contents - polocrosse · incorporated has been designed to encourage and guide coaching activity in...

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Version 8.1 – September 2017

Contents

INTRODUCTION ............................................................................................................................................... 3

SYLLABUS VERSION HISTORY: ..................................................................................................................... 3

COACHING COURSE ACCREDITATION PROGRAM OVERVIEW ................................................................ 4

UNIT 1 – COURSE OUTLINE ........................................................................................................................... 6

UNIT 2 – ADMINISTRATION RESPONSIBILITIES OF A POLOCROSSE COACH ........................................ 8

UNIT 3 – SNAPSHOT OF A GOOD COACH .................................................................................................... 9

UNIT 4 – PREPARING TO COACH ................................................................................................................ 12

UNIT 5 – WORKING WITH OTHERS ............................................................................................................. 15

UNIT 6 – COACH IN ACTION ......................................................................................................................... 18

UNIT 7 – PROGRAM PLANNING ................................................................................................................... 21

UNIT 8 – THE POLOCROSSE HORSE .......................................................................................................... 22

UNIT 9 – EQUIPMENT REQUIREMENTS ...................................................................................................... 24

UNIT 10 – TEACHING BASIC POLOCROSSE SKILLS ................................................................................. 26

UNIT 11 – BASIC TEAM TACTICS ................................................................................................................. 28

UNIT 12 – RULES, COMPETITION AND DRUG EDUCATION ...................................................................... 30

UNIT 13 – JUNIOR/PONY CLUB (OPTIONAL MODULE) .............................................................................. 32

UNIT 14 – ACCREDITATION TEST ................................................................................................................ 34

UNIT 15 – COACHING PRACTICAL ............................................................................................................... 35

ASSESSMENT TASK PRACTICAL COACHING A (ADULTS) ....................................................................... 36

ASSESSMENT TASK PRACTICAL COACHING B (JUNIOR/PONY CLUB) .................................................. 38

ASSESSMENT CHECKLIST FOR SESSION PLAN ....................................................................................... 40

UNIT 16 – COURSE CONCLUSION ............................................................................................................... 41

RESOURCE MATERIAL ................................................................................................................................. 42

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Introduction

The National Coaching Accreditation Scheme of the Polocrosse Association of Australia Incorporated has been designed to encourage and guide coaching activity in polocrosse. The scheme is designed to assist the Australian and State and Territory associations in the proper organisation and presentation of accredited courses for coaches. The Level 1 course is an introduction to the principles of coaching and provides basic training in the skills required for coaches of beginner or novice participants and for the conduct of training programs for club polocrosse players.

Syllabus version history:

Version Date Reviewed Dated approved by ASC

Content reviewed/purpose

1 1986 Initial Coaching syllabus

2 1990 Four year revision



5 2002 8 March 2002 Four year revision

6 2006 December 2006 Four year revision

7 2011 March 2011 Four year revision

8 2017 N/A Complete revision.

8.1 2017 N/A NCAS logo removed.

The Level 1 syllabus should be read and used in conjunction with the National Coaching Accreditation Framework.

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COACHING COURSE ACCREDITATION PROGRAM OVERVIEW

PROGRAM A – TO BE USED WHERE PARTICIPANTS HAVE NOT COMPLETED THE ONLINE COMMUNITY COACHING COURSE.

UNIT DELIVERY DURATION

HOURS 1. Course Outline Presentation 1/2 Hour

2. Administration responsibilities of a Polocrosse Coach

Presentation/Workshop 1 Hour

3. Snapshot of a good Coach – Community Coaching


4. Preparing to Coach – Community coaching Presentation/Workshop 1 Hour

5. Working with Others – Community Coaching Presentation/Workshop 1 Hour

6. Coach in Action – Community Coaching Presentation/Workshop 1 Hour

7. Program Planning Practical ½ Hour

8. The Polocrosse Horse Presentation/Workshop 1 Hour

9. Equipment Requirements Presentation 1 Hour

10. Teaching Basic Polocrosse Skills Presentation/Workshop 1 Hour

11. Basic Team Tactics Presentation/Practical 1 Hour

12. Rules, Competition, Policies and Anti-Doping Education

Workshop 1 Hour

13. Junior/Pony Club - OPTIONAL Module Workshop 1 Hour

14. Accreditation Exam Exam ½ Hour

15. Coaching Practice Practical – Post Program 8 Hours

16. Course Conclusion Submission of Reports ½ Hour

TOTAL 21

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PROGRAM B – TO BE USED WHERE PARTICIPANTS HAVE ALREADY COMPLETED THE COMMUNITY COACHING COURSE (ONLINE)

