Presentation on coaching adolescents

1. Sport Coaching Pedagogy
by Michael Mackenzie
u3052227

2. Model for LTAD
Unchainedfitness.com.au

3. Training to Train
 Males aged 12 – 16, females aged 11 – 15.
 The main aim should be to improve cognitive function.
 Develop both physical and technical skills simultaneously.
 Introduce full session plans- warm-up, main training phase,
cool-down.
 Establish pre-competition, competition and post-competitions
routines.
 Develop functional strength of athletes- both male and female.
 Educate athletes of susceptibility to and types of injury that
competition may pose.
 Never forget the most important purpose of sport- fun and
enjoyment.
Balyi, 2004

4. Training to Compete
 Males aged 16 – 18, females aged 15 – 17.
 50% of time should be allocated to technical, tactical
skills and fitness improvements.
 50% of time allocated to competition specific training.
 Specificity to sport is imperative.
 Programs, preparation constraints and technical
development must be tailored for each athletes needs.
 Multiple periodisation framework is optimal.
Smith, 2003

5. Growth rates- males and females
Rogol, et al, 2000

6. Coaching the adolescent brain
1. Coach As a Collaborator.
2. Encourage Positive Risk Taking
3. Teach Stress Management Skills
4. Guide Athlete Towards Healthy Habits.
5. Avoid Overloading The Athlete With Information
6. Provide A Positive Structured Environment.

7. Coach as a collaborator
 Set goals for the athlete
using there input.
 Reinforce the concept
in intrinsic feedback.
 Have monthly check-
ups on whether the
appropriate
expectations are being
met. Sportspsychology.com
Ogilvie, et al, 1998

8. Encourage positive risk taking
 Teen brain craves risk.
 Skills practiced regularly are
remember via crystalised memory
retention.
 Turn positive risky outcomes into a
habit.
 Constantly practise technical,
tactical and strategically skills,
altering each with an external
variable which encourages risky
decision making.
 Always looks at positives, out-
sourcing negative comments. Positivecoaching.com
Smith, 2003

9. Teach stress management skills
 Adolescence is the first real
stage that athletes are
vulnerable external
psychological stress.
 Introduce breathing and
self-talk strategies.
 Allow athlete to
understand the power of
“positive body language”.
Stocker, et al, 2007

10. Guide athlete towards healthy habits
 These include; physical,
mental and social.
 Educate adolescents of the
importance of a positive
balance.
 Discourage drugs and alcohol.
 Introduce a dietary plan,
allowing them to have input
into what they eat, as long as it
fits into the right food group at
the specific time. Preciseportions.com
Juzwiak, et al, 2004

11. Avoid overloading with information
 Your role as a coach is to
prepare the athlete, do not
expect them to prepare
themselves.
 Progressive-overload is the
key, without being
overwhelming.
 Information- keep it simple.
 Avoid last minute advice, it
only confuses their
undeveloped minds.
overcoaching.com
Smith, 2003

12. Provide a positive structured environment
 Providing fun is
paramount.
 Set a list of guidelines,
and if they are broken
give a suitable
punishment.
 Punishments which
discourage participating
should never be used.
 Never force an athlete
into resenting their coach
or sport.
Littleleague.org
Fraser-Thomas, 2009

13. Immune system
Brolinson, et. Al, 2007

14. Anthropometry
 Body composition
 Skinfold tests
 Body Mass Index (BMI)
 Waist to hip ratio
 Body sixe and structure
 Girths
 Breadths
 Lengths
Anthropometrimeasures.edu.auMirwald, et al, 2002

15. References
 Balyi, I., & Hamilton, A. (2004). Long-term athlete development: trainability in childhood and
adolescence. Olympic Coach, 16(1), 4-9.
 Smith, D. J. (2003). A framework for understanding the training process leading to elite performance. Sports
medicine, 33(15), 1103-1126.
 Rogol, A. D., Clark, P. A., & Roemmich, J. N. (2000). Growth and pubertal development in children and
adolescents: effects of diet and physical activity.The American journal of clinical nutrition, 72(2), 521s-528s.
 Ogilvie, B. C., Tofler, I. R., Conroy, D. E., & Drell, M. J. (1998). Comprehending role conflicts in the coaching
of children, adolescents, and young adults. Transference, countertransference, and achievement by proxy
distortion paradigms. Child and adolescent psychiatric clinics of North America, 7(4), 879-890.
 Stocker, C. M., Richmond, M. K., Rhoades, G. K., & Kiang, L. (2007). Family emotional processes and
adolescents' adjustment. Social Development, 16(2), 310-325.
 Juzwiak, C. R., & Ancona-Lopez, F. (2004). Evaluation of nutrition knowledge and dietary recommendations
by coaches of adolescent Brazilian athletes.International journal of sport nutrition & exercise
metabolism, 14(2).
 Fraser-Thomas, J., & Côté, J. (2009). Understanding adolescents' positive and negative developmental
experiences in sport. Sport Psychologist, 23(1).
 Brolinson, P. G., & Elliott, D. (2007). Exercise and the immune system. Clinics in Sports Medicine, 26(3), 311-
319.
 Mirwald, R. L., Baxter-Jones, A. D., Bailey, D. A., & Beunen, G. P. (2002). An assessment of maturity from
anthropometric measurements. Medicine and science in sports and exercise, 34(4), 689-694.
 Nash, C., & Collins, D. (2006). Tacit knowledge in expert coaching: Science or art?. Quest, 58(4), 465-477.