Athletics Coach Day 2

1. Athletics Coach Day 2

2. Day 2 Contents Morning • Endurance Practical – delivery of planned sessions • How-2 Feedback and Questioning • Jumping for Distance practical • Coaching feedback practice Afternoon • Push Throw Practical • Working as a Coaching Team • Where to next and Assessments.

3. Session 1 By the end of this session you should be able to: • Identify the technical aspects of Running and Race Walking • Identify the similarities and differences between these and Maximum Velocity Running • Deliver and evaluate your planned session from Day 1.

4. Session 2 - Learning Styles & Environments By the end of this session you should be able to: • Identify coaching styles and how they impact on the learning process • Identify how your coaching impacts on the performance of the athlete • Describe the types of feedback athletes can benefit from • Use open reflective questions to generate feedback for the athlete • Identify areas of your own coaching practice that help and hinder learning.

5. Learning Process • Conscious Competence • Unconscious Incompetence • Unconscious Competence • Conscious Incompetence.

6. Instruction Demonstration Feedback Extrinsic Extrinsic feedback 4. unconscious competence 1. unconscious incompetence Instruct Demonstration Feedback 2. conscious incompetence 3. conscious competence Feedback Intrinsic then extrinsic. Intrinsic Learning Cycle – Whitmore 1996

7. Learning Stages STAGE 2: UNDERSTANDING cognitive • Novice athlete is trying to grasp the basics • Major errors, awkward action STAGE 3: PRACTISING associative • Athlete is trying to refine the skill • Becoming more consistent, smaller errors, smoother action STAGE 4: MAINTAINING autonomous • Athlete can produce the correct skill with little/no conscious effort • Honing the skill to produce it consistently under pressure.

8. Two types of feedback • Naturally available (intrinsic) feedback • visual • auditory • kinaesthetic (the inner eye) • Additional (extrinsic) feedback • from coach • from video • from others (athletes, spectators).

9. Tips on asking questions • Ask questions that raise awareness and promote responsibility: • use WHAT questions first • follow this with WHERE, WHEN, HOW MUCH questions • Focus on and follow the athlete’s interest • Ask questions appropriate to the athlete’s level of understanding • Try rating scale (using their anchor words or images) to avoid athlete becoming judgmental.

10. Tips on listening • Listen with your eyes and ears • Don’t interrupt or finish their sentence for them • Listen with all your attention – don’t be tempted to think about your next comment or plan while the athlete is speaking • Don’t assume you know what the athlete is going to say.

11. “The Inner Game” – W Tim Gallwey Performance = potential minus interference Self 1: conscious teller • voice inside head, judging, directing, often an interference • movement under conscious control • trying too hard Self 2: unconscious doer • largely automatic • non-judgmental • heightened self-awareness • sense of ‘flow’ • effortless • Raise awareness and responsibility: quieten Self 1 and trust Self 2.

12. Practice: How long and How often? • Short, more frequent practice sessions result in better long term learning • Fewer longer practice sessions produce rapid short term gains but poor retention Note: More recovery needed when skill is very demanding or dangerous.

13. Coaching Practice • By a coach working in the most appropriate way, skill learning and group harmony are maximised • Coaching Styles continuum.

14. Interference • Too much information – Coach • Concentrating too hard – Coach/Athlete • Poor session structure – Coach • Conflict / not integrated • Loadings too high • Activity, equipment could be more appropriate.

15. Session 3 By the end of this session you should be able to: • Plan, deliver and evaluate a series of progressive activities that will lead to an athlete being able to jump longer.

16. Jumps Task 1 Group 1 – List as many jumping movements as you can Group 2 – State how plyometrics work Group 3 – When would you use plyometrics and with whom?

17. What types of jumping movements can you think of? Jumps types • 1 to same • 1 to other • 1 to both • Both to one • Both to both Direction • Forward/backward • Lateral • Up/Down.

18. How plyometrics work? Eccentric contraction • Muscle lengthens under tension • Energy stored in tendon and muscle (rubber band) Concentric contraction • Muscle shortens very quickly Exercise: Finger on thigh.

