Loughborough Student Sport Coaching Academy Personal...

(Information taken from Sports Coach UK Website)

Loughborough Student Sport Coaching

Academy

Personal Development Plan

2013/2014

Coach Name:


INTRODUCTION

The aim of this document is to guide you to becoming a better coach by helping you understand yourself and the way you work with others and assisting you in identifying and reaching your coaching goals.

It will also act as a portfolio for your development plans, support documents, and workshop certificates.

CONTENTS:

Section One: Goal Setting

Section Two: Training Needs Analysis Coaching Profile

Section Three: Personal Development Plan

Section Four: Supporting You as a Coach

Other Resource Material

Copies of Certificates


SECTION ONE: GOAL SETTING

Setting goals might prove challenging, particularly if you have not coached before. You may not be aware of the opportunities available to you or have had time to consider where you see yourself in the future.

This section is designed to help you start thinking about your coaching aspirations, the specific type of coaching you want to do, and the kind of coach you want to be.

There are two elements to the goal setting exercise:

Long Term Development Goal - overall development objective; what you ultimately want to achieve.

Short Term Goals – Milestones and actions that have been identified as stepping stones in achieving the overall long term goal.

A way to help you set your own goals is by using the SMART checklist:

Specific – make it as precise as possible – what is it that you want to achieve

Measureable – Can you monitor progress?

Achievable – Is the coaching goal achievable within the time frame/ resources available?

Realistic – Is the goal challenging while still practical?

Time-Framed – Make it time-bound Below are questions which may help you to complete Task 1: Training Needs Analysis Coaching Profile in the next section.

• Who do you see yourself working with? • What level/type of participants do you want to coach? • What do you want to achieve with that group?

Examples of a SMART long-term development goal:

Example 1: to be qualified and confident to lead a handball session to a group of 14 year olds in the inner city within the next 2 months.

Example 2: to be able to move into a full time coaching position within the next 5 years

Think of what your goals may be as it will help you to complete Task 4: Personal Development Plan in section 3.


SECTION TWO: TRAINING NEEDS ANALYSIS COACHING PROFILE

The training needs analysis (TNA) profile is personal to you and your own development goals. No two TNA’s are the same. The reason for this is everyone has different coaching experiences and development requirements.

Before continuing take a few minutes to self-reflect on what motivates you to coach, your personal values and beliefs. Below are a few questions which may help:

• What are your motivations to coach? • What is your coaching philosophy? • What are your beliefs and values when you coach, and why are they important to you.

Below are some examples which can help you:

Honesty Fairness Empathy Respect Excellence Personal Development Caring Inclusion Team Work Commitment Lifelong Learning Physical Fitness Integrity Challenging Support Confidence Health Success Accountability Creativity

Going through this exercise will give you an opportunity to reflect on what is really important to you; it will also give you an insight into what motivates you and what is important to you as a coach.

Exploring the desired knowledge, skills, attributes

Irrespective of your coaching level there are recognised coaching qualities (knowledge, skills, attributes and experience) that coaches must have that relate to:

• The participants • The sport • The context (environment, purpose of activity) • The craft ( planning, doing and reviewing of coaching) • The self ( awareness of own development as a coach)

Document what qualities you have/think are important for your current or future role within coaching. To help you to do this considers the following:

• Who are you with now/in the future? • What do the individual participants need to reach their full potential i.e. Mental, Physical,

Technical, Tactical, Personal and Social development. • What environment are you going to be working in (context and physical location). Does the

environment highlight any further specific capabilities to be considered in your development plan? 1. The coaches role


2. Level of participant 3. Club setting – where it will be held

Please complete Task 1 in the Resource Material section: Training Needs Analysis Coaching Profile


SECTION THREE: PERSONAL DEVELOPMENT PLAN

A Personal Development Plan (PDP) will help you to identify:

1. What further knowledge and skills you need/ want to develop 2. What actions you could take to work towards your coaching goals 3. Where you need further support

Think of your PDP as a road map or Sat Nav. The PDP is a tool to help you to get from where you are currently to where you want to be (Long Term Development Goal).

