FORMATIVE ASSESSMENT IN COACHING – THE TEACHING STRATEGY THAT CHANGES EVERYTHING
Coaches tend to think of assessments at the end of a period – whether it is the end of a practice, the end of a game or the end of a season. However, in education formative assessments are the heartbeat of learning. Teachers use formative assessments throughout the teaching process – oftentimes assessing throughout a lesson so that they can shift on the fly and direct teaching to the areas that matter most.
Effective teachers follow a lesson plan that outlines their objective for the day. However, each lesson takes on a different flow. Many high school teachers teach multiple sections of the same class. Each section takes on a different personality. Some classes understand concepts better than others. Even though they may teach the same class two, three or four times a day – they must be flexible enough to determine if the students are understanding the objective.
In order to do that, teachers conduct formative assessments throughout the lesson. A formative assessment checks for understanding while students are learning so teachers can adjust their teaching in real time. In short, formative assessments make sure learning is happening, not just teaching. This is a bit different from summative assessments – which are the typical assessments people think of – scored assessments such as tests or scored exams.
So how does this apply to effective coaching?
THE CHECK FOR UNDERSTANDING PAUSE
Coaches are constantly running drills or implementing plays for strategies. Instead of just rolling through a drill, play or concept, it is essential for coaches to check for understanding. This can be something like after introducing a drill the coach can ask questions. Have a player explain the drill or play back to the group. Ask a higher level question like, “what is the purpose of this drill” or “when would we run a play like this? If it’s drill related, “what does success in this drill look like?”
Something else coaches can do is to rotate through the players while the drill is being conducted and ask individual questions to players. These could be generic or position specific. For example, if a football coach introduces a play, the coach can stand next to one of the lineman rotating in and ask specific questions related to his position. Individual feedback and conversation can not be overstated. It is imperative for learning.
QUICK VISUAL SIGNALS
Sometimes a section of a practice does not lend itself to conversations or verbal feedback. While that is the number one approach to formative assessments, coaches can also set up a system of visual signals with players.
An easy approach to this is a thumbs up, thumbs sideways and thumbs down model. Coaches can ask if the players understand the drill, play or concept. Players just provide a visual signal for feedback. Any player with a sideways or thumbs down can get a quick check in or feedback from the coach.
This method is quick and effective. It is also less intimidating for players (especially younger ones) who do not like to speak up in front of the team.
ONE MINUTE ASSESSMENTS DURING REPS
When athletes run through drills, coaches can rotate through and ask certain questions: What are you trying to do with this rep? What’s your focus cue? What feedback did you use from you last rep? How will you improve for this next rep?
Instead of players just standing in line waiting for their turn, make that time valuable. Use that as part of the drill. The mental component may be more effective than the physical component.
LIVE ERROR SPOTTING
Teachers use “exit tickets” in their classroom. At the end of a lesson, teachers may collect feedback at the door. Sometimes it’s as simple as students leaving a piece of paper with a quick sentence or two providing feedback on the lesson.
Coaches can do this during a drill. After each rep, coaches can ask the players to self identify any errors they felt. They can ask what they plan on doing better for the next rep.
This helps to build metacognition and helps to link the mental and physical aspect of the practice. It also provides immediate feedback for the coach.
IMPLEMENT MICRO-SCRIMMAGING
Many coaches incorporate scrimmaging into their practices, but it often is a full scrimmage at the end of a practice.
By setting up micro scrimmaging, coaches can run a scrimmage but focusing only on one specific concept. For example, a basketball coach can set up a scrimmage and tell the players they are only focusing on defensive footwork. A soccer coach can say they will run a five minute scrimmage only focusing on spacing or positioning.
A coach can provide targeted feedback on that specific skill. Players get game-like play but the focus mirrors the objective of the lesson. This type of scrimmaging is extremely effective.
HOW FORMATIVE ASSESSMENTS CHANGES COACHING DECISIONS
A good coach will have a detailed practice plan, however it is so important that they can adjust on the fly. Formative assessments provide the following feedback:
- Is the drill too hard or too easy?
- Are the skills not sticking? Break the drill down more.
- Athletes confused? Further explain the drill or the reasons
- Same mistakes happening? Shift to a slower, more deliberate approach.
Formative assessments turn coaching from scripted to responsive.
WHAT DO ATHLETES GAIN FROM A TEACHING-INSPIRED APPROACH?
Athletes trained with a formative assessment model tend to learn skills faster. They have a clearer focus because a skill, play or concept is not just blindly taught. The process becomes important and time is more focused on targeted instruction.
Players in this model also show better problem solving skills because they become part of the teaching. In essence, players become partners in the teaching and learning process.