Sprint DRAGON BOAT Entry Level Competitive Coach Learning

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Sprint DRAGON BOAT Entry Level Competitive Coach

Learning Facilitator guide

700-2197 Riverside Drive

Ottawa, Ontario K1H 7X3

Tel: 613-260-1818

Fax: 613-260-5137

www.canoekayak.ca

♥ This document is copyrighted by the Coaching Association of Canada (2003), the CanoeKayak

Unless otherwise indicated, images and pictures contained in this document are the property of HEMERA

TECHNOLOGIES INC. They are used under license and are copyrighted.

3 TABLE OF CONTENTS Introduction 6 Purpose of Document 6 Core Competencies 6 Overall Context 6 How to Use this Guide 7 Facilitating the workshop 7 NCCP Core Competencies 12 Evaluation Overview 13 Learning Activities 15 CKC Ethics and CKC Case Studies 17 Provide Support to Athletes in Training (SAT) 20 A. Veryify that the Practice Environment is Safe 20 SAT – 1 Identifying Hazards - classroom 20 SAT – 2 Risk Assumption and Responsibility 21 SAT – 3 Identifying Hazards - lakeside 25 SAT – 4 Identifying Hazards - case study 26 B. Implementing an Appropriately Structured and Organized Practice 28 SAT – 5 Managing a Program – Team Spirit & Coaching Style 28 SAT – 6 Creating a Positive Environment – classroom 32 SAT – 7 Leadership & Communication in Dragon Boat - commands 34 SAT – 8 Organizing a Practice 36 SAT – 9 The basis of a Plan – classroom 38 SAT – 10 Understanding Athletic Ability in Race Distances 40 SAT – 11 Training Athletic Abilities 45 SAT – 12 Plan a Practice 52 SAT – 13 Positions and Crew Selection 55 C. Make Interventions that Promote Learning 61 SAT – 14 Fitting Dragon Boat Equipment 61 SAT – 15 Launching & Loading Dragon Boats 64 SAT – 16 Identifying Technical Progression 67 SAT – 17 Objective of the 5 Phases of the Stroke – classroom 71 SAT – 18 Teaching the FIVE phases of the Dragon Boat Stroke 72 SAT – 19 Objective of Effective Dragon Boat Paddling Technique 78 SAT – 20 Steering Skills – classroom 80 SAT – 21 Steersperson Stance 83 SAT – 22 Steering 85 SAT – 23 Coaching Dragon Boat Technique 87 SAT – 24 Self-Assessment After Coaching Session 92 D. Safely Operate a Motor Boat in Training and Rescue Situations 94

4 SAT – 25 Motorboat Skills: Demonstration – lakeside 94 SAT – 26 Motorboat Skills Practice Rescues – lakeside 95 Analyze Performance (AP) 96 A. Coach Detects Performance of the Three Key Elements of Technique 96 AP – 1 Analyzing Dragon Boat Technique – classroom 96 B. Coach Corrects Performance of the Three Key Elements of Technique 99 AP – 2 Analyzing Dragon Boat Technique – classroom 99 AP – 3 Blend 107 C. Coach Demonstrates the Three Key Elements of Dragon Boat Technique 114 AP – 4 Demonstrate Dragon Boat Technique – lakeside 114

5 Introduction Purpose of Document

This Learning Facilitator Guide is your personal plan for how to facilitate the ELCC Advanced Gradation workshop. It provides suggestions for all of the Coach Workbook activities, directs or makes reference to the workbook activities and reference material, and has areas where you can write your own notes and comments on the workshop. Reviewing these notes and comments after the workshop and before your next one will help you improve even more as a Learning Facilitator. We therefore recommend that you save this

Guide and consult it regularly to ensure continuous improvement in your facilitation skills and in the workshops you deliver.

Links to Coach Workbook and Reference Material: This Guide shows references to all activities from the

Coach Workbook, and it refers often to Reference Material. Coaches receive the Coach Workbook and the

Reference Material when they register for the ELCC Advanced Gradation workshop.

NCCP Core Competencies

As you progress through this workshop, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are:

• problem-solving,

• valuing,

• critical thinking,

• leading,

• interacting

At several points in the workshop, you will participate in activities aimed to reinforce, and involve reflecting on and assessing your learning on these five competencies. These are important activities, because you indicate in them how you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon that identifies these learning activities.

Overall Context

This workshop involves training and certification for ELCC Advanced gradation in the competition introduction stream of sprint CanoeKayak.

6 How to Use this Guide

This Learning Facilitator Guide contains both tips for you on how to facilitate each activity in the Coach

Workbook. Using this Guide, you can refer straight to the workbook and reference material.

Tips on how to teach an activity appear before or after the material from the Coach Workbook. The material from the Coach Workbook is indicated under the materials/ resources column in the LF Guide. The spaces in the Coach Workbook where coaches answered questions have been omitted from this Guide.

Always remember that workshops are NOT designed to cover all the information in the Reference Material.

The workshops focus much more on learning by doing than on learning by reading. So while some workshop activities may involve reading Reference Material selections, most do not. In fact, some Reference Material must NOT be presented during a workshop! It is important to communicate this to the coaches as well. The reference material is extremely thorough, and coaches should have it as a great reference guide for their coaching. Facilitating the Workshop Key Functions of the Facilitator

As a reminder from Core LF Training, the three key functions of the Learning Facilitator in leading a workshop are: Instructor

• Provides new information.

• As an instructor, LFs must use methods in addition to mini-lectures to provide information such as:

providing reference material, using coach workbook tasks, showing videos, providing summaries at the

end of learning activities, and providing debriefs. Guide

• Gives coaches tasks that allow them to develop specific competencies and learn through guided

discovery and problem solving.

• As a guide, LFs must allow participants to discover through the tasks provided; the LF guides the learning

process by: altering the sequence of learning tasks to match the readiness of the group, providing

detailed instructions on the learning activities, intervening when the group has misunderstood the

instructions, resolving conflicts within group, and providing full debriefs after the learning activity. Moderator

• Builds a group of learners who are supportive of the LF, of one another, and of learning through the

activities.

7 • As a moderator, LFs must: match the task to the group’s readiness, move quickly into a task at the start

of the workshop (to give participants an opportunity to learn the desired behaviours), and note and

reward groups when they work hard at assigned tasks.

Components of Effective Learning There are five key components of an effective learning activity:

Introduction: Outlines the rationale, objective and process for the module.

Theory : Introduces new information or asks the group to look at previous knowledge or information

in a different way.

Experience: Either draws on the group’s previous experience or provides the group with a common

experience that could be analyzed.

Application: LF Allows participants to apply the information to coaching in their specific context.

Closing: Brings together in a summary or debrief what was learned in the activity OR bridges to the

next activity.

When facilitating this workshop, strive to include all five components in each module.

Problem-Solving Approach in this Workshop

Competency-based training and certification embraces the concept of learning by doing. Coaches learn good coaching habits when they have the opportunity to practice effective coaching behaviours. This workshop is designed to give the participants plenty of opportunities to do and think for themselves. One of your responsibilities as a facilitator is to ensure that these opportunities are both dynamic and constructive.

Use your creativity! As long as the critical path for each step is being followed (see below), you are free to manage the grouping of Coaches and the presentation methods for the reference material and for the debriefings as you see fit. One of the key characteristics of effective facilitators is their ability to vary what is taking place while staying true to the critical path and the goals of what is to be accomplished in each step.

The critical path to be followed for each step is as follows:

• Coaches are given a few minutes to figure out their respective starting points for each step, using the

questions provided in their workbooks as a guide. This is best done individually at first. Coaches should

be encouraged to note their thoughts/responses, so that a before-and-after comparison is possible.

• Coaches are given time to look at the relevant reference material.

8 • Opportunity for active interaction between Coaches is provided in order to gather the expertise from the

group and compare interpretations of the reference material.

• Coaches are provided the chance to note how their perspectives may have changed as a result of sharing

with others and looking at the reference material.

• De-briefing takes place so that key messages are highlighted and shared with the group. The following

are some questions to consider when debriefing:

o Ask participants, “How did you feel?”

o “What worked, what didn’t work, how would you change?”

o “Are there any potential ‘Time Traps’ in the lesson plans”

o “Were all the components of an Effective Learning Activity contained in the lesson?”

o “Was the objective obtained for the learner?”

• Coaches are given time to add to their action worksheets.

• The Power Point presentations are included as a resource for your use to help facilitate the learning

process of the participants. However; utilization should be kept to a minimum; they are not designed as

a stand-alone presentation of the program.

Workshop Timelines

The time estimates given are based on using the sample methods. As time is tight in the workshop, assign time limits to group work. This will get, and keep, groups on task. Try for a brisk but unhurried pace. The

Coaches will appreciate it if their time is used well.

Managing Group Discussions

For most of the workshop, you will be facilitating or “orchestrating” rather than presenting. Some signs that you are doing your job effectively include:

• every Coach is engaged in the task

• each Coach is using his/her actual Coaching situation as a reference point for work done in the

workshop

9 • Coaches have many opportunities to move about and exchange ideas

• you are engaged in managing the environment and the time

• you are talking only when you answer a question, clarify a task, sum up a section of the material,

prompt the debrief of what was learned, or introduce the next topic

• you are drawing from the experiences of the Coaches rather than your own

• there is minimal dead time (Coaches aren’t waiting for each other, or waiting for you to get

organized)

• there is a feeling of energy and a hum of conversation

• Coaches are listening to one another and building ideas together

Intervene in a group discussion only if you observe the following:

• the discussion is off topic

• the discussion is being manipulated by one person/one view

• the conclusions of the group are inconsistent with the reference material

• the group at large is ready for the next task Facilitating as a Role Model

When you are modeling coaching behaviours, be sure to show the key points outlined in the self-assessment tools, as well as the key steps of teaching an activity and giving feedback as outlined in the reference material. In general, aim for:

• getting the participants started on the activity as quickly as possible

• setting the conditions so that as much learning can take place as possible without you having to

speak

• keeping whatever feedback you give positive and to the point

• moving around the group

• praising publicly but giving corrective feedback privately

The Coaches will do as you do, more than they will do as you say. Equipment/Materials Needed to Facilitate this Workshop

• Laptop/Projector or HDMI cable to connect to a TV

• Speakers for the Laptop for video presentations

• Flipchart/markers

10 • Masking Tape – Green Painter’s tape won’t damage walls

• Nametags

• NCCP Registration Materials

• Facilitator Guide

• Participant Manuals (Consisting of Coach Workbook and Reference Material)

• Bookmarks

• Facilitating Aids

• Stop Watch

• Extra Pens

• Video camera

• Outdoor gear for activity on water, etc. Learning Facilitator Checklist

For a successful workshop remember:

• Use multiple methods of facilitation (Instructor, Guide, Moderator)

• Ensure each learning activity contains the five elements of an effective learning activity (Introduction,

Theory, Experience, Application, Closing)

• Manage timelines accordingly

• Be a positive role model

• Be prepared

Using the Manual

The ELCC Advanced coach materials consist of Reference Material, a Coach Workbook (Evaluation Form), and for you the learning facilitator, a Facilitator Guide (note: participants do not have the Facilitator Guide).

The Facilitator Guide will give you guidance with how to facilitate each module. Key Messages will be highlighted for you. The Facilitator Guide is a guidebook with Facilitator’s instructions, please remember your coach participants do not have the Facilitator’s instructions in their book and their pages make look slightly different.

Every effort has been made to provide suggested timelines for each sample method. Adhering to these timelines will help you stay on schedule. This is very important as there is a lot of information to cover.

Remember to prompt Coaches to complete their Action Worksheet at the end of each module.

15 learning activities Learning Activity Modules At a Glance

CKC Ethical Case Studies Provide Support to Athletes in Training (SAT) A. Verifies that the practice environment is safe.

Identifying Hazards (Classroom) SAT 1

Risk Assumption and Responsibility SAT 2

Identifying Hazards (Lakeside) SAT 3

Identifying Hazards Case Studies SAT 4 B. Implements an appropriately structured and organized practice

Managing a Program – Team Spirit and Coaching Styles SAT 5

Creating a Positive Environment Dragon Boat SAT 6DB

Dragon Boat Commands SAT 7

Organizing the Practice SAT 8

The Basis of a Plan SAT 9

Understanding Athletic Abilities SAT 10

Training Athletic Abilities SAT 11

Plan a Practice SAT 12

Positions and Crew Selection SAT 13

Canoe Kids - Activities that contribute to development of skill(s), tactic(s) and or athletic abilities. SAT 9SECTION 5 C. Makes interventions that promote learning.

Fitting Dragon Boat Equipment SAT 14

Launching &Loading a Dragon Boat SAT 15

Identifying Technical Progression SAT 16

Objective of the Stroke (Classroom) SAT 17

Teaching the Five Phases of the Stroke – Dragon Boat Technique SAT 18

Objective of Effective Paddling Technique (Lakeside/Pool) SAT 19

Steering Skills (Classroom) SAT 20

Steersperson Stance SAT 21

Steering SAT 22

Coaching Sprint Dragon Boat Technique (Lakeside/pool) SAT 23

Self-Assesment after Coaching Session SAT 24 D. Safely operates a motor boat in training and rescue situations

Motorboat Skills – Demonstration SAT 25

Motorboat Skills – Practice Rescues SAT 26 Analyze Performance (AP) A. Detects performance of the five basic elements of Canoe/Kayak techniques.

Identifying Technical Progressions SAT 16

Analyzing Dragon Boat Technique AP 1

bjective of the Stroke Blending AT 17DB B. Coach corrects performance of the three key elements of Canoe/Kayak technique.

Objective of Technique SAT 19

Launching & Loading a Dragon boat SAT 15

Identifying Technical Progressions SAT 16

Analyzing Dragon Boat Technique AP 2

Objective of the Stroke SAT 17

Teaching the Phases of the Stroke SAT 18

Blending Drills AP 3 C. Coach Demonstrates the three key elements of Canoe/Kayak Technique

Demonstrate Dragon Boat Technique AP 4

Support the Competitive Experience Prepares for readiness in competition

Creating a Regatta Equipment Checklist SAC

Creating a Repair Kit 5See SECTION 6

CKC Ethics and CKC Case Studies Learning Goals: 1. Participants can use the 7 step method to solving ethical decisions to solve canoe

kayak specific issues that may arise.

