1. Athletics Coach
Day 2

2. Day 2 Contents
Morning
Endurance Practical – delivery of planned sessions
How-2 Feedback and Questioning
Jumping for Distance practical
Coaching feedback practice
Afternoon
Push Throw Practical
Working as a Coaching Team
Where to next and Assessments.

3. Session 1 By the end of this session you should be able to:
Identify the technical aspects of Running and Race Walking
Identify the similarities and differences between these and Maximum Velocity Running
Deliver and evaluate your planned session from Day 1.

4. Session 2 - Learning Styles & Environments
By the end of this session you should be able to:
Identify coaching styles and how they impact on the learning process
Identify how your coaching impacts on the performance of the athlete
Describe the types of feedback athletes can benefit from
Use open reflective questions to generate feedback for the athlete
Identify areas of your own coaching practice that help and hinder learning.

5. Learning Process Conscious Competence Unconscious Incompetence
Unconscious Competence
Conscious Incompetence.

6. 1. unconscious incompetence
3. conscious competence
4. unconscious competence
Feedback
Instruction
Demonstration
Extrinsic
Extrinsic feedback
Instruct
Demonstration
Feedback
Feedback
Intrinsic then extrinsic.
Intrinsic
Learning Cycle – Whitmore 1996

7. Learning Stages STAGE 2: UNDERSTANDING cognitive
Novice athlete is trying to grasp the basics
Major errors, awkward action
STAGE 3: PRACTISING associative
Athlete is trying to refine the skill
Becoming more consistent, smaller errors, smoother action
STAGE 4: MAINTAINING autonomous
Athlete can produce the correct skill with little/no conscious effort
Honing the skill to produce it consistently under pressure.

8. Two types of feedback Naturally available (intrinsic) feedback visual
auditory
kinaesthetic (the inner eye)
Additional (extrinsic) feedback
from coach
from video
from others (athletes, spectators).

9. Tips on asking questions
Ask questions that raise awareness and promote responsibility:
use WHAT questions first
follow this with WHERE, WHEN, HOW MUCH questions
Focus on and follow the athlete’s interest
Ask questions appropriate to the athlete’s level of understanding
Try rating scale (using their anchor words or images) to avoid athlete becoming judgmental.

10. Tips on listening Listen with your eyes and ears
Don’t interrupt or finish their sentence for them
Listen with all your attention – don’t be tempted to think about your next comment or plan while the athlete is speaking
Don’t assume you know what the athlete is going to say.
-      -      

11. “The Inner Game” – W Tim Gallwey
Performance = potential minus interference
Self 1: conscious teller
voice inside head, judging, directing, often an interference
movement under conscious control
trying too hard
Self 2: unconscious doer
largely automatic
non-judgmental
heightened self-awareness
sense of ‘flow’
effortless
Raise awareness and responsibility: quieten Self 1 and trust Self 2.

12. Practice: How long and How often?
Short, more frequent practice sessions result in better long term learning
Fewer longer practice sessions produce rapid short term gains but poor retention
Note: More recovery needed when skill is very demanding or dangerous.

13. Coaching Practice
By a coach working in the most appropriate way, skill learning and group harmony are maximised
Coaching Styles continuum.

14. Interference Too much information – Coach
Concentrating too hard – Coach/Athlete
Poor session structure – Coach
Conflict / not integrated
Loadings too high
Activity, equipment could be more appropriate.

15. Session 3 By the end of this session you should be able to:
Plan, deliver and evaluate a series of progressive activities that will lead to an athlete being able to jump longer.

16. Jumps Task 1
Group 1 – List as many jumping movements as you can Group 2 – State how plyometrics work Group 3 – When would you use plyometrics and with whom?

17. What types of jumping movements can you think of?
Jumps types
1 to same
1 to other
1 to both
Both to one
Both to both
Direction
Forward/backward
Lateral
Up/Down.

18. How plyometrics work? Eccentric contraction
Muscle lengthens under tension
Energy stored in tendon and muscle (rubber band)
Concentric contraction
Muscle shortens very quickly
Exercise: Finger on thigh.

19. Progressing Jumps systematically?
Depth Jumps
MJ Intense
Obstacles
MJ Technical
Jumps in Place
Underpinning Movements
Shock Training
Bounding
Progress when athlete can control safely, accurately and repetitively
Hurdle Jumps
Bunnies
Standing Long Jump
Squat & Lunge

20. Jumps Observation & Planning Task
Observe the athlete perform a series of jumps
Short approach Long Jump
Standing Long Jump
Identify matches and mismatches
Plan a series of progressions and questions to help generate feedback.

21. Session 4 – Coaching as a Team
By the end of this session you should be able to:
Identify the benefits of working as a coordinated team
Identify issues arising from creating a team
Identify ways to address these issues.

22. Coaching As a Team Clear plan Goals Roles / Responsibilities
Action Planning
Barriers
What to address
How to address it
When to review status
How will you know you have succeeded.

23. Technology Paper Computers Mobile Phones Apps – Athletics 365 Tablets
Internet Based Networking
Facebook
Twitter.

24. Session 5 By the end of this session you should be able to:
Apply fundamental movements to a shot putt
Plan, deliver and evaluate a throws specific warm up
Identify technical matches and mismatches of a push throw
Plan, deliver and evaluate two activities to address the mismatches of an athletes throw.

