Initiation Flag

National Coaching Coaching Association Certification of Canada Program

Community Sport – Initiation Flag

Reference Manual for Novice Football Coaches The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport federations, and the Coaching Association of Canada.

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The programs of this organization are funded in part by Sport Canada.

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First Edition 2006 © This document is copyrighted by the Coaching Association of Canada (2003), Football Canada and their licensors.

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— Community Sport – Flag: Reference Manual October 2006 Acknowledgments

Football Canada would like to acknowledge the following people for their contribution to this manual: Doug Krochak (Manitoba) Master Learning Facilitator Mark McDougall (PEI) Kevin Artichuk (New Brunswick) Steve Crane (Nova Scotia) NFL Canada Athletics Canada

Football Canada administrative support: Bob Swan (Ottawa) Executive Director Cara Lynch (Ottawa) Flag Football Coordinator Rick Sowieta (Ottawa) Technical Director

Desktop Publisher – Lynda Wegner of Fresh Image Computing Services, who was responsible for the graphics, design and layout of the NCCP manuals, and who has been working with Football Canada since 1988.

October 2006 Community Sport – Flag: Reference Manual — — Community Sport – Flag: Reference Manual October 2006 October 2006 Community Sport – Flag: Reference Manual — — Community Sport – Flag: Reference Manual October 2006 Table of Contents

A. �I��ntro�d��uction The National Coaching Certification Program and Community Coaches 1. The NCCP Vision for Children in Community Sport...... 13 2. The New NCCP Structure...... 13 3. History of Football Canada...... 14 4. The NCCP and Football Canada Philosophy...... 14 5. Football Canada Community Initiation Context Overview...... 16 6. What is in the Manual?...... 17

B. Participants and Sport 1. Where Community Sport Fits in Athlete Development...... 21 Needs 2. Flag Football – Athlete Development Overview...... 22 3. Reasons Children Participate in their Favourite Sport...... 25 4. What Parents Expect of Coaches...... 26 5. What Parents Expect of Sport...... 26 6. Keep It All in Perspective...... 27 7. Your Role as a Coach...... 27 8. Philosophy of the Novice Coach...... 28 9. A Philosophy of Coaching...... 29 10. General Training Recommendations based on Growth and Development Guidelines...... 29 11. Growth and Development Guidelines for Participants...... 32 6-7 Years, Growth and Development of Participants...... 32 8-9 Years, Growth and Development of Participants...... 34 10-11 Years, Growth and Development of Participants...... 37 12-15 Years, Growth and Development of Participants...... 39 12. Summing It Up Non Contact Football: Physical Characteristics...... 43 Non Contact Football: Mental/Emotional Characteristics...... 46

C. Understanding the 1. Nature of the Game...... 49 Game 2. Object of the Game – Basic Rules...... 51 3. Penalties...... 57 4. Position Descriptions...... 58 5. Offense Theory and Strategy...... 59

October 2006 Community Sport – Flag: Reference Manual — 6. ��Defense Theory and Strategy ...... 64 7. Re �q��uired E�q��uipment...... 69

D. Ethical Decision- 1. A Simplified Ethical Decision-making Framework...... 73 Making 2. What Influences How You See?...... 75 3. The NCCP Code of Ethics...... 76 4. Tips for Ethical Coaching...... 77 5. Fair Play...... 78 6. Community Sport as a Discrimination-free Zone...... 80 7. A Checklist – Is Our Team Environment a Discrimination-free Zone?..82 8. Examples of Coaching Situations that have Ethical Implications...83 9. Legal Questions and Answers (FAQ)...... 89

E. Fundamental Skills and 1. Introduction...... 97 Drills of Flag Football Center...... 97 Quarterback...... 98 Receiver...... 102 Pass Pattern Fundamentals...... 104 Pass Receiving Fundamentals...... 107 After the Catch...... 110 Carrying and Running with the Ball...... 110 The Rusher (Blitzer)...... 111 Defensive Backs...... 112 2. Flagging...... 119 3. Fun, Fitness and Conditioning...... 120 Appendix 1: Stretching...... 122 Appendix 2: Low Organized Activities...... 123 Appendix 3: Running Program 1...... 144 Appendix 4: Description of Free Body Exercises...... 242

F. Practice Planning and 1. Sport Safety through Risk Management...... 251 Safety 2. Strategies for Managing Risk...... 252 3. Heat and Humidity as Risk Factors...... 255 4. Cold as a Risk Factor...... 257 5. Emergency Action Plan (EAP)...... 259

1 content reprinted with the permission of Athletics Canada

— Community Sport – Flag: Reference Manual October 2006 6. Emergency Action Plan Checklist...... 260 7. Sample Emergency Action Plan...... 261 8. Diagram of Home Facility...... 263 9. Steps to Follow when an Injury Occurs...... 264 10. Head Injuries and Concussions: Guidelines for Coaches...... 266 11. Coaching Liabilities...... 269 12. The Coach’s Personal Risk Management Plan...... 272 13. Common Tasks of Community Coaches...... 273 14. Communication...... 274 15. Know Your Players...... 277 16. Recruiting Volunteers...... 271 17. Competition Organization...... 282

G. Practice Coaching 1. Choosing Activities for Your Practice...... 287 2. Key Parts of a Complete Practice in Community Sport...... 288 3. Practice Planning Checklist...... 289 4. Preparing for Practice...... 290 5. Practice Card...... 292 6. Running the Practice...... 294 7. Flag Football: 3 Hour Skills Section...... 296 8. What is Coaching?...... 308

H. Teaching and Learning 1. Effective Communication Habits for Coaches...... 311 2. The Steps of Coaching an Activity...... 313 3. Tips to Help Children Improve Their Self-esteem...... 314 4. Assessment Tools for Community Coaches...... 315 5. Community Coach Workshop Action Card...... 318

I. Taking Stock Taking Stock...... 323 Summing It Up...... 324 Glossary of Terms...... 325 References...... 328

October 2006 Community Sport – Flag: Reference Manual — 10 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter A Introduction to the National Coaching Certification Program & Community Coaches

1. The NCCP Vision for Children in Community Sport 2. The New NCCP Structure 3. History of Football Canada 4. The NCCP and Football Canada Philosophy 5. Football Canada Community Initiation Context Overview 6. What is in the Manual? 12 — Community Sport – Flag: Reference Manual October 2006 Community Coaches

1. The NCCP Vision for Children play a sport in order to have fun and to be with friends. Children in Community Every child involved in sport should have a positive experience, Sport which is only possible when the sport environment is both physically and emotionally safe. The children depend on you, the coach in community sport, to build and maintain the sport environment. Children will be able to develop a love for sport when your leadership is directed at valuing each and every one of them. You have an important opportunity to have a positive impact on the lives of the children involved in your program. This workshop is intended to support your efforts by providing you the opportunity to learn and improve as a coach. Congratulations on taking the step to participate in this workshop, and thank you for the time that you are giving to develop sport for children in Canada.

