World Squash Federation

1. World Squash Federation Coaching Programme Level 1

2. Why a WSF Coaching Programme? • A WSF initiative to improve the quality of coaching Squash across the World • It provides quality assurance and control of safe and World best practice • It provides the opportunity to work together and share information • Collective Knowledge & Collective Experience • Clear emphasis on HOW to Coach

3. Philosophy • How Squash is judged • Open skill = Perception – Decision – Action (PDA) • Process – LTPD – Biological windows – Neurological pathways • Based on Knowledge of how squash is played – Skill of Delivery of passing information – Lesson Planning = Process & use of TOOLS of HOW to coach

4. Cont’d • The BIG mistake is to just look at the what – when it is the HOW that moves theory into practice • It is a PROCESS!! – Order Thoughts – be Explicit • To know and not to do is to NOT KNOW! • If you have 15 years experience – Please use it – Do NOT repeat 1 years experience 15 times! • Evolution not Revolution!

5. WSF Level 1 Certificate will enable candidates to: • Understand the role of a Coach to effect positive development of early learner players • Understand the process of coaching ‘Tools’ • Effectively demonstrate and use the coaching tools skilfully • Plan and incrementally deliver a series of lessons to early learner squash players

6. Competency 1 – Knowledge and Understanding  At the end of this module coaches will be able to: • Relate to other coaches and tutors on the course • Self -reflect as a coach • Understand the role of a WSF Level 1 coach within the WSF coaching Programme • Understand the coaching process of Learning to Play - Simple Rallies – PDA cycle – for squash • Understand the purpose of Generic Skills • Understand the purpose of Long Term Player Development • Understand the use of Coaching Tools – PDA cycle for coaching Simple Rallies in squash • Describe the use of Tools and how they are used to effect positive change for early learner players

7. Competency 2 – Skill of Delivery By the end of this module, coaches will be able to demonstrate that they can: • Understand HOW to relate to early learner squash players • Understand different learning styles of players and the need for different coaching styles • Understand the key principles of Introduction and Demonstration • Demonstrate and introduce the key principles of WWWH to the grip • Warm Ups • Demonstrate and introduce the key principle of WWWH to service, drives, boasts, drops and volleys into simple rallies progressively • Understand and demonstrate the patterns of movement within simple Open Skill rallies in squash • Safety on Court • Demonstrations • Observe, diagnose faults and provide feedback to progress performance of simple rallies – PRACTICAL USE OF THE TOOLS

8. Competency 3 – Lesson Planning to Effect Positive Change Learning outcomes: by the end of this module, coaches will be able to demonstrate that they can: • Understand and describe the differences between coaching an individual and groups • Plan and deliver a progressive series of individual lessons to develop simple rallies; observing, diagnosing areas for improvement and providing feedback to improve positive change • Plan and deliver a progressive series of group lessons of modified fun games and simple rally situations; observing, diagnosing areas for improvement and providing feedback to improve positive change 

9. Assessment Criteria1.2 The assessment takes three parts: • Brief Written Lesson Plan on a given topic to deliver in real time between 20 & 30 minutes • Skill of Delivery of the safe practical delivery of individual and / or group lesson • A Question and Answer session with the tutor / assessor based on the course syllabus

10. Coaches need to Know & Do2.3 Tutor highlights the difference between tutoring and coaching: • Tutoring is where the tutor guides the course candidates in detail through a process that examines the theory and practice of what and how squash is learnt and played • Coaching is where the coach nurtures the player using his knowledge and understanding of how squash is played in open rallies and his skill of enabling players to be able to practically play a series of simple rallies – the player does not necessarily need all the theory but to practically perform the skills

11. Role of a Coach3.2 Sally Sunflower • Does a sunflower grow itself or does the gardener grow it? • If you want an oak tree would you plant a sunflower seed? • How quickly can a sunflower grow to maturity? • Coaches are like gardeners in that we assist / provide the environment in which the player will grow into what is in the genes • Squash is an open skill best learned in the sub-conscious

12. WSF Matrix

13. How Squash is Measured 4.1 Squash is best learned in Perception – Decision – Action 4.1.3 • Spiders web 4.1.6

14. LTPD • Learning to Play – Simple Rallies - WSF Level 1 syllabus • Learning to Train – Skill / Accuracy – WSF Level 2 syllabus • Training to Compete – Tactics / Apply Pressure – WSF Level 3 syllabus • Training to Win – Sum of all the above

15. Key Factor 1 – The 10 Year Rule • 10k to 15k hours to reach elite levels • This equates to more than 3 hours daily for 10 years • Sorry – But there is NO world champion pill!

