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CiRF v6

Tutor Notes

01/01/2016

For use from 01/01/2016

Version 6.0Tutor Resources: Flipchart and PPT throughout, plus On Course Workbook to be taken everywhere by candidates.

SESSION TIME WHAT-2 HOW-2 REINFORCE RESOURCES COACHING OPPORTUNITIES

1

CiRF v6

109:00-09:45

45mins

Role & Responsibilities of a Coach in Running Fitness Be athlete centred

Identify knowledge and skills O,A,F OT4’s

OCWPPT

2

09:45-10:45

60minsAthlete Development

Recognise characteristics of Fundamental, Foundation and Event Group Athlete Development stages and impact on coaching

Athletes can be at any stage regardless of age

PPTFlipchart

10:45-10:55 COFFEE

3

10:55-12:40

105minsWarm upSkill Development, Coordination/Balance

Recap: Organisation, Safety, Instruction & Demonstration,Recap: ABC’s Teaching methods for skill development

Movement basicsComplex and simple skill

Skill laminatesOCW

4x wu8 group

12:40-13:10 LUNCH

4

13:10-13:35

25minsCoaching stylesCoaching for learning outcome

Skill learning & structuring of training

How people learn in different ways Link to ADM

PPT and Practical exercise

One or two opportunities per coach

5 13:35-15:15

100minsFundamental running skills Observation/Analysis and

FeedbackTechnical points for running

VideosOCW, Technical templates

All have one opportunity

15:15-15:25 COFFEE

615:25 -16:35

70minsAthlete profile and planning the mesocycle goals Planning

Planning termsMesocycle

OCW

7 16:35-17:00

25minsWorking as a Team Working as a team of coaches

Reflection on the day Briefing OCW

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DAY 1 SESSION 1 – ROLE AND RESPONSIBILITIES OF A CiRF - 45minsSession contentIce breakerRole & responsibility of coachWHAT-2The programme overview.Responsibilities of a CiRF - What a CiRF coach can and can’t deliver

HOW-2Be athlete centredIdentify knowledge and skills

Time Outcome Content Delivery Resources09:00 - 09:15 15mins

1.1Identify what would help them learn during the course

1.2Describe the responsibilities of a CiRF

Meet other course members; reflect on coaching experience and reason for wanting to do the CiRF award.

Share any wants and concerns for the course.

Who we are responsible to.

NB: Time frame - this is a quick reference only not a discussion exercise.

Workbooks on chairs for arrival. Coaches to write their names on front cover and select 4 questions.

T1 to introduce the delivery team for the day and inform coaches of the domestic arrangements of the facility (including fire information and eating facilities).

T1 tutor asks coaches to “introduce yourself to other coaches and ask one question to learn about partner’s coaching and try to match a box on the sheet”. (Coaches to complete all 4 before calling bingo). Once “Bingo” has been called, game ends.

In small groups briefly discuss their coaching/leading experience since CA/LiRF, what they want from Coach in Running Fitness and what would help them to achieve it.

T2 flipchart the responses and then explains that we will revisit them at the end of the 2 days and 3rd day.

Refer to pre-course work and our expectation that coaches will have spent time studying the welcome pack and completing the pre-course tasks.

Show how CiRF relates to overall coaching structure and its limits with regard to track based running events. New CiRF allows a Coach to coach on a track, however improvement of track based 800m running + is for Athletics Coaches.

Remind who we are responsible to and why. T2 to re-enforce that an athlete centred approach to coaching and inclusive

coaching is advocated State programme objectives, purpose of OCW as a personal learning record to

use during the course days and on supported practice and assessment requirements. Refers them to Toolbox pages 55-57 in OCW.

PPT TitleOCW pg 4

PPT Coach Bingo

PPT Roles and ResponsibilitiesPPT Pre course experienceFlipchartPPT Programme OutcomesPPT Becoming a coachPPT and CiRF ResponsibilitiesPPT Athlete CentredPPT Inclusive coaching

OCW pg 55

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09:15 - 09:25

10mins

1.3State what a CiRF needs to be able to do

Note: this exercise is designed to let the coaches establish what they are going to need to do, to become coaches. It will form their learning plan for the period of the course.Knowledge (What-2)

Techniques of running Athletes and how they develop as

individuals Application of anatomy &

physiology How learning takes place.

DO – How-2 skills.

T2 task groups to think like coaches – what is it they need to know, to do and the qualities a coach would have – if they are to be signed off as a competent Coach in Running Fitness.

Use PPT 12, 13 and 14 to reinforce the difference between a leader/assistant and a coach. Explain the difference between ‘how’ and ‘what’ skills. Refer to inclusiveness and the scUK Impairment Specific factsheets and knowledge with regard to the how to skills for coaching disabled athletes.

PPT Knowledge / Skills / QualitiesPPT 12 What-2PPT 13 How-2scUK Impairment factsheets

09:25 - 09:40

15mins

1.4Reflect on current knowledge and skills

Reflect on own What-2 and How-2 skills.

OCW should be used throughout the course should they so wish. It will NOT be submitted as part of their assessment.

T2 asks coaches to look at their pre-course selection of knowledge and skillso Select one from each category you selected for development in the

pre-course work (or select one of each now if you didn’t do the pre course.

o In pairs discuss selection and rationale with partner. T1 to explain how they may wish to focus on these during the programme and

how reflection time is set aside at the end of each session. They should record their strengths and weaknesses in their workbook.

In the final classroom session they will prepare an action plan for their supported practice.

Revisit the wants from the day, T1 matches “wants” with what is required of a CiRF in the task just done.

OCW pg 5

09:40 - 09:45

5mins

Give each individual 5 min to reflect on this first session and detail anything else they want in their workbooks.

OCW pg 5

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DAY1 SESSION 2 – ATHLETE DEVELOPMENT MODEL - 60minsSession contentCoaches to establish a clearer picture of athletes in the Foundation stage and identify rationalisation behind the appropriateness of the activities – how they differ from EGD. Understand and apply the development pathway for participants and the rationale for late specialisationWHAT-2Athlete Development ModelBroad picture of what activities are included for each stage

HOW-2Recognise characteristics of Fundamental, Foundation and Event Group Athlete Development stages

Time Outcome Content Delivery Resources09:45 – 10:00

15mins

2.1Describe the stages of an athlete development programme

AD stages:Fundamentals , Foundation, Event Group Development, Specialisation,Performance.

10,000 hours principleLATE SPECIALISATION Training appropriate to

stage of biological development and emotional maturity

Athletics event movements being built on broader more generic movements.

Only once growing has finished can we help the athlete determine, their optimum events.

T1 explains that this session will focus on athletes, their stage of development and the appropriate types of training.

Show PPT of recreational runners and draw different ages, gender and lack of ability to tell their stage of development for running.

Using supporting PPT ADP, briefly explain UKA’s Athlete Development Pathway and how athletes should progress through it systematically.

T1 asks what might be missing in a late comer to running. T1 asks how long it takes to become high level athletes. Explain to group about doing the right type of training, being undertaken at the right time. Identify how physical preparation can overcome some deficiencies for latecomers to the sport.

Summarise that anyone of any chronological age may be at any one of the athletics development stages.

T1 asks what ‘event group’ means for them as running coaches. States the range of non- track based events but athlete not ‘event

group stage’ just because they do an event.

PPT Session 2 Athlete Development

PPT What do you observe?

PPT Athlete Development Pathway

X-ref uCoach Endurance Athlete Development Model

10 - 10:30

30mins

2.2Describe the characteristics of athletes in the first 3 stages of development

Reinforce athletes 12-15 or older may still be in fundamental or foundation stage if new to athletics or just lacking basic skills.

It is the skills and abilities

T2 shows PPT of the different ‘Ages’ and confirms or corrects understanding as needed.

T2 puts coaches into groups each covering all three development stages.

TASK: a) Characteristics of a runner at each stage?

PPT AgesPPT ADP Task

Prepared Flipchart landscape with all 3 stages across the top and 3 sections below for the three parts of the task.

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2.3Identify appropriateness of training to the stages of development

2.4Describe the implications for athletics coaches and their practice

that determine stage.A competitive athlete may however, by aptitude or attitude be an Event Group stage athlete requiring additional work from earlier stages.

Physical preparation relevant at all stages appropriate to skill level and development.

Stress that British Athletics is supporting the delivery of athletics through progressive and appropriate training whilst focussing on core skills and physical abilities which translate to endurance event group.

Refer them back to the ADM and their pre course reading, task them with spending 5mins on building up a picture of what the athlete in that stage should be really like - their physical, social, emotional characteristics and ages.

b) What type of activities can athletes in each stage do? (What 2)

e.g. for all stages and age/gender mix and any disability. Identify the differing types of training activities that athletes should

be capable of undertaking if the athletes are genuinely at these stages of development.

Tutor may use analogy of sketching an outline of the movement (Fundamentals), putting more detail into the picture (Foundation), and colouring in the picture (EGD).

c) How will your coaching reflect this? (How 2)T1 reviews their submissions and unpick key points – draw out life pressures relevant to different ages of athletes.

What are the implications if you have all three stages of development in your training group?

T1 reinforces with PPT.

PPT Fundamental StagePPT Foundation StagePPT Event Group StagePPT Training for FundamentalPPT Training for FoundationPPT Training for Event Group

PPT Coaching all stages

10:30-10:40

10mins

2.5Identify the implications for their organisations & clubs

Change within clubs, competition structure.Change management issues.Support coaches.

T1 sets:TASK 2 In same groups ask them to identify 3 or 4 issues within clubs/organisations/competitions they think may want to think about to be able to develop athletes in the most appropriate fashion. Write these in their OCW.

Explain that we start by looking at Foundation stage and moving to EGD throughout the course.

OCW pg 7

10:40-10:45

5mins

2.6Reflect on learning during this session

Ask coaches to write up their learning in their workbooks and for 4 volunteers to prepare to run the warm up sessions after break.

OCW pg 6-7

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COFFEE BREAK 10:45-10:55

DAY 1 SESSION 3 SKILL DEVELOPMENT – 105minsSession contentSkill development – coordination, balanceWHAT-2Warm Ups for Foundation Stage AthletesStructuring practice so that learning takes place

HOW-2Recap: Organisation, Safety, Instruction & Demonstration,Introducing selection of coaching interventions

Time Outcome Content Delivery Resources

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10:55-11:10

15mins

11:10-11:20

10mins

11:20-11:25

5mins

3.1Practice Organisation, Safety, I&E and Demonstration skills

3.2Describe how principles of warm up prepare for a specific session

3.3Describe what the tutor did to enable coach self-reflection

Prepared warm up activity from home study.

Four volunteers to have established the start of a personal development plan.Tutor asks coach 1 to focus on their I/E and coach 2 demonstration.

Volunteers give their perception against the OT4 cards.

What-2 Running,How-2 OrganisationReview process, support coaches, technical advisors and probing questions.

T1 explains the session outcomes and shows definition of skill, balance and co-ordination.

Moving to practical area T1 asks everyone to work within their limits. T1 Introduces the OT4 station while T2 prepares the warm up coaches.

Two volunteers run their prepared warm up component with half the group each. All attendees should be included (except other volunteer), but this doesn’t mean they need to be active – the coach, needs to engage their group.

Allow the warm up to run for 5mins and then ask another 2 coaches to take over each group for next 5 minutes. On conclusion, bring groups back together as one.

Tutors leads quick review of first coach whilst others contribute:o Review warm up content and how this might differ for a

coacho Review How 2 skills seen from the 4 listed.

Tutors repeat this process with the second coach for 2 different skills.

T1 to explain to the group about the main area of focus during the 3 day workshops. Therefore they will need to take ownership of their own development.

T1 asks the group to identify what the tutor did to help the volunteers to establish their strengths and weaknesses.

