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Version 2.3 Coaching Assistant Delivery from July 2014 1

Coaching Assistant Tutor Notes

Coaching Assistant Delivery – July 2014

For use from 21/07/2014

V2.3 July 14


TUTOR NOTES (T1 and T2 – refer to Tutor 1 and Tutor 2) Quick Review Process Please ensure that when using this process;

Direct the CA to any technical points they were looking for or focus their attention on outcome of activity – what did they actually see?

Then, redirect their focus to the HOW-2 that they were practising and use the questions on the reverse of the OT4 cards. Notes

Fielding Questions: Deflection - CA’s should note down any questions in their Workbooks, many points will be addressed as we go through the course. Where

time permits these will be addressed later if they haven’t already been answered. Car Park - opposed to having this, get them to use their workbooks instead

Domestics: Mobile phones, coffee breaks, toilets, fire alarms, assembly point, taking valuables during practical sessions

Insurance: we would like the participants to be active as athletes within the practical sessions. It is not an issue if someone does not want to join in, as tutors we will keep them involved as CA’s/Observers. We do NOT need to know the reasons why someone is sitting out

Rapport Building: Please use names where possible

Background of Tutors: There is no need to give your background in coaching and tutoring. Those staffing the course are all “Tutors”

Terminology: o Coaching Assistants work under supervision of a Supervising Coach o Visually Impaired, Hard of Hearing, Non Disabled / Disabled Athletes, Wheelchair Athletes o Although BA is used in tutor notes the organisation should always be referred to as British Athletics

Task Cards: What-2 look for – as athletes acquire the first item on the list, they can gradually progress to the second

Equity: ensure all attendees are integrated and involved in all practical and classroom sessions

Last Practical: tutor to identify a reflective Coaching Assistant and seek their permission to undertake a review in front of group during final classroom session. Use tutor/T2 if required

OT4 Stations: To help during practical please ensure an area(s) are set up with A4 OT4 cards on the wall

Modelling In practical situations, please model the Coaching Skills using the OT4 cards (bugs) and then other tutor unpicks the process – PRIOR to issuing OT4 cards. There are opportunities to exemplar Coaching Skills throughout Tutor delivery, whether that be in the classroom or during practicals, even before we introduce the OT4 cards (e.g. I&E when setting up classroom activities).


COURSE OUTCOMES Course Reference (Day and session e.g. Day 1 Session 1 = 1.1)

Identify their role and responsibilities as a Coaching Assistant, how it differs from a Leader or a Coach and its position within the coaching pathway

1.1,2.1

Identify the basic fundamental movements and mechanics of Run Jump Throw 1.2, 1.4, 1.5, 2.1, 2.2, 2.3

Observe athletes Run Jump Throw movements and compare to correct mechanical principles 1.5, 1.5, 2.2, 2.3

Explain the components and structure of a session 2.4

Identify the principles that underpin and improve performance 2.4

Apply the principles of athlete centred delivery, the development pathway for athletes and the rationale for late specialisation

1.2, 2.1

Support the delivery of a session using equipment safely and effectively 1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 2.5

Deliver safe, organised and focussed components within sessions that have specific outcomes (using activity cards or a session plan)

1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 2.5

Provide appropriate demonstration, observe and begin to analyse movement 1.5, 2.1, 2.2

Identify and practice different coaching methods to develop skill learning 1.5, 1.6, 2.1, 2.2

Identify hazards and risks in a changing environment, minimising risks 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5

Identify the issues and change activities to challenge inappropriate behaviour 1.3

Contribute to delivery of sessions as part of a team 1.2

Integrate athletes of differing abilities by adapting the activity when necessary 1.3, 2.1

Identify areas for their own personal development as a Coaching Assistant. Every Session


PRE-COURSE TASKS 1. About You

a. Background b. I want to be involved in coaching… c. What groups do I intend to coach d. I Want / Don’t Want / Learn Best

2. Role of the Coaching Assistant 3. Athlete Development Model

a. Highlight any questions 4. Pre Course Resources

a. Task Cards b. Session Plans c. What-2 On Track 4 Cards d. How-2 On Track 4 Cards

PREPARED FLIPCHARTS Coaching Opportunities Register

From this course I want:

From this course I don’t want:

I learn best when:

What CA does before activity

What CA does during activity

Effectiveness of coaching

Throws: Experienced + Cerebral Palsy

Speed: Visual Impairment + Hard of Hearing / Deaf

Endurance: Wheelchair Athlete + Returning Athlete

Jumps: Beginner + Behavioural

Two children fighting in the middle of a session

Two children suddenly wander off

A learning disabled child that says they don’t want to do the activity

These should be prepared ready by the tutor team during class set up time, ensure a tutor is allocated this task.


COACHING ASSISTANT - PROGRAMME OVERVIEW – DAY 1

SESSION TIME WHAT-2 HOW-2 REINFORCE RESOURCES COACHING OPPORTUNITIES

1 9.00

70mins

The Role of the Coaching Assistant What-2 Skills – Overview Session structure Athlete centred coaching

How-2 Skills overview

Post Its TC: Domes & Dishes, Shark Tag

10.10 15mins COFFEE

2 10.25

130mins

What-2 Warm Ups for Fundamentals and Foundation WHAT-2 Fundamental movement skills (balance, coordination) Athlete Development Overview

Safety & Organisation

OT4: Safety OT4: Organisation TC: Follow the leader, Cat & mouse, Jump the Rainbow, Push Relay

12.35

30mins LUNCH

3 13.05

40mins Behaviour Management and its effect on group management

Organisation

4 13.45

70mins What-2 Running movements and activities. Basic mechanics of running

Instruction & Explanation Safety & Organisation

OT4: Instruction & Explanation TC Sets: 1. Speeding Up, Quick

Start, Raid the Goal, Race walk relay

2. Pace the Race, Pairs Running, Hurdle Running, Relay Chicken

4

14.55 10mins COFFEE

5 15.05

85mins What-2 Jumping movements and activities Basic mechanics of jumping

Demonstration Observation

Safety & Organisation Instruction & Explanation

OT4: Demonstration OT4: Observation TC Sets: 1. Jumping Styles 2. Jump the Gap 3. Hop Step Jump 4. Jumping for Height

7

6 16.30

30mins Coaching Interventions – Strategy Analysis and Intervention Strategies

NOTES: Resources column lists the OT4 and Task Cards that will be required. An equipment list is provided in Appendix B. PPT and Flipcharts are used throughout and are listed in the detail within the tutor notes. Take prepped flipcharts when moving to practical environment.


Day 1 - SESSION 1 – 70 minutes

Session Title: The Role of a Coaching Assistant

WHAT-2

Ice breaker / climate setting

The role of a Coaching Assistant

What-2 Skills overview

HOW-2

How-2 skills overview

Duration Outcome – The Coaching Assistant will be able to:

Content Delivery Resources

15mins 09 – 09.15

1.1 Identify what they want from the course 1.2 Identify what helps them to learn

Meet other course members and tutors Reflect on their experience and reason for wanting to coach Build on their previous experience, their learning preferences Course outcomes

T1 to introduce the delivery team for the day and inform coaches of the domestic arrangements of the facility.

Each coach is asked to refer to their Pre-course Tasks and copy on a post it note their: “I am involved / want to be involved with coaching because….” reason.

Put post its on flip chart and each pick one, (check not own), find the owner, ask their name, athletics or sport experience and coaching experience (if any), and who / where you will be coaching.

Ask coaches to refer back to their induction pack and their wants. Place into small groups: discuss what they want from the course and any reservations.

Each group to flipchart:

o wants, o don’t wants and o I learn best when points.

T1summarises the wants and explains will come back to these.

T2 summarises ‘the don’t wants’ and uses these to draw up on flipchart a list of ground rules – post up.

T2 then links these as appropriate to the learning preferences and reinforce that people learn in different ways (seeing, hearing, doing) and confirms that most people learn best by doing, by drawing on their own and other people’s experiences. Reinforce the ground rules.

T1 links ‘the wants’ to outcomes, explaining how the course has been designed to increase the likelihood of learning taking place by asking you to reflect on your own environment. Post the wants list for later reference and final checking.

Set the tone: open and sharing, group work learning with and from each other.

Explain that a workbook has been provided so that should they want to make notes, then there will be time allotted for this to take place. The book is there to supplement learning.

Inform them that there is space for them to write questions should they arise. Tell the CA’s how the tutors may deal with questions - that many may be answered throughout the two days but the tutor may deflect/defer until later. They should add any questions to the back page for reviewing at the end of day 2.

Inform the CA’s of the flipchart tally register and its place in monitoring how much coaching is being done during the course.

Course register, name labels, Post its, Flipchart PPT 1: Title slide Pre-course Tasks Workbook pg 2

PPT 2: Task card slide Flip charts 1.1, 1.2, 1.3 Post-its

PPT 3: Outcomes

Workbook pg2

Flip chart 1.4 - Tally register


15mins 09.15 – 09.30

1.3 Efficiently set up and organise a task card activity

Practical session tutor led T1 models briefing process – incorp. organisation, safety, What-2 tell and What-2 look for – agree to review after session T2 models good coaching practice of CA from task card, athlete-centred delivery Identify and reinforce positively basic rules

T1 informs CA’s of session outcome – make way to practical environment

Explain that as the tutor you will be acting as a Coach whilst a practical session is run. Ask the group to watch and listen whilst they are “athletes”, they will need to think as Coaching Assistants immediately after each part of the session.

