NCCP – COMPETITION INTRODUCTION LEARN TO TRAIN: … · 2016. 6. 28. · Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train - Coach Workbook

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train - Coach Workbook

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NCCP – COMPETITION INTRODUCTION LEARN TO TRAIN: COACH WORKBOOK

COACH EDUCATION & DEVELOPMENT

CANADA BASKETBALL


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TABLE OF CONTENTS

PLAN A PRACTICE MODULE ..................................................................................................... 6 Coach Profile ..................................................................................................................................... 7 1. Introduction .................................................................................................................................... 8

1.1 Purpose of Document .............................................................................................................. 8 1.2 Module Units .............................................................................................................................. 8 1.3 NCCP Core Competencies ..................................................................................................... 8 1.4 Learning Outcomes .................................................................................................................. 9

2. Taking Logistics into Account ..................................................................................................... 103. Structuring a Practice .................................................................................................................. 12

3.1 Segments of a Practice .......................................................................................................... 12 4. Knowing Your Athletes and Your Program ................................................................................ 13

4.1 Who Are Your Athletes? ......................................................................................................... 13 4.2 What Is Your Program Orientation? ...................................................................................... 13

5. Developing a Basic Skill .............................................................................................................. 145.1 Stages of Skill Development ................................................................................................... 14

6. Prioritizing Abilities and Skills and Setting Training Objectives ................................................ 166.1 What Abilities and Skills Does Basketball Require ................................................................ 16

7. Developing a Basic Skill and a Physical Skill at the Same Time ............................................ 227.1 Guidelines ................................................................................................................................ 22

8. Planning for Safety ....................................................................................................................... 248.1 Prevention ................................................................................................................................ 24 8.2 Emergency Response ............................................................................................................. 24 8.3 Liability ...................................................................................................................................... 27

9. Debriefing your Plan .................................................................................................................... 289.1 Planning Practices to Enhance Athlete Development and Safety .................................. 28

10. Putting It All Together ................................................................................................................ 2910.1 Enhancing Your Practices .................................................................................................... 29 10.2 Planning Your Practice ......................................................................................................... 30

Self-Assessment # 1 ......................................................................................................................... 34 11. Action Card ................................................................................................................................ 3612. Great Ideas ................................................................................................................................ 37


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MAKE ETHICAL DECISIONS MODULE ..................................................................................... 38 1. Introduction .............................................................................................................................. 39

1.1 Purpose of Document ......................................................................................................... 39 1.2 NCCP Core Competencies ............................................................................................... 39 1.3 Learning Outcomes ............................................................................................................ 40 1.4 Overall Context ................................................................................................................... 40 1.5 Workbook Topics ................................................................................................................. 41

Quiz: True or False ............................................................................................................................ 42 2. Your Starting Point .................................................................................................................... 43

2.1 To Play or Not to Play .......................................................................................................... 43 3. The Ethical Decision-Making Process .................................................................................... 45 4. Establish the Facts in a Situation (Step 1) .............................................................................. 46

4.1 Looking Again at to Play or Not to Play ............................................................................ 46 5. Decide Whether the Situation Involves Legal or Ethical Issues (Step 2) ............................. 48

5.1 Are the Issues Legal or Ethical? .......................................................................................... 48 5.2 Identify the Ethical Issues .................................................................................................... 48

6. Identify Your Options and Possible Consequences (Step 3) ............................................... 51 7. Evaluate Your Options (Step 4) .............................................................................................. 52 8. Choose the Best Option (Step 5) ............................................................................................ 54

8.1 Reviewing Your Scoring ...................................................................................................... 54 8.2 Checking Your Decision ..................................................................................................... 54

9. Implement Your Decision (Step 6) ......................................................................................... 56 10. Optional Activities .................................................................................................................... 58

10.1 Applying the Ethical Decision-Making Process in a Personal Situation ....................... 58 10.2 Are the Issues Legal or Ethical? ........................................................................................ 61

11. Worksheets ............................................................................................................................... 63 12. Self-Assessment ....................................................................................................................... 66 13. Action Card .............................................................................................................................. 68 12. Great Ideas .............................................................................................................................. 69 Workshop Wrap-up and Evaluation ............................................................................................... 70


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MODIFIED GAMES MODULE ................................................................................................... 71 Long-Term Athlete Development ................................................................................................... 72 The Competitive Coaching Philosophy ......................................................................................... 75 Managing the Teaching Process ................................................................................................... 77

Understanding Your Own Learning Style .................................................................................... 77 The Art of Blending Together and Loading Activities ................................................................... 82

1. How Different Learning Styles Could Affect My Coaching ................................................ 82 2. Explanation and Demonstration .......................................................................................... 84 3. Error Detection (Observing the Athlete) .............................................................................. 86 4. Error Correction (Feedback and Questioning) ................................................................... 88 5. Nutrition and Hydration ......................................................................................................... 89 6. Debriefing the Athletes ......................................................................................................... 90

Action Card ...................................................................................................................................... 91 Great Ideas ...................................................................................................................................... 92 Workshop Wrap-up and Evaluation ............................................................................................... 93

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train - Plan a Practice Module - Coach Workbook

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CANADA BASKETBALL

PLAN A PRACTICE MODULE


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Coach Profile !

Coach Profile

Name Surname First Name NCCP #:

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )

Home Business Fax

E-mail

!!

Basketball Experience (Athlete / Coach) Season (Year) Name of club / team Age (Level) Position Head Coach

!!

Education Experience

Date (Year)

Name of Course / Diploma / Degree Location Organizing Body

!!


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1. Introduction

1.1 Purpose of Document

•! This Coach Workbook is your record of what you did and what you learned in the Planning a Practice workshop. The Coach Workbook has been designed to help you work on your own, after the workshop, to improve even more as a coach. We therefore recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills.

•! This Workbook refers often to Reference Material, a document developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Planning a Practice workshop.

1.2 Module Units

This workbook is one of three modules in Canada Basketball’s Introduction to Competition context. The implementation of sub-units will provide greater flexibility in the delivery of basketball’s coach education training. This workshop may be delivered as a series of workshops on different days, or delivered in succession on one day. The three units are:

1.! Planning a Practice 2.! Make Ethical Decisions 3.! Modified Games (Classroom and Practical)

1.3 NCCP Core Competencies

As you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leadership, and interaction. Here are just some of the ways these competencies come into play in the workshop:

Problem-solving

•! Develop an initial practice plan and progressively modify it as new knowledge is acquired.

•! Determine an appropriate structure for a practice.

•! Identify options to enhance a program.

•! Identify training priorities and objectives at key points of the season.

•! Develop an Emergency Action Plan.

•! Design activities that develop both technical skills and athletic abilities.

Valuing

•! Appreciate how a structured and organized practice promotes learning.

•! Appreciate the need for a long-term approach to athlete development.


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•! Ensure that the role of competitions is consistent with the long-term approach to athlete development.

•! Appreciate the need to consider potential risk factors when planning practice activities.

•! Appreciate the importance of having an Emergency Action Plan.

Critical Thinking

•! Compare current knowledge, skills, and attitudes with the information provided in the Reference Material.

•! Compare the structure and key features of a program with recommendations aimed at promoting athletes’ long-term development.

•! Identify specific actions needed to better align a program with the guidelines recommended for long-term athlete development.

•! Establish linkages between program priorities and practice planning.

Leadership

•! Formulate a vision for a program that promotes long-term athlete development.

•! Where appropriate, develop a rationale for challenging the status quo regarding training and competition ratios and long-term athlete development.

•! Develop strategies to manage time and resources, given the need for a long-term approach to athlete development.

Interaction

•! Brainstorm with other coaches to develop strategies and plans for having a positive effect on long-term athlete development.

•! Work with other coach to develop an Emergency Action Plan.

•! Work with other coach to design activities that develop both technical skills and athletic abilities.

1.4 Learning Outcomes

After finishing this module, you will know how to plan a practice within a structured sport program to meet your athletes’ needs that reflects the Long-term Athlete Development Model of their sport. In particular, you will be able to:

•! Identify appropriate logistics for practice. •! Outline a program structure based on available training and competition opportunities. •! Design an Emergency Action Plan. •! Identify measures to promote athletic ability in the program. •! Identify appropriate activities in each part of the practice.


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2. Taking Logistics into Account

Logistics of Your Practice – Pre-Task Activity 2.1 (Game Plan: Logistics – Logistics of Your Practices)

2.2 Your Starting Point – Pre-Task Activity 2.2 (Game Plan: Logistics – Spend a Few Minutes…)

2.3 Questions to Consider – Pre-Task Activity 2.3 (Game Plan: Logistics – Questions to Consider)

2.3.2. Share your ideas from your pre-task assignment 2.1.1 pg. 6 (Logistics of Your Practices on Game Plan) with other coaches, and see what would be worth adding to your list of questions to consider when planning a practice.

