design a sport porgram coach workbook

8/8/2019 Design a Sport Porgram Coach Workbook

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Version 1.3, 2007 Coaching Association of Canada

Design a Basic SportProgram:

Coach Workbook


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D esign a Basic Sport Program: Coach Workbook


T A BLE OFCONT ENT S 1 Introduction ........................................................................................................................ 1

1.1 Purpose of Document................................................................................................ 1 1.2 NCCP Core Competencies........................................................................................ 1 1.3 Learning Outcomes ................................................................................................... 2 1.4 Overall Context ......................................................................................................... 2 1.5 Symbols .................................................................................................................... 2 1.6 Workbook Topics ....................................................................................................... 2

2 K nowing Your A thletes and Your Program ....................................................................... 3 2.1 Who Are Your Athletes? ............................................................................................. 3 2.2 What Is Your Program Orientation? ........................................................................... 4 2.3 How Is Your Program Set Up? ................................................................................... 4 2.4 What Events Are There in Your Program? ................................................................. 5

2.5 What Are the Major Periods in Your Program? .......................................................... 7 3 A nalyzing Your Program.................................................................................................... 8

3.1 Number of Competition Days .................................................................................... 8 3.2 Number of Practice Days .......................................................................................... 8 3.3 Analysis .................................................................................................................... 9

4 R eflecting on Your Program: Issues and Solutions ...................................................... 10 4.1 Issues and Solutions ............................................................................................... 11

5 Priorizing A bilities and Skills and Setting T raining Objectives .................................... 13 5.1 What Abilities and Skills Are Important in Your Sport? ............................................. 13 5.2 What Abilities Can be Trained? ............................................................................... 13 5.3 What Is Your Athletes Entry Point? ......................................................................... 13 5.4 What Are Your Training Objectives? ........................................................................ 13

6 Linking Sport Programs and Practice Sessions ............................................................ 17 6.1 From Sport Program to Practice Session................................................................. 17 6.2 Planning Your Practices for the Week ................................................ ..................... 22

7 Self-assessment .............................................................................................................. 2 8

8 A ction Card ...................................................................................................................... 30

9 Great Ideas ....................................................................................................................... 31


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The Collection, Use, and Disclosure of Personal Information

The Coaching Association of Canada (CAC) in cooperation with its National CoachingCertification Program (NCCP) partners collect, use and disclose only such information fromindividuals as is required for the purpose of providing services or information to them, managingNCCP coach education records, conducting research and such other purposes as described inCACs Privacy Policy.

CAC does not sell, trade, barter, or exchange for consideration any Personal Informationobtained. CACs collection, use and disclosure of personal information shall be done inaccordance with its Privacy Policy, a copy of which is available at www.coach.ca .


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Version 1.3, 2007 Coaching Association of Canada Page 1

1 INT R ODUCT ION 1.1 Purpose of Document

This Coach Workbook is your record of what you did and what you learned in the Designa Basic Sport Program workshop. The Coach Workbook has been designed to help youwork on your own, after the workshop, to improve even more as a coach. We thereforerecommend that you save your Workbook and consult it regularly to ensure continuousimprovement of your coaching skills.

This Workbook refers often to R eference Material , a document developed to deepenyour knowledge of key coaching topics. You receive R eference Material along with thisCoach Workbook when you register for the Design a Basic Sport Program workshop.

1.2 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies thatwill help you become a more effective coach and have a more meaningful impact on athletesexperience. The competencies are problem-solving, valuing, critical thinking, leadership, andinteraction. Here are just some of the ways these competencies come into play in the Design aBasic Sport Program workshop:

Problem-solving Determine the structure of a program and the ratio of training to competition

Identify options to enhance a program

Identify training priorities and objectives at key points of the season

Rank the training priorities outlined in a sample program and apply them to a programValuing

Appreciate the need for a long-term approach to athlete development

Ensure that the role of competitions is consistent with the long-term approach to athletedevelopment

