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Youth-‐bred, Youth-‐led:
A Leadership Training Toolkit
Youth Initiative Canada © 2013
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Acknowledgements
Youth Initiative Canada Founder: James Karanja Kamau University of British Columbia students:
Martina Cawker Katie Clark Jonathan Edwin Stephen Mah Susannah Reid
Dagoretti Community Members:
Elvis Ayani Tracy Kadada Maganga Albert Kanavi Eunice Njeri Wanjiku Juliana Akiuor Akello Sagna Beatrice Magomere Cynthia Mbone Kharea Wacera Ngunjiri Amos Dchieng Suja Pauline Akoth Akello Michael Macharia Davis Luseno Tabitha Wairimu Sarah Khayenza Patricia Hannigton Olewa
Special Thanks to our visitors:
Steve Okwako – Beyond Hoops Basketball, Kayole, Nairobi, Kenya Kevin Obare – Beyond Hoops Basketball, Kayole, Nairobi, Kenya Caesar Okeyo – Okeyo Sports Academy, Jericho, Nairobi, Kenya Wallace Kamau – Ministry of Youth and Sports, Government of Kenya Olekig – Football coach, Dagoretti, Nairobi, Kenya *Danson
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Our Mission
Youth Initiative Canada’s mission is to empower youth. We advocate for personal, interpersonal and community growth using three key pillars: Education, Sport and Entrepreneurship. Our Vision: A toolkit to develop leadership and life skills through sports. This document is intended to be a resource for senior youth coaches and leaders for activity suggestions, leadership qualities, healthy behaviours, and building relationships. Skills gained through these activities promote success in other environments such as the workplace and in school by teaching the abilities to take initiative, communicate effectively, and lead people.
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Qualities of a Leader
Communication – The ability to transfer knowledge effectively to a single person or group using a range of communication techniques such as body language, words, and actions
Sportsmanship – Conducting oneself as a respectful, fair, and gracious sport participant
Responsibility – Ability to maintain values, standards, and morals
Healthy – Maintain good health status physically, socially, and mentally
Role Model – Acting as you expect your players to act so they can imitate your behaviours
Engagement – Being present and attentive to everything that goes on during and after each practice session with each player or participant
Teamwork – Working with others to achieve a common goal and prioritizing that goal over personal gains
Accountability – A willingness to take ownership and accept consequences of one’s actions
Awareness – Know everything that happens during the training session and be able to act on all situations, including individual player’s behaviours
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Relationship Building The following section addresses the different roles a leader can take in an individual’s life, and reminders about how to act in that role. While the term ‘coach’ may be used often, the majority of skills and practices can be used by individuals in various leadership roles. Role: The leader as a Counsellor Leaders need to be sensitive to issues outside of sport that may affect other areas of their life. Here are some suggestions on how to deal with issues: • Be open and approachable to players to maintain a good relationship with them. • Recognize changes in players behaviour such as withdrawal, mood swings, irregular attendance • Ask open ended questions about players lives outside of sport in private • Follow the policy of confidentiality by not mentioning players personal issues to other players • Listen more than you talk • If a player says something of note, ask them to elaborate • Keep body language neutral • Do not judge players • If the player is open to receiving help with the problem, refer the players to where they can
access resources to help them. o Ex. HIV testing, pregnancy testing, medical clinics, professional counselling
• Try to maintain a supportive environment so that players feel safe coming to you for support • Hold follow-‐up appointments with players to check-‐in on their situation
As a counsellor, some sensitive issues you should be prepared to address are:
HIV/AIDS issues and awareness Healthy Behaviours (see below) Drug and alcohol abuse Crime amongst children and youth Academic excellence Unplanned pregnancy Family issues such as divorce or physical abuse Team future Player future careers Sportsmanship Leadership and life skills Discrimination (whether racial, gender, cultural and/or religious)
Underlying Issues that may affect Players’ behaviours: Coaches lack of or inconsistent motivation Poor academic performance Psychological problems Hungry kids Ill parents Poor organization and personal skills Lack of sense of empowerment Physical background Injuries causing kids to be discouraged
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Team Management
Issues may arise within the team or group that can cause problems while managing the team. It is important to acknowledge these issues and do whatever you can to address them. Racism: Focus on the team rather than tribal background. Emphasize unity within the team. Academic Performance: Encourage balance between sports and education. Lack of concentration: Get to the bottom of why the child is not concentrating and attempt to find a solution including the child in discussion. Conflicts between team players: Encourage and treat all children equally. Get to the root of the problem and encourage them to sort the problem out constructively. Rudeness: Talk to the child and explain that they are being rude. If nothing changes, discuss with the parents or guardians. If there is still no noticeable change in attitude or behaviour, consider discussing the child’s placement on the team (for severe cases). Physical Background: Acknowledge and understand the family dynamics of the child.
