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Children’s Coach – Tutor Notes – Day 2

Session Time What-2 How-2 Reinforce Resources Coaching opportunities

109:00-10:00(60mins)

Differentiation – TheoryWhat-2 Jumps

Planning – process (homework)Goal SettingUnit Planning - jumps

Coaches notes from their homework

210:00-11:30(90mins)

What-2 Jumps Practical (link FOM)Differentiation practical

Child Centred How-2 Observe &

AnalyseBreak – 15mins

311:45-13:15(90mins)

What-2 Throws (link FoM)

How-2 Feedback (and how this differs with children) based on Observations Differentiation – Inclusion

Lunch – 30mins

413:45-14:45(60mins)

Anatomy & Physiology of ChildrenLTAD approach, physical development of the child.

Implications for coaches

Break - 15mins

515:00-16:00(60mins)

Endurance practical Unit Planning – Endurance

How-2 Whole

practice Session

616:00-16:45(45mins)

Working with OthersSupported Practice Homework(2 linked evaluated sessions)

How-2 Rapport / FeedbackGoals – session & coaching, PDP.

716:45-17:00(15mins)

What to do next and close Recap the contents of the day

Prepped Flipcharts

Children’s Coach V8 January 2013

Day 2 - Session 1 – 60mins 9.00 -10.00amPlanning a Session WHAT-2 Session ContentProgression, Variety, Appropriate Level

HOW-2Plan a session

Duration Outcome Content Delivery Resources

9.00am

15mins

Identify what is required to produce a plan of a Children’s athletics session.

Plan:- Road map- How to get A-B

Structure: Details of organisation Technical content Information to other

coaches, parents and athletes

Key H&S issues Details about progression

from one week to the next.

Very much depends on the philosophy of the club. Complement or conflict with their own?1. Unit (15-20mins)2. Session plan (series of

units – 1-2hours)3. Programme of athletics

activities with goals (series of sessions 4-8weeks long)

T1 outlines days and session outcomes, set’s climate.

T2 refers to coaching process - Plan, Do, & Review covered on day 1.

T2 asks: What are the advantages of planning?

Then takes a quick poll of who in the room regularly uses or is given session plans. Draw out the structure of a traditional session and how it might differ for children.

Tutor to acknowledge that coaches may not be working in clubs with the approved ratio of 1:10 with a minimum of two adults supporting the session. (NSPCC recommendations)

Confirm that for the course purposes the assumption is that we are planning for a club that does have a junior section, works on the principle of 1:12 with a Coaching Assistant or Athletics Leader, and has a waiting list.

Ask group to refer back to their homework about planning and compiles a list of responses on flipchart.

Highlight the planning requirements for a Children’s Coach, explain the difference.

Draw out and compare the essential components for:A Unit/Session Plan A program of athletics activities (to be covered on day3)

PPT 1

PPT2 Key content of the day

PPT3 Session outcomes

PPT 4 – Planning Advantages?

PPT 5 Session Comparison

PPT 6 – Planning information


9.15 10mins

Coaches will be able to set a goal for a session or unit.

From a session perspective this might be:Outcome – every athlete to have completed 9 practice jumps

Process: every athlete to look at the coach and listen when they explain what to do.

Goals are where we want to get to

SpecificMeasureableAgreedRealisticTime boundEngaging/ExcitingRecorded

Tell the groups that we will now follow the process we use to plan a session. Inform the coaches that they will have the opportunity of delivering some parts of these sessions later in the day.

Ask the group to get into groups of 3 (they decide who is A, B & C). Inform the group that they will start by setting out the ‘What 2’ aims of the session. Explain that we will look at their ‘How 2’ goals later on in the day.

TASK Part 1T2- Introduces the session planning template p23 and asks the groups to complete the general information, based on a session that will be delivered later on in the day

- Date / Time - Venue- Stage of Development: Athletics Fundamentals- Age Group: 18-?- Size of group: (50% of course attendees)

Explain why we need to have clear goals for every session. (If you don’t know where you are going, how will you know when you get there?)

Individually to detail their goals:As - ‘What-2’ goal for Coordination for jumpsBs - ‘What-2’ goal to identify preferred take off leg in jumpingC’s - ‘What-2’ goal to allow development of combining different jumping patterns

Coaches to peer review their goals against only the relevant aspects of SMARTER criteria and Tutors to give an example using PPT – needs to be specific (focussed), measurable and realistic, within a 1-2 hour session.

