Let’s Ride!Cycling Community Initiation

Introduction

NCCP Coaching Streams and Contexts

Community Initiation

Competition Introduction Instructor Beginner

Community Ongoing

Competition Development

Instructor Intermediate

Competition High Performance Instructor Advanced

Let’s Ride!

Ready to Race!

Performance Cycling

Let’s Ride! Community Initiation Pathway

To achieve the status of “Trained” a coach must complete: • Let’s Ride! Community initiation• Basic Cycling Skills

To achieve the status of “In-Training” a coach must complete:• Let’s Ride! Community initiation

Community Cycling Initiation

Step 1: Setting the SceneStep 2: Participants and their Cycling NeedsStep 3: Ethical CoachingStep 4: Competition, Rules, NutritionStep 5: Practice Planning and Cycling SafetyStep 6: Practice Coaching SessionStep 7: Equipment, Basic Cycling PositionStep 8: Practice Coaching Session 2

Let’s Ride & BCSDay 1: 9 am to 5 pmStep 1: Setting the Scene (45 min)Step 2: Participants and their Cycling Needs (45 min)Step 5: Practice Planning & Cycling Safety (45 min)Step 6a: Skills Development (25 min)LunchStep 6b: Practice Coaching Session (3 hrs)Day 2: 9 am to 2 pm Please bring a lunchStep 7: Equipment & Basic Cycling Position (45 min)Step 8: Practice Coaching Session 2 (2 hrs)Step 4: Competition, Rules, Nutrition (45 min)Step 3: Ethical Coaching & Wrap-up (1 hr)

Step 1:Setting the Scene

Step 2:Participants & their Cycling Needs

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FAIR PLAY

RESPECTHUMILITY

LEADERSHIP

INTEGRITY

ETHICS

ATHLETE

Step 3:Ethical Coaching

1- Establish the facts in

the situation

2- Based on the facts, determine what is at stake

5- Select the best option for decision

3- Consider options for action or decision, and the consequences of

each

4- Assess the pros and cons of each

option

6- Implement the decision and manage the consequences

Analysis And Decision-Making Process For Situations That Have Moral Implications

Analysis

Decision-Making

Implementation

1- Establish the facts in the situation

2- From the facts,

determine what is at stake

5- Select the best option for decision

3- Consider potential options for action or

decision, and the consequences of each

4- Assess the pros and cons of each

option

6- Implement the decision and manage the consequences

Have all

the facts been

identified?

- Have I thought about factors that might influence me?

- What values must be preserved in the situation?

- Is this a just and reasonable decision?

- Is this a situation that has legal implications? - If the situation is not legal, what ethical issues might be involved?

How does each option promote a fair decision in relation to the:

- - outcomes or results

- - means used to achieve

-

results

Analysis And Decision-Making Process For Situations That Have Moral Implications

What is the best course of action to follow? Who should be involved?

Decision-Making

Implementation

Analysis

NCCP Code of Ethics

Step 4:Competition, Rules, Nutrition

Nutrition

I - PRE-RIDE II - DURING RIDE III - FIRST 30 mins AFTER IV - POST RIDE

MORE THAN 4 HRSBEFORE

Normal meal at meal timeeg lean meat/fish,vegetables, fruit

3 HOURS BEFORE

600-900 calorieshigh carbohydrate (75%) with

some protein

2 HOURS BEFORE(if you didn’t eat 3 hrs before)

200-300 calorieshigh carb, some protein

1 HOUR BEFORE

Water only- 500 ml over thelast 50 minutes

If event lasts longer than 1hour, 10 mins BEFORE:

1 gel + 250 ml water

DU

RA

TIO

N 1

HO

UR

2 H

OU

RS

3 H

OU

RS

4 H

OU

RS

NOFOOD

ORDRINK

STARTfeeding by 30

minutes600- 1000 ml

water orsport drink

START feeding by 30 mins.600-1000 ml per hr

sport drinkOR

1 gel plus600-1000 water per hr

START feeding by 30 mins.600-1000 ml per hour sport

drinkOR

1 gel plus600-1000 ml water per hour

TOTAL 3-5 bottles

OPTION diluted coke or gelwith caffeine in last 30 mins.

