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Coach DevelopmentFramework
AcknowledgementsThe Coach Development Framework has been developed to initiate the implementation of the coach education tactic of the New Zealand Coaching Strategy.
To implement this tactic, Sport and Recreation New Zealand (SPARC) has convened a Coach Development Working Party that has met fi ve times to establish the philosophy and directions for coach development in New Zealand.
SPARC acknowledges the contribution of: Alec Astle (Cricket), Gill Gemming (Hockey), Ken Hodge (University of Otago), Lyn Johnston (New Zealand Academy of Sport), Lynn Kidman (Christchurch College of Education), Sue Emerson (Unitec), Mark McLaughlin (Sport Waikato), Andy Roche (Halberg Trust), Paul Smalley (Sport Consultant), Nicky Sherriff, John Reid and Paul Ackerley (SPARC) in producing this document.
SPARC also wishes to thank Alex Scott and Rob Wilkinson, previously of the Sport, Fitness and Recreation Industry Training Organisation (SFRITO), who have attended sessions of the Working Party meetings, and other key players in coaching who have provided feedback on the draft Framework document.
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COACH DEVELOPMENT FRAMEWORK 1
Table of
ContentsCoach Development Framework
Introduction 3
Coach Development Vision 3
Philosophy 3
Principles 3
Overview 4
Structure 5
Programme Development 9
Training Coach Trainers, Mentors and Assessors 9
Delivery 9
Assessment 11
Accreditation 12
Inclusiveness 12
Implementation Plan 12
Roles of Key Players 12
Appendix 1 – Athlete Characteristics and Needs 16
Appendix 2 – Coach Development Programme Components 22
COACH DEVELOPMENT FRAMEWORK 3
Introduction
The Coach Development Framework derives from the New Zealand Coaching Strategy and outlines the structures, policies and procedures to implement tactic three of this Strategy – ‘Improve coach education requirements and qualifi cations’.
The Framework provides a vision, establishes consistent national parameters and aligns the roles of the key players for coach development in New Zealand.
Coach Development Vision
The vision of the New Zealand Coaching Strategy is to create a ‘World-Class Coaching Environment’.
To support this, the vision for coach development is to achieve:
‘excellence in coaching practice’
through:
‘a national coach development system that empowers coaches to provide a high quality coaching service to all athletes’.
Philosophy
Coach development is based on continuous improvement through the increasingly effective integration of coaching skills, knowledge and understandings in coaching practice.
Principles
The principles for coach development refl ect those of the New Zealand Coaching Strategy.
Ownership – coach development will be owned by coaches and those responsible for supporting coaches. National Sport Organisations (NSOs) will be primarily responsible for coach development within their sport.
Simplicity – coach development systems and procedures will be easy to understand, administer and maintain.
Holistic – coach development programmes will equip coaches to support the holistic development of their athletes to produce self-reliant athletes.
Outcome focused – coach development activities will support the objectives of the New Zealand Coaching Strategy – more time, increased recognition and status, and improved quality.
Continuous improvement – the Coach Development Framework will enable and encourage coaches to participate in ongoing development opportunities.
Partnership – coach development approaches will utilise the combined knowledge and experience of all the key players in coaching.
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Coach Development
Framework
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In addition coach development will be:
Community based – aligned with the New Zealand Coaching Strategy coaching communities.
Athlete centred – based on the needs of the athletes in the coaching communities and aligned to the stage of development of the athletes.
Applicable and practical – to meet the needs of the coaches that are developed,so they can apply key learnings immediately.
Integrated – the sport-specifi c and general principles of coaching will be applied in a practical coaching environment.
Flexible – to meet the range of needs of athletes, coaches and sports.
Inclusive – to acknowledge the needs of all athletes, including those with disabilities.
Appropriate for New Zealand – refl ective of New Zealand’s unique cultural and sporting environment.
Overview
The New Zealand Coaching Strategy defi nes coaching communities based on the indicative age of the groups of athletes coached. The SPARC Talent Development project is based on the stage of development of the athletes.
The Coach Development Framework builds on and aligns these two documents, builds on the work of the SPARC Junior Sport reference group and will be compatible with a similar framework document for sport offi cials.
Figure 1 (derived from the SPARC Talent Development Framework document) represents an athlete development model that acknowledges the coaching communities, the stages of athlete talent development and key athlete support networks.
This multi-faceted athlete development model provides a mechanism for dealing with the vast array of different circumstances in which athletes (and hence coaches) in different sports fi nd themselves. Both athlete and coach development programmes need to coherently link these factors.
Figure 1: Athlete Development Model
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Family/Home
Community Groups
Sport Organisations
Education Providers
Private Providers
Iwi
Sport Medicine/ Science
Facilities
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Early Childhood
Middle Childhood
Late Childhood
Early Teenage
Late Teenage
Social Adult
Competitive Adult
High Performance
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Explore
Learn
Participate
Perform
Excel
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CoachingCommunity
Athlete Support
Networks
Stage of Talent Development
ATHLETE NEEDS
COACH DEVELOPMENT FRAMEWORK 5
Structure
The Coach Development Framework provides the structure for the delivery of coach development within New Zealand. It represents a range of applied learning opportunities that will be available for coaches within each community and identifi es the key concepts that underpin this structure.
The aim of the Framework is to provide suffi cient information to enable NSOs to create coach development programmes and accreditation systems, but at the same time be suffi ciently fl exible to meet the varying needs of different sports.
Coach development will be athlete centred. Coach development requirements will be based on athlete needs. Coach development will equip the coach to apply, in a practical context, requisite knowledge, skills and understanding to meet the collective and individual needs of athletes in the coaching communities in which they coach. This includes athletes with disabilities and athletes from all ethnic backgrounds and cultures.
Other key players in coaching will provide necessary support services.
Figure 2: Athlete-centred Coach Development
CoachesCoach
Educators
ATHLETES
Programmes meet athlete needs
Coaching meets athlete needs
Coach Support Networks
Including SPARC, NZAS, NSOs, RSOs, RSTs, clubs, schools, tertiary providers, parents, sport science and
medicine providers, SFRITO, community groups
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Within each coaching community, while undertaking their coaching practice, coaches will have access to a range of both formal and informal coach development learning opportunities. In this document, learning opportunities for formal coach development programmes are grouped under general and sport-specifi c principles and are broken down into knowledge and skills packages (modules). This enables fl exible delivery and the potential to progressively accumulate learning, according to the needs and priorities of individual athletes, coaches and sports.
Relevant learning will be integrated into ongoing coaching practice as illustrated in Figure 3.
Figure 3: Continuous Learning Model
Beginning coachIncreasing
effectivenessMentor, coach trainer,
specialist skills
Knowledge and Skills Modules – Represented by Dark Boxes
Late Teenagecommunity
(17–19)
The modules will cater for a range of experience of coaches and stages of athlete development within specifi c coaching communities.
In addition, coaches will have access to informal coach development opportunities that will support wider personal development and growth. Examples of informal coach development include trial and error learning in conducting coaching practice, attendance at seminars and conferences, mentoring, informal networking opportunities with coaches from their own and other sports, and access to individual research opportunities (through both written and electronic media).
The coach development knowledge and skills modules that might be available in, for example, the Late Teenage coaching community to cater for the development needs of coaches with different levels of effectiveness and experience are represented in Figure 4. The table in Appendix 2 provides guidelines for the potential content of these modules.
