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76 Cards in this Set
- Front
- Back
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List some of the roles as a coach |
- Teacher - Manager - Tactician - Trainer - Sports scientist - Motivator - Confidant - Social worker - Role model - Disciplinarian - Pubilicity officer |
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What is the role of a teacher? |
Pass on knowledge to athletes about training, tactics and techniques |
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What is the role of a manager? |
Responsible for entering competitions, liaising with parents and officials, etc. |
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What is the role of tactician? |
Devising game plans or tactics, particularly against a certain opponent |
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What is the role of a sport scientist? |
Understand sport science principles using latest equipment |
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What is the role of a motivator? |
Encourage athletes and instilling in them a resolve to succeed |
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What is the role of a social worker? |
Support and guidance in all life matters, may need to deal with outside influences |
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What is the role of a role model? |
Excellent sporting and ethical behaviour, such as how to manage pressure well |
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What is the role of a disciplinarian? |
Disciple athletes for poor performance or bad behaviour |
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What is the role of a publicity officer? |
Help market or promote the sport |
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What are some on-field roles? |
- Improve performance - Manage risk - Influence athletes as people |
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What are some off-field roles? |
- Develop club and program - Work with others - Professional development |
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Why do coaches develop clubs and programs? |
They are often catalyst for change as they understand workings of the club and/or program. |
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What is working with others? |
- Developed communication skills |
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What is professional development? |
Keep up to date with developments in their sport and analyse and update their methods and strategies to stay successful. |
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What are three ways coaches can gain professional development? |
- Accredited courses - Informal methods - Mentors |
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List attributes of a sport centred coach |
- Hands-on - Coach makes decisions - Authoritarian - Tell and show - Emphasis on winning - Focus on performance - General coaching - Focus on sporting events |
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List attributes of an athlete-centred coach |
- Hands off - Athlete makes decisions - Democratic - Ask and listen - Emphasis on development - Focus on person - Individualised coaching - Focus on need of athlete |
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What are the three main types of coaches? |
- Authoritarian - Democratic - Casual |
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What are some attributes of an authoritarian coach? |
- Strong emphasis on discipline - Coach makes all decisions - Does not mind being disliked - Focused on results - Not much effort in making relationships - Punishes poor performance - Still team spirit if there is a win |
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What are the attributes of a democratic coach? |
- Cooperative approach - Athlete-centred - Involves everyone in decision-making - Gains respect by building relationships and trust |
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What are the attributes of a casual coach? |
- Builds athletes independence - Only assists when asked - Acts more like consultant |
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What are some other styles of coaching? |
- Intense - Business - Problem solving |
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What are the attributes of an intense coach? |
- Passion - Convey intensity - Can cause anxiety or spur team on |
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What are the attributes of a business coach? |
- Not very athlete friendly - Focus on finishing the job - Expect athletes best at all times |
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What are the attributes of a problem-solving coach? |
- Sets up challenges for athlete to solve - Empowers athletes and gives confidence |
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List some codes of conduct ideas |
- Respect right and dignity of all players - Abide by rules - Reasonable in demands in time commitment - Will be supportive at all times - Abide by coaches code of conduct - I reject use of performance enhancing drugs |
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What is the NCAS? |