Explain the importance of the Supported Practice between days 2 and 3, plus to help them prepare for their assessment day.

PPT Session 3 Skill DevelopmentPPT Skill Balance and Co-ordination

OT4 station:OrganisationInstruction & Explanation

OT4 Safety andDemonstration

Review questions

11:25-11:35

10mins

3.4Recognise the basic fundamentals of movement

Fundamentals: ABCs

Balance – to be stable and correctly aligned allowing performance of effective movement.

Coordination – the ability to organise the body and limbs to perform a set

T1 introduces the group to the running game ‘high knee and stop’. Participants jog around the area with high knee action and when the tutor shouts stop they have to freeze with a single leg high knee position, toes up to shins, support foot flat on the floor.

Play the game for 1 minute and ask the coaches’ what they noticed about their balance and posture? How did they keep control or lose control?

Explain that this next part is to raise their awareness of

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3.5Recognise that base, size and direction are both impacted by the movement being executed

pattern of movement.

Agility increasing the speed / complexity of movement so as to eventually perform these automatically OR “the combination of both balance and coordination at speed”.

Size of base

Direction and position of base

Stability is governed by size and position of base, its’ direction and is relevant to the movement being performed.

Fundamental Movement Skills and their importance. Ask group to throw out definitions for:

o Balanceo Coordinationo Agility

Remind that Fundamental Movement Skills underpin all other movements, sport and event specific skills.

T2 tasks each individual with doing these movements and usesquestions to unpick key aspects.

o Stand with feet shoulder width apart, lean side to side but not bending at the waist. Question - identify at what point did they lose balance?

o Standing with feet together this time, lean side to side but not bending at the waist. Question – what have they changed to cause them to lose balance sooner?

T2 changes the activity to doing:

o Stand with feet shoulder width apart, lean forwards and backwards but not bending at the waist. After a couple of attempts task the coaches with changing their feet position in some way, that will make them more stable. Allow 1-2 minutes practice and bring group in.

Draw out what changes they made to improve their stability.

T1 asks coaches to stand feet shoulder width apart:

o with feet in penguin toedo pigeon toedo feet in a neutral position

Draw out in which direction the body wants to move and briefly discuss the relevance of this in athletics events if the foot is the only point that touches the ground in running.

Unpick what they have learnt relating to balance so far and refer

X – ref: uCoach support material for CA showing ABC’s manual and video

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them to uCoach and other off course resources e.g. the running videos on uLearn CiRF.

Think Inc. - x-ref to disability and the differences in balance for an amputee and those who may be d/Deaf or hearing impaired.

11:35-11:45

10mins

3.6Identify the requirement for good posture and what this means

Postural and its control.

Use of visualisation withnovices.

Pelvis control and a “neutral” position(Use suitable analogy such as a bucket filled with water).

Invite coaches to observe from different angles.

Introduce the concepts of ‘shape’ and ‘leakage’ to describe how the introduction of posture and pelvic position has altered the control of movement.

T2 introduces the concept of good posture and being in control. Split group into pairs – ‘A’ walking along a line and ‘B’ observing

position of the hips. Repeat the exercise but with “A” thinking about a balloon fixed to

their head, pulling them tall. Task B with identifying any differences between the two walks.

Bring the groups back together and ask the observers what they saw change. Swap over so that A’s have the opportunity of seeing the effect. Explain that by using the analogy of a balloon pulling you upright this can help improve posture and prevent physical and technical problems.

Finally explain the need for a “neutral position”. Whilst standing still, ask for the coaches to spill water “forwards” and “backwards”. Explain that they should encourage them to hold a position which allows them to keep all the water in the buckets.

Return to high knees exercise: Ask pairs to re do the exercise using all they have learnt. T1 asks what, if anything, has altered?

Conclude the activity by stressing the need for awareness relating to posture and its control with the athletes and to develop the ability to hold these positions.

11:45-11:55

10mins

3.7Use methods to help athletes improve skill through better coordination

Complex - a movement that an athlete finds difficult to execute.Simple – a movement that an athlete finds easy to execute.

Complexity is down to the individual’s ability to execute the movement.

T1 asks group to pat their heads with one hand and look around to see who finds it easy or difficult.

Now asks group to jog on the spot whilst moving right arm up then out to the side and left arm down then out to the side (or any potentially more complex movements of tutor’s choice).

T1 ask who found the addition simple and who found it harder? Ask group what the difference is between a Complex and a

Simple skill and how this information is relevant to us as coaches?

Ask group to recall from previous courses, their coaching

Laminates of skills PPTs

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Coaches must see how individuals perceive the movement, by allowing practice to happen and watching coordination and methods of teaching -Whole practice, WPW, Shaping, Chaining, Guided Discovery.

practice or seeing other coaches – what methods were available to them, to help athletes learn new physical movements?

T2 applies each method to above exercise, summarise each method of learning for clarity.

Think Inc. - x-ref disability, it can take longer for athletes with certain disabilities to learn complex skills - Disability Impairment Factsheets scUK.

11:55-12:15

20mins

3.8Identify those who find skills simple/complex

Coordination tasks.

Skills might break down under pressure of performance.

Split whole group into 3/4 smaller groups – each with a volunteer to coach a coordination task.

Tasks: Carioca (grapevine), Hopscotch, Reverse arm circle or Backwards lunges.

T1 explains that coach will demonstrate task to group then observe the activity without speaking. T1, T2 take 2 groups each.

Coach sets up a demonstration of the activity or arrange for one to be done by a tutor or athlete.

Coach invites the “athletes” to practice and silently assesses their performance without discussing it with them.

Coaches note down the complexity of the skill for each person.Allow 1 minute of practice – coach to be silent.

Tutors to observe I&E, Demo skills of two coaches each, ready for review. T1 brings all groups back together asks one coach to tell all the others what their task was. The athletes in that group now perform the movement in front of the other coaches.

After 30-40secs T1 asks for coach view on how the athletes perceive the complexity of the skill and corrects if need be.

Tutors direct Coaches to their workbook if they have a How-2 skill to develop (I&E / Demo).

T2 to repeats this process and alternates with T1 until all groups complete.

Coordination task OCW pg 9OT4 StationCo-ordination task cards

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12:15- 12:30

15mins

12:30-12:35

12:35-12:40

3.9Select appropriate intervention strategy though guided discovery

3.10Identify how guided discovery enabled their learning

How different methods relate to individual learning styles.

Importance of not progressing an athlete demonstrating incorrect underpinning movements. ‘Shape’, ‘leakage’ ‘stability’

Parameters, environment, time.

Task: In same groups all decide on which coaching method to use with the athletes who could not perform the movement initially.

They should experiment with one or more options until they find one that helps one or more athletes. If there is more than one solution – note it down. If certain things don’t work, these should be noted also.

T1 pulls groups back in after 10 min and asks them to concisely present which solutions worked best for their athletes and task. Unpick the rationale for why each one might work better than others.T2 manages time.

T2 summarise the benefits of each method and highlights the necessity of allowing whole practice, potentially with adapted equipment (shaping) to enable us as coaches to observe more practice (relate to running).

T1 to unpick how guided discovery from tutors had helped coaches learn on this occasion.

T1 reviews session content from slide. Reinforcing slides used if tutor considers it useful.

Any learning should be written up in OCW.

PPT Simple and Complex Skills

PPT Methods of Teaching Complex SkillsPPT Whole Part WholePPT ShapingPPT ChainingPPT Guided discoveryPPT Skill learning environment OCW pg 8-9

LUNCH 12:40-13:10

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DAY 1 SESSION 4 – COACHING STYLES - 25minsSession contentCoaching styles – tell, show, involve and applying it to stages of learningWHAT-2Coaching styles

HOW-2Skill development strategies

Time Outcome Content Delivery Resources13:10-13:20

10mins

4.1Identify differences in coaching styles and where they could be effectively used

Lying down standing up exercise.

T2 points out that although there are common roles, responsibilities and standards, people will coach in different ways (personality, experience).

In practical location T2 organises coaches into pairs. The pairs will quickly carry out the same task three times. The task is getting somebody who is lying in a supine position on the floor to finish in a standing position.

The pairs will use three different styles, using rules set by the tutor. Tutor reviews only after completion of the three times NOT each time.

The first time: A acts as a coach and B acts as an ‘athlete’. Coach, A, tells B what body parts to move and how and where, e.g. “bend your left leg to a right angle at the knee”. B cannot speak, unless they physically can’t do something, when they can say “I can’t do that”. Coach, A, cannot simple say “Stand up” – they must ‘tell’ small precise movements.

The second time: B acts as coach and A as the ‘athlete’. Now the coach must show the athlete what to do in small movements. They must set up a formal demonstration for each small technical point they are asking the athlete to do. X-ref back to demonstration done earlier and how they should set up these demonstrations. B cannot simply say “watch this” and stand up. Again the ‘athlete’ cannot speak unless they cannot physically do something, when they can say “I can’t do that.” No mirroring is permitted.

The third time: A returns to being a coach, B as ‘athlete’. Coach now asks athlete “what part of the body would you want to move first and in what way to begin standing up?” Follows this line of questioning to help the athlete to finish standing.

PPT Session 4 Coaching Styles

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13:20-13:30

10mins

4.2Compare the coaching styles to stages of development

Coaching styles applied.

Link the different coaching styles and their own preferences to the ADM tasks earlier. How would this affect their delivery to their training group?

T1 reviews asking e.g. “How would you characterise the three times you did that task?” Draws out: Tell, Show, Involve. Tutor asks e.g.o “When you were in the position of being the ‘athlete’, which

way felt more comfortable?”o “Where might learning have been best?”o “Which of the three styles would you call ‘athlete-centred’?”

Briefly explain the characteristics, strengths and weaknesses of each of the 3 styles (use slide). Point out that day 1 of the course focuses more on tell and show styles. They have already started to work on some of the How 2 coach skills employed by these two styles and will continue to develop these.

T2 explores which coaching styles support the delivery of certain elements of safety, organisation and other how-2 skills.

PPT Characteristics of Coaching Styles

PPT The Mixed Ability Group

13:30-13:35

5mins

4.3Identify balance of their own coaching practice

Identify any of their own strengths and weaknesses. T2 to pull out examples from the group. Flipchart response.

Complete reflection in learning of this section in OCW. OCW pg 10

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DAY 1 SESSION 5 – FUNDAMENTAL RUNNING SKILLS - 100minsSession content Fundamental running skills Observation/ Analysis and Feedback skills

WHAT-2Running for Endurance

HOW-2Observation practice and comparing performance versus technical modelsObservation, Analysis and Feedback

Duration Outcome Content Delivery Resources13:35-13:45

10mins

5.1Identify coaching points for endurance running, maximum velocity running

Understand technical points for running

Think Inc. - the technical model is the same for all but may look slightly different in some athletes (knee amputee, cerebral palsy).It is important to work to the same technical model but be aware of the functional limitations of the athlete’s movement.

T1 gives outcomes for session.

T1 asks coaches to close their OCW then asks:

What makes a good running technique for running?

T1 draws out points and hands out technical template for Maximum Velocity Running.

T2 shows video of MVR running 3 times through. 1 - focus posture, 2 - focus arm drive, 3 - focus leg and foot action.

Now asks for differences and similarities for endurance. T2 draws out points and hands out template for Endurance running,

briefly discuss similarities and differences whilst watching video clip 3 times, same focus as before.

T1 asks why we are concerned with technique and draws key issue of maximum efficiency, minimising injury potential. Refers back to ‘shape and leakage’ from ABC’s session. Confirms technical template is the same regardless of disability.

Show video clip of less technically correct runners and draw what coaches see.