2.3.3. Examine the figure on pg. 11 and check the information it contains against what you considered when you designed your practice (2.2.1 – Spend a Few Minutes…). You’ll probably find you’ve overlooked some factors you might want to consider when planning future practices. Discuss this with another coach.


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Figure from 2.3.3.

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Who are my athletes? • Number of athletes in

attendance • Age/maturity of athletes • Skills and abilities of

athletes • Gaps in ability level

among athletes • Injuries to account for • Reasons why they are

involved

What are the logistics of my practice?

• Facilities available • Equipment

needed/available • Length of the practice

(time available) • Time of day of the

practice • Number of practices per

week • Availability of assistant

coaches, and their experience

What abilities and skills does my sport require?

• Physical abilities • Motor abilities • Technical/Tactical skills • Mental skills

How am I going to organize my practice?

• Structure of the session • Choice of activities • Sequence of activities • Transition between

activities to avoid wasting time

What am I trying to accomplish with my

practice? • What athletes need to

improve • Purpose of the practice • Team goals and short-

term objectives • Goals of coaching staff • Time of the season • Links with previous

practices and competitions

• Links with future practices and competitions

How will I deliver my practice? • Key points to make • Teaching methods I will use • Where I will position myself • What I will be watching for • How and when I will make

coaching interventions

What are the safety risks, and how should I prepare for

them? • The nature of the

activities the athletes will do and the conditions in which they will take place

• Weather • Playing surface/facilities • Equipment • Human error • Emergency procedures to

follow in case of an accident

!!

My Practice Plan


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3. Structuring a Practice !

3.1 Segments of a Practice 3.1.1. Check the Reference Material section, The Parts of a Practice (pg. 7) and Key Elements

of Each Part of a Practice (pg. 8). How does the structure of the practice you developed in 2.2.1 (Spend a Few Minutes…) compare to the one outlined in the Reference Material (introduction, warm-up, main part, cool-down, conclusion)?

3.1.2. ACTION CARD – Use your Action Card (pg. 36) to note what you will do differently now

when structuring your practices.


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4. Knowing Your Athletes and Your Program

4.1 Who Are Your Athletes? Pre-Task Activity 3.1 (Game Plan: Your Athletes and Your Program – Who are Your Athletes?)

4.2 What Is Your Program Orientation? Given the athletes you coach, what should you emphasize most and what should you try to achieve when you implement your program? For each of the four categories below, choose the statement that best describes your program’s orientation in that area. Check only one statement for each category.

General Skill Development

( ) Have athletes experience new activities

( ) Promote the acquisition of basic technical skills

( ) Improve athletes’ general abilities and their mastery of the activity

( ) Improve basic technical skills already acquired

( ) Identify athletes with the potential to perform at a higher level

( ) Encourage the acquisition of new technical skills that are complex or more advanced

( ) Have athletes specialize in a particular discipline or playing position

( ) Improve athletes’ ability to apply particular game plans or competitive strategies

Physical Conditioning Performance

( ) Improve athletes’ general physical condition

( ) Give athletes the opportunity to gain experience by taking part in competitions

( ) Improve athletes’ sport-specific physical condition

( ) Encourage the achievement of particular standards of performance

( ) Prepare athletes to achieve particular levels of performance in sport-specific physical tests

( ) Participate in competitions to win; win a championship

!!!! !


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5. Developing a Basic Skill

5.1 Stages of Skill Development 5.1.1. In the table below, use column 1 to outline the various skills that are required by

basketball players for the stage of development that you coach. 5.1.2. Based on the information in the Reference Material, Stages of Skill Development (pg. 10),

indicate the stage of development that most of your athletes are at for the skill that you have identified. Use column 2 to place a checkmark in the appropriate box for the development of skills.

Column 1 Basketball Skills

Column 2 (check the appropriate column !) Initiation Acquisition Consolidation Refinement

The Reference Material, Athletic Abilities (pgs. 11-15), provides an overview of the recommended skill development for each stage of LTAD. How do these recommendations match the skills and stages that you identified? Are there any differences or additions that you would make?


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The Reference Material table, Activity Planning Guidelines for Various Stages of Skill Development (pg. 21), outlines a number of variables that can affect the conditions in which athletes practice and describes how those variables may change with athletes’ stage of skill development. !5.1.3. Based on the activity planning guidelines, describe below adjustments that you would

make to the activity you designed in 5.1.1. that would enhance athlete learning.

5.1.4. ACTION CARD – Use your Action Card (pg. 36) to note what you will do differently when planning an activity to develop a basic skill.

!


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6. Prioritizing Abilities and Skills and Setting Training Objectives Previously, you examined how Canada Basketball’s Long-Term Athlete Development Model can guide decisions for planning practices and designing a season plan. In this unit, you will analyze the abilities and skills that are required in basketball. Further, you will be able to plan practices and design basketball programs in order to maximize the implementation of these abilities. You will be required to do a number of tasks that will help you to integrate basketball-specific skills and abilities into your seasonal and daily practice plans. !

6.1 What Abilities and Skills Does Basketball Require? 6.1.1 Complete the table that follows to determine the abilities and skills needed to perform

well in basketball for the stage (context) of athlete that you coach. 6.1.2 Use Column A to describe how the ability is used in basketball. In column B, rank the

importance of this ability in the game.


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Abilities Required in Basketball My athletes’ stage: ____________________________________________________________ !

Ability/Skill This Means Being Able to…

Column A Actions or Situations in

Basketball that Require this Ability/Skill

Column B Importance in

Basketball

Column C Trainability at this stage

Physical Ability

Speed

Perform quick movements or cover a given distance in the shortest possible time (e.g., all-out efforts lasting up to 8 seconds)

( ) Very High ( ) High ( ) Moderate

( ) Optimal Window ( ) Trainable ( ) Not suitable for this stage

Speed-Endurance

Sustain efforts at near maximum speed for as long as possible (e.g., very intense efforts lasting between 10 and 60 seconds)



Aerobic Stamina

Sustain a dynamic effort over an extended period of time (e.g., efforts lasting several minutes or even hours)



Maximum Strength

Make a muscle or muscle group generate the highest




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Basketball


level of tension during a maximum contraction, regardless of its duration

Speed-Strength

Perform a muscle contraction or overcome a resistance as fast as possible (normally very brief efforts of 1 or 2 seconds)



Strength-Endurance

Perform repeated muscle contractions at intensities below maximum strength (15 to 30 repetitions or more)



Flexibility

Perform movements of large amplitude at a joint without sustaining an injury



Motor Ability

Agility

The ability to execute movements or to move rapidly, with precision, and with ease




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Basketball


Balance

Achieve and maintain stability, or keep control of the body during the execution of movements



Coordination Perform movements in the correct order and at the right time



Technical/Tactical Skills

Basic Technical /Tactical

Skills

Acquire and consolidate basic sport-specific skills/Analyze a basic situation and produce a correct response (one that gives a competitive advantage or increases the probability of a good performance)



Variations of Basic

Technical/ Tactical Skills

Acquire and consolidate variations of basic sport-specific skills/Analyze more a complex situation and




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Basketball


produce a correct response

Advanced Technical/

Tactical Skills

Acquire and consolidate advanced sport-specific skills/Analyze an advanced situation and produce a correct response



Decision-making

Analyze a situation and produce a correct response



Mental Skills (As Appropriate)

Attentional Control

Actively direct one’s attention on relevant cues in the environment



Emotional Control

Maintain appropriate feelings at optimum levels of intensity and functioning




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Basketball


Goal Setting

Establish what one wants to accomplish, thereby giving a sense of purpose and direction to training and competition



Life Skills

Leadership

Lead yourself, give energy to the group, know when to follow, lead others

!( ) Very High ( ) High ( ) Moderate


* Aerobic stamina is a broad term that is sufficient for most sports. In endurance sports, however, the more specific terms aerobic power and aerobic endurance are used. 6.1.3 Check the Reference Material section, Importance of Physical and Motor Abilities by Sport Family (pg. 22) and

compare your ratings in column B from the Abilities required in Basketball table you just completed. Make any necessary changes to your ratings.


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7. Developing a Basic Skill and a Physical Skill at the Same Time In the previous section, you examined the athletic abilities that could be trained during a practice. Depending on the analysis of your practice, you may have identified a need to develop multiple abilities at the same time. In fact, this is a reality in many basketball training sessions and a well-designed practice should integrate a number of different abilities in the correct order. This section will examine how you can train different abilities at the same time.

7.1 Guidelines 7.1.1. In the Reference Material, refer to the section Training Athletic Abilities: Summary and

Key Points (pgs. 23-24). Given your practice plan from the pre–task activity 2.2 (Game Plan – “Spend a Few Minutes”), which athletic abilities appear to be trained?

