Sports Coaching Presentation

Mr Jonathan Nelson Gregory

Goal:

To demonstrate a delivered football coaching session to a group of children within a local sports/football academy setting.

Contents The Coach: Skills & Qualities For Effective Coaching Responsibilities FA Coaching Philosophy Coaching Style’s Learning Style’s Coaching & Teaching Style’s Used

Contents Coaching Strategies for Effective

Coaching Planning the Session Sessions Main Aims & Objectives The Warm Up The Main Content The Warm Down

Contents Review of Learning Evaluation (Reflective & Analytical) What Went Well What Didn’t Go So Well How The Session Could Be Improved Action To Take For Next Session

A copy of the session/lesson plan will also be given to understand the organised criteria followed within the practice/training activity.

The Coach

Coaching is a form of teaching as it primarily involves communicating, learning and maintaining positive

relationships with those being taught  

(Jones, 2004)

The Coach Safe Environment for Players

Fun & enjoyableLearning experience

The CoachSKILLS & QUALITIES EFFECTIVE COACHINGCommunicate effectively, which is inclusive of listeningProvide impartial, timely and constructive feedbackBe a good plannerBe analyticalCreate and maintain a safe coaching environmentPossession of an enquiring mind in their coaching practice, and be motivated to increaseTheir coaching skills and knowledge.

(Crisfield, 2003)

The Coach - Responsibilities BE AWARE OF HEALTH & SAFETY POLICIES/CHECK LISTS POSSESS A FIRST AID QUALIFICATION (respond to a range of

emergency situations an Treat common ailments or injuries.) FIRST AID KIT (full stoked) HAVE ADEQUATE INSURANCE COVER ADEQUATE CHILD PROTECTION CERTIFICATE FOR THE

AUTHORITY/ESTABLISHMENT YOU ARE WORKING FOR BE FAMILIAR WITH THE FACILITIES: Normal Operating Procedures (NOP’s) – Policies & Procedures on

minor incidents such as recording incidents via an accident report logs/form.

Emergency Operating Procedures (EOP’s) - Policies & Procedures on major incidents such fi re and facility evacuation points.

The Coach - Responsibilities IMPLEMENT THE SPORTS CODE OF PRACTICE which

reflects the key principles: Your Rights Relationships Responsibilities – Personal Standards Responsibilities – Professional Standards

Note: The Code of Practice has been developed by SPORTS COACH UK (Website: www.sportscoachuk.org.) Other resources are available to ensure a good professional coaching practice within your sporting environment and include the following:

The Coach - Responsibilities Safeguarding and Protecting Children (formerly Good

Practice and Child Protection) Equity/Ethics in Your Coaching The Responsible Sports Coach Coaching and the Law. CONDUCT A RISK ASSESSMENT (prior to delivering a

session assessing the risk to the coach/s and participants). This includes assessing/recording any issues regarding:

Sports Equipment Sports Facility/Venue

The Coach - Responsibilities

IMPORTANT! - BEFORE THE FOOTBALL SESSION STARTS

ALWAYS ENSURE THE PARTICIPANTS HAVE:CORRECT FOOTWEARCORRECT CLOTHINGENSURE PERSONAL JEWELRY/ITEMS ARE REMOVEDENSURE THAT ANY INJURIES OR ILLNESSES ARE ACCOUNTED FOR ALWAYS OUTLINE THE SAFTY IMPLICATIONS WITHIN THE SESSION I.E. WHY WARM UPS AND COOL DOWNS ARE IMPORTANT. REMIND THEM THAT EVERYONE HAS A RESPONSIBILITY FOR THE SAFTY OF OTHERS AND TO RESPECT AND USE THE DEDICATED ACTIVITY AREAS APPROPRIATLY.

