gaa coach education programme application for ... · 10b identify different styles of coaching and...

GAA Coach Education Programme Application for Accreditation

Appendix II

APPENDIX II: GAA CEP COACHING COMPETENCIES

FOUNDATION AWARD: COACHING COMPETENCIES

Module 1: Introduction - Learning Outcomes 1A Be able to identify the role of the Assistant Coach 1B Be able to identify the ‘How to Coach’ skills Module 2: Skill Development - Learning Outcomes 2A Be able to identify the skills of Hurling/Gaelic Football 2B Be able to identify the 3 phases of learning for Skill Development 2C Be able to list the steps involved in coaching a skill 2D Be able to organise and oversee activities to practice 5 of the skills of Hurling/Gaelic Football

Module 3: Movement in Gaelic Games 3A Be able to identify the different movement requirements of Gaelic games 3B Be able to organise activities to develop movement abilities Module 4: Coaching Children/Youths/Adults 4A Be able to identify the issues and challenges of working with different playing groups (Children/Youths/adults) 4B Be able to identify winning vs. development focussed coaching philosophy 4C Be able to identify how coaching styles and philosophies may vary when working with different playing groups 4D Be able to identify how to create a safe positive learning environment for players

Module 5: Introduction to Gaelic Games 5A Be able to identify the 3 different types of games – Fun Games, Modified Games, 5B Full Games 5C Be able to identify key factors that can be altered to modify a game 5D Be able to organise a game appropriate to Children, Youths or Adults


Appendix II AWARD 1 (CHILD): COACHING COMPETENCIES

Module 1: Introduction 1A Be registered on the course 1B Be able to identify the format and what is required of them to complete the Award 1 1C Be able to describe the rights of the Child in sport 1D Be able to identify the components of the OTú Model Module 2: Communication 2A Be able to identify the 6 How to Coach Skills 2B Be able to describe methods of communication with Children 2C Be able to provide feedback that is accurate, relevant and positive

Module 3: Technical Proficiency 3A Be able to define Technical Proficiency 3B Be able to identify different types of activities that can be used to develop Technical Proficiency 3C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency - Build Rapport - Provide Demonstration - Observe - Analyse & Make Decisions - Explain - Generate & Provide Feedback 3D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 4: Tactical Prowess 4A Be able to define Tactical Prowess 4B Be able to identify different types of activities that can be used to develop Tactical Prowess 4C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Tactical Prowess 4D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS

Module 5: Team Play 5A Be able to define Team Play 5B Be able to describe how Children learn and why Children play 5C Be able to identify the type of activities that can be used to develop Team Play 5D Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Team Play 5E Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 6: Physical Fitness/Physical Literacy 6A Be able to define Physical Fitness for Children playing Gaelic games 6B Be able to identify the ABC’s and RJT’s of Physical Literacy 6C Be able to describe the link between Physical Literacy and the movements of Gaelic Football/Hurling 6D Be able to organise activities to develop Physical Literacy

Module 7: Playing Facts 7A Be able to define Playing Facts


Appendix II 7B Be able to identify the ideal player 7C Be able to identify playing facts (related to the ideal player) to be identified 7D Be able to use a skills challenge to monitor player development

Module 8: Psychological Focus 8A Be able to identify the reasons why children participate in Gaelic games 8B Be able to identify methods of ensuring that sessions and games are enjoyable and challenging Module 9: Rules & Lifestyle 9A Be able to identify issues surrounding the participation of children in Hurling/Gaelic Football

Module 10: Role of the Coach 10A Be able to describe the typical Child player 10B Be able to identify the key roles, skills and qualities of a coach 10C Be able to identify how the Coach can interfere with children’s participation 10D Be able to describe some of the challenges that coaches face when coaching children 10E Be able to identify the importance of planning coaching sessions in advance 10F Be able to outline the structure of a typical coaching session 10G Be able to identify components which can be altered to ensure that coaching sessions are varied


