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Water Polo Canada Community Sport – Initiation

LEARNING FACILITATOR GUIDE

Community Sport- Initiation Learning Facilitator Guide

© Water Polo Canada and the Coaching Association of Canada 2009 Page 1



Table of Contents

Content

Page

Facilitating the Workshop 5

Introduction 30 min 9

Step 1 – Setting the Scene 45 minutes 12

Step 2 – Participants and their Sport Needs 45 minutes 16

Step 3 – Ethical Coaching 90 minutes 19

Step 4 – The Equipment and the Rules of Water Polo 45 minutes 24

Step 5 – Practice Coaching Session #1 1 hour 45 minutes 26

Step 6 – Practice Planning and Sport Safety 60 minutes 29

Step 7 – Tasks of the Community Coach 30 minutes 33

Step 8 – Competition Organization 30 minutes 34

Step 9 – Practice Coaching Session #2 1 hour 45 minutes 36

Workshop Wrap-up and Evaluation (variable) 39

Total workshop time is approximately 10 hours excluding breaks



Facilitating the Workshop

Background to the workshop

This workshop has been designed to prepare community coaches to meet the needs of children in community sport by training them to do the tasks (achieve the outcomes) described below. These multi-sport outcomes represent the minimum standard for the training and certification of community coaches within a competency-based NCCP.

Outcomes for Community Sport – Initiation Making Ethical Decisions:

Reflect on the importance of behaving respectfully toward participants, officials, parents, and spectators; identify key issues in a common situation that can be encountered in the context of community sport; describe a course of action for dealing with the situation that is consistent with the values and philosophy of the NCCP. Plan a Practice:

Choose from a bank of pre-designed activities suitable for the age group; set an appropriate structure for the practice; identify risk factors; develop an Emergency Action Plan (EAP). Providing Support to Athletes in Training:

Verify that facilities and equipment pose no safety risks; explain one activity in a way that is consistent with the guidelines set for the age group, and ensure that the delivery promotes the self-esteem of the participants. Analyze Performance:

Use appropriate teaching and learning methods to identify aspects of skill development that the athletes need to improve.

Support the Competitive Experience:

Encourage participants during a community-level competitive activity; explain the fundamental rules that govern the activity; behave respectfully toward the participants, officials, parents, and spectators.



Facilitating a problem-solving approach in this workshop

Competency-based training and certification embraces the concept of learning by doing. Coaches learn good coaching habits when they have the opportunity to practice effective coaching behaviors. This workshop is designed to give the participants plenty of opportunities to do and think for themselves. One of your responsibilities as a facilitator is to ensure that these opportunities are both dynamic and constructive. Use your creativity! As long as the critical path for each step is being followed (see below), you are free to manage the grouping of coaches and the presentation methods for the Reference Material and for the debriefs as you see fit. One of the key characteristics of effective facilitators is their ability to vary what is taking place while staying true to the critical path and the goals of what is to be accomplished in each step. The critical path to be followed for each step is as follows:

Coaches are given a few minutes to figure out their respective starting points for each step, using the questions provided in their Workbooks as a guide. This is best done individually at first. Coaches should be encouraged to note their thoughts/responses, so that a before-and-after comparison is possible.

Coaches are given time to look at the relevant information in the Reference Materials.

Opportunity for active interaction between coaches is provided in order to gather the expertise from the group and compare interpretations of the information contained in the Reference Materials.

Coaches are provided the chance to note how their perspectives may have changed as a result of sharing with others and looking at the Reference Material.

Debriefing takes place so that key learnings are highlighted and shared with the group.

Coaches are given time to add to their Action Cards. A sample method is provided for each step of the workshop.



Workshop timelines The time estimates given are based on using the sample methods. As time is tight in the workshop, assign time limits to group work. This will get, and keep, groups on task. Try for a brisk but unhurried pace. The coaches will appreciate it if their time is used well.

Managing group discussions For most of the workshop, you will be facilitating or “orchestrating” rather than presenting. Some signs that you are doing your job effectively include:

every coach is engaged in the task

each coach is using his/her actual coaching situation as a reference point for work done in the workshop

coaches have many opportunities to move about and exchange ideas

you are engaged in managing the environment and the time

you are talking only when you answer a question, clarify a task, sum up a section of the material, prompt the debrief of what was learned, or introduce the next topic

you are drawing from the experiences of the coaches rather than your own

there is minimal dead time (coaches aren’t waiting for each other, or waiting for you to get organized)

there is a feeling of energy and a hum of conversation

coaches are listening to one another and building ideas together.

Intervene in a group discussion only if you observe the following:

the discussion is off topic

the discussion is being manipulated by one person/one view

the conclusions of the group are inconsistent with the Reference Materials

the group at large is ready for the next task.