(Robinson, 2010)

The Coach – FA PhilosophyFUTURE GAME PLAYING PHYLOSOPHYOutlines a vision for the English game following principles dedicated to future players:In PossessionOut of PossessionWith the BallWithout the BallOutlines a coaching approach in line with the playing philosophy: Incorporating specialist age appropriate coachesIncorporating more effective youth coachesWork to understand individual needs in regards to a person’s learning development (adopting more/best methods suited to the individual)

 (Learning, FA: An Introduction to Coaching Handbook, 2009)

The Coach – Coaching StyleA coaching style is the way in which the coach delivers his or her coaching session. A coaching style will vary from person to person and situation to situation as the coach adapts their behaviour to meet the specific needs of the performer (Robinson, Effective Coaching, 2010) Autocratic Command Style – Coach makes all the decisions for the participants Democratic Interactive Style – Participants discuss and negotiate different issues (concerning game play) 

(Mcmorris, 2006)

The Coach – Coaching Style Reproductive Teaching Styles – Pupils are

expected to reproduce information or skills given to them or demonstrated by the teacher.

  Productive Teaching Styles – Pupils are expected

to produce knowledge or skills which they were previously unfamiliar. Referred to as guided discovery or problem solving style.

 (Curtner-Smith, 2001)

 

Learning Styles – How Do We Learn?

Visual - Auditory - Listening Reading Kinestheics – Carry out physical

activity The Do-ers

Areas of Learning/Development MOTOR DEVELOPMENT

MOVEMENT/SKILL ACQUISITION

COGNITIVE LEARNING

CHILDHOOD GROWTH (AGE)

  (Gallahue, 2007)

Learning Styles

The Behaviourist Learning Theory The Cognitivist Learning Theory The Constructivist Learning Theory Social Learning Theory Humanism Learning Theory

Learning StylesTwo main schools of thought and their associated theories have predominated in education and sport settings since the nineteenth century (Morgan, 2008)

THE BEHAVIOURISM THEORY

THE CONSTRUCTIVIST THEORY

Learning Style - Behaviourist The acquisition of a new behaviour through conditioning Classical conditioning, where the behaviour becomes a reflex

response to stimulus. Operant conditioning, where there is reinforcement of the

behaviour by a reward or a punishment. Stimulus – object or event in the environment Response – reaction to stimulus

conscious or unconscious intentional or reflexmental, physical, glandular

Reward – encourages continued responses Punishment – decreases probability of the responses, by applying

unpleasant stimuli or removing stimuli for reinforcing.

Learning Style - Constructivist Learners construct knowledge for

themselves and build new ideas or concepts based upon current knowledge and past experience.

  In turn this helps the coach to understand

what the children already know when they come into an activity/session (understanding the child's cognitive development).

Adopted from the Mosston and Ashton Teaching Styles

(Mosston, 2002)  Style Essential Characteristics Focus/Learning Aspects Teaching Style Learning Theory/Outcome

A Command Teacher makes all decisions Motor Development Reproductive Behaviourist

           B Practice Pupils practice teacher prescribed tasks Motor Development and Autonomy Reproductive Behaviourist

           C Reciprocal Pupils work in pairs. One as the teacher and the

other as the learnerSocial, Motor and Cognitive Reproductive Behaviourist

           D Self Check Pupils evaluate there own performance against a

set criteriaMotor, Cognitive and Independence Reproductive Behaviourist

           E Inclusion Teacher provides alternative levels of difficulty for

pupilsMotor, Cognitive and Differentiation Reproductive Behaviourist

           F Guided Discovery Teacher plans a target and leads the pupils to

discover it 

Cognitive and Motor Development Productive Constructivist

           G Convergent Discovery Teacher presents a problem and pupils find the

correct solutionCognitive, Motor, Social and Affective Development Productive Constructivist

           H Divergent Discovery Teacher presents a problem and pupils find their

own solutionCognitive, Motor, Social and Affective Development Productive Constructivist

           I Individual Programme Teacher decides content and pupils plan and

design the programmeCognitive, Personal (Autonomy), and Motor Development

Productive Constructivist

           K Self Teaching Pupils take full responsibility for the teaching and

learning processPersonal (Autonomy), Cognitive, Affective and Motor Development  

Productive Constructivist

Teaching & Learning Styles Used Within the Planned Session

Teaching Style – Reproductive Style(A) Command Style - Observing, Replicating, Safety(B) Practice Style - Replicating, Refining, Adapting at own pace(C) Reciprocal - Observing, evaluating with partner, social, communication(D) Self Check - Observing, evaluating on your own, responsibility(F) Guided Discovery - Analysing, understanding, selecting