Appendix II AWARD 1 (YOUTH): COACHING COMPETENCIES

Module 1: Introduction 1A Be registered on the course 1B Be able to identify the format and what is required of them to complete the Award 1 1C Be able to describe the rights of the Child in sport 1D Be able to identify the components of the OTú Model Module 2: Communication 2A Be able to identify the 6 How to Coach Skills 2B Be able to describe the importance of listening in coaching 2C Be able to identify signs that players are/are not listening 2D Be able to provide feedback that is accurate, relevant and positive

Module 3: Technical Proficiency 3A Be able to define Technical Proficiency 3B Be able to identify different types of activities that can be used to develop Technical Proficiency 3C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency - Build Rapport - Provide Demonstration - Observe - Analyse & Make Decisions - Explain - Generate & Provide Feedback 3D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 4: Tactical Prowess 4A Be able to define Tactical Prowess 4B Be able to identify the options available to players in attack or defence 4C Be able to identify the options available to players on and off the ball 4D Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Tactical Prowess 4E Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS

Module 5: Team Play 5A Be able to define Team Play 5B Be able to identify the type of activities that can be used to develop Team Play 5C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Team Play 5D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 6: Physical Fitness/Physical Literacy 6A Be able to define Physical Fitness for playing Gaelic games 6B Be able to describe the difference between chronological and biological age 6C Be able to describe 5 of the components of Physical Fitness for Gaelic games § Speed § Stamina § Suppleness § Strength


Appendix II § Sleep 6D Be able to identify the best time to develop each component of Physical Fitness for Youth players 6E Be able to organise activities to develop one of the components of Physical Fitness § Speed § Stamina

Module 7: Playing Facts 7A Be able to define Playing Facts 7B Be able to identify Playing Facts to be measured 7C Be able to identify the advantages/disadvantages of Notational Analysis 7D Be able to transfer the knowledge gained from analysis of the Playing Facts and implement a coaching session 7E Be able to describe the structure of the rules of Hurling/ Gaelic football 7F Be able to identify the role of the Coach and the Match Officials in ensuring the proper playing of our Games Module 8: Psychological Focus 8A Be able to define Psychological Focus for Gaelic games 8B Be able to describe the 5 C’s of Psychological Focus - Confidence - Competence - Commitment - Control - Concentration 8C Be able to identify the reasons why Youth players participate in Gaelic games 8D Be able to identify methods of ensuring that sessions and games are enjoyable and challenging 8E Be able to set goals for Players and Coaches 8F Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic Football

Module 9: Rules & Lifestyle 9A Be able to identify issues surrounding the participation of Youths in Hurling/Gaelic Football Module 10: Role of the Coach 10A Be able to identify the key roles, skills and qualities of a coach 10B Identify different styles of coaching and outline their own philosophy of coaching 10C Be able to identify key factors that relate to effective coaching 10D Be able to identify the importance of planning coaching sessions in advance 10E Be able to outline the structure of a typical coaching session 10F Be able to identify variables which can be altered to ensure that coaching sessions are varied


Appendix II AWARD 1 (ADULT): COACHING COMPETENCIES

Module 1: Introduction 1A Be registered on the course 1B Be able to identify the format and what is required of them to complete the Award 1 1C Be able to identify the components of the OTú Model Module 2: Communication 2A Be able to identify the 6 How to Coach Skills 2B Be able to describe the importance of listening in coaching 2C Be able to identify signs that players are/are not listening 2D Be able to provide feedback that is accurate, relevant and positive

Module 3: Technical Proficiency 3A Be able to define Technical Proficiency 3B Be able to identify different types of activities that can be used to develop Technical Proficiency 3C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Technical Proficiency - Build Rapport - Provide Demonstration - Observe - Analyse & Make Decisions - Explain - Generate & Provide Feedback 3D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 4: Tactical Prowess 4A Be able to define Tactical Prowess 4B Be able to identify the options available to players in attack or defence 4C Be able to identify the options available to players on and off the ball 4D Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Tactical Prowess 4E Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS

Module 5: Team Play 5A Be able to define Team Play 5B Be able to identify the type of activities that can be used to develop Team Play 5C Demonstrate effective ‘How to Coach Skills’ through the organisation of appropriate activities to develop Team Play 5D Be able to identify key variables that can be altered to increase or decrease the difficulty of the activity - SPACE/TIME-TASK/EQUIPMENT/PLAYERS Module 6: Physical Fitness/Physical Literacy 6A Be able to define Physical Fitness for Gaelic games 6B Be able to describe the difference between chronological and biological age 6C Be able to describe 5 of the components of Physical Fitness for Gaelic games § Speed § Stamina § Suppleness § Strength § Sleep


Appendix II 6D Be able to identify the best time to develop each component of Physical Fitness for Adult players 6E Be able to organise activities to develop one of the components of Physical Fitness § Speed § Stamina

Module 7: Playing Facts/Rules & Lifestyle 7A Be able to define Playing Facts 7B Be able to identify Playing Facts to be measured 7C Be able to identify the advantages/disadvantages of Notational Analysis 7D Be able to transfer the knowledge gained from analysis of the Playing Facts and implement a coaching session 7E Be able to describe the structure of the rules of Hurling/ Gaelic football 7F Be able to identify the role of the Coach and the Match Officials in ensuring the proper playing of our Games 7G Be able to describe issues around maintaining discipline on the playing field and respect for Match Officials Module 8: Psychological Focus 8A Be able to define Psychological Focus for Gaelic games 8B Be able to describe the 5 C’s of Psychological Focus - Confidence - Competence - Commitment - Control - Concentration 8C Be able to identify the reasons why Adult players participate in Gaelic games 8D Be able to identify methods of ensuring that sessions and games are enjoyable and challenging 8E Be able to set goals for Players and Coaches 8F Be able to identify issues surrounding the participation of Adults in Hurling/Gaelic Football

Module 9: Role of the Coach 9A Be able to identify the key roles, skills and qualities of a coach 9B Identify different styles of coaching and outline their own philosophy of coaching 9C Be able to identify key factors that relate to effective coaching 9D Be able to identify the importance of planning coaching sessions in advance 9E Be able to outline the structure of a typical coaching session 9F Be able to identify variables which can be altered to ensure that coaching sessions are varied


Appendix II AWARD 2 (CHILD): COACHING COMPETENCIES

Module 1: Introduction 1A Be registered on the course 1B Be able to identify the format and what is required of them to complete the Award 2 Module 2: The OTú Model 2A Review the components of the OTú Model 2B Be able to perform a personal needs analysis of their coach development requirements employing the OTú Model 2C Be able to perform a needs analysis of their own team employing the OTú Model 2D Be able to review the OTú model against their own coaching experiences and competencies

Module 3: The Role of the Coach 3A Review the Award 1 Role of the Coach Material 3B Describe the expectations of themselves as an Award 2 coach within a Club, School or County setting. 3C Identify the learning process and how this relates to both coaches and players. 3D Identify the components of the coaching process 3E Discuss the need for care of the coach Module 4: Communication 4A Identify their own current strengths and weaknesses in relation to their communication skills within coaching 4B Demonstrate effective Verbal and Non-Verbal Communication skills 4C Discuss the complex nature of Communication in Coaching 4D Provide appropriate feedback in a range of Coaching situations

Module 5: Technical Proficiency 5A Review the Award 1 Technical Proficiency material 5B Identify the skills involved in Scoring, Tackling and Evasion 5C Identify variables involved in the advanced performance of the skills involved in Scoring, Tackling and Evasion 5D Coach to develop advanced technical proficiency Module 6: Tactical Prowess 6A Review Award 1 Tactical Prowess material 6B Be able to identify the options available to players in attack or defence 6C Be able to identify the options available to players on and off the ball 6D Be able to identify the factors that influence the decision making process 6E Be able to design and coach activities to develop Tactical Prowess

