Analysis of Four Practical Coaching Sessions: Report and Findings

This report provides an analysis of four practical coaching sessions, focusing on the observed teaching styles and coaching methods employed. The sessions included activities such as basketball drills, teamwork games, and individual skill exercises. The author examines the use of experience-based learning and active learning techniques, highlighting the importance of demonstrations, feedback, and coaching advice in enhancing the learning experience. The report identifies the strengths and weaknesses of each session, emphasizing the need for demonstrations before activities and more comprehensive feedback afterward to improve the overall effectiveness of the coaching. The analysis references key learning theories and styles, offering a comprehensive understanding of how different coaching approaches impact skill development and knowledge transfer.

Running head: PRACTICAL COACHING SESSIONS 1
Practical Coaching Sessions
Student’s Name
Institutional Affiliation

PRACTICAL COACHING SESSIONS 2
Practical Coaching Sessions
Learning experiences involve different learning styles and techniques to achieve different
outcomes. For instance, according to Jensen (2016), active learning techniques assist learners by
engaging them in activities and providing feedback. This essay entails the analysis of four
different practical coaching sessions based on the observations of the participant, teaching styles
and coaching methods used.
There are different coaching and learning styles that can be used in a learning
environment. For instance, experiential learning theory developed by David Kolb illustrates how
experience-based learning techniques and styles are used in learning (Andresen, Boud, & Cohen,
2000). For example, in the practical coaching sessions discussed in this essay experience-based
learning was used when the students did various activities. Overall, the coaches enhanced the
students’ experiences by offering demonstrations and feedbacks to improve their skills.
The first practical coaching session entailed a warm-up, performing drills and playing a
basketball match. For the drills, we ran in and out of cones with a basketball and threw it through
a hoop. From session, I noticed that there were no demonstrations given. The teaching method
used was experience-based learning, which aimed at incorporating the individuals’ senses and
feelings (Andresen et al., 2000). Lastly, the experience could have been enhanced through
demonstrations.
In the second coaching session, there was warming up and two games. In the warm-up,
we split into two groups and competed to see which group turned over the most cones. The first
game entailed being stuck in mud in a tight area and having chasers link up to chase people
afterward. The last game was British Bulldog where the aim was to run across the field without
being caught by the Bulldogs. From session, I noticed the activities were based on teamwork.

PRACTICAL COACHING SESSIONS 3
This form of style was based on the Learning Style Questionnaire (LSQ) where pragmatics
learned teamwork through doing team-related activities and seeing the outcomes (Romanelli,
Bird, & Ryan, 2009). The experience can be improved through offering instructions and
feedback.
The third coaching session involved a warm-up, an individual activity, and a 3-point
shooting contest. The warm-up entailed a two minutes jog, and the individual activity was 3-
point shooting within a time limit. From session, I noticed the coaches gave personal feedback.
The teaching style used was the practice style because the coach allowed the students to practice
and gave personal feedback (Chatoupis & Vagenas, 2018). The whole experience can be
improved using demonstrations at the beginning of the activities.
The last coaching session included a warm-up, communication activity, ladder drill, and
games. The communication activity was about discussing the events of the day with your
partner. I noticed that during netball the coaches offered criticism, and no coaching advice was
given during a game involving bean bags. Additionally, during football, coaches offered
demonstrations and advice. Lastly, the ladder drill was performed based on instructions that we
read off a piece of paper. The learning method used was active learning using the instructional
strategy in the ladder drill (Jensen, 2016). Overall, improvements can be done in the games
where coaching advice was not given.
In conclusion, learning experiences involve demonstrations, activities, and feedback. All
the coaching sessions aided in improving individual skills. Mainly, the sessions lacked
demonstrations before activities and feedback afterward. Overall, the main methods used in the
sessions were experience-based learning and active learning where the learners were involved in
activities that allowed the transfer of knowledge and skills through experience.

PRACTICAL COACHING SESSIONS 4
References
Andresen, L., Boud, D., & Cohen, R. (2000). Experience-based learning. Understanding adult
education and training, 2, 225-239.
Chatoupis, C., & Vagenas, G. (2018). Effectiveness of the Practice Style and Reciprocal Style of
Teaching: A Meta-Analysis. The Physical Educator, 75(2), 175-194.
http://dx.doi.org/10.18666/tpe-2018-v75-i2-7920
Jensen, M. (2016). Instructional strategies for the active learning classroom: Part 3 of a 3-part
series. HAPS Educator, 20(3), 98-101. http://dx.doi.org/10.21692/haps.2016.021
Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: a review of theory, application, and
best practices. American journal of pharmaceutical education, 73(1), 9.