The Role of the Coach

1. The Role of the Coach L2CCS&C

2. Know myself • Why do I coach? • Who do I coach? • What do I get from coaching? • What are my goals as a coach? • Do I think I am a good coach? • Do others think I am a good coach?

4. Complete Task 1

5. Skills of the coach • Teacher • Mentor • Leader • Psychologist • Planner/strategist • “Parent figure” • Analyst • Manager • Motivator

6. Duty of the coach • Promote good, safe practice • Motivate the participants to have a rewarding, enjoyable experience • To improve performance • Be inclusive of all regardless of ability, background etc • To keep up to date with current practice

7. Coaching Process • Verbal Explanation • Demonstration • Athlete/player activity • Coach Analysis • Feedback • Coach Evaluation

8. Coaching Styles • Command/Autocratic “Do as I say” • Cooperative/Democratic Promote participant decision making • Facilitative

9. Task 2: Coaching Styles

10. Making an impression • Appropriately attired • Well organised in advance • Clear introduction • Position of coach and performers • Clear instructions • Appropriate session

11. Communication • Grab & Maintain Attention • Be Clear & Concise • Encourage • Share Ideas • Value Constructive Feedback & Interaction

12. Managing a Group • Environment • Equipment • Numbers • Different populations: gender, age, ethnicity, learning difficulties etc • Ability • Content • Timing • Aims

13. Participant improvement through coaching • Be well organised • Be aware that individuals will respond to different coaching styles • Use demonstration and explanation • Be aware that players/athletes learn through participation • Know key coaching points and methods of correction (sport specific) • Know what motivates athletes/players to attend, improve and succeed

14. A hierarchy of movement patterns Unconscious competent Conscious competent Conscious incompetent Unconscious incompetent

15. Cognitive Associative Autonomous The player is trying to understand the general aims of the task The player has grasped the basic idea and is trying to improve Performers can carry out the skill effectively and are aware of their own mistakes 3 Stages of Learning

16. Plan Do Review Self evaluation Based on prior knowledge/analysis of coach and participants Relevant session Player performance in the session and in competition. Feedback to athlete. Later (Planning presentation) Coaching Process

18. Planning: Long & Short Term L2CCS&C

19. Planning • Long term e.g. Olympic cycle • Long term e.g. yearly (macrocycle) • Medium term e.g. 4 weeks (mesocycle) • Short term e.g. weekly (microcycle) • Sessional

20. Chuck Norris Planning

21. Needs • Identify performers’ needs • Identify tools/facilities required to meet these needs • Do the available tools/facilities meet these needs? • What adaptations/improvisations will I need to make?

23. Six week plan • Aims, goals • Start and end points • Progression • Potential differentiation for participants with different needs • Can it be modified? • Can its efficacy be measured? • Evaluation methods

24. Six Week Assessment Plan

25. Linked Session Planner Template

26. Linked Session Planner Example – Strength Session

27. Linked Session Planner Example Speed Session

28. Individual Session Planning Template - Strength

29. Coach Evaluation: areas to assess • Pre- planning and organisation: accurate plan; equipment safe, suitable, available etc • Session content: appropriate level, progression, interest etc • Participant behaviour, attitude etc • Coach conduct, method, knowledge etc

30. Self Evaluation