This document outlines the guidance for a unit on understanding the fundamentals of coaching sport. It includes guidance for both tutors and students. The unit aims to assess a coach's understanding of their role in planning, implementing, analyzing and revising coaching sessions. It also identifies methods for developing learning, performance and managing participant behavior. The document provides learning outcomes, assessment criteria, guidance on content and assessment requirements to support understanding of the key areas covered in the unit.
Unit 223 understanding how to develop participants through coaching sportProdecEducation
This document outlines guidance for tutors and students for a unit on understanding how to develop participants through coaching sport. It provides learning outcomes, assessment criteria, and content for four outcomes: understanding principles of planning coaching sessions; understanding skill development through sessions; understanding how participant development impacts coaching; and understanding principles of evaluation. It gives guidance on lesson delivery, assessments, student participation, and linking theory and practical aspects.
Unit 211 plan, deliver and evaluate sport and leisure activitiesProdecEducation
This document provides guidance for a unit on planning, delivering, and evaluating sport and leisure activities. It includes guidance for tutors on lesson delivery and supporting students. Student guidance explains the unit assessments and requirements for participation and recording notes. The unit aims to build on previous experience planning and leading sports activities. Learning outcomes include producing activity plans, delivering different activities, and evaluating activities.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
The document discusses motivation in sport and how coaches can influence athlete motivation. It defines motivation as the desire to accomplish goals and notes it comes from internal or external factors. Coaches play a key role in motivating athletes to reach their potential through personality, monitoring effort, and use of rewards or punishments. The document also examines intrinsic and extrinsic motivation in athletes and lists some variables that can impact an individual's motivation.
Sport coaching involves teaching and training athletes to improve their skills and achieve goals related to their sport. A coach provides instruction, direction, and supervision to individual athletes or teams. Good coaches have qualities like patience, motivation, acceptance, love of the game and kids, and sportsmanship. Coaches need knowledge of their sport's techniques, strategies for motivating athletes, and how to effectively communicate. Developing a coaching philosophy provides consistency and builds trust between a coach and their athletes. Coaching incorporates elements of both an art and a science.
The document discusses the roles and responsibilities of sport coaches. It outlines different coaching styles including authoritarian, democratic, casual, personable, and delegatory. It also discusses important skills and characteristics of effective coaches such as communication, experience, leadership, developing team culture, and performance analysis. Coaches are responsible for training athletes, enabling higher performance, and considering both physical and mental preparation using different coaching styles suited to changing situations.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
Unit 223 understanding how to develop participants through coaching sportProdecEducation
This document outlines guidance for tutors and students for a unit on understanding how to develop participants through coaching sport. It provides learning outcomes, assessment criteria, and content for four outcomes: understanding principles of planning coaching sessions; understanding skill development through sessions; understanding how participant development impacts coaching; and understanding principles of evaluation. It gives guidance on lesson delivery, assessments, student participation, and linking theory and practical aspects.
Unit 211 plan, deliver and evaluate sport and leisure activitiesProdecEducation
This document provides guidance for a unit on planning, delivering, and evaluating sport and leisure activities. It includes guidance for tutors on lesson delivery and supporting students. Student guidance explains the unit assessments and requirements for participation and recording notes. The unit aims to build on previous experience planning and leading sports activities. Learning outcomes include producing activity plans, delivering different activities, and evaluating activities.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
The document discusses motivation in sport and how coaches can influence athlete motivation. It defines motivation as the desire to accomplish goals and notes it comes from internal or external factors. Coaches play a key role in motivating athletes to reach their potential through personality, monitoring effort, and use of rewards or punishments. The document also examines intrinsic and extrinsic motivation in athletes and lists some variables that can impact an individual's motivation.
Sport coaching involves teaching and training athletes to improve their skills and achieve goals related to their sport. A coach provides instruction, direction, and supervision to individual athletes or teams. Good coaches have qualities like patience, motivation, acceptance, love of the game and kids, and sportsmanship. Coaches need knowledge of their sport's techniques, strategies for motivating athletes, and how to effectively communicate. Developing a coaching philosophy provides consistency and builds trust between a coach and their athletes. Coaching incorporates elements of both an art and a science.
The document discusses the roles and responsibilities of sport coaches. It outlines different coaching styles including authoritarian, democratic, casual, personable, and delegatory. It also discusses important skills and characteristics of effective coaches such as communication, experience, leadership, developing team culture, and performance analysis. Coaches are responsible for training athletes, enabling higher performance, and considering both physical and mental preparation using different coaching styles suited to changing situations.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
The document discusses the fundamentals of coaching, including enhancing athlete performance while enabling them to take responsibility for their performance, and continuing the coach's own development. It also covers balancing optimal performance, experience, and development for athletes. Coaching is characterized by uncertainty which can lead to emotional behaviors from human reaction, and has evolved from self-taught methods to certifications and professionalization. Key components of successful coaching are knowledge, observation, interpretation skills from experience, and the ability to inspire players.
The document discusses different coaching styles and the role of the coach. It identifies authoritarian, friendly, distant yet approachable, delegatory, casual, negotiating, practice, reciprocal, playing, and non-playing styles. The role of the coach is complex and includes educator, leader, teacher, friend, and mentor. A respected coach has strong personal qualities and knowledge, is a lifelong learner, exhibits respect, and has effective communication skills.
The document discusses long term psychological preparation for physical education. It covers topics like goal setting, motivation, attribution theory, learned helplessness, developing successful performers, and group cohesion. Goal setting is important for motivation, organization, and development. Attribution theory examines how people explain successes and failures. Developing mastery orientation and positive self-talk can help overcome learned helplessness. Characteristics of successful performers include high concentration and self-confidence. Group cohesion develops over time and has benefits for performance.
