5. Hockey L1 Coach Accreditation Course
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Squash Level 1 Coach Accreditation Course CERTIFICATE II IN SPORTS COACHING Presentation Slide Template
The objective of this course is to have people accredited as NCAS Level 1 Squash Coaches & qualify with a Certificate II in Sport Coaching from the National Sport Training Package (SIS10).
Purpose of Course
Workforce Development Strategy Sport Development Strategy Coach Education & Development Peak bodies & industry associations Role of Volunteers in Sport Sport for Health and the role of Community Coaching Active After Schools Program
Beginning Coaching General Principles Beginning Coaching Manual http://ausport.gov.au/participating/coach es/tools http://www.youtube.com/ausport
Level 1 Accreditation Guidelines. Level 1 Reaccreditation Guidelines. Level 1 Rules Exam.
Hockey Specific Resources
National Coaching Accreditation Scheme Certificate II in Sports Coaching
Workforce Development Strategy in Sport & Recreation 2011 Sport & Recreation Environmental Scan http://www.serviceskills.com.au/environm ental-scans Training & Assessment Standards Coaching Trends & Practices
Re-Accreditation Standards (NCAS) Re-Accreditation Standards (NSO)
Professional Development Discipline Specific Courses Cross-sector Courses (ie. Fitness, Strength & Conditioning)
identifying skills, knowledge and behaviour development needs identify strategies to address development needs agree timeframes for short and long term options ask about resources required agree to performance measures adopt a method and frequency of progress review
Personal Development Goals
Major dates for competitions, grading & holidays Skill level of participants & coaches including participants with special needs Availability of required resources Access to parents, officials and other support personnel Linking sessions with a season long plan
Important Factors in Planning
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?
State Government “Working with Children” Legislation OHS Laws Sport Rage Prevention Sport Medicine Guidelines
Legislation, Squash Australia Policies
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?
Group Work Workbook Activity 2.1
Stop, Talk, Observe, Prevent further injury
Rest, Ice, Compression, Elevation, Referral
S.T.O.P & R.I.C.E.R
BRIEFING WARM-UP SKILL INSTRUCTION / DEMONSTRATION PRACTICE: GAMES, ACTIVITIES PERFORMANCE AND/OR ANALYSIS COOL DOWN FEEDBACK
Structure of a Session
Loading the boat Balancing the boat Paddles Up Paddles Behind Paddles Flat Paddles Out Stop the Boat / Dig in Hold Water
Dragon Boating Fundamental Skills
Hold Water Draw Stroke Sitting Position Holding the Paddle Basic Paddling Action Timing
T – TEACHING STYLE R – RULES E – EQUIPMENT E - ENVRIONMENT
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?
Questions from Games Sense Video (Part 1)
Demonstration & explanation Single skill Breaking skills down into components and identifying observable body movements for each stage (whole – part – whole) Progressing through and linking skills Shaping and modelling approaches Reciprocal or peer tutoring Questioning, monitoring and observing progress Assessment and evaluation.
Teaching / Coaching Techniques
Course participants they will be required to submit more session plans as part of their postcourse 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 hockey; ◦ 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.
Post-Course Assessment - Planning
Paper or Electronic Diary Make appointments with yourself to commit to Coaching Sessions including time for travel, preparation, conducting session and packing up. Diary reminders to communication preand post-session information
Basic Personal Organising Tools
Access to & availability of equipment (hire, purchase, borrow) Hockey specific equipment Safety equipment Maintenance, servicing and repair
Online Platforms include:
Mobile Apps for Group Communication include:
◦ Groupsite.com (http://www.groupsite.com/) ◦ Facebook.com (http://www.facebook.com/ ◦ SportingPulse.com (http://www.sportingpulse.com) ◦ ◦ Twitter (http://twitter.com) ◦ WhatsApp (http://www.whatsapp.com/) ◦ Google+ Messenger ◦ Email ◦ TXT Message ◦ Electronic Calendar (MS Outlook)
Online Tools, Apps & Technology
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.
Set Up Session
Stages of Learning & Feedback Model
Code of Conduct / Behaviour for Coaches Member Protection Policies Anti-Bullying / Anti-Discrimination Policies
Policies Influencing Feedback
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.
Participant Performance v Skill Analysis
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.
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.
Post-Course Assessment Requirements