Healthy Behaviours
Definition: Lifestyle habits that are beneficial, rather than harmful to the self and to others. Sport is inherently linked to an individual’s health. Healthy habits go beyond good fitness and nutrition and include factors such as sportsmanship and having a positive outlook. Coaches should model and foster healthy habits in their players.
Hydration and Nutrition
• Encourage players to always stay hydrated • Remind players to bring water bottles from home • Encourage players to replenish with water after games and practices • Remind players to rehydrate only with water or approved sports drinks, i.e. NO SODAS • Set aside a time to eat before a competition such as a match or tournament (preferred 2 hours
before the match) • Encourage eating of light meals before competition • Encourage sipping of water and drink often during exercise • Encourage of taking glucose during breaks • Encourage eating of well-‐balanced diets (balance proteins and carbohydrates)
Drugs and Alcohol
• Encourage players to go for regular medical check-‐ups • Remind players substance abuse leads to decreased performance • Substance abuse in the form of recreational drugs (i.e. marijuana, miraa, cocaine, etc.) and
performance-‐enhancing substances (i.e. growth hormones and steroids) is banned in sports • Drinking alcohol leads to dehydration (completely avoid or minimize in day before, during and
day after exercise) • Drugs and alcohol affect growth and development • Drugs and alcohol can cause death or insanity
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• Most used/abused substance in Kenya is KHAT or Miraa which is chewed • Have players refer to team doctor, other physician, or a competent manager in the case of
prescription drugs during physical activity • Smoking cigarettes is harmful to your health and decreases aerobic capacity
Human Immunodeficiency Virus (HIV)
(Note: HIV is a predominantly sexually-‐transmitted disease. AIDS or Acquired Immunodeficiency Syndrome is the clinical stage of an HIV infection whereby an individual has progressed to a state whereby their ability to fight infections is severely impaired. On average there is 10 years, with little or no symptoms, between when a person is initially infected with HIV and when they develop AIDS. HIV can be present in one’s system for 6 months without testing positive or experiencing any symptoms) Risk factors for HIV transmission:
Unprotected sexual intercourse between all genders Sharing needles or other injection equipment where blood-‐to-‐blood transmission is possible Open wounds where blood-‐to-‐blood transmission is possible Kissing someone who has a wound inside the mouth where blood-‐to-‐blood transmission is possible Blood transfusion with contaminated blood Having multiple sexual partners Transmission from an infected mother to her child (also known as Mother-‐to-‐Child Transmission or MTCT)
Myths of how HIV is spread (ie. HIV is not spread by the following activities): Hugging Shaking hands Sharing basic commodities (such as hair brush, toothbrush, or clothing) Being teammates with an infected person (such as sharing of sports equipment) Walking together or sharing the same bed Mosquito bites
How to address the issue of HIV/AIDS within your team: Create awareness through fun, open days on the topic Create awareness through handing out manuals Fun games and activities with an HIV prevention theme in mind Discourage boys and girls from having relationships that could lead to sexual intercourse
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Role: The leader as a Mentor
Mentorship
Leaders can have the potential to serve as a mentor and a significant part of a player’s life. • Be a role model, players should look up to you. • Encourage players, with whatever they do, and with the challenges the player experiences. • Build the players’ character (including discipline). • Be like the players, talk the language the players understand, and do as they should. • Talk about balanced diet, explain to players why they should eat a variety of foods. • Teach players the rules of the game and follow these rules yourself. • Show players respect so they can respect you and each other. • Take the time to get to know each player and check-‐in with them regularly. • Make recommendations based on players needs. • Ask questions to your players to show concern for their needs and interests. • Encourage players to set their own goals. • Schedule meetings with players so that they can set goals for themselves and as a whole team.