Module 7: Team Play 7A Review Award 1 Team Play materials 7B Identify the key factors involved in and barriers to developing Team Play in children's’ Gaelic games 7C Design activities that support the development of Team Play in the context of children 7D Identify strategies to be employed to develop Team Cohesion 7E Coach to solve Team Play issues Module 8: Physical Fitness/Physical Literacy 8A Revised the Award 1 Physical Literacy materials


Appendix II - Agility, Balance and Coordination in GAA context - Running, Jumping, Throwing in GAA context - Catching, Passing, Kicking and Striking in GAA context 8B Developed a series of progressions within a session 8C Created a circuit for Physical Literacy development and linked this to components of physical fitness. 8D Coach to develop Physical Literacy

Module 9: Planning & Periodisation 9A Develop a seasonal training programme Module 10: Participation Feedback 10A Have reviewed Award 1 material re: Participant Feedback 10B Be able to conduct an analysis of a game/training session 10C Be able to identify how the gathered information can be used to inform future coaching sessions. 10D Be able to implement the U Can Awards as a means of developing intrinsic motivation

Module 11: Psychological Focus 11A Have reviewed Award 1 Psychological Focus material 11B Be able to differentiate between Ego and Mastery orientation in coaching 11C Be able to differentiate between the needs and characteristics of the different age groups within the child stream 11D Have discussed strategies to create emotional safety and trust 11E Have discussed the effects of self-esteem on a child’s behaviour 11F Have identified a child’s needs at the different stages of childhood 11G Have discussed methods of managing behaviour across the different stages of childhood Module 12: Playing Rules 12A Review the Award 1 Playing Rules materials 12B Be able to identify Playing Rule modifications as per current policy 12C Be able to develop coaching sessions to educate players on the Playing Rules

Module 13: Lifestyle 13A Have discussed the typical Child in Gaelic games 13B Be able to identify ways of actively managing lifestyle issues - Education - Family Issues - Active/Inactive Lifestyle - Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence) - Multiple Team/Sport Involvement Module 14: Conclusion 14A Review the aims of the Award 2 Course 14B Review the Coach self-assessment conducted earlier in the programme 14C Identify the next steps on the Coach Education Programme ladder


Appendix II AWARD 2 (YOUTH): COACHING COMPETENCIES




Module 7: Team Play 7A Review Award 1 Team Play materials 7B Identify the key factors involved in and barriers to developing Team Play in Gaelic games 7C Be able to identify different types of tactical ploys that have been used and measures used to counteract these 7D Coach to solve Team Play issues Module 8: Physical Fitness 8A Fitness requirement components within Gaelic games 8B How each component is developed


Appendix II 8C How each component is tested

Module 9: Nutrition & Hydration 9A Identify the role of Energy in Gaelic games 9B Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals 9C Distinguish between Pre Training/Game, During Training/Game and Post Training/Game nutritional needs 9D Discuss the importance of hydration 9E Discuss ergogenic aids within Gaelic games Module 10: Planning & Periodisation 10A Develop a seasonal training programme Module 11: Participation Feedback 11A Have reviewed Award 1 material re: Participant Feedback 11B Be able to develop a Participant Feedback/Playing Facts tool 11C Be able to conduct an analysis of a game/training session 11D Be able to develop a team/group/individual Participant Feedback/Playing Facts report 11E Be able to identify how the gathered information can be used to inform future coaching sessions 11F Be able to identify commercially available Participant Feedback/Playing Facts tools

Module 12: Psychological Focus 12A Have reviewed Award 1 Psychological Focus material 12B Be able to differentiate between Ego and Mastery orientation in coaching 12C Be able to explain the significance of the 5 C’s of Psychological Focus - Confidence - Competence - Commitment - Control - Concentration 12D Be able to identify mental and physical signs that Players are prepared for games Module 13: Playing Rules 13A Review the Award 1 Playing Rules materials 13B Be able to identify Playing Rule modifications as per current policy 13C Be able to develop coaching sessions to educate players on the Playing Rules

