1. Award 1 for Coaches of Children
INTRODUCTION & OTú Model

2. Coach Education Programme - Level 1
FÁILTE
Welcome
Coach Education Programme - Level 1

3. TUTOR INTRODUCTIONS TUTOR Registration Who am I?
WELCOME & INTRODUCTION OF TUTORS
Welcome participants to course
Tutors give their names and some details about themselves: sport, interests, background, tutoring experience, funny story
TUTOR

4. Task 1: Meeting New Friends 5 minutes
Icebreaker
Apples, Pears Bananas: circle the participants and give them a fruit. When the fruit is called they get up and walk to another free seat. Tutor sits down on one of the seats resulting in one coach left in the middle. The coach then calls a fruit and the game continues.
Question to the Group at the end of the icebreaker: what did this activity promote?
FUN and Enjoyment
Movement and Visual Awareness
Spatial Awareness
Communication
Co-operation
Appropriate competition
Message to the coaches
“when working with children we are hoping to create and develop the above and more”
Tutor Note:
Suggested ice breaker. Can substitute others instead.

5. Group Contract… brainstorm with the group
We agree that during the course we should:
Be Punctual
Have No put downs
Value opinions of others
Cooperate
Assist others
Share ideas
…… etc
GROUP CONTRACT
Tutor takes the lead:
Your objective (as tutor) is to create a positive learning environment that is non threatening and where everyone learns from one another.
Explain that you want to establish a group contract for the course. Tease out the following and record on a flip chart. Emphasise that the rules apply to the tutors as well as the participants
Be punctual
Put no one down who makes a contribution
Value others opinions – even through you may not agree
Co-operate with other group members
Help others to achieve their goals
Share ideas

6. GAA Award 1 – Introduction Objectives
By the end of this Module participants will be able to:
Identify the format of the Course and what is required of them to complete the Course
Participants will be identify and define the components of the OTú Model
Understand what players expect to get from their coaching sessions
Understand the role of the coach when working with children
Discussed the qualities of a good coach
Appreciate the challenges that coaches face
Know how to plan a typical coaching session
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7. Your motivation for getting involved in coaching…….
Why have you embarked on this course?
TASK:
In groups
Discuss reasons for doing the course
Prioritise points
Feedback to Group
Tutor Notes:
Use Task Sheet and group work to establish why the participants are here.
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8. GAA Award 1 – Course Philosophy
Aimed at Coaches that have completed the Foundation Award and have some coaching experience.
Focuses on the core ‘How to Coach’ skills with an increased emphasis on the ‘What to Coach’
The Course is divided into a number of modules
Focus on exposing the participants to practical situations
Tutors to emphasise the philosophy of the course – this is a course for coaches that have some coaching experience. It is a follow on from the Foundation Award and will go deeper into some of the materials introduced in the Foundation Award.
Tutor to use the outcome from the Motivation for Being Here task to reinforce the philosophy if possible.
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9. The OTú Model enables coaches to create the right environment
All living things including human beings have an
actualising tendency and given the opportunity and the right environment will proceed to become all that is built into them, they will fulfil their potential.
CARL ROGERS
The OTú Model enables coaches to create the right environment 9 9

10. A model of growth and Development
Tutor Notes:
Tutor to make the comparison with the Gardener and the Plant.
The plant needs all of these things to grow properly. It is the gardeners job to make sure that each of these are present to ensure that the plant can grow.

11. The OTú Model An Integrated Approach?
We will go into more depth on each of these throughout the Course. Further information on each is available in the manual and online
Tutor Note:
The OTú model provides a framework for the overall development of a player and is designed to help a coach to roll out appropriate training programmes to help players develop. We’ll look at each of these in more detail during the rest of the course.
Skill Development

12. Technical Proficiency
Tactical Prowess
Team Play
Psychological Focus
Playing Facts
Tutor Notes:
The OTú model allows the coach to create the conditions for the players to grow and develop to reach their true potential.
Tutor to introduce each section – they are explained in ‘lay mans terms’ on the next slide.
Physical Fitness

13. More of one will not compensate for a lack of another
Conditions for growth and Development
All 6 conditions must be present in the right proportions all of the time if the plant is to thrive.
Tutor Notes:
All of these factors need to be present for the plant to grow. Key fact is that ‘More of One will not compensate for a lack of another’
More of one will not compensate for a lack of another

