ࡱ> ` Zwbjbjss 4@o0X?X?X?8?tA0fABBXBXBXB3C3C3CPRRRRRR$7hvG3C3CGGvXBXBMMMGXBXBPMGPMMb$XBA X?IH VL0bf=K==<3CdDMEaFe3C3C3Cvv0M3C3C3CGGGG000D0t7000t7000 CoachSmart: Managing the Environment Module Outline: Late Teenage/Competitive/Social Adult (Participate/Perform) Module 4 of 4 modules in the Programme Management learning area of the Coach Development Framework Module Number: LT/CA/SAP406 Aim/Overview Statement One of the most important roles of the coach is to provide the athlete with a safe environment in which to train and compete. There is a risk of injury in most sports, some more so than others, but with careful planning, these risks can be minimised. This module emphasises that sport injuries are caused by a number of factors, and that a combined strategic approach, rather than a single preventive action or strategy enhances the safety of the athletes. Learning Outcomes: The coach will be able to: Gather information that could impact on his/her athletes safety and demonstrate how they are able to use this information to prevent injury (Screening Forms). Demonstrate that he/she maintains a safe sporting environment for his/her athletes including risk assessment and management processes (including warm-up, cool-down and travel). Demonstrate he/she knows and uses current best practice in dealing with soft tissue injuries. Demonstrate he/she has an understanding of injuries and medical conditions that can commonly occur within Late Teenage/ Competitive/Social Adult athletes (including injury reporting/recording). Demonstrate he/she has an understanding of the implications of medicines, drugs and alcohol in sport. Demonstrate he/she has an emergency plan in case of serious injury or medical incident. Delivery Notes This module can be delivered within a training session (critical friend), or in a workshop context. Coaches who have completed CoachSmart modules from other communities will have already completed some learning outcomes for this module and therefore learning requirements for these outcomes do not need to be repeated unless the updating of specific skills is required by the NSO. Learning Activities See Appendix 1 for some sample learning activities. NSOs can adapt these to suit their sport or create their own learning activities. In delivering this module, learning activities should be selected so that all learning outcomes listed above are met. Assessment NSOs will determine the assessment approaches based on the needs of their coaches. Available Resources Note the ACC resources can also be ordered free by ringing 0800 THINKSAFE (0800 844 657) and quoting the ACC number next to the product. Allow a week for delivery. Available off the web  HYPERLINK "http://www.acc.co.nz/sportsmart" www.acc.co.nz/sportsmart (resources link): ACC SportSmart 10-point Action Plan (Coaches Kit) ACC 523* ACC SportSmart 10-point Action Plan (Educational resource) ACC 524* ACC Managing your Sports Injury ACC 615 ACC Common Injuries available only off the website ACC Sideline Concussion Check ACC 1409 And also: Sideline Management of Strains and Sprains (CD) ACC 1427A ACC Smart Tips  HYPERLINK "http://www.acc.co.nz/smarttips" www.acc.co.nz/smarttips Asthma Management for the Coach (www.smnz.co.nz) ACC, Preventing Sport and Recreation Injuries Shell be Right (video) available upon request, thinksafe@acc.co.nz ACC, Preventing Sport and Recreation Injuries Shell be Right questionnaire upon request, thinksafe@acc.co.nz New Zealand Sports Drug Agency (www.nzsda.co.nz) *ACC will train National Sporting Organisations nominated personnel in the presentation of the ACC 10 point action plan. Conditions will apply. Please contact ACC at  HYPERLINK "http://www.acc.co.nz" thinksafe@acc.co.nz Other Helpful Resources Sport Medicine New Zealand, The Sports Pocket Doctor, available from SMNZ at  HYPERLINK "mailto:smnzat@xtra.co.nz" smnzat@xtra.co.nz. SPARC (2004), Sport Safety Module (pgs. 23-26), in Getting Started in Coaching, Wellington, NZ: SPARC. SPARC, (2003), Sport Safety Module, (pgs 69-80), In The Principles of Sports Coaching, Level 1, Wellington, NZ: SPARC. SPARC (2003), Sport Safety Module, (pgs 59-70), In Principles of Sports Coaching, Level 2, Wellington, NZ: SPARC. Gerrard, D. (1999), The Young Athlete, Wellington, NZ: Sport Medicine New Zealand (Currently available from SMNZ at  HYPERLINK "mailto:smnzat@xtra.co.nz" smnzat@xtra.co.nz but will be available online at www.smnz.co.nz) NZRFU (2001), Rugby Smart (DVD), Wellington, NZ (also on  HYPERLINK "http://www.rugbysmart.co.nz" www.rugbysmart.co.nz) . NZRFU, Coaching for U8-U10 Rugby, Wellington, NZ: NZRFU. NZRFU, Coaching for U12-U13 Rugby, Wellington, NZ: NZRFU. SPARC, Outdoor Activities Guidelines for Leaders, Wellington, NZ: SPARC,  HYPERLINK "http://www.sparc.org.nz/ education/outdoor-activities-guidelines-for-leaders" http://www.sparc.org.nz/ education/outdoor-activities-guidelines-for-leaders (SPARC materials available at  HYPERLINK "http://www.sparc.org.nz/sport/coaching/overview" www.sparc.org.nz/sport/coaching/overview unless otherwise specified.) 