Figure 4: Coaching Community Learning Opportunities
Learning Modules – Learning Integrated into Coaching Practice
Ongoing coaching practice
COACH DEVELOPMENT FRAMEWORK 7
If Figure 4 is extended to include all the coaching communities, and to acknowledge the importance of informal coach development, the result is a smorgasbord of learning opportunities for coaches, based on coaching practice, as represented in Figure 5. The ages quoted are indicative only.
Figure 5: Coach Development Framework I
High Performance community
Competitive Adult
Social Adult
Late Teenage(17–19)
Early Teenage(13–16)
Late Childhood(9–12)
Middle Childhood(6–8)
Beginning coach
Increasing effectiveness
Mentor, coach trainer,specialist skills
Formal Learning Informal Learning
Seminars
Conferences
Self-learning
Mentoring
Interactions withother coaches
‘On job’ learning, etc
Early Childhood(0–5)
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NSOs can group modules to form programmes and related qualifi cations that meet the needs of their sport. They may wish, for example, to create one coach development programme to target the Middle and Late Childhood communities and the stages of development of primary school aged athletes (6–12 years). Alternatively, they may wish to create a coach development programme in the Early Teenage community that provides learning for less experienced coaches, but also cater for the skills and knowledge of their most experienced coaches by providing an additional programme encompassing a number of extension modules.
In addition, Figures 4 and 5 include modules for mentors, coach trainers and specialist skill coaches (e.g. a soccer goalkeeping coach), as required by the sport.
The detail to be included in the different modules will be guided by the information in Figure 6. The columns of Figure 6 split components of coach development into sport-specifi c and general principle categories. The general principles column is further split to recognise coach development programme components directly related to ‘Athlete Development’ and other general components of coach development that arise from this. In Appendix 1, the detail within the ‘Athlete Development’ column is extended to list key points of difference between the developmental characteristics of the athletes and the corresponding athlete needs in the different communities.
Possible components of the ‘General Principles’ and ‘Sport-specifi c Principles’ columns of Figure 6 are listed in Appendix 2. This information is intended as a guide to NSOs for programme development and for the development of general principles modules and resources to be coordinated by SPARC. Use of the information in the two appendices will help ensure a systematic coaching progression for athletes as they move through the coaching communities.
Figure 6: Coach Development Framework II
Coaching Community General Principles(Applied in Practice)
Sport-specifi c Principles(Applied in Practice)
AthleteDevelopment
Other General Principles
High Performance Based on characteristics of the athletes in each community, the related athlete needs and how athletes learn
Based on coach leadership, the coaching process, coach self development, (including some sport science), and programme management
Will include sport-specifi c components addressing technical and tactical aspects of sports, sport science specifi c to individual sports and other sport-specifi c requirements
Competitive Adult
Social Adult
Late Teenage (17–19)
Early Teenage (13–16)
Late Childhood (9–12)
Middle Childhood (6–8)
Early Childhood (0–5)
COACH DEVELOPMENT FRAMEWORK 9
Programme Development
NSOs will create coach development programmes based on this Framework and the details in Appendices 1 and 2. SPARC will provide guidelines and work with NSOs to produce:
1. Key policies and procedures to:
write coach development programmes
administer programmes
consistently deliver programmes
evaluate and review programmes
assess learning.
2. Coach development programme documentation that includes:
competency statements
programme-specifi c administration detail (target audience, duration, etc)
module structure/learning outcomes/content
delivery processes (including coaching practice requirements)
quality assurance of delivery
assessment processes
resources requirements
accreditation/reaccreditation requirements.
Training Coach Trainers, Mentors and Assessors
This is a major priority for the coach development process and it must be addressed if the standards of coach development are to improve. Coach trainers, mentors and assessors need to be well trained. SPARC will have a signifi cant role in initiating high quality training systems that allow NSOs, and other deliverers of coach development, to train their coach trainers, mentors and assessors utilising the skills and knowledge of appropriate key players in coaching.
SPARC will develop policies, procedures and programmes for this training. SPARC will also maintain a relationship with SFRITO that recognises the potential for sports to enter into a training agreement with SFRITO and link to SFRITO practical assessor training programmes, if they wish.
Delivery
Coach development will be delivered through the NSO/Regional Sport Organisation (RSO) networks or by providers approved by the NSO or RSO. Approved providers could include Regional Sports Trusts (RSTs), tertiary education providers and the Academy of Sport network.
Learning will include integration of sport-specifi c knowledge along with general principles, as much as possible through coaching practice. If this is not feasible, part of the learning process will be to support trainee coaches to integrate the theoretical learning within their coaching practice. Similarly, in undertaking practical coaching the coach will identify further areas for ongoing development and/or informal learning. Figure 7 on the following page represents this interaction.
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Figure 7: Coach Development Delivery Model
Informal learning
Coaching practice
General principles
Sport-specifi c
knowledge and skills
The actual delivery of coach development needs to be fl exible and varied to meet the needs of different coaches. For beginning coaches with little previous coaching experience, the initial coach development may be as simple as an induction by an NSO-approved trainer:
providing key resources (including a Code of Ethics)
providing guidance on how to use the resources
helping coaches to set a positive coaching environment (including safety)
demonstrating some simple skills and delivery methods, including modelling of general coaching principles
providing access to more experienced local people, within the sport, for further help.
The key is to give the beginning coach confi dence, some basic coaching methods and information on where they can get further help or opportunity to develop their coaching.
Delivery of ongoing coach development can then be based on more structured learning programmes, facilitated through trained and qualifi ed coach trainers, presenters or mentors. Ideally much of this coach development should be delivered in a practical context using techniques such as:
demonstrations (integrating sport-specifi c and general principles)
actual case studies
mentors or ‘buddy’ coaches
discussions based on the coach’s refl ection on their coaching practice.
It is acknowledged that an approach which relies on experienced coaches supporting developing coaches is time intensive. As much as possible, other approaches will be related to applied practice and may include:
workshops
a series of seminars
online or distance education learning opportunities
informal learning opportunities such as attendance at conferences, networking within and outside the sport etc.
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Assessment
Assessment is a check that learning has taken place. Assessment will be competency based. The key to the assessment approach used is that it is fair, valid, appropriate and non-threatening. An example of valid assessment would be that practical coaching should be assessed through observing practice rather than writing about how the practice might be carried out.
Completing written assessments following the delivery of a coach development module, workshop or programme can prove to be a signifi cant barrier to coaches completing accreditation requirements. Hence, the rigour of assessment should be based on coaches’ needs. For example, a coach who wants simply to improve their own understanding to coach young athletes could be assessed in a different way from a coach who wants formal recognition of accreditation to advance employment or appointment prospects, or the coach who wants their learning recognised through credits on the National Qualifi cations Framework.
In some situations, having no formal assessment may be appropriate. For example, assessment relating to a briefi ng or seminar for beginning coaches of athletes in the Middle Childhood coaching community could be as simple as orally checking understanding as part of the learning process and providing informal feedback on coaching practice. Any certifi cate awarded would be for satisfactory attendance/completion.
In situations that require more formal assessment, if delivery of coach development is best carried out using an experiential approach, then it follows that the emphasis of coach assessment should also be based on the effectiveness of the coach in applying their learning in a practical context. This can be achieved by approaches such as:
observing application of sport-specifi c and general principles within his/her coaching practice (and supplying verbal and/or written feedback)
observing simulations, role plays, videos or demonstrations
assessing the tools that the coach actually uses in his/her practical coaching, such as planning documents, player analysis data, etc
presentation of a coaching log or coaching practice portfolio
evaluating mentor reports.
As long as the approach is valid for the knowledge, skills and understandings being assessed, the following approaches can also be effective:
written or online responses to assessment tasks
oral questioning/interviews
completion of satisfactory reports and oral presentations, etc.