2. The New NCCP The new structure of the NCCP is designed to take into account the Structure different types of coaches who contribute to the Canadian sport system and the environment or context in which they coach. COMMUNITY SPORT stream (Initiation and Ongoing participation contexts) COMPETITION stream (Introduction, Development, and High performance contexts) INSTRUCTION stream (Beginners, Intermediate performers, and Advanced performers contexts) The NCCP will provide context — relevant training geared towards the following outcomes, which will assist coaches to: • make ethical decisions, • plan a practice, • design a basic sport program, • analyze performance, • provide support to athletes in training, • support the competitive experience, • manage a program. The NCCP provides three stages of accreditation to coaches in the context in which they are working: • IN TRAINING coach has begun training, however some training still to occur • TRAINED coach has completed all required training

October 2006 Community Sport – Flag: Reference Manual — 13 activities for a particular context • CERTIFIED coach has successfully completed all required evaluation activities for a particular context For more information on the changes to the NCCP, visit the Coaching Association of Canada website at www.coach.ca.

3. History of Football Football Canada was initially established February 7, 1884. It was Canada known as the Canadian Rugby Football Union (CRFU) with the specific purpose of organizing play-off games between various union champions. The role and associated objectives of the CRFU grew and changed significantly as it developed into the National Governing Body of all Canadian amateur football, in the three disciplines – tackle, touch and flag – representing players, coaches, officials, administrators, men, women, girls and boys. On December 19, 1891, the CRFU was reorganized and the Canadian Rugby Union (CRU) was formed. It was to this organization, in 1909, that Lord Earl Grey, then www.footballcanada.com Governor-General of Canada, entrusted a trophy to be awarded for the Rugby Football Championships of Canada… THE GREY CUP. In 1966, the trusteeship of the Grey Cup was turned over by the CRU to the CFL. On January 1, 1967, a legally constituted body designated as the Canadian Amateur Football Association (CAFA) became the successor to the CRU. In 1986, CAFA adopted the marketing name Football Canada to better reflect its heritage image and carry out its national mission. Football Canada, in 2004, became a full member of the International Federation of American Football (IFAF), which is a full member with the General Association of International Sports Federations (GAISF). Football Canada continues to help develop resources and training opportunities for community and school sport programs; to promote gender equity within the association; to cultivate the principles of fair play; to enforce a drug – free policy by adopting the Canadian Policy for Doping in Sports as endorsed by Sport Canada and proud to help develop and deliver the National Coaching Certification Program.

4. The NCCP and Football In the National Coaching Certification Program, coaching is about Canada Philosophy helping other people improve and achieve their goals in and through sport, and creating a safe environment in which this can take place. The aim of the NCCP is to: • Provide every participant in a sport program with a positive experience. • Provide an opportunity for participants to achieve their full potential through sport.

14 — Community Sport – Flag: Reference Manual October 2006 • Use sport as a personal development tool.

CS002

1. Provide every participant in a sport program with a positive experience Every individual who chooses to participate in a sport program must have the opportunity to have a positive experience. The benefits and satisfaction must be such that they will be motivated to continue participating. 2. Provide an opportunity for participants to achieve their full potential through sport Each individual has unique interests, abilities, and talents. All participants must be provided equal opportunity to explore their interests and to develop their skills and abilities. Sport programs must aim to challenge participants relative to their goals and capabilities. 3. Use sport as a personal development tool Sport can provide a forum in which participants can challenge themselves and others.

October 2006 Community Sport – Flag: Reference Manual — 15 5. Football Canada Community Initiation Context Overview

Context Learning how to play football using modified game play (Tackle / Flag / Touch) with an emphasis on overall skill development (e.g. Running, Blocking, Catching, Throwing, Flagging, Tackling). Priority is to create a fun and safe environment.

Athlete Age Range Prioritize 7 – 12 years of age - Childhood

Major Life Influences Peers, Parents, Coaches/Teachers Major Emphasis Practice develops the improvement of overall gross movement skills (e.g.. Running, Blocking, Catching, Throwing, Flagging, Tackling) in an enjoyable environment. Emphasis on developing skills within game play. Maximization of participation Development Acquisition of gross movement skills within a system of well priorities defined rules. Fundamental Development- (Simple rules / Well structured programme) Program Game / Competition Game modification may include Flag, Touch or Tackle rules. Progression Modifications to the game are dependent on regional or provincial football associations, but must be appropriate for developmental age.

Learning environment Community – Tyke / Mosquito / Peewee (1 – 2 practices) per week) School – Physical Education / Intramural (1 – 2 week unit / year)

Talent identification Inclusive participation – all types of players. Playing / Competition Community leagues: 8 – 10 games in a 10-12 week season Environment Structure Variations will exist in provincial and or regional jurisdictions

Coach Overall coaching roles – Tendency for coaches with little or no football experience (Moms and Dads – Young Adults) Gradations May be opportunities to establish expertise in this context. Outcomes Evaluated May not evaluate in this context, however, if evaluation is considered it must include Make Ethical Decisions and providing Support to athletes in training.

CBET Structure Outcomes Trained Coaches may be trained in the following outcomes: Make Ethical Decisions; Support athletes in training; Analyzing Performance; Planning a Practice; Supporting the Competitive experience. Generic Context Community Sport - Initiation

Main Content General Gross motor skill development. Simplified rules

ucation (Systems); ethics and fairplay. d Resources Football Canada Technical Manuals (1998); Intro to coaching manual (1998); Football Canada videos. Access to online articles learning Coach E Growth of Participants in sport; Number of coaches trained and Performance Impact certified

16 — Community Sport – Flag: Reference Manual October 2006 6. What is in the Manual? The material in this manual covers all these topics and more! • It explains the basics of coaching. • It gives hints on recruiting volunteers and on keeping everyone involved. • It discusses fair play, rules and regulations, and safety and emergency concerns. • It offers tips for teaching skills. • It provides skill and drills descriptions. • It includes sample practice plans and guidelines for game day. • It provides a checklist to help you assess and improve your skills as a coach.

