1. The Role of the Coach
L2CCS&C

2. Know myself Why do I coach? Who do I coach?
What do I get from coaching?
What are my goals as a coach?
Do I think I am a good coach?
Do others think I am a good coach?

4. Complete Task 1

5. Skills of the coach Teacher Mentor Leader Psychologist
Planner/strategist
“Parent figure”
Analyst
Manager
Motivator

6. Duty of the coach Promote good, safe practice
Motivate the participants to have a rewarding, enjoyable experience
To improve performance
Be inclusive of all regardless of ability, background etc
To keep up to date with current practice

7. Coaching Process Verbal Explanation Demonstration
Athlete/player activity
Coach Analysis
Feedback
Coach Evaluation

8. Coaching Styles Command/Autocratic “Do as I say”
Cooperative/Democratic
Promote participant decision making
Facilitative

9. Task 2: Coaching Styles
Coaching Style/ Delivery Mode
Application to Strength and Conditioning. Describe where this style of coaching would be applicable in an S & C environment
Classroom, “chalk & talk”
Instant recall via video, coaching tool e.g. Silicon Coach
Coach demonstration, athlete “copy”
Athlete/player led activity
Question and Answer

10. Making an impression Appropriately attired Well organised in advance
Clear introduction
Position of coach and performers
Clear instructions
Appropriate session

11. Communication Grab & Maintain Attention Be Clear & Concise Encourage
Share Ideas
Value Constructive Feedback & Interaction

12. Managing a Group Environment Equipment Numbers
Different populations: gender, age, ethnicity, learning difficulties etc
Ability
Content
Timing
Aims

13. Participant improvement through coaching
Be well organised
Be aware that individuals will respond to different coaching styles
Use demonstration and explanation
Be aware that players/athletes learn through participation
Know key coaching points and methods of correction (sport specific)
Know what motivates athletes/players to attend, improve and succeed

14. A hierarchy of movement patterns
Unconscious competent
Conscious competent
Conscious incompetent
Unconscious incompetent

15. 3 Stages of Learning Cognitive Associative Autonomous
The player is trying to understand the general aims of the task
The player has grasped the basic idea and is trying to improve
Performers can carry out the skill effectively and are aware of their own mistakes

16. Coaching Process Plan Do Review Self evaluation
Based on prior knowledge/analysis of coach and participants
Relevant session
Player performance in the session and in competition. Feedback to athlete.
Later (Planning presentation)

18. Planning: Long & Short Term
L2CCS&C

19. Planning Long term e.g. Olympic cycle
Long term e.g. yearly (macrocycle)
Medium term e.g. 4 weeks (mesocycle)
Short term e.g. weekly (microcycle)
Sessional

20. Chuck Norris Planning

21. Needs Identify performers’ needs
Identify tools/facilities required to meet these needs
Do the available tools/facilities meet these needs?
What adaptations/improvisations will I need to make?

22. Candidate Name
Date Produced
Sport
Tutor/Assessor
Session No
Session Date
Information on facilities and resources:
Location
Facility Needs
Equipment Needs
Health and Safety Arrangements
Issues arising from Risk Assessment
Information on participants:
Number of participants
Adults
Children*
Fitness and
Skill Level
Medical Information
Particular Needs
Action plan points from previous sessions:

23. Six week plan Aims, goals Start and end points Progression
Potential differentiation for participants with different needs
Can it be modified?
Can its efficacy be measured?
Evaluation methods

24. Six Week Assessment Plan
Session
Number
Aims of the session
Duration
Activities
Objectives
Equipment
Requirements
Candidate
Signature
Assessor Signature
Date

25. Linked Session Planner Template
Session Type
Aims
Main Content
Date
Venue
Participants

26. Linked Session Planner Example – Strength Session
Session Type
Strength
Aims
Introduction to the hypertrophy block
Work hard. Good work ethic
Build Volume
Increase intensity
Main Content
7 exercises, that includes:
three legs
two upper push
two upper pull.
Introduce players to:
programme exercises
rest intervals
starting weight
individual pre-habilitation
core work.
3 x reps 65–75%. 60s recovery.
Use step loading.
4 x reps 65–75%. 60s recovery.
Use pyramid method.
4 x 6-10 reps 65–75%. 60s recovery.
Date
Venue
Participants

27. Linked Session Planner Example Speed Session
Session Type
Speed
Aims
Introduction to the resisted block
Work hard. Good work ethic
Build Volume. Some speed endurance.
Increase intensity
Main Content
Warm up to include exercises to emphasize leg drive
Sprints to use acceleration starts
Introduction to use of sleds
Introduction to new plyometric programme
Sprints to use acceleration starts (Volume 240m)
Use of sleds. Short distances (<30m) (Volume 200m)
Start plyometric programme (60 foot contacts)
Sprints to use acceleration starts (Volume 300m)
Use of sleds. Short distances (<30m), plus some longer (60, 80, 120m) (Volume 400m)
Develop plyometric programme (80 foot contacts)
Sprints to use acceleration starts (Volume 200m)
Use of sleds. Short distances (<30m), plus some longer (60) (Volume 340m). Small number of reps per set, large rest between sets
Develop plyometric programme by substituting one higher intensity exercise (80 foot contacts)
Date
Venue
Participants

28. Individual Session Planning Template - Strength
Candidate Name
Venue
Facility
Aims of the Strength Session
Session No.
Name of Group
Age of Group
Experience (Training Age)
Warm Up
Exercise Name
Exercise Mode
Sets
Reps
Weight
Rest
Intervals
Coaching Points
Cool Down
Notes
Evaluation Schedule
Method:
When:
Who’s involved:
Candidate Signature
Witness’ Signature

29. Coach Evaluation: areas to assess
Pre- planning and organisation: accurate plan; equipment safe, suitable, available etc
Session content: appropriate level, progression, interest etc
Participant behaviour, attitude etc
Coach conduct, method, knowledge etc

30. Self Evaluation Component of Session Comments Score
Warm Up and Introduction
Main Body:
Part 1
Part 2
Part 3 (if applicable)
Cool Down
Poor. Very few, if any, of the session’s aims were met. Few participants achieved some of their goals. Most parts of the session were below average or poor
Below Average. Less than half of the session’s aims were met. Few participants achieved some of their goals. Most parts of the session were average or below
Average. Half of the session’s aims were met. Most participants achieved some of their goals. Most parts of the session were average or above with the others being below
Above Average. The session’s aims were generally met. Most participants achieved their goals. Most parts of the session were excellent or above average with the others being average
Excellent. The session’s aims were met. All or nearly all participants achieved their goals. All parts of the session were excellent or above average. 1 2 3 4 5