2) ci-coach portfolio-doc(feb.2016) · practice session upon approval from evaluator step 4: engage...

Last revised February, 2016 © Coaching Association of Canada and Synchro Canada 1

SYNCHRO CANADA Coach Portfolio

Context: Competition-Introduction


Step 1: Register for COACH certification through you Provincial Sport Organization

Step 2: Complete requirements of Portfolio and send to accredited Synchronized Swimming Evaluator

Step 3: Engage in formal observation of a practice session upon approval from Evaluator

Step 4: Engage in debrief with Evaluator and Action Plan for further Coaching initiatives.

Step 5 Engage in formal observation of a competition session upon approval from Evaluator

Step 6 Engage in debrief with Evaluator and Action Plan for further Coaching initiatives.

Introduction Congratulations on taking the first step towards achieving certification as a Competition Introduction Coach. As a first step in the certification process you will be required to complete the COACH PORTFOLIO. The completed portfolio must be submitted to your evaluator prior to engaging in a formal two- part observation of your coaching. The following diagram illustrates the steps you must take.

The purpose of this portfolio is to:

1. Provide you with an opportunity to demonstrate certain coaching competencies. And 2. Allow you to demonstrate your readiness for a formal observation.

The portfolio will require you to complete the following six tasks.

1. Have coach assessments completed by Synchronized Swimming Competition-Introduction Evaluators.

2. Complete an Emergency Action Plan 3. Complete Synchro Analyze Performance Referent Model 4. Complete Make Ethical Decisions On-line Evaluation 5. Submission of various plans (practice plans; seasonal plan; competition plan) 6. Communication documents for parents

Instructions for each of these tasks are included in the portfolio. If you do not feel that you are ready to complete the task that is outlined, you may want to take a specific training workshop to assist you in learning how to accomplish the task. Please contact your assigned evaluator for appropriate workshops or ask your provincial sport organization about clinics in your area. Important note: The marking scales for the evaluation are included in the Appendix, identifying an evaluation matrix for each coaching outcome.


Administration and logistics Of certification process

Portfolio requirement The concept of building a portfolio is a method to compile evidences and to assist an Evaluator in making a decision on a coach’s competence. The pre-observation or portfolio evaluation enables the evaluator to determine the readiness of the coach candidate for the formal observation. The coach presents the Evaluator with elements of their portfolio that are required prior to the observation. Elements of the portfolio can be gathered either electronically or in the form of hard copies. The portfolio must be submitted to the Evaluator a minimum of one month prior to the formal observation Portfolio content: (See coach evaluation handbook for templates)

þ Coach Assessment Forms completed by stakeholders and athlete þ Submission of Emergency Action Plan þ Complete Analyze Performance Referent Model þ Communication documents for athletes and parents þ Submission of Practice Plan þ Submission of Seasonal Training Plan þ Submission of Competition Plan þ Transcript of On-line evaluation of Making Ethical Decision

Coach registers with Provincial Synchro Organization, submitting their portfolio in order to engage in certification process and is assigned an accredited evaluator by the Provincial Synchro Association or Synchro Canada. Overview of Evaluator’s Role:

- Evaluation of portfolio and identification of areas that are deficient - Scheduling of the evaluation and debrief - Confirms with the coach prior to formal observation the parameters of the

practice and expectations for the observation based on the evaluation of the portfolio

- Two debriefing sessions(in training evaluation and in competition evaluation) with coach to provide an action plan for future development

- Submits the results of the evaluation process to the provincial synchro organization and Synchro Canada in order to be entered Coaching Association of Canada.

Formal Observations Evaluator assesses whether the coach is ready for a formal observation based on portfolio requirements. 1- IN TRAINING Evaluator and coach schedule a formal in training observation. The formal observation practice may include the following procedures:

• Coach must submit a practice plan that includes all necessary elements for the observation to the evaluator prior to the formal observation. Coach can also use the practice plan submitted in portfolio.

