Coaching Through Universal Design: Access for all young athletes. Margaret M. Flores, Ph.D Robbi Beyer, Ph.D. Tiffanye M. Vargas, Ph.D

Overview of Goals for Session Clear definition of Universal Design for Learning Relationship of 3 primary brain networks to learning Applying UDL to coaching strategies and behaviors

Universal Design for Learning Set of principles for curriculum that gives all individuals equal opportunities to learn Creates instructional goals, methods, equipment, and assessments customized and adjusted for individual needs

Universal Design for Learning Individuals bring a huge variety of skills, needs, and interests to learning Neuroscience reveals differences are as varied and unique as DNA or fingerprints Learning differences based on athletes’ 3 primary brain networks

Three Primary Brain Networks Recognition Networks “what” Strategic Networks “how” Affective Networks “Why”

Universal Design for Learning Recognition Networks “what” Gathering and categorizing information

Activity Hold your sheet of paper Close your eyes Listen and complete instructions

Recognition Networks Options for language and symbols Clarify vocabulary and symbols Be consistent with vocabulary Clarify syntax and structure

Recognition Network

Recognition Networks Options for Comprehension Activate for supply background information Highlight patterns, critical features, big ideas, and relationships Guide information processing, visualization, and manipulation Maximize transfer and generalization

Recognition Networks: Options for perception of information Vary materials for emphasis or reengagement Vary voice Vary speed or timing Tactile-Kinesthetic input Provide visual models in addition to verbal description

Recognition Network Scenario Walter What is 14 years old and plays basketball on a youth sport team. Walter always asks questions about the instructions after the explanation is completed. Although other participants are ready to begin the activity, Walter never seems to hear or listen and subsequently doesn’t know what to do. Work with a partner and discuss strategies for helping Walter What to be more successful and ready to participate with the other athletes.

Giving Directions Proximity control and eye contact Chunk into steps Explicit and consistent with vocabulary Relevant cues Visual aids, gestures and physical prompts, demo

Universal Design for Learning Strategic Networks “how” Means of action and expression

Card Building Activity Get in groups of 5-6 people Build the tallest free-standing card house Everyone must take turns Cards may not be altered No foreign objects may be used

Strategic Networks Provide options for physical action Vary methods of response and navigation Optimize access and assistive technologies

Strategic Networks Provide options for expression and communication Use multiple tools for demonstration of skills Build fluencies with graduated levels of support for practice and performance

Verbal Directions need demonstration Immediate demonstration increases short term memory which is typically seconds Use relevant, short, concise cues Reinforce with movement experiences Task analysis to build Analogies to associate Include athletes when possible OK even if not perfect performance

Strategic Networks Provide options for Executive Functions Guide appropriate goal setting Support planning and strategy development Enhance capacity for monitoring progress

Universal Design for Learning Affective Networks “Why” Engagement and motivation

Affective Network

Affective Networks Provide options for sustaining effort and persistence Heighten salience of goals and objectives Vary demands and resources to optimize challenge Foster collaboration and communication Increase mastery-oriented feedback

Affective Networks Provide options for self-regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection

Affective Networks Provide options for recruiting interest Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions

Strategic Network Scenario Chad, a 17 year old has difficulty preparing for his soccer competition. He makes comments like, “I hope I don’t choke today” or “last time we played this team, I sucked.” Consequently his game performance often mirrors his expectations. Talk to a partner…Discuss some strategies to improve Chad’s game preparation

Possible Strategies SMART goal setting Feedback sandwich Positive self-talk

Cycle of Success

Activity Work in small groups Bizz Buzz May use any resources in the room to prepare; however, you may not use these resources to compete 5 minutes to practice and prepare Play the game

Activity Incline Rope Activity Entry and challenge for all athletes Keys to successful inclusion Website

in-sport.org

Questions?