If a sport chooses to work with SFRITO (or NZQA) to align unit standard assessment to a coach development programme, the key is to defi ne the learning programme fi rst then work with SFRITO to match appropriate unit standards to the programme.
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Accreditation
SPARC recommends an accreditation scheme that:
is the responsibility of the NSO
encourages reaccreditation – that is, the encouragement of practising coaching accreditation that is renewable with continued coaching, ongoing professional development, adherence to a Coaching Code of Ethics and, if applicable, updating of health and safety requirements
has both the NSO and SPARC logos on the certifi cates of SPARC-endorsed programmes
includes the requirement for NSOs to have a recognition of prior learning policy that recognises previous experience and knowledge of general coaching principles. (NSOs may, however, want to see general principles applied in a sport-specifi c setting.)
Inclusiveness
A key principle of this Coach Development Framework is that the coach will cater for the needs of the athlete(s) being coached.
Coach development will equip coaches to understand their athletes’ needs, including how to cater equally for athletes with disabilities. NSOs should include references, examples and illustrations in coach development programmes and resources that acknowledge athletes’ ethnic backgrounds and cultures, different ability levels, and disabilities.
Enough fl exibility exists in the Coach Development Framework to allow NSOs to be able to develop programmes, modules and specifi c resources to meet the coach development needs of coaches of athletes with disabilities.
Implementation Plan
SPARC has developed a plan to progressively implement the Coach Development Framework that addresses support for NSO programme development, resource development, and programme delivery and assessment. Key players in coaching will be advised of timelines and ongoing progress.
Roles of Key Players
The following defi nes the roles of the key players identifi ed in the New Zealand Coaching Strategy, in relation to the coach development tactic of the Strategy.
Coaches
1. Ownership of their own coach development.
2. Delivery of a quality coaching service to all athletes.
All Coaching Key Players
1. Recruitment, induction, retention, mentoring and support of coaches.
2. Reward and recognition of coaches.
3. Providing access to professional development and coaching opportunities.
4. Creation of professional career opportunities.
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COACH DEVELOPMENT FRAMEWORK 13
SPARC
1. Leadership in coach development.
2. Alignment of coach development key players.
3. Identifi cation of key personnel and provision of professional development support for training coach trainers, mentors and assessors.
4. Management of coach development working groups.
5. Programme development and implementation guidelines.
6. Programme endorsement and ongoing quality assurance.
7. General principle module development.
8. General principle resource development, (electronically available for NSOs either to use, or adapt for use, in their programmes.)
9. Managing selected coach accreditation data.
10. Research, innovation and information management.
11. Investment in and support of key players.
National Sport Organisations (NSOs)
1. Leadership of coach development in their sport.
2. Production of policies and procedures for systematic development, consistent delivery and assessment, and quality assurance of programmes (Quality Management System).
3. Research and innovation in their sport.
4. Creating/updating coach development:
pathways
programmes
delivery and assessment materials
resources.
5. Implementation, maintenance and quality assurance of coach development programmes.
6. Delivery and assessment of relevant coach development programmes.
7. Training people in their sport to deliver coach development programmes.
8. Managing coach accreditation data for their sport.
Regional Sport Organisations (RSOs)
1. Delivery and assessment of relevant NSO coach development programmes.
2. Implementation of NSO policies and procedures.
3. Working with other key players at the regional level.
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Clubs
1. Supporting NSO and RSO programmes.
2. Day-to-day communication with, and support of, coaches.
3. Fostering relationships between schools and sports.
Regional Sports Trusts (RSTs)
1. Facilitating:
relationships among key players of coaching and establishing coaching networks within and across coaching communities at a regional level
delivery of programmes in partnership with NSOs, RSOs and other key players in coaching.
2. Supporting NSOs to deliver their national programmes.
3. Working with NSOs and RSOs to improve capability for delivering national programmes.
4. Delivering modules on behalf of sports or groups of sports as required.
New Zealand Academy of Sport (NZAS)
1. Supporting coach development in the High Performance coaching community.
2. Facilitating seminar/module/programme delivery for the High Performance coaching community.
Sport, Fitness and Recreation Industry Training Organisation (SFRITO) and the New Zealand Qualifi cations Authority (NZQA)
The potential exists for sports to link with SFRITO and/or NZQA to match unit standards to their programmes. If they choose to do this, SFITRO will have a role in:
training of assessors
quality assurance (moderation) of assessment materials, processes and assessor judgements.
Tertiary Education Providers
Tertiary education providers offer a range of coach development and support opportunities for working with other coaching key players.
1. Within their programmes, tertiary institutions have the potential to deliver generic courses that cover requirements of NSO programmes that will be recognised by the NSOs and/or RSOs.
2. If students from tertiary institutions integrate their practical coaching requirements with those of the NSOs/RSOs, students will benefi t by achieving both a tertiary qualifi cation and a sport-specifi c coaching qualifi cation.
3. Students that work with RSOs will potentially gain credibility within that sport’s networks, which in turn may generate further coaching opportunities or casual or vocational employment opportunities.
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COACH DEVELOPMENT FRAMEWORK 15
4. Sports that work proactively with tertiary institutions and support students in gaining practical coaching experience open another coach recruitment pathway.
5. Potential exists to develop training programmes for coach trainers, presentersand mentors.
Schools
Schools have a large number of young people who are interested in sports and coaching. Potential exists for:
schools to link with NSO coach development programmes and RST programmes to gain skills and knowledge that may encourage them to take initial steps on a coaching pathway
students to study coach development units of work that gain credit toward national qualifi cations
Physical Education New Zealand (PENZ) and teachers to play a role in supporting and encouraging young people to coach
schools to foster links with clubs and sports.
Sport and Exercise Science New Zealand and Sport Medicine New Zealand
Support for coach development programmes, based on coaches’ needs.
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COACH DEVELOPMENT FRAMEWORK 17
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e a
limite
d an
d in
cons
iste
nt a
tten
tion
span
– in
tere
sts
are
shor
t an
d ch
angi
ng.
5.
Star
t to
tak
e in
to a
ccou
nt id
eas
and
emot
ions
of
othe
rs.
6.
Are
eas
ily m
otiv
ated
– li
ke t
ryin
g so
met
hing
new
.7.
A
re n
atur
ally
cur
ious
and
imag
inat
ive.
Ask
lots
of
‘why
’ que
stio
ns.
8.
Han
dle
wel
l onl
y on
e m
enta
l ope
ratio
n at
a t
ime.
9.
Star
t to
dis
tingu
ish
betw
een
real
ity a
nd f
anta
sy.
10.
Resp
ond
to e
xter
nal f
eedb
ack
or p
rais
e.11
. La
ck s
patia
l aw
aren
ess
and
unde
rsta
ndin
g of
tim
e.
1.
The
oppo
rtun
ity t
o ex
perie
nce
a va
riety
of
spor
ting
situ
atio
ns a
nd a
wid
e va
riety
of
activ
ities
with
in a
se
ssio
n.2.
Ro
tatio
n of
rol
es –
no
spec
ialis
atio
n in
pos
ition
s.3.
Fr
eque
nt r
est
perio
ds.
4.
Skill
lear
ning
imm
erse
d in
pla
y.
5.
Act
iviti
es d
esig
ned
for
both
boy
s an
d gi
rls t
o pl
ay t
oget
her.
6.
Mod
ifi ca
tion
of r
ules
, fi e
ld s
izes
and
equ
ipm
ent.
7.
A s
afe
envi
ronm
ent.
8.
‘On
task
’ inv
olve
men
t of
eve
ryon
e.9.
