ࡱ> ` Pbjbjss .G\\\\  h?h?h?h??d v4d@d@d@d@d@OAOAOA$h yCKAOAyCyC\\d@d@0EEEEEEyCp\d@ d@EEyCEEEE.] 4 9d@X@ W}Qh?Cp}@aF0v|YD994 mOAA^EE1BL}BOAOAOA)EOAOAOAvyCyCyCyC % % \\\\\\ Understanding the Athlete Module Outline: Competitive Adult Community (Compete) Module 1 of 2 modules in the Athlete Development learning area of the Coach Development Framework. Module Number: CAA106 Aim/Overview Statement The purpose of this module is to help coaches understand the characteristics and needs of the athletes (who to coach), an essential component to athlete centred coaching. Using this understanding will enable coaches to design activities and games (what to coach) and apply them within training sessions (how to coach) for athletes in the Competitive Adult coaching community. Learning Outcomes The coach will be able to: Identify key physical, emotional, social and cognitive needs of athletes in the Competitive Adult community. Identify the individual and group characteristics and needs of his/her athletes. Design activities and games for a training session, to cater for his/her athletes individual and group characteristics and needs. Implement a training session that caters for his/her athletes individual and group needs. Delivery Notes This module can be delivered within a training session, in a classroom with practical applications or in a workshop context. Some of the learning outcomes can be adapted for completion on-line (for example, see learning activity B in Appendix 1). For other general delivery ideas, refer to the Understanding the Athlete Module Delivery Notes. Learning Activities See Appendix 1 for some sample learning activities. NSOs can adapt these to suit their sport or create their own learning activities. In delivering this module, learning activities should be selected so that all learning outcomes listed above are met. Assessment NSOs will determine the assessment approaches. Available Resources (www.sparc.org.nz) General Information Athlete Characteristics and Needs SPARC Talent Development Framework Other Helpful Resources Berger, K.S. (1998). The developing person through the life span (4th ed.). New York, NY: Worth. Stafford, I., and Balyi, I. (2005). Coaching for long-term athlete development, London: UK Sports. Weinberg, R.S., & Gould, D. (2003). Foundations of sport and exercise psychology (2nd Ed). Champaign, IL: Human Kinetics. Appendix 1: Sample Learning Activities These learning activities illustrate possible ideas for helping coaches to meet the learning outcomes of this module. Activities should be modified to meet the needs of the particular sport or group of coaches. All activities should ensure coaches learn about an athlete-centred approach through coaching practice. Coaches have different learning preferences and activities should reflect the various learning styles. Learning activities can be individual, small group or whole group activities. Some could be adapted for a self directed learning approach. Some activities could be applied in coaching practice, demonstrated within a training environment or provided within a workshop. If delivered in a workshop or seminar situation, the learning activities should be embedded in a practical context. If the module is delivered concurrently to groups of coaches who are coaching in different coaching communities, the delivery should cater for coaches by using small group work or resources that relate to the participants preferred coaching community. If individual coaches coach athletes in more than one community, they should be given access to the relevant resources. Delivery and assessment (if relevant) should cover all learning outcomes. Activity A: Verbal/Practical Approach (covers all learning outcomes) A coach gains access to resources on the needs of the Competitive Adult athletes (see Athlete Characteristics and Needs resource), prior to planning a training session. The coach identifies and lists in a training session plan, five group needs to cater for their own Competitive Adult athletes (ensure the needs cover cognitive, physical, social and emotional characteristics). For each of his/her athletes, the coach then picks two special/individual needs. In the training plan, the coach lists the types of games and activities appropriate for his/her Competitive Adult athletes with a focus on development of complex motor skills, teamwork, leadership opportunities, developing and maintaining fitness and nutrition, TGfU and tactical play, success, enjoyment and lots of practice attempts, opportunities for self-awareness, mental skill extension, ownership of his/her life and sport commitments and goals. The coach then conducts a training session and displays understanding of the physical, cognitive, emotional and social characteristics and needs of Competitive Adult athletes. (It might be helpful to use the Competitive Adult section of the Athlete Characteristics and Needs resource as a reference). Upon completion of the training session, the coach answers the following questions (for this part of the activity, it would be useful if the coach discussed the questions with a peer coach or mentor): How did your understanding of your Competitive Adult athletes characteristics influence the training session? What worked well in this training session to meet athletes individual needs? What did not work so well? What worked well in this training session to meet the identified group needs? What did not work so well? What would you do differently next time to ensure athletes needs are met? Activity B: Individual Research Approach (Covers learning outcomes 1, 2 and 3) Using the internet and resources listed in this module outline: Coaches list what they believe to be the most significant needs of Competitive Adult athletes. (Based on social, cognitive, emotional and physical characteristics). Coaches write a page on how this will influence their coaching of Competitive Adult athletes. This should: Identify what types of activities they would design to suit the needs of Competitive Adult athletes. Explain the social, cognitive, emotional