The facilitator as a role model When you are model coaching during the two practice coaching sessions, be sure to show the key points outlined in the self-assessment tools, as well as the key steps of teaching an activity and giving feedback as outlined in the Reference Material. In general, aim for:

getting the participants doing the activity as quickly as possible

setting the conditions so that as much learning can take place as possible without you having to speak

keeping whatever feedback you give positive and to the point

moving around the group

praising publicly but giving corrective feedback privately

The coaches will do as do you, more than they will do as you say.

The following symbols appear in the Facilitator Guide and Coach Workbook:

For more information: Some added tools to help you are provided in the facilitators’ section of the Community Sport – Initiation Workshop Kit. More information on the changes to the NCCP can be found on the Coaching Association of Canada’s website at www.coach.ca.

Evaluation Form

Toolbox Reference Material

Coach Workbook

Video Action Card

http://www.coach.ca/



Introduction (30 min) The goals of the workshop introduction are to create a welcoming climate for the coaches, to give an overview of the workshop, to hand out materials, to gather some information from the group, and to inform the coaches of some of the recent changes to the NCCP.

NB: This is the most speaking you will do in any given part of the workshop. Try to move on to Step 1 as quickly as possible.

Key messages Workshop overview

The workshop has been designed for community coaches in water polo.

We have a lot to accomplish, so staying on task and on time is important.

There are two (2) practice coaching sessions in this workshop. During the first, we will focus on using activities to develop basic abilities in water polo and on the safety and organizational aspects that this requires; during the second, we will focus on communicating effectively with participants when teaching the basic skills of water polo.

Improvements to the NCCP

The NCCP has made a transition to a competency-based program. This means that coaches will be trained and certified based on what they need to be able to do to meet the needs of those they coach.

The new program recognizes that there are different types of coaches who work in different coaching environments. This workshop, for example, is specifically designed for coaches in community sport.

Coaches in this workshop will be recognized in the NCCP Database as “TRAINED” as a Community Sport – Initiation coach in water polo.

Check with your provincial/territorial sport organization (P/TSO) for more details.

Goals of the workshop

The goals of the workshop are to prepare you to be able to do the things required of you as a community coach and to provide you with some tools you can use.



Sample Method Arrive in sufficient time to prepare materials, A/V equipment, and facilities prior to the arrival of the first coach. This will allow you to greet each coach in a relaxed manner without feeling rushed or distracted. As a guideline, this is usually one hour prior to the start time. Whenever possible, make contact with each person as he/she enters the room.

Once the group is seated and ready to begin, briefly introduce yourself. You may want to include where you are from, your coaching background and why you are facilitating this workshop.

Thank participants for their involvement as coaches and for attending the workshop. Go over logistics (bathrooms, locations for the workshop, entry to facilities, times, etc.). Lead an icebreaker. There is a sample on the following page or you may use one of your own. An effective icebreaker accomplishes the following:

takes minimal time to execute (less than 15 minutes to explain, execute, and debrief)

requires that coaches move around and interact with as many others as possible in a short time

has a clear goal of gathering specific information from the group

allows each coach to briefly introduce himself/herself. Hand out the workshop materials. Briefly explain each piece and highlight the Action Card (to be able to note and remember great ideas and things coaches will do differently after having participated in the workshop).

NB: Materials can be handed out as the coaches arrive or ahead of time. There are advantages to each approach. Distribution of the materials before the start of the workshop saves time during the workshop, and gives those coaches who “like to know” a chance to scan through what will be taking place. Distribution after the icebreaker encourages coaches to interact as they arrive and also does not intimidate coaches with the volume of what they will be receiving (you can distribute materials as they are needed).

Each coach should have:

a Coach Workbook

Reference Manual

Reference Manual Vol. 2- Selected LTAD Appendices

a Toolbox

an Action Card.



Play the Thanks Coach! DVD and the introduction chapter on the Community Sport water polo DVD. Ask coaches to turn to the Workshop Overview in their Workbooks and review the timetable. You may choose to make an overhead of this, or simply have coaches follow along in their Workbooks. Avoid reading each line; simply highlight the main sections and deliver the key messages. Check that the coaches clearly understand what will be taking place.

Briefly review some of the principal changes that the NCCP has undergone that have specific importance to community coaches (see Key messages). Check for understanding.

NB: Community coaches only need a basic understanding of the transition of the NCCP to a competency-based program. For those who wish to know more about the NCCP, more detailed questions should be noted and addressed during breaks or at the end of the workshop.

Briefly explain what is LTAD and how it relates to the Community Coach as outlined in the Coach Workbook.

Briefly review the goals of the workshop as outlined in the Coach Workbook.

Sample Icebreaker – Chaos Reporter (15 min) Goal: To gather information from the coaches participating in the workshop How: Divide the group into three teams. Give each team one of the following

questions:

Team 1: What brought you to this workshop? Team 2: What do you hope to get out of this workshop? Team 3: What has been your involvement in this sport so far?