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. Activity A: Research and report (covers learning outcomes 1, 2, 5 and 6) Resource Needed: ACC SportSmart 10-point Action Plan (Coaches Kit) ACC 523 Sports Medicine New Zealand, The Pocket Doctor Each coach is to conduct his/her own research using the above resources and any others (online/journals/articles) that he/she feels will help to devise a plan to deal with the following case study. Case Study: You have decided to take your 18 22 year old athletes to a competition in Australia during your off season. You plan on taking 15 athletes. You will fly to a main airport and then travel by van to the venue, which is approximately one hour from the airport. Your accommodation (self contained apartments) is located 20 minutes from the competition venue. The athletes will have five days in Australia before the competition, which will last two days. After the competition there will be one day free before flying back to New Zealand. Develop a plan, which will incorporate the following measures to ensure you manage risks and have your athletes in condition to perform well at the competition. Athlete personal information required Risk assessment and management processes for the trip that cover: training competition travel hygiene/food Drugs/alcohol implications First aid planning In case of emergency planning Free time planning Any other considerations relevant for your sport. Option one Discuss the case study and plan with your critical friend and demonstrate that the processes you have proposed will be suitable for the athletes that you coach and would allow your athletes to perform to the best of their potential (remember to ensure the plans match the characteristics/needs of your athletes). Option two Present a written report to a critical friend/ NSO assessor that includes the outline of the plan and explanations on why you believe the strategies and management processes proposed are appropriate for the characteristics/needs of the athletes that you coach. The explanations should cover all the bullet points listed above. Activity B Group Discussion and Practical Exercises (covers learning outcomes 1 and 2) Resource: ACC SportSmart 10-point Action Plan for Preventing Injuries ACC 523 Part 1: Coaches become familiar with the ACC SportSmart 10-Point Action Plan for Preventing Injuries before attending a workshop. (Or this could be done as part of the workshop.) Part 2: The facilitator then leads a brainstorming session on the following two questions: What information should coaches know about their athletes and why do coaches need to know this information? Some examples could be: (facilitator to draw out) DOB Contact details Next of kin details Emergency contact number Health issues Any disabilities Injury history What other information do coaches need to know about the wider lives of their athletes to ensure they have a safe sporting environment? Some examples could be: (facilitator to draw out) Other commitments: sporting study cultural work family Athletes expectations & goals Travel arrangements to practices/competition Nutrition The facilitator puts the groups ideas on a whiteboard and generates a group discussion. There will be no wrong answers, however some will be more appropriate depending on the sport. From this discussion each coach designs a screening form that is appropriate to their sport and themselves within their own coaching environment. The coaches use this (or a similar form) to collect information on their athletes. Part 3: The facilitator leads a discussion on how the coaches could develop and implement a plan to minimise injury to an athlete in regard to the personal information that would be received from the completed screening forms. Coaches develop and implement their own plan. Activity C: Group or Critical Friend Discussion (covers learning outcome 5) Resources: ACC Sideline Concussion Check ACC 1409 ACC SportSmart (See point 1 of ACC SportSmart, Player Profiling/screening section on www.acc.co.nz/sportsmart) ACC 523 ACC SportSmart (See point 8 of ACC SportSmart, Injury Reporting section on  HYPERLINK "http://www.acc.co.nz/sportsmart" www.acc.co.nz/sportsmart) ACC 523 New Zealand Sports Drugs Agency website At a workshop coaches participate in a presentation of the ACC SportSmart 10-Point Action Plan for Injury Prevention by a qualified presenter. This includes the Sideline Concussion Check, Athlete Screening and Injury Reporting. After the presentation, coaches are divided into groups of 3 or 4. Each group reads the case studies, discusses the implications and solutions to the scenario and relates them to their own athletes and/or team/group environment. Coaches are given 5-10 minutes to discuss each case study and come up with a solution. Each group reports back briefly on one case study to the whole workshop. The facilitator writes the main messages on a white board. Alternatively, the coach may attend the presentation and then discuss the case studies with his/her critical friend and relate the situation to his/her own coaching. Case Study One: During the pre-game warm-up an athlete asks you for a disprin as they have a headache. Headache is the leading predictor of concussion. Based on the information in the presentation, is it possible the athlete is concussed? Gives reasons for your opinion. Disprin thins the blood. Your athlete is about to play a game for a contact sport. Should you give them a disprin? How would you as a coach deal with this situation? Key Points to think about: Was there a previous injury? Is there a chance of injury in the forthcoming game? Is this part of your role as a coach? Case Study Two: From the information you gathered on your athletes (screening form) you discover that one of your athletes is an insulin dependant diabetic. This athlete is quite capable of administering his/her own