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  1. 1. ND Sport – Planning Karen Vaughan Jones
  2. 2. Outcomes• Review planning principles from last week• Discuss and understand developmental considerations when working with children• Discuss and understand what is needed in a session planner
  3. 3. Content of a session Your session planner should include: •SCOPE – details of session, children, time, location etc •Aims of session •Equipment Needed •Warm Up •Main Activity •Plenary •Cool Down •Evaluation • Further needs - progression
  4. 4. Session PlannersSCOPE Aims• Date of session • Short clear aims• Time for activity • Specific• Coaches names • SMART aims• Risk assessment box • Specific• Location • Measurable• Number of children • Achievable• Important health • Realistic considerations • Time Based• Age of participants
  5. 5. Warm up and cool down Warm up Cool DownIncreases the range of Helps the body motion (mobility of the return to normal and joints) recover fromIncreases respiration, exercise circulation and body Removes waste temperature (pulse products from the rising) body generated byStretches the main the exercise muscle groups Helps preventPrepares performers muscle soreness mentallyPossibly prevents injury
  6. 6. Session PlannerMain Activity Plenary• Include Coaching Points • Recap what you have• Include timings done in the session• Think about how many • Chance for students to activities you include evaluate their• Maximum of four for an performance hour session • Ask key questions of the students
  7. 7. EvaluationAsk the children;• What have they enjoyed the most?• What have they learnt?• What did they not enjoy?• What would they like to do next time?Reflect on the session yourself;• What you thought went well?• What would you do differently next time?• What have you learnt form the session, about the children and your own skills?
  8. 8. Grids and Channels• It is important to consider which space to use for your game and how it will be made safe.• Once you have selected the game or skill you are going to coach, decide how best to divide the whole playing area. The three most common forms of organising space for children are:• Grids• Channels
  9. 9. Grids• Grids are ideal for invasion games as they give defined space in which a small group of children can work.• Start with an open grid which is suitable for running in the warm up.• If the warm up is completed by touching the corners of the grid it helps children explore the space and boundaries they are using. T• he large grid can be divided further into four 10m x 10m boxes.
  10. 10. Developmental ConsiderationsSome of the Physical and Psychological considerations:- Children grow at different speeds and different ages Stages of growth can affect performance and changes in performance Children of a similar age may have a very different physique, skill level and understanding (early and late developers) Chronological age of the child – age in years Developmental age of the child - a child’s emotional, physical and social development Training age of the child - the number of year’s experience
  11. 11. Safe PracticesPractices adapted to ensure safety:- Grouping children for activity by skill level or age Giving more time for a harder task Ensure frequency, intensity, duration and complexity of the activity is suitable for age and stage of development of players Ensure good use of space Ensure group sizes are manageable Positioning groups for safe practice to avoid collisions Maintain control of the group Include a good balance of activities Emphasising safety Modifying activities for the group and / or individual Know the legal and ethical responsibilities of a coach
  12. 12. Learning Environment, Adaptations and ProgressionsA Identify ways in which your coaching practice can help children learnB Show how you would progress a given activityC Demonstrate how you would adapt the activity to meet different needs 1
  13. 13. A – Help children learn Work within children’s limitations Keep it short and simple using varied practices Give additional time to skill development and individuals who find the task hard Try a different approach to delivering an unsuccessful activity Create bite sized achievable activities to increase player’s success rate Use good demonstrations and clear, simple explanations – emphasis on main points 1
  14. 14. Learning Environment continued … Teach big, simple movements first Use question and answer techniques Timing of practices Be patient and correct errors one at a time Adapt equipment, games, practices, rules and space Use small sided games - let them play Help children evaluate their performance Make activities fun and enjoyable 1
  15. 15. B Progression C Adaptation FITT principles (frequency,  The STEPS concept: intensity, time and type of Space - change the area size training) Task - intensity and complexity Increase the complexity of Equipment - specific/different the activity Position – move player or target Increase/decrease the use Speed - pace of ball or activity of space  Increase/reduce number of players Increasing the degree of difficulty of the activity  Vary communication style  Individually or group  Different ability groups
  16. 16. Planning Why Plan? Coaching ProcessTo ensure safetyTo make it interesting and funTo make it directed REVIEW PLAN and focusedTo ensure progressionTo increase DO motivationTo keep variety and to suit different individual needs 1
  17. 17. CommunicationHow to maintain control of a group of players:- Safety factors Position yourself so all participants can see and hear you Use gestures or a whistle to gain attention Stopping the group Using question and answer techniques Demonstrating Intervening only when appropriate during activities and practices Planning and organising the activity well Challenging inappropriate behaviour and unethical conduct
  18. 18. Communication SkillsIdentify ways of dealing with inappropriate behaviour:- Easily accepting umpires’ decisions Encouraging participants to apologise for excessive physical play Maintaining a positive attitude Being supportive to other team members and/or the opposing team Condemning inequitable behaviour/comments by others Condemning deliberate breaking of the rules of the game 1