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© Duncan Cochrane 2010 1 Canoe Polo Level 1 Coaching Course By Duncan Cochrane Australian Canoeing Award Scheme.

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Presentation on theme: "© Duncan Cochrane 2010 1 Canoe Polo Level 1 Coaching Course By Duncan Cochrane Australian Canoeing Award Scheme."— Presentation transcript:

1 © Duncan Cochrane Canoe Polo Level 1 Coaching Course By Duncan Cochrane Australian Canoeing Award Scheme

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4 Course outline 4 CP1Introduction to coaching CP2Risk management CP3Injury prevention CP4 Overview of the rules CP5 Equipment CP6 Coaching in practice CP7 Planning CP8Technique fundamentals CP9 Basic paddling skills CP10 Basic kayak control CP11Basic ball skills CP12 Basic paddle skills CP13 Basic defence CP14 Basic offence

5 Module CP1 Introduction to Coaching 5

6 Level 1 Accreditation requirements General coaching principles – in-class/online Reference: Beginning Coaching Level 1 manual, Australian Sports Commission, Online: Canoe polo specific – off water and on water Reference: Canoe Polo – basic skills and tactics, I Beasley, Stern Turn Publishing, Practical assessment – plan, organise and conduct a coaching session First Aid qualification Code of ethics Apply for accreditation 6

7 Australian Canoeing 7 High Performance Unit Development Unit Development Unit Programs Unit Programs Unit Business Services Unit Board of Directors Honours Committee Education and Safety Canoe Polo Canoe Sprint Marathon Slalom Wildwater Education and Safety Canoe Polo Canoe Sprint Marathon Slalom Wildwater President Technical Committees Technical Committees * Australian Canoeing is affiliated with the International Canoe Federation

8 International Canoe Federation 8 Executive Committee Board of Directors President Education and Safety Canoe Polo Canoe Sprint Canoe Marathon Canoe Slalom Wildwater Dragon Boat Medical and Anti- doping Athletes Canoe Freestyle Canoeing for All Education and Safety Canoe Polo Canoe Sprint Canoe Marathon Canoe Slalom Wildwater Dragon Boat Medical and Anti- doping Athletes Canoe Freestyle Canoeing for All Standing Committees Standing Committees Continental Associations Africa America Asia Europe Oceania National Federations Over 130 countries

9 9 Coaching structure Australian Canoeing State Associations National Canoe Polo Technical Committee National Canoe Polo Technical Committee National Coaches National Coaches State Coaches State Canoe Polo Technical Committee Australian Sports Commission Australian Coaching Council Club Coaches Club Coaches Level 3 Coaching Course Level 2 Coaching Course Level 1 Coaching Course

10 Australian Sports Commission Beginning Coaching 1.The role of the coach 2.Planning and reviewing 3.Risk management 4.Coaching communication 5.Developing sports skills 6.Game sense 7.Group management 8.Athlete development 10 The following subjects were covered in the beginning coaching course:

11 Module CP2 Risk Management 11

12 Risk management 12 Refer to Beginning Coaching Course manual Complete a risk management planning template from the manual Consider risk factors and mitigation specifically for the venue and for canoe polo.

13 Risk management - identify the risks Environmental  Weather, terrain, venue  Sharing water with others – swimmers, rowers, speed boats Human/people factors  Communications, rules, cost, special needs Equipment  Poorly sized or faulty boats and equipment  Assembling and placing goals, field set up Processes/procedures  Emergency contacts, evacuation procedures, First Aid Transport  Transportation to the venue, roads, traffic, parking  Carrying equipment, boats, paddles and gear to the to water 13

14 Module CP3 Injury Prevention 14

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16 Injury prevention The coach plays an important role in injury prevention. By making players aware of potential injuries and promoting good habits, the coach provides a strong foundation to reduce injuries and for a player’s ongoing education and development. Injury prevention is considered in the following areas: health and fitness rules of play equipment technique training 16

17 Injury prevention Health and fitness A good level of health and fitness ensures effective training and reduced risk of injury. The coach should be aware of:  the fitness levels of each player  the existence and influence of existing injuries  any special needs – for example: juniors, older players  nutrition and sleep requirements  disabilities and health issues  hydration, hypothermia, sun stress. 17

18 Injury prevention Rules of play  The rules of canoe polo have been developed to minimise the risk of injury during play  Players must know the rules  The rules should be enforced at training sessions. Equipment All equipment and gear must be well maintained and suitable for its intended use Scrutineer boats, paddles, and gear for sharp edges and loose parts Goal frames – no protrusions or sharp edges, firmly anchored Boundary ropes and markers – suitable and safe. 18

19 Injury prevention Technique  Good paddling and ball handling technique is essential for building strong skills, but is critical for reducing the chance of injury. Training  Warm up and stretching  Sessions prepared to suit skills of the players  Sessions designed to progressively increase in intensity  Be aware of various skills levels that may be in a session and how they impact each other  Cool down. 19

20 Module CP4 Overview of the Rules of Play 20

21 Rules of play 21 All competitions in Australia are played in accordance with the ICF Canoe Polo Competition Rules. The rules are available at:

