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Course Content
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Module 1
The Role of the Coach
Coaches play a vital role in sport, and set the tone for a
Teacher
Trainer
Analyst
Motivator
Advisor
THE
COACH
Friend
and
Mentor
Disciplina
rian
Fund
raiser
Public
relations
officer
Organiser
and
Manager
Organise
Observe
Analyse
Adapt
Communicate
Improve performance
Coaching Philosophy
10
Coaching Styles
12
Dominating Coach
Friendly or Democratic Coach
Laissez-Faire or Friendly Coach
13
Sportsmanship
Discrimination
Doping in sport
Harassment
Cheating
Playing injured
Respect for
athletes
officials
Child Protection
15
Doping in Sport
16
sport
Coaches can influence attitudes of athletes
Coaches should be a good role model
Know where to access anti-doping
Inclusive Coaching
17
Cultural diversity
Disability
Age
Gender
Ability level
20
Module 2
Planning & Reviewing
1. Information Gathering
2. Setting Goals
3. Programming Activities
4. Reviewing the Session
Information Gathering
22
Selecting/Designing Activities
23
Coaching style
How to score or win
Area
Number of participants
Game Rules
Equipment
Inclusion
Time
Session introduction
Warm up
Skill / fitness activities (use a game sense
approach where appropriate)
Cool down
Review
Setting Goals
26
Goal Setting
27
must be:
Clear
Measurable (so you can gauge progress)
Observable
Challenging (not too easy, but not too hard, otherwise it is too
easy to give up)
Achievable
Believable
Flexible (if they need to be altered)
Venue Selection
Equipment
Human Resources
Pre-session information to clients
Record keeping
Venue Selection
29
Individual expertise/skills
Clients skills and abilities
Knowledge of site/location
Expected duration of activity
Degree of difficulty of site/location
Suitability to objectives/skill level
Weather conditions
Hazards
Access to site
Emergency access
Size of group
Management & permit requirements
Damage control of environment
Water
Clothing
Personal equipment
Safety equipment (sun protection, personal first aid requirements,
medication)
Human Resources
31
The staff requirements for an activity will depend on a range of factors.
Age of client
Type of group
Environmental conditions
Staff or client capabilities
In many cases, recommended staff/client ratios have been documented as part of
guidelines for specific activities. For example:
Top roping and abseiling 1:4 for instruction, 1:8 for supervision
NB: ideal ratios may need to be adjusted at the discretion of responsible leaders
depending on the objectives of the specific session, the weather, client ability, experience
and the venue
When conducting session, it is essential that the arrangements and resources needed are
confirmed with appropriate staff, organisations and clients You may have a number of
assisting personnel including teachers, carers, assistant staff and parents. It is important
that all personnel are informed of roles and responsibilities, with respect to individual
Pre-session Information
32
Informed Consent
33
34
Diary
Mentor
Self-evaluation questionnaire
Seek feedback from participants, parents, and
other coaches
Consider what you do well, not just what you need
to improve!
Modify the next coaching session based on this
review process
35
Module 3
Risk Management
Legal Responsibilities
36
1.
2.
3.
4.
5.
6.
7.
8.
Legal Responsibilities
37
care
38
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Environment
Program
Personnel
41
Risk Identification
Responsibility
The
coach
Or
Before
the next
session
Incident Management
43
Injury Management
44
Get help
(Severe injury)
RICER regime
(Less severe injury)
See next slide for detail
Play on
(Minor injury)
Injury Management
45
Rest
Ice
Compression
Elevation
Referral
46
mp4
47
Heat
Alcohol
Running
Massage
48
Module 4
The Coach in Action
Group Management
49
Groupings
50
Self-Management
52
consequences
Acknowledge players who go out of their way to assist
others
Rotate or share responsibility for captaining
Encourage participants to contribute to organisation
and planning
Managing Behaviour
53
54
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Assessor Training - Coaching Teams [www.keepvid.
com].mp4
Coaching Children - Group Management [www.
keepvid.com].mp4
Communication Barriers
55
views
Asking antagonising questions
Active Listening
56
Difficult People
57
Giving Feedback
58
Stages of Learning
59
Early Stage
Cognitive
Intermediate
Stage
Associative
Final Stage
Autonomous
Cognitive stage
60
Cognitive stage
61
Associative stage
62
Associative stage
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Autonomous stage
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Autonomous stage
65
Learning Styles
66
Visual sense
Auditory sense
Kinaesthetic sense
Tactile sense
Olfactory sense.
participants to learn
Break techniques and skills into parts, and providing
key coaching/safety points
Allow adequate time for practise and observing
participants performance
Progress the activity in a sequential manner
Ensure that the session is fun and provides variety.
Game Sense
68
mp4
Game sense is a coaching method that uses game-like activities as the focus of the session
Participants respond to challenges through activity, solve problems and contribute to
what is done in a session
Traditional coaching sessions have focused on practising techniques. The game sense
session focuses on the game and on learning why before how.
71
Module 5
Athlete Development
Adolescence
73
older athletes
Provide alternatives to reduce the intensity of activities
Include longer recovery periods between activities
Endurance capacities slowly decrease between 25-65
years.
Strength decreases with age, but can be improved with
training
population
Coaches need to individualise training programs
Use a range of communication strategies (for
athletes with sensory impairments)
Modify activities to include everyone
children:
Physical reasons
eg. to develop new
skills, improve
fitness.
Social reasons
eg. their friends are
playing, to make
new friends.
Why
do people play
sport?
Psychological reasons
eg. to have fun, sense of
achievement.
Coaching Children
78