Team building is a very instrumental aspect of effective coaching. It focuses on tactical ingredients of a sport, diet and skills of sport which involves not only the influence of individual outcome but also team atmosphere, satisfaction, participation and cohesion. Cohesiveness is the major aspect of team building which every coach need to learn if he is to achieve results in his team (Newin et al. 55).
Team-building strategy has been useful in increasing the teams effectiveness and satisfies the needs of its members. This can be achieved in a number of ways that include the production of a coherent visionary acceptable leadership, acceptance of roles and responsibilities by team members, dedication of team members towards a common goal, development of a positive and energetic environment, effective and efficient group meetings and practices and reduction or elimination of negative team practices. (Bloom et al. 45). These are some of the basic principles of building a strong and vibrant team as we will learn through the discussions and findings of this research.
Players, coaches and parents should sign a code of conduct to regulate their behaviors and consequences of loose morals are indicated. Hockey involves development in skills and experience of the players from the young to the old. Therefore there two levels of play namely AA A and B. In AA A level travel teams, a balance of winning and sportsmanship is emphasized, enough practice is done. Players in this level play high competitive matches since it consists of highly skilled sportsmen as compared to the players in B Level Travel Teams (ParentPlayer Handbook 4-13).
Capable Players in the two levels are selected through try outs according to their ability to be coached, skills attitude and past play. After try out selection is completed the head coaches should provide the results to the hockey board for approval. When a player is not selected they are encouraged to work hard for the next time selection. An evaluation of the team selected should be done to ensure its competitiveness in order to maintain equality of the teams. Coaches are mandated to communicate to the team about the games, practices or any other change (ParentPlayer Handbook 4-13).
The role of any coach is team development. This involves training, competition and team behaviors. Training involves instilling skills in performance, competition assists players to see their potential and utilize it in the game while team behavior is applying knowledge that team managers use to create trainable and effective atmosphere. Another aspect of team building is team cohesion. This is the ability of a team to stay together and it comprises of task and social factors. Task is seen when a team is working together to achieve their objectives while social factor revolves around development and maintenance of relationship between members (Mack and Gammage, 119).
Thesis Statement
It is important to be able to cooperate well with the players at the same time instill discipline in the team with the coach as the role model. The coach should allow the participation of the team members for the easy management of the team. Team building will involve intellectual, physical, and emotional problem solving tasks as well as a focus on the team work, organizational communication and cooperation. However, improper team processes can as well result in poor team building.
Team building philosophies and techniques for youth hockey.
The success of any team is not necessarily based on the teams physical attributes and technical skills of the coaches only. It stretches out to look into what is happening in the teams environment or atmosphere. Among the environmental variables that contribute to the success of the team is team unity on tasks and social activities and then the teams cohesion. Team building activities are necessary to increase the chances of winning in crucial situations (Bloom et al 46). Also argues that young players can put all their differences aside as long as they are winning. This implies that winning brings about team cohesion. Better still team cohesion can lead to winning. Whichever the case, team cohesion is vital in the success of any team.
Team cohesion is developed through team building. This comes in steps that begin with formation, storming, norming and performing. Most of the times, team building is a very complex exercise where the coaches are required to assume at least 10 diferent roles social worker, fundraiser, teacher, fundraiser, manager, disciplinarian, administrator, friend, motivator, and trainer (Bloom et al. 44).
Assuming that the above steps are implemented in a team, the team can be strengthened further by selecting the best players around and letting them compete amongst themselves. (Mack et al. 120). A team will be very successful if it commands respect from all bodies involved a coach should respect the players and the players give the coach the due respect that he really needs to manage, educate and coordinate the team. The players also should appreciate and respect each other. Any problem coming up in the team should be resolved amicably. Cheering, acknowledging and appreciating the members of the team can done in public so as to reward those that are really working hard in the team and encourage others to follow suit, while criticizing each other be done in private. Everybody in the team should be positive to your team starting with the management of the team, the coach and the players themselves. This will develop a good attitude towards the team (Steamboat springs youth hockey association 9).
