We’ve all
been, or at some point, will be the ‘new coach’. Starting in a new coaching role, or any job
for that matter, is an exciting time; whether its your first role or an
opportunity to step up a level. New
people coming into any kind of organisation bring enthusiasm and different
perspectives, but they can also bring unrest and discontent.
Sometimes
things go well – really well. Other times, it can bring resentment and
hostility. New coaches may meet
opposition to their ideas and become demotivated all too quickly.
Often the new
coach who faces hostility is a ‘whirlwind coach’ – who comes in full of good intentions, ideas
and energy, ready to revolutionise (as they see it) the poor practice currently
occurring: they have all the answers.
I’ve been
that coach. And that approach was probably more linked to my ego than anything
else, and perhaps feeling like I needed to prove to others why I was appointed.
But I’ve
also been a different coach – one with a more thoughtful and measured approach. This resulted in more meaningful changes,
which were relevant and important to the players and got buy in and support of
other coaches in the club. And it was so much more of an enjoyable and
rewarding experience!
Some thoughts
to consider:
- Begin with ‘why’
Its easy to
look at things and think ‘they’re doing it wrong’ or ‘I’ve got a better idea’. But the current coaches have probably
iterated the curriculum and processes over and over again – what you see now is
a result of time and effort put in by the people around you, so being hyper
critical may well turn others against you. Some of your ideas may have already
been tried, or are being used in a different way. Don’t just assume that what
you see now is all there’s ever been.
And
remember, what worked for you previously in a different context won’t
necessarily work in this one. Instead,
begin with ‘why’; ask with an intent to listen, to understand why things are
done the way they are, and what’s gone before.
You’re then in a much better position to have realistic expectations of
which of your ideas to implement first, and how.
- Build relationships and trust
Face it –
you’re currently the ‘unknown’ – to both the players and other coaches. For the players, you are a key person in
their enjoyment of the sport, their development, and in some circumstances,
their retention in a talent development programme. So consider how you can begin to get to know
your players – not through data and statistics but by actually talking with
them and trying to understand who they are and what’s important to them. Then use this to inform your coaching.
Similarly,
you’re an unknown quantity to the coaches now working alongside you. Are you a threat to their position? Will you
be easy to work with? Just like you should with the players, find ways to
connect with the other coaches.
- Know your own non-negotiables
There may
be things that you don’t like, but decide they’re not a priority to change yet.
Its not about accepting bad practice, but about choosing what to impact and
when, recognising that you can’t change everything all at once. However, you
have to be clear about which of your own beliefs and values, that, no matter
what, are non-negotiable. These are
things that you stand firm with. For me, these include safety and respect –
that I will always respect others. These
are things that I can control and will not waive on. Be clear on what these are and be prepared to say no if current practice breaches them.
- Figure out how you can add value
Once you’ve
got an understanding of the context, the players and the coaches you’re working
with, you’re in a much better position to evaluate how you can add value to the
programme. How can you enhance what is
already in place? How can you support a process or initiative which another
coach is passionate about? Once other coaches see that you’re willing to
embrace and support their ideas (and not simply shoot them down), and the value
that you can add, they’re much more likely to be open to hearing about and being
supportive of yours.
- Remember you were excited about coming here!
The first
school I worked in, a successful lesson was sometimes simply one where all
students remained in the sports hall for the whole lesson without any fights
breaking out… it was a steep learning
curve and I developed a whole variety of skills through necessity. In my next school, as Head of Girls PE, staff’s
main complaints centred around kit - particularly students bringing ‘the wrong
type of football socks’. At first it
sounded ludicrous to me that was their biggest moan! Yet only a few weeks into
it I could feel myself beginning to empathise with petty negatives, instead of
focusing on the important aspects and being excited about a new and different
challenge. Don’t let others sap your
energy or drag you into their negativity. Remember how you felt when you were
handed the role – tap back into that when you feel yourself being negative to
help put things into perspective.
So keep
that energy and enthusiasm. Model good practice – including how you treat other
coaches - and recognise that in order to be heard and have the opportunity to begin
effective change, others need to be willing to listen. That’s much more likely to happen if you are first
willing to understand your context and the people involved, to build trust and
add value to what’s already there.
