unit 223 understanding how to develop participants through coaching sport

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Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Unit 223 Understanding how to develop participant(s) through coaching sport Tutor Guidance 1. Explain the unit outcomes and check understanding. 2. Present students with unit assessments and processes for submission. 3. Utilise the PowerPoint to support lesson delivery, and student understanding. 4. Allow for students to record lesson information to support them in their assessment. 5. Consolidate after each lesson. 6. Link theory lesson outcomes with practical delivery. 7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment. 8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes, risk assessments, health and safety checklist, injuries in football, video clips.

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Unit 223 understanding how to develop participants through coaching sport

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Page 1: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 223 Understanding how to develop participant(s) through coaching sport

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.

Page 2: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 223 Understanding how to develop participant(s) through coaching sport

Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.

Page 3: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 223 Understanding how to develop participant(s)

through coaching sport

Unit aimThis unit assesses the coach’s understanding of the principles of planning, delivering and evaluatingcoaching sessions which improve participant(s)’ performance in sport.

Learning outcomesThere are four outcomes to this unit. The learner will be able to:223.1 Understand the principles of planning coaching sessions223.2 Understand the principles of skill development through coaching sessions223.3 Understand the how the stages of participant(s)’ development impact on their coaching223.4 Understand the principles of evaluation in coaching

Guided learning hoursIt is recommended that 12 hours should be allocated for this unit. This may be on a full-time or parttimebasis.

Page 4: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

The greatest discovery of my generation is that a human being can alter his life by altering his attitudes

Page 5: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 1 Understand the principles of planning coachingsessions

Assessment CriteriaThe learner can:

1. identify the information required to plan coaching sessions

2. identify health and safety requirements that may impact on coaching sessions

3. describe how to establish goals for coaching sessions based on participant(s)’ needs

4. identify sport-specific technical content to be included in coaching session plans

5. list a range of coaching styles

Page 6: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 1 Understand the principles of planning coachingsessions

Assessment CriteriaThe learner can:

6. explain the use of different coaching styles

7. describe how fun and enjoyment in coaching sessions can impact on learning

8. describe the components of planning a progressive coaching sessions

9. identify other appropriate people who can contribute to the delivery of coaching sessions and describe their potential contributions

10. describe how coaching sessions might be adapted as a result of unforeseen changes to the coaching environment or participant(s)’ needs.

Page 7: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 1 Understand the principles of planning coachingsessions

Range

InformationAge, ability, prior experience, review of previous session or performance, feedback fromparticipants, facility details, equipment requirements, risk assessment factors

RequirementsRisk assessment, venue, surface, equipment, type of activity, behaviour, participant numbers, weather

GoalsImprove, enjoy, develop, interact, engage

Page 8: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 1 Understand the principles of planning coachingsessions

Range

Coaching stylesQuestion and answer, guided discovery, command, autocratic, democratic, laissez-faire

ComponentsWarm up, unopposed, opposed, game related, performance, cool down, developmental

PeopleAssistant coach, parent, volunteer

Page 9: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni Trapattoni

“It's not one thing we do 100% better than anyone else, but 100 things we do 1% better than everyone else.”

Page 10: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 2 - Understand the principles of skill developmentthrough coaching sessions

Assessment CriteriaThe learner can:1. define:• skill coordination• motor skill learning• skill acquisition• skill retention• skill transfer

2. describe the basic methods of analysing participant(s)’ performance

3. identify factors that affect the development of participant(s)’ skills in sport

4. describe the organisational requirements for the delivery of coaching sessions

Page 11: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 2 - Understand the principles of skill developmentthrough coaching sessions

Range

Basic methodsObservation, scoring, participant feedback, video, statistics

FactorsPhysical capability, mental capability, cognitive development, opportunities, practice

TechniquesPractice (eg whole-part-whole, trial and error), repetition, demonstration, observation

Page 12: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 2 - Understand the principles of skill developmentthrough coaching sessions

Range

MethodsMentoring, observations, feedback, motivation, encouragement, challenge, success

SourcesParticipant, coach, team mates, officials, statistics, video analysis

Page 13: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

INSERT VISUALMy greatest power in life is my power to choose. I am the final authority over me.