National Coaching Accreditation Scheme Encourages coaches to undertake training as an important step in ensuring quality coaching is provided for every participant. |
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Give cricket coaching pathway |
1. Introduction to cricket course 2. Level 1 Accreditation (Development) 3. Level 2 Accreditation (Advanced) 4. Level 3 Accreditation |
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List some ethical considerations for coaches |
- Respectful - Professional - Positive - Committed - Fair - Honest |
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What is a learning style? |
The way somebody learns |
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What are the different learning styles? |
Visual Auditory Reading - writing Kinesthetic |
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What are ways to coach visual learner? |
- Watching a demonstration - Seeing another player - Studying pictures - Analysing videotape - Viewing charts |
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What are ways to coach a auditory learner? |
- Language (lectures, group discussions, etc.) - Provide athlete opportunity to talk through plays - Coaches can record team talks, instructional cues and keys |
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What are ways to coach a read-writing learner? |
- Using books - Written notes and handouts - List of skill cues - Fitness program |
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What are ways to coach a kinesthetic learner? |
- Provided opportunity to move - Game and skill simulations - Correct movements are emphasised |
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What are different teaching methods? |
- Direct instruction - Questioning |
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What is direct instruction? What is good direct instruction? |
- Give athletes as many supervised attempts as possible so the coach can observe and deliver high rates of positive and correct feedback - Good direct instruction is flexible, supportive and positive - Provides athletes with increased time to learn content along with high rates of coach monitoring and instructional interaction |
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What is questioning method? |
- Athletes are better equipped at thinking their way through game situations - Develops 'game sense' - Bloom's taxonomy |
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What are the six steps to include in a direct instruction session? |
1. Review of previously learned material: e.g. iv a volleyball session, you do not teach the basics of a serve every session 2. Presentation of new content / skills: players know serve so introduction top sin 3. Practice 4. Feedback and correctives: reinforce concepts or correct common faults 5. Independent practice: Prolonged period of time to practice 6. Periodic reviews: over time, coach should focus athletes on a particular skill that has already been taught |
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What are the six question levels of bloom's taxonomy? |
1. Knowledge: who can show me? who can tell me? 2. Comprehension: can you explain? why would you? 3. Application: can you combine? how is ... similar to ...? 4. Analysis: how is ... different from ...? Analyse... 5. Synthesis: what will happen if? if ... changes, how will you compensate? 6. Evaluation: what should you have don? why do you? |
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Give example questions for blooms taxonomy |
1. Who can show me how to throw a shoulder pass? 2. Can you explain how to generate more velocity on the throw? 3. Can you combine throwing the ball whilst running? 4. How is movement in the circle different to movement in the centre third? 5. What will happen in a centre court press is applied? 6. What should you have done when you ran into the same place as ...? |
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What is TGfU? |
Teaching Games for Understanding - Tactical problems for athlete to solve - Progression of games |
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What is the increasing athletic responsibility strategies? |
- Athlete trained to make own decisions will perform better on field - Planning own warm up, extra skill sessions, better nutritional habits and recovery techniques and make changes to social life |
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How do you increase athlete responsibility? |
- Teach athletes about self management - Criticise the action or behaviour, not athlete - Praise and highlight when they show initiative - Devote time to explaining reasons behind drills, etc. - Ask athletes for own opinion - If coaching large team, separate into smaller groups and perhaps appoint leader |
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What is the modelling strategies?
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- Model correct techniques If a coach can not model correct techniques (left handed) they should: * Use another athlete * Create images by analogies * Use video resources |
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What are the observation and organisational strategies?