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

EAT/DRINK

RIDE 2 HOURS OR LESS:

1 700 ml bottle sport drinkper ride hour

RIDE MORE THAN 2 HRS:

1 bottle recovery drink* as soonas possible (10 mins)

PLUS

1 more bottle recovery drinkfor every additional hour(eg 4 hr ride= 2 bottles)

* Recovery drink is a special mixor liquid available from manysport drink manufacturers. Itincludes carbohydrates along

with some protein and minerals.

1 HOUR ORLESS:

resume normaldiet pattern afterfirst 30 minutes

post-ride

RIDE OVER 1 HOUR:

Follow post-race recovery diet foras many hours as you rode.

After 30-45 minutes post-ride butbefore the next regular meal:

include raisins, small amount ofadditional salt, and fresh fruit orpure fruit-based drinks (avoid

sweetened fruit drinks)

At first regular meal after ride: addboiled/baked potatoes or sweetpotatoes to regular meal (lean

meat, low fat, vegetables)

Continue rehydration: recover topre-race body weight

After post-ride recovery period,resume normal diet

CYCLING DIET PLAN - See Canada’s Food Guide for daily regular diet examples

Step 5: Practice Planning & Cycling Safety

Practice Planning

General Considerations:

The goal you have in mind

The sport and its demands

The participants you coach

The choice of activities

The way each

activity will be run

Choosing and Designing Activities for your Practice

Who are my athletes?

Number of athletes in attendance

Age/maturity of athletes Skills and abilities of athletes Gaps in ability level among

athletes Injuries to account for Reasons why athletes are

involved

What are the logistics of

my practice? Facilities available Equipment needed/available Length of the practice (time

available) Time of day of the practice Number of practices per

week Availability of assistant

coaches, and their experience

What do athletes have to train in my sport?

Motor abilities

Physical abilities

Technical abilities/skills

Decision-making abilities Mental abilities

How will I organize my practice?

Structure of practice Activities chosen Order of the activities Transition between activities

to avoid wasting time

My Practice

Plan

What am I trying to accomplish with my

practice?

What athletes need to improve

Purpose of the practice Team goals and short-

term objectives Goals of coaching staff Time of the season Links with previous

practices and competitions

Links with future practices and competitions

What are the safety risks, and how should I prepare

for them? The nature of the

activities the athletes will do and the conditions in which they will take place

Weather Playing

surface/facilities Equipment Human error Emergency

procedures to follow in case of an accident

How am I going to deliver my practice?

Key points to make

Teaching methods I will use

Where I will position myself

What I will be watching for

How and when I will make coaching interventions

Sport Discipline Relationships

Step 6:Practice Coaching Session 1

Link Between Planning And Teaching

Who are my athletes?

Number of athletes in attendance

Age/maturity of athletes Skills and abilities of athletes Gaps in ability level among

athletes Injuries to account for Reasons why they are involved

What are the logistics of my practice? Facilities available Equipment needed/available Length of the practice (time

available) Time of day of the practice Number of practices per week Availability of assistant

coaches, and their experience

What are the demands of my sport?

Motor skills Physical skills Decision-making skills Mental skills

How am I going to organize

my session? Structure of the session Choice of activities Sequence of activities Transition between activities to

avoid wasting time

My practice

What am I trying to accomplish with my

practice?

What athletes need to improve

Purpose of the practice Team goals and short-

term objectives Goals of coaching staff Time of the season Links with previous

practices and competitions

Links with future practices and competitions

What are the safety risks, and how should I prepare

for them? The nature of the

activities the athletes will do and the conditions in which they will take place

Weather Playing

surface/facilities Equipment Human error Emergency

procedures to follow in case of an accident

How will my session be delivered?