PPT Session 5 Running Skills

Video clip for each

13:45-14:05

20mins

5.2Apply How 2 skill of observation As an athlete increases the

speed of running they will shorten the lever. This is because shorter levers rotate quicker.

Move to practical area where one fartlek oval has been marked with cones.

Ask for a volunteer to demonstrate walking, jogging, striding and sprinting along a straight line with remainder of group watching one leg only. They will need to identify what happens to that leg as the speed increases.

Draw out their observations and correct if need be. Pull group in together and establish what the key What-2 skills are

of running. T2 asks 2 coaches to take a 5min warm up with half the group

each. T1 identifies the fartlek area and where to change pace. In pairs as coach and athlete, athletes run the fartlek oval whilst

OT4 station

Observation Checklist in OCW pg 11

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Observation skills, what do you see. .

Position and only one technical point to observe. What can you do in this situation?Implications for coaching as opposed to leadership, What are realistic numbers? Where to stand and effect of distance.

coaches observe their partner and compare with template for endurance using OCW and observing all points.

After 5 mins change over coaches and runners. After further 5mins bring groups together and tutors identify what coaches have seen and what they might have missed and why.

Give groups OT4 for observation.

T1 draws key points that make for good observation. Pulls out from the group that they need to focus on something specific and agree between themselves what it is that they are observing and from where.

Using a straight out and back line in same pairs coaches are now asked to select one point from the maximum velocity template to observe. Record observations in OCW. Rotate pairs again.

T2 asks coaches how observations have changed this time. What did they see better? Why?

OT4 Observation

OCW pg 11

14:05-14:25

20mins

5.3Apply observation skill to a group of athletes

Selecting one technical point to focus on and whole group.Share some observation strategies for a group of runners – e.g.Watching one at a time even if all are activeConsider how long the activity would be going and how many observation opportunities there are.Did your observation remain on one thing or did your focus wander?Share difficulties in this process.

T1 draws ideas of how to observe when more than one athlete. Half group now run one fartlek oval and half observe having selected a single point from the template in pairs.

Swap groups, share what they saw and for whom. T1 reviews top tips for observation of individual and group. How did pairs observing the single point help?

OT4 Observe

14:25-14:50

25mins

5.4Compare what they see with the technical templates for uphill

Return to classroom, T2 gives out template for uphill running and confirms same and new technical points.

Show video clip of uphill running and ask what they observed.

Technical template for uphill running

Show clip from drills video

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and downhill running

Moving from observation to analysis, link between knowing what to look for in the first place and the balance between seeing it so having the base technical information, then seeing it in practice and moving to the analysis stage.

e.g. if arm at 90 degrees is 5 and straight arm is 1 what number was the runners arm position?

In pairs ask coaches to agree on what it is they will watch. Show fell running uphill. Repeat the exercise with the focus on observation. Allow several opportunities for coaches to observe.

At this stage ask them to compare what they saw in the following ways:o Tell me what you saw. Identify the generalised comments –

arms were bent, knees were higher etc.o Did you both agree on this?

T2 asks for a couple of examples from pairs.

Once the general comments are agreed then ask them how helpful their observations have been in terms of the technical models. Draw out that they need to be more precise if they are to be able to compare with the technical models.

Give out OT4 Observe and analyse, discuss the 2 additional points. Ask them to once again discuss what they saw, see if they can

make their comparisons more precise. T1 seeks feedback from the group to identify how they have

done this. If none forthcoming then the tutors will need to model methods using numbers and approximations.

Tutor confirms that this is analysis of the action against the technical template and refers to the OT4 Observation and Analysis.

Once method established provide further opportunities for coaches to practice using observation and analysis using downhill running.

Give out template for downhill running and review new points. Show clip from drills and confirm points. Focus on the detail of observation the comparison with the

technical model and the angles they needed to see from.

Video clip fell running

OT4 Observation

OT4 card Observation and Analysis

OCW pg 12

Technical template downhill runningVideo clip downhill running

OCW analysis - key learning pg 13

14:50-15:10

20mins

5.5Discuss what interventions they might make

Using observation / analysis to decide on feedback or intervention.Types of intervention

T1 refers them back to the running activity, and asks the group how long it was before they were thinking of interventions? Draw out

OT4 Observation and Analysis

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15:10-15:15

5mins

5.6Decide options available after having seen an athlete perform

Letting the athletes learn.Looking for consistencies.Reassurance that coach is seeing what they think they are seeing.

Relate to ‘shape’, ‘leakage’ and stability.

Feedback – using questions to raise awareness.Feedback – tell them what you saw.

from the group the purpose behind not giving feedback after one effort (not making a judgement).

Tutor refers to point 4 on OT4 Observation and Analysis. Why might they decide not to intervene? What else might you consider before intervening? Tutor uses PPT to reinforce actions taken before intervening.

In pairs identify all the actions they may consider as a result of confirming what they have seen.

Tutor asks for feedback and reinforces with PPT -Interventions.

Tutor tells coaches that we will explore types of feedback further tomorrow.

Tutor to provide opportunity to record learning from this section in OCW.

Technical templates4 Laminates of each one

PPT Decision Making Pre InterventionsPPT Intervention CyclePPT Interventions

OCW Interventions pg 14

15:15-15:25 Break

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DAY 1 SESSION 6 PLANNING TRAINING 1– 70minsSession contentPlanning training for Foundation stage athletesWHAT-2 HOW-2

Focussed TrainingBuilding a profiling of the athletesPlanning – Mesocycle goals


10mins

6.1Describe the planning process

Where is the athlete now?Where do they need/want to get to?What will the athlete need to do to help them get from one place to the next?What do I need to do en-route?How will we know if we have got there?How they will apply ADM?

T1 to share outcomes from this session. T1 to identify the planning process from profile to goal delivery Ask the group in what way they have started to address the first

steps? Draw observations from earlier sessions e.g. ADM. Refer to athlete profile from pre-course work, what information

did they want, how easy/hard was it to get it Discuss with person next to you. T1 takes feedback.

PPT Session 6 Planning 1PPT The Planning Journey

15:35-15:45

10mins

6.2Gain a picture of a group of athletes and what to do with the information

Physical/emotional/ Sociological and psychological development.

Life pressures

A development in lever length has a negative impact on coordination.

Females need to relearn movements’ once full body shape developed.

T1 ask coaches using their profile, share some of the areas they have identified e.g. goals, lifestyle.

Explain that this starts to give us a picture about the athlete as well as the other areas that affect performance. This mustn’t be looked at in isolation however:

TASK - In groups using the Performance Factors as a guide and one of the groups own athlete:

Ask group to consider in what areas they have no evidence and how will they start to complete a fuller profile.

Explain to the group that the picture will not be complete until a full assessment of their skills and abilities has been obtained.

PPT Profiling Athletes

PPT Factors that Influence Performance

15:45-15:50

5mins

6.3State the information they need to obtain to build an athlete profile for someone in the Foundation stage

Link to ADM, what stage is their athlete in.Link to skill learningLink to activities they have seen for ABC’s and technical assessment

T1 discuss what they have done today that will assist them in completing a fuller profile. Remind of need to establish abilities and limitations re disability.

The tutor flipcharts some of the issues raised and discusses the impact of these on the planning training.

flipchart

15:50-16:00

10mins

6.4Identify tools to support assessment

Where do they need/want to get to?

Foundation – process and skillsEGD – skills and competitionPerformance – competition focusHighlight that sound observation and analysis of movement and running skills are essential as the starting point for programme planning.

T2 remind the group that our responsibility is to help them acquire a technical base and physical base that will enable the athletes to select their preferred event group.

Briefly introduce a running related element from 365 matrix. Explain its systematic approach to helping athletes develop across all events. Give 1-2 examples from across the columns.

Inform them that this is where we are aiming to get Foundation athletes to – competency based movement/event execution.

If coaches are planning to work with Event Group athletes then their focus will differ. Draw out differences.

PPT Athletics 365

PPT Athletics 365 Example for running

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Day 2What-2 How-2 Reinforce Resources Coaching

20

Day 1 SESSION 7 WORKING AS A TEAM – 25minsSession content

WHAT-2 HOW-2


10mins

7.1Identified benefits of working and supporting each other as a team within their own club environment

.

Shared learning.

Support.

Stronger coaching infrastructure.

Working with Leaders and CA’s to manage a group for effective delivery.

Referring coaches back to discussions held throughout the day, draw out from them the benefits and how they have worked together as groups and teams.

Discuss how this practice might impact on those new into the sport such as Coaching Assistants and Leaders.

Using the OCW in pairs identify what the coach might need to do to enable a Coaching Assistant or Leader to support them in taking part of a session. Tutor asks how this compares with the sort of information a Support Coach might need to help them develop.

PPT Session 7 Working as a Team

OCWPPT Best Practise and Barriers

16:45-16:55

10mins

7.2Identified potential issues and proposed solutions

Change management processes, club policy.

In small groups, ask them to outline what they feel would be:

o best practice within their own coaching environmentso barriers to this happeningo how might they go about removing these barriers

In pairs, come up with one action relating to the above in response to: “To help make this happen I will........

T2 to manage some feedback and suggests they may wish to document this.

OCW pg 17

16.55-17:00

5mins

Day 2 timetable outlined. T1 concludes the day by covering the timetable for day 2. PPT Day 2 Contents

CiRF v6

opportunities

109:00-09:50

50minsHow people learn Feedback, questioning and listening Attention to detail PPT

209:50-11:20

90mins

Running skill development Learning, environment settingObservation, intervention and feedback

Technical templates Type of feedback

Task cards for running activitiesOT4 all

ALL coach or co –coach/ observe

11:20-11:30 COFFEE

311:30- 12:00

30minsIntegrating athletes with varied abilities

Identify equity matters and adapt by planning PPT and discussion

412:00-12:30

30mins Injury Prevention and Management Recognise contributing factors to injury risk

Role of coach in preventionand return

PPT

12:30-13.00 LUNCH

513:00-13:15

15mins

Flexibility Plan warm up and cool down to relate to session goals and content

flexibility in warm up and cool down PPT

613:15 -14:50

95mins

Physical Preparation - Strength typesTechnical models for jumps and throws

Movement ‘shape, applied to Multi jump and throw circuit delivery including observation and feedback MJ/MT

Med ball, ladder, speed bounce etc. OCW

All coach or review

714:50-15:25

35minsMonitoring testing and evaluation Goal setting from Athlete Profile and

Observations

Reinforce testing for Mesocycle goal

PPT / cross reference activities in D1 D2 e.g. ABC’s

15:25-15:40 COFFEE

815:40-16:30

50mins

Planning: Athlete Profile toMicrocycle planning

Link mesocycle to microcycle and session goals

916:30-17:00

30minsWhere next Reflection on the day

Supported practicePersonal coaching goals PPT

DAY 2 SESSION 1 – HOW PEOPLE LEARN - 50minsSession content

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Ice breaker, Whitmore’s learning cycleWHAT-2How people learn, learning stages, ADP link to coaching style

HOW-2Feedback, questioning & listening


10mins

Energiser: tennis ball throw naming person you throw to. (Tutor may note less co-ordinated catcher for later exercise).

Tutor welcomes group back. Tutor sets up energiser to re- establish group and identify possible

catcher. Tutor outlines the time table for the day.

PPT Day 2 Title SlidePPT Day 2 Contents

09:10-09:25

15 mins

1.1Identify the different coaching styles and how they impact on the learning process

1.2Identify the relationship between coach performance and athlete performance

Unconscious IncompetenceConscious IncompetenceConscious CompetenceUnconscious Competence.

TUTOR NOTE:The supporting PPT allows you to explore the types of feedback that should be utilised by the coach throughout the learning cycle.

