First-order and second-order change "Big changes takes a lot of trust"
“First-order” change is change that is consistent with prevailing values and norms, meets with general agreement, and can be implemented using people’s existing knowledge and skills. This is the predominate coaching style which does not teach players how to learn or seek to improve the learning fundations. This is when coaches manage around the technical skill of a player or works within their current learning ability. A change process becomes “second-order” when it requires athletes to learn new approaches, or it may conflict with their current processes, the framework of learning or situational norms. Second order change is a deep process and can disrupt people’s sense of well-being. But this is the type of change that is self sutaining. The second level of change requires growth on the part of those undertaking change, often discrediting existing schemas and frameworks. The more fundamental the changes sought by new ideas and influences, the greater the extent to which existing schemas must be restructured to form coherent understandings of the new ideas. This may confront and challenge expertise and competencies. An athlete who felt secure in their abilities as they were in the latter phases of learning “consciously competent” is now placed a step back and is now “consciously incompetent”. Those that require the most fundamental changes in behavior are the most difficult to change because they also require fundamental changes in their knowledge and learning structure. This change is likely to induce resistance as athletes find they must deal with a challenging sense of vulnerability
Before asking player to jump into the deep of learning a coach must be able to answer the following.
· Does the coach understand the nature of knowledge and the student’s role in learning?
· How do these ideas of knowledge and learning manifest in your teaching methods?
· Does the coach have the theoretical knowledge allowing them to act upon principals?
· Does the coach have the ability to teach at the pace of the learner?
· Does the coach have the trust of the athlete?
As the athlete is being challenged by a new learning method and dealing with new stresses one major key element the coach must possess is emotional intelligence. Referent power is the key to managing the emotions of stress in a player coach relationship. Referent power, as an aspect of personal power, becomes particularly important as organizational leadership is increasingly about collaboration and influence rather than command and control. Referent power is gained by a leader who has strong interpersonal relationship skills. Emotional intelligence is the key to leading and gaining trust.
Emotional Intelligences: (coaches should master)
Self-awareness: Self-aware people recognize and understand their own emotions. Self-awareness lays the foundation for the other domains.
Self-management: Because they are attuned to their inner feelings, self-aware leaders are able to manage them. For example, they are able to control their temper.
Social awareness: Social awareness includes the ability to empathize with others, allowing leaders to understand the appropriate thing to say or do in the moment and to sense the shared values and priorities that drive a group. “Empathy, which includes listening and taking other people’s perspectives, allows leaders to tune in to the emotional channels between people that create resonance. And staying attuned lets leaders fine-tune their message to keep it in synch
Relationship management: Leaders who understand their own vision, values, and emotions and who are attuned to those of the group can then use their relationship management skills to catalyst resonance
