Prevention and Recovery - Coaching Association of Canada · COACH EDUCATION. Prevention and ... 1...

Learning Facilitator Guide

Prevention and Recovery

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© This document is copyrighted by the Coaching Association of Canada (2013) and its licensors. All rights reserved. Printed in Canada.

The programs of this organization are funded in part by Sport Canada.

The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada.

PARTNERS IN COACH EDUCATION

Prevention and Recovery: Learning Facilitator Guide

Version 0.5, 2013 © Coaching Association of Canada

TABLE OF CONTENTS Introduction ............................................................................................ 1

Purpose of the Document ..................................................................... 1 NCCP Core Competencies ................................................................... 1 Learning Outcomes .............................................................................. 2 Overall Context ..................................................................................... 3 How to Use this Guide .......................................................................... 3 Symbols ............................................................................................... 4

Workshop Overview ............................................................................... 5

Introduce the Module ............................................................................. 8

Common Injuries and Their Prevention .............................................. 10

The 12 Pak of Performance and Prevention ....................................... 19

The Dynamic Warm-up for Performance and Prevention .................. 26

Skill Execution for Performance and Prevention ............................... 32

Recovery and Regeneration Techniques ........................................... 37

My Prevention Action Plans ................................................................ 45

Self-assessment ................................................................................... 51

Action Card .......................................................................................... 54

Great Ideas ........................................................................................... 55


Version 0.5, 2013 © Coaching Association of Canada

The Collection, Use, and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at www.coach.ca. By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact [email protected].

The programs of this organization are funded in part by Sport Canada and the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.

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My Notes… Prevention and Recovery: Learning Facilitator Guide

Version 0.5, 2013 © Coaching Association of Canada Page 1

INTRODUCTION

Purpose of the Document This Learning Facilitator Guide is your personal plan for how to

facilitate the Prevention and Recovery workshop. It provides suggestions for all of the Coach Workbook activities, it includes all the Coach Workbook activities, and it has especially wide margins where you can write your own notes and comments on the workshop. Reviewing these notes and comments after the workshop and before your next one will help you improve even more as a Learning Facilitator. We therefore recommend that you save this Guide and consult it regularly to ensure continuous improvement in your facilitation skills and in the workshops you deliver.

Links to Coach Workbook and Reference Material. This Guide includes all the activities from the Coach Workbook, and it refers often to Reference Material. Coaches receive the Coach Workbook and the Reference Material when they register for the Prevention and Recovery workshop.

NCCP Core Competencies As coaches progress through this module, they will work on developing five core competencies that will help them become more effective coaches and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leading, and interacting.

At several points in the workshop, coaches will participate in activities that involve reflecting on and assessing their learning on these five competencies. These are important activities, because coaches indicate in them how they will apply and model the five core competencies in their coaching situation. Look for the lightbulb icon that identifies these learning activities.

Here are just some of the ways these competencies come into play in the Prevention and Recovery workshop:

Problem-solving Find solutions to the complex problem of injury occurrence

Design a functional evaluation for return to play following an injury

Valuing Identify rules that are honoured by athletes, coaches, and officials

versus those that are poorly enforced or followed, and explain what changes need to be made to ensure that these rules are honoured

Appreciate the need for a comprehensive Prevention Action Plan (PAP)


Page 2 Version 0.5, 2013 © Coaching Association of Canada

Critical Thinking Select the best solutions for preventing injury based in part on

science and in part on the coaching context

Analyze technique for a power skill to determine how poor technique can result in chronic injuries

Select the best movement patterns for preventing injury in a sport context

Leading Recommend one or more rule changes to prevent injury in your

sport

Advance your vision of a Prevention Action Plan

Present arguments in favour of specific strategies for preventing injury

Interacting Share your views on virtually every aspect of your approach to

injury prevention

Brainstorm and develop a communication strategy for sharing an approach to hydration, nutrition, and sleep as recovery techniques

Explain your rationale for selecting the components of a dynamic warm-up and a cool-down

Learning Outcomes The NCCP distinguishes between training and certification. The Prevention and Recovery module is one of a number of training opportunities in the Competition – Development context. To become certified in this and other coaching contexts, coaches must be evaluated, and they must provide evidence in the evaluation that they meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module. After finishing this module, coaches will be able to design a personalized Prevention Action Plan that will enhance their athletes’ performance and assist in the prevention of injuries. In particular, they will be able to:

Identify common injuries in their sport

Identify prevention and recovery strategies for common injuries in their sport

Ensure athletes perform appropriate warm-ups and cool-downs

Choose skills and drills that help athletes perform skills correctly

Develop functional evaluations for athletes’ return to play

Implement recovery and regeneration techniques to maintain or return to optimal performance in training and competition



Provide appropriate information and guidance on hydration, nutrition, and sleep that will contribute to optimal performance in training and competition

Overall Context This module is one of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the workshops it offers, visit www.coach.ca.

How to Use this Guide This Learning Facilitator Guide contains both tips for you on how to teach each activity in the Coach Workbook AND all the activities from the Coach Workbook. If you use this Guide, you won’t have to flip back and forth between documents when preparing for the workshop.

Tips on how to teach an activity appear before or after the material from the Coach Workbook. The material from the Coach Workbook is under the heading From the Workbook, and this material is all shaded. The spaces in the Coach Workbook where coaches answered questions have been omitted from this Guide.

Always remember that workshops are NOT designed to cover all the information in the Reference Material. The workshops focus much more on learning by doing than on learning by reading. So while some workshop activities may involve reading Reference Material selections, most do not. In fact, some Reference Material must NOT be presented during a workshop!

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Symbols You will find the following symbols in this Guide:

This symbol means write your thoughts on your Action Card

This symbol means refer to the Reference Material

This symbol means this is a message for coaches

This symbol shows the time an activity should take

This symbol indicates danger zones for coaches

This symbol indicates support for NCCP

competencies

This symbol indicates bonus facilitation tips for LFs



WORKSHOP OVERVIEW This overview is a high-level summary of the workshop you can use when delivering the workshop. Use the My Notes column to write down key pointers for delivering individual activities

Time Activity Description/ Key Messages

Introduce the Module

5 minutes Welcome

5 minutes Total time, Introduce the Module

Common Injuries and Their Prevention

1) Common Injuries in My Sport

20 minutes Introductions

5 minutes Common Injuries

5 minutes In Pairs

25 minutes Describe Common Injuries

5 minutes Plenary Activity

2) Prevention and Recovery Strategies

9 minutes Prevention Strategies

8 minutes Recovery Strategies

8 minutes Sharing Ideas about Prevention and Recovery

15 minutes Fundamentals about Preventing Injury


5 minutes Implementing the New Ideas…

3) Challenging Sport Rules

3 minutes Choosing a Sport Rule

10 minutes Challenging a Sport Rule


133 minutes Total time, Common Injuries and Their Prevention

The 12 PAK of Performance and Prevention

19 minutes Getting to Know the 12 PAK

5 minutes Debrief

18 minutes The 12 PAK in Coaches’ Sport

8 minutes Deciding When to Do the 12 PAK




5 minutes Prevention Action Plan

10 minutes How Am I Doing?

