1. Coaching Children (5-12 Years)

2. 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

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

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

5. Where Does The ‘C’ System Fit?

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

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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. Active Start (0–6 Years)

15. 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

16. Learning to Play and Practice (9–12 years)

17. 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

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

19. STEPS
Easier and harder
Space
Task
Equipment
People
Speed

20. 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

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

22. 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

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

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

25. 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?

26. 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

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

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

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

30. 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

31. 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

32. 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

33. 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

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