Each team has to answer their question by gathering information from EVERY participant in the room. The following time limits apply: each team has two minutes to meet each other and determine a strategy to get an answer to their question from everyone in the room including themselves, two minutes to gather the information and two minutes to put together a one-minute report on their findings to share with the rest of the group (i.e. Team 1 will report on what brought each person to this workshop, Team 2 will report on what each person wants to get out of the workshop and Team 3 will report on the involvement each person has had in this sport thus far). Have each team give its one-minute report after team members state their names, where they are from, the group they are coaching, and one thing about themselves that will help everyone else remember their names.

p. 5-7



Step 1 Setting the Scene (45 min)

The goal of the first part of Step 1 is to have coaches reflect on and compare the reasons they want to coach with the reasons the children they coach are participating. There are no right or wrong answers; however, sometimes there may be differences between the Reference Material and the coaches’ perspectives that are important to highlight.

Key messages

Debrief Are you sure that you know the reasons the participants are involved?

Do you ask them?

Participants rate having fun and making friends far higher than they do winning.

It is important for the reasons you coach to be consistent with what the participants want from playing in order for all of you to have a good time and for the participants to be more likely to stay in the sport.

There is a clear link between participants who report that they are having fun at practices and the type of learning environment the coach builds. Participants want and need to be involved in choosing what and how they will learn, and want as much as possible to learn through play and mini games rather than through repetitious drills. Research shows that the most important contributor to learning sport skills is the amount of time during a practice that participants are active.



Sample method

Coaches answer questions 1 and 2. Coaches interact with others to find out and note what the other coaches recorded as their reasons and their thoughts on why participants are involved. Post the top 10 reasons from Ewing and Seefeldt’s study on five sheets of paper, with two reasons per sheet. Do not mark the rank of each statement. Also post a blank sheet marked “Other Reasons.” Once coaches have had the chance to share their ideas, they:

see if any of the reasons they gave for question 2 appear on the posted sheets and, if so,

mark the rank that they gave this statement on the sheet of paper next to the statement

add reasons that do not appear on the posted sheets to the “Other Reasons” sheet.

Calculate an average score for each of the 10 statements from the study. While you are doing this, have coaches look at the Reference Material sections entitled Reasons Children Participate in their Favourite Sport and The NCCP Philosophy. As a group, compare each statement’s average score with the rank of the statement in the Reference Material. Coaches complete questions 3a, 3b, and 3c in pairs, sharing with their partners any changes they make.

Ask coaches to share a few examples of any changes made in 3a and 3b.

Gather all ideas for question 3c and record them on a flip chart. Highlight the links between fun and practice variables that are within the coach’s control such as:

challenge

success

maximum action/minimum waiting around

mini games (in contrast to repetitive drills)

input from the participant on what is done in practice

learning!

p. 8

p. 8-9



The goal of the second part of Step 1 is to have coaches think about what other people involved in the program they coach expect of them.

Key messages

Debrief What do other people expect of you? They primarily expect that you will

provide a fun and safe environment for the participants, and that you will provide an environment in which participants learn some skills of the sport.

Your philosophy will guide the decisions that you make over the course of a season.

Your measures of success are that the participants want to return (having fun) and that they are learning to play the sport in a safe environment.



Sample method Coaches complete question 4 on their own, and then discuss their notes with another coach. Group coaches and have them look at the Reference Material sections entitled What Parents Expect of Coaches and What Parents Expect of Sport. Coaches discuss how this new information might affect their notes in question 4 and add their changes in the space provided in question 5. Coaches brainstorm a few statements that best represent their coaching philosophy in question 6. They can use the starter sentences or make up their own. While coaches are completing the questions, post a couple of flip chart papers around the room with the starter sentences on the top (minimum two sheets per starter sentence). Give each coach a marker, or place several markers around the room. Debrief: Coaches circulate and write their philosophy statements on the corresponding flip charts. Once they have completed this, highlight just a few from each chart. Leave these on the wall, as they will set the tone for the sections to come. NB: If a philosophy statement directly contravenes The NCCP Code of Ethics, you must find a way to intervene that is non-threatening. A suggestion is to place a mark beside the statement and address it after the discussion on ethical coaching, when the code will be presented.

Personal notes for Step 1:

p. 9-10

p. 10-11



Step 2 Participants and their Sport Needs (45 min)

The goals of Step 2 are to highlight the needs of the age group that each coach is working with and to have coaches able to articulate what impact these needs have on how they coach.

Key messages

Introduction Participants have different needs depending upon their level of physical,

mental and emotional maturity (growth and development).

Participants with a disability have different needs that need to be considered when creating activities and teaching water polo.

The growth and development of participants can vary by as much as +/- two years from their actual chronological age.

Understanding the growth and development stage of your participants and making decisions based on this knowledge will help you be a more effective coach.

Debrief

You may be asked by parents why you have made certain decisions on what you are including in your practices or why you are doing things a certain way. Supporting your decisions with sound growth and development principles goes a long way toward creating a parent group that will entrust you with their children because you are coaching with the needs of their children in mind.

Throughout the workshop, you will be using the information you have gathered on the age group you coach when you are making decisions.



