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Coaching PowerPoint Presentation

Coaching

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Coaching

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  1. Coaching NCCP

  2. Introduction To Coaching

  3. There are many reasons why people get involved in coaching a community sport. Here are a few: • as parents we want to spend time with our child in an active way; • as individuals we want to volunteer and get involved in our community; • as teachers we have taken on extra-curricular school activities; • as athletes we want to pursue our passion in a different direction and give back to our community; • as fans we simply love sport and want to give coaching a try. Why We Coach

  4. A community coach strives to do the following: • encourage young athletes to be active and to have fun; • plan purposeful practices and create engaging activities; • lead their participants in developing gross motor skills; • help participants identify how to improve their performance by providing constructive criticism and advice; • manage problems by making ethical and respectful decisions • enable safe participation by creating a safe environment • teach others how to respect themselves, others, and their sport. In short, when you become a coach, you help others reach higher, both in sport and in life! What Does A Coach Do?

  5. Here is a list of other skills that are useful to becoming a community coach: • Enjoy working with children • Ability to be creative and to improvise • Communication and interpersonal skills • Ability to work within a team environment • Ability to lead effectively • Problem-solving skills • Critical-thinking skills Don’t worry if you think you don’t have some of these skills – you’ll find that if you simply give it a try, these skills will develop with time and practice. It’s also not important at first to know every technical aspect of the sport you choose to coach – far more important is the passion and enthusiasm you bring to the role.  What Does It Take To Coach?

  6. Ethical Coaching

  7. What is a Code of Ethics? • A code of ethics defines what is considered good and right behaviour. It reflects the values held by a group. These values are usually organized into a series of core principles that contain standards of behaviour expected of members while they perform their duties. It can also be used as a benchmark to assess whether certain behaviours are acceptable. Code of Ethics

  8. The NCCP Code of Ethics deals with the fundamental values of safety, responsible coaching, engaging in relations with integrity, respecting athletes, and honouring sport. These values are expressed as 5 core ethical principles. • Physical safety and health of athletes • Coaching responsibly • Integrity in relations with others • Respect of athletes • Honouring sport Values in NCCP Code of Ethics

  9. Physical safety and health of athletes • Ensure that training or competition site is safe at all times • Be prepared to act quickly and appropriately in case of emergency • Avoid placing athletes in situations presenting unnecessary risk or that are beyond their level • Strive to preserve the present and future health and well being of athletes

  10. Coaching responsibly • Make wise use of the authority of the position and make decisions in the interest of athletes • Foster self-esteem among athletes • Avoid deriving personal advantage for a situation or decision • Know one’s limitations in terms of knowledge and skills when making decisions, giving instructions or taking action • Honour commitments, word given, and agreed objectives • Maintain confidentiality and privacy of personal information and use it appropriately

  11. Integrity in relations with others • Avoid situations that may affect objectivity or neutrality of coaching duties • Abstain from all behaviours considered to be harassment or inappropriate relations with an athlete • Always ensure decisions are taken equitably fairly

  12. Respect • Ensure that everyone is treated equally, regardless of athletic potential, race, ancestry, place of origin, colour, ethnic origin, citizenship, language, creed, religion, sex, sexual orientation, age, marital status, family status or disability • Preserve the dignity of each person in interacting with others • Respect the principles, rules, and policies in force

  13. Honouring sport • Strictly observe and ensure observance of all regulations • Aim to compete fairly • Maintain dignity in all circumstances and exercise self-control • Respect officials and accept their decisions without questioning their integrity Coaches Gone Wild

  14. In addition to a Code of Ethics, coaches should abide by the principles of Fair Play. • Follow the rules and never seek to deliberately break a rule • Aim to compete fairly, using talent and ability to win; refuse to win by illegal means or by cheating • Respect the official(s), and accept their decisions without doubting their integrity • Recognize good performances by the opponent • In defeat, maintain dignity and self-control. In victory, act modestly, and do not ridicule the opponent. Fair Play Principles

  15. To Play Or Not To Play – Dealing with an ethical situation page 7 in coaches workbook • Read and complete assignment • Discuss as a class • Hand in worksheet for marks Dealing With An Ethical Situation

  16. Risk Management & Emergency Action Plans

  17. One of the key responsibilities of the coach is to manage potential risks. • Environmental Risks – lightening, puddles/mud or hazards on the playing field, heat, humidity, etc… • Equipment/Facility Risks – broken ski binding, ill fitting helmet, damaged gymnastics apparatus, debris on the field or surface, etc… • Human Risks – matching participants of uneven skill, strength, or ability; forgetting to spot a gymnastics participant Risk Management

  18. Emergency Action Plan handouts • EAP/EAP checklist (discuss together) • Sample EAP/Steps To Follow If Injury Occurs sheet (discuss together) Emergency Action Plan

  19. Planning a Practice

  20. The art of practice planning lies in making good activity choices. Your choice of activity and the way they are run should be guided by 3 main factors: the goal of the activity, the sport itself, and the athletes you coach. • Have a goal in mind for each activity/drill you choose • The must be appropriate for the athletes, take into consideration their maturity and abilities in the sport • The way the activity is run (length and number of reps, speed of execution, tasks to be performed) must make sure the goal is met. • Key questions to consider handout Designing Activities For Your Practice

  21. Who Are My Athletes? What are the Logistics? 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 • Number in attendance • Age/Maturity of athletes • Skills and abilities • Gaps in ability level among athletes • Injuries to account for • Reasons why athletes are involved Key Questions To Consider

  22. What are the safety risks & how do I prepare for them? What do the athletes have to train in my sport? Motor abilities Physical abilities Technical abilities/skills Decision-making abilities Mental abilities • The nature of the activities the athletes do and the conditions in which they take place • Weather • Playing surface/facilities • Equipment • Human error • Emergency procedures to follow in case of an accident Key Questions To Consider

  23. How will I organize my practice? 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 • Structure of practice • Activities chosen • Order of the activities • Transition between activities to avoid wasting time Key Questions To Consider

  24. 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 (conditioning, skills development, tactics, etc…) • Links with previous practices and competitions • Links with future practices and competitions Key Questions To Consider

  25. Practice Part Key Elements Before practice Inspect facilities Organize equipment Greet each athlete Assess the energy level of each athlete Beginning of Practice Review goals of the practice Give safety instructions to specific activities planned Introduction • Purpose is to greet athletes and let them know what will be taking place. • 2-3 minutes The Structure of a Practice

  26. Practice Part Key Elements Games or exercises to loosen muscles and raise body temperature Progressive stretching A gradual increase in intensity that will not tire the athlete Warm-up • Purpose is to prepare the body for the efforts that will be produced during the practice • 5-15 minutes The Structure of a Practice

  27. Practice Part Key Elements Activities that challenge the athletes so that they can learn and improve while enjoying themselves Keep athletes moving, not standing around or waiting in line Athletes allowed lots of practice for each activity Activities that are adapted to the age, fitness, and abilities of the athletes and that are relevant to the sport Main Part • Purpose is to engage athletes in activities that will hep them improve sport-specific abilities and fitness. • Usually 30-60 minutes or more The Structure of a Practice

  28. Practice Part Key Elements A gradual decrease in intensity Stretching, especially of those muscles most used Cool-down • Purpose is to begin recovery • 5-10 minutes The Structure of a Practice

  29. Practice Part Key Elements Provide and ask for feedback on what went well and suggest how improvement can be made Inform about next practice/competition (logistics, goals, emphasis) Conclusion • Purpose is to debrief and inform about next practice or competition • 3-5 minutes The Structure of a Practice