Retention of Ringers
Recent Developments in Coaching Pip Penney October 9th 2008
and instruction when it is needed, allowing the learner to make decisions where appropriate. This may be for instance; when the tutor has decided that the learner’s skills are sufficiently developed that he is ready to start to plain hunt, the learner may have a preference to learn from a particular bell first. When learning to plain hunt the treble to methods, he may prefer to work on Bob Doubles before Grandsire Doubles or vice versa. After learning to ring Bob Doubles he may prefer to go on to Bob Minor or Grandsire Doubles next. In this way the coach is demonstrating to the learner that he empathises with him and is putting a certain amount of trust in his decision making. This helps to boost the learner’s self-esteem and motivation.
“Coaches play the role of expert advisors rather than dictatorial father figures” Steve Peters – British cycling team 2008.
The criteria for success are not only judged by the tutor, but by the learner and the tutor. This flexible approach to the overall plan of teaching allows the tutor to adapt practice sessions as regards day to day considerations, and to the type of learner he is dealing with, such as adults, nervous learners or children.
“I want a no compromise service. In a lot of instances you need to change the sessions because someone is fatigued or even feeling extra good. I can encourage and motivate and as I plan their programs I want to see how they respond.” Mark Simpson - English Institute of Sport 2008.
“The laws of physics may not change: however the way the tutor presents the basic skills will change from minute to minute and learner to learner.” Special Olympics code of conduct 2005.
Rather than taking learners through a set path, a learner-centred approach adapts and modifies the tasks, appropriate to each learner. Some learners would go more quickly through the system and others more slowly. Certain learners would need a longer time to practise handling skills and bell control while others will need more work on listening skills and striking skills. With others more emphasis may need to be placed on cognitive skills such as method learning, calling and conducting. Ropesight will develop at a different pace, those with good ropesight will be able to go ahead more quickly at a certain point, while others may need lots of practice exercises to develop the skill.
Teaching considerations Adults
Tact and diplomacy are important. A tutor should respect his learner, treating him as an equal, never insulting his intelligence.
Adults naturally want more complicated explanations and technical details but it must be remembered that the learner is there to develop a skill. The maximum amount of practical work should be included and lengthy unnecessary discussion avoided.
Older adults are often more aware of the potential for injury. This may affect rate of progress and teaching style.