and physical benefits of these activities. Based on the research above, coaches choose five athletes from their team/group, and complete a needs assessment for those particular athletes. This will involve identifying at least two needs for each athlete based on their cognitive, physical, emotional and social characteristics. Coaches then design activities and games for inclusion in a training session. Upon completion of points 1, 2, 3 and 4, coaches present this information to a fellow coach (critical friend) and discuss the implications of how a training session should attend to the key points identified in their research. Activity C: Video Clips or Observation of Real Life Situations (Covers learning outcomes 1 and 2). Video clips: In a workshop situation, coaches watch a video clip that the facilitator supplies which demonstrates good or not so good practice relating to Competitive Adult athletes group and individual characteristics and needs. (A note for NSOs/facilitators: when choosing or preparing these clips, ensure there is full consent of athletes who are included in the clips and that sensitivity is ensured). Using table 1 below (or using the Competitive Adult section of the Athlete Characteristics and Needs resource), for each clip coaches should: Identify examples of good or not so good practices relating to the group and individual characteristics and athletes needs. For the not so good practices, identify possible solutions that would make the experience or environment shown in the video more positive for his/her own athletes. Real life observations: Coaches work with partners and observe each others training session. (Ensure that athletes sign a consent form for the observation). With his/her partner, each coach uses the guidelines from Table 1 below or the Competitive Adult section of the Athlete Characteristics and Needs resource to identify good and not so good examples of meeting athletes needs in the observed training session. After the observations, each pair discusses the commonalities and differences for their findings. Table 1 PhysicalSocialCognitiveEmotionalSpecialised fitness training and positions, complex motor skills, TGfU and tactical play, pressure situations, strength, flexibility and power, focused sessions, self-analysis/awareness, competition at right level, suitable facilities, equipment, nutrition, intensity.Team culture, enjoyment, ownership and responsibility of intended direction, leadership, ethical values, shared expectations, career and lifestyle decisions, independence.Goal-setting, understanding self, leadership skills, application of new concepts, innovation and creativity, decision-making and advanced problem solving, complex analysis, social comparison, moral decision making, self-evaluation, selecting appropriate life decisions, time management.Positive, caring environment, praise and encouragement, athlete identity, constructive feedback, responsibility and ownership, feeling of self-worth, outside pressures (church, family, work, education), adult maturity level. Alternatively, this observation could be completed in a workshop situation whereby coaches work with partners and observe a training session that the workshop facilitator has arranged. Findings from watching someone elses training session should be related back to their own athletes and coaching environment. (Ensure you have written permission from the coach and athletes to observe this session). Activity D: Small Group Work in a Facilitated Workshop (covers learning outcomes 1, 2 and 3) Coaches are given the opportunity to become familiar with the Competitive Adult section of the Athlete Characteristics and Needs resource either prior to, or at the start of, the workshop. Coaches are divided into groups of 3 or 4. Each group receives one case study (see samples below). Coaches should read the assigned case study, discuss implications and solutions, and relate these to their own athletes and/or team/group environment. Groups are given 5-10 minutes to discuss and come up with a solution. Each group reports back to the whole workshop. Facilitators need to ensure case studies are selected to meet all of learning outcomes 1, 2 and 3 within the single workshop. This can include what coaches learn through the reporting back of solutions and discussion of issues raised within the case studies. Case Study One (covers learning outcomes 1 and 2): On your team of 12 athletes, there is one athlete who is physically capable and has great technique, but constantly makes inappropriate decisions in competition. This athlete has only played and trained in this key position. There is another athlete who does not have such great skill, but is a great thinker within the game and would be a good decision maker in this key position. There are seven weeks before the regional tournament. From a competitive adult perspective, what is the strategy to deal with this situation? What would you do to ensure your athletes individual and group needs are met? Case Study Two (covers learning outcomes 1 and 2): The team has set up a team culture, with the vision of binding together to be better. The team has set up strategies to meet this vision and a goal of winning the local championship at the end of the season. All have been working hard and together as the athletes have taken ownership of their own team culture. Four weeks before the tournament, the best athlete tells the team that he/she will be unable to compete in the tournament because he/she can not get time off his/her course/work. What do you do about this situation? How could this situation have been prevented by understanding athletes needs? What could you do to ensure your athletes needs are met? Case Study Three (covers learning outcomes 1 and 2): Your group of competitive adult athletes is fantastic. You are really enjoying their company and see that the athletes are keen to learn and be involved. After your explanations and demonstrations, the athletes have blank faces, but go off to try the activities. They seem to always have a hard time