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COACHINGASSISTANTWORKBOOK

ABOUT YOU

COACHING ASSISTANT WORKBOOK

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INTRODUCTION

This workbook is designed for you to keep a record of useful ideas that you collect as you complete the course.The tutors will give you opportunities to note down ideas after each section.

Some aspects you may want to record are: • How the tutor organises activities• Safety checks the tutor makes• Suggestions for managing groups of young people who are enthusiastic but may not always do what you

want them to do!• What-2 put in the activities that you run and What-2 look for when the athletes are doing the activities• References to websites and other resources that will help you as you develop as a Coaching Assistant (some

have been included at the end of this booklet)• Contact details of people that you meet and who may be able to support you as you get into the real work of

introducing young people to the various activities• Different ways of using the task cards and session plans

The workbook is divided into the sessions that are covered on the course and there is plenty of room to recordyour learning. It is not compulsory to complete the workbook however if you feel it will help you to capture yourlearning and the key points from the course please do so. It is your own personal record of learning and will notbe checked.

If you have any questions write them at the back of the workbook on page 28. Many questions that you have maybe answered as you go through the course, if not, then you can check with the tutors at the end of each day.

Name:

Club / Organisation:

I want to be a Coaching Assistant because:

The most important thing that I want to get from this weekend is:

DAY 1SESSION ONE:THE ROLE OF A COACHING ASSISTANT


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My role as a Coaching Assistant is

My responsibilities are:

The structure of a session would include:

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The What-2 Skills for the athletes to do are:

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The How-2 Skills for me to do are:

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DAY 1SESSION TWO: ATHLETE CENTRED COACHING


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Being athlete-centred means...

ATHLETE DEVELOPMENT PATHWAY

What makes an activity appropriate to the Event Group Development stage?

What will make you decide when to use these activities instead of something else more fundamental?

These are the early stages an athlete progresses through:• Fundamentals – learning very basic movements relating to Agility, Balance and Coordination – related to

athletics.• Foundation – learning more about what to do in Running, Jumping and Throwing.• Event Group – this is when athletes choose to do Speed, Endurance, Wheelchair Racing, Jumping or

Throwing.

WARM UPS


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What-2 Warming UpWhat are the main principles we need to follow, when getting warmed up for an activity?

Warm ups need to be learnt and based on the activity that is contained in the main session. Thereforeathletes will need to learn how to warm up for running fast, running steady, jumping and throwing – allin different ways.

Static stretching – should NOT be included within the warm up. When done at the right time it is veryuseful to help retain flexibility and is one way of developing it.

FUNDAMENTAL MOVEMENT SKILLS

BALANCEIs made up of 3 aspects:• Base of Support• Position of our Centre of Mass• Posture and control

Put into your words, what causes us to lose balance:

Fundamental movement skills are the skills that underpin all other movement, sport and event specific skills.In order to develop effective event specific skills the athlete should first establish a strong fundamentals baseof: AGILITY, BALANCE and COORDINATION.

FUNDAMENTAL MOVEMENT SKILLS (CONTINUED)


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COORDINATIONIs the ability to move multiple body parts at the same time, in control and accurately.

Describe what the benefits of being coordinated are for running, jumping and throwing:

What does coordination look like:

Skills can be defined as simple or complex – put into your words what they mean.

A simple skill is:

A complex skill is:

MANAGING THE GROUP - ORGANISATION

To help ensure athletes stay involved and engaged in the task or activity a Coaching Assistant needs to ensurethey are well ORGANISED.


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Thinking about what you did and what you saw during this practical session - what tips wouldyou give to someone about effective organisation:

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DAY 1SESSION THREE: BEHAVIOUR AND GROUP MANAGEMENT

What annoying behaviours might you come across when coaching?

What may be the causes of this behaviour?

What will your response/action be?

You will have discussed many things relating to behaviour.

Best practice – by being Organised and Athlete-Centred, we prevent many instances ofinappropriate behaviour. If this is the case, what will you do to ensure you and your club followbest practice:

If you discussed “sanctions”, detail here which ones you felt were more appropriate than othersand when you might use them.


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DAY 1SESSION FOUR: PRINCIPLES OF RUNNING

The tutors covered how movement actually took place. Thinking about running fast, what are thekey tips that would help in these areas of technique?

Accelerate forwards and upwards:

To move their arms faster, describe the position and movement we should be looking for:

To move their legs faster, describe the position and movements we should be looking for:

Finally, describe the position they should be in once running:

What were the main differences in technique between running for speed and running forendurance?

