Tuesday, March 22, 2011

Training Coaches, Part 2

There are three important components to institute in the training of a coaching staff:

  1. Spiritual
  2. Physical
  3. Technical
Why the physical component? It's easy to understand the necessity of spiritual training, and certainly some technical training. But we're talking about the coaches here, not the athletes. So why the physical component? That's a viable question, and here's my opinion: I Timothy 4:8 speaks to the value of bodily exercise as well as the overriding importance of godliness. So that's one thing---there is value to physical exercise. Secondly, coaches need to be role models in all aspects of their presence. Hey, the simple reality is, if a coach who is in woeful physical shape is exhorting his/her athletes to "work harder", "go the extra mile", "get in shape", "out-condition your opponent", "be physically disciplined", it has less impact and meaning than a coach who models those values and traits. Look at it this way: Are you going to take financial advice from someone who can't manage their money, doesn't know an IRA from an annuity, and has no financial training? Aren't you more apt to listen to a professional who exhibits the knowledge and understanding that gives you confidence? How confident would you feel if your financial advisor showed up to a meeting about your financial future dressed in shorts and flip-flops? Don't you feel better if you believe the person advising you absolutely knows what they are talking about--to the point that you can "see it" in them? Trust me, the same is true when it comes to an athlete listening to a coach and fully buying in to what is being demanded and taught.

So do you train coaches physically? That's not too practical, but I believe you should make sure your coaches understand the value of physical training to their effectiveness as a coach.

The spiritual aspects of training encompass several areas that I will explore in the next several posts--Motivation, Excellence, Relationships, and Discipline.

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