performing them. Sometimes you see that they dont understand and sometimes the activity appears too difficult for them. They get frustrated and quit even after what you thought was a great explanation. Considering that the athletes are at the Competitive Adult stage of development, what would you do to ensure the athletes understand the instructions and they are able to experience success? How does this situation apply to your own training? What would you do to ensure your own athletes experience success? Case Study Four (covers learning outcomes 1 and 2): You coach a group of athletes who are competing well. Within your group, there are a number of different cultures. A couple of the athletes have explained that they cannot compete or train on Sundays. Some athletes claim they can only train on Sunday because of their numerous commitments. How would you cater for individual cultural needs, but not at the expense of the group needs? How would you cater for individual cultural needs of your group? Case Study Five (covers learning outcomes 1, 2 and 3): Design and teach a TGfU activity for the rest of the workshop. Ensure the physical, social, emotional and cognitive needs of Competitive Adult athletes are met. Teach that activity to the rest of the workshop participants. The rest of the workshop group should use the Competitive Adult section of the Athlete Characteristics and Needs resource to evaluate the activity. Also, evaluate the types of questions posed through the activity that the Competitive Adult athletes were able to solve to increase their decision making. Case Study Six (covers learning outcomes 1 and 2): You have selected 20 athletes for your group. As part of the training programme, the athletes have agreed to do fitness in their own time. There are two athletes who have not been doing regularly fitness training and it shows in the competitions. These two athletes are probably the best competitors; one is your own son/daughter. The other athletes are complaining that they dont get as much time in competitions and that these two athletes, who havent been training, do not deserve to be starting and competing regularly. What would you do in this situation? Remember to consider Competitive adult athletes needs. Case Study Seven (covers learning outcome 2): There is an athlete that you are coaching and a local sport club (not the sport you are coaching him/her in) has identified him/her as a potential representative. You know this athlete well, as you have coached him/her through high school. The athlete has identified him/herself as a top competitor, and even though he/she does not like to play the clubs sport, he/she feels that this is an opportunity of a life time. He/she also feels quite valued that he/she has been considered for this representative group. The club has offered the athlete financial incentive to come and join them. What would you do in this situation, knowing that the athlete prefers playing the sport you are coaching him/her in? Activity E: Video Self-analysis (covers all learning outcomes) Coaches are required to video one of their training sessions. They need to ensure they have permission from the athletes of their group/team. Based on the video and their knowledge and understanding of characteristics and needs of Competitive Adult athletes (use the relevant section of the Athlete Characteristics and Needs resource), coaches list: Ten key general needs of Competitive Adult athletes. Seven group characteristics of their group/team. Five group needs of their group/team based on these characteristics. After completing the above, coaches are asked to rewind the tape and follow one athlete for the session. They then reflect on the tape and answer the following: How well did this athlete match or not match the listed group characteristics? How this athletes needs are different from the group needs? Coaches then identify two characteristics or needs they would like to work on, to better cater for the group needs and to ensure that the athlete followed is better catered for. After practising catering for these two identified characteristics or needs, coaches design activities and games for another session, run the session and video it. Coaches then work with another coach (critical friend) to: Describe and discuss two group needs they catered for better in this session. Describe and discuss two group needs that could still be better catered for with further development. Ensure a solution of what to do better the next time is discussed. Discuss how well the activities and games were designed for Competitive Adult athletes. Ensure ideas of what to do better the next time are discussed. Discuss two characteristics they catered for better, for the athlete followed in the original session. Discuss two characteristics of the athlete followed that could still be better catered for. Ensure a solution of what to do better the next time is discussed. Activity F: Traditional Approach (covers learning outcomes 1 and 2) Coaches are provided with access to appropriate resources to answer the following questions. This activity can be completed in small groups at a workshop, or self-learned by each coach. Identify what you believe are the three most important physical, social, emotional and cognitive characteristics of the group of athletes you coach that should influence the way you work with them. A key word or key words is enough. Physical 1. 2. 3. Social 1. 2. 3. Emotional 1. 2. 3. Cognitive 1. 2. 3. Why do you think Competitive Adult athletes participate in your sport? (List five reasons). What do you think makes your Competitive Adult athletes stop participating in your sport? (List five reasons) Taking the above information into account, what do you (your group) think are the six key group needs of Competitive Adult athletes? (To be completed individually by coaches.) Choose five of your athletes and, for each, identify two ways that their individual needs are different from the group needs identified in question 4. 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