PPT 7 Terminology

(NB to tutors – highlight the need for coaches to stay on the task and not get drawn into nitty gritty detail at this stage)

PPT 8– General Info

PPT 9 - Goals

Workbook page 20

PPT10 – Goal Examples


9.25am

10mins

Collectively plan a unit of activity to achieve the goal set.

The game/drills or activities the athletes will perform, how many and/or for how long.

Content must be progressive and developmental – refer back to how skills are learned

Need to keep session plan on one side of A4 – it has to be a practical useable document – not a theoretical masterpiece!) . The overall session content should contain balanced units e.g. sprint starts and jumping, or maximum velocity running and running over obstacles.

Explain the unit detail column is a clear, concise summary of the activity structure.

TASK Part 2 – planning a unit1. Re organise coaches into 3 groups (all the As in one group,

the Bs in another and C’s in the 3rd group)2. Group A, B and C chooses the most appropriate goal from

within their group and documents it in their workbooks. 3. Coaches plan the activity that will address the goal they

have set.

Refer groups to Athletics 365 manuals or UKA Task Cards for suggestions.

Emphasise the need to either:a) Reinforce an existing skillb) Introduce a new skillc) Develop an existing one further

Explain that later on each group will deliver their activity to other coaches (probably 5-7 people).

PPT 11 Session Content

Workbook page 21

Workbook session plan pg x

365 manuals / task cards from CA

Combination jumping card

PPT 11 – content – revealUnit detail only

9.35am

5mins

Define differentiation.

Identify ways to differentiate for children.

Maximise the learning and achievements of individual children by: recognising the variety of

needs within a group planning to meet the

different needs providing appropriate

delivery and evaluation of activities

Differentiation by TASK –Coach plans and presents a number of different activities/tasks of varying difficulty. Children choose or

Ask whole group to come up with a definition of the term ‘differentiation’.

Ask the group how they would do:- Differentiation by TASK- Differentiation by OUTCOME- Differentiation by COACH SUPPORT or COACHING METHODS

Give groups 1-2 minutes to consider and document how they will differentiate the activity.

PPT 11 – content – revealAdaptations/differentiations


are directed to the task that matches their capabilities.

Differentiation by OUTCOMEcoach sets a challenge and the children each respond to that challenge according to their individual capabilities

Differentiation by COACH SUPPORT or COACHING METHODScoach may focus their attention on a particular child or group for a specific time e.g. at start of an activity, or explain/set up an activity in a different way

9.40am

5mins

Collectively plan the coaching points relevant to the unit detail planned.

The 1-2 key points the athletes should be focussed on doing: i.e. what movements or actions should they be doing if they were doing the exercise well.

Information on how they will be grouped, equipment set up etc.

TASK Part 3T2 directs what coaching points will need to be considered by asking what the group recalls about jumps technical from CA course.

Ask group to detail 1-2 Coaching Points.

TASK Part 4Task Coaches with deciding how they will Organise the activity, how they will manage safety. Ask groups to consider any specific considerations relating to the children e.g. disability?

Finally they should identify their equipment needs based on their activity, the athletes and the organization information.

PPT 11 – content – revealCoaching points

Workbook page 21

PPT 11 – content – revealOrganisation

PPT11 contentEquipment reveal

9.50am

5mins

Identify the warm up and cool down elements of a session and how these contribute to the overall plan.

Warm Up and Cool Down

Skill development/reinforcement opportunityFMS inclusion

Ask the coaches to identify what is missing from the structure of their session.

Workbook page 21


STRESS: Two lap warm up maybe the norm in athletics clubs but it is not a model that we wish to advocate when working with children in a fun way.

Variety of activitiesA session planshould be throws and jumps or running and jumping or running and throwing.Refer back to skill reinforcement from day 1

Draw out adding warm up and linking the warm up to the session goal and your main activity rather than using generic warm ups.

Link back to variety and creativity when working with children.

Highlight that the ability to plan well is a skill that distinguishes one coach from another.

Draw out from the group what would happen if three of the UNITS were done on the same night one after another.

PPT12

9.55am

5mins

Record their key learning points.