14. GAA Award 1 – Course Structure
Introduction
Role of the Coach
Communication
Technical Proficiency
Tactical Prowess
Team Play
Physical Fitness
Playing Facts
Psychological Focus
Rules
THE COACHING FRAMEWORK
This course is designed to enthuse you and help you to make a decision to go down a route and become an expert in a pathway.
The Content is designed around key modules
The Content is supported by resources such as the GAA FUN do pack, the Award 1 Logbook and resources that are available to download from the GAA website
Introduction, looking at your motivation as a coach, the challenge you face, the knowledge and skills you need to develop you coaching capacity. To enhance your ability to think and act as a coach and to make your activity fun and enjoyable.
The course framework guides you into a pathway. The sessions you visit in the first level are revisited and developed further in subsequent levels beyond the Foundation Award. The key themes in this level are
‘How to’
Physical Literacy Skills
GAA Skill Development
An Introduction to Games
Code of Ethics and Best Practice
Lifestyle
Conclusion 14
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15. The OTú Model – Technical Proficiency
What do we mean by Technical Proficiency?
Definition:
The Ability to Perform the Underlying Techniques of the Game
Technical Proficiency –
Tutor to ask what we mean by Technical Proficiency? Use Definition – ‘The Ability to Perform the Underlying Techniques of the Game’
Outline that we will get into Technical Proficiency more in the Technical Proficiency Section of the Course.
Skill Development

16. The OTú Model – Tactical Prowess
What do we mean by Tactical Prowess?
Definition:
The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It
Tactical Prowess –
Tutor to ask what we mean by Tactical Prowess? Use Definition – ‘The Ability to Weigh Up Match Situations and Decide on What Option to Take and When to Take It’ Tactical Prowess is based on the players ability to take in all of the information from around him and choose the correct option to take. Is an individual decision making thing, not the same as team tactics, or a teams style of play
Outline that we will get into Tactical Prowess more in Tactical Prowess/Team Play Section of the Course
Skill Development

17. The OTú Model – Team Play
What do we mean by Team Play?
Definition:
The Ability to Anticipate Movements and Synchronise Who Goes Where During Play or Set Piece Situations
Team Play –
Tutor to ask what we mean by Team Play? Use Definition – ‘The Anticipate Movements and Synchronise Who Goes Where During Play or Set Piece Situations’. Team Play is based on the players ability interact with each other, to anticipate movements of team mates and opponents. It is related to team tactics, or a teams style of play
Outline that we will get into Team Play more in Tactical Prowess/Team Play Section of the Course
Skill Development

18. The OTú Model – Physical Fitness
What do we mean by Physical Fitness?
Definition:
The ability to perform the underlying techniques of the game and to respond quickly to the signs, sounds and signals experienced during the game.
Physical Fitness–
Tutor to ask what we mean by Physical Fitness? Use Definition – ‘The ability to perform the underlying techniques of the game and to respond quickly to the signs, sounds and signals experienced during the game.’
Fitness is about being able to perform the various tasks repeatedly.
Outline that we will get into Physical Fitness more in Physcial Fitness Section of the Course
Tutor Further Information:
The physical demands of Gaelic games have increased dramatically in the last 15 years. On average players cover a distance of 10km per game, moving at a variety of different speeds, in numerous directions and over both long and short distances.
Skill Development

19. The OTú Model – Playing Facts
What do we mean by Playing Facts?
Definition:
The ability identify strengths and areas where improvement is required and to understand/accept why changes may be required if the team is to achieve its full potential.
Playing Facts –
Tutor to ask what we mean by Playing Facts? Use Definition – ‘The ability identify strengths and areas where improvement is required and to understand/accept why changes may be required if the team is to achieve its full potential..’
The Playing Facts can be used to inform coaching prior to, during and after performance.
Outline that we will get into Playing Facts more in Playing Facts Section of the Course
Tutor Further Information:
The analysis of our games is being used to create a bank of information that we can use to develop the games – you need to know the game to be able to set out a coaching programme for it! Research by Damien Young, Hugh Gilmore, Niall Moyna has all helped in the improvement in our Games
Skill Development

20. The OTú Model – Psychological Focus
What do we mean by Psychological Focus?
Definition:
The ability to maintain focus on the here and now, regardless of the internal and external distractions.
Psychological Focus –
Tutor to ask what we mean by Psychological Focus? Use Definition – ‘The ability to maintain focus on the here and now, regardless of the internal and external distractions. It requires competence, confidence and cohesion.’
Outline that we will get into Psychological Focus more in Psychological Focus Section of the Course
Tutor Further Information:
Psychology has become very popular within GAA coaching. It is the number one thing that Coaches want to see more of when they review the National Games Development Conference each year!
Skill Development

21. Task 3: Focus on Children
Question
Task 3: Focus on Children
Question:
What needs do children have when in the coaching environment?
Group discussion
Tutor Notes:
Focus on the rights of the child. In groups or in pairs discuss the issue and outline what needs the child has in the coaching environment.

