How to become a successful coach

Fahd Al-Qahtani

نحن كفريق نعمل على مساعدة في الدورات و التدريبات و مهارات التعليم ونساعد كل المدريبين على تنفيذ حقائبهم بكل سهوله و نهتم بجميع اركان الحقيبة التدريبية من حيث المؤلفات والرسوم التوضيحية ، بالإضافة إلى طرق وأساليب وخطط التدريب التي تم جمعها من خلال مصدر واحد أو عدة مصادر ، من خلال واقع التجارب العملية والميدانية.

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How to become a successful coach

Indeed, these directives represent very valuable ideas and experiences, It can enrich your career and may represent a turning point in the way you think. Don’t be surprised to find that some professional practitioners in training and human development may be surprised as they peek into these directives, The best trainers need to be reminded and memory activated about these basics.

In addition, in these directives, you have moved as far away from dumping into theory and focused solely on practical guidance that will have a significant impact on your training performance. Here are twelve directives I hope you will make

Your career is more effective, fun and easy:

How to become a successful coach

First: Preparation, preparation and preparation must be made:

This is the basic principle of any good training work, Therefore, the importance of planning and pre-preparation should not be underestimated as needed. Successful trainer – from preliminary observations to evaluation stage –

In order to predict the compatibility of each component of the cycle with the other parts, Training materials, content, agenda, exercises, notes and all other components must be trained and re-examined before the course begins. The trainer must also develop an emergency plan.

For example It is clear from my experience that the estimated time share by the trainer for each training unit is not accurate, The trainer must be able to modify the course materials, content and occasional exercises. As a matter of fact Your wishes prove that you respect participants and pay the utmost consideration and appreciation for their precious time.

In addition Good preparation and proper preparation make a good impression on all individuals involved in the training process (including participants, managers, supervisors, officials, etc.), It will also enhance the coach’s confidence in themselves and enable him to take the lead, This saves him from feeling frustrated, incapacitated or unable to achieve training goals.

Secondly: Setting course goals:

Participants must understand their expectations of the session and must be clear about the final objective of the session. For example If the training course is used for administrative supervision, At any level, the information will be displayed:

Primary, intermediate or advanced?

Regarding the types of behaviors or skills, What new unique behaviors or skills can be expected through training? The objectives of the course must always be clear, All learners must have a common understanding of them.

When there is ambiguity, Participants can also help identify and set goals. This can be done during needs assessment.

or through cooperative practice and discussion at the beginning of the meeting. The specific goal will provide more productive education. If the target is unknown or the scope is too wide, Participants will waste their energy guessing important things.

Understanding the key points this course will cover is an effective way to clarify the objectives of the course.

These points can be advertised and published in catalog form, in a separate working paper or in front of each unit, Or in the form of a training package in the accompanying exercise. These points should show the new knowledge or skills to be acquired for training.

Thirdly: Let students participate fully in the learning process:

No doubt you know the difference between teaching and learning. Teaching is a teacher’s effort to explain, clarify and make people understand the subject, But learning is a completely different process, Which represents the role of learners in understanding, understanding and digesting the content of the article.

therefore The teacher may practice the best way to teach, But learning won’t happen, Learning can be done without the teacher’s effort. In modern training concepts, Trainees take full responsibility for their learning,

Most training experts recognize that learners or members of the trainee group must play an active role in their learning process.

Usually Older trainees will only retain information if they have the opportunity to learn through experience, and discuss actively and participate seriously or extract the content of the course themselves.

You can Also prove the effectiveness of training by finding a way for them to use new information in the course, By answering questions and solving group exercises, Delve deeper into what the session aims to achieve.

In addition The trainee’s participation in the course can enhance the ability to remember, The learning environment allows trainees to be responsible for performing the tasks assigned to them.

As a matter of fact When the trainee is fully responsible for the subject of learning it and inspiring his participation, We emphasize the most important element of the training process: Participants. When using activities or exercises designed to encourage learning, You should make sure that your questions and directions are clear.

Here are some ways to make the course interactive to encourage learning:

* Provide many options: Invite trainees to participate in the decision-making of the course. For example Allow them to participate in the meeting schedule, And choose the method of meeting and choose the leader of the group, These options can be personal, Voting can be used when needed

* Recruit volunteers instead of solving all the details of the course yourself, But ask the participants for your help. For example Ask someone to write on a map or table.