Divide the coaches into groups of 4. Assign groups different scenarios. Provide the groups 10 – 15 minutes to discuss the scenario and come up with a solution using the 7 steps as they learned in the MED module. You may want to refer to the 7 step process as a review prior to the activity. Debrief after the activity with the whole group.

Values and Ethics Discussion Key for LF’s:

Key Points to incorporate in the discussion:

A. Review Problem Solving Cycle of:

1. Identify the facts of the situation

2. Determine “What is at stake” (ethically & legally)

3. Identify potential decisions & outline possible consequences in each case

4. Identify pros and cons of each decision

5. Select the best decision option

6. Design an action plan & a plan to manage the consequences.

B. Review Fair Play Principles and Statement of Values

C. Review actions that constitute harassment on the part of the coach and other athletes

D. Emphasize that you are not looking for right or wrong answers, but thoughtful solutions.

Case Study #1 – Crew Selection

Group should have taken the following into consideration: r Whether or not policies for selection already exist. r What the expectations of the athletes are with respect to crew selection policies. r Previous precedents. r Consequences of the decision. r What is the message being given to the athletes about their behaviour for the remainder of the season?

Copyright CKC, CAC, rev 2016 18 r How will the coach feel about themselves at the end of the day as a result of their actions?

Case Study #2 – Inappropriate Touching

Group should have taken the following into consideration: r Whether or not there is a procedure already in place at the club for this kind of incident. r Whether or not an entry level coach should respond to the parent’s concern other than to direct them to

the appropriate person. r Who should the parent be referred to (i.e. head coach, commodore, etc.).

Case Study #3 – Fair Play

Group should have taken the following into consideration: r What is the limiting race rule and why is it in effect? r Athlete’s motivation for telling the coach. r Fair Play and Statement of Values (code of ethics). r Role of the Head Coach versus Role of Entry Level Coach. r Consequences of their actions. r What kind of an example will their behaviour set for the athlete in question? r How will the coach feel about themselves at the end of the day as a result of their actions?

Case Study #4 – Harassment

Group should have taken the following into consideration: r Fair Play Principles and Statement of Values (code of ethics). r Definitions of “harassment” and “abuse” r The participation principles of inclusion versus exclusion. r The right to participate. r The feelings of the athlete in question.

The message that the coach’s actions convey to all the athletes about their behavior

Facilitator Notes…..

The case studies presented below are canoekayak club specific situations. By going through a case study, the coaches will invariably recognize similarities in their own experience. These discussions have proven to be an excellent opportunity for coaches to share their own experiences. These case studies support the more generalized MED program of the NCCP.

Case Study #1 – Crew Selection At the end of the summer, your group of athletes is participating in a regional regatta. One of the many crews you are putting together is a Dragon Boat. You can only enter one crew into the regatta. A total of 24 athletes have been training for the dragon boat regatta. Five of them have come to practice regularly and have done everything you have asked of them. A great deal of the athletes are talented paddlers. The other two do not exhibit the same natural talent, but they work very hard. You also have 4 athletes who are exceptionally talented paddlers, but has not come to all of the practices. When these paddlers have shown up to the practices, they haven’t always put forth the effort that the others have exhibited. Who do you select for the crew? Why?

Case Study #2 -- Inappropriate Touching A parent of one of the children in someone else’s group comes to you with a claim that their child had been inappropriately touched during the previous day’s activities. What do you do? Why?

Case Study #3 – Fair Play You are assisting at the Provincial Bantam Championships. One of the competing athletes mentions to you in passing that the Head Coach has just spared them into another race and that they are now in violation of the 6+2 race rule. The athlete is one of your best bantam paddlers and your club is in contention for the

Championship Burgee. What do you do? Why?

Case Study #4 – Harassment It has come to your attention that one of your paddlers is constantly being ridiculed by the other paddlers because they must wear a leg brace. This paddler is becoming very discouraged and may not return to your program. What do you do? Why?

Provide Support To Athletes In Training

A. Verify that the practice environment is safe

SAT – 1 Identifying Hazards - Classroom

Teaching Goals: 1. Participants can identify environment concerns and potential hazards. 2. Participants can identify how hazards can be avoided. 3. Participants understand how to personalize an EAP for their club. 4. Participants are aware of the Small Vessels Regulations for racing boats.

In small groups, discuss local safety environmental concerns and identify existing and potential hazards.

Give each group a hazard category (human aspect, regatta, water/weather, facilities/equipment) and have them come up with as many hazards in that category as possible in five to ten minutes. Once completed, have each group identify prevention and coping (if the hazard causes an accident) strategies.

Have small groups present their discussions to the large group. Tie in the Theory concept of the EAP as a prevention and coping tool. Include the local Coast Guard regulations and carriage requirements in large group discussions.

Discussion Points: Use list of potential hazards/safety concerns (p. 6-41)

Teaching Tools: Use a flip chart to record ideas

“Potential Safety Hazards at Your Club” (p. 6-41)

Blank EAP (p. 6-42)

Small Vessels Carriage Requirements (p. 6-43, 6-44)

Time Est. 45 minutes

Facilitator Notes:

In small groups, discuss local safety environmental concerns and identify existing and potential hazards.

Each group will be given a hazard category (human aspect, regatta, water/weather, facilities/equipment).

Come up with as many hazards in that category as possible in the next five to ten minutes. What hazards are unique to coaching Dragon Boat?

Hazards:

Prevention and coping strategies:

SAT – 2 Risk Assumption and Responsibilities

This is a continuation of SAT 1.

INDIVIDUAL

STEERSPERSON

COACH

CLUB

CCG

Sources of Risk • Environmental Conditions

• Water and Boating Safety

What is the difference in risk in a recreational vs. commercial waterway?

• First Aid

• Water

• Injuries

Each source of risk requires an Emergency Action Procedure

What safety equipment is mandatory in a Dragon Boat? By CKC? By the Canadian Coast Guard?

What additional equipment would be good to bring along given your crew, your club, your venue and your waterway?

My Coaching Notes

Emergency Action Plan

Team / Event:

Site:

Charge Person:

Alternate Charge Person:

Call Person:

Alternate Call Person:

Number Card Locations of Phones:

Phone Numbers Emergency:

Ambulance Police:

Fire: Hospital:

Poison Control: Facility:

Location Directions for Emergency Personnel:

SAT – 3 Identifying Hazards – lakeside

Divide class into small groups of 4-5. Give each group five to ten minutes to develop a list of all the unsafe areas and potential hazards at the course site. Include the docks, boat bays, beach, etc. You may wish to stage some potential hazards in advance. Bring large group back together and use flip charts to record all the identified hazards. Discuss the different scenarios in which the potential hazards may become unsafe practices. Identify strategies for prevention.

Teaching Goals: 1. Participants can identify environment concerns and potential hazards.

2. Participants can identify how hazards can be avoided.

Discussion Points: You may want to identify some key hazards in advance and identify potential prevention strategies.

Teaching Tools: Use a flip chart to record ideas.

Time Est. 30 minutes

Your group has five to ten minutes to develop a list of all the potential hazards that could occur on the water.

What are some potential hazards unique to Dragon boat? Include athlete safety, water in the boat, capsizing, etc.

Strategies for prevention:

SAT – 4 Identifying Hazards – case studies

Divide class into small groups of 4-5. Give each group one of the Safety Scenario CASE STUDIES. Using a time block of five to ten minutes, have each group determine a plan of action in as much detail as possible.

Present action plans back to the large group. Tie in the use of the EAP during the large group discussion.

Teaching Goals: 1. Participants can identify environment concerns and potential hazards.

2. Participants can identify how hazards can be avoided.

3. Participants understand how to personalize an EAP for their club.

Discussion Points: Utilize the Safety Scenarios Discussion Key (p. 6-46, 6-47)

Teaching Tools: Safety Scenarios)

EAP

Use a flip chart to record ideas.

Time Est. 45 minutes

Facilitator Notes….

Your group will be given a Safety Scenario CASE STUDY. Using the next five to ten minutes, determine a plan of action in as much detail as possible

Action Plan:

Safety Scenario #1 You are a new coach at the local canoe club. You have been assigned 10 new paddlers. Of the 10, only 2 can swim. The others vary from being afraid of the water to being non-swimmers, but not afraid of falling in.

What types of safety concerns would you have when on the water? How could you address them?

Safety Scenario #2 Two of your co-coaches have called in sick today. You are the only coach at the club today and more than 20 paddlers have shown up. One third of the group are confident bantams who are eager to get out on the water and train for their upcoming regatta. Another third of the group is a Canoe Kids program at the yellow (first) level. The final third of the group are second year peewees who have more confidence than skill.

What types of safety concerns would you have when on the water? How could you address them?

Safety Scenario #3 You have arrived at the club 30 minutes before your group’s workout only to discover that equipment assigned to your group has been damaged. Three of the canoe paddles are cracked and two of the kayaks have broken parts.

What types of safety concerns would you have when on the water? How could you address them?

Safety Scenario #4 You are working with a group of competitive U15s. This is their day for a heavy load workout and you have planned sets of 1000m intervals at 80% race pace. The weather prediction for the day is extreme heat with high humidity and an air advisory warning.

What types of safety concerns would you have when on the water? How could you address them?

B. Implement an appropriately structured and organized practice. SAT – 5 Managing a Program – Team spirit & Coaching Styles - classroom Divide the participants into small groups. Give each group a copy of CASE STUDY A and have them complete the following tasks in 15-20 minutes. Once completed, discuss the results in the large group. The discussion should focus on essential elements of managing a successful “Learn to Paddle” program including adopting a coaching style to the needs of the participants and incorporating fun into the program.

TASKS

What type of coaching approach or coaching style might a coach want to incorporate for this program?

Why?

Identify five ways a coach might build team spirit amongst your “Learn to Paddle” participants.

Teaching Goals:

1. Participants understand that different approaches and coaching styles exist.

2. Participants understand that different approaches and coaching styles have different impacts on athletes.

3. Participants understand the connection between team spirit, fun and inclusion.

4. Participants develop a repertoire of team building activities.

Discussion Points:

Different Styles of Leading

Friendship – establish a friendship with athletes and hope they will follow you because you have established a loyalty bond

Expert – expect athletes will do what you say because you are perceived as having expert knowledge that they want to access

Supportive – give consideration to the needs of athletes, displays concern for their welfare, creates a friendly climate in the group

Directive – lets athletes know what they are expected to do, gives specific guidance, tells athletes to follow rules and procedures

Participative – consults with athletes and takes their opinions and suggestions into account when designing programs

Achievement-oriented – sets challenging goals, seeks performance improvements, emphasizes excellence in performance and shows confidence that athletes will attain high standards

The style a coach incorporates depends on their personality, their situation (for example have they been hired by the club and officially placed in a position of authority? Are they a head coach, group coach, assistant coach etc.), and the characteristics of the group with which they are working (age, goals, personalities, etc.)

A personal style can be a blend of the above styles.

Spend some time discussing how different styles will affect different groups. For example, would an

“expert” approach be successful with a group of Canoe Kids? Why not? Is it possible to be too “Friendly” with an athlete group – does this affect your authority in any way? Would that depend on your age and the age of the group with which you are working? Etc.

Examples of Ways to Build Team Spirit

r Play cooperative games where the group has to work as a team to achieve a result

r Plan group activities outside of paddling – BBQ’s, soccer games

r Emphasize the results of the group versus the results of individuals

r Wear uniforms at regattas

r Identify burgees, logos, sayings, songs, etc. that are specific to the group

Teaching Tools: CASE STUDY A and the Team Spirit TASKS

Time Est. 45 minutes

Facilitator Notes….

Your group will be given a one of the following 4 case studies. Complete the following tasks in 15-20 minutes.

Once completed, discuss the results in the large group. The discussion should focus on essential elements of managing successful “Learn to Paddle”, dragon boat or war canoe programs, including adopting a coaching style to the needs of the participants and incorporating fun into the program. TASKS

What type of coaching approach or coaching style might a coach want to incorporate for this program?

Why?

1. Identify five ways a coach might build team spirit amongst your athletes.

Your notes :

CASE STUDY A You have been assigned to one of the six-week summer Learn to Paddle programs run by your club.

This program is one of the club’s most successful tools for recruiting new members. Many parents of participants become involved volunteers as a result of their positive experience with this program.

Approximately 75% of the U13/U15 competitive paddlers in your club were introduced to paddling through this program.

Your participants are a group of seven U11. None of the participants have had prior paddling experience. Two have registered because their friends paddled last summer and had a great time. Three have been registered because their parents think that paddling is a healthy outdoor activity and their children thought it might be “kind of fun”. Two were registered by their parents in an attempt to get them out of the house and away from parental supervision. These two are not keen on paddling and had no choice in their registration into the program. Your program will run on a daily basis for two hours each day. Although the program lasts six weeks, it is understood that the majority of the participants will miss a week or two for family holidays.

CASE STUDY B You have been assigned to one of the six-week High School Learn to Paddle dragonboat programs run by your club. This program is one of the club’s most successful tools for recruiting new members. Many parents of participants become involved volunteers as a result of their positive experience with this program. A large percentage of your competitive junior paddlers in your club were introduced to paddling through this program.

Your participants are a group of 18 high school students between the ages of 15 and 18. None of the participants have had prior paddling experience. Over half registered because their friends paddled last season and had a great time. The other half registered because the thought this was better than the other sports offered through the school. Additionally, many registered with their friends and class mates. Your program will run four days a week for the six week period.

Team Spirit Tasks

What type of coaching approach or coaching style might a coach want to incorporate for this program?

Why?

