UKA Athletics Coach Induction Pack v2 Jan 2013

8/13/2019 UKA Athletics Coach Induction Pack v2 Jan 2013

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A T H L E T I C S C O A C H

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CONTENTS

4 Introduction

5 UKA Coach Education Scheme

6 Coaching Pathway

7 The Athletics Coach

8 Programme Information

9 Supported Practice

10 Programme Requirements

11 Assessment Requirements

12 Pre Course Home Study

14 Behaviour Management: Managing the Athletes

15 About Me

17 Athlete Development

22 How Learning Takes Place

25 What-2 Know About the Events

26 What-2 Know About the Events - Running

28 What-2 Know About the Events - Jumping

29 What-2 Know About the Events - Throwing

30 Coaching Process

33 Self Assessment Template

34 Links

35 Good Luck

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WELCOME

I would like to both thank and welcome you in your decision to progress towardsbecoming qualified as a UKA Athletics Coach. Athletics depends upon the significantcontribution that is given by volunteers on a daily basis to deliver and inspireathletes throughout the UK. With the legacy of the 2012 Olympic Games in Londonand 2014 Commonwealth Games in Scotland we are preparing ourselves for notonly a successful games but an increase in interest, participation and volunteeringacross both coaching and officiating. Athletics needs enthusiastic, engaging andknowledgeable coaches equipped with the correct technical knowledge and skills toshare this with athletes. The Athletics Coach programme has been developed to ensurethat coaches have experience of a broad range of athletics events and are equipped withthe technical knowledge and skills to develop these abilities in athletes.

This course provides a foundation and is the starting point for your coaching journey. It is by practicing, sharingideas and continuing to learn you will improve your knowledge and skills as a coach and continue to learnthrough both formal and informal coach development opportunities.

Thank you for the contribution you are making towards the development of athletes and athletics in the UK. Weall have a significant role to play in the advocacy and the legacy of athletics post 2012 and we appreciate youtaking up the challenge to enhance the profile of Athletics.

UKA Chief Executive - Niels de Vos

Congratulations on making the commitment to become a licensed athletics coach. The philosophy

underpinning the Athletics Coach programme is to educate coaches to a base knowledge of the principlesof running, jumping and throwing and to provide a sufficient level of technical detail to develop skill in theathletes. The Athletics Coach programme has been developed to ensure that you experience a broad rangeof athletics events and are equipped with both the technical knowledge and skills to develop these abilitiesin athletes. Athletics Coaches will begin to leave this programme with an appreciation of the fundamentalsof movement and how this relates to athletic skills development. The programme is designed to create ageneration of coaches where technical knowledge, understanding and application supports the foundationsof future athletic development and performance. The difference between this new programme and theUKA courses that preceded it is the range of events and technical knowledge required to be learnt, and theexperience and standards required before a UKA Coach license is awarded. The investment of time required tobecome a truly world class coach is estimated as 10 years plus. It is important that you view this programme asthe beginning of your coach education. Once qualified your choice of personal development and specialisationis driven entirely by your individual needs and aspirations.

The Athletics Coach programme is the beginning of a lifelong journey into the world of athletics coaching. Thisis the your first step on the ladder and a formal stage of becoming qualified and licensed by UKA as an AthleticsCoach. The successful completion of the programme marks the beginning of a long term investment into yourown coach development with support available through the Home Country Athletics Associations.

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INTRODUCTION

Welcome to the Athletics Coach qualification. We hope that you have had the opportunity to put into practicethe skills you have learnt since starting on the Coaching Assistant course and have developed good coachingnetworks with other coaches in your area.

The Athletics Coach qualification is a 6 month development process to becoming qualified and licensed as aUKA Athletics Coach. The taught part of the course is three days in duration, however this should be viewed aspart of a longer developmental process to become licensed to coach unassisted.

The programme carries with it the expectation of candidates completing pre-course study, supported practiceincluding the planning, delivery and evaluation of coaching sessions. The programme features an assessmentelement therefore there is additional work to complete to address the assessment requirements.

Please note that the expectation of merely attendance on the three days will not be sufficient to meet theassessment criteria of the Athletics Coach programme. Candidates embarking on this course must do so in theknowledge that it will require an investment in their time to complete the work necessary for success at the

assessment stage.

Throughout this programme you will be required to work in conjunction with a support coach. This role is vitalin your individual success on the programme. If your club is unable to provide you with a support coach contactyour Regional / National Coach Education contact who will be able to signpost you to appropriate supportcoaches in your area.

This induction pack is an introduction to the UKA Athletics Coach Programme and should be read beforeattending the first weekend and also prior to day 3. The pack provides information about the structure andcontent of the course, it will take a few hours to read and complete the pre-course work.

The course has been structured to assist you in applying core knowledge into your coaching. If you have

previously attended the Coaching Assistant course, you are strongly advised to re-read your workbook notesand revisit the uCoach website Coaching Assistant section http://coaching.uka.org.uk/qualifications/coaching-assistant-award/

You are also required to complete the assignments with this induction pack to prepare for the course. There isno spare time on the course for the tutors to cover material available as part of the pre-course element of theprogramme. Candidates will be at a disadvantage early on if they have not completed this work, consequentlylate applications onto the Athletics Coach programme are ill advised. We would expect candidates to havecompleted the pre-course element in the two weeks leading up to the first day of the programme.

If you have not done the new Coaching Assistant course, that is not a problem. We recognise some people willhave done the UKA Level 1 or 2 courses and some may have qualified as a UKCC Level 1 coach. This inductionpack, in conjunction with the material that is on the website, should bring you up to speed ready for the course.

However you should be prepared for additional independent study by viewing all the Coaching Assistant coursematerial to adequately prepare for the Athletics Coach programme.

When qualified your licence will insure you to coach unassisted, therefore UKA will adopt stringent assessmentprocedures to ensure that the standards necessary to achieve this qualification are met before it is awarded.This process will support you as a coach, the athletes with whom you are working and the integrity andstandards of the UKA Athletics Coach Qualification.

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UKA COACH EDUCATION SCHEME

UKA recognises the vast contribution of volunteers and provides them with significant support and trainingto ensure their roles are both enjoyable and fulfilling. One of the key objectives is to create a thriving and wellsupported coaching capacity throughout all levels of the sport.