October 2006 Community Sport – Flag: Reference Manual — 17 18 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter B Participants & Sport Needs

1. Where Community Sport Fits in Athlete Development 2. Flag Football – Athlete Development Overview 3. Reasons Children Participate in their Favourite Sport 4. What Parents Expect of Coaches 5. What Parents Expect of Sport 6. Keep it all in Perspective 7. Your Role as a Coach 8. Philosophy of the Novice Coach 9. A Philosophy of Coaching 10. General Training Recommendations Based on Growth and Development Guidelines 11. Growth and Development Guidelines for Participants 12. Summing It Up Flag Football: Physical Characteristics Flag Football: Mental/Emotional Characteristics 20 — Community Sport – Flag: Reference Manual October 2006 Participants & Sport Needs

1. Where Community Community sport represents most participants’ entry point into Sport Fits in Athlete sport. It is often in community sport that participants first develop Development basic sport skills and abilities, and where the foundation for athlete development takes place. There are participants of all ages involved in community sport because, over time, they will choose to either: • increase their training commitment to a sport and progress to the Training to Train stage in one or two sports • move back and forth between an increased commitment stage and community sport as their abilities, interests, peer groups, personal priorities, and opportunities change • stay in community sport into adulthood and participate for the fun and fitness. It is part of healthy child development to explore different sports. Experience has shown that: • a focus on FUNdamentals and participation in many sports at early ages is key to elite performance as adults in sports where champions are generally 20+ years old (called “late specialization sports” – all team sports and most individual sports fall into this category) • emphasis on a single sport at an early age does not result in better performance in that sport as an adult than a person who played multiple sports at a young age • Emphasis on a single sport at an early age often results in burnout, dropout and injuries.

Active for Life (any age) Minimum of 60 minutes of moderate daily activity or 30 minutes of intense activity for adults Training to Win (18+ years) Training athletes to win on the international scene in one sport Did you know? "It takes 10 years of Training to Compete (15-23 years) extensive training to Training athletes to compete nationally and internationally excel in anything." Training commitment to one sport - Herbert Simon Nobel laureate Training to Train (11-16 years) Training young athletes to compete regionally Training commitment to one or two sports

Learning to Train (8-12 years) Training young athletes to compete regionally Training commitment to three sports FUNdamental (6-9 years) Running, jumping, throwing, balancing, and coordinating are key Community Basic sport skills are learned sport is the Participation in many sports is strongly encouranged, opportunities to be active five or six times per week (can be foundation! informal, not always organized sport) (all ages) Participants compete locally

Active Start (0-6 years) Fun and integration of daily physical activity Focus on learning proper movement skills such as running, jumping, wheeling, twisting, kicking, throwing and catching.

This information is based on the late specialization model outlined in Long-Term Athlete Development CS003 – Canadian Sport for Life. October 2006 Community Sport – Flag: Reference Manual — 21 Running Backs Outside receivers Centre Quarterbacks, Inside receivers, Rusher

testing considerations considerations 18 + (8+ training years) Based on specific fitness identifyTalent position Selection for team Offensive Line – Backfield – Receivers – Defensive backs –

• • Co-ed, physical/mental disablities Male and female teams in certain regions by gender • • • • • • • Elite Performance disablities in certain regions by gender co-ed, physical/mental Male and female teams Quarterback Center Back field Receiver Defensive back

consideration based on strength / speed, ability, size. testing specialize in offensive and defensive roles. – – – – – 16 – 19+ (4-8 training years) Positional Selection Based on basic fitness Self and coach selection General talent identification Increased opportunity to Offensive Defensive

• • Early: Late: • • • • • • • Competition Physical / Mental Disabilities certain regions by gender based on strength / speed, ability, size. Quarterback / Offensive backs) Defensive backs) 13 – 16 (1-4 training years) Early: Coed – Predominantly male. Late: Male and female teams in Positional selection considered Center Inside Backs Skills (Eg. Outside Backs Skills (Eg. Receivers,

• • • • • • • • Training /Training Practice uisition of basic skills amentals q d Disabilities for all players. positions – basic introduction to positional play 12 & under (0-4 training years) Co-ed, Physical / Mental Ac Offensive & defensive

• • • • • Fun erations d . Flag Football – Athlete Development Overview Consi Age Range Participation Selection Degree of specialization 2 22 — Community Sport – Flag: Reference Manual October 2006 specialized to context and for Taper each competition) planning field practices /week field practices / 2weeks Canadian Rules International Rules Adoption of rules will be ImportantVery (Peak games10-12 - 1610 weeks 12 Month Annual In competition: 3-5 on- Pre season: 12 – 18 on- International

• • • • • • • • • •

book. House league rules are adopted in different regions – Eg. Length of game time Defenses. Varsity Playoffs – late season) week Canadian Rules: Flag rule Ability to read Combination Schools: Junior and Senior U17; U19 International Important (Peaking towards 8-12 games weeks10-12 Pre-season 2 weeks 2 days off / week 3-4 on-field practices / Meetings: 1-2 / week

• • • • • • • • • • • •

)

d later football structures) one has access to play the game* training period (3 – 6 weeks no competitions) - (peewee, bantams & midgets) Limited Importance (Varies for Peaking: None to one Maximize participation – Every 8-12 games Pre-season – skills introduction/ Competitive Season - weeks10-14 3 per/week maximum 1 game/week (normally weekends) Skills Camps Manual for regions and age: Field size, Ball size, game time, team size. Canadian Rules: Football Canada House league rules are adopted Ability to read Defensive Zones. Schools: Jr High Community: U13 U15 International

• • • • • • • • • • • • • • • down & distance, field size, ball size, game time, team size. systems modifications in order to learn the basic skills of the game as per House league. Canadian Rules: Time, Person to Person Defense. 5 on 5 until age 14. Community: U13 outcome is motivational weeks (includes skills/ introduction/training period) Limited Importance Everyone plays – the Tournaments/Jamborees. No game limitations. Competitive Season – 8-12 2-3/week Coaches discretion

• • • • • • • • • • •

ifications d mportance) . Flag Football – Athlete Development Overview (cont’ Game Mo Football Structure Competition (Number / I Length of Season Number of Practices