How can I create a good

learning environment? What teaching strategies and

methods should I use? How will I explain and

demonstrate? Where will I stand when the

athletes are practicing? What must I be looking for

when the athletes are practicing?

When and how must I intervene?

How often?

Affective

(attitudes, behaviour)

Motor

(technical skills, execution)

Cognitive(knowledge, understanding)

Dimensions of Learning

Dimensions of

Learning

Basic Cycling Skills

Skill Acquisition

What is a skill?

“The ability to perform a movement or chain of movements with high consistency, high precision, and high efficiency”

The Challenge Zone

Or matching the difficulty of the activity with the skill level of the participant

PARTICIPANT PROFICIENCY LEVEL

Low High

Low

High

REQUIRE-MENTS OF

THE ACTIVITY

BOREDOM

ANXIETY

P.A.S.S.:

IntegratedSkills

The ABCs:Basic BodyMovements

POWER

CLIMB

Sitting

Standing

Crouching

BALANCE CONTROLATTENTION

AGILITY SPATIAL SENSE

ACCELERATE

Sitting

Standing

Standing start

Gate start

Sprinting

DESCEND

Sitting

Standing

DROP

Rolling

Huck

LIFT

Front

2 Wheel

Rear

Dolphin

Manual

Side

Wheelie

MOUNT &DISMOUNT

Straddle on

Straddle off

Cowboy on

Bails

Carry

Safe Fall

GROUP

Follow

Draft

Pass

Pack

Bump

Buzz

Echelon

TRAFFIC

Laws

Signal

Shouldercheck

Position

Anticipate

Looking

Identifying

Reacting

Simple Riding & Coasting

Straight-line Riding

Balanced Position

Weight Transfer F, R, Side

Ready Position

Weighting & Unweighting

Narrow-platform Riding

Track Stand

PEDAL

Sitting

Soft

Standing

Punch

Ratchet

BRAKE

Front

Rear

Combined

Modulate

Slippery

GEAR

Rear

Front

TURN &CORNER

Medium

Fast

Slow

Tight

MOVE

Limbo

Pickup &Drop (onehand)

No hands

P.A.S.S. SKILLS - BUILT FROM ABCs

INC

RE

AS

ED

CH

AL

LE

NG

EIN

CR

EA

SE

D C

HA

LL

EN

GE

A CYCLING SKILLS MODEL

3- or 5-Phase Skill?Skills can be analyzed as:

5 Phase: Set-up Preliminary movements Force-producing movements Critical instant Follow-through

Example?

3- or 5-Phase Skill?OR,

3 Phase: Set-up Movement Follow-through

Example?

3- or 5-Phase Skill?OR,

3 Phase: Set-up Movement Follow-through

Example?

Skill analysis task:

Choose a cycling skillWhat is the purpose of the skill?Break the skill down into partsIs it 3- or 5-phase?

Step 7:Equipment andBasic Cycling Position

Step 8:Practice Coaching Session 2

Basic Cycling Skills:Error Detection & Correction

Observation Strategy:

If you wanted to observe this skill being done by a beginner, what would the best vantage point be?

Where to stand? What to look at? What to watch for?

Fill in “Observation Strategy” box

Key Performance FactorsHow is the outcome achieved?

Outcome / Form of sport taskThe outcome serves to describe when the skill of tactic is clearly achieved or not

achieved

Detectable SignsWhat is observed?How is it observed?

1. Preliminary movements (i.e. Grip / Stance)

2. Back swing or recovery movement (i.e. positioning, back swing, recovery)

3. Force producing movement (i.e. Use or sequence of muscle group and joint action)

4. Critical instant (i.e. impact, strike, )

5. Follow through.

Participant engages in the task but the outcome is not achieved

Participant engages in the task and achieves the outcome or

demonstrates form

What key factors come into play?