Tutor asks for volunteers to reflect on the learning over the past hour and write up reflections in workbook pg x.


Day 2 - Session 2 – 90mins 1000-1130Developing Jumping Skills WHAT-2 Jumps technicalFOM relating to jumpsDevelop jumping activities to meet the needs of children

HOW-2Differentiation practicalObserve and AnalyseDemonstration (review)

Duration Outcome Content Delivery Resources10.00am

15mins

Identify how jumping activity incorporates fundamental movement principles.

Jumping - Basic Principles Horizontal Jumps- Soft controlled landing - Arms swing to aid jump - Triple extension - Angle of take off- Body posture

Vertical Jumps- Soft controlled landing - Arms swing to aid jump - Triple extension - Angle of take off- Body Posture

Jumping - ABC Principles Horizontal Jumps- Soft controlled landing (Agility & Balance)- Arms swing to aid jump (Coordination)- Triple extension (Coord)- Angle of take off

Vertical Jumps- Soft controlled landing (Agility & Balance)- Arms swing to aid jump (Coordination)- Triple extension (Coord)- Angle of take off

T1 states session outcomes and asks group to recall the technical model for jumps.

Split the coaches into pairs - coaches to investigate both SLJ and SVJ to and identify how and when the FoM are seen in these activities.

After 5 minutes, pull out the key FoM principles underpinning jumping.

T2 – clearly states the similarities in the movement and explains/stresses FUNdamentals of jumping – reinforce late specialization.

Unpick the different permutations for jumping and what the coaches will use this information for:

- 1-2-1, 1 to other etc.

Emphasise the need to practice on less dominant/favoured side too.

PPT 13 Outcomes

OT4: Jumps

x-ref ADM and bottom of pyramid (Fundamentals of Athletics)


10.15am

15mins

Identify the process of observing and analysing movement.

OT 4 Observation

1. Break action down into phases

2. Observe several times from several angles

3. Compare with the technical model

4. Decide what action to take

Group to watch for: Action of the arms at

take off Action of the arms in

flight Position of head in flight Position of body n flight Knee bend on landing

Each member of the group to observe from a different position, and to change round after 2-3 jumps

Differences are OK because the “coaching eye” takes time to acquire.

Interventions: Change in movement?Change in performance? Increase complexityMore demonstrationsDifferentiate

Progress takes time! So not feeding back to every

T2 introduces observation and draws a parallel with a demonstration. Explain that tutors will now use part practice prior to the coaches undertaking their planned sessions i.e. they will practice observing only, without any other part of coaching.

Summarise good observation practice. The key here is to use the term “I observed that....”

Observation Task for CoachesLead tutor allocates each group of coaches a technical point to look for – they should detail this in their workbook. Their challenge is to describe (without using judgment language) what they saw actually happen.

Tutor will execute a short approach long jump from 3-5m (altering their take off on occasions).

After 6-8 jumps ask the coaches if they have seen enough. If so, compare, discuss and AGREE what they saw, or didn’t see.

T2 asks coaches to describe precisely what they saw. Should coaches have identified a change in outcome, T1 should then draw out what was different about the movement that caused the change. Stress the importance of watching the movement.

Ask if anyone noticed the change of take off leg.)

.

Draw out from the coaches what they would then do with the information they have acquired.

OT 4 Observation

Standing Long jump mat

Or Mats AND chalk

Workbook Page 21


individual is OK!

Devise an observation strategy:Use AL/CAs to confirm observations

Unpick analysis and decision making part of the process and for examples of what decisions they might make if given the opportunity.

Ask them to consider the implications on their observation skills if there 10 children jumping at the same time.

10.30am

45mins

Deliver and review their planned jumps unit.

Step process

Coaches deliver their own planned jumping activities

Focus on one key point only. Ensure observation comments are descriptive only.

Appropriate intervention:More goesExternal feedbackAsk for internal feedbackSimplify

STEP

Decision making and justification

TASK – Jumps practical deliveryT1 to then explain that the groups will now deliver their planned activities. One person in the group will do the coaching whilst the others observe. The observer’s role is to advise the coach on what subsequent differentiation intervention is required within their activity based on their observations.e.g. which athletes are achieving the goal and those that aren’t so that the planned differentiations can be made.

