Intermediate Coaching Course Pre-Course Workbooklearning.gymnastics.org.au/.../PDFs/SUP_-_Intermediate...Workbook.pdf · Intermediate Coaching Course Pre-Course Workbook Coach name:

Intermediate Coaching Course

Pre-Course Workbook

Coach name:

Club: Date of workbook commencement:

Date of workbook completion:

Supervisor(s) name:

Version 4 August 2013 2

Acknowledgements Gymnastics Australia would like to thank the following people who contributed their time and expertise to the development of this resource:

Nick Bugeja – Gymnastics Australia, Industry Training Coordinator

Andrew Cordery – MAG National Commission Member

Michelle DeHighden – WAG National Commission Member

Adrienne Glancy – Gymnastics Australia, Acting Project Manager

Brooke Irvine – Gymnastics Australia, Industry Training and Development Manager

Jane Moffat – Gymnastics Victoria, Workforce Development Manager

Bianca South – Gymnastics Australia, Consultant

© Gymnastics Australia

All Gymnastics Australia Industry Training Resources are reviewed at least annually. Feedback on this or any other resource can be supplied through email via [email protected].

mailto:[email protected]


Contents Acknowledgements ........................................................................................................... 2

Introduction to the Intermediate Coaching Accreditation ....................................................... 5

How to gain your Intermediate Coach Accreditation .......................................................... 5

Gaining an industry recognised qualification .................................................................. 5

How to complete the pre-course workbook ........................................................................... 5

Course/workbook outcomes .............................................................................................. 5

How you will be assessed? ................................................................................................ 6

Submitting your pre-course workbook ............................................................................... 7

Instructions for the Supervisor ........................................................................................... 8

Section 1 – Working at your gym ........................................................................................ 10

Gymnastics induction ...................................................................................................... 10

Working effectively in you club environment ........................................................................ 13

Roles and responsibilities of other employees within the gymnasium .............................. 13

Organisational goals and objectives ................................................................................ 14

Personal goals and objectives ......................................................................................... 16

Roles and responsibilities of a coach ............................................................................... 17

Your role ...................................................................................................................... 17

Your responsibilities ..................................................................................................... 18

S1 – Supervisor Checklist 1: Working in a gym ............................................................... 19

Section 2 – Coaching safely ................................................................................................ 20

Legalities...................................................................................................................... 20

Controlling hazards in the gym ........................................................................................ 22

Safe learning environment ........................................................................................... 22

Safety checklist ............................................................................................................... 24

Safe use of equipment ..................................................................................................... 25

Injury prevention .............................................................................................................. 27

Injury prevention strategies .......................................................................................... 27

Injury report form .......................................................................................................... 28

S2 – Supervisor Checklist 2: Coaching safely .................................................................. 30

Section 3 – Planning, coaching and reviewing .................................................................... 32

Planning .......................................................................................................................... 32

Review of lesson plans .................................................................................................... 36

Post lesson review........................................................................................................... 37

Self-evaluation ................................................................................................................. 38

Group organisation strategies .......................................................................................... 39


Spotting techniques ......................................................................................................... 43

S3 – Supervisor Checklist 3: Planning, coaching and reviewing ...................................... 44

Section 4 – Communication ................................................................................................ 45

Communication styles ..................................................................................................... 45

Communication channels ................................................................................................ 46

Dealing with difficult participants ...................................................................................... 48

Feedback strategies and encouraging participants .......................................................... 49

Feedback sandwich strategy ........................................................................................ 49

Feedback observations ................................................................................................... 49

Industry knowledge.......................................................................................................... 50

Additional and external resources .................................................................................... 51

S4 – Supervisor Checklist 4: Communication .................................................................. 52

Section 5 – Skill and drill collection ..................................................................................... 53

Skills and drills ................................................................................................................. 53

Record your supervised hours ............................................................................................ 56

Your next steps to gaining your Intermediate Coach accreditation ................................... 57


Introduction to the Intermediate Coaching Accreditation Well done for completing the Beginner Coaching Course and thank you for taking the first step towards becoming an Intermediate Coach!

How to gain your Intermediate Coach Accreditation To start your Intermediate Coach accreditation, you need the following two pre-requisites:

A Gymnastics Australia Beginner Coach Accreditation. A certified Supervisor.

The Intermediate Coaching Course consists of four parts:

Intermediate Coach on the job training and pre-course workbook First Aid Qualification (completed through an external provider) Intermediate Coach Online Training (generic and sports specific) Intermediate Coach face to face training (one day course).

You need to successfully complete all four parts to receive your Intermediate Coach Accreditation.

Gaining an industry recognised qualification When you received your Beginner Coach Accreditation, you also completed part of the Certificate II in Sport Coaching. On completion of all requirements of the GA Intermediate Coaching Course you will complete and be issued with the Certificate II in Sport Coaching.

This Intermediate Coaching Course is designed to provide you with the opportunity to gain the skills and knowledge (or competencies, as it is termed across industries) necessary to coach gymnastic programs that are fun, challenging and, above all, safe.

How to complete the pre-course workbook This workbook should be completed under the guidance and supervision of a certified Supervisor. It will act as a resource and planning tool that allows continual learning, revision of coaching principles and gymnastics skills for continual development of a Beginner Coach. It will build upon the knowledge gained in the Beginner Coach online and face to face training. It is activity-based and will allow you to draw upon and review coaching situations to increase your coaching skills and abilities.

