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T3f3f$ 0 8$(  8r 8 S X d  X r 8 S TX d X H 8 0޽h ? ff̙ff80___PPT10.0"u'$ 0 0$(  0r 0 S $X d  X r 0 S $X d X H 0 0޽h ? ff̙ff80___PPT10.9 0 @T<(  T~ T s *H/X d"  X ~ T s * X   X H T 0޽h ? T3f3f 0 0P<(  P~ P s *5X d  X ~ P s *p6X d X H P 0޽h ? T3f3f 0 PX<(  X~ X s *(>X d{  X ~ X s *?X (h X H X 0޽h ? T3f3f< 0 `\<(  \~ \ s *NX d  X ~ \ s *OX :5 X H \ 0޽h ? T3f3f80___PPT10.FLp  0 @(  @X @ C <F   X @ S X< 0  X Transition foundation is the pre-season phase. Coaches need to plan (if they have athletes in this time) to determine how enable athletes to have an effective performance by the competition phase. Some consideration in this phase is advertising for athletes, selecting athletes, organising funding if needed, venues, gear and equipment, establish the philosophy and vision for the season, complete athlete profiles. The preparation phase is the main part of the season. It provides the grounding for athletes to learn aspects of the sport, physical, cognitive, social and emotional. Athletes during this phase need to be monitored, finalise goals for the season and establish strategies to meet them, plan the day to day programme, considering what is needed for the competition phase. The Competition phase is the regular competitive season. The plans needed for this part of the season are game plans, training plans to be ready to compete, evaluate each competition and goals, monitor athletes.  H @ 0޽h ? 3380___PPT10.`0PT0 Hd(  HX H C <F   X H S X< 0  X f2These are questions coaches should ask themselves.2  H H 0޽h ? 3380___PPT10. 0   p`(  `X ` C <F   X ` S X< 0  X bWhen planning coaches need to consider these principles for day to day training sessions. A productive training programme begins with good planning. Many coaches hate to plan, yet planning for the season and each training session is one of the most important aspects of coaching. Without planning, coaches can spend too much time organising and deciding what to do during the training session. Coaches tend to meet with their athletes for a limited amount of time each week. This valuable time needs to be used for preparing athletes to learn and improve skills and tactics for competitions. If you spend a lot of time organising during a training session, the athletes have less time to participate in the activities. One important coaching strategy is to provide a variety of learning experiences throughout the season that give athletes a solid foundation from which to improve skills and tactics. Coaches need to be aware of unbalanced programmes in which athletes only learn one aspect of the sport. Athletes need to be given opportunities to understand everything about the sport, to play every position, or to try every event. Most athletes do not stay with the same coach in all their years of participation, so a balanced programme enables athletes to move forward and continue to improve. It can be tempting to avoid planning, yet it is an essential aspect of great coaching. Can you think back to a time that you had a teacher or coach who was not prepared? Was there a clear purpose to each training session? How did you feel about not being able to touch the ball more than once during a training session or only getting one attempt on the vault? Did you understand what you were supposed to do? Did you spend a lot of time moving between activities or standing in line waiting your turn? These are the sorts of planning considerations that will be addressed in this chapter.cc b  H ` 0޽h ? 3380___PPT10.p0 d(  dX d C <F   X d S tX< 0  X `This slide is a set of questions coaches could ask themselves when preparing a training session.`  H d 0޽h ? 3380___PPT10.ue&N0 h^(  hX h C <F   X h S LX< 0  X `Performance objectives state the purpose of the session (or season), it is important for coaches to design these so the plan can be based on the intention of the session, or what athletes need to work on. Ensure these are holistic (eg physical, emotional, cognitive, social)2  (  H h 0޽h ? 3380___PPT10.|ݔh0 px(  pX p C <F   X p S lX< 0  X zFEnsure plans include consideration of holistic performance objectives.F  H p 0޽h ? 3380___PPT10.@<0 YQt(  tX t C <F   XQ t S b< 0  X One of the mistakes we make as coaches is not to actual train as we compete. Often we try to do things separately, like mental skills, rather than integrating them into each activity.  H t 0޽h ? 3380___PPT10.0J> 0 x (  xX x C <F   b x S  b< 0  b " H x 0޽h ? 3380___PPT10.fA.0 |>(  |X | C <F   b | S b< 0  b @All the planning in the world and sometimes things go astray. The essence of a coach is often displayed in his/her self control when things aren t going to plan. Consider the above to enhance self-control. Remember, one can only control the controllable.(    H | 0޽h ? 3380___PPT10.T]GA x tOW? 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     OverheadCollege Of Edbv   Times New RomanImpactBlushMicrosoft Clip GalleryGame/Session PlanningTraining Session PrinciplesPlanning Activity ChecklistPlanning Considera0Ԗ"@ .  @n?" dd@  @@`` "u     ?b$7 W ijOC>H$2$q%z` V$^ >H 0AA@8 g4&d&d8x0Lp@ pp?O ʚ;7G'ʚ;<4dddd100___PPT10 ppn___PPT9P/ 04? %1!Planning  Design appropriate learning activities to meet requirements of athletes stage of development Setting goals for the season/session Choose coaching methods to enable athlete learning Plan for different ability levels Plan equipment and facility usage   Training Session Principles6Provide plenty of activity Provide maximum use of time, facilities and equipment Provide a variety of activity Ensure skills have a progression from simple to complex Provide a safe, successful, non-threatening environment Ensure athletes progress at their own rates Be organised, yet flexible in your planning  Planning Activity Checklist$RHow will you introduce the task? Will you explain it? Demonstrate it? Use questioning? How will you know that the athletes understood your instructions? What materials or instructional aids will you need to teach the tasks and enable athletes to practise effectively? How safe are the tasks and activities that you have planned? Do you need to check equipment? Are the progressions of the skill at the athletes level? Do your activities cover all domains of learning? Will both your higher and lesser ability athletes get something out of the session?&*) Planning Considerations (Background of season to date Background of athletes Purpose or learning objectives Games/activities to be used Learning opportunities Evaluation Holistic Performance Objectives $  Physical (Movement Skills) includes all growth and change that occur in a person s body - and the genetic, nutritional, and health factors that affect those developments as well as motor skills Cognitive (knowledge and awareness) includes all mental processes that are used to obtain knowledge or to become aware of the environment Emotional (affective) includes emotional, ethical, personality and social development Social Social development, group needs$f@ $f@      Performance Objectives  Having performance objectives enables coaches to select or design learning activities to suit athletes needs provide a basis for whether or not athletes achieve objectives and goals set provide clear direction for athletes in attaining the established objectives&11   ^Athletes Learning - Setting Objectives/Purpose 0 Emotional emotional needs Mental skills Social emotional needs, social needs, Cognitive decision-making, tactics and strategies Physical Fitness, technique   (    (   Competition Phases   .Transition/Foundation Preparation Competition .   Planning for Competition  ;Integrate into day to day training sessions for example Mental preparation, eg practising in pressure situations (TGfU fantastic for this), timing of training to match competition Physical athletes will play the way they train (intensity level) Practise competition routines Practice skill in meaningful contexts F8|"8LL  $     Planning for Competition(  Mental Preparation Physical Preparation Pre-competition routines warm up technique fitness psychological routines Competition strategy Competition Talk Half time Talk6A15A15     !"#$%&'(*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~Root EntrydO)ʣQ@PicturesQCurrent UserGSummaryInformation(qXUPowerPoint Document()YDocumentSummaryInformation8nLLOԖ0ԖDImpactew RomanLLOԖ0Ԗ"@ .  @n?" dd@  @@`` "u     ?b$7 W ijOC>H$2$q%z` V$^ >H 0AA@8 g4&d&d8x0Lp@ pp?O ʚ;7G'ʚ;<4dddd100___PPT10 ppn___PPT9P/ 04? %D!1(( !    Clip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery`/ 0DTimes New RomanLLOԖ0ԖDImpactew RomanLLOԖ0Ԗ"@ .  @n?" dd@  @@`` "u     ?b$7 W ijOC>H$2$q%z` V$^ >H 0AA@8 g4&d&d8x0Lp@ pp?O ʚ;7G'ʚ;<4dddd100___PPT10 ppn___PPT9P/ 04? %/!Planning  Design appropriate learning activities to meet requirements of athletes stage of development Setting goals for the season/session Choose coaching methods to enable athlete learning Plan for different ability levels Plan equipment and facility usage   Training Session Principles6Provide plenty of activity Provide maximum use of time, facilities and equipment Provide a variety of activity Ensure skills have a progression from simple to complex Provide a safe, successful, non-threatening environment Ensure athletes progress at their own rates Be organised, yet flexible in your planning  Planning Activity Checklist$RHow will you introduce the task? Will you explain it? Demonstrate it? Use questioning? How will you know that the athletes understood your instructions? What materials or instructional aids will you need to teach the tasks and enable athletes to practise effectively? How safe are the tasks and activities that you have planned? Do you need to check equipment? Are the progressions of the skill at the athletes level? Do your activities cover all domains of learning? Will both your higher and lesser ability athletes get something out of the session?