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Unit 222 understanding the fundamentals of coaching sport

Unit 222 understanding the fundamentals of coaching sport

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Unit 222 understanding the fundamentals of coaching sport

  1. 1. Unit 222 Understanding the fundamentals of coaching sport Tutor Guidance 1. Explain the unit outcomes and check understanding. 2. Present students with unit assessments and processes for submission. 3. Utilise the PowerPoint to support lesson delivery, and student understanding. 4. Allow for students to record lesson information to support them in their assessment. 5. Consolidate after each lesson. 6. Link theory lesson outcomes with practical delivery. 7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment. 8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes, risk assessments, health and safety checklist, injuries in football, video clips. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  2. 2. Unit 222 Understanding the fundamentals of coaching sport Student Guidance 1. Review the unit standards, on Blackboard. 2. Access unit assessment from Blackboard. 3. Save assessment in your documents. 4. Take part within group discussions. 5. Record notes/ findings from both practical and theory lessons. 6. Ask questions, to establish understanding. 7. Take active role within practical lessons. 8. Clear submission date and procedure. 9. Clearly read the assessment requirements for example, prepare a presentation, write a report, produce a leaflet. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  3. 3. Unit 222 Understanding the fundamentals of coaching sport Unit aim This unit assesses the coach’s understanding of their role in the planning, implementing, analysing and revising coaching sessions. They also will identify a range of methods of developing learning, performance and the effective management of participant behaviour. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 222.1 Understand the role of a coach 222.2 Understand the coaching process 222.3 Understand participant(s)’ learning styles 222.4 Understand behaviour management 222.5 Understand how to reflect on a coaching session Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full or part-time basis. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  4. 4. The greatest discovery of my generation is that a human being can alter his life by altering his attitudes ‘Don’t make it too easy’ Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  5. 5. Outcome 1 Understand the role of a coach Assessment Criteria The learner can: 1. describe how to ensure that the participant is at the centre of the coaching process 2. explain how to empower participant(s)’ choice, discovery of solutions and need to develop at their own pace 3. describe how to develop and maintain positive relationships with and between participant(s) 4. describe how to provide a coaching environment that motivates, recognises and values diversity, controls risk, encourages challenge, enjoyment and achievement 5. identify methods to develop participant(s)’ confidence and self esteem Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  6. 6. Outcome 1 Understand the role of a coach Assessment Criteria The learner can: 6. describe how to identify opportunities for the coach to reflect and develop their coaching practice 7. list the different support personnel that can contribute to coaching sessions 8. describe how support personnel can be used to contribute to coaching sessions 9. explain the importance of positively promoting the role of officials in competition 10. define what is acceptable in terms of a coach: participant relationship Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  7. 7. Outcome 1 Understand the role of a coach Assessment Criteria The learner can: 11. explain the consequences of not adhering to the principles of what is acceptable in terms of a coach: participant relationship 12. identify the components of a Code of Practice for coaching which allows high standards of personal conduct to be maintained and a positive image of the sport to be projected 13. outline the types of information that the coach should provide to participant(s) after a coaching session. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  8. 8. Outcome 1 Understand the role of a coach Range Participant/(s) Adult, child, person with particular requirements Environment Safe, supportive, encouraging, enjoyable, relaxed, challenging Methods Praise, encouragement, support, maximum participation, attention Opportunities Debrief, evaluation, courses, colleagues Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  9. 9. Outcome 1 Understand the role of a coach Range Support personnel Assistant coaches, parents, volunteers, nutritionist, psychologist, physician, physiotherapist, physiologist Officials Referees, line judges, timekeepers, judges, scorers, assistant referees, umpires, video referees, extra officials (e.g. fourth official), stewards/marshals, Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) 79 Consequences Accusations, loss of respect, damaged reputation, license revoked, loss of employment Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  10. 10. Outcome 1 Understand the role of a coach Range Components Personal, participants, spectators, officials, other coaching staff, rights, responsibilities, professional standard Information Review of session, storage of equipment, details of next session, dispersal arrangements Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  11. 11. Listen, don’t just ‘hear’........ A good manager can, at best, make a team 10% better. But a bad manager can make a team up to 50% worse Giovanni Trapattoni Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  12. 12. Outcome 2 - Understand the coaching process Assessment Criteria The learner can: 1. outline how to identify participant(s)’ needs 2. list the sources of information that a coach can use when planning and preparing coaching sessions 3. identify the types of information about participants which should be treated confidentially 4. describe the stages and components of the coaching process 5. describe how to plan coaching sessions that meet participant(s)’ needs 6. explain how individual coaching sessions support the aims of the wider coaching programme Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  13. 13. Outcome 2 - Understand the coaching process Assessment Criteria The learner can: 7. explain the process of setting SMART goals/objectives 8. describe how to start and end a coaching session 9. explain how the physical and psychological capabilities of participant(s) will influence the content and structure of the session 10. describe different types of demonstrations that encourage learning 11. explain how to balance instruction, facilitation, and demonstration within sessions 12. describe how to use listening skills Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  14. 