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Liz Odera Liz Odera
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    • Tennis Consulting

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Tag : #pmp #lizodera1

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Star Focus

Meet Justin Kim

  • eodera
  • June 24, 2018
  • #coach, #lizodera1, #nctennis, #pmp #lizodera1, #tennis, #tennisskills, #usatennis, #usta, #wtca, tournaments

11 year old rising tennis player, Justin Kim has qualified for the North Carolina Championship Team – State Track at the USTA-Spring JTT and will play the finals on the 13-15 July 2018 at Cary Tennis Park. We interviewed Justin at practice, and here are his comments.

Question: When did you start playing tennis?

Justin: I started when I was 4 years old, having fun with Coaches Jose and Nina, at Brier Creek Country Club. but I didn’t get serious until about 8 and a half years old.

Question: What changed then?

I was playing golf a lot with my mother, Gina Lee, and my sister Jenna Kim (currently a competitive junior golfer), but I felt I wanted to be more active. I also wanted to spend more time with my dad, Charles Kim, who plays a lot of tennis. My dad would go out with me on weekends and we would hit together.  I’m really lucky that my dad knows how to string my racquets and I enjoy playing with him on court.

Question: What would you say you love most about tennis?

Justin: Winning!

Question: Great, what makes you think you could be a good competitor?

In the Fall of 2010, I won a USTA L5 singles tournament, as well as a doubles tournament in one weekend. That convinced me that I could become a really good player. After that, I started to do weekly practice at Brier Creek with Coach Chris Fletcher.

Question: How has working with Coach Liz Odera helped you?

Justin (smiling): I’m really pleased with my first serve: I used to suffer a lot in matches because my serves were very unreliable. She helped me build a powerful kick serve, and it can really hurt my opponents. She has also improved my backhand, my slice and consistency. . She encourages me to plan ahead and trust myself when playing. We prepare for every match together, and go through the results of the last match and focus on what I could use to have an advantage in a match. This has helped my become a more confident player.

Question: What are your next goals?

Justin: I hope to tryout for the varsity team at my school (Durham Academy) when I get to 7th grade, and further on, get to play for a high school team.

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Leadership, Management

D For DISCIPLINE

  • eodera
  • November 8, 2017
  • #coach, #development #sporteanddev, #lifecoach, #lizodera1, #pmp #lizodera1, #strategic, leadership, responsibility

When I got my first major leadership position, I was excited about making an impact. I was put in charge of a staff of 27 members, many who had more on the job experience than my own age. I tried my best to build teamwork, prepare schedules that would suit individual strengths and programmed in individual and group training. Our performance shot up steadily and by the end of the second year, other competing units began to sit up and take notice. But even then something else was happening that would ultimately show me how much success can be dangerous to the leader.

In an effort to keep up the steady improvement in performance, I attended various seminars, where I learnt how important it was to “know your staff individually”. I took it very seriously, and deliberately assigned time to meet each member of staff regularly. I felt pleased when, after some time, I would be invited to special family activities: kids’ graduations, christenings, and birthday parties. A couple of the senior staff members, Samuel and Jonah, and I often met as members of the same club, and played football together. However, after a while, I began to notice that Samuel was coming to work increasingly late, sometimes by as much as 2 hours, while Jonah kept rarely submitted his weekly report by the Friday deadline, instead shifting it to late Mondays or Tuesdays. I requested for change verbally and eventually through a memo. They came to my office, apologized, and soon went make to their bad habits. It was beginning to affect the behavior of the rest of the staff.

Then three weeks later, for reasons that no one could gather, Samuel and Jonah could never agree on anything. I tried to bring them together, mistakenly thinking that I could broker a truce and, eventually hold the already fractured staff together. That was the biggest mistake I ever made. If I mentioned that one person was right, the other would take it that l was taking unfair sides and this would lead to resentment. There was no peace.

Eventually, both Jonah and Samuel quit their jobs in a huff and taking some of their supporters with them. I was distraught. Our results plunged for the first two quarters of the year, and it looked like the rest of the year was going to be disastrous.

I learned on valuable lesson: I may have self-discipline, but I had failed to instill discipline amongst my staff consistently, in an effort to be accepted. The fact that staff was now more familiar with me should not have meant that they could act in the disrespectful manner that they had adopted. I had lost the ability to control them.

During the next three months, I engaged new senior staff, and helped them engage the lower cadre officers for their respective sections. I also set new conditions and trained all staff on their doe of conduct. By the end of the year, we succeeded in beating our targets, and once again our unit topped the performance charts.

