanding Opening Ceremonies, and a big well done to the Host Society on the great job so far. We are having a great time, are looking forward to the competition, and making the friendships that we know will be forged over the next two weeks.

A word of warning though – we may be small, but we are mighty, and Team PEI, behind the smiles and the laughter, is here to give its all. Nothing will be left behind on the field of play.

Long live the Canada Games!

Check out SIRC's Canada Games webpage for more information!

Looking on the Bright Side!

We have often heard that a person’s attitude can colour their view of any situation. Someone with a positive attitude will see a situation quite differently than someone with a more negative attitude. When we have a positive attitude about a situation things seem to go much easier than if we are fighting ourselves. So how can attitude affect us in our fitness and sporting lives? And how can we work with attitude to improve our performance?

A recent article from the SIRC Collection points to 10 things we should all know about attitude and how it affects us:

1. Having a good attitude is a choice.  A person’s state of mind is what they choose it to be. We can choose how we think about something and how we will act in response.
2. Attitude can be changed.  While we may have what we consider an automatic response to something, we can choose whether or not to have a different attitude to it, we can make our attitudes whatever we want them to be.
3. Attitudes aren’t shaped in a vacuum.  A great number of factors influence the development of an individual’s attitude, from personality and temperament, to family and social environments.
4. Attitudes can be enhanced by adversity.  Successful people recognize that adversity can be used to learn more about ourselves and in effect turn failures into successes.
5. Attitude can determine whether a person is a success or a failure.  Research indicates that for the most part, people with positive attitudes are much more likely to achieve success than people who look at things from a negative perspective.
6. Attitude affects a person’s relationship with other people.  A positive attitude often gives off an infectious energy just like another’s negative attitude often feels like the energy is being sucked out of you
7. Attitude can affect outcome.  Having a positive attitude will be more likely to breed success than an negative expectation or outlook.
8. Attitude affects what a person expects from life.  “Positive people expect more and tend to achieve more”.
9. Attitudes can turn problems into opportunities.  People with a positive attitude can adapt to just about any situation and see where it can be improved.
10. Attitude determines who a person is.  A person with a positive attitude engages in life unlike those with a negative attitude who see life as something that happens to them. “Individuals with a positive attitude live their lives with passion.”

Attitude can be developed as one aspect of mental training. Being mindful of our attitude during training, competition and performance, we can exert a conscious effort to approach situations with an attitude focused on success. Use attitude as one more tool in your arsenal for personal achievement on and off the field.

Reference:

Peterson, J.A. (2012). 10 Things Health/Fitness Professionals Should Know About Attitude. ACSM’s Health & Fitness Journal, 16(1), 46.

Motivational coaching, is it a matter of carrot or stick?

Whether you are coaching athletes in elementary, high school or any age, one of the biggest challenges a coach can face is how to motivate their players.

To start, you need to establish your expectations, this will determine your role within the team and let your players know what kind of coach you are going to be. 

What's a coach to do?

• Know your athletes as more than just "players" who are put through drills.  Showing them you care will improve the chances that they will give more of themselves because you are.
• Discover their teaching preferences, get their feedback and their motives for participating.  Research shows that if these needs do not get met, the chances of players dropping out increase.
• Involve them in the teaching process.  Communicate to them the purpose behind those exercises and drills and how it relates to the game.  If they know why they are performing certain activities it's more likely that they will be less resistant when asked to run through them.
• Keep practices interesting.  Repeating the same drills every week is boring for you and the team, and does not help growth.
• One of the biggest motivators for players is positive reinforcement.  Praise can go a long way, so give verbal rewards for improvement and working hard.

Don't knock routines.

Coaches can be a great help in in motivating athletes by setting up a pre-practice routine.  Warm-up exercises are common, but coaches can do more by recommending proper eating habits, rest, and hydration which can go a long way to ensure quality practices and games.  Encourage all team members (including yourself) to let go of outside stressors and distractions to increase the ability to work together as a team.

Motivating players needs to be worked on by coaches in a consistent manner to keep getting the most out of their team.  This doesn't need to be an arduous task, so remember to go out and have some fun!