Ensure final link to ADP and profiling refer back to OCW on ADP day 1

T1 asks groups to consider PPT 68 and ask them to put in order how a person learns. Tutor stops PPT 69 after the 4 stages in the centre. Ask groups to discuss how a coach’s behaviours (ways of working) alter as they help someone move along the learning cycle. Review as one group.

What coaching skills are imperative with beginners?

Simple explanations and demonstrations.Feedback aimed at effort.Organisation of appropriate activity – shaping movement.

Base skill development on skills already learnt – let them have a go.

Who would need more demonstrations and when/in what circumstances?

Feedback – how should this be done initially? Explore how will the process of giving feedback change and why?

Tell with stage 1Engage the athlete more in feedback.Develop their understanding of correct and incorrect movementSet greater challengesAthlete feeds back right and wrongs, in response to open questions by coachLearning environment allow time to practiseDraw out goalsUse feedback lead from athlete to establish interventions

Show rest of PPT. Explore at what point in a session should a coach be observing and

analysing what’s going on? Draw out from this exercise the importance of telling, showing,

involving in the right way and at the right time will help athletes remember the movements and perform correct practice. Remind

PPT Session 1 How People LearnPPT Learning ProcessPPT Whitmore Learning Cycle

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them of the task they did yesterday. Draw out from coaches how Foundation stage athletes could be

anywhere in the learning cycle as it depends on how the athlete perceives each skill. Ask coaches to consider the implications of this for the groups they are working with.

OCW pg 18

PPT Learning StagesPPT Stages of Learning

09:25-09:35

10mins

1.3Recognise the differences in Intrinsic &Extrinsic feedback

No sight – usually visual information is always available (intrinsic feedback).Instruction was not allowed and this might have provided an easier way to direct - point out there is a time to instruct and provide information and use push skills. However, athletes become reliant rather than empowered and enabled to use own feedback).

Good questions (open provided more information than closed?)Use of own intrinsic feedback (anyone count paces?)

Move to outside area if possible. T1 sets task. Ask everyone to pair up – one is A (shut eyes) and the

other B. B is to direct A to a point somewhere in the room then spins them round

with eyes closed so they don’t have any internal references– B can only respond to questions they are asked by A. Allow 3-4 minutes to undertake task.

Invite coaches to regain their seats. T1 to draw out from the groups what made that task difficult?

What other feedback were you aware of? T1 to draw out: Audible and kinaesthetic feedback (prompting cues)

Differences in floor surfaceAwareness of other people close byDifferences in other person’s voice might have provided information.

T2 to then ask what helped? Draw out use of open and closed questions from person with eyes shut and quantity of information from open questions.

X ref sensory limitations and impact on coaching.

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09:35-09:45

10mins

1.4Select appropriate questions to generate feedback when working with athletes

Observers note ability of catcher.

Hopefully ball catcher has started to automate a catching process with their wrong hand.

More automated, smoother synchronised movements = greater coordination.

Heightened concentration levelsReduced fear of failureMind taken off the mechanics of movement.

Less interference with the physical skill learning.

Difference between short-term gains (function of recent practice and short-term memory) and long term changes (learning) and getting it into long-term memory (coding – stimulus, response and meaning?)20min to learn a skill21 days to perfect it and make permanent?

T2 as coach with volunteer undertakes tennis ball catching exercise.

T1 asks group to observe the performer but listen to what is being said by the coach.

o T2 to ask volunteer which is the preferred catching hand.o T2 then to instruct catcher to catch with the other hand.o T2 throws the ball 2-3 times to catcher at different heights and

angles (not too difficult!)

Notes to tutors – always ask the question prior to throwing the ball.

o T2 then to ask catcher “in which direction are the lines on the ball turning?”

o T2 then throws the ball spinning it in one direction and awaits a response.

o Asks same question but spins the ball differently and awaits a response.

o Finally, T2 asks the catcher to look at the trajectory/direct and to confirm whether the next one is higher or lower, further left or right, than the previous throw.

o Do 2-3 more throws repeating question or saying it in a different way.

T1thanks volunteer and ask them to return to seat. T1 directs questions to observers, asking them to identify what they noticed about the catchers performance – what altered? T1 unpicks what might have caused the change in performance.T1 to summarise session so far using PPTs:

Extrinsic feedbackIntrinsic feedbackQuestioning.

Explain that an athlete centred coach will use all these things when coaching and just as importantly will show good listening skills, by listening to what the athlete says and means.

Tennis Ball or similar

PPT Skill learning environment

PPT Two Types of FeedbackPPT Tips on Asking QuestionsPPT Tips on ListeningPPT Practice - how long / often?

1.5 Practice the incorrect Coaches identify things they might do now that help or hinder skill PPT 77 Interference

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Identify what a coach does that helps or hinders skill learning

action, skill work when fatigued, coordination, overload with instruction, make athletes coach-dependent, focus on effort and therefore trying too hard, paralysis by analysis, failing to individualise practice, cue words and images etc.

development. Identify what will they do differently?

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DAY 2 SESSION 2 RUNNING SKILL DEVELOPMENT - 90mins Session content Setting the practice environment to enable skill development WHAT-2Running technical templatesRunning with rhythm

HOW-2Observation practice and comparing performance versus technical modelsFeedback


20mins

2.1Set up practice to enable effective observation and skill learning

2.2Create and maintain a learning climate for a group

2 activities each with an objective supported by a technical model.

2 practical delivery areas.

Practice setting up the area to enable the skill learning and effective observation during the activity from several angles and for a number of times.

T1 to outline outcomes from the session. Show clip of running over obstacles and ask coaches what they saw. Share running over obstacles template and compare drawing out key points.

Split coaches into 2 groups. 2 coaches will provide warm up, 2 deliver session and all observe. Each coach pair will deliver their particular session to all athletes from other group.

Task – Organisation of a session to support delivery and observation of one technical point.

Organise and deliver an activity that has a specific objective. Keep the athletes engaged in learning the skill. Observe matches and mismatches for one technical point from appropriate

template. Intervene to develop skill.

Tutor to give 10 minutes planning and discussion within groups and then make way to practical setting with OCW.

First group set up their area to deliver to the other whilst 2 coaches provide warm up activity.

PPT Session 2 Running skill Development

Session Cards for:Changing paceRunning Over Obstacles

OCW– blue sectionMarker ConesOBSTACLES e.g. hurdles, sticks

OT4 StationObservation and AnalysisOrganisationSafetyInstruction Explanation Demonstration

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10:10-10:20

10mins

2.3Use observation and analysis to compare with technical points for an activity

2.4Select and use interventions including feedback

All watch the same key point and observe as individuals not as a group of coaches.

Allow some interventions other than direct feedback and re-run the activity followed by feedback then draw what the interventions were

COACHES: Whilst maintaining the session, coaches are to identify on observation sheet

correct and incorrect technical movements for each athlete based on the technical point they have agreed. What they see, where from and how many times.

OBSERVERS watch session and complete OCW observation sheet.After 5mins activity:Coaches and Observers

Compare what was seen Discuss what interventions coaches might make Coaches make the agreed interventions and continue the activity Observers identify any feedback given.

Flipchart or Observation Checklist and session plan.OCW observation sheetsPg 21

10:20-10:30

10mins

2.5Practice self-reflection in relation to observation and feedback

Review by tutor to encourage awarenessOptions here to allow some interventions other than direct feedback and re-run the activity followed by feedback then draw what the interventions were and what type of feedback was given and when it was given

On completion of task, tutors support review of:

o How the organisation supported observation and learning.o The correct technical movements they saw and by whomo The incorrect technical movements they saw and by whomo Any interventions. What and why.

Observation and Analysis OT4Feedback OT4

10:30-10:45

15mins

2.6Observe intrinsic feedback used to develop a skill

Role model of intrinsic feedback for the technical point identified in the first deliveryLink feedback to stage of Learning

T1invites a selected ‘volunteer’ identified from the session as needing increased awareness of a specific movement.

Tutor uses questioning to raise awareness and to support the athlete in identifying the correct action.

Athlete is then asked to repeat the practice Coaches observe from different positions and then reflect on what has changed

and what caused the change. T2 draws how this differed from extrinsic feedback. Introduce Feedback OT4

OT 4 Feedback

10:45-11:05

20mins2.7Practice using different types of feedback

Link feedback to stage of Learning

Rotation 2 - Other group now deliver their session in the same way including another warm up but this time coach and observer are asked to identify the type of feedback used.

Tutor supports review and self- reflection including how the session organisation supported learning. O&A and

Feedback OT4

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11:05-11.20

15mins

11:15-11:20

5mins

2.8Select appropriate feedback to athletes

Reinforce

Observation Points.

Intervention Strategies.Types of feedback and when to use them.

Review and enable recording in workbookso What they saw that was right and wrongo Where was the best place to stand to see this?o What interventions would they now like to put in place to ensure development

of the athletes – based on what they saw?o What type of feedback and why? (intrinsic/extrinsic).

Discuss for 10 minutes and feedback to rest of group in 2minutes. Finally briefly discuss the impact on the coaches of having more than one athlete

to look at and analyse. Ask coaches to write up their notes from this session in OCW. Ask coaches to

identify any OT4 they might like to work on later.

OT4 station

OCW pg 22-23

11:20-11:30 BREAK

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DAY 2 SESSION 3 INTEGRATING ATHLETES WITH VARIED ABILITIES - 30minsSession contentIntegrating athletes with varied abilitiesWHAT-2Identifying and possibly challenging club and coach policyIdentifying education needs for club and coaches

HOW-2Adapt activities or equipment to meet varying needs of athletes.

Time Outcome Content Delivery Resources 11:30-11:50

20mins11:50-12:00

10mins

3.1Identify equity matters

3.2Discuss how to integrate athletes of different abilities by adapting their coaching

Athletes / Coaching Assistants / Leaders / Parents / Other Coaches.

Contact with significant others by coach.

Education of significant others.

How the technical templates apply regardless of disabilityTutors to reinforce availability of Disability Awareness team in HC’s and the need to ask any athlete about any particular individual needs they may have.

Tutor outlines the session. Ask coaches the range of athletes who might be coming to them for help with training?

Task - splitting the group into 4’s, ask each group to discuss how each of the OT4 HOW 2 skills applies to one of these scenarios: -

o A visually impaired persono A runner and with learning difficultieso A deaf runnero An arm or leg amputee

How would you apply Space, Task, Equipment, People to each scenario (WHAT 2)?

Tutor supports discussion within whole group exploring issues and possible support club or coach might need to integrate the athlete.

PPT Session 3 Integrating AthletesPPT TaskOT4 cards station

STEP in OCW pg 24

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31

DAY 2 SESSION 4 INJURY PREVENTION AND MANAGEMENT – 30mins

Session contentInjuries and their preventionWHAT-2Common causes of injury, Risk Assessment. Using coaching observation and planning to prevent injury. Using coaching observationand planning to manage return from injury

HOW-2Planning, ObservationListening and Questioning


30mins

4.1Identify issues relating to injury prevention for runners

4.2Identify what a coach can do to help prevent injury

4.3Identify what a coach can do if an injury occurs

Running injuries may relate to external factors e.g. sprains and strains, falls etc.Risk assessment may reduce level of risk.

Reflect on planning, training loads, training principles.

Physical prep conditioning link and planning particularly around FIT factors and recovery.

Identify external factors and over use/training Issues /development issues – ADP.

Observation assessment, progressive overload.Return to previous level may take time as need to understand why the breakdown occurred and return to a pre level of training.

T2 shares outcomes and refreshes awareness of common injuries and causes by showing the first 2 PPT’s.

Refer to Health and Safety assessment via a section on the online knowledge test.

Asks groups to consider the key causes and how the coach responsibilities differ from those of a leader.

Tutor draws and re-emphasises the importance of the athlete profile, ADP stage and monitoring and testing plus awareness that a weakness in any fitness component may lead to injury. Tutor emphasises overload as a primary cause of injury. Relate to concepts of ‘shape’ ‘leakage’ and ‘stability’.