Answer all questions in the workbook and ask your Supervisor to complete the checklists in each section. The content in the online course will assist you as you work through the book.

Course/workbook outcomes This workbook addresses knowledge and skills from the following topic areas:

Coach beginner or novice participants to develop fundamental motor skills Organise and complete daily work activities Communicate effectively with others in a sport environment Develop and update sport, fitness and recreation industry knowledge Follow work health and safety policies Implement sports injury prevention


Work effectively in a business environment Provide equipment for activities Work effectively in a sport and recreation environment

How you will be assessed? This workbook will contain questions and activities to capture your learning and experiences while coaching under the supervision of a Supervisor(s).

Your Supervisor will act as a mentor to you, providing guidance, feedback and support to aid your development. The Supervisor must be physically present for your 20 hours of gymnastics coaching.

Sections 1–4 of this workbook contain supervisor checklists which will be completed by your Supervisor as a record of your performance while coaching under supervision.

All activities and supervisor checklists must be completed prior to submission of this workbook as they form a record of your competency as the workbook is the first part of your assessment for your Intermediate Coach Accreditation.

Completing your workbook

Your workbook will be emailed to you. Ideally, you will type your answers into the workbook and save the document on your computer. However, the four supervisor checklists must be signed and dated by you and your Supervisor.

Submitting your workbook

You will need to submit your workbook via the Gymnastics Australia Learning Management System (LMS). It is recommended you:

1. Complete all sections of the workbook. 2. Print the workbook. 3. Ensure you and your Supervisor have completed and signed the four checklists. 4. Scan the workbook 5. Upload the workbook as an external training activity in the LMS/

Simply log into your account (learning.gymnastics.org.au) and upload the document via the external training activity function.


Submitting your pre-course workbook

If you are unable to upload your pre course workbook to the LMS, please mail it to the education coordinator in your state/territory:

Gymnastics ACT Address: ACTGA Sports House (02) 6257 7544 (T) 100 Maitland Street (02) 6257 7433 (F) HACKETT ACT 2602 Email: [email protected] Web site: www.act.gymnastics.org.au Gymnastics NSW Postal Address: PO Box 190 NORTH STRATHFIELD NSW 2137 (02) 9763 5011 (T) Email: [email protected] (02) 9763 5158 (F) Website: www.gymnsw.org.au Street Address: Unit 2/11-21 Underwood Road HOMEBUSH NSW 2140 Gymnastics NT Postal Address: PO Box 43169 CASUARINA NT 0811 (08) 8927 9262 (T) Email: [email protected] (08) 8927 8255 (F) Website: www.nt.gymnastics.org.au Street Address: C-/ Marrara Sporting Complex Abala Road MARRARA NT 0812 Gymnastics QLD Address: 10/866 Main Street WOOLLOONGABBA QLD 4102 (07) 3036 5600 (T) Email: [email protected] (07) 3391 3357 (F) Website: www.gymqld.org.au

Gymnastics SA Postal Address: PO Box 183 PARK HOLME SA 5043 (08) 8294 8288 (T) Email: [email protected] (08) 8294 4321 (F) Website: www.gymsa.com.au Street Address: Marion Leisure Centre Cnr Rosedale Avenue and Oakland Road MORPHETTVILLE SA 5043 Gymnastics Tasmania State Administration: c/o Gymnastics Australia ([email protected]) (03) 9271 0500 Postal Address: c/o Gymnastics Australia Sports House Level 2, 375 Albert Road ALBERT PARK VIC 3206 Email: [email protected] Website: www.tas.gymnastics.org.au Gymnastics Victoria Address: 144 High Street PRAHRAN VIC 3181 (03) 9214 6020 (T) Email: [email protected] (03) 9214 6024 (F) Website: www.gymnasticsvictoria.org.au Gymnastics WA Street Address: Loftus Recreation Centre 99 Loftus Street LEEDERVILLE WA 6007 (08) 9228 9399 (T) Email: [email protected] (08) 9228 9499 (F) Website: www.gymnasticswa.asn.au

http://www.gymnasticswa.asn.au/

http://www.gymqld.org.au/

mailto:[email protected]

http://www.gymnasticsvictoria.org.au/


Instructions for the Supervisor

An important part of the training for an Intermediate Gymnastics Coach is a minimum of 20 hours on the job training. During this time, the Beginner Coach will complete the activities in this workbook, along with collecting evidence of their competency in key areas of gymnastics coaching. This workbook provides structure for their learning.

A certified Supervisor is defined as follows:

A certified Supervisor is an Intermediate / Level 1 or above coach who has previously attended a supervisor workshop.

Where a certified Supervisor is not available, it is acceptable to use a coach with a minimum of a Level 1/Intermediate Coach Accreditation, and who has the skills and knowledge to take on this role.

Note that Gymnastics Australia’s Supervisor Training will be available online in September 2013 at www.learning.gymnastics.org.au. Completion of this course will become compulsory for all current and new supervisors as of Feb 1st 2014.

As a Supervisor of a Beginner Coach, there is some key information which you need to be aware of in order to perform your role. This information will help you in ensuring the safety of the training sessions, aiding the learning of the Beginner Coach and recording your observations of their coaching as a record of evidence.

A Beginner Coach must be supervised at all times.