References from the SIRC Collection: 

1. Adams M. Problem-focused coaching in a mainstream primary school: Reflections on PRACTICE. Coaching Psychologist. June 2012;8(1):27-37.
2. Grant A. An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice. International Coaching Psychology Review. September 2012;7(2):146-165.
3. Maitland A, Gervis M. Goal-setting in youth football. Are coaches missing an opportunity?. Physical Education & Sport Pedagogy. October 2010;15(4):323-343.
4. Palmer S. Revisiting the 'P' in the PRACTICE coaching model. Coaching Psychologist. December 2011;7(2):156-158.
5. Schupak M. Practice Makes PERFECT. Parks & Recreation. February 2008;43(2):64-67.

Coaching: How to deal with life’s littlest challenges!

Children are encouraged to participate in sport because physical activity and play can be a great outlet to help the body get out excess energy and release endorphins.  Children will test, explore their environment, and act impulsively sometimes but as a coach it's important to be able to recognize when there is a problem more significant than normal development.

If you have a challenging child on your team, there are few methods a coach can implement.

1. If you see the child do something well, reinforce the behaviour with praise.  Remember that children will want attention regardless if it is positive or negative.  It may not be easy to ignore troublesome behaviour, especially if it affects others on the team, so use that time as an opportunity to address the child calmly and help them to work through the problem.  It's important to recognize what caused the behaviour so you can be aware of what the child is experiencing.  On the other hand, if the child is too upset it's sometimes best to have them sit and watch the practice for a while until you and they feel like they can join in again.

2. Watch for potential warning signs.  Certain behaviours or actions can be indicators for depression, anxiety, bullying, or problems at home.  Children want to be heard, so take the time to listen and understand where they are coming from.  If a child's behaviour concerns you, don't hesitate to talk to the child or the parents about what you've observed. 

3. Provide structure, consistent limits and set firm guidelines of what you expect.  Children need repetition and consistency, so ensure your practices are planned ahead of time to avoid surprises.  Unstructured practices have a likelihood of increased disruptions and negative behaviour since children like push the limits of what they can get away with.  Keep clear and calm communication between you and your team, keeping in mind that shouting is not always an effective method.  For example, shouting at a child who may suffer from anxiety could have harmful effects on their self-esteem and their ability to play well.

4.  Focus on a child's strengths.  This is a great way to build up self-confidence and promote positive interactions within your team.

5. Encourage your team to have fun.  Many children put pressure on themselves or get pressure from parents to succeed in sports and this stress can push a child to act out.  Incorporate some games into the practice to get your kids engaged and happy to be out on the field.

A well-rounded coach will be the one who is in tune with the needs of the individuals within the team and can create a structured, positive environment for children to play and learn.

References from the SIRC Collection: 

1. Beyer R, Flores M, Vargas-Tonsing T. Coaches' Attitudes Towards Youth Sport Participants with Attention Deficit Hyperactivity Disorder. International Journal Of Sports Science & Coaching. December 2008;3(4):555-563.
2. Curley J. Coaching a Swimmer with Attention Deficit Disorder and/or Auditory Processing Disorder. World Clinic Series. January 2008;40:465-477.
3. Flores M, Beyer R, Vargas T. Attitudes Toward Preparing Youth Sport Coaches to Work With Athletes with Hidden Disabilities. Palaestra. January 2012;26(1):5-6.
4. Grzegorek W. Attention deficit hyperactivity disorder in athletes?. Coaching Volleyball. December 1997;:18-19.
5. Hardy C. More than just burning energy. Journal Of Sport & Exercise Psychology. December 1993;15(4):470.
6. Heil J, Hartman D, Robinson G, Teegarden L. Attention-Deficit Hyperactivity Disorder in athletes. Olympic Coach. Spring 2002;12(2):5-7.

Gettin' Down and Dirty with Obstacle Racing

Obstacle racing which has exploded in popularity since 2009, requires participants to navigate various obstacles, such as fences, mud pits, and climbing nets, that have to be overcome in order to complete the race. When Tough Mudder launched in 2010 it attracted 20,000 participants in the US, and had Canadians jumping on board with 35,000 participants last year. Many Canadians are also familiar with the Spartan race that also keeps growing in numbers.