Teaching & Learning Styles Used Within the Planned Session Learn faster and more efficiently Intentional – design and control so that

all pupils find are motivated. Operant conditioning – behaviour

governed by its consequences and rewards (praise)

Behaviour is directed towards a purpose of a goal

Coaching Style Coach Led

Coach drives learning

Gives information Provides answers Solves problems

Student

Replicates, Observes & Adapts Tasks

Asks questions Seeks help and

advice - Communicates

Evaluates their own responsibilities

Coaching Strategies for Effective Coaching ADAPTION& DIFFRENTIATION – The ability to

create a series of progressive learning activities that allow every player access to the practice.

The coach will at times need to adapt the coaching environment to meet the needs of his or her performers. This will depend on a number of factors, which include group size, group composition, ability, fitness, skill level and the coach’s experience.

The STEPS concept (FA Introduction to Coaching)– Space, Task, Equipment, Position and Speed –can be adapted to account for a range of needs.

 

COMMUNICATE & INSTRUCTION - Being able to communicate effectively by verbal (instruction) and non verbal (body language, facial expressions, gestures) communication.

Body – head, trunk, hands, hips, knees, feet. Boat – direction, speed, angle, edge, trim. Blade – shaft/blade angle, position,

penetration, cadence/RPM. Brain – mental state, knowledge. Background – environment.

Coaching Strategies for Effective Coaching

Coaching Strategies for Effective Coaching DEMONSTRATIONS – Demonstrate or perform a

particular task effectively OBSERVATION - What to look and what the coach

needs to consider regarding the problem that he or she is observing. This could be from a technical or tactical view that may analyse if the

skill execution is correct, if the technique used is ineffective or if the coach recognizes

why technical errors are occurring and knows how to correct such errors.

FEEDBACK (Robinson, Effective Sports Coaching, 2010)

Planning the SessionTHE AIM S AND OBJECTIVES OF THE

FOOTBALL SESSION

THE SKILL/TECHNICAL ASPECT OF :

DRIBBLINGRUNNING WITH THE BALL

THE TACTICAL ASPECT OF:

 KEEPING POSSESSION

Planning the SessionTHE SESSION PLAN INCLUDES:

■ Who the group are (Later child hood – children)■ Individual needs■ How many players (11 players)■ age of players (Age 10 and 11 Years)■ gender (Male & Female)■ session aims and objectives■ length of session (1 hour)■ venue (St Thomas’s Community Network)■ facility and equipment needs (Balls, Cones, Bibs)■ medical information (Consent Forms)■ health and safety issues (HEALTH & SAFETY / RISK ASSESSMENT Procedures/Forms)■ availability of support staff (Michael Jennings-Bell & Jonathan Gregory)

The Warm Up

15 minutes (Duration) Fun Activity – Robin Hood The players have to run and retrieve

as many balls as possible from the middle of the playing area and return the ball within the designated square/area of their team. The team with the most balls wins.

Main Technical Activity 1TRAFFIC LIGHTS – 20 minutes (Duration) Players dribble in designated area and wait for instructions from the coach. The coach must call out specific instructions relating to three cones of different colours. RED, YELLOW and GREEN. When the RED cone is called the players must stop with their foot on the ball. When the YELLOW cone is called the players must change direction/turn with the ball. When the GREEN cone is called the players must increase their speed whilst dribbling/running with the ball.

Main Technical Activity 2SEE IT DO IT – 20 minutes (Duration) Team A (7 players) must keep possession of the ball from the other players who will defend or intercept play (3 players) An awarding point will be linked to the succession of the number of passes for example reaching a 10 pass target without an interception.

 

Warm Down 5 minutes (Duration)

Slow Jog Around Playing Area   Stretching Exercises

Warm Down Two Leg Hamstring Stretch

1. With both feet together and legs fully extended, reach forward with both hands towards your toes.2. Tuck your chin towards your chest to increase the stretch. 3. Keep your toes pointed towards the sky.

Classic Quadriceps Stretch1. Standing one leg, grab your opposite ankle and pull your heel into your buttocks.2. Your bent knee should sty parallel with your standing leg rather then being pulled behind.3. Push your hips out to increase the stretch and remember not to grab the ankle joint. 4. Repeat for the opposite side. 

Warm Down Standing Groin Stretch

1. Stand with your legs wider than shoulder width apart.2. Shift your weight onto one side as you bend your knee.3. Reach with one hand towards your outstretched foot.4. You should feel the stretch right down the inside of your outstretched leg. 5. Repeat for the opposite side. 

(Soccer Stretching Exercises, 2013)

Progression’s Development and extension of a skill as well as the

understanding of the task itself   By planning for progression the teacher/coach will aim to

bring about the development and extension of learner’s skills and understanding 

Gives direction and structure to learning Start with what learner(s) ‘can do’, then adapt to can do

with help, then can do on your own. Identifies small achievable steps – motivating. Supports development across a series of activities and

series of lessons (Bailey, 2000)

Progression Stages SKILL SHOULD BE PRACTICED IN STAGES – FOUNDATION

STAGE, INTERMEDIATE STAGE, ADVANCED STAGE OVER A CERTAIN AMOUNT OF SESSIONS (Koger, 2005).

SKILLS ARE FOLLOWED FROM INSTRUCTION THE PROGRESSED FOR THE PLAYER TO WORK ON THEIR OWN INITIATIVE NY MAKING THERE OWN DECISIONS

SKILLS CAN BE INTRODUCED

APPLYING SKILLS IN DIFFERENT SITUATIONS

Progression Stages

APPLY SKILLS STRATEGICALLY/TACTICALLY

DRILLS CAN BE DONE IN A SMALLER OR LARGER AREA

GROUPS/TEAMS CAN BE CHANGED TO SUIT THE ACTIVITY e.g. 3 v 4,4 v 6, 5 v5.

Review of Learning A - Command, B - Practice Style

and the D- Self CheckThese learning styles will be reviewed

through progression stages as individual develops and improves Dribbling Skills and Running with the ball. This will cover:

Main Activity Content 1 – Traffic Lights

Review of Learning C – Reciprocal, D - Self Check and F

- Guided DiscoveryThese learning styles will be reviewed

through observation as individual/group develops and improves ball possession. This will cover:

Main Activity Content 2 – See It Do It

Review of Learning A – Command Style and D – Self

Check

Warm up and Cool Down will be reviewed by observation - stretching exercises

Evaluation – What Went Well Teaching style appropriate for the session – Warm-up, Activity,

Warm Down Identified the equipment needed for the session Checked the safety of the facility following the correct

procedures Communicate clearly to the participants the information they

need for the session – Session Brief Encouraged Participants with positive feedback e.g. “You are

doing well”, Don’t worry about you mistakes” etc. Players responded well to feedback Progression were met to the practice/session activities Listened to Feedback as I questioned there knowledge e.g. “what

did you learn from todays session?” “Did the session today?”.

Evaluation – What Didn’t Go So Well Communication could have been clearer to

participants – Coaching points More preparation on coaching points More confidence to step in, take control and

explain specific factors towards tactical scenario’s Watch my time keeping is regards to the sessions

activity times e.g. warm ups, cool downs etc. Need to think like a coach and not as a player (limit

my involvement within game type activities.

Evaluation – How the session could be improved Felt that one pupil who had autism was disruptive to the group.

Sometimes is a positive way asking questions. Sometimes in a negative way not taking part or not doing the activity that was set. Could have dealt with situation better by learning extra skills towards specific medical problems/disabilities.

Could introduce individual progression levels to monitor performance on skills learnt – Monitor skills to see if an individual has developed basic/foundation skills, intermediate or advanced

Plan Sessions in Advance e.g. plan for a session of six weeks to follow and elaborate on progression factors.

Gain feedback from other coaches experiences Gain more practical coaching experience

Evaluation – Action To Take For Next Session Continue Self Reflection to improve the delivery of future

sessions Observe progression stages - Group/Individual Communicate more effectively and know what I am going to

say – ‘THINK BEFORE YOU SPEAK’ Evaluate and Improve Body Language Focus on Teaching Points e.g. look up when dribbling, close

control dribbling etc Ask the participants what they have learnt Ask participants if they have understood the various

drills/warm up, warm down activities Keep a smile on my face when delivering a coaching session

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