7.1.2. Refer to the table on pg. 17 of your Coach Workbook where you identified athletic

abilities that should be emphasized and others that should be avoided given your athletes’ age. Are the athletic abilities trained by your practice appropriate for your athletes’ age? YES ( ) NO ( ) If you answered YES, modify your activity on pg. 17 of your Coach Workbook to make it as consistent as possible with the proposed guidelines for training this particular athletic ability. If you answered NO, modify your activity so that it develops an athletic ability that can be emphasized, given your athletes’ ages. The modifications you make must suit the majority of your athletes.

Individual reflection: The purpose of this reflection is to describe how to plan your activity so that it develops a basic skill AND develops an athletic ability appropriate to basketball and to athletes’ age AND can easily be modified for different skill levels. However, this may not always be possible, and some activities that are designed primarily to develop a skill may not lend themselves to training an athletic ability. At this


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stage, ask yourself this: Now that you’ve modified your activity, are there any possible impacts on the changes you made on pg. 17 of your Coach Workbook?

7.1.3 Discuss with another coach how you changed your activity (1) to meet the skill level of your athletes and (2) to train a physical ability adapted to their age. Be sure to point out how your modifications match the Reference Material sections, Activity Planning Guidelines for Various Stages of Skill Development (pg. 21) and Detailed Guidelines for Developing Athletic Abilities (pg. 25) {for the ability you chose}.

Activity Skill being taught Modification to teach and athletic ability

Activity Athletic Ability being taught Modification to teach a basketball skill

7.1.4 ACTION CARD – Use your Action Card (page 36) and note what you will do differently in

the future when planning an activity that can develop both a skill and a physical ability.


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8. Planning for Safety One of the key elements that every coach must consider is athlete safety. Planning for safety is an important step in preventing injuries and responding appropriately if an injury occurs. This section will examine how you can plan for safety in your basketball practices.

8.1 Prevention – Pre Task Activity 4 Game Plan: “Prevention”

8.1.1 Check the Reference Material sections, Sport Safety through Risk Management (pg. 34)

and Strategies for Managing Risk (pg. 35). Are there some risk factors you forgot or other preventive measures you can take to make your practices safer?

8.2 Emergency Response Assume the practice you developed in the pre-task activity 2.2 (Game Plan: “Spend a Few Minutes”) is taking place. While you’re working with a group of athletes, another athlete comes to you in a panic and tells you that two athletes have just collided and that they knocked their heads together hard. One appears to have lost consciousness and seems disoriented. !8.2.1. Write what you would do below, step by step, if you were faced with this situation.


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8.2.2 Compare your steps with those of another coach. Based on the steps you just listed in 8.2.1., and your discussions with the other coach, create an Emergency Action Plan (EAP) that can be used to guide your response if an accident occurs at a practice. Use the blank Emergency Action Plan (EAP) Worksheet on the following page to do this. You can create an EAP either on your own or with another coach.

8.2.3 Check that your EAP is consistent with the Reference Material section, Emergency Action

Plan Checklist (pg. 39) and Steps to Follow When an Injury Occurs (pg. 42).


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Emergency Action Plan (EAP) Worksheet !

!!!!!!

!


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Your learning facilitator will provide you with some additional information on injury and injury prevention. Please note that this workshop deals with the prevention of injury and your responses if an injury occurs. It does NOT prepare you to make a medical intervention with an injured athlete. It is highly recommended that you take a first-aid course or have someone who has first-aid training on site with you at all times during practices.

8.2.4. When you return home, sign in to The Locker (thelocker.coach.ca) and take the eLearning module “Making Headway in Sport”. This module is designed to help you gain the knowledge and skills required to ensure the safety of your athletes. It covers: What to do to prevent concussions, how to recognize the signs and symptoms of a concussion, what to do when you suspect an athlete has a concussion, and how to ensure athletes return to play. This type of injury may have long-term consequences for the overall health of the athlete if you do not respond according to these guidelines.

8.3 Liability 8.3.1. Check the Reference Material section, Coach Liability (pg. 43). If you don’t understand

the meaning or implications of any of the information you read, please ask the Learning Facilitator for clarification.


with regard to safety (prevention, emergency response, and liability).

http://thelocker.coach.ca


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9. Debriefing Your Plan

9.1. Planning Practices to Enhance Athlete Development and Safety

9.1.1. Have a look at the practice that you created in your pre-task activity 2.2 on pg. 6 (Game Plan: “Spend a Few Minutes”). Based on the analysis of your basketball program and long-term player development, identify recommendations on how you might structure the practice to promote athlete development. For each recommendation, provide a brief rationale.

9.1.2. You will be asked to share one or two of your recommendations with other coaches in

the workshop. In the space below, indicate recommendations from other coaches that you may not have considered.


when structuring your practices.


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10. Putting It All Together Now that you have analyzed various considerations that impact your practice plan, it is important to examine how these considerations affect weekly and daily practices. This section will allow you to consolidate all of the pieces that you have learned into well planned practices. 10.1 Enhancing Your Practices We all talk about the importance of making practices fun and motivating for the athletes, but what does this really mean? 10.1.1. Complete this sentence in as many ways as you can: Athletes are motivated at

practice when…

10.1.2. Compare your notes with those of other coaches and consult the Reference Material

section, Five Criteria to Develop Challenging Activities that Motivate Athletes to Learn (pg. 47). Can you add some of these ideas to your list?


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10.2. Planning Your Practice Using the Basketball Practice Planning Tool (pg. 31) that follows, design a practice that is consistent with the work you’ve done throughout this workshop. Use the Planning a Practice Checklist below to guide your planning. Take into consideration the guidelines that apply to the age group you coach and the abilities you want to train.

Planning a Practice Checklist Structure and Organization

!! The practice is organized and well-structured (introduction; warm-up; main part; cool-down; conclusion).

!! The duration of the practice is appropriate for the age and ability level of the athletes.

!! Full use is made of available facilities and equipment to achieve the practice goals.

!! Activities are designed so there is minimal waiting time for athletes during the practice.

!! The transition from one activity to the next is planned in such a way as to minimize the time wasted.

!! In the main part of the practice, activities are sequenced optimally relative to each other.

Nature of the Activities

!! The practice includes a variety of activities.

!! Athletes have sufficient practice time during each activity.

!! The activities have well-defined goals.

!! The activities are adapted to the skill and fitness level of the athletes.

!! The activities are appropriate to the growth and development stage of the athletes.

!! Practice conditions are adapted to the stage of skill development the athletes are at.

!! The activities present exciting and reasonable challenges to the athletes, and are chosen or designed so that athletes succeed 2 out of 3 times.

Safety

!! Potential environmental, mechanical, and human risk factors have been considered, and the activities are designed accordingly.

!! An Emergency Action Plan is available.


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Basketball Practice Planning Tool Date

Coach Name

NCCP#:

Surname First Name

Athlete Information LTAD Stage Practice #

Number of Athletes Athlete Age Range/Gender Amount of

time Time in season

Equipment required

Athletic abilities emphasized

Skills emphasized

Concepts emphasized

Practice Segment

Time Allocated Activity Key points

Intro

duc

tion

Wa

rm-u

p

Ma

in P

art

Coo

l- D

own

Con

clus

ion


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10.2.1. Once you’ve finished, pair up with another coach and assess each other’s practice based on the evidence in the Practice Planning Evaluation Tool on pg. 33 of your Coach Workbook.

10.2.2. ACTION CARD – Compare the practice you designed in the pre-task activity 2.2 (Game

Plan – “Spend a Few Minutes…”) with the one you just designed. Note the changes you’ve made or aspects you will now consider when planning practices.

10.2.3. Note any final remarks or ideas with regard to practice planning that you may have.


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Plan a Practice Evaluation Tool

Coach NCCP #: Surname First Name

Plan a Practice

Mark Evidence of Achievement Comments Scoring

Org

aniza

tion

Goal identified 0 1

Date, Time, Location, Athletes?

Not there. N

o evidence a

pp

ears on p

lan.

All there. Sufficient d

etail of evid

ence.

Logistics identified

Goal consistent to LTAD

Main segments evident

Timeline identified

Key factors identified

TOTAL POINTS

Emer

genc

y A

ctio

n Pl

an

•! Emergency phones

•! Directions and Map

•! Medical Profiles

•! First aid kit

•! Designated ”Charge Person” and “Control Person”

TOTAL POINTS Mark Evidence of Achievement Comments Scoring

App

ropr

iate

Act

iviti

es

•! Activities are described 0 1 2 3

•! Appropriate time allotted

No evid

ence present.

Some evid

ence. Plan ha

s limited

deta

il and

insufficient a

ccuracy to m

eet overall criteria

. A

different coa

ch would

have d

ifficulty im

plementing the pra

ctice.

Good

evidence. Pla

n has sufficient d

etail a

nd

accura

cy to meet overa

ll criteria. A

different

coach could

implem

ent the practice.