A maximum ratio of 1 supervisor to 3 Beginner Coaches should be maintained. The Supervisor must be on the gym floor in the proximity of the Beginner Coaches. Coaching at a competition is a valuable learning experience. Beginner Coaches can

coach at a competition under supervision. The maximum ratio for coaching at competition is set as 1 Supervisor to 1 Beginner Coach.

The supervisor and/or club need to exercise a duty of care to the participants and discretion is required when supervising a Beginner Coach. owes all participants being coached and the Beginner Coach a duty of care. When exercising this discretion the Supervisor should ask the question ‘Can I adequately supervise the Beginner Coach if I…?’

In addition to supervising the Beginner Coach to meet your duty of care some of your other tasks as a Supervisor are explained below:

1. The Beginner Coach has a number of written activities within this book which must be completed. At times they will need support to complete them.

a) Some activities require the Beginner Coach to find out about the gym they work in. You may be able to answer all of their questions or you may need to refer the coach to another staff member.

b) The Beginner Coach needs the opportunity to learn through coaching, and also the opportunity to observe other coaches to learn from them.

2. At the end of each section of this workbook is a supervisor checklist. Once the chapter is complete you will need to complete the supervisor checklist, noting:

a) your observations of their performance

http://www.learning.gymnastics.org.au/


b) whether the activities that they completed are correct within your workplace (gymnasium).

The items within the supervisor checklist should be completed by the Beginner Coach to an acceptable standard within your workplace and as described on the checklist. The checklists must be completed before the Beginner Coach can submit the workbook and progress to the next stage of their training. The Beginner Coach may require more time than the minimum 20 hours of supervised coaching in order to demonstrate all items to an acceptable standard.


Section 1 – Working at your gym

There are over 500 gymnasiums across Australia. Many of these gyms are owned and operated by passionate participants who are running the gym as a business. Like most businesses, they have employees who conduct the business for them. In this case, it is likely your gym employs you to coach. A good way to start out as a new employee is to take part in an induction.

Gymnastics induction Inductions are a valuable way of introducing participants into the operations of the gymnastic club. Each club will have their own way of inducting new coaches into their job.

During or shortly after your induction, complete the questions to record some of the information that you need to know to be a coach at your club.

Your name

Your club

Activity 1.1: Occupational health and safety

In your club, where can you find a copy of the Occupational Health and Safety (OH&S) policy?

What are your rights in terms of OH&S?

What are your primary OH&S responsibilities?

Who do you report safety issues or work-related incidents and accidents to?

What manual handling tasks do you perform to fulfil your role in the gym? Do you require further training to perform these tasks safely?


Activity 1.2: Business information about your gymnasium/club

How does your club process enrolments and allocate participants to classes or groups?

How does your club allocate coaches to classes or groups?

How does your club operate the gymnasium floor during lessons (rotations)?

How are you notified about shifts?

What uniform do you wear while coaching? Dot point or draw it below. Are there other rules to follow regarding your presentation? If so list them below.

List some other club rules for coaches (e.g. mobile phones, change of shift, sick leave procedure).


How do you receive feedback on your coaching performance? Are there opportunities for professional development such as attending workshops? If so list them below.

What technology is used in running the gym club? E.g. photocopier to duplicate a lesson plan, phone or computer to check roster. How will you need to use technology in your role as a coach?

Does your club have pathways to allow a participant to progress in the sport?

Does your club have pathways to allow a coach to progress in the sport?


Working effectively in you club environment Gymnastics clubs are generally run as profitable businesses. The job a coach performs is a key element in the success of the programs the club delivers. This topic aims to provide an understanding of the club’s business environment and structure and how this relates directly to you as a coach.

Roles and responsibilities of other employees within the gymnasium

Activity 1.3: Roles and responsibilities in the gym

In column one of the table, list some key employees within the gymnasium and in column two list their responsibilities. In the third column describe how you may need to interact with this person in a working environment.

Person and role title Roles and responsibilities How you will interact with them E.g. Club Administrator

‐ Enrolments ‐ Competition entries ‐


Organisational goals and objectives In order to complete this section you may need to conduct some research about the club you are coaching in. You may need to interview key people to find the information you are looking for. Consider talking to:

The club owner The president The club manager A committee member The club administrator.

Activity 1.4: Organisational goals and objectives

Describe or outline some of the club’s key organisational goals and objectives.

Goals Objectives E.g. To be the largest club in the region E.g. Increase enrolments by 50% in the next

two years

How can you assist in the achievement of the goals and objectives you have identified?


Activity 1.5: Organisational strengths and weaknesses

Identify some of the clubs strengths and weaknesses.

Strengths Weaknesses E.g. The club has one of the longest running WAG programs.

E.g. The club has very few new coaches.

Discuss the club’s strengths with your Supervisor and make notes about how you can assist in developing the club’s strengths.

Discuss the club’s weaknesses with your Supervisor and make notes about how you can assist in working on the club’s weaknesses.

Personal goals and objectives Discuss your personal goals and objectives with your Supervisor, and use the feedback from your Supervisor to develop your own goals and learning objectives. Outline the actions or the plan you will follow so you can achieve your goals. Set yourself timeframes to work towards achieving these goals.

Activity 1.6: Personal goal setting

Goal Plan to achieve goal Timeframe

Which organisation goal (Activity 1.5) does this assist in achieving?

