ࡱ> `ba` cbjbj 7@cZZZZZZZnvvvv,Tn>=<<<<<<<$><Z<ZZ<,,,ZZ<,<,,8ZZ5; "Wv.9)<=0>=9BB45;B5;,<<" >=nnnR$nnnRnnnZZZZZZ  COACHING PRACTICE PROGRESSIONS The following table outlines key factors that might be observed in practical coaching sessions for each of the New Zealand Coaching Strategy coaching communities. The key factors integrate information from the learning areas of appendix 2 of the Coach Development Framework and relate to organisation, focus of the session, technical, tactical and other environmental factors. Middle Childhood (6-8)Late Childhood (9-12)Early Teenage (13-16)Late Teenage (17-19)Social AdultCompetitive AdultHigh Performance Sessions involve a series of varied activities Athlete centred learning with an emphasis on fun/enjoyment, full involvement and successful outcomes Modified sport, utilising a simple game sense approach involving both males and females Fundamental skill development (run, catch, strike, coordination etc) A safe, positive, caring supportive environment that promotes fair play  Structured sessions involving variety and routines Athlete centred learning involving fun, enjoyment and challenge with managed risk Transition from modified sport to full games/events. Simple tactical/strategic awareness though a TGfU approach Motor skill and basic sport specific skill development A safe environment that reinforces values and fair play. Warm up and cool down as part of session activities Structured and linked sessions Athlete centred learning with a high level of activity, an increased group building emphasis and greater personal decision making and responsibility Introduction to tactics and strategies with an increased competitive focus. Awareness of position/event/role requirements Focus on technical competency of sport specific skills A safe environment. Use of sport science concepts including training routines and warm ups and cool downs Sessions based on clear objectives that contribute to overall goals and acknowledge previous performance Athlete centred learning with shared ownership of goals and objectives and shared responsibility and decision making Group tactics and individual strategies. Position/event/role specialisation Group and individual technical fine tuning and specialist skill development A safe environment. Increased sport science focus and some individualisation of training and preparation Structured, varied and flexible sessions that recognise the priorities of athletes Athlete centred learning through consistent activity with a social, enjoyment, health and wellbeing focus Social competition and games focus Skill maintenance and development through a game sense approach A safe non threatening environment. Injury prevention strategies that recognises fitness levels  Focussed sessions that are part of a planned annual programme, based on clear and shared goals, and analysis of previous performance. Use of support personnel. Athlete centred learning with a competitive focus, shared ownership and responsibility, intensity, and team/group culture building Game/event plans. Position/event/role specific strategies based on own and opposition analysis. Continued position/ role/event specific skill refinement based on sport science and individual analysis A safe environment. Individualised sport science and testing for injury prevention and athlete preparation, etc As in the competitive adult community but with increased: Focus on excellence Individualisation Refinement Specialisation (including high performance opportunities for disabled athletes) Innovation and improvisation Intensity and pressure Use of technology to inform analysis Integration of sport science Involvement of specialist support team Self reflection and evaluation Coach and athlete leadership For all communities, it would be expected that: The coach understands that their key role is to help the athlete learn. The coach is supportive and understands the needs of their athletes. The coach has his/her own philosophy, models the Coaching Code of Ethics and models appropriate values. Sessions are planned, organised, varied and are enjoyable. The coach creates a positive environment and culture. The physical and personal environment is safe. (Emergency procedures are known and first aid equipment accessible) The coach uses varied communication and learning and skill acquisition approaches that: cater for a range of learning styles are appropriate to the group and suit the age and stage of development of the athletes meet individual needs . (For athletes with disabilities, the emphasis should initially be on inclusive processes, but from secondary school age increasing options to explore competitive pathways should exist) Coaching approaches support the NZ Coaching Strategy and the Coach Development Framework directions and: are ethical, athlete centred, flexible, inclusive and provide leadership involve reflection, questioning, shared decision making, shared responsibility and positive two way communication produce self reliant athletes. General comments: For mixed community groups coaches would be expected to understand the range of athletes being coached and use increased individual interaction to cater for the increased range of needs. It would be expect that: beginning coaches would be aware of the factors listed in the table for the athletes in the community or communities in which they coach, and would begin to address these in coaching practice as coaches become more experienced, they would draw on an increasing range of skills, knowledge and understandings (as listed above) to improve the effectiveness of their coaching. Interpretation of the information listed in the table will vary. For example, there may be changed emphases depending if it is a team or individual sport or an early or late specialisation sport. 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