Exceptional evid

ence. Plan ha

s excellent deta

il a

nd a

ccuracy to m

eet overall criteria

. Plan

would

assist a

different coa

ch in enhancing the

practice. •! Maximize skill development

•! Activities include key factors

•! Athletic abilities integrated

•! Duration consistent with LTAD

•! Safety identified

•! Activities link to goal

TOTAL POINTS

Rank (NI, MS, ES) Planning Element NI = Needs

Improvement MS = Meets

Standard ES = Exceeds Standard

Identifies appropriate logistics for practice < 5 6 7

Design an emergency action plan < 5 5

Identifies appropriate activities in each part of the practice < 8 9–14 (No 0s) > 15

Evaluator

Signed Date

Evaluator Surname First Name


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Self-Assessment # 1 This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies and identify areas of strength and areas for improvement. Rate your ability to structure a practice and seasonal program. For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE: _____________________

I plan practices that are well-organized by… Never Sometimes Often Always

Identifying my athletes’ ages, abilities, and performance levels on the plan

1 2 3 4

Indicating a clearly defined goal for my athletes that is consistent with their growth and development stage

1 2 3 4

Including an introduction, warm-up, main part, cool-down, and conclusion on the practice plan

1 2 3 4

Outlining on the plan the facilities and equipment needed to achieve practice goals

1 2 3 4

Indicating a timeline for the practice 1 2 3 4 Identifying factors that need to be checked to ensure safety (environmental, mechanical, etc.)

1 2 3 4

Designing activities that are safe (environmental, mechanical, etc.) 1 2 3 4

Indicating adaptations that will assist athletes returning from injury 1 2 3 4

I structure my yearly or seasonal training plan by… Never Sometimes Often Always

Identifying the schedule of competitions during the year or season 1 2 3 4

Identifying the total number of competitions in the year or season 1 2 3 4

Organizing the plan into appropriate periods (preparation, competition, and transition)

1 2 3 4

Indicating the length of each period 1 2 3 4


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Identifying the number of training sessions in each period 1 2 3 4

Identifying the length and frequency of training sessions in each period 1 2 3 4

Prioritizing competitions during the year or season in terms of their importance 1 2 3 4

My seasonal plan promotes athlete development because I have… Never Sometimes Often Always

Calculated the ratio of training to competition opportunities 1 2 3 4

Determined whether the athlete’s training-to-competition ratio is consistent with growth and development norms

1 2 3 4

Reflected on whether there are enough training opportunities to develop the athlete’s potential

1 2 3 4

I have designed an Emergency Action Plan that specifies Never Sometimes Often Always

The location of telephones (cell or land lines) 1 2 3 4

Correct emergency telephone numbers 1 2 3 4 A medical profile for each athlete under my care 1 2 3 4

The location of a fully stocked first-aid kit 1 2 3 4 Designated roles for a Call Person and a Person in Charge 1 2 3 4

Directions for reaching the practice site (map, address, etc.) 1 2 3 4


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11. Action Card !Date: ______________________________ Location: ___________________________

I intend to STOP…

I want to MAINTAIN…

I want to INCREASE …

I want to DECREASE …

I intend to START…


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12. Great Ideas !

!!

New friends in coaching from this workshop… !For coaching tips and more information

about coaching workshops, visit the Coaching Association of Canada

website at:

http://www.coach.ca

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Make Ethical Decisions Module - Coach Workbook

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CANADA BASKETBALL

MAKE ETHICAL DECISIONS MODULE


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1.!Introduction

1.1 Purpose of Document •! This Coach Workbook is your record of what you did and what you learned in the Make

Ethical Decisions workshop. The Coach Workbook has been designed to help you work on your own, after the workshop, to improve even more as a coach. We therefore recommend that you save your workbook and consult it regularly to ensure continuous improvement of your coaching skills.

•! This workbook refers often to Reference Material, a document developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Make Ethical Decisions workshop.

1.2 NCCP Core Competencies As you progress through this module, you will work on developing core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leadership, and interaction. Here are just some of the ways these competencies come into play in the Make Ethical Decisions workshop: Problem-solving

•! Apply a formal six-step decision-making process •! Find a solution to a complex situation that involves a moral dilemma •! Handle conflict with dignity

Valuing •! Differentiate between situations with legal and ethical implications •! Understand the rationale for the NCCP Code of Ethics and the values on which it is

based •! Refer to the NCCP Code of Ethics when making a decision •! Appreciate the hierarchy of values in a moral dilemma •! Move from me to we as a coach and teach this value to athletes •! Understand the balance between play, training, and competition

Critical Thinking •! Evaluate options for decision or action, given the decision-making process followed

and the possible consequences of the decision or action •! Compare current knowledge, skills, and attitudes with the information provided in the

Reference Material •! Appreciate how the NCCP Code of Ethics might influence future decisions


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Leadership •! Make decisions that influence others •! Assume the responsibility in the decision-making process and for the actions that follow

that comes with being a leader •! Implement an action plan to carry out a decision •! Assist athletes in assuming, understanding, and accepting leadership roles

Interaction •! Exchange ideas and interact with other coaches •! Explain the rationale for a decision to other coaches •! Role of character development in a healthy team / community

1.3 Learning Outcomes After finishing this module, coaches will be able to apply a process for making ethical decisions that is based on the NCCP Code of Ethics. In particular, they will be able to:

•! Establish the facts in a situation •! Decide whether the situation involves legal or ethical issues •! Identify their options and possible consequences •! Evaluate their options •! Choose the best option •! Implement their decision •! Begin to teach and model the important values needed by young athetes to play in a

team sport envirnoment •! Be able to see the big and little picture when involved in a youth sport envirnoment

1.4 Overall Context This module is one of many offered by Canada Basketball in conjunction with the National Coaching Certification Program (NCCP). For more information on Canada Basketball and the NCCP, visit the Canada Basketball website and the Coaching Association of Canada website!

http://www.basketball.ca/coaching

http://www.coach.ca


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1.5 Workbook Topics Part 1 Character Development

•! Character and community •! Balance between competition and play •! Handle conflict with dignity •! Coaching leadership •! Moving from Me to We

Make Ethical Decisions There are eight topics related to making ethical decisions in this workbook:

•! Your starting point •! The ethical decision-making process •! Establishing the facts in a situation •! Deciding whether the situation involves legal or ethical issues •! Identifying your options and possible consequences •! Evaluating your options •! Choosing the best option •! Implementing your decision


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Quiz: True or False 1.! Sport builds character. T/ F

2.! The definition of community is "friendliness based on shared interests, and a sense of obligation." T/F

3.! The definition of team is "yoked together". T/F

4.! Sportsmanship is an important skill that must be taught and reinforced. T/F

5.! The DeCoubertin Award is the Olympic Sportsmanship award. T/F

6.! Children need to play games in order to develop new skills. T/F

7.! Boys are naturally more competitive than girls. T/F

8.! Competition means “to strive together”. T/F

9.! Play is an important component of a child’s healthy development. T/F

10.!Laughter is a good indication that children are playing. T/F

11.!Conflict is a natural component of sport. T/F

12.!Aggression implies an intent to harm. T/F

13.!Fighting and acting up is more likely to occur when kids are engaged in active and competitive play. T/F

14.!The best way to handle group conflict is to ignore it. T/F

15.!Best practices increase incidents of conflict. T/F

16.!96% of children surveyed said coaches were a greater influence than parents or teachers. T/F

17.!“A” type personalities do not tend to make good coaches. T/F

18.!The coach is the single most important factor in the youth sport environment. T/F

19.!Shame will increase a child’s desire to improve. T/F

20.!Actions speak louder than words. T/F

21.!The original goals of youth sport were to develop better citizens. T/F

22.!Children equate winning with success. T/F

23.!The majority of children surveyed said they would rather play on a losing tean than sit on the bench and win. T/F

24.!70% of children quit sport by age 13 because it isn’t fun. T/F

25.!As basketball coaches, we should only be concerned with what happens in basketball. T/F

!!


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2.!Your Starting Point 2.1 To Play or Not to Play 2.1.1. Discuss the case and your answer with two or three other coaches. Do you agree with

the positions of other coaches regarding the nature of the issues in the situation or are there fundamental differences in opinion among you?

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2.1.2. Review the information in the table below. Identify the factors that influenced your decision and highlight others that might be relevant but that you didn’t consider. Think about how these factors might come into play in the decision-making around To Play or Not to Play.

