ࡱ>    ` Иbjbjss 7)<<<<<<<P\\\8T\$x]PȽH^(p^"^^^_. `!` GIIIIII$xhvm<;c_"_;c;cm<<^^+/g/g/g;c<^<^G/g;cG/g/g4<<O^<^ P[\d+>,0Ƚe<O-`a/ga|b -`-`-`mmfd-`-`-`Ƚ;c;c;c;cPPd8@dPP@PPP<<<<<< Skill Development  Module Outline: All Communities Module 2 of 2 modules in the Coaching Process learning area of the Coach Development Framework Module Number: CP207 Aim/Overview Statement The main aim of this module is to use the model Teaching Games for Understanding (TGfU) as a context to learn about the coaching process and enable athlete centred learning. TGfU is a proven model used extensively to enable tactical and technical learning to occur in the context of a meaningful and appropriate games experience. In this module coaches will also focus on fundamental movement skills that are important for their sport while managing an inclusive and positive sport environment. Learning Outcomes The coach will be able to: Understand, implement and reflect on Fundamental Movement Skills learning (for Middle/Late Childhood Coaching Communities). Understand, implement and reflect on the Teaching Games for Understanding model. Demonstrate an understanding of and provide and manage an inclusive, positive sporting environment. NB: NSOs please note. This skill development module is limited to the above learning outcomes because most skill development learning will occur through a sport specific context and will be developed as part of the Sport Specific Learning Area. Delivery Notes NSOs need to define how this module will be delivered to coaches and who can facilitate delivery. Gaining the knowledge of skill development can be self-learned, completed in workshops or seminars or with a critical friend. However, skill development needs to be learned, practised and refined throughout a prolonged period of coaching practice (see Appendix 1 for further detail and, for example, see learning activity G in Appendix 2). Learning Activities See Appendix 2 for some sample learning activities. NSOs can adapt these to suit their sport or create learning activities that ensure all learning outcomes listed above are met. Note that in each of the Learning Activities, the community for which the activity is relevant is italicised and bolded. Assessment NSOs will determine the assessment approaches. Available Resources (www.sparc.org.nz/sport/coach-development-education): Fundamental Movement Skills Resource (SPARC resource, currently under development) Teaching Games for Understanding Resource Principles of Coaching Level 1, Coaching a Skill, pp. 59-68 Creating an Inclusive, Positive Sporting Environment PowerPoint And also on the SPARC website: No Exceptions Strategy and Implementation Plan ( HYPERLINK "http://www.sparc.org.nz/partners-and-programmes/no-exceptions" www.sparc.org.nz/partners-and-programmes/no-exceptions) Other Helpful Resources Australian Sports Commission (1997). Game Sense: Developing thinking players: A presenters guide and workbook. Available from:  HYPERLINK "http://www.ausport.gov.au" www.ausport.gov.au Griffin, L.L., & Butler, J.I. (2005) Teaching Games for Understanding: Theory, research and practice, Champaign, IL: Human Kinetics. Kidman, L. (2005). Athlete centred- coaching: Developing inspired and inspiring people. Christchurch, NZ: Innovative Print Communications. Kidman, L. and Hanrahan, S. J. (2004). The coaching process: A practical guide to improving your effectiveness, Sydney, AU: Thompson Learning. Metzler, M. W. (2000). Instructional models for Physical Education, Needham Heights, MA: Allyn and Bacon. Nakamura, R.M. (1996). The power of positive coaching, Sudbury, MA: Jones and Bartlett. Appendix 1 - Module Delivery Notes Purpose These notes provide further guidance for NSOs to complete the Delivery Notes section of the module outline. Overview SPARCs coaching philosophy is to develop coaches to be athlete-centred within coaching practice. At the outset, it is important to understand that the key to the athlete-centred approach is a leadership style that caters to athletes needs and understandings where athletes are enabled to learn, become aware and have control of their participation in sport. Some of the main advantages of using an athlete-centred approach to coaching are that athletes are motivated to learn and they have a greater understanding and stronger retention of both tactics and skills (cognitive, emotional, social and physical), which are so important to success in sport. An athlete centred coach facilitates learning but does not control it. This approach is clearly beneficial given that athletes must be self-sufficient in their performance, decision making and option taking while competing in their respective sport. In particular, an athlete-centred approach encourages athletes to become self-aware and self-sufficient, encourages athlete ownership and responsibility, allows them to make informed decisions and emphasises individual growth and change. Background and Nature of this Module The learning opportunities provided for coaches should match the athlete centred philosophy mentioned above. In delivering modules it is important that for coach development, facilitators/trainers model an approach that coaches can in turn use with their athletes. Hence the starting point for delivery should be to decide what and how learning situations should be facilitated to ensure that the focus is on the athlete and that the delivery mechanisms have a coaching in practice emphasis. For this module, there is an emphasis on Teaching Games for Understanding TGfU) model and inclusive learning. For Middle/Late Childhood athletes, fundamental movement skills development is also an emphasis. This module will supplement NSOs own sport specific learning area, which will include many specific aspects of the sports development of athletes skill. It is also noted that TGfU tends to favour team sports; however the philosophies and basic concepts