1. Identify five ways a coach might build team spirit amongst your athletes.

SAT – 6 Creating a Positive Environment - classroom

Use small groups for this exercise. Write on a flip chart: “Children and adults alike tend to stay involved in activities that are fun and increase self-esteem.” Each group has five minutes to brainstorm as many strategies/tips as possible for keeping paddlers interested in a program and feeling good about themselves while they participate. After five minutes come together and share ideas as a group. Ask the group how they can tell if their athletes are enjoying themselves.

Teaching Goals:

1. Participants can identify specific strategies for retaining participation in beginner programs.

2. Participants understand the links between fun, self-esteem, a positive environment and participant retention in programs.

3. Participants are aware of different ways to determine whether or not their group is enjoying themselves

Discussion Points: Creating a Positive Environment r Always use a paddler’s name when referring to them directly or indirectly. r Strive to say one good thing to each paddler at every session. r Always frame criticism in a positive and constructive manner. r Involve non-competitive games in your weekly programs. r Listen to what your paddlers are communicating and respond to their concerns. r Always use respectful language. r Make sure everyone understands your rules. r Always state a positive criticism before a negative.

Monitoring Athlete Enjoyment r Ask the group if they are enjoying their workouts and incorporate their comments into your program

design. r Be aware of body language when the athletes are performing a task. r Be aware of athlete’s reactions (both verbal and physical) to an activity.

Copyright CKC, CAC, rev 2016 33 r Monitor participation – are the kids coming to all your workouts? Is everyone participating or are some

kids hanging back? r Monitor punctuality – are the kids dragging their feet to your workouts or are they on time and eager to

participate?

Teaching Tools: Use flip charts to record ideas.

Time Est. 30 minutes

Facilitator Notes….

Goals: 1. Participants can identify specific strategies for retaining participation in beginner programs by identifying objectives in the following areas; • social needs, • affiliation, • discovery and • self-direction • Developmental stage of the athlete 2. Participants understand the links between fun, self-esteem, a positive environment and participant retention in programs. 3. Participants are aware of different ways to determine whether or not their group is enjoying themselves

Your group has five minutes to brainstorm as many strategies/tips as possible for keeping paddlers interested in a program and feeling good about themselves while they participate. After five minutes come together and share ideas as a group.

Your notes :

SAT – 7 Leadership & Communication IN DRAGON BOAT - COMMANDS

Teaching Goals: 1. Participants understand, and utilize common language and commands

in communicating with a dragon boat crew

This activity can be done as a large group discussion. Introduce the activity to the group. Have a group discussion, using questions 1 – 4 as a guide. During the discussion, ask the participants other commands that they may use, or variations of the common ones listed below.

Discussion Points: 1. Dragon boat coaches / steersperson or drummer should utilize certain

language in using commands to lead a dragon boat. When the coach is

not in the boat, either the steersperson or drummer should be

designated as in charge and be the communicator in the boat.

2. Some clubs may have different terms based on their location in the

country. However, terminology should be similar nationally, and should

be simple, consistent, with no room for interpretation.

Facilitation Tools: Flip chart and markers to record ideas. Facilitator Notes….

Taking time to think how you talk with your crew is essential to clear and effective communication. Very often we use jargon that is unique to paddle sports and requires some socialization before you are familiar with it.

What are some examples of paddler jargon?

Which of these words or phrases are effective and which might be misinterpreted easily?

Is this a good thing to have?

Some common terminology

o "Paddles up": ready to paddle, all paddlers with paddles above water ready to enter water

o "Take it away": begin paddling.

o "Let it run": stop paddling and let the boat glide

o "Hold the boat": place paddles in the water and brake the boat to a stop.

o "Back it down": paddle backwards

o "[front] / [back] Draw [left] / [right] ": initiates a turn using draw strokes by the designated

paddlers

o "[load] / [unload] from the [front] / [back]": to indicate how you want your crew to load the

boat.

o What are the commands used at your club?

My Coaching Notes

SAT – 8 Organizing the Practice

Group the coaches into pairs. In pairs, discuss and develop an on-land plan for an efficient start to the practice. Large group discussion of ideas.

GOAL: The participant will demonstrate an organization plan to facilitate an efficient on-land start to

the practice.

LOCATION & TIME: Classroom - 10 minutes, Land/Dock - 10 minutes

Facilitation Notes:

GOAL: The participant will demonstrate an organization plan to facilitate an efficient on-land start to the

practice.

LOCATION & TIME: Classroom - 10 minutes, Land/Dock - 10 minutes

Learning Method: In pairs, discuss and develop an on-land plan for an efficient

start to the practice. Large group discussion of ideas.

ACTIVITY: With a partner, you have 5 minutes to discuss and develop an plan for

an efficient start (first 10’-15’) to your D.B. practice.

For the last 5 minutes, come together and share ideas as a group.

Your notes :

Ideas and Suggestions: A. Be organized right from the beginning of the practice. That starts as soon as the paddlers arrive

at the club. Probably the only time parents will see the coach/cox as a crew leader will be on-

land and on the dock. Your credibility and control of your crew begins at the clubhouse.

B. Attendance taking is important. It’s also important to know who will be away well in advance.

Then you’ll have time to call in alternates. Develop a policy for paddlers and/or parents to notify

you in advance of potential absences.

C. As paddlers arrive check them off. Separate your list into rights and lefts.

D. Hint: See the included dragon boat crew list sheet. Put it on a clipboard and have paddlers

‘sign-in’ as a left or a right as they arrive. This can become your attendance list. Once you are

ready to start, check the list and number (1-10) - the order that they will paddle for that workout.

Read out the order to the paddlers. This a lot quicker than moving paddlers around on a dock -

something that always looks disorganized. Also you can use the list in the coach boat to learn

names of first timers or record comments on each paddler. Or post it at regattas to show

position order.

E. 4Develop a set routine for the crew warm-up. Having crew members lead the warm-up with

minimal direction from you will free you up deal with other issues (parents, equipment, etc.).

F. 5If possible, rather than going straight to the water, lay the war canoe down, upright on a ‘piece

of grass’ or rack beside the club. Have the crew put their paddles and blocks in the proper spots.

This is a good time to do the warm-up or to talk to your crew about the objectives of the practice

or an upcoming competition. Then carry the boat to the dock. This keeps dock time to a

minimum.

If you are short paddlers, it is still important to go out. The quickest way to ‘kill’ a dragon boat

program is to cancel practices. Whether 12 or 20, always go on the water. Try to know how many

crew members will be absent from each workout. Then you can invite other club members to

fill in.

If there are more than enough for a crew, several options are available - take out 2 dragon boats, send out the athletes in outrigger, marathon canoes or some sort of small boats to do the same workout; or rotate paddlers in and out but have them run or weight training while they wait.

SAT – 9 The Basis of a Plan - classroom In large group, brainstorm the basic information a coach needs in order to put together a practice geared towards improving a technical element (e.g. balance). This could also be done in smaller groups. It is important to state why each piece of information is important.

Teaching Goals: 1. Participants can identify the necessary components of a technical practice.

Discussion Points:

Basic Elements of a Practice

1. Warm Up: gets athletes’ bodies and minds ready to do a workout

2. Instruction: athletes need specific guidance on how to learn something new and improve something

they already do

3. Practice of Skills: athletes can not improve unless they have an opportunity to practice what your

have taught

4. Fitness: ensures that athletes are continuing to improve their physical conditioning

5. Fun: will ensure that athletes enjoy the sport and their workout

6. Cool Down: allows athletes’ bodies and minds to recover from the practice

7. Evaluation: allows a coach to improve future practices

Teaching Tools: Use flip charts to record ideas.

Basic Elements of a Practice

Time Est. __10 minutes_ Facilitator Notes….

A: In a group, brainstorm the basic information a coach needs in order to put together a practice geared towards improving a technical element or athletic ability (e.g. balance). Clearly indicate why each piece of information is important.

In partners, using one of the practice plan templates in your reference material. develop a practice plan to develop one of the athletic abilities, or a skill.

SAT – 10 Understanding Athletic Abilities in Race Distances

Divide group up into four small groups. Give each group one race distance: 200m, 500m, 1000m, 6000m.

Have each group discuss the pre-dominant athletic abilities used in a competition situation and perhaps how they would train those athletic abilities. To make this activity more relevant to your coaches, add situational details to each “distance” that include the age of participants, etc. Try to keep along the lines of “athletic abilities”, and not so much getting worried about energy systems per se. You can mention them, but keep in line with the NCCP terminology.

Learning Goals: 1. Coaches understand and can explain the predominant athletic abilities

involved in various sprint race distances.

Time: 15 – 20’

Facilitation Notes…

Your Learning Facilitator will give your group one of the following competition race distances: 100m - 200m,

500m, 1000m, In your group, list and describe the athletic abilities (that you learned in your Theory A workshop) involved in performing that race distance.

Check your understanding using the summary of the athletic abilities on the next page.

Your notes :

Training Athletic Abilities: Summary and Key Points Athletic Ability Activity Requirements

Speed Movements or actions performed at maximal speed or near maximal speed AND

Movements or actions identical to those in which speed improvement is sought AND

Efforts of short duration, i.e. less than 5 to 8 seconds AND

Long recovery between efforts, i.e. 8 to 10 times longer than the effort itself Note 1: Training no longer effective when intensity or quality of execution decreases.

Note 2: Total time for all repetitions = 30 seconds to 2 minutes

Speed- Movements or actions performed at near maximal speed AND Endurance Movements or actions identical to those in which speed-endurance improvement is sought AND

Efforts between 8 and 60 seconds AND

Recovery between efforts 6 to 8 times longer than effort Note: Total time for all repetitions = 2 to 6 minutes

Aerobic Stamina: Aerobic Stamina is divided into 2 training zones or components: Aerobic • AEROBIC CAPACITY Capacity • AEROBIC POWER Aerobic Repeated high-intensity dynamic efforts performed without interruption for more than 2 or 3 minutes each Power (Aerobic Power – race pace) OR

High-intensity steady-state efforts performed for 10-15 minutes or more OR

Moderate-intensity steady-state efforts performed for 30 minutes or more OR

High-intensity intermittent efforts of 15 seconds to 2-3 minutes, followed by pauses of equal or shorter

duration, for 20 to 30 minutes or more (Aerobic Power) Note: The more intense the efforts, the greater the training effect on maximum aerobic power

Maximum Note: In many cases, the sport itself does not provide good opportunities to develop this athletic ability; see detailed guidelines Strength

Speed-Strength Movements or actions that require jumping, bounding, or quick pushing OR

Movements or actions that require accelerating objects as quickly as possible

Strength- Repeated muscle contractions that are sustained for several seconds OR Endurance Several sub-maximal muscle contractions performed consecutively at a constant rate Flexibility Controlled movements of large amplitude OR

Controlled movements in which the muscles are stretched and where the position is maintained for 20 to 40

seconds Note: No external force should be exerted on the limb or the articulation

Athletic Ability Activity Requirements

Coordination Activities that involve a sequence of actions that must be performed in a given order Note: Improvements more likely to occur if activity is performed when the athlete is not tired

Balance Activities where difficult or unusual positions must be assumed and maintained OR

Activities where normal movements are performed in unusual positions OR

Activities where balance is challenged by external factors or an effort is required to maintain balance Tactics Situations that are relevant to the competitive experience AND

Situations that involve decision-making in order to gain an advantage AND

Situations that involve some degree of uncertainty OR

Situations where the best option must be selected Note: Activities and methods to improve mental skills are dealt with in the Basic Mental Skills module. From: CAC Competition-introduction Theory A ReferEnce Material

CKC Athletic Abilities Training Guidelines Summary for Athletes in FUN / Foundations and Early Train to Train Stage ATHLETIC ABILITY Aerobic Capacity Aerobic Power Speed Endurance (Short) Speed

CHARACTERISTICS “Fun Fitness” 1000m / 2000m Race Pace As fast as possible

Max HR – 50/60 Max HR – 10/15 BPM All out / maximal effort Intensity Conversational Pace (1000m race pace) 100% maximal effort / paced (good technique is crucial) RPE: 11-15 RPE: 17-19 Maximum Duration of 1-2 hours 4 min 20 seconds 8 seconds Effort On water Testing / 2000m / 6000m 1000m /2000m 100m 25m Monitoring TRAINING 3 – 60 min

Duration of Efforts (dependent on intensity, and if training is 30 s – 4 min 15– 20 s 5-8 sec

continuous or interval)

N/A, or very short rest if doing interval Work : Rest Ratio 1:1 ; 2:1 1: 6 1: 12 – 1 : 15 training

Type of Recovery Active recovery Active Recovery Active, low intensity recovery Passive – very light

Total Set volume n/a 4-6 min 60 – 100 s 30 – 60 s

Rest between sets n/a 5-10 min 6-10 min 5 – 10 min Number of sets per n/a 1-2 2-3 2-3 session

Total Work Volume Min: 20-30 min Max: 60 – 120 min Min: 6-9 min Max: 9 – 12 min 2 – 6 min 1-2 min

Frequency per Week D: 2-3 x per week D: 2-3 x per week D: 2 x per week D: 2-3 x per week Development: D M: 1 set, 1 x per week M: 1 x / week M: 1 x per week M: 1 x per week Maintenance: M Period of Time for 48 hrs 48 hrs 48 hrs 48 – 72 hrs Recovery

ATHLETIC ABILITY Aerobic Capacity Aerobic Power Speed Endurance (Short) Speed Training Period for 6-8 weeks 8 – 12 weeks 6 – 8 weeks 4 – 6 weeks Training Effect

Surging, inability to hold pace. Inability to hold pace. Athlete can no longer maintain target Quality or speed of execution Stop If… Quality of technique decreases. Quality of technique decreases. speed / quality of technique decreases. decreases.

This type of training is not a focus or Ensure these are executed with good priority in the FUN – T2T stages. Other Notes technique. Perform in a workout when Better to be performed when athletes are athletes are well rested. not fatigued.

