Coaching & Leadership
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22
WEB COPY
©EVEQUE
WEB COPY
©EVEQUE
Actions speak louder than words and a high percentage of learning takes place through what is
seen. An effective demonstration can help young athletes learn new skills. The following guidelines
should give a few tips on ‘how to give a good demonstration’:
• Identify the key points you want to get across beforehand.
• The total time for explanation and demonstration should not be more than three to four minutes
from beginning to end.
• The best person to act as a demonstrator is probably a member from the group of young athletes
but whoever it is should agree to perform the activity in front of the group before being asked to
demonstrate. Coaches should only demonstrate the skill if they are capable of performing it
correctly, it can help in gaining ‘street cred’ with the group.
• If using a young athlete to demonstrate, observe him or her several times in performing the skill to
ensure consistency in their actions before allowing the whole group to view the desirable actions.
• Set up the demonstration activity with a few in the group while others are still working. This
avoids the stress of trying to get the activity going when the whole group is standing around
watching. Once the demonstration group is running, stop the rest and show them the
demonstration twice if possible.
• The best position from which to see a demonstration will vary depending on what is to be seen.
Do not have the young athletes facing the sun or trying to hear above heavy traffic, aeroplanes or
other industrial noise.
• Ensure demonstrations and explanations are carried out, where applicable, for both right and left-
handed and right and left-footed young athletes.
• Practice should begin as soon as possible after the demonstration. A practice formation should be
selected which allows the greatest number of participants to practise the skill safely and effectively.
• Young athletes may not immediately comprehend what is being demonstrated. Coaches will be
surprised how they will practise on their own and return to the next session as ‘little experts’.
2.3 Demonstration
