rugby football league becoming caypable: developmentally appropriate practices for coaching children...
TRANSCRIPT
Rugby Football League
Becoming CAYPABLE:
Developmentally appropriate practices for
coaching Children and Young Players
Day 1
Complete your post-it in the following way…
Coaching
Dictionary
“My name is _
I coach / would like to coach children and young people aged _
I want to learn more about coaching them because . . .”
Over to you again …
Coaching
Dictionary
“I want to develop my?”
Outcomes for the CourseOn completion of this workshop participants should be able to:
1. Describe how the concept of ‘CAYPABLE’ helps them
to plan, deliver and evaluate coaching practice.
2. Deliver safe and fun coaching sessions from pre
prepared cards.
3. Reflect on your own development in relation to
coaching practice.
Day 1 outline0900 Introduction and Overview of Course and CAYPABLE concept
0920 CAYPABLE session
1000 Review of session and principles of CAYPABLE coaching
1030 Break
1045 Review of session and principles of CAYPABLE coaching
1145 Total Warm Up
1300 Lunch
1330 Game Introduction
1430 Break
1445 SOL
1600 Game Application
1645 Review and plan for day 2 coach delivery sessions
1730 Depart
Learning Cycle
Having an experience
Reviewing the experience
Concluding from the
experience
Planning the next steps
© David Kolb (1984)
The course for the coaches is similar to
the experience we want the players to have
Total Warm Up
Game Introduction
SOL – Stability, Object Control, Locomotion
Game Application
Coaching Session
Total Warm Up
Game Introduction
SOL – Stability, Object Control, Locomotion
Game Application
Beginner Intermediate Advanced
4-7 yr 7-9yr 9-11yr
10 minutes 10 minutes 10 minutes
10 minutes 10 minutes 15 minutes
10 minutes 10 minutes 15 minutes
15 minutes 15 minutes 20 minutes
Coaching Session Times
StageAge
‘CAYPABLE COACHING’
Think about the coaching session that you have just been part of. . .
1. Identify who the activities would be suitable for?
2. What were we working on?
3. How did we do it?
BECOMING ‘CAYP-AB-LE’
Activity Base[sport specific skills, movement
specific skills]
Learning Environment[Activity structure & coaching
behaviour]
Children And Young Players[Needs & Wants]
PLANDO
REVIEW
Knowledge Base
1Low
2 3 4 5 6 7 8 9 10High
Children & Young Players
Activity Base
Learning Environment
Player Development Progressions
Levels and stages of learning a new movement skill
Children And Young People
Player’s thinking… Individual
BEGINNERKnows what to do, but unable to do it with consistency
INTERMEDIATE Performs the skill effectively some of the time
ADVANCED Players perform consistent fluid movement
CAYP Player Movement Development
Reflexive and Rudimentary Movement Skills
Reflexive movement phaseInformation gathering
Grasping, righting and propping
Rudimentary movement phaseVoluntary movements for survival
Stabilitycontrol of head, neck and trunk
Object controlreaching, grasping and releasing
Locomotorcreeping, crawling, walking
Beginner Stage Fundamental Movement Skills
Stability Object control Locomotor
Beam/line walk Throwing Running
One-foot balance Catching Jumping
Intermediate Stage
Stability Object control Locomotor
Example: Evading a player, then passing
Side-step Carrying, grip, throwing on the run
Running, zig-zag
Advanced Stage
Stability Object control Locomotor
Example: Tackling
Before and during:engagement:
Twisting, turning, bending, crouching
Wrap the player:Gripping, controlling
Positioning:Running forwards,
sideways, backwards, diagonally
The Activity Base
An Activity Base example
Understanding Movement Development
Awareness, Explore & Discover individual skills
Combine & Refine a range of skills
Select & Apply a range of skills
Beginner Advanced
Beginner IntermediateAdvanced
Words Sentences Paragraphs Chapters
Story
Player Movement Development and learning a language
Using SOL to understand Movement Skills
Using the following template for guidance
(SOL) list as many movements as you can
think of under each heading, starting with
‘Locomotor’
SOL (Stability, Object Control, Locomotion)
•Locomotion – moving from one place to another
•Object Control - use of any object, ball, stick, racket…
•Stability – firmness in position / movement within a fixed space
Fundamental Movement Skills
Player Movement Development
E.g. Running, bending, collecting, turning when retrieving a ball
Linking Game, Core and SOL skills
Pairs task:
1.Using the following Game skill and the Core
skill identify the SOL skill (s) being used e.g.
Game skill Core skill SOL
Attacking a defence Evasion Running, side-stepping, twisting, bending, carrying
Seeing movement skills as core skills and game skills
Game Skill
Securing possession
Recognising Space
Ball Familiarisation
Being stopped and falling
Attacking & Clearance Kicks
Catching & Moving with a ball
Core Skill
Retrieving a ball
Avoiding being tackled
Grip & Carry
Tackling / Protective Falling
Kicking a ball
Passing Lines
Pairs task: Using RL core skill identify the movements using SOL
Player Movement Development
E.g. Running, bending, collecting, turning when retrieving a ball
Why should we use this approach?
• Enables the children to develop the skills to participate in
sport
• Responds to lifelong developmental needs of children
• Establishes the foundation for participation and talent
development pathways in rugby league
•Builds confidence to participate in sport
What happens…….
