level 1 coach accreditation course certificate ii in sports coaching presentation slide template
TRANSCRIPT
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Level 1 Coach Accreditation Course
CERTIFICATE II IN SPORTS COACHING
Presentation Slide Template
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Purpose of Course
The objective of this course is to have people accredited as NCAS Level 1 Coaches & qualify with a Certificate II in Sport Coaching from the National Sport Training Package (SIS10).
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Course Timetable
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Coaching Overview
Workforce Development StrategySport Development StrategyCoach Education & DevelopmentPeak bodies & industry associationsRole of Volunteers in SportSport for Health and the role of
Community CoachingActive After Schools Program
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Coaching Resources
Beginning Coaching General PrinciplesBeginning Coaching Manualhttp://ausport.gov.au/participating/
coaches/toolshttp://www.youtube.com/ausport
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Sport Specific Resources
Level 1 Accreditation Guidelines.Level 1 Reaccreditation Guidelines.Level 1 Rules Exam.
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Coaching Trends & Practices
National Coaching Accreditation SchemeCertificate II in Sports Coaching
Workforce Development Strategy in Sport & Recreation
2011 Sport & Recreation Environmental Scan - http://www.serviceskills.com.au/environmental-scans
Training & Assessment Standards
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Coach Development
Re-Accreditation Standards (NCAS)Re-Accreditation Standards (NSO)
Professional DevelopmentDiscipline Specific CoursesCross-sector Courses (ie. Fitness, Strength
& Conditioning)
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Personal Development Goals
identifying skills, knowledge and behaviour development needs
identify strategies to address development needs
agree timeframes for short and long term options
ask about resources requiredagree to performance measuresadopt a method and frequency of progress
review
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ImportantFactors in Planning
Major dates for competitions, grading & holidays
Skill level of participants & coaches including participants with special needs
Availability of required resourcesAccess to parents, officials and other
support personnelLinking sessions with a season long plan
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CHANGE IT
A tool that can be used to help modify the activity to meet the individual needs of the participant:
Coaching style — e.g. demonstrations, or use of questions, role models and verbal instructions
How to score or win Area — e.g. size, shape or surface of the playing
environment Number of participants involved in the activity Game rules — e.g. number of bounces or passes Equipment — e.g. softer or larger balls, or lighter, smaller
bats/racquets Inclusion — e.g. everyone has to touch the ball before the
team can score Time — e.g. ‘How many … in 30 seconds?
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Legislation, Policies
State Government “Working with Children” Legislation
OHS LawsSport Rage PreventionSport Medicine Guidelines
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Group WorkWorkbook Activity 2.1
What is the coach’s legal responsibility?What is negligence?What is meant by the term ‘duty of care’ in a
coach / participant environment?How would you define the term ‘reasonable’?What is public liability insurance?What is professional indemnity insurance?What actions could a coach take to reduce
any personal risks?
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S.T.O.P & R.I.C.E.R
Stop, Talk, Observe, Prevent further injury
Rest, Ice, Compression, Elevation, Referral
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Structure of a Session
BRIEFINGWARM-UPSKILL INSTRUCTION / DEMONSTRATIONPRACTICE: GAMES, ACTIVITIESPERFORMANCE AND/OR ANALYSISCOOL DOWNFEEDBACK
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Dragon BoatingFundamental Skills
Hold WaterDraw StrokeSitting PositionHolding the PaddleBasic Paddling
ActionTiming
Loading the boatBalancing the boatPaddles UpPaddles Behind Paddles FlatPaddles OutStop the Boat / Dig
inHold Water
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T.R.E.E
T – TEACHING STYLER – RULESE – EQUIPMENTE - ENVRIONMENT
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Questions from Games Sense Video (Part 1)
What’s the difference between the approaches used by the two coaches you have just seen?
What attributes would you want a beginner athlete to develop over a 10 year period?
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Teaching / CoachingTechniques
Demonstration & explanationSingle skillBreaking skills down into components and
identifying observable body movements for each stage (whole – part – whole)
Progressing through and linking skillsShaping and modelling approaches Reciprocal or peer tutoringQuestioning, monitoring and observing progressAssessment and evaluation.
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Post-CourseAssessment - Planning
Course participants they will be required to submit more session plans as part of their post-course assessment requirements.
The session plans must differ according to the following variables as shown on the slide: ◦ At least two (2) other fundamental skills from their sport; ◦ At least two (2) different participant audiences (children,
masters, athletes with a disability, English as a second language);
◦ Different teaching methods;◦ Different venues with appropriate considerations for safety &
equipment.
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BasicPersonal Organising Tools
Paper or Electronic DiaryMake appointments with yourself to
commit to Coaching Sessions including time for travel, preparation, conducting session and packing up.
Diary reminders to communication pre- and post-session information
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Organising Equipment
Access to & availability of equipment (hire, purchase, borrow)
Sport specific equipmentSafety equipmentMaintenance, servicing and repair
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OnlineTools, Apps & Technology
Online Platforms include:◦ Groupsite.com (http://www.groupsite.com/)◦ Facebook.com (http://www.facebook.com/◦ SportingPulse.com (http://www.sportingpulse.com)◦
Mobile Apps for Group Communication include:◦ Twitter (http://twitter.com/#!/download)◦ WhatsApp (http://www.whatsapp.com/)◦ Google+ Messenger
Technology◦ Email◦ TXT Message◦ Electronic Calendar (MS Outlook)
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Set Up Session
Check the venue and equipment for damage or deterioration and report where appropriate to the responsible person.
Select and remove required equipment from store.
Collect and store money for hire charges and deposits and record details.
Issue correct and suitable equipment and provide assistance with fitting and use where necessary.
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Stages of Learning &Feedback Model
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Policies InfluencingFeedback
Code of Conduct / Behaviour for CoachesMember Protection PoliciesAnti-Bullying / Anti-Discrimination Policies
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Participant Performance v Skill Analysis
Participant Performance Efficiency; Attitude & Behaviour; Ability to perform fundamental skills Analysing Skill including the core component of each skill
that is required to be performed.
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Self-EvaluationPrinciples
Review own coaching performance and identify potential improvements;
Seek feedback from relevant stakeholders (athletes, parents, officials, coaches) on quality of coaching and areas for improvement.
Evaluate personal experience and feedback from others to identify opportunities for improvement.
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Post-CourseAssessment Requirements
Self-Evaluation Questionnaires following the conduct of three coaching sessions.
Self Evaluation Questionnaires should be submitted attached to the (1) Coaching Session Plans and (2) Session Report & Feedback.