2 October 2006 Community Sport – Flag: Reference Manual — 23 uality q hours hours identificationof players of teams at national, international. programs in general public. retention of competent coaches (trained and certified) Practice: 1.25 – 1.75 Meetings: 30 min – 1.5 Selection and Retention and expansion High visibility of Better recruitment and

• • • • • •

school leagues programs with representation from all regions retention of competent coaches (trained and certified) 1 - 1.5 hours Retain participation Strong community and National championships Better recruitment and

• • • • • ) d leagues programs (Positive experiences) of competent coaches (trained and certified) 45 minutes to 1.25 hours Recruit and retain of participation Strong community and school Better recruitment and retention

• • • • participation organization (more Mom’s and Dad’s) 30 - 60 minutes Recruit and retain Strong regional leagues and Involvement of parents

• • • •

mpact . Flag Football – Athlete Development Overview (cont’ Length of Practices I 2 24 — Community Sport – Flag: Reference Manual October 2006 3. Reasons Children The ten most important reasons I play my best sport are: Participate in their 1. To have fun Favourite Sport 2. To improve my skills 3. To stay in shape 4. To do something I am good at 5. For the excitement of competition 6. To get exercise 7. To play as part of a team 8. For the challenge of competition 9. To learn new skills 10. To win

The 11 most important reasons I stopped playing a sport are: 1. I lost interest 2. I was not having fun 3. It took too much time 4. Coach was a poor teacher 5. Too much pressure (worry) 6. I wanted a non-sport activity 7. I was tired of it 8. I needed more study time 9. Coach played favourites 10. Sport was boring 11. Overemphasis on winning

I would get reinvolved in a sport I dropped if:

Boys: Girls: 1. Practice was more fun 1. Practice was more fun 2. I could play more 2. There was no conflict with 3. Coach understood players studies better 3. Coach understood players 4. There was no conflict with better studies 4. There was no conflict with 5. Coaches were better social life teachers 5. I could play more 6. There was no conflict with 6. Coaches were better teachers social life

Ewing, M.E. & Seefeldt, V., Participation and attrition patterns in American agency- sponsored and interscholastic sports: An executive summary. Preliminary report to the Athletic Footwear Council. North Palm Beach, FLA.: Sporting Goods Manufacturers Association, 1988. October 2006 Community Sport – Flag: Reference Manual — 25 4. What Parents Expect of Coaches1

1 Legend 200 – 1. Make sport enjoyable 2 180 – 2. Respect children as individuals 160 – 3. Be a knowledgeable leader 140 – 4. Be safety conscious 3 120 – 5. Act in a mature and adult manner 4 100 – 6. Be fair 4 80 – 5 7. Respect rules and officials 6 7 8. Give equal opportunity for 60 – playing time 8 40 – 9. Plan activities effectively 9 10 20 – 10. Be approachable 11 11. Strive to win 0 – Sport Parent Survey, Ministry of Government Services, Sports and Commonwealth Games Division, Government of B.C. (1994) CS004

5. What Parents Expect of Sport1

1 Legend 250 – 1. To build self-esteem 2 2. To have fun 200 – 3 3. To develop skills 4. To increase fitness 5. To make new friends 150 – 4 6. Other 5 7. To have a professional career 100 – 8. To play on a winning team 9. To win awards 50 – 10. To go to the Olympics

6 75 8 9 10 0 – 1Sport Parent Survey, Ministry of Government Services, Sports and Commonwealth Games Division, Government of B.C. (1994) CS005

26 — Community Sport – Flag: Reference Manual October 2006 6. Keep It All in Flag Football is a game worth playing, but it must be kept in Perspective perspective. You should encourage your players to participate in a variety of sports and to take part in other activities like music, drama, and art. These organized activities all have their place in the life of a child. Informal play without adult supervision is important, too. Youngsters should simply “get out and play” every chance they have. Tips … 3 F’s Remember, kids participate in sports for all kinds of reasons. They enjoy learning new skills, and testing these skills against others. They like the challenge and excitement. Winning and pleasing others are part of it, too, but they are not nearly as important as the simple pleasure kids get from being active, being with friends — being part of a team! The approach you take to coaching should reflect these desires. You’re on the right track if you concentrate on fun, fitness, and fundamentals. • Fun — Make it a great experience for the whole family — for players, coaches, officials, and fans! • Fitness — Aim for active participation for every player. In this way, sport will contribute to the mental and physical development of all participants. • Fundamentals — Focus on the basics. As players develop their skills, their enjoyment of the sport will grow.

7. Your Role as the Coach Coaching is for anyone who enjoys sport and cares about kids. It’s for high-school athletes, women and men, parents and grandparents. What does it take to coach? It takes people who are sensitive and caring. People who are organized, who want to work with others, and who will teach from the heart. When working with your players, you should remember that you are a teacher, a leader, and a counsellor. As a Teacher, You • Provide simple teaching points to help your players learn. • Encourage skill development through well-selected drills and games. • Provide lots of activity to help contribute to the skill development and physical fitness of your players. As a Leader, You • Set goals that are challenging but realistic. • Offer encouragement and support to help your players be the best they can be. • Instill the importance of being a good sport and playing fair. • Instill the concept of self-discipline and team play.

October 2006 Community Sport – Flag: Reference Manual — 27 As a Counsellor, You • Listen to your players’ concerns and deal with them as best you can by being supportive. • Make sport a positive, FUN place to be! As a Model, You • Must be aware of how much you can influence the young athletes you coach. • Must set a good example. • Must walk the talk Your attitude and behaviour will be imitated. Coaches establish in their athletes attitudes of good sportsmanship and respect for the game, opponents and officials. When you coach youngsters, the results are real and immediate. You share in the small victories as they develop skills. You feel it in their energy and enthusiasm. You see it in their smiles. But the results of coaching are also subtle and long term. Through sport, you will help your players to grow and develop as individuals. The athletic skills they learn from you may only be used for a few years, but the attitudes they develop toward themselves and others will last a lifetime. These wonderful benefits do not come easily. There is a clear time commitment involved in being a coach – for planning, practices, and games. And there is a real responsibility as you enter the lives of young people. But the effort is worth it. Ask longtime coaches about their involvement in sport, and they will tell you they have gained more from it all than they ever gave up because of it.