Have you completed your goal? Y/N

Why, why not? How will you continue to work towards achieving the goal?

E.g. To become an Intermediate Level Coach

Complete this workbook. Learn from Supervisor. Enrol in other Intermediate Coaching Course, online generic and Gymsport specific

Enrol in the online course by end of year

Roles and responsibilities of a coach

Your role Activity 1.7: Your role

Drawing from information you received in the Beginner Coaching Course, outline some of the roles you have undertaken when coaching in your gymnasium. Is there more than one role? Does your role continuously change?

Coaching role Describe how you performed this role E.g. administrator (answer the phone, taken enrolments) mentor (for coaches), nutritionist etc.

Your responsibilities You will need to clearly understand your responsibilities to perform your job well. Talk this through with your Supervisor and/or the gym club owner/manager.

Activity 1.8: Your responsibilities

Describe your main responsibilities using the table below. You should describe at least four responsibilities.

What are your responsibilities?

What do you have to do to meet this responsibility?

When does this need to be completed by?

Who could support you in completing this task if you run into difficulties?

Who do you need to inform when the task is complete?

S1 – Supervisor Checklist 1: Working in a gym This checklist is to be completed by your Supervisor prior to this workbook being submitted.

Observation item Tick if observed Comment

a. Has completed all induction requirements

b. Communicates effectively and appropriately with others

c. Develops plans to achieve goals d. Completes own work tasks on time,

seeking support or offering assistance when required

e. Communicates professionally with colleagues to ask questions, seek support and feedback, communicate progress, adjust plans

f. Develops effective working relationships

g. Maintains high standards of personal presentation in accordance with club requirements

h. Understands responsibilities and demonstrates safe behaviour

Beginner coach has satisfactorily completed the following workbook activities and displayed satisfactory understanding and ability in all relevant areas (tick each of the below) � 1.1 OHS � 1.2 Business information about your gym � 1.3 Roles and responsibilities � 1.4 Organisational goals and objectives � 1.5 Strengths and weaknesses � 1.6 Personal goal setting � 1.7 Your role � 1.8 Your responsibilities

Supervisor declaration

I have discussed each activity within Section 1 of this workbook with the Beginner Coach and found that their understanding of each answer is appropriate to their role as a coach. I understand this checklist must be signed by both myself and the coach and submitted electronically as an original document.

Supervisor Name (print clearly):

Supervisor Signature: Date:

Beginner Coach Signature: Date:

Section 2 – Coaching safely Legalities As an Intermediate Coach, you will need to be aware of your legal rights, requirements and obligations. Individuals and organisations have legal responsibilities concerning safety, duty of care and other areas relevant to coaching. Clubs meet legal requirements through setting rules to say how the club will operate. These rules are found in club policies, procedures and codes of conduct. Complying with your club’s policies and other requirements can help to protect you and your club from legal action. By completing the following activity, you will explore some of your responsibilities to meet legal requirements in your club.

Activity 2.1: Legal requirements

Your employers (the owners of the gym) have a responsibility to provide a safe workplace for you to work in. As a coach, you also need to create and manage an environment that is as safe as possible for your participants. There are some policies your employer will follow and many of these are relevant to you.

The table below contains a list of documents that your organisation and/or sporting association may hold. These documents may be named differently to those listed, combined and/or separated depending on how the organisation is managed. Determine how these documents (or their equivalents) can be accessed and record the name of the relevant contact person. Talk through these documents with your Supervisor and/or the Club Manager if you require assistance.

Legal document How can these be accessed? Who can I contact if I have any questions?

What are my responsibilities in this area?

Member protection policies

OH&S procedure and policy documents


Emergency action/ evacuation plans/ heat policy

First aid procedures and injury reporting

Code of Conduct

Coaches’ Code of Ethics

Code of Behaviour

Privacy policies

Equipment faults and maintenance policy

Controlling hazards in the gym Participation in sport, including gymnastics, involves an element of risk.

This section is about identifying hazards that could cause harm or injuries. You must manage hazards in order to create a sporting environment that is as safe as possible.

Hazards in the gym may arise from varied sources or conditions, for example:

The gymnasium/activity surface Equipment Group sizes Group control Venue-specific hazards Exhaustion/ pre-existing injury

Safe learning environment Using risk-management strategies to maintain a safe and functional gymnasium assists participants to develop their skills with greater confidence and fewer setbacks.

Activity 2.2: Hazards in the gym

Identify and list five potential hazards within your gym.

Discuss each hazard with your Supervisor. Record how each hazard you identified is controlled to ensure a safe training environment. Determine who is responsible for ensuring each hazard is controlled.


Hazards in the gym How is the hazard is controlled? Who is responsible for controlling the hazard?

E.g. The gym floor is made of concrete and is hard. Potential to injure participant if they come off equipment

E.g. Put overflow matting around all equipment.

E.g. The coach at each piece of equipment must make sure overflow matting is in place.

Safety checklist

Activity 2.3: Safety checklist

In the space below, create a safety checklist that you could use before delivering a lesson.

Discuss the checklist with your Supervisor. Add additional items to your list.

Pre-lesson safety checklist

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Safe use of equipment Using equipment correctly and safely is an important requirement of running a gymnastics lesson. You must know how to set up, prepare, adjust, check and operate each apparatus you use to suit the activity and the participants.