65 minutes Total time, 12 PAK of Performance and Prevention

The Dynamic Warm-up for Performance and Prevention

35 minutes Initial Design

8 minutes Getting Feedback on the Design

9 minutes Cooling Down


58 minutes Total time, The Dynamic Warm-up for Performance and Prevention

Skill Execution for Performance and Prevention

1) Overuse Injuries

14 minutes Overuse Injuries in Power Skills

10 minutes Sharing Your Knowledge

9 minutes Helping Athletes Assess Their Own Performance


2) Returning to Play

10 minutes Introduction

5 minutes Maintaining Fitness while Injured

53 minutes Total time, Skill Execution for Performance and Prevention

Recovery and Regeneration Techniques

1) Fatigue and Overtraining

15 minutes Signs and Symptoms of Fatigue

10 minutes Field Tests

10 minutes Current Recovery and Regeneration Techniques

15 minutes New Recovery and Regeneration Techniques


2) Hydration, Nutrition, and Sleep

10 minutes Hydration

15 minutes Nutrition




8 minutes Sleep

8 minutes Communication Strategies


5 minutes Communication Plan

106 minutes Total time, Recovery and Regeneration Techniques

My Prevention Action Plans

7 minutes My Prevention Action Plans

7 minutes Total time, My Prevention Action Plans

Self-assessment

10 minutes How Am I Doing?

3 minutes Self-assessment

13 minutes Total time, Self-assessment

440 minutes Total time, Workshop



INTRODUCE THE MODULE Welcome

Welcome coaches.

Introduce yourself and the learning outcomes of the module.

Use your own words or the CAC PowerPoint slides for the workshop to deliver the following messages:

• Sport injuries often seem somewhat random or inevitable, like death or taxes.

• The reality is that injuries are preventable: There’s evidence that ankle sprains can be prevented by

proprioception/co-ordination training or by external ankle supports, especially in athletes with previous ankle sprains.

With regard to severe knee injuries, training neuromuscular and proprioceptive performance seems to decrease the incidence of ligament injuries, as does improving jumping and landing technique, particularly in female athletes.

Prevention programs are most effective for athletes at increased risk of injury.

• Success in prevention and recovery requires PLANNING. A well-thought out Prevention Action Plan leads to improved sport performance when it counts.

• Training movement patterns improves performance and prevents injury.

• Prevention strategies improve performance. • Performance and prevention are tightly, tightly linked. • This workshop deals with the prevention of injury. It does NOT

prepare coaches to make a medical intervention with an injured athlete. It is highly recommended that coaches take a first-aid course or have someone who has first-aid training on site with them at all times during practices.

The module is based on the following core concepts:

• Certain movement patterns will improve your athletes’ performance.

• Sport injuries that seem to come from out of the blue can be spotted from a long way off if you know where to look.

• Nagging recurring injuries can often be banished for good with the right approach.

• You need to PLAN recovery and regeneration, for example, by allowing for adaptation time after each workout or after several hard workouts. The latter plan is riskier than the former but may lead to greater adaptation.

5 minutes



• Prevention is both an art and a science. This module includes strategies that are best practices, given current research knowledge.

• There’s a saying that researchers often confirm the validity of systems great coaches are already using. So always be on the lookout for that new movement pattern, sign of fatigue, recovery technique, etc.

A Note on Mindsets about Injuries Many studies have shown that coaches are most willing to include

injury-prevention actions when those actions contribute to improved performance.

All the material in the Reference Material does both: boost performance and prevent injury. It’s therefore very important that you link these two objectives when you facilitate learning and when you refer coaches to the Reference Material.

This module takes a broader approach to sport injuries than is traditional, looking for information, trends, or approaches that will help coaches:

• Prepare athletes for competition • Prevent injuries • Return athletes to competition safely if they do get injured



COMMON INJURIES AND THEIR PREVENTION Common Injuries in My Sport Introductions

Ask coaches to introduce themselves by name and sport and to describe their athletes by age, level of competition, and goals for this year.

This module will benefit enormously from a spirit of collegiality among coaches. The experience coaches have as they create their own Prevention Action Plan will improve dramatically when they get feedback and contributions from the other coaches in the workshop. The first activity must therefore have an ice-breaker feel to it. Your personal warmth will contribute significantly to the success of the module.

Common Injuries Introduce the Coach Workbook, and have coaches individually

complete 2.1.1 and 2.1.2.

Define acute injury and chronic injury:

• Acute injury: An injury with a rapid onset that can result from one incidence of force. Ligament injuries are usually acute.

• Chronic injury (overuse injury): An injury that comes on slowly and can be long-lasting. These injuries usually require a careful examination of training, including volume, intensity, progression, and recovery strategies. Tendons usually tear as a result of overtraining or more repetitive force than the tendon can tolerate.

5 minutes

20 minutes



From the Workbook… 2.1 Common Injuries in My Sport 2.1.1 In the figures below, circle up to six parts of the body that are

commonly injured in your sport or that your own athletes have injured.

Muscles and Joints of the Body



From the Workbook… 2.1 Common Injuries in My Sport 2.1.2 For each body part you circled in 2.1.1, complete Column 1

and Column 2 of the table below. Column 1

Part of Body

Injured (2.1.1)

Column 2 Name of

Injury (if known)

(2.1.1)

Column 3 Identify the Structure (if known)

(2.1.4)

Column 4 Type of Injury

(2.1.4)

Example: Ankle

Ligament sprain Outside (lateral) ligament Acute

Example: Shoulder

Swimmer’s shoulder

Tendinitis (Supraspinatus tendinitis)

Chronic

Example: Posterior Thigh

Muscle strain Hamstring muscle Acute

1)

Acute Chronic

In Pairs Form pairs based on sport commonalities and have each pair

complete 2.1.3.

