facilitation 1

Six session plan elements

1. Session overview

- Session objectives

- Session time and date

- Location

- Participant numbers

- Participant requirements (i.e., what to bring)

- Equipment required

- Roles for assistant coaches

2. Session information

- Introduction

- Warm up

- Body

- Cool down

- Conclusion

Two times when equipment must be checked

Coaches must check equipment and resources before and after each session.

If equipment and resources have not been used for a long period, they should be checked at least a week before the first session - in case anything needs repair or replacing.

Then, items should be checked again as they are being set up for a session. A final check should be performed after the session, as items are being packed away.

Two equipment check methods

Equipment and resources can be checked:

1. Visually - looking for obvious wear and tear

2. By using the item - using it to ensure it works as intended and that all parts are free from damage

This should be done before the session and after the session (before items are packed away).

Two things an assistant coach might report to a supervisor

1. Set up problems (including damaged equipment)

2. Any difficulties that arise outside of own job role responsibilities (issues during the session, e.g., behaviour problems)

3. Participant further coaching needs (feedback from participants)

4. Any equipment damage that occurred during the session

Two methods of confirming participant understanding of instructions

1. Question participants after providing the instruction - can they repeat instructions?

2. Observe participant behaviour - are they performing as instructed?

Three safe participation requirements

1. Rules - all sports have rules for the effective functioning of gameplay but most importantly, the safety of participants. All players must adhere to the rules and coaches must officiate according to the rules.

2. Protective equipment (or PPE) - where a sport has protective equipment, it must be worn correctly any time a player is actively participating in a game or activity. PPE in good condition and a suitable fit for participants must be provided.

3. Hydration - maintaining hydration is essential for effective body function. Providing breaks for hydration is vital in all session plans.

Four ways to communicate and model participation behaviour standards

Communicate:

- Get the participant's attention

- Be clear and concise

- Limit instructions

- Be a realist (give instructions you know participants can follow)

- Be positive

- Don't ask, tell

- Reward compliance

Model:

- Be respectful

- Use active listening techniques

- Use considerate language, tone and level of voice

- Be inclusive

- Focus on the behaviour, not the person

- Address issues in private (praise in public)

Two tips for presenting a session

- Clearly state the focus and objectives of an activity. These should be outlined in the session plan.

- Try to link the activity to the specific sport to give it more relevance.

- Minimise management time (e.g., between activities or giving instructions).

- Minimise waiting time (e.g., participants waiting for a turn).

A demonstration method

D.E.D.I.C.T

Demonstration - show participants what the activity/skill looks like

Explain - provide key teaching points

Demonstrate (slowly) - with teaching points

Imitate - participants copy the demonstration

Coach - provide participants with feedback

Trial/Test - increase the performance challenge (e.g., in a game)

Two strategies for providing feedback to participants

1. The feedback sandwich - give a positive, then a constructive comment, followed by another positive.

2. Praise in public, improvements in private - public comments can build or damage a person's self-esteem; this strategy helps build confidence by not publicly embarrassing a person.

3. Remember learning styles differ - consider different methods of providing feedback (visually, verbally, etc) so that participants get the message.

4. Repeat, repeat, repeat - repeating your message until it is sticks is vital for foundation level participants

A strategy to address poor behaviour

1. Immediate intervention: indiscreetly stop the participant to let them know you have noticed the inappropriate behaviour.

2. Redirect and reflect: stop the participant again and ask them to reflect on their actions and the agreed behaviour standards. Issue a warning, stating the consequences.

3. Follow-up: Acknowledge efforts (if behaviour improves) or follow through with previously stated consequences (if behaviour continues).

Four strategies to seek participant feedback

Formal:

- Surveys with room for comments

- Checklists with comment boxes

- Structured verbal questioning

Informal:

- General discussions

- Observations

- Watching footage from a session

Four areas to seek feedback on

1. The suitability of activities

2. The suitability of the facility

3. Participant progress or enjoyment

4. The coach's own performance

Four behaviours expected of an assistant coach

1. Promoting positive interaction and participation

2. Using acceptable language

3. Arriving on time

4. Using self-reflection to identify areas for improvement

Two policies applicable to foundation level coaching

- Work Health & Safety

- Child protection and safeguarding

- Privacy and confidentiality

- Equal opportunity and anti-discrimination

- Member protection

- Conflict resolution and grievance handling

- Code of conduct

Two procedures applicable to foundation level coaching

- Equipment check

- Facility inspection

- Attendance recording

- Session planning and evaluation

- Conflict resolution

Five coaching communication styles

1. Instruction

2. Demonstration

3. Active listening

4. Open and closed questions

5. Non-verbal communication

6. Giving and receiving feedback

7. Tone and level of voice

8. Terminology and language

Two methods for self reflection on coaching performance

1. Writing in a diary or journal

2. Using a strengths/weaknesses chart

3. Survey or checklist

4. Video analysis

Four key details a coach must share to instruct safe use of equipment and techniques

1. What the equipment is

2. How to use the equipment safely

3. What injuries might be sustained if the equipment is misused

4. What the consequences of improper use will be

Describe how a coach could effectively instruct safe sport techniques

1. Get participants' attention

2. Arrange the group

3. Speak clearly and concisely

4. Limit the informaiton

5. Focus on the things you want to see

6. Don't ask, tell

One warm-up instruction tip

- Use dynamic sport-specific activities and mimic the actions and muscle groups used in the session.

