1. Technical Proficiency 1
GAA Award 1 1

2. GAA Award 1 – Technical Proficiency and communication Outcomes
By the end of this Module participants will be able to:
define Technical Proficiency
demonstrate the IDEA method
Identify the 6 How to Coach Skills
Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency
Provide feedback that is accurate, reliable and positive
Tutor Notes:
Tutor to outline the outcomes to be achieved in this module.
Note that this session is mostly practical, with some theoretical aspects initially. The majority of the theory to this session should be completed through the practical session.
Suggested timing:
Introduction/Initial Theory 15 minutes
Practical Session
Tutor Demonstration 30 minutes
Participant Work 90 minutes
Altering Activities 15 minutes
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3. The OTú Model – Technical Proficiency
What do we mean by Technical Proficiency?
Know what to do
Be able to perform the techniques of the game
Accurately
Consistently
At Match Tempo
Technical Proficiency –
Tutor to ask what we mean by Technical Proficiency? Can be a Tutor Led Discussion, or Flip Chart Group Work.
Use Definition – ‘The Ability to Perform the Underlying Techniques of the Game accurately, consistently and at match tempo’
The slide and video file can be used as a summary definition for the participants.
Skill Development

4. IDEA Principle Key Points for Demonstrations
Ensure all players can see
Avoid distractions behind you
Ensure players don’t look into the sun
Identify best players to demonstrate
Demonstrate whole skill first
Demonstrate quickly and at slow pace
Ask coaches to observe from different angles
Encourage players to focus on the head, hands, feet
Demonstrate for both left and right handed/footed players
IDEA Principle
IDEA Principle
Introduce
Demonstrate
Execute
Action
Key Points for Organisation
Ensure that you can be heard by all players
Speak with breeze to your back
Use simple, age appropriate language
Brief, simple and direct
Avoid sarcasm and annoying mannerisms
Tutor Note:
Further reminder from the Foundation Award of the IDEA principle and the use of the Head, Hands, Hurley and Feet for observation.
Also Key Points for Organisation and Communication for the Technical Proficiency module 4

5. The Wheel of Technical Proficiency: Technical Proficiency
Numerous Skills
Make it a game as soon as possible
As many ball Contacts as possible
Technical Proficiency
Never leave the ball out of the exercise
Practice in a number of ways
Tutor Note:
Tutor Led
Important components of Technical Proficiency
150 Skills – the number of skills in the game
300 Ball Contacts per session – looks a high number but can be achieved by ensuring that the ball is the centre of the session – warm up, cool down etc
Practice in a number of ways – use more than one activity to practice each skill. Incorporate more than one skill into each activity
Both Left and Right Sides – being able to use left and right is crucial – a player who cant use one side cuts down his ability by 50% automatically.
Never leave the ball out of the exercise – the ball must be the focus of every activity to achieve 300 ball contacts
Make it a game as soon as possible – difficult to make the practice match tempo without making it into a type of game
Both Left and Right Sides

6. Lets Go and Do It! Take a 15 minute session with the group
Using the skill allocated and referring to your prompt card, familiarise yourself with the coaching points (the how to do the skill).
Follow the IDEA model and coach the skill to the group.
Set up an appropriate activity to allow participants to practice – coach the skill as they practice.
Develop two progressions with the group
Use STEP model to progress
Tutor Note:
The major Practical Component of this Module. Coaches to take a 15 minute session with a group of peers. Tutor to demonstrate firstly, as a modeling exercise for the coach to work with. Tutor can use the How to Coach Skills that were introduced in the Foundation Award as a prompt or reminder for the Coaches.
There are skill cards available as prompt or reminders for the Coach. Coach to follow the IDEA model and organise an appropriate activity for the participants. Coaches to use the STEP model to make two adaptations to the activity.
Tutor to obeserve, analyse and provide feedback to each Coach.