This document outlines seven principles for coaching advanced athletes:
1. The principle of specificity emphasizes training activities that are as similar as possible to competitive performance to maximize skill learning and improvement.
2. The principle of individuality calls for individualized training programs tailored to each athlete's needs and abilities.
3. The principle of self-control aims to develop athletes' ability to evaluate and control their own performance independently of the coach.
4. The principle of involvement links higher performance goals to greater time and resources allocated for training.
5. The principle of program consolidation stresses well-planned, goal-oriented, and evaluated training programs.
6. The principle of self-involvement promotes lifelong learning and adaptation
The document discusses concerns raised by coaches at Montana State University Billings regarding their athletic programs. The coaches met with the new athletic director to discuss issues with lack of productivity in practices, lack of self-control among players, and players having inflated self-perceptions. The athletic director provides suggestions to address these issues, including implementing deliberate practice in training to improve focus, establishing self-control through proper nutrition, and helping players develop more accurate self-perceptions through recognition of cognitive dissonance experienced when comparing abilities to others. The overall goal is to help the programs improve performance both on and off the field.
The document discusses different roles and styles of coaching. It identifies three main coaching styles: authoritarian, democratic, and casual. The authoritarian style involves strict discipline, one-way communication, and the coach making all decisions with a focus on winning. The democratic style is more cooperative and athlete-centered, with shared decision-making and a focus on trust and respect. The casual style is highly relaxed and easy-going, with a lack of planning and organization and coaches only assisting when asked, which can leave athletes feeling unsupported.
This document discusses four coaching styles - Directive (D), Interactive (I), Steady (S), and Conscientious (C) - based on the DISC model. It provides descriptions of each style and situations when each style would be most effective. It emphasizes that there is no single best style and coaches should evaluate their athletes' needs and adapt their style appropriately. The goal is to be athlete-centered by understanding what approach fits each individual. While a coach may have a default style, it is important to incorporate aspects of the other styles as needed for different athletes and situations.
Your Coaching Philosophy underpins and aligns everything you do as a coach. Ensuring your coaching philosophy is clear and coherent can help provide you with clarity, direction and focus.
The document discusses various methods of training and development. It identifies factors that affect the choice of training modules such as age, gender, education level, learning styles, number of trainees, budget, and trainers' skills. Common training approaches include traditional, experiential, and performance-based teaching. Frequent training methods are passive like lectures and discussions, active like simulations, and on-site like apprenticeships and job rotation. Off-site methods involve lectures, group activities, case studies and games. Sensitivity training attempts to change behavior by placing participants in ambiguous situations to resolve conflicts through interactions.
The document discusses the roles and responsibilities of a successful sports coach. It identifies 6 key roles a coach may take on: educator, trainer, manager, innovator, role model, and friend. Examples are given of when coaches need to adapt their approach and take on different roles to best support their athletes. The overall goal of coaching is to improve athlete performance while also developing the individual athlete as a whole person.
Game within the Game- Intro to Mental TrainingMike Margolies
Sport Psychology Consultants (SPC) provides mental training programs designed for athletes' needs to optimize performance. SPC takes an educational approach, teaching mental skills like relaxation, concentration, and imagery that can improve performance. Programs focus on areas like goal setting, arousal control, and building confidence. Regular mental practice helps ingrain skills to automatically use in competition. SPC aims to give athletes a long-term understanding of their mental potential.
Coaching involves instruction, teaching, and training athletes to develop and improve in their chosen sport. Effective coaching depends on maximizing an athlete's potential while recognizing long-term needs and keeping a balanced view of participation and fair play. Coaching styles vary and include authoritarian, business-like, and intense approaches. When developing coaching strategies, it is important to consider the perspectives of players, spectators, parents, and athletes to improve coaching quality over time.
This document discusses positive coaching styles for youth sports. It notes that while only 10% of youth coaches receive formal training, coaches have a large influence on athletes' development and enjoyment of sports. The Positive Coaching Alliance promotes a "double goal" approach of helping athletes improve their skills while also teaching life lessons. They train coaches to focus on effort, learning from mistakes, and keeping athletes' "emotional tanks" positively filled with a ratio of at least 5:1 positive to critical feedback. The conclusion emphasizes that positive coaching allows youth to enjoy sports and reach their potential.
The document discusses the concepts of training, its aims, roles, need and importance. It describes that the aim of training is to develop the skills and knowledge of trainees to perform tasks efficiently. Training is a learning process that involves acquiring new skills and applying them in practice. It increases employee efficiency, morale and organizational viability. Rapid technological changes and need for career advancement make training necessary. The document also discusses different learning principles, types, methods, requisites and pitfalls of effective training.
The document discusses the concepts of training, development, and education in organizations, explaining that training refers to facilitating employees' learning of job-related skills to achieve organizational goals, development aims to provide abilities needed in the future, and education involves general conceptual learning in a classroom setting. It also outlines the benefits of training for employees, supervisors, and businesses in terms of performance, costs, and profitability.
This document summarizes different types of coaching models. It discusses sports coaching, which focuses on developing skills and teamwork. Executive coaching addresses business and leadership needs. Life coaching emphasizes individual growth and personal development, with the client having autonomy and working coactively with the coach. Two life coach certifying bodies are described, with one requiring more extensive training than the other. Common coaching topics and benefits are listed, which can vary based on client needs and include increased self-awareness and goal achievement.
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
This document summarizes traditional training methods and discusses why they are no longer commonly used. It outlines three main traditional training methods: presentation methods where trainees passively receive information, hands-on methods that actively involve trainees such as on-the-job training, and group building methods that improve team effectiveness. While traditional methods were affordable and had high retention rates, modern alternatives like action learning are now favored as they involve learning through real problems and reflection rather than only instruction.