- Gradually build the intensity of the activities.

- Use the same group control methods as you will in the body of the session (e.g., "one whistle means 'stop'").

- Use a variety of communication methods and provide timely feedback.

One skill development instruction tip

- Be clear with your explanations of activity objectives so participants know what success looks like.

- Allow engaging activities to extend longer than the session plan suggests or shorten disengaging activities.

Two methods to establish behaviour standards

1. Communicate standards early in a session

2. Maintain standards and apply expectations consistently

3. Frequent reminders

4. Praise compliance

5. Be clear on what you expect

6. Clearly outline what positive engagement in a session looks like

One cool down instruction tip

- Include gentle exercises that will allow the heart rate to lower gradually.

- Reinforce the importance of hydration by allowing participants to take drink bottles during the activities.

- Use the time to reflect on key learnings from the session body.

Three methods to promote cooperation and good relationships

- Reinforcing the contribution that all participants make to the group

- Being supportive of all participants and empathetic to their needs

- Showing sensitivity to participants' individual differences

- Making the activity fun

- Ensuring the activity is accessible to all participants

- Providing challenge for all ability levels

- Modifying activities as necessary

Two things coaches should remember when encouraging interaction and participation

When encouraging participation, coaches need to remember:

1. Foundation level sport should be based on fun.

2. The social aspects of a sport are enjoyed by foundation level participants just as much as the competition.

3. There should be a focus on skill development and individual improvement, rather than the result of the game.

4. All foundation level participants should be given equal attention and be made to feel included, regardless of their level of skill.

Two sources a coach might seek feedback from

1. The participants

2. A senior/head coach

3. A teacher

4. A supervisor

5. The parents of the participants

6. Peers

Four steps when responding to questions

1. Actively listen

2. Show appreciation

3. Provide an answer (use a demonstration if required)

4. Check if you have answered the question

When and how should problems be reported to the supervisor?

A problem that is causing safety concerns for participants or coaches should be addressed immediately. A problem that could be fixed after the session can be reported after the session.

Reporting problems can be done:

1. Verbally

2. Using a session evaluation form

3. By email or text

4. Using an incident report form

Three considerations when packing away equipment

1. Equipment handling procedures

2. Work Health & Safety (e.g., manual handling, storage)

3. Cleaning and maintenance required before packing away

4. End of session/day procedures

5. Standard operating procedures

6. Reporting procedures

7. Storage and security

Advantages of the autocratic coaching style

- Clear direction and structure

- Quick decision making

- Discipline is maintained

- Increased accountability

- Clear hierarchy

- Useful in emergencies

Advantages of the democratic coaching style

- Improved communication

- Increased motivation

- Better problem-solving

- Personalised development

- Improved team chemistry

- Long-term growth

- Increased confidence

Advantages of the holistic coaching style

- Participant independence

- Development of creativity and innovation

- Promotes intrinsic motivation

- Improved leadership skills

- Better adaptability and experimentation

- Reduced pressure

Identify four ways Play by the Rules suggests a coach could create an inclusive environment

1. Maintain control (e.g. don't lose your temper, harass or bully others).

2. Balance competition with participation, particularly in junior sports.

3. Follow fair and consistent team selection processes.

4. Consider flexible coaching practices (e.g. to include people with a disability, or participants with a varied skill level).

5. Make sure you use appropriate coaching techniques (e.g. do not use punishment or overtraining to improve performance).

6. Maintain appropriate boundaries (e.g. avoiding intimate relationships with athletes and never with children).

7. Avoid being alone with a child or young person (e.g. in the change rooms).

8. Maintain appropriate physical contact (e.g. when demonstrating a skill).

9. Avoid transporting players, particularly children and not without parental consent.

10. Make sure any electronic communication with players is about team matters.

11. Do not provide players with alcohol or drugs.

12. Seek permission when taking images of players, particularly children.

13. Take action over any inappropriate behaviours (e.g. harassment or suspicions of harm against a child).

Four details you should find out from your supervisor before the session.

- Arrival time

- How long you will be required

- Where to meet

- What to wear

- Equipment/resources to bring

- Date and time

- Session activities

- Equipment required and where to find it

- How many coaches will be there

- Your role and responsibilities

- Group size

- Age and experience level

- Special requirements

- Medical conditions

- Social and emotional considerations

Three details on a session plan a coach should review before a session

1. The date and time of the session

2. What activities are included in the session

3. The objectives and desired outcomes of the session

4. What equipment will be used

5. What are the specific set-up requirements.

Five key components in a sport-specific session

1. Session introduction

2. Warm-up

3. Body (activities and games)

4. Cooldown

5. Conclusion

Two characteristics of the cognitive stage of skill acquisition

1. This is the beginner's level of skill acquisition.

2. Even things deemed as simple as catching a ball need to be clearly explained, broken down and demonstrated.

3. You cannot just throw a ball at a participant and hope they will catch it; this is not a strategy that would be at all effective!