Before completing your PDP you need to understand the way in which you learn and the best methods to help you to pick the most suitable opportunities and hopefully increase your chances of achieving your coaching goals.

A way in which you can do this is by thinking about how you like to learn.

Ask yourself:

• How do you like to learn? ( look at the list below to help you) • Prioritise your top three methods

DVD’s Books Magazines Sport – specific

workshops General topic workshops

Discussion with fellow coaches

Observation of other coaches

Distance Learning Debates Watching TV

Listening to the radio eLearning Qualifications Residential Workshops Workplace

• How do you like to be supported when learning?

Please complete Task 2 and 3 in the Resource Material section: Learning Styles


COMPLETING YOUR PDP

As well as looking at the ways you learn and think, it is important to appreciate there is a wide range of coach development opportunities and learning environments which you have access to on this programme. You need to think about all this before you sit down to fill in your PDP.

Below are the Key steps to developing your PDP:

1 Setting Short Term Goals • Use your TNA as a key point of reference – what were the priority areas from the TNA? • Turn these priority areas into a number of short term goals – make them SMART! • Ensure the short term goals relate to the overall long term development goal

2 Agree the actions needed • Work out what actions are needed to meet each goal – try to link it with your chosen learning method

(ask for help from the team if you are unsure) 3 Identify what support you might need to achieve the action

• This could be support from another coach or mentor, financial for example helping you to find support to pay for the qualification

4 Give each Action a time frame • The action should include dates by which they are to be achieved • Make sure the time frame is realistic

5 Monitoring & Evaluation • Consider what success will look like for each action • How will you know you have achieved your goal and what the impact is on you?

Please complete Task 4 in the Resource Material section: Personal Development Plan

Your PDP is working document which should be reviewed regularly. Speak to your buddy about what you have put in your PDP and ask for feedback. The buddy system (see section 4) has been put into place to help you achieve your own coaching goals and to help you improve your coaching skills.

When reviewing your PDP you may want to think about the following:

• What have you achieved? • If your goals and actions have not been met, what are the reasons for this? • What else do you need to meet their goals? • Do any new goals need to be set?


SECTION FOUR: SUPPORTING YOU AS A COACH

To help and support you through your time within the Coaching Academy we will assign you a buddy who will work closely with you to help and support you where needed. This person may be another volunteer coach or a coach from the community. This person will be your first point of contact for any help you may need with your coaching experience.

Please fill in form below with your Buddy’s information.

Name:

Email:

Mobile Number:

Which Sport:

SESSION PLANNING

Session plans are intended to illustrate how coaches work with a group of participants and how the various elements are integrated in their delivery. From that perspective, the sections within the session plan are relevant to the particular context in which the session takes place, for example a session in a community club, but may not be applicable to other coaching environments. It is for you to take the principles portrayed by this example and apply them to their specific situation, where appropriate.

Key Considerations: The following sections within the session plan are designed to support coaches as they customise their sessions to meet the needs of the participants.

• Quick reminder: This section aims to serve as a constant ‘check and challenge’ tool for you as coaches, both in the planning and the review stages of your coaching.

• Working on: This section prompts you into the habit of consistently being able to articulate the principles and objectives you are working from and towards with each activity you set up. This will, in turn, allow you to quickly gauge the effectiveness of the activity and adjust or change it as necessary.

• Time: This section will allow you to plan your sessions to a high degree of detail, and allowing you to make sure the sessions run on time.

• Review/comments/likely interventions: This section supports the development of reflection in action (in real-time) and therefore allows you to adjust activities at the time of need. It will also support the process of reflection on action (once the activity is finished). It also allows you to plan for those key moments where you may have to intervene (likely interventions).


• Overall comments: This section supports the reflection on practice process from a very focused perspective (e.g. Were the session outcomes achieved? What was good about the session and what needs attention?)

• Participant feedback: This section tries to encourage coaches to seek feedback from the participants. The purpose for this is two-fold: on the one hand it ensures that you get as much information as possible about the way the sessions are working and how the participants feel about them; on the other hand and, most importantly, this process enhances the feeling of ownership in the participants and empowers them to take more control over their own development and participation in sport.