Here are some of lessons about discipline and leadership:

  1. Set up golden rules of behavior and stick to them. These rules will often stem from your organizations Code of Conduct or similar documents.
  2. Do not operate under two separate rules where you have discipline, yet your staff can get away with breaking expected code of behavior. Make it a practice to train your staff and then ensure that they know that you will act to discipline poor behavior. Take action immediately a staff member fails to follow the required ethic of behavior. This ensures consistent acceptable behavior modification.
  3. As a leader, you always have the option to drop undisciplined staff, and seek support to recruit and train new members. Even when you do not have direct responsibility, seek the necessary support from those in charge to support your section to act immediately.

If you wish to learn more about becoming a stronger leader, or exchange views, please write a comment below

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Coach, Leadership, Management

C for COMMUNICATION

  • eodera
  • November 1, 2017
  • #communication, #development #sporteanddev, #lifecoach, #pmp #lizodera1, #strategic, leadership

I sighed deeply. It was going to be yet another difficult morning, with endless complaints about the manner in which Flo treated the students and colleagues. I stepped out into the hallway and gasped at the long line of people trailing around the building and all the way to my door. “Anyone who does not have any story about Flo can come to the front of the line,” I said loudly. “For the rest of you, just know that I am meeting with her now, so just go back to your work or study. You will be contacted.”

I walked stepped back into my office, shut the door firmly, and turned to face an angry Flo. “You are too soft on them. They think that they can get past me with excuses, which they never will!” I looked at Flo calmly, and after a long stare into each other’s eyes, she glanced down. “Flo, help me understand this,” I asked quietly. ”Were you following the normal schedule while allocating work last week?”

“Of course!” exclaimed Flo defensively, “No more, no less!”.

“Flo, just hold on. You know that I left you in charge because I trust you to get work done well. Would you care to explain, then, why the complaints?” I asked quietly.

Flo looked down at her hands and said fretfully, “They don’t listen”.

“Don’t worry Flo,” I smiled, “Its just about communication, lets try and make it work.”

That morning, I gave Flo some important but very simple points to note, which I am sharing with you.

  1. What is the information that you wish to communicate. Be clear about what the information is. Is it generalized, or could it be broken down into specifics that are easily taken up by individual members? Often team members may already know the basics, but need to understand clearly what their role is. This therefor means that you are able to see where the team is, and where you wish them to be. Now just stay on topic!
  2. Why do you wish to communicate it: Its important that both you and the person you are communicating with understand the reason behind a desired action. This is when the overall picture should come into focus, and then each team member get more detailed information about why his or her input is required. An answer like. “because Madam said so” or “Because its your job” is often met with resistance.
  3. To whom do you wish to communicate the information: When speaking to individuals, try to remember that people are not all the same. Much depends on their character and attitude. Since they are people you work with daily, you sometimes make assumptions about them that may not be true. Put on imaginary spectacles and really try to study and understand where each person is coming from, what are his/her outlook and culture, and therefore how he/she react to the information that you wish to share. Be an active listener, take time to understand the issues that your team member brings up, it will help you gauge how far he/she actually understood what you were communicating.
  4. How do you wish to communicate it: try to stay on even ground, and ensure that what you are passing on is being understood clearly. Talk in a manner and language that can be understood, and be sure that you have put the steps together correctly, and not mixed up. If an argument ensues, try not to have the last word. Perhaps it’s not the right moment: give it a little time or simple change the focus to something of interest to the person and then get back to the subject again. And remember to thank each person!

It’s important at all times, that you speak in a calm manner. Flo is a fast speaker with a high voice that quickly shakes under pressure. I got her to practice speaking in an even tone, calmly and quietly. Then we worked on how to animate her voice, to encourage and energize. And most of all, to show staff that she appreciates their input.

Working with Flo was a joy, mainly because she loved her job, and all she needed to do is to focus on sharing her enthusiasm, rather that argue with other staff. I’m confident that Flo will make a great leader, as she builds her skills for communication.

If you wish to learn more about becoming a stronger leader, or exchange views, please write a comment below

 

 

 

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Leadership, Sport and Development

B for BOLD

  • eodera
  • October 18, 2017
  • #development #sporteanddev, #lifecoach, #pmp #lizodera1, accountability, leadership, responsibility

“Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.”  —Winston Churchill

Amina knocked on the Director’s door with resolution, heard him call out and stepped into the room. She blinked in the sudden change from the sunlight corridor, and made a sudden gasp when she noticed that the room there were other people in the room. She recognized the local Chief and District Officer amongst them. The Project Director, Mr. Rishi, smiled at her, and turned to the guests at the table. “As you know, I make it a point to invite one stakeholder to our Board meetings to give us a chance to get some feedback on how well our organization is performing. This time, I have invited Amina, who is captain to one of our football teams”.