Team building techniques are key elements in team effectiveness, team members satisfaction and also result into several benefits in a team which include acceptable leadership, team work, member acceptance of responsibility, creation of healthy environment, productive team meetings and elimination of negative attitudes among the team members. Talents alone are not enough to build a strong team but when cooperation, communication, organization, physical and emotional problem solving are well utilized by a youth sport coach they can help in team building (Bloom et al. 44-45).
Mack and Gammage states that team excels due to team development and teamwork but not necessarily due to individual abilities. Team development involves training, competition and organizational behaviors. Coaches need to train their teams in a conducive environment which involves instilling skills and perform to their potential while competing. Cohesiveness of a team involves task which entails how a team works together towards its objectives and outcomes and social which means how well the team members relates (119-120).
Several factors that lead to team building include the size of the team-a smaller team is likely to have good communication than a bigger one. The next f actor is how the team members know and understand each other and so as a coach you need to create more time for your team to be together. Finally the task at hand plays a crucial role in team cohesion (the sports education and leadership department at UNLV 1).
In research (Newin et al.55-56) states that participation in the team building program leads to high self recognition, competence, social, player enjoyment, participation and general fitness as compared to control model. The team building activity needs to be well informed, organized and managed to bring forth the expected results of a team. They continue to say that the conceptual style of team building is the most instrumental in the process of team building in that it consists of inputs-environmental and structural of the team, throughputs and outputs. When an environment of a team looks peculiar, it results to more teamwork, on the other hand structure of a team involves the status of a player and team norms. In addition, inputs influence the communication patterns. The best communicators in a team removes negative atmosphere increased commitment of others. They continue to argue that when a coach uses a direct team-building intervention approach, results to more cohesiveness, tutor-player and player-player relationship in a team.
According to Mack Gammage, a successful team needs to blend individual talents and abilities to make their work effective and efficient. If a player consistently engages in a certain role, he or she will understand it better, however, players are advised to take many diverse roles. Another important aspect is for the team members to accept the roles given to them. This will mean that a player is satisfied with the responsibility given to him or her. This will in the long run improve the teams effectiveness (122).
A team can also be strengthened through providing a supportive environment to others this support is multidimensional and can include attention to work, emotional, social, listening and personal factors. Say for instance that a player has a problem in his life of may be he has a low self esteem, the player will not devote all his time and energy to the sport but latter will spend much of his time contemplating on the issues that are troubling him. Such people need to be nurtured carefully so that they can perform. Therefore, apart from appreciating and acknowledging individual team members work and encouraging them to perform better, coaches should develop a socially supportive environment. (Mack Gammage 125-126).
For any player to be successful, learning to overcome the challenges of any sport is crucial. Generally all sportsmen make mistakes but the critical thing is how fast one learns from these mistakes (Serowik 1). There are few factors to consider when developing your mental game. They involves, not showing frustration or discouragement on the game, letting go the negative attitudes of the game and keep positive memories into your head and be confident. Developing a list of your tasks as a player and memorize them so that they stick into your head every time you are playing. Taking time alone to reflect on your tasks and positive things about the game is another thing as well as taking a memory verse to use in the game are key issues to consider. It is of great essence to go for practice taking it seriously since this prepares your body and minds for the real game ahead. Lastly when you are transferred to another position, get yourself to into the game as quick as possible and all these seven notes will make you a super player (Serowik 2).
Team building exercises and ways to improve locker room moral incorporated with
physical (off ice) exercises.
The locker room contact policy of the coach is the time he or she spends with the players. This time is very important to the teams, development and so it must be respected. The prosperity of the team will in many times depend on the teams standard of behavior and cohesion. The process of improving the team morals is the cornerstone of ensuring team cohesion and then prosperity. This comes as a process starting with forming, storming norming and the performing. This does not mean that a team can graduate from a step never to go back to it again cohesion is a continuous process that can be revisited again and again (The sports education and leadership department at UNLV 1-2).
Forming involves putting the team members together and most importantly is to make them to feel comfortable with each other and start knowing each other and build lines of communication. Storming is the next stage and it is at this stage that players seek to demonstrate their prowess in various fields. It is at this stage that the coach should be able to identify who fits which responsibility or role. Norming is next and the coach should start putting his team together. The team should move from competition to cooperation. Performing is the final stage of team building and it demonstrates the teams building progress where all members should work together towards a common goal (The sports education and leadership department at UNLV 1-2).