of TGfU reinforce the athlete-centred coaching approach for individual sports. For this module, the TGfU and Fundamental Movement Skills outcome requires coaches to practise for a period of time. As approaches to coach learning for all coaching communities are similar the module outline applies to all coaching communities and only minimal differences occur in the learning activities. However, it is important to realise that the nature and content of discussions and tasks associated with learning activities, and the way coaches apply their learning, will differ significantly because the athletes stage of development greatly affects how athletes develop skill. In the SPARC TGfU and Inclusion resources, differences between communities are highlighted. The fundamental movement skills resource focuses on Middle/Late Childhood athletes. Other resources are relevant to all coaching communities, but again how coaches apply ideas with their athletes will differ. Ideas for Coach Learning of this Module For coaches to successfully complete this module, each coach needs to complete a series of learning activities that cover three learning outcomes for Middle/Late Childhood coaching communities and two outcomes for the rest. The following notes are grouped by learning outcome, but delivery approaches are likely to integrate learning from different outcomes (see sample learning activities in Appendix 2). Many learning activities require personal development and help from a critical friend (or mentor). Some activities are self-learned, some are peer-learned, some are workshop based, and most are training session based. (Note: The Early Childhood coaching community is covered through SPARCs active movement programme and the High Performance coaching community through the NZ Academy of Sport network) Learning outcome 1 Fundamental Movement Skills (Middle/Late Childhood Coaching Communities) The coach will be able to understand, implement and reflect on Fundamental Movement Skills learning. For this module, it is important to give coaches access to the Fundamental Movement Skills resource that will be available on the SPARC website once finalised. Learning Activities A, B and E cover this learning outcome on their own. Activity G incorporates all the learning outcomes into one activity. This learning outcome is for Middle/Late Childhood Coaching Communities, because children in this age group need to have a sound execution of the fundamental movement skills to be able to advance their skill development in any sport. First, coaches will need to gain knowledge of the fundamental movement skills. Once they gain the knowledge, coaches will need to gain the skills to provide activities for athletes to practise fundamental movement skills. For this learning outcome, coaches can gain knowledge through: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending a relevant workshop Real life or video observations or considering case studies or topics and selecting information relevant to their athletes. Reading resources supplied or other resources. Self-reflective analysis Discussions with critical friends To apply the knowledge and understandings (gain the skills), coaches will need to use their own training sessions to enable athletes to practise fundamental movement skills. Coaches will then need to self-reflect on their practice and/or use critical friends/mentors or peers from workshops to gain feedback about how the practice is applied. Some ideas on this application are provided in the sample learning activities in appendix 2. Learning outcome 2 Teaching Games for Understanding (TGfU)- (All Coaching Communities The coach will be able to understand, implement and reflect on the Teaching Games for Understanding (TGfU) model. Learning Activities C and F cover this learning outcome on their own. Activity G incorporates all the learning outcomes for this module into one activity. Individual sports will benefit their athletes by applying the philosophy and concepts of TGfU, however that application may be different from the approach team sports will take. First, coaches will need to gain knowledge of the TGfU. Ways to do this are: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending a relevant workshop Real life or video observations or considering case studies or topics and selecting information relevant to their athletes. Reading resources supplied or other resources. Self-reflective analysis Discussions with critical friends To apply the knowledge and understandings (gain the skills), coaches will need to use their own training sessions to practise the coaching strategies. Coaches will then need to self-reflect on their practice and use critical friends to gain feedback about how the practice is applied. Some ideas on this application are provided in the sample learning activities in appendix 2. Learning outcome 3 Inclusive, Positive Sporting Environment - (All Coaching Communities) Coaches will be able to demonstrate an understanding of and provide and manage an inclusive, positive sporting environment. For this module, it is important to give coaches access to the No Exceptions Strategy and Implementation Plan on the SPARC website. Learning Activities D, H and I cover this learning outcome on their own. Activity G incorporates all the learning outcomes for this module into one activity. Coaches can gain understanding by reading the No Exceptions Strategy and Implementation Plan or attending a workshop facilitated by someone who presents the Strategy. Sport Opportunity Advisors at the Regional Sports Trusts can give advice on access to No Exceptions Training workshops. Key concepts are included in Units 20 and 21 of Module 6, Inclusive Coaching, delivered through the Halberg Trust. Possible ways to access No Exceptions Training are: Inviting a qualified trainer to present this module to your coaches. Get groups of coaches or individual coaches to attend a presentation of this module Having someone within your NSO being trained as a Halberg Trust presenter through the Presenter Recognition Programme. There is also a PowerPoint resource on the SPARC website entitled Creating an Inclusive, Positive Sporting Environment. To demonstrate understanding, it is important for coaches to have a discussion about inclusion and to demonstrate it in coaching practice. Coaches can demonstrate their knowledge by: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending interactive workshops. Viewing videos or considering case studies and selecting information relevant to their athletes. Self-learning and applying strategies within their own coaching practice. 