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- Allows coach to give instant feedback - Well organised |
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What is the creating support staff networks strategy? |
- Coaches need to depend on staff - Examples include: physician, physiologist, manager, officials, strength and conditioning coordinator, etc. |
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What is developing rapport? |
- Strong relationship with athlete - Strong bonds allow for an athlete to work hard and participate - Too close relationships can hinder coach's ability to drop the player or give them negative feedback |
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What are some indications of good rapport? |
- Athlete treats coach with respect - Athlete's respond quickly and appropriately to a coach's request - A coach is able to apply rules fairly - A coach listens to an athlete - Athlete feels comfortable offering suggestions |
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What are ways a coach can deal with discipline? |
- Code of conduct helps effectively deal with undisciplined behaviour - Coach may get team or athlete to agree on set of rules - Withdrawing athlete or expulsion from program |
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What is 'coaching for inclusion'? |
- Coach is responsible that everyone in their care, regardless of age, ability, gender, level, etc. has the opportunity to participate and develop in their chosen sport |
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What is TREE? |
T: Teaching / coaching skills and styles R: Rules and regulations E: Environment E: Equipment |
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What are the physical characteristics of each age group? |
4 - 6: gains of about 5cm per year and 2.3 Kg 6 - 10: limb growth is greater than trunk growth 10 - 20: Growth spurt begins at age 10 in females and 12 in males |
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What are the physical activity attributes of each age group? |
4 - 6: - Wide variety of fundamental movements developed - Gross and fine movement patterns developed with play 6 - 10: - Physical skills refined from fundamental to specialised - Improved reaction time and visual perception 10 - 20: - Increased effort is given to fitness and skill refinement - Greater individual differences |
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What are psychosocial characteristics of 4 - 6-year-olds |
- Egocentric - Feel like their ability matches their effort - Creative and imaginative - Thrive on opportunities to show initiative - Growing independence |
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What are psychosocial characteristics of 6 - 10-year-olds? |
- Improved social skills: generally happy to comply - Moring willing to share and enjoy responsibility - Increased awareness of fair play |
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What are psychosocial characteristics of 10 - 20-year-olds? |
- Some become aware their effort may not match ability - Participation may be affected by their regard to physical ability |
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What are implications for coaches for 4 - 6-year-olds? |
- Maximise opportunity for gross motor play - Include activity for all large muscle groups and both sides of the body - Challenge childrens creativity |
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What are implications for coaches for 6 - 10-year-olds? |
- Encourage involvement in a variety of modified sports - More opportunities for skill refinement - Work with small groups than grow into larger groups |
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What are implications for coaches for 10 - 20 -year-olds? |
- Balance competition with cooperation - Match heights and weights at training - Provide social opportunities, make training fun - Allow athletes some choice |
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What are some special considerations for coaching older adults? |
- May require longer warm ups - Should avoid training or competing in extreme weather - Can outperform a sedentary 25 year old |
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What are some special considerations for coaching female athletes? |
- Physiologically different to men - Menstruation, pregnancy and menopause |
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What are some special considerations for coaching athletes with a disability? |
- Assess what athlete can do as opposed to what they can't do - Focus on how the athlete performs a skill or movement as compared to an able-bodied athlete - Understand what changes need to be made |
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What are some special considerations for coaching children? |
- Stages of child growth - Early and late development - Mixed competition |
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What is the importance of a warm up? |
- Reduce the possibility of injury - Prepare the body for competition - Allow athletes to rehearse movements performed in a game or training - Elevate body temperature - Increase muscle blood flow |
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What must be remembered when designing a warm up? |
- Related to activity that follows - Continuous activity to increase blood flow and -- Dynamic flexibility followed by - Sport specific drills |
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Explain the importance of an explanation before training |
- Athlete likes to know what's happening - May post session on whiteboard or handouts |
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Explain features of skill and fitness activities in training |
- Devoted to practiving techniques and tactics related to game play or the specific sport
- May include fitness activites |
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Why is it recommended that games be played during training? |
- Incorporate technique, tactics and fitness - Increase the motivation levels of the participants - Games are fun and competitive - Help athletes transfer their skills to competition |
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How does a coach maximise participation by athletes during a training session? |
- Ensure athletes can see and hear the coach - Practice use of the whistle - Position themselves so they can observe each athlete - Use witches hats or cones for direction |
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Explain features of a cool down |
- Progressively reducing the intensity of training - Static stretches - Bring athlete back to resting levels |
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What is the importance of a review after training? |
- Highlight main goals - Give opportunity for athlete to give feedback |
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Explain the relevance of match day procedures on game day |
- Meeting times, warm-ups and other pre-game procedures should be similar for every match - Allows athlete to find rhythm and consistency and focus |
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How does a coach make effective use of breaks during competition? |
- Prepare what they want before break starts - Who they want to deliver it to (small groups) - What tone of voice they use |
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What should a coach look at when utilising in-game breaks? |
- Reinforcing good play or performance - Delivering constructive feedback - Motivating players - Making changes to positions or tactics- Explain opposition tactics |
