1. Coaching Children and Young People sports coach UK Develop Your Coaching Workshop

2. Workshop outcomes By the end of the workshop, coaches should be able to: establish safe and effective coaching environments to meet the needs of children and young people describe the LTAD model identify the critical periods of trainability within the LTAD model describe the acquisition of skills as children develop modify coaching to meet the needs of children and young people Coaching Children and Young PeopleOHT 1

3. Information required Social/psychological factors –motivation, needs, ambitions, attitudes, behaviour Physical factors –ability, fitness, stage of physical development Skill factors –stage of motor development, information processing Coaching Children and Young PeopleOHT 2

4. Principles of coaching children and young people Coaching Children and Young People Make it fun Avoid specialising too early Put performer first OHT 3

5. Principles of LTAD Coaching Children and Young People Athlete-centred Promote long-term participation Maximise full potential OHT 4

6. LTAD model Stage 1: FUNdamentals Coaching Children and Young People AgeKey Points 6-8 (girls)/ 6-9 (boys) Performers need to sample wide range of fun and creative activities No sport-specific specialisation Emphasis on development of basic motor skills, not competition Parents involved and supportive Tasks/groups set by biological rather than chronological age Speed, power and endurance developed using fun games No periodization OHT 5

7. LTAD model Stage 2: Learning to Train AgeKey Points 8-11 (girls)/ 9-12 (boys) Performers begin to apply basic skills and fitness to preferred activities Performers begin to reduce number of sports/activities Emphasis on learning how to train, not on outcome, but element of competition introduced (eg 25% of training programme) OHT 6

8. LTAD model Stage 3: Training to Train AgeKey Points 11-14 (girls)/ 12-15 (boys) Individualised programmes based on PHVs Teams split into groups of early, average and late maturers Girls and boys may begin to train separately Regular height checks to identify key periods for maximum training benefit and avoid injuries Regular medical monitoring and musculo-skeletal screening Excessive, repetitive, weight-bearing aerobic work should be avoided – non-weight-bearing exercises recommended OHT 7

9. Summary of LTAD Coaching Children and Young People Acknowledges different development rates Development of individual programmes Uses critical periods of trainability OHT 8

10. Developing skill Recognising: ability to process information reaction time (neural development) body control coordination Coaching Children and Young PeopleOHT 9

11. Stages of learning Coaching Children and Young People Stage 1 Cognitive Stage 2 Associative Stage 3 Autonomous Children just getting to grips with how limbs coordinate to perform action Children now have to think less about movement and can shift attention to adapting movement to conditions Children have mastered full movement – it is consistent, dynamic and fluent Coaches should encourage performers to focus on external cues relating to outcome rather than process Coaches should provide good, effective feedback to help children alter movements Coaches should delay feedback to allow children to identify and correct own errors OHT 10

12. Physical literacy ABCs:  Agility, balance, coordination, speed RJT:  Run, jump, throw KGBs:  Kinesthesia, gliding, buoyancy, striking CPKs:  Catching, passing, kicking, striking Coaching Children and Young PeopleOHT 11