1 / 34

ASA Aquatic Helper

ASA Aquatic Helper. Learning Outcomes. The aims of the course are to enable each delegate to: Show an understanding of pool safety Utilise effective communication in an aquatic environment Be aware of good practice in an aquatic environment

dori
Download Presentation

ASA Aquatic Helper

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. ASA Aquatic Helper ASA Aquatic Helper version 2

  2. Learning Outcomes The aims of the course are to enable each delegate to: • Show an understanding of pool safety • Utilise effective communication in an aquatic environment • Be aware of good practice in an aquatic environment • Understand the principles behind Long Term Athlete Development ASA Aquatic Helper version 2

  3. Pool Safety Aims for this section are to: • Identify common hazards associated with an aquatic environment • Design strategies to minimise risk ASA Aquatic Helper version 2

  4. Risks & Hazards • Physical hazards(building design, layout, etc) • People hazards (everyone!) • Activity hazards (running, jumping, swimming, diving, etc) • Teaching hazards (equipment, teacher, noise, etc) • Physical risk (injury etc) • Ethical & Moral risk (harassment, racism, abuse, etc) ASA Aquatic Helper version 2

  5. Risk Assessment Work in pairs How many hazards can you identify in this picture? How can you minimize the risk? ASA Aquatic Helper version 2

  6. Worksheet Risk Assessment Practical Look around the pool Group Work ASA Aquatic Helper version 2

  7. Effective Communication Aim for this section are to: • Establish qualities of a good teacher/coach • Discover the most effective way to communicate in an aquatic environment • Identify different learning styles • Recognise the 3 stages of learning ASA Aquatic Helper version 2

  8. Good Teacher/Coach Divide into 4 groups: Qualities of a good teacher/coach Qualities of a bad teacher/coach Reasons for bad behaviour Reasons participants improve Group Work ASA Aquatic Helper version 2

  9. Communication Verbal Descriptions, Language, Q&A, Discussion, Instructions, Commands, Feedback • appropriate • volume & tone • positive • clear • interesting • short & simple • question & answer • accurate ASA Aquatic Helper version 2

  10. Communication Group Activity Understanding verbal communication Pair Pictures Activity Learner Guide page 7 ASA Aquatic Helper version 2

  11. Communication Non verbal Pictures, Videos, Demonstrations, Activity cards, Models, Posters • appropriate • position • accurate (practise) • clear • talk through actions • allow immediate practise Body Language Intrinsic Feedback ASA Aquatic Helper version 2

  12. Communication • Group Activity • Power of non-verbal communication • Silent Activity ASA Aquatic Helper version 2

  13. Praise and Feedback Praise • “well done” without clarification Feedback • specific information • what the participant has done correctly (or incorrectly) ASA Aquatic Helper version 2

  14. Working as part of the Coaching Team • What will the coach do? • What could you do? • What information do you need? • Session Plans, Schedules & Activity Cards • Prepared by teacher/coach ASA Aquatic Helper version 2

  15. Working as part of the Coaching Team • After each session complete an evaluation • To help you improve. • Identify strengths • Identify weaknesses • Learner Guide example page 10 • There are blank evaluation forms available on pages 21-25 ASA Aquatic Helper version 2

  16. Communication Teachers/coaches have two ears, two eyes and one mouth They should be used in Proportion. ASA Aquatic Helper version 2

  17. Styles of Learning • Group Activity • VAK • How do you learn? ASA Aquatic Helper version 2

  18. Styles of Learning • Visual –seeing and reading • Auditory – listening and speaking • Kinaesthetic– touching and doing • People may have a preferred way of learning. • Some people will have a combination of learning styles ASA Aquatic Helper version 2

  19. Styles of Learning • Prior knowledge and feelings will also affect learning. • Imagery Talk • Close your eyes and visualise the story. • Then answer the questionsin the workbook ASA Aquatic Helper version 2

  20. Stages of Learning There are 3 stages of learning: • Beginner (Cognitive) • Intermediate (Associative) • Advanced (Autonomous) ASA Aquatic Helper version 2

  21. Beginner (Cognitive) • Parts of the skill are missing • Some parts of the skill are exaggerated • Coordination of movement is poor • Poor decision making ability ASA Aquatic Helper version 2

  22. Movement is better controlled Some parts of the skill are restricted or exaggerated Overall results are OK If participants are instructed poorly at this stage, they can develop “bad habits” and inefficient motor patterns, these patterns can be very hard to change. Get it right from the start! Intermediate (Associative) ASA Aquatic Helper version 2

  23. Advanced (Autonomous) • Mechanically efficient and coordinated movements • Automatic performance (participants don’t need to think) • Can think of tactics and make decisions well under pressure • Confident and purposeful movements • All components of the skill are correctly performed ASA Aquatic Helper version 2

  24. Good Practice Aims for this section are to: • Look at the ASA code of ethics • Be aware of child protection issues ASA Aquatic Helper version 2

  25. The ASA Code of Ethics Ethical standards comprise such values as • integrity • responsibility • competence • Confidentiality Identify your own values under these headings. ASA Aquatic Helper Version 2

  26. Child Awareness Group Work – discuss the following scenarios – what may be happening? What action should you take? • A child arrives for the session is crying and appears to be very upset. • A swimmer wins their race at a gala and the coach gives them an over affectionate hug. • A teaching assistant in the pool is teaching their little sister, at the end of the session they pick them up and throw them into the water. • A child arrives for training covered in bruises. Group Work ASA Aquatic Helper version 2

  27. What to do? If you have concerns about a participant in your session TELL THE COACH ASA Aquatic Helper version 2

  28. Long Term Athlete Development Aims for this section are to: • Understand the principles behind LTAD • Identify the 5 stages of LTAD ASA Aquatic Helper version 2

  29. Long Term Athlete Development (LTAD) Is based on human growth and development To achieve optimal performance Encourage swimmers to remain in sport ASA Aquatic Helper version 2

  30. LTAD Swimming Framework M: 18+ F: 16+ training to win M: 15-18 F: 14-16 training to compete M: 12-15 F: 11-14 training to train M: 9-12 F: 8-11 sport specific skills M: 6-9 F: 5-8 FUNdamentals the swimmer ASA Aquatic Helper version 2

  31. Benefits of LTAD What are the benefits of LTAD ? Group Work ASA Aquatic Helper version 2

  32. Wider Aquatic Involvement minipolo!, water polo, aquafun, flip n fun, Rookie lifesaving other aquatic sports eg: canoeing health, fitness recreation

  33. Learning Outcomes The aims of the seminar are to enable each delegate to: • Show an understanding of pool safety • Utilise effective communication in an aquatic environment • Be aware of good practice in an aquatic environment • Understand the principles behind Long Term Athlete Development • Next Steps....Go out there and help your coach. • When you are 16 you can take your ASA/UKCC Level 1 certificate ASA Aquatic Helper version 2

  34. ANY QUESTIONS ? Please Complete Your Evaluation Form ASA Aquatic Helper version 2

More Related