It is important to set up equipment correctly and safely to run a safe gymnastics lesson. A coach must know how to set up, adjust and check each piece of apparatus that they use when they coach.

Activity 2.4: Equipment safety

In the Apparatus column, record ten pieces of apparatus that you use when you coach and complete each column to record your knowledge of how to set it up correctly. Include any modified apparatus that you use (e.g. low beam, bean bags).

Apparatus Steps in setting up / preparing apparatus safely, including safe lifting / manual handling

Safety checks that must be performed before use

Safety requirements for equipment use Supervisor sign off

E.g. Bean bags

Take from small equipment cupboard in box and place onto beams to step over

Check all bean bags are suitable, i.e. not leaking

Suitable contents inside bean bags


Injury prevention Participants and their coaches must consistently prepare for the rigorous nature and demands of the sport. The risk of injury can be minimised through careful planning, delivery and monitoring of lessons.

Injury prevention strategies How can injuries be minimised?

Carefully prepare participants prior to performing new skills. Consider physical conditioning and the use of skill progressions.

Read and follow the training guidelines of your gymnastics club. Ensure participants wear safety gear where required (wrist guards, hand grips, footwear,

ankle or elbow braces and pads). Stop a participant if they are in pain. Help them seek advice from professionals on treatment

and recovery. Abide by the safety standards of the club to ensure the equipment is in good condition (this

can include padded floors/ walls, secured mats, and within higher levels, safety harnesses). Use spotters with specific skills. Select appropriate warm-up activities to ensure muscles are warmed and prepared for the

lesson. Use safe stretching techniques. Allow adequate participant hydration, nutrition and rest between activities and lessons. Supervise participants at all times. Teach safe landing techniques.

Activity 2.5: Injury prevention

Identify five injury prevention strategies that are used within your club.

Injury prevention strategy Who is responsible for this? When does it need to be done? E.g. All joins in floor matting are to be covered by velcro strips

Coach During set-up prior to class Monitor throughout lesson


Injury report form In the circumstance that an injury does occur, an injury report form should always be filled out. Ask your Supervisor for a copy of your club’s injury report form and attach it below.

If your club does not have an injury report form, one has been included below for you to use.

Activity 2.6: Recording injuries

Each time an injury occurs, your club should record it.

How does your club record when an injury has occurred? Dot point the location and process below.

As an Intermediate Coach, what is your role when an injury occurs during one of your classes?

Activity 2.7: Injury report form

Complete the injury report form for an incident that could possibly occur within a gymnasium. Alter the names and other identifiable details if the scenario is based on an actual event.



S2 – Supervisor Checklist 2: Coaching safely This checklist is to be completed by your Supervisor prior to this workbook being submitted.


a. Identifies equipment requirements, accesses and issues equipment in accordance with procedures

b. Accesses, moves, sets up and returns equipment correctly and safely in accordance with instructions and procedures

c. Demonstrates safe lifting techniques d. Demonstrates awareness of, and meets

the legal responsibilities of, the coach duty of care and appropriate code of behaviour

e. Identifies and implements basic strategies to prevent injuries

f. Contributes to equipment set-up and maintenance

g. Uses initiative to address hazards and ensure a safe training environment. Communicates hazard to appropriate staff.

h. Coaches participants in an ethical and appropriate manner.

Beginner coach has satisfactorily completed the following workbook activities and displayed satisfactory understanding and ability in all relevant areas (tick each of the below) � 2.1 Legal requirements � 2.2 Hazards in the gym � 2.3 Safety checklist � 2.4 Equipment safety � 2.5 Injury prevention � 2.6 Injury reporting � 2.7 Injury report form








Section 3 – Planning, coaching and reviewing Planning a lesson is a vital step to success. With careful planning, you can provide a progressively sound, safe and fun gymnastics experience. Planning helps to make maximum use of the time available and can make an enormous difference to the enjoyment of the lesson. Planning does not have to be a lengthy or arduous process and, with practice, you can become very skilled at developing a comprehensive plan, setting goals, identifying activities and appropriate apparatus.

The process of planning involves:

1. Planning a gymnastics lesson 2. Delivering or coaching that lesson 3. Reviewing the lesson to identify future improvements.

This process is followed regardless of the level of the coach.

Planning A good coach plans out their lessons. A plan can include:

The aims and objectives of a lesson Appropriate activities that will be delivered Who will coach and participate in each part of the lesson The resources/ equipment required How safety will be ensured throughout the lesson.

Planning is an extremely important part of coaching. It allows creation of activities that challenge and develop participants, and also helps to create a productive working environment. Within gymnastics there are three types of relevant plans:

A yearly plan A unit/term plan A lesson plan.

As a Beginner and Intermediate Coach, you need to focus on learning to write, read, deliver and review a lesson plan.

A coach needs to be able to plan, prepare and document lessons, which are fun, safe and appropriate to the participants’ level and needs. To be an effective coach:

You need to allow participants enough learning time for all activities. You need to plan lessons according to the needs of the participants. You need to be prepared to demonstrate specific activities, know the key coaching points for

each activity and how you are going to give instructions to your group effectively. You need to scan the environment for any hazards and make sure that these hazards are

made safe before the lesson starts. Have the equipment you require ready for use throughout the lesson making sure that when

the time comes to use it within the lesson it meets safety standards.


