World Economic History: Introduction

1. SPORTS COACHING AND TRAINING TOPIC 3: SPORTS LIFESTYLE AND RECREATION

2. MODULE DESCRIPTION • In this module students learn knowledge, understanding and skills in sports coaching and training methodology. • Students examine the roles and responsibilities of the coach, various aspects of training sessions and the role of psychology in coaching. This process will lead students to develop and instruct their own coaching program. Students also develop appropriate ways of evaluating their coaching and training performance.

3. OUTCOMES • 1.1: applies the rules and conventions that relate to participation in a range of physical activities • 1.3: demonstrate ways to enhance safety in physical activity • 2.1: explains the principles of skill development and training • 2.2: analyse the fitness requirements of specific events. • 3.1: selects appropriate strategies and tactics for success in a range of movement contexts • 3.2: designs programs that respond to performance needs • 4.2: demonstrate leadership skills and a capacity to work cooperatively in movement contexts • 4.5: recognises the skills and abilities required to adopt roles and support health, safety and physical activity

4. ROLES AND RESPONSIBILITIES OF THE COACH PART 1: Characteristics of an effective coach -knowledge -organisational ability -communication -leadership -instructional style Legal and safety implications - accreditation - duty of care - Occupational Health and Safety

5. COACH CARTER WATCH THE DVD AND TAKE NOTES RELATING TO THE CHARACTERISTICS OF HIM AS A COACH. Once the movie has finished using your notes you will type up a movie report addressing all the information outlined below. • KNOWLEDGE: is her experienced? What tells you this information? Is he knowledgeable about the game, what gives you this information? (give examples for each) • ORGANISATIONAL ABILITY: give 3 examples which demonstrate if he is a organised coach or unorganised coach. What impact do these have on the team or game? • COMMUNICATION: give 3 examples of good communication demonstrated by the coach, what impact did this have on the players or game. Give 3 examples of bad communication, what impact did this have on the players or game. • LEADERSHIP: is this coach a leader? Give three examples which support your answer and a paragraph detailing how this impacts on the team or game. • INSTRUCTIONAL STYLE: what type of coach is this coach (transformational: builds trust, acts with integrity, inspires others, encourages innovating thinking, coaches people/ transactional: rewards achievements, monitors mistakes/ passive: fights fires, avoids involvement) and give 4 examples which support your answer. Is he a dominating (authoritarian), friendly (democratic) or casual(laissez faire)coach, give three examples which support your answer and explain the impact this has on the team and achievements in the game.

6. CHARACTERISTICS OF A EFFECTIVE COACH Fitness expert Role model • KNOWLEDGE • ORGANISATIONAL ABILITY • COMMUNICATION • LEADERSHIP • INSTRUCTIONAL STYLE observant Firm Authority figure Non judgmental Flexable Sense of humor honest trustworthy sensitive

7. COACHING STYLES • The style a coach employs generally is influenced by their personality. • Different styles have advantages and disadvantages. • A successful coach is able to adopt their style to suit the age and experience of his/her players. • There are 3 general coaching styles • Authoritarian • Democratic • Laissez faire • These three styles represent extremes of coaching, most coaches adopt combinations of these styles at different times. • ACTIVITY: • Give a definition and example in your own words of the three coaching styles. • What coaching style would you use for the following performers and why? Beginning performers, elite performers, outgoing personalities, shy performers, children, adults. C) Complete sheet “Characteristics of a Effective Coach”

8. ACTIVITY In pairs you will need to design a “check list” for assessing a coaching ability. You will need to include • The characteristics of a effective coach • Important skills required to be a effective coach • General information: name of coach, sport they are coaching, age group of people coaching, age of the coach • Areas for information on coaching style, impact of their coaching style. • Other general information you believe should be included if you were evaluating a coach and their coaching ability. • It should be no longer than 2 pages • It needs to be presentable and easy to implement in a evaluation type of situation.

9. LEGAL AND SAFETY IMPLICATIONS Using the SLR text books Read page 260 Summarise information under the heading “Legal and Safety implications: Accreditation, Duty of care & Coach’s Code of Conduct” Complete “Think about” Questions on page 261, questions 3 & 4 (write out the question and than answer the question underneath) “Try This” question 2 on page 261: write out the question. Complete “Legal and Safety Implications” sheet (HW)

10. ASPECTS OF A COACHING SESSION PLANNING AND ORGANISATION -time allocation -safety -routine -variety -groupings STRUCTURE OF A TRAINING SESSION -warm up and cool down -skill practice -fitness -games TECHNIQUES -Instruction -demonstration -explanation -observation

11. PLANNING AND ORGANISATION • It is very important that coaches plan prior to the training session. • A session plan enables the coach to maximise the benefits, by considering the organisation and structure of the session and the techniques they will use. • A organised and effective coach plans each session with a goal or set of goals in mind and is conscious of using the available time effectively. • A training session needs to be flexible and simple so adjustments can be made to drills or activities during the session.