N
o fi t
ness
tes
ting.
10.
Act
iviti
es t
hat
are
prog
ress
ive
in in
tens
ity w
ithou
t th
e ne
cess
ity o
f a
war
m-u
p.11
. Em
phas
is o
n su
cces
s an
d co
oper
ativ
e ga
mes
whe
re
ever
yone
can
win
.12
. A
coa
ch w
ho u
nder
stan
ds t
he a
thle
tes’
cha
ract
eris
tics
and
the
rele
vanc
e an
d im
plic
atio
ns o
f w
hat
that
mea
ns
to in
divi
dual
nee
ds.
13.
Focu
s on
gen
eral
ski
lls (a
nd fi
tnes
s) d
evel
opm
ent:
• ag
ility
, bal
ance
, coo
rdin
atio
n, s
peed
• ru
nnin
g, ju
mpi
ng a
nd t
hrow
ing
• ki
naes
thet
ics,
glid
ing,
buo
yanc
y, s
trik
ing
• ca
tchi
ng, k
icki
ng, s
trik
ing.
14.
Posi
tive
supp
ort,
a c
arin
g co
achi
ng a
ppro
ach,
pra
ise,
af
fect
ion
and
atte
ntio
n, t
o bu
ild c
onfi d
ence
.15
. A
ctiv
ities
tha
t ar
e de
mon
stra
ted
with
sim
ple,
lim
ited
verb
al in
stru
ctio
ns.
16.
Rein
forc
emen
t of
val
ues
thro
ugh
‘coa
chab
le m
omen
ts’.
17.
Expl
orat
ion
of w
inni
ng/lo
sing
con
cept
s.
18.
An
envi
ronm
ent
whe
re e
very
one
can
expe
rienc
e su
cces
s.19
. Pa
rent
s w
ho r
einf
orce
the
coa
ch.
20.
Opp
ortu
nity
to
expl
ore,
que
stio
n an
d fo
ster
nat
ural
cu
riosi
ty a
nd im
agin
atio
n.
21.
The
oppo
rtun
ity f
or p
lay,
fun
, par
ticip
atio
n an
d in
tera
ctio
n w
ith o
ther
s.
18C
om
mu
nit
yA
thle
te C
har
acte
rist
ics
Ath
lete
Nee
ds
Late
C
hild
ho
od
com
mu
nit
y
Phys
ical
1.
Gro
wth
is s
low
unt
il pu
bert
y.2.
M
any
fem
ales
and
som
e m
ales
rea
ch p
uber
ty a
nd e
xper
ienc
e gr
owth
spu
rts.
3.
In
pub
erty
, ske
leta
l sys
tem
gro
ws
fast
er t
han
mus
cula
r sy
stem
, thu
s in
crea
sing
inju
ry r
isk.
4.
Lack
coo
rdin
atio
n w
hils
t go
ing
thro
ugh
pube
rty.
5.
Hav
e st
eady
incr
ease
s in
mot
or s
kills
, str
engt
h, b
alan
ce a
nd c
oord
inat
ion
– fi n
e m
otor
ski
lls
are
deve
lopi
ng.
6.
Han
d-ey
e co
ordi
natio
n is
rel
ativ
ely
mat
ure.
7.
Are
mat
urin
g at
diff
erin
g ra
tes
(indi
vidu
al, g
ende
r an
d et
hnic
ity).
Soci
al1.
A
re b
ecom
ing
mor
e in
depe
nden
t.2.
Be
gin
to id
entif
y w
ith p
eers
, alth
ough
the
y st
ill n
eed
and
wan
t gu
idan
ce a
nd s
uppo
rt f
rom
pa
rent
s an
d co
ache
s.
3.
Like
an
envi
ronm
ent
with
con
sist
ent
stan
dard
s an
d fa
ir co
nseq
uenc
es.
4.
Enjo
y or
gani
sed
grou
p ac
tiviti
es.
5.
Like
sen
se o
f be
long
ing
to g
roup
, tea
m a
nd c
lub
and
enjo
y w
orki
ng in
coo
pera
tive
activ
ities
.6.
Be
gin
to s
ense
diff
eren
ces.
7.
Star
t to
iden
tify/
pref
er b
eing
with
sam
e-se
x gr
oups
. 8.
En
joy
taki
ng r
espo
nsib
ility
and
ass
umin
g si
mpl
e le
ader
ship
rol
es.
9.
Girl
s ar
e m
ore
soci
ally
mat
ure
than
boy
s.Em
oti
on
al1.
A
ccep
t pa
rent
/fam
ily b
elie
fs b
ut a
re b
egin
ning
to
ques
tion
pare
ntal
aut
horit
y.2.
A
dmire
and
imita
te o
lder
peo
ple
(rol
e m
odel
s) –
look
for
the
sim
ilarit
ies
betw
een
self
and
frie
nds.
3.
Succ
ess
shou
ld b
e em
phas
ised
and
fai
lure
s m
inim
ised
.4.
Li
ke c
halle
nge,
but
dis
like
publ
ic f
ailu
re.
5.
Find
com
paris
ons
with
the
suc
cess
of
othe
rs d
iffi c
ult
and
this
ero
des
self-
confi
den
ce.
6.
Nee
d to
fee
l acc
epte
d an
d w
orth
whi
le (s
elf-
wor
th).
7.
Are
eas
ily m
otiv
ated
to
be in
volv
ed a
nd p
repa
red
to t
ake
risks
.8.
W
ith p
uber
ty, c
hang
es in
hor
mon
es a
nd t
hink
ing
patt
erns
con
trib
ute
to m
ood
swin
gs.
9.
Early
mat
urin
g ca
n be
str
essf
ul –
rap
id p
hysi
cal c
hang
e ca
n be
em
barr
assi
ng.
Co
gn
itiv
e (t
ho
ug
ht
pro
cess
es)
1.
Are
cap
able
of
deve
lopi
ng le
ader
ship
ski
lls.
2.
Var
y gr
eatly
in a
cade
mic
abi
litie
s, in
tere
sts
and
reas
onin
g sk
ills.
3.
Begi
n to
thi
nk lo
gica
lly a
nd s
ymbo
lical
ly; n
ew id
eas
are
best
und
erst
ood
whe
n re
late
d to
pr
evio
us e
xper
ienc
es.
4.
Hav
e in
crea
sed
atte
ntio
n sp
an, b
ut h
ave
man
y in
tere
sts
whi
ch c
hang
e ra
pidl
y.5.
A
re le
arni
ng t
o ab
sorb
new
idea
s, b
ut t
end
to ju
dge
in t
erm
s of
rig
ht/w
rong
or
blac
k/w
hite
.6.
O
ften
rej
ect
solu
tions
off
ered
by
adul
ts in
fav
our
of fi
ndin
g th
eir
own
solu
tions
. 7.
Li
ke t
o sh
are
thou
ghts
and
rea
ctio
ns.
8.
Are
dev
elop
ing
indi
vidu
al id
entit
y –
intr
insi
c m
otiv
atio
n is
impo
rtan
t (d
oing
it f
or y
ours
elf)
.9.
U
nder
stan
d m
ultip
le le
vels
of
mea
ning
and
hav
e a
rapi
dly
incr
easi
ng v
ocab
ular
y.
10.
Use
rea
soni
ng s
kills
to
solv
e pr
oble
ms,
neg
otia
te a
nd c
ompr
omis
e w
ith p
eers
.11
. C
an d
iffer
entia
te b
etw
een
abili
ty a
nd e
ffor
t (If
I w
ork
hard
, I w
ill im
prov
e).
12.