Participant does not engage in task

Inconsistencies or inefficiency in movement or task - Little precision or low probability of success in the task

Consistent and efficient movements demonstrated in task – High degree of precision and probability of success in the task

Detectable SignsWhat is observed?How is it observed?

Mo

dif

y / A

dju

st

Dri

ll o

r A

ctiv

ity

Adjust speed or timing or intensity

Repeat task/activity

Makes sport specific adjustments to equipment

Adjust progression

Adjust work to rest ratios, and / or Intensity (Workload)

Adjust task demands

Analyze potential causes

CAUSE GAP

Select Appropriate Corrective Measure

Teac

hin

g

Inte

rven

tio

ns

Help or reassure

Explains or Ask Questions

Use re-focusing or visualization strategies

Simplify - Use examples or reduce variables to process

Demonstrate correct technique / tactic

Provide feedback or results

3. Affective C. Fear or Hesitation

D. Not motivated or not interested

4. Cognitive / Mental

E. Lack understanding or player confused

F Too much information or information overload

H. Difficulty reading / recognizing cues

G. Lack Concentration or poor arousal control

J. Task too Demanding or too easy5. Physical / Motor I. Lacks physical ability to complete

task

B. Environmental factor – Weather / lighting2. Environment

A. Equipment IssueFIT / TUNING1.Equipment

6. Tactical K. Unable to select appropriate tacticL. Choice of Decision

7. Technical M. Unable to effectively or consistently execute technique

THE TEACHING PROCESS

Organization Includes safety measures, and how

the activity starts and finishes Requires at least 50% motor

involvement Coach is able to supervise

Explanation/Demonstration Describe the aim of the exercise Outline what is to be done and how Describe points of reference/cues Identify criteria of successful

performance Touch the different communication

channels (visual, kinesthetic, auditory)

Supervision Ensure that the athletes are actively

engaged and achieve a good rate of success

To observe, move around without interfering with athletes

Supervise both individuals and the group

Verify if success criteria are achieved

Feedback Identify the cause of failure Adapt the activity as needed Help athletes by reassuring them Explain and demonstrate again if

necessary Recognize successful

performance

Effects of the feedback Give the athletes time to practice

again to check whether they have acted on the feedback

Can someone else do the

demonstration better than me ?

Did I give enough time for the athletes to

practice before stopping them to give feedback?

Did I remember to ask the athletes

to give me feedback before

giving them mine?

Key Factors To Consider In Assessing Teaching Effectiveness

Safety Type of practice and

conditions in which activities take place during practice

Weather Site and practice area Equipment Level of fatigue of the

athletes Behaviour of the athletes

Organisation Promotes maximum

practice time Reflects sport-specific

procedures that are proven Equipment is available

and ready to be used Enables a rapid

transition between explanations and activities, and between activities

Optimal use of space, time, and equipment

Coach freed up to supervise activities better

Promotes individual attention to athletes

Explanations and demonstrations

Done in conditions

similar to those the athletes will face

All the athletes can see and hear

Sufficient number (2-3) of reference points identified

Safety factors identified Include some criteria to

enable athletes to evaluate their own performance as they practice

Learning environment

Athletes are actively engaged most of the time

Opportunities exist to interact with athletes who need the most attention

Degree of difficulty of exercises is adapted to the skills level of the athletes

Signs of boredom are recognized and the task is adapted as needed

Athlete’s learning

Feedback Is specific (accurately

outlines what to correct and how)

Is positive and constructive to promote self-esteem

Non-verbal feedback is coherent with verbal feedback

Is correct from a technical point of view

Is coherent with success criteria identified for the task

Is formulated clearly and in a manner that draws the attention of the athlete on the right things

Is provided at the right time and frequency

Observation and supervision of activities

Active supervision

(moving around to observe all the athletes)

Constant scanning of practices

Observing performance from different vantage points

Comparing observed performance to relevant success criteria

Interventions are done individually (mostly) and to the group (as needed)

Quantity and quality of motor involvement

Learning styles

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