Sample method Coaches fill in questions 1-3 independently. Group coaches based on the age of their participants (there may be multiple groups for the same age of participants). Coaches within each group compare their answers to question 3 and add ideas gathered from each other. Within each group, come up with specific ideas of how you would adapt your activities and practice plan for athletes with a disability (ie group A athletes with only 1 arm; group B athletes with only 1 leg; group C deaf athletes, etc). Please refer to the CAC document- Coaching Athletes with a Disability. Ask each group to:

consult the Reference Material sections entitled Where Community Sport Fits in Athlete Development, General Training Recommendations Based on Growth and Development Guidelines, and the pages that follow that correspond to the age group of participants they coach

complete question 4

choose five key points for their age group that they would like to share with other groups. Be sure to request that they describe how these points will cause them to make adjustments during practices/competitions (e.g. children have short attention spans, so I will keep explanations simple and brief).

exchange ideas.

Coaches add to their Action Cards.

Once again, group coaches based on the age of their participants (there may be multiple groups for the same age of participants).

Ask each group to:

consult the Reference Material sections entitles Physical Literacy and the LTAD pathway (FUNdamentals, Technical Foundations, and Active for Life) that correspond to the age group of participants they coach

complete questions 6, 7, and 8 a)

consult the Reference Manual Vol 2- Selected LTAD Appendices

complete question 8 b)

choose five key points for their age group that they would like to share with other groups that relate to the LTAD matrix

exchange ideas.

p. 11-12

p. 12-30

p. 31-37

Reference

Material Vol. 2

p. 13-14

Ref Material-

Coaching Athletes with

a Disability



Step 3 Ethical Coaching (90 min)

The goals for this step are for coaches to practise using a decision-making framework to resolve coaching situations that have ethical implications and to use The NCCP Code of Ethics to guide their decision-making. The goal is not to give the single “right” answer to each situation, nor is it to give your resolution as a facilitator to any of the situations presented.

In the first part of this step, you will be working with the entire group to practise determining if a situation is a legal situation or an ethical situation, and then to practise identifying the many issues that can be found within a single ethical situation.

Key messages

After coaches read the two sample situations and answer questions 1 and 2:

When faced with a coaching situation, it is important to first determine if the situation is “legal” in nature (i.e. contains an element that contravenes the law and therefore requires a specific action on your part), or if the situation is “ethical” in nature.

When faced with a legal situation, there are guidelines clearly established in law for what you must do.

During your coaching career you will be faced with many ethical situations that are “grey,” when there isn’t a clearly right or wrong solution, but several potential ways to handle the situation. Each possibility impacts the various stakeholders differently. It is important, therefore, when faced with an ethical situation, to consider all the issues and perspectives before proceeding to a decision.

Identifying all the issues and all the stakeholders in an ethical situation is the first step toward choosing what you will or will not do. This is sometimes the hardest step of all, because it is a challenge to see a situation from everyone else’s perspective.



Sample method Coaches read situations Playing Time and Team Toast, and answer questions 1 and 2. Collect the group and gather input on questions 1 and 2. Brainstorm with the coaches as a group on what constitutes a legal situation. Brainstorm with coaches what questions they would ask to help them determine what they would do in a situation that does not have legal implications, as in situation 1. Record their questions on the flip chart, and have them add to their notes in question 2. As a group, read through the situations in question 3, and quickly discuss whether each situation is legal or ethical. Return to the situation Playing Time in the Coach Workbook. Coaches will now be focusing on situations that are ethical in nature. As a group, brainstorm questions 4a, b, and c (a good idea is to have some possibilities for each prepared, so that, if necessary, you can push the group’s reflection deeper). As a group, compare your brainstorming with the appendix in the Reference Material entitled Examples of Coaching Situations that have Ethical Implications (Playing Time only). Are there any points that can be added to the brainstorming results for 4a, b, and c?

NB: This sample situation can be completed in 10 minutes. Avoid spending long periods of time brainstorming. Coaches will have a chance to apply the process in greater detail in the next part of this step.

As a group, have a look at the Reference Material sections entitled A Simplified Ethical Decision-making Framework and What Influences How You See? Explain to coaches that these are tools that can help them work through any ethical situation, and that in the next step they will try to do just that.

p. 15-18

p. 117

p. 38-40



In the second part of this step, coaches will practice using the ethical decision-making framework by analysing a situation that is relevant to them from among those proposed in the Workbook. They will also be introduced to The NCCP Code of Ethics and fair play concepts as tools to help guide their decision-making. In this part of Step 3:

the principal elements of The NCCP Code of Ethics must be clearly and accurately highlighted

you must clearly identify and address any potential actions/inactions proposed by the coaches that are inconsistent with The NCCP Code of Ethics

do not propose your own course of action for any of the situations. You are the perceived expert in the room, so whatever you propose will be considered the “right” solution, and will therefore undermine the process.