Children And Young Player’s - positive beginnings
• A desire to play- not watch others play
• A desire to achieve their own goals- not adult
goals
• Less emphasis on winning- more freedom to
have fun
• More variety- less specialisation
• Less pressure- more support
Have ……
Player Development Progressions
Levels and stages of learning a new movement skill
Children And Young People
Player’s thinking… Individual
BEGINNERKnows what to do, but unable to do it with
consistency
INTERMEDIATE Performs the skill effectively some of the
time
ADVANCED Players perform consistent fluid movement
Coaching Core skills in the Activity Base at Level 1
• Catch• Grip• Carry• Pass • Play the Ball/ protective falling• Tackling/ Protective falling• Kicking• Ball retrieval• Evasion• Try Scoring
Coaching Game skills in the Activity Baseat Level 1
Attack• Recognising & exploiting space: width, depth• Peripheral vision to the front and rear• Positioning within a team• Lines of running in relation to the ball carrier• Tactical awareness • Decision making• Gaining ground• Transition from attack to defence
Defence
• Tackling & protective falling• Defending territory• Tactical awareness • Decision making• Gaining ground• Transition from attack to defence
Kicking
• Gaining territorial advantage• Regain possession (force repeat set, cross-
field)• Scoring• Decision-making on type of kick used• Restarts of play: kick-off, drop-out, penalty• Tactical awareness
Learning Environment
Levels and stages of learning a new movement skill
Learning Environment
Role of the coach Coaching Strategies
BEGINNERHelp the player explore and self-discover how to perform the task
Coach should provide demonstrations and offer simple explanations to introduce and explain activities.
INTERMEDIATE
Help the learner refine and apply the skills into game scenarios
Coach provides more delayed positive, specific and corrective feedback, and greater emphasis is placed on using open questions to encourage C&YP to analyse their own performance and identify areas for improvement.
ADVANCED
Help the learner personalise the movement task
Young People (YP) need to become less reliant on feedback from the coach, coach should maximise the opportunities for YP to take responsibility evaluating performance and setting new personally relevant targets and goals.
Player Movement Development & RFL delivery
Stage Coaching Styles
Purpose of Total warm-ups
Enables the players to •Start slowly and build speed•Practice skills•Be creative•Think •Develop self-confidence•Work effectively with others
Purpose of Game IntroductionGame intro enables players •To get a feel for the movement•To think about what they are doing and how to improve•To understand which skills they need to improve upon before re-applying them back into the game later.
Game intro enables coachesTo ask questions about•Key points related to the skill•Modifications that can be made to help players develop•Tactical awareness
Purpose of SOLSOL enables Players to •Develop movement skills that underpin the core skills•Explore effective ways of moving •Develop awareness of their own movement abilities•Understand why some movement patterns are more effective than others
Enables the coach to•Provide demonstrations and encourage players to demonstrate•Provide specific Feedback •Question the development of SOL skills- ‘what did you need to improve upon in the game intro?’•Progress the Activity
Purpose of Game Application
Game application enables Players •To apply the skills they have just been practicing in a game •Progress skills•Develop tactical awareness•Think about how the skills they are developing apply to rugby league
Enables the coach to•Re-start the game in the same format as Game intro finished•Introduce progressions appropriate for the players stage of development and make links to the original game•Ask players to suggest ways in which skills can be applied into a game situation, e.g. penetrating a defence, kicking for territorial advantage
BECOMING ‘CAYP-AB-LE’
Activity Base[sport specific skills, movement
specific skills]
Learning Environment[Activity structure & coaching
behaviour]
Children And Young Players
[Needs & Wants]
PLANDO
REVIEW
Who are we coaching?
What are we coaching? How are we coaching?
Knowledge Base
1Low
2 3 4 5 6 7 8 9 10High
Children & Young Players
Activity Base
Learning Environment
On post it
1. How could this approach help you when working with your lead coach on delivering sessions?
2. What support do you feel you still require to use the CAYPABLE approach in your coaching?
End of Day 1 check in questions. . .
In small groups
1. Describe the concept ‘CAYPABLE’ and how would
you use it in your coaching
2. How does SOL help players develop core and game
skills?
3. Have you developed your coaching and what else
do you need to do to continue to improve
Reflective questions . . .
Top Tips
• Session Cards
• Well Being
• Equitable & Inclusive Coach
• Safeguarding
• First Aid
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Allocation of Assessment Tasks
• You will be delivering in pairs, each person leads for 15 minutes, whilst the other supports (Total session time 30 minutes)
• Please plan your delivery according to the cards allocated (if you are unsure talk to one the tutors before you leave)
• Write your assessment topic on page 15 in your Learner Pack - Rugby League Coaching Activity Planner - Chosen Pre-Planned Activities column (bottom box)
Code of Conduct
• Please complete your Code of Conduct in the Pre Course workbook and return to your tutor
• You have up to12 months to work under the supervision of a qualified coach before completing Day 2 of the award.
• You must also have a CRB check, this can be done by completing a CRB form
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PLEASE ENSURE THAT YOU HAND IN DULY COMPLETED WARRINGTON COLLIEGIATE
FORMS!!!!
THANK YOU
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AcknowledgementThe authors
David Morley is an expert in developing children and young people in sport and Physical
Education, as well as training coaches and teachers in delivering developmentally
appropriate sport and physical activity. He is Head of Education with ESP and is also an
independent consultant specialising in multi-skills and talent development.
Bob Muir is a coach development expert, a Senior Lecturer at Leeds Met Carnegie, and a
consultant with the UK Centre for Coaching Excellence working with several national
governing bodies of sport on the development of their UKCC Level 4 coaching programmes across several domains.
Thanks go to the authors for the development of this Award, particularly for the creation
and development of the ‘Becoming CAYPABLE’ framework which this Award is based upon.
Create Development
The Rugby Football League would like to thank Create Development for allowing their philosophy of holistic and developmental approaches to coaching children and young people to be used within this Level 1 Award. All of the activities are based upon Create Development’s unique approach and form the platform for successful rugby league players at all levels.