UNIT DELIVERY DURATION

HOURS 1. Course Outline Presentation 1/2 Hour

2. Administration responsibilities of a Polocrosse Coach


7. Program Planning Presentation/Workshop 1/2 Hour

8. The Polocrosse Horse Presentation/Workshop 1 Hour

9. Equipment Requirements Presentation 1 Hour

10. Teaching Basic Polocrosse Skills Presentation/Workshop 1 Hour

11. Basic Team Tactics Presentation/Practical 1 Hour

12. Rules, Competition, Policies and Anti-Doping Education

Workshop 1 Hour

13. Junior/Pony Club - OPTIONAL Module Workshop 1 Hour

14. Accreditation Exam Exam ½ Hour

15. Coaching Practice Practical – Post Program 8 Hours

16. Course Conclusion Submission of Reports ½ Hour

TOTAL 17

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Unit 1 – Course Outline

Duration – ½ hour

Unit Purpose

This unit will introduce the Coach to the course requirements and the objectives of the Australian Sports Commission, National Coaching Accreditation Scheme and the Polocrosse Association of Australia.

Learning Outcomes

At the conclusion of this unit the coach will have knowledge of:

The objectives and structure of A.S.C. and the N.C.A.S;

The PAA training framework;

The history of the PAA;

The basic administration of the PAA and its affiliates; and

The relationship between the PAA and the Pony Club Movement

Content

The following items are to be addressed through lecture and handouts:

Introduction of course staff;

NCAS Scheme - outline of objectives and structure;

PAA Coaching Accreditation Framework - outline of objectives and structure;

Level 1- course objectives, structure and assessment requirements;

Coaches Code of Behaviour Agreement;

Information regarding course administration;

Brief explanation of the purpose and nature of coaching resource materials supplied to candidates; and

Administration of the PAA and State Associations

Resources

PAA website: http://www.polocrosse.org.au

ASC website: http://www.ausport.gov.au

ACC. Promotional Brochure - “Coach Education”

“Community Coaching”

PAA Coaching Accreditation Framework

PAA Level 1 Coaching Scheme Syllabus.

PAA Rule Book

PAA Constitution

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PAA DVD “The Polocrosse Story”

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Unit 2 – Administration Responsibilities of a Polocrosse Coach


Unit Purpose

The coach will have an understanding of what their responsibilities are as a Polocrosse Coach whilst accredited with the Polocrosse Association of Australia.

Learning Outcomes

At the completion of this unit the coach will be able to:

Fill out a coaching Logbook or activity sheet;

Fill out a coach report;

Fill out an accident report; and

Fill out a statistic sheet

Content

Coaches will be required to participate in a group sessions led by a specialist presenter with the following items to be addressed:

Coaches Log book;

Coach’s report; and

Analysis sheets.

Resources

Coaches report

Logbook

Coaching activity sheet

PAA accident/incident report sheet

Various Statistical data analysis sheets

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Unit 3 – Snapshot of a Good Coach

Duration – 1 hour

Unit Purpose

The primary aim of the module is to provide a snapshot of a good coach including roles and responsibilities and the coaching pathway.

Learning Outcomes


Develop an awareness of a coach’s responsibilities;

Identify the fundamentals of the role of coaches;

Understand the Polocrosse structure;

Understand legal responsibilities;

Understand risk management principles; and

Understand Coach safety and protection.

Content

What does a coach do?

Roles of the coach for competition and participation and skills required

Range of coaching styles for different situations and individuals (direct to indirect)

Limitations to the role that the coach is able to play in injury management if they are not trained in first aid or providing nutrition advice

Understanding the coaches role in relation to others: AASC regional coordinators, school staff, club administrators and other coaches

Opportunities for coaches to have a positive impact on participants

What does a coach need to know?

