The 3P model is a framework for choosing what to focus on in a coaching conversation. It helps to determine what is at the center of the topic or challenge. Usually, what the person wants focuses on one of the following aspects: a project, a person, or a pattern of behavior. It's clear, then, that listening is very important.
But is there an optimal relationship for a coach between listening and speaking during a training session? The closer you get to 80% listening or more, the better, but in reality the coach may be listening 100% of the time, even while speaking. This makes sense when you understand that “listening” includes absorbing all the nonverbal signals the coachee transmits and then channeling that information to boost thinking and understanding. Based on the PJDM perspective, our goal was to develop a practical tool that would offer utility to professionals from a variety of perspectives, without linking CD to a specific decision-making paradigm. As such, the 3Ps (procedure, planning and process) are theoretically neutral labels with which to classify the elements of a coach's practice.
They were developed based on a series of theories of representation (cf. This holism seems to be a particular advantage for moving from the conceptualization of coaching as something that the coach does to a bidirectional or, in fact, multidirectional process. These, in turn, provide lenses through which a training environment can be observed, both inside and outside the session, allowing inferences to be drawn from a coach's mental world. In part, this was because they put themselves into the coach's mental world and used the data collected to consider the broader impact on the coach's learning and development.
An investigation of the practice activities and training behaviors of high-level professional youth soccer coaches. Although the literature strongly discourages it (3), it is something that remains a feature of the practical discourse of coaching and an active point of discussion among policy makers seeking to audit the practice of coaching. Encourages observers to immerse themselves in the mental world of the coach and athlete during observation, with the goal of better understanding the coach's practice. While it may be less useful for trainers with little awareness of their practice or for those who are less open (8), the perception of usefulness applies to trainers across a spectrum of practice, from beginners to experts.
Explaining the framework to his coaches allowed for greater understanding and helped the coach's reflection processes. This dialogic approach can allow researchers to use some of the tools that have been developed for the purpose of helping coaches to plan and reflect on their practice, for example, the planning, practice and reflection framework of coaching (38, 3) and the structured “Big 5” approach to critical reflection (40). Being proactive in your development is an important responsibility for any coach: striving to do your best will help the players you interact with to become the best. And try to tell yourself that coaching is essentially a human experience between two people, people are never perfect and that there really is no such thing as perfect coaching, only human coaching, the coach with the client.
The tool also seemed to be preferred because of its ability to generate a wider range of data, both in the environment, beyond what the coach did, and because it understood why a coach chose an approach. Likewise, behavior analysis can act as a means to improve the coach's awareness of their actions (2), especially when a coach lacks the basic self-awareness necessary to engage in realistic discussions about their practice (28, 2). The goal here is not to stick to any training model or perspective, but to allow the flexibility necessary to be able to react in the moment during training sessions to detect what perspective would be most useful NOW to move the coachee forward. Subsequently, behavioral tools have been used as a means of collecting empirical data to understand the coach's work (2) and, in practice, to send feedback to a coach.
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