Unit 320 understanding the principles of planning coaching programmes

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

Unit 320Understanding the principles of planning coaching programmes

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 320Understanding the principles of planning coaching programmes

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 320Understanding the principles of planning

coaching programmes

Unit aimThis unit assesses the coach’s understanding of how to plan a sport-specific annual coachingprogramme and the principles which impact on the development of skill through theimplementation of the programme.

Learning outcomesThere are four outcomes to this unit. The learner will be able to:320.1: Understand the principles and processes involved in planning and periodisation withinannual coaching programmes320.2: Understand the stages of participant development320.3: Understand the development of skill through sport-specific annual coaching programmes320.4: Understand how to conduct performance evaluation

Guided learning hoursIt is recommended that 18 hours should be allocated for this unit. This may be on a full-time or parttime basis.


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


Outcome 1 Understand the principles and processes involvedin planning and periodisation within annual coaching programmes

Assessment CriteriaThe learner can:1. explain the terms planning and periodisation

2. explain how planning and periodisation are used in relation to participant(s)’ stage ofDevelopment

3. analyse the different types of periodisation and situations when these are best used

4. explain the use of modelling of training and competition activities

5. describe the principles of planning an annual coaching programme

6. evaluate the impact of optimal fitness and mental development.


Outcome 1 Understand the principles and processes involvedin planning and periodisation within annual coaching programmes

Range

PeriodisationPreparation, pre competition, competition

PrinciplesKey events/competitions, loading, unloading, volume, intensity, peaking, recovery, fun, overtraining


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 stages of participant development

2. explain the application of developmental stages to the coaching environment

3. analyse how the stages of participant development affect the programme

4. analyse the differences between child and adult development and the effects on a coaching programme.

Outcome 2 - Understand the stages of participant development


Range

Developmental stages 1Physical, intellectual, emotional, social, moral

Developmental stages 1FUNdamental, learning to train, training to train, training to compete, training to win, retirement

Outcome 2 - Understand the stages of participant development



Outcome 3 - Understand the development of skill through sportspecific annual coaching programmes

Assessment CriteriaThe learner can:1. define:• Skill coordination• Motor skill learning• Skill acquisition• Skill retention• Skill transfer

2. describe the factors affecting skill development

3. evaluate the role, purpose and benefits of performance analysis to inform coaching practice



Assessment CriteriaThe learner can:4. describe methods of identifying body movement patterns

5. describe a range of skill development techniques

6. explain the principles of giving feedback to participant(s) during coaching programmes

7. explain how to develop participant(s)’ skills in assessing and responding to situations

8. analyse how participant(s)’ information processing and execution combined with control of movement, impact on skill development.



Range

FactorsPhysical capability, mental capability, cognitive development, opportunities, practice, repetition, motivation

MethodsVideo analysis, computer imaging

Skill development techniquesPractice, repetition, demonstration, observation

PrinciplesPositive, constructive, encouraging, correct, appropriate, timing, reinforcement


You don’t have to have been a horse to become a good jockey


Outcome 4 - Understand how to conduct performanceevaluation

Assessment CriteriaThe learner can:

1. evaluate objective performance evaluation methods available in sport

2. describe how and when to evaluate performance within a sport-specific coaching programme

3. explain methods of recording the evaluation of performance and the creation of a resultant action plan

4. explain how participant(s) can use self-evaluation to improve performance.


Outcome 4 - Understand how to conduct performanceevaluation

Range

Evaluation methodsStatistical analysis, results, participant feedback, performance scores, video


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


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


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?

Sports

Unit 320 understanding the principles of planning coaching programmes