&*) Planning Considerations (Background of season to date Background of athletes Purpose or learning objectives Games/activities to be used Learning opportunities Evaluation Holistic Performance Objectives $  Physical (Movement Skills) includes all growth and change that occur in a person s body - and the genetic, nutritional, and health factors that affect those developments as well as motor skills Cognitive (knowledge and awareness) includes all mental processes that are used to obtain knowledge or to become aware of the environment Emotional (affective) includes emotional, ethical, personality and social development Social Social development, group needs$f@ $f@      Performance Objectives  Having performance objectives enables coaches to select or design learning activities to suit athletes needs provide a basis for whether or not athletes achieve objectives and goals set provide clear direction for athletes in attaining the established objectives&11   ^Athletes Learning - Setting Objectives/Purpose 0 Emotional emotional needs Mental skills Social emotional needs, social needs, Cognitive decision-making, tactics and strategies Physical Fitness, technique   (    (   Competition Phases   .Transition/Foundation Preparation Competition .   Planning for Competition  ;Integrate into day to day training sessions for example Mental preparation, eg practising in pressure situations (TGfU fantastic for this), timing of training to match competition Physical athletes will play the way they train (intensity level) Practise competition routines Practice skill in meaningful contexts F8|"8LL  $     Planning for Competition(  Mental Preparation Physical Preparation Pre-competition routines warm up technique fitness psychological routines Competition strategy Competition Talk Half time Talk6A15A15   Testing  Is this necessary - why or why not? General planning considerations training emphases fitness foundation basic training emphasis shifts&EDED   "Example of Pre-competition Routine#"$ # Arrive at venue XX minutes before the start Check equipment Begin warm-up and stretching Think happy, relaxed thoughts Positively image upcoming performance Listen to coach s brief comments (no new information) Apply these comments to imagery and/or self-talk Engage in heavier physical preparation Use more imagery if necessary Engage in quicker physical activity Ready self for the start - think of opening skills and game plans Cue word for the first skill (Kidman and Hanrahan, 2004)*&    Self Control   Trust your preparation No new information Body language rubs off Have comments that are encouraging and prompting, no ultimatums Final should be same as every other game Control the controllable Don t show frustration  /  0 * " @ (  @X @ C <F   X"  @ S X< 0  X zTransition/foundation is the pre-season phase. Coaches need to plan (if they have athletes in this time) to determine how to enable athletes to performance effectively by the competition phase. Some consideration in this phase (depending on age and/or level) may be; advertising for athletes, selecting athletes, organising funding if needed, venues, gear and equipment, establishing the philosophy and vision for the season, completing athlete profiles. The preparation phase is the main part of the season. It provides the grounding for athletes to learn aspects of the sport, physical, cognitive, social and emotional. Athletes during this phase need to be monitored. Coaches need to finalise goals for the season, establish strategies to meet them and plan the day to day programme, considering what is needed for the competition phase. The Competition phase is the regular competitive  season . The plans needed for this part of the season are game plans, training plans to be ready to compete, evaluation plans for each competition and of goals and athlete monitoring plans.&7   H @ 0޽h ? 3380___PPT10.`0P 0 : 2 p`(  `X ` C <F   X2 ` S X< 0  X |When planning coaches need to consider these principles for day to day training sessions. A productive training programme begins with good planning. Many coaches hate to plan, yet planning for the season and each training session is one of the most important aspects of coaching. Without planning, coaches can spend too much time organising and deciding what to do during the training session. Coaches tend to meet with their athletes for a limited amount of time each week. This valuable time needs to be used for preparing athletes to learn and improve skills and tactics for competitions. If you spend a lot of time organising during a training session, the athletes have less time to participate in the activities. One important coaching strategy is to provide a variety of learning experiences throughout the season that give athletes a solid foundation from which to improve skills and tactics. Coaches need to be aware of unbalanced programmes in which athletes only learn one aspect of the sport. Athletes (especially younger ones) need to be given opportunities to understand everything about the sport, to play every position, or to try every event. Most athletes do not stay with the same coach in all their years of participation, so a balanced programme enables athletes to move forward and continue to improve. It can be tempting to avoid planning, yet it is an essential aspect of great coaching. Can you think back to a time that you had a teacher or coach who was not prepared? Was there a clear purpose to each training session? How did you feel about not being able to touch the ball more than once during a training session or only getting one attempt on the vault? Did you understand what you were supposed to do? Did you spend a lot of time moving between activities or standing in line waiting your turn? These are the sorts of planning considerations that will be addressed in this module.