1. Planning & Lifestyle
GAA Award 1

2. GAA Award 1 – Course Objectives Review
By the end of this Course will be able to:
Develop a basic understanding of lifestyle issues for children
Put in place Good Practice at an early stage
Plan a typical coaching session
Review the aims of the Award 1 child programme
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3. What are the Lifestyle issues that might effect children to participate in Hurling ?RADE?
Task 1
How can you influence positively ?RADE?
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4. WHAT ARE THE TOOLS OF THE COACHING TRADE?TRADE?
Task 2
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5. Coaching Effectiveness
WHAT ARE THE TOOLS OF THE COACHING TRADE?
 Adequate Resources
 Strategy / Plan
 Analysis
 Constructive Feedback
 Effective Communication
Coach Education Programme - Level 1

6. Task 3
Planning is a vital part of the coaching process, give some thought to the following questions? Q. How do you plan for your coaching? Q. Describe the best session that you delivered? Q. Why was it so good ? Q. Does your coaching have a theme or Goal ? Q How do you arrive at that particular theme or Goal ?TRADE ?
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7. Adapting your plans
This ability to quickly adapt your plans is one of the skills of a good coach. Being able to adapt and adjust if something is not working according to plan is a skill that is likely to develop as the coach gains more experience and a greater repertoire of games and activities
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8. Planning A COACHING SESSION 1. Warm -Up 2. Flexibility
3. Skill Practices / Technique
4. Decision Making / Team Play Skills
5. Warm – Down & Stretching Exercises
6. Post – training Discussion (optional)
Coach Education Programme - Level 1

9. An Effective Coaching Session?
Well prepared
Enjoyable
Varied
Helps players to improve / to eliminate weaknesses / to remain fresh, enthusiastic & to feel “good”
Coach Education Programme - Level 1

10. How to tell if players enjoy the session ?
Simple measures of participant’s satisfaction could include:
• Ask them ‘What did you like about today?’, ‘What would you like to do again?’, ‘What didn’t you like?’
• How do they react to the coach? Are they happy to see them?
• Do they keep coming back to the sessions?
• are they excited about coming to the sessions?
• Do they ask, ‘Can we play?’
• Do they want to keep playing even when it is time to stop?
• Do they get to develop new friends or be with their current friends?
• Do the participants have fun? Ask them as well as just observing them.
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11. Area (eg. size, shape or surface of the playing environment)
The acronym CHANGE IT provides a tool that can be used to help modify the activity. Consider modifying the following factors to meet the individual needs of the players:
Coaching style (eg. demonstrations, or use of questions, role models and verbal instructions)
How to score or win
Area (eg. size, shape or surface of the playing environment)
Number of children involved in the activity
Game rules (eg. number of solos or passes)
Equipment (eg. softer or larger balls, or lighter, smaller hurls etc)
Inclusion (eg. everyone has to touch the ball before the team can score)
Time (eg. ‘How many … in 30 seconds?’).
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12. Develop plans for the next three weeks for your own teams ?
Task 4
Develop plans for the next three weeks for your own teams ?
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13. REMEMBER
One of the main responsibilities as a Coach is to keep people coming to practice.
A decrease in attendance says something about how you prepare and/or conduct your coaching programme
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14. Keep Winning in Perspective
REMEMBER
Keep Winning in Perspective
Losing isn’t Failure
Strive for Excellence in pursuit of Victory
Players will Risk error to learn – with Praise and Encouragement
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15. Coaching Motto: Players First Winning Second
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16. GAA Coach Education Structure
Children
Youths
Adults
Award 3 (Master Coach)
Award 3 (Master Coach)
Award 3 (Master Coach)
Award 2 (Advanced Coach)
Award 2 (Advanced Coach)
Award 2 (Advanced Coach)
Award 1 (Coach)
Award 1 (Coach)
Award 1 (Coach)
Foundation Award
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17. Resources 17
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18. Thank you