8. Philosophy of the The Community Sport Novice Coach is one who has the Novice Coach appropriate knowledge, skills, and attitude to apply them to young inexperienced participants both on and off the field. The Novice Coach is trained to recognize and understand the important coaching principles that apply to learning, training within a sport environment, and growth development. Leadership Skills: The Novice Coach relates well and leads participants effectively. The Novice Coach is also a good problem solver, team work motivator, recognizes contribution, celebrates achievements, sets reasonable goals, and recognizes effort as much as performance. Teaching Fundamental Football Skills: It is essential for the Novice Coach to know the football fundamentals (i.e. running, passing, flagging, etc.) and is qualified to teach them to young athletes as opposed to specializing in one given position. The Novice Coach helps players learn by 28 — Community Sport – Flag: Reference Manual October 2006 explanation, demonstration, practice and communicates well while teaching the skills in a progressive and safe manner. Organizational Skills: A Novice Coach is well organized, has well-organized practices and provides opportunity for participation. Role Models: Novice Coaches serve as role models for their athletes. They are aware how much they influence young athletes. Novice Coaches establish in their athletes attitudes of good sportsmanship and respect for the game, opponents and officials.

9. A Philosophy of A coaching philosophy gives coaches direction for making many Coaching of the difficult decisions encountered on a regular basis. The development of a personal coaching philosophy also allows coaches to critically analyse their own values and beliefs. They must formulate a personal philosophy of coaching that takes into account the following fundamental principals: • Participation is voluntary. • Participation should involve healthy competition with a good balance of both educational and recreational experiences. • Participation should be a positive, enjoyable experience. • Participation should contribute to the overall growth and development of the athlete. • Participation should be geared to the overall pursuit of excellence. • Each athlete should have the opportunity to realize their unique potential.

10. General Training What to emphasize or avoid at various ages (applicable to most Recommendations sports) based on Growth and The table in the following page outlines the athletic abilities that Development Guidelines should be emphasized or avoided at various ages for male and female athletes. In this table, the following legend is used:

Legend Females (F) Males (M) Training of this ability to be avoided at this age Training of this ability can be done at this age, but should not be considered a priority Training of this ability can be done in moderation at this age Training of this ability is optimal at this age Training of this ability should be done at this age in function of the needs of the sport

October 2006 Community Sport – Flag: Reference Manual — 29 Important notes to coaches: 1. The recommendations contained in the following table represent the opinion of experts in the fields of growth and development and training; as such, they apply to most sports. However, for some sports in which athletes specialize at a very young age, such as Gymnastics, some of these recommendations may seem to differ from certain training approaches commonly used. If this is the case, we invite coaches to (1) exercise judgment both in the interpretation of the present guidelines and in the implementation of sport-specific training methods and (2) consult with recognized experts where necessary, in order to ensure that the training activities performed by the athletes are appropriate, safe, and adapted to their physical maturity. 2. At the same chronological age (i.e. 12 years of age) there can be a significant degree of variability in the physical maturation level of kids. When referring to the guidelines outlined in the following table, it would not be unusual to have situations where some athletes are ahead of, or behind, the general training guidelines by 2 or more years.

30 — Community Sport – Flag: Reference Manual October 2006 Training of Athletic Abilities & Participants’ Age: General Guidelines

Athletic Abilities Developmental Age (in years) 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Aerobic Power (intense, short efforts of F 4-8 min. or systematic interval training) M F Aerobic Stamina (endurance) M F Speed-Endurance M F Strength-Endurance M F Maximum Strength M F Speed-Strength (Power) M F Flexibility M F Speed (efforts of 8 seconds or less) M F Speed (fast cadence of movement, short efforts) M F Coordination / Agility / Balance M F Basic techniques M F More Advanced Techniques M F Tactics and Decision Making M

should be avoided not a priority as needed by the sport optimal window of progressive introduction development

October 2006 Community Sport – Flag: Reference Manual — 31 11. Growth and Development Guidelines for Participants 6-7 Years, Growth and General Remarks Development of Participants • At this age the child remains fairly individualistic and self- centred; needs a lot of attention and must be in the company of an adult and/or in a small group • High dependence on parents • Acknowledges the coach as the leader • Needs to have a well-established routine in daily activities • Has no athletic or competitive background • Interest for sport activities may begin to grow Psychosocial • Rather individualistic; often tries to expand social circle and the number of friends, especially with individuals of the same sex • Sometimes shy • Is conscious of own feelings and emotions, and of those of others toward him/her; can play on these feelings to obtain privileges • Boys and girls can be involved in the same activities without difficulty Learning • Learns best by observing, quickly followed by doing· Short attention span (a few minutes) • Ability to reason is limited to what is readily observable· May be afraid of the unknown • Is likely to imitate and be highly imaginative; is often curious and wants to know everything Physical • Development of the nervous system is almost complete • Rate of physical growth is constant, yet relatively slow; on average, little difference is observed between boys and girls with regard to height and weight • Head is still very fragile; bones, tendons, muscles, and ligaments cannot sustain heavy loads • Always seems to be moving; coordination is not very well developed; endurance is low • Resting heart rate and heart rate during exercise are higher than for adults; resting heart rate is approximately 100 bpm

32 — Community Sport – Flag: Reference Manual October 2006 • Aerobic metabolism predominates during effort; low anaerobic capacity • Sweating mechanism of children is not well developed, which reduces their capacity to dissipate heat during exercise; children are at an increased risk of heat injuries; children cool off rapidly, and do not tolerate cold well Preferences • Enjoys individual activities, with some interaction with the group (e.g. tag); likes to throw, catch, hit, kick, run, jump, climb, and other activities where the whole body is involved • Enjoys all types of activities that require imagination or involve imitating an adult • Games should encourage creativity and have few rules To avoid • Activities that require repeated impact or wherein there is a risk of collision • Repetitive activities and activities that feature too much structure (to prevent boredom and also overuse injuries) • Exercising in a very cold or hot environment • Using equipment that is not designed for children (i.e. too big, too heavy) • Specialization in a sport or in a position • Repetition of all-out efforts lasting between 20 and 60 seconds; work against a high resistance; prolonged aerobic endurance efforts • Emphasizing the result or performance • Negative competitive experiences • Comparisons with other children • Lengthy explanations • Negative criticism Suggestions • All activities should take the form of games; conditions in which activities or games take place should be varied to promote the development of a variety of motor patterns and skills • Rules should be adapted to encourage a high degree of interaction between and involvement of participants, and to increase the probability of success during the activity; modified, scaled-down equipment should be used • Demonstrations should be highly specific, simple, and aimed at the achievement of a well-defined objective; duration of

