Coaching Children (5-12 Years)

Workshop Outcomes By the end of the workshop, delegates will be able to: Understand the traditional model of coaching and learning based on the development of participants’ technical, tactical, physical, mental and social competencies Describe the ‘C’ system model of positive youth development in sport Understand the interaction between the development of participant competencies and the ‘C’ system, to produce positive personal and social development as a specific coaching outcome Apply the ‘C’ system model to their current practice across the Active Start, FUNdamentals, and Learning to Play and Practice phases of participant development

The ‘C’ System of Coaching A way for coaching to impact on positive youth development – and prove it!

Reproduced with kind permission from Youth Sport Trust’s TOPs Resource Pack

Where Does The ‘C’ System Fit?

Where Does The ‘C’ System Fit? (continued)

The ‘C’ System for Coaching Competence Confidence Connection Character and caring Creativity

The ‘C’ System Explained Competence – a positive view of one’s actions with appropriate physical capability Confidence – an internal sense of self-worth and self- efficacy Connection – positive bonds with people and institutions, resulting in successful relationships with family, in school and in the community

The ‘C’ System Explained (continued) Character and caring – respect for societal and cultural rules, possession of standards for correct behaviours, a sense of right and wrong, and integrity Creativity – finding one’s own solutions

The ‘C’ System and Coaching Competence – be in a coaching environment where appropriate techniques and skills are learnt in a progressive and enjoyable way Confidence – enjoy success when practising, and receive positive and beneficial feedback

The ‘C’ System and Coaching (continued) Connection – work individually and in groups to enjoy the benefits of team play, working with others and, eventually, the independence of community sport; understand and state the benefits of exercise, and when and where it can be accessed appropriately

The ‘C’ System and Coaching (continued) Character and caring – practise in an environment that respects players, coaches, officials and the rules of all sports Creativity – be encouraged to find own solutions to problems, to learn rather than simply copying and repeating

Competence We’ve come a long way Long-term athlete development – Istvan Balyi Active Start FUNdamentals Learning to Play and Practice

Active Start (0–6 Years)

Active Start (0–6 Years) (continued) Physical Mental Technical Tactical Developing balance and stability through simple gymnastic, dance and other movement activities Becoming self-aware and beginning to think about, and reflect on, performance Developing basic general movement skills Responding to the environment Playing with, and controlling, objects Developing basic skills Practising sending (throwing) and receiving (catching) objects Watching others Travelling in different ways by changing speed and level Playing collaboratively by being aware of, and using, others Observing and copying others Understanding object movement and space

Learning to Play and Practice (9–12 years)

Learning to Play and Practice (9–12 Years) (continued) Physical Mental Technical Tactical Confident and competent with basic agility, balance and coordination Confident when active, showing a commitment to improve Modifying basic skills to meet specific needs and broadening the skill base Performing in modified sports with modified rules Learning about speed and its uses, practising how to gain speed in different ways, and how to slow down and stop with control Setting simple goals and beginning to use self-talk Showing quality with specific techniques/skills Showing a basic understanding of force, space and time, to develop more sophisticated tactics Able to demonstrate a range of movement and mobility Able to combine basic skills efficiently Scanning and making decisions based on information Mastering object control in different environments Getting into a routine of practice as frequently as appropriate and necessary Shaping technical work to match the tactical challenge Beginning to use strength and power, and develop endurance Using others’ strengths when performing with them and showing task orientation Introduced to appropriate competition Refining attention to sensory input

Confidence Enjoy success when practising, and receive positive and beneficial feedback Self-worth Self-efficacy Using differentiation – STEPS Positive and beneficial feedback

STEPS Easier and harder Space Task Equipment People Speed

Confidence Active Start Developing psychologically in different play environments by becoming aware of their own ability and being encouraged to feel good about their performance Showing satisfaction in their achievements and improvement At least 80% successful through the careful provision of differentiated activities FUNdamentals Developing psychologically in more structured activities by showing optimistic perceptions of their own physical ability Taking responsibility for their achievements and improvement Learning to Play and Practice Talking with pride about their achievements and improvements Being responsive, attentive and actively engaged in physical activities