CA’s should work within their limits.

T1 (as Supervising Coach) briefs T2 (acting as Coaching Assistant) to set out an area marked by 4 cones - for the warm up activity and to check for any safety issues and prepares their area/equipment for the main session.

T1 does safety check of “athletes”.

T1 asks the group to identify two ground rules that would be useful to them e.g. o listen when the coach is talking o only use equipment when asked to

Instruct them to “freeze” when told to do so – stop whatever they are doing quickly.

T2 leads brief warm up activity whilst T1 watches and to reinforce rules where opportunities arise.

PPT 4: Session1 Outcomes Task Card: Domes and Dishes

20mins 09.30 – 09.50

1.4 Identify the content of the briefing between Coach and Coach Assistant 1.5 Identify the difference in Coaching Process Skills (How -2) and What-2 skills 1.6 Identify the components and structure of a session

T2

makes some observations whilst the athletes are active

changes the groupings

gives feedback What-2 & How-2 learnt through delivery using micro-coaching opportunities Review of coach, coaching assistant and session content

On completion of warm up, in small groups, ask them: o to identify what the Supervising Coach (T1) and CA (T2) did before the warm up

Review groups work and unpick briefing process.

T2 (as CA) using task card, briefs the athletes and runs the main activity. After 5mins stop and bring the group back in

In 3 or 6 groups, 1 task per group, ask them to discuss: o What the CA did before & during the activity? o What enabled the CA to be so effective? o What parts of the session did they experience, and what other parts of a session

might there be?

Reflecting upon the Pre-course Task regarding the Role of the Coaching Assistant, review feedback from groups, summarizing where necessary.

Briefly explain the course will develop their What-2 through use of task cards, session plans and tutor led demonstrations, their How-2 skills would be practiced initially in isolation and then more as a whole as the CA’s go through the course.

Ask what should happen after the athletes have gone and draw out Review.

Task Card: Shark Tag Flip charts 2.1, 2.2, 2.3 X Ref Role of Coach footage on uCoach Pre-course Tasks Session Structure PPT 5: What 2 and How 2 PPT 6: Coaching Process

15mins 09.50 – 10.05

. 1.7 Differentiate roles between a Coach, CA and unqualified helper

Coach – insured to be on own and supervise others CA – run whole session under supervision, more knowledgeable Helper – run parts of session under DIRECT supervision (visual and audible range) Support from club and its structure, planning time and resource

Put into 3 or 6 groups and each group to consider the difference between a Coach, Coaching Assistant and an unqualified helper.

Task the groups with identifying the roles more appropriate to each review after 3-5mins.

In same groups, task them with looking at the impact of this on their coaching structures and clubs. How do they see this role impacting in their club?

Draw out common themes, T2 to flipchart responses. Clarify where need be that their role is a supporting one. Responsibilities are to the athlete first, parent, club/organisation, officials and BA/HCAA second.

Flipchart

5mins 10.05 – 10.10

Ask them to jot down some reflective thoughts on the role of the Coaching Assistant, the structure of a session and the WHAT2 and HOW2 Coach skills for athletics prior to starting next group task. Ask the CA’s to link their reflective thoughts to how it will impact on them in their own environments.

Workbooks pg2

15mins COFFEE


Day 1 SESSION 2 – 130minutes

Session Title: Athlete Centred Coaching

What-2

Athlete Development Pathway

Athlete Centred Coaching

Fundamental Movement Skills

Warm ups – how they differ

Simple and complex skills

HOW-2

Organisation

Safety



20mins 10 .25 – 10.45

2.1 Identify the principles of athlete centred delivery 2.2 Identify the rationale for late specialisation

Individual athletes needs are addressed Their needs are put above all else Engaged in their own learning Take some responsibility for their own learning All youngsters develop at different rates and stages Late Specialisation Athlete Development Pathway Considerations: different, ages, stages, athletics and training experience of athletes and their differing needs and abilities. Slide 11: KGBs (Kinesthetics, Gliding, Buoyancy, Striking with a body part

T2 details session outcomes.

T2 explains that the sport of Athletics encompasses over 20 different sports ranging from wheelchair racing to hammer throwing. Those who join in are disabled and non-disabled athletes, young and not so young. What do we mean by disability? Physical, sensory, intellectual and long term health issues – epilepsy, asthma, arthritis etc.

T2 tells group that sport can be a very positive experience for all – provided the athletes’ needs and aspirations are addressed. This is called an athlete-centred approach. Detail the key principles of being athlete-centred.

Allowing 2-3mins, in 4 groups, task groups with looking at what an athlete centred coach would do and the remaining groups what a coach wouldn’t do. (Two groups focus on each). Tutor may need to direct their focus to How-2 and the Coaching Assistants behaviour. Note your thoughts on page 3 of the workbook

Review and draw out key practical aspects of being an athlete-centred CA.

Show the group the picture of two athletes at different stages of maturation and ask them to guess their ages. Tutor allows for 15-20 seconds of guessing and then informs them they are in fact the same age. Briefly pull out why the differences – physical, etc.

Ask the CA’s to think about Hannah Cockcroft, Christine Ohorugu and Steve Backley ask them what the connection between them is:

i) Paralympic and Olympic medalists ii) Did not specialize in their event until they were relatively mature.

Briefly explain that in order to excel in anything it requires lots of deliberate practice of related skills and movements, starting with ABC, then RJT before starting to work on Event Group Movements. This is how the principle of 10,000 hours of deliberate practice should be applied to an athletics context.

Briefly re-introduce making reference to the Pre-course Tasks and explain the athlete development model, with its guiding principles. Coaching emphasis will be according to the athletes that we are working with. CA’s likely to be working with athletes in the first three stages of development.

Explain that it is the work undertaken at these first two levels that forms the base of the pyramid of the athlete’s development. All athletes should go through the stages systematically – forming a strong base for newer things to be built on – regardless of age.

PPT 7: Session 2 PPT 8: Athlete Centred Workbook pg 3 PPT 9: How Old? (15 years) Herbert Simon - Nobel Laureate X-Ref: Pre Course Athlete Development Pathway Pre-course Tasks PPT 10: Athlete Development PPT 11: FUNdamentals PPT 12: Foundation


What should they be doing activity wise? What are they actually doing? What is the impact and effect at club level?

Fundamentals PPT 13: Foundation and Event Group Development

20mins 10.45 – 11.05

2.3 Identify appropriate warm up activities for children and adults

Principles of warm-up, mobility, child based warm-up BA Statement on warm-up: The modern warm up is an active, dynamic activity with no static stretching. Movements should gradually replicate what is in the activity to follow and raise heart rate Possible further emphasis: (You can use static stretching in the cool-down and hold the stretches for 6-10secs. Or, as a separate session, to increase flexibility, where the stretches are held for 15-30secs) Differences for a young athlete and an adult warm-up

Planning

Continuous safety checks

Athlete grouping

Group size to control intensity

Check for safety (area, equipment, athletes)

Keep checking for safety

Keep athletes on task

Follow correct practice/progressions

Clearly introduce the session and explain that this next practical session will focus on the What-2 skill of warm up.

T2 asks coaches what is the purpose of the warm up, what activity would we do within warm up and why?

Explain that you are the tutor working as the coach and the coaches to work as athletes but keep thinking as coaches and watch carefully what he/she says and does. Encourage coaches to focus on how you organise and manage safety.

T2 to lead adult style running warm up, (60 – 80 m oval circuit). After the warm-up activity bring coaches back in as one group. Tutor to continue warm up with entire group using mobilisation exercises: begin with lunges and invite coaches to nominate further mobilisation exercises.

Draw out from them, the key technical aspects they are seeing with each activity.

T1 to draw out differences between the child-orientated warm up experienced in the previous session and the adult style warm up just led by T2. Ask them to give their reasons.

OT4 Station OT4 Organisation OT4 Safety X-ref: Warm up information on uCoach

5mins 11.05 – 11.10

Write up their learning regarding the Athlete Development Model and Warm Ups in their workbooks for future ongoing reference.

Workbooks pg 3 & 4


10mins 11.10 – 11.20

2.4 Explain the basic fundamentals of movement 2.5 Explain the impact of base size and direction 2.6 Explain the implications of balance in athletics events

Raised awareness of the basic fundamentals of movement Fundamentals: ABCs Balance – to be stable and correctly aligned allowing performance of effective movement Coordinated – the ability to organise the body and limbs to perform a set pattern of movement Agility increasing the speed / complexity of movement so as to eventually perform these automatically. OR “the combination of both balance and coordination at speed” Awareness that base size and direction are both impacted by the movement being executed Size of base Direction and position of base Stability is governed by size and position of base, its’ direction and is relevant to the movement being performed

(Note: TUTORS TO MODEL GOOD HOW-2 ORGANISATION AND SAFETY. BOTH WILL BE DRAWN OUT FROM THE CA’S AT THE END OF THE FUNDAMENTAL MOVEMENT SKILLS SECTION.)

T1 introduces the group to the running game ‘high knee and stop’. Participants move around the area with high knee action and when the tutor shouts stop they have to freeze with a single leg high knee position, toes up to shins, support foot flat on the floor.

Play the game for 1-2 minutes and ask the CA’s what they noticed about their balance and posture? How did they keep control or lose control?

Explain that this next part is to raise their awareness of Fundamental Movement Skills and their importance. Ask group to throw out definitions for;

o Balance o Coordination o Agility

Briefly explain that fundamental movement skills underpin all other movements, sport and event specific skills.