October 2006 Community Sport – Flag: Reference Manual — 33 activities should be relatively short, and exercises should change frequently • Children need to be praised and complimented generously and regularly for their efforts; feedback should focus on one point only; choose the most important one; children should be encouraged to be proud of their own performance, and to congratulate others for theirs • Basic motor abilities should be developed through games; techniques should be introduced in ways that stimulate the child’s imagination (e.g. refer to a funny situation of the child’s life, a cartoon) • Encourage children to drink water, and in hot conditions, ensure that there are plenty of beverages available Examples • Relay or obstacle races • Somersaults, pirouettes, jumps, runs, lateral movements, rope climbing, rope skipping, use of play structures, sliding, throwing, catching, passing a ball with hands or feet; hitting a ball • Basic strength exercises using the child’s own body weight (push-ups, pull-ups, squats with own body weight)

8-9 Years, Growth and General Remarks Development of Participants • Has a high degree of imagination; being active is very important; likes to work, learn, and accomplish things • Still needs a well-established routine in daily activities • Wants to act on his/her own; does not like conventions or norms, but will accept the coach’s instructions if there is a sense that he/she participates in the establishment of the rules and conditions governing the activity • Very little or no athletic background • Interest in sport activities is often high • Some early developers may be entering puberty, particularly girls. Psychosocial • Is still individualistic and self-centred, but shows an increasing interest for the group; wants to be accepted by others, and usually shows a great deal of loyalty toward the team • Needs praise and positive feedback • Is conscious of own feelings and emotions, and of those of others toward him/her; can play on these feelings to obtain privileges

34 — Community Sport – Flag: Reference Manual October 2006 • Boys and girls may be involved in the same activities without difficulty • Seeks the approval of others; may reject opportunities to interact with individuals of the opposite sex Learning • Accepts following instructions to learn faster, and reacts favourably to positive feedback/praise; ability to concentrate and to pay attention is relatively good; can begin to make some generalizations • The emphasis should be on motor development and the learning of skills in a variety of sports • It is possible to start teaching the rules of the game and fundamental tactical principles • Is capable of assessing the angles of moving objects (e.g. balls), yet may still have some difficulty distinguishing between right and left • Ability to reason and solve problems is limited to what can be observed Physical • Physical characteristics are similar to children aged 6-7, but coordination and stamina are better; growth rate is slow, which tends to allow for a greater degree of motor control and autonomy • The development of the nervous system is almost complete· Reaction time is slow; shows an increased ability to make coordinated and quick movements • Large muscle masses (e.g. the legs) show a greater degree of development compared to smaller ones (e.g. arms, hands) • Very little potential for increased muscle mass (hypertrophy); strength gains result primarily from increased coordination and neural factors • Resting heart rate and heart rate during exercise are higher than for adults; aerobic metabolism predominates during effort and anaerobic capacity is low • The sweating mechanism of children is not well developed, which reduces their capacity to dissipate heat during exercise; children are at an increased risk of heat injuries Preferences • Enjoys individual or group games, and drills where participants are paired • Likes activities where the whole body is involved (e.g. jumping, running)

October 2006 Community Sport – Flag: Reference Manual — 35 • Likes to assume some responsibility, and to take part in decisions relating to games or activities played • Prefers activities that will allow him/her to shine and to be successful To avoid • Activities that feature repeated impacts or where there is a risk of collision; repetitive activities (for reasons of boredom but also to prevent overuse injuries); activities that are too structured • Mechanical and/or highly repetitive approach to the teaching of fundamental techniques; use of equipment that is not designed for children • Repetition of all-out efforts lasting between 20 and 60 seconds; work against a high resistance; prolonged aerobic endurance efforts • Exposure to a cold or hot environment • Specialization in a sport or for a position • Emphasizing winning and creating a pressure to perform • Comparisons with other children • Negative competitive experiences • Lengthy explanations • Negative criticism Suggestions • Establish guidelines for acceptable behaviour, and act in a constant and predictable manner; however, accept each child unconditionally • Children need to be praised and complimented generously and regularly for their efforts; feedback must focus on one point only; choose the most important one; emphasize the following: development of confidence, self-esteem, peer interaction, cooperation, having fun, putting winning and losing into perspective, and giving a 100% effort • Demonstrations must be highly specific, simple, and aimed at the achievement of a well-defined objective; duration of activities must be relatively short, and exercises must change frequently • Focus on activities that are aimed at developing coordination, balance, and proper motor patterns; encourage participation in a variety of sports and activities; encourage the use of both right and left hands and feet whenever possible to enhance motor patterns and improve coordination; good age to use speed games • Modified, scaled-down equipment should be used; competitive

36 — Community Sport – Flag: Reference Manual October 2006 games where ability levels are matched; create opportunities for the child to demonstrate the progress he/she has made in a way that will enhance self-image; participants should have the opportunity to take some responsibility, and to assess the impact of such decisions; rules should be adapted to encourage a high degree of interaction between and involvement of participants, and to increase the probability of success during the activity • Encourage children to drink water, and ensure that plenty of beverages are available when exercising in the heat

10-11 Years, Growth and General Remarks Development of Participants • Develops conscience, morality, and values • May display a highly competitive attitude (wants to look like a competent performer) • Marked distinctions between boys and girls begin to be visible, particularly toward the end of this period • May want to break free from the authority of adults, and may show a defiant attitude • Athletic background may be highly variable among participants; participation in sport activities is often done on a seasonal basis, in programs that can be relatively short (a few weeks) • Time devoted to general training and acquisition of a variety of skills and motor patterns should be greater than time spent training for a specific activity, or preparing for, or being engaged in, competition Psychosocial • Is usually very interested in group activities, and creates strong links with a few friends • Wants to enjoy a greater degree of autonomy, and wants to help • Shows a high degree of loyalty to the group • Begins to be interested in individuals of the opposite sex, without showing it openly • Expresses his/her feelings easily (e.g. anger, sadness) • Boys and girls can be involved together in the same activities Learning • Child begins to show some ability to deal with abstract concepts, yet prefers concrete examples • Emphasis should still be on general motor development and the learning of skills in a variety of sports, however fine motor control improves during this period