Factors that May Influence Your Decision

Internal Influences

Previous Experiences Personal Values Personal Circumstances

•! Past experiences with a similar issue

•! Results, positive or negative, of previous decisions in a similar situation

•! Family education •! Academic training •! Religion and beliefs •! Age and maturity

level •! Factors linked to

ethnicity or culture

•! Employment •! Level of action •! Ambitions and plans •! Reputation •! Relations with others

External Influences

Economic and Political Aspects Seriousness of Situation Organizational, Institutional,

and Social Aspects

•! Economic or financial impact of decision

•! Potential political or human rights impact of situation

•! Urgency of decision •! Individuals directly

affected •! Number of individuals

directly affected

•! Relations and links with: "! Official bodies "! Individuals "! Communities

•! Relevant standards or social conventions

Other Factors (If any)

•! •! •! •! •! •! •! •! •!

The Reference Material: Factors that May Influence Decision-Making in an Ethics Situation (pg. 65) contains a more detailed description of these factors.


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3.!The Ethical Decision-Making Process Let’s look again at To Play or Not to Play, but this time, let’s use an ethical decision-making process. The ethical decision-making process used in this workshop has six distinct steps and it depends heavily on the NCCP Code of Ethics. The Code provides a set of guiding principles that coaches can draw on in their decision-making. The Code is reproduced in the Reference Material (pg. 69) for this workshop. The six steps in the process are:

1.! Establish the facts in a situation

2.! Decide whether the situation involves legal or ethical issues

3.! Identify your options

4.! Evaluate your options

5.! Choose the best option

6.! Implement your decision


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4.!Establish the Facts in a Situation (Step 1)

4.1 Looking Again at to Play or Not to Play 4.1.1. Recall To Play or Not to Play and the decision you made about it in your pre-task activity.

Working with 2 or 3 other coaches, identify the facts in the situation and record them in Column 1 of Worksheet 1 on the next page. If necessary, refer to the section of the Reference Material (pg. 60) called Step 1 — Establish the Facts in a Situation.

Note: Once this exercise is completed, set Worksheet 1 aside for the time being.


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Worksheet 1: Establishing the Facts in a Situation Column 1:

The Facts of the Situation Column 2:

Ethical Issues Column 3:

Options and Their Possible Consequences

The situation has legal implications: YES ( ) NO ( )

If yes, what do you do?

•! Well-being, health, or safety of people, short- or long-term

•! Safety at competition site •! Emergency preparedness •! Unnecessary level of risk •! Appropriate use of authority in best

interests of athletes •! Self-esteem of athletes •! Conflict of interest •! Competency, level of training, or

scope of practice of coaches or persons in authority

•! Loyalty, keeping of commitments, or keeping of one’s word

•! Privacy or confidentiality •! Harassment •! Equity and equality •! Respect and dignity •! Observance of established

principles, team rules, or organizational policies and procedures

•! Observance of rules and regulations in sport

•! Fair play •! Maintaining dignity and self-control •! Respect for officials and their

decisions

Option 1: Do nothing Possible consequences Option 2: ________________________________ Possible consequences Option 3: ________________________________ Possible consequences Option 4: ________________________________ Possible consequences Option 5 _________________________________ Possible consequences

!


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5.!Decide Whether the Situation Involves Legal or Ethical Issues (Step 2)

!5.1 Are the Issues Legal or Ethical? 5.1.1. Read the section called Step 2: Determine Whether the Situation Involves Legal or Ethical

Issues in the Reference Material (pg. 60), especially the examples of situations that have legal implications. Listen as the Learning Facilitator describes a situation that may involve legal or ethical issues and then take 5 minutes or so to discuss the situation with two or three other coaches.

5.1.2. Does the situation have legal implications? ( ) YES ( ) NO 5.1.3. What are the reasons for your answer?

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5.2 Identify the Ethical Issues The NCCP Code of Ethics is a guide you can use at various stages of the ethical decision-making process. The Code specifies the standards of behaviour that coaches are expected to demonstrate in certain areas (coaching responsibility, for example, or integrity in relations with others).


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5.2.1. Answer the questions in the table below regarding actions and behaviours that might occur. These questions are based on the NCCP Code of Ethics and they will help you identify possible ethical issues.

Key Questions to Ask when Identifying Ethical Issues in Sport

Is there a potential issue with… Is this question relevant

in this situation? (YES or NO)

Why is this question relevant?

•! Health and safety of athletes now or in future?

YES NO •!

•! Competition site safety? YES NO •!

•! Emergency preparedness? YES NO •!

•! Unnecessary risk to athletes? YES NO •!

•! Authority being exercised or the best interests of the athletes being considered?

YES NO •!

•! Self-esteem of athletes? YES NO •!

•! Conflict of interest? YES NO •!

•! Competency, qualification, certification, or scope of practice?

YES NO •!

•! Loyalty, keeping of commitments, or keeping of one’s word?

YES NO •!

•! Privacy or confidentiality? YES NO •!

•! Harassment? YES NO •!

•! Equity and equality of treatment of individuals?

YES NO •!

•! Level of respect and dignity shown to individuals?

YES NO •!

•! Breaking of an organization’s rules or policies?

YES NO •!

•! Violation of the rules and regulations of sport?

YES NO •!

•! Fair play? YES NO •!

•! Dignity and self-control in personal behaviour?

YES NO •!

•! Respect shown for officials and their decisions?

YES NO •!


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5.2.2. Discuss the questions that seemed important to you with other coaches and explain why you found them important.

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! 5.2.3 Are there questions not listed in the table on pg. 49 that could help identify ethical issues?

If there are, list them below.

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! 5.2.4. Now, read the entries in Column 2 of Worksheet 1 on pg. 47 and put a checkmark beside

the statements that are relevant to To Play or Not to Play. !!


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6.!Identify Your Options and Possible Consequences (Step 3) This step of the decision-making process involves identifying your options for decision or action. You do this by asking yourself some questions from the Reference Material. 6.1.1. Refer to the section Step 3: Identify Your Options and Possible Consequences in the

Reference Material (pg. 64). Answer the questions on the options for decision or action for the coach in To Play or Not to Play.

In this situation, the coach could:

•!

•!

•!

6.1.2. Discuss the options available to the coach in To Play or Not to Play with other group members and record them in the third column of Worksheet 1 (pg. 47).

6.1.3 For each option, identify possible consequences and record them in Column 3 of

Worksheet 1 on pg. 47. Note that the consequences may be positive or negative — pros and cons.


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7.!Evaluate Your Options (Step 4) 7.1.1. Use the table on the next page to determine the extent to which each of the options you

identified in Worksheet 1 (page 47) upholds NCCP standards of behaviour.

•! Consider Option 1.

•! Read the first statement in the first row of column A ‘Coach is Expected to’.

•! Ask yourself whether Option 1 upholds this standard of behaviour. If it does, put a checkmark in the Option 1 column. If it doesn’t, leave the Option 1 column empty.

•! Repeat this for each statement in the ‘Coach is Expected to’ column for Option 1.

•! Once you’ve evaluated Option 1 in the light of each statement, do the same for each of the other options you identified in Worksheet 1 (Options 2, 3, 4, and 5 as appropriate).

•! Total the number of checkmarks associated with each option.


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Worksheet 2: Evaluating Your Options

Principles A coach is expected to:

(expected standards of behaviour) Option Number

1 2 3 4 5

Physical safety and health of

athletes

Ensure training or competition sites are safe at all times Be prepared to act appropriately in case of emergency Avoid placing athletes in situations presenting unnecessary risk or that are beyond their level

Strive to maintain the present and future health and well-being of athletes

Coaching responsibly

Make wise use of the authority of the position and make decisions in the interest of athletes

Foster self-esteem among athletes Avoid deriving personal advantage for a situation or decision Know one’s limitations in terms of knowledge and skills when making decisions, giving instructions or taking action

Honour commitments, word given, and agreed objectives Maintain confidentiality and privacy of personal information, and use it appropriately

Integrity in relations with

others

Avoid situations that may affect objectivity or impartiality of coaching duties Abstain from all behaviours considered to be harassment or inappropriate relations with an athlete

Always ensure decisions are taken equitably

Respect

Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion or age

Preserve the dignity of each person in interacting with others Respect the principles, rules, and policies in force

Honouring sport

Strictly observe and ensure observance of all regulations Aim to compete fairly Maintain dignity in all circumstances and exercise self-control Respect officials and accept their decisions without questioning their integrity

Number of behavioural standards consistent with Options 1 through 5 =


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8.!Choose the Best Option (Step 5) !8.1 Reviewing Your Scoring !8.1.1. Refer to your scoring for your options on pg. 53. What option has the highest score?

Record that option below.

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8.2 Checking Your Decision

8.2.1. Read the section on moral dilemmas in the Reference Material: Moral Dilemmas and Ethical Decision-Making (pg. 73). Is there an ethical dilemma in this case? What, if any, values and ethical principles are competing? Discuss your views with other coaches. Clearly state any dilemma you identify and write your answer below.