22. Children’s Needs include..
Fun
Stimulation
Attention
Competition
Belonging
Part of the Team
Rewards and Praise
Hear positive language
Lots of touches of the ball
Appropriate level of activity
Appropriate Games
Tutor Notes:
Summary slide, some of these would have come up in discussion. Highlight those that didn’t.

23. What kind of a player do you want to develop?
Skilled (know how)
Decision maker (know when)
Team Player (know why)
Confidence (psychological)
Awareness (playing facts)
Engine (physical fitness)
Disciplined (on and off pitch)
Ideal role model
Model Citizen in the Community
Active Healthy Lifestyle
AN IDEAL PLAYER
Question
Tutor Notes:
Group Discussion or Flip Chart Sheet work.
We want the child to grow up to be…and how can we contribute to this… 23

24. How can the coach help develop such a player?
Being Child Focused
Not conditioning children
Involve everyone
Developing ALL children
Developing skills
Developing decision making
Developing sense of TEAM
Acting as a role model
Behaving courteously to referees
Promoting Fair Play
Keeping winning in perspective
Question
Tutor Notes:
Group Discussion or Flip Chart Sheet work.
We want the child to grow up to be…and how can we contribute to this…

25. Mission Statement
The GAA is committed to implementing an integrated Coach Education Programme with a view to maximising participation, optimising playing standards and ensuring that Players’ needs are catered for in a Balanced way
The GAA Mission Statement regarding Coach Education. Link to their motivation for getting involved and our motivation (next slide)
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26. Our Motivation
We want Gaelic games to be the sport of choice for players of whatever age and ability level by:
having appropriately trained coaching personnel involved with our players and teams
ensuring that all players are provided with a balanced and appropriate programme of games
improving the standard of our Games through appropriate coaching
In short we want people to…
Play & Stay with the GAA
Tutor Note:
Our motivation for holding the Course and attempting to assist people on the road to becoming a Coach.
Emphasise the importance of qualified coaches working with each team, regardless of the standard or level of team involved.
We want to retain the knowledge of current and past players by encouraging them to getting involved in coaching.
Ultimately we want to create an environment whereby Gaelic games are the sport of choice for people regardless of their ability levels.
In short we want to ensure that people Play and Stay with the GAA
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27. The Role of the Coach Task Draw a typical 8 year old
are there differences between the child and an adult?
are there differences between 8 year olds?
If so, what are the differences
Tutor Notes:
In groups draw the typical child. Put whatever key words you think should be associated with the child player. 27

28. Some points to consider when coaching children?
Poor attention
Poor movement skills
Child Protection
Insecure
Eagar
Special Needs
Language
Barriers
Sports Skills
Play Station
Computers
Unskilled
FUN
Games
TUTORS RESPONSE
Not required if all of these things teased out by the group
Children are not small adults 28 28

29. Question
What are the key principles a coach must remember when coaching children?
FUN
SAFE
Non Threatening
Enjoyable
Interesting
Engaging
Everyone involved
Challenging
Innovative practice
Games Focused
Skill Development
Decision making ability
Tutor Notes:
List can be used as above, add additional to the flip chart. 29

30. Question ? ? What do coaches do? In groups
Write down as many things as possible that a coach does… ?
Tutor Notes:
Task in Groups using Flip Chart or as a Tutor Led Discussion. Trying to get information on the different roles played by a coach. Some answers on the next slide.
Skill Development 30 30

31. What coaches do: Chauffeur Demonstrator Friend Fact finder
Analyzer and Advisor
Chauffeur
Demonstrator
Friend
Fact finder
Fountain of Knowledge
Leader
Mentor
Motivator
Organiser and planner
Supporter
Others…..
Tutor Notes:
Task in Groups using Flip Chart or as a Tutor Led Discussion. Some potential answers. Tutor to tease out other answers from the Coaches.
Skill Development 31 31