19. Progressing Jumps systematically? Shock Training Bounding Progress when athlete can control safely, accurately and repetitively Hurdle Jumps Bunnies Standing Long Jump Squat & Lunge

20. Jumps Observation & Planning Task • Observe the athlete perform a series of jumps • Short approach Long Jump • Standing Long Jump • Identify matches and mismatches • Plan a series of progressions and questions to help generate feedback.

21. Session 4 – Coaching as a Team By the end of this session you should be able to: • Identify the benefits of working as a coordinated team • Identify issues arising from creating a team • Identify ways to address these issues.

22. Coaching As a Team • Clear plan • Goals • Roles / Responsibilities • Action Planning • Barriers • What to address • How to address it • When to review status • How will you know you have succeeded.

23. Technology • Paper • Computers • Mobile Phones • Apps – Athletics 365 • Tablets • Internet Based Networking • Facebook • Twitter.

24. Session 5 By the end of this session you should be able to: • Apply fundamental movements to a shot putt • Plan, deliver and evaluate a throws specific warm up • Identify technical matches and mismatches of a push throw • Plan, deliver and evaluate two activities to address the mismatches of an athletes throw.

25. Throws at an athletics club Events Type of throw Push Pull Sling Heave Direction Forward/backward Diagonally/around Up/down. • Shot Putt • Javelin • Discus • Hammer • Club

26. Benefits of Throwing What are the benefits of throwing to: • A sprinter • A jumper • A thrower • A runner • A new disabled wheelchair athlete • A child Increase force application over a short period of time Late Specialisation – learning the movements required later Doing the movements to increase force application and coordination e.g. Other benefits: Helps support increased training loads Range of movement.

27. Throws within the ADP

28. Session 6 – Session Planning • State the planning process • Plan your next coaching session • Discuss session plan with another coach • Identify homework requirements prior to day 3.

29. Planning Process PLANNING IS: • Organising the integration of all influencing factors that results in a higher level of performance by the athlete. The process we follow is: • Where is the athlete now? Athlete Profile • Where do they need to get to? Goals / Aims • What does the athlete need to do? Focussed Training • What do I need to do? Plan, Do, Review • How will we know if we have got there? Monitor progress.

30. Planning the Year • Development Periods last up to 8 weeks depending on how long it takes for the • athletes to reach their aims • Break the year into manageable chunks • Each Development Period builds on the previous one • Event Group Athletes will be able to cope with more training suitable for their ability.

31. Planning Development Periods

32. Session planning – General Information 08 December 2015 Foundation stage 5.00-6.30pm 12-18 yrs Moreton Hampstead Leisure Centre 10

33. Personal Coaching Goals (HOW-2): Practice giving silent demonstrations with 2 key points for the athletes to observe a) Do a pull throw with the arm coming through after the legs b) Identify the preferred take off foot in jumping high c) Perform a series of correct hop, step and jump sequences, landing on a flat foot and staying on balance

34. Skill reinforcement - Two handed side on pull throw Hips / legs before arms Get up tall at the end 2 lines of cones 5-20m apart Group in pairs by ability Stand by cones opposite each other • Front on • Side on • Step forwards • One handed • 20-30 throws Equipment: Stack of cones, Space: 8m x 20m Medicine balls / footballs

35. Weak Session Plan Example 08 December 2015 All stages 5.00-6.30pm Teenagers Moreton Hampstead Leisure Centre Medium

36. Weak Session Plan Example

37. Pull throw x 20 Stand in correct position and transfer weight Throw one at a time from line Equipment: Cones, Space to throw with balls

38. Homework • Task 1 - Athlete Profiling: • Complete a brief technical analysis of one athlete, covering at least TWO event areas and the Fundamental Movement Skills • Task 2 - Session Planning: • Detail and plan 2 sessions to work on TWO matches or mismatches • Deliver the sessions • Evaluate your performance and the sessions • Complete task in your workbook about session planning.

39. Day 3 • Review of Supported Practice • Jumping for Height practical • Pull Throw practical • Planning Physical Development of the athlete • Planning – bringing it all together.

40. Learning Programme Day 1  Day 2 Observed Practical Knowledge Test Day 3 PASS  16weeks 365

41. Thank you for your contributions