1 / 13

Planning

Planning. Design appropriate learning activities to meet requirements of athletes’ stage of development Setting goals for the season/session Choose coaching methods to enable athlete learning Plan for different ability levels Plan equipment and facility usage. Training Session Principles.

bierman
Download Presentation

Planning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Planning • Design appropriate learning activities to meet requirements of athletes’ stage of development • Setting goals for the season/session • Choose coaching methods to enable athlete learning • Plan for different ability levels • Plan equipment and facility usage

  2. Training Session Principles • Provide plenty of activity • Provide maximum use of time, facilities and equipment • Provide a variety of activity • Ensure skills have a progression from simple to complex • Provide a safe, successful, non-threatening environment • Ensure athletes progress at their own rates • Be organised, yet flexible in your planning

  3. Planning Activity Checklist • How will you introduce thetask? Will you explain it? Demonstrate it? Use questioning? • How will you know that the athletes understood your instructions? • What materials or instructional aids will you need to teach the tasks and enable athletes to practise effectively? • How safe are the tasks and activities that you have planned? Do you need to check equipment? • Are the progressions of the skill at the athletes’ level? • Do your activities cover all domains of learning? • Will both your higher and lesser ability athletes get something out of the session?

  4. Planning Considerations • Background of season to date • Background of athletes • Purpose or learning objectives • Games/activities to be used • Learning opportunities • Evaluation

  5. Holistic Performance Objectives • Physical (Movement Skills) • includes all growth and change that occur in a person’s body - and the genetic, nutritional, and health factors that affect those developments as well as motor skills • Cognitive (knowledge and awareness) • includes all mental processes that are used to obtain knowledge or to become aware of the environment • Emotional (affective) • includes emotional, ethical, personality and social development • Social Social development, group needs

  6. Performance Objectives • Having performance objectives enables coaches to • select or design learning activities to suit athletes’ needs • provide a basis for whether or not athletes achieve objectives and goals set • provide clear direction for athletes in attaining the established objectives

  7. Athletes’ Learning - Setting Objectives/Purpose • Emotional • emotional needs • Mental skills • Social • emotional needs, social needs, • Cognitive • decision-making, tactics and strategies • Physical • Fitness, technique

  8. Competition Phases • Transition/Foundation • Preparation • Competition

  9. Planning for Competition • Integrate into day to day training sessions, for example • Mental preparation, eg practising in pressure situations (TGfU fantastic for this), timing of training to match competition • Physical athletes will play the way they train (intensity level) • Practise competition routines • Practice skill in meaningful contexts

  10. Planning for Competition • Mental Preparation • Physical Preparation • Pre-competition routines • warm up • technique • fitness • psychological routines • Competition strategy • Competition Talk • Half time Talk

  11. Testing • Is this necessary - why or why not? • General planning considerations • training emphases • fitness foundation • basic training • emphasis shifts

  12. Example of Pre-competition Routine • Arrive at venue XX minutes before the start • Check equipment • Begin warm-up and stretching • Think happy, relaxed thoughts • Positively image upcoming performance • Listen to coach’s brief comments (no new information) • Apply these comments to imagery and/or self-talk • Engage in heavier physical preparation • Use more imagery if necessary • Engage in quicker physical activity • Ready self for the start - think of opening skills and game plans • Cue word for the first skill • (Kidman and Hanrahan, 2004)

  13. Self Control • Trust your preparation • No new information • Body language rubs off • Have comments that are encouraging and prompting, no ultimatums • Final should be same as every other game/competition • Control the controllable • Don’t show frustration

More Related