Group A – Coordination relating to jumpsGroup B – Combination jumping patternsGroup C – Preferred take off foot.

First group to set up within 2-3 minutes. Delivery 5mins. Review 5mins .

a) Which athletes achieved the goal? b) What did the observers see?c) What type of intervention was made?d) What made you chose to use those progressions?e) How was the activity adapted to ensure all were

challenged and succeeded?If two groups are running, Tutors to ensure time is managed effectively – both groups run simultaneously.

All cards for on track station

Mats, cones, speed bounce mats, mini hurdles, ladders

Depending on numbers: Two groups running concurrently, each with 6-9 people.

OT4 – Observation


Rotation 2 and 3 to follow immediately. 11.15am

10mins

Contribute to a review of content and shared thoughts on inclusive activities.

Inclusion:Hearing impaired/VI – coaching behavior to be adapted.

Organizational issues for safety.

Tutor to task each group with considering how inclusive their unit was, if there were to be a child that was:

a) Hard of hearingb) Visually impairedc) Short attention span

Briefly discuss and share thoughts.

Workbook Page 28

11.30am5mins


Coaches record their learning in their workbooks pg x. Workbook Page 28PPT 14 Review of learning

BREAK 15mins - 11.30-11.45am


SESSION 2 Session 3 90 minutes 1145 – 13.15Developing Throwing Skills

WHAT-2Recap on Throws principles (Coaching Assistant)Throws (FoM)Throws activities

HOW-2How-2 Feedback (and how this differs with children) based on Observations Differentiation – Inclusion

Duration Outcome Content Delivery Resources

11.45am

5mins

Experience a child centred throws warm up.

Exercises in pairs:Over/underRound in a circleRound in figure of 8Wood choppersSlam dunk forwards and backwards Jump and Throw.

T1 informs coaches of session outcomes.Emphasises the importance of H&S throughout this session, particularly since some children will not have previously taken part in structured throwing activities before. Then delivers ‘pairs medicine ball exercises’ as a warm up activity.

PPT 15 Outline

Medicine balls or light balls – netball / basketballOT 4 H&S

11.50am

15mins

Identify how throwing activities incorporate fundamental principles.

Principles of Throwing – Angle, Height and Speed of Release plus aerodynamics

FoM that underpin throwing principles BALANCEBase of supportFeet slightly wider than shoulder widthBalance towards the rear of the basePosture, high hips with knees flexed (not sticking bum out!)

COORDINATION Legs before arms (Coord) Rotation through waist (Agility)

T2 organises the coaches into different pairs and then split the pairs into 2 groups A&B. Half the groups of pairs work on a 2 handed push throw and the remaining use 2 handed overhead pull throw.

Task – guided discoveryIn their pairs they need to establish how they can adjust their balance and coordination of their bodies to maximize how far their implement goes. (Allow 5-8 minutes discovery)

Tutor draws out what the groups learned regarding balance & coordination in throwing.

Unpick how it affected the implement thrown and then draw out the principles of throwing.

Ask group to relate FoM to the principles of throwing and what impact they have.

Athletics 365 / Coach Education cards:

Light balls, or 1 kg med ballsBean bags, shuttle cocks or tennis balls

Throwing Posters Poster 1 (Push Throw) Poster 2 (Pull Throw)


Rotation of lower body followed by upper body

Pivot ¾ turn both clockwise and anticlockwise on ball of foot whilst retaining balance

Delayed Extension of shoulder, elbow & wrist (Coordination) Single/double arm push/pull (Coordination)

Clearly states the similarities in the movement between the two throws and stresses the need for late specialization with athletes.

Ask how the technical content just covered matches that covered on UKA Level 1 or Coaching Assistant Course.

Recap on the method used for this knowledge to be acquired and reference guided learning as a method of skill acquisition.

X-ref CA/ Level 1

12.05pm

5mins

Identify the feedback process.

State how the feedback process differs between children and working with other coaches/coaching assistants.

Celebrate any particularly competent modelling of success (i.e. Releasing high, using legs first etc.)

Praise and recognise effort Recognise good behaviour Identify good

understanding of the aim of the activities

Recognise good team work/sharing

Raise awareness of areas for development

Extrinsic Feedback for children: Negative feedback serves

no purpose at all with this age group

Agree that the terms ‘good’ and ‘well done’ generally have little or no value

Intrinsic Feedback (reflection skills) is not as well developed in young children.