Critical T hinking Compare the structure and key features of a program with recommendations aimed at

promoting athletes long-term development

Identify specific actions needed to better align a program with the guidelinesrecommended for long-term athlete development

Establish linkages between program priorities and practice planningLeadership

Formulate a vision for a program that promotes long-term athlete development

Where appropriate, develop a rational for challenging the status quo regarding trainingand competition ratios and long-term athlete development

Develop strategies to manage time and resources, given the need for a long-termapproach to athlete development


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Page 2 Version 1.3, 2007 Coaching Association of Canada

Interaction Brainstorm with other coaches to develop strategies and plans for having a positive

effect on long-term athlete development

1.3 Learning Outcomes After finishing this module, you will know how to design a basic sport program that meets thetraining and competition needs of your athletes. In particular, you will be able to:

Develop a program structure based on opportunities for training and competition

Establish indicators of athlete development in your program

Develop practice plans that reflect seasonal training priorities

1.4 Overall ContextThis module is one of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the workshops it offers, visit

http://www.coach.ca/eng/certification/index.cfm .1.5 Symbols

You will find the following symbols in this Workbook:

1.6 Workbook TopicsThere are five topics on planning a training program in this workbook:

Knowing your athletes and your program

Developing a planning calendar

Gathering program data

Knowing the abilities and skills that are important in your sport

Linking sport programs and practice sessions

This symbol means write yourthoughts on your Action Card

This symbol means referto the Reference Material


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2 K NOWING YOUR A TH LET ES A ND YOUR PR OGR AM 2 .1 Who A re Your A thletes?Record essential information about your athletes in the form below.

Gender composition(check one)

All Female All MaleCo-ed

( )( )( )

Number of athletes in eachage group Young children: 3-5 years

Children: 6-7 yearsChildren: 8-9 years

Pre-puberty: 10-11 yearsPuberty, stage 1: 12-15 yearsPuberty, stage 2: 15-18 yearsYoung adults: 19-22 years

Adults: 22 years +Total

Male ________ ________ ________

________ ________ ________ ________ ________ ________

Female ________ ________ ________

________ ________ ________ ________ ________ ________

Within each age group, thereare important differences

Height and weightSkill levelLevel of experience

Yes ( ) No ( )Yes ( ) No ( )Yes ( ) No ( )

A verage number of years of training and competition in thissport, including the present year _________

Note: If you coach athletes of various age groups, select one and refer to this group when youcomplete the exercises in this Workbook .


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2 .2 What Is Your Program Orientation?Given the athletes you coach, what should you emphasize most, and what should you try toachieve when you implement your program?

For each of the four categories below, choose the statement that best describes your programs

orientation in that area. Check only one statement for each category. General Skill Development

( ) Have athletes experience new activities ( ) Promote the acquisition of basictechnical skills

( ) Improve athletes general abilities andtheir mastery of the activity

( ) Improve basic technical skills alreadyacquired

( ) Identify athletes with the potential toperform at a higher level

( ) Encourage the acquisition of newtechnical skills that are complex or more advanced

( ) Have athletes specialize in a particular discipline or playing position ( ) Improve athletes ability to applyparticular game plans or competitivestrategies

Physical Conditioning Performance( ) Improve athletes general physical

condition( ) Give athletes the opportunity to gain

experience by taking part incompetitions

( ) Improve athletes sport-specific physicalcondition

( ) Encourage the achievement of particular standards of performance

( ) Prepare athletes to achieve particular

levels of performance in sport-specificphysical tests

( ) Participate in competitions to win; win a

championship

2 .3 H ow Is Your Program Set Up?Note: For this step, you will need a calendar and your calendar of competitions, if it is available.

2.3.1 When Is the First Time You Supervise Your Athletes? What is the date of the first practice session in the program?

Month: _____________________ Day: ___________________

2.3.2 When Is the Last Time You Supervise Your Athletes? When is the last time you supervise your athletes (practice session or competition)?