12. TIME ALLOCATION • Aims to maximise the athletes time on the task and avoid LONG PERIODS OF INACTIVITY. • Always allows sufficient time to warm up and cool down SAFETY • It’s the coach’s responsibility to recognise potentially HIGH RISK SITUATIONS and plan to minimise harm. • Coach needs basic FIRST AID KNOWLEDGE ROUTINE • Let players know the session time, equipment and dress requirements as well as the finish times • This allows players to become aware of the coach’s expectations VARIETY • Athletes respond well to modifications in training routines (variety keeps motivation high) GROUPINGS • Groupings should be appointed to maximise time on the task • Coach should know his players to allocate groups which accommodate ability and age level • less skilled = smaller groups / more skilful larger groups

13. STRUCTURE OF A TRAINING SESSION A training session can be divided into distinct phases • Warm – up • Conditioning – fitness • Skill development – practice • Games • Cool down Implement the above phases into PART A

15. TECHNIQUES • There are a range of techniques which need to implemented when instruction a coaching session, these include: Instruction Demonstration Explanation Observation ACTIVITY: read pages 264- 265 on “Techniques” from the SLR text book and complete sheet on “Techniques” (page 76)

16. ACTIVITY (PART A) Complete task on your laptop As there will be 5 more parts to include Choose either • Touch football CREATE a performer to complete this coaching task • Hockey • Tennis • Soccer You are to PLAN a 90min coaching session You have 15 10 year old students on your team It is a competitive weekend sports group You have 5 rep players, 5 average players and 5 players who are new to the game PART A: Will look at planning and organisation; WHAT IS YOUR FOCUS FOR THE SESSION You need to design a time allocation using ALL the phases of a training program. Show what you will include in the phases of training and why. What drills/ activities to maximise player interest and motivations as well as meet the variety of skills levels How will you group the activities and why

17. ACTIVITY (PART B) • IMPLICATING PART A You will run your training session: Your planning and organisation, coaching style, techniques and structure will be evaluated by the teacher and your peers. • You will do the same training session as outlined in part A.

18. PHYCHOLOGY AND COACHING MOTIVATIONAL STRATEGIES TYPES OF REWARDS Intrinsic Extrinsic AGGRESSION AND PERFORMANCE

19. ASSESS THE IMPACT OF POSITIVE AND NEGATIVE MOTIVATIONAL STRATEGIES ON PERFORMANCE • SELECT AND IMPLIMENT COACHING TECHNIQUES TO OPTIMISE PARCTICIPANT ATTENTION AND FOCUS. This is what you will be learning to do in this section of the module. And it will be done through a practical and theory component.

20. “Good Coach, Bad Coach” • In your books construct a table as shown below Throughout the movie you will need to list in the table the effective and ineffective MOTIVATIONAL strategies used by the coach. • Choose 2 motivational and 2 ineffective strategies and discuss them and their impact on the game and player. (4sentences per strategy). • If you were a coach what MOTIVATIONAL STRATEGIES would you use, and why? (they can be from the DVD or ones your coach’s have used)

21. Types of Rewards There are two types of rewards INTRINSIC and EXTRINSIC. INTRINSIC: for players to maintain focus and interest in a sport they must feel SATISFIED and HAPPY with their progress and development, this is intrinsic motivation. It is the inner drive that keeps the athlete satisfied and performing well. Coaches have the ability to foster or hinder the intrinsic motivation on their players. EXTRINSIC: comes from rewards and other external factors. When using extrinsic rewards to motivate their players coaches make sure they reward the player who attempts to perform a set drill or skill correctly rather than the outcome. Effort rather then success is rewarded.

22. Activity • In your books create a table and list all the intrinsic and extrinsic rewards you can think of.

23. Aggression and Performance • There is a link between aggression and performance. In a sporting situation the intensity a player takes onto the field is known as their AROUSAL level. For each player and each sport there are different arousal levels for optimal performance. If a players arousal level is too high or too low their performance will be affected. • The link between arousal and performance is generally thought to follow an inverted U curve. This suggests that best performances occur when an athlete is moderately aroused.

24. THE COACHING PROGRAM SCOPE AND SEQUENCE OF A COACHING PROGRAM -periodisation -pre session, in season and post season HUMAN RESOURCE UTALISATION -trainer -assistant manager -manager -selector -medical support

25. The Coaching Program • The coaching program is a way for the coach to set planning goals and objectives for the year ahead. • A strategic management plan can be developed individually or with the assistance of others within a club or other qualified personnel. Within this plan a set of short- term and long-term goals can be created, providing the coach with motivation and direction throughout the season.

26. Activity • Read pages 269 and 272 as a class. • Summarise the information on these pages. Use the same headings in your books as in the text book. • Complete “Seasonal Programing” sheet (pg 78) • Complete “Human Resources” sheet (pg80) • Complete questions on page 272 from SLR text book Think About: questions 1-4 (write out the questions and the answers)

27. EVALUATING A COACHING PROGRAM ANALYSING PLAYER PERFORMANCE -statistics -standards -expert opinion -checklists ANALYSIS OF COACHING AND SUPPORT PERSONNEL -player feedback -performance against goals

28. Evaluating Player Performance • Read pages 273 to 276 as a class • Summaries the information on these pages under the same headings as the SLR text book. • Complete “Analysing Player Performance” sheet (pg 82) • Complete “Analysing Coaching Performance” sheet (pg 84) • Complete Review Questions Sheet (pg 86)