Goal Setting Goals can be hard to achieve when they are too vague. For example, a goal “to be a better coach” will be a difficult target to reach without any further guidance. To help achieve your goals, clearly set out what you’d like to achieve by a certain time. These “SMART” goals are: Specific Measureable Action-‐oriented Realistic Time-‐oriented
Team Building
• A coach should arrive to practice early and wait around after practice in order to present windows of time where a player can informally interact with the coach.
• ‘Hanging out’ with the players can promote strong connections. • A coach should always bring a notebook and pen to practice. • A coach should mix in and engage proactively with the players during activities. • A coach should listen first and understand before offering advice, counseling, or proposing
solutions. • A coach should know each player’s story; this includes the player’s name, basic facts such as age
and family, as well as deeper facts such as goals, fears, and problems the player is facing. • Giving out nametags can help until names are known by the coach. • Players will feel more comfortable talking about problems they may be having when they feel
accepted and welcome within the group or team. • A coach should be prepared to be compassionate and have sensitive conversations with the
players regarding history that they are willing to share. • A coach should be aware for children that seem to be having a bad day or are acting differently
than normal and ask that child if they want to talk. • A coach should prepare a child profile that documents information about each player. • A coach should take attendance each day to note unusual absences by players. • A coach should facilitate activities within the practice for players interact with each other.
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• A coach should constantly show the players that they believe in them; this will increase player’s self-‐esteem. Some ways to accomplish this include: o Acknowledging improvement and success o Encouraging creativity and independence o Tell the players that you believe in them as a player, and more generally as a person (focus
on the whole individual and not just athletics) • The coach should avoid words such as ‘best’, as in “my best player”, as each player needs to feel
capable. • Praise should always be meaningful and consistent so players understand the coach’s values. • A coach should always praise a child for speaking with him/her. Role: The leader as a Disciplinary Figure Discipline is essential for developing a responsible human being. Leaders play a vital role in fostering discipline in their followers and players. Aim of Discipline: to develop a child’s character in the form of a social conscience Discipline is important for the physical well-‐being and safety of the child as well as for his or her social and emotional development. Positive discipline teaches children about self-‐control, responsibility, and appreciating another person’s feelings and needs, and creating a caring individual and society. Excessive or abusive punishment (in the form of violence, high aggression, repetitive singling out of individuals) teaches children to live in fear and be obedient without question, creating depressed or violent individuals. Aim of Punishment: to cause mild physical discomfort to deter a child from repeating a certain behaviour Parents or coaches often turn to punishment when discipline fails; however, it is important to continue with forms of discipline for the proper development of the child. This can be accomplished in sports and athletics, by having players perform such activities as sprints and push-‐ups. It is important to be observant during such activities, for signs of medical distress such as dizziness, or clenching of chest.
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Activity Book
Cross the Swamp Lay out a grid that is 4-‐6 squares x 10-‐12 squares that will be called the “swamp”. The leader draws a secret path through the swamp. Players must guess which squares are safe to get across the swamp. Players may only move one square at a time in a forwards, backwards, or lateral direction (no diagonals). To succeed, all players must cross the swamp at least once without drowning. If a player steps on a square that is not on the path, (s)he “drowns” and must go back in line. Only one player may attempt to cross the swamp at a time. The player crossing the swamp must not talk. All other players may talk. Players may not use any other tools to aid their crossing such as a pen and paper. Equipment needed: tape or a way to draw the outline of the swamp, a map (only to be used by the leader) Qualities addressed: communication, leadership, teamwork, trust, responsibility Questions for Understanding: • What helped you cross the swamp? • What slowed your progress or stood in the way of you succeeding?