Month: _____________________ Day: ___________________


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2.3.3 How Many Weeks Are There between these Dates? _____________

2.3.4 What about Breaks or Interruptions in the Program? Write down the number of weeks when there are no practices or competitions (for example,Christmas vacation):

________

2.3.5 Can Your Program Start Earlier or Finish Later? Check off the answer that applies to your program:

It is not possible for me to extend my program

I could extend my program without too much difficulty by:y Starting _____ weeks earlier

y Finishing _____ weeks later 2.3.6 What Is the Actual Length of Your Program? Write down the actual length of your program in weeks, taking into account all breaks or interruptions (2.3.4) and factoring in any program extension (2.3.5).

Date of start: _____________________ End: ______________________

Length, excluding breaks or interruptions: _________________ weeks

2 .4 What Events A re T here in Your Program?To complete this section, use the Planning Calendar Worksheet on page 24. If your competitioncalendar is available, use it too.

Using the information from 2.3.6 on the start and end dates for your program, fill in thetop line of the Planning Calendar Worksheet:

y First, write down the month when your program starts (for example, JAN for January, FEB for February).

y Then write down the date of the Monday in the first week of your program.

y Then write down the dates of all the Mondays in your program and indicate when

the month changes. Your worksheet should now look like this example:

Now indicate the important events in your program.


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3 A NA LYZING YOUR PR OGR AM You will now use the information in your planning calendar to calculate different indicators for your program. These indicators include the number of competition days, the number of practicedays, and the percentage of the training program devoted to competition.

3.1 Number of Competition DaysUsing the table below, calculate the number of competition days in your program. Count bothpreparatory and regular competition.

Identify the Number of Weeks in Your Program When T here A reCompetitions With: Partial

Total

1 day of competition x 1 =2 days of competition x 2 =3 days of competition x 3 =

4 days of competition x 4 =5 days of competition x 5 =

6 days of competition x 6 =

7 days of competition x 7 =

A : Number of competition days in your program(add all the numbers in the column Partial Total): A =

3.2 Number of Practice Days

Calculate the number of practice days in your program.

Period Length(Weeks)A verage Number of Practice Days per Week Partial

Total

Preparation x =

Competition x =

T ransition x =B: A pproximate number of practice days in your program(add all the numbers in the column Partial Total): B =


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3.3 A nalysisFor each statement in the column K ey Element in Your Program in the table below, circle theentry in the column (A, B, or C) that best corresponds to the data for your program. For example, if your program is 26 weeks long, circle the Row 1 entry 2 0 and 3 2 in Column B.

Use the information in 2.5, 3.1, and 3.2 to do this analysis.

# K ey Elementin Your ProgramColumn A Column B Column C

If your number is less than

If your number isbetween

If your number is more than

1 Length of your program in weeks 15 20 and 32 35

2 Length of the Preparation Period inweeks

6 7 and 15 16

3 Length of the Competition Period in

weeks

6 7 and 20 20

4 Length of the Transition Period inweeks

2 3 and 4 6

5 Number of competition days 5 6 and 20 20

6 Average length of a practice in thePreparation Period

60 minutes 75 and 120minutes

150 minutes(2 hours)

7 Average number of training days per week in the Preparation Period

2 2 and 4 5

8 Average length of a practice in the

Competition Period

60 minutes 75 and 120

minutes

150 minutes

(2 hours)9 Average number of practice days per

week in the Competition Period2 2 and 4 5

10 Percentage of training programdevoted to competition*

10% 20-35% 40%

11 Percentage of training programdevoted to practices*

60% 65-80% 85%

*To calculate these percentages:

Total number of program days = Total number of competition days (A) plus Total number of practice days (B).

Percentage of training program devoted to competition = Number of competition daysdivided by Total number of program days, expressed as a percentage.

Percentage of training program devoted to practices = Number of practice days dividedby Total number of program days, expressed as a percentage.