SAT – 11 Training Athletic Abilities - classroom Teaching Goals: 1. Participants understand the application of the different energy systems to canoe specific activities

Divide group up into small groups. Give each group one or more of the following athletic abilities: speed, speed endurance, stamina (aerobic capacity or power), flexibility, coordination, balance, tactical, etc. The group will devise a full on-water workout or a dryland workout with their assignment as the predominant component (in addition to learning a skill, or technical component). To make this activity more relevant to your coaches, add situational details to each “energy system” that include the age of participants, frequency of training, etc. After 10-15 minutes, have each group present to the rest of the coaches.

This is a great opportunity for groups to pool types of workouts for different athletic abilities

Facilitator Resources: Flipchart paper and markers to record ideas

Facilitator Notes….

Your group will be given one of the following workout components and/or athletic abilities: speed, speed endurance, stamina (aerobic capacity or power), flexibility, coordination, balance, etc. Your group will devise a full on-water workout or a dryland workout with their assignment as the predominant component (in addition to learning a skill, or technical component). Modify your practice plan appropriately.

Teaching Goals:

1. 1Participants understand the application of the different athletic abilities to canoe

specific activities.

Guidelines for Developing Athletic Abilities Guidelines for Developing Speed

o Activities must be dynamic (i.e. involve movement and changes of position) and be highly

sport-specific; they must also closely replicate the particular movements for which

increased speed is desired (adaptations are very specific).

o Movements must be performed at maximal or near-maximal speed.

o For speed to remain high, each repetition must be relatively short (approximately 5-8

seconds).

o Rest between repetitions has to be long enough to allow for sufficient recovery; this will

enable the athlete to perform other repetitions at a high speed. Rest intervals can be as

many as 12-15 times longer than work periods (e.g. 5 seconds of sprinting followed by 60

seconds of rest).

o Rest periods should consist of very light activity involving the muscles used during the work

periods (e.g. a slow walk if the athlete was sprinting.)

o The total number of repetitions must not be too high; approximately 10-12 is the norm, as

speed tends to decrease thereafter because of fatigue. It is a good idea to divide repetitions

into sets (e.g. 2 sets of 5 repetitions each).

o To avoid injury, athletes should be well warmed up before performing intense exercise.

o Activities aimed at improving speed should be scheduled at the beginning of the main part

of the practice session, when athletes are not yet tired.

Guidelines for Developing Speed-Endurance

Note: The systematic development of speed-endurance is not recommended before puberty.

o Activities should be dynamic (i.e. involve movement and changes of position) and be highly

sport-specific; they must also include the particular movements for which increased speed-

endurance is desired (adaptations are very specific).

o The movements must be performed at high speed, but slightly below maximum speed.

Although high, speed should also be controlled so that it is possible to sustain the effort for

between 10 to 45-60 seconds without any significant drop in intensity. For short efforts (e.g.

10-20 seconds), the controlled speed should be close to maximum speed; conversely, if the

effort is longer (e.g. 20 seconds and more), speed will have to decrease.

o Rest between repetitions has to be long enough to allow for sufficient recovery; this will

enable the athlete to perform other repetitions at a high speed. Rest intervals can be as

much as 5-8 times longer than work periods (e.g. 20 seconds of effort followed by 2

minutes of rest; in this case, the duration of the rest period is 6 times the duration of the

intense effort).

o Rest periods should consist of very light activity involving the muscles used during the work

periods (e.g. jogging or walking after an intense run).

o For intense efforts lasting approximately 15 to 30 seconds, the total number of repetitions

should be between 6 and 12. It is a good idea to divide the repetitions into sets (e.g. 2 sets of

6 repetitions each).

o For intense efforts lasting approximately 30 to 45 seconds, the total number of repetitions

should be between 4 and 8. It is a good idea to divide the repetitions into sets (e.g. 2 sets of

4 repetitions each).

o It is also possible to develop speed-endurance in sport-specific situations by alternating

high-intensity efforts of approximately 30 to 45 seconds with longer active recovery periods

at a much lower intensity.

o To avoid injuries, athletes should be well warmed-up before engaging in intense efforts.

o Activities to develop endurance-speed should take place when the athletes are not yet tired.

Guidelines for Developing Aerobic Stamina

o The effort should be dynamic, and it should involve large muscle masses (running, cycling,

swimming, skating, etc.).

o The sport itself can also be used to develop aerobic stamina (e.g. soccer, basketball,

volleyball, judo); in this case, however, it might be necessary to modify the normal

competition conditions of the sport to achieve the desired training effect (see below).

o The effort must be sustained for a few minutes (3 to 5, often more), and the athletes have to

be active for most of that time (e.g. moving as much as possible).

o The speed of execution (i.e. the intensity) can vary, but it should not be lower than what

would be considered a moderate intensity for the athlete’s age.

o The same intensity or speed of execution may not be suitable for every athlete; it is

important to recognize that work intensity may have to be individualized.

o The activity or exercise can be continuous (i.e. no rest periods) or intermittent (alternating

periods of work and recovery).

o Fatigue may occur during low- to moderate-intensity efforts (e.g. 30 minutes of cycling or

20 minutes of running) because of the longer duration.

o If the efforts are intense, active rest periods may be included between periods of activity

(e.g. 2 minutes of effort followed by approximately 1 minute of less intense effort, repeated

for a total period of 15 minutes, or 1 minute of effort followed by approximately 30 seconds

of rest, repeated for a total period of about 10 minutes); this type of intermittent effort

usually allows athletes to maintain a relatively high intensity without causing too much

fatigue.

o The same principles can apply to team sports, where athletes are asked to play non-stop in

a limited area for 5 to 10 minutes; in this type of activity, all athletes must be moving at all

times. Coaches should have extra balls, pucks, etc., on hand to keep the level of activity high

and to minimize recovery periods during the activity when the control implement is lost.

Guidelines for Developing Coordination

o The activity must involve a sequence of actions that are performed in a given order.

o The level of difficulty of an activity aimed at developing coordination is determined primarily

by the number of movements or actions that must be performed; beginners and children

should not have too many movements or actions to perform in sequence (2 or 3 are

sufficient).

o The actions or movements can be general in nature, or specific to the sport, depending on

the desired goal. For young children, priority should be given to general coordination

activities instead of sport-specific ones.

o Basic motor patterns must be mastered before the athlete tries a more complex sequence

of actions. For instance, if athletes are not able to control basic motor patterns (e.g. running,

jumping, rolling, turning, throwing and catching, jumping on one leg while maintaining

balance, or lifting an arm and the opposite leg simultaneously), they should not attempt

more advanced coordination activities.

o Sequences of movement can be designed for specific body parts (e.g. arms only, or legs

only), for several body parts at a time, or for the entire body; coordination activities can also

take the form of agility games (e.g. “follow the leader”).

o It is important to ensure that the sequence of movements is correctly executed, as the

neuromuscular system tends to memorize motor patterns as they are learned in practice; for

this reason, movements should be performed at low speed or intensity during the initial

learning phase and then progressively accelerated to full speed.

o It is desirable to create conditions that require athletes to perform movements in various

directions or use their weaker side.

o An activity can be made more challenging by:

o Increasing the speed of execution

o Adding new movements

o Modifying the order in which the movements must be performed

o Combining various actions already mastered but performing them in an unusual

manner (e.g. dribbling the ball while squatting; running in the snow, sand, or water)

o Adding restrictions (e.g. less time, less space, increased accuracy, unstable

environment)

o Adding uncertainty (e.g. performing the action with the eyes shut)

These variations have to be presented gradually, and only after the basic sequence of actions is

mastered

o It is better to repeat movement sequences more frequently for less time than to repeat

them less frequently for more time; in other words, learning tends to be more effective if

you have two 5-minute motor sequences four times a week than if you have one 40-minute

practice session once a week.

Guidelines for Developing Balance

o Although their primary focus is slightly different, some coordination or general motor

development activities may also contribute to the development of balance.

o In general, developing balance requires creating conditions in which the athletes assume an

unusual position or posture (e.g. stand on one foot, stand on one foot and crouch, jump on a

low bench and stay in position, hopping on one foot, on the spot, forward, backward) and

are asked to maintain it for a specified period of time.

o It is also possible to develop balance by performing normal movements in unusual

conditions, for instance walking backward, with eyes closed, on heels, on a slope or a

narrow and unstable surface (by drawing a line on the ground or placing a rope on the floor),

etc. However, it is important to avoid excessively difficult situations that could cause falls or

injuries.

o The use of large exercise balls (stability balls) can also present interesting motor challenges

and can help develop balance. By using such balls, athletes make simple everyday activities

such as sitting, standing, or trying to maintain a horizontal body position much more

difficult. Again, it is necessary to take appropriate safety measures to minimize the risk of a

fall.

o To improve static balance and stability, athletes must lower their centre of gravity (for

instance by bending the knees or flexing the hips), make the base of support larger (for

instance by widening the legs), increase the number of contact points on the ground if this is

possible (for instance by putting one hand on the ground), and ensure the weight is evenly

distributed on each contact point.

Guidelines for Developing Flexibility

Note: The points below relate to the method of developing flexibility called static stretching. Examples of stretching exercises for the main muscle groups are provided on the following page.

o Flexibility exercises should be preceded by a light warm-up involving continuous, dynamic

efforts (e.g. light running for 5 minutes).

o The exercises are performed without the help of a partner and without the application of

external force on the limb or joint.

o The muscle or muscle group must be stretched in a controlled and gradual manner, without

any interruption of the movement, until a slight tension is felt. Once the muscle is slightly

stretched and relaxed, the athlete must hold the position for 20 to 40 seconds.

o The athlete should breathe slowly and deeply when performing a stretch.

o Exercises should be performed on both sides.

o Each exercise can be repeated 2 to 4 times during a practice session.

o Quick, sudden movements should be avoided when stretching, especially when the muscle

is not sufficiently warm.

o The cool-down period of a practice session is a good time to perform flexibility exercises

because muscles are normally adequately warmed up at that point, and flexibility does not

involve intense effort. While athletes are stretching, the coach can gather feedback

concerning the practice session and can provide his or her feedback or information as

required.

FROM: CAC COMPETITION-INTRODUCTION MUILTISPORT REFERENCE MATERIAL

SAT – 12 Plan a Practice

Divide group into partners. Have partners design a practice plan with specific objectives.

LF Notes: Allow participants to get their plan done, and have them check their understanding, and sequencing after by looking at the reference material that follows.

Facilitator Tools: Reference Material following activity – practice planning, growth and development principles and training focus.

Time: 20 – 30 minutes

Facilitator Notes….

In partners, using one of the practice plan templates in your reference material, develop a DRAGON BOAT practice plan to develop one of the athletic abilities, or a skill.

After, check your practice with the reference material that follows. Are there any adjustments that need to get made?

Your notes :

Order of Activities in the Main Part of the Practice

Practices often feature several activities aimed at developing a variety of abilities.

Paying attention to the order in which activities take place in the main part of the practice may increase the probability of achieving the desired goal. Here are a few general guidelines about the optimal order of activities.

Early in the Main Part of the Practice…

Athletes are not tired, so try to plan for:

o Activities to acquire new techniques, skills, or motor patterns

o Activities that develop or require coordination or balance

o Activities that develop or require speed

Then Consider…

o Activities to develop or require speed-endurance

o Activities that develop or require strength

o Activities that develop or require strength-endurance

Later in the Main Part of the Practice…

Athletes may be tired, so try to plan for:

o Activities to consolidate skills already acquired

o Activities that develop or require aerobic endurance

o Activities to develop flexibility

Planning a Practice: Self-evaluation Checklist Structure and Organization o The practice is organized and well structured (introduction, warm-up, main part, cool-down,

conclusion)

o The length of the practice is appropriate for athletes’ age and ability level

o The practice makes full use of available facilities and equipment to achieve the practice goals

o In the main part of the practice, activities take place in optimal order

Nature of the Activities o The practice includes a variety of activities

o Athletes have sufficient practice time during each activity

o The activities have well-defined goals, and the purpose of the tasks involved is clear

o The activities are adapted to athletes’ skill and fitness level

o The activities are appropriate to athletes’ growth and development stage

o Practice conditions are adapted to athletes’ skill level

o The activities present exciting and reasonable challenges to the athletes

Safety

o Potential environmental, mechanical, and human risk factors have been considered, and the

activities are designed accordingly

o An Emergency Action Plan is available

SAT – 13 Positions and Crew Selection Teaching Goals: 1. Participants can arrange dragon boat paddlers in proper positions

Using the guiding questions below, flip chart paper and the table, discuss as a group the characteristics of each row below.

Discussion Points:

1. Arrange paddlers such that the boat is “trim” when not moving, the boat

is neither front or back heavy.

2. Smaller, more light weight paddlers should be in the bow and stern, heavier,

larger paddlers should be in the middle benches

3. Paddlers with good rhythm, technique, fitness in the first 2 rows to ensure a

consistent stroke rate

4. More powerful, smaller paddlers in stern, who can understand connection with

the faster moving water.

5. Larger paddlers with longer reach, strength in the middle benches

Facilitator Resources: Flipchart to record idea

13.1 PADDLER PLACEMENT IN THE DRAGON BOAT What characteristics do you think are most important for each row in the Dragon Boat?

Take into consideration seating space, paddling skills, performance, paddling cadence, experience, etc.

1 2 3 4 5 6 7 8 9 10

ROW CHARACTERISTICS 1

My Coaching Notes

13.2: TEAM SELECTION

Teaching Goals: 1. Coaches can develop a clear, transparent selection process for their dragon

boat crews.

Keep the same small working groups from the previous activity. Provide the participants approximately 5 –

10 minute to discuss 1-7. Do a larger group debrief for the last 5 minutes to collate ideas. Write any ideas on the chart paper.

Discussion Points:

1. There are many methods by which a coach can select a dragon boat team. This

can be based on many factors.

2. Ensure that any selection process developed is clearly communicated, transparent, and consistent.

Resources: Flipchart to record ideas

Time: 20 - 25 minutes Facilitator Notes….