medication. The athlete often comes straight to training from work, typically not eating beforehand. Based on the information received in the presentation should this athlete be allowed to play competitive sport? Give your reasons for your answer What are the implications of the athlete coming straight from work to training? (Factors you may like to consider could be medication, food or any others that may impact on this situation). Now that you are aware of an insulin dependant diabetic athlete what risk management processes and strategies would you put into place to keep this athlete safe? (Ensure that your answers are practical and would be useful to you in your own coaching environment). Case Study Three: At one of your training sessions an athlete has an asthma attack. He/she has forgotten to bring his/her inhaler with them. What do you do? What are the implications in this situation? What can be done to manage minimize future occurrences of this situation? Consider: the asthmatic athlete access to inhalers a plan to manage such attacks (athlete and coach considerations) the medications allowed in sport if asthma medications are allowed in sport, are there any actions that need to be taken? Case Study Four: In the team that you coach you have noticed that one of your athletes is rapidly changing his/her body shape. You have spoken to the athlete concerned and have been told categorically that this change is the result of increased gym training. You have been told that the only drug the athlete is taking is creatine, (which is an allowed substance) and multi vitamins. You are not convinced that gym training would work this rapidly or be so noticeable in such a short time span. What steps can you as the coach take to ensure that this athlete is not cheating? What processes could you use within your own coaching to ensure your athletes have all the information they need to know about Drugs in Sport? Case Study Five: One of your athletes has just completed their examinations earlier that day and is then successful in a major competition in your sport. During the competition, he/she sprains his/her ankle. To celebrate the culmination of the years study and the outcome of the competition, he/she consumes alcohol straight after the competition. What are the implications of alcohol on the sustained injury? What key messages would you give your athletes in relation to alcohol usage and involvement in sport? Activity D: Group or Critical Friend Discussion (covers learning outcomes 2) Resource: Sport safety module, (pgs 59-70), In Principles of Sports Coaching, Level 2. At a workshop have the group participate in a presentation based on the Sports Safety Module from the Principles of Coaching, Level 2 by a qualified presenter. After the presentation, coaches are divided into groups of 3 or 4. Coaches read the scenario below, discuss the implications and possible solutions and relate these to their own athletes and/or team/group environment. Groups are given 5-10 minutes to discuss and come up with a solution. Each group reports back to the whole workshop. Alternatively the coach may attend the presentation and then discuss the scenario with his/her critical friend and relate the situation to his/her own coaching. Case study one: In your coaching group you have an older athlete who does not have the physical capabilities to match his/her teammates. The rest of the team wants this athlete to remain in the team. What procedures will you need to put in place to ensure the sporting field is safe for this athlete? You will need to cover: The physical environment The other athletes within the team The athlete The opposing athletes Any other factors that you believe are important Case study two: In your coaching group you have an athlete who is partially sighted. This athlete is physically very gifted and is a very valued member of the group. What procedures will you need to put in place to ensure the sporting environment is safe for this athlete in your sport? You will need to cover: The physical environment Rules and equipment The other athletes The partially sighted athlete Parents/onlookers Any other factors that you believe are important Coaches could also develop this case study for a hard of hearing athlete. Activity E: Workshop (covers learning outcomes 3 and 6) Resources: Sideline Management of Strains & Sprains (CD) ACC 1427A Managing your sport injury ACC 615 Principles of Sport Coaching, Level 2, Sport Safety Coaches read the second and third resources listed above, prior to attending the workshop. Part 1: Have a qualified presenter take the coaches through the Sideline Management of Strains and Sprains resource. (There may be someone available from your local RST or Sports Medicine Branch). Coaches are then put into groups and practice what they have learned from the CD in dealing with soft tissue injuries. This is a practical session and allows the coach to develop skills in first aid treatment of soft tissue injuries. Part 2: Coaches discuss a procedure for dealing with any emergencies. Coaches then walk around a training venue and develop an emergency plan for that venue. This plan should be useful to them in their own coaching practice. Part 3: Coaches prepare a list to display at their own training venue that: Describes where an accessible phone is and shows key emergency numbers (or the coach pre-enters relevant emergency numbers in their own cell phone). Notes the address of the practice ground