o Do you think you effectively overcame those barriers? How? Progression: Design the safe path to include “dead ends”, a false path that does not reach all the way across the swamp. Ex. Path marked by “SAFE”, false paths marked by “SAFE”Start Finish
SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE SAFE
Secret Leader Have the players get into a circle. Designate one player as the “detective” an remove him/her from the circle. Ask the detective to go out of ear shot of the circle. With the remaining players, designate a “secret leader” (SL) whom the rest of the players must follow. The SL performs actions such as waving, clapping, or jogging on the spot. When the secret leader changes actions, the rest of the participants in the circle must follow. Bring the detective back into the middle of the circle and ask the detective to identify the secret leader. If successful, the SL becomes the next detective. Equipment needed: N/A Qualities addressed: awareness Questions for Understanding: • What must you do to keep the leader’s identity secret? Follow the leader Designate one player as the leader. Organize players so all can see the leader. The leader then acts out a skill or action and the children follow the leader ex. kicking a ball, throwing a ball. Equipment needed: N/A Qualities addressed: Communication, teamwork, responsibility Kid leader Assign one of the kids to lead an activity for the day or for one activity, afterwards discuss what made them a good leader, good qualities Qualities addressed: Leadership, teamwork
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Roles Assign players on the team for a responsibility Examples: Bringing water to practice Checking the playing surface for hazards such as rocks, holes, or sharp objects Qualities addressed: Responsibility, accountability Standing together Have players get into pairs and sit with their backs against each other. Ask them to stand up at the same time without using their hands. Equipment needed: N/A Qualities addressed: communication, teamwork Questions for Understanding: • What needs to happen so that you both succeed? Catch your teammate Have players get into pairs (or larger groups if they are not very strong). One player stands facing away from the other player(s). On his/her own time, that player falls backwards and the partner(s) must catch him/her. Equipment needed: N/A Qualities addressed: trust, teamwork, responsibility Questions for Understanding: • How do you feel just before you fall backwards? • What helps you overcome the fear of falling? Goalkeeper passing Have players get into pairs and stand back-‐to-‐back. Using one ball, they pass the ball between them using their hands on commands given by the coach or player-‐leader. Possibly commands are: “over” (pass the ball over the head), “under” (pass the ball between the players’ legs), “side” (pass the ball by rotating to one side). Equipment needed: one ball or item to be passed Qualities addressed: communication, trust, teamwork Ring Run Have players gather in a circle. One player has the ball. Players begin running in a clockwise motion and pass the ball to the player directly in front as they run. Players must change direction of running on the coach’s whistle. Equipment needed: 1 or 2 balls Qualities addressed: awareness, communication, teamwork Progression: Add an extra ball to the circle Questions for Understanding: • What helps you succeed in getting the ball passed around the circle quickly?
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Passing Wheel Players form a circle with one player in the center of the circle. The activity starts by passing the ball to the player in the center of the circle. The center player then passes the ball to the next outside player in a clockwise direction. Each player follows his/her pass to the position of the receiver.
Equipment needed: 1 or 2 balls Qualities addressed: awareness, teamwork, communication Progression: Change types of pass ex. bounce pass, chest pass, over-‐head pass, passes with feet (depending on the sport) Progression: Add another person in the center and another ball and perform the same sequence Questions for Understanding: • What helped to make successful passes? Safe House A grid is made on the field to establish boundaries, 2 of the players are assigned as ‘it’. The players that are ‘it’ attempt to tag the other players while staying in the boundaries. Players can avoid being tagged if they are holding/controlling a ball (with hands/feet). Once tagged, a player must sit down. The players will have to yell for the ball and communicate with other players in order to gain immunity and not be tagged by those that are ‘it’. Equipment needed: grid markers, 2 balls Qualities addressed: Strategy, teamwork, communication Progression: add another ball to make it more difficult/easier Questions for Understanding: • What do you need to do to avoid being tagged? • How does teamwork help avoid being tagged? Cat and Mouse Divide players into groups of 6-‐8. Each group should form a circle. Designate one player as the “cat”, who stands outside the circle, and another player within the circle as the “mouse”. While staying outside the circle, the cat must try to tag the mouse while the circle works together to keep the mouse safe. Note that the cat must try to strategically move quickly around the circle to tag the mouse, and not use physical force nor try to go through the circle. Equipment needed: N/A Qualities addressed: teamwork, communication Questions for Understanding: • When/In what position is it hardest to catch the mouse? Why? • Why is teamwork essential to keep the mouse safe?