Hav
e cl
eare
r un
ders
tand
ing
of t
he c
once
pt o
f co
mpe
titio
n (s
ocia
l com
paris
on).
1.
Var
iety
of
spor
ts, e
vent
s an
d po
sitio
ns.
2.
Skill
dev
elop
men
t th
at b
ecom
es m
ore
spor
t-sp
ecifi
c.3.
A
con
tinue
d de
gree
of
mod
ifi ed
spo
rts,
but
gr
adua
l int
rodu
ctio
n of
adu
lt st
ruct
ured
ga
mes
/eve
nts.
4.
A h
igh
leve
l of
activ
ity (l
ots
of t
ime
on t
ask)
w
ith r
otat
ions
of
role
s an
d eq
ual i
nvol
vem
ent.
5.
Con
sist
ent,
org
anis
ed s
essi
ons
– tr
ansi
tion
from
del
iber
ate
play
to
incr
easi
ngly
de
liber
ate
prac
tice.
6.
Dec
isio
n m
akin
g.
7.
Teac
hing
Gam
es f
or U
nder
stan
ding
(TG
fU).
8.
Intr
oduc
tion
to t
he n
otio
n of
com
petit
ion,
with
em
phas
is o
n im
prov
emen
t to
win
.9.
Pr
ovis
ion
of a
saf
e em
otio
nal,
phys
ical
, cul
tura
l an
d so
cial
env
ironm
ent.
10.
Proa
ctiv
e pr
omot
ion
of f
air
play
and
mor
al
deci
sion
mak
ing.
11.
Use
of
role
mod
els
as a
tea
chin
g to
ol.
12.
Lots
of
posi
tive
rein
forc
emen
t, v
arie
ty,
enjo
ymen
t.13
. Le
arni
ng t
hrou
gh m
ista
kes
and
crea
tion
of c
halle
nges
.14
. En
cour
agem
ent
to t
ake
risks
in g
ames
.15
. Po
sitiv
e in
put
from
par
ents
.16
. C
oope
rativ
e ac
tiviti
es t
hat
rein
forc
e th
e en
joym
ent
of p
layi
ng w
ith f
riend
s.17
. A
n em
path
etic
env
ironm
ent
(und
erst
and
and
liste
n to
indi
vidu
al a
thle
tes’
nee
ds).
18.
Lead
ersh
ip a
nd r
espo
nsib
ility
opp
ortu
nitie
s (in
depe
nden
ce).
19.
Iden
tifi c
atio
n w
ith c
urre
nt c
hild
hood
tre
nds.
20.
Und
erst
andi
ng o
f ho
rmon
al m
ood
swin
gs
(e.g
. do
not
emba
rras
s).
COACH DEVELOPMENT FRAMEWORK 19C
om
mu
nit
yA
thle
te C
har
acte
rist
ics
Ath
lete
Nee
ds
Earl
y Te
enag
e co
mm
un
ity
Phys
ical
1.
Gro
wth
spu
rts
occu
r an
d ar
e lik
ely
to c
ause
clu
msi
ness
.2.
C
ompl
ex m
otor
ski
lls b
ecom
e m
ore
refi n
ed.
3.
Hor
mon
es a
ffec
t bo
dy c
ompo
sitio
n.
4.
Are
cap
able
of
hand
ling
appr
opria
te p
hysi
cal t
rain
ing/
wor
kloa
d (o
ther
wis
e su
scep
tible
to
inju
ry r
isk)
.5.
A
re c
apab
le o
f de
velo
ping
ene
rgy
syst
ems
(e.g
. ana
erob
ic, a
erob
ic).
6.
Hav
e m
atur
ity d
iffer
ence
s w
ithin
and
bet
wee
n ge
nder
s.So
cial
1.
Are
sea
rchi
ng f
or p
erso
nal (
incl
udin
g at
hlet
e) id
entit
y –
acce
ptan
ce v
s. is
olat
ion.
2.
Frie
ndsh
ips
(bot
h sa
me
and
oppo
site
gen
der)
for
med
are
oft
en s
ince
re a
nd lo
ng-la
stin
g.3.
Pe
er g
roup
s ar
e ve
ry im
port
ant.
4.
Mov
e aw
ay f
rom
fam
ily r
elia
nce.
5.
M
ay b
egin
sex
ual r
elat
ions
hips
.6.
In
crea
sed
cost
s, w
ider
ran
ge o
f op
port
uniti
es a
nd t
ime
cons
trai
nts
can
be b
arrie
rs t
o sp
ortin
g in
volv
emen
t.7.
Em
phas
is is
on
bala
ncin
g ca
reer
goa
ls a
nd r
oles
in li
fe –
are
sta
rtin
g to
for
war
d pl
an.
8.
Role
mod
els
are
infl u
entia
l.9.
A
re le
arni
ng t
o co
oper
ate
with
eac
h ot
her.
10
. H
ave
incr
easi
ng a
war
enes
s, a
nd p
ossi
ble
use,
of
alco
hol a
nd d
rugs
.Em
oti
on
al1.
H
ave
incr
ease
d aw
aren
ess
of b
ody
imag
e (n
otic
e di
ffer
ence
s) –
e.g
. dis
abili
ty,
wei
ght
chan
ges.
2.
Are
see
king
to
unde
rsta
nd a
nd a
ccep
t se
xual
ity.
3.
Seek
em
otio
nal a
uton
omy
from
par
ents
. 4.
H
orm
ones
cau
se m
ood
swin
gs.
5.
Wan
t re
spon
sibi
lity
and
to b
e tr
eate
d as
an
adul
t.6.
In
tern
ally
des
ire s
ucce
ss, b
ut a
re in
fl uen
ced
by e
xter
nal p
ress
ures
to
conf
orm
(c
ool t
o be
ave
rage
).7.
A
re v
ulne
rabl
e to
neg
ativ
e cr
itici
sm, b
ut r
espo
nd t
o co
nstr
uctiv
e fe
edba
ck.
8.
Teen
s w
ho d
evel
op d
iffer
ently
phy
sica
lly f
rom
the
ir pe
ers
may
bec
ome
unea
sy a
bout
ph
ysic
al c
hang
es.
Co
gn
itiv
e (t
ho
ug
ht
pro
cess
es)
1.
Like
to
fi nd
thei
r ow
n so
lutio
ns. V
alue
pre
sent
ing
thei
r ow
n id
eas.
2.
Hav
e lo
nger
con
cent
ratio
n sp
an –
are
rea
dy f
or m
ore
in-d
epth
lear
ning
.3.
A
re c
apab
le o
f co
mpl
ex p
robl
em s
olvi
ng.
4.
Dev
elop
the
ir ow
n la
ngua
ge. U
se t
een
slan
g.
5.
Hav
e se
nse
of in
vinc
ibili
ty.
6.
Begi
n to
val
ue s
ettin
g go
als
base
d on
fee
lings
of
pers
onal
nee
ds a
nd p
riorit
ies.
7.
Te
nd t
o be
sel
f-fo
cuse
d.8.
M
ay la
ck u
nder
stan
ding
of
thei
r ab
ilitie
s an
d ta
lent
s.
9.
Begi
n to
dem
onst
rate
mor
al t
hink
ing
and
appr
ecia
te v
alue
s.
10.
Are
cap
able
of
info
rmed
dec
isio
n m
akin
g an
d ap
prec
iate
lead
ersh
ip r
oles
.
1.
Opp
ortu
nity
for
spo
rt-s
peci
fi c s
kill
deve
lopm
ent.
2.