UKA is committed to developing a forward looking and comprehensive coach education and training schemethat will meet the needs of coaches at all levels and help athletics coaches to become better coaches. Thequalifications aim to provide athletes at all levels with suitably and appropriately qualified coaches that willenable them to attain their own goals and, for those with the talent and desire, to achieve their full athleticpotential.

The coaching structure has been based on the needs of all athletes from novice to world class. The structurealso reflects the multi disciplinary nature of athletics; providing coaching qualifications that lead to coachingspecialism in all running, walking, jumping and throwing events. It mirrors the pathway athletes follow oncethey come into the sport.

This can be seen on-line at uCoach (our dedicated website for coaches) with both the Athlete DevelopmentPathway http://coaching.uka.org.uk/document/uka-athlete-development-pathway/from-filter/ and CoachDevelopment Pathways http://coaching.uka.org.uk/qualifications/coach-education-and-pathway/. Some of thetasks in this Induction Pack will ask you to refer to certain pages of the uCoach site from both the CoachingAssistant and Athletics Coach sections.

On successful attainment of the Athletics Coach qualification, coaches will be able to help athletes developtheir range of movement skills and techniques across 7 event areas (running for speed, running for endurance,running over obstacles, jumping for height, jumping for distance, push throw for distance, pull throw fordistance). This will then enable the athletes to identify a group of events to specialise in as they develop andeventually opt for a single or multiple event specialisation. Should the coach want to mirror this progress, thenthey can do so at a later stage.

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COACHING PATHWAY

The UKA Coach Licensing scheme qualifies you to coach in a specific area or audience. This can be seen on theCoaching Pathway where areas for specialism are:

• Children (between the ages of 8 and 12 years old)• Foundation Stage Athletes (beginner / novice athletes coming into the sport)• Event Group Stage Athletes (athletes who are competent at running, jumping and throwing and have chosen

and are training for a group of events (Sprint/Hurdling, Jumps, Throws, Endurance, Combined Events,Wheelchair Racing)

• Event Specialism – athletes who have selected and are training for improved performance in one or twoevents only.

As the qualifications become more specialised, the development from club athlete to elite athlete becomesmore apparent. By specialising in a specific area/audience coaches will focus on the analysis of skill andtechnique and how it is developed appropriate to the athletes they are working with.

The qualifications have been designed to equip the Coach with skills and knowledge that will enable them todeliver athletics activities that are appropriate to the stage of development of the athletes. These principlesare integrated throughout the courses.

In addition to the formal coach education structure there are a number of Continual Professional Development(CPD) opportunities coaches may undertake to further their coaching in any specific direction that is of interest

to them. Should a Coach wish to change direction and work with a different athlete type, this can be donethrough CPD opportunities. All training opportunities are competence-based; they are concerned with assistingcoaches to develop specified competences rather than simply providing knowledge. They are intended to beopen, accessible, inclusive and flexible.

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THE ATHLETICS COACH

The Athletics Coach is an advocate of the sport; planning, delivering and reviewing sessions to developtechnical athletics skills and physical capabilities of the athletes they are working with.

In planning the Athletics Coach will construct training programmes to develop a solid foundation of both skillsand fitness as a basis for future athletics training and performance. Training sessions should be delivered in anenjoyable, engaging, inclusive and developmental environment that encompasses a range of athletics activitiesthat are appropriate to the athletes stage of development.

Ideally the Athletics Coach will be operating in a team environment working with a range of Athletics Leaders,Coaching Assistants and other coaches in the planning and delivery of these programmes. UKA and the HomeCountry Athletics Associations promote a culture of coaching co-operation and collaboration by providingfurther opportunities for formal learning and coach development. The Athletics Coach programme is a formalstep towards becoming licensed as a Coach, however this is only the first step of your coach development journey.

This programme advocates a multi - event approach in the development of athletes. By commencing onthis pathway you will be expected to coach and develop your technical knowledge across a range of events.Candidates should ensure they have access to athletes and training groups where this is possible. Coachesshould gain experience coaching, observing, analysing technique and devising training programmes across arange of events.

If you are already working with athletes in one specific event group, you will have to show that you can planfor their development in event specific running jumping and throwing. For example - throwers should execute jumping movements correctly, therefore you will need to analyse their jumping technique accordingly.

Without access to athletes who can develop in the run, jump and throw areas you will find it difficult to addressthe assessment requirements of the programme.

Successful completion of the Athletics Coach qualification will enable you to coach the range of seven eventareas identified. The course delivery spans a period of 6-8 months. The time it takes an individual coach tocomplete the entire learning programme (incorporating off-course supported practice and assessment)may vary in length of up to 2 years. The role of an Athletics Coach is to plan, implement, analyse and revisecoaching programmes that enable athletes to develop physically and mentally. As reassessments are notinclude in the original course fee, if you do not feel entirely ready then please do spend more time developingyour knowledge and skills.

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PROGRAMME INFORMATION

The proposed delivery of the UKA Athletics Coach programme is as follows:

You are expected to attend all 3 days of the course, be fully involved and willing to engage in micro-coachingsessions. This course is about your learning and application to your coaching. You will be encouraged toanalyse your own coaching and provide feedback to your peer coaches.

The Coaching Diary is a written piece of work that demonstrates your coach development and competencelevel. The diary should be a detailed account of your coach development using the athletes that you areworking with to complete the information. The diary MUST be submitted 6 weeks prior to your chosen practicalassessment day. This will ensure sufficient time for it to be marked by an assessor and for any additional workto be submitted. The diary must be successfully completed in order to progress to the practical assessmentday.

We would strongly recommend not rushing to book a place on the first available assessment date if you havebeen unable to complete the coaching required during the supported practice periods or the work in yourCoaching Diary is incomplete. Incomplete diaries will be returned and your place on the assessment date willbe delayed. Incomplete diaries will need reassessing at additional cost to the coach.

A guide to assisting you in completing the Coaching Diary is available. Athletics Coaches Assessment Guidance

for Candidates will provide you with tips, advice and samples to help you complete this work.

Pre- Course Home StudyIt is vital that you arrive for each day of the course sufficiently prepared. The days delivery is fully packedwith knowledge and activities and the tutors will be unable to backfill any preparation work that has not beencompleted.

Prior to each course day, there will be an element of home study in preparation. All course resources can beaccessed through the uCoach website. You should ensure that you have read the pre-course information andcompleted any activities required.