A Session Plan template and a Session Plan example can be found in the Resource Material section

COACHING JOURNAL AND REFLECTION ON SESSIONS

As part of the Coaching Academy you need to complete a coaching journal. This will not only help you reflect on each session but also help you to see how you grow as a coach. When completing the journals, be honest in what you write as it will help you to achieve what you set out to do and help you to make changes along the way.

The Coaching Journals will be completed online. We will also have access to these to see how you are developing and to help with any issues which may arise.

You will be able to access them at:

http://loughboroughsport.com/coaching/category/personal-development/

OBSERVING YOUR COACHING

Whilst being part of the Volunteer Coaching Academy you will be observed by your Buddy or a coach working with you on the programme. You will have two observations a year which help you progress in your coaching and identify any areas which you need to progress on.

A copy of these reports will be kept in this portfolio and another will be sent to the team to see how you are progressing. This is done in a supportive manner to help you develop as a coach.

The Observation Feedback Form can be found in the Resource Material section

http://loughboroughsport.com/coaching/category/personal-development/


COACH MARK:

Coach Mark is minimum standard schools is looking at when employing a coach to work within P.E. sessions or extra curriculum sessions. This Certificate is accredited by Leicestershire and Rutland Sport. This certificate is compulsory but it is intended for your future development.

To achieve the Coach Mark you need to complete the following courses:

• Safeguarding & Protecting Children • Equity in Your Coaching • Positive Behaviour Management in Sport • How to Coach Disabled people in Sport • Multi Skills Club Intro • Emergency First Aid at Work

In addition you also need to have achieved a level 2 coaching award. This programme is optional. If you would like to achieve this award please contact Karen Whitaker at [email protected]

mailto:[email protected]


Resource Materials


CONTENTS:

• Training Needs Analysis Coaching Profile

• Learning Styles – Questionnaire

• V.A.R.K Learning Styles Test

• Personal Development Plan

• Times and dates of training sessions

• Blank Session Planning Form and example

• Code of Conduct for Coaches

• Check list of courses attended

• Observation Feedback forms


TRAINING NEEDS ANALYSIS COACHING PROFILE: TASK 1

Coach Name:

Long Term Development Goal:

To be achieved by:

Coach Capabilities (knowledge, skills, attributes and experience)

Definition (detail what you mean by this)

Rating (1 Strongly agree -10 strongly disagree) Mark where you are now with X and mark how important this is to you/your role with a Circle

Specific coaching skills and confidence to lead session

Gain a coaching qualification 1 2 3 4 5 6 7 8 9 10

Knowledge of safeguarding and child protection

Make sure everything I do with participants is in a safe and appropriate environment following the correct procedures

1 2 3 4 5 6 7 8 9 10

Communication skills Communicate effectively and positively (verbal and non-verbal)

1 2 3 4 5 6 7 8 9 10

Preparation/planning skills Always produce a lesson plan for the session including contingencies in case things don’t go to plan Arrive early to set up

1 2 3 4 5 6 7 8 9 10

Knowledge of FUNdamentals

Ideas and activities to develop skills needed

1 2 3 4 5 6 7 8 9 10

Positive role model Appearance and behaviour including language

1 2 3 4 5 6 7 8 9 10

Reflective Practice Log thoughts and own evaluation of session

1 2 3 4 5 6 7 8 9 10

Equality Treat everyone fairly, as individuals, and include all participants within the session

1 2 3 4 5 6 7 8 9 10

Observation and analysis Being able to observe and recognise correct and incorrect technique

1 2 3 4 5 6 7 8 9 10


LEARNING STYLES – QUESTIONNAIRE: TASK 2

This exercise can help you to understand how you approach new ideas.