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 using small group work or resources that relate to the participants preferred coaching community. If individual coaches coach more than one community, they should be given access to the relevant resources. Delivery and assessment (if relevant) should cover all learning outcomes within the context of the relevant community of the coaches. Activity A: Individual Research/Practical Covers learning outcome 1 For Middle/Late Childhood Coaching Communities Part 1 Coaches read the resource on Fundamental Movement Skills. Coaches then select six of the fundamental motor skills and design two sports related activities/games for each of the chosen fundamental movement skills (12 activities in total). These activities should be sport specific, so the fundamental movement skills are integrated into a sport specific activity. Part 2 Once coaches have completed Part 1, they implement 2 of the sport specific activities into a training session with their athletes. They then self reflect on the training session and answer the following questions: How was this session designed to cater for Fundamental Movement Skills? Name two fundamental movement skills the athletes actually learned through a sports specific activity for this session. Pick one of those two fundamental movement skills and explain how the athletes were able to learn this skill. Comment on how well you allowed your athletes to learn from mistakes, without jumping in to help. How well did you integrate the practise of the fundamental movement skills with the learning of a sport skill. What would you do again and what would you change in this training session? Activity B: Observation Covers learning outcome 1 For Middle/Late Childhood Coaching Communities Video Clip or Real Life Observation In a workshop situation, a qualified facilitator presents on Fundamental Movement Skills. Afterwards, coaches watch a video clip (facilitator supplies) or the facilitator arranges a real life observation of a coach and focuses on his/her integration of Fundamental Movement Skills for Middle or Late Childhood athletes which demonstrates good or not so good practices. (A note for facilitators: when creating these video clips or organising a real life observation, ensure there is full consent by parents and children and that sensitivity is ensured. For this observation task, coaches should work with a critical friend.) Part 1 Based on the video or real life observation, with a peer from the workshop, coaches examine the following: What fundamental movement skills are crucial to be able to do well in the observed sport? If the sport is different from yours, compare the two sports and the fundamental movement skills needed. How well did the coachs activities cater for the development of these fundamental movement skills? Part 2 After the video clip or real life observation, discuss the commonalities and differences for each peers findings. Working with the peer, design two games/activities that enable athletes to work on Fundamental Movement Skills. Try to integrate them within a purposeful activity for your sport. Exchange the activities with the rest of the group. Part 3 Coaches pick two games/activities from the workshop and implement them in their training sessions. For this part, coaches can either video tape the session and answer the reflective questions below or have a critical friend (perhaps partner from the workshop) observe the activity and give feedback. Reflective Questions: How was this session designed to cater for Fundamental Movement Skills? Name two fundamental movement skills the athletes learned this session. Pick one of those two fundamental movement skills and explain how the athletes were able to learn this skill. Comment on how well you allowed your athletes to learn from mistakes, without jumping in to help. Did the athletes learn anything beneficial to their development? Why or why not? Were you happy with the amount of time that the athletes were able to practise for the session? Why or why not? Where do you think the training session could be improved? Activity C: Observation and Critical Friend Discussion Covers learning outcome 2 For all Coaching Communities Video Clip or Real Life Observation In a workshop situation, a qualified facilitator presents information about Teaching Games for Understanding (TGfU). Afterwards, coaches watch a video clip (facilitator supplies) or the facilitator arranges a real life observation of a coach who is using TGfU with the relevant coaching community of the coaches, which demonstrates good and/or not so good practice of using the TGfU model. (A note for facilitators: when creating these video clips or organising a real life observation, ensure there is full consent athletes and of parents (for athletes under 16 years of age) and that sensitivity is ensured. For this observation task, coaches should work with a critical friend. Part 1 Based on the video or real life observation, with a peer from the workshop, coaches examine the following: Whether the purpose of the game was obvious. The learning that occurs for the athletes within the game. The motivation