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Power is gained by Sharing Knowledge, Not Hoarding It

The theory of sharing best practice encourages contact between boxing clubs, develops reciprocity and cooperation, plus provides a feedback platform to help clubs develop their own skills and knowledge while showcasing talented athletes.

If you would like to share your club videos on this site, please follow the four step process below. 

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Record Drills in Your Own Club

Select an exercise that seems to get excellent results from your athletes 

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Upload to our Facebook group

Upload to either our Facebook page, or your Instagram page and tag us. 

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We will check the content 

We need to do this, to check that it contains appropriate content for the website. We may ask to make some slight changes, or even come and help you record the drills.

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We will load it on the website and notify you when it is live

Once the video is edited and we have agreed with you where to use the video, we will upload it to the site. 

Consider Peer Observation With Other Coaches:

When I am teaching Sports Coaching modules one of the main tools I utilise is peer observations. The peer observation processes is thought to be important in enabling teachers / coaches to receive support to test ideas, to develop their confidence to try out new methods and to enhance their understanding of learning and teaching strategies (Hatzipanagos and Lygo-Baker, 2006). In my own personal experience I believe two heads are better than one, when it comes to trying something new. The observation process has given me ideas on how to improve my own practices within sessions through the sharing of new ideas and has confirmed that the activities used are effective in enhancing learning. 

Consider Finding A Mentor To Help Your Club Succeed:

Tony Robbins (Leadership and Motivation Guru) says to be successful in business you need to surround yourself with successful people.

Whether you are running a boxing club or training to be a boxer, you need to surround yourself with people who have succeeded in these roles. There is little point trying to create new ideas if other coaches can make recommendations on successful techniques they have already implemented. By teaming up with other coaches will give you a different insight into strategies to expand your knowledge and success. 

 

According to Vialle, et al, (2005) you need to satisfy three criterion to qualify the mentorship relationship to have a positive effect;

  1. It must enable the learner to complete the task he or she would not be able to do alone

  2. It must have the learners reach a state of competence that will eventually enable them to complete the task alone

  3. There needs to be evidence that the learner has achieved a higher level of competence as a consequence of having been mentored. 

The Need To Reflect.

According to Gould and Roffey-Barrensten (2015) reflection is a structured form of recalling an event from our memories to aid in the analysis of the event. Most coaches will do this without thinking, for example, if you had a bad experience coaching a skill, you will most likely avoid coaching this skill again. By using reflective models allows you to try and understand why certain things happen, and create strategies to prevent them happening again. It also allows you to recognise the good things in your session, thus acknowledging good practice in your coaching. 

We recommend writing down your thoughts and following a Reflective Model to aid you in this process. There are many reflective models out there, and here are two of our favourites to start you on your journey of becoming outstanding coaches. 

Dennison and Kirk Model (1990)

Brookfield's Critical Lenses (1995)

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This reflective model has 4 components and requires you to gain feedback from yourself in the form of a diary write up, colleagues as in other coaches opinion on how the session went (they need to observe) and then the students would be the athletes that took part in the session (usually done at the end of the session). Once you have gained all this information, you look at scholarship information to see if there is anything you could do to make the session better. That could be provided from this website, books and journals. 

This reflective model is a little simpler to understand and is a good starting point for anyone getting into coaching or new to the process of reflection. Simply plan and do your session the usual way, then sit and write out what happened in a form of review. Write down the positives and the negatives. Then you have to create a learning path / action plan for the next session based on your review. This could be as simple as providing more praise to motivate the boxers. Then apply this to the next session and follow the process again. 

References

Brookfield, S. (1995) Becoming a critically reflective teacher. Jossey-Bass: San Francisco.

Dennison, B and Kirk, R. (1990) Do, Review, Learn and Apply; A Simple Guide to Experiential Learning. Oxford. Blackwell. Education.

Gibbs, G., (1998) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford. Further Education Unit.

Gould J., and Roffey-Barentsen (2015) Achieving your Diploma in Education and Training. London. Sage.

Hatzipanagos, S., & Lygo-Baker, S. (2006) Teaching Observations: A Meeting of Minds? International Journal of Teaching and Learning in Higher Education, 17 (2) 97-105

Vialle, W., Lysaght, P., Verenikina, I. (2005) Psychology for Educators. Thomson, Social Science Press