Polocrosse structure in Australia – understanding the bigger picture and implications for coaching:

local and regional bodies club, state and national sport organisations sport policies (eg/ member protection, junior sport frameworks)

Legal responsibilities of a coach:

anti discrimination public liability and duty of care negligence insurance child protection

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mandatory reporting privacy and confidentiality

Risk management principles:

relevant activity specific safety requirements (including personal protective equipment)

injury prevention risk identification and hazard control risk minimisation medical conditions and clearances safety requirements for spectators and support personnel adequate supervision and ratios keeping accurate records, including emergency contact details,

medical conditions and injury or accident reports emergency incident procedures

Coach safety and protection:

not being alone with participants appropriate physical contact insurance

How should a coach behave?

Personal qualities, presentation and passion.

Ethical responsibilities:

your organisation’s code of behaviour for coaches and the relevant components of the member protection policy

the requirements of your organisation’s specific policies (eg/ junior sport, inclusion)

being inclusive and balanced in your approach

treating participants with integrity, respect and empathy

drugs in sport issues including:

o ASC Anti-Doping policy

o the coach as a role model regarding social drug use

o ethical and health issues regarding the use of drugs in sport.

o Personal values vs. community values

Where can coaches go for more information?

Sourcing information on coaching in your sport

Coaching pathways - NCAS, NSO role, AASC

AASC Program and objectives and transition from AASC to club sport

Who to contact to maintain your coaching accreditation or AASC registration

Professional development opportunities and resources to develop coaching

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skills

Resources

PAA Coaching Accreditation Framework

Community Coaching General Principles

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Unit 4 – Preparing to Coach

Duration – 1 hour

Unit Purpose

This unit will enable the coach to conduct, plan, implement and evaluate a training program.

Learning Outcomes

At the completion of this unit the coach will be able to plan, implement and evaluate:

Skills learning programs for beginners;

Training programs for beginners; and

Be able to plan and conduct a safe program.

Content

Planning

Duty of care implications of not planning;

Making the most of your time; and

Getting the best from your participants.

What are the participants’ needs?

Stages of growth and development (childhood, adolescence, and the aging process) and readiness for skill acquisition;

The importance of emphasising skills before fitness in beginners;

Extremes that may occur in body composition, fitness and skill levels between individuals;

Reasons why children play sport and the role of competition;

Social considerations for participation in sport;

Accommodating the varying motivations for participating in sport; and

Gender differences

What does the coach want to achieve?

Setting goals and objectives:

session vs. program, term or season goals;

Individual vs. Team;

competition vs. Practice; and

tactical, technical or social.

SMART goal setting

Progress markers

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Training Plan

Key elements of a session plan;

Sourcing and selecting a variety of activities appropriate for training sessions;

Determining a suitable progression of activities, taking into account individual needs;

Preparing instructions and questions;

Ensuring that the session plan is inclusive of all participants;

Developing contingency plans that accommodate potential unplanned influences;

Identifying facilities, equipment and resources required;

Linking sessions to develop or progress skills; and

Time management

Different coaching approaches

Different coaching approaches or philosophies:

Game centred approach o using games to assist participants to understand game concepts

- Using games to assist participants to understand game concepts;

- creating games to teach skills within the context of specific tactics and strategies; and

- using a “Playing for Life” philosophy where inclusive games or activities teach participants and the coach facilitates learning.

Technique centred approach o isolating the skill from the whole game to prioritise it’s development over game play

- Isolating the skill from the whole game to prioritise it’s development over game play; and

- using skills to facilitate development of movement patterns, then applied to the game.

Constraints coaching approach

- integrates game and technique coaching approaches at an appropriate level for the stage of learning of the participant

- skill development and game performance is the outcome of manipulating:

task (eg/ rules of the game, equipment);

environment (eg/ skill performance context, indoors/outdoors, grass/concrete surface); and

participant constraints (eg/ physical size of participant, fatigue).

- blending direct and indirect instructional coaching styles to

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achieve a specific movement outcome or game performance.

Safety

Identifying potential risks within the coaching environment and sport or activity specific risks

Selecting strategies or procedures to minimise risks:

selecting age and ability appropriate activities and equipment;

managing illness, medical conditions and return from injury;

selecting the playing area;

considering likely environmental conditions;

warm up, stretch and cool down;

balanced competition;

size or weight and height match ups;

pick up arrangements for children;

Understanding safety, injury management and emergency procedures;

Planning alternatives to deal with contingencies such as inclement weather; and

Incident reporting procedures.