Trai
ning
pro
gram
mes
tha
t re
cogn
ise
thei
r ph
ysio
logi
cal s
tage
of
deve
lopm
ent:
phys
ical
fi tn
ess/
stre
ngth
skill
dev
elop
men
tin
jury
pre
vent
ion/
bur
nout
.3.
C
oach
es w
ho p
lan,
with
goa
l set
ting
base
d on
nee
ds.
4.
Sim
ple
tact
ics.
5.
Men
tal a
nd p
hysi
cal c
halle
nges
.6.
St
ruct
ure
and
fi rm
but
fai
r di
scip
line.
7.
Empa
thy
– un
ders
tand
ing
the
play
er a
s a
pers
on
as w
ell a
s an
ath
lete
.8.
Se
ttin
g of
rea
listic
exp
ecta
tions
of
succ
ess.
9.
Lear
ning
to
mak
e de
cisi
ons
and
lear
ning
fro
m
mis
take
s.
10.
Incl
usio
n in
dec
isio
n m
akin
g.11
. Te
achi
ng G
ames
for
Und
erst
andi
ng (T
GfU
).12
. Tw
o-w
ay in
tera
ctio
ns/e
ffec
tive
com
mun
icat
ions
:•
coac
h/at
hlet
e•
coac
h/fa
mily
.13
. En
cour
agem
ent.
14.
Ow
ners
hip
and
resp
onsi
bilit
y, b
ut c
onse
quen
ces
if th
ey a
re ir
resp
onsi
ble.
15.
Und
erst
andi
ng o
f w
hy t
hey
are
doin
g th
ings
.16
. A
saf
e, s
ecur
e, n
on-t
hrea
teni
ng e
nviro
nmen
t.17
. Su
ppor
t fo
r co
ntin
ued
part
icip
atio
n (c
osts
, tra
vel).
18.
Coa
chin
g th
at r
ecog
nise
s th
eir
lifes
tyle
.19
. Be
ing
taug
ht t
o be
sel
f-re
fl ect
ive
and
to s
elf-
anal
yse.
20.
Expe
rienc
es w
ithin
a v
arie
ty o
f di
ffer
ent
spor
t-sp
ecifi
c si
tuat
ions
.
• • •
20
Co
mm
un
ity
Ath
lete
Ch
arac
teri
stic
sA
thle
te N
eed
s
Late
Te
enag
e co
mm
un
ity
Phys
ical
1.
Mos
t re
ach
skel
etal
phy
sica
l mat
urity
.2.
M
ales
con
tinue
to
gain
mus
cle
stre
ngth
and
mas
s. B
oth
sexe
s co
ntin
ue t
o de
velo
p bo
ne m
ass.
3.
H
ave
bett
er p
ostu
re a
nd c
oord
inat
ion.
4.
C
an a
chie
ve a
dvan
ced
leve
ls in
com
plex
ski
ll an
d m
ovem
ents
.5.
A
re r
each
ing
phys
iolo
gica
l mat
urity
.
Soci
al1.
H
ave
stro
ng, i
ndep
ende
nt s
ocia
l nee
ds a
nd d
esire
s.2.
St
atus
in p
eer
grou
p is
impo
rtan
t.3.
W
ant
to b
elon
g to
gro
ups,
but
be
reco
gnis
ed a
s in
divi
dual
s w
ithin
the
tea
m/g
roup
s.
4.
Are
like
ly t
o be
sex
ually
act
ive.
5.
A
re in
tra
nsiti
on s
tage
– c
hang
e in
hom
e, lo
catio
ns, s
port
invo
lvem
ent.
6.
Can
ass
ume
maj
or r
espo
nsib
ilitie
s an
d le
ader
ship
rol
es.
7.
Are
eng
aged
in m
akin
g lif
esty
le a
nd c
aree
r de
cisi
ons.
8.
Are
soc
ially
aw
are
of t
heir
own
and
othe
rs’ n
eeds
.9.
Li
kely
to
be in
volv
ed in
alc
ohol
use
and
ris
k ta
king
adv
entu
res.
Emo
tio
nal
1.
Self-
iden
tify
beco
mes
mor
e st
able
. 2.
Fe
el t
hey
have
rea
ched
the
sta
ge o
f fu
ll m
atur
ity a
nd e
xpec
t to
be
trea
ted
as a
dults
. 3.
H
ave
mor
e st
able
em
otio
nal r
espo
nses
but
fee
lings
of
infe
riorit
y an
d in
adeq
uacy
are
no
t un
com
mon
.4.
Te
nd t
o as
sum
e m
ore
resp
onsi
bilit
ies,
with
the
ass
ocia
ted
stre
ss.
5.
Feel
the
pre
ssur
e of
oth
er p
riorit
ies,
e.g
. wor
k, s
tudy
, chu
rch,
fl at
s.6.
A
re le
ss p
reoc
cupi
ed w
ith b
ody
chan
ges
and
body
imag
e (s
till a
n is
sue
thou
gh).
Co
gn
itiv
e (t
ho
ug
ht
pro
cess
es)
1.
Are
abl
e to
lear
n ne
w s
kills
/con
cept
s, a
nd c
an r
elat
e to
pas
t ex
perie
nce.
2.
Hav
e hi
gher
leve
l of
abst
ract
thi
nkin
g.3.
Pe
rson
al p
hilo
soph
y be
gins
to
emer
ge.
4.
Mak
e ch
oice
s/so
lve
prob
lem
s/ac
cept
res
pons
ibili
ty.
5.
Self-
eval
uatio
n, s
elf-
corr
ectio
n an
d m
otiv
atio
n be
com
e st
rong
too
ls.
6.
Can
det
erm
ine
thei
r ow
n pl
ans,
sch
edul
es a
nd g
oals
. 7.
A
re c
apab
le o
f co
mpl
ex a
naly
sis
and
asso
ciat
ed d
ecis
ion
mak
ing.
1.
Spor
t/ev
ent/
posi
tion-
spec
ifi c
trai
ning
.2.
Sp
ecifi
c st
reng
th t
rain
ing
as a
ppro
pria
te.
3.
Incr
ease
d pr
ecis
ion
in p
resc
riptio
n of
pr
ogra
mm
es a
nd p
erfo
rman
ce a
sses
smen
t.4.
Pr
actis
ing
stra
tegi
c ap
proa
ches
with
in
thei
r sp
ort:
• ta
king
ow
ners
hip
and
resp
onsi
bilit
y
• de
cisi
on m
akin
g
• Te
achi
ng G
ames
for
Und
erst
andi
ng
(TG
fU).
5.
Opp
ortu
nitie
s fo
r in
divi
dual
cha
lleng
e an
d to
be
intu
itive
in t
heir
appr
oach
.6.
Be
ing
unde
rsto
od:
• lif
esty
le s
ituat
ion
• sc
hool
/uni
vers
ity/w
ork/
empl
oym
ent/
un
empl
oym
ent
• fa
mily
.
7.
Hav
ing
clea
r ex
pect
atio
ns.
8.
Bein
g st
imul
ated
, cha
lleng
ed a
nd e
xcite
d.9.
Po
sitiv
e ro
le m
odel
s.10
. Le
ader
ship
and
the
opp
ortu
nity
to
be
a le
ader
.11
. En
cour
agem
ent
and
supp
ort
to r
emai
n in
volv
ed (e
spec
ially
if t
here
is a
shi
ft in
lo
catio
n).
12.
Con
side
ratio
n of
bot
h lo
ng a
nd s
hort
-ter
m
deve
lopm
ent.
COACH DEVELOPMENT FRAMEWORK 21C
om
mu
nit
yA
thle
te N
eed
s
Soci
al A
du
lt c
om
mu
nit
y1.
