ÐÏà¡±á>þÿ ?Aþÿÿÿ<=>ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á#` ø¿ªœbjbj¡¡ 4^ÃÃƒ”&ÿÿÿÿÿÿ¤4444444H4Œ4Œ4Œ8lŒ,˜ŽÔHõâhx¸0"RRRŸ‘ºY’L¥’(tâvâvâvâvâvâvâ$]ähÅæžšâ4¨•}‘"Ÿ‘¨•¨•šâ44RR+¯âÂšÂšÂš¨•<4R4RtâÂš¨•tâÂšÂšN”Ô¨44lÙRlà©X3ÏÇ4Œä–ü<Ö0páÅâ0õâlÖcçà˜~cç`lÙlÙhcç4ÔÙœÍ’Ø¥“šÂš?”|»”íÍ’Í’Í’šâšâ^šdÍ’Í’Í’õâ¨•¨•¨•¨•HHDŒD=ÐUd6HHŒÐUHHH444444ÿÿÿÿPlanning, Evaluation and Modifications Module Outline: All Coaching Communities Module 1 of 4 modules in the Programme Management learning area of the Coach Development Framework. Module Number: PM107 Aim/Overview Statement The purpose of this module is to provide coaches with planning, evaluation and modification tools and methods. This learning will enable coaches to plan, evaluate, and modify their programmes, both day to day, for competition and long term (for those coaching communities who need to plan strategically). Learning Outcomes: The coach will be able to: Understand and implement planning and procedures (in relation to practice sessions, competitions, or travel (travel for Late Teenage, Social/Competitive Adult )). Understand and implement evaluation methods and required modifications. Delivery Notes NSOs need to define how this module will be delivered to coaches and who can facilitate delivery. Gaining the knowledge of planning, and evaluation to make modifications can be self-learned, completed in workshops or seminars or with a critical friend. However, the evaluation part of this learning will need 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 E in Appendix 2). For some sports, longer term strategic planning (more than one season) by coaches is required, especially for the competitive coaching community. These sports should ensure that learning activities are extended to cover this aspect of planning and corresponding monitoring and evaluation processes. Learning Activities See Appendix 2 for some sample learning activities. NSOs can adapt these to suit their sport or create learning activities that ensure both learning outcomes listed above are met. Assessment NSOs will determine the assessment approaches based on the needs of their coaches. Available Resources (see SPARC website, HYPERLINK "http://www.sparc.org.nz/" www.sparc.org.nz/sport/coaching-development-education) Planning – PowerPoint slides Monitoring and Evaluation - PowerPoint slides Coaching New Zealand – CNZ Level 1 – Module 9: Planning a Coaching Session Coaching New Zealand – CNZ Level 2 – Module 9: Coaching a Series of Sessions Other Helpful Resources Australian Coaching Season Planning Guidelines ( HYPERLINK "http://www.ausport.gov.au/coachofficial/tools/templatescoaches/seasonplantemplate.rtf" http://www.ausport.gov.au/coachofficial/tools/templatescoaches/seasonplantemplate.rtf) Coaching Canada’s Nutrition Checklist for the Travelling Athlete and Coach ( HYPERLINK "http://www.coach.ca/admin/pdf_admin/pdf/Nutrition_Checklist_eng.pdf" http://www.coach.ca/admin/pdf_admin/pdf/Nutrition_Checklist_eng.pdf) Coaching Canada’s Sport Travel Handbook HYPERLINK "http://www.lin.ca/resource/html/trav.htm" http://www.lin.ca/resource/html/trav.htm) Leberman, S., Collins, C. and Trenberth, L. (2006). Sport business management in Aotearoa/New Zealand. Chapter 7, Victoria, AU: Thomson. Operational Management HYPERLINK "http://worldanimal.net/onlinebook/Chapter%206%20Operational%20Management.pdf" http://worldanimal.net/onlinebook/Chapter%206%20Operational%20Management.pdf Operational Plan – Format, Guidelines and Instructions HYPERLINK "http://www.doa.state.la.us/opb/faf/OPFormatWord_FY01MWLayout.pdf" http://www.doa.state.la.us/opb/faf/OPFormatWord_FY01MWLayout.pdf SPARC’s Club Planning ( HYPERLINK "http://www.sparc.org.nz" www.sparc.org.nz under publications) SPARC’s Strategic and Business Planning ( HYPERLINK "http://www.sparc.org.nz" www.sparc.org.nz under publications) SPARC’s The Sports Team Manager ( HYPERLINK "http://www.sparc.org.nz" www.sparc.org.nz under publications) Strategic Planning ( HYPERLINK "http://www.sparc.org.nz" www.sparc.org.nz under publications) Appendix 1 - Module Delivery Notes Purpose These notes provide further guidance for NSOs to complete the Delivery Notes section of the module outline. Overview SPARC’s 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 that 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 planning and evaluation to make modifications. 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, which are highlighted in bold, italicised and underlined. 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’ stages of development in sport science greatly affects athlete performance. These SPARC resources are written for all coaching communities and therefore facilitators and coaches need to apply the information relevant to the coaching community in which they coach. 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 both learning outcomes for their coaching communities. 