Give them the ‘power of choice & Responsibility

Page 14: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 3 Understand the how the stages of participant(s)’development impact on their coaching

Assessment CriteriaThe learner can:

1. describe the progressive stages of development through maturity

2. identify how the participant(s)’ stage of development affects the content of coaching sessions

3. identify how participant(s)’ stage of development impacts on the coaching environment

4. identify what influence training and competition have throughout the different stages of development.

Page 15: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 3 Understand the how the stages of participant(s)’development impact on their coaching

Range

StagesPhysical, intellectual, emotional, social, moral

EnvironmentSession duration, lesson content, participant numbers, fitness element, learning style

InfluenceFun, motor development, skill acquisition, physical capabilities, fitness, winning, retain involvement, welfare

Page 16: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

You don’t have to have been a horse to become a good jockey

Be ‘there’ to help

Page 17: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 4 - Understand the principles of evaluation in coaching

Criteria

The learner can:

1. explain the principles of evaluating coaching sessions

2. identify a variety of evaluation methods that can be used to monitor participant(s)’development and learning

3. Identify types of information that can be gathered to monitor participant(s)’ development and learning

Page 18: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 4 - Understand the principles of evaluation in coaching

Criteria

4. identify appropriate other people who can contribute to the evaluation of coaching sessions

5. describe how and when to gather information on current coaching practice from participant(s) and others

6. explain how the feedback from participant(s) and others should impact on future coaching practice

7. describe how to develop and record a personal action plan to improve own coaching practice, including highlighting opportunities for continuous professional development.

Page 19: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Outcome 4 - Understand the principles of evaluation in coaching

Range

MethodsPerformance indicators, verbal feedback, questionnaires, observations, testing

InformationStatistical analysis, test results, feedback, performance scores, video analysis

PeopleParticipants, coaches, team officials, support staff

Page 20: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

TECHNICAL

PSYCHOLOGICALPHYSICAL

SOCIAL

THE 4 CORNERS – EQUALY DISTRIBUTED

Page 21: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

THE 4 CORNERS MODEL – RIGID OR FLEXIBLE?

Technical

LEARNINGfor 5 to 11 year old players.

Psychological

Social

Physical

Page 22: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

MANAGING PLAYER DIFFERENCES.Example of early or late maturity indicators

10 11 12 13 years

Psychological age.

Social age.

Chronological age.

Technical age.

Physical age.physical

age

technicalage

socialage

psych.age

Page 23: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

HOW WILL DIFFERENCES WITHIN A GROUP BE SHOWN

However, some maybe striving to keep up

Within an appropriate task;some players will

be average for their age group

Whilst others may be forging

ahead

DIFFERENT GROUPS WILL EMERGE FROM ANY CHOSEN TASK AND WILL REQUIRE APPROPRIATE INDIVIDUAL

CHALLENGES

A DIFFERENT TASK WILL OFTEN HAVE AN EFFECT ON PLAYERS; e.g. MOVING FROM “FORGING AHEAD”

TO “STRIVING TO KEEP UP”

Page 24: Unit 223 understanding how to develop participants through coaching sport

AN “ENVIRONMENTAL” TOOL BOX

Strategies to help you deal with differences.