1 models How-2 Feedback to one of the participants who threw in the previous exercise. T1 unpicks the process.

T2 then asks the groups to consider how the feedback process would be different when working with children.

Tutor asks for contributions and summarises key points adding anything that has not been covered.Pullout: Look for general trends, recognise and reinforce only what you WANT to see. Try to praise effort focus, and good technique, not just the performance. (5C's)

Tutor Note: the next task is for coaches to experience different throwing games but to micro coach at the same time – hence the 2:4 ratios. They should be feeding back to the individuals as though they were dealing with larger groups (i.e. realism of larger groups without the large groups!)

OT 4 Feedback


12.10am

5mins

Practice observing, analysing and giving feedback.

T1 sets up 3-4 groups with two volunteer coaches per group (1 to lead, 1 to assist – both to feedback to 2 athletes each).

Allocate one task card to each group and ask ALL groups to set up giving consideration to other facility users.

Markers/EquipmentTask Cards: Throw run, Ball relay, Step back, Target throw, Cross the lineX2 of each card

12.15pm

40mins

Deliver from a task card and adapted to meet the specific needs of children.

What-2Lowered centre of massLegs extended firstArms used at endArm action and starting position appropriate for activity and equipment being used.

RotationPivotting – to be introduced within game based environment as foundation movement for hammer and discus. CoM to be retained of pivoting foot and retain tall posture

Adaptation/Inclusion

How-2 Observation skillsHow-2 Feedback

After 5mins, check for H&S, modify logistics where needed and ask groups to commence simultaneously.

Tutors to identify good coaching feedback ready for review.

After 5-7mins activity, bring the groups back in and undertake a review with those who coached. (2 groups per tutor)

1. How did they address the technical needs of the athletes present? Pull out technical movements seen.

2. How might this differ with children and what might you do about it?

3. Were the coaches watching the activity, the athlete’s movement or outcome?

4. What did the coaches do to give feedback?5. Draw out any progressions/adaptations made and

rationale as to why.6. Tutor to input where good practice seen.

Tutors to ask two other volunteers to deliver a different activity that has already been set up.

Deliver and review until all coaches have had the opportunity of delivering/assisting and giving feedback and going through a review. After all rotations, bring all the equipment back in.

How-2 Observation skills

How-2 Feedback


12.55pm

5mins

Identify the health and safety issues associated with throwing.

Identify how the organisation of throwing activities may be structured to accommodate large groups.

Potentially no experience of ‘supervised’ throwing activities, so no knowledge of ‘rules’ Equipment is not a toy! Unsupervised useCollection of thrown implements Throwing distancesImplication of other groups working in the vicinityWeight, length and size of implements.

The importance of: - a correct technique- throwing areas & waiting

areas- correct grip.

Under developed physiology and lack of spatial & kinaesthetic awareness.

Lines, semi circles, 3 sides of square, triangles.

Tutor asks them to consider for 2mins all the health and safety issues that have been managed while conducting the throwing activities.

T1 to review the importance of being aware of a potential accident 3-5 seconds just before it happens!

Discuss how groups might be organised to improve H&S, maximise observation and to separate any athletes who might have difficult behaviour.

Stress maximising safe participation is important!

Refer to the different organisational structures / arrangements in their workbooks for a throwing session and review the pros and cons.

X-ref: CA behaviour management

1.00pm

10mins

Decide on adaptations to meet the needs of various children.

Heavier or more appropriate weights, add more movement, set longer targets, set next level up in terms of complexity

Use of wider spaces, use of an observer to give more detailed feedback, modified equipment,

Throwing into zones, points for mastering the technique, team points beyond certain

T2 sets groups the tasks of:

1. Group A: How to extend the throwing activities in order to meet the needs of talented children

2. Group B: How to adapt throwing activities to meet athletes with a visual impairment (organisation, equipment, balance, coordination comparison)

3. Group C: How to adapt throwing activities for those who throw from a wheelchair (organisation equipment, balance, coordination comparison)


1.10pm

limits, points for accuracy.

Same fundamentals and mechanics just expressed based on their abilities or limitations.