Lo
ts o
f ac
tivity
.2.
O
ppor
tuni
ty t
o co
mpe
te (g
ames
or
even
ts).
3.
Safe
phy
sica
l and
per
sona
l env
ironm
ent.
4.
Und
erst
andi
ng o
f ot
her
prio
ritie
s (w
ork,
edu
catio
n, f
amily
).5.
O
ppor
tuni
ty f
or s
ocia
l con
tact
.6.
M
aint
enan
ce o
f ge
nera
l fi t
ness
and
hea
lth.
Co
mp
etit
ive
Ad
ult
co
mm
un
ity
1.
Hug
ely
varie
d an
d w
ide
rang
ing,
dep
endi
ng o
n th
e sp
ort,
the
nat
ure
of t
he g
roup
and
the
geo
grap
hica
l loc
atio
n.2.
Re
cogn
ition
of
mat
urity
leve
l of
adul
ts.
3.
Flex
ible
app
roac
h –
cons
ider
ing
outs
ide
infl u
ence
s an
d tim
e co
nstr
aint
s (e
.g. m
arria
ge, e
duca
tion,
ca
reer
s –
bala
nce)
.4.
St
ruct
ured
and
foc
used
ses
sion
s.5.
C
oach
es w
ho c
an r
efi n
e te
chni
cal a
nd t
actic
al a
spec
ts o
f th
e sp
ort
and
exte
nd m
enta
lly.
7.
Lead
ersh
ip o
ppor
tuni
ties
(lots
of
self-
resp
onsi
bilit
y an
d ow
ners
hip)
.6.
O
ppor
tuni
ty t
o cr
eate
and
dev
elop
tea
m c
ultu
re.
8.
Teac
hing
Gam
es f
or U
nder
stan
ding
(TG
fU).
9.
Qua
lity-
led
prac
tice
and
com
petit
ion
envi
ronm
ents
.10
. Sp
ecia
lisat
ion
of s
port
s/ev
ents
/pos
ition
s/ro
les.
11.
Indi
vidu
al p
lann
ing.
12.
Feed
back
bas
ed o
n an
alys
is.
13.
Fitn
ess/
lifes
tyle
/nut
ritio
n/in
jury
pre
vent
ion/
men
tal s
kills
info
rmat
ion
(per
form
ance
enh
ance
men
t kn
owle
dge)
.14
. Fu
ndin
g/co
sts/
trav
el c
onsi
dera
tions
.15
. Su
itabl
e eq
uipm
ent
and
faci
litie
s.16
. A
ppro
pria
te c
ompe
titio
n at
the
app
ropr
iate
leve
l.17
. Re
tirem
ent
plan
ning
/ext
ensi
on o
f ca
reer
.
Hig
h P
erfo
rman
ce c
om
mu
nit
y1.
A
cul
ture
of
exce
llenc
e.
2.
Inpu
t in
to v
isio
n, g
oals
and
pla
nnin
g.
3.
Exp
ert
tech
nica
l and
tac
tical
coa
chin
g –
grou
p an
d in
divi
dual
.4.
Ex
pos
ure
to c
uttin
g-e
dge,
inno
vativ
e co
achi
ng t
hat
ackn
owle
dges
res
earc
h an
d ov
erse
as b
est
prac
tice.
5.
Perf
orm
ance
bas
ed, i
ndiv
idua
lised
, sp
ecia
list
supp
ort
serv
ices
.6.
Sp
ecifi
c, in
divi
dual
ised
, per
iodi
sed
trai
ning
pro
gram
mes
.7.
To
be
chal
leng
ed a
nd w
ork
to t
he li
mit.
8.
A f
ocu
sed,
hig
h qu
alit
y tr
aini
ng e
nviro
nmen
t.9.
Tr
aini
ng o
ppor
tuni
ties
that
pre
pare
the
m f
or a
cha
ngin
g en
viro
nmen
t an
d p
erfo
rmin
g un
der
pres
sure
.10
. O
ppor
tuni
ty t
o m
ake
deci
sion
s, in
nova
te a
nd t
ry n
ew id
eas.
11.
Regu
lar
acce
ss t
o hi
gh q
ualit
y te
chno
log
y, e
quip
men
t an
d fa
cilit
ies.
12.
Tim
ely
and
clea
r te
chni
cal a
nd p
erfo
rman
ce f
eedb
ack
base
d on
exp
ert
anal
ysis
– in
divi
dual
and
/or
grou
p.13
. C
lear
und
erst
andi
ng o
f ‘w
here
the
y ar
e at
’ and
are
as f
or im
prov
emen
t.14
. A
coa
ch w
ho c
reat
es a
pos
itive
env
ironm
ent,
pro
vide
s le
ader
ship
, and
rol
e m
odel
s ex
pect
ed b
ehav
iour
s an
d et
hics
.15
. Re
cogn
ition
of
effo
rts
and
per
form
ance
.16
. H
avin
g vi
ews
and
opin
ions
val
ued
and
resp
ecte
d.17
. Li
fest
yle
and
long
er-t
erm
pla
nnin
g su
ppor
t.
22
Lear
nin
g A
reas
Ath
lete
Dev
elo
pm
ent
Spo
rt-s
pec
ifi c
Lead
ersh
ipC
oac
hin
g P
roce
ssSe
lf D
evel
op
men
tPr
og
ram
me
Man
agem
ent
• U
nder
stan
ding
the
at
hlet
e:-
phys
ical
, soc
ial,
emot
iona
l, co
gniti
ve
char
acte
ristic
s-
athl
ete
need
s-
grow
th a
nd
deve
lopm
ent
- pr
ogra
mm
e an
d sp
ort
scie
nce
impl
icat
ions
• U
nder
stan
ding
in
divi
dual
di
ffer
ence
s (t
he a
thle
te a
s a
pers
on, c
ultu
ral,
disa
bilit
ies,
etc
)•
Inju
ry p
reve
ntio
n in
re
latio
n to
gro
wth
• H
ow a
thle
tes
lear
n:-
lear
ning
pr
efer
ence
- sk
ill a
cqui
sitio
n-
mot
or s
kill
deve
lopm
ent
• A
thle
te:
- de
cisi
on m
akin
g-
self-
anal
ysis
of
perf
orm
ance
• Sp
ort
as a
wid
er
cont
ext
for
lear
ning
fo
r lif
e •
Ath
lete
life
styl
e pl
anni
ng
• Te
chni
ques
an
d sk
ills
• Ta
ctic
s/sy
stem
s of
pl
ay/g
ame
plan
s•
Incl
usio
n of
ath
lete
s w
ith d
isab
ilitie
s•
Rule
s an
d re
gula
tions
• A
naly
sis:
- yo
ur a
thle
te(s
)-
oppo
nent
s (in
divi
dual
and
gr
oup/
team
ta
ctic
s)•
App
licat
ion
of s
port
sc
ienc
e in
a s
port
- sp
ecifi
c co
ntex
t•
Safe
use
of
equi
pmen
t an
d fa
cilit
ies
• M
easu
ring
perf
orm
ance
(t
estin
g)•
App
licat
ion
of
tech
nolo
gy
• C
reat
ing
a vi
sion
• Ph
iloso
phy
of
coac
hing
• Le
ader
ship
sty
les
• M
odel
ling
of:
- co
achi
ng
philo
soph
y-
valu
es-
code
of
ethi
cs-
code
of
cond
uct
• Fa
cilit
atio
n•
Lead
ing
chan
ge•
Empo
wer
men
t•
Team
bui
ldin
g an
d cu
lture
• D
evel
opin
g at
hlet
es
as le
ader
s•
C
onfl i
ct r
esol
utio
n•
Dev
elop
ing
and