Module 14: Talent Identification 14A Explore the concept of Talent Identification in Gaelic Games and its relationship to Schools of Excellence and Development Squads 14B Be able to identify a model for talent identification 14C Be able to identify key factors in relation to player performance 14D Be able to interpret information generated as a result of the Talent Identification process 14E Be able to identify ‘coachability’ factors in players, and how coaches might develop these Module 15: Lifestyle 15A Have discussed the typical teenage player in Gaelic games 15B Be able to identify ways of actively managing lifestyle issues - Education - Work/Money - Social Scene (Drink/Drugs) - Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence)


Appendix II - Nutrition/ Health - Multiple Team/Sport Involvement

Module 16: Conclusion 16A Review the aims of the Award 2 Course 16B Review the Coach self-assessment conducted earlier in the programme 16C Identify the next steps on the Coach Education Programme ladder


Appendix II AWARD 2 (ADULT): COACHING COMPETENCIES




Module 7: Team Play 7A Review Award 1 Team Play materials 7B Identify the key factors involved in and barriers to developing Team Play in Gaelic games 7C Be able to identify different types of tactical ploys that have been used and measures used to counteract these 7D Coach to solve Team Play issues Module 8: Physical Fitness


Appendix II 8A Fitness requirement components within Gaelic games 8B How each component is developed 8C How each component is tested 8D Coach to develop a component of Physical Fitness with and/or without the ball

Module 9: Nutrition & Hydration 9A Identify the role of Energy in Gaelic games 9B Differentiate between Carbohydrates, Proteins, Fats, Vitamins and Minerals 9C Distinguish between Pre Training/Game, During Training/Game and Post Training/Game nutritional needs 9D Discuss the importance of hydration 9E Discuss ergogenic aids within Gaelic games Module 10: Planning & Periodisation 10A Develop a seasonal training programme Module 11: Participation Feedback 11A Have reviewed Award 1 material re: Participant Feedback 11B Be able to develop a Participant Feedback/Playing Facts tool 11C Be able to conduct an analysis of a game/training session 11D Be able to develop a team/group/individual Participant Feedback/Playing Facts report 11E Be able to identify how the gathered information can be used to inform future coaching sessions 11F Be able to identify commercially available Participant Feedback/Playing Facts tools

Module 12: Psychological Focus 12A Have reviewed Award 1 Psychological Focus material 12B Be able to differentiate between Ego and Mastery orientation in coaching 12C Be able to explain the significance of the 5 C’s of Psychological Focus - Confidence - Competence - Commitment - Control - Concentration 12D Be able to identify mental and physical signs that Players are prepared for games Module 13: Playing Rules 13A Review the Award 1 Playing Rules materials 13B Be able to identify Playing Rule modifications as per current policy 13C Be able to develop coaching sessions to educate players on the Playing Rules

Module 14: Talent Identification 14A Explore the concept of Talent Identification in Gaelic Games and its relationship to Schools of Excellence and Development Squads 14B Be able to identify a model for talent identification 14C Be able to identify key factors in relation to player performance 14D Be able to interpret information generated as a result of the Talent Identification process 14E Be able to identify ‘coachability’ factors in players, and how coaches might develop these Module 15: Lifestyle 15A Have discussed the typical teenage player in Gaelic games 15B Be able to identify ways of actively managing lifestyle issues - Education


Appendix II - Work/Money - Social Scene (Drink/Drugs) - Emotional Behaviour (Behaviour, Demeanour, Temperament, Independence) - Nutrition/ Health - Multiple Team/Sport Involvement

Module 16: Conclusion 16A Review the aims of the Award 2 Course 16B Review the Coach self-assessment conducted earlier in the programme 16C Identify the next steps on the Coach Education Programme ladder

gaa coach education programme application for ... · 10b identify different styles of coaching and...

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