These races are not a walk in the park and injuries do occur. Usually it's just scrapes and bruises, but there have been some serious injuries. So why do people keep coming back?

• Many want to try something different; they enjoy the diversity of the activities
• Not a competition (depends on the host)
• Enjoy the physical strength and mental challenges
• Teamwork; camaraderie
• Increased focus and concentration to complete the activity
• Fundraising
• It's exciting, some may find singular activities monotonous

First of all, most courses are designed with a team in mind, meaning you can't get through them without someone giving you a helping hand. Anyone can sign up, regardless of your fitness level, although preparing a bit for an upcoming race would probably be a good idea. Ages vary with most participants being in their 20s or 30s and mainly consists of men, but the number of female participants is growing.

Obstacle course training is a highly effective method of developing a diverse set of skills and abilities. It offers a variety of activities for participants to challenge themselves physically and psychologically and adds a sense of pride, accomplishment and camaraderie with the other athletes when you finish the race.

If you feel you are up to the challenge, Tough Mudder will be hosting events in Vancouver, Toronto and Montreal this year and the Spartan Races will be held in multiple cities across Canada. If you have never participated in one of these races before, it's a good idea consult your doctor when starting any new vigorous exercise program.

References from the SIRC Collection: 

1. Get Your Mud On. Runner's World. October 2011;46(10):100.
2. Mellen G. Getting Dirty for Good, Clean Fun. Sportstravel. April 2012;16(4):45-52.
3. MUD RACING GOES MARTIAL. Black Belt. August 2012;50(8):22.
4. Mullins N. Obstacle Course Challenges: History, Popularity, Performance Demands, Effective Training, and Course Design. Journal Of Exercise Physiology Online. April 2012;15(2):100-128.
5. RADDING B, OLIVERO T. GET IN THE RACE. Men's Fitness. October 2011;27(8):36.
6. Schaefer K. ONE TOUGH MUDDER. ESPN Magazine. June 27, 2011;14(11):114-119.

Coaching - "Invisible" Disabilities

Participation in organized sport activities has been shown to increase self-confidence, social skills and peer acceptance. Young people with "invisible" disabilities (e.g. learning, emotional/behavioural, and speech/language) can often be overlooked because they have no outward physical characteristics that suggest they have diverse learning needs. As a coach, there are many ways to foster an effective and inclusive sport environment so that everyone can have a great team sport experience.

Focus on a player's ability - Discover what your player can do rather than focusing on what he/she can't do. If you are unsure, ask them to tell you their capabilities, skills, interests and goals and then work together to plan challenging and engaging sessions that are geared to the person's needs.

Be ready to adapt - Possible adaptations include changing up your teaching style (more demonstrations, less verbal instruction), rules, equipment and environment (quieter may mean less distractions).

Communicate effectively - When providing directions, gain eye contact with your player(s), keep explanations concise and re-state if necessary. When providing demonstrations, break down specific drills one step at a time and build up slowly.

Set the stage for success - Some athletes with "invisible" disabilities may be aware of their difficulties and be anxious about situations that are unfamiliar, unknown, or perceived as difficult. To lessen anxiety, try providing an overview of the practice activities and the order in which they will occur. Routines also provide structure and predictability which can allow a stressed player to relax and become more engaged.

Promote social acceptance - Sometimes it can be challenging for players with "invisible" disabilities to have positive social interactions with others. A coach can address this by calming insisting that everyone follows the rules, takes turns and in general have players be aware of others. Organized sport can be a great platform for youth to develop social skills without negative consequences like teasing or ridicule; therefore, it's important to be sure to provide positive feedback and lots of support.

Coaches can encourage participation in sport for a person with a hidden disability by taking a pro-active approach, not worrying about making the occasional mistake and reminding themselves that every player just wants to be respected and valued.