• Try to decide how each of the statements in the following boxes refers to you. • Write four in the box of the statement in each row (1-9) that is closest to your style, three to

the next closest, two to the third, and one to the statement that least resembles your style. A B C D 1 I like to get

involved I like to take my

time before acting

I am particular about what I like

I like things to be useful

2 I like to try things out

I like to analyse and break things into parts

I am open to new experiences

I like to look at all sides of the issue

3 I like to watch I like to follow my feelings

I like to be doing things

I like to think about things

4 I accept people and situations the way they are

I like to be aware of what is around me

I like to evaluate I like to take risks

5 I have gut feelings and hunches

I have a lot of questions

I am logical I am hard working and get things done

6 I like concrete things which I can see, smell, touch and feel

I like to be active I like to observe I like ideas and theories

7 I prefer learning in the here and now

I like to consider things and reflect on them

I tend to think about the future

I like to see the results of my work

8 I have to try things for myself

I rely on my own ideas

I rely on own observations – ideas I have seen other use

I rely on my feelings – I seem to know what works

9 I am quiet and reserved

I am energetic and enthusiastic

I tend to reason things out

I am responsible about things


Learning Style - Scores

Use the grid below to summarize your score on the learning inventory. Write the score you have given yourself beside the appropriate number, and then total each column:

Pragmatist Reflector Theorist Activist 1A 1B 2B 2A 2C 2D 3D 3C 3B 3A 4C 6B 4A 6C 6D 7D 8D 8C 8B 8A 9B 9A 9C 9D TOTAL TOTAL TOTAL TOTAL

Think!

You may have higher score in one or two styles. Reflect for moment on whether your preferred learning style has a significant impact on the way you learn. Might there be occasions where you would be better adopting another style but do not feel comfortable with it? Many coaches depend on one style of learning and so find it difficult to get maximum benefit from potential situations

It is important to note that there is no best learning style. Those who can learn in a variety of ways are able to choose the style best suited to the material in question. Helping a learner develop new learning styles may be an important part of learning and so learning styles are a fruitful topic for mentors to explore with coaches.

Learning Styles:

Activists (Do):

• Open minded, not sceptical. Tends to make them enthusiastic about everything new • Their philosophy is I’ll try anything once • They fill their days with activity, tackle problems by brainstorming • Activists are likely to learn from activists where:

1. It’s appropriate to have a go 2. You get involved and have the limelight 3. You are thrown in the deep end 4. There is a lot of excitement and a range of challenging things to tackle usually involving

people


Reflectors (Review)

• Like to stand back and consider experiences, observing from different perspectives and listening to others before making own comments.

• Through collection and analysis about experiences and events is what counts, so tend to postpone reaching definitive conclusions for as long as possible

• When they act it’s part of a larger picture that includes the past as well as the present, other’s observations as well as their own

• Reflectors are likely to learn from situations where they: 1. Can stand back from events, listen and observe 2. Can carry out research or analysis 3. Can decide in own time, chance to think before act 4. Have the opportunity to review what have learnt

Theorists (Conclude)

• Adapt the integrate observations into complex but logically sound theories, thinking through problems in a step by step way

• Tend to be perfectionists who are uncomfortable unless things are tidy and fit into rational scheme

• Keen on basic assumptions, principles, theories, models and systems • Theorists are likely to learn best when:

1. Intellectually stretched (allowed to question) 2. Situation has structure and clear purpose 3. Deal with logical, rational arguments with time to explore 4. Offered interesting concepts, although may not be immediately relevant

Pragmatists (Plan)

• Keen on trying out theories, ideas and techniques to see if it works in practice • Positively search out new ideas and take first opportunity to experiment • Get on with things and act quickly and confidently, impatient with extensive discussions • Pragmatists like to learn from situations where they:

1. Use techniques with obvious practical benefits 2. Can implement what learnt immediately 3. Try out and practice techniques 4. See relevance


V.A.R.K LEARNING STYLES TEST: TASK 3

This test is to find out something about your preferred learning method. Choose the answer that best explains your preference and circle the letter V, A, R or K.

1. You are about to give directions to a person. She is going to a hotspurs match and wants to visit your house by car first. Would you: V. draw a map on paper? R. write down the directions (without a map)? A. tell her the directions? K. collect her in your car?

2. You are staying in a hotel in Manchester to watch the game and have a rental car. You would like to visit a friend whose address/location you do not know. Would you like them to: V. draw a map? R. write down the directions (without a map)? A. tell you directions? K. collect you from the hotel in their car?

