1. What is a High Performing Children’s Coach?
Tandy Jane Haughey
School of Sport

2. The Coach as… High Performing Children’s Coach

3. Outline Background & Rationale NI Journey
Key Components for Programmes
Review & Impact
Key Learning
What happened

4. Background and Rationale

5. Review of NI GB’s Physical Literacy Programme Delivery
Training:
Fundamentals & their integration into sport specific setting, especially for volunteer coaches
Key Learning Points
Structure:
Coach Dev programmes should be structured & include education & resource that fit the needs of all sports
Support:
Information & Education is needed to ensure support from parents & other adults
Long-term Training Opportunities for Coaches on Integrating Fundamentals into their Sport.
Terminology:
Physical literacy as a term in not understood by many
Coach Mentoring
Sharing Practice Across Sports ‘What & How’

6. Review of NI GB’s Physical Literacy Programme Delivery
Training:
Fundamentals & their integration into sport specific setting, especially for volunteer coaches
Key Learning Points
Structure:
Coach Dev programmes should be structured & include education & resource that fit the needs of all sports
Support:
Information & Education is needed to ensure support from parents & other adults
Long-term Training Opportunities for Coaches on Integrating Fundamentals into their Sport.
Terminology:
Physical literacy as a term in not understood by many
Coach Mentoring
Sharing Practice Across Sports ‘What & How’

7. Programmes
Northern Ireland

8. Pilot Programme for NGB’s
S4S
Activ8
WildCats
Pilot Programme for NGB’s

9. Coaching Fundamentals in Your Sport Training
Fundamentals of Movement
Fundamentals of Balance
Fundamentals of Coordination
Fundamentals of Agility
Coaching Craft
(Observation, Analysis & Intervention)
Sport-Specific Application

10. Children’s Coach Capabilities
Participant Physical Development
Participant Mental Development
Participant Personal & Social Development
The Sport:
Context
Coaching Craft
Continuous Support for the Coaches Development
Coaches Values, Styles
&
Self-Reflection
Coaching Children Curriculum: A Guide for Governing Bodies of Sport
(Haskin, Jolly & Lara-Bercial, 2011)
Child Development
Techniques
Physiology
Confidence
Connection
Nutrition
Child Learning & Thinking
Child Motivation & Communication
Tactics
Codes
Character & Caring
Strength & Conditioning
Creativity
Biomechanics
Plan
Culture
Goals
Learning Opps Do
Review
Mentoring

11. Completed Tutor training Written into NGB programmes
Resource Development (online)
Mentoring programme
1st4sport Level 2 Award in Multi-Skills Development in Sport (QCF)
Coaching Children 5-12: The next generation

12. Experienced coaches in NI Gained experience and applied CPPD
Challenge Learning
Experienced coaches in NI
Gained experience and applied CPPD

13. What did we need to do?

14. Suite of High Performing CPPD suggested by scUK

15. Question raised :
What is a ………

16. WHAT ARE THE:

17. Programme Born

18. Aim
Critically reflective on/in their practice
Context specific

19. Session One Philosophy for Coaching Children Observation
“High Performing Children’s Coach”
Observation
Apply in Practice

20. To Become High Performing?

21. Coaching Philosophy & Values
What Defines You & Your Coaching ?
What is Your Philosophy?
Values ?
Lifelong Skills for You & Your Performers ?

22. You as an Expert Coach

23. Expertise
“Recognise that knowing the qualities and characteristics of an expert is insufficient to become an expert practitioner” Schempp et al, 2006

24. Coaching Context
“A coaches ability to effectively navigate and adjust to their changing context would appear to be an important component of coaching expertise” Jones & Wallace, 2005

25. Pedagogical Framework
Effective Coaching:
Self awareness, knowledge of learners, sport-specific knowledge, context-specific content knowledge, skills in transforming knowledge to meet learners’ needs and the ability to create environments where learning is central.
Walsh, 2011

26. Contextualise this for Your Own Coaching Environment

27. Observation Developing an Observation Rubric
Session 2: Practical Application
Observation
Developing an Observation Rubric

28. Define Your Own Observation Checklist
Skill/ Competency:
Observing For
Observed
Feet
Arms
Body
Brain

30. FOR

31. Attending to what ? How? and, Why so important?
Visual Attention
Attending to what ?
How? and, Why so important?

32. Stage of Performance
EXPERT PERFORMANCE ? NOVICE PERFORAMNCE ? PRACTICING PERFORMANCE ? HOW DO WE KNOW?
VIDEO CLIP
Research Paper

33. Devise an observation rubric for this
Session 3 : Key to Success
Practical Application of Theory into Practice
Identify a skill
Devise an observation rubric for this
Identify the stages of learning (novice, practicing and skilled)
Deliver session, review and evaluate

34. What do we need to know about?
Knowledge of learners
Context-specific content knowledge
Skills in transforming knowledge to meet learners’ needs and the ability
Create environments where learning is central
Laminates – 5C’s

35. Learning From Delivery
Feedback

36. “Day 3 was the best session – really brought it together for me
“Day 3 was the best session – really brought it together for me. Some of the reading was tough, but also some of it has great stuff. Practical stuff pulled it all together for me”. “Papers at times were difficult to grasp – but the task cards made it much easier to understand. Working with other coaches may be beneficial to share challenges in learning”. “3 x 2 hour slots / the 2 weeks gap between each session was good as it allowed us to try things out between sessions. Materials – elements great – some elements way too in-depth and I looked for other sources such as youtube. Blended approach would be good. Enjoyed it and it’s been beneficial”. “Comfortable in own environment – could extend people by coaching outside our own environment/sport to push outside of our comfort zone. Different types of practice – can we apply in areas where we are unfamiliar”.

37. A particular favourite for many of the coaches was the use of video clips demonstrating movement skills of young performer and really developing the coaching eye. Main thing took from workshop was the well-structured guidance on observations skills which can share with other coaches in my group. Biggest change has been because of sharing guidance it has made me refine my own observation skills. Impact on athletes has been more feedback and discussion of movement skills because of more refined observations. I am developing this area of coaching by consistent practice and reference to movements needed for good outcomes

38. I am now actively incorporating within my planning for sessions a specific section on guidance for observation. Reminder to focus on developing coach observation rubric

39. Robin Gregg Simon Toole
Acknowledgements
Robin Gregg
Simon Toole