The Role of a Coach

The Role of a Coach

by Mike Fleetham

I start my first set of chin ups. He says nothing. I do 3 and then he tells me 9 more. I get to the 10th and my brain baulks. 2 more he says. I do it. Mind over matter. Last one. I'm there. At 3 he knew that I'd want to stop at 10. So he made the target 12.

James Kerby doesn't realise how effective he is. Not yet anyway. Here are 3 features of his practice, 3 reasons why he has impact:

Delayed objectives

When James begins a session to introduce a new skill he doesn't start with an objective. He lets you begin, he waits, he watches, he makes an assessment and only then sets your objective - mid-task.

Parallel Outcomes

Learning time is always premium time so James designs tasks that address 3 or 4 outcomes simultaneously. This is parallel learning; several themes moving forward simultaneously.

Personalised Approach

Styles of learning vary so James takes time to listen, ask questions, think and then act in ways suited to your needs.

I say James doesn't yet know all this, but he will by the time you're reading it because I'll need his permission to publish. I'll ask him next time I'm at the gym. Reason being that James is my personal trainer and one of the most intuitive non-teacher teachers I've encountered for a good few years.

He's a trained sports coach not a classroom teacher yet he does what he does naturally, effectively and with the confidence of a guy who knows how to help you.

How can James’s 1,2,3 inspire what goes on in the traditional classroom?

Delayed objectives

Here we are in the gym. 6:40 Wednesday morning. I start my first set of chin ups. He says nothing. I do 3 and then he tells me 9 more. I get to the 10th and my brain baulks. 2 more he says. I do it. Mind over matter. Last one. I'm there. At 3 he knew that I'd want to stop at 10. So he made the target 12.

In class why not set the task going, take a view, go with your gut, then set the target - at a level just above the place you believe the children think they can go.

Parallel Outcomes

My favourite activity at the gym is the clean and heave. It takes a while to learn, to get the movement fluid, but it's worth it. A clean and heave works just about every muscle group in the body. In a repetition that is slightly longer than a single deep breath, every muscle gets an airing. That time could be spent on one group, or even a single muscle. But that would be wasteful. And possibly a touch vain.

In class why not present activities that develop subject knowledge, thinking skills and attitudes simultaneously. Why not choose rich activities that move children forward on multiple fronts rather than only one.

Personalised approach

James listens. He knows I've little time and he knows a lot of that is spent in hotels - with and without gyms. So he constructs a programme suited to me and he’s even available by text. "James, there's a weird looking machine here that works one back muscle", "Mike, don't go near it, it's a vanity piece. Clean and heave I reckon".

The message here is straightforward. Personalised learning is far more than differentiated activities and learning styles. Personalised learning is wholly about seeing each child as a unique person and being committed to building a rich professional relationship with them.

I chatted to James last week about his school days. He remembers one teacher who 'got him'. This one teacher who listened to his interests (Portsmouth FC) and was prepared to adapt the curriculum to his needs (in this case matching PFC players to vertebrae for easy recall). This one teacher inspired him to be a fitness coach and now to set up his own gym. Teachers touch eternity and coaches do the same.