Unit 319 understanding the fundamentals of coaching programmesProdecEducation
This document outlines the guidance for a unit on understanding fundamentals of coaching programmes. It provides instructions for both tutors and students. For tutors, it describes explaining outcomes, assessments, using presentations to support lessons, consolidating lessons, and linking theory and practice. For students, it instructs reviewing unit standards, accessing assessments, participating in discussions, recording notes from lessons, asking questions, and understanding submission requirements. It also outlines the unit aim, learning outcomes, and assessment criteria related to understanding the coach's role in planning, implementing, and revising programmes as well as the coaching process, learning techniques, and self-reflection.
Unit 320 understanding the principles of planning coaching programmesProdecEducation
This document provides guidance for tutors and students on Unit 320: Understanding the principles of planning coaching programmes. It outlines the unit outcomes, assessment processes, and guidance on lesson delivery and note taking for both tutors and students. The unit aims to assess a coach's understanding of planning annual sport-specific coaching programmes and how skill development principles impact programme implementation. Key topics covered include planning and periodization, participant development stages, skill acquisition factors, and performance evaluation methods.
The document discusses the fundamentals of coaching, including enhancing athlete performance while enabling them to take responsibility for their performance, and continuing the coach's own development. It also covers balancing optimal performance, experience, and development for athletes. Coaching is characterized by uncertainty which can lead to emotional behaviors from human reaction, and has evolved from self-taught methods to certifications and professionalization. Key components of successful coaching are knowledge, observation, interpretation skills from experience, and the ability to inspire players.
The document discusses different coaching styles and the role of the coach. It identifies authoritarian, friendly, distant yet approachable, delegatory, casual, negotiating, practice, reciprocal, playing, and non-playing styles. The role of the coach is complex and includes educator, leader, teacher, friend, and mentor. A respected coach has strong personal qualities and knowledge, is a lifelong learner, exhibits respect, and has effective communication skills.
The document discusses long term psychological preparation for physical education. It covers topics like goal setting, motivation, attribution theory, learned helplessness, developing successful performers, and group cohesion. Goal setting is important for motivation, organization, and development. Attribution theory examines how people explain successes and failures. Developing mastery orientation and positive self-talk can help overcome learned helplessness. Characteristics of successful performers include high concentration and self-confidence. Group cohesion develops over time and has benefits for performance.
This document outlines seven principles for coaching advanced athletes:
1. The principle of specificity emphasizes training activities that are as similar as possible to competitive performance to maximize skill learning and improvement.
2. The principle of individuality calls for individualized training programs tailored to each athlete's needs and abilities.
3. The principle of self-control aims to develop athletes' ability to evaluate and control their own performance independently of the coach.
4. The principle of involvement links higher performance goals to greater time and resources allocated for training.
5. The principle of program consolidation stresses well-planned, goal-oriented, and evaluated training programs.
6. The principle of self-involvement promotes lifelong learning and adaptation
The document discusses concerns raised by coaches at Montana State University Billings regarding their athletic programs. The coaches met with the new athletic director to discuss issues with lack of productivity in practices, lack of self-control among players, and players having inflated self-perceptions. The athletic director provides suggestions to address these issues, including implementing deliberate practice in training to improve focus, establishing self-control through proper nutrition, and helping players develop more accurate self-perceptions through recognition of cognitive dissonance experienced when comparing abilities to others. The overall goal is to help the programs improve performance both on and off the field.
The document discusses different roles and styles of coaching. It identifies three main coaching styles: authoritarian, democratic, and casual. The authoritarian style involves strict discipline, one-way communication, and the coach making all decisions with a focus on winning. The democratic style is more cooperative and athlete-centered, with shared decision-making and a focus on trust and respect. The casual style is highly relaxed and easy-going, with a lack of planning and organization and coaches only assisting when asked, which can leave athletes feeling unsupported.
This document discusses four coaching styles - Directive (D), Interactive (I), Steady (S), and Conscientious (C) - based on the DISC model. It provides descriptions of each style and situations when each style would be most effective. It emphasizes that there is no single best style and coaches should evaluate their athletes' needs and adapt their style appropriately. The goal is to be athlete-centered by understanding what approach fits each individual. While a coach may have a default style, it is important to incorporate aspects of the other styles as needed for different athletes and situations.
Your Coaching Philosophy underpins and aligns everything you do as a coach. Ensuring your coaching philosophy is clear and coherent can help provide you with clarity, direction and focus.
The document discusses various methods of training and development. It identifies factors that affect the choice of training modules such as age, gender, education level, learning styles, number of trainees, budget, and trainers' skills. Common training approaches include traditional, experiential, and performance-based teaching. Frequent training methods are passive like lectures and discussions, active like simulations, and on-site like apprenticeships and job rotation. Off-site methods involve lectures, group activities, case studies and games. Sensitivity training attempts to change behavior by placing participants in ambiguous situations to resolve conflicts through interactions.
The document discusses the roles and responsibilities of a successful sports coach. It identifies 6 key roles a coach may take on: educator, trainer, manager, innovator, role model, and friend. Examples are given of when coaches need to adapt their approach and take on different roles to best support their athletes. The overall goal of coaching is to improve athlete performance while also developing the individual athlete as a whole person.
Game within the Game- Intro to Mental TrainingMike Margolies
Sport Psychology Consultants (SPC) provides mental training programs designed for athletes' needs to optimize performance. SPC takes an educational approach, teaching mental skills like relaxation, concentration, and imagery that can improve performance. Programs focus on areas like goal setting, arousal control, and building confidence. Regular mental practice helps ingrain skills to automatically use in competition. SPC aims to give athletes a long-term understanding of their mental potential.