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 help from a critical friend (or mentor). Some can be self-learned, or peer-learned, some are workshop based, and several need to be applied in the planning for the relevant team that is being coached. For both learning outcomes, coaches can gain knowledge through: Brainstorming ideas with a group of coaches and selecting information relevant to their athletes. Attending a relevant workshop Considering a case study or topics and selecting information relevant to their athletes Reading resources supplied or other resources Discussions with critical friends (Note: The Early Childhood coaching community is covered through SPARC’s active movement programme and the High Performance coaching community through the NZ Academy of Sport network) Learning outcome 1 – Operational and Strategic Planning Understand and implement planning and procedures (in relation to practice sessions, competitions, or travel (travel for Late Teenage, Social/Competitive Adult)). Learning Activity A covers this learning outcome on its own. Activity C, D, E, F and G incorporates both learning outcomes into one activity. Learning Activity C is for Early/Late Teenage and Social/Competitive Adult Coaching Communities, Activity D involves planning and evaluation for travel and thus applies to the Late Teenage, Social/Competitive Adult Coaching Communities. First, coaches will need to gain knowledge about planning using the available resources. Once they gain the knowledge, coaches will need to gain the skills to plan for their sessions/seasons. In addition to the bullet points above, for this learning outcome, coaches can gain knowledge through: Self reflective analysis To apply the knowledge and understandings (gain the skills), coaches will need to use their own training sessions to enable their plans to be put into action. Coaches will then need to self-reflect on their practice and 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 – Evaluation and Modification Understand and implement evaluation methods and required modifications. Learning. Learning Activity B covers this learning outcome on its own. Activity C, D, E, F and G incorporates both learning outcomes into one activity. Learning Activity C is for Early/Late Teenage and Social/Competitive Adult Coaching Communities, Activity D involves planning and evaluation for travel and thus applies to the Late Teenage, Social/Competitive Adult Coaching Communities. First, coaches will need to gain knowledge of evaluation methods which will help to modify plans and implementation of plans. In addition to the bullet points listed earlier, another way to do this is: Designing and using evaluation tools and making consequent programme modifications 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. Appendix 2 - 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. Learning Activity A – Workshop/Presentation Covers Learning Outcome 1 For All Coaching Communities Facilitators who have knowledge and understandings of operational planning will lead either a coach discussion or presentation or go through a series of PowerPoint slides. Task One: Before attending this session coaches must read Coaching New Zealand –Level 1 – Module 9: Planning a Coaching Session and Coaching New Zealand –Level 2 – Module 9: Coaching a Series of Sessions and the Planning PowerPoint slides resource. Reading these resources will help the coach understand planning and prepare them to complete this activity. Before coaches attend this workshop/presentation, they must also prepare answers to the questions below using their own team environment and activities as examples. They must be prepared to present their responses to fellow workshop participants. Once at the workshop, a facilitator will assign one or more question to each participant to present. If there are more participants than questions, a facilitator can either have more than one coach present their response to the same question OR time can be given to the coaches to work together and plan a joint presentation on the question assigned to them, or a number of coaches/groups can discuss different situations for question h). Timing for each presentation will depend on the number of participants and the time available. It is suggested that each participant/group be given five to ten (5-10) minutes to present. Planning Questions: What is planning and what are performance objectives? What are the advantages or benefits of planning? What are the specific benefits of planning for competition? What is a game plan? Give an example (examples) relevant to your team. Design a pre-competition routine relevant to your sport and coaching community. Provide specific examples of the types of activities a coach can plan for appropriate to his/her team. Design a planning template to be used as a resource to help answer the question of “how to plan” for an activity (hopefully an example that was identified in d) or f). Identify and discuss a situation (situations) appropriate to your/the groups coaching community where a lack of planning may be detrimental to a team environment. Then provide solutions to the situation(s) identified. Task Two: Following the presentation of each of the above questions a facilitator asks each group member to summarise and present one key learning from the presentations and how they will integrate it into the planning process for their team. Task Three: Following the group discussion in Task Two, a facilitator writes the chart below on a whiteboard or a flip chart and asks each group for feedback. Participants take notes of responses applicable to their team environment. Activities requiring planningMethods of planningBenefits of planningLack of planning situations/remedies To summarise the session a facilitator asks each coach to present one key learning from the discussions involved in Parts 1 and 2, and to tell how they will integrate it into the planning process for their team. Task four: Coaches implement selected planning activities with his/her team and either self reflects and makes journal notes, or discusses or implementation with a critical friend. Learning Activity B – Workshop or Presentation Covers Learning Outcome 2 For All Coaching Communities Facilitators who have knowledge and understandings of operational (and where relevant strategic) planning will lead both a coach discussion and presentation, or