PLANNING A COACHING SESSION FOR A SPECIFIC GROUP

PLANNING A COACHING SESSION FOR A SPECIFIC GROUP

All the general principles of how to establish goals and the planning and organisation of coaching sessions are equally applicable when coaching players with a disability. In addition, you will need to think carefully about the following:

CONSIDERATIONS

• Are additional safety checks necessary?

• The need for individual goals may be more important.

• How to adapt the way you deliver and organise the session to accommodate everyone.

• The length, intensity and frequency of sessions as well as the drills or activities within each session.

CONSIDERATIONS

For example, some players with a disability tire more quickly, others need regular rests, some have difficulty regulating temperature and need to rehydrate more frequently

The structure and sequencing of sessions. You may need to:

•  be creative in finding a variety of ways to explain or develop a particular skill.

•  adapt drills and warm-ups to accommodate the needs of particular athletes.

• modify equipment and adapt rules to maximise opportunities for participation and ensure success

Open Ended

TASK : IN PHYSICAL EDUCATION AND SPORTS PROGRAMMES , WHAT IS

" THE INCLUSION SPECTRUM "

THE INCLUSION SPECTRUM

In the past, people were considered to be disabled according to their medical condition. Their particular impairment was seen as preventing them from accessing sporting opportunities. A more recent, positive approach is to consider that if the opportunities were designed or adapted accordingly they would become far more accessible for people irrespective of any impairment they may have

THE INCLUSION SPECTRUM

This model, known as the social model, clearly identifies that barriers to participation by people with a disability are not due to the individual’s medical condition or impairment but are caused by attitudinal, economic or environmental factors.

THE INCLUSION SPECTRUM

In a sporting context, inclusion can be achieved by changing the environment of the activity or the way in which the activity is delivered.

When using the ‘inclusion spectrum’ to include people it is also important to keep the integrity of the game for all other participants.

GAMES and ACTIVITIES

OPEN GAMES

MODIFIED GAMES

PARALLEL GAMES

OPEN GAMES

Open games are where everyone in the group is able to participate with minimal or no adaptation or modification

WARM UPS

INDIVIDUAL SKILL DEVELOPMENT

INTEGRATED GAMES

MODIFIED GAMES

Modified games occur when changes are made to the game or activity in order to promote inclusion :

ALTER SPACE

ADAPT RULES

VARY EQUIPMENT

PARALLEL GAMES

Parallel games are when everyone plays the same game or game theme but they are organised in ability groups and the activity is set at a level appropriate to each group.

PARALLEL GAMES / ACTIVITIES

For example: Separate into three groups:

• One group passing a football around a circle

• Second group passing a football with a defender in the middle

• Third group passing whilst moving in an area with a defender

Open Ended

TASK : WHAT DO YOU UNDERSTAND BY THE WORD " DIFFERENTIATION " IN SPORTS COACHING ?

DIFFERENTIATION IN SPORTS COACHING

Differentiation is the word given to the coach’s ability to create a series of progressive learning activities that allow every child access to the topic that is being learnt by the whole class.

Open Ended

TASK : WHAT IS THE S.T.E.P PRINCIPLE TO USING DIFFERATION IN COACHING?

DIFFERENTIATION

Differentiation is about allowing inclusive access to the learning activities for all the participants involved in the session. 

GROUPS

Groups It is important that you think about how teams and working groups are selected, by friendship, mixed ability, higher or lower ability, and gender.

TEACHING / COACHING STYLES

COMMAND STYLE

GUIDED DISCOVERY STYLE

RECIPROCAL STYLE

QUESTION AND ANSWER

Poll

- Pupils learn from each other, one of the pupils takes the role of the coach and helps the other pupils to perform, plan or evaluate new skills.

• • Question and Answer

• • Guided Discovery

• • Reciprocal learning

• • Question and Answer

Poll

- Communication between the coach and the pupil is through two way dialogue. This approach allows pupils to think about possible answer that they may give.

• • Command style

• • Guided Discovery

• • Question and Answer

• • Reciprocal learning

Poll

-the coach/teacher or leader makes all the decisions and may perform the demonstrations. The pupils’ role is to listen and comply.

• • Command style

• • Guided Discovery

• • Reciprocal learning

• • Question and Answer

Poll

- learning can be broadly defined as the process by which players can search for and discover relatively individual solutions to executing skills without direct instruction from the coach/teacher or leader.

• • Question and Answer

• • Reciprocal learning

• • Guided Discovery

• • Command style

COMMUNICATION

When we communicate to young people it is important that we think about:

COMMUNICATION

The words we choose; try to phrase all your communication in positive way. For example; that was good, to improve it further you could try this…, can you try and solve this problem

COMMUNICATION

 The tone of voice in which we talk, try to think about your tone and vary it according to the environment and the individual circumstances.

COMMUNICATION

Body language, think about using positive body language when communicating with young people you are a role model, over 60% of your communication is through body language.

LISTENING SKILLS

As well as the coach/teacher or leader communicating it is important that as someone who works with young people you are aware of developing your listening and observational skills.

ORGANISATION

The coach/teacher or leaders’ ability to organise themselves, the pupils in their charge and the environment in which they are working is one of the key ingredients involved in successful delivery of a lesson. 

THINGS TO CONSIDER WHEN YOU PLAN THE SESSION

Planning: Successful organisation starts with proper planning, the coach/teacher or leader’s ability to think about and design a lesson; that includes:

CONSIDERATIONS

• Clear and concise learning aims - ‘We will learn about different ways to pass (send) a ball over a short distance’.

•  Lessons will have a start - warm - up, a middle - main body and end - cool down.

• Learning activities should be differentiated

• Teaching or coaching styles should be outlined, i.e. command, guided delivery etc.

• Detail should be given regarding space and equipment.