and where the exits are located (Is the gate for ambulance access kept locked? If so where is the key?) Describes where the First Aid Kit is located at the ground. Notes any other key information required in an emergency (recognising that they may be tied up, or involved, and someone else may have to follow the procedures) Activity F: Sport First Aid Course (covers learning outcomes 1, 2, 3 and 4) Resource: SFAC Course (run by Red Cross) Coaches attend a Sports First Aid Course (SFAC). The contact for this is 0800 RED CROSS). This Sports First Aid Course is an eight-hour course that has been developed by Sports Medicine NZ in conjunction with ACC and SPARC specifically for coaches, managers and parents. Red Cross offers this course nationally. This course also includes a CPR component, which must be renewed every two years to keep SFAC current. A prior discussion with the course provider should help ensure the practical component is specific to your sport. Activity G: Individual Research and Written Plan (covers learning outcome 6) Part 1: Make a detailed map/plan of your usual training venue. On this map mark all exits, locked gates, phones, first aid kits and anything else you think you may need to know about your training venue in relation to safety and emergency procedures. Part 2: Make a detailed emergency plan for you to use in the eventuality of an emergency at one of your training sessions. This should also include a risk assessment and management strategy. Get this plan signed off by your critical friend or your National Sporting Organisation. Activity H: Workshop (covers learning outcomes 1, 2, 3, 4 and 6) Case studies that cover learning outcome 5 are given in activity C. To cover all outcomes for this module, a selection of these case studies should also be included. Resources: ACC SportSmart 10-point action plan ACC 523 and ACC 524 The Young Athlete ACC Asthma Management for the Coach ACC Sideline Concussion Check ACC 1409 New Zealand Sports Drug Agency materials Before attending the workshop coaches will need to have read The Young Athlete by Dr D Gerrard, completed their own research on asthma management for the coach, acquired some resources about medications and recognising signs of drug use from the New Zealand Sports Drug Agency and have read the ACCs Sideline Concussion Check. At the workshop coaches participate in a presentation of the ACC SportSmart 10-Point Action Plan for Injury Prevention by a qualified presenter. After the presentation, coaches are divided into groups of 3 or 4. Each group receives one case study (see samples below). Coaches should read it, discuss the implications and solutions and relate the case study to their own athletes and/or team/group environment. Groups are given 5-10 minutes to discuss and come up with a solution. Each group reports back to the whole workshop. Facilitators of the workshop need to ensure the selection of case studies cover all learning outcomes within a single workshop or alternatively hold two workshops covering off half the learning outcomes at each workshop. This can include what coaches learn through the reporting back and discussion of solutions and issues that arise. Case Study One (covers learning outcome 1) You have given all your late teenage/social adult/competitive adult athletes personal profile forms to fill out. So far you have only received 5 back. On the grapevine you have heard back that the athletes do not want to fill these forms out as they do not understand some of the questions on the form and also they dont know why the coach has to know all this stuff. They may feel that filling in the forms honestly will exclude them from playing. In relation to injury prevention and safety, why is the information on screening forms important? What can you do to ensure you gain this information from your athletes? Case Study Two (covers learning outcome 2) You coach late teenage and competitive adult athletes. Some of these athletes have other commitments on their time such as family and work. You have been told about these other commitments on personal screening forms. With this information in mind you have planned alternative sessions (fitness) that some of the athletes can do in their own time rather than at the training sessions. However, you have stressed that they must attend tactical strategy training and technique sessions. Just recently you have noticed that some of these athletes (in particular, two athletes who are friends) are turning up really late to the required practices and are not warming up properly. They appear to be very tired and lethargic and are susceptible to mood swings. They seem to have lost their spark for their sport. What could be happening here? What steps can you as the coach take to investigate and manage this situation and to ensure that potential future injury or illnesses to these athletes (or potentially, any of your athletes) is minimised? Case Study Three (covers learning outcomes 2 and 4) In a competition, your athletes are performing very well and it looks as it will be a very close victory in your teams favour. Ten minutes from finishing there is a collision between one of your athletes and an opposing athlete. Your athlete appears dazed for a while and then remarkably he/she states that they are fine and will continue to compete. You know from previous injury reporting that this athlete had a slight knock to his/her head two weeks ago but had been cleared to play by a medical