Sport Coaching Pedagogy by Michael Mackenzie u3052227

Model for LTAD Unchainedfitness.com.au

Training to Train Males aged 12 16, females aged 11 15. The main aim should be to improve cognitive function. Develop both physical and technical skills simultaneously. Introduce full session plans- warm-up, main training phase, cool-down. Establish pre-competition, competition and post-competitions routines. Develop functional strength of athletes- both male and female. Educate athletes of susceptibility to and types of injury that competition may pose. Never forget the most important purpose of sport- fun and enjoyment. Balyi, 2004

Training to Compete Males aged 16 18, females aged 15 17. 50% of time should be allocated to technical, tactical skills and fitness improvements. 50% of time allocated to competition specific training. Specificity to sport is imperative. Programs, preparation constraints and technical development must be tailored for each athletes needs. Multiple periodisation framework is optimal. Smith, 2003

Growth rates- males and females Rogol, et al, 2000

Coaching the adolescent brain 1. Coach As a Collaborator. 2. Encourage Positive Risk Taking 3. Teach Stress Management Skills 4. Guide Athlete Towards Healthy Habits. 5. Avoid Overloading The Athlete With Information 6. Provide A Positive Structured Environment.

Coach as a collaborator Set goals for the athlete using there input. Reinforce the concept in intrinsic feedback. Have monthly check- ups on whether the appropriate expectations are being met. Sportspsychology.com Ogilvie, et al, 1998

Encourage positive risk taking Teen brain craves risk. Skills practiced regularly are remember via crystalised memory retention. Turn positive risky outcomes into a habit. Constantly practise technical, tactical and strategically skills, altering each with an external variable which encourages risky decision making. Always looks at positives, out- sourcing negative comments. Positivecoaching.com Smith, 2003

Teach stress management skills Adolescence is the first real stage that athletes are vulnerable external psychological stress. Introduce breathing and self-talk strategies. Allow athlete to understand the power of positive body language. Stocker, et al, 2007

Guide athlete towards healthy habits These include; physical, mental and social. Educate adolescents of the importance of a positive balance. Discourage drugs and alcohol. Introduce a dietary plan, allowing them to have input into what they eat, as long as it fits into the right food group at the specific time. Preciseportions.com Juzwiak, et al, 2004

Avoid overloading with information Your role as a coach is to prepare the athlete, do not expect them to prepare themselves. Progressive-overload is the key, without being overwhelming. Information- keep it simple. Avoid last minute advice, it only confuses their undeveloped minds. overcoaching.com Smith, 2003

Provide a positive structured environment Providing fun is paramount. Set a list of guidelines, and if they are broken give a suitable punishment. Punishments which discourage participating should never be used. Never force an athlete into resenting their coach or sport. Littleleague.org Fraser-Thomas, 2009

Immune system Brolinson, et. Al, 2007

Anthropometry Body composition Skinfold tests Body Mass Index (BMI) Waist to hip ratio Body sixe and structure Girths Breadths Lengths Anthropometrimeasures.edu.auMirwald, et al, 2002

References Balyi, I., & Hamilton, A. (2004). Long-term athlete development: trainability in childhood and adolescence. Olympic Coach, 16(1), 4-9. Smith, D. J. (2003). A framework for understanding the training process leading to elite performance. Sports medicine, 33(15), 1103-1126. Rogol, A. D., Clark, P. A., & Roemmich, J. N. (2000). Growth and pubertal development in children and adolescents: effects of diet and physical activity.The American journal of clinical nutrition, 72(2), 521s-528s. Ogilvie, B. C., Tofler, I. R., Conroy, D. E., & Drell, M. J. (1998). Comprehending role conflicts in the coaching of children, adolescents, and young adults. Transference, countertransference, and achievement by proxy distortion paradigms. Child and adolescent psychiatric clinics of North America, 7(4), 879-890. Stocker, C. M., Richmond, M. K., Rhoades, G. K., & Kiang, L. (2007). Family emotional processes and adolescents' adjustment. Social Development, 16(2), 310-325. Juzwiak, C. R., & Ancona-Lopez, F. (2004). Evaluation of nutrition knowledge and dietary recommendations by coaches of adolescent Brazilian athletes.International journal of sport nutrition & exercise metabolism, 14(2). Fraser-Thomas, J., & Ct, J. (2009). Understanding adolescents' positive and negative developmental experiences in sport. Sport Psychologist, 23(1). Brolinson, P. G., & Elliott, D. (2007). Exercise and the immune system. Clinics in Sports Medicine, 26(3), 311- 319. Mirwald, R. L., Baxter-Jones, A. D., Bailey, D. A., & Beunen, G. P. (2002). An assessment of maturity from anthropometric measurements. Medicine and science in sports and exercise, 34(4), 689-694. Nash, C., & Collins, D. (2006). Tacit knowledge in expert coaching: Science or art?. Quest, 58(4), 465-477.