Before planning a training session, you should gather information about your participants. If you are working with a new group of participants, the type of information you might need includes:

Skill level Age Gender Physical fitness levels and conditioning Any illness, injury or medical condition that might restrict someone’s ability to participate Goals and motivations.


Activity 3.1: Lesson planning

Discuss the following questions with your Supervisor and record the answers within the space provided.

What are your lesson planning responsibilities?

When do you need to complete your responsibilities?


Activity 3.2: The lesson plan

Attach a lesson plan in the space below that you were involved in coaching whilst under supervision.


Review of lesson plans Prior to coaching a lesson, a lesson plan should be reviewed to make sure that it is appropriate. This often takes place just prior to lesson delivery and considers whether the plan needs alteration because of practical factors such as coach or participant absences or injuries, equipment unavailability or other factors outside of the control of the coach.

Make some review notes in the spaces below about the lesson plan that you attached in Activity 3.2.

Activity 3.3: Lesson plan review

Comment on the following areas of your lesson plan:

Is there enough time, space, equipment and coaches available for each part of the lesson?

Are any modifications required to the lesson plan? Why and what are they?

How were the modifications to the lesson plan decided on and communicated?

Did the modifications to the lesson plan change the lesson objectives?


Post lesson review Within this section you will be able to review the delivery of a lesson through self-reflection. Additionally, consultation with participants, mentors and peers can provide good feedback that allows you to develop your skills as a coach.

Activity 3.4: Post lesson review

After a coaching lesson, complete the following self-reflection template and identify any area for improvement in future coaching:

Review question Opportunity for improvement Did the lesson follow the plan? Why/ why not?

Were the lesson outcomes achieved? Why or why not?

What group management techniques did you use? Did they work effectively?

Was safety maintained at all times during the lesson? How?

Were the participants engaged and was the 4F philosophy incorporated into your lesson delivery?

What feedback did you receive from the participants?

Comments from Supervisor:


Self-evaluation You will need to develop the ability to monitor and critically evaluate your own coaching to identify ways to improve your coaching ability. One way to do this is self-reflection.

Self-reflection of your coaching performance is a good way to identify how you can improve. The self-reflection process is outlined in the diagram:

Activity 3.5: Self-reflection

Consider the lesson that you reviewed in Activity 3.4. Complete the following table. Identify parts of your coaching performance where you can improve and suggest how you will improve. Discuss your improvement ideas with your Supervisor.

Something I could improve How I will do it better next time? Planning

Organisation and preparation

Communication (instructions, demonstrations, key coaching points, feedback etc.)

Warm-up and cool-down (delivery, activities, timing etc.)

Skill development coaching (drill selection, progressions, maximum participation etc.)

Action / coaching

Analysis and evaluation

Identification of things to improve

Planning for improvement


Group organisation strategies Organising your group of participants to best achieve the outcomes of the activity is an important consideration. The way that you organise your group will depend on a lot of factors including:

Number of participants Equipment and space available Safety and supervision Maximising participation What outcomes you want your participants to achieve.

There are lots of different ways to organise a group. By talking to and observing other coaches in action you will be able to learn new group organisation strategies which you can then add to your repertoire.

Activity 3.6: Group organisation strategies

Below are examples of two different group organisation methods that could be utilised for each of the following Physical Conditioning Activities. Your task is to provide 3 more activities that you conduct in your gym and explain ways that you organise your group.

Activity examples Group organisation method (1) Group organisation method (2)

Chain jumping

Back to back rise

Front support tag

Grids

Relay

Partner

Teams

Group

Group Tag


Activity 3.7: Group organisation observation

One of the areas that new coaches often find challenging is organising their group for different activities. Observing how experienced coaches manage their groups can help you develop your own skills.

Observe other coaches teaching inside your gymnasium. Whilst doing this, observe the following:

How the group was organised How a coach meets the needs of the individual as well as the needs of the group Techniques for organising the group.

In the table below note some of the group organisation techniques that you observe and suggest how you could use these in your own coaching.

Group organisation method Explain how this meets the need of the group or individual

How can you apply these to your coaching? What types of activities will this work for at your level?

E.g. Stand on a line and every second person sit down. All of those standing move to activity station 1 and all of those sitting move to activity station 2.

E.g. The group was a recreation class for 12-year-old boys, who needed to be organised quickly into two groups. This organisation method did not provide any opportunity for the participants to ‘muck around’ before the activities.

It stopped the more dominant group members from going to the activity that they wanted to do first.

E.g. I could use this group organisation method with my recreation class when I have two different activities on the high bar and need two groups quickly.


Spotting techniques Spotting is an important coaching technique used within gymnastics. Spotting is a technique where a coach makes contact with a participant performing a skill to assist them in safely completing it.

Spotting should be used to:

Reduce the risk of injury Provide confidence via minor assistance Allow participant to ‘feel’ entire skills at correct speed Isolate a segment of a skill.

Never use spotting as a replacement when:

The teaching of skills has been rushed There has been inadequate physical preparation The apparatus is unsuitable The sequence of progressions has not been taught.

Activity 3.8: Spotting skills and drills

List some skills and drills that your Supervisor has shown you how to spot for. Describe how to spot this skill/drill and the reasons for spotting it.

