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www.gfinternationalsolutions.com

Coaching Children 3-5 Years

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Welcome to Coaching Children

Outcomes:

Understand the need and capability of children aged 3-5years old

Practical examples and strategies to develop 3-5 year old.

Graeme Foreman

Implementation Consultant in Business, Education, Sport andTraining

Author of the Introduction to Fundamentals of Movement anda suite of resources for sports coach UK

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Introduction

Teaching vs. Coaching

Creating Positive Environments for Coaching Children

Practical examples

What is your Coaching Role?

Tips and Coaching Excellence

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Reflexive

Rudimentary

Fundamental

Complex

Functional

Early

Intermediate

Mature

The ability of the Individual

Locomotion

Stability

Objectcontrol

A,B,Cs FOM-FMS-FSS

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Start at the Beginning

ChildhoodInfancy

Sticky Feet Warm up clip

Activity:

What are your observations about thesession?

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High Quality PE

High Quality Coaching

What does it looks like?

How will you recognise it?

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Activity?

What should we see during a high quality session?

Fun

Engagement

Learning

Progressive Development

Performers confidence

Appropriate to age, ability, fitness etc. (incl: equip)

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1. Safety

2.Tactical

3.Technical

4.Physiology

5. Psychology

6. Social

7. Fitness/Health

8. Craft Knowledge

The Coaching Model

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10 Outcomes of high quality PE

1. Commitment

2. Understanding3. Healthy Active Lifestyle

4. Confidence

5. Skills & Control

6. Challenge

7. Thinking & Decision Making

8. Desire to Improve

9. Stamina, Suppleness & Strength

10. Enjoyment

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High Quality Coaching

High-quality coaching produces participants with theskills, understanding, desire and commitment tocontinue to improve and achieve in sporting activity inline with their abilities

sports coach UK

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In a recent NC Document that asked children about their

positive experiences of PE and Sport, their mainresponses where?

Enjoyed PE Spoke about themselves enjoying sports

Exercising and sweating Having FUN PE to be energy giving

Keep it funIf you want to maintain your childs interest in any activity,it must be fun, fun, FUN. Incorporate your childs favouriteinterests to create a world of make-believe e.g. books,movies, plays or television shows, dinosaurs, vehicles,

animals, fairies, dressing up the list is endless. Be imaginative when telling your childto do things e.g. say Dont just run run like an expresstrain; gallop like a horse; climb like Spiderman.

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Different Environments !

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Different Environments !

Is your clothing important ?

ActivityWhat is the difference between

coaching during curriculum time

and in a sports club?

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A True Multi-skill Approach?

Position Specific Skills

Attacking/ defensive shots/positions

Activity/ Sport Specific Skills

Forehand/ backhand driveForehand/ backhand volley

Overarmserve

Fundamental Sports Skills

Throwing/ RollingStriking/ Kicking Catching/ Receiving

Running/ J umping

Fundamental Movement SkillsAgility Balance

Co-ordination

ThinkingMe

HealthyMe

Social Me

Physical MeSports Skills Pyramid

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The motivation, confidence, physical competence, knowledgeand understanding to maintain physical activity throughout life

(Whitehead, 2011)

Everyone can be physically literate

An individual physical literacy journey

Guiding learning through a range of activities

Focus on the whole person

FOM + FMS = Physical literacy

(Foreman & Bradshaw 2009)

Are we all comfortable with PhysicalLiteracy?

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StarttoMoveDevelopingPhysicalLiteracy:Crosscurricularcomparisons

LiteracyJourney

PhysicalLiteracyJourney

Alphabet

Recogniseindividualphonemesandgraphemes

Words

Usephonemesandgraphemestobuildupwords.Learnkeywords.

Sentences

Usewordstobuildupsentencesandbegintolearnaboutsentenceconstruction,grammarandpunctuation.

Paragraph

Useknowledgeandunderstandingofsentencestobuildparagraphstoconveyinformation,imaginationandcreativity.

