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ABSTRACT
When the styles, behavior and characteristics of coaches are studied in depth within the team, it becomes clear how
important these issues are. To be successful, the coach who imparts his institutional knowledge and experience must
also understand the athletes and guide them according to their abilities. A coach who prepares athletes for goals and
provides leadership; Must focus on success with sports knowledge and exemplary attitude. In addition, they should
instill a sense of belonging in their athletes and continue their work without giving up the principles of unity, solidarity,
and honesty. has its own characteristics. subject of expertise.
KEYWORDS
Sport, coach, behavior, management, difference, liberal.
INTRODUCTION
No matter how talented and hardworking an athlete or
a team of athletes is, success cannot be achieved if
they are not properly guided and developed technically
and tactically. All athletes need a coach to succeed. A
coach is a sports person who, incorporating theoretical
knowledge and experience, guides and coaches
athletes according to their capabilities, prepares them
for competitions, and provides leadership.
A coach's job is not just to coach or to show how to
play a sport. He interprets the information he receives
from sports scientists, sports doctors and sports
psychologists and compares it with his own experience
Research Article
BEHAVIORAL CHARACTERISTICS, PRINCIPLES AND WORKING
METHODS OF COACHES
Submission Date:
November 10, 2023,
Accepted Date:
November 15, 2023,
Published Date:
November 20, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue11-08
Sirojev Shoxrux
Asia International University Physical Culture Chair Manager, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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and then passes it on to the athlete. Because the
information of scientists is theoretical information and
is not suitable for practical application. These data
should undergo some changes according to the
personality and sports characteristics of the athletes.
The most important condition for achieving success,
which is the main goal in performance sports, is to
ensure a healthy relationship between the coach and
the athlete. The main field of work of a coach is an
athlete or a team. This relationship is usually defined as
a relationship with an individual or a group.
visible. Their difference from any human relationship is
that their purpose, activity and structure are more
specific.
Different characteristics of the coach and the
characteristics of the athlete or team are important in
establishing the relationship between the coach and
the athlete or the team. There are two main factors
related to the coach in keeping the coach-athlete
relationship healthy and successful. These are the
characteristics of a coach and the way a coach works.
Characteristics of the coach:
The characteristics of an ideal coach can be
summarized as follows; Sports knowledge: The athlete
must be confident in the knowledge of his coach. He
must be able to trust his coach to overcome any
challenges he faces in the professional field. In addition
to having general sports knowledge, a coach must also
have high knowledge in his field and master them. He
should also learn new information in the field of sports
and reflect it in his practice. These characteristics allow
athletes to trust the coach.
Openness to innovation and development: Both the
coach's worldview and the sport's culture must be
open to new information. . For this, it is necessary to
achieve innovation through means such as congresses,
symposiums, internet, books and magazines.
Personal Characteristics: A coach is expected to have
positive personal qualities to build good relationships
with athletes and other people. These include
consistency, taking responsibility, flexibility (being soft
when needed, firm when needed), supporting the
positive, acting democratically and fairly, openness to
criticism, empathy , maturity, humility, self-criticism,
leadership qualities. In addition, he must be able to
withstand pressure from club managers, fans and the
media.
Wide range of interests: A coach should have enough
general knowledge as a person. As a requirement of his
profession, he is expected to have knowledge in these
fields as he has to collaborate with sport theorists and
researchers, managers, sports doctors and sports
psychologists.
Being a role model: A coach should be a good role
model for athletes both in their sports life and outside
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of sports. A coach should be able to do whatever he
wants his athletes to do. For example, a coach who
prohibits his athletes from drinking should not push
alcohol around his athletes.
Honesty: A coach must be honest with himself and his
athletes. He should be able to reveal the mistakes of
his athletes as well as his own mistakes with the same
honesty, and guarantee that athletes will get their
rights if they show the desired result not by words but
by actions.
Involvement: A coach should have a close interest in his
profession and athletes. They should be interested in
the lives of athletes, their problems outside of sports,
and try to support them. They should keep their
relationship within the framework of love and respect.
Take constructive action: Give constructive criticism
and take responsibility for the success and failure of
the athlete or team. The key to success is the coach. It
is the leader who determines the chemistry of the
team. It is not easy for the players to respect a coach
who throws himself into the sky after a goal is
conceded or blames the guilty player.
Coach's style of work
One or more practices that every coach adopts and
implements to achieve their goals. There is a way. What
are these methods, what are their characteristics, the
characteristics of athletes. It is important whether it is
taken into account or not.
1. Form of relationship between coach and athletes:
• The coach is authoritarian and aggressive.
• The coach is democratic and ready to help.
2. The coach's preparation aspect:
• Scientifically based, systematic.
• Pratik prioritizes his experiences.
3. Management style during the competition:
The opponent is looking at the place and time of the
competition, tactics are important, he takes a lot of
risks, he is confident, he is exciting. He knows his
athletes and can motivate them.