7. Activity Complete the ‘How to Coach Skills’ jigsaw
Organize the jigsaw into the correct order
Build Rapport
Provide Demonstrations
Observe
Analyze and Make Decisions
Explain
Generate and Provide Feedback
Tutor Notes:
Tutor to divide participants into groups and provide on of the How to Coach Skills cards to each group.
Each group to discuss the Skill and feedback important factors to the group. Tutor to collect feedback on a flip chart. 7
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8. Review of the ‘How to Coach Skills’
6 How to Coach skills introduced in the Foundation Award
Build Rapport
Provide Demonstrations
Observe
Analyse and Make Decisions
Explain
Generate and Provide Feedback
Tutor Notes:
Tutor to divide participants into groups and provide on of the How to Coach Skills cards to each group.
Each group to discuss the Skill and feedback important factors to the group. Tutor to collect feedback on a flip chart. 8
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9. BUILD RAPPORT 4.Coach the person rather than just the sport
1. Show interest in and respect for each participant and others
BUILD RAPPORT
2. Smile and make eye contact with each participant
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions.
3. Learn and use participants names 9
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10. PROVIDE DEMONSTRATIONS
4: check for understanding before they go for practise
1: position so all can see and hear
PROVIDE
DEMONSTRATIONS
3: provide demo more than once from different angles
2: provide correct demo then focus attention on 1-3 key points
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions. 10
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11. OBSERVE 1: one point at a time, head, hands (Hurley) and feet
4: check if the activity is working
OBSERVE
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions.
3: Observe each participant several times
2: Observe each participant from different angles 11
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12. ANALYSE & MAKE DECISIONS
4: decide whether to reinforce, modify or note but take no immediate action
1: compare your observation with your picture of good practise
ANALYSE
&
MAKE DECISIONS
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions.
3: identify the mismatching key points
2: identify the matching key points 12
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13. EXPLAIN 4: use questions to check for the players’ understanding
1: plan what to say
EXPLAIN
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions.
2: gain attention before starting
3: keep it simple 13
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14. GENERATE & PROVIDE FEEDBACK
4: check for understanding: ‘what will you now do?’
1: ask ‘what did you notice about…’ to promote self-analysis first
GENERATE
&
PROVIDE FEEDBACK
Tutor to guide discussion on role of Assistant Coach.
Tutor to emphasise that these skills will be developed in the practical sessions.
3: give specific, simple information in a positive way
2: limit information to 1-3 key points 14
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15. The Coaching Skills: The Tricks Of The Trade
What do we need to remember when communicating with children?
Getting Your Message Across (asking)
Voice - Tone, Speed, Clarity, Amount (Key Points)
Verbal v Non Verbal
Instruction v Demonstration – Players learn from Doing
Questioning v Telling
Strategy – Whole/Individual/Group
Method – Direct v Indirect (guided discovery)
Observing – Positioning for ‘Spot and Correcting’
Handling Discipline – Stopping instructions
Session Structure – Warm Up, Development, Conclusion

16. Feedback to Children…How much?, where, when & what kind?
As much as you feel is necessary – but if there’s nothing to say – say nothing!
Make it meaningful
Don’t lie – it does no-one any good
When coaching: little and often is good!
If only going to give feedback at the end – keep it short
Tutor Notes:
Allow the group to read this and add any additional ones to the Flip Chart Sheet 16

17. Feedback is a powerful tool when it’s….
Accurate
Relevant
Positive
Tutor Notes:
Power of Feedback.
Tutor to emphasise that the accuracy, relevance and positivity of feedback is what provides the power.
Use examples of feedback that is:
Accurate, Positive but not Relevant – You’ve a lovely pair of boots!
Accurate, Relevant but not Positive – You’re holding the Hurley wrong 17
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18. Effective Feedback Rewrite them into more effective feedback
Accuracy, Relevance and Positivity :
What was he doing? Loads of players were supporting him and he did nothing!
Great score, t’was a tough angle but you managed it!
Do you really need to be told what to do again?!
The start and the end of the half were good, but you got lost in the middle!
Tutor Notes:
Flip Chart Sheet recording group discussion:
In groups, let them have a go at these ‘initial thoughts’ into effective feedback. Allow the participants to judge these thoughts based on Accuracy, Relevance and Positivity.
Ask each group to come up with alternative ways of providing this feedback. 18

19. Summary Verbal Communication
Speak clearly in a normal speaking voice
Make eye contact with the players
Use age appropriate language
Make sure every player can hear what is being said
Change the tone of the voice occasionally for effect
Project your voice when required
Tutor Notes:
Tutor Led, allow them to read the material and feedback 19

20. Summary – Non verbal Tutor Notes:
Tutor Led, allow them to read the material and feedback 20

21. Remember – Children don’t always remember what you say…they remember how you made them feel John Morrison

22. GAA Award 1 – Technical Proficiency Outcomes Review
By the end of this Module participants will be able to:
define Technical Proficiency
demonstrate the IDEA method
Identify the 6 How to Coach Skills
Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency
Provide feedback that is accurate, reliable and positive
Tutor Note:
Tutor to review the session against the outcomes.
Emphasise the importance of the How to Coach skills and that the participants will get additional time to practice these in further practical sessions 22
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23. Thank you