Level 1 Coach Accreditation Course

CERTIFICATE II IN SPORTS COACHINGPresentation Slide Template

Purpose of Course

The objective of this course is to have people accredited as NCAS Level 1 Coaches & qualify with a Certificate II in Sport Coaching from the National Sport Training Package (SIS10).

Course Timetable

Coaching Overview

Workforce Development StrategySport Development StrategyCoach Education & DevelopmentPeak bodies & industry associationsRole of Volunteers in SportSport for Health and the role of

Community CoachingActive After Schools Program

Coaching Resources

Beginning Coaching General PrinciplesBeginning Coaching Manualhttp://ausport.gov.au/participating/

coaches/toolshttp://www.youtube.com/ausport

Sport Specific Resources

Level 1 Accreditation Guidelines.Level 1 Reaccreditation Guidelines.Level 1 Rules Exam.

Coaching Trends & Practices

National Coaching Accreditation SchemeCertificate II in Sports Coaching

Workforce Development Strategy in Sport & Recreation

2011 Sport & Recreation Environmental Scan - http://www.serviceskills.com.au/environmental-scans

Training & Assessment Standards

Coach Development

Re-Accreditation Standards (NCAS)Re-Accreditation Standards (NSO)

Professional DevelopmentDiscipline Specific CoursesCross-sector Courses (ie. Fitness, Strength

& Conditioning)

Personal Development Goals

identifying skills, knowledge and behaviour development needs

identify strategies to address development needs

agree timeframes for short and long term options

ask about resources requiredagree to performance measuresadopt a method and frequency of progress

review

ImportantFactors in Planning

Major dates for competitions, grading & holidays

Skill level of participants & coaches including participants with special needs

Availability of required resourcesAccess to parents, officials and other

support personnelLinking sessions with a season long plan

CHANGE IT

A tool that can be used to help modify the activity to meet the individual needs of the participant:

Coaching style — e.g. demonstrations, or use of questions, role models and verbal instructions

How to score or win Area — e.g. size, shape or surface of the playing

environment Number of participants involved in the activity Game rules — e.g. number of bounces or passes Equipment — e.g. softer or larger balls, or lighter, smaller

bats/racquets Inclusion — e.g. everyone has to touch the ball before the

team can score Time — e.g. ‘How many … in 30 seconds?

Legislation, Policies

State Government “Working with Children” Legislation

OHS LawsSport Rage PreventionSport Medicine Guidelines

Group WorkWorkbook Activity 2.1

What is the coach’s legal responsibility?What is negligence?What is meant by the term ‘duty of care’ in a

coach / participant environment?How would you define the term ‘reasonable’?What is public liability insurance?What is professional indemnity insurance?What actions could a coach take to reduce

any personal risks?

S.T.O.P & R.I.C.E.R

Stop, Talk, Observe, Prevent further injury

Rest, Ice, Compression, Elevation, Referral

Structure of a Session

BRIEFINGWARM-UPSKILL INSTRUCTION / DEMONSTRATIONPRACTICE: GAMES, ACTIVITIESPERFORMANCE AND/OR ANALYSISCOOL DOWNFEEDBACK

Dragon BoatingFundamental Skills

Hold WaterDraw StrokeSitting PositionHolding the PaddleBasic Paddling

ActionTiming

Loading the boatBalancing the boatPaddles UpPaddles Behind Paddles FlatPaddles OutStop the Boat / Dig

inHold Water

T.R.E.E

T – TEACHING STYLER – RULESE – EQUIPMENTE - ENVRIONMENT

Questions from Games Sense Video (Part 1)

What’s the difference between the approaches used by the two coaches you have just seen?

What attributes would you want a beginner athlete to develop over a 10 year period?

Teaching / CoachingTechniques

Demonstration & explanationSingle skillBreaking skills down into components and

identifying observable body movements for each stage (whole – part – whole)

Progressing through and linking skillsShaping and modelling approaches Reciprocal or peer tutoringQuestioning, monitoring and observing progressAssessment and evaluation.

Post-CourseAssessment - Planning

Course participants they will be required to submit more session plans as part of their post-course assessment requirements.

The session plans must differ according to the following variables as shown on the slide: ◦ At least two (2) other fundamental skills from their sport; ◦ At least two (2) different participant audiences (children,

masters, athletes with a disability, English as a second language);

◦ Different teaching methods;◦ Different venues with appropriate considerations for safety &

equipment.

BasicPersonal Organising Tools

Paper or Electronic DiaryMake appointments with yourself to

commit to Coaching Sessions including time for travel, preparation, conducting session and packing up.

Diary reminders to communication pre- and post-session information

Organising Equipment

Access to & availability of equipment (hire, purchase, borrow)

Sport specific equipmentSafety equipmentMaintenance, servicing and repair

OnlineTools, Apps & Technology

Online Platforms include:◦ Groupsite.com (http://www.groupsite.com/)◦ Facebook.com (http://www.facebook.com/◦ SportingPulse.com (http://www.sportingpulse.com)◦

Mobile Apps for Group Communication include:◦ Twitter (http://twitter.com/#!/download)◦ WhatsApp (http://www.whatsapp.com/)◦ Google+ Messenger

Technology◦ Email◦ TXT Message◦ Electronic Calendar (MS Outlook)

Set Up Session

Check the venue and equipment for damage or deterioration and report where appropriate to the responsible person.

Select and remove required equipment from store.

Collect and store money for hire charges and deposits and record details.

Issue correct and suitable equipment and provide assistance with fitting and use where necessary.

Stages of Learning &Feedback Model

Policies InfluencingFeedback

Code of Conduct / Behaviour for CoachesMember Protection PoliciesAnti-Bullying / Anti-Discrimination Policies

Participant Performance v Skill Analysis

Participant Performance Efficiency; Attitude & Behaviour; Ability to perform fundamental skills Analysing Skill including the core component of each skill

that is required to be performed.

Self-EvaluationPrinciples

Review own coaching performance and identify potential improvements;

Seek feedback from relevant stakeholders (athletes, parents, officials, coaches) on quality of coaching and areas for improvement.

Evaluate personal experience and feedback from others to identify opportunities for improvement.

Post-CourseAssessment Requirements

Self-Evaluation Questionnaires following the conduct of three coaching sessions.

Self Evaluation Questionnaires should be submitted attached to the (1) Coaching Session Plans and (2) Session Report & Feedback.