There are two general approaches to the creation of a
coach's training program: structured according to
scientific data or giving preference to one's own
experience. In fact, it is important to use these two
approaches together. Because scientific data is
obtained under specified conditions. However, there
are various external conditions that affect training and
competition. To these should be added the
characteristics of athletes. Therefore, all factors should
be taken into account when determining the work
method and, if necessary, adjustments should be
made.
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As coaches apply their training methods, their
relationships with athletes are also critical to success.
While some coaches may be strict and authoritarian at
work, others may be more democratic. While it is
necessary to be authoritarian in terms of discipline,
sometimes it is necessary to be gentler. If we put these
together, we can say that a sweet-tough relationship is
appropriate.
Behavioral characteristics of the coach
One of the most important decisions coaches must
make is their coaching style. Coaching style affects
how decisions are made, what skills and strategies are
taught, how competitions are organized, and what
methods are used to regulate players and athletes. This
determines what roles they will be given to make
decisions. There are three main features of coaching:
•
Authoritarian (commanding and commanding),
•
Liberal (tolerant, laissez-faire),
•
Democratic (participation, sharing).
While coaches don't necessarily fall into one of these,
they are more likely to fall into or base themselves on
one.
Authoritarian coaches
In an authoritarian style, all decisions are made by the
coach. The task of athletes is to respond to the
commands and orders of their coaches. A coach has
knowledge and experience and his job is to tell athletes
what to do. The athlete's job is to listen, understand,
obey and do it. The coach has full control, while the
athletes are passive. A coach is not worried about
gradually gaining control over his athletes. Rather,
they worry too much about losing control and the
information they have. He does not trust athletes and
people very much. That's why management is so
important. When control slips from them, they
experience great anxiety, stress and insecurity.
In short, authoritarian coaches;
• All decisions are made by the coach.
• Athletes' task is to follow the coach's commands and
orders.
• Control is completely in
the coach's hands.
• Athletes are passive.
• Cares about their data.
• It brings anxiety and fear of losing control.
• They don't trust athletes.
• Whatever they are, they are very important.
Liberal coaches
They try to make very few decisions. Coaches who use
this style give few instructions and set few rules for
organizing training. When it comes to their attitude to
disciplinary matters, they do not interfere unless
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necessary. Those who adopt this coaching style
manage their teams and athletes with a liberal
approach in addition to the democratic coaching style.
They are tolerant rather than prescriptive in their
coaching duties. Summary liberal style;
•
They try to make as few decisions as possible.
•
They provide very little education and training.
•
They don't interfere unless things get out of hand.
•
Controls are not adequately enforced and an
anarchic environment can develop. They are very
poor in organizing staff, making plans and
programs.
•
They act carelessly, carelessly and irresponsibly.
•
They act as caregivers and waiters to the players.
•
They may be powerless and inadequate in solving
problems.
•
Although athletes are able to ask questions, they
do not receive descriptive answers.
•
j. They want to get rid of their athletes and make
their free time lazy.
•
k. They feel the need to cover up their
shortcomings through authoritarianism.
•
l. They are not concerned about being in real
education.
•
m. They are not successful, they are successful by
accident.
•
n. Motivation management is out of the question.
•
she is. They do not worry about developing
intrinsic motivation.
•
p. They do not care about developing control and
responsibility in athletes.
•
r. They don't worry about developing self-
confidence and self-esteem in their athletes.
•
p. They can be neither democratic nor dictatorial.
•
t. They are not concerned about achieving goals for
their athletes or themselves.
Democratic coaches
Those who follow this coaching style share the
decisions to be made with the athletes. Democratic
coaches believe that without learning to make
decisions, young people cannot grow into healthy
adults. They are responsible for helping their athletes
by teaching them leadership skills and influencing their
development. They do not accept either dictatorship
or indifference. They have no negative concerns about
themselves. They act with the understanding of
gradually transferring control to the athletes. They try
to help athletes take responsibility for their lives.
Summary democratic style;
•
Decisions made are shared with athletes.
•
Necessary and appropriate education and training
prevail.
•
Devolution of control is considered as athletes
develop responsibility.
•
It values the freedom of athletes.
•
They believe they cannot grow up healthy until
they learn.
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•
They commit to teaching their athletes leadership
skills.
•
They do not accept either dictatorship or
liberalism.
•
They do not have excessive anxiety or doubt about
themselves and their knowledge.
•
They provide opportunities for athletes to ask and
ask questions.
•
They tend to learn as much as they teach.
•
They tend to attribute success to athletes.
•
They motivate athletes physically, socially,
emotionally and mentally.
•
They provide opportunities for athletes to enjoy.
•
They regulate intrinsic motivation and control in
their athletes.
•
They develop confidence and respect for athletes.
•
They understand that winning isn't everything, it's
the only thing.
•
Athletes act with the understanding that winning
comes first and winning comes second.