References from the SIRC Collection:

1. Abraham A, Collins D. Taking the Next Step: Ways Forward for Coaching Science. Quest. November 2011;63(4):366-384.
2. Beyer R, Flores M, Vargas-Tonsing T. Strategies and Methods for Coaching Athletes with Invisible Disabilities in Youth Sport Activities. Journal Of Youth Sports. June 2009;4(2):10-15.
3. Hassan D, Dowling S, McConkey R, Menke S. The inclusion of people with intellectual disabilities in team sports: lessons from the Youth Unified Sports programme of Special Olympics. Sport In Society. November 2012;15(9):1275-1290.
4. McMaster S, Culver D, Werthner P. Coaches of athletes with a physical disability: a look at their learning experiences. Qualitative Research In Sport, Exercise & Health. July 2012;4(2):226-243.
5. Pine S. Inclusive coaching course opens minds and doors. Sports Coach. 2005;28(2):18-19.
6. Young J. The State of Play: Coaching Persons with Disabilities. Coaching & Sport Science Review. April 2010;50:9-10.

Does team sport build character?

The idea that an individuals' involvement in team sport builds character is firmly engrained in our minds. Advocates of sport participation believe that sport provides opportunities for learning moral development and social skills like cooperation, conflict resolution, self-control, teamwork, fairness and a good work ethic. As a result, many parents often sign their children up for a sports team in the
hopes that they will learn some, if not all of these skills.

There is considerable evidence that the development of character in young athletes can be formed positively, if helped along by sport coaches who implement specific strategies to do so.

• Set the example - Young athletes will look to their coaches to teach them how to respond to a difficult situation - a coach who can effectively control his/her emotions under pressure or in anger is a great example for good sporting behavior. If a coach expects good sporting behaviour, but does not follow the set rules, young athletes receive mixed messages.
• Goal setting - Set team and individual goals, ask them to express how they wish to see themselves grow as players and as a team and help them to accomplish those goals.
• Peer influence - Peers are extremely important in the socialization of young athletes. Establish a peer leader that engages in positive, character-building behaviors and not just those with the greatest skill set.
• Establish guidelines - Make it clear that disrespectful behaviour towards opponents and officials is not tolerated. Let your players know what the expectations are as a team, for example, shaking hands with the opposing team before and after a game, respecting calls from officials, and following the rules of the game.

Character development is a process that requires careful planning that can definitely be developed through sport, but this type of development will not just happen on its own. To be effective, coaches need to set a personal example for youth as well as come up with an organizational plan to help athletes overcome challenges and work towards their individual and team goals.

References from the SIRC Collection: 

1. Boardley I, Kavussanu M. The influence of social variables and moral disengagement on prosocial and antisocial behaviours in field hockey and netball. Journal Of Sports Sciences. June 2009;27(8):843-854.
2. DiCocco F. The Importance of Character. Texas Coach. August 2012;57(1):34-35. 
3. Doty J, Lumpkin A. Do Sports Build or Reveal Character - An Exploratory Study at One Service Academy. (Abstract). Research Quarterly For Exercise & Sport. February 2007;78(1):A-91.
4. Falcão W, Bloom G, Gilbert W. Coaches’ Perceptions of a Coach Training Program Designed to Promote Youth Developmental Outcomes. Journal Of Applied Sport Psychology. October 2012;24(4):429-444. 
5. Gaines S. Developing Individual and Team Character in Sport. Strategies. November 2012;25(8):30-32.
6. Murray K. Team Sports and Character Development. ACSM Fit Society Page. Summer2007 2007;:1-2.
7. Welch B. Character team building. Australian Fourfourtwo. October 2011;(72):96.

Coaching - Motivating Young Athletes

A coaches job can assume many roles within a young athlete's life; they can be an instructor, a mentor, a role model and sometimes a friend or confidant. Coaches have the ability to positively influence a youth's decision to continue their involvement in sport. So what do you do if your player or team is lacking the motivation for success?

• Provide encouragement - acceptance and approval by coaches and peers strongly influence an athlete's perception of enjoyment and motivation. Provide frequent, clear and positive feedback. Focus on increasing skill and giving them information on how to improve the next attempt, rather than pointing out errors.

• Goal-setting - Long and short-term goals can be set and should be designed to be challenging but not unreachable. Keep in mind the capabilities of the athlete, set positive goals and ensure the goals are attractive to the athlete.

