Beginning of Program Focus

Skill development, conditioning, team development, intro to tactics

Middle Focus

Skill consolidation, conditioning, tactics consolidation, team maintenance

End Focus

Skill refinement, conditioning, tactic refinement

Adaptation

bodies learn and become more accustomed to tasks that must be perform in training.

How to improve through adaptation

training stimulus must be varied to avoid a training plateau

Specificity

The adaptations are specific to training load, the muscle groups involved, and the energy system used. (Training should mimic the actual event)

Progression

Overload or challenge must be introduced in a progressive fashion, should happen over time

Example of monitoring

occur through practice in testing or race modeling, or at competitions through results

Frequency

training should occur frequently over long periods of time with planned breaks

Duration

Time spent at overload levels must be sufficient to produce training effects

Individualization

demands of a tasks must be adapted to a participants capabilities to induce desired effects.

Reversibility

when training stops or loading is to far apart, participant reverts to original status. causes performance to decline.

Maintenance

Reduced training volume and frequency but prevents regression, overload does not occur but work done is intense enough to prevent detraining

Overtraining

workouts to hard or too frequent, also inadequate recovery

Time dimension

Programs have a defined beginning and end, can vary in length, and long-term development of participants is taken into account. (starting point, what they've done before, what they should be able to do by the end)

Periodization

Division of the training year or training time into periods to meet training objectives

Period

Divisions of seasonal plan into training themes. The 3 periods of a sport program are preparation, competition and transition.

Microcycle

A week of training

Preparation period

3 to 8 weeks - Focus skill development, conditioning, team development, intro to tactics

Competitive period

4 to 12 weeks - Skill consolidation, conditioning, tactics consolidation, team maintenance

Transition Period

2 weeks or this could be a break until the next season for this sport

How to identify periods

Lay out competitions, work back wards from most important one, how will you get there, consider recovery,

Aspects of practice

logistics & structure, objectives, participants, safety, demands of sport

Goal of a sport program

To try to foster participant athletic development and sport form over time

Sport Form

level of readiness considering physical, mental, technical, and tactical preparedness

How is sport form developed

it is impacted, influenced, determined specific to sport, age, gender, level, or participants abilities they enter program with.

Pedagogy

“the science or art of teaching, which focuses on teaching behaviours and producing learning in students”

Intent

rather then asking what I’m going to teach today, effective teachers ponder what are students going to learn today.

Goals of Pedagogy

knowledge/research comes from classroom teaching and teachers

Pedagogy in sports settings

appropriate practice, active learning, class management & discipline, specific feedback, equity, addressing individual needs

Best ways to assist students needs to learn

high expectations, being firm but warm, developing clear rules, how rules will be enforced

Coaching

application of professional, interpersonal, and intrapersonal behaviours to improve participants 4’cs in specific coaching contexts.

4 C’s

Competence, Confidence, Connection, Character

Competence

Positive view of ones actions in sport and the ability to master sport specific skills

Confidnece

Beliefs of certainty that one will be successful in sport

Connection

Positive bonds with people and institutions in sport (peers coaches, parents, officials)

Character

Sportsmanship, respect of rules, integrity, empathy for others

Learning and Teaching breakdown

Planning(knowing athletes), Action(drills, play), Intervention(observation, feedback, adaptation) Debrief & Reflection

Growth Mindset

talent isn’t everything ability & knowledge can be developed, increase motivation and achievement, try to learn and grow to better themselves, focus on feedback rather than outcome

Inclusive

develop person centred approaches, promote health and well being of all people, gender neutral language.

Balance activiteis

diverse range of activities to keep things challenging, engaging, safe

Multitools

steps you take during intervention cycle (action, observation, feedback, adaptation)

Intervention Cycle

Action - actual skill participant is doing, Observation - assessing participant progress, Feedback - communicating what participant is doing well and why, where to improve

Physically safe environment

enough room, no hazards, equipment is good, temperature, weather, water & food option

Psychological safe environment

team rules(if broken have consequences), core values ( reflect core value, reflect coaches values), expectations (observable behaviours, develop character), Routines (series of actions performed to prepare for competitions and practices.

group management

create understanding or rules, consequences, create a code of, respond quickly to undisciplined behaviour, your own approach

Positive learning environment

help those who need more help, ensure everyone is actively involved, difficulty matches abilities, define success, give constructive feedback, improve scope of feedback.

Intervention types

repeating, explaining, demonstrating, helping, adapting

Descriptive feedback

coach describes to participant what they’ve done well ex: your build up was to slow

Evaluative Feedback

coach assesses the quality of the performance and makes some kind of judgment ex. Great work

Prescriptive feedback

The coach tells the participant how to execute the skill next time. ex. get you arm higher

Tips on feedback

Use 4’c, encourage growth mindset, be specific, be respectful, internal and external cues, involve participant in own feedback ask question about how it felt, set acceptable performance range, use video

Tip on effective communication

practice self awareness, be aware of body language, be approachable, be present, avoid interrupting anyone, create opportunities to listen and communicate during practice, be honest