14. Outcome 2 - Understand the coaching process Assessment Criteria The learner can: 13. describe how to select language that is appropriate to participant(s) 14. list how the coach can establish the views of participant(s) about the coaching sessions 15. identify situations when a coach may need to change or adapt a session 16. describe how to give constructive feedback to participant(s) 17. identify how to cater for an individual’s needs within group coaching 18. describe how to organise group coaching sessions. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  15. 15. Outcome 2 - Understand the coaching process Range Needs Health and safety, welfare, challenge, support, enjoyment, inclusion, respect, access, equipment Sources of information Participant, facility, mentor, National Governing Body, coaching publications, internet Information about participants Learning difficulties, medical conditions, contact details, personal circumstances Stages and components Plan, do, review Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  16. 16. Outcome 2 - Understand the coaching process Range Aims Safe, enjoyable, social development, health and fitness, personal development, progressive, talent identification Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) 81 Situations Weather, facility, equipment, participant numbers, performance, behaviour Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  17. 17. ‘Preparation, .......not just hope’ INSERT VISUAL Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  18. 18. Outcome 3 Understand participant(s)’ learning styles Assessment Criteria The learner can: 1.outline different learning styles and needs 2. explain how to consider participant(s)’ learning styles and needs when planning coaching sessions 3. describe the difference between the ways that adults and children learn 4. define the principles of monitoring and evaluating learning Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  19. 19. Outcome 3 Understand participant(s)’ learning styles Assessment Criteria The learner can: 5. describe how the coach can support participant(s) in taking responsibility for their own learning 6. describe how to manage different learning styles and learning needs, in group coaching. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  20. 20. Outcome 3 Understand participant(s)’ learning styles Range Learning styles and needs Visual, audible, reading, kinaesthetic Principles Collaborative, formative, open, supportive Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  21. 21. You don’t have to have been a horse to become a good jockey Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  22. 22. Outcome 4 - Understand behaviour management Criteria The learner can: 1. identify the principles of positive behaviour management 2. describe how to develop a behaviour management strategy for coaching sessions 3. outline ground rules for positive behaviour during coaching sessions 4. outline the methods of communicating and implementing ground rules. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  23. 23. Outcome 4 - Understand behaviour management Criteria The learner can: 5. explain the importance of fair and consistent behaviour management 6. explain how to encourage and reward positive behaviour 7. identify the types of behaviour by participant(s) and others that may cause emotional distress 8. explain how to respond as a coach to behaviour by participant(s) that may cause emotional distress Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  24. 24. Outcome 4 - Understand behaviour management Criteria The learner can: 9. describe how to respond to discriminatory behaviour 10. describe the procedures to be followed if a participant wants to complain about discrimination. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  25. 25. Outcome 4 - Understand behaviour management Range Principles Ground rules, shared responsibility, praise Ground rules Appropriate language, listening, respect, effort, teamwork Discriminatory behaviour Bullying, sexism, racism, ageism Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  26. 26. • INSERT VISUAL ‘An error can be a learning Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) opportunity .’
  27. 27. Outcome 5 - Understand how to reflect on a coaching session Assessment Criteria The learner can: 1. identify valid sources of feedback from participant(s) and support staff 2. explain how to do each of the following as part of self-reflection: • make self-assessment of skill level • identify action to be taken 3. use different methods of self-reflection 4. outline how to use evidence of own performance 5. list factors that impact on the ability to identify own development needs Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  28. 28. Outcome 5 - Understand how to reflect on a coaching session Assessment Criteria The learner can: 6. identify methods for personal action planning and the prioritisation of such planning 7. describe how to measure each of the following: • the quality of the coaching experience • participant development 8. the quality assurance mechanisms used 9. describe how to use information taken from evaluations to improve the programme/session. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  29. 29. Outcome 5 - Understand how to reflect on a coaching session Range Evidence Statistics, performance scores/results, times, video footage. Factors Subjective, ability to observe, mental attitude Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  30. 30. Assignment Preparation Reflect on learning outcomes Review your lesson notes and documentation Research – internet, LRC, Home study, Feedback on performance, peer reviews/feedback If appropriate request tutorials, assistance, 1 on 1s to develop knowledge further Complete assignment and submit on agreed date Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  31. 31. Group Discussion 1 Explain what the ABC’s are, and how they are important in the execution of technique and skill. 2 Explain the rationale behind the term ‘practice makes permanent’. 3 Illustrate the physical skills we should be trying to develop as we move along the age range - 5 – 21 yrs. 4 What could be the possible effects of early ‘specialisation’ in football or playing position. ? Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  32. 32. ABC’s Agility Changing direction at speed Balance Dynamic – balance on the move Static – kicking a ball, protecting a ball Co-ordination Using different parts of the body in harmony (GK using arms and legs together ) Speed Accelerating Decelerating Stop start Flexibility, strength, power, endurance, others ? Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
  33. 33. Confident & Motivated ? Touch & Feel for the ball ? Balance Agility Speed Co – ordination Flexibility Strength ? Energy ? To get into position. to adapt , execute, move on Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Focussed? Outmuscled ? Outran ? Practiced ? Nervous ? Scared? Tired? Cold? Valued ? Skill Execution (Both Players)

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  • LuizMadalena

    Mar. 6, 2016

Unit 222 understanding the fundamentals of coaching sport

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