Presentation on theme: "Level 1 Coach Accreditation Course CERTIFICATE II IN SPORTS COACHING Presentation Slide Template."— Presentation transcript:
Level 1 Coach Accreditation Course CERTIFICATE II IN SPORTS COACHING Presentation Slide Template
Purpose of Course The objective of this course is to have people accredited as NCAS Level 1 Coaches & qualify with a Certificate II in Sport Coaching from the National Sport Training Package (SIS10).
Coaching Overview Workforce Development Strategy Sport Development Strategy Coach Education & Development Peak bodies & industry associations Role of Volunteers in Sport Sport for Health and the role of Community Coaching Active After Schools Program
Sport Specific Resources Level 1 Accreditation Guidelines. Level 1 Reaccreditation Guidelines. Level 1 Rules Exam.
Coaching Trends & Practices National Coaching Accreditation Scheme Certificate II in Sports Coaching Workforce Development Strategy in Sport & Recreation 2011 Sport & Recreation Environmental Scan - http://www.serviceskills.com.au/environm ental-scans http://www.serviceskills.com.au/environm ental-scans Training & Assessment Standards
Coach Development Re-Accreditation Standards (NCAS) Re-Accreditation Standards (NSO) Professional Development Discipline Specific Courses Cross-sector Courses (ie. Fitness, Strength & Conditioning)
Personal Development Goals identifying skills, knowledge and behaviour development needs identify strategies to address development needs agree timeframes for short and long term options ask about resources required agree to performance measures adopt a method and frequency of progress review
Important Factors in Planning Major dates for competitions, grading & holidays Skill level of participants & coaches including participants with special needs Availability of required resources Access to parents, officials and other support personnel Linking sessions with a season long plan
CHANGE IT A tool that can be used to help modify the activity to meet the individual needs of the participant: Coaching style e.g. demonstrations, or use of questions, role models and verbal instructions How to score or win Area e.g. size, shape or surface of the playing environment Number of participants involved in the activity Game rules e.g. number of bounces or passes Equipment e.g. softer or larger balls, or lighter, smaller bats/racquets Inclusion e.g. everyone has to touch the ball before the team can score Time e.g. How many … in 30 seconds?
Legislation, Policies State Government Working with Children Legislation OHS Laws Sport Rage Prevention Sport Medicine Guidelines
Group Work Workbook Activity 2.1 What is the coachs legal responsibility? What is negligence? What is meant by the term duty of care in a coach / participant environment? How would you define the term reasonable? What is public liability insurance? What is professional indemnity insurance? What actions could a coach take to reduce any personal risks?
Structure of a Session BRIEFING WARM-UP SKILL INSTRUCTION / DEMONSTRATION PRACTICE: GAMES, ACTIVITIES PERFORMANCE AND/OR ANALYSIS COOL DOWN FEEDBACK
Dragon Boating Fundamental Skills Hold Water Draw Stroke Sitting Position Holding the Paddle Basic Paddling Action Timing Loading the boat Balancing the boat Paddles Up Paddles Behind Paddles Flat Paddles Out Stop the Boat / Dig in Hold Water
T.R.E.E T – TEACHING STYLE R – RULES E – EQUIPMENT E - ENVRIONMENT
Questions from Games Sense Video (Part 1) Whats the difference between the approaches used by the two coaches you have just seen? What attributes would you want a beginner athlete to develop over a 10 year period?
Teaching / Coaching Techniques Demonstration & explanation Single skill Breaking skills down into components and identifying observable body movements for each stage (whole – part – whole) Progressing through and linking skills Shaping and modelling approaches Reciprocal or peer tutoring Questioning, monitoring and observing progress Assessment and evaluation.
Post-Course Assessment - Planning Course participants they will be required to submit more session plans as part of their post- course assessment requirements. The session plans must differ according to the following variables as shown on the slide: At least two (2) other fundamental skills from their sport; At least two (2) different participant audiences (children, masters, athletes with a disability, English as a second language); Different teaching methods; Different venues with appropriate considerations for safety & equipment.
Basic Personal Organising Tools Paper or Electronic Diary Make appointments with yourself to commit to Coaching Sessions including time for travel, preparation, conducting session and packing up. Diary reminders to communication pre- and post-session information
Organising Equipment Access to & availability of equipment (hire, purchase, borrow) Sport specific equipment Safety equipment Maintenance, servicing and repair
Online Tools, Apps & Technology Online Platforms include: Groupsite.com (http://www.groupsite.com/) Facebook.com (http://www.facebook.com/ SportingPulse.com (http://www.sportingpulse.com) Mobile Apps for Group Communication include: Twitter (http://twitter.com/#!/download) WhatsApp (http://www.whatsapp.com/) Google+ Messenger Technology Email TXT Message Electronic Calendar (MS Outlook)
Set Up Session Check the venue and equipment for damage or deterioration and report where appropriate to the responsible person. Select and remove required equipment from store. Collect and store money for hire charges and deposits and record details. Issue correct and suitable equipment and provide assistance with fitting and use where necessary.
Policies Influencing Feedback Code of Conduct / Behaviour for Coaches Member Protection Policies Anti-Bullying / Anti-Discrimination Policies
Participant Performance v Skill Analysis Participant Performance Efficiency; Attitude & Behaviour; Ability to perform fundamental skills Analysing Skill including the core component of each skill that is required to be performed.
Self-Evaluation Principles Review own coaching performance and identify potential improvements; Seek feedback from relevant stakeholders (athletes, parents, officials, coaches) on quality of coaching and areas for improvement. Evaluate personal experience and feedback from others to identify opportunities for improvement.
Post-Course Assessment Requirements Self-Evaluation Questionnaires following the conduct of three coaching sessions. Self Evaluation Questionnaires should be submitted attached to the (1) Coaching Session Plans and (2) Session Report & Feedback.