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4 R EFLECT ING ON YOUR PR OGR AM : ISSUES A NDSOLUT IONS

In 3.3, you circled entries in columns A, B, or C that best corresponded to the data for your program. For most programs, sports, and age groups:

Circling an entry in Column A means your program is asking too little of your athletes

Circling an entry in Column B means your program is appropriate for your athletes

Circling an entry in Column C means your program is asking too much of your athletes

Based on the data about your program in 3.3 and what youve learned about long-term athletedevelopment, assess whether your sport program:

( ) Features training and competition opportunities that promote your athletesdevelopment

( ) Contains significant gaps as far as opportunities for athletic development areconcerned

I think this happens because:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

How do the major orientations of your sport program (2.2) compare with the model for long-termathlete development that youve learned about in this workshop?

( ) They seem appropriate

( ) They should be revised

Because _________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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4 .1 Issues and SolutionsThe table below proposes two or more solutions for a number of issues common to sportprograms. Which solutions seem most appropriate for your program? How would you implementthese solutions? After youve had a chance to discuss these solutions with other coaches,identify other possible solutions, and record them in this table.

Possible Issue inSport Program Solutions to Consider

( ) The program is tooshort to allow anysignificant athleticdevelopment in your sport or discipline (see#1 in 3.3)

Encourage athletes to participate in other sports with similar demands and in other sports that may help them develop other types of skills

Enrol athletes in sport schools or camps so that they continuetheir development and avoid losing too much sport fitness

( ) The Preparation Periodis too short (see #2 in3.3)

Extend the Preparation Period by starting practices earlier before the first regular competitions

Use some of the early season competitions as a continuation of the Preparation Period where results arent too important

( ) There isnt enoughcompetition (see #3,#5, and #10 in 3.3)

Include simulated competition in your practice sessions Organize friendly or unofficial competitions

( ) Practice sessions aretoo short (see #6 and#8 in 3.3)

Do the general warm-up before you go onto the field or into thefacility

Train the motor abilities (agility, balance, coordination, etc.) or some physical abilities (flexibility, endurance, strength) outsidepractice sessions so that you can spend as much of theavailable time as possible on sport-specific activities

Create workstations or circuits that enable a larger number of athletes to be active at the same time


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Possible Issue inSport Program Solutions to Consider

( ) There isnt enoughpractice or preparationtime to enable

significant athleticdevelopment in thesport or discipline; notenough trainingopportunities betweencompetitions (see #2,#7, #9, and #11 in 3.3)

Extend the Preparation Period; i.e. begin practices earlier in theprogram

Use some of the early-season competitions as a continuation of

the Preparation Period where results arent too important Increase the number of practice sessions between competitions Provide athletes with programs for activities they can do on their

own between practice sessions so that you can focus onimportant sport-specific elements during practice sessions

Dont let performance in the most recent competition or preparation for the next competition dictate all the content of thepractice sessions; put the content of practices in a longer termperspective (several weeks or the season)

( ) The CompetitionPeriod is too long; toomany competitions inthe program; too manyimportantcompetitions (see #3,#5, and #10 in 3.3)

Talk to other coaches and administrators responsible for thecompetition structure and try to reduce the length of theprogram and the number of competitions

When possible, consider not taking part in certain competitions Rest some athletes by withdrawing them from certain

competitions or not registering them, and give other athleteschances to get competitive experience

Consider some early-season competitions as part of thePreparation Period where results arent too important (for example, early-season wins get fewer points than wins after acertain date)

Priorize competitions and focus on those that lead to the nextstage in the development process

( ) Practice sessions aretoo long (see #6 and#8 in 3.3)

If possible, reduce the length and increase the frequency of practices

If you can book only long periods of time in facilities, includefrequent breaks during practices and plan fun activities

( ) Practice sessions aretoo frequent (see #7

and 9 in 3.3)

To avoid fatigue, alternate hard training days with easy daysduring the week

Build in a rest day every 2-3 days of practice Build in an easy session or a rest day the day after a

competition, especially if the competition is particularlydemanding

Avoid planning a tough practice session the day before acompetition


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p. 9-12

5 PR IOR IZING A BILIT IES A NDSKI LLS A NDSETT ING T R A ININGOBJECT IV ES

5 .1 What A bilities and Skills A re Important in Your Sport? Refer to the table Importance of Physical and Motor Abilities by Sport Family in the

R eference Material . If necessary, refer to page 9 for definitions of the physical andmotor abilities mentioned in this table.