All eyes turned to Amina, and her hands shook as she pulled out a folded sheet of paper from her back pocket. She realized that she had to step up and be counted. She had to take a stand. It was going to be tough, especially if no one believed her. She cleared her throat, “I want to tell you a true story, about neglect and abuse of our football team. “ What she talked about was heart rending, and when it was over, there was shocked silence in the room.

She took a stand

Then Mr. Rishi turned to Douglas, the Head Coach, “Would you like to explain why you ignored when the girls reported all this to you two years ago?”

A visibly shaken Douglas, said “I was convinced that it was all a lie, a way to get attention.”

“I agree, growled Chief Omumbo. “These girls need to appreciate what is being done for them. All they do is gossip, trying to change the system!” The room fell silent for a moment, then the Mr. Rishi turned a questioning gesture to the Development Officer, Rukwaro, who spoke up, “I agree that the girls are expecting more attention, with the increase in funding”

“What would you like us to change, Amina?” interrupted the District Officer gruffly. Amina hesitated. “We want to choose our own coaches, and set our own rules”.

“I couldn’t agree more. It’s time we all trusted and supported the girls. We would like to apologize for what you had to go through. As Chairman of the Board, I would like to apologize for what happened.”

Amina smiled for the first time that day, and turned to the Mr. Rishi, who winked at her and said, “Thank you, Amina, you have helped us make an important decision today!”

This story explains a lot about how much we face a sport and development leaders. Every day, there are acts of courage, but also lack of it.

Searching through the story, you will come across many people who are bold:

Amina took a great chance, faced her fears, and spoke up for her team.

Mr. Rishi showed courage by giving her a chance to talk, He is genuine and authentic.

The District Officer was strong enough to apologize and promise to trust and support the team in making changes.

Do you display these acts of boldness:

  • delivering a report
  • volunteering as a mentor or youth group leader
  • stepping away from unhealthy friendships
  • resisting the temptation to lie
  • allowing others to be right
  • admitting mistakes
  • apologizing
  • keeping your word

On the other hand, you come across what does not represent boldness:

Douglas was defensive and unwilling to take responsibility.

Chief Omumbo is suspicious, and unwilling to change

Rukwaro probably knows what has been happening but does not want to rock the boat.

Ask yourself if at any time you have been involved in the following:

  • allowing others to make your decisions
  • being a bully or a passive bystander
  • gossiping and lying
  • running away from a mistake
  • placing too much reliance on the rules
  • remaining silent in the face of injustice and rationalizing lack of action
  • choosing sides after seeing which way the wind is blowing
  • breaking promises

Do you ever allow others to expose the weaknesses in your organization?

Are you ready to go the extra mile, to protect those you represent? Just remember, to be a leader you must be bold.

If you wish to learn more about becoming a stronger leader, or exchange views, please write a comment below

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Leadership

A for ACCOUNTABLE

  • eodera
  • October 12, 2017
  • #lifecoach, #pmp #lizodera1, accountability, responsibility

The Cambridge dictionary describes as “Someone who is accountable is completely responsible for what they do and must be able to give a satisfactory reason for it:”

Accountability is often seen as a “blame game”, rather than what it really should be: an active form of leverage, which enhances learning and performance. You must have come across this question often when things go wrong, “Who was responsible?”. We often use the two words “accountable” and “responsible” like they mean the same thing, yet that is not correct at all. In fact, being accountable is more about the presence of trust and absence of fear. It’s about accepting results, whether positive or negative, and learning.

Get involved in seeking solutions to problems

When things go wrong, acknowledge that mistakes were made and pledge to improve the outcome. This is very powerful: it means that you have taken ownership of the process, and you will engage your co-workers in playing their part, in making positive change. Remind them of the common vision that you all share and inspire them to take part. Then make sure that you actively seek feedback and involvement in solving problems.

Take responsibility for the good results. In this case, you need to be able to learn how this came about, and share this with your team, so that you can get positive reinforcement. Crediting other members of staff that ideas and actions came from should not make you feel threatened. In fact, it is the trait of a true leader.

