1 Level 3 Certificate in Coaching Badminton Introduction and the role of the coach

2 Introduction to the Qualification This session will help you to: Identify and share what you want from the course develop your own personal coaching philosophy identify what is involved in the L3CCBAD qualification

3 You and Your Coaching Introduce yourself to someone you don’t already know Find out 2 things about them (unrelated to badminton) Ask them ‘What is your main motivation for coaching?’ Swap who is asking the questions

4 The Level 3 Certification in Coaching Badminton The United Kingdom Coaching Certificate Overview of level 3 programme –The learning outcomes –Course Modules –Candidate Pack and assessment tasks –Mentoring Plan, implement, analyse and revise annual coaching programmes

5 This course will help you to: Establish participants current and potential needs and key performance factors Design and plan for the coaching programme to support participants’ development Plan for the use of resources to support the coaching programme Plan an evaluation schedule for the coaching programme Establish and maintain supportive working relationships with the participants and others Manage participants’ behaviour to ensure an effective and safe coaching environment Prepare the participants for the coaching programme and series of coaching sessions Deliver the coaching programme and series of coaching sessions Develop the participants’ performance in a fair and equitable manner Monitor and evaluate the coaching programme goals Monitor and evaluate participants’ progress, performance levels, achievement and development Develop personal coaching practices Assist others to develop their own coaching skills and techniques

6 Long Term Coach Development Model Children’s Coach Participant Coach Performance Development Coach Elite Performance Coach Master Coach (Level 4) Senior Coach (Level 3) Coach (Level 2) Assistant Coach (Level 1) Pre-Coaching Activity and Badminton Experience

7 Structure of the course Profiling Players Observed Coaching Session (Independently assessed) Mentoring Support Profile your players Review your Coaching Programme Personal Coaching Skills Planning Your Coaching Philosophy Coach Athlete Agreement Plan your Coaching Year Reflect on your coaching Re-profile your players Plan and record your own CPD Observed Coaching Session (internally assessed) Performance Factors Principles of Training Speed, Endurance, Strength, Flexibility Psychology Nutrition Induction and Introduction Assessment Tasks Performance Factors Tactical Skills Performance Factors Technical Skills & biomechanics

8 Assessment Completion of Candidate Pack (Internal Assessment) –Based on 2 competitive players for whom annual planning is appropriate (not total beginners) –Development of a player profile, based on appropriate tests and researched benchmarks –Development of an annual plan for players, based on personal profile and goals –Detailed planning, delivery and reviews for minimum of an 8 week section of the annual plan Internal assessment of coaching External assessment of coaching

9 Personal Coaching Philosophy This session will help you to: Develop your own personal coaching philosophy Identify the roles and responsibilities of the level 3 coach Develop codes of practice and behaviour for yourself and the players Manage the behaviour of others

10 Personal Coaching Philosophy Discuss with a partner –what motivates you to coach? –What personal and professional experiences have led you to be motivated in this way? –How have your previous experiences shaped your coaching style/behaviours that you adopt? –How so other people perceive you as a coach? what motivates you to coach? –What personal and professional experiences have led you to be motivated in this way? –How have your previous experiences shaped your coaching style/behaviours that you adopt? –How so other people perceive you as a coach?

11 Coaching Philosophy values Core beliefs and convictions Determine our priorities coaching behaviour What you do How you do it When you do it attitudes Assumptions Way we view things provides the personal and ethical framework within which you coach, based on your values

12 Roles and Responsibilities List all of the people that coaches interact with What are the roles and responsibilities of the coach: –From a player’s perspective –From a parent’s perspective –From a coach’s perspective

13 Dealing with Behaviour Read the scenarios that you have been given In groups: –discuss how you would deal with the situation –Discuss an appropriate sanction (if appropriate)

14 Dealing with Behaviour Disciplinary Procedures –For adults –For young people Sanctions should be: –Non violent –Non humiliating –Not painful –Proportionate –Imposed if necessary –Agreed before a problem occurs

15 Personal Coaching Philosophy This session will help you to: Develop your own personal coaching philosophy Identify the roles and responsibilities of the level 3 coach Develop codes of practice and behaviour for yourself and the players Manage the behaviour of others

16 Analysing Your Coaching

17 This session will help you to: Recognise what it takes to be an effective coach Appreciate the importance of evaluating your own coaching Use self-reflection as an integral part of your coaching

18 Task 1: Brainstorm In groups of 3/4, identify on the flip chart what it means to be an effective coach.

19 Effective coaches Understand their players as athletes as well as people Are perceptive to the needs of players, caring for them inside and outside the sporting environment Have experience of the game and high levels of technical and tactical understanding Are good communicators in different environments Continually analyse and reflect on their own and their athletes performance Continually and increasingly challenge their athletes

20 Who judges coach effectiveness? Athletes Parents Club members Employers Sponsors Owners of the club Supporters Media

21 How do we measure coach effectiveness? Performance by the coach is often measured by the achievement of the athlete. There is an assumption that the coach ‘caused’, or at least facilitated, the athlete’s achievements

22 Coach effectiveness is also measured by the: level of enjoyment of athletes; success of performers; result ~ winning and loosing; performance against previously identified targets and goals; and effectiveness of the delivery and organisation of the coaching.

23 Self reflection Being able to reflect is an essential part of the coaching process Without reflecting we cannot operate as an effective coach

24 What do coaches need to reflect on? As coaches we need to reflect on and evaluate the performance of our athletes. We need to identify: effective performance and make our athletes aware of what that looks like what athletes know and understand and can do strengths and weaknesses in the athletes performance what athletes have achieved and the progress they have made

25 What do coaches need to reflect on? As coaches we need to evaluate our own performance, we need to: examine the quality of our coaching identify how effective we are as coaches critically examine our level of knowledge and understanding identify strengths and development areas in our own work consider what we have achieved and the progress we have made

26 In order to be able to critically evaluate our own performance as a coach and the performance of our athletes, we need to have an understanding of reflective practice

27 Reflective practice Reflective practice, or thinking again about what we do Reflective practice is about valuing what you do and why you do it Involves coaches using a variety of techniques to reflect on their professional work experiences in order to become increasingly more effective

28 Types of reflection Reflection-in-action …… coaches adapting their coaching based on the ongoing actions in front of them Reflection-on-action …….. is carried out after an event

29 How do we reflect?

30 Questions the coach needs to ask What is my practice like?What is my practice like? Why is it like this?Why is it like this? How has it evolved?How has it evolved? What would I like to improve and why?What would I like to improve and why? What conditions contribute to or constrain my practice?What conditions contribute to or constrain my practice? What organisational and other influences prevent me working in alternative ways?What organisational and other influences prevent me working in alternative ways?

31 Description What happened? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation? Conclusion What else could you have done? Action Plan If it arose again what would you do? The Reflective Cycle

32 Task – In pairs Consider examples of situations when you have or might have used reflective practice to influence your performance as a coach: Describe what happened Identify what you were thinking and feeling Evaluate what was good and bad about the experience Consider what else you could have done Identify what you would do if the situation happened again