Download pptx - Unit 225 understanding the principles of safe and equitable coaching practice

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 225Understanding the principles of safe and equitable coaching practice

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.


Unit 225Understanding the principles of safe and equitable coaching practice

Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.


Unit 225Understanding the principles of safe and

equitable coaching practice

Unit aimThis unit assesses the coach’s understanding of how to ensure that their coaching is safe andequitable.

Learning outcomesThere are two outcomes to this unit. The learner will be able to:225.1 Understand how to ensure participant(s)’ safety during sport-specific coaching sessions225.2 Understand how to ensure equitable coaching of sport-specific activities

Guided learning hoursIt is recommended that 13 hours should be allocated for this unit. This may be on a full-time or parttimebasis.


The greatest discovery of my generation is that a human being can alter his life by altering his attitudes


Outcome 1 Understand how to ensure participant(s)’ safetyduring sport-specific coaching sessions

Assessment CriteriaThe learner can:1. describe the health and safety requirements that are relevant to planned sport-specific

activities and competition

2. describe how to structure coaching sessions to minimise the risk of injury to participant(s)

3. explain how to plan for contingencies to coaching sessions as a result of external influences

4. explain how to implement contingencies to coaching sessions as a result of externalInfluences

5. describe the principles for checking the safe functionality of equipment used during sportspecific activities and competition



6. outline the main rules/regulations of the sport/activity appropriate to the level of theparticipant(s)

7. explain how to interpret and communicate the rules/regulations of the sport/activity toparticipant(s)

8. describe the coach’s duty of care responsibilities for participant(s), including children

9. outline the coach’s responsibilities for ensuring that the coaching environment is maintained appropriately

10. describe the following requirements for ensuring the protection of children from abuse:• legal requirements• sport-specific requirements11. describe the insurance requirements on a coach operating in a coaching environment.



RangeRequirementsCoach credentials, risk assessment

ContingenciesSession plan, group size, equipment, venue/facility, timings

External influencesWeather, surface, equipment, difficulty level, attendance

PrinciplesObservation, safety, removal, reporting

Main rules/regulationsTechnical content, safety requirements, resource needs



Range

Duty of careLoci parentus, supervision, safety, well being, physical, emotional

Coaching environmentFacility, surface, equipment, participants, atmosphere

Legal requirementsAge of coach, CRB checks, recruitment policy, NGB specifics

Insurance requirementsPublic liability, employers liability


A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni Trapattoni


Assessment CriteriaThe learner can:

1. describe the following requirements impacting on equitable coaching:• legal requirements• sport-specific requirements

2. explain the purpose of sport-specific Codes of Practice for coaching

3. explain how sport-specific Codes of Practice for coaching impact on coaching behaviour

4. describe methods to minimise barriers to participant development

Outcome 2 - Understand how to ensure equitable coaching ofsport-specific activities


Assessment CriteriaThe learner can:5. explain what information is required in order to provide appropriate and safe opportunities for disabled participant(s) and specific populations

6. describe the nature of impairments and how their implications may affect aspects of the coaching process

7. describe how to identify coaching styles/delivery methods appropriate to variations in participant, task and environment

8. describe how and when to involve support staff to ensure participant(s)’ needs are provided for within the coaching activity



Assessment CriteriaThe learner can:

9. describe how to adapt and progress activities and sessions

10. describe how to prepare athletes for competition

11. identify types of performance enhancing drugs and illegal substances

12. explain how a coach can discourage the use of performance enhancing drugs and any illegal substances.



RangePurposeSafety, inclusion, enjoyment, development

ImpactAttendance figures, relative safety, spectator numbers, disciplinary incidents, retention statistics

MethodsLearning styles, session planning, equipment used, equality

InformationMedical conditions, particular requirements, equipment provision, coach experience and qualifications, coaching support staff



Range

ImpairmentsCognitive, learning, psychological, emotional

Support staffAssistant coaches, parents, volunteers

Performance enhancing drugsMass builders (e.g. steroids, hormones), stimulants, painkillers, sedatives, diuretics, maskers

Illegal substancesAnabolic steroids, cannabis, opiates, heroine, morphine, methamphetamine




TechnicalTouch & release skills / Variety & Quality / Disguise

Skills that don’t break down under pressure

Psychological Decision making

Problem solving

Confidence/ self esteem

Motivation

Resilience,

Reflective & Resourcefulness

Independence

Social

Teamwork

‘Belonging’

Relationships

Communications

Physical General & Specific skills

ABC’s

+ (relevant to age)

The Aims of Practice

What are the Priorities ?

How are we going to ‘get

there’ ?

Tactical Planned & Instinctive actions

Strategies -Individual

Pair / Group


The Practice ‘Spectrum’


A Practice ‘Spectrum’

Low (Further from the game)Narrow focus Specific returns

High (closer to the game)

Wider focus Wider returns

Decisions / Choices

Interference / Opposition / Pressure


Decisions - Choices – Interference - Opposition - Pressure

Practicing a turn

Adding movementother turnsInterference

Practicing & experimenting with turning

Varied movementother turnsInterference Opposition



In a match like game Specific repetition

Training the body

Little choices to make

LessSpecific

repetition

More choice

Even Less

Specific repetition

Even More choices to

make

Wide repetition

Lots of choices


1

Decisions - Choices – Interference - Opposition - Pressure

Practicing a pass

Adding movementother passesInterference

Practicing & experimenting with passing

Varied movementother passesInterference Opposition



In a match like game

Specific repetition

Training the body

Little choices to make

2

3

4

LessSpecific

repetition

More choice

Even Less

Specific repetition

Even More choices to

make

Wide repetition

Lots of choices


Practicing A TechniqueIn constant conditions

Practicing the Same Techniques and skills in variable conditions

Practicing Different techniques or skills in random conditions

10m Passing side of the foot in pairs to each other

Passing over different distances, angles, etc

Passing OR dribbling, shooting, etc over different distances, angles etc

Gives constant returns Gives Variable returns Gives random returns

Predictable, unopposed opposed or very limited pressure

Fairly unpredictable, can be unopposed or part opposed

More unpredictable, Unopposed or opposed

Maybe useful when learning new techniques or revisiting

Specific Repetition

Can give a feeling of success. (Confidence etc)

‘Contacts’ with the ball controlled and guaranteed

Narrow focus

Perception around the speed angle etc of the ball

Ideal for refining skillsAlready learnt

Practice of relevantperception skills

Wider physical returns

Wider perceptual skills

Elements of Tactical development

Good for long termlearning Very wide practice of Perception skills

Wider tactical development

Success not guaranteed Initially


High

Low

Game Understanding

Motor control

A Possible ‘trade off’

Repetition


The ‘ Pie’

1. How are you going to ‘cut it up’ ?2. Which slice is going to be the biggest ?

Skill Development

Tactics

Game playTactics

Technique& Mechanics

How much of this?

How much of this?

How much of this?


Right Practice - Right Players - Right Time