25. Throws at an athletics club
Events
Type of throw
Shot Putt
Javelin
Discus
Hammer
Club
Push
Pull
Sling
Heave
Direction
Forward/backward
Diagonally/around
Up/down.

26. Benefits of Throwing What are the benefits of throwing to: A sprinter
A jumper
A thrower
A runner
A new disabled wheelchair athlete
A child
Increase force application over a short period of time
Late Specialisation – learning the movements required later
Doing the movements to increase force application and coordination
e.g. Other benefits:
Helps support increased training loads
Range of movement.

27. Throws within the ADP ADP Competition Throws Usage Event Specialist
Single event
Competition prep, specific strength
Event Group
Shot Put, Javelin, Discus, Hammer
Competition type training and medicine ball throwing for physical preparation
Foundation
Learning how to throw the implements and using adapted equipment to development movement skills
Fundamentals
Throwing with various adapted equipment

28. Session 6 – Session Planning
State the planning process
Plan your next coaching session
Discuss session plan with another coach
Identify homework requirements prior to day 3.

29. Planning Process PLANNING IS:
Organising the integration of all influencing factors that results in a higher level of performance by the athlete.
The process we follow is:
Where is the athlete now? Athlete Profile
Where do they need to get to? Goals / Aims
What does the athlete need to do? Focussed Training
What do I need to do? Plan, Do, Review
How will we know if we have got there? Monitor progress.

30. TRAINING / DEVELOPMENT
Planning the Year
ADP STAGE
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Event Group
TRAINING / DEVELOPMENT
Periods
COMPETITION
Period
REST
Foundation
DEVELOPMENT
Development Periods last up to 8 weeks depending on how long it takes for the
athletes to reach their aims
Break the year into manageable chunks
Each Development Period builds on the previous one
Event Group Athletes will be able to cope with more training suitable for their ability.

31. Planning Development Periods
ADP STAGE
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Event Group
TRAINING / DEVELOPMENT
Periods
COMPETITION
Period
REST
Foundation
DEVELOPMENT
Specific
Goals
Dev Period 1
Dev Period 2
Dev Period 3
Dev Period 4
Dev/Comp Period 5
Comp Period 6
Number of sessions/wk
1-4
Number of units/wk
4-20

32. Session planning – General Information
SESSION PLANNER
Date:
Time:
Stage of Athlete Development:
Venue:
Age group of athletes:
Size of group:
23 June 2018
Foundation stage pm
12-18 yrs
Moreton Hampstead Leisure Centre 10

33. a) Do a pull throw with the arm coming through after the legs
By the end of the session, the athletes should be able to:
(WHAT -2)
Personal Coaching Goals
(HOW-2):
Practice giving silent demonstrations with 2 key points for the athletes to observe
a) Do a pull throw with the arm coming through after the legs
b) Identify the preferred take off foot in jumping high
c) Perform a series of correct hop, step and jump sequences, landing on a flat foot and staying on balance 

34. Organisation/ Safety Key points
Session Component
Unit Detail
Coaching Points
Organisation/ Safety Key points
Unit 3
(20-25mins)
Skill reinforcement -
Two handed side on pull throw
Hips / legs before arms
Get up tall at the end
2 lines of cones
5-20m apart
Group in pairs by ability
Stand by cones opposite each other
Front on
Side on
Step forwards
One handed
20-30 throws
Equipment: Stack of cones, Space: 8m x 20m
Medicine balls / footballs

35. Weak Session Plan Example
SESSION PLANNER
Date:
Time:
Stage of Athlete Development:
Venue:
Age group of athletes:
Size of group:
23 June 2018
All stages pm
Teenagers
Moreton Hampstead Leisure Centre
Medium

36. Weak Session Plan Example
By the end of the session, the athletes should be able to:
(WHAT -2)
Have a go at a pull throw
b) Jump using the high jump bed
c) Do the triple jump sequence
Personal Coaching Goals
(HOW-2):
Ensure all the athletes have a go at each of the activities

37. Organisation/ Safety Key points
Session Component
Unit Detail
Coaching Points
Organisation/ Safety Key points
Unit 3
(20-25mins)
Pull throw x 20
Stand in correct position and transfer weight
Throw one at a time from line
Equipment: Cones, Space to throw with balls

38. Homework Task 1 - Athlete Profiling:
Complete a brief technical analysis of one athlete, covering at least TWO event areas and the Fundamental Movement Skills
Task 2 - Session Planning:
Detail and plan 2 sessions to work on TWO matches or mismatches
Deliver the sessions
Evaluate your performance and the sessions
Complete task in your workbook about session planning.

39. Day 3 Review of Supported Practice Jumping for Height practical
Pull Throw practical
Planning Physical Development of the athlete
Planning – bringing it all together.

40. PASS   Day 1 Day 2 Day 3 16weeks 365 Learning Programme
Knowledge Test 
Day 2
Observed Practical
Day 3
PASS 
16weeks

41. Thank you for your contributions