The Role of the Coach L2CCS&C

Know myself Why do I coach? Who do I coach? What do I get from coaching? What are my goals as a coach? Do I think I am a good coach? Do others think I am a good coach?

Complete Task 1

Skills of the coach Teacher Mentor Leader Psychologist Planner/strategist “Parent figure” Analyst Manager Motivator

Duty of the coach Promote good, safe practice Motivate the participants to have a rewarding, enjoyable experience To improve performance Be inclusive of all regardless of ability, background etc To keep up to date with current practice

Coaching Process Verbal Explanation Demonstration Athlete/player activity Coach Analysis Feedback Coach Evaluation

Coaching Styles Command/Autocratic “Do as I say” Cooperative/Democratic Promote participant decision making Facilitative

Task 2: Coaching Styles Coaching Style/ Delivery Mode Application to Strength and Conditioning. Describe where this style of coaching would be applicable in an S & C environment Classroom, “chalk & talk” Instant recall via video, coaching tool e.g. Silicon Coach Coach demonstration, athlete “copy” Athlete/player led activity Question and Answer

Making an impression Appropriately attired Well organised in advance Clear introduction Position of coach and performers Clear instructions Appropriate session

Communication Grab & Maintain Attention Be Clear & Concise Encourage Share Ideas Value Constructive Feedback & Interaction

Managing a Group Environment Equipment Numbers Different populations: gender, age, ethnicity, learning difficulties etc Ability Content Timing Aims

Participant improvement through coaching Be well organised Be aware that individuals will respond to different coaching styles Use demonstration and explanation Be aware that players/athletes learn through participation Know key coaching points and methods of correction (sport specific) Know what motivates athletes/players to attend, improve and succeed

A hierarchy of movement patterns Unconscious competent Conscious competent Conscious incompetent Unconscious incompetent

3 Stages of Learning Cognitive Associative Autonomous The player is trying to understand the general aims of the task The player has grasped the basic idea and is trying to improve Performers can carry out the skill effectively and are aware of their own mistakes

Coaching Process Plan Do Review Self evaluation Based on prior knowledge/analysis of coach and participants Relevant session Player performance in the session and in competition. Feedback to athlete. Later (Planning presentation)

Planning: Long & Short Term L2CCS&C

Planning Long term e.g. Olympic cycle Long term e.g. yearly (macrocycle) Medium term e.g. 4 weeks (mesocycle) Short term e.g. weekly (microcycle) Sessional

Chuck Norris Planning

Needs Identify performers’ needs Identify tools/facilities required to meet these needs Do the available tools/facilities meet these needs? What adaptations/improvisations will I need to make?

Candidate Name Date Produced Sport Tutor/Assessor Session No Session Date Information on facilities and resources: Location Facility Needs Equipment Needs Health and Safety Arrangements Issues arising from Risk Assessment Information on participants: Number of participants Adults Children* Fitness and Skill Level Medical Information Particular Needs Action plan points from previous sessions:

Six week plan Aims, goals Start and end points Progression Potential differentiation for participants with different needs Can it be modified? Can its efficacy be measured? Evaluation methods

Six Week Assessment Plan Session Number Aims of the session Duration Activities Objectives Equipment Requirements Candidate Signature Assessor Signature Date

Linked Session Planner Template Session Type Aims Main Content Date Venue Participants

Linked Session Planner Example – Strength Session Session Type Strength Aims Introduction to the hypertrophy block Work hard. Good work ethic Build Volume Increase intensity Main Content 7 exercises, that includes: three legs two upper push two upper pull. Introduce players to: programme exercises rest intervals starting weight individual pre-habilitation core work. 3 x 10-12 reps 65–75%. 60s recovery. Use step loading. 4 x 10-12 reps 65–75%. 60s recovery. Use pyramid method. 4 x 6-10 reps 65–75%. 60s recovery. Date Venue Participants

Linked Session Planner Example Speed Session Session Type Speed Aims Introduction to the resisted block Work hard. Good work ethic Build Volume. Some speed endurance. Increase intensity Main Content Warm up to include exercises to emphasize leg drive Sprints to use acceleration starts Introduction to use of sleds Introduction to new plyometric programme Sprints to use acceleration starts (Volume 240m) Use of sleds. Short distances (<30m) (Volume 200m) Start plyometric programme (60 foot contacts) Sprints to use acceleration starts (Volume 300m) Use of sleds. Short distances (<30m), plus some longer (60, 80, 120m) (Volume 400m) Develop plyometric programme (80 foot contacts) Sprints to use acceleration starts (Volume 200m) Use of sleds. Short distances (<30m), plus some longer (60) (Volume 340m). Small number of reps per set, large rest between sets Develop plyometric programme by substituting one higher intensity exercise (80 foot contacts) Date Venue Participants

Individual Session Planning Template - Strength Candidate Name Venue Facility Aims of the Strength Session Session No. Name of Group Age of Group Experience (Training Age) Warm Up Exercise Name Exercise Mode Sets Reps Weight Rest Intervals Coaching Points Cool Down Notes Evaluation Schedule Method: When: Who’s involved: Candidate Signature Witness’ Signature

Coach Evaluation: areas to assess Pre- planning and organisation: accurate plan; equipment safe, suitable, available etc Session content: appropriate level, progression, interest etc Participant behaviour, attitude etc Coach conduct, method, knowledge etc

Self Evaluation Component of Session Comments Score Warm Up and Introduction Main Body: Part 1 Part 2 Part 3 (if applicable) Cool Down Poor. Very few, if any, of the session’s aims were met. Few participants achieved some of their goals. Most parts of the session were below average or poor Below Average. Less than half of the session’s aims were met. Few participants achieved some of their goals. Most parts of the session were average or below Average. Half of the session’s aims were met. Most participants achieved some of their goals. Most parts of the session were average or above with the others being below Above Average. The session’s aims were generally met. Most participants achieved their goals. Most parts of the session were excellent or above average with the others being average Excellent. The session’s aims were met. All or nearly all participants achieved their goals. All parts of the session were excellent or above average. 1 2 3 4 5