1.15pm

5mins


Group to write up their notes on page 24/25 of their workbook

PPT16 - Summary Workbooks page 24/25


Day 2 - Session 4 60mins 1345-1445Physical Development of Children WHAT-2LTAD approach, physical development of the child.

HOW-2 OrganisationLearning Environment

Duration Outcome Content Delivery Resources1.45pm

10mins

Describe the biological development of children and its impact on training content, coaching style and approach.

Physical development of children between the ages of 8 and 12.

Myelinisation (6-9yrs girls/7-10yrs boys).Protects & insulates the “wire” allowing stronger signal “down the wire”.

More dextrous accurate movements can occur (contributing to coordination).

Impact: able to fire small muscles associated with linear, lateral, multi-directional.

Short duration, agility/skill based, variety of activities.

Skill learning: introduction, development and reinforcement.

Children mature at different rates.

T1 introduces session outcomes and explains that we will look at the growing child and the impact it will have on us as coaches.

T1 to concisely explain CNS and myelinisation development.

Ask small groups to consider this and how it impacts on the content and structure of a one hour session.

Draw out key points after 3-4mins discussion.

PPT17 – outcome

PPT 18 – development of CNS

PPT 19 Effects of myelinisation

PPT20 – Impact on Training

1.55pm

15mins

Identify the child's biological stage of development.

Puberty starts when extra amounts of hormones start to be produced in the body. They guide the changes that take place in the body causing physical and emotional changes.

From the group draw out their understanding of what puberty is and what visual & audible signs help a coach establish where an athlete is in their biological development.

Flip chart responses.

PPT: 21 Puberty


Growth spurt – on set of PHV Impact – loss of coordinationEnergy system evolutionTrainability of aerobic system through continuous game based, but variety – a series of games.

Shape changes –buddingFacial hairVoice change, mood swings, angerEgo, image perception

ConfidanteFriendTeacherMotivator

Explain the necessity of using height as a way of assessing where children are in their biologically development.

Ask the group to consider how their role as coach may alter as a child goes through puberty.

Link ADM and 5C's to session content.

PPT22 Issues associated with Puberty

PPT23: PHV

PPT 24 – Group Tasks

UKA - uCoach and scUK websites for further resource

PPT 25 & 26 Puberty issues

PPT 27 Knowledge

2.10pm

20mins

Identify implications of puberty changes on the coach activity programme.

Fundamentals / Foundation

Involve parents – x1 per month, seated and standing

Insecurity about body shape, standing out, mood swings, groups within training

Impact on training activities and learning:Loss of coordination - re-learning of movementDynamic mobilisationDynamic stretchingStatic stretching (learn flexibility prior to growth spurt)

In small groups set the following tasks:

A – how could height be tracked for a group of 30 athletes over a period of 24 months and what would be done with the information? B – describe the emotional and social impact on boys or girls of going through puberty C- impact of a child’s rapid growth on the training session content

Allow 10mins discussion and ask each group to share their thoughts


Training 3 times a week for between 45-60 minutes. The emphasis should be on frequency and volume rather than intensity, with lots of varied repetition work to develop skill.

On completion, refer ADM pyramid and state the need to develop a broad base for future development based on where the athlete is developmentally.

2.30pm

5mins

Reflect on learning and identify an action point relating to the coaching of children.

Ask each person to record one thing that they do in their training that supports child centred delivery – based on this session. And another area they may wish to develop or improve uponAsk coaches to note down in their workbooks page x, if this is an area where their need to develop their knowledge.

BREAK – 10mins –2.35 - 2.45


Day 2 - Session 5 60mins 1500-1600Developing Endurance SkillsWHAT-2Endurance

HOW-2 Learning EnvironmentCoaching Children


15mins

Identify the importance of positioning, use of voice, movement and gestures when working with children.

‘How 2 skills’

How 2’ skills plus ‘what 2’ of developing co-ordination: moving body and body parts fluently to generate force, initiate an action or respond effectively.

Positioning: Tutors to ensure coaches can see everyone all the time, keeping a good distance from the group. Constantly move around to notice different children.

Use of voice: Loud from the chest, calm neutral and strong tone, adult to adult in its nature – not the voice for children. Use positive energetic, simple language.

Movement & gesture: Use movement and gesture (arms) to organise and take group with you (herding to where you want them)

Organisation needs to be really clear (colour coordinated areas for example)

Tutor to outline session’s outcomes.