INSTRUCTION AND EXPLANATION

Look at the ‘On Track 4’ Card for Instruction and Explanation. You will have seen the tutor use the key pointsfrom this. Fill in the four key points that were used in your own words (if you can’t, check the back of thisworkbook).


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ON TRACK 4...

...INSTRUCTION & EXPLANATION

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Select one task card that you have seen or used on the course so far, looking at the activity write out how youwould instruct and explain the activity following the four key points on the OT4 card.

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DAY 1SESSION FIVE: PRINCIPLES OF JUMPING

Describe what you noticed about the differences when:

Jumping for height

Jumping for distance

In what way are these similar for each of the jumping actions?

• Approach

• Take off

• Flight

• Landing

OBSERVATION


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What SINGLE technical point will I look for?

Where will I stand to best see this?

What did the athlete actually do and how many times did they do this?

What should they have done?

What may have caused them to do this?

What WILL I do about it?

On a scale of 1-6 (1=difficult) score how easy or difficult it was to observe movement.

OBSERVATION

Look at the ‘On Track 4’ Card for Demonstration. You will have seen the tutor use the key points from this. Fill inthe four key points that were used in your own words (if you can’t, check the back of this workbook).


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ON TRACK 4...

...DEMONSTRATION

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Next time I set up a demonstration I must remember to...

DEMONSTRATION


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DAY 1SESSION SIX: ANALYSIS

Confirmation of what I am seeing

Prior to intervening, what steps could you take to help you with your decision?

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Interventions

Having decided to change something, these are the things I could change.

Which intervention is best? (This should be discussed with your Supervising Coach).

Use the following to help focus on what happened during your experiment.


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DAY 2SESSION TWO: PRINCIPLES OF THROWING

Our type of throw was:

The most appropriate piece of equipment for this type of throw was:

Put into your words, what caused the implement to go the highest?

Describe what parts of the body were involved in the throw, when and how much.

If there was a way to move that made the implement go faster and further - what was it?

How did the tempo or rhythm of the throw make a difference?

The three styles of coaching are:• Telling When is it most appropriate to use this style of coaching?

• Showing When is it most appropriate to use this style of coaching?

• Involving When is it most appropriate to use this style of coaching?

When giving feedback we try to start by asking the athlete a question to raise their awareness ofwhat they are doing. In your own words, what are the benefits of doing this?


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FeedbackLook at the ‘On Track 4’ Card for Feedback. You will have seen the tutor use the key points from this and you willhave practiced giving feedback. Fill in the four key points that were used (if you can’t, check the back of thisworkbook).

ON TRACK 4...

...FEEDBACK

2. Provide specific, simple information

3. Limit to 1-2 points

4. Keep it positive

1. Ask questions to encourage self-analysis

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DAY 2SESSION THREE: WORKING FROM A SESSION PLAN


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DAY 2SESSION FOUR: PERFORMANCE FACTORS

The factors that influence an athlete’s performance are:• Psychological• Technical & Tactical• Strength & Conditioning• Movement Skills• Lifestyle

The Physical Preparation aspects are made up of:• Strength• Speed• Endurance• Flexibility• Coordination

To develop these aspects we follow training principles:• Overload to create stress or “overload”• Recovery lets the body Adapt to that stress• The training needs to be Specific to what you are trying to achieve.

Pulse RateWrite down your thoughts on how we can use pulse rate in practice.

In the box below identify some key points about the cool down and what you would include.


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You will have just delivered part of a coaching session in pairs from either a task card or session plan. After yourdelivery, you will have gone through a quick review process.

DAY 2SESSION FIVE: COACHING PRACTICE

Take a couple of minutes to reflect on what you learnt about:

The content of the activity (What-2)

Your coaching skills (How-2)

CONCLUSION

After a long day with a lot of information take a few minutes to complete the following sentences:


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Going away from here I will improve my What-2 knowledge by:

I will do this by:

The How-2 skill I want to improve is:

I will do this by:

Any concluding information or ideas:

ON TRACK 4 CARDS


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ON TRACK 4...

...ORGANISATION

2. Check and re-check thatplan is safe during activity3. Group athletes according to

number, ability and activity

4. Use group size tocontrol intensityand involvement

1. Plan in advance how youwill manage people,equipment and space

ON TRACK 4...

...SAFETY

2. Keep checking safety:area, equipment, athletes

3. Keep athletes on task set

4. Follow correctcoaching practiceand progressions

1. Assess risk: area,equipment, athlete


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ON TRACK 4...

...DEMONSTRATION

2. Focus attention on1-2 key points3. Repeat silent demo more than

once and from different angles

4. Check forunderstandingthrough questioningand/or practise

1. Position so all can see and hear

ON TRACK 4...