go through a series of PowerPoint slides. Coaches and facilitators should use the resource Monitoring and Evaluation PowerPoint to help complete this activity. This activity requires the coach to trial procedures over an extended period of time. The purpose of this activity is for coaches to understand and implement evaluation and monitoring methods, such as formative (feed-forward), process (continuous yes–no), and summative (feedback), of their team’s planning processes. Before beginning the evaluation and monitoring process, coaches attend a workshop. A facilitator can either have the module participants complete Option 1 or Option 2. In either option a facilitator should organise and lead the activity as per the details in Option 1 or 2. Monitoring and Evaluation PowerPoint slides are provided to guide a facilitator through the learning activity. Option 1: For this option, before attending the workshop coaches must read the Monitoring and Evaluation PowerPoint slides. After reading the resource coaches must prepare written information on the topics listed below (a – d) using their own team environment and activities as examples. They must consider how they would integrate their learning into an evaluation of their team planning. At the workshop or presentation, coaches must present, to fellow workshop participants, a topic from the list below. A facilitator will assign one topic (only a – c) to each participant to present. If there are more participants than topics, a facilitator can either have more than one coach present their response to the same topic OR time can be given to the coaches to work together and plan a joint presentation on the topic assigned to them OR topic c) can be divided between participants for presentation. Timing for each presentation will depend on the number of participants and the time available. It is suggested that each participant be given a maximum of ten (10) minutes to present. Topic d) can be discussed after the bullet point discussion of topic c). A facilitator can initiate this discussion requesting feedback and thoughts from the group. Part 1: Evaluation Methods Topics: Define and explain evaluative controls such as formative controls process controls summative controls Provide examples of how each of the above evaluative controls can be implemented when planning for your season? Identify two (2) evaluative questions per bullet point below that you can ask in regards to evaluation of your team environment and then provide a response to the questions identified. season planning selections or trials practice plans a game/competition review of the season team goals individual athlete goals people management sponsor relations team’s financial situation If the responses to the questions identified and responded to in c) above are not satisfactory and modifications are needed, identify the modifications required and remedies to solve them. Part 2: Following the presentation of each of the above topics a facilitator asks every coach to communicate one key learning from the presentations and how they would integrate it into an evaluation of their team planning. Each coach should be given a few minutes to prepare and summarise their responses. Coaches take notes of what is applicable to their team environment. Part 3 Each coach designs and implements an evaluation plan to evaluate selected aspects of their teams programme. Plans, and their implementation, should be discussed with a critical friend. Option 2: Part 1: Coaches must be prepared to discuss the topics listed below in Part 1 (a – c) using their own team environment and activities as examples. They must consider how they would integrate the learning from the readings into an evaluation of their team planning. A facilitator will organise and lead a discussion (approximately 15 minutes in length) on strategic and operational planning based on the PowerPoint slides. PowerPoint slides and notes attached to each slide are provided to guide a facilitator. Additional PowerPoint slides are provided if a facilitator chooses to use them. Monitoring and Evaluation Topics: Go through slides 1-4. They will define monitoring and evaluation and set the scene. Define and explain evaluative controls such as Slides 5-6 and 9-10 : formative controls Slides 7: process controls Slides 8 and 9-10 : summative controls Slides 11-12 : Discuss specific examples of how these controls can be implemented and the questions to be asked when planning for your team environment? practice sessions? competitions? travel? Part 2: Following the discussion a facilitator puts the participants into groups of 2 - 4 people. Using the information discussed in Part 1, learning from the readings, and personal experience, all groups discuss the topics below using their own sport(s) as examples. Groups can either be provided flip chart paper and markers to record their discussion or notes can be taken on paper by one of the group members. After group members complete d) for the first bullet point they should then complete e) and f) as it refers to that particular bullet point. That is, create evaluative questions for season planning, then complete e) and f) before moving on to creating evaluative questions for selection or trials. Group members develop two (2) evaluative questions per bullet point below that coaches can ask in regards to their team. season planning selections or trials practice plans a game/competition review of the season team goals personal goals people management sponsor relations team’s financial situation The group then discusses potential responses to the two (2) evaluative questions identified. If