4. The overall aim of participants in this stage is to execute skills to a basic level, with a rough idea of proper techniques.

Two characteristics of participants at the cognitive stage of skill acquisition

1. The participant may rely on any prior experience they've had, transferring this knowledge to the process of both understanding and learning new skills.

2. Most will perform poorly at this stage. For the most part, the execution of skills will be uncoordinated and inconsistent.

3. Participants will concentrate hard on performing the new skills they are learning so they will probably ignore tactics.

4. They will also most likely lack confidence, and the frustration that comes with learning a new skill will potentially be observed.

Two tips for providing instruction to participants at the cognitive stage of skill acquisition

1. Participants should be given encouragement, as well as feedback that is regular, positive and constructive when they do something correctly.

2. Breaking down both the skill and subsequent feedback into small parts will help the learner understand exactly what they have done correctly and also on where they need to focus to make improvements.

3. External feedback to correct errors is imperative, as participants cannot self-assess what they are doing wrong at this level.

The technique-centred coaching philosophy

This is where a skill is isolated and practised away from gameplay. In technique-centred activities, participants focus solely on the skill they must perform.

The game-centred coaching philosophy

Game-centred activities use full or modified games, allowing participants to perform skills in a more challenging environment. Participants must consider factors such as time, space and opponents when performing a skill. These activities promote the learning of rules, tactics, and strategies and can be more fun for participants than technique-centred activities.

The constraints coaching philosophy

This could be considered a combination of technique and game centred approaches. Using this approach, constraints such as those related to the task (e.g. rules or equipment type), environment (e.g. size of playing area), and participants (e.g. the number of players) are modified by the coach to promote certain aspects of the activity. For example, rules may be changed so that participants must repeatedly perform a specific skill.

Four ways the TREE model could be used to modify a game or activity

» Allow for more bounces in games like tennis, more steps in basketball or more hits in volleyball.

» Reduce the number of players on a team to increase the chances of getting involved.

» Increase the number of players on a team to decrease the amount of activity required by each player.

» Modify the distances for pitching or defending.

» Reduce or remove competitive elements such as scoring.

» Reduce or increase the size of the playing area.

» Implement zones within the playing area.

» Reduce net, hoop or goal height and width.

» Use a smooth surface such as an indoor court.

Three areas a coach must check for hazards before a session

1. Location/venue

2. Equipment

3. Weather and temperature

Three details that should be shared (or done) in a session introduction

1. Introduction to coaches

2. The aims/objectives of the session

3. Taking attendance

4. General housekeeping

5. Setting behaviour standards

Three key considerations when giving a demonstration

» Ensure that participants can see the demonstration and are free of distractions.

» Highlight the key points of the skill or activity, using two to three key points at a time. Try not to overload participants with information.

» Try not to highlight things not to do.

» Always finish with a demonstration of the correct skill or action.

Three types of non-verbal communication

1. Eye contact

2. Body language (and posture)

3. The tone of voice

4. Gestures (e.g., use of arms and legs)

5. Facial expressions

6. Touch

Two verbal signs of active listening and two non-verbal signs

Verbal:

- Positive reinforcement

- Overuse of words and phrases

- Remembering

- Questioning

- Reflection

- Clarification

- Summarisation

Non-verbal:

- Smile

- Eye contact

- Posture

- Mirroring

- Distraction

Two details to share during a session conclusion

1. Recap the session with participants (e.g., what they have learned and what they can do at home to reinforce the learning)

2. Gather feedback by asking questions (e.g., favourite part, what to do more of, etc)

3. Provide details about the next session (e.g., when and where)

Any feedback from participants or parents should be passed on to the head coach or supervisor.

Steps to evaluate own performance and identify areas for improvement.

1. Write self-reflection notes

2. Collate feedback from other stakeholders

3. Compare external feedback with your personal reflection and look for trends, list strengths and areas for improvement

4. Create 2-3 goals based on identified areas for improvement

Two tips for sequencing a session

- Activities should be arranged for the logical progression of skills and knowledge (this will be pre-planned on the session plan).

- Avoid bottlenecks where many participants must wait to use one item (or collect items from a bin/bag/bucket, etc.)

Two tips for pacing a session

- Time allocations for each activity should be detailed in the session plan.

- Be flexible and adapt to allow for more time on engaging activities and less time on disengaging activities.

- Ensure transitions between activities are kept short.

- Allow for breaks depending on the context of the session (e.g., intensity levels, temperature, etc.)

Three topics to cover when reflecting on a session

1. Achievement of session objectives

2. Participant engagement

3. Communication

4. Coaching style

5. Adaptability

6. Time management

7. Session flow

8. Inclusion

9. Equipment and resources

10. Feedback