Identify the physical and motor abilities shown as having Very High, High, or Moderate importance in your sport.

Check off the physical and motor abilities you have just identified in Column 1 of thefollowing table, Ranking Athletic Abilities and Skills.

5 .2 What A bilities Can be Trained?

Refer to pages 13 and 14 of the R eference Material . For each physical and motor ability checked off in 5.1:

y Put a tick mark in Column 2 for abilities that can be trained , given your athletesage.

y Put an X in Column 2 for abilities that should not be trained , given your athletes age. Do this even for abilities of High or Moderate importance in your sport.

5 .3 What Is Your A thletes Entry Point?Take a few minutes to think about the entry point of most of the athletes in your program. Fromthe options below, check ALL that apply.

During the 2-3 months before the start of your program, your athletes:

Dont do any particular type of training

Dont do any organized sport, but do a little bit of physical conditioning on an irregular basis

Dont do any organized sport, but do serious physical conditioning on a regular basis

Train and compete in another sport

Train and compete in a similar sport

Train and compete in the same sport5 .4 What A re Your Training Objectives?

Think about the entry point of most of your athletes (see 5.3).

Review these definitions of training objectives:y Physical and Motor Abilities: Development (try to improve) or M aintenance

(keep at same level).

p. 13 and 14


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y Technical/tactical skills: A cquisition (patterning movements), Consolidation (correct execution in variable conditions), or R efinement (minor improvements).

For each athletic ability or skill of V ery H igh, H igh, or M oderate importance that can betrained by athletes of the age you coach (see 5.2), use the definitions above to:

y Specify training objectives for the start of your program. Record these objectivesin Column 3 of the table Ranking Athletic Abilities and Skills.

y Specify training objectives for the middle of your program. Record theseobjectives in Column 4 of the table Ranking Athletic Abilities and Skills.

y Specify training objectives for the end of your program. Record these objectivesin Column 5 of the table Ranking Athletic Abilities and Skills.

R anking A thletic A bilities and Skills

Section 5 .1 5 .2 Section 5 .4 Column 1 C2 Column 3 Column 4 Column 5

Very H igh, H igh or M oderate Importance

or X

T raining Objectives:Start of Program

T raining Objectives:M iddle of Program

T rainingObjectives: Endof Program

Physical A bility ( ) Speed

( ) Speed-Endurance

( ) Aerobic Endurance*

( ) Aerobic Power*

( ) Maximum Strength

( ) Speed-Strength( ) Strength-Endurance

( ) Flexibility

M otor A bility ( ) Agility

( ) Balance

( ) Coordination

T echnical/ Tactical Skills

( ) Basic TechnicalSkills

( ) Basic Tactical Skills

( ) Variations of BasicTechnical Skills

( ) Variations of BasicTactical Skills


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p. 15-23

Section 5 .1 5 .2 Section 5 .4 Column 1 C2 Column 3 Column 4 Column 5

Very H igh, H igh or M oderate Importance

or X

T raining Objectives:Start of Program

T raining Objectives:M iddle of Program

T rainingObjectives: Endof Program

( ) Advanced TechnicalSkills

( ) Advanced TacticalSkills**

M ental Skills (as appropriate)

( ) Attentional Control

( ) Emotional Control

( ) Goal Setting

* These two terms are used only with endurance sports. For all other sports, the broader termaerobic stamina is used.** Advanced tactical skills may include the development of game plans, competition plans,choreography, decision-making, etc. What these skills are called varies from sport to sport.

5.4.1 Accounting for the Entry Point of Most Athletes Athletes entry points affect training objectives for the start, middle, and end of sport programs:

Recall the information on entry points in 5.3.