3. You have just received a copy of your itinerary for a trip to South Africa to see the 2010 World Cup. This is of interest to your friend. Would you: A. Call her immediately and tell her about it? R. Send her a copy of the printed itinerary V. Show her a South Africa map

4. You are going to cook a dessert as a special treat for your family. Do you: K. Cook something familiar without the need for instructions? V. Thumb through a cookbook looking for ideas from the pictures? R. Refer to a specific cookbook where there is a good recipe? A. Ask for advice from others?

5. A group of tourists has been assigned to you to find out about famous football stadiums in London. Would you: K. Drive them to a stadium? V. Show them slides and photographs? R. Give them a book on stadiums? A. Give them a talk on stadiums?


6. You are about to purchase a new camera to take pictures at the game. Other than the price, what would most influence your direction? A. A friend talking about it? K. Trying it out R. Reading the details about it? V. Its distinctive appearance?

7. Recall a time in your life when you learned how to do something like playing a new board game. Try to avoid choosing a very physical skill, i.e. riding a bike. How did you learn best? By: V. Visual clues-pictures, diagrams, charts? R. Written instructions? A. Listening to somebody explain it? K. Doing it?

8. Which of these games do you prefer? A. Pictionary? R. Scrabble? K. Charades?

9. You are about to learn how to use a new program on a computer. Would you: K. Ask a friend to show you? R. Read the manual which comes with the program? A. Telephone a friend and ask questions about it?

10. You are not sure whether a word should be spelled “dependent” or “dependant”. Do you: R. Look it up in a dictionary? V. See the word in your mind and choose the best way it looks? A. Sound it out? K. Write both versions down?

11. Apart from the price, what would most influence your decision to buy a particular book about coaching? K. Using a friends copy? R. Skimming parts of it? A. A friend talking about it? V. It looks OK?


12. Do you prefer a lecture/teacher who likes to use: R. Hand outs and/or a textbook? V. Flow diagrams, charts, slides? K. Field trips, abs, practical sessions? A. Discussion, guest speakers? Now go back and count how many V’s, A’s, R’s and K’s you circled. Whichever letter you have circled most indicates your preferred learning style. If you “tie” or two letters are about equal you probably have more than one preferred learning style. Here is the information on the letter that you have circled most to find out what you should do in class, when you’re studying to complement your learning style. V for Visual You have identified as a visual learner. Follow these simple tips to assist you in learning more efficiently. In class you should:

• Underline • Use different colours • Use symbols, charts, arrangements on a page

When studying you should:

• Use the ‘in class’ method • Reconstruct images in different ways • Redraw pages from memory • Replace words with symbols and initials

During exams you should:

• Recall the pictures of the pages • Draw, use diagrams where appropriate • Practical turning visuals back into words

A is for Auditory

You have identified as an auditory learner. Follow these simple tips to assist you in learning more efficiently. In class you should:

• Attend lectures and tutorials • Discuss topics with students • Explain new ideas to other people


• Use a tape recorder • Describe overheads, pictures, and visuals to somebody that was not there. • Leave space in notes for later recall


• Understand you may take poor notes because you prefer to listen • Expand your notes • Put summarized notes on tape and listen • Read summarized notes out load • Explain notes to another Aural person


• Listen to your voices and write them down • Speak your answers • Practice writing answers to old exam questions

R is for Reading/Writing

You have identified as a Reading/Writing learner. Follow these simple tips to assist you in learning more efficiently. In class you should:

• Use list, heading • Use dictionary and definitions • Use hand-outs and textbooks • Read • Use lecture notes


• Write out the words again and again • Reread notes silently • Rewrite ideas into other words • Organise diagram into statements


• Practice with multiple choice questions • Write out lists • Write paragraphs, beginnings, endings


K is for Kinaesthetic

You have identified as a kinaesthetic learner. Follow these simple tips to assist you in learning more efficiently. In class you should:

• Use all of your sense • Go to lab, take field trips • Use trial and error methods • Listen to real life examples • Use hand-on approach


• Understand you may take notes poorly due to topics not seeming relevant • Put examples in note form summarises • Use pictures and photos to illustrate • Talk about notes with another Kinaesthetic person


• Write practice answers • Role-play the exam situation in your room


PERSONAL DEVELOPMENT PLAN: TASK 4

Name: Sport: Date: Where are you currently coaching?

