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The E-Q Games Based Coaching Model | Welcome and General | ConnectedCoaches

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Rob Maaye, Nazmul Barik and 2 others like this.
 

Comments (7)

  
andrewb62
Andrew Beaven said:

Hi Henry
Thanks for the very interesting read. I think you have managed to capture a wide range of coaching "best practice", and highilighted the connections betwwen each stage. The centrality of questioning is also illuminated.

But for a freelance coach "in the field", I fear this might be a little too over-engineered for day-to-day use. I recall the ideal 1:1:1 ratio of planning:delivery:review, but in practice I would struggle with only 33% coaching - I only get paid when I am actively coaching.

The E-Q Games Based Coaching Model is a great framework, and an ideal to aspire to, but I'm afraid that I shall probably stick to "coach the player(s) in front of you" and "review & revise".

08/02/17
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henrydorling
Henry Dorling said:

Hi Andrew many thanks for the comment. Yes I think you are right that it is a little contrived as it is based on a nice comfortable University student/Lecturer style environment. I think the art of the grassroots coach is still about adaptability and thinking and reviewing 'on the hoof' although I may argue that perhaps elements of this model could be taken and used in that type of context eg the engage and explain concepts although it is dependent on many other factors which I accept. It was aimed at being a fluid model but perhaps it is a bit rigid although I think some elements could be deconstructed and adapted for certain coaching situations. Cheers

09/02/17
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andrewb62
Andrew Beaven said:

Hi Henry
I wish that I had been presented with the E-Q model when I started coaching, as it captures so much good practice. And I shall definitely use it as a guide for delivery and review in future...just not all of it, every time.

09/02/17
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 · Henry Dorling likes this.
 
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matthewjfleet
matthew fleet said:

A great model, with so much good practice, i'm very impressed.

I have two questions about this. 1. How does it include differentiation (it seems to assume that all participants are of a similar ability level) , is the model all a bit to much "one size fits all", I appreciate the model allows for practice in a game situation and discovery learning. 2. Where in this model can we check for learning? In the questioning sections would be a logical place, and simply through observation.

09/02/17
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henrydorling
Henry Dorling said:

Thanks for your comment Matthew. I think differentiation could be captured in the questioning techniques used within the model. If I could develop it in any section I think questioning techniques and also levels of questions would help it. I guess you could also use differentiated ability groupings which would then influence each of the 'E's in terms of how you effectively achieve it. I think the checks on learning would appear through questioning too as well as observation techniques although I have not captured that really and assumed it within the model. I appreciate it is a bit of an idealist model so would probably be more of a starting point than a completed and applied model for every session. Thanks for your thoughts.

15/02/17
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fishcoach1

I am new to this forum so I might have not understood this model. I am an angling coach and for many years I was a coach educator for the Angling Trust and before that for the Angling Developement Board and National Federation of Anglers. The model you show appears to be the same as we have been tutoring for years using the bugs and other models. Could someone tell me the difference.

15/02/17
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henrydorling
Henry Dorling said:

Hi Peter Thanks for your comment. I would be really interested to find out more about how you have used a similar model in your angling coaching. I have zero experience of Angling so I would be keen to see how these principles apply within the coaching of it and in the coach education aspect as I think that is key. When you say it is the same as you have been tutoring for years do you mean the specific parts of the model or just a games based approach more generally? As I say I would love to widen my knowledge and understanding of how other sports may or may not use this type of concept so would love to hear more details from you. Cheers.

16/02/17
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MROYAL
MARK ROYAL said:

A very interesting system of coaching that fits under the the TGFU banner. What is particularly useful for me as a HE lecturer in sport is that applies the concepts of TGFU via a straight forward model that breaks through the theoretical concepts and gets down to the practical application in a real,life situation. Very interesting and very useful

Thanks

Mark Royal. Bridgend College

16/02/17
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henrydorling
Henry Dorling said:

Hi Mark, many thanks for your positive comments. I am really glad it could be of use to you. I would be interested to know if you think it is applicable enough for you to use and in what situations you might use it? Would it be with your students to try and influence their coaching or if you coach yourself would you use it in your own situations? Cheers

16/02/17
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MROYAL
MARK ROYAL said:

Hi Henry
I would use this as a practical example of a coaching application theory. It would be outlined in the classroom and then delivered live in the sports hall, field etc. It would provide the students with a logical link of theory driven concept with a legitimate stepping stone to a useful practical application, it will also allow them to question and compare their own beliefs and coaching styles with another coaching concept, the more they compare, the more they evaluate and eventually take a step towards forming their own beliefs about coaching and not follow others. The breakdown of the concept into the E steps make a logical choice as a mid point between theory and practical. Cheers Mark

17/02/17
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