As discussed by Mack and Gammage (124) informal roles can be explored and be of great benefit to the team. The coach and the players can come together and identify the unique qualities possessed by some or all players and put the in some good use. For example a member with some exceptional ability and patient can be useful in teaching and developing the talent of other team members while those liked by most team members can be assigned the role of a social-emotional leader. Just as in the formal roles, informal roles should be discussed in a group to foster the commitment of the team roles and respect to the team roles bothers occupy.
A research, (Bloom et al. 45) suggested that, emphasis should be laid on leadership, team norms, communication and competition. This will improve the teams harmony and closeness which are very important in the prosperity of any team. Similarly, focus should be taken on teamwork, organization, communication, and cooperation. This will lead to increased self-perceptions, player competence, social acceptance, scholastic competence as well as global self-worthiness.
Accepted norms will contribute to the development of team cohesion through individual player attraction to the group, team unity, group productivity and the development of team identity members of a well coerced team can be willing to adhere to the team norms and make necessary sacrifices to be a good team player. (Mack et al 120-121). Effective programs usually in the form of workshops will help in the team building process. These workshops mainly should focus on skill analysis, practice planning, injuries, nutrition, and tactics of the sport. This is according to (Newin et al. 55).
Graha findings and experience shows that player development comes in leaps and bounds. House team players need to be blended with players with a wide experience in the game. More advanced players who have developed greater teamwork and leadership skills will assist the less experienced players. Advanced players in turn gain a greater appreciation for the mental aspect s of the game through this process (4).
Graha continues to elaborate on rules and standards of the game. He notes that, coaches should go back to the basics and the fundamentals of the game. Players should use proper footwork and body positioning. When one is defending the punk, no matter which side of the ice he or she is, he or she should be under control, use proper angling techniques and have the stick and body in proper position. The player should not be hesitant because the longer he waits to engage the punk carrier the greater the offensive players advantage (4).
It is quite ironical that the more physical one becomes in the game the fewer the penalties. However as much as one can try to do everything right, sometimes he will get beat. In such instances, the player is advised not to touch them but instead, turn his hips, move his feet and get back in the play. They must be reinforced in during every practice and every drill. The coaches should encourage their team members, allow them fall and move them forward (Graha 4).
A research by a youth hockey online indicates that rest, change of venue and nutrition are important for the first month or two after a grueling hockey season. A hockey homework packet can include flexibility, quick feet drills, slideboard, running both long and short distances, biking, wrist rolls, hand strength, shooting punks, stick handling and rollerblading.
One conceptual model of team building in (Newin et al 55) is linear in nature, and consists of inputs, throughputs and outputs. The inputs factors consist of team environment and team structure. With respect to the environment, one factor highlighted is distinctiveness they noted that when a teams environment is unique, the team members develop a strong sense of being part of the team. As for the team structure, two factors were highlighted that is individual position and team norms.
It was noted that having team members occupy specific positions in the team and developing collective expectations will contribute to a stronger sense of being part of the team. The inputs will in the process influence the throughput of the team process which includes communication and team sacrifices. The author further noted that, team members who communicated effectively, created a positive team atmosphere. Individuals who made a sacrifice for the team will be committed to the team meaning that the throughputs influence the output of team cohesion (Newin et al 55).
Explain how you will use the principles learned and incorporate them into your daily
coaching regiment.
A coach will need not to impose strict rules and regulations to the players but instead, he should allow the team members develop them by their own. This is because if the coach, parent or any administrator will attempt to force this strict measures down their throat, there will either resist this external force or show no commitment to the rules. He should therefore seek to encourage them embrace this principals more especially areas of more importance to the success of the team like ethics and practice. The coach should develop strategies on indirectly forcing them to follow the rules without them realizing the force. He should cultivate the spirit of dialogue and diplomacy in a very firm but friendly atmosphere (Mack Gammage121).