October 2006 Community Sport – Flag: Reference Manual — 37 • It is possible to start teaching a few specialized techniques, as well as fundamental tactical principles; the rules of the games should be well understood • Capacity to concentrate increases (can stay focused for approximately 10 minutes at a time) Physical • Strength and endurance gains are possible as a result of fitness training, but improvements are also directly related to growth; very little potential for increased muscle mass (hypertrophy). Strength gains result primarily from increased coordination and neural factors • Flexibility improves but it should also be trained • Reaction time is relatively slow, however good visual acuity and depth perception allow for better performance in throwing/ catching exercises • Sweating mechanism of children is not well developed, which reduces their capacity to dissipate heat during exercise; children are at an increased risk of heat injuries • In girls, the second half of this period marks the beginning of a major growth spurt that will last approximately 3.5 years; some girls may have their first menstruation as early as 11 years old • In some boys, puberty will begin at the end of this period. Preferences • Enjoys games that feature some competition, team games, as well as activities that require some form of effort or that represent some sort of a physical challenge To avoid • Activities that feature repeated impacts or where there is a risk of collision; repetitive activities (to prevent boredom and also overuse injuries); activities that feature too much structure; exposure to a cold or hot environment • Use of equipment that is not designed for children; repetition of all-out efforts lasting between 20 and 60 seconds; work against a high resistance; prolonged aerobic endurance efforts • Specialization in a sport or for a position on the team • Emphasizing winning and creating a pressure to perform • Comparisons with other children • Unpleasant or non-gratifying competitive experiences • Mechanical and/or highly repetitive approach to the teaching of fundamental techniques

38 — Community Sport – Flag: Reference Manual October 2006 Suggestions • Participation in several sports/activities should be encouraged • Rules should be adapted to encourage a high degree of interaction between and involvement of participants, and to increase the probability of success during the activity; modified, scaled-down equipment should be used • Demonstrations should be highly specific, simple, and aimed at the achievement of a well-defined objective; duration of activities should be relatively short, and exercises should change frequently • Time when participants are actively involved in activities during practices should be maximized • Children need to be praised and complimented generously and regularly for their efforts • Feedback should focus on one point only; choose the most important one; emphasize the development of confidence, self-esteem, peer interaction, cooperation, having fun, putting winning and losing into perspective, and giving a 100% effort • Encourage children to drink water, and ensure plenty of beverages are available when exercising in the heat

12-15 Years, Growth and General remarks Development of Participants • Period where major growth spurts occur; in each sex, large differences in physical maturation may be observed in individuals of the same chronological age; in general, girls are more mature than boys • Acquires moral concepts, values, and attitudes that make it possible to relate meaningfully to society; positive role models are important • Opinion of friends tends to be more important than that of the coach; participants want to look like, or be perceived as competent performers • This is a period of major change during which participants are likely to challenge authority, be very critical, question decisions, and ask for justification • Competition becomes increasingly important to some participants; time devoted to general training should be greater than time spent training specifically for a sport, or time spent competing Psychosocial • It is important to separate boys and girls for activities and competition • Emotional instability may be observed due to the rate at which

October 2006 Community Sport – Flag: Reference Manual — 39 physiological changes occur • Shows a greater desire for independence; this can be a time of rejection of parental authority and, in general, a period when there is a high degree of confrontation with adults • Develops close relations with individuals of both sexes; enjoys being more independent, and having more responsibility; a great deal of interest toward sexuality is observed toward the end of this period • This period is important for the development of values such as respect for others, fair play, and a work ethic Learning • Begins to think like an adult. It is important to take into account the different maturity level between boys and girls; interests and abilities differ between the sexes; challenges are often very appealing • Needs change on a regular basis; is highly curious; capacity to concentrate increases (can stay focused for 20 minutes or more at a time); increasingly capable of abstract thinking • This is a good period to consolidate the development of fine motor skills, to teach more complex tactical notions, and to encourage decision-making in specific situations • Specialization by sport and for a position can begin; however, participation in a variety of sports that have different demands should be encouraged Physical Girls: The development of secondary sexual characteristics (pubic hair, breasts) begins around 11-11.5 years of age. On average, the growth spurt begins shortly thereafter. Maximal growth rate (or peak height velocity, PHV) is normally observed between 11.5 and 12.5, and menarche (first menstruations) occurs approximately one year after PHV. During this period, body fat content tends to increase progressively, and typical female body forms (hips) appear due to hormonal effect. As a result of these changes, performance often plateaus or may even decline for a short period of time. In addition, for a period of several months following menarche, girls may have difficulty sustaining heavy training loads. Girls should be counselled that this phenomenon is normal, and that their performance will continue to improve after this temporary phase. Boys: The development of secondary sexual characteristics (pubic hair, testes, penis size) occurs progressively around age 11. On average, the growth spurt begins at age 13, and PHV is reached

40 — Community Sport – Flag: Reference Manual October 2006 at around age 14-15. Significant gains in muscle mass and in strength typically occur one year after PHV (i.e. at around ages 15-16) due to higher levels of testosterone; this age represents a good time to initiate strength training with heavier loads if this athletic ability is important in the sport. • During the growth spurt, feet and hands tend to grow first, followed by the legs and the arms; long bones are fragile during this time; growth is accompanied by an increase in body weight throughout the period • As a result of the rapid growth spurts that occur during PHV, body parts can be disproportionate; this can have a direct effect on coordination and the ability to perform certain skills that were well mastered before • This period is well suited for the development of aerobic fitness, as well as flexibility • Strength and speed-endurance training can begin toward the end of this period Preferences • Enjoys challenges and the opportunity to accomplish individual feats • Accomplishment of actions that are likely to be looked at or admired by peers/friends • Activities that contribute to the development of fine skills/ dexterity and that do not require too much strength (i.e. racket sports, swimming, golf, skiing), team games, situations where some form of competition exists To avoid • Repetition of all-out efforts lasting between 20 and 60 seconds before or during PHV; work against a high resistance; prolonged aerobic endurance efforts that involve impact on the joints (i.e. running on a hard surface such as asphalt); repetitive activities (to prevent boredom and also overuse injuries) • High mechanical stress (compression forces) on the long bones and the backbone, e.g. lifting heavy weights • Programs where the number of competitions is greater than the number of practices • Pressure to perform • Negative competitive experiences