From the Workbook… 2.1 Common Injuries in My Sport 2.1.3 Team up with another coach, and share your answers to 2.1.2.

Given what you learned from talking to the other coach, modify your answer to 2.1.2 as needed.

Describe Common Injuries Introduce the Reference Material, and ask coaches to refer to the

Coach Workbook and the Reference Material and put them beside each other. Point out that they’ll be switching back and forth between them, and suggest that they put their names on both documents.

Now that both manuals are open, have coaches complete 2.1.4.

To ensure the coaches accurately describe their common injuries, this is the time to:

• Clarify any terminology that coaches don’t understand

5 minutes

25 minutes



p. 2-4

• Confirm that coaches are identifying their injury examples appropriately so that they can use these examples in other activities in the module

• Ensure that coaches appreciate the link between a well-managed workload imposed on the athlete and the prevention of chronic injuries

From the Workbook… 2.1 Common Injuries in My Sport 2.1.4 With a partner, read Injury Terminology in the Reference

Material, identify the structure in Column 3, and circle Acute or Chronic in Column 4 of 2.1.2.

Plenary Activity Share the range of injuries experienced throughout the group or

identify which injuries are common in the group.

Then identify any trends that are emerging in the causes of these injuries.

From the Workbook… 2.1 Common Injuries in My Sport 2.1.5 Given your answers to 2.1.2 through 2.1.4, discuss as a group

what you see emerging as the main causes of injury in your sport.

Prevention and Recovery Strategies Prevention Strategies

Ask coaches to think as broadly as possible when listing the actions they currently take to prevent injuries.

Coaches don’t need to fill in every column in 2.1.2; the main point is for them to record their current strategies.

This is a chance to understand coaches’ starting point for the module.

As coaches work on sections of the Prevention Action Plan, circulate, check in with the coaches, and provide feedback on their work

This is also coaches’ first exposure to the Prevention Action Plan (PAP). So take a few minutes to introduce coaches to the plan:

• Coaches will complete sections (rows) of the PAP as the module progresses.

• In this part of the module, coaches enter their current prevention and recovery strategies in the PAP.

9 minutes

5 minutes



• In the remaining parts of the module, coaches enter new actions they will take to prevent injury and encourage recovery.

The completed PAP allows coaches to see at a glance what they’ve learned in this module.

There are virtually no inappropriate responses to 2.2.1 other than ethically inappropriate or unsafe steps.

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.1 Turn to My Daily and Weekly Prevention Action Plan, on page

26. In the row labelled 2.2.1, list the most significant actions you are currently taking to prevent

Recovery Strategies

injuries. (Some of your strategies may begin even before practice starts.)

Now have coaches describe the actions they’ve taken to encourage recovery among their athletes.

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.2 Turn to My Daily and Weekly Prevention Action Plan, on page

26. In the row labelled 2.2.2, list the most significant actions you are currently taking to encourage recovery

Sharing Ideas about Prevention and Recovery .

Have coaches share their answers to 2.2.1 and 2.2.2.

Encourage them to share WHY they’re taking these steps.

Coaches finish this part of the workshop by adding to their own lists in 2.2.1 and 2.2.2 strategies from other coaches that they think will be effective with their athletes.

Remind coaches to respect their scope of practice as coaches and to know how far they can go as coaches.

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.3 Team up with other coaches. Share the actions you recorded

in 2.2.1 and 2.2.2, and discuss the reasons you took those actions. Turn to My Daily and Weekly Prevention Action Plan, on page 26. In the row labelled 2.2.3, add any actions you would now take to prevent injury or encourage recovery among your athletes.

8 minutes

8 minutes



p. 5-6

Fundamentals about Preventing Injury Coaches now have an opportunity to express their approaches to

a number of fundamentals about injury prevention.

Point out that there are two kinds of fundamentals for preventing injury: preparation fundamentals and training fundamentals.

Coaches need to carry out the preparation fundamentals listed in the Reference Material to ensure the safety of their athletes, and so you need to draw their attention to these fundamentals. However, the discussion in this activity should focus on the training fundamentals.

Keep the emphasis on the positive arguments coaches present before hearing arguments against a certain position.

This can be a tricky one for you. Sometimes when coaches stake their ground, they dig in so deeply that the discussion deteriorates. Conversely, this can be a very helpful activity for coaches who are practising how to state their position. We all know how important that skill is in coaching.

Have coaches read the Reference Material on Fundamentals about Maximizing Prevention and select their two training fundamentals. There is a lot of personal latitude here for coaches to select practices they strongly support.

The discussion should focus on WHY the fundamental is important.

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.4 Based on your discussions with other coaches and the

development of your list of prevention and recovery strategies, select two training fundamentals from Fundamentals about Maximizing Prevention in the Reference Material that reflect your beliefs about prevention and recovery. Write the fundamentals below (for example, “Poor fitness levels cause injury”) and then explain to a partner why they matter to you. Fundamental #1: Fundamental #2:

15 minutes



Plenary Activity Check to see if coaches’ selections are similar.

If coaches don’t choose a good range of fundamentals, you may want to volunteer to select two fundamentals or have coaches volunteer to choose a different second pick.

Implementing the New Ideas… Coaches’ answers in 2.2.5 should focus on HOW to implement the

new ideas.

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.5 Thinking about the discussion you just had, list below three

things you would now do in your coaching to ensure that the fundamentals from 2.2.4 are reflected in your practices and competitions.

I will do these three things to support this fundamental in my coaching…

Fundamental #1

From the Workbook… 2.2 Prevention and Recovery Strategies 2.2.6 Share your answer to 2.2.5 with another coach, and add to or

change your answer as required.

Challenging Sport Rules Choosing a Sport Rule

In the heat of competition, it’s not uncommon to hear “smart penalty/foul” about a tactic that stops a scoring chance even when the foul has a high potential for injury. In sports involving contact or collision, there can be major returns to breaking a rule and physically damaging another athlete. If the people competing are valued, then the “smart penalty/foul” can be questioned and the link between injuries and sport rules better understood.

The purpose of this activity is to get coaches to think outside the box about sport rules, to remember that people just like us wrote the rules in the first place.

5 minutes

3 minutes

10 minutes



The point is more to think about the possibility of rule change and its implications than to devise the perfect rule change.

Don’t criticize officials when you’re facilitating this activity.

Since concussions can occur in all sports, ask coaches to select a rule, norm, or regulation in their sport where poor adherence by coaches or participants can lead to athletes getting concussions.