Examine the sample program for your sport or sport family in the R eferenceMaterial.

Use the table below to see if you need to modify the objectives in the table Ranking Athletic Abilities and Skills.

If Your A thletes Did T his in the Two or T hreeM onths before the Start of Your Program

T hen Use T hese T raining Objectives

Didnt do any particular training Didnt do any organized sport, but did

some physical conditioning from time totime

Objectives in the table Ranking Athletic Abilities and Skills as they are

Didnt do any organized sport, but didregular, serious physical conditioning

Trained and competed in another sport Trained and competed in a similar sport

For physical and motor abilities, use theobjectives of weeks 6 to 8 of the sampleprogram for your sport or sport family fromthe start

For skills and sport-specifictechnical/tactical elements, use theobjectives in the table Ranking Athletic

Abilities and Skills as they are Trained and competed in the same sport Priorities and objectives for weeks 10 to 12

of the sample program for your sport or sport family right from the start


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p. 15-23

5.4.2 Critical ReflectionReview the sample program in the R eference Materi al for your sport group. How does thisprogram differ from the one youve developed in this workshop?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.4.3 Action Card On your Action Card, note the changes that you would make in the future with regard totraining priorities and objectives at the beginning, in the middle, and at the end of your program.


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p. 17-23

p. 24

p. 25

6 LINKI NGSPOR T PR OGR AM S A NDPR A CT ICE SESSIONS The sport programs that youve read about and the one youve designed for your program showhow training priorities and objectives change over the course of a program. This sectiondescribes how to use this information about the program to choose the content of individual

practice sessions.In particular, this section presents a step-by-step process for linking your programs orientationto the activities in a practice.

6 .1 From Sport Program to Practice Session6.1.1 Identify the Athletic Abilities to Train during the Week

Review the sample programs on pages 17-23 of the R eference Material andchoose the one best suited to your sport program.

Choose one week of this sample program (e.g. Week 14).

Identify a maximum of five athletic abilities or skills to train in this week. Now, enter this information in the first column of the Abilities to Train Worksheet on the

next page.

6.1.2 Identify the Training Objectives for the Week

For each athletic ability or skill you entered in Column 1 of your Abilities to TrainWorksheet, use the colour code from the sample program you chose in the R eferenceMaterial to specify the training objective associated with that ability.

Enter this information in the second column of your Abilities to Train Worksheet on thenext page.

6.1.3 Identify Types of E x ercises for the Week Refer to the table on page 24 of the R eference Material .

For each combination of athletic ability and training objective in your Abilities to TrainWorksheet, identify the most appropriate types of exercises for that week.

Put a check mark beside this type of exercise in the third column of your Abilities to TrainWorksheet.

6.1.4 Identify Practice Conditions for the Week Do this only for sport-specific skills and technical/tactical elements. Refer to the table on page 25 of the R eference Material .

For each combination of athletic ability and training objective in your Abilities to TrainWorksheet, identify the recommended practice conditions.

Enter this information in the third column, under Practice Conditions , in your Abilities toTrain Worksheet.


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6.1.5 Identify the Number of Training Sessions for the Week Refer to the Training Methods Table on page 26 of the R eference Material .

For each athletic ability and training objective in your Abilities to Train Worksheet, do thefollowing:

y Choose the number of training sessions per week.y Decide on practice length. Do not choose less than the minimum time shown in

the Training Methods Table.

Enter this information in the fourth column of your Abilities to Train Worksheet.

6.1.6 Comparing Time Required with Time Available

For each athletic ability and training objective in your Abilities to Train Worksheet,calculate the training time for the week and enter it in Column 4.

Add up all the training times in Column 4 of your Abilities to Train Worksheet and enter this number at the bottom of the Worksheet.

This represents the total training time required for the week in an ideal coachingsituation. Use the data in 3.1 and 3.2 to calculate the total training time available . Do this by

multiplying the number of training days per week by the average length if a practice for the appropriate period (preparation, competition or transition).

