Part D

                                                                                    SWOT Analysis 

Strengths 

A key strength in my coaching is the strong alignment between my plans and what I actually deliver. My ability to use guided discovery and reflective questioning encouraged athletes to take ownership of learning, while directive instruction in session 2 helped improve technical precision. Combining both styles with positive reinforcement kept engagement high. The AFL course also reinforced the importance of planning, feedback, and athlete-centered strategies, confirming my belief in flexible, evidence-based coaching. 

Weaknesses 

Areas for improvement include voice projection and energy, particularly in session 1 where this reduced clarity. My inquiry time was relatively short, showing missed opportunities for deeper questioning. For example, in session 1 my inquiry time was only 0:23 seconds, this highlights the need to increase questioning to have deeper engagement. Balancing directive and reflective elements in session 2 also need refinement to maintain autonomy while giving instruction. Translating theoretical concepts into practice consistently is another area I am working on. 

Opportunities 

To continue developing, I will focus on improving my guided questioning and directive feedback balance. Enhancing my vocal energy and session transitions will improve clarity and flow. Using more video reflection and data coding will help refine timing and coaching behaviour. Ongoing professional development and scenario-based learning will also strengthen my practical application of different coaching styles. 

Threats / Challenges 

Managing larger or less engaged groups can be challenging, especially without clear planning. Over-relying on one coaching style could reduce flexibility and responsiveness to athletes’ needs. Maintaining consistent translation of theory into practice is an ongoing challenge — one that I plan to address through continuous reflection and growth. Addressing these challenges require intentional feedback loop between theory and practice- often mapping session behaviors against Moston's spectrum in order to ensure balanced athlete-centered delivery.

                                                           Figure 9 (Swot analysis summary reflection table)