Course Programme Time Frame

Induction Pack and Home Study 8 hours

Course Weekend – Days 1 and 2 2 days over one weekend

Supported Practice Period and Home Study 1 4-6 weeks

Course Day 3 1 day

Supported Practice Period and Home Study 2 12-16 weeks

Assessment Structure Time Frame

Coaching Diary Approx. 32 hours

Practical Assessment Day 4 1 day

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SUPPORTED PRACTICE

You are required to practice and implement the new coaching knowledge and skills acquired at the coursethrough an extended period of supported practice over the duration of the programme. This has beenstructured to:

• Provide you with an opportunity to put into practice the application of the knowledge and skills• Work specifically on areas identified in your action plan (personal coaching goals)• Provide a record of coaching (assessment assignments); this will form part of your final assessment

(session plans)• Engage in self-reflection of your long-term coach development and for it to become regular practice

(session evaluations) and to share your reflective experiences with your Support Coach• Observe and learn from other coaches – peer coaches as well as more experienced coaches.

You are encouraged to observe and work with as many coaches as practical, so it may help you to consider inadvance who you might ask. These coaches are asked to:

• Allow you to observe their coaching sessions• Co-coach or allow you to lead components of their sessions• Observe sessions you have planned and provide feedback (in relation to your personal coaching goals).

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PROGRAMME REQUIREMENTS

Coaches undertaking the qualification should be aware that to fulfil the assessment criteria they must beworking with athletes and developing their skills across the 7 event areas (running for speed, running forendurance, running over obstacles, jumping for height, jumping for distance, push throw for distance, pullthrow for distance). These athletes will be profiled throughout the written work. For coaches to specialise in coaching a single specialised technical event, they must have completed theAthletics Coach qualification.

Coaches should be working with the athletes on a regular basis to maintain consistency in the assignmentsparticularly in relation to planning. The role of the Athletics Coach is linked to short to medium term planningaround the athletes skill and physical developmental needs. You will require access to athletes that are able totrain across a range of events and a Support Coach to assist you. Those coaches planning to work in a specificevent group, you will need to show that you can identify correct technique in all areas - not just where you planto specialise.

By attending the course in its entirety and by accessing the resources via uCoach, you will be in the bestpossible position to undertake an assessment.

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ASSESSMENT REQUIREMENTS

Not only must your Coaching Diary submission be completed in full, it must meet certain criteria. This informationis covered in much more detail in the Athletics Coach Assessment Guidance for Candidates document.

Please ensure you refer to this document, prior to completing your Coaching Diary. It is designed to help youprepare your work in sufficient depth to meet the assessment standards on your first submission.

You will need to be able to show that you can correctly:

• Establish the needs of the athlete across the 7 events• Identify the key technical features across the 7 events• Plan, deliver and evaluate a short term plan of 8 weeks, that develops appropriately the needs of the

athlete/s.• Establish your coach development needs – about what you know, how you apply it and show that you can

develop it effectively• Answer a series of questions relating to health and safety and developing the athlete

Guidance for candidates with particular assessment needsCoaches with reading or writing difficulties are eligible to be assessed orally or be entitled to assistance.Coaches with a physical impairment will be permitted to utilise an assistant during the assessment. Anyrequests for particular assessment needs must be made by the coach when registering for the programme.Coaches are entitled to support to meet their needs and all requests considered justifiable will be granted.Details of particular assessment needs must be included on the application form.

Coaches with UKA Qualifications at Level 1 or aboveIt is essential that coaches holding a current UKA Level 1 qualification complete additional reading beforeembarking on the UKA Athletics Coach qualification. There are areas of underpinning knowledge not coveredon the UKA Level 1 programme, which require assessment under the new format; consequently there are

additional areas of knowledge which they may not have had access to. This bridging mechanism will provideunderpinning information and activities on these areas to support coaches in their preparation for thecommencement of the Athletics Coach qualification.

As part of the induction process for the Athletics Coach, current level 1 UKA coaches will need to read all areason the uCoach website covering the COACHING ASSISTANT course material and this Induction Pack.

In particular you should review:• Coaching Assistant Induction Pack• UKA Task Cards for the Athletics Leader and Coaching Assistant course• On Track 4 Cards – these replace the bugs you may have been introduced to on previous UKA courses• Balance and Coordination (Coaching Assistant and Fundamental Movement Skills video)

• Intervention Strategies (Coaching Assistant)

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PRE COURSE HOME STUDY

1. Background Reading

The following should be read prior to attending day 1 of the course:

Athlete Development Pathwayhttp://coaching.uka.org.uk/document/uka-athlete-development-pathway/

Coaching Qualifications and Pathwayhttp://coaching.uka.org.uk/qualifications/coach-education-and-pathway/

Review Coaching Assistant Manual and Workbook http://coaching.uka.org.uk/qualifications/coaching-assistant-award/coaching-assistant-post-course-supporting-information/

Read the Session Plan templatehttp://coaching.uka.org.uk/qualifications/coaching-assistant-award/coaching-assistant-award-pre-course-

material/

2. Preparation ActivityAbout Me Read and completeAthlete Development ReadHow Learning Takes Place ReadTechnical Knowledge – What-2 Coach Read Starting Read

Accelerating Read Running Read Throwing Read Jumping Read

The Coaching ProcessPlanning training ReadCoaching Process Skills Review – How-2 Coach Read

Self AssessmentCoaching Knowledge and Skills Self- Assessment Complete

3. ShareOn returning to day 3 of the course you will be asked to share information from your athlete profiles andsession plans to contribute towards discussion and learning. Coaches should be prepared with this informationprior to day 3.

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THE ATHLETICS COACH

The purpose of this section is for you to start identifying areas of your coaching that will need to be developedover the period of the programme.

Firstly we should look at the role and responsibilities of an Athletics Coach. If you refer to the CoachingAssistant Induction Pack, you can refresh your memory of the general roles and responsibilities of a CoachingAssistant. However, as an Athletics Coach these are extended to:

• Identifying, planning for and continually evaluating the development needs of the athletes• Supervising Coaching Assistants or Athletics Leaders in the delivery of whole sessions or parts of sessions• Managing the safety and welfare of all those under your supervision (athletes and helpers)• Educating athletes on competition rules• Education of team managers, club officials, parents on appropriate competition for athletes

We also need a clear picture of our coaching practice and how it affects athletes. The majority of what we dois based around the learning of new movement or reinforcing existing correct technique. Therefore another of

our responsibilities is to ensure we must understand:

• Athletes and how they develop as individuals• Application of anatomy and physiology – explored through coordination, balance, strength, flexibility,

endurance, energy systems• Technique• Tactics and rules and how they apply to the athletes in our charge.