22 Referee hand signals – START/INFRINGEMENT 2. COMPLETION OF HALF/FULL TIME 3. GOAL 4. DISALLOWED GOAL 5. SIDELINE THROW/CORNER 6. GOAL LINE THROW 7. TIME OUT 8. REFEREE'S BALL

23 Referee hand signals – OBSTRUCTION/HOLDING 10. ILLEGAL TACKLE SECONDS/POSSESSION 12. ILLEGAL USE OF PADDLE 13. PLAY ON/ADVANTAGE 14. FREE THROW 15. FREE SHOT 16. GOAL PENALTY SHOT 17. SHOWING CARDS

24 Penalty cards Penalty cards may be used at any time during a game: Green card – a warning. Awarded for dangerous play, talking back to the referee, or for unsporting behaviour. (A third green card to the same player, for any reason, automatically becomes a yellow card.) Yellow card – two minutes penalty. Awarded for a deliberate or dangerous foul that prevents the scoring of a near certain goal, for deliberate or dangerous play, repeated and continuous dispute of the referee’s decisions, foul or abusive language, or illegal substitution (A second yellow card to the same player, for any reason, automatically becomes a red card.) Red card – rest of game penalty. Awarded where a player disputes a yellow card, or a yellow card has not had the desired effect of causing the player to control their play or attitude, for a personal attack on another player, for repeated and continuous foul or abusive language. 24

25 Playing Area 25

26 Scrutineering Scrutineering of gear and equipment before play is essential to ensure player safety and player confidence. Check the following before allowing a player or equipment to participate: helmets – proper fit, passes poke test PFD – proper fit, no rips, no loose straps spray deck – good fit on kayak, has release strap, no holes paddles – correct thickness, no sharp edges, no loose tape kayaks – no sharp edges, no loose screws, no loose bumpers, no loose tape personal – no watches, no jewellery Refer to the IFC Rules of Play for detailed scrutineering requirements. 26

27 Module CP5 Equipment 27

28 Equipment 28 Participants  Different sizes and shapes of kayaks suit different people  Different constructions suit different abilities – plastic boats and paddles are appropriate for clubs but not for national team athletes  Different paddle shapes and lengths are suitable for different positions, ability, size and age of paddler. Training venue  Availability – space, time, cost, location, facilities  Risks – swimmers, other boats, trees, snags, water quality, water access. Goals  Suitable, safe, and safely secured.

29 29 Choice of kayak Length  Affects speed, nose control, tail control Width  Affects speed, stability Design  Rocker from end to end  Shape of edges (chine) Volume  Where it is and how much control the paddler has Construction  Plastic, fibreglass, Kevlar, carbon-fibre Fit  Firm and comfortable

30 Choice of paddle Shape of blade  Symmetrical, asymmetrical  Can vary with technique  Can speed up player just by changing blade shape to suit technique Area of blade  Depends on strength of paddler Length  Varies with height, arm length, technique and position on field Construction/weight  Aluminium, plastic, Kevlar, carbon fibre 30

31 Other equipment Helmet  Good fit  Adequate protection to base of skull and ears  Make sure it floats! Facemask  Correctly fitted  Fully protects the face PFD  Correct size, comfortable  Padding extends around the sides Spray deck  Good fit on boat  Good fit around waist 31

32 Module CP6 Coaching in practice 32

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35 Coaches roles and styles 35 Coaches may call on a variety roles and styles that vary with the level of athletes being coached and individual athletes personalities. Coaches must constantly ask themselves “What am I trying to achieve?” and “What style suits this athlete?” It is a good idea to ask yourself before coaching a group or individual: “Why am I coaching?” It is also useful to know and understand what parents/employers want from you as a coach.

36 Coaching outlook 36 Encourage participation, fun, and learning Encourage self discipline and high standards Be firm but fair Include everyone Be punctual Take an interest in individuals Keep everyone involved and active.

37 Group management 37 Group players according to skill level  Plan for the the different needs and expectations of players – high performance, women, juniors, seniors, and novice  Be aware of the age and development differences:  a 17 year male can be a daunting opponent to a pre pubescent 14 year old  some less skilled athletes can be disheartened by more skilled athletes Keep paddlers focused and active Keep paddlers together and within control  Set boundaries to the training area  Do not let paddlers wander  If a large group, appoint an assistant coach.

38 Group management Men vs women  No problem with fitness and most ball skills training, but big problems with offence/defence or 1-on-1.  Limit strength difference by using appropriate drills and match ups eg: press work with mixed teams – men mark men, girls mark girls. Big vs small  Be aware in junior age groups of size issues.  Try to keep match ups of similar size, especially in competitive drills. Skilled vs less skilled  Try to keep groups of similar skill levels together  Or limit dominant group eg: use left hand only, no dribbling, etc 38

39 Teaching sports skills 39 Understanding the three stages of learning motives good practise: 1.Early stage – learning a new skill; actions must be thought through and carefully monitored. There tends to be many errors and movement is often clumsy. 2.Intermediate stage – a basic command of the skill; allowing better control and coordination but still requiring a conscious effort. 3.Final stage – the new skill is happening automatically and unconsciously. If poor technique is tolerated in the early stage, it becomes the technique used in the final phase.