Simple Steps To Becoming An Accountable Leader:

  1. Assess yourself and your ability to be accountable in simple ways:
  • Are you keeping your own basic rules: arriving to work on time, submitting reports as required, for example? Draw up with a list; ask your co-workers what they think.
  • Do you insist that those working under you and your co-management are held accountable to their promises that they made to you and, by extension, the organization? This may be a simple action like updating field research records to the database, or attending meetings on time with prepared reports.
  1. Set up a plan for make sure that all promises are kept, for example, you can put up a board in a shared space, that provides staff and other stakeholders with an opportunity to see the goals and tasks, how much has been achieved, and who has made this possible. Set realistic timelines for your team.
  2. Change you dialogue: instead of just asking, “why did you not….” How about saying, “How could you improve on…”. This encourages the individual to realize that no one else will take on his/her work.

If you wish to learn more about becoming a stronger leader, or exchange views, please write a comment below

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Sport and Development

Tennis & WASH Improves Health & Schooling

  • eodera
  • July 20, 2017
  • #development #sporteanddev, #pmp #lizodera1, #sadilioval, #tennis

Kibera, Africa’s largest and poorest slum, is characterized by drug & alcohol abuse, violence & crime. Poverty is acute, where 66% of girls regularly trade sex for food & glue sniffing is common practice. A study by Oxfam deduced that 37% of children in Kibera were excluded from the education system, only 30% of the remaining children received free formal primary school education & the remaining 70% only had access to a limited education at community centers. A lack of clean water & poor sanitation & hygiene practices lead to dysentery & diarrhea, particularly from pit latrine usage, which are poorly maintained & the ratio of people to latrine is high at 500:1. 73% of preventable illnesses in the Kibera slums are caused by poor hygiene practice. People without access to improved sanitation are 1.6 times more likely to experience diarrhoea. Our baseline studies (2016) on 672 children aged between 4 and 12 years old, showed that 48.4% kids attend school irregularly due to illness, resulting from unclean water, poor sanitation & hygiene.

Our goal at non-profit Sadili Oval Sports Academy (www.sadili.com) and partner International Inspiration is to use Tennis to promote WASH (water, sanitation and hygiene) activities amongst 2100 children aged 4 – 12 years in Kibera, to improve health, school attendance & performance, within three years (April 2016 to March 2019).

Each child is provided with 1-3 hours per week of tennis coaching where life skills are embedded into sessions such as: confidence building, communication, health & relationships. Primary children are invited to receive further training in leadership, where they can assume additional responsibilities such as caring for & mentoring other children, serving as positive role models for the children to emulate & assisting with the delivery of tennis coaching sessions. Children will also attend homework clubs (minimum of one hour per week) so they have a dedicated environment to receive support from their peers & community leaders. Sadili mentors embed life skills across the sessions where each week we focus on a particular theme, including: how to wash hands, use of the toilet, bathing, brushing teeth and hair, preparing for school, unsafe habits, and survival skills. We run each week, a girl-cantered tennis and empowerment session, in coordination with our Girl Power Clubs program, in order to teach girls sexual and reproductive health and survival tools, encourage them to openly discuss and come up with solutions for problems that they face in their community. We ensure that we can provide a nourishing snack to all to improve participation and engagement of children.

Target Beneficiaries:

The following from Kibera in Nairobi, Africa’s largest slum: Direct beneficiaries within a 3 year period (April 2016 – March 2019) are 2100 children (3-12 years old), 30 nursery and primary school teachers. Our first year, April 2016 – March 2017, we reached 672 children (181 nursery and 491 primary) in 16 schools.

Indirect beneficiaries: 2100 Parents (at least 1 per family), 38 Schools
, 3400 other primary children (for every direct beneficiary, 2 children will indirectly benefit). 6 Youth coaches, 2 Mentoring trainers, 1 Project Coordinator, 1 Monitoring and evaluation officer, 30 Teachers

Impact In The First Year (April 2016 – March 2017)

When comparing baseline results and end line results between April 2016 and March 2017 amongst 672 children (181 nursery and 491 primary):

·      48.2% (176) of out-of-school children returned to nursery school.

·      48.8% (480) of out-of-school children returned to primary school.

·      50.41% (91) more nursery children (52 boys and 39 girls) showed improvement in test scores in Maths and English

·      50.03% (246) more primary children (136 boys and 110 girls) improved in test scores in Maths and English

·      62.5% (418) children progressed to the next class in primary school.