16. Key Factor 2 – FUNdamentals • All sports are built on the practical application of Generic Movement Skills • ABCS • Agility • Balance • Coordination • Speed/Strength/Stamina

17. Key Factor 3 – Specialisation • Early specialisation – Gymnastics – Figure skating – usually closed skill sports • Later specialisation – Squash – Tennis – Football – Basketball – usually open skill sports

18. Key Factor 4 – Development Age • Everyone passes through the same phases of development from birth to adolescence, although NOT at the same rate • The timing and rate of development varies – Which is the difference between chronological age and development age • Two children may be the same age but at a different development age. The two could be up to 5 years difference

19. Key Factor 5 – Trainability • Trainability is the developing bodies responsiveness to training at different stages of growth and maturation • Certain windows of training opportunity appear at different stages of development • During the early stages of adolescence (Growth spurt usually around 12years) girls can start training for strength / speed / stamina (Boys around 14years)

20. Key Factor 6 – Physical/Mental/ Cognitive/Emotional Development • Coaches need to be sensitive as players grow through adolescence • The risk of ‘Burnout’ is high during this period from lack of confidence/Emotional Stress/Anxiety • ‘Veteran juniors’

21. Key Factor 7 – Periodisation • Periodisation is a logical, science based programme of training for competition / Preparation / Physical training / Recovery • Which require modification at each phase of growth / maturation / trainability

22. Key Factor 8 –Calendar Planning • During the adolescent phase competition should be viewed as an essential learning environment (NOT JUST WINNING!) in balance with the windows of opportunity for physical and emotional development

23. Key Factor 9 – Integration / Balance • Squash (Physical development) should be regarded as integral to overall wellbeing and be in synch with other lifestyle issues such as education / social development etc

24. Key Factor 10 – Continuous Improvement • LTPD is based on the scientific study of training linked to what good coaches have being doing for many years • There is no such thing as intellect without first instinct • Coaches need to constantly respond to new knowledge and levels of understanding

25. Windows of Training Opportunity • Stamina – During growth spurt – moving into aerobic power as the growth spurt slows down • Strength – Girls immediately after growth spurt and during the onset of menarche. Boys only have 1 window starting 1 year after growth spurt • Speed – girls between 6-8 years & 11-13 years. Boys 7-9 years & 13-16 years / 1st phase on agility and quickness 2nd phase anaerobic alactic energy system

26. Windows Cont’d • Skill (Rally building – Fundamental movement) – Girls 8-11 years Boys 9-12 years • Suppleness – Girls 8-11 years Boys 6-10 years – With special attention during the growth spurt • Psychology – Squash is a mental, physical challenge whilst maintaining high levels of concentration – Mental toughness both in competition & training is essential to success in squash and can enhance everyday life

27. The ToolsWhat-Why-When-How Ordering thoughts: A way of thinking! Four questions and three words: What-Why-When-How (PDA) 7.1 • What does the player want to be able to do? • Why it is important to do it? • When would it be appropriate to do it? • How it could be achieved?

28. Grip 8.1

29. George 8.3 N.B. Ensure that the point of contact stays at the same height which will then establish the natural distance of point of contact in relation to the body - Links to the Radar

30. Radar 8.4

31. Relaxed Rhythm 8.6

32. Action to Result8.8

33. The Clock8.10

34. 0 to 100 8.12

35. When Problems- Do Less 8.14

36. Spiders Web 8.16

37. Show & Test 8.17

38. Competency 2 By the end of this module, coaches will be able to demonstrate that they can: • Understand HOW to relate to early learner squash players • Understand different learning styles of players and the need for different coaching styles • Understand the key principles of Introduction and Demonstration • Demonstrate and introduce the key principles of WWWH to the grip • Warm Ups • Demonstrate and introduce the key principle of WWWH to service, drives, boasts, drops and volleys into simple rallies progressively • Understand and demonstrate the patterns of movement within simple Open Skill rallies in squash • Safety on Court • Demonstrations • Observe, diagnose faults and provide feedback to progress performance of simple rallies – PRACTICAL USE OF THE TOOLS

39. Demonstration Principals 3.0

40. Demonstration Warm Up 5.0

41. Demonstration Lifting Drive Length 6.9

42. Demonstration Drop 9.1

43. Demonstration 3 Wall Boast 9.8

44. Demonstration Cross-Court Drive / Length 9.9

45. Demonstration Service 9.18

46. Straight Volley Return of Service What – To strike the ball at a high point before it bounces to first hit the front wall mid way above the service line and the out line – to then travel as close to the side wall as possible – and to bounce on the floor behind the service box Why – To try to force the opponent into a back corner away from the T-zone When – Your opponent is on the T-zone or in front of you How – P- Focus on your partners’ service action when they strike the ball D– Making your decision to strike the ball on the volley before it drops to the ground A– Moving from the T-zone into a position facing the side wall with the racket high, moving forward to strike the ball at the highest level possible with a loose grip, short action and recovering back to the T- zone

47. Diagnostic Clock 10.2

48. Competency 3 • Understand and describe the differences between coaching an individual and groups • Plan and deliver a series of individual lessons to develop simple rallies for squash, observing, diagnosing areas for improvement and providing feedback to improve positive change • Plan and deliver a series of group lessons of modified fun games and a simple rally situation for squash, observing, diagnosing areas for improvement and providing feedback to improve positive change

49. Lesson Planning 2.1 & 2.2 All lessons will include: • Warm up • Process of Assessment of the Players – The Clock – PDA – Find problem areas • Diagnosis – Prioritise what is causing the problem - Likely issues • Demonstration of Skill being introduced – Show / Tell / Try – IDEAS – Introduction/Demonstration/Explanation/Action/Summary Highlight a single area for the player to focus attention on to improve • Let them try – Closed skill progressing to OpenSkill – Up or down – 0-100 – When Problems do less! • Skills practice • Games - Modified / Conditioned / Fun Competition practice if appropriate • Cool down • Summing up lesson / Closure