1 / 43

C.C.C.P Caribbean Coaching Certification Program

C.C.C.P Caribbean Coaching Certification Program. MODULE 1. INTRODUCTORY ACTIVITY. Who are we? Why do we Coach? What is your approach to coaching? Characteristics of the: Task centered coach Athlete centered coach. THE ROLE of THE COACH. Your Philosophy of Coaching Personal Values

bryant
Download Presentation

C.C.C.P Caribbean Coaching Certification Program

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. C.C.C.PCaribbean Coaching Certification Program

  2. MODULE 1

  3. INTRODUCTORY ACTIVITY • Who are we? • Why do we Coach? • What is your approach to coaching? Characteristics of the: • Task centered coach • Athlete centered coach

  4. THE ROLE of THE COACH Your Philosophy of Coaching • Personal Values • Coaching Values

  5. A Code of Ethics Values Morals A Code of Conduct Behaviour THE ROLE of THE COACHThe Concept of Fair Play

  6. THE THREERs • Respect • Who respects who/what? • How is the respect given/shown/earned? • Rights • Whose rights? • What rights? • Responsibility • Whose responsibility? • What responsibility?

  7. MODULE 2

  8. Ages and Stages of The Athlete’s Development Three ages of the athlete: Chronological Training Developmental KNOW YOUR ATHLETE

  9. THREE STAGES of ATHLETE DEVELOPMENT • Go and Do it (child, 6-11years) • Choose For Myself (adolescent, 11-15 years) • Competition (post adolescent,15 years & over)

  10. Achievement Belonging Sensation Self-Direction WHY ATHLETES PARTICIPATE

  11. GOAL SETTING • Why set goals? • How do I set effective goals? • S M A R T E R • What type of goal should I set with my athlete /team? • out come goals • performance goals • process goals

  12. COMMUNICATION • The sender of the message • The receiver of the message • The message

  13. Feedback from within Visual Auditory Kinesthetic Important because always available Feedback from outside From coach From other athletes From spectators Should always be positive and constructive FEEDBACK

  14. MODULE 3

  15. Example of breaking a skill into five phases Preliminary movements Back swing Force producing Critical instant Follow-through PRE-OBSERVATION

  16. What part of the skill? What part of the body? What are the best positions? How many observations? OBSERVATION STAGE

  17. Some athletes learn better by: Listening (auditory learners) Watching (visual learners) Feeling (kinesthetic learners) LEARNING STYLES

  18. SKILL LEARNING Stage 1 Understanding what is needed Conscious execution, jerky and fragmented, many errors. Coaches should give simple explanations, demonstrations, break down skill, focus on action not result

  19. SKILL LEARNING Stage 2 Improving how it is executed Smoother, more consistent, better able to correct own errors Coaches should ensure practice is at right speed and in varied contexts, focus on internal feedback, provide more details

  20. SKILL LEARNING Stage 3 Refining and perfecting it Largely automatic, able to detect and correct own errors Coaches should only intervene when necessary, set challenging goals, work on skill refinement and maintenance

  21. THE LEARNING PROCESS PERCEPTION DECISION-MAKING RESPONSE

  22. EFFECTIVE PRACTIC Build skills: • From simple to complex (consider breaking down complex skills into parts) • From known to unknown • One at a time • In increasingly realistic situations.

  23. MODULE 4

  24. FITNESS THE FIVE STSTEMS Cardio-respiratory Skeletal Muscular Nervous Energy

  25. CARDIO-RESPIRATORY SYSTEM When the body is trained: • The system is more efficient • More oxygen is available • Heart muscle becomes thicker and stronger • More capillaries, so better transportation

  26. MUSCULAR SYSTEM Three main muscle types: • Fast twitch (white) fibers produce high speed, explosive movement for short duration • Slow twitch (red) fibers for sustained contraction with less power and speed • Intermediate (fast & slow) fibers are influenced by training – can provide both power & endurance

  27. CENTRAL NERVOUS SYSTEM Practice can: • Shorten reaction time • Improve speed and acceleration • Increase muscle force • Improve coordination and agility • Improve rhythm

  28. THE ENERGY SYSTEMS System Work Activity Intensity Recovery Anaerobic 10secs 60m sprint high .5–3mins alactic shot putt 95-100% Anaerobic 10secs 400m sprint Moderate 3–10mins lactic -2mins games 85-94% Aerobic 2mins distance low 15mins -several run, swim under 84% several hrs hours cycle

  29. PERFORMANCE FACTORS Identifying Performance Factors • Endurance • Strength • Power • Speed • Flexibility

  30. MODULE 5

  31. THE NUTRIENTS • Carbohydrates • Fats • Proteins • Vitamins • Minerals • Water

  32. CARIBBEAN FOOD GROUPS • STAPLE FOODS • LEGUMES • DARK GREEN LEAFY OR YELLOW VEGETABLES • FRUITS • FATS AND SUBSTITUTES • FOOD FROM ANIMALS

  33. Anorexia Nervosa Signs? Symptoms? Action? Bulimia Nervosa Signs? Symptoms? Action? DISORDERED EATING

  34. MODULE 6

  35. INJURY PREVENTION What should you do in relation to: • The athlete? • The venue? • The practice session? • Yourself?

  36. ENVIRONMENTAL RISKS • Identify the risks • Heat, humidity, dryness • Sun • Diving • Equipment and facilities • Minimize the risks • Risk management strategies • Action • Know what to do

  37. Emergencies Emergency cards and consent forms First aid qualifications (CPR) Report forms Non-emergencies Stop Call Rest Ice Bandage Elevate Seek medical help WHEN ACCIDENTS/INJURIES OCCUR

  38. SAFETY TIPS!!! • Employ proper & frequent facility & equipment maintenance checks either personally or by experts. • Seek advice on proper use of equipment and facilities. • Educate athletes on the dangers of mis-using and abusing equipment. • Display safety signs in strategic places within the facilities. • Observe/be alert to hazardous environmental conditions.

  39. What are the athlete’s goals/needs? What change in attitude do you want How long is the session? What is the purpose or the goal of the session? Is the environment acceptable? Write down your goal first Preparation, purpose and planning Readiness, result and rate of success Attitude change Communication Time phasing Identify (needs, skills) Capacity (limitations) Environment PRACTICE PLANNING

  40. THE COMPONENTS OF A PRACTICE • Warm – up • Drills – skill, strategy, tactics. • Fitness – sport related • Mental training – goals, focus, activation. • Fun – games, simulations, competition • Cool – down

  41. TRAINING PERIODS PREPARATION GENERAL SPECIFIC COMPETITION TRANSITION TRAINING CYCLES MICROCYCLE MESOCYCLE MACROCYCLE TRAINING PERIODS & CYCLES

  42. EVENT PLANNING & MANAGEMENT • Purpose • People you need • Plan you will use

  43. Traditional Fee Food Donations Service Selling Performance Non-traditional Government International agencies Private sector TRADITIONAL & NON- TRADITIONAL FUNDING SOURCES

More Related