·      Majority of parents and teachers openly admitted that the children were more alert in class. They also reported improved ability to listen and follow instructions.

·      71.1% (478) more children use sanitary facilities where there is a no-cost provision, with 63.3% (426) more children knowing how to correctly wash their hands.

·      Parents and teachers confirmed that they observed that their children had improved their understanding from the practical behaviour and actions in hand washing and use of toilets.

·      More parents showed support by paying of school fees, buying of uniform, books and other scholastic materials.

·      More parents sit down with children to help in schoolwork.

For video on the project, please go to: http://www.sadili.com/assets/ocv.mp4

Acknowledgements: Project Partner: International Inspiration. Funding Partner: Comic Relief.

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Coach

Does Building African Tennis Stars For The World Stage Make Sense?

  • eodera
  • July 20, 2017
  • #coach, #itf, #pmp #lizodera1, #sadilioval, #tennis

Africa hopes to arrive on the world stage with growing numbers of tennis players around the continent. These are exciting moments, only just a few years ago, a Kenya-trained player from a small but unique sports centre (Sadili Oval, next to Kibera), Burundi-born Hassan Ndayashimiye, made it to the world stage, coming through the qualifiers and reaching the second round at Wimbledon Juniors. Hassan has since joined college in the USA, after a successful stint at the ITF Centre in Pretoria. Sadili Oval also completed 2011 with Henry Ayesiga (a beneficiary from the slums of Kampala Uganda) earning second place in Africa in the Boys Under 14, nurturing him to through the next two years, finally saying a fond goodbye when he became a student at Cerritos College, USA. They are not the first product of our academy, we accept poor children from around Africa, and provide them with education and tennis training, with 7 playing college tennis on scholarship in the USA, 14 are top in the region and 9 have scholarships awarded to them in UK high schools. Amongst them are:

  1. Kenya Open 2010 Triple Champion (won ladies singles, ladies doubles and mixed doubles), Aziza Butoyi, who is the first from Buyenzi slums in Burundi, to enter university, having gained a tennis scholarship to Olivet Nazarene University, where she almost single-handedly carried her team to NAIA Nationals in 2011, and later became All American
  2. Maurice Wamukowa (Kenya) who graduated from Florida A &M where he went on a tennis scholarship, Maurice has played for both Kenya and the ITF Africa team in his junior years.
  3. Joab Odera (Kenya), Captained Malezi School (the academy school) to win the national tennis title throughout his high school, earning a tennis scholarship to Winston Salem State University where he graduated cum laude in Molecular Biology. He is now on a PhD Program in North Carolina Central University.
  4. Rahab Mbugua (Kenya), was the region’s top girl for about 4 years.
  5. Teresa Odera (Kenya), who is an honors student and player at Northwestern College Iowa, where she has won accolades. She was the first Kenyan to win a silver medal at an Under 14s ITF event (she was 10 years) and went to help her school win the national schools title for 6 years. She is now taking a second degree in software development.
  6. Yasin Shabani (Tanzania), an orphan, who ended 2011 as the top Under 18 player, but also the second highest ranking senior player in his country. He is now a coach.
  7. Amadi Kagoma – has consistently won singles and doubles at the national school games, and is currently ranked in the late 700s worldwide. With more support, Amadi, who is currently at Cerritos College in California, and later graduated to University of California in Bakersfield.
  8. Jamin Luvembe – who was the first boy form Kibera to play the Davis Cup for Kenya in 2013. He is a tennis coach and a DJ in the Kenyan Coast of Mombasa.

As you can see, from the examples described, although they had great talent, and used it to open doors to future outside professional sport.

The Effort Is Great – Is The Reward Requisite?

On average, most junior will have sacrificed about 7 years of their lives, to get to be amongst the best in their country. In order to get noticed, they would, on average, joined the game at about 9 years, and reached their peak at 17 years. This is often because the game is learned at a relatively older age than would be seen elsewhere. You would not find a more committed, athletic and hardworking junior than what you see in Africa, yet only a very narrow band make the cut to play any grand slams, and often only at the qualification stage. I have often talked to many coaches on the top level circuits, and many do not really have clear answers, perhaps because very few have had contact with these incredible kids. What I often find, is that there is no difference between a top Under 14 junior in Africa and that in Europe or America, indeed, I have travelled with teams of kids between 12 and 15 years to tournaments in Florida and England, and they have often reached the quarters and semi-finals. So what goes wrong after 16 years?