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Square Use one half of the field/playing surface. Designate four players to the corners of the field. The remaining players line up in the middle one base line. The player in front of the players lining up has the ball. The ball is passed to the immediate left player and that player returns the pass. The player then runs and passes to the next player and continues within the square. The player standing on one corner then runs and replaces the player on the next corner. A new player will replace the available space. At the last corner, player shoots on the net.
Equipment needed: 1 or 2 balls Qualities addressed: Awareness, teamwork Progression: Add another ball. Make sure players are spread out so that it doesn’t get crowded. Questions for Understanding: • How can cooperation and teamwork make this drill faster/run smoother? Passing lanes Use half of the playing area. Eight players are spread out through the playing area. There are two balls, one on opposite base lines. Player passes to their right and then runs to the opposite base line and back. Players located on corners run to the diagonal side and back. The balls continue to move around the outside of the playing area. Equipment needed: 2 balls Qualities addressed: Teamwork, awareness Progression: Set a time limit, ex. 2 balls in three minutes without dropping the ball Progression: change the type of pass Questions for Understanding: • What do you need to do to
communicate clearly to the other players passing the ball?
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Sacred square Half of the playing surface is used. Two balls are on diagonal corners of the surface area. The ball is passed to your left. The passer then runs behind the players waiting in line in that direction, following their pass. Players need to make sure the first ball does not meet with the second ball, so awareness is important. Equipment needed: 2 balls Qualities addressed: Teamwork, awareness Progression: Increase the number of balls Progression: Change the type of passing used
Questions for Understanding: • What helps the ball go faster around the square? • What do you need to be aware of such that one ball doesn’t catch the other? Human Knot The players get into a circle. They close their eyes and grab other random player’s hands. Each player should be holding hands with two different players, neither of which are directly beside. The players then must collaborate and attempt to untangle themselves so that there are no longer any twists or knots in the line without letting go of each other’s hands. Players succeed when hey are in one circle again Equipment needed: N/A Qualities addressed: Teamwork, communication, cooperation Progression: Two smaller groups can be formed and race against each other. Questions for Understanding: • What do you need to do be successful? • Did a leader emerge? Did this help? • What else would have made getting untangled easier?
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Make a team with… The coach shouts out an instruction and the players must build a team as quickly as possible according to the instruction. Example “Make a team with 4 people”. The players would then attempt to make a group of 4 people as fast as possible. Another example could be “Make a team with at least one player with a green shirt”. The team that is formed the slowest performs a small punishment to give incentive to forming teams quickly. Equipment needed: N/A Qualities addressed: Teamwork, communication, sportsmanship Progression: Making the instructions more elaborate where players must communicate in order to determine if they fall into the same team Ex. Favourite colour, those with the same colours arrange into teams Questions for Understanding: • What do you need to be aware of to make a team the fastest? • How can you communicate to form teams faster? Chain Tag Form boundaries. One person is ‘it’. Players cannot go outside of box. The player that is ‘it’ must run and tag other players. Those tagged must hold hands and attempt to catch other players. Equipment needed: grid markers to create boundaries Qualities addressed: Teamwork, cooperation, active participation Progression: Players must hop or skip instead of running Questions for Understanding: • Was staying as one chain difficult? • What do you need in order to keep the chain connected? • What can you do in order to stay away from those who are “it”? 2 vs 3 The player or players that are on the team with the fewer members (offence) must find a way to get past the team with a larger amount of players (defense). Equipment needed: ball, goal or net Qualities addressed: As the team with the fewer players will be at a disadvantage, communication, teamwork, and ambition are necessary in order to get past the larger defensive team. Progression: Modify the difference in numbers between the two teams larger (ex. 1 vs 3, 3 vs 5) Questions for Understanding: • What were some of the challenges of this activity for offense/defense? • What helped you figure out strategy of how to get past the larger defence? Keep Away to 10 The group is divided into two teams. One team is given the ball. The team with the ball must attempt to pass the ball 10 times while the other team tries to intercept their passes. Once a team makes 10 consecutive passes, they are awarded one point. Equipment needed: one ball Qualities addressed: teamwork, communcation Progression: Add/remove players from a team to make it uneven number Questions for Understanding: • How does communcation help with this activity? • What else helps a team succeed in connecting 10 passes?