Coaching involves instruction, teaching, and training athletes to develop and improve in their chosen sport. Effective coaching depends on maximizing an athlete's potential while recognizing long-term needs and keeping a balanced view of participation and fair play. Coaching styles vary and include authoritarian, business-like, and intense approaches. When developing coaching strategies, it is important to consider the perspectives of players, spectators, parents, and athletes to improve coaching quality over time.
This document discusses positive coaching styles for youth sports. It notes that while only 10% of youth coaches receive formal training, coaches have a large influence on athletes' development and enjoyment of sports. The Positive Coaching Alliance promotes a "double goal" approach of helping athletes improve their skills while also teaching life lessons. They train coaches to focus on effort, learning from mistakes, and keeping athletes' "emotional tanks" positively filled with a ratio of at least 5:1 positive to critical feedback. The conclusion emphasizes that positive coaching allows youth to enjoy sports and reach their potential.
The document discusses the concepts of training, its aims, roles, need and importance. It describes that the aim of training is to develop the skills and knowledge of trainees to perform tasks efficiently. Training is a learning process that involves acquiring new skills and applying them in practice. It increases employee efficiency, morale and organizational viability. Rapid technological changes and need for career advancement make training necessary. The document also discusses different learning principles, types, methods, requisites and pitfalls of effective training.
The document discusses the concepts of training, development, and education in organizations, explaining that training refers to facilitating employees' learning of job-related skills to achieve organizational goals, development aims to provide abilities needed in the future, and education involves general conceptual learning in a classroom setting. It also outlines the benefits of training for employees, supervisors, and businesses in terms of performance, costs, and profitability.
This document summarizes different types of coaching models. It discusses sports coaching, which focuses on developing skills and teamwork. Executive coaching addresses business and leadership needs. Life coaching emphasizes individual growth and personal development, with the client having autonomy and working coactively with the coach. Two life coach certifying bodies are described, with one requiring more extensive training than the other. Common coaching topics and benefits are listed, which can vary based on client needs and include increased self-awareness and goal achievement.
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
This document summarizes traditional training methods and discusses why they are no longer commonly used. It outlines three main traditional training methods: presentation methods where trainees passively receive information, hands-on methods that actively involve trainees such as on-the-job training, and group building methods that improve team effectiveness. While traditional methods were affordable and had high retention rates, modern alternatives like action learning are now favored as they involve learning through real problems and reflection rather than only instruction.
Unit 319 understanding the fundamentals of coaching programmesProdecEducation
This document outlines the guidance for a unit on understanding fundamentals of coaching programmes. It provides instructions for both tutors and students. For tutors, it describes explaining outcomes, assessments, using presentations to support lessons, consolidating lessons, and linking theory and practice. For students, it instructs reviewing unit standards, accessing assessments, participating in discussions, recording notes from lessons, asking questions, and understanding submission requirements. It also outlines the unit aim, learning outcomes, and assessment criteria related to understanding the coach's role in planning, implementing, and revising programmes as well as the coaching process, learning techniques, and self-reflection.
Unit 320 understanding the principles of planning coaching programmesProdecEducation
This document provides guidance for tutors and students on Unit 320: Understanding the principles of planning coaching programmes. It outlines the unit outcomes, assessment processes, and guidance on lesson delivery and note taking for both tutors and students. The unit aims to assess a coach's understanding of planning annual sport-specific coaching programmes and how skill development principles impact programme implementation. Key topics covered include planning and periodization, participant development stages, skill acquisition factors, and performance evaluation methods.
Unit 225 understanding the principles of safe and equitable coaching practiceProdecEducation
This document outlines guidance for tutors and students for a unit on understanding the principles of safe and equitable coaching practice. It provides guidance on lesson delivery for tutors, including explaining outcomes, assessments, using presentations, allowing note-taking, consolidating lessons, and using various resources. It also provides guidance for students, such as reviewing unit standards, participating in discussions, taking notes from lessons, asking questions, and understanding assessment requirements. Finally, it describes the unit aim, learning outcomes, and assessment criteria focused on understanding how to ensure safety and equity in coaching sessions.
Unit 225 understanding the priniciples of safe and equitable coaching practiceProdecEducation
This unit covers understanding the principles of safe and equitable coaching. It discusses ensuring participant safety during coaching sessions by addressing health and safety requirements, injury risk minimization, and contingency planning. It also addresses equitable coaching through understanding legal and sport-specific requirements, codes of practice, minimizing barriers, and adapting activities for all participants. The unit aims to help coaches understand how to coach safely and equitably for all.
Unit 226 people skills in sport and active leisureProdecEducation
This document provides guidance for both students and tutors on Unit 226 - People skills in sport and active leisure. It outlines the unit aims, learning outcomes, and assessment criteria. For tutors, it provides guidance on lesson delivery, resources, and linking theory and practical aspects. For students, it details reviewing unit standards, participating in discussions, recording notes from lessons, and understanding assessment requirements. The overall aim of the unit is to understand the importance of working with others in sport and active leisure settings.
Unit 218 rules, regulations and officiating in sportProdecEducation
This document provides guidance for both tutors and students on the rules, regulations and officiating in sport unit. It outlines:
1. The unit aims to introduce learners to officiating in sport and explore the roles, skills and responsibilities of officials.
2. There are four learning outcomes covering the roles of officials, rules of a sport, reviewing official performance, and officiating a sport.
3. Guidance is given for both tutors and students on their roles and how to support learning through lesson delivery, assessments, discussions and practical experience of officiating.
Unit 321 understanding how to support participant(s) lifestyle through coachi...ProdecEducation
This document provides guidance for tutors and students on a unit related to understanding how to support participants' lifestyles through coaching programs. It outlines the unit learning outcomes which include understanding how to support physical conditioning, provide nutritional advice, develop mental skills, and provide lifestyle support within annual coaching programs. It provides assessment criteria and ranges for each outcome. It also includes information on nutrition, including the roles of carbohydrates, fats, proteins, vitamins, minerals, and water in the body and for sport. Sample discussion questions are provided to help students understand key nutrition concepts.