32. What are the qualities of a good coach?
Question
What are the qualities of a good coach?
In groups
Task cards –list of coaches
Write down as many qualities that they have…
Tutor Notes:
Task in Groups using Flip Chart or as a Tutor Led Discussion. Trying to get information on the different qualities of a coach. Some answers on the next slide. ?
Skill Development 32 32

33. The qualities of a good coach...
Able to Co-ordinate
Creates New Perspectives
Dependable
Enthusiastic
Empathy
Fair
Firm
Good Communicator (Listener)
Helpful
Honourable
Helpful
Honourable
• Knowledgeable
• Leadership
• Motivated
• Problem Solver
• Professional
• Respected
• Responsible
• Supportive
Tutor Notes:
Task in Groups using Flip Chart or as a Tutor Led Discussion. Some potential answers. Tutor to tease out other answers from the Coaches. 33 33

34. How can the coach interfere with enjoyment?
Question
How can the coach interfere with enjoyment?
In groups
Identify ways that the coach can interfere with the enjoyment of players
Tutor Notes:
Use the Task Sheets for the Coaching Interference! 34

35. Coaches Role with children – SUMMARY
Observer
Teacher
Role Model
Minder
Analyse
Coach
Feedback
Demonstrator
Motivator
Mentor
Friend
Counsellor
Explainer
High Priority Roles
Middle Priority Roles
Low
Priority Roles

36. What are the challenges you face in your role as coach
Question
What are the challenges you face in your role as coach
In pairs:
List some challenges for the coach
Setting the session environment
Keeping the environment safe
Promotion of learning and development
Managing numbers in the group
Utilising the assistant coaches in the sessions
Having the right content for sessions
Keeping the interest and enthusiasm
Using Positive Language
Involving and motivating parents to help
Tutor Notes:
Group work in pairs. Some challenges to coaching. 36

37. Planning in Coaching Planning a coaching session:
allows for proper, well- delivered coaching sessions which show that the Coach is competent, in charge, and knows what they are doing.
Helping to Plan…..
Do we plan each session before we get to the pitch?
Do we consult our assistants or fellow coaches to ensure they know what’s going to happen at the next session?
Or do we arrive at the pitch and then decide?
Tutor Note:
Planning a Coaching Session. Tutor led discussion on need for a plan. 37 37

38. Task: Components of a Session
Remember: the focus is on the child
In groups of 5-outline a typical session?
Place your sheet on the wall and compare.
Questions
What are the key components?
Do you have a warm up?
Are the activities age appropriate?
Tutor Notes:
Using Flip Chart Sheets, outline a typical session.
Following slide gives outline on 2 options 38

39. Structure of a Coaching Session
2 Styles:
Traditional Drill/Technique Based
Warm Up
Skill Development
Game (modified or full)
Warm Down
Games Based
Warm Up (fun game?)
Game (fun or modified)
Skill Development (if required)
Game (modified or full)
Warm Down
Which do you use?
Advantages of Games Based over Technique Based:
Can develop technical proficiency and tactical prowess/team play through games over a longer period of the session
Match related fitness and movements developed through games
Tutor Notes:
Tutor Led, structure of a coaching session. Can be either Technique Based or Game Based. Latest Coach Education thinking is that Game Based provides better results in transferability to game situations – ‘Practice like you play and you’ll Play like you Practice’
Some advantages seen in Technical Proficiency, Tactical Prowess, Team Play and Fitness outcomes from Training. 39
Skill Development 39

40. GAA Award 1 – Introduction Objectives Review
Can you now…?
Identify the format of the Course
State what is required to complete the Course
Identify the position of the Coach in the development of the child
identify and define the components of the OTú Model
Understand what players expect to get from their coaching sessions
Understand the role of the coach when working with children
Identify the qualities of a good coach
Explain the challenges that coaches face
Plan a typical coaching session
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41. Appropriate Games and Activities can affect lifestyle by
Making children more active
Increasing heart rate and affecting health
Combating Obesity and other health related diseases
Provides social outlet
Develops self-esteem
Nurtures confidence
Distracts children from computer games
Develops companionship and co-operation
Nurtures Team Principles
Tutor Note:
Group Work using Flip Chart.
How Gaelic Games can affect the childs lifestyle. 41

42. Thank you