Apparatus Skill / drill description

Description or illustration of

spotting technique Safety considerations when running this drill

Supervisor initials


S3 – Supervisor Checklist 3: Planning, coaching and reviewing This checklist is to be completed by your Supervisor prior to this workbook being submitted. Observation item Tick if observed Comment a. Contributes to lesson plan

development, including identifying resources required

b. Appropriate matching of coaching methods and coaching style to suit age, skill and developmental level

c. Sequential learning progressions appropriate for beginner / novice participants

d. Supervises participants at all times and manages class group behaviour appropriately

e. Assists or leads warm-up activities f. Observes participants’ performance

and provides appropriate progressions

g. Assists or leads cool-down activities h. Ability to modify activities to include a

range of participants

i. Reviews own coaching performance taking into account feedback and identifies improvements

j. Analyses participants’ performances Beginner coach has satisfactorily completed the following workbook activities and displayed satisfactory understanding and ability in all relevant areas (tick each of the below) � 3.1 Lesson planning � 3.2 The lesson plan � 3.3 Lesson plan review � 3.4 Post lesson review � 3.5 Self-reflection � 3.6 Group organisation strategies � 3.7 Group organisation observation � 3.8 Spotting skills and drills







Section 4 – Communication In this section you will be asked to record your experiences in communicating. This includes analysing situations and learning from them to develop your skills to communicate with a wide range of people.

Communication styles Communication styles and abilities will be an important factor in your ability to connect with your participants. There are four main forms of communication that you will use while coaching. These are:

1. Verbal (oral and written communication) 2. Non-verbal (appearance, body language, demonstrations, sounds, expressions, facial

expressions) 3. Formal (speech, letter on letterhead) 4. Informal (conversation while setting up equipment, messages on sticky notes or whiteboards)

Verbal and non-verbal communication can be formal or informal.

It is appropriate to use each of these types of communication for different purposes in different circumstances (e.g. formal verbal communication in the form of discussing how to structure lessons at a planning meeting).

Activity 4.1: Communication styles

In the diagram, list some examples of each type of communication in each box.

Formal verbal Formal non‐verbal

Informal verbal Informal non‐verbal

Formal

Informal

Non-verbal Verbal


Communication channels Choosing an appropriate communication channel to use when communicating information to a particular audience is important.

Activity 4.2: Communication channels

In the table, outline the advantages and disadvantages of each communication channel.

For each of the communication channels listed in the table below detail an audience, purpose and situation when it could be used. The first one has been done for you.

Communication channel

Audience Purpose Situation

Website/ Internet People who are interested in beginning gymnastics and joining a club

To inform people who are interested in beginning gymnastics about the club and how to join

Lots of people who are potential participants but who have never been part of the sport before

Email

In person

Second party


Activity 4.3: Communicating

Think of a time when you have been coaching and needed to communicate with a participant, parent, coach or club administrator. Using the table to record your answers, review how you conducted this communication.

Communication channel (web, in person, letter, notice etc.): Provide details of the situation and what the communication involved: Tick any boxes below that applied to this situation:

� Conducted in a polite and professional manner. � The type of language used was appropriate. � I needed to stop and think carefully before I communicated. � I needed to be sensitive to cultural or social differences. � I checked that the person / people I was communicating with understood. � I asked questions. � Other___________________________________________

What happened after the communication took place to show you that it had / had not been effective?


Dealing with difficult participants

You need to be able to deal with and manage participants and others that behave in an inappropriate manner. To achieve positive outcomes, consider the following tips for different situations:

Set clear expectations and class rules and involve the participants in the process of making the rules so they understand. Do this at the start of the year / term / lesson.

Remind participants of the rules and expectations and ask them to follow them. Be confident in your coaching ability; you are the one in control. Do not be put off by ‘smart talk’ or ‘cheeky’ remarks from younger participants. Use the effective communication techniques that you have learnt as a way of approaching the

situation. Do not use authoritarian methods unless required to for total control (e.g. in an emergency). Try not to become anxious about management and control of the situation; draw upon your

communication and instruction skills. Be patient. Ask your supervisor for assistance if the situation escalates and you become uncomfortable.

Activity 4.4: Dealing with difficult participants

Answer the following questions about how you would deal with difficult participants.

If you had a disruptive participant within your class what strategies would you employ to prevent them for disrupting the rest of the group?

If you had to deal with an aggressive, aggravated or difficult parent what kind of strategies would you employ to communicate with them?


Feedback strategies and encouraging participants During training, feedback and encouragement need to be provided to participants. Through feedback and encouragement we can provide participants with a clear idea of how they are performing and progressing, along with direction as to how to continue improving.

Verbal and non-verbal feedback has a significant effect on the learning and performance of participants.

It is important to consider the participants and be responsive to the types of encouragement and feedback that they are comfortable with and respond well to.

Feedback is most commonly given verbally. However, in some circumstances you may have to fill in a form or write a short report regarding the participant’s progress.

Feedback sandwich strategy When giving feedback, a Beginner Coach can apply the feedback sandwich:

Approach positive (what are they doing well) Corrective (something they can do differently next time to improve)

Positive (positive and encouraging).

When giving feedback be aware of the following factors:

Monitor the self-esteem of the participant after you give feedback. Choose an appropriate time and environment to give feedback to eliminate any negative

emotions. Confirm that the participant understands your feedback by looking for signs of active listening.

Ask the participant to repeat your feedback if you are not sure. Present your feedback in a different way if necessary to help them understand.

