Philosophy Of Educating Athletes

My personal Philosophy of educating athletes I think producing an atmosphere that is comfortable and encouraging to education is imperative. The athletes needs to be aware of the standards and actions that all of the Coaches and athletes are prepared to accept to generate the peak knowledgeable atmosphere. The athlete needs to be given the ability to mature their proficiency level in an organized learning atmosphere that continually tests the athlete while providing reassurance and support. The athlete needs to mature their basic skills always to provide them with a solid base as they progress in their sport. The athlete will benefit when showing up to stimulating maneuvers that necessitate effective decision making and detailed implementation

I see behaviorism, because of the base line drills will be performed to perfection, Cognitivism the drills stimulate effective decision making, and humanism in the self-motivation as well as the athlete has a voice to help the program grow. The statement covers the needs for the student, athlete, and institution and how the coaching staff will hold themselves to the standards paced before them to set a positive example. The three theories explain in further detail below:

Behaviorism is longstanding of psychology that pays specific consideration to cause and effect. The way we behave, particularly in the way that reinforcement acts to condition our unconscious reflexes and reactions. In coaching, it is useful in learning the habits the athlete has been accustomed to by their environments, their past history and by the individuals that raise them. More serious cases can lead to preventive performance that diminishes the athlete’s chance of success in life and work as they react rather than move purposively and by conscious choice. The athlete may also be coached in using behaviorism appropriately, avoiding negative reinforcement that leads others to behave undesirable and using incentives

They may investigate and ask thorough and tough questions. They may well be skilled in specific questioning, helping their athlete to realize things on their own. The coach is more of a guide than a judge. They give control to the athlete and nudge them along rather than drag them kicking and screaming. Coaches get athletes to truly own their own problems and own their solutions. When a person says 'I did it!' the coach can feel satisfied (Connolly, 2016).

Once athletes have advanced a trusting relationship, they will authentically reflect what they see, even if it is difficult at first for the athlete to accept it. But, given the trust, the client has no option and must accept what the coach says. They must hence start to address personal problems, with light but effective support from the coach (Connolly, G. J. 2016).

Cognitivism The ultimate goal of Cognitive Coaching is teacher autonomy: the ability to self-monitor, self-analyze, and self-evaluate. In early cycles of Cognitive Coaching, the coach must draw these capacities from the teacher, but as the cycles continue, a teacher begins to call upon them internally and direct them toward an area of personal interest. (Costa & Garmston,