professional. The athlete looks okay to play on and the reserve is not as talented as the injured athlete. What steps do you as the coach take? Case Study Four (covers learning outcome 6) At training, an athlete was seriously injured and needed to be evacuated by ambulance. You did not know where the key is to unlock the vehicle access gate and, in addition, your cell phone is flat. Devise a plan that can be easily implemented to avoid this type of medical emergency situation. Each coach in the group should ensure that this plan could be adapted to work for their training environment. This plan should take into account both the safety of the injured athlete and the safety of other athletes. Case Study Five (covers learning outcome 3 and partially covers 5) One of your athletes hurts his/her hamstring during the competition. It is looked after by the Medical Professional at the game and diagnosed as a mild strain and with good first aid care (R.I.C.E.D.) and avoidance of H.A.R.M. - ful factors the athlete will be fine to play in next weeks deciding game. As the athletes leave the ground you hear them discussing their plans to go to a party that night. Develop a management plan for the care of the above acute soft tissue injury. What advice (with reasons) would you give the injured athlete in regards to: the care of the injury? the party? Activity I- Role Play (covers learning outcomes 2, 4 and 6) Resources: NSO are to decide from the listed resources or any others they may want to use. NSOs will also decide what learning outcomes they want to cover. Make sure coaches are familiar with the NSOs required resources and then have them attend a session where some role-play scenarios are set up. The coaches can either watch a role play where the coach has been instructed to make some incorrect decisions and then discuss the implications of the decisions made within the role play or they can implement the scenario and discuss making appropriate decisions afterwards with either a facilitator or a critical friend. Sample Role Play One (covers learning outcome 2 and 4): There is a competition in progress in which one of the athletes is tackled and falls, quite severely, hitting his/her head on another athlete. The athlete appears quite dazed but states that he/she is okay. The athlete is asked some simple questions, which he/she answers correctly. The athlete then says that they think it is okay to continue. The coach is not convinced that the athlete is 100%. This athlete plays an integral part in the team. The team is down by 1 point and there is only five minutes left to play. The coach decides to let him/her play. Discussion points: Was this the correct decision? If so, why or why not? What would you have done? What are the lessons from this for your own coaching practice? Sample Role Play Two (covers learning outcomes 2 and 6) You have applied for a position as the top Provincial Coach in your sport and have been successful in making the short list. You have been asked to attend another interview. Focusing on the area of Managing the Environment you have been asked to present to the coaching appointment panel: Your plan to ensure the safety of your athletes (include use of screening forms, risk analysis and risk management planning.) Your injury management plan Your emergency plan The presentation should be backed up with examples that you already use in your current coaching practice. The presentation should take five minutes with questions from the coaching panel to follow. Sample Role Play Three: (the learning outcomes covered depends on which incident NSOs pick). Inform coaches beforehand that there will be an incident within a competition/training situation that they will need to deal with. Set up a mock competition and plan to have an incident arise. You will need to brief the athletes (or other coaches in the group) what is required of them. Some examples could be: An athlete receives a head injury. He/she becomes argumentative and refuses to leave the pitch/court/competitive arena An athlete stands in a hole on the competitive arena and seriously sprains his/her ankle Conditions are really wet and cold and athlete develops hypothermia Asthmatic athlete (known condition) has a serious asthma attack NSOs can develop a situation that is specific to their sport. Learning Activity J- Workshop (covers all learning outcomes) Resource: Preventing Sport & Recreation Injuries (video)+ questionnaire Obtain a copy of the video Preventing Sport & Recreation Injuries from ACC along with the associated questionnaire. Part 1 Watch the video Preventing Sport & Recreation Injuries. Give participants the associated questionnaire to fill in and discuss reasons for answers in the group. Generate a discussion around the people and the role they play in the video. Part 2 Break coaches into groups of 2-3 and give each group 10 minutes to develop a case study based around video and the Social/Competitive Adult athlete. Each group is to present their case study to the larger group. Facilitate discussion and encourage the group to problem solve these case studies.      PAGE 1 '7tu  9 > ? V Ǹvl`QE9EQ1hfamH sH h9TCJOJQJ^JhCJOJQJ^Jh2ChCJOJQJ^Jh@NQCJOJQJ^JhfaOJQJ^JhfaCJOJQJ^JmH sH h@NQh9T5CJOJQJ^JhNh9T5CJOJQJ^J"hiAyh9T5CJOJQJ\^Jh9T5OJQJ^JmH sH "h9TCJ OJQJ^JaJ mH sH &h@NQh9T5CJ OJQJ\^JaJ h9T5CJ OJQJ^JaJ h9T 'tu   Y y 78gd}6 & F 8^gdgd$a$gd9T$a$gd9Tgd9T@&gd9T@wYw 0 7 ? 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