Designing Great Coaching Sessions

1. Designing Great Coaching Sessions Workshop 2

2. Effective coaching sessions • The following components of effective coaching sessions require consideration • planning and organisation • safety • building rapport • the message • demonstration • observation and analysis • questioning • feedback. www.sporttaranaki.org.nz

3. Effective coaching sessions (continued) • Coaching sessions should be • enjoyable (focusing on what these athletes might find fun and enjoyable) • challenging • developmental • individualised where possible.

4. Components of a coaching session • Most coaching sessions will involve • warm-up activities • perhaps strength and conditioning • technical and tactical elements.

5. Basic elements of a practice plan • Date, time of practice, and length of practice session • record this information so you know when you taught and how long you practiced certain skills. • Objective of the practice • have one or more clear objectives of what you want your athletes to know or be able to do as a result of each practice session. (Adapted from the NZ Coach Development Framework)

6. Basic elements of a practice plan (continued) • Equipment needed for the practice • e.g. mats, balls, nets, weights, stop watches • Before practice, check the equipment to be certain it is safe, clean, and operational. • Warm-up • begin with warm-up activities for 10-15 minutes • warm-ups can be done together by the entire team or individually. (Adapted from the NZ Coach Development Framework)

7. Basic elements of a practice plan (continued) • Practice of previously taught skills • include some time for previously taught skills • the core technical and physical skills of a sport need to be practiced almost daily • other skills may need only occasional practice. • Teach and practice new skills • teach only one or two new technical or tactical skills in each practice • think of innovative and creative ways to teach new skills, this will engage the athletes and get them thinking. (Adapted from the NZ Coach Development Framework)

8. Basic elements of a practice plan (continued) • Inquiry-based approach • with a games approach there are continual small games opportunities in the practice • these are accompanied by lots of questions and strategising to get athletes thinking. • Cool-down • allow your session to wind down in terms of level of activity towards the end • this allows athletes to gently wind out of the practice. (Adapted from the NZ Coach Development Framework)

9. Basic elements of a practice plan (continued) • Coaches comments • take 5 minutes at the close of practice to review how the team practiced • remind them of the time and place of the next practice and what you plan to do in that practice. • Evaluation of practice • reflect on the practice as soon as possible • indicate whether the practice objectives were met • take note of athletes who may need assistance for specific aspects. (Adapted from the NZ Coach Development Framework)

10. Planning for Success Have a session plan so you know what you are going to do in the session.

11. Planning for Success • Ask questions when planning your sessions to ensure objectives are set, for example • how many practices will you have each week? • what set of skills do you want the athletes to develop? • who can help you with practices and competitions? • can you draw up a plan of approximately when you will include each skill, tactic and learning in your practice schedule?

12. Give consideration to the following questions • What do I want the athletes to learn today? • What areas do we need to improve on from last week’s game? • How can I best get the athletes to work on areas of weakness? (Adapted from First Steps in Coaching, Greater Auckland Coaching Unit, Connecting Coaches Programme, 2011)

13. Give consideration to the following questions (continued) How will I know if they understand my instructions, descriptions etc? How will I plan for the different player abilities? What resources/gear do I need during the next practice session? (Adapted from First Steps in Coaching, Greater Auckland Coaching Unit, Connecting Coaches Programme,2011)

14. The Start • The start of a coaching session sets the scene. • Have things ready to go including all the equipment set up. • Speak to each athlete as they arrive. • This makes them feel noticed and welcome. • Have an activity already going at the start to set the tone. • That way each athlete can start. • Start with high energy activities to blow away the cobwebs. • Start on time.

15. The Athletes • Learn about your athletes • who they are • why they are there • what their needs are relating to the sport • what motivates them. • Match the level of difficulty of the activity to the ability of the athletes.

16. The Athletes (continued) • Realise that some of the athletes will need help to get them to the required level, some will need challenges to extend them • try to plan for this in your practices.

17. The Athletes (continued) • One of the most common reasons young people give for quitting a sport is they didn’t like the coach- • know this, understand it and work hard to make sure that isn’t true for your athletes.

18. Leading the session • Step up and lead! • put your stamp on the group, set expectations and expect the athletes to follow through. • Communicate honestly and with thoughtful respect. • Set boundaries (physical and behaviour) and expect the group to stick to these • if they don’t, let them know when they have crossed a physical or behaviour boundary.

19. Safety • Look after your athletes – they are in your care • put your stamp on the group, set expectations and expect the athletes to follow through. • Plan to preserve their safety through consideration of • Emotional safety - think about the words you use, the words you let them use with each other. • Physical safety - in each session think what could injure the athletes? How can I reduce the risk?

20. Level of Activity • Keep athletes active. • Minimise ‘coach talk time’. • Show them how to do something instead of telling them how to do it. • Let them try it and then ask them questions and give them some corrective feedback. • Be careful of sessions which are all high intensity activity • try to alternate periods of high intensity with an activity of • lower intensity.