The coach will also need to gain the support of the team leaders especially the captain and the all the players gradually. This will go an extra mile in managing the team. After winning their support, the coach should allow the team member set some norms that should guide the team. Decision making on such issues should be done collectively by all team members so that none will feel sidelined. These rules and regulations should be followed to the letter. Everybody should adhere to them irrespective of whether he or she is a coach or a player, a starter or a reserve etc. The consequences should be outlined and stiff penalty should be administered to those who shall have violated these norms. These norms can be reviewed from time to time as need arises and non effective norms changed. (Mack Gammage 121)
A coach should try to keep the team together in harmony since keeping a team for a long time creates understanding and cohesiveness. Knowing new and existing players, acknowledging their talents and increased group discussions will help in strategizing for future matches. Also coaches are advised to make long term goals for the team and define roles for each member. This will create a good environment for interaction and an open ground for members to share their opinions freely (Newin et al. 46). Contrary to the perception of many that including young players in the old players team limits the advancement of the old players, it in fact increases their leadership skills and cohesiveness when assisting the young players (Grand Rapids Amateur Hockey Association 4).
The coach will need to set goals for the group. There are two ways of achieving this. First, a coach can interview each team member on his or her individual goal in the group then harmonize all these ideas and come up with the group goals. The disadvantage of this method of setting group goals is that the players will not have a part to play in setting the group goals since the coach will do them on his or her own. The players will feel that the goals are imposed on them and this will lead to some internal resistance on the part of the players or lack of commitment towards achieving these goals. This leads us to the second way of coming up with group goals which is more suitable. The method advocates for active participation of the players in the goal setting process. This will involve group discussion and consensus. This makes them feel a sense of control over and responsibility of their team. (Mack Gammage 123-124)
Coaches, according to Mack and Gammage (126) should assess their leadership behavior and current support structures on the team, the social structures offered and determine the teams satisfaction to these supportive measures. After this evaluation, an intervention will be necessary in areas of weaknesses. The coaches should be examples in encouraging team members to be supportive to each other in and off field. He should then evaluate whether the members are giving and receiving the support themselves. This information should then be shared and be aware on their areas of weaknesses and strengths. Strategies of improving on these areas should be developed. These can include communication training that can improve the listening skills and being non-judgmental. Coaches will also be required to increase on the number of social events for the team to provide opportunities for regular contacts among members.
The coach, according to Graha should be the person he wants his players to be. The players can look to you as their model. To cheer your team is also very important the coach or the management of the team should look for something like a cowbell or a noisemaker because quite links are no fun to play in. Positive comments are powerful and motivating. Team building activities tied in with community service projects are excellent ways of making your team grow especially during the holidays (4).
For any coach to be successful, having passion in the game and experience, commitment and hard work in teaching players are some of the factors to employ. Also having a championship attitude and bringing in international skills into your team works miracle in developing a winning culture of the team (Bradley 1-2).
Coach should always furnish his team with appropriate information on the game time and other changes. Coach can appoint a team manager who will handle all the other responsibilities as arranged by the coach. During team selection, coaches should select players according to their skills, past play and encourage the players who fail to qualify to work hard for the next selection. A coach should make all necessary arrangements with the parents to make sure that his or her team has all the equipments for the game as well as the uniforms. (ParentPlayer Handbook 9-18).
Mack and Gammage states that a coach should be able bring together both individual talent and abilities and let them work together. When a player plays a role consistently the easy it is to understand them. However identifying, understanding and acceptance of this role is a great hindrance which may lead to confusion. Confusion then leads to tension, low sense of fulfillment and there is a need for coaches to clarify each role precisely (122).
How this newfound knowledge will affect your seasonpractice planning, practices, office training, games and all other aspects of your coaching style.
To start with it has improved my communication skills, in other words, I now know how to treat my players and work together with them at their level of comprehension and applying the newly found knowledge to be more successful (Newin et al 62). I will also practice team building programs that include improving the degree of bonding between the players. It has taught me that knowing the strengths and weaknesses of each player and his health concerns is of great importance. I also have learnt to be recognizing and appreciating team achievements because it increases morale and degree of confidence and high involvement of the players in a team (Doyle 12-13).I realized that it is beneficial to me and my team to take a season long team-building session since it increases player cooperation and teamwork as well as enriching my motivational and communication skills due to collaboration (Newin et al. 46).