Resources


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Unit 5 – Working with Others

Duration – 1 hour

Unit Purpose

This unit will provide coaches the information to develop planning skills and put together a session plan to meet the players needs and achieve desired goals.

Learning Outcomes


Apply basic principles of coaching within an organised framework so that

knowledge is imparted in an effective way through explanation and

demonstration;

Examine various styles of coaching;

Determine appropriate goals;

How to deal with issues and problems;

Use appropriate questions and game progressions to assist players to

develop tactical thinking; and

Develop observation skills for the modification and refinement of players

technique.

Content

Communication Skills:

Selecting from a range of communication techniques:

Verbal;

non-verbal;

active listening;

demonstrations;

inclusive communication; and

providing feedback.

Barriers to effective communication

Understanding individual differences:

communicating with a diverse range of participants (cultural, age and social differences);

learning styles; and

motivation.

Use of social media

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Coaching Styles:

Selecting coaching styles from direct to indirect for different situations and individuals:

friendly and approachable while maintaining a 'professional distance';

directive regarding non-negotiable issues such as safety factors;

casual;

critical friend;

motivational;

disciplinarian;

humorous when appropriate;

organised and efficient; and

supportive and encouraging.

The coach as role model:

promoting cooperation and good relationships;

acceptable language;

arriving on time;

presentation standards; and

self-reflection to identify areas for improvement.

Dealing with issues and problems:

Preventing issues by building relationships with others

identifying key stakeholders;

strategies for gaining support from key people;

understanding climate or environment in which you coach (difficult or supportive);

being clear about your role and responsibilities in relation to others; and

respecting different personal values and beliefs.

Working positively with parents (including expectations of parents)

Working with officials (including the issue of abuse and how coaches can have a positive influence)

Working positively with Boards and Committees

Roles and relationships with sports administrators or school staff

Choices when dealing with difficult behaviour:

listen more, talk less;

understand the intent;

work out how to resolve the conflict or prevent it reoccurring; and

know when to walk away, seek assistance from others or refer the

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matter to someone else.

Resources


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Unit 6 – Coach in Action

Duration - 1 hour

Unit Purpose

This unit will provide knowledge of a range of organisation, communication, risk and behaviour management strategies that enable coaches to help players learn basic skills and techniques.

Learning Outcomes


Organise and plan a training program;

Choose the right coaching approach;

Conduct a safe program and minimise risk;

Enhance learning, whilst making it fun;

How to deal with misbehaviour; and

How to be a better coach.

Content

Organisation:

Allocating sufficient space and resources for the session

Set up and layout plans for effective use of space

Selecting and checking equipment

Training formations and group organisation strategies:

structuring activities to maximise participation;

including a range of ability levels; and

transition activities.

Coaching Approach:

Match the coaching approach to participants needs:

developing games to assist participants to understand game concepts;

using a game-based approach to teach skills;

recognising when to isolate a skill from the context of a game;

understanding the tools available to modify an activity to meet the needs of participants; and

using direct and indirect coaching styles to achieve a specific movement outcome or game performance.

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Minimising risks:

Applying risk management strategies:

selecting age and ability appropriate activities and equipment;

managing illness, medical conditions and return from injury;

checking the playing area, facilities and equipment;

considering environmental conditions (including weather policies); and

including warm up, stretch and cool down

Communicating key safety points:

obeying the rules;

use of protective equipment; and

hydration.

Balanced competition – size or weight and height match ups

First Aid and dealing with incidents (STOP and RICER)

Leaning enhancement:

Creating a learning climate

Instructions, demonstrations and explanations;

Feedback;

Modifying activities (progression and regression); and

Integrating learning in tactical, technical and social areas

Development of competence, confidence, connection and character

How to make it enjoyable:

Group organisation;

Engaging the participants;

Encouraging self-management;

Strategies for preventing misbehaviour;

Providing clear instructions;

Linking instructions to demonstrations;

Allowing participants to play;

Providing opportunities for experimentation;

Selecting age and ability appropriate equipment;

Setting clear boundaries;

Ensuring young participants are not mismatched; and

Providing appropriate challenge.