• Establish team camaraderie - It's important for players to feel comfortable with their teammates and coaches. Team cohesion can greatly enhance the enjoyment athletes experience through participation, as well as their performance. Teams who have a strong camaraderie are more likely to be successful in terms of team unity and seasonal improvement.

• Keep sport fun! - Young athletes and adolescents love when there are opportunities for high levels of action and being involved in that action. Practice activities can be structured to maximize action by eliminating waiting in line, having sufficient equipment and keeping things moving with short but intense and varied activities. If you wish, you can involve young athletes in the decision-making process by allowing them to choose a drill or activity at the end of practice.

To maximize motivation, coaches can positively affect their players motivation by providing positive feedback, creating challenging goals, encouraging social support, and first and foremost ensuring the sport experience is fun and enjoyable for all.

References from the SIRC Collection:

1. Bell K. Motivating Athletes to Train. American Swimming. March 2007;2007(2):30-38. 
2. Beyer C. Motivating Your Athletes Throughout the Season. Coach & Athletic Director. May 2000;69(10):68.
3. Fleck E. 10 Strategies for Motivating the Recreational Athlete. IDEA Fitness Journal. February 2013;10(2):62-64.  
4. Mahoe S. Five Ways to Improve Communication with your Players. Coach & Athletic Director. February 2007;76(7):44.
5. Nall E. 5 EASY MOTIVATIONAL TIPS. Volleyball. September 2007;18(9):16-17.
6. Pendleton S. Motivating Female Athletes for Success in Basketball. Coach & Athletic Director. February 2001;70(7):96.
7. Teeple G. Motivating Strength Training Athletes by Goal Setting. Coaching Youth Sports. May 2004;:1.
8. Weiss M. Teaching a Love of the Game. Soccer Journal. July 2007;52(4):8-9.

Coaching and Digital Video Analysis

Video analysis in sports can be an indispensable coaching tool - from determining feedback and correction to athletes, to observations on technical and tactical skills. With technological advances, GoPro being the latest popular video recording device, as well as the multitude of video editing programs available, coaches and athletes have the ability to analyse play and performance on a variety of levels.

Benefits include:

• Coaches can use video to assess the effectiveness of practice - drills, tactics, team cohesion
• Players are able to critically look at their own performance so they can create objective goals
• Coaches can use video for self and team improvement since it enables the user to view the game or practice repeatedly, in real-time, without having to rely solely on memory
• Provides accurate and relevant feedback to help athletes progress and improve their technical and tactical skills
• Motivational movies can be made to play for the whole team to view that uses game highlights from the latest match or the last match from the same opponents
• Can be used to scout opponents and discover their strengths and weaknesses

From an individual athlete perspective, videos can be motivational in nature or can provide instructional feedback to help the player learn about their performance and identify areas of improvement. For mental training, a sports psychologist can observe errors of attentional focus or identify performance anxiety.

Video recordings provide reliable, accurate and objective information that is essential for the coaching process. For lighter moments, videotaping an international game or performance can provide a souvenir for athletes, or depending your creativity, some footage may be cut to create a funny video for the team to watch for encouragement and motivation. 

References from the SIRC Collection: 

1. Bertram C, Marteniuk R, Guadagnoli M. On the Use and Misuse of Video Analysis. International Journal Of Sports Science & Coaching. June 2, 2007;2(0):37-46.
2. Byte Size Coaching & Video. World Of Soccer Newsletter. January 2011;(54):1.
3. Carson F. Utilizing Video to Facilitate Reflective Practice: Developing Sports Coaches. International Journal Of Sports Science & Coaching. September 2008;3(3):381-390. 
4. Groom R, Cushion C, Nelson L. Analysing coach–athlete ‘talk in interaction’ within the delivery of video-based performance feedback in elite youth soccer. Qualitative Research In Sport, Exercise & Health. November 2012;4(3):439-458.
5. Meeûs M, Serpa S, De Cuyper B. The Effects of Video Feedback on Coaches' Behavior and the Coach-Athlete Relationship. Journal Of Clinical Sport Psychology. December 2010;4(4):434-340.
6. Soon-Ho L. Development of an Analysis Program on Sport Competition for Digital Video. International Journal Of Applied Sports Sciences. June 2008;20(1):94-112.