Squash Level 1 Coach Accreditation Course CERTIFICATE II IN SPORTS COACHING

1. Squash Level 1 Coach Accreditation CourseCERTIFICATE II IN SPORTS COACHING Presentation Slide Template

2. The objective of this course is to have people accredited as NCAS Level 1 Squash Coaches & qualify with a Certificate II in Sport Coaching from the National Sport Training Package (SIS10). Purpose of Course

3. Course Timetable

4. Workforce Development Strategy • Sport Development Strategy • Coach Education & Development • Peak bodies & industry associations • Role of Volunteers in Sport • Sport for Health and the role of Community Coaching • Active After Schools Program Coaching Overview

5. Beginning Coaching General Principles • Beginning Coaching Manual • http://ausport.gov.au/participating/coaches/tools • http://www.youtube.com/ausport Coaching Resources

6. Level 1 Accreditation Guidelines. • Level 1 Reaccreditation Guidelines. • Level 1 Rules Exam. Hockey Specific Resources

7. National Coaching Accreditation Scheme • Certificate II in Sports Coaching • Workforce Development Strategy in Sport & Recreation • 2011 Sport & Recreation Environmental Scan - http://www.serviceskills.com.au/environmental-scans • Training & Assessment Standards Coaching Trends & Practices

8. Re-Accreditation Standards (NCAS) • Re-Accreditation Standards (NSO) • Professional Development • Discipline Specific Courses • Cross-sector Courses (ie. Fitness, Strength & Conditioning) Coach Development

9. identifying skills, knowledge and behaviour development needs • identify strategies to address development needs • agree timeframes for short and long term options • ask about resources required • agree to performance measures • adopt a method and frequency of progress review Personal Development Goals

10. Major dates for competitions, grading & holidays • Skill level of participants & coaches including participants with special needs • Availability of required resources • Access to parents, officials and other support personnel • Linking sessions with a season long plan ImportantFactors in Planning

11. A tool that can be used to help modify the activity to meet the individual needs of the participant: • Coaching style — e.g. demonstrations, or use of questions, role models and verbal instructions • How to score or win • Area — e.g. size, shape or surface of the playing environment • Number of participants involved in the activity • Game rules — e.g. number of bounces or passes • Equipment — e.g. softer or larger balls, or lighter, smaller bats/racquets • Inclusion — e.g. everyone has to touch the ball before the team can score • Time — e.g. ‘How many … in 30 seconds? CHANGE IT

12. State Government “Working with Children” Legislation • OHS Laws • Sport Rage Prevention • Sport Medicine Guidelines Legislation, Squash Australia Policies

13. What is the coach’s legal responsibility? • What is negligence? • What is meant by the term ‘duty of care’ in a coach / participant environment? • How would you define the term ‘reasonable’? • What is public liability insurance? • What is professional indemnity insurance? • What actions could a coach take to reduce any personal risks? Group WorkWorkbook Activity 2.1

14. Stop, • Talk, • Observe, • Prevent further injury • Rest, • Ice, • Compression, • Elevation, • Referral S.T.O.P & R.I.C.E.R

15. BRIEFING • WARM-UP • SKILL INSTRUCTION / DEMONSTRATION • PRACTICE: GAMES, ACTIVITIES • PERFORMANCE AND/OR ANALYSIS • COOL DOWN • FEEDBACK Structure of a Session

16. Hold Water • Draw Stroke • Sitting Position • Holding the Paddle • Basic Paddling Action • Timing • Loading the boat • Balancing the boat • Paddles Up • Paddles Behind • Paddles Flat • Paddles Out • Stop the Boat / Dig in • Hold Water Dragon BoatingFundamental Skills

17. T – TEACHING STYLE • R – RULES • E – EQUIPMENT • E - ENVRIONMENT T.R.E.E

18. What’s the difference between the approaches used by the two coaches you have just seen? • What attributes would you want a beginner athlete to develop over a 10 year period? Questions from Games Sense Video (Part 1)

19. Demonstration & explanation • Single skill • Breaking skills down into components and identifying observable body movements for each stage (whole – part – whole) • Progressing through and linking skills • Shaping and modelling approaches • Reciprocal or peer tutoring • Questioning, monitoring and observing progress • Assessment and evaluation. Teaching / CoachingTechniques

20. Course participants they will be required to submit more session plans as part of their post-course assessment requirements. • The session plans must differ according to the following variables as shown on the slide: • At least two (2) other fundamental skills from hockey; • At least two (2) different participant audiences (children, masters, athletes with a disability, English as a second language); • Different teaching methods; • Different venues with appropriate considerations for safety & equipment. Post-CourseAssessment - Planning

21. Paper or Electronic Diary • Make appointments with yourself to commit to Coaching Sessions including time for travel, preparation, conducting session and packing up. • Diary reminders to communication pre- and post-session information BasicPersonal Organising Tools

22. Access to & availability of equipment (hire, purchase, borrow) • Hockey specific equipment • Safety equipment • Maintenance, servicing and repair Organising Equipment

23. Online Platforms include: • Groupsite.com (http://www.groupsite.com/) • Facebook.com (http://www.facebook.com/ • SportingPulse.com (http://www.sportingpulse.com) • Mobile Apps for Group Communication include: • Twitter (http://twitter.com) • WhatsApp (http://www.whatsapp.com/) • Google+ Messenger • Technology • Email • TXT Message • Electronic Calendar (MS Outlook) OnlineTools, Apps & Technology

24. Check the venue and equipment for damage or deterioration and report where appropriate to the responsible person. • Select and remove required equipment from store. • Collect and store money for hire charges and deposits and record details. • Issue correct and suitable equipment and provide assistance with fitting and use where necessary. Set Up Session

25. Stages of Learning &Feedback Model

26. Code of Conduct / Behaviour for Coaches • Member Protection Policies • Anti-Bullying / Anti-Discrimination Policies Policies InfluencingFeedback

27. Participant Performance • Efficiency; • Attitude • & Behaviour; • Ability to perform fundamental skills Analysing Skill • including the core component of each skill that is required to be performed. Participant Performance v Skill Analysis

28. Review own coaching performance and identify potential improvements; • Seek feedback from relevant stakeholders (athletes, parents, officials, coaches) on quality of coaching and areas for improvement. • Evaluate personal experience and feedback from others to identify opportunities for improvement. Self-EvaluationPrinciples

29. Self-Evaluation Questionnaires following the conduct of three coaching sessions. • Self Evaluation Questionnaires should be submitted attached to the (1) Coaching Session Plans and (2) Session Report & Feedback. Post-CourseAssessment Requirements