Connection Working in teams and identifying with sport Working with others Cooperating Competing Roles in teams Leading and coaching

Connection (continued) Active Start Respond positively to guidance and new experiences by fully participating in a variety of activities that offer opportunities for learning Begin to play, and cooperate, with others Go with parents to external clubs (eg toddler groups, swim and gym clubs) Begin to state the benefits of exercise FUNdamentals Demonstrate empathy, sensitivity and friendship skills Regularly engage in physical play with different social groups of different sizes (eg simple games of 2 v 2 or 3 v 3) Choose independently to join out-of-school-hours clubs Go with parents to external clubs and begin to take roles in teams and squads Explain the benefits of regular exercise and how it can be undertaken safely Learning to Play and Practice Enjoy making friends in sporting contexts Regularly and punctually attend organised activities, and care about the club, coaches and fellow players Begin to lead activities with younger children Take exercise because they fully recognise its benefits

Character and Caring ///Tutor: Insert a relevant, current picture, exemplifying great or very poor character///

Character and Caring (continued) Understanding rules Showing respect for club, coaches and fellow players Have fun Develop a code of conduct for our sport

Test of Character! In your coaching practice, do you/could you: work with participants to develop a code of conduct for practice encourage participants to talk with each other and evaluate performance at the end of each session encourage participants to thank the coaching staff after each session expect participants to put out and take in equipment talk with participants about their behaviour before a game encourage participants to shake hands even after informal games in practice sessions have in place a disciplinary system for unfair play bring in a qualified official for some practice sessions and encourage participants to discuss the reasons for decisions after the game?

Character and Caring (continued) Active Start Understand simple rules for activities and begin to develop their own rules FUNdamentals Understand simple rules for specific activities and develop their own criteria for judging performance Begin to understand fair play and why cheating harms activity Learning to Play and Practice Show respect for the club, coaches and fellow players Understand rules of activities and follow them Follow codes of conduct

Creativity Reproduced with kind permission from Youth Sport Trust’s TOPs Resource Pack

Creativity (continued) Reproduced with kind permission from Youth Sport Trust’s TOPs Resource Pack

Creativity (continued) Scenarios ‘You have five minutes to play and are 1–0 up – what do you do?’

Creativity (continued) Active Start Allowed to experience equipment and movement with guidance that encourages experimentation (eg moving to stories and music, playing outside on apparatus) FUNdamentals Allowed to experiment in all practical situations, as well as continuing to play freely as much as possible Learning to Play and Practice Making up their own practices and sequences Involved in devising practices with the coach/teacher

There’s One Last C – Contribution © David Haskins If we get all this right, the result will be young people willing to make a contribution to clubs, coaching and sport

Putting It All Together Competence Confidence Connection Character and Caring Creativity Physical Appropriate content % of success Work with others Learn and respect their own bodies In a problem- solving environment Technical Content linked to physical development Good explanations and % of success Give feedback to each other Be able to practise for extended periods Room for individual approach Tactical Develop tactical alongside technical Ensure situation is understood and necessary skill level is established Begin to understand roles and importance of others Appreciate how different positions/ activities contribute to the overall outcome Young people create their own tactical solutions Mental Focus on tasks Good evaluative feedback Work in appropriate numbers for ability Explain and accept codes and rules Appropriate open tasks

Workshop Outcomes By the end of the workshop, delegates will be able to: Understand the traditional model of coaching and learning based on the development of participants’ technical, tactical, physical, mental and social competencies Describe the ‘C’ system model of positive youth development in sport Understand the interaction between the development of participant competencies and the ‘C’ system, to produce positive personal and social development as a specific coaching outcome Apply the ‘C’ system model to their current practice across the Active Start, FUNdamentals, and Learning to Play and Practice phases of participant development

Thank you Have a safe journey home Workshop Outcomes Thank you Have a safe journey home