In pairs share one thing they have come across to help athletes returning from an injury.

T2 draws feedback and confirms or corrects with PPT. Whose advice may a coach seek to effect successful return to

activity? Consider how any coach can help to reduce the risks.

PPT Session 4 Injury ManagementPPT Common InjuriesPPT Common Causes of Injury

PPT How a Coach can Help

PPT Managing the Injured or Recovering Athlete

OCW pg 25

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Lunch 12:30 -13:00

DAY 2 SESSION 5 WARM UP, COOL DOWN AND FLEXIBILITY – 15minsSession contentWHAT-2 Warm up and cool down

HOW-2


10mins5.1State the principles of warm up cool down and flexibility

5.2Identify limiting factors to flexibility

5.3Discuss methods to testand monitorflexibility for theathlete profile

Recap of Flexibility up to 30secs after session- restore30secs static stretching at end of low intensity session or as a session on its own – develop.Other durations may be requested by physiotherapist for specific needs of an individual only.

Correct movement required therefore part of skill learning.

Identifying muscle length restrictions and implications for progressing athlete.

Recognising own knowledge limitations re developmental stretching and remedial stretching.

X ref Disability Impairment fact sheets scUK

T2 outlines outcomes from this session. Asks coaches to reflect on how flexibility training is integrated to the warm

up and cool down and draw out structure of a flexibility development session or unit.

Tutor asks group in pairs to discuss how dynamic mobility relates to skill development.

Tutor draws from group why athletes may stretch. When stretching might be important? Why?

Tutor explains that current thinking suggests stretching for up to 30 secs is acceptable and more important is ensuring range of movement supports correct technique.

Task in pairso Identify factors that affect flexibilityo What limitations might there be due to disability?

Confirm importance of deferring to physiotherapists for any remedial stretching.

PPT Session 5 FlexibilityPPT Warm Up PrinciplesPPTCool Down and Stretching

PPT Why Do Flexibility?PPT Types of FlexibilityPPT Factors affecting Flexibility

13:10-13:15

5mins Allow time to add notes on session to OCW.

:OCW pg 26

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DAY 2 SESSION 6 PHYSICAL PREPARATION – 95minsSession content Physical preparation: Utilising principles of overload, coaches will be able to plan, deliver and evaluate a strength unit for Foundation stage athletes.WHAT-2Physical preparation exercisesTechnical points for MJ/MT

HOW-2Plan and deliver a strength sessionObserve and Analyse and Feedback


10mins

6.1State the factors affecting performance, principles of training and fitness components

6.2State the definition of Physical Preparation for the Endurance ADM

6.3State why physical preparation needs to be undertaken by endurance runners

6.4Describe the 3 energy systems and their limitations

Performance factorsPrinciples of Training:

TELL:Physical preparation is any type of training that addresses the physical qualities of sports such as mobility, flexibility, strength, speed, power, reaction time, and recovery. All of these elements need to be addressed to help prepare an athlete for successful sports competition (UKA End ADM V1.2).TELL:Endurance runners need strength for developing running technique, stability, efficiency

Above all else endurance runners need coordination for repeated force expression under control on varying surfaces and under fatigue as athletes with less training will fatigue earlier (generally) This is often the significant issue with late entrant runners.

T1 outlines outcomes from this session using slide.

Using OCW recap their understanding of performance factors, training principles and components of fitness. Use supporting resources to correct where necessary. RECAP only from LiRF/CA and LiRF to CiRF.

T1 asks “What do we mean by Physical Preparation?” T1 shares British Athletics definition from ADM endurance.

T1 asks what activities other than running might help runners’ physical development.

Tutor relates this back to the ADP exercise yesterday and how physical preparation changes with stage.

Tutor confirms the reasons why non running activities are essential to athlete development at every stage.

Explain that we will only focus on a small area of the Physical Preparation but state where off course resources can be found.

State that all activity is regulated by the energy systems and confirm key points on PPT.

PPT Session 6 Physical PreparationPPT Factors affecting Performance

PPT Training PrinciplesPPT Fitness Components

X-REF Body in Sport, uCoachUKA Endurance ADM u coach

PPT Energy SystemsOCW 27-28

13:25-13:40

15mins

6.5Describedifferent types of

. T1 asks, “What do we mean by strength?” Then shows PPT. Re-enforce the need for resistance for forces to be applied.

PPT Strength

PPT Muscle fibre recruitment

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strength based on the Force Velocity curve

6.6Describe muscle fibre recruitment

6.7Describe exercises that would develop each type of strength

6.8State how exercises for different types of strength relate to running

6.9State the importance of correct coordination of the movement

TELL:Greater resistance meant more fibres had to be recruited for the resistance to be overcome = Central Nervous System development.

General e.g. circuitsSpecial e.g. reactive/elasticSpecific e.g. hill session.

Then return to explore special strength further.

Consider reactions against ground (think of the number of foot-strikes in a 10k or marathon).

Stronger upper arms contribute to efficient arm action and reduced fatigue, Stronger trunk prevents energy leakage.Multi limb, multi joint synchronisation, coordination being developed at the same time.

Reference ABC’s and ADP.

Tutor introduces the Force Velocity Curve and its relationship to different types of strength.

Tutor concisely explains muscle fibre recruitment, CNS development and structural development. EXAMPLE: -o If one person represented 1 “Muscle Fibre”

and was asked to attempt to lift up a table with one hand and failed what could they do (recruit more fibres, add another hand, ask for helpers, use the legs etc.”). Ask group to identify what would happen.

Tutor explains that pre-puberty the emphasis is on developing the CNS and correct movement patterns.

T2 introduces the Classification of Strength Training model and what type of exercises would be appropriate to each. Tutor describes how this builds in youngsters whilst mature but inexperienced adults might be able to progress more quickly or do different types of training simultaneously.

Tutor refers to Special Strength and describes what happens to a muscle when it contracts and reacts quickly.

Tutor introduces the Stretch Shortening Cycle (SSC) and the benefit of this to running.

Tutor asks for examples of exercises that might develop each type of strength and explains that this also depends on the athlete strength levels and the speed of execution.

Draw out the benefits of doing jumping and throwing actions with increased resistance and how this might benefit runners more than e.g. the plank. With the person next to them, what would be the effect on of doing a press up, a plank or high skips technically incorrectly

Explain that we’ll now start to explore correct synchronisation of jumping and throwing movements and practice seeing them.

X-ref SSC in Body in Sport

PPT Strength Development and ChildrenRef Strength Dev for Young Athletes Part 1 uCoach Evely & Crick

PPT Force Velocity curve

PPT Classification of strength training

PPT Stretch Shortening CyclePPT Visual SSC

OCW pg 29-30

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13:40-13:55

15mins6.10State the importance of posture and control of the athlete during movement

TELL:The athlete who is capable of producing large forces without the ability to control them with correct movement is at a high risk of injury.The correction of a poor movement pattern will take far longer than if the athlete is coached toward good movement skills from the outset.

Force application to cause movement.

Acceleration – posture and balance - application of force.Observe SSC.For example, a lack of ankle mobility might lead to a plantar-flexed ankle on landing during a hop, thereby leading to a loss of shape and coordinated triple extension further up the chain.

T1 explains to the group we’re now going to look at the positions that underpin jumping and throwing movement.

T2 shows video of standing squat and explains that this underpins double leg movements. T1 asks the group to discuss in pairs what they saw and unpicks posture; head up chest up, Centre of Mass. Relates this to template and the stretch shortening cycle.

T2 shows video of lunge and explains that this position underpins single leg movements e.g. hops and bounds. T1 asks pairs to discuss and share what they saw and unpicks key points.

T1 shares the concept of ‘shape’ and what ‘looked good’ or what didn’t. Asks pairs to discuss any athlete they have seen who they think looks excellent in their running style then one who doesn’t.

T2 shows video of counter movement and single leg jumps. Relate this back to the technical templates yesterday. T1 asks what might affect ‘shape’. What might affect ability to perform correct technique?

Tutor asks if they would progress an athlete who couldn’t perform correct movement. Refer to co-ordination tasks on day 1

T2 shows video of throws. T1 asks what coaches saw in relation to ‘shape’ and what they saw the trunk do. Relate this to reducing ‘leakage’ of force when running.

T1 confirms that physical ability to perform and maintain the correct ‘shape’ might be caused by lack of strength, co-ordination or mobility and therefore affect technically correct movement.

Move to practical area

Video of standing squatVideo of lunge

Video of counter movement jumpVideo of hops and /or bounding

Throws video clip

13:55-14:20

25mins

6.11State the technical points required for a

Control depth of movement and landing.Ability to complete, posture, any

T1 asks for three volunteers with the remainder as observers. T1 quietly briefs the 3 volunteers to perform one of the three jumps as they usually

Physical Preparation templateOT4 Station or cards available

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jump or throw

6.12Practice observing the ‘shape’ of a movement and relating this to a technical point

6.13State why they need to assess athletes strength capabilities

improvement or loss of ‘shape’ with repetition.

Dynamic stabilisation of trunk to allow force generation and management,SSC.

WPW, Shaping, Chaining, GD, Feedback.

Explain that if they do a series of jumps/throws they should still be looking for technical correctness. As the athlete gets stronger and more able, they could progress to multi response throws..Reference plyometrics and off course resource.Preparation for landing (pre-tensioning ankle) becomes even more important during multiple contact jumps as does the ability to dynamically stabilise trunk.

Make aware of a rotational throw for some transverse plane movement and dynamic trunk control?

Relate to stage of development, gender, puberty, disability and previous activity. ADM day 1.

would. T2 to brief the observers to watch the whole

movement and discuss what they see. T1 to ask the volunteers in turn to perform 3

jumps as they normally would, whilst the observers watch the movements.o a) squat jump hands on hipso b) hop to stick right foot to left footo c) skip for distance using arms

Volunteers can observe when not jumping.

Draw out from the observers what they have seen for each individual. In small groups allocated to each jumper ask them to discuss what strategy they will now use to ensure that the movement is either done correctly and/or stresses the performer.

Coaches should make interventions and identify whether their intervention has had the desired effect.

Tutor team now model an accurate two handed step forwards and push throw and unpick throws technical points and relates this to the ‘shape’ observed for jumps.

Using a med ball: Ask for 3 new volunteers and ask each one in

turn to perform one of the types of throws.

o 2 handed push throwo 2 handed backwards throwo 2 handed overhead pull throw

Emphasise that the correct ‘shape’ is more important than distance thrown. Volunteers can observe when not throwing.All watch the 3 throws and are asked to look for ‘shape’ and stability as with jumps.T1 draws observations and corrects as needed.

OCW pg 31 Observation Comparison

OCW pg 31

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As before Coaches should discuss what they saw make interventions and identify whether their intervention has had the desired effect. Tutors support group discussions.

Asks the group what considerations there might be for young athletes, women, older athletes or those with a disability.

Flipchart

14:20-14:40

20mins

6.14Plan, deliver and evaluate a strength unit for an athlete in the foundation stage of development

Circuit structure and loadings.Explain terminology from OCW.Strength plan layout.Not all exercises will require jump and/or throw movements.Movement competence and ‘shape’ maintenance should be stressed.

Learning technique will itself progress strength by developing the ability to actively recruit motor units.Technique always guides load progression.

PLANNING TASK – 10mins only Ask them in groups to devise a strength

conditioning unit of 4 stations for runners that could be delivered at their club/organisation.

Tutor allocates the specific areas for development:

1. Special. Reactive strength emphasising alactic system and jumps and throws.

2. General Strength endurance emphasising lactic system using jumps and throws.

3. Specific. Strength endurance emphasising the aerobic system.

Detail as in the OCW.

