ࡱ> ` =bjbjss .x5\\\\  H8H8H8H88\ ҇4<9<9<9<9<9':':':QSSSSSS$hnw Q<#:':Q<Q<w\\<9<9>>>Q<d\<9 <9Q>Q<Q>>~4 <909 qQH8<d8Ն|0҇=p4 Մ'::^> ;LU;':':':ww=':':':҇Q<Q<Q<Q< DD" D" \\\\\\ Understanding the Athlete Module Outline: Social Adult Community (Participate) Module 1 of 2 modules in the Athlete Development learning area of the Coach Development Framework. Module Number: SAA106 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 Social Adult coaching community. Learning Outcomes The coach will be able to: Identify key physical, emotional, social and cognitive needs of athletes in the Social 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 Social 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 Social 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 Social Adult athletes with a focus on development of complex motor skills, enjoyment, lots of activities, opportunities for social contact and maintenance of fitness and health. The coach then conducts a training session and displays understanding of the physical, cognitive, emotional and social characteristics and needs of Social Adult athletes. (It might be helpful to use the Social 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 Social 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 Social Adult athletes. (Based on cognitive, physical, social and emotional characteristics). Coaches write a page on how this will influence their coaching of their Social Adult athletes. This should: Identify what types of activities they would design to suit the needs of Social Adult athletes. Explain the social, cognitive, emotional and physical benefits of these activities. Coaches identify a physical, social, emotional or cognitive (learning) disability a potential athlete in their sport could have and describe ways that this athlete could be catered for. 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 4 and 5, 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 Social 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 Social 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 Social 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 PhysicalSocialCognitiveEmotionalAdvanced levels of motor skills, maintenance of fitness, lots of TGfU activities.Enjoyment, social interaction, ownership and responsibility, fair play and ethical values, shared expectations, team culture, career and lifestyle decisions, opportunities to compete.Decision-making and advanced problem solving, self-awareness, complex analysis.Positive, caring environment, praise and encouragement, feeling of self-worth, outside pressures (church, work, family, education). 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 Social 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): Your group of Social 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. What would you do to ensure that the Social Adult athletes understand the instructions and are able to experience success? How does this apply to your own athletes? What could you do to ensure your athletes experience success? Case Study Two (covers learning outcomes 1, 2 and 3): Design and teach TGfU activity for the rest of the workshop. Ensure the physical, social, emotional and cognitive needs of Social Adult athletes are met. Teach that activity to the rest of the workshop participants. The rest of the workshop group should use the Social 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 athletes were able to solve to increase their decision making. Case Study Three (covers learning outcomes 1 and 2): You are a player/coach and are trying to be fair about substitutions and giving everyone time to compete. You havent played for a while, as you were giving everyone else a chance, so you substitute yourself in. The person you are going in for responds by throwing things and yelling obscenities that he/she was replaced. You now feel guilty, but dismayed because you felt you were being fair. What would you do in this situation? How would you ensure this doesnt happen in the future (consider your athletes needs)? Case Study Four (covers learning outcomes 1 and 3): An athlete with a physical, social, emotional or cognitive (learning) disability wishes to join your group. (Sports or coaches to choose a disability appropriate to their sport). Design three activities or games that could be included in a training session to cater for Social Adult athletes. For one activity or game, suggest ways that the activity could be adjusted to cater for the disabled athlete, but also provide relevant learning opportunities for the other athletes. (Adjustments might include rules, equipment, environment, restrictions on certain movements, how you might brief your athletes, etc.) Activity E: 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 most important physical, social, emotional and cognitive characteristics of the group of athletes you coach that should influence the way you work with them. List up to three characteristics. 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 Social Adult athletes participate in your sport? (List five reasons). What do you think makes Social 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 your Social 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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