...INSTRUCTION & EXPLANATION

2. Gain their attention before starting

3. Keep it simple

4. Check forunderstanding

1. Plan what to say before you speak


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ON TRACK 4...

...OBSERVE & ANALYSE

2. Observe several timesfrom several angles 3. Compare with the

technical model

4. Determine whataction to take

1. Break action down into phases

ON TRACK 4...

...FEEDBACK

2. Provide specific, simple information

3. Limit to 1-2 points

4. Keep it positive

1. Ask questions to encourage self-analysis


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LINKS

The following websites provide useful information on athletics activities, books and other resources to supportyou in your role as a Coaching Assistant.

uCoachuCoach is a specific UKA coaching website that will have a designated Coaching Assistant section and includeinformation on task cards and session plans, video footage of run, jump and throw activities and othersupporting resources.

UKA http://www.uka.org.uk/uCoach http://coaching.uka.org.uk/

Home Country AssociationsEngland Athletics http://www.englandathletics.org/Athletics Northern Ireland http://www.niathletics.org/Scottish Athletics http://www.scottishathletics.org.uk/Welsh Athletics http://www.welshathletics.org/

sportscoachUK http://www.sportscoachuk.org/QuadKids http://quadkids.org.uk/Sportshall http://www.sportshall.org/


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COACHING ASSISTANT COURSE EVALUATION

In order for us to improve our Coach Education programme and ensure the courses are meeting the needs of coaches we would appreciate your feedback.

What is your background in athletics? (please tick all that apply) None Athlete Leader Parent Athletics Coach (not qualified)

Athletics Coach (qualified) Ath. Dev. Officer Coach (Other Sport) Teacher

Other (please specify)

Did you find the course content appropriate for the role of a Coaching Assistant? Yes No

If no, please specify; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please rate the questions below 1 – 10 (1 totally unsatisfactory, 10 – 100% satisfied)

Rating (1-10)AdministrationPre course Course application, booking, confirmation, pre-course queries administration including CRB or Disclosure information

Pre-course resources Receipt / delivery of pre-course resources in time to allow you to prepare for the course

General enquiries Coach education, licensing, or other enquiries directed to the Home Country Education team

Venue Comfortable learning environment, appropriate for practical and theoretical parts of the course, suitably accessible

Equipment Sufficient equipment available of a suitably high standard

Tutor/sLearning environment Made you feel welcome and met your individual needs

Support for learning Provided opportunities to coach activity and provided feedback on your coaching

Tutor/s delivery Involved you in the course, listened and answered questions

Tutor/s professionalism Presentation, appearance, professional approach, referring enquiries to appropriate contacts

Tutor/s satisfaction Overall satisfaction rating of the tutor delivering the programme rating

ResourcesTask Cards How useful were the task cards?

Session Plan Templates How useful were the session plan templates?

On course Workbook How useful was the workbook?


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COACHING ASSISTANT COURSE EVALUATION (CONTINUED...)

Rating (1-10)Course ContentHow well equipped do Describe the role and responsibility of a Coaching Assistantyou feel as a Coaching Assistant to: Identify the fundamental movements of Run, Jump, Throw

Observe athletics movements and compare to mechanical principles

Identify and deliver the principles of running, jumping and throwing Explain the components and structure of a session

Work from a session plan provided by the Supervising Coach

Identify the factors that improve performance

Maintain an athlete centred approach

Coach warm up, skill development, fitness and cool down sections from a task card or session plan

Identify hazards and risks in the coaching environment Manage groups and behaviour

Provide demonstration

Observe and analyse athletic movements

Provide feedback to athletes on their development and performance

Use different coaching styles to develop skill

Operate as part of a coaching team

Plan for own personal development

Additional Comments:

Detach this form from the workbook and pass to the course tutors before leaving the course.

THANK YOU.


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QUESTIONS

Use this page to record any questions you have during the course. They may be answered throughout thecourse but if not please ask the tutors at the end of the course.

Scottish Athleticswww.scottishathletics.org.ukTel: 0131 539 7320

England Athleticswww.englandathletics.orgTel: 0121 781 7271

Athletics Northern Irelandwww.niathletics.orgTel: 028 90 602707

Welsh Athleticswww.welshathletics.orgTel: 02920 644870

UK Athletics Ltd Athletics House · Central Boulevard · Blythe Valley Park · Solihull · West Midlands · B90 8AJTel: 0121 713 8400 · Fax: 0121 713 8452 · www.uka.org.uk

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