Dealing with misbehaviour:

Establishing behaviour standards and appropriate behaviour for individuals

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and groups

Promoting cooperation and good relationships

Common causes of disruptive behaviour

Preventing behaviour problems:

developing a positive environment;

creating rules and sharing your expectations;

establishing routines;

make sessions exciting;

praise good behaviours when they least expect it; and

value individual differences.

Behaviour management strategies:

Misbehaviour;

over competitiveness;

domineering behaviour; and

non-participation.

Improvement:

Gathering feedback and self-reflection

Checking actual against plan what worked and what didn’t;

Working out what should I do different next time;

Designing links to future sessions to develop or progress skills; and

Identifying personal professional development needs

Resources


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Unit 7 – Program Planning

Duration - 1/2 hour

Unit Purpose

This unit is a practical unit where the coach will put together a program for a weekend of coaching.

Learning Outcomes

At the completion of this unit the coach will have:

Developed a program for a weekend of coaching using the information gained from Units 3 to 6.

Note: This unit will assist with the assessment of the practical b component of the coach accreditation framework using the checklist for a session plan.

Resources

Community Coaching General Principles. Level 1 Coaching syllabus. Checklist for session plan.

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Unit 8 – The Polocrosse Horse

Duration - 1 hour

Unit Purpose

This unit will provide the Coach with a fundamental knowledge of the care of the Polocrosse horse.

Learning Outcomes


Identify and teach basic care of the Polocrosse horse during preseason preparation, competition and when travelling the polocrosse horse.

Content

The following items will be addressed during the session:

Feeding:

Basic feeding requirements;

Vitamin supplements;

Electrolytes;

Water requirements; and

Feeding problems.

Conditioning and exercising:

Pre-season preparation; and

Playing season preparation.

Grooming and clipping

Horse’s teeth;

Drenching; and

Rugging.

Preparation for play:

Presentation – bell boots, bandaging;

Correct fitting of saddlery; and

Warming up prior to play.

Care during play:

Over riding of horse resulting in its distress or overheating;

Loosening of saddlery between chukkas;

Cooling down between chukkas; and

Inspection of horse and equipment between chukkas.

Care after play:

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After matches – thorough inspection of horse and equipment.

Resources

C. Frape – “Equine Nutrition and Feeding”

“Adams Lameness in Horses” – 4th Edition – Lea and Sebiger

“Polocrosse – A Practical Guide” by Mandy Choice

“Health Care & Common Problems of Horses” – John Kohnke B.V.Sc., R.D.A.

“Polocrosse Australian Made Internationally Played” – Belcris Books:

The Polocrosse Horse, pages 205-211

Training the Polocrosse Horse, pages 213-229

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Unit 9 – Equipment Requirements

Duration – 1 hour

Unit Purpose

This unit will provide the coach with the knowledge of the equipment used and requirements.

Learning Outcomes


Identify and assess equipment used in Polocrosse

Content


Equipment and its uses

Bridles and bits;

Saddle and saddle cloth;

Head check;

Breastplate;

Helmet.;

Bandages;

Bell boots;

Whip and spurs; and

Pony Club gear checks and requirements.

Polocrosse Racquets

Types of racquets;

Looking after racquets;

Types of nets; and

Adjustments of nets.

Resources

Polocrosse Australian Made Internationally Played” – Belcris Books:

Ball Handling pages 91-106


“Polocrosse Racquet Skills” Video by Bruce Smith

Polocrosse Association of Australia. “Rules of Polocrosse and Information of the Game”.

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PAA guide: “Care for racquets and setting a net”

Note:

As part of the assessment of the Level 1 coaching course at the completion of Units 8 and 9 participants will be required to do a 10 minute presentation on a selected topic form these units.

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Unit 10 – Teaching Basic Polocrosse Skills

Duration – 1 hour

Unit Purpose

The unit will provide the Coach with the knowledge required to teach the basic skills of polocrosse.

Learning Outcomes


Teach and correct the techniques of basic Polocrosse skills;

Apply the techniques of basic polocrosse skills into a relevant game situation;

Create and progress appropriate skills sessions into game situations; and

Apply the rules of Polocrosse to a skill session.