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Standing together Have players get into pairs and sit with their backs against each other. Ask them to stand up as a team without using their hands, only by pressing their backs together. Equipment needed: N/A Qualities addressed: communication, teamwork Progressions: add a ball between players backs Progression: use larger groups of players Questions for Understanding: • What needs to happen so that the pair succeeds? Technique Tower One player (preferably the goaltender) stands in the middle of a circle composed of the other team members. The player in the middle throws the ball to one of the players and that player must use their head to pass the ball back to the center player. Equipment needed: one ball Qualities addressed: awareness, positivity through encouraging other players Progression: use different skills Progression: The central player may make quick throws to random players in the circle in order ensure the players are aware Questions for Understanding: • What do you need to do to successfully pass the ball back when using random passes? Positive Passing The players pass or kick the ball to each other. With each successful pass, the person passing must say something positive about the person that they are passing to. Example: “Bobby, that goal you got in the last game was poa! (awesome!). Equipment needed: ball Qualities addressed: teamwork, sportsmanship Questions for Understanding: • How did your teammates comments make you feel? • Why is it important to find positive things about teammates? Fun fitness relay Set up 3 fitness testing stations; one for endurance, strength and power. The endurance station consists of a shuttle run, at the strength station a sequence of body weight exercises such as press-‐ups and squats are performed. The final station draws on power and agility in which skipping, or jumping over sticks are performed. To emphasize the importance of the elements of physical fitness divide players into 3 small groups, one at each station Players will rotate in a clockwise direction through each station; the first player in a line will progress through a station and move onto the next one, tagging their team mate at the front of their line and moving to the line at the next station The tagged player can start that station, tag the next player and go to the next station line. Players will progress like this through each task until each team has been to all stations Equipment needed: skipping ropes Qualities addressed: Physical fitness, cooperation
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Questions for Understanding: • What are some of the benefits of physical fitness? • What are the 3 fitness components of this relay and why is it important to develop all of them? First aid training In a circle host a team discussion on the importance of proper first aid. Using a volunteer demonstrate the proper use of first aid equipment, how to clean wounds and put on bandages. Assign team members a partner and select one to be the injured player and one to be a first aid care person. Give the injured player some tomato sauce to imitate blood and the care person some tissue, an alcohol swab and a bandage. Have the players clean up and bandage the injuries. Bring the group back to a discussion on how to treat injuries further at home and when further medical care may be needed. Equipment needed: bandages, tomato sauce Qualities addressed: Emergency response knowledge Two line knowledge race Sitting in a circle, share the benefits of healthy living such as physical activity and proper nutrition –use personal examples and provide a list of examples. Divide players into 2 teams and have them stand in two lines facing each other on opposite sides of the field. One at a time, each player runs to the opposite side of the field and names a benefit of healthy living to receive a pass from a coach or assistant. The player passes the ball back to the coach and runs back to their team to tag the next player who repeats of the drill of naming another benefit and passing the ball. The first team to go through all players naming different health benefits wins. Equipment needed: N/A Qualities addressed: Healthy behaviours Questions for Understanding:
• Tell me one thing you learned today? • What does it mean to be healthy?