A coach should ensure that the players embrace the three aspects development in a team as suggested by Mack and Gammage. First is the function of training then competition and organizational behavior. Training helps the player to acquire and perform skills in practice while to knowing about competition will help him perform to his best level in a competition. Organizational behavior will set a good basis or set best conditions for training and competition. (119)
That as a coach am required to be optimistic that a player will do what I teach them, cheerful, appreciative and coming up with more programs of team building. Having some moments with the team before the match brings the opinion of the players to me for proper organization (Grand Rapids Amateur Hockey Association 4).
It is also important to participate in the team activities so that I can point out the weaknesses and make positive comments to the team. Even when they do it wrong I have to take my time and evaluate the situation and then come up with an answer and encouraging which leads to great improvements (Newin et al).
Coaches in trying to build their team should avoid excessive turnover and social cliques on the team, get to know each team member especially new ones, allow players identify what makes them unique and by so doing he will encourage group identity, ensure that the team members understand how they can contribute to the team success, organize group meetings where the players can discuss common issues such as team strategy, stress or preparing for a competition, clarify the role differentiation of each player, establish specific long term and challenging goals and create a contusive atmosphere where all team members are comfortable enough to express their thoughts and feelings and communicate more freely and in the most effective manner. (Bloom et al. 46)
A coach should be concerned if his team is not cooperating. He should also be concerned with the size of the team. The size of the team contributes to the teams cohesion. The larger the team, the more communication problems are likely to arise. A coach should be aware of communication problems and feeling of depersonalization among the players. The length of the time a team is together is very important in its cohesion as well. This is a difficult obstacle that teams have to overcome these days when players move to different levels every year or two. The task at hand also can be a factor in creating cohesion. Not all sports require the same amount of cooperation between members. (Youth first article).
Research on coaches has shown that they influence the degree of enjoyment experienced by youth and their desire to continue participating in sport through their goals, values, attitudes and behavior. This means that the coaches have a great role to play to promote youth sport participation (Newin et al).
As a coach I have learnt that before allocating certain role to one of the team member, I should fast explain it with a lot of clarity explaining the benefits and expectations of such person in playing that role. This in most cases will lead to role acceptance leading to satisfaction (Mack Gammage 123).
In conclusion the team building process helps coaches increase their team performance due to learnt skills and abilities in preparation, management and dedication needed for this process. Coaches also get to see the importance of this process, and fulfillment on their part, their players and for the entire team. On the other hand team members get satisfying atmosphere through their involvement, interaction and enjoyment
(Newin et al. 69).
Group factors are the key to any success in a team. The group factors include norms, roles, group goals and the social support. The role of the coach is also very vital and should not be underestimated. A coach is to educate, assess, determine the feasibility of the intervention and facilitate the change. Finally but not least, a team member should work closely with the coach and other players of the team (Mack Gammage 127).
The team members should work together, listens to one another, share ideas and solve ideas. This will help them improve the cohesion between the team members. The players also should Endeavour to persevere with their peer to complete the challenges (Bloom et al 46-47).
With a successful team building techniques discussed above, coaches will become more efficient youth leaders, and as a result they might enhance personal and team satisfaction and performance. This will eventually result into a more enjoyable and satisfying environment for a hockey youth players more likely to continue to participate in regular physical activity as they progress towards adulthood (Newin, et al, 70).
It is quite evident that coaches have a crucial role in almost all aspects of the team building. One of these aspects is the group factor involving norms, roles, social support amongst others. When group factors arte clearly stated and develop among the team members, effectiveness and acceptance is attained. Therefore it is upon a coach to learn the best ways of integrating these components into one workable process (Mack Gammage 127).
The ability of a coach to train a team in an environment that they accept and gain enjoyment in the process, the team members are seen to be more satisfied and learn better the program with more understanding. It is therefore emphasized that coaches should learn ways of making this program very enjoyable for better results of teamwork and cohesiveness (Mack Gammage 46).
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