As an example, point out that some minor hockey teams now have players wear ‘Stop’ signs on their back. This tells players who approach them from behind they need to slow down and NOT run them into the boards.

From the Workbook… 2.3 Challenging Sport Rules 2.3.1 Recognizing that concussions can occur in all sports,

whether by collision, contact, or accident, select a rule, regulation, or training norm in your sport where poor adherence by coaches or participants can lead to athletes getting concussions. Write the rule, regulation, or norm below.

Challenging a Sport Rule The focus in this activity is on change:

• Changing adherence to a rule, regulation, or training norm where poor adherence can lead to concussions

• Changing other rules that can lead to other types of injuries

From the Workbook… 2.3 Challenging Sport Rules 2.3.2 In small groups,

How could you change adherence to the rule, regulation, or training norm to minimize concussions in your sport?

From the Workbook… 2.3 Challenging Sport Rules 2.3.3 Are there other rules in your sport that could lead to other

types of injuries? Which ones would you consider changing to reduce injury in your sport? List them below.

10 minutes



From the Workbook… 2.3 Challenging Sport Rules 2.3.4 What can you do as a coach to get these rules changed?

Record some of your ideas below.

Plenary Activity Draw one or two examples of challenging the rules from each

group, and summarize the common features of the examples.

Wrap up this part of the workshop with key statements about rules and adherence to them:

• Injuries can be associated with poorly written or poorly adhered to rules.

• As coaches, we can influence rules that are poorly adhered to by promoting safe play and adherence to the rules.

• Coaches can also influence poorly written rules by advocating for new rules and modifying existing rules.

Don’t criticize officials when you’re making your summary statements.

5 minutes



THE 12 PAK OF PERFORMANCE AND PREVENTION Getting to Know the 12 PAK

Introduce the 12 PAK:

• The 12 PAK is a group of movement patterns that, taken together, improve body control.

• Body control is the basis of almost every sport skill, and the movement patterns that correspond to sport skills should be trained in the training phase BEFORE the skills are trained.

• Similarly, dynamic warm-ups in a practice should include the movement patterns that will be used in the sport skills that form the main part of the practice.

• Coaches need to spend as much time on the landing (deceleration) as they do the take-off (acceleration), as many injuries occur on the landing.

Show the video on the 12 PAK.

Why 12? There’s no magic to the number 12. There could have been 11, and there could have been 13 or more. For example, FIFA has developed a group of exercises called The 11 for soccer (available at http://www.fifa.com/aboutfifa/developing/medical/the11/). The point is to improve body control, and these 12 movement patterns do it.

Variations? There are lots of variations of each movement pattern that would achieve similar body control. Coaches who have successfully used other movement patterns should share them with the other coaches in their group.

Progression? The 12 PAK was designed for athletes at the Train to Train and the Train to Compete developmental stages. If an athlete has trouble controlling a movement pattern, one option is to choose an easier version of the movement pattern. For example, with Dynamic One-foot Landing (12 PAK pattern #1), the athlete could follow this progression:

1 Standing in the landing position

2 Stepping into the landing position

3 Dynamic one-foot landing

19 minutes

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p. 7-21

Caution: As with all movement patterns or sport skills, athletes with growth-related injuries such as Osgood Schlatter’s Disease or Little League Elbow may have to alter or omit movement patterns that aggravate the injury until the condition is resolved.

Some of the 12 PAK of movement patterns will be very new to coaches. So it’s important to have coaches look over the section on the 12 PAK in the Reference Material.

If coaches don’t choose a good variety of movement patterns, select a movement pattern to broaden the discussion.

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.1 Watch the video on the 12 PAK of movement patterns, and

then read The 12 PAK of Performance and Prevention in the Reference Material.

The 12 PAK in Coaches’ Sport Make sure coaches read through the 12 movement patterns

before completing 3.1.3.

This is one of a number of opportunities for coaches to get out of their chair and move. It may be appropriate to have some of the coaches demonstrate a few of the 12 PAK. Tell coaches to pay close attention to the Coaching Focus section of each exercise.

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.2 Given the injuries you identified in 2.1.1 and the performance

needs of your athletes, identify with a checkmark six of the 12 PAK movement patterns you feel are important for performance and prevention for your athletes.

Movement Pattern Check if Impor-tant

Movement Pattern Check if Important

1. Dynamic One-foot Landing

7. Dynamic Plank

2. Walking Lunges 8. Supine Bridge

3. Side Lunges 9. Zig Zag Run

4. Walking Deadlifts 10. Side Jumps over a Line

5. I, T, Y, W 11. Bounding

6. Push-ups 12. Side Sliding on a Smooth Surface

18 minutes



In the following activity, coaches should select the movement pattern they believe would most benefit their athletes. Coaches should feel free to call on their experiences and substitute progressions of these movement patterns if the 12 PAK movement patterns are too basic for their athletes.

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.3 Now select one of the 12 PAK, record it at the top of the

Movement Pattern column, and identify in that column how you would teach the pattern to your athletes. Use the Teaching Points column to guide you.

Teaching Points Movement Pattern: ________________________

Starting position

Movement

Where you want to minimize movement (sway)

Where you would stand to observe the movement pattern

Where you would look to make sure the movement pattern is done appropriately

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.4 Teach your movement pattern to another coach and add to or

change your answer as required.



Debrief Choose a few of the 12 PAK and have coaches demonstrate

them.

Demonstrating movement patterns is a voluntary activity based on individual coaches’ fitness levels. You don’t want coaches to get injured while working on prevention!

Critique the demonstration.

Look for:

• Control of balance • Absence of ankle wobble • Limited knee sway • Hips parallel to the floor • Shoulders parallel to the floor • Limited sway of the spine line • Head looking straight ahead • Equal contribution to movement from the right and left side

Have coaches use the critique to revise the key points they made in 3.1.3.

Deciding When to Do the 12 PAK

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.5 Indicate when athletes should do each of the six movement

patterns you identified in 3.1.2. Options include doing the movement patterns before practice, in warm-ups, in the practice, and at home. Indicate your choices with a checkmark.

My athletes should do this 12 PAK movement

pattern…

12 PAK Movement Pattern

Before Practice

In the Warm-up

In the Practice

At Home

Movement Pattern # __





8 minutes

5 minutes



My athletes should do this 12 PAK movement

pattern…

12 PAK Movement Pattern

Before Practice

In the Warm-up

In the Practice

At Home


Prevention Action Plan Form pairs based on involvement in the same sport or similar

sports.