Movement

AlphabetLearnlocomotion,stabilityandobjectcontrol

MovementWords

Combineelementsoflocomotion,stabilityandcontrol(e.g.throwaballatatarget)

Movement

Phrases/Sentences

Linkmovementwordstodemonstratespecificskills(e.g.throwandcatchwithapartner

Movement

paragraphsLearnhowtoconstructmovementphrasesintobasicphysicalactivities(e.g.2v2game)

Are we all comfortable with Physical

Literacy?

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Activity

Is what you are currently delivering Wright or Wrong?

Mr and Mrs Wright

Everyone in a circle with a tennis ball

Read the story and discuss

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EARLY MOVERS

Simple, basic skills - running, hopping, side-stepping andbounding

Awareness stage

Exploratory stage

Discovery stage

INTERMEDIATE MOVERS

Movement should be transferred from basic skills intocombinations of skills and used in a range of activities

Combination stage

Application stage

Creating the Environment

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CompetentMover

ThinkingMover

CreativeMover

SocialMover

ConfidentMover

HealthyMover

Activity

Can you set up a movement activity that challenges and allowsthe following phases of movement?

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Stories and AdventuresActivity:

Traffic Lights and Bodyrelationships

Thinking Listening

TalkingLooking

Busy feet Moon Story

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A Different Model especially forEarly years development

Personal Development

Social

Emotional

CommunicationLanguage

Literacy

Knowledge

Understanding

Application

Physical Development

Creative Development

Helping Children Feel Good about themselves:Every child is unique how children feel about themselves can be related to many factorssuch as as their environment, body image, experience and the standards they can set for

themselves www.healthmatterseducation.co.uk

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Your Coaching Role

Is therefore very Complex

Is very Important

Is Crucial to skill and social development

Can help Build an Athlete

Creative in building a coaching relationship

Should be the Essence for developing a CoachingCulture

Can destroy Confidence and Self Esteem

Can turn kids off Sport for Life

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99.5% of Children never make itto Elite Sport

As a young athlete, I know I always played harder for

coaches who told me I was going to do well and pointedout ways I could improve, as opposed to coaches whoonly commented on what I was doing wrong

Tony Dungy

NFL Coach

Children are not mini adultsChildren are not mini adults

Children are not mini adults

Richard Bailey PHD

Are we giving them the necessary experiences and skilldevelopment to fulfill their individual potential?

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Fun-Fitness and Learning Graph

Introductory Session

Year 1 Fundamentals

0

20

40

6080

% Time Spent

% Time Spent

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The Tennis Foundation - clip

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Clear and simple

A different approach

Teachers included in physical education /

coaching

Teachers supported to take responsibility

Focus on the quality of movement

Links to other curriculum areas

Regular opportunities for children to learn

Learning opportunities match learning needs

Key Curriculum Messages

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Useful Guidance

Differentiate STEP etc

Safe

Value effort at all times

Value learning, improvement and personal progress

Match expectations yours and theirs

Remember: 99.5% of children never make it into elite

sport

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Useful Guidance to your CoachingExcellence

Example that you set

Example that you place on process over outcome

Expectations you have of them and they have of you

Environment that you are working in, but more sowhat you design

Energy that you always bring to every session

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YOU

Clear

Visual

Progressive

Ageappropriate

Informative

Related toNC

An Excellent Resource

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Any Questions

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The End

Have a wonderful coaching careerAnd a SAFE journey home

www.gfinternationalsolutions.com

info@gfinternationalsolutions.com

YOU TUBE: FUN4Parents

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Models

Personal / Social

Technical Tactical

PhysicalPsychological

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A PersonallearningExperience

Thinking

ME

Social ME

Healthy ME

Ageappropriate

Informative

PhysicalME

Models

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Rocks N Crocs Benefits

Activity:

What are the benefits that the Children can get out ofRocks N Crocks for: Technical Tactical

Physical Psychological Social

In 3 Groups:How would you deliver this game to improve:

FUN Fitness

Learning

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Rocks N Crocks

FUN Fitness Learning

What % Breakdown would you use?

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Rocks N Crocs

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Benefits

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1. UnderstandingChildrens

competencies

2. Teachersknowledge and

understanding?

3. Create learningexperiences

4. Providelearning

experiences

5. Assess andevaluate

Models

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