Tutors micro manage the planning to support correct energy system bias.

Delivery: All groups set up their areas – 5mins. Deliver to the rest of the group in turn.

Review – Tutor draws out from the groups:o Type of strength developedo Energy system biaso Technical issues observed by coaches.o Could athletes do the correct movement?

Planning Task inOCW pg 31

Med balls 2-3kg

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14:40-14:50

10mins

6.15 Describe why and how physical preparation should be included in a microcycle

Circuits with no emphasis on movement competence could have caused the ingrained poor movement pattern.

Conclude session with understanding of stages of physical preparation and role of MJ/MT. How ‘shape’ influences outcome and development of technical movement.

Confirm that correct movement patterns must also apply to warm up and cool down exercises, any skills and drills.

Ask coaches when they might do this kind of session.

Allow 5 minutes to write up what they’ve learnt from this session.

OCW pg 27-31

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DAY 2 SESSION 7 MONITORING, TESTING AND EVALUATION – 35minsSession content Testing monitoring and evaluating link to mesocycle planningWHAT-2Technical , movement skills, principles of training knowledge

HOW-2Goal SettingProfiling athletesHow to tell if goal of mesocycle has been achieved and why


10mins

7.1Identify how athlete profile information influences goals for Mesocycle

Recap athlete profile content.

T1 to introduce of session with slide. Referring to own profiles in induction pack and sample profile recap

mesocycle goals for athlete the identified in their OCW mesocycle. Tutor asks what evidence they think they will need to show how

each goal has progressed.

PPT Session 7 Monitoring Testing EvaluationPPT Athlete Profile

OCW

15:00-15:10

10mins

7.2Identify what they need to test, monitor and evaluate

Types of testing and monitoring.Athlete.Social, emotional, physical development.Movement skills.Growth can lead to loss of coordination.TestSkill sets under pressure.Physical improvement.Coaching behaviours and improvements.TRAININGDid what was planned actually have the effect that was planned.Testing and monitoring are vital tools providing ongoing evaluation of the effectiveness of the training programme.

Tutor draws from group what the terms monitor, test and evaluate might mean.

Split the group into 3 and allocate each group a task.

Tasko Why would we monitor and test?o What can we monitor and test?o When would we monitor and test?

Ask each group to feedback to the other two groups after about 5mins discussion and correct where appropriate.

T1 to manage feedback and reinforce with slides.

T1 summarises the things we might test in addition those the group has mentioned. Reinforces the role of effective and correct observation and analysis as the key to some aspects of evaluation.

PPT Testing and Monitoring Task

PPT Why Test and MonitorPPT WhatPPT When

15:10-15:20

10mins

7.3Recognise how physical assessment

Height chart / records. T2 highlights the need to track the athlete’s development through the ADPt (PHV and physical development, children only).

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links to profiling, planning and review

Coach reflection and development.

Task:

For a group of athletes they are working with:o identify things they have done in D1 D2 that they could use to complete

a group assessment. For an individual athlete identify what you have learnt to support a physical

assessment. T2 X ref ABC’s exercises and observation/analysis skills, physical

preparation session and ADM. Ensures coaches are aware of how to test or monitor each aspect required

to inform their integrated mesocycle planning and to review the success of the planning within it.

15:20-15:25

5mins

7.4Establish testing protocols

Testing and monitoring are vital tools providing ongoing evaluation of the effectiveness of the training programme.

Test should not be subject to technical perfection.

Distance and time may not indicate improvement relating to skill as it may be down to a physical characteristic that has developed.

Task

How could they make a test for the following Valid, Reliable and Objective? :o Improvement in pace judgemento Improvement in enduranceo Improvement in arm drive

Tutor explores why a Foundation stage athlete will give the coaches a better opportunity to see skill and fitness changes over the 8 weeks than an event group athlete.

Invite coaches to record any learning in OCW.

BREAK 15:25-15:40

PPT Effective Testing and Monitoring

OCW pg 32

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DAY 2 SESSION 8 PLANNING TRAINING 2 – 50minsSession contentPlanning training for Foundation stage athletesWHAT-2 HOW-2

Focussed TrainingUsing the profiling of the athletesPlanning – From Mesocycle to Microcycle to session goals


10mins

8.1Discuss how to plan for a group of athletes

What knowledge will they apply to the training and group profile that will guide their planning?What did they select as mesocycle goalse.g. could be a weekly gym circuit or Pilates or other sport not necessarily run by them.

T1 to highlight outcomes from this session. T1 to return to the planning process from profile to goal selection

from Day 1. T1 asks what elements they now consider are needed for their

training group profile and draws out the ADP stage, ages of athlete, training needs for each group and type of coaching style.

Discuss what they have done today that will assist them in completing a fuller profile.

Draws out physical preparation assessment and monitoring and ask them to indicate this on their mesocycle. Refer to Athlete profile and your mesocycle goals from yesterday.

PPT Session 8: Planning 2

15:50-16:10

20mins

8.2Link their mesocycle goals to the weekly plan for their individual/group

8.3Identify the specific activities they may have to add to achieve the goals

Where will the goals be addressedExplain that this starts to give us a picture of what the athlete does now and will help guide us to how we are going to ensure the goals for our athlete can be met each week.

Real life real athletesDo not use energy system section todayEnsure the training emphasis box is complete and reflects both goals.Note that the microcycle will be for their profiled athlete and yet one session a week may include their whole training group.

T2 shows mesocycle PPT. Return to the mesocycle in OCW started yesterday.

T2 identifies the technical skill and shows PPT116 Skill development and asks what stage of skill development the athlete(s) would be in week 1.

Shows PPT planning for technical goal. Shows PPT planning for fitness goal. Show progression in both goals from week to week. Ask group how this mesocycle might or might not reflect other

athletes in their group. Discuss how to manage this in reality as a coach in a club. The tutor flipcharts some of the issues and discusses the impact of

these on the training plan. T2 shows completed mesocycle and indicates how the skill and

fitness elements are addressed over the plan. TASK - In pairs using mesocycle week 4: Enter detail on to the microcycle plan for the profiled athlete for

Week 4 Ensure the technical and fitness goals you selected are shown in

the training emphasis box. Compare with PPT

PPT Planning the Mesocycle 1PPT Planning the Mesocycle Athlete goals

PPT Skill development

OCW pg 33 mesocycle plan

PPT Planning for technical goalPPT Planning for fitness goalPPT Completed mesocyclePPT Mesocycle week 4

OCW pg 34 microcycle plan for your profiled athlete

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Link to ADM, what stage is the athlete in.Link to skill development PPT Microcycle planning for

foundation stage

10mins

8.4Recognise the relevancy of goal setting for sessions as part of their assessment

SMART coaching goals. T2 sets TASK In pairs prepare a SMART goal for one coaching goal (How 2) of

your choice. T2 briefly reviews 1 example of each.

Stress that both Coaching and Athlete goals will need to be shown on their planning documents which form part of their assessment.(Session plan and Mesocycle plan).

16:10-16:30

20mins

8.5Outline a session based on athlete goals

T2 reminds group of SMART goals and the difference between outcome and process goals. Asks coaches to look back at their examples from yesterday.

Using the session plan in OCW coaches to start completing the goals for athletes from week 4 of the microcycle. Then add your SMART coaching goal.

T2 confirms or corrects using PPT. Tutor tells coaches that this is how they need to prepare every session plan.

PPT Session plan header only

OCW pg 35 session plan

DAY 2 SESSION 9 WHERE NEXT? – 30minsSession contentAssignments prior to day 3, supported practice and coaching diaryWHAT-2Starting the Coaching Diary and completing assignments

HOW-2Plan and deliver sessions with support coach


30mins9.1Recognise the next stage of their development and the assignments to be undertaken prior to them attending day 3

Review of the supportive practice over the 2 days of the course.

Clarify all assignments:OCWPractical with Support Coach.

Tutor to re-iterate the importance of learning away from course days. In preparation for the next day of the course, they will need to undertake a number of assignments using a Homework Pack and their OCW.

Ask the group what the benefits have been of being supported by each other and tutors over the last two days. How might this reflect the role of a Support Coach?

Explain what needs to be done between Day 2 and Day 3 of the course. Remind them to fully use their Assessment

PPT Session 9 Where Next?PPT Supported & Reflective Practice

Flipchart

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Re-check who hasn’t yet identified a Support Coach and ensure this is referred back to HC

Note that the only day that may apply to both your group and profiled athlete will be your coached session as other runners week may not be the same.

Guidance notes.(Note – ignore sections on PebblePad and Coaching Diary)

ASSIGNMENTS

a. Using all you have learnt on these two days complete the athlete profile and physical assessment (if you want to be able to use it as a model for day 3 planning).

b. Outline a week training MICROCYCLE for the profiled athlete that you are working with – include all information that may impact on their performance e.g. holidays, other activities, P.E. at school.

c. With your Support Coach, Plan and deliver one session (session must contain these units as a minimum - warm up, skill learning, skill reinforcement, cool down) whilst supervised.

d. Review the content of the session (What-2) and separately your performance (How-2) as the coach. Include any comments from your Support Coach on the review sheet, reviewing only 1 session.

Templates are available on uCoach for you to use.Reminder to bring your completed homework pack back for day 3, including the athlete profile, physical assessment and session plans.

Close with an overview for Day3, confirming dates.

PPT Homework

PPT Learning programme timingsOCW pg 36 and use Tool box at back for any additional notes

PPT Day 3PPT Safe Journey Home

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Session Time What-2 How-2 Reinforce Resources Coaching opportunities

1 09:00-10:00

60mins

Review of Supported Practice, Assignments Plan

Supported practice OT4 cardsAssignmentsPPT

2 10:00-11:15

75mins

Knowledge of the 3 Energy Systems and their role in Endurance training Analyse training sessions to evaluate

energy system being trainedAll 3 systems working together

PPTOCW

ALL planAll ob/an

11:15-11:25 Coffee

311:25-11:50

25minsPlanning sessions for energy systems Plan sessions to train each energy

systemStructure of a session

Session cardsOCW session planner All plan

411:50-13:10

80mins

Deliver a session All OT4 Energy systemReview of all How 2’s

Session cardsOCW session planner

All coaches deliver or co-deliver one unit

13:10-13:40 LUNCH

5 13:40-14:20

40mins

Fuel and Hydration for Endurance Running Planning and Observation

Aerobic Energy system dependent on food intakeTraining for efficiency

PPTOCW

614:20-15:30

70minsRunning DrillsTechnical points for running

Setting up practice to enable skill developmentObservation, Analysis, Intervention choice, FeedbackSelf-reflection/review

All OT4 skillsWorking with a support coach

Drills videoOT4 cardsTech templatesPractical spaceOCW

ALL as coach or observer/support

15:30-15:40 Coffee

715:40-16:30

50mins

Planning training - bringingtogether what to knowledge to meet athlete needs/goals

Integrated Planning including planning for energy system

Linking athlete goal through mesocycle, microcycle and session planning

Athlete profileOCW All in pairs or threes

8 16:30-17:00

30minsWhere to after today – Assessment Mesocyle preparation

Assessment processPPTOCW

Day 3

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DAY 3 SESSION 1 SUPPORTED PRACTICE REVIEW – 60minsSession contentIce breaker and review of supported practice, athlete profile, session and microcycle plansWHAT-2Working with a support coachReview athlete profile

HOW-2Refresh OT4’sTeam workPlanning


10mins

Ice breaker

Coaches will have re-associated with each other.

T1 welcomes back group and introduces any new tutors or observers. Recap of domestic arrangements.

Outlines day 3 content using PPT. Task: In pairs take one OT4 card, one has card, other tries to name

the key points, swap for another card and move round one place.