GROUPS

Individual players

Pairs (buddy up)Leading to 2 v 2

Option for uneven sides

Four in a groupLeading to 4 v 4

Option for uneven sides

Eight in a groupLeading to 8 v 8

Option for uneven sides

Eleven in a groupLeading to 11 v 11

Option for uneven sides

MATCHING / LOADING OPTIONS

Pair up in as many ways as possible

Friends (often produces a miss-match)

Body mass – Bigger / Smaller

Chronological age – Oldest / Youngest

Understanding – Good / Poor

Technique – Good / Poor

Positional – e.g. M/F v M/F

Direct opponent – e.g. C/F v C/B

Experience – Lots / Little

CONDITIONS

Space – Pitch size and shape

Time – Opposed/unopposed

Accuracy – clearly defined outcomes

Space / Time = Speed

Team numbers

Players choices/number of decisions

Coach decides

Consider - Frequency

Consider - Intensity

Consider - Duration

Page 25: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

LTPD RECOMMENDATIONS

• Age appropriate activities• Ability specific development• Meeting individual needs• Seasonal programming• Long term planning• Progressive demand• Recognising key stages• Maximising potential

Page 26: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE TECHNICAL CORNER

Possible implications for the coach

1. Incorporating the ball into warm-up activities may enhance generic and function movement

2. Let players play in different positions on the left and right sides of the pitch to help their overall game play

3. Offer sessions which encourage basic – movement, technique and decision making (link with 1.1 above and FUNdamentals workshop)

4. The benefit of each player having their own ball cannot be underestimated (what are the benefits?)

Page 27: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE TECHNICAL CORNER

Possible implications for the coach

5. Identify appropriate role models and be a great role model yourself

6. Encourage players to watch the movement of the ball or a player.

Encourage them to look for gaps to run and pass through (skills corridor)

Simplify the game/rules. Reduce the numbers

7. Make the running with the ball bit “automatic” before adding the next “bit”

8. In your training create lots of game like situations. The players need to see where they “fit” into the game

9. Coaches should help players to “plan ahead”. Help them understand what to do and when. Work on anticipation.

Page 28: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE PHYSICAL CORNER

Possible implications for the coach

1. Apply the principles of LTPD relevant to this age group.

Work to the needs of the individual player and make the activities challenging and progressive. But ….

Allow time for repetition and work in own comfort zone

2. Girls and boys can play together at this stage

3. Give the child lots of practice at the basic movements

4. Carefully manage the amount of hopping and bounding

5. Endurance is developed through play and not specific “fitness” work

Page 29: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE PSYCHOLOGICAL CORNER

Possible implications for the coach

1. Activities should “engage” the child. The games can have funny names relating to the “world of the child”

2. Have lots of action and variety. Be prepared to change the activity on a regular basis

3. Creative use of space, areas and numbers. Don’t make it too small. Use whole group activities to avoid “smaller group” disputes that are difficult to manage but make sure you can deal with difference if you do it this way. (For an alternative strategy see 1.5)

4. Recognise and reward effort as much as task success

Page 30: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE PSYCHOLOGICAL CORNER

Possible implications for the coach

5. Having smaller groups can help to “manage the difference. ( See 1.3). Look for opportunities to give them some responsibility. Encourage homework.

6. Get ideas from the group, include them in the decision making. They will have lots of creative ideas, show that you value and encourage this.

7. Skill learning activities should be given a high priority. It is the “golden age of learning”

8. Mix the group up in lots of different ways, avoid the same friendship groups. (Remember how to “match” players)

9. Let the children add to the rules and come up with new games and ways to play. Always referee with fairness and consistency.

Page 31: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE SOCIAL CORNER

Possible implications for the coach

2. Birth date may become a factor when selecting children. Some children may be excluded due to size and lack of relevant experience. However, mature and immature children will have problems to overcome. Coach must be aware of levels of maturity with players of the same age

1. Children’s reasons for playing may vary. Fun, friends, learn new skills. Be aware of these.

3. Allow some self-selection in groups but not all of the time. Put players with their peer/friendship groups occasionally

Page 32: Unit 223 understanding how to develop participants through coaching sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Managing DifferenceTHE SOCIAL CORNER

Possible implications for the coach

4. Reinforce acceptable and unacceptable behaviour. Value each child for who they are. If you have a problem with their behaviour tell them it is the behaviour you do not like-not them

5. Deal sensitively with groups of mixed gender. Some children may want to stay in their “comfort zone”. Recognise the strong influence of parents/carers