T2 tasks each individual with doing these movements and uses questions to unpick key aspects.

o stand with feet shoulder width apart, lean side to side but not bending at the waist

Question - identify at what point did they lose balance?

o standing with feet together this time, lean side to side but not bending at the waist Question – what have they changed to cause them to lose balance sooner?

T2 changes the activity to doing:

o stand with feet shoulder width apart, lean forwards and backwards but not bending at the waist

After a couple of attempts task the CA’s with changing their feet position in some way, that will make them more stable. Allow 1-2 minutes practice and bring group in. Draw out what changes they made to improve their stability.

T1 asks CA to stand feet shoulder width apart: o with feet in penguin toed, o then pigeon toed and then o feet in a neutral position

Draw out in which direction the body wants to move and briefly discuss the relevance of this in athletics events if the foot is the only point that touches the ground in running, jumping and throwing.

Unpick what they have learnt relating to balance so far and refer them to uCoach and other off course resources.

PPT 14: Balance and Stability X – ref: uCoach support material


5mins 11.20 – 11.25

2.7 Identify the requirement for good posture and what this means

Postural and its control Use of visualisation with novices Pelvis control and a “neutral” position

T2 introduces the concept of good posture and being in control.

Split group into pairs – ‘A’ walking along a line and ‘B’ observing upwards of the hips.

Repeat the exercise but with ‘A’ thinking about a balloon fixed to their head, pulling them tall.

Task B with identifying any differences between the two walks.

Bring the groups back together and ask the observers what they saw change. Swap over so that As have the opportunity of seeing the effect.

Explain that by using the analogy of a balloon pulling you upright this can help improve posture and prevent physical and technical problems.

Finally explain the need for a “neutral position”. Use suitable analogy such as a bucket filled with water. Whilst standing still, ask for the CA’s to spill water “forwards” and “backwards”. Explain that they should encourage them to hold a position which allows them to keep all the water in the buckets.

Conclude the activity by stressing the need for awareness relating to posture and its control with the athletes and to develop the ability to hold these positions.

X – ref: uCoach support material

10mins 11.25 – 11.35

2.8 Identify the impact of coordination on efficiency of movement

Coordination The ability to move multiple body parts at the same time in a controlled and accurate way The results of being coordinated: Increase the duration and size of force expressed due to sequential movements in the body (kinetic chain) More than one body part being coordinated with another Less accuracy, less power, jerky movement – not same sequence Size of force The second action allowed force to be applied to the ball of a great amount of time

T1 asks group to recall the definition of Coordination

Briefly explain that we will be looking at: 1. Organising the limbs 2. Complexity of movement

T2 splits group into pairs – each with a tennis ball or bean bag. Partners to find a space and stand about 20 metres apart from each other. Partners to perform over arm throws (stepping forwards and throw – if right handed, then step on to left leg). Whilst doing the activity, they should consider how they use their body to throw the tennis ball this distance?

T2 stops activity after 1-2 minutes and asks the CA what parts of their body they used and in what order.

T2 asks partners to repeat the task this time with the less dominant hand. After 1-2 minutes the tutor stops the task and asks what the differences were.

T2 explains that in order to apply the maximum amount of force in any action we need to coordinate our body to move in the appropriate order.

T2 ask CA still in same pairs to go back to throw with preferred arm – this time bouncing the ball as high as they can – not to each other, but:

o their throwing hand is only allowed to move from shoulder height downwards

After 3-4 attempts each, inform the CA they can bring the throwing arm as high as they like to bounce the ball high.

Draw out what worked better and why and ask group where we might see examples of this in sports and athletics, e.g. darts versus javelin. Draw out how it impacted on efficiency of overall movement.

PPT 15: Coordination Tennis Balls/Bean Bags X – ref: uCoach support material


10mins 11.35 – 11.45

2.9 Identify how a skill is perceived by an athlete and what action they could take

Simple skill for one person may not be simple for another Evaluate how athlete perceives the skill Start of activities within a session and when changing an activity

T1, using markers, sets up a start and finish point about 10 metres apart and asks group to line up behind one line facing the other line. Modelling Instruction & Explanation, T2 briefs the CAs on the task they need to do: o Same leg hop scotch, between the cones walking back to the start, round the outside of

the area.

In small groups, they should perform the activity twice.

T1 directs those who found the activity challenging to repeat it again, but for the others to do the same action using their least preferred leg.

Again, ask if anyone found it challenging and invite them to continue practicing 2-3 more times.

T1 progresses this on to hopscotch with alternating legs - allow short practice.

T2 asks for volunteers to express how simple or complex the activity was.

Ask whole group to define a complex movement and a simple movement and how the tutor established who found the exercises more challenging?

T2 draws out the importance of observing and evaluating whole practice prior to simplifying the activity based. Reinforce the need to reference PERFECT Practice to make a skill performance perfect.

Cones

10mins 11.45 – 11.55

2.10 Identify best practice principles for Organisation and Safety in a changing environment

T1 to direct CA’s to look at how both tutors worked in the previous section. Direct the CA’s to consider what had led to good organisation. Unpick How-2 Organisation, emphasising maximum involvement for learning.

T2 asks group to focus on safety and to draw out from the group how they had managed this aspect. Unpick How-2 Safety.

Introduce them to the OT4 station and OT4 cards – explain how to be used throughout the course.

OT4 Organisation OT4 Safety OT4 Station


40mins 11.55 – 12.35

2.11 Organise, establish and maintain safety in a changing environment

Orientate to the layout and content of the task card and utilise in practice. Opportunity to practice Organising activities in a safe way Developing knowledge of fundamental activities for beginners and children Team work, planning Balance & Coordination=Agility at speed

T1 to manage practical session. Get into groups of 4 or 5 and explain the task.

Each CA will have the opportunity of being responsible for organising an activity for a group of peers. The activities are aimed at beginners and children. There is a pile of equipment that will be used along with a task card as seen before the course on uCoach.

The task is to get the activity set up within 5mins at which point, they should be prepared to brief the whole group with what the activity is. Great focus must be given to How it is Organised and How Safety is being managed. Each person in the group will have a role to play in getting it set up once they’ve looked at the task card and the OT4 card they have been allocated but one person will lead the activity.

In each group the focus will be on: A (Outcome, Organisation and What-2 tell the athletes) B (Outcome, Organisation and What-2 look for) C (Organisation - sets up the equipment) D (Safety in relation to the activity itself and other groups) E (Safety in relation to the activity itself and other groups).

Distribute OT4 cards to support them. Both tutors to support 2 groups in Supervising Coach capacity.

T2 calls groups back in after 5 minutes – PRIOR to commencing activity and identifies good practice relating to Organisation & Safety.

Ask one volunteer from each group to run their activity for their group – 3-4mins practical activity.

On completion of activity, pull groups back in WITH their equipment – piling it safely and tidily.

T1 draws out the aspects of efficient organisation and safety, also remind them to look at how balanced and coordinated the athletes were – or not.

Direct those who have coached to put a mark on the flipchart tally register.

Invite groups to change roles (A becomes B etc.), task cards and who coaches the activity. Ask each group to be up and running within 3 minutes. T1 to manage time. Tutor to repeat this exercise twice more, supporting where appropriate.

T2 ensure CAs sit down and draws out :

1. What-2 of Fundamental Movement Skills 2. How-2 Organisation 3. How-2 Safety – draw their attention to minimisation of risk and removal of hazards when

identified – actions to take. 4. Perfect Practice

Write up their learning on Fundamental Movement Skills, Types of Skill and Organisation in their workbooks. Reflect on how this new learning can be implemented within the CA’s own environment.

Task Cards: Follow the Leader Cat and Mouse Jump the Rainbow Push Throw Relay OT4 Safety OT4 Organisation OT4 Station x-ref pre-course material on uCoach – task cards Flip chart 1.4 Tally register PPT14: Balance & Stability PPT15: Coordination PPT16: Perfect Practice Workbook pg 4 & 5

30mins LUNCH


Day 1 SESSION 3 – 40 minutes

Session Title: Behaviour and Group Management

What-2

Behaviour Management

Adapting activities

HOW-2

Organisation



20mins 13.05 – 13.25 20mins 13.25 – 13.45

3.1 Identify importance of being organised to ensure appropriate behaviour 3.2 Identify strategy and process for managing and referring behaviour issues in line with BA Welfare their own club policy

Awareness that being organised is one of the keys to ensuring appropriate behaviour Disabled , non-disabled, ethnic minorities, faster, stronger, fitter, slower, weaker, less fit, CP, visually impaired or hard of hearing, learning difficulties Event Group: Throws - Experienced + CP Event Group: Speed - VI + hard of hearing Event Group: Endurance - Wheelchair athlete + Returning athlete Event Group: Jumps - Beginner + Behavioural Safety Who to tell inside and outside the club and what to tell them

The focus of this session is looking at the needs of athletes. In 4 groups list down the range of differing athletes they may encounter as a CA – 2mins. Review and consolidate on flipchart.

Task One o In same groups T1 allocates two areas of differing abilities to look at and one event

group that will be covered on the course. In 3-4 minutes identify what you would need to do and think about to manage the needs of this athlete or group of athletes e.g. using a high jump mat may be inappropriate for a beginner.

Each then presents ideas to the group.