Have coaches turn to the My Daily and Weekly Prevention Action Plan and identify when and how they will insert these movement patterns into their practices, as well as when in the year they will include them.

Circulate around the room while the coaches complete their entries. Check how they’re doing and provide feedback.

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.6 Turn to My Daily and Weekly Prevention Action Plan, on page

26. In the row labelled 3.1.6, note how you would incorporate the 12 PAK of Performance and Prevention into your Prevention Action Plan.

From the Workbook… 3.1 12 PAK of Movement Patterns 3.1.7 Share your answer to 3.1.6 with another coach, and add to or

change your answer as required. Record any additions in row 3.1.7 of My Daily and Weekly Prevention Action Plan, on page 26.

5 minutes



How Am I Doing? Introduce this activity by asking coaches to turn to the Core

Competencies on pages 1 and 2 of the Coach Workbook.

Remind coaches that they reviewed these competencies at the start of the workshop.

Point out that they now have an opportunity to reflect on and assess their learning on these five core competencies.

Have coaches complete 4.1.1 and refer to pages 1 and 2 in the Coach Workbook if required.

From the Workbook… 4 How Am I Doing? 4.1.1 Up to this point, you’ve completed activities designed to

develop competencies related to prevention and recovery. This activity is a bit different, as it asks you to: Reflect on your learning to date Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies

in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Prevention and Recovery competencies have developed to this point in the workshop.

NCCP Core Competency

This is what I’ve learned so far

about this core competency…

I will apply the core

competency in the following

ways and situations…

I will model the core

competency this way in my

coaching…

Problem-solving

Valuing

Critical Thinking

Leading

Interacting

10 minutes



Debrief 4.1.1 by asking if coaches have any questions or need anything clarified.



THE DYNAMIC WARM-UP FOR PERFORMANCE AND PREVENTION Initial Design

Some of the dynamic warm-up principles will be very new to coaches. It’s therefore really important to have the coaches review these in the Reference Material:

• The principles of dynamic warm-up • The sample dynamic warm-up most applicable to their

coaching situation

Direct coaches to the support material on the exercises.

Working with a coach from a similar sport, have the coaches design a dynamic warm-up for their sport by completing 4.1.1.

It may be appropriate to have some of the coaches demonstrate dynamic warm-up movement patterns for clarification. Demonstrating movement patterns is a voluntary activity based on individual coaches’ fitness levels. You don’t want coaches to get injured while working on prevention!

Note: Promoting a dynamic warm-up rather than static stretching may cause a lot of discussion. You may be challenged! To help you facilitate this discussion and explain why static stretching is NOT identified as a significant component of the warm-up, we have provided several references supporting this and related positions. The references are listed in full in the Reference Material.

POSITION: Warm-up that includes an increase in heart rate and muscle temperature can increase performance and muscle extensibility.

• SUPPORT: refer to Faigenbaum et al., Bishop, and Strickler et al.

POSITION: The most effective warm-up is specific to the muscles being used and the energy systems providing the energy.

• SUPPORT: refer to Asmussen and Boje, and Bishop et al.

POSITION: The inclusion of static stretching as part of a warm-up does not reduce the risk of injury.

• SUPPORT: refer to Thacker et al.

POSITION: Static stretching decreases performance during sports in which high force and high velocity contractions are required.

• SUPPORT: refer to Behm and Kibele, and Winchester et al.

Circulate while coaches complete 5.1.1, check how they’re doing, and provide feedback.

35 minutes



p. 22-27

From the Workbook… 5.1 Designing a Dynamic Warm-up 5.1.1 Working with another coach from a sport similar to yours,

review The Dynamic Warm-up, including the examples of a dynamic warm-up, in the Reference Material. Using the Warm-up portion of the worksheet on the next page, design a dynamic warm-up for your sport and your athletes. Be sure to include movement patterns from the 12 PAK of movement patterns in Section 3. Note: Ignore the shaded non-warm-up parts of the worksheet. They’re included only to show you the context in which warm-ups appear and because this worksheet was used in the Competition – Introduction workshop. Practice Planning Worksheet TEAM: DATE: TIME: from to

LOCATION: GOAL(S): EQUIPMENT NEEDED:

Intr

oduc

tion

Key messages/safety points


War

m-u

p

Active warm-up

Space/Equipment needed

Dynamic stretching and body awareness




Sport-specific drills


Pay attention to the order of the activities Key messages/safety points

Mai

n pa

rt

Equipment needed

Coo

l-dow

n


Con

clus

ion


Getting Feedback on the Design Meet with another group of coaches to get feedback on your

design.

This provides an excellent opportunity for coaches to share ideas about how to incorporate many of the newly learned movement patterns from the 12 PAK and warm-up examples into their warm-ups and cool-downs.

Coaches should then adjust their warm-up in 5.1.1 based on the feedback they got.

From the Workbook… 5.1 Designing a Dynamic Warm-up 5.1.2 Share your design with another coach, and adjust your warm-

up as required.

8 minutes



Cooling Down Some of the cool-down concepts may be very new to coaches. It’s

therefore very important to have coaches read the material in the Reference Material on recovery and cooling down.

Here are some key points to make about cool-downs:

• Both static stretches and stretches that deal with postural imbalances help return fatigued muscles to their pre-training or pre-competition lengths.

• Heart rate is a common approach to setting exercise intensity and duration. We can also monitor cool-down intensity with perceived-exertion scales.

If stretching is going to be included, coaches need to be able to describe how stretching the muscle may increase range of motion for sport performance or prevent injury through changes in posture.

Point out to coaches that they will need to review the list of common muscle and tendon injuries they developed in 2.1.1.

Once again, the topic of whether static stretching should be included as part of a warm-up and cool-down may promote heated discussion. You may be challenged! To help you facilitate this discussion and explain why static stretching is NOT identified as a significant component of the cool-down, we have provided several references supporting this and related positions. The references are listed in full in the Reference Material.

POSITION: An active cool-down accelerates decreases in the byproducts of hard progressive exercise.

• SUPPORT: refer to MacRae et al.

POSITION: Stretching does not directly decrease injury risk, but it can contribute to changing posture. Only the rehabilitation example of changing pelvic and lumbar posture is provided, but these principles can be applied to all joints of the body.

• SUPPORT: refer to Thacker et al., Krabak and Kennedy, and O'Connor and Hurley.

POSITION: The values provided for the number of repetitions and the duration of stretches come from a combination of research and experience.

• SUPPORT: refer to Boyce and Brosky.