All OT4 cardsPPT Day 3 TitlePPT Program of the dayPPT Session 1 Review homework

09:10-09:25

15mins

1.1Reflect on supported practice, session delivery and personal coaching goal

1.2Identify any issues with profiling and assessing the athletes

Supported practice review task.Structural support within clubs/coaching set up/networking/buddy system.

ASSESSMENTCommunication witha) significant others (ATHLETE)b) network/club (COACH).

Culture shift maybe required.

In 4s select one positive and one difficulty you experienced with planning and delivering a session with support coach. T1 flipcharts positives and difficulties.

In pairs ask the coaches to share what they need to do to address some of these difficulties.

Cross reference to teamwork as Coaches, Coaching Assistants and Leaders – Athletics Networks and CCSO’s/EC’s/HC association

T2 to flipchart any difficulties or challenges the coaches had in creating the profiles of athletes.

T1 asks what difficulties coaches experienced with the physical assessment.

Draw out what benefits profiling and assessment has had and any solutions to difficulties.

OCW page 37

09:25-10:00

35mins

1.3Identify their strengths and limitations when planning a microcycle and planning and delivering a session

Microcycle Physiologically underpinned. Skill development for Running, Skill re-enforcement for running.NB. Many runners may only do 3-4 of these sessions per week but plan shows range and detail linked to physical prep and skill.

Review their microcycle, session plans and session reviews.

Task in pairs share their microcycle :

o Identify where they have shown the technical and fitness goals.o How have they addressed skill development and re-

enforcement?o Can they identify F.I.T.?o Where are the 5 components of fitness evidenced?

PPT Microcycle Planning for Foundation

PPT Session Planning - Integrated Training

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Session integration of all unitsRe-iterate that planning is the application of knowledge relating to all matters relevant to the development of the athlete.

Use the OCW questions.

Task in pairs compare their session plans. Were both athlete and coaching goals SMART? How did they relate

to the mesocycle and microcycle goals for their athlete? Introduce integrated training using the PPT’s Tutor asks coaches what they did well in planning and what they

will work on next.

PPT Integration of the Training PlanPPT Physical Integration

OCW pg 37 - 38

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47

DAY 3 SESSION 2 ENERGY SYSTEMS AND THEIR ROLE IN ENDURANCE TRAINING - 60minsSession contentEnergy Systems, FITT, Understanding EnduranceWHAT-2 Knowledge of the 3 Energy systems and their role in endurance running

HOW-2Plan sessions to train each energy systemObserve and analyse athletes to evaluate energy system being trainedObserve and analyse one technical point


15mins

2.1Describe typical endurance training sessions

2.2State what fitness component each of these would train

Improvement across all energy systems.Address all fitness components.NB This is a list of typical sessions NOT Events.Sessions e.g. fartlek.

T2 introduces outcomes for the session. What will it take to gain improvement for a runner over a medium/long endurance event? How this relates to the energy systems, F.I.T. and training progression.

Task: coaches to list some endurance based training activities they know or have heard of. T1 puts on flipchart.

Tutor asks group to state purpose of each session (what its training - speed, strength etc.) and notes on flip without comment.

Ask at what developmental stage the runners would be who are doing these sessions.

PPT Session 2 Energy systems: Role in endurance training

Flipchart

10:15-10:35

20mins 2.3Identify the energy systems and the principles of training.

More in depth understanding of energy production.Overload, adapt, recovery, specificity.Components of fitness revisit.Limitations of Aerobic.Limitations of Lactic. Limitations of Alactic.

Identify the training zones relating to intensity, pace HR and LT and LTP.Confirm endurance athletes need to train in all zones if they are to train all energy systems and progress.

Task: What does endurance mean to you? 1min. T2 clarifies with PPT.

Putting the coaches into groups organise a quick round robin for each energy system asking groups to add anything they can remember about each system.

Tutor confirms or corrects using supporting resources

Explain that as coaches we should have a thorough understanding on the limitations of each system but not necessarily the chemical processes that happen within them.

Tutor leads quick group discussion. Why would we want to use any but the aerobic system for endurance running?

Confirm with PPT Lactate response to exercise and need to train all zones and move pace at which LT and LTP occur to the right.

PPT Contributing Factors to EndurancePPT Limiting FactorsPPT Energy systemsPPT Training zones

PPT Production of ATP

PPT Energy SystemsPPT Energy System Usage

10:35-11:00

25mins2.4Statedifferent types ofEndurance

2.5Identify and explain how different sessions develop endurance

Energy Systems review and expand.

Emphasise that with youngsters the lactic system is underdeveloped and the aerobic system tends to dominate earlier than when compared to adults.

Ask the group to recap their understanding of the training principles and how to create the stress required on the body for training to occur. Correct where necessary. Relate to LTP above.

Using the flip charted sessions how might you use these to develop endurance using the limitations of each the energy systems?

T2 asks coaches if they still think the training sessions did what they thought.

Use Developing Endurance slides for examples for aerobic and lactic. Use flying 30’s to confirm alactic and draw examples of how they might use an activity to assess each energy system for an athlete.

Allow time to record learning from this session in OCW.

PPT Training Principles

PPT Developing EndurancePPT Developing Endurance - Energy SystemsFlip chart examplesPPT Endurance Specialisation-young athletesRefer back to flipchart

Ref www.newintervaltrainingRef young athletes conference notes on u coachOCW pg 39-40

http://www.newintervaltraining/

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BREAK 11:00-11:15

DAY 3 SESSION 3 SESSION PLANNING – 25minsSession contentSession planning in line with energy systems, utilising principles of overload, coaches will be able to plan main units to fit into their session plans for Foundation stage athletes.WHAT-2Physical preparation – Endurance based

HOW-2Plan an endurance unit

Time Outcome Content Delivery Resources

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11:15-11:40

25mins

3.1Plan an endurance unit to fit into their session plans for Foundation stage athletes

Variety, training loads, overload progression 10-30 minutes duration.

Executing good technique through fatigueLearning how to paceBeing able to run at different paces for periods of time/distance

Lactic energy system 80-95% effort for between 10 and 120secs with sufficient recovery to repeat same pace/intensityAlactic energy system 95-100% start/accelerate/ hold/decelerate e.g. flying 20s with walk back recovery of at least 90 sec

T1 outlines the characteristics of endurance based units for athletes in the Foundation Stage, preparing them for the planning activity to come.

TASK - using the Session Plan in OCW each group (4-6 coaches) with planning a 20minute unit for developing running endurance based on these characteristics:

o A 5 min warm up, 10 min session (2 coaches) and 5 min cool down and stretch relevant to the main unit. Coaches not delivering are observing delivery of OT4 skills and energy system.

Any 3-4 of:a. Group A – Parlauf/relay to develop lactic energy systemb. Group B – Constant pace timed laps at aerobic effortc. Group C – Max velocity ability Flying 30’s e.g. ready for using

at the finish (Alactic).d. Group D – Fartlek for effort selected by coach

Groups allocate each coach a role. Each coach should record their personal coaching goal for their own unit and use OT4 if helpful. Each coach records their own unit detail but may also record the rest of the units in order to have a complete session plan for later reference.

Tutors support as the quality of the session plan will provide an example for their own practice in their diary.

o Session DETAIL to reflect all parts of the Session plan in OCW

PPT Session 3 Session planningPPT Endurance for Foundation Stage AthletesPPT Planning the Training SessionPPT Endurance Planning Task

Session cards

OCW pg 41A5 OT4 cards

DAY 3 SESSION 4 DELIVERING A SESSION - 90minsSession contentSession delivery in line with energy systems, utilising principles of overload, coaches will be able to deliver endurance units to fit into their session plans for Foundation stage athletes.WHAT-2Deliver endurance sessions for foundation stage runners for a specific energy system focus

HOW-2 Observe and Analyse, review of self and session


80mins4.1Plan, deliver and evaluate a session

Observation and Analysis.Review.

Tutors ensure groups move out to activity area on time. Moving to the practical environment, groups set up their area to deliver to all

other groups. Tutors remind participants to work within limits at all times.

PPT Session 4 Delivery of a session

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How session met goals/energy system?How warm up and cool down units met the needs of the main session goal?

Coach to practice "How 2" identified earlier.

Review using the Review sheet in OCW as a basis for peer review.

Coaches should now run their planned session to the other groups. All coaches not delivering that unit join in the session. If anyone is unable to participate they will be asked to observe if and how the session meets the session goals for the athletes and coaches.

After 20mins, bring all together and use the Review sheet in OCW as a basis for reviewing:

o Personal goals of coacheso The technical and fitness goals for the athleteso How it was achieved – what-2o What evidence they used to assess the success of each unito Any changes they might make to the session.

Tutors to support peer feedback with group checking their understanding by asking the planners questions. Repeat process for other group.

Allow time to complete review page in OCW.

Session plans OCW

Session Review

O/T4 Station

OCW pg 41

LUNCH 13:10-13:40

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DAY 3 SESSION 5 FUEL AND HYDRATION - 40minsSession contentFuel and hydration for Endurance RunningWHAT-2Knowledge of energy systems and food as fuel. Hydration for exercise

HOW-2Planning , Observation


20mins

5.1Recognise the role of different foods in the production of energy

5.2State which foods best fuel training/exercise

5.3State best times to eat for efficient storage and utilisation

If you are fuelled up for training you will be able to maintain a higher training intensity which is beneficial for muscle adaptations. Carbohydrate is key to helping sustain consistent intense training.

Different food groups that supply energy.

Efficiency of energy provision from each.Excess of any food is stored as fat.Regular eating to maintain efficiency.

Tutor outlines outcomes of session from slide. Tutor asks: What’s different about eating for endurance running? Draws out fuel needs, ability to store, refuelling during

training/event, refuelling for recovery, Reinforce with slide. Hydration for prolonged exercise. Tutor asks group which energy system is directly reliant on food as

its fuel provider? Tutor reinforces the role of food intake as a limiting factor in the aerobic system and ATP production.

Tutor states the 4 sources of fuel and why CHO is most effective as fuel source for endurance. Draws role of CHO converted to glycogen as the body’s preferred fuel for exercise.

Identifies role of other constituents: protein for repair, fat as a store for some vitamins, alcohol as a poor source of energy as it takes too long to metabolise and takes away calories from daily total. See slide.

Tutor confirms how CHO is stored and what happens to excess of any food.

Identifies that regular eating maintains blood glucose levels.

PPT Session 5 Fuel and hydrationPPT Fuel and hydration for Endurance Running

OCW pg 40

PPT Fuel sources for ATP Production

PPT Energy delivery from each source

PPT Storing CHO

14:00-14:20

20mins5.4Recognise the role of Glycaemic index in fuelling exercise and training

Glycaemic index - right CHO at the right time. Highlight that low GI foods are consumed when there is 3 or more hours before training or in their general diets on rest days. If they only have an hour before training then high GI foods are best as they will be absorbed quickly and cause fewer gut issues.Products developed for re-

Tutor asks ‘Are all CHO’s equal?’ then asks group if they have heard of the Glycaemic Index?

TASK: In pairs discusso When would you want a rapid refuel of your energy supply?o When might you want energy to be supplied at a steady rate?

Tutor manages feedback and confirms with PPT on glycaemic index.

Tutor identifies that as intensity increases so does rate of fuel depletion and asks why that is important?

Tutor asks what other factors affect a runner over 1hr of exercise?

PPT Glycaemic ValuePPT Foods examplesRef to uCoach Eat like a Champion resourcePPT Task blood sugar

PPT Nutrition issues for distance running

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5.5Discuss when and where to get expert help

fuelling are worth the time and trouble to acquire the taste.Intensity of exercise and effect on fuel use.Higher load requires more food which if of a rich variety will supply all additional nutrients.

Observation is still a key skill.

Ensure coaches know their own limitations and enlist help.

Draws out hydration, refuelling on the run and recovery. Asks what group have come across to help refuel on the run?

TASK: In 3 groups give each a different question with flip chart:

a. What training might you do to improve fuel economy e.g. during a 10k; ½ m; marathon

b. How can we make our glycogen last longer?c. How can we train to increase pace at a given energy

expenditure?

Tutor manages feedback to confirm that:a) Longer events especially over an hour will require refuelling during exercise or supplies will run out and athlete will become more dependent on slow burning fat as fuel and pace will drop.b) We need to know which energy system the athlete is utilising in order to ensure the training meets the specific needs. Developing efficiency in using fuel might be the aim of a mesocycle.c) Training for longer time at slow pace can help efficient utilisation of fat as fuel and glycogen sparing; or training at just below lactate threshold can develop improved efficiency permitting increased pace for the same energy expenditure.

Tutor asks group how they might suspect an athlete isn’t getting their fuelling right? What help they might enlist?

Complete any notes in OCW

PPT Implications for Training

PPT Training for Fuel UsePPT General Measures to Improve Performance

Ref: Eat and drink like a champion uCoach

OCW pg 42

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53

DAY 3 SESSION 6 RUNNING DRILLS - 70minsSession contentRunning DrillsWHAT-2Running styleDrills

HOW-2Reinforce : Instruction/Explanation DemonstrationObservation and Analysis and emphasise Feedback

Time Outcome Content Delivery Resources14:20 -14:40

20mins

6.1Develop the use of drills to improve a running mismatch observed from an athlete

Technical aspects of speed, endurance, uphill and downhill and over obstacles.

Observation skillsAnalysisSelect interventionDemonstrate drillsFeedback.

Brief and debrief.Guidance.Task Cards/Session Plans.

Tutor to remind coaches of the running templates for speed, endurance, uphill and downhill. Draw out some of the key points for each.

Divide coaches into groups of 4. Give each a copy of the 4 running technical cards. Explain that they will be watching video of an athlete performing specific drills that are designed to improve running technique. They are to watch the video and identify the key points for each drill with the intention that they will coach the drill to a member of their group.

Now show the video at least twice and ask the groups to make a note of the key points. It may be helpful to give them copies of the OT Demonstration card at this point to enable them to demonstrate the drill.

Quickly check with each group that they have key points and if time allows do a whole group feedback on one or two of the drills to identify these key points that they will use for coaching.

PPT Session 6 Running Drills

Technical templates

Drills video:Walking high kneesHeel to butt with parallel thighChange of leg to stop with knee raised.

On Track 4 Demonstration

OCW pg 43

14:40-15:00

20mins

6.2Practice the skills of observation, analysis and demonstration before deciding on an intervention and using feedback

Need to develop good observation of runners from many positions and enough repetitions to decide upon the appropriate drills to be used for a particular focus from the technical template.

Important to get the basics of foot position, arm drive and raised knee.Emphasis on posture where appropriate.

Identify matches and mismatches and select an area for intervention.Plan a drill to develop the skill chosen.Demonstration.

WPW, guided discovery,Chaining, etc.

Observe againFeedback.

Work with observer.Review of coaching HOW 2’s.

Group goes outside. Ask each group to decide who will be the athletes and who will be the coach. Two athletes per group, one coach per activity and one observer.

Tutors oversee 2 groups each The coaches now ask the athletes to run for a short distance,

maybe 30-50metres at a speed relative to the template they have chosen (if a slope is available uphill and downhill could be used).

Coach observes matches and mismatches. Select an area of focus from the technical template.

The coach and observer are then to agree on a drill to use with one of the athletes. This could be to improve arm drive, ensure that the leg comes higher in the forward phase or to work on posture and leg position. (Note that both athletes will do the same drill).

T1 then calls whole group in and asks each coach to explain what they will be working on and the reason for it.

T1 now asks each coach to return to their group and demonstrate the drill before asking the athlete to have a go. (The observer is to listen to the coach and note down how they do the demonstration using the OT4 card).

Coaches should now use good coaching practice to allow the athletes to have a go. The coach and the observer should then confer on their observations and the coach should identify an intervention if required. This should be discussed between the observer and the coach not involving the athlete at this stage.

Coach asks athletes to perform the drill again before giving any feedback. Observer to note down the feedback used by the coach.

To conclude, tutors work with two groups each to review the coaching process used. Should use the questions on the back of the On Track 4 cards to involve the whole group in feedback whilst the coach listens. Finally, ask the coach what they were pleased with in their coaching and for anything that they may do differently

On Track cardsDemonstrationObservation and AnalysisFeedback

OCW pg 43

CiRF v6

BREAK 15:30-15:40

54

CiRF v6

DAY 3 SESSION 7 PLANNING TRAINING 3 - 50minsSession contentPlanning Training – bringing it all together and filling the gapsWHAT-2 Linking the planning stages to an Athlete Profile.

HOW-2Planning –Mesocycle planning, microcycle and session planning, Monitoring and evaluation. Integration of training


5mins

7.1Identify and apply

planning terms to an

individual or a group

Using the athlete profile and group profile.Linking to thepurpose of each unit.

Task - starting with a unit, what elements would your training plan contain? Recap and PPT. Tutor refer back to the mesocycle plan done in day 2. Explain that the eventual outcome for most is their macrocycle and how all is dependent upon the athlete profile and the athlete goal.

PPT Session 7 Planning 3PPT Planning Key Words

OCW pg 45 Terminology

15:45-15:55

10mins

7.2Identify a technical goal and a fitness goal from their profile

7.3State how they would monitor and evaluate the goal

.

Athlete profile should include what they are doing and how much time will they allocate to athletics training.

Reality check - do they have this time, facilities dedication to undertake the planned training.Balanced lifestyle but creating training stress.Examples of ways in which the monitoring might take place.

Alternating training loads.

Mesocycle Planning: Coaches should now be asked to focus on their own athlete profile

and assessment or use the sample. Coaches should be asked to identify key deficiencies for the training

focus for this mesocycle Go to the mesocycle plan provided. Confirm the technical and a

fitness goal for their profiled athlete or group (ensuring this meets the needs identified in their profile).

Tutors to confirm understanding of both and ensure they relate to technical templates and fitness components and are process goals not outcome goals (e.g. improve 10k time).

Coaches should now consider how where and how in the mesocycle planning for progressing the identified skill and the fitness component will be recorded.

Consider the goals for the athlete and group and identify how these can be monitored and evaluated over the mesocycle.

ATHLETE PROFILE

OCW pg 46 Mesocycle

Flip chart

15:55-16:05

10mins

7.4Complete a mesocycle plan using their own or the sample athlete

Confirm each of the elements of the mesocycle, how to show progression in both goals and loading

Tutors need to remind about rationale for the length of a mesocycle and why it is appropriate to plan in such a way.

Working singly or in pairs they should now plan the mesocycle for their athlete supported by tutors using flip chart as needed. Tutors to let them work without intervening. After 5mins, tutor compares with PPT and reviews on flip chart.

PPT Planning the Mesocycle

Flip chart

55

CiRF v6

Should be considering HOW they will achieve the goals

It is important to keep the group working together through review periods to avoid some finishing sessions whilst others are already on microcycle etc.

They will need to ensure that they include all of the activities that will build a mesocycle for the chosen athlete and the selected goal. To include:

a. Goals for both the mesocycle and specific aspects of the programme such as drills, strength, endurance, physical preparation

b. Recovery and adaptationc. Session frequency and balance.

Tutor asks "How would you monitor the outcome of the mesocycle checking that the goals have been achieved?" Recap methods of monitoring and evaluating.

OCW 46

16:05-16:15

10mins

7.5Create a microcycle plan for athlete and identify issues of interference

To make the clear link from goal to mesocycle plan to microcycle to session to unit.Physiologically underpinned microcycleHow are goals shown on plan, progression, re assessment, training emphasis, energy system can now be added.Check loading

Discuss how they will know the impact of ‘other training’ on their plan

Select 1 (week) MICROCYCLE from your mesocycle. Complete some detail of the Microcycle you have chosen. Identify the energy system focus for each session and for ‘other

training’. Identify training emphasis for both technical and fitness goals and

F.I.T.

After 10mins tutor takes examples and offers confirmation and/or correction.

PPT Microcycle Planning for Foundation

OCW pg 47 Microcycle

Flipchart if needed

16:15-16:25

10mins

7.6State theircoaching goal

7.7Construct a session showing all units

Session structure.Energy systemIntegrated units.Skill developmentSkill reinforcementFitness and or Competition element (may reinforce technical or be the fitness aspect).

Develop an outline session plan to include the session goal coaching goal and all technical, skill and fitness units.

Ask the group to identify how the session progresses the Mesocycle goal for the athlete.

Identify the energy system focus for that session. From a couple of examples, tutor identify appropriate planning

practice where there is integrated training. Highlight any occurrences of conflict.

OCW pg 48 Session plan

56

CiRF v6

16:25-16:30

5mins

7.8Identify their strengths and weakness of the planning process and to document them

Re-iterate that planning is the application of knowledge relating to all matters relevant to the development of the athleteRe-enforce the use of the Review form with support coach

In pairs they should discuss what they feel now are their planning strengths are weaknesses. These should be documented along with how they might go about addressing them.

OCW 49-50

57

CiRF v6

58

DAY 3 SESSION 8 ASSESSMENT PREPARATION – 30minsSession contentWhere to from hereWHAT-2Self-Review and support coaching, Action Plan, Assessment day

HOW-2Become a British Athletics Coach in Running Fitness


10mins

8.1Identify the What 2 and How 2 skills required for a CiRF

8.2Share and record their goals for their Development Plan

Link to Support Coach packs.

Ask group to refer back to what knowledge they needed as a CiRF Coach Day 1 – use PPT to support anything missed.

Ask group to refer back to the skills involved in coaching from Day 1 – use supporting PPT.

In pairs, ask them to share, and then write down their first action plan in their workbooks. Invite attendees to discuss and outline in pairs what key strengths and limitations they started the course with and how this has changed over the duration of the course.

Outline their goals for their development plan. Explain how focusing on this pdp between day 3 and 4 is important

in achieving competency at OPA.

PPT Session 8 Assessment Preparation

PPT Knowledge – What-2PPT Skills – How-2

OCW pg 51-52 Action Planning

16:45-16.55

10mins8.3Recognise the Assessment Criteria and the process that is in place for assessing them

8.4Identify the practical assessment process

Coaches should be planning, delivering and reviewing their work.

Must be own work - plagiarism is not treated lightly.Think Inc. - the athletes you work with could have a broad range of differing needs, fitness and disability - you must be adaptable and inclusive.

Planning for OPA Medium term (mesocycle) and short-term (session plan) development. Templates on uCoach

Knowledge test on ULearn. 75% and x 1 right in each section. Practical Assessment.

Tutor to detail the process followed for the practical assessment. Briefing, delivery, review, x 2 Mesocycle review with assessor Invite questions about the process of assessment.

PPT – To be a competent CiRF Planning

PPT-Knowledge test

PPT-Practical assessmentPPT- OPA session plan formatPPT- Practical assessment formatPPT-OPA. Medium term Development period plan format

OCW pg 53-54

16:55-17:00

5mins

British Athletics standards.

Assessment Criteria.

Appeals process.Re-sit may cost so plan and prepare.

Explain being competent as a Coach in Running Fitness is meeting all the standards set by the organisation. For driving it’s DVLA, for Athletics its British Athletics. These standards are the criteria against which the coaches will be assessed.

Invite questions about the criteria. Field any last questions ask to complete and leave evaluation form

and close.

PPT Disability Athletics ContactsOCW pg 58-59 Evaluation formPPT Good luck and keep in touch through PPPPT Safe journey home

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