A. Why do we need to do team selection in big boats?

B. When should you set your team selection criteria?

C. How do we do team selection? List some criteria used in team selection.

My Coaching Notes

D. Now take those criteria and categorize them as being either objective or subjective. The

following board quickly shows the difference between objective and subjective criteria.

Team selection criteria

E. In team selection, when should the rights of the individual come first?

F. In team selection, when should the rights of the group come first?

G. When you have a team selection policy, what is the most important question you need to

address when planning the season?

My Coaching Notes

13.3 - ROLE OF THE COACH & CREW SELECTION

Teaching Goals: 1. Coaches are able to develop their own coaching philosophy, values and

mission as a dragon boat coach to help them develop selection criteria.

Have the participants answer the questions (below individually. Give the participants 10 – 15’ to answer the questions on their own. After, have the coaches work in groups of 3 -4 to share their answers with each other.

Facilitator Resources: Coach workbook.

Time: 15 minutes Facilitator Notes….

Coaching Philosophy, Mission and Values

A. What is your coaching philosophy?

B. What is your mission in coaching?

C. What are your coaching values?

D. What is the philosophy of the team(s) you are coaching?

E. What is the mission of the team(s) you are coaching?

F. What are the values of the team(s) you are coaching?

G. Why do you need to know these things?

My Coaching Notes

C. Make interventions that promote learning. SAT – 14 Fitting Dragon Boat Equipment 14.1: PADDLE SELECTION AND HAND POSITIONS Teaching Goals:

1. Participants can explain and demonstrate how to select a proper dragon boat paddle size

2. Participants can explain proper hand positions and hand grip on the paddle.

As a large group, discuss the questions below regarding proper hand position on the paddle, as well as sizing the paddle. Allow the participants time to write out ideas and practice sizing paddles.

Discussion Points:

1. Dragon boat paddles can be sized standing up, or sitting down in a chair. Sitting in a chair, the

tip of the paddle should be on the chair, and with the “top arm” straight and raised above the

shoulders, paddle should fit the top hand. Paddle sizing also depends on where the paddler is

positioned in the boat. Paddlers in the middle will want a longer paddle than those in the bow

seats or stern seats.

2. Hand positions and grip is similar to war canoe.. Bottom hand should be 1 hand width up from

the next of the paddle. The paddle shaft should not be gripped too tightly. Paddlers should

have the feeling that they could “cradle an egg” between the paddle shaft and palm of the

hand while in the draw phase, and not crush the egg.

Time: 20’

Facilitator Resources: Paddles, chairs. Facilitator Notes….

Think about how you tell a new paddler to grip the paddle. What are the important things to remember?

How do you think a Dragon Boat paddle should be sized?

What are the advantages and disadvantages of the different Dragon Boat paddles available? Carbon, wooden, mixed construction, etc.

What characteristics are there unique to the steering oar?

My Coaching Notes

Paddle Care Rules – Dragon Boat Paddles are to be handled with care. Whether made from wood or fiberglass, paddles are subject to damage and breakage. Paddles should be placed carefully; never thrown or dropped on the ground. Paddles are to be rested on your foot or on the grip of the paddle, never on the tip. Care should be taken when placing a paddle on the rack so that it does not fall over, knocking other paddles over with it. Avoid placing paddles in cracks along the dock. Remind participants that paddles cost lots of money to replace.

Dragon Boat Paddle Selection o NOTE: The size of a paddle selected for dragon boat often depends on the position of the

paddler in the boat, as well as where the waterline lies. It often takes more than just dryland

measuring to figure out the length of the paddle. It’s always a good idea to have a selection of

paddles in the dragon boat, or taped to the thwarts in the dragon boat in case paddlers need to

switch sizes.

Dragon Boat Hand Position and Grip o When paddling on the left, the paddler holds the grip with his/her right hand and the left hand

holds the shaft approximately two fist lengths from the top of the blade, or measured from the

pinky finger, no less than half way down the shaft from the t-grip. A paddler on the right holds

his/her paddle in the same position with the opposite hand on the grip and shaft.

o Hold the paddle parallel to the ground so that the shaft of the paddle rests lightly on the

paddler’s head.

o The top hand-arm is bent at 90 degrees at the elbow with the upper portion of the same arm

parallel to the ground.

o The bottom hand is adjusted on the shaft so that it too, is bent at 90 degrees at the elbow with

the upper portion of the arm parallel to the ground.

o NOTE: Dragon boat hand positions will often times change during the course of a race,

depending on the coach and technique on starts. Quite often, bottom hands will be right down

on the neck of the paddle (top of blade), and gradually move up the shaft to half way during the

transition from the start. The Bottom hand may go back down the shaft at the end of the race as

well during the finish.

SAT – 15 Launching & Loading Dragon Boats 15.1: LAUNCHING & LOADING DRAGON BOAT – lakeside

Teaching Goals: 1. Participants can introducing the basic skill of balance as related to

loading and launching a dragon boat.

2. Participants can teach how to load a dragon boat.

This activity will be done lakeside, at the dock. The key to this activity is to ensure the coaches know how to

“teach” how to set-up, and safely load a dragon boat. Start with the dragon boat tied up with no equipment.

Go through the process of how to set up the dragon boat with the coaches, followed by how to load the dragon boat as well. The LF can lead the process first, but then the coaches should guide the others through loading a dragon boat, and getting used to loading the boat properly and safely. Have the coaches bring their workbooks to the dock to add notes as you work through 8.1 – 8.3.

Discussion Points:

Refer to the Launching a Dragon boat teaching tips to facilitate learning for safe practices.

Facilitation Tools: Dragon boat, steering oar, paddles, PFDs, “How to launch a dragonboat”

teaching tips, activities 8.1 – 8.3 in workbook.

Time: 20 – 30 minutes, Facilitator Notes….

As a group, practice launching and loading a Dragon Boat. Review the basics that must be conveyed when teaching children, teens, adults to load a Dragon Boat.

Goals: 1. Participants practice introducing the basic skill of balance as related to loading and launching a Dragon Boat. 2. Participants practice teaching how to load a Dragon Boat.

Tools: Refer to “How to Launch Dragon Boats – Teaching Tips”

Equipment: paddles steering oar PFDs and Dragon Boat

15.2: Balancing the Boat

A. What considerations are required when loading the Dragon Boat?

B. What considerations are required when unloading the Dragon Boat?

LEFTS RIGHTS

NAME WEIGHT POWER NAME WEIGHT POWER

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

My Coaching Notes

15.3: PADDLER SEATING POSITION & POSTURE

Goal: The participant will understand and teach proper seating position to maximize the Key Elements of Balance and

Propulsion.

Location & Time: Dock - 5’ minutes

Activity: As a group determine and demonstrate the optimal seating position in the dragon boat.

Basic seating position reference terminology

o Top hand: the hand on the top of the paddle.

o Bottom hand: the hand lower down on the paddle shaft, just above the blade.

o Outside leg: the leg closest to the gunwale.

o Inside leg: the leg closest to the centre of the boat.

When seating paddlers in the Dragon Boat, instruction in basic seating position is essential. Why is important and how do you think paddlers should sit in the boat? Basic Body Position

1. Think ‘posture’ and sit with back straight, abdominal muscles and glutes activated for core stability, shoulders

back and chest forward.

2. Instruct paddlers to be "tall". You can have them visualize being pulled up by a string running the length of their

spine or lifted by their ears.

3. Angle torso forward by pivoting through the hips so that the paddler’s chin is over mid-thigh. It is very important

that this is achieved as a rotation around the hips not a flexion of the lumbar spine.

My Coaching Notes

SAT – 16 Identifying Technical Progressions - classroom

Teaching Goals:

1. Participants understand basic technical progressions.

2. Participants understand that this technical progression is the standard method of teaching

Canadian paddlers.

3. Participants understand that this technical progression is the same regardless of age.

Divide participants into their small groups. Give each group a BLANK Teaching Technical Progression Chart. Assign each group a different age category. Ask the groups to identify the order in which they would teach the key elements and why. They should record their answers on the Technical Progressions chart. After ten minutes bring focus back to the large group and share answers. As a large group fill out a master chart.

This exercise is particularly valuable when combined with SAT 17.

Discussion Points: Use the completed Teaching Technical Progressions Chart to ensure that all points are covered as you fill out the master chart with your group.

Teaching Tools: Blank Teaching Technical Progressions Chart

Completed Teaching Technical Progressions Chart

Copies of blank Teaching Technical Progressions Charts to distribute

Time Est. 45 minutes

Facilitator Notes….

Your group will be given a BLANK Teaching Technical Progression Chart. Each group will be assigned a different age category. Identify the order in which you would teach the key elements and why. Record your answers on the Technical

Progressions chart.

The Three Key Elements of the Dragon Boat Stroke with the Five phases of the Stroke

The Five Phases of the Stroke each impact the Key Elements differently as a paddler learns and adapts to a crew.

Set-up

Recovery Catch STABILITY PROPULSION BOAT HANDLING

Exit Draw

Key Elements:

o Balance

o Propulsion

o Boat Control/Steering Key Element Task

o How can individual paddlers affect each key element in the team boat?

o Can a team advance in technical progression faster than the individuals on the team?

Teaching Technical Progression – Completed Skill Level: No Paddling Experience Age of Participants: Element Rationale

• Paddlers must understand the relationship between body position and balance

before they even get in a boat BALANCE • Paddlers must progress from most stable to least stable position as they acquire

balance skills

• Good balance is the foundation of good technique

• Necessary to understand the three principles of balance before learning propulsion

otherwise paddlers won’t understand why they are constantly tipping

• The principle of dynamic stability applies to paddling: there is stability in

movement. PROPULSION • Similar to riding a bike, a forward moving boat is more stable than a boat at rest. (Through Rotation and the • As balance improves, the paddler can start to think about propelling the boat Sequencing of the stroke • Need to have balance and basic propulsion skills before the paddler can focus on

phases) the different stroke phases

• Requires more balance confidence on the part of the paddler than basic propulsion

• Recruiting more fine muscle control

• Rotation should be a natural result of completing the proper stroke sequence in a

relaxed and fluid fashion.

• NOTE: Trying to concentrate too much on rotation or stroke length before solidly

learning and applying the basic phases of the stroke can be detrimental.

BOAT CONTROL/ • Once the boat is moving forward, it is necessary to control the boat through STEERING steering

• Involves slowing, stopping, moving sideways and backwards, and steering the

boat on a desired path

• In Dragon Boat there is a dedicated steersperson

• Individuals can affect steering through technical errors (i.e. unequal stroke length

on left and right, differing force or power application on left and right, weight

distribution imbalance)

SAT – 17 Objective of the 5 Phases of the stroke - classroom

As a large group identify the fiver basic parts of the stroke. Divide class into small groups of 4-5. Have each group develop a one sentence objective for each phase of the stroke. After five to ten minutes bring focus back to the large group and share answers. As a large group determine the objective of each phase in one sentence or less.

NOTE: Participants may find this activity to be redundant. However, it is very interesting to see how many coaches cannot communicate this concept to a beginner let alone understand how important the very simplicity of this concept is to successful technical development.

Teaching Goals: 1. Participants understand that each phase of the stroke has a unique and important

purpose to the overall objective of forward momentum.

Discussion Points:

• Objective of the Set-Up

• Objective of the Catch: to set up an efficient draw

• Objective of the Pull: to propel the boat forward

• Objective of the Exit: to minimize drag on forward motion of boat

• Objective of the Recovery: to set up the next stroke

Teaching Tools: Use a flip chart to record ideas

Time Est. 30 minutes

Facilitation Notes…

In your group, develop a one sentence objective for each phase of the dragon boat stroke.

Your notes :

SAT – 18 Teaching the FIVE Phases of the Dragon Boat Stroke – classroom & lakeside

Ask for a volunteer “paddler” to kneel (or sit) on a table in the center of the large group. Using paddler, demonstrate the four stroke phases. This activity is best done dock paddling, but can be done in the classroom if necessary, or someone sitting in a motorboat. Ask one participant to be a volunteer to be the paddler. Using the information in the technical checklist, go through the various phases of the stroke. A key facilitation point should be to ensure that 3 key “teaching points” should be used in explaining a skill. LFs can do 4.1 in the classroom, and show some dragon boat video to start 4.2 – 4.7. 4.2 – 4.7 is better facilitated or demonstrated on the dock, and allow the coaches to experience the strokes, and key points in teaching the technique. Activities 4.1, as well as 4.2 – 4.7 are explained in further details below.

Emphasize four basic tenets:

1. brief pause to mentally Setup before the catch

2. Catch the water by sinking the blade quickly and squarely;

3. Draw the body to the blade.;

4. Exit quickly and cleanly;

5. During Recovery, use airwork to set up the next stroke as efficiently as possible.

Teaching Goals: 1. Participants understand the five basic stroke phases.

2. Participants understand how each phase is correctly executed.

3. Participants are introduced to basic teaching techniques for phases of the stroke.

Discussion Points: Spend some time discussing the impact the four basic tenets have on technique

(i.e., why do we teach these things?). Solicit input on how a coach might teach this content to a novice paddler. Does their input vary depending on the age of the paddler? Spend time demonstrating the correct positions as well as common errors. Discuss tips and drills for practicing proper technique and correcting common errors. Remind coaches of the importance to not overload their athletes with too much feedback all at once. You may wish to include the Detection/Correction charts in the participants’ resource materials and recommend that the coaches laminate these handy tools for quick reference while coaching.

Emphasize that a coach needs to understand the level of the paddler.

Teaching Tools: Teaching Checklists for the phases of the stroke

Teaching Correct Technique

Detection/Correction Charts

Equipment: Paddles, dock, or if necessary - solid tables or benches for classroom work,

Time Est. 60 minutes

Teaching the FIVE phases of the stroke – Classroom and Dockside

A volunteer “paddler” will be asked to kneel (or sit) on a table in the centre of the large group, and on the water. Using the “paddler”, the LF will demonstrate the five phases of the stroke. Emphasize five basic actions:

1. Setup: brief mental pause to stabilize posture in the hull and prepare for the entry and catch

2. Catch: occurs at the moment the paddle and the hull connect resulting in forward acceleration.

3. Draw: pulling the hull towards the paddle.;

4. Exit: quickly and cleanly removing the paddle from the water;

5. Recovery: use rotation forward to prepare posture and core for the next stroke as efficiently as

possible.