As the assessment process is designed to check if you know about the events you are coaching and also theprocess you follow to coach them, you need to be able to analyse your own performance.

At the end of this document is a Self Assessment Template where you can score yourself on both of these areas.

On course we help you identify what you do and do not know. This should then help the coach in establishingan action plan to develop these needs. Furthermore, the course allows extended practice at observing andanalysing movement. It’s all very well seeing the movement but then determining the most appropriate actionand implementing it takes practice.

The assessment process looks at how well you have analysed your performance, what you have done about itand how you have gone through the learning process.

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BEHAVIOUR MANAGEMENT: MANAGING THE ATHLETES

One of the key areas we are now looking at for coaches to be better at is managing larger groups of athletes.This might be done in conjunction with a Coaching Assistant or Athletics Leader and if so, you may need toguide them occasionally.

The first step in dealing with inappropriate behaviour – if it does occur, is of course safety. An immediate step inmay be required should anyone be at risk. The next step is then to identify what the underlying reason is for theless than ideal behaviour.

Have a good look at the athlete and ask yourself are they:

• Bored - Are the activities too easy, unchallenging, repetitive or not suitable for their stage of development?• Unmotivated – Towards what they are doing in this group. Does the athlete want to be there, are they

interested in athletics or is it babysitting, are they only enthusiastic about one event group (i.e. throws), arethey in the right group for their interests and to meet their needs, are they tired, do they have other thingsgoing on outside athletics that are on their mind?

• Experiencing lack of success – is there an imbalance between winning and losing, is there sufficient focuson developing skill, are the activities set at too high a skill level for the athlete, does the group organisationnot reflect differences in skill levels, are they comparing themselves and their performances with moretalented younger athletes at this stage, are they growing and their coordination is affected?

• Having problems outside the sport – Are there issues at home and or school, has there been a house orschool move, parental break up, death in the family, significant life event, bullying, abuse.

• Attention seeking – is the athlete seeking attention from coaches, someone else, peers, approval, do theyseem like they have something to prove to the group.

• Anxious or worried – Are they actually frightened by success or failure in the activity? Sometimes successcan raise expectations of others and for themselves. Failure can create a sense of anxiety and damage theirfeelings of self esteem.

Struggling with learning or developmental issues – athletes will have different processing abilities and mayfind the coaching style does not fit with their learning style. An athlete with Attention Deficit Disorder (ADD)or Attention Deficit Hyperactivity Disorder (ADHD) may find listening for long periods difficult and they may belabelled as exhibiting poor behaviour when this is not the case. An understanding of the athletes’ backgroundshould help to clarify the situation and assist the coach and Coaching Assistant in supporting all athletes toencourage their learning and development.

You may also want to refer to the behaviour management scenarios that were used as part of the AthleticsLeaders course for further guidance http://coaching.uka.org.uk/qualifications/leaders_awards/athletics-leaders-award/athletics-leader-post-course/

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ABOUT ME

1. What activity have you engaged in to continue your learning since completing your last coachingqualification/award?

2. Who have you worked with to support you in your coaching, what was their role, i.e. support coaches,mentors, or technical advisors?

3. Why do you want a Athletics Coach qualification?

4. What are your personal coaching goals and aspirations?

5. How would you like your coaching to develop in the next 2 years?

6. Do you require any assistance in locating support coaches, mentors etc as you complete this qualification?

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ABOUT ME (CONT...)

Make a note of any questions or concerns you may have about the UKA Athletics Coach programme or itsrequirements – bring them to the course.

If these questions have not been answered prior to the course, be sure to raise them with the tutor (s) duringthe course.

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ATHLETE DEVELOPMENT

UKA has a clearly defined athlete development model. The model in its entirety can be read on uCoach.Here we present a summary of the key stages and their features that are relevant to the Athletics Coachprogramme.

On the first day of the course you will be expected to complete an exercise identifying the characteristics ofathletes in different stages of development. Use this information to assist you in your preparations.

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ATHLETE DEVELOPMENT

Foundation and Event Group DevelopmentBetween the ages of 11-15 (girls) and 12-16 (boys) athletes undergo major changes in physical development

that affect skill and psychological development. Having confidence in their ability to carry out basic skills iscrucial in their performance development and whether they choose to participate in athletics or not.

At this stage the appropriate balance between training volume, intensity and competition must be maintained ifthe athlete is to achieve their optimum potential. Many athletes plateau during the later stage of their careersdue to an over emphasis on competition instead of training in this period.

The start of this stage coincides with the growth spurt; this provides coaches with a key reference point. Groupsthat have been based on chronological age need to be split into individual programmes, or groups basedon where athletes are in terms of their technical, tactical and physical development. This allows athletes ofsimilar abilities to train together. As these changes occur at different times, the athletes will begin to developdifferent training capabilities at different times. Training programmes need to be individualised, which will bechallenging for the coach to manage but is very important.

As the athletes’ growth accelerates in adolescence the limbs typically grow before the trunk. This may meanthat the athletes’ co-ordination will suffer. Coaches should reinforce the athletes’ confidence in their skillabilities, and use many skill and co-ordination drills to improve co-ordination. Due to these physical changesthe athletes can now sustain demanding, longer duration speed-endurance and high-intensity repetitiontraining. Aerobic conditioning should include continuous, fartlek and interval training. Care needs to be takento avoid excessive weight bearing aerobic work that can result in conditions such as Osgood Schlatters’disease.

Athletes will start to specialise in a group of events and should be encouraged to retain at least one technicalevent. Technically, the focus is on refining skills and introducing tactics. Mentally continue working oncommitment, independent goal setting, perception of pressure and realistic performance evaluation. During this

stage, the focus is still very much on training and competition goals should be more about process than outcome.

Athletes coming into the sport late, might have preconceived ideas about the events they would like to do orpotentially a single event. We should remember to look at the overall movement skills of running, jumpingand throwing as regardless of what event they choose, the basic movements will be important to their overalltraining. An example of this is when medicine balls are used to help condition the body. If they are being throwneffectively, the movement should resemble the mechanics of throwing.