The document provides guidance for tutors and students on a sports development unit. It outlines the unit aims, learning outcomes, and assessment criteria. For tutors, it describes facilitating lesson delivery, assessments, and consolidating learning. For students, it instructs reviewing unit standards, participating actively, and understanding assessment requirements. The unit focuses on understanding benefits of sport, methods for increasing participation, roles of stakeholders, and barriers to access in sport.
This document provides guidance for both tutors and students on the Unit 219 Talent Identification in Sport. It outlines:
1. The unit aims to introduce learners to talent identification and development systems in sport. It will also cover the predictors of talent for individuals and research into programs.
2. There are three learning outcomes which cover understanding the predictors used to identify talent, how talent is developed and maintained, and the reasons for developing talent identification systems.
3. Guidance is given for both tutors and students on their roles and responsibilities during the unit delivery and assessment. Assessment tasks are outlined along with submission deadlines and requirements.
Unit 224 supporting participants lifestyle through coaching sportProdecEducation
This document provides guidance for a unit on supporting participants' lifestyle through coaching sport. It outlines the unit outcomes, assessments, and lesson plans. The tutor is instructed to explain the unit and assessments, utilize presentations and resources to support learning, and consolidate lessons by linking theory to practice. Students are told to review unit standards, complete assessments, participate in discussions, take notes, and understand submission requirements. The document then details the learning outcomes and assessment criteria for understanding nutrition, physical conditioning, mental preparation, and drugs in sport.
This document outlines the guidance for a unit on talent identification in sport. It includes:
1. Guidance for tutors on delivering lessons, linking theory and practice, and utilizing various resources.
2. Guidance for students on activities like reviewing unit standards, participating in discussions, taking notes, and understanding assessment requirements.
3. An introduction to the unit which explores talent identification and development systems in sport and the opportunities for research.
Unit 302 health, safety and risk management in sport and active leisureProdecEducation
This document outlines guidance for a unit on health, safety and risk management in sport and active leisure. It provides instructions for tutors and students. For tutors, it describes delivering lesson content, assessments, and consolidating theory and practical components. For students, it advises reviewing unit standards, participating in discussions, taking notes, and understanding assessment requirements. The document also contains the unit content, including learning outcomes on health and safety requirements, legislation, conducting risk assessments, and safety checks.
This document provides guidance for tutors and students on a sports development unit. For tutors, it outlines delivering lesson content to support student understanding of unit outcomes and assessments. It suggests using resources like PowerPoints, quizzes and videos. For students, it advises reviewing unit standards, participating in discussions, taking notes and asking questions to establish understanding of content. The unit aims to consider benefits of sport participation and methods for increasing involvement. It will investigate reasons for low participation and strategies for motivating people. Learners will research development organizations and their roles in funding and delivering sport programs.
Unit 216 working with participants with disabilities in sport and active leisureProdecEducation
This document provides guidance for a unit on working with participants who have disabilities in sports and active leisure. It outlines the unit learning outcomes which are to describe key issues for participants with disabilities, review safe working practices, and lead sports activities for those with disabilities. It also provides guidance for tutors and students on delivery and assessment of the unit.
Unit 214 understanding the active leisure and learning sectorProdecEducation
This document provides guidance for tutors and students on a unit called "Understanding the active leisure and learning sector". It outlines the unit aims, learning outcomes, assessments, and content that will be covered, including key features of the active leisure sector and career opportunities within it. The tutor is instructed to explain outcomes, assessments, and use resources like PowerPoints to support lessons. Students are told to complete assignments, participate in discussions, and take notes in lessons.
Unit 301 events organisation in a sport and leisure environmentProdecEducation
This document provides guidance for a unit on organizing events in a sport and leisure environment. It outlines the unit learning outcomes of understanding event types and characteristics, roles and responsibilities of personnel, and how to plan and evaluate events. It provides information on preparing venues, safety plans, checklists, and dealing with unexpected situations. The tutor and student guidance sections provide direction on activities like reviewing standards, participating in discussions, and submitting assessments.
This document provides guidance for tutors and students on the Unit 318 Physical Education and Youth Sport. It outlines the unit aims, learning outcomes and assessment criteria. The unit aims to engage learners in discussions about the aims and development of physical education and school sport. It will allow learners to understand the history, key influences and government involvement in PE. Learners will also learn how to plan extracurricular sport programs and promote youth involvement in local community sport.
Unit 202 safeguarding and protecting children and young people in sport and a...ProdecEducation
This document provides guidance for a unit on safeguarding and protecting children and young people in sport and active leisure. It outlines the learning outcomes which include understanding the foundations of safeguarding, implementing key safeguarding principles, recognizing signs of abuse, and responding to reports of abuse. The guidance instructs tutors to utilize various teaching methods and resources to support student understanding of safeguarding policies and procedures. Students are advised to actively participate in lessons, complete assessments, and develop knowledge of indicators and appropriate responses to potential abuse situations.
Unit 202 safeguarding and protecting children and young people in sport and a...ProdecEducation
This document provides guidance for a unit on safeguarding and protecting children and young people in sport and active leisure. It outlines the learning outcomes which include understanding the foundations of safeguarding, implementing key safeguarding principles, recognizing signs of abuse, and responding to reports of abuse. The guidance instructs tutors to utilize various teaching methods and resources to support student understanding of identifying and preventing abuse in sport settings. Students are advised to actively engage with lessons, complete assessments, and clearly understand reporting procedures.
