INCLUSIVE COACHING CHANGE IT GUIDELINES

AIM  Identifying and managing difference within a team environment  CHANGE IT – Tools had to modify coaching activities  Managing players with a disability  Identifying and understanding what motivates players  Be aware of environment; physical ability; intellect and background of your players

MANAGING TEAM DIFFERENCES

 Varying ages  Varying abilities  Varying learning styles  Varying reasons for being involved in sport

CHANGE IT  C – Coaching style – demonstrate – verbal – role models  H – How to score or win  A – Area size and shape or surface of playing environment  N – Number of participants involved in the activity

CHANGE IT  G – Games and rules e.g. how many passes before you can shoot  E – Equipment – using different shaped balls  I – Inclusion – everyone must touch the ball before the goal is scored  T - Time – making scenarios and must score within 20 seconds

DISABILITIES  Focus is on ability NOT disability  Ask the participant what they are capable of – listen to their suggestions  Be prepared to modify or adapt your program  Discuss with the parent/guardian the abilities  Talk to other coaches who have experience with coaching people with disabilities

DISABILITIES IMPORTANT  ASSESS THE PLAYER BY – HOW WHAT OR CAN –See –Hear –Move –Learn; Recall; Reproduce –Perform tasks and activities

WHY PARTICIPATING  It is crucial for the coach to understand why the player is participating –Social  May need to change groupings for activities  May need to allow time for chat at start of training build into session  May need to separate players at various stages as may become disruptive or some players may work well together

TEENAGE SELF IMAGE  Teenage girls drop out of sport in large numbers  How do we keep these girls in our sport? –Self Image –Peer Approval –Need to boost the participant’s self-esteem –Carefully selected groups takes pressure off especially when delivering new skills

COACHES BE AWARE  Environment –see and hear you –any distractions – background  Physical –good vision –good hearing

COACHES BE AWARE  Intellectual –players do they understand what you are saying –identify their attention span  Background –do they speak English –ensure you do not use terminology they do not understand –cultural specific considerations

SUMMARY  Understand all players will be different and they are individuals  Keep in mind CHANGE IT as a tool to identify and modify activity  How to manage people with disability  Remember what motivates players  Be aware of environment; physical ability; intellect and background of your players

REMEMBER “Part therapist, part consultant, part motivational expert, part professional organiser, part friend, part nag.”