The Specialisation and Performance stages will be explained in the subsequent courses of the coach educationprogramme. The athletics activities you will deliver and practise as an Athletics Coach will relate to the firstthree stages of the athlete development pathway. The full athlete development model can be read on theuCoach site http://coaching.uka.org.uk/document/uka-athlete-development-model-document/from-filter/

Psycho-behavioural (mental skills training)Psycho-behavioural skills training is an important and sometimes overlooked factor in an athlete’s development.Even from an early age skills such as confidence and imagery can have a positive effect on an athlete’sdevelopment. Coaches can observe strong mental characteristics in athletes at quite a young age which mayindicate future sporting success, perseverance, resilience and commitment. At an elite level the psychologicaledge can mean the difference between winning and losing out on an Olympic medal. As with any training it takestime to develop, starting to build these foundations at an earlier age will help later on in the athlete’s career.

Many people believe that athletes either do or do not possess the necessary mental attributes to be successful.However, in the same way that you can train the body to perform better, you can train the mind. Qualities likeconcentration and self-confidence are often deemed to be essential to successful performance. Both can be

enhanced by learning specific techniques e.g. through imagery or use of routines. Goal setting is a powerfultechnique for building commitment.

It is important to realise that mental skills training should not be seen as a remedial activity for athletes whohave particular weaknesses but a skill that can and should be developed in all athletes.

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ATHLETE DEVELOPMENT

Lifestyle and SupportIt is important to remember that for most, athletics is a hobby and fits around a large variety of other lifestyle

factors such as school education and work, other sports, family and friends, religious practices or sociallife. At whatever level the athlete is training or performing at it is important to keep in context of the wholelifestyle balance for the athlete and the coach. Coaches should educate athletes regarding hydration andnutrition as well as stressing the importance of adequate rest, recovery and getting enough sleep. Knowledgeof their involvement in other sports and physical activities is also essential to ensure they are not overloadingthemselves by participating and competing in too many sports without sufficient rest. During times of externalstress such as exams, house moves, going to university, family break ups, bereavement athletes should beable to ease off training. When illness or injury occurs time off or decreased training should be encouraged.

While athletics is important, it is important for athletes to retain some balance in their lives. Training must befitted in and around other commitments. Balancing all these different requirements is difficult; coaches needto be aware of all the competing pressures and may need to be willing to help athletes cope. Get to know yourathletes well enough to be able to help them to realise that life outside sport is important.

Help your athlete to:• Accept that school education and qualifications are important; very few performers are lucky enough to

become a full time athlete• Appreciate the support they gain from their families• Retain friends from outside athletics• Spend time on hobbies and other sports• Find sufficient time for rest and recovery

To do this, you may need to:• Build good relationships with each athlete• Reduce their training time and load when there are other important pressures in their lives (e.g. exams)

• Liaise with parents and teachers to ensure that athletes do not over commit themselves, have sufficientrest and keep their lives in balance.

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ATHLETE DEVELOPMENT

InjuriesInjuries can and will occur in sport but both the frequency and severity of injuries can be significantly reduced

through good coaching practice. Accordingly all coaches have a responsibility to take every possible precautionto prevent injuries from occurring and to take appropriate action if an injury occurs. Best practice wouldadvocate listening to the athletes concerns regarding niggles and pains and record incidences of injury andathlete complaints. Ongoing issues should be referred to an appropriate specialist for further investigation.

Injuries occur for two main reasons:

• Sudden-onset injury; injuries resulting from unexpected incidents, for example, a trip, a fall, a collision, orother sudden movement that excessively loads the body and results in a breakdown. The possibility of suchevents may be reduced through effective organisation and conditioning.

• Gradual-onset injury; injuries that occur as a result of repeated overload without adequate recovery. Suchinjuries typically occur as a result of poorly constructed training plans, inadequate communication betweencoach and athlete, poor movement biomechanics and/or inadequate conditioning practice. The incidence

of such injuries can be greatly reduced through enhancing coach-athlete communication and athletefeedback, through ensuring adequate rest and recovery strategies, as well as appropriate movement skilland muscular conditioning.

It should be noted that the majority of the injuries experienced by young athletes are ‘overuse’ in nature –These injuries are common in athletics and tend to result from:

• Poor technique (e.g. shin soreness in walks, elbow injury in javelin)• Unsuitable equipment (e.g. throwing too heavy implements)• Inappropriate training programmes (e.g. lifting weights that are too heavy or working on power before

athletes have developed a good strength base)• Overtraining (consistent long term imbalances between stress and recovery.) Overtraining decreases

performance and increases the risk of illness and injury.• Undetected physical imbalances or fitness limitations• Inappropriate training loads imposed on young athletes. Particular care needs to be taken with young

athletes where the body is still growing. Bones, muscles and joints are not fully developed until athletesare around twenty years old. In addition, body tissues tend to grow at different rates and young people areparticularly vulnerable during growth spurts occurring in adolescence. Training loads should be carefullymonitored and controlled during growth spurts.

For further information see the article on bone development and training implications on uCoach http://coaching.uka.org.uk/audio/bone-development-and-training-implications/from-filter/.

Cool DownMany people are aware of the need for cooling down. How it is managed and how much time is allocated to itcan be quite variable. If we consider that it is helping us prepare for the next session or series of sessions, thenit’s importance is raised slightly.

The time spent cooling down can be used in many ways – for example, summarising how the session went,discovering what the athletes remembered and will work on next time. It can also be a place for learning tocarry on – stretching correctly is just as important as sprinting with correct technique.

A cool down gradually decreases the body systems back to their pre-exercise levels. This consists of low levelactivity of a decreased intensity such as jogging or walking and stretching.

During this section the stretches can become more developmental and will generally be held for longer (20 –

30 seconds). Stretching for flexibility may also be included in the main body of the session. After a high intensitysession the stretches are likely to be shorter – this helps maintain our flexibility.

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HOW LEARNING TAKES PLACE

Whitmore’s Learning Cycle in 1996, clearly shows how someone develops and remembers skill.

An athlete doesn’t know they cannot do something (unconscious incompetence) until they’ve had a go. Oncethey have established they cannot do the movement they become aware (conscious) that they cannot executethe movement perfectly – mistakes will be large and the overall movement will look quite ponderous as theyhave to think about things very hard.

Through correct and focussed practice they become better at doing the activity but still need to think about it(conscious competence). The movement looks smoother with few and smaller errors.

When they get to a point where it’s remembered automatically by the body and they can do the movementwithout thinking about it – they become unconsciously competent at that movement.

Over time, the athlete will not be aware that they have started to do something within that movement. The

athlete goes back into Stage 1. So although an athlete may have learnt the movement correctly, if the memorytrace is not strong enough, or incorrect practice starts to occur, a coach will need to adapt their style ofcoaching to steer them through the cycles once again.

You may recall that we tend to operate with 3 styles of coaching - each having their importance depending onthe situation we find ourselves in.

Telling - this is very coach centred but tends to prove very useful with large groups and when athletes are juststarting out - stage 1 above. We are quite directive in our approach as coaches and tend to dictate what is goingon.

Showing - allowing the athlete to see the movement we are looking for should help paint the picture for them.

Therefore setting up and executing a demonstration correctly is very important.

Once the athletes knows what they should be doing and can picture it, a more useful and powerful style ofcoaching should be used.

1.Unconscious

Incompetence

3.Conscious

Competence

4.UnconsciousCompetence

2.Conscious

Incompetence

Extrinsic

Extrinsic

Intrinsic Intrinsic thenExtrinsic

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HOW LEARNING TAKES PLACE (CONT...)

Involving the athlete it what they are doing, helping them work through what they are doing / or not doing istremendously useful. If allowed to run it’s course, the athletes will be able to remedy what they are doingbased on what they hear, see and feel.

To do this the coach tends to follow a feedback process. Traditionally this would involve using the Tell style ofcoaching - sometimes called a “feedback sandwich”. This can prove ineffective. On course we briefly explorethe potential of feedback purely as one type of intervention. Further information on interventions can be foundin the Coaching Assistant manual.

The stage of learning is dependent upon the activity they are doing. So an international sprinter in one event,may never have tried Long Jump. Therefore it is likely that they would be conscious incompetence (as they area beginner). How we operate as a coach can either help or hinder this process, which is where our coachingskills come in. Choosing to use the right style of coaching to maximise the speed and efficiency of this processtakes time, practice and learning from mistakes.

The type of feedback most appropriate at these stages is shown in the blue boxes in the diagram.

At stage one, we should be telling/showing athletes more to help gain an understanding. But once they areaware of what to do (stage 2) we should start by engaging the athlete in developing INTRINSIC FEEDBACK ofwhat they are doing and also supplying information that they are not aware of (EXTRINSIC FEEDBACK).

INTRINSIC FEEDBACK is always available to the athlete. It is based around what they “hear”, “see” and “feel”potentially without anyone else being there.

EXTRINSIC FEEBDACK is not always available to the athlete. It comes from an external source e.g. coach,crowd, other athletes, TV/Video.

A good coach will utilise all the feedback that is available to help the athlete learn from what they do.

Intrinsic Examples

Sound: A long jumper could listen to the sound of their take off to determinewhether they hit the board or not

Feel: The long jumper can feel what is under the sole of their foot on take off

Sight The jumper sees their hand prints in the sand, behind their heels/buttock marks

Extrinsic Examples

A coach telling the athlete they weren’t on the board.

The athlete looking at a video of themselves jumping and seeing they were not on the board.

The crowd cheering when the athlete lands.

A good coach will help the athlete generate INTRINSIC feedback by asking questions of the athlete. Thisquestion could be based around sight, sound or feel. The coach would listen to the response to determine whataction (if any) is required. When we look at learning new skills, coaches should always analyse what they aredoing to assist this.

By setting up the right environment, using the right activity, letting the athletes learn, not overloading themwith information, all leads to accelerated learning. It would be useful to consider at this point what youcurrently do to assist learning to take place, and what you might do to hinder it.

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HOW LEARNING TAKES PLACE (CONT...)

Here are some guidelines on questioning and listening which good Athletics Coaches should follow.

QUESTIONING

• Ask questions that raise awareness and promote responsibility: – use WHAT questions first – follow this with WHERE, WHEN, HOW MUCH questions• Focus on and follow the athlete’s interest• Try rating scale (using their anchor words or images) to avoid athlete becoming judgmental• Really listen – with eyes as well as ears; listen to intent as well as content.

To hear the words that the athlete understands (their anchors) you have to listen very carefully to what they aresaying and the way in which they are saying it.

LISTENING

• Listen with your eyes as well as your ears• Don’t interrupt or finish their sentence for them• Listen with all your attention – don’t be tempted to think about your next comment or plan while the athlete

is speaking• Don’t assume you know what the athlete is going to say.

By coaching in the correct way, we can help the athlete learn movements faster. Once the general movementhas been achieved, we can put more attention to detail into it, refine the movement. Once the movement is asneeded, we can put them under a little pressure to see if it stands up to competition practice.

Under pressure, the athlete is likely to revert back to whatever is the strongest subconscious memory.

Therefore we have to structure training that enables it to be encoding into their Long Term Memory. Correctrepetition is the key and plenty of it. In fact, to become really good at any physical skill can take as long as 10years. This is called the 10,000 hours principle. By doing the right sort of practice correctly and systematically 3hours a day, every day, for 10 years, should enable someone to reach their potential.

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TECHNICAL KNOWLEDGE - WHAT 2 COACH

The technical elements of the Athletics Coach programme have been built around the Athletics 365 matrix.The matrix illustrates a progressive development of skill through nine stages across a broad range of events.The level of technical content on the course is aligned with athletes in the Foundation stage of development,equivalent to stages 4 - 6 (purple, blue and black) of the matrix. The depth of technical information does notextend past the black stage of the 365 matrix for this programme

To meet the requirements of the Athletics Coach programme coaches will need a level of technical knowledgeand undertanding across the following events / areas:

Starting and Accelerating• Standing Starts• Crouch Starts

Running• Maximum Velocity Running• Running for Endurance

Jumping• Jumping for Height• Jumping for Distance

Throwing• Push Throw• Pull Throw

As an Athletics Coach you will be expected to know the key mechanical principles of running , jumping andthrowing and the coaching points to tell the athletes. How you deliver these coaching points will be dictated bythe athletes you are working with.

For example: a person needing to learn how to run fast could be between 8 and 80. So if dealing with a child

you may get them to learn the movement through a game. Whereas if they are a young teenager, then a teamcompetition might be more appropriate. But a 25 year is probably not going to want to join in with a group ofchildren and therefore the training approach you use would be different.

Our belief is that when an athlete is capable of doing everything listed in the black stage of the Athletics 365matrix, then they are in a good position to establish what might be their optimal or preferred event group. Thiswill be based on how they have physically developed as much as anything else. Moving forwards, all events thatthey plan to do will be bolted on to an already technically competent model.

These technical points are our end points. They are what we should be seeing the athletes do. They areour technical models. How we get the athletes to execute these technical points should be done through astructured, systematic program of activities.

All the key technical points can be seen by elite athletes. On the Athletics Coach pre-course section of uCoachyou will see a selection of videos of athletes in the Foundation or Event Group Development stages. You shouldview these prior to attending the course. You can also show these movements to the athletes if you are unableto do a demonstration yourself or there are no athletes of suitable standard present.

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TECHNICAL KNOWLEDGE - WHAT 2 COACH

STARTING

STANDING START

The standing start is one of the first things a beginner will learn.However, many athletes (even at international level) lose time byexecuting this movement incorrectly. Sometimes this position is called a“Ready Active Position”.

1. Staggered feet about shoulder width apart with favoured foot in front2. Front leg flexed to lower the centre of gravity and balance to be onfront foot3. Upper body leans into start position4. Arms are coordinated with the legs (opposite arm to front foot is foward)

5. On command, athlete responds quickly by driving down and back off the front leg, extending fully (tripleextension) and using the opposite arm to swing through

6. No bending at the waist should be seen (H position)

SPRINT START

Once the standing start has been learnt then some progressions to a falling start and eventually a sprintstart will be undertaken.

On Your Marks1. Preferred (front) foot approx 1 ½ to 2 foot lengths back from the line

2. Rear foot placed so that the rear knee is positioned alongside front foot(approx 2 1/2 to 3 foot lengths)3. Hand placed slightly wider than shoulder width – thumbs and index

fingers against line4. Head held in neutral position

Set5. On command hips raised slightly higher than shoulders with head in a

neutral position6. Hold posture and balance in position7. Front knee bent so that the angle between the shin and ground is about 45

degrees8. Rear leg knee bent at 120-140degrees

9. Balance over hands, vertical as viewed from the side10. Head is level with the back, eyes are looking straight down

GO11. Drive down and back hard with front leg12. Back leg drive the knee through13. Arms used explosively in opposition to the legs with lead arm moving first14. H Position

ACCELERATION

15. Strides are piston like, short and sharp16. Driving leg extends backwards each time17. Rear leg moves forward rapidly in the drive phase while the body leans

forwards18. Head is level with the back, eyes are looking straight down19. Drive arms in opposition to legs20. Body becomes gradually upright after 8-17 strides

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TECHNICAL KNOWLEDGE - RUNNING

MAXIMAL VELOCITY RUNNING

There are some subtle differences between flat out running and running forendurance. Here we are looking at getting from A to B as fast as possible.The mechanical principles that we are look at are:

Stride Length and Stride Frequency

Stride Length: Using posture to maximise use of lower limbs withoutcausing a breaking effect (over striding)

Stride Frequency: Rapidly creating shorter levers so additional strides can be taken. Using existing fastlevers (arms) to dictate leg speed and minimise rotation.

21. Run tall with relaxed shoulders, high hips, good posture and balance

22. Use a fast relaxed arm action (pockets to sockets) emphasising the drive backwards23. Free leg cycles up and under buttock until knee is parallel to the ground, toe up action24. Foot lands on forefoot and strikes, ‘down and back’ motion25. Can do the same on a bend with smooth transition on to straight running

RUNNING FOR ENDURANCE

1 Run tall with relaxed shoulders, high hips, good posture andbalance

2 Use a relaxed arm action to dictate pace3 Run with knee up, toe up action

4 Foot lands naturally and strikes with a ‘down and back’ motion5 Athlete will be able to run without tension for several minutes6 Athlete will be able to judge their own pace over a variety of distances

RUNNING OVER OBSTACLES

Running technique between obstacles would be as for the start,acceleration and maximal velocity running with the addition of:

1. Take off well in front of the hurdle (approximately ⅔ of the hurdlestride)

2. Lead leg drives more towards hurdle at take off (linear) than up3. Fully extend ankle, knee and hip joints at take off4. Lead leg pulled down under body with toe up5. Trail leg is short with heel tucked into buttock (lateral)6. Trail leg moves into central axis ready for next running stride7. Can lead with either leg to sprint over an obstacle8. Hurdle rhythm is 3 strides between

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TECHNICAL KNOWLEDGE - THROWING

THROWING

Throwing is a fun but dangerous area of our sport. We can make it safer andpotentially more enjoyable for the athletes by adapting equipment to makeit easier to throw and have more opportunities.

The factors that govern how far something is thrown are:

Angle of Release

Height of Release

Speed of Release

Aerodynamics

The first three tend to be under the control of the athlete, the latter is affected externally due to environmental

conditions. However, the athlete over time would need to understand what they need to do to use theseconditions to enhance the throw.

PUSH THROW

From a standing throw position we should see an athlete execute the following actions/technical points whilstusing competition based equipment:

Stance and Grip1. Hold the implement in the throwing hand on the fingers, with the wrist

cocked and the ball under the chin/against the neck

2. Side on to the throw with feet about 1.5 times shoulder width apart,slightly off line to each other (front toe in line with back heel)3. Back turned away from the direction of the throw and balanced over therear leg/ball of foot

Movement4. Rear leg rotates and extends towards direction of throw5. Chest, shoulders and head rotate to the front6. Balance is transferred from back leg to front leg7. Front leg extends upwards8. Front arm and trunk stop rapidly9. Rear/throwing arm punches ball out and up, extending up and wrist fully.

PULL THROW

Stance1. Hold the implement in the throwing hand reaching back at shoulder/head height and palm face upwards2. Side on to the throw with feet about 1.5 times shoulder width apart, with

feet facing slightly to the right of the direction of the throw3. Left arm at same height as right reaches out in direction of throw

Movement1. Extends the right leg at the knee and ankle to drive the right hip around and forward

2. Balance is transferred from back leg to front leg3. Front leg extends upwards4. Front arm and trunk stop rapidly5. After the hip drive, pull the javelin ‘through the point’ with the elbow high and close to the ear6. Free arm rapidly brought in against the side of the body with the shoulder remaining as far forward as

possible creating a stretch of chest

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THE COACHING PROCESS

COACHING SKILLSThe skills of a coach primarily are based around the coaching process cycle of Plan, Do, Review.

With any skill, if you practice it correctly it will get better and become habit. Continually practice it incorrectlyand it will still become a habit, just not a good one! On the Coaching Assistant course (and on the previous UKALevel 1 and 2 courses) we focussed heavily on some of these skills. The tutors on course will not have time tofully recap on these coaching skills. You should ensure that you review the these skills prior to the course.

PLAN

DO

REVIEW How 2 Coach Skills.

The Coaching Process

Organisation Instruction & Explanation

Demonstration Observe & Analyse

Feedback

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THE COACHING PROCESS

Units make up sessions, which make up microcycles which contribute to the mesocycle goals. This allowsthe coach to ensure that training is focussed around the needs of the athlete and is a way of minimisinginterference and distraction. Some terminology you may hear, but will not be covered on course is:

MACROCYCLES, PERIODS, PHASES and TAPERING. These are all linked in with planning training but aregenerally used when we start to focus the athletes training on competitions. Overall this way of planningtraining is called PERIODISATION. The athletes will have selected their event groups / events. It isinappropriate for athletes to be periodised until they are in the Event Group Development stage.

Now you have viewed a sample of the level of planning depth required consider your current level of planning inrelation to the templates provided and identify some action points to help you develop in this area.

DO In addition to the technical knowledge the ability to communicate and deliver this information are fundamentalskills in the coaches tool kit. Part of the assessment criteria is based around your coaching process skills, you

will be introduced to further skills on this programme, however you should be familiar with the principles ofsafety, organisation, instruction and explanation and demonstration prior to embarking on this programme.

Coaches should practice developing their coaching process skills throughout the duration of the AthleticsCoach programme, in particular during the periods of supported practice. Working with your Support Coach to

improve these elements of coaching are also required, as these will be assessed in your final practical.

REVIEWReviewing and evaluating yourself and others to enable you to identify development areas and assist in

evaluating the effectiveness of training and development of coach and athlete is vital. We have included aself assessment assignment as part of the programme between Day 2 and Day 3. This will form part of yourCoaching Diary that is submitted at the end of the programme. To start you off, you should initially assessyourself using the Self Assessment template at the end of this document.

Now you have completed the induction process assess yourself against your current coaching knowledge andskills. This information will be referred to on Day 1 of the course.

ON TRACK 4...

...DEMONS TRA TION

2. Focus attention on

1-2 ke y points3. Repeat silent demo more than

once and from different angles

4. Check forunderstanding

through questioning

and/or practise 1. Position so all can see

and hear

ON TRACK 4...

...INS TRUC TION & E XPLANA TION

2. Gain their attention

before starting3. Keep it simple

4. Check for

understanding

1. Plan what to sa y

before you speak

ON TRACK 4...

...ORGANISA TION

2. Check and re-check that

plan is safe during acti vit y3. Group athletes acco

rding to

number, abilit y and acti vit y

4. Use group size to

control intensit y

and in vol vement

1. Plan in ad vance ho w you

will manage people,

equipment and space

ON TRACK 4...

...SAFE T Y

2. Keep checking safet y:

area, equipment, athletes

3. Keep athletes on task set

4. Follo w correct

coaching practice

and progressions

1. Assess risk: area,

equipment, athlete

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COACHING KNOWLEDGE AND SKILLS - SELF-ASSESSMENT

As part of the Coaching Diary you are asked to identify areas for development. Use the grid below to beginassessing your current knowledge and skills prior to embarking on the Athletics Coach course. Rate each foryourself on a scale of 1 – 10 (1 is an area of weakness requiring improvement and 10 an area of strength).

COACHING KNOWLEDGERATING(1 – 10)

COACHING SKILLSRATING(1 – 10)

Warm Ups Planning

Cool Down Organisation

Balance & Coordination Safety

Starts & Accelerating Instruction & Explanation

Maximum Velocity Running Demonstration

Running for Endurance Observation

Running over Obstacles Analysis

Jumping for Distance (Long Jump) Coaching Intervention

Jumping for Height (High Jump) Feedback

Throwing – pushing (Shot Put) Listening

Throwing – pulling (Javelin) Questioning

Evaluation of Self and Session

Setting up practice to enable skilllearning and development

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LINKS

The following websites provide useful information on athletics activities, books and other resources to supportyou in your role as an Athletics Coach.

uCoachuCoach is a specific UKA coaching website that will have a designated Athletics Coach section and includeinformation on session plans, video footage of run, jump and throw activities and other supporting resources.

UKA http://www.uka.org.uk/uCoach http://coaching.uka.org.uk/

Home Country AssociationsEngland Athletics http://www.englandathletics.org/Athletics Northern Ireland http://www.niathletics.org/Scottish Athletics http://www.scottishathletics.org.uk/Welsh Athletics http://www.welshathletics.org/

sportscoachUK http://www.sportscoachuk.org/QuadKids http://quadkids.org.uk/Sportshall http://www.sportshall.org/

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GOOD LUCK

Now you have completed the induction process you are ready for day 1 of the programme. Full completionof this process will have ensured that you are as prepared as possible for the programme delivery and cancontribute effectively on course. Please ensure that you take copies of any tasks required with you to thecourse, you need only print the relevant pages out and not the entire pack.

The programme has been designed to be accessible, all course resources will be available to the AthleticsCoach section of the uCoach site. On the course you will recieve an on course workbook which is your personalrecord of learning thoughout the programme. it is important to ensure that you bring this to each day of theprogramme and a pen of course!

UKA wishes you well in this journey towards becoming a qualified and licensed Athletics Coach. If you have anyqueries before the day, please contact your Home Country Association.

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WWW.UKA.ORG.UK/COACHING

UCOACH IS THE NEW UKA COACHING WEBSITETHAT CONNECTS YOU TO THE LATEST COACHING

RESOURCES INCLUDING:

Video footage from events,

conferences and masterclasses

Audio interviews with coachesfrom around the world

Podcasts on various coaching

and training science topics

Coaching related articles

from across the globe

Calendar of coaching eventsdomestically and abroad

Documents

UKA Athletics Coach Induction Pack v2 Jan 2013