level of the athletes. The amount of practice each athlete has. The coach interaction with the athlete (e.g. too much, use of coachable moments, etc). How the coach used a questioning technique. Part 2 After the video clip or real life observation, coaches discuss the commonalities and differences for each peers findings. Working with the peer, coaches design two games for their particular athletes to use in their own coaching. Coaches then exchange the games with the rest of the group. Part 3 Coaches pick two games from the workshop and implement them their training sessions. For this part, coaches can either video tape the session and answer the reflective questions below or have a critical friend (perhaps partner from the workshop) observe the games and give them feedback. Reflective Questions: Discuss how this session was designed to cater for TGfU? How well did the athletes achieve the purpose of the games? How did athletes respond to the TGfU session? Did the athletes learn anything beneficial to their development? Why or why not? Explain the social benefits and/or challenges of applying TGfU in this session. Based on your observation of the game, once the athletes started solving problems, how well did you provide extensions to the game? What was the motivational level for the athletes in this session? Were you happy with the amount of time that the athletes were able to practise for the session? Why or why not? Discuss and analyse the problems that athletes were asked to solve. Where do you think the training session could be improved? Activity D: Observation and Critical Friend Discussion Covers learning outcome 3 For all Coaching Communities Video Clip or Real Life Observation In a workshop situation, a qualified facilitator presents a session on creating an inclusive, positive sporting environment. Afterwards, coaches watch a video clip (facilitator supplies) or the facilitator arranges a real life observation of a coach and focuses on his/her managing a positive and inclusive sporting environment with the relevant coaching community of the coaches, which demonstrates good and/or not so good practice. (A note for facilitators: when creating these video clips or organising a real life observation, ensure there is full consent by athletes and parents (of athletes under 16 years of age) and that sensitivity is ensured. For this observation task, coaches should work with a critical friend.) Part 1 Based on the video or real life observation, with a peer from the workshop, coaches examine the following: Whether all athletes were included in activities Strategies the coach used to ensure a positive environment Any punishment or negative reactions to athletes and why these occurred. Evaluate these situations to determine if they should have occurred. Part 2 After the video clip or real life observation, coaches discuss the commonalities and differences for each peers findings. Working with the peer, coaches design two strategies that could have been used to ensure a positive, inclusive environment for their particular athletes. Coaches then exchange the strategies with the rest of the group. Part 3 Coaches pick two strategies from the workshop and implement them in their training sessions. For this part, coaches can either video tape the session and answer the reflective questions below or have a critical friend (perhaps a partner/peer from the workshop) observe the strategies and give them feedback. Reflective Questions: How did you endeavour to make your environment safe physically and emotionally? How many positive comments for appropriate behaviours did you make? Were you happy with the ratio of positive to negative comments? Did you notice any effect on the athletes who were praised? How many desists (a brief verbal comment to stop a behaviour) did you give? Were they necessary? Why or why not? Did they work? How was your consistency in communicating expectations that have been established with the team/individuals? What did you learn about your positive management this session? What did you learn about your athletes behaviours? Analyse and discuss the athletes cultural sensitivity. Coaches often have expectations about particular athletes which can hinder development and inclusion. Analyse your expectations. Did you reinforce those expectations? How well did you ensure that you provided an equal environment? How well did you cater for individual needs? Explain. Write about one positive or negative situation which may have occurred within the last few training sessions. How did you deal with that situation? What could have been done differently or was the situation handled well? Activity E: Video and Self-reflection Covers learning outcome 1 For Middle/Late Childhood Coaching Communities For this activity, coaches gain experience, develop skills and reflect on the application of coaching in the practical environment. Coaches are asked to use the Middle/Late Childhood team/group they are coaching to complete this learning activity. The major function of this learning activity is to provide an opportunity to apply coaching strategies learned through either workshops or self-learning opportunities. Part 1 Coaches are to read the Fundamental Movement Skills resource. Part 2 Coaches videotape a training session. To do this, they need to ensure they have permission from the parents and the athletes of their team. Based on their knowledge and understanding of Fundamental Movement Skills for Middle/Late Childhood athletes, they then identify how well they implemented activities (see Fundamental Movement Skills Resource) by answering the following questions: How was this session designed to cater for Fundamental Movement Skills? Name two fundamental movement skills the athletes learned this session. Pick one of those two fundamental movement skills and explain how the athletes were able to learn this skill. Comment