5. Hockey L1 Coach Accreditation Course

January 17, 2018 | Author: Anonymous | Category: Science, Health Science, Sports Medicine
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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

Course Timetable

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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

Coaching Overview

Beginning Coaching General Principles  Beginning Coaching Manual  http://ausport.gov.au/participating/coach es/tools  http://www.youtube.com/ausport 

Coaching Resources

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) 

Coach Development

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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

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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

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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

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Stop, Talk, Observe, Prevent further injury

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Rest, Ice, Compression, Elevation, Referral

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

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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       

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Dragon Boating Fundamental Skills

Hold Water Draw Stroke Sitting Position Holding the Paddle Basic Paddling Action Timing



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)

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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 

Organising Equipment

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 Principles

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

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