Preferred Contact details (email/Mobile)

Long Term Coaching goal 1. Short Term Coaching Goal (Area for development identified in TNA)

2. What actions are you going to take to achieve your short term goal

3.What support do you need

4. By When 5. How will you know when this has been achieved?

1. 1.

2.

3.

2. 1.

2.

3.

3. 1.

2.

3.


TRAINING TIME TABLE:

Date: Times: Contents: Signature of Tutor: 25/10/13

16:30 – 18:00 • Introduction • Ice Breaker • Short Games

01/11/13 16:30 – 18:00 • Introduction • Ice Breaker • Short Games

15/11/13

16:30 – 18:00 • Warm up/ Ice Breaker • Delivering Sessions/ Coaching Skills • Dealing with Difficult age groups

29/11/13 16:30 – 18:00 • Warm up/ Ice Breaker • Delivering Sessions/ Coaching Skills • Dealing with Difficult age groups

06/12/13

16:30 – 18:00 • Warm up/ Ice Breaker • Session Planning • Referring & Officiating

13/12/13 16:30 – 18:00 • Warm up/ Ice Breaker • Session Planning • Referring & Officiating

17/01/14

16:30 – 18:00 • Warm up/ Ice Breaker • Problem Solving • Planning & Delivering a session

31/01/14 16:30 – 18:00 • Warm up/ Ice Breaker • Problem Solving • Planning & Delivering a session

14/02/14

16:30 – 18:00 • Warm up/ Ice Breaker • Delivering sessions to different sports

28/02/14 16:30 – 18:00 • Warm up/ Ice Breaker • Delivering sessions to different sports

14/03/14

16:30 – 18:00 • Warm up/ Ice Breaker • Strength and Conditioning • Nutrition

28/03/14 16:30 – 18:00 • Warm up/ Ice Breaker • Strength and Conditioning • Nutrition

09/05/14

16:30 – 18:00 • Warm up/ Ice Breaker • Delivering sessions to different sports

23/05/14 16:30 – 18:00 • Warm up/ Ice Breaker • Delivering sessions to different sports

06/06/14 16:30 – 18:00 • Warm up/ Ice Breaker • Coaching Skills

13/6/14 16:30 – 18:00 • Warm up/ Ice Breaker • Coaching Skills

There are 2 sessions a month to make it easier for you to attend.


SESSION PLAN EXAMPLE:

Programme: Playing with a ball

Date: Friday 5 July

Time: 15:00-17:00

Duration: 2 hours

Group: Children aged 9+

Equipment: Flat and high cones, soft balls, baseball/rounders bats, hoops, two mats, markers, bean bags and bibs

Learning from previous sessions to be applied in this session: The children are becoming quite confident striking objects in a controlled environment, but they struggle when the games become competitive. They are quite happy running backwards and forwards but are struggling with sideways/diagonal movement and changes of direction. Some of them are still very self-centred. Quick reminder (What should be at the back of my mind while working with this group?): Participants’ developmental stage: FUNdamentals Key words: Fun, play, fundamental movement skills, competence and confidence Participants Should:

• allowed to develop competence in an environment that exposes them to high levels of success, promotes a sense of self-worth and rewards effort as much as performance

• learning about the benefits of safe sport and enjoying playing with others • understanding and respecting simple rules and getting a sense for ‘fair play’ • encouraged to experiment and to find solutions to basic and intermediate problems supported and

reassured when dealing with failure and frustration.

Goals for the session (What are the main areas we will work on today?): • FUN • retaining technique/skill under ‘pressure’ • sideways movement and changes of direction (push off/spin) • connection between participants and helping each other.

Session Content Working on Time Review/Comments

Intro & warm up: Cone Chase – Arrange a large number of cones around the gym and call colours

Fun and dynamic start to session ABCs Mental focus

7 minutes The kids really enjoyed it, particularly when different ways to travel were introduced and they worked in pairs.