Circulate while coaches complete the activity, check how they’re doing, and provide feedback.

9 minutes



p. 25-27

From the Workbook… 5.1 Designing a Dynamic Warm-up 5.1.3 Read Cool-down in the Reference Material. With a partner,

use the table below to develop a cool-down activity for your sport. First, specify what the activity will be, e.g., jogging. Then decide on the duration and intensity of the activity. Think about how you will communicate the intensity of the activity to your athletes. Will you use heart rate, heart-rate reserve, or perceived exertion?

Cool-down Activity Duration Intensity

If applicable, identify any muscles that may improve performance if lengthened by stretching. Provide a stretch for each muscle identified. Include the length of time the stretch will be held for and the number of times the stretch will be repeated.

These muscles would improve performance if lengthened…

Stretch the muscle like

this…

For this long…

This number of times…

If applicable, identify any muscles that are repeatedly contracted throughout the practice or event that may result in poor posture over time if not stretched. Provide a stretch for each muscle identified. Include the length of time the stretch will be held for and the number of times the stretch will be repeated.

These muscles would improve

posture if stretched…

Stretch the muscle like

this…

For this long…

This number of times…



Prevention Action Plan Have coaches turn to My Annual Prevention Action Plan and

identify when and how they will insert the dynamic warm-up and cool-down in their practices, as well as when in the year they will include them.

From the Workbook… 5.1 Designing a Dynamic Warm-up 5.1.4 Turn to My Daily and Weekly Prevention Action Plan, on page

26. In the row labelled 5.1.4, note the changes you would make to your dynamic warm-up and cool-down.

6 minutes



SKILL EXECUTION FOR PERFORMANCE AND PREVENTION Overuse Injuries Overuse Injuries in Power Skills

Start by explaining underuse and overuse of body segments:

• Underuse of a body segment refers to situations where a body segment contributes less than is optimal to skill execution. Examples of underuse include snapping the trunk too

slowly or not at all when spiking the ball. • Overuse of a body segment refers to situations where a body

segment contributes more than is optimal to skill execution. Examples of overuse include pushing hard with the

quadriceps but not pulling hard with the hamstrings on a cycling breakout.

Have coaches select a power skill from their sport that they can picture their athletes performing. Urge coaches to focus on skills that require a lot of power.

This activity will be most effective if you ask the coaches to picture some of their athletes making errors when executing the skill.

The purpose of this activity is to encourage coaches to appreciate that poor skill execution leads to reduced performance and that poor execution repeated frequently leads to chronic injuries.

From the Workbook… 6.1 Overuse Injuries in Power Skills 6.1.1 Select a power skill in your sport, and record it below: _________________________________________________

Thinking about the skill you just chose: Picture an athlete performing this skill ideally. Choose one of your average athletes, and visualize him or

her performing this skill. In Column 1 in the table below, list two common errors

this athlete makes in the skill that cause a body segment to be underused.

In Column 2, note one body segment that is underused or used out of order as a result of these errors.

In Column 3, list the body segments that are overused to compensate for the underuse noted in Column 2.

14 minutes



For each underused body segment noted in Column 2, describe in Column 4 a skill/drill that will help athletes use the underused body segment correctly.

Column 1 This common

error…

Column 2 Causes athletes to underuse this body segment or use it out of

order…

Column 3 Which leads to

overuse of these body segments…

Column 4 This skill/drill

will help athletes use

the body segment correctly

Sharing Your Knowledge This is a chance for coaches to work in an area where they’re very

comfortable and are the expert in the room.

Have coaches explain the selected skill to one or more coaches who are not familiar with their sport.

From the Workbook… 6.1 Overuse Injuries in Power Skills 6.1.2 Share your answers with two other coaches from similar

sports, and modify your answers to 6.1.1 as needed.

Helping Athletes Assess Their Own Performance Introduce the importance of self-coaching by pointing out that:

• Self-coaching can be an important part of athletes’ development, as it gives athletes a better understanding of what they’re trying to achieve.

• Self-coaching allows athletes to work on important parts of their skill execution when the coach isn’t present or is working with other athletes.

Note some of the tools athletes can use to learn to coach themselves better and improve their skill execution:

• Videotapes Watching best repetitions/performances from a number of

angles • Journals

Recording the thoughts, actions, feelings, lead-up drills, etc., that resulted in the best skill execution

• Visualizations

9 minutes

10 minutes



“Storing” their best performance in their mind and retrieving it before practising the skill

• Cue words Attaching meaningful words to a movement pattern that

resulted in the best skill execution • Putting skills into words • Explaining and demonstrating desired techniques to someone

else

Coaches can help athletes decide what steps to take to assess their own performance in this area.

From the Workbook… 6.1 Overuse Injuries in Power Skills 6.1.3 Recognizing that self-coaching is important in athlete

development, identify three strategies you could use to help your athletes practise skills successfully on their own.

Example: Have athletes perform a skill in front of a mirror. Once the performance of the skill is appropriate, have athletes capture that performance in their minds and use that visualization in their training and competition. 1. 2. 3.



p. 29-30, 32-33


identify when and how they will work on sharing forces in their practices, as well as when in the year they will work on it.

Circulate while the coaches complete there entries, check how they’re doing, and provide feedback

From the Workbook… 6.1 Overuse Injuries in Power Skills 6.1.4 Turn to My Daily and Weekly Prevention Action Plan, on page

26. In the row labelled 6.1.4, note the corrective drills you would incorporate in your Prevention Action Plan (PAP).

Returning to Play Introduction

Coaches should choose partners who chose a similar injury in 2.1.1.

Emphasize the importance of objective information in deciding whether an athlete is physically, psychologically, and emotionally capable of returning to play.

Read the section in the Reference Material on functional evaluations.

This is an ideal opportunity for coaches who’ve been sitting for a while to get up and demonstrate aspects of their evaluation.

Demonstrating movement patterns is a voluntary activity based on individual coaches’ fitness levels. You don’t want coaches to get injured while working on prevention!

From the Workbook… 6.2 Returning to Play 6.2.1 Read Functional Evaluation for Return to Play in the

Reference Material. Also read the Guidelines for Return to Play after a Concussion. Select a common injury from the list you made in 2.1.1. Working with a coach who mentioned a similar injury, list a series of progressive steps for athletes with this injury to use when returning to practice or competition.

Step # In this step… 1

10 minutes

5 minutes



Maintaining Fitness while Injured This activity gives coaches an opportunity to think about

maintaining fitness both at practice and away from practice.