lead
ing
a su
ppor
t te
am•
Sele
ctio
n
• Th
e ar
t of
coa
chin
g •
Coa
chin
g de
liver
y:-
peda
gogy
- st
yles
- st
rate
gies
• C
omm
unic
atio
n an
d fe
edba
ck•
Cat
erin
g fo
r in
divi
dual
di
ffer
ence
s (c
ultu
ral,
disa
bilit
ies,
etc
)•
Tech
nica
l ski
ll ac
quis
ition
pr
oces
ses
• M
otor
ski
ll ac
quis
ition
pr
oces
ses
• Pr
ovid
ing
a sa
fe p
hysi
cal
and
pers
onal
en
viro
nmen
t•
Impl
emen
ting
plan
s •
TGfU
(gam
e se
nse)
•
Wor
king
with
a
men
tor
• Ta
lent
ID a
nd
deve
lopm
ent
• Pe
rson
al
philo
soph
y,
valu
es, c
ode
of
ethi
cs/c
ondu
ct,
unde
rsta
ndin
g yo
urse
lf•
Self-
refl e
ctio
n an
d se
lf-re
view
• Se
lf-m
anag
emen
t (in
clud
ing
time
and
stre
ss m
anag
emen
t)•
Men
torin
g sk
ills
• Re
sear
ch s
kills
• Te
chno
logy
usa
ge•
Kno
wle
dge
and
unde
rsta
ndin
g of
sp
ort
scie
nce
:-
spor
t ps
ycho
logy
- ex
erci
se
phys
iolo
gy-
biom
echa
nics
-
spor
t nu
triti
on-
spor
t m
edic
ine
- m
otor
lear
ning
- an
thro
pom
etric
• Pl
anni
ng:
- pr
ogra
mm
es-
prac
tices
/ses
sion
s-
com
petit
ion
- tr
avel
/tou
rnam
ents
- fo
r in
divi
dual
diff
eren
ces
• Ev
alua
tion
and
mod
ifi ca
tion
of p
rogr
amm
es•
Man
agin
g ot
hers
:-
play
ers
(indi
vidu
als,
gr
oups
)-
pare
nts
- co
ach
supp
ort
team
s-
adm
inis
trat
ors
- of
fi cia
ls-
spon
sors
- th
e m
edia
• Re
sour
ce p
lann
ing/
budg
etin
g/
man
agem
ent
• In
form
atio
n m
anag
emen
t/
reco
rd k
eepi
ng•
Man
agin
g th
e en
viro
nmen
t: -
ris
k m
anag
emen
t
(incl
udin
g in
divi
dual
rig
hts,
en
viro
nmen
t, in
jury
, leg
al,
drug
s an
d al
coho
l)-
inju
ry p
reve
ntio
n an
d m
anag
emen
t-
man
agin
g en
viro
nmen
tal
fact
ors
that
aff
ect
perf
orm
ance
(tra
vel,
altit
ude,
hum
idity
, etc
)
Ap
pen
dix
2: C
oac
h D
evel
op
men
t Pr
og
ram
me
Co
mp
on
ents
The
tabl
e b
elow
list
s p
oten
tial c
ours
e co
mp
onen
ts t
hat
NSO
s m
ight
incl
ude
in t
heir
pro
gram
mes
. It
links
to
the
‘Gen
eral
Prin
cipl
es’ a
nd ‘S
port
-sp
ecifi
c’ c
olum
ns in
Fig
ure
6.
The
grou
ping
s ar
e fo
r pr
esen
tatio
n pu
rpos
es, t
o al
low
for
the
dev
elop
men
t of
coa
ch e
duca
tion
supp
ort
mat
eria
ls. T
his
does
not
res
tric
t in
any
way
how
NSO
s m
ight
del
iver
co
mp
onen
ts w
ithin
the
ir ow
n pr
ogr
amm
es. F
utur
e de
velo
pmen
t w
ill e
xten
d th
is t
able
to
illus
trat
e th
e pr
ogr
essi
on o
f th
ese
pro
gram
me
com
pon
ents
with
the
sta
ge o
f de
velo
pmen
t of
the
ath
lete
s. T
his
wor
k w
ill b
e ca
rrie
d ou
t in
con
junc
tion
with
ath
lete
sta
ges
of d
evel
opm
ent
wor
k re
latin
g to
the
SPA
RC T
alen
t D
evel
opm
ent
proj
ect.
A
sam
ple
to il
lust
rate
thi
s is
att
ache
d at
the
end
of
App
endi
x 2.
COACH DEVELOPMENT FRAMEWORK 23Ill
ust
rati
ve e
xam
ple
of
po
ten
tial
fu
rth
er d
evel
op
men
t
Lear
nin
g A
rea
Dev
elo
pm
ent
Pro
gre
ssio
n w
ith
Ath
lete
Sta
ge
of
Dev
elo
pm
ent
Pro
gra
mm
e M
anag
emen
tEx
plo
reLe
arn
Part
icip
ate
Perf
orm
Exce
l
Plan
ning
• G
roup
nee
ds
(incl
udin
g fu
n an
d va
riety
)•
Basi
c ac
tivity
pl
anni
ng f
or
a se
ssio
n
• G
roup
nee
ds
(incl
udin
g fu
n an
d va
riety
)•
Sess
ion/
shor
t-te
rm p
lann
ing
• In
divi
dual
and
gro
up
need
s, g
oals
and
ob
ject
ives
• Se
ssio
n pl
anni
ng
inco
rpor
atin
g sk
ill
prog
ress
ion
and
sim
ple
tact
ics
• Fi
tnes
s an
d w
ellb
eing
gu
idan
ce•
Basi
c co
mpe
titio
n pl
anni
ng
• Id
entifi
ed
grou
p an
d in
divi
dual
nee
ds•
Goa
ls a
nd o
bjec
tives
defi
ned
w
ith a
thle
te in
put
• A
nnua
l pla
nnin
g•
Prog
ram
me
plan
ning
(lin
ked
sess
ions
, com
petit
ions
, tra
vel)
• U
se o
f sp
orts
sci
ence
• U
se o
f pr
evio
us p
erfo
rman
ce
to in
form
pra
ctic
e an
d co
mpe
titio
n pr
epar
atio
n•
Ath
lete
inpu
t
• Id
entifi
ed
grou
p an
d in
divi
dual
nee
ds•
Neg
otia
ted
goal
s an
d ob
ject
ives
• Lo
ng-t
erm
str
ateg
ic p
lann
ing
• Bu
dget
ing
• In
tegr
ated
pro
gram
me
plan
ning
: -
cate
ring
for
indi
vidu
al n
eeds
- in
divi
dual
ised
spo
rts
scie
nce
- m
anag
emen
t te
am r
oles
- en
viro
nmen
tal f
acto
rs
• Se
ssio
n an
d co
mpe
titio
n pl
anni
ng b
ased
on
athl
ete
and
team
ana
lysi
s •
Coa
ch/a
thle
te/g
roup
ow
ners
hip
• U
tilis
atio
n of
inte
rnat
iona
l be
st p
ract
ice
Eval
uatio
n an
d m
odi
fi cat
ion
of
pro
gram
mes
Man
agin
g ot
hers
Reso
urce
and
in
form
atio
n m
anag
emen
t
Man
agin
g th
e en
viro
nmen
t
24
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PO Box 2251, Wellington, New Zealand
Phone: +64 4 472 8058 Fax: +64 4 471 0813
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86359 – 03/2006