Goals: 1. Participants understand the five phases of the Dragonboat stroke.

2. Participants understand how each phase is correctly executed.

3. Participants are introduced to basic teaching techniques for the phases of the stroke.

My Coaching Notes

18.1: The Three Key Elements

There are three key elements to small boat performance. Powerful paddling requires balance to be developed first, then propulsion followed by boat control and steering

Balance

Boat Propulsion control

1. Do you think that a Dragon Boat is any different? If so how? Draw the Three Key Elements

represented by circles and change the size of each circle based on how you see them affecting the

performance of a Dragon Boat paddler, bigger circles have a bigger influence.

2. How about when more than one person is involved? Do you think the relationship between the

Three Key Elements changes?

3. Draw the Three Key Elements as circles again considering how each Element affects the

performance of a Dragon Boat team.

4. How about the steersperson and drummer? How do the key elements affect them? How do they

affect the key elements?

5. What contributes to balance in a Dragon Boat?

6. What will hinder balance in a Dragon Boat?

My Coaching Notes

THE DRAGON BOAT STROKE

Air time Water time Key Movement

Hip & Rotation & Arm

Recovery Rotation & Reach

Torso relaxed

Arm : from shoulder Setup Torso stabilizes

Leg & Hip Drive initiate Rotation Catch Torso & Top Arm stabilizes

Rotation & Arm Draw Torso & Top Arm stabilizes

Exit Arm & Shoulder

Teaching Checklists for the FIVE Phases of the Dragon Boat Stroke Forward Stroke

Perform while sitting in the racing position

1. Paddler reaches forward to create an “A” frame shape with shaft, trunk and lower Setup arm.

2. A slight pause emphasizes the mental focus on the Catch and ensures the balance

of the paddler before initiating the next phases of the stroke

3. paddler maintains forward rotation and stable torso position while places the

paddle in the water until the blade is completely submerged beside the dock.

4. Top hand in the height of the head, with top elbow lower than top hand and top

elbow in the height of the top shoulder. Top and bottom hands are over the water,

the bottom elbow has a slight flexion from fully extended and should remain at this

angle for the duration of the stroke.

5. While torso remains rotated forward, lower arm remains extended forward and the

Catch elbow is locked at the catch.

6. Top arm stabilizes the blade as it is quickly placed in the water, fully submerged.

The paddler has stabilized their block at this point.

7. Feet and core are stabilized in the hull and connected to the top hand just as

pressure applied to paddle. Draw

8. Rotation initiated at core (hip and shoulder) and transferred to all points in the

block to pull the hull forward (relative to a stabilized paddle and top hand).

Exit 9. As soon as pressure on the paddle begins to ease off (usually between mid thigh

and hip), the paddle is slipped out of the water in a quick, smooth sideways motion

initiated from the bottom shoulder, bottom elbow and bottom wrist while still

stabilizing the top of the paddle. The block is destabilized at this point. Recovery 10. Paddler rotates the hip and torso forward as paddle is swung forward skimming

over the water in the air to the set up position again to complete one stroke cycle. WHAT? o Used to propel boat forward in a generally straight line.

Teaching Tips:

o Allow paddler to try this stroke on both sides while on the dock or in a moored Dragon Boat

o Do not spend too much time at the dock

o Start athlete seated in moored Dragon Boat until they feel comfortable at the dock.

o While on the dock, encourage all paddlers to follow one paddler (the stroke) as this is important

to learn early on for team boats.

o Leave one empty row between paddlers at first, then work in small goups (pairs, threes, etc.)

o Encourage paddlers to train on both sides at this level, specialization is not encouraged

o Facilitate comfort and confidence in seat assignment in the boat not just good perfect technique

(i.e. taller and bigger paddlers more comfortable in middle of a Dragon Boat while smaller

paddlers are more comfortable in bow and stern seats)

o Engage participants in discussion about J stroke vs feathered exit so as not to confuse the two

movements

o Discuss the injury risks of the lift and push exit often taught

o Discuss the block and ways to convey this to novice paddlers

FOLLOW-UP QUESTIONS:

A. Think of an example of how the phases of the stroke might impact the Dragon Boat’s

performance.

B. How do the phases of the stroke change for seat position in the boat?

C. How can the “Block Concept” relate to the Dragon Boat Stroke?

SAT – 19 Objective of Effective Dragon Boat Paddling Technique – classroom Teaching Goals: 1. Participants understand why the development of solid and correct technique is a paddling essential.

Divide class into small groups of 4-5. Have each group develop a one-sentence answer to the question

“What is the objective of paddling technique?” After five minutes share answers in the large group. As a large group determine the objective of technique in one sentence or less.

Discussion Points: The objective of paddling technique is to determine the most efficient and safe neuro-muscular patterns for propelling a racing canoe and kayak.

r Correct technique is the foundation of fast paddling r Correct technique is energy efficient thus allowing the paddler to go further and faster than the paddler

with incorrect technique r It is easier to teach muscles the correct patterns first than to unlearn the incorrect patterns later r Correct technique helps prevent paddling injuries r At the top levels, technique can be the difference between gold and silver

Teaching Tools: Use a flip chart to record ideas

Time Est. 15 minutes

Facilitation NOTES…

Answer the following question: “What is the objective of paddling technique?” Goals: Participants understand why the development of solid and correct technique is a paddling essential.

Tools: Your LF will use a flip chart to record ideas

Your notes :

SAT - 20 Steering Skills - classroom Teaching Goals:

1. Participants can indicate and describe who is responsible for steering the dragon boat

2. Participants can describe a stable stand for the steersperson and drummer.

As a large group, discuss questions 1 -4 below. Lead the group through the discussion. Explain to the group that the coaches will be practicing the skills on the water later in the workshop. You can have the participants practices the stances in the classroom as well.

Discussion Points:

1. The person responsible for steering the dragon boat in a race or during training is the steersperson in the dragon boat. However, the drummer (if he or she is giving commands), as well as the paddlers in the boat can help in steering or maneuvering the dragon boat

2. The proper stance for the steersperson is described in DB 9, later in the workbook. Participants will be able to practice this on the water

GOAL: The participant will observe/ discuss and understand some of the ideas and techniques of steering before the practical Dragon Boat Steering session. Coaches will understand the importance of the steering stance to the three key elements of steering technique.

LOCATION & TIME: Classroom - 15 minutes

Facilitator Notes….

Goal: The participant will observe/ discuss and understand some of the ideas and techniques of steering before the practical Dragon Boat Steering session. Coaches will understand the importance of the steering stance to the three key elements of steering technique.

Location & Time & TIME: Classroom - 15 minutes

Activity: Discuss, as a group, the importance of steering STANCE to the three Key Elements (Balance, Propulsion, Boat

Control).

1. Who in the Dragon Boat is responsible for steering?

2. Describe a stable stance for a) steersperson and b) drummer

3. Who in the Dragon Boat can perform steering strokes and what are the different steering strokes you will

see?

4. How do the three key elements and phase of the stroke relate to steering strokes?

The Three Key Elements of Dragon Boat Steering

BALANCE

CONTINUOUS INTERACTION BOAT PROPULSION CONTROL STEERING

Your notes :

1. Stance & Balance

2. Stance & Boat Control/Steering

3. Strance & Propulsion

SAT – 21 Steersperson Stance

On-Water / Dockside

Teaching Goals: 1. Coaches understand, and can demonstrate the proper steering stance

for steering a dragon boat.

The LF should do this activity on the dock with the dragon boat tied to it, so that proper stance can be taught in a stable environment on the dock first. Ensure the dragon boat is set-up on the dock such that the steering oar (left side) is away from the dock. Teach the stance on the dock first, and then have coaches practice in the dragon boat. It is important to make sure that the coaches practice demonstrating, and explaining how to get someone in the proper stance. Remember, the goal of this is to facilitate learning such that the coaches can teach other participants.

Discussion Points: 1. Having a wide stance is important to have a lower center of gravity,

and more stability

Facilitation resources: Dragon boat, steering oar, and participant work books.

Time: 20 – 30 minutes

Facilitator Notes….

On-Water / Dockside

Goal: The coach will understand and use a proper steering stance to maximize the 3 elements: Balance,

Propulsion and steering.

Activity: As a group, determine, demonstrate the proper steersperson stance. How are the elements of balance, propulsion and steering maximized? Each person, will in turn practice and demonstrate the proper steering stance.

Notes:

1.Do not stand with both feet together. The steersperson becomes completely unstable. Instead of keeping the boat balanced and stable, the steersperson becomes part of the problem. Also steering and propulsion are minimized.

2. The steersperson’s right foot and leg is the front or forward, and the left foot is behind in the stance (right foot the same side as the steering oar)

3. The farther apart the feet, the better. This helps keep the steerperson’s centre of gravity low.

My Coaching Notes

SAT – 22 Steering Teaching Goals:

1. Participants can demonstrate proper steering technique, control and

skill in a dragon boat

2. Participants can teach others how to properly steer a dragon boat.

If there are not enough participants, the LF may need to arrange some additional paddlers to come to the workshop location. The dragon boat should have a minimum of 10 people in the boat so the participants can have a good opportunity to practice. Take the participants out on the water and have them rotate steering the dragon boat. Once you are comfortable that the participants are competent, have them work in partners, with one participant steering, and one “teaching” the participant how to steer. As before, coaches / participants should be able to teach others how to steer.

Discussion Points:

1. Participants should start with steering with the oar in constantly, and

the skill of removing the oar during practices or races comes with more

experience. This is basic dragon boat steering skills

2. Don’t over steer the dragonboat.

3. Participants should be able to teach others how to steer the dragon boat..

Facilitation Tools: Dragon boat, steering oars, paddles, PFDs

Time: 40- 60 minutes

Facilitation Notes:

Goal : The participant will, using proper WC steering methods, demonstrate a mastery of steering control in both war canoe workouts and races.

Location & Time: Water - 40’ minutes

Learning Method: Group discussion and demonstration. Evaluation video

Activity: Brief discussion of steering techniques. Each participant will, turn, practice and demonstrate proper steering skills. Notes:

1. Feet placed along long axis of DB well spaced apart and balanced.

2. Steersperson uses rowing motion to draw stern towards or away from paddle depending on point of

entry of oar. Always keep two hands on the steering oar, one on the t-grip (left hand), and one on the

shaft (right hand).

3. Communication with paddlers to maneuver using draw / backpaddle strokes

4. Instruct steersperson that they are going to push / pull the hull to / from the blade of the oar. Stern

movement alters direction of the hull

5. Avoid using oar as a rudder due to increased drag on hull- knee bend to raise oar

6. Avoid pushing hull too far from oar as handle can push steersperson off balance

My Coaching Notes

SAT – 23 Coaching Dragon Boat Technique – lakeside

Teaching Goals: 1. Participants are introduced to basic skills teaching dragon boat techniques.

Note: You will need to arrange for some paddlers to come to this part of the workshop to ensure there are enough paddlers to go out onto the water in a dragon boat. This activity can also be done in conjunction with the Steering activity.

This activity can be done on the water, or on the dock, but preferably on the water for some of the paddling.

Line up a group of beginning dragon boat paddlers. For the dock work component, divide the beginning paddlers equally amongst the coaching candidates. Assign coach candidates a particular skill from the

Teaching Correct Technique chart and have ONE candidate coach in each group teach that skill, or, select a

“blending” activity instead. Change skills and now another candidate coach can teach a new skill or activity.

Continue rotating skills until everyone has had a chance to teach AND all the skills outlined in Teaching

Correct Technique chart have been covered. Facilitators should circulate and help groups as required.

You will have to carefully screen your group of beginning paddlers to ensure that they will be able to cope with your activities. A group of beginning adults will be able to provide specific feedback to the coaches regarding the success of the teaching methodology.

After you have completed the exercise and the beginning paddlers have left, bring the large group back together and discuss their experiences. Highlight the common experiences. Discuss success in communicating the basic point for each phase. Spend some time discussing analogies that might be appropriate for children, for teens, and for adults. Summarize by reviewing the importance of using the

Teaching Checklists as “on-the-job” tools.

Discussion Points: Use the Teaching Checklists for the different strokes and the Teaching Correct

Technique as references, as well as the various timing drills to lead the group

through activities.

Remind coaches of the importance to not overload their athletes with too much feedback all at once.

Teaching Tools: Teaching Checklists

Teaching Correct Technique Charts

Equipment: paddles, PFDs, dragonboat, steering oar.

Time Est. 120 minutes

Facilitator Notes….

Goals: 1. Participants have a clear understanding of the technical fundamentals that need to be

developed in beginning paddlers.

2. Participants have an understanding of basic teaching technique for these

fundamentals.

3. Participants are introduced to basic skills teaching techniques.

Using some novice and young paddlers, the LF will demonstrate how to teach a specific element. Coaches will then divide into small groups and practice coaching a key Canoe/Kayak element using an activity from

Section 5.

After you have completed the exercise and sent the beginning paddlers back home, the coach candidates will be brought back together to discuss their experiences.

Coaches will be given a BLANK Teaching Correct Technique Chart. Identify how you would develop each skill for a beginner. Record your answers on the Technical Progressions Chart.

Teaching Correct Technique - completed Fundamentals to be Key Element How to develop in beginners developed in beginners

Wide base of support: use the paddle to broaden the lateral base of support,

Three principles of balance: introduce feathering as making the paddle an extension of the boat (e.g. a

pontoon), start with wider boats as they will have a wider base of support. On

• Wide base of support land experience difference of standing with two feet versus one foot.