Game/Activity 1: Compass – On calling ‘north’, ‘south’, ‘east’ and ‘west’ the participants move in that direction

Sideways movement Changes of pace and direction

7 minutes If the children are comfortable, introduce carrying an object and some balance shapes.

Game/Activity 2: Striking an object 7 minutes Three goes each and then


Batting practice in threes (pitcher, batsman and fielder)

Helping each other

changeover. The child fielding has to hold a Three-point balance in between strikes.

Game/Activity 3: Free play – explore the equipment and invent games

ABCs Creativity Connection Confidence

7 minutes One condition: whatever they do has to include striking an object.

Game/Activity 4: Small sided baseball 3v3

Striking under pressure Start/stop, Catching and throwing Spatial awareness Working with others Coping with failure

14 minutes If some children struggle, allow them to bat with their hand, use a bigger ball or a batting tee.

Wrap up/cool down: Popcorn Game – All balls in the middle of the gym in a carrier bag. The coach chucks them out of the bag and the players retrieve them and put them back in the bag. It runs for a minute. If the coach manages to empty the bag, he wins! Stretch to cool down.

ABCs FUN Team work Avoiding the space of others

7 minutes Wrap it up with a summary of the skills worked on and ask for feedback from participants.

Overall Comments: (Were the session outcomes achieved? What was good about the session and what needs attention?) Some children were really scared of the ball. Find some soft balls instead of tennis balls. The group is probably ready to start doing more tactically complex games.

Participant Feedback: A lot of children asked about playing football. Make sure next practice we do something related. Some children thought baseball was boring


SESSION PLAN:

Programme:

Date:

Time:

Duration: Group: Equipment:

Learning from previous sessions to be applied in this session: Quick reminder (What should be at the back of my mind while working with this group?): Participants’ developmental stage: Key words: Goals for the session (What are the main areas we will work on today?):

Session Content Working on Time Review/Comments Intro & warm up:

Game/Activity 1:

Game/Activity 2:

Game/Activity 3:

Game/Activity 4:

Wrap up/cool down:

Overall Comments: (Were the session outcomes achieved? What was good about the session and what needs attention?)

Participant Feedback:


CODE OF CONDUCT:

All Coaches MUST wear kit which has been provided at all times. Please try to arrive ten minutes before the start of your session. If you are unable to make your session please contact either Karen Whitaker [email protected] (01509 226149) or Freddie Pierrepont [email protected] (07718864430). We expect Coaches to treat everyone equally and not discriminate one another on the grounds of gender, age, race, disability, nationality, religion or sexual belief. Coaches are required not to smoke, drink alcohol or use banned substances, or be under the influence of such substances, whilst active on shift. At no point throughout the programme is bullying accepted by any member of the team and any infringements on this will be dealt with immediately. There will be set sessions throughout the preparation camps when we will hold feedback and training sessions when we would like you to attend. Although not compulsory, we would like to ask that if you are/are not able to attend then you communicate this with us. Volunteer Behaviour/Attitude We want everyone involved with the Coaching Academy to have a positive experience. Our aim is to create the ultimate venue for all students to perform at their desired level and have their chance to be part of Loughborough Sport. To help us achieve this we have established some guidelines and values that we want our Coaches to embody. We believe in RESPECT: We will:

- Create an inclusive, supportive and welcoming environment - Express ourselves positively as well as critically - Accept responsibility for our own actions; don't blame others.

We believe in HARD WORK: We will:

- Commit to the task and persist through adversity - Not put off until tomorrow what we can do today - Say “I will” not “they should”

We believe in EXCELLENCE: We will:

- Support others to reach their potential - Always look to improve the quality of what we offer - Give attention to detail

We believe in the power of a POSITIVE ATTITUDE: We will:

- Challenge and receive challenge positively - Recognise positives and identify improvements - Always attempt tasks, even though we may fail.

Be approachable, accessible and polite to people. It doesn’t matter who you are speaking to – volunteer, staff or student – you should always respect them and be polite.