• Practice must include an Introduction, warm-up, main-part, cool-down and conclusion


• Coaches must demonstrate the ability to teach Synchro skills according to Synchro Canada Referent Model and Synchro Canada LTAD Model.

2- IN COMPETITION Evaluator and coach schedule a formal in competition observation. This second formal observation may include the following procedures:

• Coach must submit a competition plan that includes all necessary elements for the observation to the evaluator prior to the formal observation. Coach can also use the competition plan submitted in portfolio.

• Coaches must demonstrate the ability to teach Synchro skills according to Synchro Canada Referent Model and Synchro Canada LTAD Model.

Evaluations Debrief and Action Plan Following each of the TWO formal observations the evaluator must debrief the coach. The purpose of the debrief is two-fold; (1) to gather additional evidence or to clarify events that occurred during the practice, and (2) to provide feedback to the candidate about what went well and what areas need improvement. A description of the debriefing procedure is provided in this toolkit. Complete Evaluation logistics. Evaluator must follow up with coach regarding possible action items and submission of paper work supporting the certification of the coach.


This form has to be submitted as the cover page of the Coach Portfolio

Coach Profile

Name NCCP

number:

Surname First Name

Address

Apt. Street

City Province Postal Code

Phone ( ) ( ) ( ) Home Business Fax

E-mail

Number of years coaching

Level of athletes

Name of Club / Facility

Head Coach

DATE EVALUATION

Context Description

Number of athletes Average practice time

Youngest athletes Age Number of practices / week

Oldest athletes Age Number of weeks per year

Tasks to be completed as part of the portfolio

Item Yes Date (dd/mm/yyyy) Task 1: Have Coach Assessment completed by key stakeholders

Task 2: Complete Emergency Action Plan (EAP) and sample medical form

Task 3: Complete Analyze Performance Referent Model

Task 4: Complete Practice Plan (use template or own form) Submit 4 practice plans in total: 1 for each of the phases (General

Prep, Specific Prep, Pre-Comp., Competition)

Task 5: Complete Seasonal Plan ( use template or own form)

Task 6: Complete Competition Plan (use own form)

Task 7: Complete Make Ethical Decisions (MED) On-line Evaluation


Task 1: Complete coach assessment forms by key stakeholders in the synchro club The following assessment forms are to be completed by:

• 1 parent or Head Coach or Club Administrator • 1 athlete that you coach

These forms must be submitted as part of the coaching portfolio.


Competition-Introduction Synchro Canada Coach Assessment Feedback Form (Stakeholder) Please check the appropriate box for the person submitting this assessment. FACILITY

MANAGER COACH (Head / Peer) PARENT ADMINISTRATOR/ BOARD MEMBER

Using the rating scale below, identify your perception of whether the instructor demonstrates each evidence.

1 2 4 5 Not Applicable Strongly Disagree

SD Disagree

D Agree

A Strongly Agree

SA Cannot observe

NA Rate each statement below by placing an X in the appropriate box to the right. SD D A SA NA

1 Coach ensures that the pool or practice environment has minimal safety risks 1 2 3 4

2 Coach does not teach and reinforce safety throughout the practice. 1 2 3 4

3 Coach has asked athletes for information related to safety such as: telephone number in case of emergency, allergies, medications, or any special health problems.

1 2 3 4

4 Practice does not start on time and does not stay to expected timelines 1 2 3 4

5 Coach has planned for the practice and is always well prepared 1 2 3 4

6 The athletes are active for most of the time during the practice. 1 2 3 4

7 Coach ensures that all equipment is available and ready to use (music system, music, video) 1 2 3 4

8 Coach provides specific goals for the athletes achieve during the practice 1 2 3 4

9 Coach provides enough time for the athletes to practice and make corrections when necessary. 1 2 3 4

10 Coach explanations or instructions are not clear and athletes are often confused. 1 2 3 4

11 Coach scolds and punishes athletes when not performing to expectations 1 2 3 4

12 The athletes have made improvements because of the instruction they have received. 1 2 3 4

13 Coach does not use demonstrations to assist in teaching skills 1 2 3 4

14 Coach does not use respectful language when talking to athletes. 1 2 3 4

15 Coach gives athletes an opportunity to respond to questions and reflect on their performance 1 2 3 4

Please check the box below to indicate an estimate of the hours of coaching experience