• Low Centre of gravity Low centre of gravity: the lower the centre of gravity, the more stable the

position. It is easiest to teach balance to young paddlers by keeping the centre

• Dynamic Stability of gravity in the boat. Have athletes sit as low in the boat as possible,. Teach

athletes that their personal centre of gravity is in their torso, experience what

• Feathering happens when centre of gravity is not centred over base of support and link

• Body Position that to keeping their centre of gravity within the boat. Demonstrate and

explain how the centre of gravity can exist outside the boat while still Balance maintaining balance.

Dynamic stability: centre of gravity starts to shift with movement. Can

counteract this shift by providing another force in the opposite direction (like a

balance scale). Hold boat for paddler and have them lean from side to side,

then ask them shift their hips in the opposite direction to balance like a scale.

Feathering Stroke: teach first on the dock, back edge of paddle is flat on

water, in a planing action paddler moves paddle back and forth along water

surface (paddle is a big knife spreading peanut butter on the water), grip of top

hand does not change, keep paddle edges above water, have paddler lean as

much weight as possible on paddle.

Teaching Correct Technique - completed Fundamentals to be Key Element How to develop in beginners developed in beginners Forward stroke

• Make sure the paddle has been properly selected and gripped Technical focus on: • Focus on a single clear objective • Setup • Keep instructions simple and to the point. • Catch • Start on the dock, or on dry land where physical manipulation can • Draw occur to ensure correct body positions. • Exit • Demonstrate the basic skills • Recovery • Teach canoe strokes on both sides so athletes can find their side

• Have every paddler try both sides, both on the dock and on-water • Top hand stability • Emphasize comfort and confidence and position at • May want to break down stroke into five phases (setup, catch, draw, catch exit, recovery). • Straight bottom arm • Use demonstrations and video when appropriate Propulsion pull • Perform water warm-up drills to encourage paddlers to focus on • Correct posture specific objective. Rhythm of the five • Practice on-water drills and techniques phases • Emphasize pulling blade through the water for propulsion

ROTATION: Automatic, • Have paddlers focus on the ‘feel’ of the technique

fluid and continuous • Work in small groups to allow for personal attention on each

movements initiated paddler.

from hips with • Recognize positive aspects of an individual’s technique when

shoulders following correcting deficiencies so as to build confidence through what can

be a frustrating process. • Block principle • If coaching in the dragon boat, walk up and down the boat to

provide more individual attention when boat is stopped

Teaching Correct Technique - completed Fundamentals to be Key Element How to develop in beginners developed in beginners

• Make sure the paddle has been properly selected and gripped

• Backwater and • Start on the dock, a paddle board or on a bench on dry land

Check strokes • Demonstrate the basic skills

• Emphasize comfort and confidence

• Draw stroke • Emphasize pulling blade through the water for propulsion

• Steering oar use • Have fun doing obstacle courses, or stopping the boat, etc during

• Using paddlers to some initial practices. Boat aid in steering • Stand at the back of the dragon boat with the steersperson to show Control/ • Steering Blending Elements: the steering strokes and positioning to allow the steersperson to get • Cadence the feeling of the resistance against the steering oar

• Draw

• Drummer and

steersperson as

extension of coach

• Feathering

SAT – 24 Self-Assessment After Coaching Session Learning Goals: 1. Coaches are able to self-reflect and be self-assessed on their coaching experience

2. Coaches debrief, and are provided feedback through peer assessment.

Group coaches into partners, or groups of three. Have coaches provide feedback to each other about their practice coaching. Utilize the tools below to help guide the discussions, and to have the coaches provide feedback to one another. Take some time at the end to debrief with the entire group as well.

Facilitator Resources: Assessment sheets

Time: 20 minutes Facilitator Notes….

Source: Community Sport — Initiation Reference Material, Coaching Association of Canada, 2003.

Great coaches are continually looking for ways to improve. In order to be able to tell if you are improving, you will need to ask yourself and others “How am I doing?”

The following assessment tools are provided to help you check how you are doing as a community coach. You will see that they are clearly focused on your ability to provide a fun and safe environment in which children can learn through playing a sport.

You will use some of these tools during your practice coaching sessions in the workshop, but you may also choose to use them throughout your season by asking a trusted parent or an assistant to fill them in for you, or by filling them in yourself. A few words on receiving feedback from others…

o When you ask others their feedback, remember to listen attentively to their observations and

comments without expressing defensiveness. You may not always agree with their

observations, but you have asked for the input, so it deserves to be considered with an open

mind.

o If possible, try to gather feedback from more than one person, and look for commonalities

among their comments.

o It is your choice what you decide to implement and what comments you choose to ignore. The

power to change your behaviours remains yours alone.

Tip:

The greatest way to encourage children/youth in sport to receive your

feedback as a coach and to try to improve their abilities is to model this

behaviour. Coaches who regularly ask for feedback and who actively seek to

improve their intervention skills are showing the children they coach that it is

good to aim at getting better in whatever you do.

D. Safely operate a motor boat in training and rescue situations SAT – 25 Motorboat Skills: Demonstration – lakeside

Teaching Goals: 1. Participants understand basics of safe motorboat operation.

Demonstrate the gassing up, starting and safe operation of the motorboat. Pending time and equipment availability, give the participants an opportunity to practice their skills.

Equipment: Motorboat, gas, oil

Time Est. 60 minutes

Facilitator Notes:

The LF will demonstrate gassing up, starting and safe operation of the motorboat. Pending time and equipment availability, the participants will be given an opportunity to practice their skills.

Goals: Participants understand basics of safe motorboat operation.

Equipment: Motorboat, gas, oil

Your Notes

SAT – 26 Motorboat skills: Practice Rescues - lakeside

Teaching Goals: 1. Participants understand basics of safe rescues.

Take the time to review rescuing a submerged or capsized dragon boat. You can simulate this completely with the group and sink the dragon boat, or review. Have the candidates take turns operating the safety/rescue boats and being rescued.

Points: Paddlers should always have a buddy in the dragon boat. Coaches first job is to do a headcount when a dragon boat capsizes, and for paddlers to find their partners. Paddlers should stay with the boat as it will never sink, until help arrives. # 1 priority is safety of the dragon boat participants.

Tow the dragon boat in and empty the dragon boat with bailers and pumps. Or, in shallow water, flip the dragon boat over upside down. With enough crewmembers, lift boat out of water until it is high enough to flip over.

Facilitator Notes:

Review, and practice a rescue of a capsized dragon boat. Candidates will take turns operating the safety/rescue boats and being rescued.

Goals: Participants understand basics of safe rescues.

Equipment: Motorboat, gas, oil, paddlers, dragon boat, PFD’s

Your notes :

analyze performance

A. coach detects performance of the three key elements of technique AP – 1 Analyzing Dragon Boat Technique-classroom

Goals:

1. Participants can use the charts as tools to analyze paddling technique.

2. Participants can explain their charts in their own words.

3. Participants identify common pitfalls for beginner Dragon Boat paddlers

technique.

4. Participants can identify a variety of corrective measures for technical errors

Coaches should be asked in advanced to bring in their own video of a dragon boat team practice. One video will be selected by the LF and as a large group, coaches will watch 2-5 minutes of footage. Coaches should work in groups of 3 -4 and discuss what they are seeing in the video. Have them complete 12.1 and 12.2

During the 2 – 5 minutes coaches should be using the blank correction charts below to identify strong technical elements, as well as errors in performance as to the dragon boat technical template. Take it up as larger group after to ensure all the participants are identifying the same technical issues, and suggesting corrective measures. Allow time for coaches to write in their workbooks. Coaches can also refer to the drills later in this reference material (section 13) to identify drills, etc that can be used to help correct technique.

At the end of the exercise, have the coaches self-reflect, and do a self-reflection from activity 12.3.

Facilitator Resources: blank Dragon Boat Errors and Corrective Measures Chart, as well as Dragon Boat

Errors and Corrective Measures Chart reference, and video of dragonboat – either from participants or LF, as well as corrective drills.

Time: 30 – 45 minutes

Using the BLANK Dragon Boat Errors and Corrective Measures Chart headings as a guideline, discuss what the video paddler needs to work on and how the coach might go about improving the technique.

Facilitation Notes:

Each coach will be asked to bring in a video of one of their own athletes needing technical work. One video will be selected by the LF and as a large group, coaches will watch 2-5 minutes of footage.

Using the BLANK Dragon Boat Errors and Corrective Measures Chart headings as a guideline, discuss what the video paddler needs to work on and how the coach might go about improving the technique.

Goals: 1. Participants can use the charts as tools to analyze paddling technique.

2. Participants can explain their charts in their own words.

3. Participants identify common pitfalls for beginner Dragon Boat paddlers..

Tools: Blank Dragon Boat Errors and Corrective Measures Chart

Dragon Boat Errors and Corrective Measures Chart

Your notes :

Dragon Boat Pitfalls and Corrective Measures Chart – completed

Potential Errors for Corrective Measures Key Element beginners AND children (Drills, instructions)

• Beginner experiments with their centre of gravity with their eyes open

Foot position unstable and closed • Poor posture Practice feathering on the dock • Fear of falling out of the boat Paddle with eyes closed • Paddle with hands Leaning on gunwales • Practice different seating positions (legs forward, staggered, crossed, Not balancing left and right etc.) Balance sides • Practice over leaning (how far can they lean before reaching the point Can’t “feel” the balance in the of no return) boat • Emphasize leaning on the paddle while feathering instead of leaning Not relaxed on the gunwales Steersperson posture and • Experiment with different leg/foot positions stance unstable • Try different seats in Dragon Boat

Drummer unstable • Paddle both left and right

Potential Errors for Corrective Measures Key Element beginners AND children (Drills, instructions)

Forward stroke • Correctly position grip (find sensations or images that paddlers can

relate to when their hands are in the proper grip position.) • Over-focusing on rotation Revisit balance exercises and drills • Dock Paddling • Hand Paddling Propulsion Over emphasis on reaching • Obstacle Courses

• Tug of War

• See detailed Correction/Detection Chart for precise modifications.

• Go back to basic skills of balance, propulsion and stroke sequence

Backwater and Check strokes • Correctly position grip (find sensations or images that paddlers can

Draw stroke relate to when their hands are in the proper grip position.) • Steering oar use Revisit balance exercises and drills • Using paddlers to aid in Dock Paddling • Hand Paddling Boat Control/ steering • Obstacle Courses or steering patterns Steering Blending elements • Tug of War Cadence • Blending drills Draw

Drummer and steersperson as

extension of coach

B. coach corrects performance of the Three key elements of technique AP – 2 Analyzing Dragon Boat-classroom

Teaching Goals: 1. Participants identify a variety of corrective measures for technical errors.

Each coach will be asked to bring in a video of one of their own athletes needing technical work. One video will be selected by the LF and as a large group, coaches will watch 2-5 minutes of footage.

Using the BLANK Detection – Correction Chart headings as a guideline, discuss what the video paddler needs to work on and how the coach might go about improving the technique.

Tools: Blank Dragon Boat / WC Detection and Correction Chart

Dragon Boat / WC Detection and Correction Chart

Facilitation Notes:

Each coach will be asked to bring in a video of one of their own athletes needing technical work. One video will be selected by the LF and as a large group, coaches will watch 2-5 minutes of footage.

Using the BLANK Detection – Correction Chart headings as a guideline, discuss what the video paddler needs to work on and how the coach might go about improving the technique.

Goals: 1. Participants identify a variety of corrective measures for technical errors.

Tools: Blank Dragon Boat / WC Detection and Correction Chart

Dragon Boat / WC Detection and Correction Chart

Your notes :

Dragon Boat Detection – Correction -Completed

Skill Level: Beginner Age of Participants: All ages ERROR CAUSE ADJUSTMENT

Little or no use of back

muscles – pulling with Incomplete sit-up during the pull • Use stomach and lower back to sit up

arms phase with the pull phase.

• Focus on majority of the force at the

Counter rotation and sit-up do not start of the stroke where the muscles

occur at the same time are stretched and most effectively

positioned

Bow bouncing up and Too much lunging by athletes, or

down body weight leaving the seat and Maintain the weight on the seat.

transferring to the feet in the dragon Keep a semi-rigid front knee so the weight

boat does not transfer to the front foot

Crew is out of stroke Timing drills

Apparent increase in

resistance on the blade Bottom hand too high on the shaft • Constant reminders – “where is your

bottom hand on the shaft?”

Limited use of the back • Demonstrate the difference between

too high and the correct position

Put tape on the shaft

Less efficient leverage Bottom hand too low on the shaft • Constant reminders – “where is your Decrease in resistance bottom hand on the shaft?” on the blade • Demonstrate the difference between

too high and the correct position Paddler bent too far • Put tape on the shaft over • Try to help the paddler understand

why it is more efficient to have the

bottom hand in the correct position

Short / long stroke Bent arm during catch • Straighten arm at catch

• Fall on the paddle, let it catch the Lost reach / over reach paddler

• Lock the elbow

Ineffective steering Position in boat (often beginners • Put tape on bottom of boat where

feel more stable by having feet over feet should be Bouncing of boat to one side of boat) • Once balance allows for floor

board, problem is easier to fix.

Other Common Dragon Boat Technical Errors and Corrections

Drills: boat Run problems

Bow Bounces at Catch

1. see catch drills

2. see reach and overreaching drills

3. see basic body position drills

4. See timing setup drills

5. see timing force application drills

Bow Bounces At Exit

1. see basic body position drills

2. see exit drills

3. see timing force application drills

Offset or “Caterpillar” in Timing

1. see general timing drills

2. see timing setup drills

3. see timing force application drills

4. see exit drills

Stern Bounces At Catch

1. see body position drills

2. see setup drills

Stern Bounces At Exit

1. see exit drills

2. see exit timing drills

Side To Side Roll

1. see body position drills

2. see general timing drills

3. see timing entry drills

4. see exit timing drills

Boat Cadence Good, Boat Speed Sub-Par

1. See Timing Power Application drills

Technical Drills: Phases of the Stroke

Remember that while there are lots of drills, each takes time to learn and not all will be beneficial to a complete crew. As the season progresses, narrow your crew drills to 4 or less that can directly influence your performance come race day, or pick drills to correct specific issues seen in earlier races.