Compare the total training time required with the total training time available :y If the total training time required is less than the total training time available

you need to reconsider your decisions about the number of training sessions or practice length or both. See 3.2 and 3.3.

y If the total training time required is more than the total training time available you need to decide how to make the best use of training time. See 6.1.7.

6.1.7 Making the Best Use of Training TimeIf the total training time required is more than the total training time available , you need todecide how to make the best use of training time. Making the best use of training time is allabout deciding which athletic abilities to focus on. Here are some questions that will help youmake these decisions:

Can athletes train certain athletic abilities on their own, outside your practicesessions, or before or after the sessions? If your answer to this question is Yes,devote more of the training time available to other athletic abilities. Athletic abilities thatlend themselves well to individual training include flexibility, aerobic endurance, and

strength-endurance. If you decide to do this, ensure that your athletes train as requiredand that they use the right training methods.

Is it possible to combine the training of certain athletic abilities in your sessions? If your answer to this question is Yes, adapt your activities accordingly. See page 28 of the R eference Material for some suggestions on how to do this.

p. 26

p. 28


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Is there still a gap between the total training time required and total training timeavailable? If athletes cant train enough on their own and you cant combine the trainingof certain athletic abilities in your sessions, there may still be a gap between totaltraining time required and total training time available . In such cases, you will needto focus on the most important athletic abilities, and you will need to do a good jobdeveloping them. If you do this, your athletes progress may be affected.


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A bilities to T rain WorksheetSport: _________________________

Week # __________ of the sample program

Column 1 Column 2 Column 3 Column 4 6 .1.1 A thletic A bilitiesto T rain*

6 .1.2 T rainingObjectives*

6 .1.3 T ypes of Exercises**6 .1.4 PracticeConditions**

6 .1.5 Number of T raining Sessions***6 .1.6 T ime R equired***

1. ( ) General exercises( ) Specific exercises( ) Competition exercisesPractice Conditions:

____ sessions/week X ____ minutes/session

= ________ h : min

2 . ( ) General exercises( ) Specific exercises( ) Competition exercisesPractice Conditions:


= ________ h : min

3. ( ) General exercises( ) Specific exercises( ) Competition exercisesPractice Conditions:


= ________ h : min


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Column 1 Column 2 Column 3 Column 4 6 .1.1 A thletic A bilitiesto T rain*

6 .1.2 T rainingObjectives*

6 .1.3 T ypes of Exercises**6 .1.4 PracticeConditions**

6 .1.5 Number of T raining Sessions***6 .1.6 T ime R equired***

4 . ( ) General exercises( ) Specific exercises( ) Competition exercisesPractice Conditions:


= ________ h : min

5 . ( ) General exercises

( ) Specific exercises( ) Competition exercisesPractice Conditions:

____ sessions/week X ____ minutes/session= ________ h : min

Total training timerequired for the week _______________ h : min

*p. 17-23, R eference Material .**p. 24-25, R eference Material .

***p. 26, R eference Material .


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6 .2 Planning Your Practices for the WeekUse the approach in 6.1 to choose the content and priorities for the sample training week youchose from the R eference Material :

For each practice session, enter the following information in the Planning a PracticeSession Worksheet on the next page:

y The athletic abilities to train

y The training objectives

y The types of exercise

y Practice conditions

y Number of training sessions per week

y Practice length


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Planning a Practice Session WorksheetCoaching priorities during the week

Week from ___________ to ___________ Phase: _______________________T raining focus for the week:Practice # 1 Date: T raining Description

Physical ability

Motor ability

Skill ability

Activities

Time

Practice conditions

Objective

Practice #2 Date: T raining Description

Physical ability

Motor ability

Skill ability

Activities

Time

Practice conditions

Objective

Practice # 3 Date: T raining Description

Physical ability

Motor ability

Skill ability

Activities

TimePractice conditions

Objective

Total minutes: _______ Total minutes: ________ Total minutes: _____ Practice session 1 Practice session 2 Practice session 3