Key messages

Prior to the group task “looks like, feels like, sounds like”

Once you have determined that a situation is an ethical one and not a legal one and you have attempted to identify all the issues in the situation, it is important to then look at yourself and determine what influences your perspective.

Following the group task “looks like, feels like, sounds like”

Coaches trained in the NCCP are expected to use The NCCP Code of Ethics to guide their decision-making.

Debrief

Situations of all types will present themselves. What is important is that you have a strategy to use when situations occur (the ethical decision-making framework), and that you take collaborative preventive measures as well (such as establishing a team code of conduct at the beginning of the season).



Sample method

Coaches choose a situation in question 1 and answer questions 2a, b, c, d, e, and f. Set tight time lines, such as 5-10 minutes, depending upon the abilities of the group. Encourage coaches to use the points in A Simplified Ethical Decision-making Framework to prompt their thoughts. Coaches who have chosen the same situation can work together (smaller groups of two or three are best).

Group coaches according to the situation they have chosen, and have them share their ideas.

Coaches return to their original groups and:

have a look at the Reference Material for their situation in the appendices and complete 2g.

answer question 3 and 4 together.

prepare a brief presentation of their situation for the other groups, highlighting what the issues were, the key points in the Reference Material sections entitled The NCCP Code of Ethics, Fair Play, and Community Sport as a Discrimination-free Zone that relate to their situation (question 3), and what actions they decided to take (question 4). Presentations are to last a maximum of two minutes each. NB: It is perfectly acceptable to have more than one resolution, provided the group can point out the links to the code for each resolution proposed. Draw attention to the process, and away from the end result, as much as possible.

“Looks Like, Feels Like, Sounds Like” Activity

Goal: To familiarize coaches with The NCCP Code of Ethics by having them identify concrete behaviours that show the code in action.

Assign each of four groups one of the elements of the NCCP Code below. Post three flip chart pages under each of the headings below (a total of 12 flip chart pages). Each category has one flip chart marked “looks like,” one marked “feels like,” and one marked “sounds like.”

1. Respect for Participants 2. Coaching Responsibly 3. Maintaining Integrity in Relations with Others 4. Honouring Sport

Each group provides examples of “looks like,” feels like,” and “sounds like” for their part of the code.

p. 19-21

p. 41-46 p. 118-122

p. 22-23



Groups make their presentations (watch timelines carefully).


To debrief, ask for a few examples of what was learned.

NB: In this module, coaches will find similarities with the situations presented and events from their experiences. It is OK for a discussion to sidetrack for a short while, but if this persists, give a gentle reminder to stay focused on the situation they are working with and discuss their personal situations during breaks.

If you are an experienced facilitator and feel comfortable doing so, you may choose to allow a coach to work on a personal ethical situation. However, you will have to make sure that the coach identifies all the issues, perspectives, and possible actions.




Step 4 The Equipment and the Rules of Water Polo (45 min)

The goals of this step are for coaches to have a basic understanding of what equipment is mandatory, what equipment is recommended but not mandatory, and what equipment is optional for participants; how to fit equipment and what to check to ensure it is safe and it is in good repair; the basic rules of water polo; and how water polo can be modified for young participants.

Key messages Debrief Equipment that fits and is in good repair is critical for the safety of the participant. It is

important, however, to be sensitive to the financial burden that purchasing sports equipment can have on some families, and to address the topic in private with a parent of a child participant. It is, however, one of your responsibilities to intervene if the safety of the participant is at risk.

Most sports are adapted for young participants, and it is important that all involved with the team, including parents, have an understanding of the adapted rules. Rules are best introduced to participants while they are playing.



Sample method Equipment Coaches list the “mandatory,” “recommended,” or “optional” equipment boxes in the diagram for each piece of equipment illustrated and note what they know about fit and state of repair for each piece. Coaches pull out the guidelines on equipment from the Toolbox. Briefly show the various pieces of equipment and go over key points for evaluating fit and safety of each piece. Explain to coaches that you will be going into greater detail on fit and safety of equipment when the guest participants arrive. Have coaches make additions to their checklist in question 1.

NB: You will need to bring with you examples of equipment in good repair and some that require repair.

It is recommended that you go over the fit points for each piece of equipment in more details when the guest participants arrive, using them as models so coaches can get a true perspective. Have a few participants who are of different sizes switch pieces of equipment to illustrate what a poor fit looks like. Do not point out, and potentially embarrass, participants who have poor fitting equipment. It is your responsibility to check that the guest participants have proper fitting equipment before you begin. Rules Pair coaches and have them complete question 1. Show the coaches the video of children playing water polo. Spend minimal time on the rules at this point in the workshop. Review important rules relating to safety and fair play. While watching the video pause and explain rules as they occur. Facilitator should point out that community water polo does not need to be played in a FINA regulated pool, and the size of the pool (length, width, and depth) should be adjusted according to the athletes, or even what is available. Coaches pull out the basic rules provided in the Toolbox and add to their notes in question 1. Coaches add to their Action Cards.


p. 24-25

p. 26



Step 5 Practice Coaching Session #1 (1 h 45 min)

The goal of Step 5 is to give the coaches hands on practice at planning and delivering a pre-designed activity to a group of participants. The emphasis for this practice coaching session is placed on the following:

selection of the activity

safety before the activity

explanation

demonstration

organization

safety during the activity.

Following the delivery of the selected activity, the coaches will have the opportunity to assess themselves and discuss their assessments with another coach in the workshop.

Key messages Introduction There are many things you need to be aware of when you are delivering an activity to a

group. You will be given an opportunity to practise the various aspects that will help you be more effective in your delivery. In this first practice session, the focus is placed on the:

selection of the activity

safety before the activity

explanation

demonstration

organization

safety during the activity.

Debrief We expect the participants we work with to assess their performance, to actively seek

feedback from others including the coach, and to apply the information they gather toward improving their future performances. You can model this in your coaching by doing the same. Extra copies of the assessment sheets and other assessment tools are provided for you in the Toolbox so that you can gather feedback from others on your coaching. Why not ask your participants to evaluate you from time to time, or ask a parent, an official, a trusted friend, or another coach?

There is some great additional reading on teaching in the Reference Material.



Sample method

Coaches choose an activity from the Toolbox that they feel would be appropriate to the age and skill level of the participants. Ensure that among the group no one chose the same activity. Ask a coach if he/she wouldn’t mind choosing a game that would be suitable for a warm up, and another if he/she could choose a game that would be suitable for a cool down. Do not ask a very shy person to coach the warm-up activity, as he/she will be going first. Coaches pull out Self-Assessment Sheet #1 from the Toolbox and review the points on the sheet. Point out the Reference Material sections entitled Teaching and Learning and The Steps of Coaching an Activity. They can be used as food for thought for the coaches while they are planning, but are worth reading in detail later on at home. The points on the assessment sheet summarize the key points of the Reference Material. Using Self-Assessment Sheet #1 and the Reference Material as guides, coaches plan for a less than five-minute delivery of their chosen activity. Coaches pull out the Facility Safety Checklist from the Toolbox. Briefly point out how it is used. Move from the classroom to the pool deck. Have coaches bring a pen or pencil and a copy of Self-Assessment Sheet #1 with them. Coaches each complete a safety check using the checklist and then compare their checklists. Allow 10 minutes for this.

Have the “warm-up” coach go first and the “cool-down” coach go last. Depending on the number of coaches in the workshop, you may decide to split the group of coaches in two and run two activities simultaneously. If you do, the warm-up and cool-down activities should be delivered to the whole group. Allow for a total of five minutes per coach including the time you use to give your feedback.

Select one or two points from Self-Assessment Sheet #1 to guide the feedback that you are

giving to the coaches. Remember that positive feedback is reinforcing. Keep you comments short and to the point, as time is tight. After a coach has delivered an activity to the group, have him/her sit out the next coach’s activity and use the time to complete the self-assessment. The coach rejoins the group for the next activity. Following the practice coaching session, give the coaches time to discuss their self-assessment with another coach in the workshop. Coaches should practise using positive and constructive feedback as well as being an effective listener in the time provided for debriefing.


p. 27-28

p. 88-94



Gather a few ideas from the group on what they learned or if there were any highlight moments. If you have done a good job facilitating this part, the group will be energized and eager to comment and practice coach again.




Step 6 Practice Planning and Sport Safety (60 min)

The goal of the first part of Step 6 is to have coaches modify a pre-designed practice plan based on some situations that may occur during their season.

Sample method

Refer the coaches to the pre-designed practice plans in the Toolbox. Coaches choose a practice plan from the Toolbox and one of the three situations presented in their Workbooks. Coaches modify the practice plan according to the situation they selected. Coaches consult with other coaches who have chosen the same situation and compare the modifications they made to the practice plan. NB: Because there is no reference material for this section, the debrief is very important. You must ensure that acceptable modifications were made. Circulate among coaches and check their work.

Debrief some options that coaches suggested for each situation.

Key messages

Debrief

You can count on the situations presented in question 2 to occur during your season. Planning for them is wise.

p. 29-30



The second goal of Step 6 is that coaches understand the key components of a well-structured practice. This is important because they are likely to alter the practice plans and add activities from the Toolbox or from their peers.

Sample Method Coaches look through the practice plans in the Toolbox, look for similarities, and then complete question 1. Split coaches into two groups, and challenge each group to combine their notes and come up with a complete practice structure on a flip chart. Have the two groups switch flip charts, and compare the other group’s practice structure to the Reference Material sections entitled Key Parts of a Complete Practice in Community Sport and Practice Planning Checklist. Have coaches make any necessary changes to their notes in question 1, and have them use a different colour marker to note anything the other group missed. Compare the two flipcharts, to see if there were commonalities in what has been learned.

Key messages Debrief

When altering the pre-designed plans, be sure to maintain the key elements of a well-structured practice, and use the growth and development guidelines to help guide your choices of activities. Some key questions to consider when choosing activities for practice is found in the Reference Material section entitled Choosing Activities For Your Practice.

p. 31

p. 57-58



The goal of the third part of Step 6 is to have coaches identify potential risk factors in a practice plan, what constitutes an emergency situation, and what they would do if an emergency occurred. Coaches should design their own EAP during this step.

Sample method Coaches spend a few minutes on their own to complete question 1. Gather all ideas on flip charts. Coaches look at the Reference Material sections entitled Sport Safety through Risk Management, Heat and Humidity as Risk Factors, and Cold as a Risk Factor (if it is pertinent), and see if the group had omitted anything. Coaches discuss question 3 together. In general, if there is compromised consciousness or alertness (potential concussion), breathing, or circulation; extensive bleeding; and/or potential risk in moving the person (back/neck injuries, big break), emergency medical services should be called. Instruct coaches to be aware of their limitations and to act accordingly. Coaches pull out the blank EAP Worksheet from the Toolbox and, using the Reference Material sections entitled Emergency Action Plan (EAP), Emergency Action Plan Checklist, and Sample Emergency Action Plan as guides, design their own EAP. The sample EAP is very precise, so designing their own EAP should not take very long.

p. 32-33

p. 59-71

p. 72-76

Key Messages Introduction We will approach safety from the perspective of prevention, response to an emergency,

and coach liability. We will not talk about how to treat injuries. The NCCP and Water Polo Canada highly recommend that you take a first aid course through a recognized agency.

Debrief It is your responsibility to ensure that participants are as safe as possible and that you are

prepared in the event of an emergency (i.e. an EAP and information on the participants and coaching staff).

Find out if there are parents who are medical practitioners or who have first aid training and see if they will assist the team in this capacity.



Point out where the liability information is found in the Reference Material section entitled Coach Liability and appendix entitled Legal Questions and Answers (FAQ). Coaches add to their Action Cards. NB: Do not attempt to interpret this material. It was prepared for the NCCP by the Centre for Sport and Law.

Safety and liability are topics that often stimulate great discussion and have the potential to enter into a level of detail that is not necessary for the purposes of this workshop. Be vigilant about timelines.


p. 80-84 p. 113-116



Step 7 Tasks of the Community Coach (30 min)

The goal of this step is to identify the tasks that a community coach must do or makes sure are done for the team.

Sample method

Coaches briefly reflect on the tasks they feel must be done by a community coach and identify the person to whom they would assign each task (question 1). Group coaches, and have them compare tasks and task assignments and have them consult the Reference Material section entitled Common Tasks of Community Coaches. Coaches make additions to their chart if necessary (question 2). Debrief by reviewing some of the major tasks, and draw examples from coaches of how they delegate some tasks. Review coaching tip in the Coach Workbook and discuss communication tactics with parents with use of the material in the Toolbox (Pre-Season Questionnaire for Parents and Participants)

NB: This section might take less than 30 minutes and provide you with the opportunity to get back on schedule if you are running behind.


Key messages Introduction

There are many tasks that must be done for a community sport team; however, this is not to say that you need to do all of the tasks by yourself. This can be a perfect way to involve parents who want to help by giving them responsibilities that will lighten your load. These responsibilities could include taking care of uniforms and organizing team socials and car pools.

Debrief It is very important to work collaboratively with your team staff in an attempt to

develop the best possible program. Working together will help to create buy in and ownership of all aspects of the program.

p. 85-86

p. 34



Step 8 Competition Organization (30 min)

The goal of this step is to highlight the areas of responsibility that a coach has before, during, and after a competition.

Key Messages Introduction Keep in mind that for some children, playing the sport is what they want to do most. It is a

reward for the participants to see their competition play improving as their skills improve. In order to make this experience positive and memorable, you must be organized and well prepared.

Debrief

You may feel pressure during competitions to “play to win.” It is during these moments that it is absolutely critical to reflect on the proven reasons most children participate in sport. After a competition, children will soon forget who won and who lost, but what will stay with them is the feedback you gave and whether they felt a part of the team.

It is important for you to focus on factors that are within the participants’ control, such as their effort, their behaviour, and working on skills that were introduced in practice, rather than factors outside their control, such as the outcome of the competition and officials’ calls.



Sample method

Split coaches into three groups and assign each group one of the following: before the competition, during the competition or after the competition. Give coaches five minutes to brainstorm all of the responsibilities of the coach for their category. Give coaches five minutes to refer to the Reference Material section entitled Competition Organization, to make any additions to their notes, and to prepare how they will present their coaching responsibilities to the other groups. Groups present to each other, and coaches take note in their Workbook chart of the responsibilities for the other two time periods. Debrief only those points that need clarification, as most points should be accurate and self-explanatory. Coaches add to their Action Cards (for Steps 7 and 8).