Vertical Blade

1. If the paddle is angled to far forward have the paddler sit up strait and rotate forward then reach

forward without flexing at the torso. Hold the paddle in the bottom hand only and place it in the

water without flexing the torso. Repeat this until the paddler finds an angle at which they can enter

the water easily using shoulder rotation only.

2. Begin with the paddle fully buried at the knee. In 5 – 10 cm increments move the paddle forward

and exit the water, then enter again in the same place. Draw back, then push forward to the next 5 –

10 cm mark forward and repeat until the torso position, rotation and reach are maximized.

3. At all times check for top hand position during the entry and draw being over the bottom hand. Very

often it drops into the boat.

Blade Rotation

1. Adjust paddlers grip so that knuckles, wrist and elbow are in flat plane, with wrist offset to outside of

paddle shaft.

2. Inspect top hand position, have paddler keep thumb on top hand pointed out along axis of T-grip

and directed at 90º to side of boat.

Reach and Overreaching

1. Fix body position / lean angle (nose over mid-thigh)

2. Ensure gunwale side leg forward

3. Forward reach: Reach along gunwale, stretch forward

4. Tap: gently tap the shoulder of person ahead with bottom hand

5. Boxer: aim jab (not hook) past shoulder in front

6. Repeat 4 and stretch another few cm forward

Rotation

1. Loose hips: seating position work

2. Hold paddle in bottom hand, rotate through normal range of motion (ROM) 5-10 strokes, paddle 5-

10 strokes

3. see Bottom Arm Bends drill 2

Setup

5. Enter-Exit: Have paddlers perform an entry, then immediately release (exit) and return to setup

before any draw takes place

6. Double entry: Have the paddlers perform a double entry (enter, exit immediately, setup, enter

again) then draw.

Watch for proper entry mechanics in the bottom arm and torso on this drill, very often they are forgotten.

Catch

1. Catch on the core: Once the vertical component of the entry is finished drive with gunwale side leg

pushing hip back to initiate the rotation.

2. String: Visualize that the arm from shoulder to wrist is a string (i.e. no elbow), the top arm elbow

angle remains fixed (set at 90-135 º, suggest you start at 90º and move outwards as skill, flexibility

and strength increase).

3. Eyes closed: Have paddlers close their eyes for 10-20 strokes and feel for the catch and resultant

boat movement.

4. Pivot: Use a dock side drill to stabilize the top hand pivot point. Have a second person loosely hold

the top of the paddle shaft just under the T-grip and push against the shaft during the draw. Repeat

these steps having the second person draw slightly on the paddle just under the T-grip.

5. Side draw: Progressive drill to teach the feel of the catch:

i. Have team do draw strokes at 90º to boat, look for little to no side to side movement in the

boat. This indicates all paddlers are applying pressure on their blades at the catch

ii. Do a series of 5-10 good draw strokes, then have the paddlers move 1/4 (22.5 º) towards a

normal stroke and repeat 5-10 strokes

iii. Repeat step b. adding in another quarter rotation towards forward until paddlers re paddling

normally

6. Pause and Draw: Encourage paddlers to enter, pause until they feel the water push on the non-

power face of the blade and then draw. This is an excellent way to encourage the Enter-Pause-Draw

thinking.

Vertical Aspect of Draw

1. One arm draw. Keep the lower hand on the paddle and draw slowly feeling for the water and how it

reacts to the blade.

2. One arm+ draw: Build on drill 1 by adding in the top hand. Take a few strokes. This will emphasize

the importance the top hand has with regards to controlling the blade angle in the water

3. Do 5 strokes trying to keep the paddle as vertical as possible top hand over the water, bottom hand

under the top hand.

Lateral Aspect of Draw

1. Thumb drag: To ensure the paddle tracks back along the length of the boat have the paddler extend

the thumb on their bottom hand and drag it along the side of the hull.

2. Hand over hand: Keep the top hand over the bottom hand at all times, especially on the entry and at

initiation of the exit.

Draw

1. Tug of war: Have rows 6-10 turn around and face the stern. At a very low stroke rate (20-30 /

minute) have paddlers try to pull the other half backwards. Increase the stroke rate as you feel.

2. Resistor: Add a resistor to the Dragon Boat hull, a loop of garden hose is often sufficient, towing a

bucket, sea anchor or tire is too much and carries too high a risk of injury.

3. Skinny paddles: keep old and damaged wooden paddles and trim blades to no wider than the shaft

diameter. Have paddlers learn to draw hull forward with minimal blade slippage.

4. Hull draw: In very shallow water; half the team or more is out of the boat and stabilizes the blade of

the paddlers in the hull, who then have to pull themselves past the stationary blades, first

individually, then working collectively in small groups.

Exit

1. Push off wall: On dry land, have the paddler stand with their back to a wall and place the palm of

their bottom hand on the wall. Instruct the paddler to push back on wall moving self forward. This is

what they should feel on the exit in the boat.

2. Hand over hand: If the paddler is scooping water have them keep their top hand directly above

bottom hand.

3. Pull down: If the paddler is scooping water have them overemphasize a straight bottom arm up to

the exit.

4. Relax!: Initiate outward and upward elbow flexion at mid-thigh by relaxing lats.

5. Monkey: imitate a child’s monkey scratching side by flexing your elbow and wrist

6. Thumb to thigh: on the exit extend the thumb on the bottom hand and touch your leg at mid-thigh.

As soon as your thumb touches your thigh begin raising your top hand and bringing it forward.

Recovery

1. Power stroking: on the recovery slow the movement speed down so that it takes either 1 second, 2

seconds or 3 seconds to complete the recovery. Then enter, draw and exit at normal speed. The

crew will have to focus very carefully on when the entry occurs.

2. Paddle drag: Have the paddler drag the blade in a ‘D’ shape over the surface of the water (stationary

first then while paddling).

Bottom Arm Bends

1. Putting your first down: Get the paddler to extend their elbow fully by pushing up with upper arm

and down with the wrist, all while keeping bottom shoulder low. While stationary, have paddlers

push down on the gunwale with their hand or fist, elbow fully extended and shoulder low

AP – 3 Blend

Teaching Goals: 1. Participants understand the concept of “Blend” in dragon boat, and the

importance of combining everyone’s skills in a dragon boat to make the

crew work as a single unit.

Provide a brief explanation of “blend” to the group, using the text and explanations provided below. Discuss the 3 main components of “Blend” (3 key elements, phases of the stroke, and psychology) in a dragon boat as a group. Finish by asking the participants after how the 3 relate and contribute to a team working together.

Discussion Points: 1. Combining individual technique to improve timing is key to dragon boat

team success, and how the boat works together.

Time: 15 minutes

Facilitation Tools: Chart paper for writing down ideas.

Facilitator Notes….

A Fourth Key Element for Big Boats: Blend

A good team boat coach is able to take the elements of each team member and combine them into a cohesive unit. This requires teaching a single team boat technique suitable to the skill level of the crew.

In a big boat, the three elements combine across the crew to make a mosaic of strengths and weaknesses. In a Dragon Boat you will often have twenty individual strokes that are all slightly different.

BA BA BA BA

BA PR BA BA PR PR BA PR BA PR PR BA BA PR PRBA PR BA

BABA PR PR PR PR BA BAPR PR BA

BA BA PR PR PR

PR PR

This is a fourth element we can introduce as blend. Here the uniform technique and teamwork allow the

Dragon Boat paddlers to work together as opposed to against each other.

BABABABABABABABABABA

PRPRPRPRPRPRPRPRPRPR

Blending

There are three main aspects of blending;

1. Key elements

2. Phases of the stroke

o Cadence

o Draw

3. Psychology

How do you think these three contribute to a team working together?

Cadence and Blending Drills General Timing

1. Halves: Have the front half or back half paddle while the other half sits out.

Those not paddling should continue to rotate and use their core and legs in time with the boat. If this is done with closed eyes it forces the paddlers to feel for the timing rather than look.

2. Sides: Repeat drill 1 as left and right side.

3. Criss-Cross: Repeat drill 1 as front lefts (or rights) and back rights (or lefts).

4. Add from front: Front 2 rows only paddle, then add in a row every 5+ strokes.

5. Rolling In-Out: Repeat drill 4, but removing rows from the front after 3-5 rows are paddling

i.e. rows 1 through 5, then add row 6 and remove row 1, etc.

6. Add from back: Repeat drill 4, but in reverse starting with the back two rows.

7. Core initiation: change timing focus from arms or torso to hips.

8. Numbers: Instruct paddlers to keep looking up and forward. Periodically, the drummer will signal

row numbers and that row has to acknowledge.

9. Pause: Have paddlers pause together just prior to entry at full extension (begin with long pause and

decrease as timing improves- vary pause duration to keep paddlers alert).

10. Rate up: Increase rate for 10 strokes, decrease for 10, repeat having crew follow strokes exactly. To

begin say "rate up/down in 3-2-1, NOW!", then progress to "rate up/down in 2-1, NOW!", then "rate

up/down NOW!"

Timing Entry

1. Power stroking: on the recovery slow the movement speed down so that it takes either 1 second, 2

seconds or 3 seconds to complete the recovery. Then enter, draw and exit at normal speed. The

crew will have to focus very carefully on when the entry occurs.

2. Entry: Have paddlers perform an entry, then immediately release (exit)

3. Double entry: Have the paddlers perform a double entry (enter, exit immediately, enter again) then

draw.

Watch for proper entry mechanics in the bottom arm and torso on this drill, very often they are forgotten.

Timing Power Application

1. Starts: Begin with paddles fully buried in the water as if ready for the start. Have everyone initiate 1

stroke together. Gradually progress to 2, then 3, etc.

2. Blend: begin with the whole boat paddling and have row 1 ease off on their force per stroke while

keeping the stroke rate. Have row two follow a couple of strokes later, then row three. Quickly do

this back to the stern. Begin adding rows back in, this time they apply 80-100% race effort to the

stroke. When the next row up is able to feel where the force is applied they match it and indicate

they are “in” by calling out “row 10 in!”, “row 9 in!” all the way to the front.

3. Repeat drill 2 from the stern to the bow i.e. rows 10, 9, 8, etc.

4. Repeat drill 2 from the middle out to the bow and stern; i.e. begin at rows 5 or 6, add 4 then 7, 3 then

8, etc.

5. Repeat drills 2-4 adding two, three, four or more rows at a time, until you can add the whole boat at

once with the common power application

6. Pause then draw: encourage paddlers to enter, pause until they feel the water push on the non-

power face of the blade and then draw. This is an excellent way to encourage the Enter-Pause-Draw

thinking.

Timing Exits

1. Paddle from the back: have paddlers begin their stroke at the exit and exit together. Gradually

lengthen the stroke by adding in the last 25%, then the last 50%, etc.

Other Drills You Learned Today:

Name of Drill & Description Technical Element Drill Works on

Staying In STROKE

ONE UP and ACROSS

Staying in Stroke: The RULE of THUMB o DO NOT follow the paddler in front of you. o FOLLOW the paddler one-up and ACROSS from you.

This will help the left and right sides stay in synch. 1 1

One paddler out of stroke will be able to get back in stroke and the 2 2 boat speed will not be affected that much. But 2 or 3 paddlers out 3 3 of stroke will slow the boat and make it almost impossible to get 4 4 back in stroke. 5 5

6 6 Getting back in stroke :

o try taking several short strokes with a quick recovery. 7 7

o Preferably, it is the back part of the stroke that is shortened. 8 8

o As a last resort, the paddler can miss a stroke and get ready 9 9

for the next stroke. 10 10

ETC..

OTHER Synchronization Drills (for Dragon Boat)

A. Paddle with Eyes Closed: Feel the stroke, feel the rhythm. Often paddlers, who are out of stroke with

open eyes, stay in stroke when their eyes are closed.

B. Upside Down Paddling: Turn the paddles upside down. This is good to feel the race rate and a fun

challenge to stay in stroke when there is little resistance on the paddle. While the rest of the crew paddles

normally, a select few can feel the stroke with an upside down paddle.

C. Count The Stroke: Have the beginner crew count out the stroke. The count is on the catch. To help focus

on the quick exit, try a 2-count - “1, out, 2, out, 3, out, ...”

D. Pausing: on the catch for 2-3 seconds. Everyone tries to ‘catch’ at the same time. For variety, do 3 strokes

and a pause (3,2,1, pause)

E. Deliberately Out Of Stroke: Have one or two crew members deliberately get out of stroke. See how

others around them react. Then have them try to get back in stroke.

F. Dry-Land: Synchronized Warm-ups: Do sit-ups, stepping, hopping, arm circles, etc. in unison to work on

timing.

G. 2 x 2’s, 4 x 4’s, 6 x 6’s: Front four paddle together, engine room (middle 6) paddle together, back four

H. Build from the back: Start with front 4 for 10 strokes, add in middle 6, then front 4, or do it 2 x 2

C. Coach Demonstrates the Three Key Elements of Dragon Boat Technique AP – 4 Demonstrate Dragon Boat Technique – lakeside Note: This is done in conjunction with DB-4, Lakeside

LF Notes: You can also do this out on the water as a second practice teaching session.

Goals: 1. Participants can demonstrate the five basic elements of ragon boat Technique

Do this initially as a large group exercise. Take the time demonstrate the three key elements of

Canoe/Kayak Technique, as well as the 5 phases of the stroke. Each coach will then demonstrate the three key elements and 5 phases of the stroke of dragon boat technique.

Equipment: Paddles, dragon boat, PFDs

Facilitator Notes….

The LF will demonstrate the three key elements of Canoe/Kayak Technique. Each coach will then demonstrate the three key elements of Canoe/Kayak Technique.

Goals: 1. Participants demonstrate the five basic elements of Canoe/Kayak Technique.

Equipment: Paddles, blocks, that can be used on the dock

Your notes :

ACTION CARD Date: ______Location: ______

I will START…

I will STOP…

I will CONTINUE…

Great Ideas

New friends in coaching from this workshop… For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada website at: