1. BC Ringette CI
Seasonal Planning
Good to go

2. The Five NCCP Core Competencies
Valuing
Problem-Solving
Interacting
Leading
Critical Thinking
TIME: 5 Minutes
Review the five NCCP Core Competencies. Provide some examples of how each of these competencies may look in a CI ringette coaching environment.

3. Review the NCCP Rainbow
Review the NCCP Rainbow. Explain that there are a wide range of courses within the NCCP for coaches to engage in, but they are all centred around the type of athlete the coach is working with. Point out where in the rainbow a CI coach would be. Explain the concepts of ‘In Training’, ‘Trained’, and ‘Certified’.

4. Module Outline Knowing your Athletes and your Program
Program Set Up: Events and Major Periods in your Program
Analyzing your Program and Reflecting on your Program’s Issues and Solutions
Prioritizing Abilities and Skills, and Setting Training Objectives
Linking Sport Programs and Practice Sessions
Tell the coaches that if there are other coaches in the course who work with the same team, or in similar coaching situations, they may choose to work with those coaches throughout this module.
It will help to have a calendar of events for their team accessible.

5. Learning Outcomes
Develop a program structure based on opportunities for training and competition
Establish indicators of athlete development in your program
Develop practice plans that reflect seasonal training priorities
Remind coaches that they are welcome to complete their seasonal plan electronically with the one provided, or the paper version they have printed. Either way, they are encouraged to use colors, notes, and to customize the plan

6. The grid will be skills of consolidation by Christmas…
BC Ringette CI
Recall Stages of Skill Development
Initiation
Acquisition
Consolidation
The grid will be skills of consolidation by Christmas…

7. BC Ringette CI Relates to the LTAD Stages of Skill Development
Pg 44 – 48
hours
Periodization
Training Types
Practice to Game Ratios
Skill Technical Tactical Progression
Relates to the LTAD

8. BC Ringette CI Recall Different Fitness requirements of Sport
Aerobic / Anaerobic
Endurance / Strength
Flexibility etc….
Good to go

9. BC Ringette CI Looking at your Season
Number of week of the Season
Number and hours of Practices
Number and hours of Games
Other stuff… off ice ( social / mental )
So this makes ???
80 – 100 training sessions

10. BC Ringette CI 1-2 -2 Needs : A Seasons in Sections Thing in themes
A plan for “what stuff when”
Good to go

11. Seasonal Planning Sample Easy to Hard
BC Ringette CI
Seasonal Planning
Sample Easy to Hard
Good to go

12. Periods in your Program
Preparation Period: The number of weeks between the first practice session and the first regular or official competition.
Competition Period: The number of weeks between the first regular or official competition of your program and the last competition the athletes will take part in.
Transition Period: The number of weeks between the last competition athletes will take part in and the last supervised contact you will have with them.
Add these to your seasonal plan.
Have the coaches indicate the major periods in their program. Remind them that they may want to do this using different colors.
Remember:
Preparation Period: Athletes get in shape to be ready to perform well in competition
Competition Period: Practices continue but are more focused on preparing for competition; athletes take part in competitions of varying importance
Transition Period: There is much less training and practice, but some activity should continue to encourage active recovery between the end of the competition period and the beginning of the next program
Again, walk around and make sure coaches are understanding the directions.
TIME: 20 Minutes

13. BC Ringette CI Looking at your Season Number of week of the Season
Number and hours of Practices
Number and hours of Games

14. BC Ringette CI Lets Start… Building a to do list
Create a grid of at least 6 row and one column per week
Week 1 2 3 4 5
etc
Technical
Tactical
Team Play
Mental
Physical
Social
Other
Good to go

15. BC Ringette CI 1-2 -2 Now We need 4 of them…
One for each section of the season .
Pre, In 1, In 2, and Post Season
Week 1 2 3 4 5
etc
Technical
Tactical
Team Play
Mental
Physical
Social
Other
Good to go

16. BC Ringette CI
Good to go

17. Sample Seasonal Plan
Good to go

18. BC Ringette CI 1-2 -2 Sample Seasonal Plan
file://localhost/Users/ianliversidge/Documents/Home files/Ringette/resources/Seasonal Plan-sample.xls
file://localhost/Users/ianliversidge/Documents/Home files/Ringette/ AA/Seasonal Plan-U16AA-2014.xlsx
Good to go

19. Alternate idea : Developing Themes of play Title columns …..
BC Ringette CI
Alternate idea :
Developing Themes of play
Title columns …..

20. Zone Defense Offense Note Defensive Zone Neutral Zone Offensive Zone
They have the ring:
What about out Triangle
What about our breakout ?
Neutral Zone
How do we get the ring back ?
How do we advance thru the zone?
Offensive Zone
How do we forecheck ?
What do we do when we first enter the zone? How do we play after entry?
Everywhere
What are our strengths and weaknesses?
Other
How will we support each other in play?
Special teams?

21. Complete the chart in section 2.3 of the Coach Workbook
Program Orientation
Complete the chart in section 2.3 of the Coach Workbook
Ask the coaches to fill out the chart in section 2.3 of the Coach Workbook. Coaches must check only one option per category.
Debrief: Ask some coaches to share with a group some information about the athletes they are working with. Are there common training objectives?