Keep your feedback short so the participant can understand and remember the instructions. Still capture the essence of the 4Fs philosophy.

Note: The 4Fs of coaching gymnastics are: Fun Fitness Fundamental Friendship

Feedback observations

Activity 4.5: Giving feedback

Using the headings in the table, describe a situation where you have given feedback to a participant.

When? Where? Why? How?


Activity 4.6: How to give feedback

Hold a discussion with your Supervisor about the way you give feedback to participants.

Write down some notes about how your Supervisor thinks you could become more effective at giving feedback.

Industry knowledge As a gymnastics coach you form part of the wider sport, fitness and recreation industry. Learning about the industry that you work in can help you coach more effectively and also assist you in understanding possible career pathways that may be of interest.

Activity 4.7: Industry knowledge

Provide an article/ publication on an area of the sport, fitness and recreation industry that increases your awareness and knowledge of the industry and associated issues.

Some articles can be sourced via the websites below:

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

http://australia.gov.au/about-australia/australian-stories/sport-and-recreation

Write a brief summary of the article’s key points and how you will apply this knowledge in your coaching.

Article title: Article source: Article author: Article date: Summary of key points in publication: How does this information apply to coaching and your responsibilities within the gymnasium?

http://australia.gov.au/about-australia/australian-stories/sport-and-recreation

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


Additional and external resources There are a wide range of information sources that a coach can access to develop their knowledge of coaching. Coaching information is available through books, magazines, journal articles, websites, professional memberships and associations. An excellent publically available source of information is the ASC website at the link below:

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

Activity 4.8: Resources

Find at least two coach information resources (e.g. articles, videos, blogs etc.) and list them in the table below. Make some notes in the relevant column about the information within the article and how it can be used to improve your coaching.

Resource Information it contains How you can use this information within your coaching

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


S4 – Supervisor Checklist 4: Communication This checklist is to be completed by your Supervisor prior to this workbook being submitted.


a. Clarifies role in lesson delivery b. Contributes to administrative tasks c. Communicates effectively with

participants using clear and appropriate directions

d. Provides feedback appropriate to the participants’ performance and needs

e. Provides a variety of instructional techniques during a coaching session

f. Communicates effectively with participants and parents using appropriate medium and tone

g. Deals appropriately with problems, issues and conflict as required whilst displaying respect for differences. Seeks support when required.

h. Responds appropriately to feedback from supervisors, peers and participants and applies this to future situations

i. Actively seeks knowledge relevant to job, applies and shares it with others as appropriate

The Beginner Coach has completed 20 hours or more coaching under supervision.

Beginner Coach has satisfactorily completed the following workbook activities and displayed satisfactory understanding and ability in all relevant areas (tick each of the below) � 4.1 Communication styles � 4.2 Communication channels � 4.3 Communicating � 4.4 Dealing with difficult participants � 4.5 Giving feedback � 4.6 How to give feedback � 4.7 Industry knowledge � 4.8 Resources

Supervisor declaration I have discussed each activity within Section 1 of this workbook with the Beginner Coach and found that their understanding of each answer is appropriate to their role as a coach. I understand this checklist must be signed by both myself and the coach and submitted electronically as an original document.

Supervisor Name (please print clearly):



Section 5 – Skill and drill collection

Skills and drills This area can be used to list new activities, drills and/or skills, the safety aspects of an activity, purpose of the activity, KCP (Key Coaching Points), and communication instructions.

During your time as a supervised coach you will learn how to coach the fundamental skills within your chosen Gymsport. Use the tables to record drills and progressions that you have learnt while coaching.

Activity: 5.1: Skills and drills

Record five drills or skills that you have learnt, detailing the coaching requirements as indicated.

Skill / drill title Purpose of the activity

List the physical preparation required List the lead-up drills and pre-requisites

Describe or draw the ideal model of the drill or skill

Key coaching points Equipment required and safety considerations




















Record your supervised hours As an Intermediate Coach, you should form a habit of recording the number of hours you coach. This provides a record of your coaching and can assist with any discrepancies with your club. This also allows you to look back in history and marvel at the experience you’ve gained!

The table provided is one simple method of recording your hours. You may choose to record your hours in your own spread sheet, in a calendar, in a note book or another method which works for you.

Activity 5.2: Record your hours

Record your supervised hours in the table below.

Date Location Number of hours

Running total

Supervisor signature

01/07/2013 The Hills Gym Club 1.5 1.5 Peter Alexander

Your next steps to gaining your Intermediate Coach accreditation

Complete and submit this workbook to the Education

Coordinator in your state/territory.

Complete the Intermediate Coaching Course ‐ Generic and

Gymsport Specific ‐ by purchasing the two courses at once. Log into the system at:

www.learning.gymnastics.org.au to purchase and complete the

courses

Complete a First Aid Course with

a First Aid training provider and send the Statement of Attainment for 'HLTFA311A

Apply First Aid' to the Education Coordinator in

your state/territory

Once you have completed the two online courses and

have your First Aid certificate, you will be able to enrol in

your Intermediate

Coach Gymsport‐Specific Face

to Face course

Documents

Intermediate Coaching Course Pre-Course Workbooklearning.gymnastics.org.au/.../PDFs/SUP_-_Intermediate...Workbook.pdf · Intermediate Coaching Course Pre-Course Workbook Coach name: