Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 223 Understanding how to develop participant(s) through coaching sport
Tutor Guidance
1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,
risk assessments, health and safety checklist, injuries in football, video clips.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 223 Understanding how to develop participant(s) through coaching sport
Student Guidance
1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,
produce a leaflet.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 223 Understanding how to develop participant(s)
through coaching sport
Unit aimThis unit assesses the coach’s understanding of the principles of planning, delivering and evaluatingcoaching sessions which improve participant(s)’ performance in sport.
Learning outcomesThere are four outcomes to this unit. The learner will be able to:223.1 Understand the principles of planning coaching sessions223.2 Understand the principles of skill development through coaching sessions223.3 Understand the how the stages of participant(s)’ development impact on their coaching223.4 Understand the principles of evaluation in coaching
Guided learning hoursIt is recommended that 12 hours should be allocated for this unit. This may be on a full-time or parttimebasis.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
The greatest discovery of my generation is that a human being can alter his life by altering his attitudes
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Understand the principles of planning coachingsessions
Assessment CriteriaThe learner can:
1. identify the information required to plan coaching sessions
2. identify health and safety requirements that may impact on coaching sessions
3. describe how to establish goals for coaching sessions based on participant(s)’ needs
4. identify sport-specific technical content to be included in coaching session plans
5. list a range of coaching styles
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Understand the principles of planning coachingsessions
Assessment CriteriaThe learner can:
6. explain the use of different coaching styles
7. describe how fun and enjoyment in coaching sessions can impact on learning
8. describe the components of planning a progressive coaching sessions
9. identify other appropriate people who can contribute to the delivery of coaching sessions and describe their potential contributions
10. describe how coaching sessions might be adapted as a result of unforeseen changes to the coaching environment or participant(s)’ needs.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Understand the principles of planning coachingsessions
Range
InformationAge, ability, prior experience, review of previous session or performance, feedback fromparticipants, facility details, equipment requirements, risk assessment factors
RequirementsRisk assessment, venue, surface, equipment, type of activity, behaviour, participant numbers, weather
GoalsImprove, enjoy, develop, interact, engage
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Understand the principles of planning coachingsessions
Range
Coaching stylesQuestion and answer, guided discovery, command, autocratic, democratic, laissez-faire
ComponentsWarm up, unopposed, opposed, game related, performance, cool down, developmental
PeopleAssistant coach, parent, volunteer
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
A good manager can, at best, make a team 10% better. But a bad manager can make a
team up to 50% worse
Giovanni Trapattoni
“It's not one thing we do 100% better than anyone else, but 100 things we do 1% better than everyone else.”
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 2 - Understand the principles of skill developmentthrough coaching sessions
Assessment CriteriaThe learner can:1. define:• skill coordination• motor skill learning• skill acquisition• skill retention• skill transfer
2. describe the basic methods of analysing participant(s)’ performance
3. identify factors that affect the development of participant(s)’ skills in sport
4. describe the organisational requirements for the delivery of coaching sessions
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 2 - Understand the principles of skill developmentthrough coaching sessions
Range
Basic methodsObservation, scoring, participant feedback, video, statistics
FactorsPhysical capability, mental capability, cognitive development, opportunities, practice
TechniquesPractice (eg whole-part-whole, trial and error), repetition, demonstration, observation
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 2 - Understand the principles of skill developmentthrough coaching sessions
Range
MethodsMentoring, observations, feedback, motivation, encouragement, challenge, success
SourcesParticipant, coach, team mates, officials, statistics, video analysis
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
INSERT VISUALMy greatest power in life is my power to choose. I am the final authority over me.
Give them the ‘power of choice & Responsibility
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 3 Understand the how the stages of participant(s)’development impact on their coaching
Assessment CriteriaThe learner can:
1. describe the progressive stages of development through maturity
2. identify how the participant(s)’ stage of development affects the content of coaching sessions
3. identify how participant(s)’ stage of development impacts on the coaching environment
4. identify what influence training and competition have throughout the different stages of development.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 3 Understand the how the stages of participant(s)’development impact on their coaching
Range
StagesPhysical, intellectual, emotional, social, moral
EnvironmentSession duration, lesson content, participant numbers, fitness element, learning style
InfluenceFun, motor development, skill acquisition, physical capabilities, fitness, winning, retain involvement, welfare
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
You don’t have to have been a horse to become a good jockey
Be ‘there’ to help
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 4 - Understand the principles of evaluation in coaching
Criteria
The learner can:
1. explain the principles of evaluating coaching sessions
2. identify a variety of evaluation methods that can be used to monitor participant(s)’development and learning
3. Identify types of information that can be gathered to monitor participant(s)’ development and learning
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 4 - Understand the principles of evaluation in coaching
Criteria
4. identify appropriate other people who can contribute to the evaluation of coaching sessions
5. describe how and when to gather information on current coaching practice from participant(s) and others
6. explain how the feedback from participant(s) and others should impact on future coaching practice
7. describe how to develop and record a personal action plan to improve own coaching practice, including highlighting opportunities for continuous professional development.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 4 - Understand the principles of evaluation in coaching
Range
MethodsPerformance indicators, verbal feedback, questionnaires, observations, testing
InformationStatistical analysis, test results, feedback, performance scores, video analysis
PeopleParticipants, coaches, team officials, support staff
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
TECHNICAL
PSYCHOLOGICALPHYSICAL
SOCIAL
THE 4 CORNERS – EQUALY DISTRIBUTED
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
THE 4 CORNERS MODEL – RIGID OR FLEXIBLE?
Technical
LEARNINGfor 5 to 11 year old players.
Psychological
Social
Physical
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
MANAGING PLAYER DIFFERENCES.Example of early or late maturity indicators
10 11 12 13 years
Psychological age.
Social age.
Chronological age.
Technical age.
Physical age.physical
age
technicalage
socialage
psych.age
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
HOW WILL DIFFERENCES WITHIN A GROUP BE SHOWN
However, some maybe striving to keep up
Within an appropriate task;some players will
be average for their age group
Whilst others may be forging
ahead
DIFFERENT GROUPS WILL EMERGE FROM ANY CHOSEN TASK AND WILL REQUIRE APPROPRIATE INDIVIDUAL
CHALLENGES
A DIFFERENT TASK WILL OFTEN HAVE AN EFFECT ON PLAYERS; e.g. MOVING FROM “FORGING AHEAD”
TO “STRIVING TO KEEP UP”
AN “ENVIRONMENTAL” TOOL BOX
Strategies to help you deal with differences.
GROUPS
Individual players
Pairs (buddy up)Leading to 2 v 2
Option for uneven sides
Four in a groupLeading to 4 v 4
Option for uneven sides
Eight in a groupLeading to 8 v 8
Option for uneven sides
Eleven in a groupLeading to 11 v 11
Option for uneven sides
MATCHING / LOADING OPTIONS
Pair up in as many ways as possible
Friends (often produces a miss-match)
Body mass – Bigger / Smaller
Chronological age – Oldest / Youngest
Understanding – Good / Poor
Technique – Good / Poor
Positional – e.g. M/F v M/F
Direct opponent – e.g. C/F v C/B
Experience – Lots / Little
CONDITIONS
Space – Pitch size and shape
Time – Opposed/unopposed
Accuracy – clearly defined outcomes
Space / Time = Speed
Team numbers
Players choices/number of decisions
Coach decides
Consider - Frequency
Consider - Intensity
Consider - Duration
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
LTPD RECOMMENDATIONS
• Age appropriate activities• Ability specific development• Meeting individual needs• Seasonal programming• Long term planning• Progressive demand• Recognising key stages• Maximising potential
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE TECHNICAL CORNER
Possible implications for the coach
1. Incorporating the ball into warm-up activities may enhance generic and function movement
2. Let players play in different positions on the left and right sides of the pitch to help their overall game play
3. Offer sessions which encourage basic – movement, technique and decision making (link with 1.1 above and FUNdamentals workshop)
4. The benefit of each player having their own ball cannot be underestimated (what are the benefits?)
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE TECHNICAL CORNER
Possible implications for the coach
5. Identify appropriate role models and be a great role model yourself
6. Encourage players to watch the movement of the ball or a player.
Encourage them to look for gaps to run and pass through (skills corridor)
Simplify the game/rules. Reduce the numbers
7. Make the running with the ball bit “automatic” before adding the next “bit”
8. In your training create lots of game like situations. The players need to see where they “fit” into the game
9. Coaches should help players to “plan ahead”. Help them understand what to do and when. Work on anticipation.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE PHYSICAL CORNER
Possible implications for the coach
1. Apply the principles of LTPD relevant to this age group.
Work to the needs of the individual player and make the activities challenging and progressive. But ….
Allow time for repetition and work in own comfort zone
2. Girls and boys can play together at this stage
3. Give the child lots of practice at the basic movements
4. Carefully manage the amount of hopping and bounding
5. Endurance is developed through play and not specific “fitness” work
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE PSYCHOLOGICAL CORNER
Possible implications for the coach
1. Activities should “engage” the child. The games can have funny names relating to the “world of the child”
2. Have lots of action and variety. Be prepared to change the activity on a regular basis
3. Creative use of space, areas and numbers. Don’t make it too small. Use whole group activities to avoid “smaller group” disputes that are difficult to manage but make sure you can deal with difference if you do it this way. (For an alternative strategy see 1.5)
4. Recognise and reward effort as much as task success
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE PSYCHOLOGICAL CORNER
Possible implications for the coach
5. Having smaller groups can help to “manage the difference. ( See 1.3). Look for opportunities to give them some responsibility. Encourage homework.
6. Get ideas from the group, include them in the decision making. They will have lots of creative ideas, show that you value and encourage this.
7. Skill learning activities should be given a high priority. It is the “golden age of learning”
8. Mix the group up in lots of different ways, avoid the same friendship groups. (Remember how to “match” players)
9. Let the children add to the rules and come up with new games and ways to play. Always referee with fairness and consistency.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE SOCIAL CORNER
Possible implications for the coach
2. Birth date may become a factor when selecting children. Some children may be excluded due to size and lack of relevant experience. However, mature and immature children will have problems to overcome. Coach must be aware of levels of maturity with players of the same age
1. Children’s reasons for playing may vary. Fun, friends, learn new skills. Be aware of these.
3. Allow some self-selection in groups but not all of the time. Put players with their peer/friendship groups occasionally
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Managing DifferenceTHE SOCIAL CORNER
Possible implications for the coach
4. Reinforce acceptable and unacceptable behaviour. Value each child for who they are. If you have a problem with their behaviour tell them it is the behaviour you do not like-not them
5. Deal sensitively with groups of mixed gender. Some children may want to stay in their “comfort zone”. Recognise the strong influence of parents/carers