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Coaching Notes
Role: The leader as a Sport Coach
Coaching Code of Conduct • Communicate clearly – explain practice objectives at the beginning of practice and check for
understanding at the end to keep the players informed • Encourage sportsmanship – demonstrate and reward instances of fair play • Actively participate in activities – be aware of all players’ actions, give frequent feedback,
modify the activity if it’s too challenging or too easy • Always act as a positive role model – set a good example by being respectful of all players and
demonstrating healthy behaviours at all times when around players • Be a counsellor – be available and open to discussing players’ lives outside of the sporting
context • Be a mentor – take interest in your players’ development as a person, not just in their sport
performance • Uphold players’ confidentiality – do not disclose player’s private matters without permission • Be professional – arrive appropriately dressed, do not have intimate relationships with players,
prepare practice plans ahead of time, and use appropriate language • Educate yourself – Stay up to date and be prepared to discuss with players about sensitive
issues such as HIV/AIDS, smoking, drug and alcohol abuse • Avoid all physical and verbal confrontations with players, officials or opponents – do not hit or
yell when dealing with misbehaving players • Be committed to the team – get to know your players and keeping their interests in mind
Practice Planning
Before any practice with your team, a plan should be prepared in advance so the practice can run smoothly and with purpose. The following steps should be followed when preparing practice plans for an effective practice: 1) Designing the purpose of the practice or skill This should be taken into consideration so that players are aware of what skill or knowledge will be learned at the practice Ex. players will understand where to shoot from when approaching the net Ex. players will be able to name the qualities of a good leader 2) Developing the activities It is important to develop activities that will develop players physically and mentally Not all activities need to be sport specific, players can also play introductory games and team building activites. For example, they can play tag for warm up or non-‐sport-‐specific activities to build a positive environment among the team. 3) Developing progressions A progression is an add on or modification to an activity to make it more difficult or easy for players, to introduce further skills, or to make the activity more interesting for players. Progressions are important to keep the activity flowing and to keep players interested and engaged in the activity. Ex. Passing a ball to a partner to start, progressing to a bounce pass, a chest pass, and then an overhead pass in basketball
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Ex. Passing a ball to a partner to start, progressing to using the non-‐dominant foot, passing while on the move, passing while facing a defender in football 4) Identify learning cues Learning cues are things said to players that help them to understand or learn a skill Ex. Move to open space to receive a pass, communicate with your teammates, glove to the ground when receiving a ground ball, be aware, be ready Allow time for each activity By giving a rough estimate of time for each activity it allows for the practice to run smoothly and ensures that all activities can be completed in the time given for practice
Giving Feedback
Why give feedback? To… Improve performance Check for understanding Increase self-‐efficacy Manage safety concerns To correct technique Improve focus Manage behaviour and safety issues
Types: General Specific Prescriptive Positive Evaluative Meaningful Focused
Suggestions: Sandwich method – surround what can be done better or differently with 2 positive phrases Avoid yelling, highlighting a player, and using “But” Use change in tone appropriately Change position to see different angles of what to give feedback on Avoid standing between players and a distracting scene or the sun when giving feedback Avoid asking “anyone have any questions?”, rather check for understanding, kids may be too embarrassed to ask questions Give feedback to each individual at least once each practice Be respectful with feedback Allow players an opportunity to identify what they did wrong or could do better before telling them
Injury Prevention Guidelines for Sport Teams As a coach, emphasize the importance of playing by the rules of the game and using sports and protective equipment appropriately as a way to ensuring safe play and prevent injuries. Warm-‐up: All players should warm-‐up for at least 10-‐15 minutes before a game or practice. The first part of the warm up should be a general aerobic warm-‐up (such as jogging) to activate the muscles and the cardiovascular system to meet increased oxygen demand during exercise. After the general warm-‐up, players should perform 5-‐10 sport specific full body dynamic stretches, such as walking lunges, arm swings, and squats. These movements prevent strain and sprain injuries by activating the body’s coordination systems and increasing the temperature of the body, making the muscles limber and ready for activity. Cool-‐down: Ensure players take time to cool-‐down following the game for a minimum of 10 minutes. This should consist of light aerobic activity and some stretches to prevent muscles from becoming tight after activity.