}} |  H ` 0޽h ? 3380___PPT10.pr4\(!1(( !    Clip (MS_ClipArt_Gallery.20,Microsoft Clip Gallery`/ 0DTimes New RomanLLOԖ0ԖDImpactew RomanLLOԖ0Ԗ"@ .  @n?" dd@  @@`` "u     ?b$7 W ijOC>H$2$q%z` V$^ >H 0AA@8 g4&d&d8x0Lp@ pp?O ʚ;7G'ʚ;<4dddd100___PPT10 ppn___PPT9P/ 04? %b!Planning  Design appropriate learning activities to meet requirements of athletes stage of development Setting goals for the season/session Choose coaching methods to enable athlete learning Plan for different ability levels Plan equipment and facility usage   Training Session Principles6Provide plenty of activity Provide maximum use of time, facilities and equipment Provide a variety of activity Ensure skills have a progression from simple to complex Provide a safe, successful, non-threatening environment Ensure athletes progress at their own rates Be organised, yet flexible in your planning  Planning Activity Checklist$RHow will you introduce the task? Will you explain it? Demonstrate it? Use questioning? How will you know that the athletes understood your instructions? What materials or instructional aids will you need to teach the tasks and enable athletes to practise effectively? How safe are the tasks and activities that you have planned? Do you need to check equipment? Are the progressions of the skill at the athletes level? Do your activities cover all domains of learning? Will both your higher and lesser ability athletes get something out of the session?&*) Planning Considerations (Background of season to date Background of athletes Purpose or learning objectives Games/activities to be used Learning opportunities Evaluation  Holistic Performance Objectives $  Physical (Movement Skills) includes all growth and change that occur in a person s body - and the genetic, nutritional, and health factors that affect those developments as well as motor skills Cognitive (knowledge and awareness) includes all mental processes that are used to obtain knowledge or to become aware of the environment Emotional (affective) includes emotional, ethical, personality and social development Social Social development, group needs$f@ $f@      Performance Objectives  Having performance objectives enables coaches to select or design learning activities to suit athletes needs provide a basis for whether or not athletes achieve objectives and goals set provide clear direction for athletes in attaining the established objectives&11   ^Athletes Learning - Setting Objectives/Purpose 0 Emotional emotional needs Mental skills Social emotional needs, social needs, Cognitive decision-making, tactics and strategies Physical Fitness, technique   (    (   Competition Phases   .Transition/Foundation Preparation Competition .   Planning for Competition  <Integrate into day to day training sessions, for example Mental preparation, eg practising in pressure situations (TGfU fantastic for this), timing of training to match competition Physical athletes will play the way they train (intensity level) Practise competition routines Practice skill in meaningful contexts F9|"9LM  $     Planning for Competition(  Mental Preparation Physical Preparation Pre-competition routines warm up technique fitness psychological routines Competition strategy Competition Talk Half time Talk6A15A15   Testing  Is this necessary - why or why not? General planning considerations training emphases fitness foundation basic training emphasis shifts&EDED   "Example of Pre-competition Routine#"$ # Arrive at venue XX minutes before the start Check equipment Begin warm-up and stretching Think happy, relaxed thoughts Positively image upcoming performance Listen to coach s brief comments (no new information) Apply these comments to imagery and/or self-talk Engage in heavier physical preparation Use more imagery if necessary Engage in quicker physical activity Ready self for the start - think of opening skills and game plans Cue word for the first skill (Kidman and Hanrahan, 2004)*&    Self Control   Trust your preparation No new information Body language rubs off Have comments that are encouraging and prompting, no ultimatums Final should be same as every other game/competition Control the controllable Don t show frustration2  0  / $ 0 0$(  0r 0 S $X d  X r 0 S $X d X H 0 0޽h ? ff̙ff80___PPT10.9< 0 `\<(  \~ \ s *NX '  X ~ \ s *OX :5 X H \ 0޽h ? T3f3f80___PPT10.FLp 0 }t(  tX t C <F   X} t S b< 0  X One of the mistakes we make as coaches is not to actual train as the athletes need to compete. Often we try to do things separately, like mental skills, rather than integrating them into each activity.2S  t  H t 0޽h ? 3380___PPT10.0J>r ( QSCV(PY!1