Task Two o In their groups ask them to consider one of the following situations:

Two children fighting in the middle of a session Two children suddenly wander off A learning disabled child that says they don’t want to do the activity

Each group has 5 minutes to identify what they would do, can do and to keep it positive. Put the PPT slide on the screen to guide their thinking.

T1 asks them to flipchart ideas; pick up the key positives of what they will do and feedback.

Use PPT slide to summarise a process that will support them. Recognise that not all will be present within their club. Use the Inclusive Coaching PPT Slide to reinforce good practice.

Ask them to focus their attention on best practice for ensuring good behaviour and if they want to make some notes. Refer to scenarios that build on the discussion – uCoach.

As CA’s, they will need to practice dealing with this as it will arise, but remind then they are not alone as a CA.

Write up any learning regarding Behaviour Management in workbook. What will you do to ensure you and your club follow best practice?

PPT 17: Session 3 Flip chart 3.1, 3.2, 3.3, 3.4 Flip chart 3.5, 3.6, 3.7 PPT 18: Managing Athlete Behaviour PPT 19: Behaviour Response PPT 20: Inclusive Coaching X-ref: uCoach Behaviour management scenarios Workbook pg 6


SESSION 4 – 75mins

Session Title: Principles of running

WHAT-2

What-2 running movements and activities

Adapting running activities

HOW-2

Instruction & Explanation



5mins 13.45 – 13.50

4.1 Identify how to produce movement in the right direction

Force application to cause movement Action & reaction

T2 clearly introduces the session outcomes, remind them to think as CA’s even whilst performing as athletes. Explain to the group we’re now going to look at how we can create movement.

Using a standing press up position without a wall, ask a volunteer to push themselves off the non-existent wall. As no movement will have occurred, ask the volunteer to now do so by using a real wall.

Pull out from the volunteer which way he/she pushed first time and then second time. Explore what caused movement the second time round.

Ask the same volunteer to do a vertical jump without bending their knees – then to jump having bent their knees first. Again ask the group, to point in the direction the force was applied – then to point in which direction the person moved.

Ask the group, to relate this to running and pull out that to go forwards and up, the athlete needs to push backwards and down.

PPT 21: Session 4

10mins 13.50 – 14.00

4.2 Identify the key principles of running

Acceleration – posture and balance, application of force Running – foot placement, hip position, posture and use of arms

T2 assumes a “ready active” /standing start position but is upright. (ENSURE right foot forwards and left arm forwards or vice versa!)

If wheelchair users present, ensure they adopt and upright position ready to push.

Ask the group to reflect on the earlier session about fundamental movement skills, what should T2 do to make them go forwards?

Explain that if they just push down and back that they will go up more than forwards due to the balance. Tell them to try and start running from an upright position and then try from a leaning forwards position.

Explain that sprinters will land on the front half of their foot.

Ask the CA’s to have a go at running fast, but like a duck – with their hips sitting down. Ask them to contrast this with running in a tall position landing on the front halves of foot, driving down and back. Draw out posture and knee height, explain that knee height will give a longer stride length.

Finally, ask them to have a go at sprinting. Do this 3 times, first with arms straight, second with relaxed bent arms (90degrees), finally with arms and shoulders tense.

Ask which one moves the arm quicker and explain that a shorter limb moves quicker than a longer one, that we need relaxed shoulders to allow the arms to move freely.

OT4 Technical Models PPT 22: Speed PPT 23: Endurance PPT 24: Wheelchair Racing X-ref: uCoach video footage


Stride frequency Endurance Efficiency WCR Contact point & Drive Head should be in line with spine Shoulders ahead of the push rim Lift and bend of elbows Path of Acceleration

T1 mentions sprinters should drive elbows back hard and fast.

Ask for a volunteer to demonstrate walking, jogging, striding and sprinting with remainder of group watching one leg only. They will need to identify what happens to that leg as the speed increases.

Draw out their observations and correct if need be.

As an athlete increases the speed of running they will shorten the lever. This is because shorter levers rotate quicker.

Pull group in together and establish what the key What-2 skills are of running. Reintroduce Inclusive Coaching and mention the What-2 skills for wheelchair racing and link similarities to running and other events (e.g. force application).

10 minutes 14.00 – 14.10

4.3 Identify best practice principles of instruction and explanation

Take off from same leg each time. Next runner waits until 3

rd

hurdle cleared. Walk back around area to start Instruction and explanation is used prior to certain parts of the session Start of activities within a session and when changing an activity

T2 will have set up a small hurdles grid.

T1 models Instruction and Explanation by telling the CA’s what they are to do on the hurdles grid. Ensure that the CA’s are active quickly and detailed information is drip fed.

Prior to doing the activity, T2 then draws out the content of the information and unpicks the process of Instruction and Explanation.

X-ref to the task cards available for their use and how this information is covered, and that as a Coaching Assistant, if they are to work from a session plan then they may need more preparation time or guidance from a Supervising Coach.

T2 to pull from the group when Instruction & Explanation is generally used.

Explain that the purpose of the next part of the practical is for the CA’s to learn more about running and to practice using Instruction & Explanation.

T2 divide into groups of no more than 4 coaches. One acting as coach the others as athletes.

Explain how they will have a chance to start coaching each other in small groups using a task card and put into practice what they have learnt relating to running and Instruction & Explanation.

The task card activities primarily relate to the fundamentals and foundation stage of athlete development.

Distribute sets of task cards and ask groups to get started within 2-3 minutes – once it is organised and safe – using the cards in order.

OT4 Instruction & Explanation Task Cards: Set 1 Speeding Up Quick Start Raid the Goal Race Walk Relay Set 2 Pace the Race Pairs running Hurdle Running Chicken Relay


10minutes 14.10 – 14.20

4.4 Identify the key principles of running 4.5 Use the quick review process in supporting other CA’s

Fundamental running activities Use of quick review process to support peers in learning throughout the course

Tutors to allow activities to run for 2-3 minutes and then bring groups back in.

Draw out from the groups how many technical points they tended to give? How easy/difficult it was to refrain from giving all information. Encourage CA’s to use task cards when required.

T2 to model quick review process with a volunteer group, using questions on back of OT4.Empahsise how important it is to provide both positive and developmental feedback.

T1 to unpick quick review process and inform CA’s of the importance of good practice, learning from our experiences and from others.

OT4 Instruction & Explanation

30 minutes – 3 rotations of 10minutes each 14.20 – 14.50

4.6 Deliver running activities using Instruction and Explanation

Coaching practice running and Instruction & Explanation Awareness raised of running basics

Rotate groups around tasks, ensuring each group experiences x2 speed and x2 endurance based activities.

Both tutors to ensure they support CA’s throughout and to offer feedback during quick review process.

Flip chart 1.4 Tally register

5mins 14.50 – 14.55

4.7 Identify key learning from this session

Reflect on own learning

Conclude session by asking participants to identify their: o Top tips for running fast o Top tips for efficient running o Top tips on How-2 Instruct & Explain

Finish by confirming that after the break, the groups will be looking at What-2 to get athletes to do in jumping. By doing this the CA’s will get the opportunity of setting up demonstrations for people to see and then whilst practice is happening, to observe movement.

Ask group to write up their learning on Top Tips for Running and Instruction and Explanation in their workbook if not already done so over coffee break.

Workbook pg –7 & 8

10mins COFFEE



Session Title: Principles of jumping

WHAT-2

What 2 jumping movements and activities

Basic principles of jumping

HOW-2

Demonstration

Observation



10mins 15.05 – 15.15

5.1 Identify the key principles of jumping

Jumps mechanics How-2 observe (only) movement Fast drop/knee bend Triple Extension (extension of hip, knees and ankle) Fast controlled approach Eccentric contraction prior to take off Balance over the support foot dictates the direction in which we move Tall in the air, high hips Soft landings

T1 details the outcomes for the practical jumping session in class.

T1 and T2 set up demonstration of double footed vertical jump. In small groups ask CA’s to

observe the different jumps. Task them with discussing what they saw – what was different about each jump and what was the effect of those differences.

(Tutor always to land softly, but do not mention at this stage) Tutor to accurately perform and repeat if necessary:

o Standing Vertical Jump (SVJ) no knee bend and arms by sides (not used) o SVJ with knee bend arms by sides (not used)

Groups discuss briefly and tutor draws out technical content.

o SVJ with knee bend and arm action Groups discuss briefly and tutor draws out technical content. Ask the groups to feedback and

draw out explosive take off and arms being used caused more height. Mention use of single arm if single leg take off. Draw out what they see and mean with an “explosive take off”. Unpick how the fast drop would actually happen in the jump events.

Still looking at what happens during take-off – ask CA’s to identify and write on page 9 of the

workbook the main difference.

o SLJ – but jump upwards not forwards o SLJ – leaning forwards more and go for distance

Ask them to identify the difference. Draw out balance was more forwards. Ask what the effect was of having the weight/balance more forwards and in what way is this important when teaching jumps. Link back to previous fundamental movement skills section.

Explain that the same task will now be used to observe what happens after take-off. Task them with discussing what they saw and how each differed. Tutor to accurately perform

and repeat SLJ with knee bend, using arms and;

o For distance but piking at the hips and over balancing on landing o For distance, staying tall and thin in the air

Ask what was the difference (tall/high hips) and what was the effect (flight control and balanced

landing).

PPT 25: Session 5 Able tutor, able athlete or Video: Jumping Workbook pg 9


Fast controlled approach, balanced take off, triple extension, high hips and tall in the air, controlled soft landing

Ask them to describe the landings of every jump they have seen in this section.