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Tell players to report any injuries or feelings or pain or discomfort in their muscles so that they may be removed from the game or practice and treated with first aid. • For a muscle strain apply heat and encourage the player to massage the injured area • Sprain injuries can be treated with ice to reduce swelling and protective wrapping can be
applied if possible • Player should rest injured areas but should continue to be active with uninjured areas • Player should return to play only when they are fully healed – that is when they have a full pain-‐
free range of motion
Coach Liability Liability is when a person is responsible for others and can lead to legal obligations. In order for coaches to avoid being caught up in a liability case, the following precautions should be taken: Have players sign a liability waiver or consent form • The form should outline the risks and dangers of the activity and ask players to accept them Do not allow injured players to participate beyond what is safe • If possible, obtain a doctor’s note stating that the player is allowed to return to activity Check the field, court or equipment for any factors that could cause injury Give the athlete proper instructions before starting activity Ensure players are properly conditioned and prepared Ensure the players are supervised at all times • Make sure you, as the coach, can see all your players at all times Have an emergency plan written out and be ready to carry out that plan Do not act outside your responsibility level
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Reference List:
Edgework Consulting. (n.d.). Fostering Vital Connections. Retrieved from http://edgeworkconsulting.com/tools/Fostering%20Vital%20Connections(v3).pdf Right to Play. (n.d.) Live Safe, Play Safe. Retrieved from http://www.righttoplay.com/International/Pages/Home.aspx Sport and Development. (n.d.) What is Sport and Development. Retrieved from http://www.sportanddev.org/ UBC-‐CLI International Service Learning. (2013). ISL Personal Learning and Development Plan. UBC Vancouver, Canada. Wilson, Gail. (2013). How to give effective feedback. From UBC lecture notes. Wilson, Gail. (2013). Practice Planning. From UBC lecture notes. ANPPCAN Kenya. (2005). From Physical Punishment to Positive Discipline: Alternatives to Physical/Corporal Punishment in Kenya, An Advocacy Document. Multiple Leadership Quality Definitions. (n.d.). In Merriam-‐webster online. Retrieved from http://www.merriam-‐webster.com/
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Why Sport?
Sport’s role in Community Development Sport in international development refers to the use of sport initiatives to create positive change and foster economic growth and productivity in developing countries. Sport used in this ways serves as a tool to reach vulnerable populations, address issues of disease, violence and conflict-‐resolution and build life skills on multiple personal, community, and global development levels. Peer leadership plays an important role in international sport development because peer leaders are able to reach
youth, identify with them by understanding the issues they face and use creative solutions. Why participants play sport: Player: I play baseball because it is fun and keeps me off the street. Player: Coming to practice helps me to reduce stress and be with my friends. Player: Through sport, I value giving back to my community and I hope I can by coaching one day. Player: For me, a coach must bring people together, be kind, and encourage friendship. Player: The most important thing for a coach to be is honest with his players. Player: Good coaches are clean, discourage fighting, and keep discipline. Player: “T” is my most inspirational coach because she brought me off the street and taught me the values of sport. Player: My most inspirational coach works hard and teaches me more than just skills, such as English.
Why some coaches coach:
Coach: Sports is not just about the skills, I make sure my players learn responsibility and
sportsmanship too. Coach: Our players stay off the street now, sport gives them a place to be and has become a valuable
way to spend their time. Coach: I make sure my players are responsible by telling them to finish their homework and
household chores before they come to practice. It gives more value to practice and then they have no problems with their parents when they get home.
Coach: Sport helps teach trust in the team and respect for players, coaches, and officials. Coach: My players learn to respect their teammates and each player’s needs.
