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Strategies for Coaching

I.O.U. — I began writing this page recently, and currently it's just a list of links (to other parts of this website, and in other websites) and topics that eventually will be explored in this page:


An introductory paragraph explains how Coaching Strategies are similar to Teaching Strategies but coaching usually places more emphasis on personalized guiding & formative feedback (with positive effects on self perception) & motivation & collaborative teamwork for skills that are mental and/or physical.

We can think about analogies, with similarities & differences, between coaching and teaching, and mentoring, and in other kinds of relationships.  Early in a process (that will continue later) of searching the web for useful pages, I found a summary of basic ideas, describing 7 Types of Managerial Coaching* and 5 Coaching Strategies for Successful Coaching of Colleagues and Subordinates.  In a wider range of situations, the goals of a coach can be to help subordinates, or colleagues (as in Professional Development for teachers) or students (in a classroom) or, in the traditional setting for a coach, players (on a sports team).

* The situational and relational contexts for coaches can be further expanded to include sports-coach and teacher/coach, plus colleague/coach, in addition to manager/coach.


In all settings, for all functions of a coach, it's important to develop productive relationships, with coachees respectfully acknowledging the authority of a coach, with a feeling of “us” due to a sharing of goals.  As educators (including coaches/teachers, administrators, parents,...), with our words and actions we can try to persuade students that we have good intentions (we care for them and are trying to help them improve their lives) and we are competent (in defining worthy educational goals and helping students achieve these goals).


My Personal History of Coaching:  From an early age I've enjoyed sports, playing on many teams (baseball, football, basketball, tennis, volleyball) with many coaches, including one who persuaded me to change my tennis backhand.  My first teaching experience was coaching tennis in a summer program, and later I taught juggling and music improvisation.


below are scraps to be organized/edited later:

metacognition is a major emphasis in coaching players to improve their performing and/or learning (and/or enjoying). mc mckn mcref mcpal mcreg - mcls [variety of] mctwo / dp-mo#empathy, mcts/hwzz -- learning from external feedback -- persuading coachees to be coach-able by accepting critical fb (@ page for this) / @ optimization - inner game, etc


key aspects of coaching:

OBSERVATION (from external point of view, with external metacognition that allows players to avoid their own metacognition, or help them learn how to use/regulate their metacognition for themselves) as in Stage 2b with ext obs during Monitor in Stage 2b

KNOWLEDGE teaching (during Plan in Stage 2b)

MOTIVATION -- at level of individuals and collectively/together for TEAM UNIT -- one heartbeat (emotionally, celebrating best whenever done well, by all, cooperation, or healthy competition, non-jealous, not zero-sum) in terms of motivation ---- one cognitive unit, ito think-and-do with instantaneous co-improvising, goal-directed real-time improvising, adapting and covering

quote from managerial coaching -- "


for example, defense in basketball -- motivation (for most players, defense is not as personally intrinsic as with fun/satisfying offense, but if personally competitive as with opponent in my experience with pickup game in UW/Seattle, around 25 years old -- @ total motivation, mo.htm#total so make it intrinsic with pride in job "at both ends of the floor" well done as a whole player, work ethic to "be all you can be" overall, can get points for team in two ways -- if intrinsic just need supplemental ext-obs FORMATIVE -- or external motivation by playing time, by benching if defensive "oops" on defense, or if not playing and know why, SUMMATIVE


also -- coaching as one way to scaffold during guided inquiry, as described in hw-gi.htm