In groups ask them to detail the most important aspects of jumping and what they should be looking for. Reinforce with OT4 Jumping card.

Tutor explains they will use this information when setting up a demonstration of jumping. Ask them to detail these points in their workbooks for future reference.

OT4 Jumping PPT 26: Jumps

10mins 15.15 – 15.25

5.2 Identify key aspects of How-2 demonstration using jumping activity

Sun position, distractions

T2 models demonstration of standing triple jump and T1 unpicks How-2 demonstration.

T1 to draw out the importance of a silent and correct demonstration.

In 3s or 4s, ask a volunteer from each group to practice setting up a demonstration with; a) Standing long jump b) Standing vertical jump c) Standing triple jump

CA’s must ensure they focus the athlete’s attention on one of the technical points from the exercise seen on video/performed by tutors.

Ensure CAs use quick review process and questions on the reverse of the OT4 demonstration, directing questions to the CA and allowing them to answer.

Repeat exercise so all CA’s will have practiced setting up a demonstration.

OT4 Demonstration PPT 27: Demo

55mins 15.25 – 16.20

5.3 Identify and practice the key aspects of observation

Coach and observer to agree what to look for

Technical points to look for Observation Strategy – Activity centred versus athlete centred Athlete Centred versus activity centred Break the movement down Watch a number of times from different angles

T1 to explain the outcome of the next activity session – all will do same activity to start with.

Arrange participants into groups of 4: A – Coach, B – Observer, C & D – Athletes.

Using page 10 of the workbook to help as a guide, the Coach sets up and demonstrates the activity within 3-4 minutes. Once the activity is going, their role is to see the technical points highlighted on the video earlier and identify any mismatches if they are not performed by the athletes. They are not permitted to speak with the athletes, unless on a safety issue.

Observer has 2 roles. Firstly they are to observe how the demonstration is done so they can help in the quick review after the activity is done. Secondly, when the athletes are doing the activity, they should stand with the coach. Their role is to verify what the coach is seeing.

The COACH should highlight:

1. The technical point they were looking for. “We were looking for....” 2. Where was the best place to stand? “The best place to stand was.....” 3. What they actually saw the athlete do. “We saw the athlete.....” 4. How many jumps per athlete did it take for you to see this and be sure it was

happening frequently?

Athletes do the activity – working within limits for 3-4 minutes and not doing too many jumps.

T2 draw from the group the key factors in jumping each time, prior to starting activity. After 2-3 minutes of activity, bring the groups back together.

Draw out from the group the process they were following to observe – and establish whether they were looking at movement or the activity.

Tell them that occasionally we may look at the activity to see if it is having the right effect, but again this is usually based on what we see the athletes do and their behaviours.

OT4: Demonstration Task Cards: Use in this order Jumping Styles Jump the Gap Hop Step Jump Jumping for Height Observation Checklist in workbook pg10 OT4 Observe PPT 28: Observe & Analyse OT4 Station


T1 unpicks the observation parts of the OT4 card and asks for someone to volunteer how they set up the demonstration. T1 unpicks the process they followed and asks observers to help on this aspect during subsequent rotations.

If necessary, refer CA’s back to the standing jumping movements performed earlier. Draw out from them how it was made easier to see the technical points.

Restart the activity with the observation points in mind – continue for 2-3 minutes more.

Bring groups back together with all equipment. Those who have coached, to indicate on flipchart tally register. Reassure the CA’s that observation takes practice and it’s important to address the underlying problem and not necessarily a symptom e.g. someone landing and falling forwards does not have a problem with the landing, it could be a take off or flight phase issue.

Rotate roles – A to become B, B to C, C to D and D to A etc. Focus on observing either phase or body part.

Ask groups to get active within 3-4 minutes and ensure that a silent demonstration is undertaken prior to starting.

On completion of 3-4 minutes activity, ask micro groups to discuss the observers’ checklist. Finally do quick review on both Demonstration and Observation.

Undertake this activity in total 4 times and finish ensuring equipment stored neatly.

Flip chart 1.4 Tally register

10mins 16.20 – 16.30

5.4 Identify what to observe and from where

Viewing from the side, behind and in front all have value Distance away from activity slows it down

After groups have all finished their review, ask groups to identify benefits of viewing silently from these positions and what were they able to see better from each:

o The front o The rear o The side

Emphasise the need to look at the whole movement to start, and then identify what to focus on and where best to observe it from. On completion of this exercise, ask CA’s to make their way back to the classroom and to consider what they saw the athletes do, that didn’t match the jumping model demonstrated earlier.

X-Ref their workbooks pg 10



Session Title: Analyse and decide

WHAT-2

Jumping Technical

HOW-2

Analysis & Intervention



20mins 16.30 – 16.50

6.1 I Identify the simplicity or difficultness of observing movement 6.2 Establish options available after having seen an athlete perform

How -2 Observe & Analyse Patient, silent observation prior to deciding on intervention Change position - Watch something different - Watch again - Stop the activity Letting the athletes learn

Remind them of the task set prior to making their way back into the classroom and ask them to turn to page 10 of their workbooks.

Ask for some information from the groups about what they saw the performer do and flipchart.

Tutor note; they should be identifying what the athletes has done, no analysis at this stage so try to draw out what was seen.

Tutor to identify those responses that are observations. Opening these observations to the group, pull out what should the athletes have done instead. Flipchart responses accordingly.

On completion of this task, explain that the process of analysis is about identifying the “mismatches” between what the athlete does and what they should be doing.

Referring them back to their workbooks, ask for a couple of examples of how many times they saw the athlete do the exercise before they were able to establish the technical point as a limitation.

Explain the need to confirm what we are seeing.

Ask them on a 1-6 scale, 1 being easy and 6 difficult, how easy it was to see all the technical points they were looking for. Tell them – if they did actually know what that movement looks like but couldn’t see it, then they need to work on their observation skills. However, if they weren’t sure what to look for in the first instance, then they need to develop their technical knowledge.

Reassure them about how to observe and analyse better.

Explain that the next step in the observation/analysis cycle is to make a decision (in conjunction with Supervising Coach).

In small groups, ask them to identify within 2 minutes what actions they might take on seeing ONE jump.

PPT 29: Outcomes Workbook pg 10 OT4 Jumping PPT 30: Decision making PPT 31: Interventions


Looking for consistencies Reassurance that coach is seeing what they think they are seeing Interventions: - Stop the activity - Change to a different activity

entirely - Adapt the activity to make it

harder - Adapt to make it easier - Break the movement down

into a sequence (chaining) - Practice one part of the

movement - Use self discovery - Feedback – tell them what

you saw - Feedback – using questions

to raise awareness

Refer them back to the previous practical exercise, and ask the group how long was it before they wanted to intervene? Draw out from the group the purpose behind not giving feedback after one effort (not making a judgement).

Once they are happy with their observations and mismatches, task the groups with identifying all the actions they may take as a result of confirming what they have seen.

After 5-6 minutes draw out their intervention options and flipchart responses. Go through each of them and highlight shaping and WPW. Explain if need be these methods of teaching.

In one group discuss the benefits of “guided discovery” and chaining, when might they be appropriate and who with.

Write up learning on Confirmation of what I am seeing and Interventions on page 11 of the workbook.

Workbook pg 11

5mins 16.50 – 16.55

Conclude this section by asking them to bear what has just been covered in mind as it will be explored on day 2 when the groups look at Throws and Endurance.

Ask them to right up any new learning from the day (What2 and How2).

Workbook pg 11

5mins 16.55 – 17.00

Field any questions outstanding from Day 1; ask for final notes for the day to be written up in their workbooks. Write down Final Thoughts for Day One on page 11 of the workbook.

T1 to summarise tomorrows timetable and closes day, answering any outstanding questions from the coaches’ workbook that will not be covered tomorrow (time allowing).

PPT 32: Day 2 overview


COACHING ASSISTANT - PROGRAMME OVERVIEW – DAY 2

SESSION TIME WHAT-2 HOW-2 REINFORCE RESOURCES COACHING OPPORTUNITIES

1 0900

30mins Recap on Day1 – Learning Analysis Interventions

Pale Blue Ice Breaker Cards

2 0930

70mins

What 2 Throwing movements and activities Basic mechanics of throwing Coaching Styles

Analysis


Task Cards: Heave it here, Cross the Line, Freestyle, Zone sling Shot Putt OT4 Observation & Analysis, Feedback

4

1040 15mins COFFEE

3 1055

90mins Delivering from a session plan Adapting activities What -2 Throwing movements and activities

Feedback Observation & Analysis

Task cards as above plus: Standing Shot Putt (EGD), Standing Javelin (EGD), Rocket or Standing Pull Throw (Foundation), Freestyle or Standing Push Throw (Foundation) Session plans

4

1225 35mins LUNCH

4 1300

70mins

Performance Factors Energy systems Behaviour What-2 Endurance movements and activities Application and understanding on Energy Systems Cool down and flexibility

All Cone markers OT4 All Task Cards: Trains x4

4

15mins Coffee

5 1425

120mins Coaching practice Peer review

All

OT4: All Task Cards: All Run, Jump, Throw equipment Unit session plans

6

6 1625

30mins Self development – where to from here Coaching Pathway

NOTES: Resources column lists the OT4 and Task Cards that will be required, as such ensure the equipment for those activities is available. PPT and Flipcharts are used throughout and are listed in the detail within the tutor notes. Take pre prepared flipcharts when moving to practical environment.


Day 2 – Session 1 – 30mins

Session Title: Reflect on day1 learning and homework/group work.

WHAT-2

HOW-2



30mins 09.00 – 09.30

1.1 Reinforce their

learning from day 1 of the Coaching Assistant course

Refresh and reinforce learning from day 1 1. Role of the Coaching

Assistant 2. Athlete centred coaching

and how this relates to How-2 Organise

3. Characteristics of someone in the Foundation and EGD stage of development

4. How and when to intervene

T1 to remind coaches of the domestic arrangements of the facility.

Tutors to each work with half the group. Allocate each pair a topic. They should discuss the key aspects of their topic covered on Day 1. They will have 5 minutes to prepare and 60 seconds to give their top tips to their half of the group.

Tutors to carefully manage discussion and review time – 10minutes max.

On completion bring both mini groups back together and share outcomes for the day and provide an overview of day 2.

T1 invites the group to flipchart any topics that were difficult and promises to come back to them and clarify at the end of the day (if time permits).

T1 introduces the outcomes for the second session and reminds participants to work within limits and to tick their name on flipchart tally register, each time they have coached.

Course register PPT 33: Title PPT 34: Review of Day 1 PPT 35:Outcomes Flipchart PPT 36: Sessions 2 & 3 Flipchart tally register


Day 2 SESSION 2 – 70 minutes

Session Title: Principles of Throwing

WHAT-2

What-2 Throwing movements and activities

Basic principles of throws

Coaching styles

HOW-2


Analysis



15mins 09.30 – 09.45

2.1 Identify the principles of throwing

Group observation of progressive throwing activity Angle of release (optimum angle between 37 and 42 degrees, although this is hard to observe and will vary depending upon the throw and weather conditions– for tutor reference) Height of release (is a factor but has the least affect on overall distance compared to the other two – for tutor reference) Speed of release (THE MOST IMPORTANT / INFLUENCIAL FACTOR FOR ALL PROJECTILES– for tutor reference)

T1 sets up demonstration of ball throwing progression. In groups, ask CA’s to observe the different positions being thrown from and the movements involved. Practicing using their observation skills, they need to identify the differences between the series of throws. Explain there will be a single technical change between each set of throws that will make it go further. Their task is to spot the single difference, remembering to focus on the movement. (If necessary tutors to mark the distance so CA’s can focus on movement not outcome).

T2 performs 2 handed push throw from these positions using light medicine ball or similar,

allowing the CA’s to discuss difference and feedback each time:

o Seated, slow throw directly vertical (aim to land just in front of seat) o Seated, slow throw directly horizontal o Seated, slow throw at about 45o

Draw out the technical content. T2 now performs:

o Standing no knee bend – slowly throw 45o T1 asks what has now made the ball go further. T2 now performs:

o Standing with NO knee bend but faster release - throw 45o Aim to really emphasise the importance of Speed of Release

T1 asks what has now made the ball go further.

Light medicine ball / football / basketball Flipchart


30mins 09.45 – 10.15

2.2 Identify the principles of throwing 2.3 Practise adjusting aspects of throws to increase distance 2.4 Experience a guided discovery session as athletes

Reference D-ball (medicine ball with handle) for those doing heave throw or when working with CP Reinforce using adapting equipment Principles of throwing apply to non-disabled and disabled athletes alike • Knees bent with balance on

the rear leg • Rotate and extend rear ankle,

knee and hip • Gradually increase speed • Transfer balance from rear leg

to front leg • Use the arm(s) fast and last. Coordination of legs and arms sequentially (x-ref fundamentals) use of legs followed by the arms and tempo of the movement gradually getting quicker Guided discovery - the athlete can become much more aware of what they are doing and make adjustments themselves Allows a coach time to observe athletes performing movements and tells us how the skill is perceived – simple/complex

In 4 groups, task each group with a type of throw : 1. 1 or 2 handed pushing (ball), 2. 2 handed overhead heaving (heavy ball), 3. 1 handed overhead pulling (tennis ball/bean bag) 4. 1 handed round the body sling (hoop)

Direct the CA’s to work at establishing how to change the Angle of Release, Height of Release and Speed of Release. What can they do differently to throw from a higher position? What contributes most to the speed of the throw? Arms, Legs, Legs plus Arms, Arms plus legs?

Each group must set up their area in 3 minutes that will ensure safety of them and those in the surrounding areas. No-one to commence until Tutor has inspected overall situation.

Commence activities - after 10-15 minutes of ‘play’, ask the CA’s to sit down and discuss what they did and what they found out in relation to angle, height and speed of release.

Each group to present their findings on flipcharts for others to see.

Direct groups reference to force application and balance that was covered on day one.

Once all feedback obtained, reinforce the key aspects of throwing.

Ask group what impact if any this would have on a wheelchair athlete or dwarf athlete?

During CA’s feedback, cross reference to what they picked up during the jumps (triple extension and balance) and ask how they applied it during the throwing activity.

Tell the group that the Tutor had applied a learning strategy – draw out from the group how this was set up and the benefits it had.

Explain the benefits of guided discovery.

Explain that this exercise could be use within a club environment just as easily, especially if athletes get to explore each throwing action.

Direct CA’s page 12 of the workbook and complete the questions.

Throwing equipment Flipchart Throws Questions OT4 Station OT4 Throws PPT 37: Throws Plain flipchart x-ref Jumps, Balance x-ref Simple/complex skills – Day 1 Session 4 Workbook pg12


10mins 10.15 – 10.25

2.5 State key safety and organisation issues related to throwing 2.6 State the coaching points for shot 2.7 Identify and use best practice for feedback

If wheelchair thrower present, then position 45

o to direction of

throw. Safety & Organisation – long throws and right v left handed throwers Key points: importance of systematic process to complement and develop the ‘coaching eye and ear’ Familiarity with throws technical model Tell them what was seen and stand back Tell them what you heard Full feedback process

Whilst T2 sets up a safe throwing area, T1 briefly explain the difference between Intrinsic and Extrinsic feedback and that the next task will be for them to identify which type of feedback the coaching is focussing on.

T1 asks group to identify the safety issues related to throwing activities, when they would use soft equipment and when full weight equipment. How will they deal with not being directly supervised – is there anything they wouldn’t do?

T1 instruct on shot grip and standing throw from power position.

Reminds of the ‘OT4 Observation and Analysis, tells them a single technical point they should look for (e.g. rotation of throwing foot/knee/hip in the direction of throw) and where they are standing to see it. Tutor checks coaches are observing from open side and discuss the difficulty of observing throws and safe positions to observe from.

Volunteer athlete performs two throws focussing on that technical point.

T1 asks the coaches what their decision is having seen two throws, group coaches on their responses:

o Do the athletes need another demonstration o More information o Change of activity/equipment etc. o Feedback to assist their learning o See more practice

Re-iterate what came out of jumps on day 1 that first decision is to see if you need to see more.

Inform the group that our decision on this occasion is to explore Feedback.

T1 models feedback to discover the appropriate intervention. Using questions, draw out from the athlete their understanding of the task. Depending on their response take the appropriate action.

Athlete performs two more throws and only then does T1 model feedback.

T2 then draws out OT4Feedback emphasising the importance of asking questions to encourage self analysis. T2 refers them back to Intrinsic and Extrinsic feedback and pulls out from the group that the coach combined both within the process.

Explain that a skilful coach will use all the feedback available to the athlete to help learning take place and be reinforced. For those working with groups of athletes, draw out in what way the Feedback process would look different or how the coaching assistant might deliver feedback. After break they will have the opportunity of practising.

Cones Throwing equipment OT4 Station OT4 Safety PPT 38: Safety OT4 Organisation OT4 Observe & Analyse OT4 Throws OT4 Feedback


15mins 10.25 – 10.40

2.8 Identify differences in coaching styles and where they could be effectively used

Lying down standing up exercise Stages of learning

In practical location T2 points out that although there are common roles, responsibilities and standards, people will coach in different ways (personality, experience, philosophy).

T2 organises coaches into pairs. The pairs will quickly carry out the same task three times. The task is getting somebody who is lying in a supine position on the floor to finish in a standing position. The pairs will use three different styles, using rules set by the tutor. Tutor reviews only after completion of the three times NOT each time.

The first time: A acts as a coach and B acts as an ‘athlete’. Coach, A, tells B what body parts to move and how and where, e.g. “bend your left leg to a right angle at the knee”. B cannot speak, unless they physically can’t do something, when they can say “I can’t do that”.

Coach, A, cannot simple say “Stand up” – they must ‘tell’ small precise movements.

The second time: B acts as coach and A as the ‘athlete’. Now the coach must show the athlete what to do in small movements. They must set up a formal demonstration for each small technical point they are asking the athlete to do. X-ref back to demonstration done earlier and how they should set up these demonstrations. B cannot simply say “watch this” and stand up. Again the ‘athlete’ cannot speak unless they cannot physically do something, when they can say “I can’t do that.” No mirroring is permitted.

The third time: A returns to being a coach, B as ‘athlete’. Coach now asks athlete “what part of the body would you want to move first and in what way to begin standing up?” Follows this line of questioning to help the athlete to finish standing.

T1 reviews asking e.g. “How would you characterise the three times you did that task?” Draws out: Tell, Show, Involve. Tutor asks e.g. “When you were in the position of being the ‘athlete’, which way felt more comfortable?” “Where might learning have been best?” “Which of the three styles would you call ‘athlete-centred’?”