the discussion does not provide satisfactory responses and modifications are needed, identify the modifications required and remedies to solve them. Identify whether the evaluation question developed was of a formative, process, or summative nature. Part 3 (completed after one of the options): Following the group discussion in Part 2, a facilitator writes the chart below on a whiteboard or a flip chart and asks each group for feedback. Participants take notes of responses applicable to their team environment. Topics to be evaluated in a)Evaluation methodsQuestions to be askedAction plans / outcomes To summarise the session a facilitator asks each coach to present one key learning from the discussions involved in Parts 1 and 2, and to tell how they will integrate it into the evaluative aspects for their team. Part 4 Each coach designs and implements an evaluation plan to evaluate selected aspects of their teams programme. Plans, and their implementation, should be discussed with a critical friend. Learning Activity C Critical Friend Discussion/Written Report and Team Discussion Covers Learning Outcomes 1 and 2 For Late Teenage and Competitive Adult Coaching Communities The purpose of this activity is for coaches to be able to using planning and evaluation methods to analyse the case study below and provide processes to fix the challenges provided. To complete this learning activity, coaches must complete Part 1, either Option 1 or Option 2, and then Part 2. Coaches must read Monitoring and Evaluation PowerPoint slides, Planning – PowerPoint slides, Coaching New Zealand, Level 1, Module 9: Planning a Coaching Session and Coaching New Zealand and Level 2 Module 9: Planning a Series of Sessions resources to complete this learning activity. Case Study As Head Coach you have recently announced your team for the upcoming season. You feel that they are a strong group of athletes who could make it to the national finals. Shortly after announcing the team you held a team planning meeting where team philosophies, roles and regulations, and personal and team goals were jointly identified for the season. However, you have now been training for six weeks and see that some athletes are not giving 100% towards the philosophies, roles and regulations, or goals set. You expect the team to be more inspired and motivated and are concerned with their attitude and lack of enthusiasm. You decide to review and evaluate your planning efforts, its implementation, and outcomes. Part 1: Option 1: Discuss the case study with a critical friend. Identify and explain the processes that you would put in place within your own coaching environment to solve the challenges presented in the case study. A critical friend should supply feedback. Consider such questions as: What do you see as the major problem within this case study? What would your approach be to solve this problem? What questions would you ask of the coach in regards to the planning role they played? What questions would you ask of the team members in regards to their roles in the planning activity? If you were the coach in this case study and started the activity over, what would you do differently? What are the positive / negative aspects of the planning and evaluation activity in the case study? Think of a similar situation for your own team environment and describe how you would plan and evaluate such an activity. Option 2: Using the case study above write a report to the Club/Association Chairperson detailing the strategies, planning and evaluative processes you would use to deal with the situation. Using your own coaching experiences/environment as examples, consider the questions below to help you write your report. Coaches should get a critical friend to read the report and gain feedback. What do you see as the major problem within this case study? What would your approach be to cure this problem? What questions would you ask of yourself as the coach in regards to the planning role you played? What questions would you ask of your team members in regards to their roles in the planning activity? If you were the coach in this case study and re-planned the activity to complete again, what would you do differently? What are the positive / negative aspects of the planning and evaluation activity in the case study? How would you evaluate whether your approach was successful or not? Part 2 (completed after one of the options): Organise an approximate one hour meeting with your team. Present the case study supplied to your team for analysis and discussion. Ask them to consider the case as if it was their own team experience. Ask one of the team members to take notes on a surface such as a whiteboard. For discussion consider such questions as: What would the approach as a team be to this situation? What is/are the major problem(s) in this case study? How could these problems be cured? How could the team evaluate whether the cures to the problem(s) identified was/were successful or not? What planning and evaluative questions must the team address? What action can the team take? How would the team evaluate whether the approach suggested was successful or not? If this activity was to be completed again, as a team what would be done differently? What are the positive / negative aspects of the review of the planning and evaluation of the case study? Summarise the processes and procedures, agreed by the team, to be put into place to cure this situation. Discuss what the team has learned from this activity and can take away for use in their team environment. Learning Activity D Team Activity and Discussion Covers Learning Outcomes 1 and 2 For Late