From the Workbook… 6.2 Returning to Play 6.2.2 Working with the same coach as in 6.2.1, describe what you

would have an athlete with this injury do to maintain fitness if he or she cannot return to practice or competition.

Athlete’s Injury Steps for Maintaining Fitness

5 minutes



p. 36-39

RECOVERY AND REGENERATION TECHNIQUES Fatigue and Overtraining Signs and Symptoms of Fatigue

Note that it will take a while for coaches to read and digest the information in this section.

Introduce the topic by stating:

• Many athletes are overtrained and compete in a fatigued state. Others have a well-planned conditioning regime that allows for recovery and regeneration.

• It’s often harder to get athletes to recover enough than it is to prevent them from overtraining.

• Recognizing and interpreting signs and symptoms of fatigue is an art. It’s the interpretation of the signs and symptoms that’s the most challenging.

• This section encourages coaches to be vigilant about the effect of fatigue on injury. It’s intended to help coaches appreciate that they can be the problem or the solution when it comes to injury.

From the Workbook… 7.1 Fatigue and Overtraining 7.1.1 Read Fatigue and Overtraining in the Reference Material. In

the space below, list some signs and symptoms of fatigue you’ve seen in your athletes in practice or competition.

From the Workbook… 7.1 Fatigue and Overtraining 7.1.2 What injuries could occur if your athlete is suffering from

fatigue? After coaches finish 7.1.1 and 7.1.2, lead a discussion on other

signs and symptoms that might appear in coaches’ sports, and encourage coaches to record these additional signs and symptoms as appropriate.

Field Tests Form coaches into pairs from the same or similar sports.

Direct coaches to select their task on the basis of what they’d be most likely to apply with their athletes.

15 minutes

10 minutes



From the Workbook… 7.1 Fatigue and Overtraining 7.1.3 Read Field Tests and Heavy Legs Index in the Reference

Material. Then do one of the following: With a coach from your sport or a similar sport, describe a

field test you would use to determine if your athletes are suffering from fatigue. The test should involve the muscle group most likely to fatigue and come from the energy system that is dominant in your sport.

With a partner, describe how you would create a Heavy

Legs Index that athletes can use to give you feedback about their current trainability.

Select examples from the pairs to share with the full group.

Current Recovery and Regeneration Techniques Begin this section by asking coaches to keep the following key

points in mind:

• Think about how they design their practices and their training weeks.

• Think about what they expect of their athletes away from practices or competitions.

• The how of recovery and regeneration techniques is more important than the what.

From the Workbook… 7.1 Fatigue and Overtraining 7.1.4 In the table below, list up to six recovery and regeneration

techniques you use now, and describe how you use each. I use this technique

now… This is how I use it…

1.

Select a few examples from coaches to share with the full group.

New Recovery and Regeneration Techniques Begin by stating that this section is about change so it will take a

while for coaches to read and digest the information in this section.

10 minutes

15 minutes

p. 37-38



p. 39-40

From the Workbook… 7.1 Fatigue and Overtraining 7.1.5 Now read Recovery and Regeneration Techniques in the

Reference Material. Working with another coach, list up to four recovery and regeneration techniques you would consider adding to your program, and describe how you would use each.

I’m considering adding this technique

to my program…

This is how I would use it…

1.

After coaches complete 7.1.5, ask them to make changes in one or more of the techniques identified in 7.1.4.

Prevention Action Plan Have coaches turn to My Daily and Weekly Prevention Action Plan

and My Annual Prevention Action Plan and identify when and how they will incorporate recovery strategies into their practices and weekly training, as well as when in the year they will include them.

This is also coaches’ first exposure to the annual Prevention Action Plan. So take a few minutes to introduce coaches to the concept of the annual plan and to the annual PAP:

• Annual plans • The annual PAP deals with prevention and recovery strategies

that vary from one training period to another, i.e., are periodized; only recovery strategies are periodized

Prevention strategies are not periodized and so are dealt with in the Daily and Weekly Prevention Action Plan.

From the Workbook… 7.1 Fatigue and Overtraining 7.1.6 Turn to My Daily and Weekly Prevention Action Plan, on page

26, and My Annual Prevention Action Plan, on page 30. In the rows labelled 7.1.6, note when and how you would incorporate what you have just learned about recovery and regeneration techniques into both Prevention Action Plans.

5 minutes



Hydration, Nutrition, and Sleep Introduce this section with the following:

• Coaches don’t control things like the quality of athletes’ hydration, nutrition, and sleep, but they are in a position to influence athletes’ actions — sometimes more than athletes’ parents. For example, on road trips, coaches have an opportunity to walk the talk and show athletes good habits in these areas.

• This is a tough topic since it’s often parents’ behaviour that needs changing; however, coaches should not shy away from these topics just because they can’t always control what their athletes use for hydration, what they eat, or how and when they sleep.

Emphasize that the questions are:

• What specific actions can coaches take to influence athletes? • How can coaches get their points across?

Stress the positive support that coaches are currently receiving from the media and from health agencies regarding hydration, nutrition, and sleep.

This section provides an opportunity display some resources from local agencies such as the Dairy Nutrition Council or the Canadian Heart and Stroke Foundation.

Divide coaches into three groups, one that will focus on hydration, one that will focus on nutrition, and one that will focus on sleep.

• Have each group read the Reference Material on its topic, become the expert on that topic, and complete the Workbook activities on its topic.

• When all three groups have finished their Workbook activities, form new groups of three. Make sure when you do this that each group has at least one member from each of the three original groups (jigsaw).

• Have one expert from each group share his/her group’s findings with the new group member(s).



p. 45-53

Hydration Ask coaches to partner with a coach they haven’t worked with yet

in the workshop who’s also from a different sport.

Circulate while coaches complete the activity, check how they’re doing, and provide feedback.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.1 Read the information on hydration and nutrition in the

Reference Material. In the table below, identify actions you can take to ensure your athletes are well hydrated.

I can do these things to ensure my athletes are well hydrated…

Before practice

During practice

After practice

Before competition

During competition

After competition

10 minutes



p. 45-53

Nutrition For the nutritional component, tell coaches to focus on nutritional

guidelines that affect recovery, not a total nutrition plan.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.2 Recalling the information on hydration and nutrition in the

Reference Material, use the space below to develop nutrition tips you would give your athletes for before, during, and after practice (recovery), as well as two competitions that are two hours apart on the same day.