Content


Racquet and ball handling skills on the horse

(NOTE: Balance is an underlying principle for all skills)

Picking up the ball:

Stationary;

Moving;

Near side pick up; and

Off side pick up.

Carrying the ball. The rationale behind twisting the wrist whilst carrying the ball.

Catching;

Bouncing;

Passing;

Throwing the goal; and

Dislodging ball.

Drills with Racquet and Ball on the ground

The 3 players passing, catching of ball drill.

Bouncing the ball drills;

Circular practice;

Bouncing against a wall/using rebound net ;

Benefits of using games to assist players to understand game concepts and develop long term learning;

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Structuring a game sense session;

Using a game sense approach to teach skills;

Creating games to teach specific tactics and strategies; and

Modifying games for a particular athlete or group.

Video that may be used :

Game Sense: Developing Thinking Players

PAA. Coaching Video No 1 “An Introduction”


Resources

Game Sense: Developing Thinking player’s video and workbook

Game sense cards

PAA Drill cards

“Polocrosse Australian Made Internationally Played” – Belcris Books:

Ball Handling pages 91-106


PAA. Coaching Video No 1 “An Introduction”


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Unit 11 – Basic Team Tactics

Duration – 1 hour

Unit Purpose

This unit will enable the Coach to identify game tactics, team play in relation to teaching individual team skills.

Learning Outcomes


Identify, teach and correct basic game tactics and team play; and

Analyse and correct individual player and team skills.

Content

The following items will be addressed during the session: NOTE: This unit can be performed without using a horse.

Game Tactics

Line up:

No. 1 position and responsibilities;

No. 2 position and responsibilities; and

No. 3 position and responsibilities.

At ball throw-in.

Marking the opponent;

Dislodging ball from opponent’s racquet;

Positional play;

Position for taking a Penalty 1;

Position for taking a Penalty 2; and

Position for taking a Penalty 3.

Team Combination Play

The No. 1 or “Attack”

Importance of position;

Throw-ins;

Attacking towards goal;

Throwing goals;

Working the penalty area; and

When defending.

The No. 2 or “Centre”

Marking the opponent;

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Cover defence; and

Position for clearing the area.

The No. 3 or “Defence”

Clearing the area; and

Marking the No. 1.

Analysing player skills

Different types of analysing sheets;

The use of analysing sheets;

The use of video as a tool; and

The seventh/eighth player.

Resources


PAA. Coaching Video No. 2 “Team Skills”

Polocrosse Australian Made Internationally Played” – Belcris Books, Pages 107 –

147

Polocrosse Analysing sheet resources

Polocrosse game videos, DVDs

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Unit 12 – Rules, Competition and Drug Education

Duration – 2 hours

Unit Purpose

This unit will provide the coach with the knowledge and understanding of competition rules and Drugs in Sport Rulings.

Learning Outcomes


Demonstrate appropriate ethical coaching behaviour in competition;

Apply, enforce and teach the rules of the game including those of the modified Rules for Pony Club Polocrosse;

Identify umpiring styles and adapt play to suit;

Identify and enforce the basic rulings of the PAA Drugs in Sport Rulings; and

Identify, apply and demonstrate and understanding of the various types of competition draws

Content


Rules of the Game of Polocrosse

Knowledge of the rules of the game.

Competition Rules

Tournament draws;

Appointment of officials; and

Tournament organisation.

Competition Responsibilities

Coach’s Responsibilities;

An Umpire’s responsibility;

Captain’s responsibility;

Team’s responsibility to the umpire; and

Dress (both adult and Pony Club).

Inspection (for Pony Club only)

Saddlery;

Unseemly Behaviour; and

Pony restrictions.

Drugs in sport: Issues and requirements

Polocrosse Association of Australia Inc. and Australian Sports

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Commission rulings;

Australian Sports Anti Doping Agency requirements; and

Polocrosse Drug Policy (available www.polocrosse.org.au.).

Resources

Polocrosse Association of Australia. “Rules of Polocrosse and Information of the

Game”.

Competition Draws

Australian Sports Anti –Doping Agency – “Anti -Doping Handbook”.

Polocrosse Association of Australia “Anti- Doping Policy”

ASADA: on line training.

http://www.polocrosse.org.au/

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Unit 13 – Junior/pony Club (Optional Module)

Duration – 1 hour

Unit Purpose

This unit will provide the Coach with the understanding of the role and responsibility of coaching children.

Learning Outcomes


Identify why children participate in polocrosse and how to encourage that participation;

Modify the game for children;

Demonstrate how to treat children as children;

Identify if a coach or parent is putting too much pressure on children;

Detail strategies on how you can ensure that children’s participation in polocrosse is worthwhile and enjoyable;

Identify physical growth and development considerations;

Advise players of the processes involved in acquiring a skill;

Identify the factors influencing skill acquisitions and their implication for the practical coach;

Outline social development considerations and identify the requirements of the novice performer; and

Differentiate the nutritional and hydration requirements of juniors playing polocrosse.

Content


Why do children participate in Sport?;

The value of sport;

Why Modify Polocrosse?;

Parents and Pressure;

Parents on the Sideline;

Guidelines for supporting children;

Code of Behaviours;

Stages of growth and development (childhood, adolescence, and the aging process);

Hydration and nutritional needs of children playing sport;

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The importance of emphasising skills before fitness in beginners;

Extremes that may occur in fitness levels between individuals (eg. those who have never exercised);

Reasons why children play sport;

Social considerations for athlete’s participation in sport;

The role of competition in children’s sport;

Accommodating the varying motivations of juniors for participating in sport; and

Phases of skill learning.

Resources

Brochures on Pony Club Activities

Game Sense Cards

Australian Sports Commission – “Your Kids their Game” Video and book.

Sports Medicine Australia – “Safety Guidelines for Children in Sport and Recreation”.

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Unit 14 – Accreditation Test


Unit Purpose

This unit will demonstrate the Coach’s knowledge of basic Polocrosse, horse and player skills, rules and correct equipments and regularity requirements

Content

A closed book test paper.

Resources

Examination paper set by the Australian Director of Coaching.

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Unit 15 – Coaching Practical

Duration

Task Type Duration

A Adult 9 hours

B Junior/Pony Club 8 hours

Unit Purpose

This unit will assess the Coaches ability to plan and conduct practical coaching sessions.

Resources

Assessment Task Practical coaching A (Adults) - attached below.

Assessment Task Practical coaching B (Junior/Pony Club) – attached below

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Assessment Task Practical coaching A (Adults)

A practical demonstration of coaching skills is required, by teaching a particular skill to a group of players. The coaching task should be of least 30 minutes duration.

Name of Coach: _______________________________________________________

Performance Criteria Comment Competent Not yet

competent

Organisation

Define training area boundaries and communicate these to the players

Allocate sufficient space and resources for the activity and/or game

Brief the players on safety practices, procedures and appropriate behaviour

Group Management

Utilise a range of training formations / group organisation strategies to maximise participation and interaction

Be able to include a range of ability levels, using strategies such as grouping by ability or mixing ability levels where appropriate

Promote cooperation and good relationships

Treat players with integrity, respect and empathy

Teaching

Convey instructions to the players clearly, and provide a demonstration

Break down complex skills and techniques into parts and communicate the key components of the skill

Use a game sense approach to assist players to develop tactical thinking

Provide corrections to improve skill execution on an individual and group basis

Progress the activity to the next step or level in a sequential manner

Provide adequate time for practice, and observe players’ performance

Communication

Check the players’ understanding of the instructions and give them the opportunity to ask questions

Provide encouragement and/or feedback individually, and to the group

Use non-verbal communication techniques effectively (eg. maintain eye contact)

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Utilise active listening techniques

ASSESSMENT DECISION: COMPETENT NOT YET COMPETENT

COMMENTS:

ASSESSOR SIGNATURE: DATE:

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Assessment Task Practical coaching B (Junior/Pony Club)

A practical demonstration of coaching skills is required, by teaching a particular skill to a group of players. The coaching task should be of least 30 minutes duration.

Name of Coach: _______________________________________________________

Performance Criteria Comment Competent Not yet

competent

Organisation

Define training area boundaries and communicate these to the juniors.