Ask the second person to be responsible for the timing of the meeting (i.e. to remind others), and start with the third person to write the name And the fourth person to provide a vision for the solution of the exercise. Etc.

* Design training activities in the form of interaction and assembly, And divide the participants into groups, And make them compete with each other or with other groups.

* By asking students questions, Students can participate in many interactive exercises,

And these exercises are related to the kind of questions you ask, Including games. Role play, personal experience, examinations, laboratory tests, discussions, seminars and field trips.

You can do this orally or by creating a timeline or outline of written questions, Ask questions that encourage thinking, memory and perspective (e.g. why the question is asked).

Fourthly: Review the agenda and take action:

The meeting must have an agenda that clearly clarifies the subject and schedule, This makes it easier for trainees to understand working times, rest and food. The agenda must be kept as much as possible,

Some adjustments may be needed. It must not be overreacted.

For example There may not be a need for an accurate work schedule (for example, break at 23:10 a.m.), It is best to stay for 10 minutes in a planned activity.

As a matter of fact Following the schedule can usually tell you how to control yourself, the group, and the time allocated to the meeting. Some trainers include the agenda in the course bulletins or place them in the training room or entrance in the form of large posters.

Fifthly: Encourage questions:

The questions posed by participants are an essential part of any successful training effort. The coach should make it clear repeatedly that he is willing to ask any questions at the beginning and during the course.

The coach must also stop and urge participants to ask questions from time to time, Of course the number of times you stop accepting questions will vary depending on the duration and ability of the meeting, But this question must continue.

As a matter of fact Questions are a positive sign for you because it’s your way of creating an open and successfully encouraging educational atmosphere. When the participants asked questions, They showed that they were in a comfortable position and in a positive educational environment.

It is important for them to be in this position, since this is the area where the greatest gains in learning and experience are obtained.

Trainees are less involved and their problems disappear. Another benefit for you and your participants is that these questions can remind you of information you may have overlooked.

Sometimes, When you complete more in-depth preparations, You may forget or ignore some details. The truth is that the coach is usually very familiar with a particular subject, Therefore, it cannot include all information in a single program. In this case, Any issue can promote some discussion.

In an open atmosphere, The most obvious feature is that you can easily determine whether the audience absorbs the information they receive. If the question is always relevant to what you think is clearly presented, You may need further explanation and clarification of the unit.

How do you extract questions from students?

What happens if you announce and repeat aloud that you welcome your questions and comments, But the referendum responds to your meaningless announcement? There are many ways to solve this problem.

Ask a group of participants to study three or more questions together, Especially after providing specific or complex parts of the study. You can also determine how the participant writes the question on the notebook (fix it) in one corner of the room, Then stick it on the wall.

It is supposed to help those who feel very embarrassed during the conversation, You can retrieve your feedback during the break. Perhaps the most effective way is to reward the first person to ask a question immediately. It’s more like satisfying his problem with a bright smile and words of encouragement or praise for his courage and leadership.

The way you answer the question (especially the first question) is very important. Participants will not only notice what I answered, They will also notice your position on the question and answer. Do you usually feel happy with the explanation process or do you think this is an objection and interruption?

If your response is overwhelming, tense or turbulent, Tension will increase and the participation and absorption rate of the course content will be reduced. You can use the name when you thank the participant. You can also go to any enquirer owner,

Keep your eyes close to his eyes, then smile and ask the audience again so that anyone can follow up on your answer .

Sixthly: Creative methods should be used when opening and closing:

It is said that the first impression we leave on others is very important and dangerous, During the training, the first sentence she said was to leave the participants.

The main part of your first impression. What I said from the beginning will lay the “foundation” for the rest of the information. You can imagine or anticipate, for you and the participants In order to form a positive and productive interaction,

If you expect to take advantage of curiosity and respectful communication at the first moment, You can move the audience and drive skillfully during the learning process and don’t need to fight to impose power, attract the attention or participation of others. Participants should get excited immediately.

This does not mean that the course should be exciting – especially if it does not fit the personal teaching style – but there must be a feeling of participating in the opening ceremony, You must convince participants that the course will integrate education, education and fun.