I can give my athletes these nutrition tips for… Before practice

During practice

After practice (recovery)

Two competitions that are two hours apart on the same day

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.3 Share your answers to 7.2.1 and 7.2.2 with two other coaches,

and modify your answers as needed.

15 minutes



p. 54-75

Sleep Tell coaches how important sleep is to performance and recovery.

Introduce the topic by surveying coaches on the amount of sleep they got over the past week or before and during an extended competition.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.4 Read Sleep: A Key Factor in Recovery and Regeneration, in

the Reference Material. In the table below, develop a set of tips you would give your athletes about sleep.

I can give my athletes these tips about sleep… Before practice

After practice (recovery)

Before competition

After competition (recovery)

Communication Strategies Start this section by stating:

• Coaches need to appreciate that they’re a major influence in how their athletes live their lives even though they probably can’t control their athletes’ hydration, nutrition, and sleep.

• This lack of control makes it especially important for coaches to consider how they’ll communicate about these topics with their athletes and their parents.

Group coaches into new pairs with a coach from a different sport they haven’t yet worked with in the workshop.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.5 Turn to My Daily and Weekly Prevention Action Plan, on page

26, and My Annual Prevention Action Plan, on page 30. In the rows labelled 7.2.5, note when and how you would incorporate what you have just learned about hydration, nutrition, and sleep into your Prevention Action Plans.

8 minutes

8 minutes




identify when and how they will incorporate what they’ve learned about hydration, nutrition, and sleep into the phases of their Prevention Action Plan.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.6 Identify strategies for communicating information about

hydration, nutrition, and sleep to your athletes and their parents.

Strategies for Communicating with Athletes

Strategies for Communicating with Parents

1.

1.

2.

2.

3.

3.

4.

4.

After coaches complete 7.2.6, select some examples of strategies from coaches, and share them with the full group.

Communication Plan Coaches should turn to the Prevention Action Plan and identify

when and how they will communicate their hydration, nutrition, and sleep strategies to athletes and their parents.

From the Workbook… 7.2 Hydration, Nutrition, and Sleep 7.2.7 Turn to My Annual Prevention Action Plan, on page 30. In the

row labelled 7.2.7, note when and how you would incorporate communication strategies about hydration, nutrition, and sleep into the periods and phases of your Prevention Action Plan.

After coaches complete 7.2.7, ask a few coaches to share their answers with the full group.

5 minutes

5 minutes



MY PREVENTION ACTION PLANS Have coaches complete the Self-assessment and the Action Card,

then reflect on whether they’d like to make any additions to My Annual Prevention Action Plan.

Coaches may also want to make a few summary additions to their Plan after one last reflection on the workshop.

7 minutes



My Daily and Weekly Prevention Action Plan Practice or Competition Training Week or Competition Week Sec-tion

Prevention/ Performance

Actions

30 to 60 Minutes before

Practice or Competition

Group/ Team Warm-

up

In Practice or Competition

Group/Team Cool-down

30 to 60 Minutes After


At Home or between Practices

Between Competitions

2.2.1 Current Prevention Strategies

2.2.2 Current Recovery Strategies



Practice or Competition Training Week or Competition Week Sec-tion


Actions



Group/ Team Warm-

up







2.2.3 Additions to Prevention and Recovery Strategies

2.2.4

Fundamentals

3.1.6 12-PAK

3.1.7 Additions to 12-PAK





Actions



Group/ Team Warm-

up







5.1.4 Additions to Active Warm-up

Additions to Dynamic Stretching and Body Awareness

Additions to Sport-specific Drills

Additions to Cool-down

6.1.4 Corrective Drills





Actions



Group/ Team Warm-

up







7.1.6 Recovery and Regeneration Techniques

7.2.5

Hydration

Nutrition

Sleep



My Annual Prevention Action Plan Period Preparation Competition Transition

Sec-tion

Phase General Preparation

Specific Preparation

Pre-Competition

Regular Competition Major Competition Transition

7.1.6 Recovery and Regeneration Techniques

7.2.5 Hydration

Nutrition

Sleep

7.2.7 Communication Strategies



SELF-ASSESSMENT How Am I Doing?

Introduce this activity by asking coaches to turn to the Core Competencies on pages 1 and 2 of the Coach Workbook.

Remind coaches that they reviewed these competencies at the start of the workshop.

Point out that they now have an opportunity to reflect on and assess their learning on these five core competencies over the entire workshop.

Have coaches complete 9.1.1 and refer to pages 1 and 2 in the Coach Workbook if required.

From the Workbook… 9 How Am I Doing? 9.1.1 You’ve now completed activities designed to develop

competencies related to prevention and recovery. This activity is a bit different, as it asks you to: Reflect on your learning in this workshop Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies

in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Prevention and Recovery competencies have developed in the workshop.


This is what I’ve learned in this workshop about this core competency…

I will apply the core competency in the following


I will model the core competency

this way in my coaching…

Problem-solving

Valuing

Critical Thinking

Leading

10 minutes




This is what I’ve learned in this workshop about this core competency…

I will apply the core competency in the following


I will model the core competency

this way in my coaching…

Interacting



3 minutes

Self-assessment This self-assessment will allow coaches to reflect on their current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if coaches have the required abilities/competencies. The self-assessment form will help coaches identify areas of strength and areas for improvement.

For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE: _____________________

I will design a personalized Prevention Action Plan to enhance athletes’ performance and assist in the prevention of and recovery from injuries by:

Never Some-times Often Always

Identifying injuries common in my sport 1 2 3 4

Identifying prevention and recovery strategies for injuries in sport 1 2 3 4

Incorporating the 12 PAK of performance and prevention into athletes’ training programs 1 2 3 4

Incorporating dynamic warm-ups into athletes’ training programs 1 2 3 4

Choosing skills and drills that ensure body segments contribute optimally to skill execution 1 2 3 4

Applying functional evaluations for athletes’ return to play 1 2 3 4

Applying recovery and regeneration techniques to prevent fatigue and overtraining 1 2 3 4

Providing athletes and parents with information and guidance on hydration, nutrition, and sleep that will contribute to optimal performance in training and competition

1 2 3 4



ACTION CARD Date: ______________________________ Location: ___________________________

I will START…

I will STOP…

I will CONTINUE…



GREAT IDEAS

New friends in coaching from this workshop… For coaching tips and

more information about coaching workshops,

visit the Coaching Association of Canada

website at:

Visit coach.ca – Canada’s most dynamic coaching community.

Check your certification, complete online evaluations, access sport nutrition tips, read coach stories and more!

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