Briefly explain the characteristics, strengths and weaknesses of each of the 3 styles (use slide). The next section will begin to emphasise the involving / questioning style.

Point out that day 1 of the course focused more on tell and show styles. They have already started to work on many of the how-2 coach skills employed by these two styles and will continue to develop these. During the next section we will begin to emphasise questioning and the involving style. Explore which coaching styles support the delivery of certain elements of safety, organisation and other how-2 skills.

Refer them to the feedback exercise before break and draw out how when the feedback process is done properly, it can be a very involving style of delivery. Draw out from their experiences, where they may or may not have seen this in action.

Discuss the difficulty in asking questions to start the process and relate this to the athletes stage of learning. If the athlete is a beginner then it may be appropriate to give some directed feedback before asking a question. However at other stages ask first to encourage the self analysis; this is important as it helps long term learning.

Tell the group that after break, we will be applying the coaching points of throws in a practical context, giving them the opportunity to set up safe throwing activities and practice observation based feedback.

Direct CA’s to record any learning regarding Telling, Showing and Involving from this session in their workbook, and how they might apply this in their own environments.

PPT 39: Coaching styles Flipchart coaching styles PPT 40: Feedback X-ref: uCoach Involving style videos PPT: 41 – 42 Stages of Learning Workbook pg 12


Day 2 SESSION 3 – 90mins

Session Title Working from session plans

WHAT-2

Delivering from a session plan

Adapting activities

What – 2 Throws activities

HOW-2

Feedback

Safety, Observe & Analyse



55mins 10.55 – 11.50

3.1 Deliver safe throwing activities within a changing environment 3.2 Observe, analyse and feedback during throwing activities

Safety Management of equipment, area and athletes Throw and collect routine How-2 Feedback Information overload What-2 Throwing Coordination efficiency of movement, safety , skill learning structuring of practice to aid learning Perfect practice makes perfect

Tutors to have set up safe throwing area and to ensure this is explained to the group prior to commencing. Explain that outcomes of this practical session.

Ask the CA’s to recall what the main technical aspects are that the athletes should do to make an implement go far.

T2 briefly draws out safety protocols when using NON-ADAPTED throwing equipment.

Explain that although we are undertaking “Part” practice from a coaching perspective, the coach should feedback only as much as they need to. Stress that quality of the feedback is more important than quantity and should be based on what we have seen. Remind the CA’s to focus on one area and not the whole activity. Ask the CA’s to recall the key aspects of giving feedback. Highlight page 13 of the workbooks to help coaches with Feedback.

Practical – Briefing o In groups of 4, set up the activity from a session plan (2mins). Each group comprises

of A - Coach, B+C - 2 athletes, D - observer.

Coach states to athletes and the observer what one technical point they are looking for. Athletes take alternate throws focussing on that one technical point (A to throw, B to collect and vice versa.

CA’s to micro manage safety in conjunction with other groups – tutors to macro manage safety.

Observer to support CA during quick review by directing questions at the CA (on the reverse of the OT4 card) (2mins).

T2 shows technical grip for Javelin and Shot Putt prior to allowing the groups to commence their activities. Then allow coaching practice for observation and feedback (6mins).

Allow for at least 4 rotations, with every CA having the opportunity of using “live” equipment. Review after each rotation focusing on safety, feedback, importance of effective observation and analysis to inform feedback.

Undertake final review of What-2 on throwing and How-2 Feedback.

OT4 Safety X-ref to safety guidance on uCoach Workbook pg 13 OT4 Feedback Session Plans Standing Shot (EGD) Standing Javelin (EGD) Rocket or Standing Pull (Foundation) Freestyle or Standing Push (Foundation)


10mins 11.50 – 12.00

3.3 Identify appropriate equipment to be used with fundamentals to event group development stage athletes

Adapting activities General movements have been

experienced first.

More refined skills are built on top of these.

More correct repetition is the mother of learning

More opportunity to practice

Ask those who were using live equipment, what they noted about the athletes movements compared to when using adapted equipment.

Draw out key benefits of using adapted equipment and how during the workshop this has been done.

Draw out which stage of development this would be most appropriate for. Emphasise the need to use equipment relevant to the athlete development stage and ability levels, not just what the rule book says.

Explain how safety protocols should be followed when using adapted equipment. Explain task cards and how they indicate appropriate equipment throughout all the activities planned.

X-ref Coordination on day 1 X–ref: safe use of equipment

25mins 12.00 – 12.25

3.4 Identify missing components of a session 3.5 Contribute to the preparation process

Training Loads Equipment Safety All related to the throws EGD Shot Putt Warm Up – no loadings. EGD Javelin – Skill Session – no equipment specified and organisational issues limited. Foundation Shot Putt – Skill Session – no rest/recovery included and no organisational issues which will help govern rest.

Foundation Javelin Fitness – no rest/recovery included and no organisational issues which will help govern rest.

T1 to explain outcomes of section.

Back in classroom 4 groups are allocated a UNIT from a session plan that has an Objective.

There is some detail missing e.g.no loadings.

T1 to instruct the CA’s to detail on flipchart, WHAT IS MISSING and the INFORMATION REQUIRED from the Supervising Coach to be able to support the delivery of this session. They have 8 minutes to contribute to the session plan.

Tutor Note: As the attendees may have a tendency to over elaborate, use the supporting PPT to illustrate the unit they were working on – PRIOR to the group showing their work. On completion, the PPT you can reveal the main parts missing.

Each group has 2-3minutes to show what was missing and what they would ask of the Supervising Coach. No other explanation will be needed.

Summarise with summary slide that identifies what a CA should be looking for within Session Plans.

CAs to write up any notes from this session in workbook.

Part completed Session plans: PPT 43: EGD Shot Putt Warm Up PPT 44: EGD Javelin Skill Session PPT 45: Foundation Shot Putt Skill Session PPT 46: Foundation Javelin Fitness Session PPT 47: Session Plan Summary Workbook pg 13

35mins LUNCH


Day 2 SESSION 4 - 70 minutes

Session Title: Performance factors

WHAT-2 Energy systems Components of fitness Training principles Pulse rate What – 2 Endurance technical (Race walking, running efficiency and pacing Cool down and concluding sessions

HOW-2

All Coaching Process Skills



15mins 13.00 – 13.15

4.1 Describe the factors that influence performance

4.2 Identify the components of fitness

Technical & Tactical, Physical Preparation, Psycho-behavioural, Lifestyle and Movement Skills Components of fitness: strength, speed, endurance, flexibility and coordination Session structure

T1 introduces the performance factors element and asks participants to watch a clip of video.

Draws out the performance factors by asking “What will the coach have tried to develop with these athletes over time?

Draw analogies with athletes whose goal is not performance but participation.

Lifestyle: quick examples are asking athletes to bring a water bottle to training and awareness of basic Anti Doping responsibilities (e.g. checking medication on www.globalDRO.com).

Encourage them to focus on the physical side and to consider fitness specific issues. Draw out the components of fitness: referring back to the video.

Explain that as coaches we have to work on all these things and fit many of them into our coaching sessions.

Pull out from the group appropriate session structure and check for understanding on sequence of each component.

Explain that experienced coaches will knit these together to ensure the best possible learning and development for the athletes as individuals.

Write these up on page 14 of the workbook.

PPT 48: Session 4 Video footage Flipchart PPT 49: Performance factors PPT 50: Fitness components X-ref to manual


10mins 13.15 – 13.25

4.3Identify the 3 energy systems

4.4 Use pulse rate to estimate work intensity

Principles of overload, recovery and adaptation, specificity Frequency, intensity and time/duration Energy systems Maximum heart rate and measurements of intensity

T2 using suitable analogy (e.g. beginning to run, digging a garden, etc.) explains the effect training has. Explain briefly that all life and function is governed by the body’s energy systems.

Ask them whilst sitting to begin tapping their feet on the floor quickly for 10 seconds. When approaching 10 seconds tutor informs them to carry on and continues until 30 seconds have passed.

T2 asks the participants what they noticed and what did they hear? From this draw out the 2 energy systems they were principally using.

Draw out which system is primarily being used whilst sitting there now.

T2 talk about resting pulse rate and implications.

Practically show how 10 sec pulse rate can be used to estimate work intensity. Identify differences in pulse rate in warm up, aerobic and anaerobic activities. Ask coaches to calculate their approximate maximum heart rate.

Explain the purpose of the forthcoming practical session and identify the basis for endurance activities in terms of energy systems and training.

PPT 51: Training principles PPT 52: Energy systems Slide PPT 53: Heart rate

15mins 13.25 – 13.40

4.5 Make safety checks before session starts 4.6 Establish working relationships with athletes

4.7 Lead warm-up under supervision

Safety: pre-session checks (facility, dress, equipment, health of participants) Learn and use athletes’ names, Smile and make eye contact with each athlete Coach the athlete rather than the sport Show interest in and respect for each athlete Share purpose of each session Warm up with children (emphasis importance of quick organisation and groupings)

In the practical area with hazards already laid out (Tutor has set up some hazards in the practical area). T1 reintroduces session and reminds group of outcomes.

T2 sets task for the coaches to identify and rectify the hazards, reinforcing importance of safety (if required recap on safety OT4 and ongoing assessments of risk).

T2 draws out how relationships were established by the tutors during each day. Build on their experiences by asking examples of better practice in their own environment. Ask them for key things that they will do in future to help establish a rapport between themselves and the athletes.