T1 will have set out two separate practical areas suitable for the activities planned by T2. Ensure T2 can reference them by colour (e.g. “let’s move to the red area”).

T2 using two different delivery methods, leads a warm up session using activities designed to improve children’s coordination. Tutor to model how movement, voice and gesture can be used to best good effect.

Method 1 must use Guided Discovery (open ended challenges):

Show me different ways of travelling; change travel fluently etc.

Method 2 must be Structured approach: All in a line and do same action, e.g. hop, skip,

bounce – use arms(Tutor can use any activities that they feel will work well with the group but may find coordinated running activities useful e.g. heels to hands, knee lifts, hopscotch type actions, side stepping etc.)

On completion T1 asks coaches to review the warm up activities:

1. What was the goal behind this unit? 2. How did the content achieve its goal?

PPT 28

Xref – Creativity (5Cs)

A selection of activities from coordination section of Athletics 365, Elevating Athletics or their own activities

Workbook page 24

OT 4 I/E


Open: Ideal for young people, athlete centred, allows for creativity & involvement.

Structured: Large groups can focus on specific points, easier to manage time.

Opportunity to practice areas/skills you think they need to work on.

3. Referencing the lead coaches behaviours, identify what coaching skills they displayed.

4. Referring to I/E, ask the group to reflect on how instruction was given and how quickly.

5. Ask the group to identify how the coach did this in comparison to the I/E model used on Coaching Assistant course?

6. Tutor asks the group the difference between the first part of the warm up and the second part – they were done in different areas, but what else differed?

7. Unpick the difference and discuss pros and cons.8. Ask how long it took before the group became active?

T2 confirms the aims and objectives of the session are about practising some of the things just covered when they are coaching from their planned units.

Workbook page 24

3.15pm

40mins

Plan, deliver and evaluate an activity to develop aerobic endurance in children.

Fun, game or team based, quickly organised, simple to explain, can be differentiated.

Skills of endurance running:EfficiencyRelax shoulders, rhythmic armsTall posture, high hipsFoot striking naturally over time (fore foot, mid foot, heel strike)Learn pace judgement.

Aerobic – 60-70% Max HR Sustained low intensityactivity

Medium to high intensityLasts for up to 15mins (pre-

Recap the characteristics of a child centred activity.

Draw out the technical components of running for endurance and add pace judgement.

Advise that due to anatomical differences in Children, training the energy systems differs slightly from adults. Draw out their recollections about energy system development from Level 1 or Coaching Assistant.

Cones to mark out suitable area

Tolfrey, Campbell & Batterham 1998


pubertal) intervals not continuousHeart rate 170-180BPM85% plus MHR.

Stress the need for learning the skill of judging pace, but the nature of the activity should be higher intensity and shorter duration with recovery/breaks.

Endurance Planning Task (10mins)Task 4 groups with devising an activity that can be used to develop the aerobic energy system in children following the principles and characteristics discussed.

Group A's - devise activity to help children learn pace judgement without the aid of a whistle (coach neither guides nor directs the pace)Group B's – devise an activity that helps children learn 1-2 skills of running.

Both must stress the aerobic pathway as discussed.

Group A will deliver to B and then swap over. One lead coach, one assistant – intervene/adapt session when required. Others in group can join in or practice their observing and analysing.

Duration of unit – 10mins.

On completion of both rotations undertake review of sessions.

To what extent did the content achieve the objectives? (Planning)

Was your activity Structured or Open Ended? Correct and give alternative examples if necessary.

How did you alter your position when delivering? Why did you do this?

How did you vary your use of your voice? What gestures did you use to assist with delivery? Evaluate the content and suitability.

365 ManualsTask Cards


3.55pm

5mins

Record key learning points. Recap of key learning points and benefits of good interpersonal skills.Tutor to make point that coaches who presented last had opportunity to learn from others – implications for coaching? Also may now give the coaches who were on first, a chance to add any reflections on their own practice.

Tutor to return group to classroom for summary session and use PPT slides to highlight key benefits of coaches having good interpersonal skills.

Record learning from the session on OCW page x.

PPT 29


Day 2 - Session 6 45mins 1600-1645Working with others: Parents, Coaching Assistants and Athletics LeadersWHAT-2 HOW-2

RapportCreate a coaching teamEngage Parents


5mins

Raise awareness of the need to think about more than just the athletes.