Teenage, Social/Competitive Adult Coaching Communities Coaches must read Monitoring and Evaluation PowerPoint slides, Planning PowerPoint slides, Nutrition Checklist for the travelling Athlete and Coach, Sport Travel Handbook, Coaching New Zealand, Level 1, Module 9: Planning a Coaching Session and Coaching New Zealand, Level 2 Module 9: Planning a Series of Sessions resources prior to completing of this learning activity. The purpose of this activity is for coaches to involve their athletes in planning for a trip (Part 3). The athletes will be responsible for the development of action lists and plans required when competing locally and when travelling nationally or internationally. Prior to completing this activity coaches must plan how they will manage and execute the activity (Parts 1 and 2). Finally coaches will evaluate the planning outcomes and their implementation (Part 4). Part 1: Coaches must develop a plan of action to facilitate a team/group discussion to involve athletes in the organisation and planning for a team trip. Once competed, how the plan would be delivered and managed is discussed with a critical friend for feedback. The coach will then analyse the feedback received and make changes if needed. In preparation for Part 2 and 3 coaches must plan and develop: an approach to get the athletes’ commitment to this method of planning how will you “sell” this idea to the team? a list of positive outcomes for their participation in this activity why are you having the team members do this? what will they get out of it? a list of travel activities that your team must consider what items do you want them to plan and be responsible for? monitoring and evaluation methods for this activity? how will you know assigned activities are being done? how will you monitor and evaluate this? how you will manage this activity in Part 3 and after the plan has been created? Part 2: Based on the outcomes and feedback received in Part 1 design a template that is appropriate for planning a trip locally, and then nationally or internationally, for your team. Once again seek feedback from a critical friend. You will use this template as guidance or prompts for your team’s role in developing a team trip. Part 3: Coaches hold a team meeting. The purpose of the team meeting is to have the team as a whole develop a plan for a team trip locally, and then nationally or internationally (depending on what suits the team’s competition schedule). The coach can have the team brainstorm and develop each part of the plan as a group OR they can assign tasks to various team members OR they can ask team members what task(s) they would like to work on. The outcome of this activity is a completed travel plan that the team will use sometime during the season. The coach can use the plan they developed in Part 1 to run the activity. They can use the template developed in Part 2 to assist the team if their role in the planning exercise gets stagnated. The coach can bring the group together for updates as they see fit and finally for integration of the whole plan. The coach may wish to provide flip charts paper, or whiteboards, and markers, and pens for this activity. The coach facilitates the planning process by providing hints as to what is required for a trip locally, or nationally or internationally: transport accommodation food medical equipment uniforms registration finances insurance gifts / exchange items communication with parents / guardians / competition organiser schedules: competition, training, travel, daily schedules Part 4: After the plan has been developed and is put into practice, coaches implement evaluative controls (formative, process, and summative) to determine how successful the planning exercise and the implementation of the plan itself was. If improvements are needed they should be corrected for any further trips and/or noted for integration into the following season’s planning. The evaluation exercise should be discussed with and reviewed by a critical friend with feedback being sought each time the plan is reviewed. Learning Activity E Workshop and Season Planning Design Covers Learning Outcomes 1 and 2 For All Coaching Communities Coaches must read Planning PowerPoint slides, Monitoring and Evaluation PowerPoint slides, Coaching New Zealand, Level 1, Module 9: Planning a Coaching Session and Coaching New Zealand, Level 2 Module 9: Planning a Series of Sessions resources prior to attending the workshop and completing Parts 1 – 5 of this learning activity. The purpose of this activity is for coaches to share the methods they use to plan for their season and to learn from each other’s experiences. In preparation for this activity coaches should write notes on what they do to plan for a season so they are able to discuss and share their ideas and actions with fellow workshop participants. Parts 1 – 4 are lead by a facilitator who has the knowledge and understanding of operational planning (and strategic planning where relevant) and monitoring and evaluation. This is best completed prior to a season. Part 5 is completed by the coaches in their own coaching environment throughout their season. Part 1: A facilitator will organise and lead a discussion (approximately 20 - 30 minutes in length) seeking input from the coaches on what they do to plan and prepare for a season. A facilitator can either write the following questions on a whiteboard / flip chart one at a time and initiate discussion or hey can hand the questions out on a piece of paper. Questions a facilitator can pose are for a full group or small group discussion are: Do you plan ahead for the season? What do you actually do when