22. Complete section 2.4 of the Coach Workbook
Program Set-Up
Complete section 2.4 of the Coach Workbook
Tell the coaches to fill in section 2.4 of the Coach Workbook.
When they are finished, the coaches can begin to fill in their seasonal plans, by putting the dates at the top of the page, and indicating where the breaks in the program are.
Walk around, and ensure each coach has completed this step, before moving on, as many coaches won’t speak up if they are confused.
TIME: 20 Minutes

23. BC Ringette CI
What can we do to increase the number of training session:
Team socials
Learning assignments
Off ice conditioning
Gym Ringette
Interactive website
Video sessions..
and…

24. Sport Form
Sport form is the level of development of athletic abilities at a given time compared to what is required in competition. In other words, sport form represents the athlete’s readiness, from a physical, technical, tactical, and mental point of view, to meet the requirements of competition.
Explain Sport Form. Remember these key points:
Sport form develops over time
Sport form is built and consolidated during the first half of the program; then it stabilizes during the competitive season
At the end of the program, once practices are over and training stops, sport form declines
Finish this section with the following message:
The level of development of sport form and skill is closely linked to the training and preparation opportunities available through the program. In the next section, we will look at ways of assessing such opportunities in your program.

25. Analyzing your Program
Complete sections 2.7 and 2.8 of the Coach Workbook
TIME: 30 Minutes
Have the coaches fill out sections 2.7 and 2.8 of their Coach Workbook.
Walk around, checking in with each coach. Ensure coaches don’t get defensive of their programs, and complete the task, as outlined.
Debrief: Have a large-group discussion. What are some of the typical challenges we face in ringette? What do we have control over, and what can’t we change? How can we act in the best interest of the athlete?
Remind coaches about their LTAD activity from the Introduction Module. At these stages of training (Learn 2 Train, Train 2 Train), the focus should be on training, not games, or the results of games. How does the athlete’s stage affect our program?
There should be much discussion during this section of the course. Keep the coaches on topic, and keep the discussion productive, and helpful to the coaches in creating the best possible programs, in their coaching situations

26. What Abilities and Skills Are Important in Ringette?
Fill out the column “ Ability Importance” in the chart “Ranking Athletic Abilities and Skills” of the Coach Workbook.
TIME: 45 Minutes
Have coaches fill out the column “ Ability Importance” in the chart “Ranking Athletic Abilities and Skills” of the Coach Workbook.
Coaches can consult the “Definitions of Athletic Abilities” section of the Reference Material, for some guidance, which provides definitions.

27. What Abilities Can be Trained?
Fill out the “Trainability” column in the “Ranking Athletic Abilities and Skills” chart of the Coach Workbook.
This is specific to the age of athlete you work with, and is identified in the “Guidelines for the Training of Athletic Abilities by Athletes’ Age” chart in the Reference Material
Tell the coaches to fill out the “Trainability” column in the chart in the Coach Workbook.
This is specific to the age of athlete the coach works with, and identified in the “Guidelines for the Training of Athletic Abilities by Athletes’ Age” chart of the Reference Material.
Coaches should check the Reference Material for a summarized view of the Guidelines for the Training of Athletic Abilities by Athletes’ Age, and the LTAD section of their Introduction Module.

28. What Are Your Training Objectives?
Fill out the rest of the columns in the “Ranking Athletic Abilities and Skills” chart of the Coach Workbook.
For physical and motor abilities: Use only Development (try to improve) or Maintenance (keep at same level).
For skills and sport-specific technical/tactical elements: Use only Acquisition (patterning movements), Consolidation (correct execution in variable conditions), or Refinement (minor improvements).
Fill out the remaining columns in the “Ranking Athletic Abilities and Skills” chart of the Coach Workbook.
For physical and motor abilities: Use only Development (try to improve) or Maintenance (keep at same level).
For skills and sport-specific technical/tactical elements: Use only Acquisition (patterning movements), Consolidation (correct execution in variable conditions), or Refinement (minor improvements).
Remind the coaches that not all skills and abilities can be developed at the same time, which is why we develop a seasonal plan.

29. Answer question 2.9.6 of the Coach Workbook.
Critical Reflection
Answer question of the Coach Workbook.
Tell the coaches to answer question of the Coach Workbook.
Debrief: Ask the coaches to share their answers. Be prepared to keep them on topic, and encourage them to help each other come up with solutions for the challenges they are presenting.

30. Linking Sport Programs and Practice Sessions
Complete worksheet 2 in the Coach Workbook.
TIME: 30 Minutes
Have the coaches look through section 2.10 (pages 27-40) of the Coach Workbook, and explain that these are resources for them to plan out their seasons. Linking seasonal and weekly/daily plans is especially important in sports with short seasons, as is often the case with ringette.
Ask the coaches to complete Worksheet 2 in the Coach Workbook, as an example of using these resources, choosing one week from their program. When coaches are finished, have them exchange their worksheet with another coach, to review, or add to it.
NOTE: Practice conditions have not yet been discussed in the course. You can either explain what practice conditions are, and have the coaches include them in this exercise, or leave that part blank, and explain to the coaches that you will review practice conditions later in the course. If most coaches are relatively new, wait until later in the course to properly introduce these topics.
At your discretion, you may choose to use another planning sheet, as long as the objective of linking the seasonal plan and the daily plan is met. This will largely depend on the knowledge and comfort of your group.
Summarize: The key points of the module.

31. BC Ringette CI OPPS EAP Emergency Action Plan
Information and responsibilities
Task: Review the EAP Noting the specifics of your community facility

32. Coaching Situations or Scenarios Thinking of the what ifs’
BC Ringette CI
Coaching Situations or Scenarios
Thinking of the what ifs’
Can be use in
“Field Evaluation”

33. SKATING SKILLS… ANALYZE TO TEACH
BC Ringette CI
SKATING SKILLS… ANALYZE TO TEACH

34. BC Ringette CI

35. BC Ringette CI
Seasonal Planning
Good to go