on how well you allowed your athletes to learn from mistakes, without jumping in to help. Did the athletes learn anything beneficial to their development? Why or why not? Were you happy with the amount of time that the athletes were able to practise for the session? Why or why not? Where do you think the training session could be improved? Part 3 Coaches then list two things they would like to work on to ensure that the way they help athletes develop Fundamental Movement Skills will improve. Part 4 Once this has been done, coaches video another session and answer the above questions on Fundamental Movement Skills after practising the two things they worked on. Activity F: Self-reflection Covers learning outcome 2 For all Coaching Communities For this activity, coaches gain experience, develop skills and reflect on the application of coaching in the practical environment. Coaches are asked to use the team/group they are coaching to complete this learning activity. The major function of this learning activity is to provide an opportunity to apply coaching strategies learned through either workshops or self-learning opportunities. Part 1 Coaches are to read the TGfU resource. Part 2 Coaches videotape a training session. Coaches need to ensure they have permission from the athletes and parents (of athletes under 16 years of age) of their team. Based on their knowledge and understanding of TGfU for their coaching community, they then identify how well they implemented TGfU (TGfU Resource) by answering the following questions: How was this session designed to cater for TGfU? How well was the purpose of the games achieved? How did athletes respond to the TGfU session? Did the athletes learn anything beneficial to their development? Why or why not? Explain the social benefits and/or challenges of applying TGfU in this session. Once the athletes started solving problems, provide extensions to the game based on your observation of the game? What was the motivational level for the athletes in this session? Were you happy with the amount of time that the athletes were able to practise for the session? Why or why not? Discuss and analyse the problems that athletes were asked to solve. Where do you think the training session could be improved? Part 3 Coaches then list two things they would like to work on to ensure that their implementation of TGfU will improve. Part 4 Once this has been done, coaches video another session and answer the above questions on TGfU after practising the two things they worked on. Activity G: Peer Coaching/Practical Covers all learning outcomes For all Coaching Communities This activity is self-learned and coaches coach over a period of 6 (for Early/Late Teenage and Social/Competitive Adult coaching communities) and 9 (for Middle/Late Childhood coaching communities) training sessions. These training sessions, do not have to be consecutive, coaches just need a total of 6 or 9 to complete the learning activity. For Middle/Late Childhood coaching communities, information on the Fundamental Movement Skills, please refer to Fundamental Movement Skills Resource. For information about TGfU refer to the TGfU Resource. For information on Inclusive Sporting Environment for All Coaching Communities, please refer to the No Exceptions Strategy and Implementation Plan. For information on Managing a Positive Sporting Environment, please refer to the Creating an Inclusive, Positive Sporting Environment powerpoint resource. For each of the topics (Fundamental Movement Skills (for Middle/Late Childhood), TGfU and Inclusive and Positive Sporting Environment), coaches will coach three training sessions. Coaches need to video one session in each topic and find a critical friend to observe and discuss the video with them. (Alternatively the critical friend or informal mentor, can observe and discuss the session with the coach.) A critical friend is one who will support the coach, but has no perceived power over the coach. This person is not an assessor, but an aid or supportive person who can help coaches enhances the quality of their coaching (i.e. professional development)). Prior to the relevant topics training session listed above, coaches are to read and understand the information in the resources. For each topic, coaches complete three training sessions. The first training session is to apply his/her knowledge and understanding of the relevant coaching topic (practice), the second is to video the topic and use a mentor or critical friend to offer feedback, the third is to practise the improvements recommended from the second session of the relevant topic. In other words: Topic 1: Fundamental Movement Skills (For Middle/Late Childhood Communities) Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session and then sit down with a critical friend to discuss it. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. Topic 2: TGfU Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session and then sit down with a critical friend to discuss it. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. Topic 3: Inclusive and Positive Sporting Environment Training Session 1: Read the resource and implement strategies into the training session, then self-reflect after the training session. Training Session 2: Video the training session and then sit down with a critical friend to discuss it. Training Session 3: Implement suggestions from the discussion with your critical friend and then self-reflect. Activity H: Workshop and Self-reflection Covers learning outcome 3 For all Coaching Communities Part 1 Before attending a workshop coaches read the No Exceptions Strategy and Implementation Plan and Managing Positive Sporting Environment Resources. Part 2 Coaches then attend a workshop on providing an inclusive and positive sport environment. The workshop should contain: An overview of the No Exceptions Strategy and Implementation Plan A powerpoint on Creating an Inclusive, Positive Sporting Environment After the presentation, coaches break into groups of three or four and complete one of the following topics. Once the groups have had a chance to discuss the topic, they are to report their findings back to the workshop. All topics must be covered within this workshop to complete learning outcome 3. Topic One: Discuss in your group how you could ensure your team/group environment can become more physically safe than it is today. Each group lists two things to share with the rest of the workshop. Topic Two: Discuss in your group how you could ensure your team/group environment can become more emotionally safe than it is today. Each group lists two things to share with the rest of the workshop. Topic Three: Design a training session to suit the needs for athletes who are disabled (pick which disability to work on) for the stage of development of your coaching community that would ensure a positive, safe emotional and physical learning environment. The group should decide whether they want to focus on a group of athletes who are disabled, or having one or two disabled athletes within a predominately able bodied group. Share the training session with the rest of the workshop. Topic Four: Design a training session where you focus on the positive management of your athletes. This training session should include strategies to deal with athlete behaviour. Part 3 Coaches go back and run three training sessions and reflect on the workshops findings. Once they have run three sessions, they answer the following questions: Describe how you endeavoured to make your environment safe physically and emotionally. How many positive comments for appropriate behaviours did you make? Were you happy with the ratio of positive to negative comments? Did you notice any effect on the athletes who were praised? How many desists (a brief verbal comment to stop a behaviour) did you give? Were they necessary? Why or why not? Did they work? How was your consistency in communicating expectations that have been established with the team/individuals? What did you learn about your positive management this session? What did you learn about your athletes behaviours? Analyse and discuss the athletes cultural sensitivity. Coaches often have expectations about particular athletes which can hinder development and inclusion. Analyse your expectations. Did you reinforce those expectations? How well did you ensure that you provided an non discriminating environment? How well did you cater for individual needs? Explain. Write about one positive or negative situation which may have occurred within the last few training sessions. How did you deal with that situation? What could have been done differently or was the situation handled well? Activity I: Self-reflection Covers learning outcome 3 For All Coaching Communities For this activity, coaches gain experience, develop skills and reflect on the application of coaching in the practical environment. Coaches are asked to use the team/group they are coaching to complete this learning activity. The major function of this learning activity is to provide an opportunity to apply coaching strategies learned through either workshops or self-learning opportunities. Part 1 Coaches are to read the Creating an Inclusive, Positive Sporting Environment resource as well as the No Exceptions Strategy and Implementation Policy. Part 2 Coaches videotape a training session. They need to ensure they have permission from the athletes and the parents (of athletes under 16 years of age) of their team. Based on their knowledge and understanding of Creating an Inclusive, Positive Sporting Environment for their athletes, they then identify how well they implemented an inclusive, positive environment by answering the following questions: Describe how you endeavoured to make your environment safe physically and emotionally. How many positive comments for appropriate behaviours did you make? Were you happy with the ratio of positive to negative comments? Did you notice any effect on the athletes who were praised? How many desists (a brief verbal comment to stop a behaviour) did you give? Were they necessary? Why or why not? Did they work? Were you consistent in communicating expectations that have been established with the team/individuals? What did you learn about your positive management this session? What did you learn about your athletes behaviours? Analyse and discuss the athletes cultural sensitivity. Coaches often have expectations about particular athletes which can hinder development and inclusion, analyse your expectations. Did you reinforce those expectations? How well did you ensure that you provided an equal environment? How well did you cater for individual needs? Explain. Write about one positive or negative situation which may have occurred within your last few training sessions. How did you deal with that situation? What could have been done differently or was the situation handled well? Part 3 Coaches then list two things they would like to work on to ensure they provide and manage an inclusive, positive sport environment. Part 4 Once this has been done, coaches should video another session and answer the above questions on about how they provided and managed an inclusive, positive environment after practising the two things they worked on. Activity J: No Exceptions Training Workshop Covers learning outcome 3 For All Coaching Communities Coaches can attend a No Exceptions Training workshop covering Units 20 and 21 of Module 6, Inclusive Coaching, delivered through the Halberg Trust. Coaches will need to follow up this workshop by applying learning in their coaching practice. Further details on this are listed in the Delivery Notes (Learning outcome 3) in Appendix1, of this module outline.     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