Less than 50 Hours 50 – 100 Hours 100 – 200 Hours Over 200 Hours

Assessor

Signed Date

Assessor Surname First Name

By signing this assessment you are endorsing that the coach candidate is ready to be formally observed by an Evaluator in a practice


Competition- Introduction Synchro Canada Coach Assessment Feedback Form (Athlete) Using the rating scale below, identify your perception of whether the coach demonstrates each evidence.

1 2 4 5 Not Applicable Strongly Disagree

SD Disagree

D Agree

A Strongly Agree

SA Cannot observe

NA Rate each statement below by placing an X in the appropriate box to the right. SD D A SA NA

1 I feel safe during my practice 1 2 3 4

2 My coach teaches key safety issues within synchro. 1 2 3 4

3

My coach has asked me or my parents for information related to safety such as: telephone number in case of emergency, allergies, medication I take, or any special health problem I may have.

1 2 3 4

4 My practices rarely start and finish on time. 1 2 3 4

5 I feel that the practices are organized. 1 2 3 4

6 I am active most of the time during the practice. 1 2 3 4

7 The equipment is always available and ready to use. 1 2 3 4

8 At the beginning of the practice, my coach tells me what I will be doing and why. 1 2 3 4

9 I have enough time to practice my skills and I am told what I need to do to improve. 1 2 3 4

10 I find the explanations and instruction very confusing 1 2 3 4

11 I am scolded and punished for mistakes that I make. 1 2 3 4

12 I feel that I have improved because of the coaching I have received. 1 2 3 4

13 There is little use of demonstrations during the practice. 1 2 3 4

14 My coach uses respectful language when talking to me and others. 1 2 3 4

15 I am given an opportunity to respond to questions and reflect on my performance. 1 2 3 4


Task 2: Design an emergency action plan (EAP) This task requires you to design an emergency action plan for the pool in which you coach. An Emergency Action Plan (EAP) is a plan designed by coaches to assist them in responding to emergency situations. The idea behind having such a plan prepared in advance is that it will help you respond in a responsible and clear-headed way if an emergency occurs. What’s in an EAP? An EAP should be prepared for the pool facility or site where the coach normally holds practices and for any pool facility or site where athletes regularly engage in synchro practices. An EAP should cover the following items:

1. A designated charge person, which identifies who is in charge in the event of an emergency. This may be the coach, lifeguard, pool manager.

2. A cellphone with a fully charged battery. If this is not possible, identify where a pool

facility telephone is located. Have spare change in the event you need to use a pay phone.

3. Emergency telephone numbers (pool facility manager, fire, police, ambulance) as well as

contact numbers (parents/guardians, next of kin, family doctor) for the athletes.

4. Medical profile for each athlete, so that this information can be provided to emergency medical personnel. Include in this profile a signed consent from the parent/guardian to authorize medical treatment in an emergency.

5. Directions to provide Emergency Medical Services (EMS) to enable them to reach the

site as rapidly as possible. Information such as the closest major intersection, one way streets, or major landmarks are useful

6. The location of a properly stocked first aid kit (all coaches are strongly encouraged to

pursue first aid training and lifeguard training).

7. A designated “call person” (the person who makes contact with medical authorities and otherwise assists the person in charge). Be sure that your call person can give emergency vehicles precise instructions to reach your facility or site. This may be a lifeguard.

The coach can use the templates that are provided below to assist in completing this task.