Unit 203 health, safety, welfare in sport and active leisureProdecEducation
This document provides guidance for tutors and students on a unit related to health, safety and welfare in sport and active leisure. It outlines the unit outcomes, assessments, and learning outcomes. The tutor guidance section provides direction on lesson delivery, use of resources, and linking practical and theory components. The student guidance section instructs students on tasks like reviewing standards, participating in discussions, taking notes, and understanding assessment requirements.
Similar to Unit 222 understanding the fundamentals of coaching sport (20)
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This document contains an assignment for a course on safeguarding and protecting children and young people in sport and active leisure. It includes 18 short answer questions assessing learning outcomes related to key concepts like defining safeguarding, principles that underpin protecting children, indicators of abuse, and policies and procedures for reporting abuse. The assignment tasks are to be graded and there are instructions for candidates, assessors, and the process for resubmission if needed.
This document contains descriptions of several small-sided games (SSGs) involving 4v4 or similar formats. Each SSG is presented with a diagram outlining the playing area, objectives, potential variations, and suggested coaching points. The SSGs focus on skills like passing, crossing, finishing, possession play, counterattacking, and building out from the back with the goalkeeper. The coach is advised to adjust exercises based on the abilities and development needs of the players.
This document describes several small-sided game (SSG) exercises focusing on different tactical and technical objectives. The exercises involve 3v3 or 3v2 scenarios within confined areas and include variations and coaching points. The general format includes a diagram of the playing area, objective of the exercise, potential variations, and coaching points to emphasize during play.
This document provides information for centres about the Level 3 Award, Certificate and Diploma in Sport qualifications from City & Guilds. It outlines the structure of the qualifications and units, centre resource requirements, and progression opportunities. Centres approved to offer related qualifications can apply for fast track approval to deliver these new sport qualifications.
Matt Ford has extensive experience coaching youth football in Somerset, including serving as the Somerset FA Youth Council Chair and coaching various youth teams. He has volunteered over 250 hours to football in the last year alone and received recognition from the Somerset FA for his youth leadership. Thomas Sage has also dedicated significant time to coaching, managing Bridgwater Town's Under 18 team and volunteering over 700 hours while also organizing football events and assisting with Bridgwater College's football program.
To access the remote desktop at Bridgwater College:
1. On your PC, open the Remote Desktop Connection program and enter the computer address "tsweb.bridgwater.ac.uk".
2. Click connect and agree to the legal notice in order to log on with your username and password.
3. Common connection errors can be fixed by ensuring an active internet connection or running the Remote Desktop application as an administrator.
This document contains an assignment for a course on safeguarding and protecting children and young people in sport and active leisure. The assignment consists of short answer questions (Task A) that assess learning outcomes related to identifying risks, establishing policies and procedures, recognizing signs of abuse, and appropriately responding to concerns of child abuse or neglect. The questions address topics like defining key terms, identifying principles, factors for good practice, communicating effectively, building relationships, implementing duty of care, and organizational policies on safeguarding children. Upon completion, the candidate's work will be graded, feedback will be provided, and the assessment must be passed for the candidate to earn credit for the course.
The document outlines the 3-stage academic appeals process for Bridgwater College students. Stage 1 involves the student appealing directly to their lecturer/assessor within 3 days of receiving their assessment. If unresolved, Stage 2 escalates the appeal to the Program Manager/Lead Internal Verifier for reconsideration with input from a second assessor. Stage 3 is an appeal to a panel for a final decision if the student remains dissatisfied. Forms are provided for Stages 1 and 2 to document the appeal details and outcomes.
This document provides information for centres about the Level 2 Award, Certificate and Diploma in Increasing Participation in Sport and Active Leisure in Community Settings qualifications offered by City & Guilds. It outlines the structure and units within each qualification. Centres and candidates can access additional support materials from City & Guilds, including an assessment pack. On completion, candidates may progress into employment in the active leisure sector or related City & Guilds qualifications at levels 2 or 3. Centres are expected to ensure staff delivering the qualifications are occupationally competent and support their continuing professional development.
Basic support play, behind, side and in front of ballProdecEducation
This unit aims to teach players about basic support play from behind, the side, and in front of the ball. It will cover the different types of support play, when and where to support from various angles. The learning outcomes are for players to understand support from different positions and how to technically execute support play. A sample practice plan is described to coach long passing and basic support.
This unit covers different types of turns in football. It includes four learning outcomes related to changing direction and pace, using all areas of the feet, turning in different ways, and turning under pressure. The document provides details on planning technical and skill sessions to coach turning, including recommended organization, key factors, and techniques like inside and outside hooks, the Cryuff turn, step over, and drag back. Coaches are encouraged to develop players' turning ability in the four corners of development - physical, technical, social, and psychological.
This unit focuses on shooting and finishing techniques. It will cover different shooting styles, when and where to shoot, and how to deliver the ball to predetermined areas or past the goalkeeper. The four learning outcomes are to 1) deliver the ball into predetermined areas, 2) shoot with curl, swerve and power to the sides of the goal, 3) shoot on target with either foot including half and full volleys, and 4) shoot to the corners and across the goalkeeper.
This unit aims to teach different styles of running with the ball, including when and how to do so. Learners will be able to travel with the ball to produce an end product, change pace and direction, and use both feet and all parts of their feet. The document outlines coaching activities like group discussions and technical sessions to help players develop running with the ball abilities.
This unit covers the principles of defending, including individual, small group, and team defending. It aims to teach when, where, and how to defend, such as blocking shots, sliding tackles, and tracking recovery runs. A sample coaching session is outlined that focuses on defending in pairs in 2v2 and 3v3 drills, emphasizing communication, supporting distance, angles of support, and balance.
This document outlines principles of play for attack. It discusses creating, maintaining, and exploiting space individually and as a group. Learners will develop techniques like passing and supporting through group tasks and skill practices involving 1v1, 2v2, and 3v3 scenarios. Coaches are encouraged to develop players using the four corners model - physically, technically, socially, and psychologically - such as decision making and communication.
This unit focuses on developing passing skills and supporting teammates. It includes learning different passing styles, when and where to pass, and how to provide support. The three learning outcomes are: 1) passing along the ground and in the air with both feet; 2) passing off the front foot; and 3) improving accuracy, timing, weighting and disguise of passes. Coaches will help players develop technically, physically, socially and psychologically with a focus on passing skills, body position, decision making, communication and enjoyment.
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Unit 222 understanding the fundamentals of coaching sport
1. Unit 222
Understanding the fundamentals of coaching sport
Tutor Guidance
1. Explain the unit outcomes and check understanding.
2. Present students with unit assessments and processes for submission.
3. Utilise the PowerPoint to support lesson delivery, and student understanding.
4. Allow for students to record lesson information to support them in their assessment.
5. Consolidate after each lesson.
6. Link theory lesson outcomes with practical delivery.
7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.
8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,
risk assessments, health and safety checklist, injuries in football, video clips.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
2. Unit 222
Understanding the fundamentals of coaching sport
Student Guidance
1. Review the unit standards, on Blackboard.
2. Access unit assessment from Blackboard.
3. Save assessment in your documents.
4. Take part within group discussions.
5. Record notes/ findings from both practical and theory lessons.
6. Ask questions, to establish understanding.
7. Take active role within practical lessons.
8. Clear submission date and procedure.
9. Clearly read the assessment requirements for example, prepare a presentation, write a report,
produce a leaflet.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
3. Unit 222
Understanding the fundamentals of coaching sport
Unit aim
This unit assesses the coach’s understanding of their role in the planning, implementing, analysing
and revising coaching sessions. They also will identify a range of methods of developing learning,
performance and the effective management of participant behaviour.
Learning outcomes
There are five learning outcomes to this unit. The learner will be able to:
222.1 Understand the role of a coach
222.2 Understand the coaching process
222.3 Understand participant(s)’ learning styles
222.4 Understand behaviour management
222.5 Understand how to reflect on a coaching session
Guided learning hours
It is recommended that 25 hours should be allocated for this unit. This may be on a full or part-time
basis.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
4. The greatest
discovery of
my generation
is that a
human being
can alter his
life by altering
his attitudes
‘Don’t make it too easy’
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
5. Outcome 1 Understand the role of a coach
Assessment Criteria
The learner can:
1. describe how to ensure that the participant is at the centre of the coaching process
2. explain how to empower participant(s)’ choice, discovery of solutions and need to
develop at their own pace
3. describe how to develop and maintain positive relationships with and between
participant(s)
4. describe how to provide a coaching environment that motivates, recognises and
values diversity, controls risk, encourages challenge, enjoyment and achievement
5. identify methods to develop participant(s)’ confidence and self esteem
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
6. Outcome 1 Understand the role of a coach
Assessment Criteria
The learner can:
6. describe how to identify opportunities for the coach to reflect and develop their
coaching practice
7. list the different support personnel that can contribute to coaching sessions
8. describe how support personnel can be used to contribute to coaching sessions
9. explain the importance of positively promoting the role of officials in competition
10. define what is acceptable in terms of a coach: participant relationship
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
7. Outcome 1 Understand the role of a coach
Assessment Criteria
The learner can:
11. explain the consequences of not adhering to the principles of what is acceptable in
terms of a coach: participant relationship
12. identify the components of a Code of Practice for coaching which allows high
standards of personal conduct to be maintained and a positive image of the sport to
be projected
13. outline the types of information that the coach should provide to participant(s)
after a coaching session.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
8. Outcome 1 Understand the role of a coach
Range
Participant/(s)
Adult, child, person with particular requirements
Environment
Safe, supportive, encouraging, enjoyable, relaxed, challenging
Methods
Praise, encouragement, support, maximum participation, attention
Opportunities
Debrief, evaluation, courses, colleagues
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
9. Outcome 1 Understand the role of a coach
Range
Support personnel
Assistant coaches, parents, volunteers, nutritionist, psychologist, physician,
physiotherapist, physiologist
Officials
Referees, line judges, timekeepers, judges, scorers, assistant referees, umpires, video
referees, extra officials (e.g. fourth official), stewards/marshals, Level 2 Award,
Certificate & Diploma in Increasing Participation in Sport and Active Leisure in
Community Settings (QCF) (4863-26) 79
Consequences
Accusations, loss of respect, damaged reputation, license revoked, loss of employment
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
10. Outcome 1 Understand the role of a coach
Range
Components
Personal, participants, spectators, officials, other coaching staff, rights, responsibilities,
professional standard
Information
Review of session, storage of equipment, details of next session, dispersal
arrangements
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
11. Listen, don’t just
‘hear’........