Allocate sufficient space and resources for the activity and/or game

Brief the juniors on safety practices, procedures and appropriate behaviour

Ensure the session is fun and provides variety

Group Management

Utilise a range of training formations / group organisation strategies to maximise participation and interaction

Be able to include a range of ability levels, using strategies such as grouping by ability or mixing ability levels where appropriate

Promote cooperation and good relationships

Treat juniors with integrity, respect and empathy

Teaching

Convey instructions to the athletes clearly, and provide a demonstration

Break down complex skills and techniques into parts and communicate the key components of the skill

Use a game sense approach to assist players to develop tactical thinking

Provide corrections to improve skill execution on an individual and group basis

Progress the activity to the next step or level in a sequential manner

Provide adequate time for practice, and observe juniors’ performance

Communication

Check the juniors’ understanding of the instructions and give them the opportunity to ask questions

Provide encouragement and/or feedback individually, and to the group

Use non-verbal communication techniques effectively (eg. maintain eye contact)

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Utilise active listening techniques


COMMENTS:


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Assessment Checklist for Session Plan This checklist is to be used when marking session plans submitted by coaches for assessment task 2.

Name of Coach: _______________________________________________________

Performance Criteria Comments Competent Not yet competent

Identify suitable goals for the training session

Safety considerations are identified

Use appropriate warm up and cool down activities

Use appropriate activities for skill development

Use appropriate activities to develop fitness requirements

Use appropriate activities to develop the game/tactical requirements

Sequence activities appropriately, including timing of activities

Ensure that the session plan is inclusive of all athletes (eg. children, athletes with a disability)

Seek feedback from athletes and others and use self reflection techniques to evaluate the coaching session


COMMENTS:


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Unit 16 – Course Conclusion


Unit Purpose

This unit will enable the coach to have the opportunity to express his/her opinions on the conduct and content of the course.

Delivery Strategies

Questionnaire and discussion about the following:

Have you found the course stimulating?

Are there areas in which further instruction is necessary?

Are there areas where you believe the standards are too HIGH for level 1?

Did you receive sufficient instruction on the use of training aids?

Do you feel that there is adequate reference material?

What is your opinion of the length of the course?

Resources

Questionnaire. See Coach Accreditation Framework

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RESOURCE MATERIAL

Polocrosse Australia Policies & Guides Polocrosse Australia

Coaching Videos Polocrosse Australia

Polocrosse Rules & Information on the Game Polocrosse Australia

PAA DVD “The Polocrosse Story” Polocrosse Australia

Polocrosse – “A Practical Guide” Mandy Choice

Video - “Polocrosse Racquet Skills” Bruce Smith

Polocrosse – “Australian Made Internationally Played” Chris Murphy

“Learning to Ride as an Adult” E. Prockl

“Ride with you mind essentials.” M. Wanless

“Equine Nutrition and Feeding” David Frape

“Adams Lameness in Horses” 5th Edition Lea and Sebiger

“Coach with Courage” Longdon

Pony Club Activities Pony Club Australia

“E2004 Horse Sense” – 2nd Edition Landlinks Press

“Clinton Anderson’s Down Under Horsemanship” Exisle Publishing

“Teaching Riding" J. Knowles

ACC “Beginning Coaching” Level 1 Coach’s Manual Australian Sports Commission

Video - “Coach in Action” and worksheets Australian Sports Commission

Video – “Game Sense – Developing Thinking player’s “ Australian Sports Commission

Video – “Your Kids their Game” Australian Sports Commission

A Winning Diet for Sport DVD Australian Sports Commission

“Safety Guidelines for Children in Sport and Recreation” Sports Medicine Australia

ASADA Guides – Athletes - Check your substances Australian Sports Anti-Doping Authority

NCAS Logbook Australian Sports Commission

“Becoming a more effective coach” Australian Sports Commission

www.ponyclubaustralia.com.au Pony Club Australia

www.polocrosse.org.au

Polocrosse Australia

www.ausport.gov.au/participating/coaches

Australian Sports Commission

www.ausport.gov.au/participating/volunteers/resources

www.asada.gov.au

Australian Sports Commission

Australian Sports Anti-Doping Authority

http://www.ponyclubaustralia.com.au/

http://www.polocrosse.org.au/

http://www.ausport.gov.au/participating/coaches

http://www.ausport.gov.au/participating/volunteers/resources

http://www.asada.gov.au/

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