TEMPLATE -EMERGENCY ACTION PLAN

EM

ER

GE

NC

Y

PH

ON

E #

’s 911

Coach: PH: ( ) Coordinator: PH: ( )

Checklist: o Location of telephones are identified (cell or land lines) o Emergency telephone numbers are listed o Cellphone, battery well charged

o Change available to make phone calls from a pay phone

FAC

ILIT

Y A

DD

RE

SS

Address of Pool Facility: Address of Nearest Hospital:

DIRECTIONS: Provide accurate directions to the site:

CH

AR

GE

PE

RS

ON

NAME: PH: ( ) ALTERNATE 1: PH: ( ) ALTERNATE 2: PH: ( )

Roles and responsibilities • Clear the risk of further harm to the injured person by securing the area

and shelter the injured person from the elements • Designate who is in charge of the other athletes • Protect yourself (wears gloves if he/she is in contact with body fluids such

as blood) • Assess ABCs (checks that airway is clear, breathing is present, a pulse is

present, and there is no major bleeding) • Wait by the injured person until EMS arrives and the injured person is

transported • Fill in an accident report form

CA

LL P

ER

SO

N

NAME: PH: ( ) ALTERNATE 1: PH: ( ) ALTERNATE 2: PH: ( )

Roles and responsibilities • Call for emergency help • Provide all necessary information to dispatch (e.g. facility location, nature

of injury, what, if any, first aid has been done) • Clear any traffic from the entrance/access road before ambulance arrives • Wait by the driveway entrance to the facility to direct the ambulance when

it arrives • Call the emergency contact person listed on the injured person’s medical

profile

ATHLETE INFORMATION Athlete profile information and emergency contact information is attached (Where)

FIRST AID KIT Location of First Aid Kit is identified (Where)


Sample Emergency Action Plan for Synchronized Swimming

Contact Information Attach the medical profile for each athlete and for all members of the coaching staff, as well as sufficient change to make several phone calls if necessary. The EAP should be printed two-sided, on a single sheet of paper. Emergency phone numbers: 9-1-1 for all emergencies Cell phone number of coach: (xxx) xxx-xxxx Cell phone number of asst coach: (xxx) xxx-xxxx Phone number of pool facility: (xxx) xxx-xxxx Address of pool facility: Algonquin Municipal Park

123 Park Lane, between Chestnut St. and Poplar St.

City, Province/Territory XXX XXX Address of nearest hospital: Mercy General Hospital 1234 Queen Elizabeth Drive City, Province/Territory XXX XXX Charge person (1st option): Suzie Chalmers (coach) Charge person (2nd option): Joey Lemieux (assistant coach) Charge person (3rd option): Angela Stevens (parent, usually on site) Call person (1st option): Brad Fontaine (parent, cell xxx-xxxx) Call person (2nd option): Sheila Lachance (parent, cell xxx-xxxx) Call person (3rd option): Stefano Martinez (parent, cell xxx-xxxx) Directions to Mercy General Hospital from Algonquin Municipal Park:

Que

en E

. Dri

ve

Algonquin Municipal

Park

Mercy General Hospital

Che

stnu

t

Popl

ar

Park Lane

Belmont


ATLHETE PROFILE MEDICAL INFORMATION PLEASE PRINT CLEARLY

Fill this out for 1 sample athlete

Athlete Name:

Birth Date (dd/mm/yy) Age Male o Female o

Address

Street

City Province Postal

Healthcare Number

Parents Name

Address

Street

City Province Postal

Phone #’s

Home Work Cell

Family Doctor

Name Phone Health History Details:

Allergies Yes � No � _____________________________________

Asthma (Respiratory) Yes � No � _____________________________________

Blackouts/Fainting Yes � No � _____________________________________

Chest pain Yes � No � _____________________________________

Diabetes Yes � No � _____________________________________

Epilepsy Yes � No � _____________________________________

Hearing Disorder Yes � No � _____________________________________

Heart Condition Yes � No � _____________________________________

Recurring Headaches Yes � No � _____________________________________

Seizures Yes � No � _____________________________________

Glasses Yes � No � _____________________________________

Contact Lenses Yes � No � _____________________________________

Injuries (specify) Yes � No � _____________________________________

Medications (specify) Yes � No � _____________________________________

Other (including recent surgery) Yes � No � _____________________________________

