IndexCoaching TheoriesCognitive Behavioral TheoryCBT in PracticeLTAD TheoryPositive Psychological TheoryUK Environment-Based Coaching StylesPractice and Talent DevelopmentTalent Identification SystemDevelopment of Coaching Philosophy, Life Skills and the workIn all games it could be football, basketball, soccer, netball and hockey among others, there are coaches who train participants in these games to improve their performance. Being a coach is a noble position that one must dedicate oneself to in order to observe players' weaknesses and turn them into success. However, there are various factors surrounding coaching that this theory will provide insight into. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Coaching Theories Cognitive Behavioral Theory This theory involves action and thought. The theory was developed by Albert Ellis and is based on the idea that learning occurs through an observable association existing between a stimulus and a response. BF Skinner, a well-known behavioral theorist, described operant or reinforcement conditioning as a process of behavioral modification in which a behavior is the result of a consequence. The essence of this theory lies in the process of thought and choice in determining behavior including what we perceive as an event. Ellis, the founder of this theory, was also the pioneer of rational emotional behavioral theory which seeks to explain how maladaptive and irrational thoughts can be the cause of both physical and mental illnesses. Therefore, one can only improve by changing the belief system which is seen as the key solution (Abramowitz, p548). Ellis is also the author of the ABC theory of personality which refers to the concept of the activating or antecedent event, the behavior that results from the event, and the consequences of the event. Understanding your thoughts regarding a certain event is crucial as you can change your behavior. Being an aspiring coach, you may be able to question clients regarding their beliefs related to a certain event in order to make them aware of irrational mindsets that may contribute to engaging in unhelpful behaviors. Beck's combination of cognitive theory and behavioral theory in the 1960s created the foundation for CBT and the roles it plays in coaching (Abramowitz, p548). Beck analyzed 3 levels of consciousness in his process of developing CBT problem-solving techniques. In his analysis, he referred to the place where rational decisions are made as full consciousness. He also referred to automatic thoughts as the rapid flow of private cognitions that flow in one's thought stream and are not subject to accuracy evaluation to determine their relevance or even accuracy. Finally, he analyzed core beliefs or schemas and referred to them as the deeper cognitive levels and shadows that emanate from long-life experiences. It is essential that a coach helps the client recognize their distinctive style of problem perpetuation by using reason, thinking, and reality checking in order to modify them. Clients in a more adaptive, balanced and helpful way may, therefore, be able to think about their own thinking (Abramowitz, p548). CBT in Practice CBT theory has been largely implicated in the field of coaching. Through this theory, clients are encouraged to reevaluate and identify self-defeating thoughts and also engage in more effective ways of thinking that can result in adifferent form of behavior. The techniques used in this theory are based on the concept of guided discovery through the client-led analysis of the situation around him, aided by the coach through Socratic questions. In this area, coaching becomes more problem-focused and tends to examine the client's developmental needs as well as specific events. It has been noted that replacing maladaptive thoughts with positive thoughts through cognitive restructuring is critical (Abramowitz, p548). LTAD Theory This theory states that dedicating effort for a long time to a certain activity is fundamental to achieving the desired mastery. To achieve this, a specific, well-planned regimen in which you continue to practice, train, engage in competition to gauge your level of success, competition and then recovery is critical (McKeown and Nick, p4). For optimal development, it is essential to cultivate long-term rather than short-term winning projects. Giving too much importance to competitions in the initial stages of training leads to long-term problems. In training, the coach should identify the trainee's essential information and characteristics and focus on improving those that can improve the trainee's performance. Also allowing trainees to specialize while it is still early is better as it gives them something to focus on (McKeown and Nick, p4). Positive Psychology Theory This is a theory that has its roots in humanistic theory and was born out of a deep focus on mental illnesses and the causes of people's distress (Yates and Masten, p521). Post-World War II psychologists discovered that if there was funding it would be easy to study people with mental illnesses. Later, Martin Seligman, president of the American Psychological Association, urged his colleagues to expand the theory towards what is right, thus leading to the foundation of the theory of positive psychology. Seligman was also interested in including the science of human happiness and studying excellence in psychopathological treatment and investigation (Yates and Masten, p521). The development of this theory has continued since the 1990s with the recognition of the clinical imbalance where much research focuses primarily on mental illness. The main concepts overlooked when studying only clients' illness relate to the essential elements and strengths needed to prevent the illness from recurring. Mihalyi Csikszentmihalyi, a theorist of positive psychology, argues that people are at their happiest when they do something in which they feel a sense of flow in their free time, work, or maintenance-intensive activities in which they interact with the world on a challenging and a level that involves the use of skills above the usual level (Yates and Masten, p521). At this level, the person loses self-awareness and forgets about their problems which intrudes consciousness into a normal life which diverts one's energy from what needs to be done. Engaging in activities that provide a sense of flow and happiness in life is a the perfect way to avoid feelings of isolation, anxiety and depression during bed rest. Using free time to complete mini-research assignments and get more work done helps pass the time faster and also aids in the acquisition of more skills (Yates and Masten, p521). Leading leisure service providers should, therefore, ensure that leisure venues are not only used for rest but for the betterment of people who wish to improve their skills in different fields. The development ofdifferent leisure centers is therefore vital to ensure that people have the time and