Coaches are asked to act with a high level of integrity throughout the session. We will be looking for coaches to lead by example. On many occasions you will be representing Loughborough Sport and it is therefore vital that you deal with any incident in a professional and welcoming manner. As a Coach you may be asked from time to time to complete a task that may be above and beyond your responsibility. However, we ask that volunteers ‘muck in’ with the tasks that are requested of them and as a team of volunteers you achieve the task, no matter how big or small. We would never ask volunteers to undertake work that they are not comfortable with. If at any time you do not feel comfortable to complete a task set upon you then you must highlight this to your team leader as soon as possible. Despite training and preparations the unexpected always happens and when faced with these situations we want Coaches to feel empowered and capable of dealing with the situation. Sometimes a quick decision needs to be made: 1) Does the situation require an action? 2) If it does are you able to act? If not then you need to escalate it to a member of staff. 3) If you have or even haven’t acted or escalated then do you need to inform anyone? Remember – effective communication within the team is key to a smooth running of the programme.


HEALTH & SAFETY All safety, accident and injury incidents should be reported to a member of staff on the day, as soon as you are aware, using an accident report form. When reporting the incident ensure you include as much detail as possible, such as the severity of the incident, where it happened and the potential to cause any further damage. The staff member will then deal with the incident appropriately. If in the rare occurrence that you have to call an ambulance then you must inform security or the school so they can allow access and direct and or escort the ambulance to the casualty. If you see a potential facility fault that may cause injury to others users then ensure you report it to a member of staff as soon as possible who will then look to get the issue fixed. Fire safety is everyone’s responsibility. All employees, students, contractors and visitors are expected to follow the established safety procedures and comply with the requirements of the University’s smoking at work policy. If you discover a fire on campus you should:

• Raise the alarm by operating the nearest fire alarm call point • Inform Security by telephone from a safe venue and give them the relevant information,

i.e. the correct address of the building. • Follow any instructions given by the Security team

Anyone on hearing a continuously sounding fire alarm should leave the building by the nearest available fire exit route – DO NOT USE LIFTS. Go directly to a designated assembly point. For more information please see the University’s Health and Safety internet pages at www.lboro.ac.uk/admin/hse List of Workshops to attend:

These are the courses which are not mandatory unless you are undertaking the Coach Mark award:

Workshop Date of Attendance Signature of tutor Copy of certificate in Portfolio

Safeguarding & Protecting Children

Equity in Your Coaching

Positive Behaviour Management in Sport

How to Coach Disabled people in Sport

Multi Skills Club Intro

Emergency First Aid at Work

http://www.lboro.ac.uk/admin/hse


OBSERVATION FEEDBACK FORM:

Coach: Session Date: Observer of the session: Did the coach do/consider the following:

Outcome: Comments:

Pre-delivery Planning – Did the Session Plan: Have objectives and goals – linked to stage of development/national curriculum if required

Show logical progression Identify adequate resources and time needed

Have adaptations and alternatives Show coaching tips and points? Safety: Check environment and ensure safety at all times

Maintain control of group and ensure safety at all times.

Maintain control of equipment and ensure safety at all time

Check participants/introduce him/herself and the session

Personal Qualities and General Coaching Approach: Talk to participants before the session and outline session goals

Create a feel-good factor for all. Provide variety and challenge. Maximise involvement. Motivate and inspire. Stay composed, even under pressure.

Take initiative to make things happen for the better.

Cater for all abilities. Organisation and Management: Manage participants effectively. Manage equipment effectively. Manage time effectively Manage space effectively Manage conflict effectively Group participants appropriately. Instruction: Explain the task and skill. Identify key coaching points. Develop session in a progressive way.

Use clear and accurate demonstrations.


Communication Skills: Gain attention before giving info/demo.

Continually check for understanding

Ensure adequate voice projection/clarity.

Ensure effective positioning and body language, including maintaining eye contact

Observation and Feedback: Have an awareness of whole group while dealing with individuals.

Provide constructive feedback to participants on performance

Ask for feedback. Manage success and failure. Signature of Observer:

Signature of Coach:


Copy of Certificates

(Please use this section to keep copies of all your certificates from your workshops)

Loughborough Student Sport Coaching Academy Personal...

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