Parents/CarersSupport coachesOther coachesCAs and LeadersCommittee membersOfficialsFacility ManagersSGOsSchool Link StaffCCSOsNetwork Co-ordinators

T1 introduces aim of the session

Asks the group to identify who interacts with the children you coach other than you.

PPT 30 Session outline

4.05pm

25mins

Identify how to organise a coaching team within their organisation.

Club

Leaders/CA/Coaches

Planning and agreeing aheadBuild rapportFeedback – different model

In small groups from similar organisations, ask them to identify the most appropriate coach structure to support child development – within their organisation.

Ask groups how they would try to work with this team.

Staying in the same groups, set the task of drawing up a list of 10 top tips for developing good working relationships with CA's and Leaders.

Ask the groups to assess on a scale of 1-10, where their club is in relation to an ideal model. Task each group with identifying the barriers that may hinder them developing or making an impact on this coaching structure.

After 2-3 minutes flipchart responses.

Allocate each group individual issues for them to try and resolve offering solutions to the group after 4-5mins.

PPT 31 Children’s Network

PPT 32 Coaching team – good practice

“On leaving here today, I will


Ground rules: no-one is allowed to use the word “BUT” or “HOWEVER”.

Ask coaches to identify the biggest barrier for them to overcome as an individual and to document in their workbook how they will address this.

make an impact on the club structure by..........”

4.30pm

5mins

Institute of Youth Sport (2003 – 2006): assessed support needs of families of talented young sports performers in the sports of athletics, cricket, gymnastics, rugby, soccer, swimming and tennis

Evidence:few sports had systematic mechanisms for providing advice on issues such as developmental pathways in their child’s sportCurrent support for families described as: “well intended but relatively unstructured,” “minimal,” “informal,” “reactive rather than proactive,” and “ad hoc.”

T1 Highlight Institute of Sport’s research about the needs of parents, and its outcomes.

PPT33 Parents

4.35pm

10mins

Identify what, how and when to communicate with parents.

Understanding, rationaleTwo way communication, allowing them to ask questions and contribute.Parents forum, meet/greet

T1 starts activity:Group 1 – What information do you feel families need to know about athletics?Group 2 What are the best ways of involving parents/carers?Group 3 – What would the challenges and benefits be of involving the parents?

Get groups to feedback and share ideas.

Highlight the need for long term planning within clubs to

PPT34: Supporting Families Activity


Athlete and child centred, moving away from club/coach centred.

ensure good relationships with coaches, teachers, and administrators.

Ask coaches to identify in their workbook the key thing they will do to help engage parents more.

Workbook page@“I will involve parents more by ......”


Day 2 - Session 7 15mins 16.45 – 17.00SummaryWHAT-2 HOW-2Duration Outcome Content Delivery Resources4.45pm

15mins

5.00pm

Summary of Day 1 and 2 – headline only

T1 to give quick overview of what’s happened over the last two days and invites questions about what has been covered. Ask if any recorded questions have not yet been answered.

PPT 35

Identify homework and activity required prior to day 3.

Home study tasks (non assessed)

Set session goals for the childrenSet personal development goals for you based on self assessmentAssess the amount of activity and practice opportunities the children had.

First ‘generic’ session will provide information about what to do in the first ‘planned’ session.

Email network listCoaches to stay in touch and help each other.

T1 explain what needs to be brought with the coaches ready for day 3 and what reading / homework they should undertake.

a) Self assess all How-2 coaching skillsb) Plan and deliver two sessions and specifically use the content and

outcome from them to complete an analysis of their current level of skill and fitness

c) Produce a profile of your groupd) Read assessment guidelance.

T2 details what is included in day 3 and links this to the home study tasks already mentioned. Confirm that the How 2 goals should be relevant and related to their Personal Development Plan.

Ask for any barriers that might prevent them from achieving these tasks and invite solutions from the group.

Workbook Page 37

PPT36

PPT37

PDP in workbook

Thank group for their contribution and enthusiasm etc.

Course Evaluation Form – part complete

T1 to ask coaches to complete the course evaluation sheet in their workbooks (only including up to day 2) prior to leaving.

Close course.

PPT38


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