ITF (International Tennis Federation) new rules demand players destined to the top stage, get points from within their region. As such, our talented juniors are now required to travel and play within Africa, to gain the requisite points to enable them play on the world stage, especially lucrative European Circuit, and make it to the Grand Slams.

Sadili currently has 25 promising African juniors aged between 10 and 14 years, with potential to reach next step. It is for this reason that I feel concerned and need to consider various options for them, and also hope to get feedback from those who are reading this article on what the next course would be.

You see, in order to get enough points to grow, the first thought would be to have players to play regionally. At present, there are a limited number of regional ITF qualification tournaments available in Africa. Players such as our would wish to move from the ITF/CAT Under 14s (which are many) to Under 16s (which do not exist) in order to build their game and play a more experienced and time game at the Under ITF 18s. That makes sense doesn’t it?

With the lack of a high level Under 16 tournament, African players in often find themselves flat-footed and inexperienced when they meet the confident and competition ready Europeans, who often see ITF tournaments a perfect spot to grab easy points in order to get higher rankings. This has been very costly for the continent, as many juniors finally lose their confidence and move on to other sports and just stay in the background.

There are two alternatives to the ITF tournaments that we decided to take up in order to grow our players. Firstly, we sought places outside of the continent, where our talented kids to go and train with others their age for short periods, and play as many tournaments as they could. This is extremely costly, as a result of Airfare to other continents, where there exist for ITF tournaments. In addition, players would have to officially represent their countries and selection of players would depend on the local federations, a process which is not only slow, it is fraught with nepotism and favoritism, in many countries.

Secondly, we started an African ranking tournament series, the Tennis Africa Cup, www.tennisafrica.info which allows for children to play and gain points from tournaments that were being played within the continent, beginning with Kenya. The tournaments themselves are graded to ensure that players who are advanced get to challenge themselves with the bigger tournaments, in the hope of building an elite group. This method seems more feasible, and ensures that costs are kept lower and more affordable. The system has been in existence for almost 12 years, in which a number of juniors have gained scholarships to high schools in Europe and University teams in USA. However, a lot more support is needed to keep this fire burning, which includes sponsorship of more tournaments all over the continent, more tennis brand names offering strings, racquets and other goods, assured accommodation and meals for travelling kids through volunteers, and a stronger IT capacity to build a string site. Our estimate is that it is possible to build an annual 16-week tournament series that goes through Kenya, Botswana, South Africa, Algeria, Tunisia, Egypt, Namibia, Zimbabwe, Uganda, Rwanda, Burundi, Nigeria, Benin, Seychelles and Zambia.

If we can keep these activities going, then, the end of the six years, Africa may get an opportunity to present herself to the world platform with pride.

Contact Liz on liz@lizodera.com

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Coach

Why Listening Is Important When Coaching Females

  • eodera
  • July 20, 2017
  • #athletes, #coach, #girlpower, #lifecoach, #pmp #lizodera1

Listening is key to improving the performance of every female athlete.

Coaches demonstrate, observe and correct. Many coaches do this quite well, but miss a very important opportunity to impact positively on a female athlete’s life. When a female athlete walks into a session, she is keen to connect with the coach, in order to perform at her best. As coaches, we find ourselves pushing forward with the session, demonstrating and talking (a lot), as we observe and correct. How much time do we spend actually listening? From talking to many coaches, it ranges from 0-2% normally.

When you listen, you learn

At the start of every session, and during the short breaks, I often take time to give each of my players a chance to talk to me. It’s often me asking only one or two questions, and leaving her to then choose what she wishes to tell me. It’s the one time I call “free choice”. It’s amazing how much you can learn about someone in such a short time. It helps you understand her, and feed in subtle but gradual adjustments to the learning session that will give her a satisfactory learning opportunity.

When you listen, you act

Listening helps you understand what the underlying issue is. Does your athlete really understand what is required, or perhaps she knows another way to do the same thing? Could this, perhaps be easily built around her to ensure that she has, not just the important basics, but also uniquely different style, that helps build her confidence? Allowing for creativity helps build self esteem, and accommodating for this while offering critical techniques is always a win-win.

You can contact Liz Odera on liz@lizodera.com

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eodera
eodera

Thank you! I will be posting more regularly and hope to add value for you.

Danette Lazare Janie
Danette Lazare Janie

A good blog! I will bookmark a few of these.. Danette Lazare Janie

eodera
eodera

Thanks at lot, I love to hear that.

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  • Shell Shocked: Part 1 March 5, 2021
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