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Ages 12+
As Côté and Hay (2002) described the 6-11 age group as one of discovery engaging in deliberate play, they have described this age group as one of 'deliberate practice' as children are specializing more. At this stage, there is a greater emphasis on training and more specialized skill development. At this time, there may be an increase in the frequency and intensity of workouts (Kirk, 2005).
Physical: focus on competence beliefs for intrinsic motivation
- Make activities challenging without being overwhelming for their development.
- Use different pieces of equipment of implements
- Provide appropriate challenges.
- Play different games that emphasize similar movements, especially gross motor movements and agility.
- Incorporate agility and balance work with general conditioning.
- Keep athletes engaged as much as possible.
- Explain how skill mastery has an effect on performance in game situations.
- Encourage athletes to continue working on a skill in which they seem to be failing.
- Take time to develop appropriate fine motor skills as a separate segment. Then, tie that activity back to the sport specific movements to show the relevancy.
Emotional: focus on promoting positive emotional feelings
- Remind athletes of past successful attempts, especially if they seem to be struggling to learn a movement or strategy.
- Help athletes see the process of improvement: the big picture.
- Tell athletes what they are doing right.
- Only tell athletes what you believe they are capable of. Do not tell athletes that they are capable of something if you do not believe it.
- Offering constructive criticism is not a bad thing. It expresses what was done incorrectly without judgment, coupled with how to improve.
- Always provide a positive comment when also providing criticism.
- Avoid coaching in the negative: telling athletes what they should not do will increase the likelihood of additional failed attempts due to the focus on incorrect behavior or thinking.
- Turn skill acquisition into a game.
- If possible, change the venue of practice. Imitate the feeling of having an "away" game.
- Ask if they are having fun.
- Change the order of practice where possible.
- Limit by-stander interaction during practices. Too many voices telling athletes what to do can be confusing.
- If skill or game strategy correction is necessary, address it as soon as possible.
- Learn to recognize the four categories of peer acceptance (Berk, 2008, & Nekich) and strategize for uncomfortable situations.
- Interact with the athletes appropriately as they begin their journey through the four identity statuses (Marcia, 1966).
Psychological: focus on the athletes' self-referenced criteria instead of competitive outcomes
- Help them create appropriate goals.
- Use anecdotes that they would understand.
- Use the language and nicknames the athletes use where it is not in opposition to the sports' vernacular.
- Remind athletes of their successes, especially how they executed a movement or strategy correctly.
- Learn about what is important to the athletes as their personal interests are becoming more central to their burgeoning identities.
- To show understanding, have the athlete be the coach, or explain strategy to you or another adult.
- Devise a reward/award system for proper skill/game strategy ability and execution.
- Provide opportunities for athletes to exercise responsibility.
- Encourage athlete involvement in strategy.
- Ask athletes for suggestions pertaining to practice ideas.
- Focus more on the process rather than on potential outcomes.