T1 distributes warm up task cards to groups of 6. Groups to discuss what needs to be done in the introduction before the start of the session. One coach from each group then volunteers to run the introduction and warm up.

After 5mins, continue to draw out safety aspects of what was done and perhaps missed.

OT4 Safety Task Card: Trains x4 OT4 Station


20mins 13.40 – 14.00

4.8 Deliver race walking activity focusing on one coaching process skill

What – 2 Endurance – race walking

Outline the outcomes for this section – what-2 endurance and explain it is an opportunity to practice the whole coaching process. Refer them to OT4 station as a refresher. Ask them to focus on one skill to practice.

T2 draws out through questioning the key technical points associated with endurance activities and signpost to the endurance technical model.

Inform the group that we will be using race walking as the activity. T1 sets up a quick demonstration. T2 unpicks the technical aspects as a result of the demonstration.

o The athlete’s hands should come to a point level with a cross in the centre of the chest not

across the chest; emphasise similarities with sprinting arm action. o Athletes should walk on a line to encourage increased stride length through use of hips.

In pairs, with this technical information and practicing all coaching skills (but with one being the main focus), they should spend 3 minutes teaching the athlete how to race walk and then swap over.

Join each pair with another pair and ask them to identify the key technical point they were working on and go through a quick review process of the coaching skill they were focussing on.

T1 acting as coach (invites the coaches to act as athletes but keep thinking as coaches) leads a 2 min own pace warm up as a paarlauf around the 60 – 80 m oval; race walking with coaches acting as athletes and in pairs (any who prefer not to participate, act as coaches and observe skill, energy demands).

Followed by 2mins at faster pace to illustrate difference in heart rate.

At conclusion each athlete takes a 10 sec pulse and tutor discusses the energy systems predominantly used and how the session could be changed for a different effect (all now thinking as coaches) and for different age groups/ athlete development stages.

T2 leads group review using relevant OT4 cards and questions on reverse.

OT4 Station OT4 Endurance OT4 all cards Small oval of cone markers


10mins 14.00 – 14.10

4.9 Identify best practice for cooling down and concluding sessions

Structure, purpose and key points for cool down and concluding the session:

• helps accelerate recovery and prevent muscle soreness

• reduce heart and respiration rate, calm mind

• opportunity to reflect on session

No real difference between adults and children Educate, manage the group, retain interest Minimum 5 minutes but depends on range of athletes and session undertaken Confirming strengths, areas to work on Collecting and storing equipment and checking the area is left in an appropriate state Introduce coaching practice session

T1 leads discussion to identify principles and necessity of cool down.

Discuss what you will do for cool down for session for children and adults. Tutor to draw out key points, capture onto flip chart and reinforce.

T1 leads a cool down session for adults. Groups review what happened and how it was done by referring back to the tips for cool down.

Explain that physically there is little difference in the requirements for children and adults when cooling down. However the coaching approach will need to be different. Task small groups with identifying what these differences might be.

Gain feedback and re-iterate that children will need to learn the process of cooling down and to stay focussed – CA role very important in this.

T1 to draw out other considerations when closing the session.

CA’s asked to write up their learning regarding Pulse Rate and Cool Down in their workbook.

T2 explains the purpose behind the next session and asks for the first CA’s in each practical groups to set up ready for their coaching practice which starts immediately after break. Each CA will be given a task card or session plan to deliver. The activity selected will (where possible) be based on the athlete stage of development that they are working with back in their club environment.

PPT 54: Cool down Flipchart Workbook pg 14


Day 2 SESSION 5 - 2 hours

Session Title: Coaching practice WHAT-2 Coaching Practice

HOW-2

All Coaching Process Skills (CA’s may have 1 focus)



120mins 14.25 – 16.25

5.1 Develop technical awareness and practice the coaching process skills, focusing on one

CA’s in pairs undertake the following: Sets up area Organises group Delivers activity from a unit of a session plan Review coaches personal coaching goal for How-2 and session goal for What-2

TUTOR NOTE: Time management is critical in giving everyone the opportunity of practising their coaching. Please ensure time slots are allotted based on the number of attendees and the number of tutors. (e.g. If 18 participants – 2 groups of 9 CA’s will take 2 hours, based on 8mins delivery and 5mins review) Coaching practice with coaching assistants delivering identified activities, do review process around What-2 and How-2, help them create an action plan for continued development. Pair a Coaching Assistant with x1 observer. The Observer’s role is to observe the coaching assistant’s delivery and with specific reference to the How-2 chosen by the CA. On conclusion of the activity, the Observer is to give feedback – utilising the questions on the back of the identified How-2 card. Tutor to facilitate positive peer review process. COACHING PRACTICE

Explain this is an opportunity to practice coaching using a session plan. Each CA will have a max of 8mins in total for coaching practice. After the activity there will be 5mins review with their group and the tutor, with the questions being led by the observer.

Create 2 groups so that 2 sessions can run at the same time. Two Coaching Assistants should be set up, ready to start.

CA’s should have a go at practicing all the skills and interventions they have learnt but perhaps to focus on one aspect in particular. The Observer, allocated to the CA delivering, may take part in the activity, or observe and support the CA – Tutors to leave the choice to the CA and Observer.

Remind those who are coaching to tell the observer, what single WHAT-2 technical point they will be looking for and the How-2 skill they are trying to improve upon during the session. During the review, T1, T2 and observers, should focus on the points they were told by the coach. Ensure reviews give positive and focus on action point for future development.

First two groups get active and tutors / observers lead reviews on conclusion of activity. Whilst reviews are going on, next volunteers should be getting set up, swap observers.

Direct those who have coached to write up their notes from the feedback they have received.

After all rotations done, finish practical and return to classroom.

PPT 55: Session 5 OT4 Stations All OT4 cards

Session plans

Workbook pg 15


Day 2 SESSION 6 – 30mins

Session Title: Where next

WHAT-2

HOW-2



30mins 16.25 – 16.55

9.1 Identify their most important learning

Their relevant learning Athletics Coach (8+) Off Track Endurance – CiRF (12+) Roles of BA and the Home Country Associations Licensing - three years from police check No official CPD requirement but best practice

T2 - In pairs, ask them to share what the most important piece of learning was from the last 2 days. Ask whether they have written this down as it will help make it happen. Ask for a couple of people to share. Use page 15 of the workbook to help with the reflections.

Discuss with the group, other sources of support and information that are available to them. Draw out, other coaches, books, internet, workbooks they have completed, uCoach. For those looking to develop further, tell them who they should approach relating to CPD or coaching qualification workshops. Refer to the website to see a full picture on how to progress from this Coaching Assistant role to being a Coach. Progression to coach – recommend 3 months of assisting and coaching practice.

If intending to work with Children under 13 years old, then gaining knowledge in delivering athletics to this age group would be most beneficial. There are some key differences to coaching children, for example: managing large groups, with development age appropriate activities and structure; changing the content and coaching process (How-2) to ensure children are engaged in more fun based activities whilst practising fundamental movements of athletics. Further workshops and advice can be found via uCoach and the Home Country Local Workshop programmes.

Stress that in Athletics Coach the technical content is deeper and more appropriate for those athletes who have been training with athletics clubs more frequently.

If working with off track endurance (road running) then Coach in Running Fitness, is the route (this is not for those intending to coach 800m plus runners to compete on a track, their route should be AC).

Briefly explain roles of key organisations in athletics.

Explain that although currently there is no official requirement to keep up to date, in future this may be built into the terms and conditions of receiving a licence. Currently it is valid for 3 years from the date of their police records check which will need to be renewed prior to receiving a new licence. They are usually issued within 4-6 weeks.

Detail BA’s desire to improve the level of coaching and that we hope they will continue learning away from here.

T1 and T2 field any questions – on back of workbooks (time allowing). T2 to review wants and concerns from day 1 flipcharts.

Conclude by asking all CA’s to complete their EVALUATION SHEET within workbook, to tear it out and hand it to the tutor before departing.

Thanks and safe journey.

PPT 56: Final Review Workbook pg 15 Sign post to uCoach X-ref Home Country links PPT 57: Coach Pathway PPT 58: Coach Awards PPT 59: Athletics PPT 60: Licence PPT 61: DBS PPT 62: Closing Qs Day 1 wants and concerns flipcharts Workbook pg 19 PPT 63: End Title


Appendix A Equipment List Day Session Activity Equipment Required

1 1 D & D Area 10m x 10m Stack of markers – 20 minimum

2 Warm Up - adult Coordination Warm Ups

Stack of markers – 20 minimum Tennis Balls – x10 or Bean bags – x10 Material strips/bibs or bean bags x10 Medicine Balls or footballs x 4

4 Running Activities Stack of markers – 20 minimum Tennis Balls – x10 or Bean bags – x20 Low hurdles x9

5 Jumping Activities Gym mats x4 or Dry grass Stack of markers – 20 minimum Low hurdles x4

2 2 Throwing Activities Light medicine ball / football / basketball x2 Heavy Ball x2 Tennis balls / bean bags x 10 Foam javelins x 6 Quoit or hoops x4 Stack of markers – 20 minimum

3 Throwing Activities 3.25kg Shot x2, 5kg x2, 7.26kg x2 400g Jav x 2, 600g x2, 800g x2 Bean bags x20 or foam javelins x 6 Football/Medicine Balls x 6 Stack of markers – 20 minimum

4 Endurance Stack of markers – 20 minimum

5 Coaching Practice All of the above.

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