In this case, there is a conflict between preserving the principle of ………………………….. ……………………………………………………………………………………..……….……………… ……………………..…… which competes with the principle……………………………………… …………………………………………………………………………………………….……………….. 8.2.2. Does the option with the highest marks preserve the principle of DO NO HARM? In other

words, does it maintain athletes’ physical, emotional, and psychological safety? ( ) YES ( ) NO 8.2.3 Would you make the same decision in all similar cases? ( ) YES ( ) NO Note: If you answer YES to the questions, you can be confident that the option you have chosen is the best one under the circumstances.


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8.2.4. State your decision in terms of the NCCP Code of Ethics. My decision in the case of To Play or Not to Play is to:

This is consistent with maintaining this core principle from the NCCP Code of Ethics:

My choice is also consistent with the expectation that a coach should:

8.2.5. Share your decision with another coach, saying why you feel the choice you made is the

best course of action under the circumstances. Answer any questions the other coach has.

8.2.6. Think about the decision you made and your explanations for your decision. How does

the decision compare with the one you made more spontaneously in the pre-task? Which aspects are the same? Which are different?


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9.!Implement Your Decision (Step 6) Once you’ve made the best decision possible, you need to think carefully about how to put it into action. This section will help you carry out an action plan to solve an ethical problem while still showing respect for the people involved. 9.1.1. Identify who needs to know. Consider carefully who needs to know about or be involved

in the implementation of the action plan.

9.1.2. Think about what may happen. Consider the likely outcomes of your decision and write

down how you will manage any consequences.


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9.1.3. Write down what you will do if your first plan of action doesn’t work. Consider who to contact and what level of authority you should now involve in this situation.

9.1.4. ACTION CARD - Use your Action Card (pg. 68) to note what you will do differently now when dealing with ethical situations.


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10.! Optional Activities

The activities in this section are optional. Follow the instructions of the Learning Facilitator. !

10.1 Applying the Ethical Decision-Making Process in a Personal Situation

10.1.1. Describe an ethical situation you have had to manage or you know about and you want to analyze in detail because of its importance to you. If there is no single situation that comes to mind, team up with another coach and analyze his or her situation together.

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!!10.1.2. Using the worksheets on the following two pages, apply Step 1 through Step 4 of the

ethical decision-making process to your situation. Then proceed to 10.1.3.


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Worksheet: Establishing the Facts in a Situation Column 1:




The situation has legal implications: YES ( ) NO ( ) If yes, what do you do?

•! Well-being, health or safety of people, short- or long-term









decisions

Option 1: Do nothing

Possible consequences

Option 2: ________________________________


Option 3: ________________________________


Option 4: ________________________________


Option 5 _________________________________


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Worksheet: Evaluating Your Options



1 2 3 4 5


athletes

Ensure training or competition sites are safe at all times ! ! ! ! !Be prepared to act appropriately in case of emergency ! ! ! ! !Avoid placing athletes in situations presenting unnecessary risk or that are beyond their level

! ! ! ! !

Strive to maintain the present and future health and well-being of athletes ! ! ! ! !



! ! ! ! !

Foster self-esteem among athletes ! ! ! ! !Avoid deriving personal advantage for a situation or decision ! ! ! ! !Know one’s limitations in terms of knowledge and skills when making decisions, giving instructions, or taking action

! ! ! ! !

Honour commitments, word given, and agreed objectives ! ! ! ! !Maintain confidentiality and privacy of personal information, and use it appropriately

! ! ! ! !


others

Avoid situations that may affect objectivity or impartiality of coaching duties ! ! ! ! !Abstain from all behaviours considered to be harassment or inappropriate relations with an athlete

! ! ! ! !

Always ensure decisions are taken equitably ! ! ! ! !

Respect

Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion, or age

! ! ! ! !

Preserve the dignity of each person in interacting with others ! ! ! ! !Respect the principles, rules, and policies in force ! ! ! ! !

Honouring sport

Strictly observe and ensure observance of all regulations ! ! ! ! !Aim to compete fairly ! ! ! ! !Maintain dignity in all circumstances and exercise self-control ! ! ! ! !Respect officials and accept their decisions without questioning their integrity ! ! ! ! !

Number of behavioural standards consistent with Options 1 through 5 = ! ! ! ! !


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10.1.3. Refer to your scoring for your options on pg. 60. What option has the highest score? Record that option below.

10.1.4. Does the option with the highest marks preserve the principle of DO NO HARM? In other

words, does it maintain athletes’ physical, emotional, and psychological safety? ( ) YES ( ) NO 10.1.5. Would you make the same decision in all similar cases? ( ) YES ( ) NO !10.2 Are the Issues Legal or Ethical? 10.2.1. Read Situation A and Situation B below. Situation A At the end of a series of qualifying competitions for the 13-14 age group, one of your athletes has not secured a spot to compete at the regional championships. This is a dedicated young athlete who tries hard and attends all training sessions. After the competition, you’re in the stands when you notice this child and his parents together in a corner far away from the group. You can hear the parents, because their voices are raised. They are criticizing the child’s performance, calling him an embarrassment to the family. They are telling him that he is the only one of their children who has failed to meet the regional standards, and he will be grounded for the next while so that he can think about his lack of effort and ‘wimpiness’ when it really counted. Situation B You’re coaching a group of 14-15 year-old athletes and they have just finished a competition. You are somewhat frustrated because they underperformed. After talking with the group and airing what went well and what you would work on in the next practice, the athletes go home and all seem to be in good spirits. On the way to your car in the parking lot, you witness an athlete that you coach cowering below the raised hand of her father who is yelling that he is disgusted by her performance and that she has no talent. On several occasions you’ve noticed dark bruises on the athlete’s face, arms, and legs. Whenever you asked her where her bruises came from, she claimed to be a klutz, to have fallen downstairs, or bumped into objects.


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10.2.2. Do you see any fundamental differences between these two situations? What are the differences, and what do you think causes them?

10.2.3. Now, discuss your answer with other coaches and share your points of view. Then,

check Step 1 - Establish the Facts in a Situation in the Reference Material (pg. 60). What facts can you establish in each situation?

10.2.4. Check Step 2 - Determine Whether the Situation Involves Legal or Ethical Issues (pg. 60)

in the Reference Material. Then, determine if either situation has legal implications.

In my opinion, Situation A has legal implications ( ) YES ( ) NO

In my opinion, Situation B has legal implications ( ) YES ( ) NO ! !


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11.! Worksheets The next two pages contain blank worksheets you can use for making ethical decisions. These are the same worksheets you used during the workshop.


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Worksheet 1: Establishing the Facts in a Situation Column 1:




The situation has legal implications: YES ( ) NO ( ) If yes, what do you do?

•! Well-being, health or safety of people, short- or long-term









decisions

Option 1: Do nothing


Option 2: ________________________________


Option 3: ________________________________


Option 4: ________________________________


Option 5 _________________________________


!


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Worksheet 2: Evaluating Your Options !



1 2 3 4 5


athletes

Ensure training or competition sites are safe at all times ! ! ! ! !Be prepared to act appropriately in case of emergency ! ! ! ! !Avoid placing athletes in situations presenting unnecessary risk or that are beyond their level

! ! ! ! !

Strive to maintain the present and future health and well-being of athletes ! ! ! ! !



! ! ! ! !

Foster self-esteem among athletes ! ! ! ! !Avoid deriving personal advantage for a situation or decision ! ! ! ! !Know one’s limitations in terms of knowledge and skills when making decisions, giving instructions, or taking action

! ! ! ! !

Honour commitments, word given, and agreed objectives ! ! ! ! !Maintain confidentiality and privacy of personal information, and use it appropriately

! ! ! ! !


others

Avoid situations that may affect objectivity or impartiality of coaching duties ! ! ! ! !Abstain from all behaviours considered to be harassment or inappropriate relations with an athlete

! ! ! ! !

Always ensure decisions are taken equitably ! ! ! ! !

Respect

Ensure that everyone is treated equally, regardless of athletic potential, race, sex, language, religion, or age

! ! ! ! !

Preserve the dignity of each person in interacting with others ! ! ! ! !Respect the principles, rules, and policies in force ! ! ! ! !

Honouring sport

Strictly observe and ensure observance of all regulations ! ! ! ! !Aim to compete fairly ! ! ! ! !Maintain dignity in all circumstances and exercise self-control ! ! ! ! !Respect officials and accept their decisions without questioning their integrity ! ! ! ! !

Number of behavioural standards consistent with Options 1 through 5 = ! ! ! ! !


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12.! Self-Assessment This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement.

Rate your ability to use a process for making ethical decisions based on the NCCP Code of Ethics.

For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE: _____________________

I make ethical decisions when I coach by… Never Sometimes Often Always

Ensuring that I gather the facts before responding to situations involving ethical issues

1 2 3 4

Knowing the difference between situations involving legal issues and those involving ethics

1 2 3 4

Ensuring that I report situations involving legal issues to the appropriate authorities 1 2 3 4

Reflecting on whether situations that have ethical implications involve the safety or health of individuals in both the short- or long-term

1 2 3 4

Respecting the established principles, rules (team rules, rules of the game, etc.), and policies of my sport organization

1 2 3 4

Reflecting on whether situations that have ethical implications, involve obligations, loyalties, or responsibilities to the individuals concerned

1 2 3 4

Reflecting on whether individuals in a position of authority have used their power inappropriately

1 2 3 4

Ensuring that everyone involved is treated fairly and equally 1 2 3 4

Reflecting on whether the goals sought by the group or individuals could influence how I respond to situations that have ethical implications

1 2 3 4


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Respecting standards of behaviour and practices that are generally considered acceptable in my sport

1 2 3 4

Showing respect for everyone involved 1 2 3 4 Keeping information confidential and respecting the privacy of those involved 1 2 3 4

Reflecting on whether my personal values may influence how I respond to situations that have ethical implications

1 2 3 4

Identifying at least two solutions before responding to situations that have ethical implications

1 2 3 4

Identifying the consequences of the solutions I have considered 1 2 3 4

Identifying the consequences of the solutions I have considered 1 2 3 4

Choosing the solution that best reflects the principles of the NCCP Code of Ethics 1 2 3 4

Validating that the solution I have chosen reflects the “do no harm principle” 1 2 3 4

Developing a plan for implementing the solutions I have chosen 1 2 3 4

Implementing strategies that deal with the consequences of the solutions I have chosen

1 2 3 4

Reflecting on whether my solutions have the desired effect on the individuals involved

1 2 3 4

Critically reflecting on whether my solutions will provide future benefits to the individuals and programs involved

1 2 3 4

!!!

Thank you for your participation in the Make Ethical Decisions module. We encourage you to complete the online evaluation

for this module. Please visit www.coach.ca and click on this icon to start:

http://www.coach.ca


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13.! Action Card !Date: ______________________________ Location: ___________________________

I intend to STOP…






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12. Great Ideas !

!!



website at:

http://www.coach.ca


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Workshop Wrap-up and Evaluation

1. Take a few minutes to share ideas of what you learned and exchange contact information.

2. Please complete a workshop evaluation form; your feedback is important.

Certification

Canada Basketball and the National Coaching Certification Program thank you for the time you dedicate to coaching. Your efforts make a difference in the lives of those you coach.

Congratulations on completing the workshop!

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Modified Games Module - Coach Workbook

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CANADA BASKETBALL

MODIFIED GAMES MODULE


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Long-Term Athlete Development ACTIVITY #1 Partner with another person who coaches a similar age and gender of athlete. Review the LTAD chart that was completed in the Pre-Task Activity #2 on pg. 30 (Game Plan: “Long Term Athlete Development”). Compare and contrast your answers. ACTIVITY #2 Look at the Reference Material: Growth and Development Considerations (pg. 79). Identify with your partner key developmental qualities that need to be considered when working with athletes of this age.


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LTAD Suggestions

General: Psychosocial: Learning: Physical: Preferences: To avoid:

How does this knowledge impact the following items:

Length of season (in weeks)

Total number of practices & games in the season /

Total number of practices & games per week /

Practice to game ratio /


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ACTIVITY #3 Refer to the chart from the Pre-Task #3 on pg. 31 (Game Plan: “Long Term Athlete Development”) that you completed and compare your answers. ACTIVITY #4 Now that you know what you would like to have as part of your LTAD plans, answer the following questions as part of the large group.

A) Do the athletes that you coach have the necessary skills to compete at their level of

play? If they do not have the skills, why is this the case? B) Do you feel that the league, club, or you as a coach sufficiently meet the LTAD needs

of your players? If not, what areas could be improved upon?


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The Competitive Coaching Philosophy ACTIVITY #5 Complete the continuums below by asking yourself what your approach to coaching athletes is in this stage of development should be. Circle the number on the arrow to indicate your response. Once you complete your own chart, then transfer your answers (by using your initials) onto the continuum posted around the room.

Winning w

Develop

Comments:

Global Player (by skills)

2 Specialized (by skills)

Comments:

Equal Participation

2

Top Players Play

Comments:

Set Plays

Concepts

Comments:

Basketball should be fun

w

Basketball must be serious

Comments:

Multi-Sport Participation

e

Basketball Only

Comments:

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6


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As well, go back to the Pre-Task Activity #4 on pg. 32 (“The Competitive Coaching Philosophy” on Game Plan). Review how your athlete responded to the questions. Following this review of material, draw your own conclusions as to what sport means to players and their parents and therefore what it should mean to you as their coach.

On the scales posted around the room, place an “X” where you fall on the continuum. Once everyone is finished, you can place sticky dots that are provided by the learning facilitator and flag any concerns.

Red – Stop – I strongly disagree Green – Go – I strongly agree Yellow – caution – I need more information

Once everyone has completed this task, a large group discussion will take place.

Conclusions:


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Managing the Teaching Process Understanding Your Own Learning Style – Individual Reflection: How I Learn Best ACTIVITY #6 What sources of information, situations, and experiences are most effective in promoting your own learning? In other words, how do you learn best and what helps you most to learn new things?

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Discover Your Learning Style ACTIVITY #7 Complete the following questionnaire to find out your preferred learning style.

My Preferred Learning Style – Questionnaire

The following questionnaire is designed to help you discover your preferred learning style. To a large extent, your preferred learning style is linked to the sensory channel (hearing, seeing, feeling) you use the most to learn. In the 21 situations described in the following questions, circle the option (A, B, or C) that best describes your personal experience. When you’ve answered all the questions, read the analysis and interpretation of your answers in the Reference Material “Recognizing Preferred Learning Styles” on pg. 84.

What Happens When: 1.! You’re preparing a technical learning sequence for the next month:

A. You make lots of gestures with your hands while you think. B. You draw up a diagram to help you clarify a few key ideas.

C. You prepare a detailed plan of the content of the coaching sessions.

2. You’re getting ready to write up work for the course you’re taking:

A. You are taken aback by the pile of paper. B. You feel tired even before you begin. C. You regret waiting until now to get to the work. 3. You’re off to practice:

A. You are delighted to see that the sky is clear. B. You hear birds singing and it is really delightful. C. You yawn and wish you could stay in bed. 4. You go into the coffee shop and the first thing you notice is:

A. The sounds of conversations. B. Your colleague’s beautiful smile. C. The smell of coffee. 5. You go to get some colleagues who are supposed to be participating in a meeting:

A. You see that they’re chatting and don’t hear the meeting is about to start. B. You hurry them along so that they get into the room as quickly as possible. C. You see that they are not ready to go into the meeting.


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6. You walk into a room to begin a presentation:

A. You hope the heating will be switched on soon; it’s cold in the room. B. You notice the walls are painted an ugly colour.

C. You’re upset by the athletes who continue chatting.

7. You walk into a room to start a presentation:

A. The whispering is intriguing. B. You notice that two difficult athletes are sitting next to each other. C. You’re not sure where to be: sitting down or walking up and down.

8. An athlete comes to see you to ask you a question:

A. The fact that he/she is looking anxious is not a surprise. B. You wonder what’s behind his/her approach. C. You’re amused that he/she is coming to see you. 9. You’re writing an important article for your athletes:

A. Your hand will go to sleep if you go on any longer. B. You try to figure if your handwriting is legible. C. You really like these rolling ball pens. 10. Your athletes don’t understand an explanation:

A. You immediately think about how to explain it another way. B. You’re surprised at the number of puzzled faces in front of you.

C. You’re not pleased; you don’t like this kind of situation. 11. Two athletes challenge the coach, and you notice:

A. That it makes everyone uncomfortable. B. That they speak without asking permission. C. That they look very angry. 12. Some athletes ask to discuss a problem that everyone in the organization is talking

about:

A. You think their request is out of line. B. You’re touched by their request.

C. You note that the other people present agree with the request.

13. The athletes are surprised when you announce the next special activity:

A. Even though it’s been in the schedule for a long time. B. Even though they know what to do anyway. C. Even though you’ve repeated it several times.


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14. You’re off to a competition:

A. You notice your new shoes are very comfortable. B. You’re delighted to see the smiling faces of the people who are hosting you. C. You check the numbers several times to be sure everyone’s there.

15. You’re summoned to your boss’s office:

A. You’ve decided to stand firm on this issue. B. You wonder whether this is a good omen.

C. You re-read the secretary’s note to see if you can find an explanation.

16. A meeting is just about to start:

A. You notice person X isn’t there. B. You work out how long the meeting will last by figuring on ten minutes per

agenda item. C. You notice you’ve chosen a more comfortable seat than last time.

17. You approach the parents of some athletes with whom you’ve arranged a meeting:

A. You notice they have a slight regional accent. B. You extend your hand to them spontaneously. C. Just a moment! You thought they were older than this. 18. A supervisor walks into your work area:

A. You find he/she has a pleasant voice. B. You find him/her pleasant. C. You have a dry throat. 19. In the cafeteria, you’re swallowing the last few mouthfuls of your meal:

A. You’ve enjoyed the meal. B. The conversation around you isn’t loud: so much the better! C. You find the colour of the dishes brighter than usual. 20. Some athletes come and go during your presentation:

A. You look at your notes several times to find where you were because they distracted you.

B. You’re put off by the coming and going. C. You’re inwardly furious. 21. Once the day is over, you go home and you:

A. Congratulate yourself for the successful moments of the day. B. Think back over the good moments of the day. C. Enjoy sitting down after a day on your feet.


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Interpretation Table The table below shows what kind of learning each answer in the questionnaire represents. For example, choosing the answer B for the first question indicates a visual learning style. For each situation in the questionnaire, circle the letter that corresponds to your answer for the situation. Now, find the total for each of the three columns in the table. To do this, assign A answers the value 1, B answers the value 2, and C answers the value 3, and add the values for each column. The column with the highest total represents your primary learning style.

Situation Visual Auditory Kinesthetic 1 B C A

2 A C B

3 A B C

4 B A C

5 C A B

6 B C A

7 B A C

8 A B C

9 B C A

10 B A C

11 C B A

12 C A B

13 A C B

14 B C A

15 C B A

16 A B C

17 C A B

18 B A C

19 C B A

20 A C B

21 B A C

Total


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The Art of Blending Together and Loading Activities The old saying, "players are made in practice" is one every player should pay attention to, but as a coach this has a special meaning. Practices are where the coach is in the spotlight. This is where you must be prepared by having the right activities planned to meet the needs of your athletes. Remember that you are preparing your athletes for their upcoming competitions. So, how can we best prepare them? Is it with drills? Is it with modified games? Is it with scrimmages? Maybe our needs would be best served by blending them together? How can coaches learn to “load” activities so that game-like situations are simulated? The reality is that all of these teaching tools can and should be used to help meet your needs in practice. How you use those tools on their own and how you use them together is a part of what is called the “art of coaching”.

1.!How Different Learning Styles Could Affect My Coaching ACTIVITY #8 In small groups, reflect on the loading demonstration that was presented by the learning facilitator. Refer to the Stages of Skill Development chart found on pg. 90 of the Reference Material. How could the existence of different learning styles (visual, auditory, and kinesthetic) and the different stages of skill development affect how you coach? What concrete steps could you take to give each athlete the opportunity to learn in his or her preferred way?


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ACTIVITY #9

In the Pre-Task you were asked in Task #6 (pg. 35) to prepare a drill (Game Plan: “Managing the Teaching Process”. At this point, you may be asked to present that drill in front of the group. Discussion regarding the drill and how it may be loaded will take place.

ACTIVITY #10

In the Pre-Task, you were asked in Task #7 pg. 37 to prepare a game (Game Plan: “Modifying the Game to Help Athletes Learn”. At this point, you may be asked to present that game in front of the group. Discussion regarding the drill and how it may be loaded will take place.

!ACTION CARD - Use your action card from the back of this workbook (pg. 92) and make notes

of what you will do differently when looking at the types of activities or the design of those activities for your practice.


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2.!Explanation and Demonstration ACTIVITY #11 Revisit your drill. Place in the chart below some details as to how you might explain and demonstrate the drill.

Drill or Activity:

Key phrases to use or points of emphasis in the demonstration

Where should I stand?

Where should the athletes be located?

How can I debrief the athletes? (i.e., What would I ask them? What would I want to reaffirm?)

How can I emphasize an athletic ability?

How can I load the drill physically, mentally, or socially emotionally?

How can I emphasize a life skill (leadership, responsibility)?

Where can I use guided offence or defence?


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ACTIVITY #12 Repeat with your game.

Drill or Activity:

Key phrases to use or points of emphasis in the demonstration

Where should I stand?

Where should the athletes be located?

How can I debrief the athletes? (i.e., What would I ask them? What would I want to reaffirm?)

How can I emphasize an athletic ability?

How can I load the drill physically, mentally, or socially emotionally?

How can I emphasize a life skill (leadership, responsibility)?

Where can I use guided offence or defence?

ACTION CARD - Use your action card from the back of this workbook (pg. 92) and make notes

of what you will do differently when giving instructions or demonstrating to your athletes.


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3.!Error Detection (Observing the Athlete) When athletes are performing a task, coaches must ensure that they are viewing the correct things. By observing the right things, it allows us to gather the most precise information in order to provide appropriate feedback. ACTIVITY #13 The Learning Facilitator will provide you with a visual of an athlete shooting a ball. Look in your Reference Material (pg. 92) at the Referent Model. Complete the table below. Sport: Basketball Context: Introduction to Competition

SKILL OUTCOME Key Performance Indicators / Factors

1

Analysis of Causes

Priority

H / M / L

Key indicators for intervention (GAP) Common Corrective Measures

Equipment

Environment

Affective

Cognitive / Mental

Physical / Motor


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Technical

Fundamental

ACTIVITY #14 Place your main correction on the flip chart at the front of the room. Vote with the coloured dots on your feelings about the other corrections you have seen. ACTION CARD - Use your Action Card from the back of this workbook (page 92) and make

notes of what you will do differently when observing your athletes.


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4.!Error Correction (Feedback and Questioning) ACTIVITY #15 Once again, observe the same visual of the athlete shooting. Refer to your Reference Material - Giving Appropriate Feedback (pg. 96). In a small group, give an example of the intervention you would give.

Types of Intervention Behaviours or Actions by the Coach

A. Repeating

1.! Repeat instructions

B. Explaining / Correcting

2.! Explain how to do it right (verbal or reference point)

C. Helping

3.! Reassure, encourage, motivate, start over

D. Adapting

4.! Use different equipment or practice areas. Reduce difficulty level or give more time


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ACTIVITY #16

Watch the video of the coach conducting a drill.

What I would say to help the coach improve his feedback is…

What could the coach do to improve his explanation/demonstration?

What could the coach do to improve his error detection/correction?

ACTION CARD - Use your Action Card from the back of this workbook (pg. 92) and make notes of what you might do to use questioning to enhance learning for your athletes.

E. Observe 1.! Describe what the athlete has just done

F. Question 2.! Ask the athlete to explain or demo


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5.!Nutrition and Hydration ACTIVITY #17 During the Cool-Down step held in the gymnasium, a debriefing period will take place to discuss the Pre-Task #8 pg. 41(Game Plan: “Nutrition”). As well, other points regarding nutrition will be talked through. Respecting Some Basic Principles in Sport Nutrition: Strategies for Keeping Athletes and their Parents Informed ACTIVITY #18 In the spaces below, make a note of ways you could keep your athletes and their parents informed about the following: (1) the importance of good nutrition for athletes; (2) the basic principles to respect before, during, and after activity. Concentrate on the ways you could use to get your message across rather than the content of the message. In other words, concentrate on HOW could I get my message across, NOT what do I have to tell them.

Strategies for Influencing Athletes How could I get my message across?

Strategies for Influencing Parents How could I get my message across?

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6.!Debriefing the Athletes Debriefing athletes after a game or a practice is a helpful coaching tool that serves two purposes: •! It forces the players to look back at what they have just done in order to determine what

went well, what they learned, and what they could improve on for the next day.

•! It gives you, the coach, a chance to reflect on what just happened and to evaluate how the players responded to your words and actions.

ACTIVITY #19 With a partner, write in the space below sample questions that you may ask your athletes following a practice that just finished.

Questions to ask your athletes after a practice that has just finished:

ACTION CARD - Use your Action Card from the back of this workbook (page 92) and make

notes of what strategies you might use to debrief your athletes.

On your own, review the following questions and be prepared to share your thoughts with the large group.

1. How would the wording of your questions differ if you were posing it to a 10-year old versus a 15-year old?

2. Do you feel it would be beneficial to ask debriefing questions of your players so that

you guide them in a direction that you want? Or, should you let them select areas that they were most concerned or excited about?


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Action Card !Date: ______________________________ Location: ___________________________

I intend to STOP…






93

Great Ideas !

!!



website at:

http://www.coach.ca


94

Workshop Wrap-up and Evaluation

1. Take a few minutes to share ideas of what you learned and exchange contact information.

2. Please complete a workshop evaluation form. Your feedback is important.

Canada Basketball and the National Coaching Certification Program thank you for the time you dedicate to coaching. Your efforts make a difference in the lives of those you coach.

Congratulations on completing the workshop!

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Coach Workbook

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NCCP – COMPETITION INTRODUCTION LEARN TO TRAIN: … · 2016. 6. 28. · Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train - Coach Workbook