Other:______________________________________________________________________


Task 3: Create a Referent-Model The purpose of this task is to assess your ability to analyze the performance of an athlete you coach by creating a referent model. The diagram below entitled “Analyze Performance Referent Model – Framework” describes a decision tree that a coach may consider when detecting and correcting skill error. This diagram provides the basis for creating a referent model, which will have varying degrees of detail depending on the type of sport and context of participant. The following steps are provided to assist you in creating a referent model. Step One: IDENTIFY A SKILL

You may be assigned a particular skill by the evaluator, or you may select a skill that is appropriate for the athlete(s) who you coach. Indicate the skill in the template and the environment in which you would intend on observing the athlete perform the skill (i.e. pool, deck, weight room, etc..)

Step Two: IDENTIFY OUTCOME

For the skill that you have identified, define the outcome for the intended performance. The outcome is a broad statement that describes the intended performance or expected execution or form. The outcome should define when the skill / tactic is clearly achieved or not achieved.

Step three: IDENTIFY KEY PERFORMANCE INDICATORS OR FACTORS:

For the skill and outcome that you have defined, indicate the key performance factors that describe how the outcome could be achieved. The key performance indicators or factors should describe optimal or effective execution of the skill. These indicators or factors are the synchro specific technical or tactical elements that help to describe how the outcome is achieved.

Step Four: IDENTIFY POTENTIAL CAUSES AND GAPS (Deviations)

In this step you will be required to prioritize the potential causes of performance error, and identify instance when an intervention may be required. In the column labeled priority you should use an H=High, M=Medium and L=Low to prioritize each potential cause (Equipment, Environment, Affective, Cognitive/Mental, Physical/Motor, Tactical, Technical). In the column labeled “Key indicators for intervention (GAP)” you should identify possible detectable signs that may require an intervention. For each cause the questions is; when does the gap between the observed performance and the intended outcome reach a point that makes a coaching intervention necessary?

Step five: IDENTIFY COMMON CORRECTIVE MEASURES

In the column labeled “Common Corrective Measures” indicate the type of intervention that you would implement. This step defines the appropriateness of a correction and whether it actually relates to the potential cause that was observed in the athlete’s performance. Where appropriate, indicate a common correction for a particular cause that will assist in creating better performance. Corrective measures could be categorized as 1) Teaching Interventions and 2) Activity or Drill Modifications.


Analyze Performance Referent Model – Framework

Analyze potential causes Select Appropriate Corrective Measure

Observe Performance

Athlete engages in the task but the outcome is not achieved

Athlete engages in the task and achieves the outcome or demonstrates form.

Even though the outcome is achieved there may be deficiencies in the

performance, which can be illustrated on the continuum of effectiveness.

Athlete does not engage in task

Outcome / Form

3. Affective

C. Fear or Hesitation

D. Not motivated or not interested

4. Cognitive / Mental

E. Lack understanding or athlete confused

F Too much information or information overload

H. Difficulty reading / recognizing cues

G. Lack Concentration or poor arousal control

7. Technical

Coa

chin

g In

terv

entio

ns

Mod

ify /

Adj

ust

Dri

ll or

Act

ivity

IDENTFY KEY PERFORMANCE FACTORS THAT DESCRIBE IDEAL PERFORMANCE – Could use the following: 1. Preliminary movements (i.e Grip / Stance) 2. Back swing or recovery movement (i.e. positioning,

back swing, recovery) 3. Force producing movement (i.e. Use or sequence of

muscle group and joint action) 4. Critical instant (i.e. impact, strike) 5. Follow through.