planning for the season? How do you plan for the season? Month by month? Tournament by tournament (as appropriate for your sport and community)? When do you commence planning for the season? If you had this team previsously, do you review the past season and implement improvements where needed? Do you seek feedback from anyone when planning? How do you record the planning document? Is your team involved in the season planning process? Do you share your planning with your team? Do you monitor and evaluate your plan throughout the season? If so, how do you monitor and evaluate your plan? Participants can randomly respond to the questions asked by a facilitator. A facilitator can write ideas presented on a whiteboard/flip chart or have one of the participants write them on a whiteboard/flip chart. Part 2: Following this discussion each coach designs a plan for their season based on their experiences and learning from the readings and discussion. Part 3: A facilitator then puts the participants into groups of 2 - 4 people. Each coach presents his/her plan to the group and receives feedback. Based on the feedback received, coaches can then adapt their plan as they see fit. Part 4: To summarise the session a facilitator asks each coach to present one key learning from the discussions and the activity, and how they could integrate it into the season planning process in the future. Part 5: Coaches then implement their plan within their team environment. Throughout the season coaches must critically reflect on the execution of the plan and its effectiveness using evaluative controls (formative, process, and summative). Critical reflective questions that coaches can ask themselves are: Did the plan achieve what it set out to do? Were goals achieved? Was the plan appropriate for the team environment? What worked well and what did not? How often should the plan be reviewed and updated? Were changes made when required? What impact did the plan have on the season overall? Were correct outcomes identified for the plan before it was created? Did the outcomes change throughout the season? Coaches should keep a log or a diary so they may make improvements and changes to their plans as required. At the end of the season coaches should review their log or diary with a critical friend to seek their feedback on the processes undertaken. Learning Activity F: Self-directed Learning Covers Learning Outcomes 1 and 2 For Middle/Late Childhood and Early Teenage Coaching Communities For this activity, coaches should read Coaching New Zealand, Level 1, Module 9: Planning a Coaching Session, Coaching New Zealand, Level 2 Module 9: Planning a Series of Sessions, Planning PowerPoint slides and Evaluation and Monitoring PowerPoint slides. Task One: Develop a written plan for your next coaching session incorporating all the elements of an effective session plan. For this task, coaches should design their own session plan template. There are examples in the Coaching New Zealand, Level 1 resource. Task Two:Share this plan with a critical friend and obtain formative feedback. Task Three:Implement the training session plan. Task Four:Analyse the implementation of the plan using the Coach’s Self-Analysis Form in the Coaching New Zealand, Level 1 resource (pg. 90). Task Five:Now that coaches have trialled a session plan, it is time to think about competition. For this task, coaches design a pre-competition plan and competition strategies for the athletes they are coaching. Prepare the plan for the next competition your athletes will have. Task Six:Coaches implement the plan from Task Five in a competition. Task Seven:Coaches evaluate the implementation of the plan using the self-reflective form on page 167 of the Coaching New Zealand, Level 2 resource. Coaches should ensure they think about evaluative controls mentioned in the Evaluating and Monitoring PowerPoint resource. Learning Activity G: Workshop Covers Learning Outcomes 1 and 2 For All Coaching Communities For this activity, coaches should read Coaching New Zealand, Level 1, Module 9: Planning a Coaching Session, Coaching New Zealand, Level 2 Module 9: Planning a Series of Sessions, Planning PowerPoint slides and Evaluation and Monitoring PowerPoint slides. Facilitators who have a good overall understanding of Planning, Monitoring and Evaluation should run this workshop. Some of this activity is adapted from Netball NZ’s Coach Development module on Seasonal Planning. Task One: Seasonal PlanningFacilitators divide participants into three groups and give an overall brief of the Transition/Foundation, Preparation and Competition phases for Seasonal Planning. Each group is given a large sheet of paper to write their responses on. Coaches are then asked to discuss one of the phases (transition/foundation, preparation and competition) and note on the paper things that need to be considered when planning for that phase of the season. The task requires about 10 minutes of discussion plus time to present the information back to the workshop participants. Task Two: Once coaches present their group discussion findings back to the workshop, coaches are matched up with a partner. With that partner, coaches then write one session plan to match one of the listed themes from the presented work from Task One. Coaches pick whichever phase they prefer to work on. For the phase selected by the pair, they create a session plan that meets the needs of the athletes in that phase. Task Three:Coaches swap session designs with another pair. Using monitoring and evaluation techniques learned, coaches provide feedback to each other. 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