•
They help athletes make decisions and take
responsibility.
•
They think about and plan exercises that are
meaningful to athletes.
•
The prevailing opinion is that I am there for my
athletes.
•
They see athlete development as a goal
•
The prevailing opinion is that the athlete is not for
the sport, but the sport is for the athlete.
Coaching principles
The principles in coaching can be broadly summarized
as follows. In addition, the tasks of the coach
constitute integrity with the principles of coaching;
•
Be a resource person to help develop the athlete's
self-reliance and potential.
•
Always consider the development and long-term
interests of players while recognizing individual
differences.
•
Striving for the athlete's development and
perfection with realistic goals.
•
Set an example, teach, be disciplined, help each
other. Treat referees, officials and opponents with
respect and use appropriate language.
•
Making the sport challenging, competitive and fun.
Not requiring painful training of skills and
techniques.
•
Be honest and consistent in dealing with athletes.
•
Be prepared to communicate and communicate
with the media, relatives of athletes and officials,
not forgetting that they play an important role in
people and human organizations and in sports.
•
Remember that coaching involves training with
responsible people who are always willing to
improve and learn.
•
Physical fitness should be everyone's lifelong goal.
Coaching and leadership
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General coaching; It can be described as a profession
with characteristics of science and art, based on the
interaction between the athlete, sports managers,
media, audience and coach. is formed as a result of
interaction between coach. Accordingly, as a technical
expert, a coach is a person who has the necessary
knowledge in his field and can apply this knowledge to
people of different temperaments by combining this
knowledge with the light of science and applying it to
the success of the team. can be considered as sports
skills and strategies.
In addition to these characteristics, a coach should be
a good organizer, effective leader, motivator and
educator, providing the athlete with independence
and competence. Coaching is defined as the non-
coercive use of influence in the management and
coordination of team members to achieve goals, and
from a pedagogical point of view, it is training intended
for the player to achieve the highest performance.
lessons; From a psychological point of view, a limited
method affecting the development of talent; From a
physiological point of view, it is explained as a response
that improves the ability to carry out internal and
external structural changes in the div. In terms of
leadership, a coach is defined as a trained manager of
people (athletes) working toward a goal and
intelligently guiding his athletes toward that goal.
Based on these characteristics, research on the
influence of a coach on team performance has defined
an effective coach as "one who can produce successful
performances or obtain positive psychological
reactions from his athletes." A coach, who can affect
the psychological well-being of athletes as well as their
physical performance, must also be prepared to
respond to the personal and individual needs of
athletes.
Therefore, effective coaches may need to play multiple
roles in the lives of their athletes in addition to their
technical and athletic knowledge and skills.
Leadership,
friendship,
teaching,
role
model,
psychologist/counselor or mentoring can be included
in these roles. In terms of these roles, the coach's
leadership skills in sports clearly reveal the importance
of conditioning, coordination, technical, tactical and
psychological skills that are used to communicate,
motivate and train athletes. Therefore, a successful
coach must demonstrate effective leadership skills and
these skills must facilitate the physical, technical,
tactical and psychological performance of athletes.
Teams that work with coaches who have effective
leadership skills are more likely to achieve success and
high performance.
However, many coaches today exhibit a low level of
leadership while exercising a high level of
management. Therefore, it can be said that coaches
who set realistic goals for themselves during the
season, encourage their players to achieve these goals,
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increase team morale, expand and improve their
programs, have real leadership qualities.
CONCLUSIONS AND RECOMMENDATIONS
Coaches' behavior may vary depending on the
characteristics of the athletes on the team they are
coaching and other external factors. It is wrong to
classify coaches as good or bad. Importantly, coaches
are aware of their own leadership style and can make
adjustments to their leadership style based on the
characteristics of their athletes. For example, if a coach
with athletes who do not fully believe in him is wrong
to use a democratic coaching style, then a highly
autocratic style is also wrong. it can.
Coaches' leadership behaviors can be identified
according to athletes' and players' perceptions, and
research can be conducted accordingly to determine
athletes' satisfaction. An autocratic leader essentially
excludes followers from management; They are
leaders who have no say in setting goals, plans, and
policies. The most important disadvantage of the
autocratic leadership model is that the leader is very
selfish and does not consider the beliefs and feelings
of the athletes. This situation has a negative effect on
athletes and causes them psychological dissatisfaction.
Over time, hatred, depression, conflict and
disagreements develop in the team towards the coach.
A leader's natural authority may gradually disappear. In
this context, adopting an autocratic behavior can
cause some problems. A coach who exhibits a
democratic behavior generally accepts the ideas and
opinions of his athletes and allows them to work
together. While this may seem positive, the downside
is that being democratic always creates various
problems. The coach must be careful not to abuse the
athlete-coach relationship in this joint work. As long as
due care is taken, democratic behavior can be
observed as the most positive behavior.
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