NB: This section might take less than 30 minutes and provide you with the opportunity to get back on schedule if you are running behind.


p. 35

p. 87



Step 9 Practice Coaching Session #2 (1h 45 min) The goal of Step 9 is to give the coaches hands on practice at planning and delivering a pre-designed activity that develops a basic skill of water polo to a group of guest participants of the approximate age group they coach. The emphasis for this practice coaching session is placed on the following:

skill progression

intervention

general communication.

Following the delivery of the selected game or activity, the coaches will have the opportunity to assess themselves and discuss their assessments with another coach.

Key messages

Introduction For this practice coaching session, we will be focusing on coaching basic skills, and how to

give feedback and communicate effectively with participants.

When teaching skills, you may find it necessary to make adjustments to an activity to make it either easier or more challenging for the varied abilities within your group.

In order for you to communicate effectively, you must first be aware of your preferred communication style and adapt your style to meet the needs of your audience, whenever appropriate.

Remember that messages you give can be misinterpreted. Special attention should be paid to the words you choose, your tone, and your body language. Always check how participants have interpreted your message.

Debrief

Give participants plenty of chances to try the new activity before you begin skill correction; wait to see a pattern before stepping in.

Your actions and choice of words directly impact how participants feel about themselves, and how they feel about themselves directly affects how well they perform a skill.



Sample method NB: Guest participants will begin arriving ½ hour prior to the scheduled time for the second practice coaching session. Be sure that you have an adult assigned to supervise and manage the participants until you are ready to assume responsibility for them. A facilitator must always be present when a coach is intervening with the children.

Show the video of the basic skills of water polo. Coaches choose a basic skill from the inventory on the video. Coaches choose an activity from the Toolbox that they feel will develop the skill that they have been assigned and is appropriate for the age group they coach, or develop your own activity. Coaches pull out Self-assessment Sheet #2 from the Toolbox and review the points on the sheet. Point out the Reference Material sections entitled Self-esteem and Creating a Participant-centred Environment. These can be used as food for thought for the coaches while they are planning, but are worth reading in detail later on at home. The points on the assessment sheet summarize the key points of the Reference Material. Find an area where you can demonstrate to the group how to run an activity that develops a basic skill and have the guest participants do the activity for a minute or two. Make a few interventions with the participants. If possible, aim to make the task more difficult for a participant who is excelling, and less challenging for one that is struggling with the task, thereby showing how to adapt the activity for different skill levels. Be sure that you are setting a good example by getting the activity underway quickly and by coaching according to the guidelines in both Self-assessment Sheet #1 and Sheet #2. Using Self-assessment Sheet #2 and the Reference Material as guides, coaches plan for a less than five minute delivery of their chosen activity. Move from the classroom to the pool deck. Have coaches bring a pen or pencil and a copy of Self-assessment Sheet #2 with them to the playing surface. Allow for a total of five minutes per coach including the time you use to give your feedback.

Select one or two points from Self-assessment Sheet #2 to guide the feedback that you are

giving to the coaches. Remember that positive feedback is reinforcing. Keep you comments short and to the point, as time is tight.

p. 95-102

p. 36-37



After a coach has delivered an activity to the group, have him/her sit out the next coach’s activity and use the time to complete the self-assessment. The coach rejoins the group for the next activity. Thank the guest participants for coming to the workshop. Following the practice coaching session, give the coaches time to discuss their self-assessment with another coach in the workshop. Coaches should practise using positive and constructive feedback as well as being an effective listener in the time provided for debriefing.


Gather a few ideas from the group on what they learned or if there were any highlight moments. If you have done a good job facilitating this part, the group will be energized and the workshop will be nearing closure on a high note.




Workshop Wrap-up and Evaluation (variable) The goals of this part of the workshop are to give coaches a chance to express their thoughts on the workshop, particularly to reflect on what they have learned, and to have the coaches complete a workshop evaluation form. The time it takes depends on the number of participants in the workshop and the extent to which sharing of ideas and learning takes place.

Sample method Give coaches a few minutes to review and make any further notes on their Action Card regarding the workshop as a whole. Do a sharing circle by having everyone take a few minutes and share a thought of two about the workshop and what they will now do differently or what they currently do that they have been encouraged to keep doing. Pass around an object, and when the object is handed to a person, it is his/her turn to talk while others listen. Include yourself in the group and share what you have learned as a facilitator from the group. Have coaches complete a workshop evaluation form. NB: Respect the finish time of the workshop, as coaches may have other plans. Stay for a while after the workshop to chat with those who want to talk with you.

Key messages Thank you for your participation in this workshop and for your commitment to helping

children in community sport.

What next? The NCCP and Water Polo Canada offer other workshops for coaches. More information can be found at the websites listed throughout the materials.

Some of the best resources you have now are one another, so why not keep in touch and help each other out?

Congratulations on successfully facilitating this workshop! The NCCP and Water Polo Canada would like to thank you for your continued dedication as a leader in Canadian sport.

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