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Page 24 Version 1.3, 2007 C

Planning Calendar Worksheet

Note: R egular comp. refers to regular competitions. Preparat. comp. refers to preparatory competitions or pre


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Calendar for 2 010

January 2 010 February 2 010 M arch 2 010Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 1 2 3 4 5 6 1 2 3 4 5 6

3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13

10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20

17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27

24 25 26 27 28 29 30 28 28 29 30 31

31

A pril 2 010 M ay 2 010 June 2 010Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 1 1 2 3 4 5

4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12

11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19

18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26

25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30

30 31

July 2 010 A ugust 2 010 September 2 010Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 1 2 3 4 5 6 7 1 2 3 4

4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11

11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 1818 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25

25 26 27 28 29 30 31 29 30 31 26 27 28 29 30

October 2 010 November 2 010 December 2 010Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 1 2 3 4 5 6 1 2 3 4

3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11

10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 1817 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31

31


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Calendar for 2 011

January 2 011 February 2 011 M arch 2 011Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 1 2 3 4 5 1 2 3 4 5

2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12

9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19

16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26

23 24 25 26 27 28 29 27 28 27 28 29 30 31

30 31

A pril 2 011 M ay 2 011 June 2 011Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 1 2 3 4 5 6 7 1 2 3 4

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11

10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30

July 2 011 A ugust 2 011 September 2 011Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 1 2 3 4 5 6 1 2 3

3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10

10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17

17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24

24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30

31

October 2 011 November 2 011 December 2 011Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24

23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31

30 31


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Calendar for 2 012

January 2 012 February 2 012 M arch 2 012 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 5 6 7 1 2 3 4 1 2 3

8 9 10 11 12 13 14 5 6 7 8 9 10 11 4 5 6 7 8 9 10

15 16 17 18 19 20 21 12 13 14 15 16 17 18 11 12 13 14 15 16 17

22 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24

29 30 31 26 27 28 29 25 26 27 28 29 30 31

A pril 2 012 M ay 2 012 June 2 012 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 5 6 7 1 2 3 4 5 1 2

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23

29 30 27 28 29 30 31 24 25 26 27 28 29 30

July 2 012 A ugust 2 012 September 2 012 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 5 6 7 1 2 3 4 1

8 9 10 11 12 13 14 5 6 7 8 9 10 11 2 3 4 5 6 7 8

15 16 17 18 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 1522 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

29 30 31 26 27 28 29 30 31 23 24 25 26 27 28 29

30

October 2 012 November 2 012 December 2 012 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 5 6 1 2 3 1

7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 8

14 15 16 17 18 19 20 11 12 13 14 15 16 17 9 10 11 12 13 14 1521 22 23 24 25 26 27 18 19 20 21 22 23 24 16 17 18 19 20 21 22

28 29 30 31 25 26 27 28 29 30 23 24 25 26 27 28 29

30 31


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Determined which athletic abilities should be priorized based onthe optimal windows of trainability identified in the long-termathlete development model

1 2 3 4

I integrate seasonal training priorities into practice plansby Never

Some-times Often A lways

Identifying training objectives that develop athletic abilities 1 2 3 4Priorizing the skills, tactics, and athletic abilities taught in eachpractice on the training time available during the week

1 2 3 4

Designing activities that train athletic abilities while practisingskills or tactics

1 2 3 4

Sequencing activities within the practice to maximize thedevelopment of athletic abilities and the learning of skills

1 2 3 4

Designing practices to enhance long-term athlete developmentrather than the achievement of short-term outcomes

1 2 3 4

Designing activities that optimize the trainability of athleticabilities and skills

1 2 3 4

Providing variations or modifications to meet individualdevelopment needs

1 2 3 4


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8 A CT IONCA R D Date: ______________________________ Location: ___________________________

I will START

I will STOP

I will CONTINUE


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9 GR EAT IDEA S

F or coaching ti ps and moreinformation about coaching

workshops, visit theCoaching Association of

Canada website at:

www. coach . ca

New friends in coaching from this worksho p


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