Here are some points that can change the atmosphere and make a good impression in the first moment of the game:

– Rare story – interesting question. – Joke or wink. Statistics.

In addition, the effective conclusions of the course are critical to the overall impact on participants. Therefore, you should use the closing phrases to summarize the main objectives of the program and avoid flooding participants with a lot of details at the end of the course.

You must try to present the main objectives in an appropriate and eye-catching way — not many goals, And it’s the main goal.

They can use funny stories, videos, workouts or other creative techniques to guide participants to get excited about what they should have learned.

Seventhly: Guide the curriculum to the needs of participants:

Participants want to know how appropriate the curriculum is for their needs. You must make a calendar to determine their wishes and expectations. You can do this even if the course is mandatory, Participants are forced to participate completely unwillingly.

Answering the following questions will help you link the course to participants’ needs and use it to achieve their goals:

Why did they choose this course?

What is their motivation to participate?

Are they really interested in the subject of the course?

Should they interest them?

How much knowledge and information do they have about it before the course?

How much knowledge and information is expected to be gained after the course?

Does the participant have any elements or content of particular interest?

What language do they use in the science environment?

Are there any phrases or terms that can help you teach the course from their point of view?

You must use part of your time carefully to understand your audience, You can do this by assessing needs before the meeting begins. If that’s not possible,

This information must be extracted in a regular interactive manner at the beginning of the session before the content can be displayed.

Participants will be grateful for wanting to make the most of your time and linking the course to your specific needs.

Viii: The exchange of information between participants should be increased:

Participants should be given opportunities and encouraged to meet each other, Teaching methods must be designed so that everyone can get to know, establish relationships, share information to the fullest and hold discussions. Talk to groups, work in groups, and choose the right way to achieve this goal.

In general, Attending the meeting will lead to the continuation of active relations, information exchange and cooperation between some participants after the meeting, Especially if they are from a single institution or institution.

Ninth:Using different audio-visual methods:

When using visual means such as transparent membranes, movies and slides in the training program,

Cognitive and memory capacity will improve significantly, increase diversity and improve the learning process, Well-designed visual assistance can also improve the professional image of participants and improve learning efficiency.

other alternative ways of discussing in the classroom, such as group discussions, group discussions, role-playing and games, Also necessary for adult learning.

Adults need to discuss problems, find solutions and practice different skills in order to maximize perception and memory.

X: Wipe the device in advance:

Before the hearing, Make sure everything is ready to start a successful session. You should list the components and items that should be available and are in good working condition.

For example Before the start of the course, You should check lights, pens, computers (software and equipment), cameras, audio devices, chairs, tables, tables, maps, documents and educational means.

You can examine most of the ingredients the day before you take the drug, But you should also make sure you check it in the morning when the drug starts.

Any failures (especially obstacles) can cause disaster for your program and reputation.

Eleventh: Watch your appearance:

In fact Say: “God is beautiful and loves beauty.” In addition to religious responsibility in taking care of your appearance on a personal level, Remember that you are a role model for others, And any appearance can cause negligence other problems, Does this negligence apply to your training courses?

Imagine that you are in a classroom, Or that the lecturer or course host emits a bad smell, Or his clothes are sticky or look dirty. And much more. What’s your position?

Twelfth: Turning knowledge into skills:

How do you make sure that participants will apply what they have learned to practice? After the session is over, Training won’t stop. As a professional coach, You should focus on motivating participants to continue studying outside the classroom and applying the knowledge they have learned in practice.

Link participants to specific books and dedicated centers, And reminded them that for those who want to benefit, Learning and stabilization is a continuous human attitude, We don’t have time to stop somehow knowledge or skills.

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How to become a successful coach

Fahd Al-Qahtani

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How to become a successful coach

First: Preparation, preparation and preparation must be made:

Secondly: Setting course goals:

Primary, intermediate or advanced?

Thirdly: Let students participate fully in the learning process:

Here are some ways to make the course interactive to encourage learning:

Fourthly: Review the agenda and take action:

Fifthly: Encourage questions:

How do you extract questions from students?

Sixthly: Creative methods should be used when opening and closing:

Seventhly: Guide the curriculum to the needs of participants:

Viii: The exchange of information between participants should be increased:

X: Wipe the device in advance:

Eleventh: Watch your appearance:

Twelfth: Turning knowledge into skills:

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