A good manager can, at best, make a team 10%
better. But a bad manager can make a team up to
50% worse
Giovanni Trapattoni
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
12. Outcome 2 - Understand the coaching process
Assessment Criteria
The learner can:
1. outline how to identify participant(s)’ needs
2. list the sources of information that a coach can use when planning and preparing
coaching sessions
3. identify the types of information about participants which should be treated
confidentially
4. describe the stages and components of the coaching process
5. describe how to plan coaching sessions that meet participant(s)’ needs
6. explain how individual coaching sessions support the aims of the wider coaching
programme
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
13. Outcome 2 - Understand the coaching process
Assessment Criteria
The learner can:
7. explain the process of setting SMART goals/objectives
8. describe how to start and end a coaching session
9. explain how the physical and psychological capabilities of participant(s) will influence
the content and structure of the session
10. describe different types of demonstrations that encourage learning
11. explain how to balance instruction, facilitation, and demonstration within sessions
12. describe how to use listening skills
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
14. Outcome 2 - Understand the coaching process
Assessment Criteria
The learner can:
13. describe how to select language that is appropriate to participant(s)
14. list how the coach can establish the views of participant(s) about the coaching
sessions
15. identify situations when a coach may need to change or adapt a session
16. describe how to give constructive feedback to participant(s)
17. identify how to cater for an individual’s needs within group coaching
18. describe how to organise group coaching sessions.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
15. Outcome 2 - Understand the coaching process
Range
Needs
Health and safety, welfare, challenge, support, enjoyment, inclusion, respect, access,
equipment
Sources of information
Participant, facility, mentor, National Governing Body, coaching publications, internet
Information about participants
Learning difficulties, medical conditions, contact details, personal circumstances
Stages and components
Plan, do, review
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
16. Outcome 2 - Understand the coaching process
Range
Aims
Safe, enjoyable, social development, health and fitness, personal development,
progressive, talent identification Level 2 Award, Certificate & Diploma in Increasing
Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) 81
Situations
Weather, facility, equipment, participant numbers, performance, behaviour
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
17. ‘Preparation, .......not just hope’
INSERT VISUAL
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
18. Outcome 3 Understand participant(s)’ learning styles
Assessment Criteria
The learner can:
1.outline different learning styles and needs
2. explain how to consider participant(s)’ learning styles and needs when planning
coaching sessions
3. describe the difference between the ways that adults and children learn
4. define the principles of monitoring and evaluating learning
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
19. Outcome 3 Understand participant(s)’ learning styles
Assessment Criteria
The learner can:
5. describe how the coach can support participant(s) in taking responsibility for their
own learning
6. describe how to manage different learning styles and learning needs, in group
coaching.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
20. Outcome 3 Understand participant(s)’ learning styles
Range
Learning styles and needs
Visual, audible, reading, kinaesthetic
Principles
Collaborative, formative, open, supportive
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
21. You don’t have to
have been a horse
to become a good
jockey
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
22. Outcome 4 - Understand behaviour management
Criteria
The learner can:
1. identify the principles of positive
behaviour management
2. describe how to develop a
behaviour management strategy for
coaching sessions
3. outline ground rules for positive
behaviour during coaching sessions
4. outline the methods of
communicating and implementing
ground rules.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
23. Outcome 4 - Understand behaviour management
Criteria
The learner can:
5. explain the importance of fair and consistent behaviour management
6. explain how to encourage and reward positive behaviour
7. identify the types of behaviour by participant(s) and others that may cause emotional
distress
8. explain how to respond as a coach to behaviour by participant(s) that may cause
emotional distress
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
24. Outcome 4 - Understand behaviour management
Criteria
The learner can:
9. describe how to respond to discriminatory behaviour
10. describe the procedures to be followed if a participant wants to complain about
discrimination.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
25. Outcome 4 - Understand behaviour management
Range
Principles
Ground rules, shared responsibility, praise
Ground rules
Appropriate language, listening, respect, effort, teamwork
Discriminatory behaviour
Bullying, sexism, racism, ageism
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
26. • INSERT VISUAL
‘An error can be a learning
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
opportunity .’
27. Outcome 5 - Understand how to reflect on a coaching session
Assessment Criteria
The learner can:
1. identify valid sources of feedback from participant(s) and support staff
2. explain how to do each of the following as part of self-reflection:
• make self-assessment of skill level
• identify action to be taken
3. use different methods of self-reflection
4. outline how to use evidence of own performance
5. list factors that impact on the ability to identify own development needs
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
28. Outcome 5 - Understand how to reflect on a coaching session
Assessment Criteria
The learner can:
6. identify methods for personal action planning and the prioritisation of such
planning
7. describe how to measure each of the following:
• the quality of the coaching experience
• participant development
8. the quality assurance mechanisms used
9. describe how to use information taken from evaluations to improve the
programme/session.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
29. Outcome 5 - Understand how to reflect on a coaching session
Range
Evidence
Statistics, performance scores/results, times, video footage.
Factors
Subjective, ability to observe, mental attitude
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
30. Assignment Preparation
Reflect on learning outcomes
Review your lesson notes and documentation
Research – internet, LRC, Home study, Feedback on performance, peer
reviews/feedback
If appropriate request tutorials, assistance, 1 on 1s to develop knowledge further
Complete assignment and submit on agreed date
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
31. Group Discussion
1 Explain what the ABC’s are, and how they are
important in the execution of technique and skill.
2 Explain the rationale behind the term ‘practice
makes permanent’.
3 Illustrate the physical skills we should be trying to
develop as we move along the age range - 5 – 21 yrs.
4 What could be the possible effects of early
‘specialisation’ in football or playing position. ?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
32. ABC’s
Agility Changing direction at speed
Balance Dynamic – balance on the move
Static – kicking a ball, protecting a ball
Co-ordination Using different parts of the body in
harmony
(GK using arms and legs together )
Speed Accelerating
Decelerating
Stop start
Flexibility, strength, power, endurance, others ?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
33. Confident & Motivated ?
Touch & Feel for the ball ?
Balance
Agility
Speed
Co – ordination
Flexibility
Strength ?
Energy ?
To get into position. to adapt , execute, move on
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Focussed?
Outmuscled ?
Outran ?
Practiced ?
Nervous ?
Scared?
Tired?
Cold?
Valued ?
Skill Execution
(Both Players)
Editor's Notes
Allocate questions to groups
10 – 15 minutes and then presentation back to whole group – (5 mins)
Fill in the ‘gaps’
Use the slides as support where appropriate