J. Task too Demanding or too easy

5. Physical / Motor

I. Lacks physical ability to complete task

B. Environmental factor – pool temperature, lighting,

2. Environment

A. Equipment Issue Music System and Video

1.Equipment

6. Tactical

K. Unable to select appropriate tactic L. Choice of Decision

L. Unable t o effectively or consistently execute technique

Detectable Signs What is observed?

Adjust speed or timing

Help or reassure

Explain or Ask Questions

Repeat drill n/activity

Use re-focusing or visualization strategies

Simplify - Use examples or reduce number of variables to process

Makes synchro adjustments to equipment

Adjust progression

Adjust work to rest ratios and / or intensity (workload)

Adjust task demands

Demonstrate correct technique / tactic

Apply Corrective Strategy

Inconsistencies or inefficiency in movement or task - Little precision or low probability of success in the task

Consistent and efficient movements demonstrated in task – High degree of precision and probability of success in the task

CAUSE GAP

Provide feedback or results

Sport: Synchronized Swimming

Context: Competition-Introduction

SKILL OUTCOME Key Performance Indicators / Factors

Analysis of Causes Priority H / M / L Key indicators for intervention (GAP) Common Corrective Measures

Equipment Examines synchronized swimming equipment that could be a limiting factor on the performance. Eg. Music Volume; Music Problems.

Environment Examines any environmental factors that could lead to performance deficiencies? Eg. Slippery Pool Deck, Pool Depth, Lighting etc.

Affective Examines internal factors that could be related to the performer’s perception of the task, performance or activity. Eg. fear, motivation, interest, etc.

Cognitive / mental Examines factors that relates to the performers thoughts or thought processes that are used to execute a given task or action. Eg. Lack of understanding, confusion, choice of decision, concentration etc.

Physical / Motor Examines the physical abilities that could have limiting affects on the performance, task or activity. Eg. strength, stamina, flexibility etc.

Tactical Examines the intent of the skill execution within the overall strategies that enable successful performance. Asks whether the tactic may be too demanding for the technical skills that are required to achieve the outcome.

Technical Examines the execution and or biomechanics of skill execution and identifies specific performance factors/goals that are required to achieve a given outcome.

Task 3: Complete Analyze Performance Referent Model Form

Coach Evaluation Handbook

Last Revised: February, 2016© All rights reserved, Coaching Association of Canada and Synchro Canada,

Task 4: Complete Practice Plans Complete 1 Practice Plan for each of the phases listed below Phase: (general prep, specific prep, pre-comp, competitive) Please Submit 4 practice plans in total:

Synchro Practice Plan Sample Coach: Level of athletes Practice Time: Goal of practice: INTRO: Welcome WARM UP General (deck activities) : Specific : Key messages /Safety points Equipment needed MAIN PART Pay attention to the order of activities (include training for routine & figures) Key messages /Safety points Equipment needed COOL DOWN/FLEXIBILITY Key messages /Safety points Equipment needed CONCLUSION Key messages /Safety points



Task 5: Complete Seasonal Plan You can download this form from the Synchro Canada website at www.synchro.ca under Coaches. This will also be handed out at the Comp-Intro course.



Task 6: Complete Competition Plan (use own form) Describe the type of training you will do the week before the competition. What will you focus on during the competition What will you do after the competition to debrief with the athletes? Submit a Competition plan (a schedule you would give to the athletes)



Task 7: Complete Make Ethical Decisions (MED) On-line Evaluation The purpose of this task is to verify your familiarity with the NCCP Ethical Decision Making process. You will be required to:

1. Submit verification of successfully completing the MED online evaluation. This evaluation is available on the Coaching Association of Canada website. Upon completion of this online module you can obtain a copy your “Coach Transcript” from the Coaching Association of Canada (Locker) website verifying the successful completion of this task. You can obtain your transcript on-line by entering your NCCP Coaching Certification Number.

It is strongly recommended that you take the appropriate training in the Outcome: Make Ethical Decisions prior to engaging in the online evaluation. This module is available through your provincial / territorial coaching association or coordinator. Please contact your provincial sport office for further information on accessing this training.

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