40 Skill drills 40 Drills are an essential coaching tool for building individual skills as well as team skills. Drills may be used for:  warm up, warm down  passing, shooting, blocking  paddling, tackling  defence and offence tactics Choose drills that are:  appropriate to the level of participants  as game-like as possible  fun and interesting  challenging to the players.

41 Skill drills 41 It is important to:  continually change drills to prevent boredom and to avoid players simply ‘going through the motions’  provide quality not quantity – 5-10 mins of passing between two people is more beneficial than minutes of passing in a circle  progress between drills within a session and from session to session  demonstrate a high level of correctness.

42 Teaching sports skills – DEDICT For consistent and reliable instruction use the DEDICT approach. D emonstrate the skill E xplain its purpose and emphasise three coaching points D emonstrate again I mitate – let them try it C orrection – provide feedback T rial – put the new skill under pressure. 42

43 Teaching sports skills – game sense Use a game sense approach to develop tactics and skills in a fun environment. CHANGE IT Coaching style – eg: use of questions How to score/win Area – eg: size of field Number of players Game rules – eg: no dribbling Equipment – eg: small ball, lower goal Inclusion – eg: everyone touches the ball before the team can score Time – eg: how many passes in 30 seconds 43

44 Coaching aids and resources 44 Observation – subjective analysis of players Video analysis – correcting paddling and throwing technique and analysing game play Training diary – records training programs, athlete’s progress Other resources – manuals, books, DVDs, Internet People – other coaches, professionals, elite athletes and parents Tools – magnetic whiteboard with boat and ball shapes Book – Canoe Polo – basic skills and tactics

45 Module CP7 Planning 45

46 Planning 46 Failing to plan, is planning to fail. Why is a training program needed? What does the coach/player want to achieve? Need to set goals:  where am I now?  where do I want to be?  what do I need to do get there? What shape will the program take? What other considerations affect planning?

47 Goal setting 47 Remember SMART when setting goals: S pecific – the goal is well defined and has a clear outcome. M easurable – the goal can be measured so that progress toward it can be seen A chievable – the goal is practical and can be achieved R ealistic – the resources, equipment and time available to support the goal are appropriate T ime-based – set a time frame to achieve the goal.

48 Planning considerations 48 Who you are coaching?  Males vs females, juniors vs seniors, beginners vs experienced Who is coming?  How many people?  What is the time commitment ? Why do they play?  What motivates them? Is it high performance, general fitness, or social? Is there a competition or championship?  Is it club, state, national or international? What facilities are available?  Access, playing area, change rooms  Boats, gear, goals  Weather.

49 Program 49 The program must identify:  length of program  the phases of the program  the detail of the program The training plan must identify:  session aims  specific drills, exercises, and time allocation  review and evaluation Example: A novice team wishes to graduate to the next grade but to do so must win the season grand final. The season is four months long and the program must address individual skills, team skills and fitness. The players must lift their skills in forward paddling, turning, rolling, zone defence, and aerobic fitness.

50 Typical training session format 1.Warm up forward paddling stretches passing (10 minutes) Light paddling, stretching and passing to warm and loosen the body ready for more demanding activities. 2. Individual skills strokes boat skills ball skills paddle skills (20 minutes) Focused sessions to build specific individual skills such as turning, passing, dribbling, tackling, blocking. 3.Team skills defence offence games (20 minutes) Skills such as zone defence, press and double drives, or corners and incorporate these into games. 4.Fitness aerobic fitness anaerobic fitness (20 minutes) Intensive exercise and drills to build stamina and recovery ability. 5.Cool down paddling stretches (10 minutes) Relaxed exercise and stretches to wind down and complete training. 50

51 Example training session 1.Warm up  Relaxed paddling and passing 2.Individual skills  Passing and catching – 1 ball between 2  Baseball pass, chest pass, round arm pass  Passing on the move – simple cutting drill, Southern Cross  Dribbling – simple relay – 1 ball between 3 3.Team skills  zone defence  Possession game to finish – team that keeps ball for longest wins 4.Fitness  Distance paddle to build stamina 5.Cool Down  Relaxed paddle and stretching 51

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53 Module CP8 Technique Fundamentals 53

54 Technique fundamentals 54 Fit in boat  Hips  Legs  Feet Posture  Upright, relaxed  Maximise distance between sternum and naval Paddle grip  Right tight vs left tight  Symmetrical Body rotation  Face where you want to go  Paddle parallel with shoulders

55 Technique fundamentals 55 To reduce shoulder dislocation:  avoid moving the arm to a position that places the shoulder in an awkward position  keep arms bent to absorb shock and reduce forces transmitted to the shoulder  elbows should not extend pass the line of the back  avoid hyperextension of arms. To reduce risk of rotator cuff injuries:  keep elbows close to the body  strengthen rotator cuff muscles by doing external rotation exercises with elastic or light weights.


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