space to do what they love in their free time. This should also be done in schools where students are allowed to not only take rest but also engage in other activities instead of keeping their minds idle. Providing people with open spaces can help them pursue activities such as athletics and football that may be part of their passion. Additionally, taking advantage of recreational areas that benefit those who are mentally or physically handicapped makes them feel valued and that they can use these areas to enhance and pursue their talents (Yates and Masten, p521). Contemporary Issues Affecting Coaching Arrangements in the UK Lyle in his concept of sports coaching argues that the provision of coaching services is subject to a number of factors. Such factors may include ongoing training of coaches. Most people have not yet undergone coaching training, so this leads to a limited number of professional coaches. Furthermore, continuing education for coaches does not touch on all the parts necessary to be a professional coach but rather relies on the experience that is accumulated on the field. Experience takes a lot of time, so being a professional coach takes a lot of time. School career programs are also one of the factors influencing coaching in the UK. Most schools don't give coaches enough time to help children develop their talents. The non-existence of a sufficient number of lessons in the curriculum causes children to be uninterested in a number of sports, which limits the number of players in the country. Furthermore, due to lack of sufficient training, interested students may engage in sports when they are older, which limits the time spent on these activities. In most cases, the retention of students who are trained in school is poor as most students tend to engage in different fields rather than sports. Therefore, training of coaches is limited as the number of students who are expected to continue with sports activities tend to engage in other careers, thus causing coaches to lose morale in their work as only in very few cases do they impart professional teaching. . The image of coaches in society is mostly poor as their roles are never well recognized. This means that they are never given enough life-changing opportunities for students who need to take up sport later in life. Furthermore, their work is associated with the failure of players and clubs who never perform in sports activities, thus tarnishing the image of each coach. Delivery Styles and Methods in the Context of Sports Coaching There are numerous methods through which coaching can be delivered. These styles can include autocratic action styles which involve the player doing exactly what the coach wants him to do and not what the player himself thinks he should do, the democratic style involves the player in decision making where what he does is discussed between him and the coach. The last coaching style is the correct tenant who allows the playing group to do what they want (Andersen, Van and Brewer, p12). Coaching Styles Based on the UK Environment There are different coaching styles that apply to different people and age groups. at different times. For the long-term development of the athlete, the integration of different styles is essential to promote the growth of the player's professionalism. The UK environment must be a specific supporter of theform of LTAD coaching where different coaching styles and modalities are employed at different stages of trainees' development (McKeown and Nick, p4). When training children between the ages of 6 and 9 for boys and girls, you can work best with the autocratic form of coaching as it involves instilling discipline and learning mandatory movements to inexperienced trainees. These styles can also work well with the learning phase of training as discipline and acquiring specialized movements that will be useful in the future are essential. This age ranges from 8 to 12 years where young people need to acquire fundamental movements if they aspire to thrive in sport in the future (McKeown and Nick, p4). Autocracy and democracy can be applied in the training phase where sometimes trainees are offered some freedom while other times they have to do what the coach says. The stage varies from 11 to 15 years (McKeown and Nick, p4). This stage allows the acquisition of basic tactics to enable them to be fit and professional in their future.After the initial stages, the trainee begins to acquire professionalism and crucial moves. At this stage, a democratic form of education can work well. However, trainees should not have too much freedom to avoid their training and skill growth being affected. The stage varies from 16 to 18 years. The ratio between training and competition at this stage should be 50:50 (McKeown and Nick, p4). This phase involves intense activities throughout the year which require the provision of specific forms of training. If granting freedom to trainees is what can increase their prosperity, comfort and professionalism, democratic and holistic coaching is needed. Holistic coaching cuts across social and spiritual issues and requires a personal relationship and respect between the players and the coach. This improves the interaction between the trainee and the coach thus improving understanding and reasoning (McKeown and Nick, p4). Practice and Talent Development When we want to be professionals in our field, one thing we should be involved in is the art of practicing where we do something multiple times and also in different ways to achieve the mastery we desire. Having a talent is one thing but then cultivating it is another. One of the ways you can grow and manage your talent is to employ the art of practice. Practice is important for a number of reasons (Ericsson, p685). Practice helps you improve what you do. Establishing a routine in doing something increases your chances of doing it better in the future, for example, practicing how to hit long shots in netball can improve your ability to do it in the future, which would then give your opponent difficulty in trying to stop that shots. Such a thing can therefore lead to a victory (Ericsson, p685). Practice is also essential for improving self-confidence. For example, doing a special move that you've never done again might feel embarrassing since you might fail to do it after putting in all the effort. But practicing the same movement provides the confidence to execute it and do what is supposed to be done. Therefore, the fruits of hard work depend on one's level of determination. Determination can be employed in practice when one does not feel tired doing something a certain number of times if this will lead to the achievement of the required mastery (Ericsson, p685). Talent Identification System A need arose for a formal reporting system that could lead to the identification of talented softball players. The talent identification system was then developed in 2007 with the use of a851).