Conducting sport coaching sessions with foundation level participants

Foundation level participant

A beginner who is still learning the sport or activity and requires high levels of instruction, demonstration, supervision and encouragement.

Assistant coach

A coach who works under the supervision of a head coach and supports the delivery of sport-specific sessions.

Supervisor / head coach

The person who provides the session plan, assigns duties and supports decisions outside the assistant coach's role.

Technical skill

A movement technique or physical action required to play a sport, such as dribbling, passing or serving.

Tactical skill

A decision, strategy or positioning choice used to gain an advantage over an opponent or team.

Session plan

A plan that outlines date/time/location, participants, objectives, equipment, activities, coaching points and safety considerations.

Set-up requirements

Instructions about how the venue, equipment, resources, refreshments and activities must be prepared.

Wear and tear

Damage, faults, cracks, deterioration or unsafecondition that may affect equipment safety or function.

Duty of care

The coach's responsibility to take reasonable steps to prevent or minimise foreseeable harm to participants.

Safe participation requirements

Rules and safety expectations that help participants take part safely: obeying rules, protective equipment and hydration.

Protective equipment

Equipment worn or set up to reduce injury risk, such as mouthguards, helmets, shin guards or goal post padding.

Hydration

Maintaining fluid levels so participants can perform, think clearly and reduce dehydration or heat-related risk.

Instruction

Clear verbal information that explains how to perform a skill, activity or safe behaviour.

Demonstration

Physically showing how a skill, activity or equipment use should be performed safely and correctly.

Active listening

Fully concentrating on what someone is saying, showing interest and responding appropriately

Open question

A question that requires more than a yes/no answer and encourages explanation or reflection.

Closed question

A direct question that usually requires a short yes/no or specific answer.

Non-verbal communication

Messages communicated through facial expression, posture, gestures, eye contact, space, appearance and body language.

Feedback

Information given to help a participant understand strengths, correct errors and improve performance.

Sequence

The order in which activities, tasks or drills are delivered during a session.

Pace

How quickly the coach moves through activities, tasks and drills.

Self-reflection

Thinking honestly about personal coaching performance to identify strengths and areas for improvement.

Organisational policies and procedures

• Working with children's check

• WHS/OHS and duty of care

• Code of conduct

• First aid/ emergency procedure

• Record-keeping

Elements of a session plan

• Date, time and location

• Description of the session

• Goal/objective

• Equipment

• Session components

• Safety considerations

Four ways equipment and resources must be safe

• Safe set-up and layout

• Safe condition

• Safe use

• Safe pack-up

Common set-up problems

• Venue issues

• Session plan issue

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Safe participation requirements

• obeying the rules

• use of protective equipment

• hydration

Coaching communication styles

• Instruction and demonstration

• active listening

• open and closed questions

• non verbal communication

• giving and receiving feedback

• tone and level of voice

• terminology and language

Four parts of teaching a new skill

• Instruction

• Demonstration

• Applying

• Clarifying

Instructional methods

• Part skill (progressive)

• Whole skill

• Whole-part-whole

Feedback methods

• Sandwich method

• Questioning model

• Check understanding

Session phases

• Introduction

• Warm-up (5-15 mins)

• Main body

• Cool-down (5-10 mins)

Sequence and pace

Sequence - The order of tasks, drills and activities

Pace - How quickly the coach moves through activities

Sequencing sport skill instructions

• Preparatory phase (stance, grip)

• Execution phase (kick, throw, hit)

• Follow-through phase (continuing towards the target)

Behaviours expected of an assistant coach

• Promoting positive interaction and participation

• Using acceptable language

• Arriving on time

• Using self-reflection

Establishing behviour standards

• Code of conduct

• Group/team rules

• Parent/guardian meeting

• Reinforce expectations

Addressing participant poor behaviour

• Mild behaviour - ignore/redirect

• Distracting behaviour - positive feedback/reminder of expectations

• Repeated behaviour - explain expectations/consequences

• Unsafe/serious behaviour - removal/involve parents

• Outside own role - support form supervisor

Completing the session

• Seek participant feedback

• Report further coaching needs

• Describe follow-up sessions

• Check equipment

• Pack up safely

Reviewing your assistant coach performance

• Supervisor feedback

• Participant feedback

• Performance assessment

• Coaching diary

• Self-reflection