October 2006 Community Sport – Flag: Reference Manual — 41 Suggestions • Time when participants are actively involved in activities during a practice should be as high as possible • Acquisition of more complex or sport-specific techniques; explanations can be more elaborate, where appropriate • Correct execution of movements must be emphasized if strength training is performed • Appropriate supervision of training activities is important to prevent unnecessary risks that adolescents may take • Games emphasizing skill and dexterity • Opportunities to meet or interact with sport role models (athletes or coaches); competitions or tournaments that involve trips; social activities among the team/training group • When an athlete or participant who has reached puberty experiences pain in the joints (e.g. shoulders, elbows, knees), or if he or she now seems to have difficulty completing workouts that could previously be sustained with no difficulty, training loads (amount-frequency-intensity) may have to be decreased to avoid undue stress on the athlete’s body • Depending on the maturity level, involvement of the adolescent in roles such as officiating, or the leadership of certain activities (e.g. leading a warm-up or cool-down)

42 — Community Sport – Flag: Reference Manual October 2006 12. Summing It Up

Non Contact Football – Physical Characteristics

Considerations (Community Football)

Speed (Fast cadence of movement) Optimal training age Ability to perform quick movements or cover a for both males and females. (Efforts of 8 seconds given distance in the shortest amount of time. or less) Not a priority for ages 6-8, can be done in moderation ages 9-12. Very Important Variety of exercises that involve the whole body Types of Tests - 40 yard sprint (time at 20 yards and stimulate running speed and movement time and 40 yards for acceleration and speed), 50 for both arms and legs. Play, games and relays meter sprint (Canada Fitness Awards) should be the major elements. Activities - at this age development of proper running form is very important to ensure speed development. See Athletics Canada Run, Jump and Throw program.

Speed Endurance Should be avoided at this stage Ability to sustain efforts at near maximum speed for as long as possible. Important Types of Tests - 400 meter run Activities - interval training circuits

Aerobic Stamina Prolonged efforts should be avoided at this age. Ability to sustain dynamic effort over an Short effort training is not a priority for ages 6-7, extended period of time can be done in moderation ages 8-12 Very Important Play and games, continuous relays, unstressful Test/Activities - Leger 20 meter beep test, Cooper’s aerobic activity such as running, swimming, 12 minute run, One mile run walk (Virginia rowing and cross-country skiing. wellness-Related Fitness Testing Program)

Maximum Strength Should be avoided at this stage Ability to create maximum force regardless of muscle length Important Types of Tests - push ups, basketball throw Activities - for young athletes strength exercises can use body weight for resistance (e.g.. push-ups, dips, pull-ups or medicine ball)

October 2006 Community Sport – Flag: Reference Manual — 43 Speed Strength (Power) Should be avoided at this stage Ability to contract a muscle against resistance as fast as possible Very Important Types of Tests - standing long jump Activities - low level plyometric training like skipping is a good introduction to power training at this level. Note - plyometrics should not be introduced too early as they can lead to injury if athletes are not ready for them. Medicine ball activities can also be introduced. Younger athletes can use a basketball to start and progress to a light medicine ball.

Strength Endurance Should be avoided for ages 6-8 Ability to perform repeated muscle Not a priority for ages 9-12 contractions at low resistance Circuit training with push-ups, MB scoop throw, Important Dumbbell curl, Hang hip flexion, dumbbell Types of Tests - curl-ups shoulder press and two-leg skip. Activities - athletes can work on core strength Recommends that before using weights, should activities use body weight as basis for strength training

Flexibility Moderation Ability to increase range of motion around a Static training method (trunk and hip flexion, joint large body circles, flex to opposite leg, ankle Important double touch, seated toe touch, straddle stretch, opposite toe touch). Types of Tests - sit and reach Activities - it is very important to provide a good stretching program to ensure athletes achieve best performance and to prevent injuries.

Coordination (Agility) Optimal training age for both males and females Ability to perform movements in the correct Preparatory exercises for skill acquisition (rolling, order and at the right time catching, kicking) Very Important Simple rhythm and reaction time, spatial Types of Tests - shuttle run (Canada Fitness orientation and sense of body/limb position Award), catch (tennis ball off wall - Sports (front somersault), hand-eye coordination Choice) (dribbling), skill-enhancing exercises (ball Activities - shuttle runs, cone drills, ladder exercises, relays) work etc.

44 — Community Sport – Flag: Reference Manual October 2006 Balance Optimal training age for both males and females Ability to achieve and maintain stability Simple balance (walking on narrow lines), advanced balance exercises (scissors-kick Important handstand, backward roll, cartwheel) Types of Tests/Activities - stork stands

October 2006 Community Sport – Flag: Reference Manual — 45 Non Contact Football – Mental / Emotional Characteristics

Considerations Fundamentals (Community Football) General Characteristics • Attention span is short • Possess limited ability to process information, to grasp concepts • Very limited reasoning ability • Eager to learn and please adults • Imagination is blossoming • Keep instruction and quantity of information simple. Demonstrate where possible. • Limit rule introductions and team tactics. • Short, clear, simple instructions should be given. Young participants cannot sit and listen for long periods of time. • Need assistance and guidance in decision making.

Emotional • Centre of focus and attention • Peer influence becomes very strong driving force • Children need to be praised and complimented generously and regularly for their efforts. • Feedback should focus on one point only; choose the most important one; emphasize the development of confidence, self-esteem, peer interaction, cooperation, having fun, putting winning and losing into perspective, and giving 100% effort.

Psychosocial Characteristics • Generally self-centered but handles small group situations well • Limited ability to deal with stress • Self-concept firmly established • Learning to interact and peer acceptance should be encouraged. • Emphasis should be on fun, low-key competition. • Use simple success-oriented activity to positively reinforce self- concept.

Learning Characteristics • Repetition of activities greatly enjoyed • Abilities improved through practice • Understands the need for rules and structure • Participation in several sports/activities should be encouraged. • Rules should be adapted to encourage a high degree of interaction between and involvement of participants, and to increase the probability of success during the activity; modified, scaled-down equipment should be used. • Demonstrations should be highly specific, simple, and aimed at the achievement of a well-defined objective; duration of activities should be relatively short, and exercises should change frequently.

46 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter C Understanding the Game

1. Nature of the Game 2. Object of the Game – Basic Rules 3. Penalities 4. Position Descriptions 5. Offensive Theory & Strategy 6. Defensive Theory & Strategy 7. Equipment 48 — Community Sport – Flag: Reference Manual October 2006 Understanding the Game

1. Nature of the Game The rules of flag the game are designed to ensure a safe environment for all those who participate, it is important to realize that incidental contact occurs in all sports and injuries do occur. Teaching proper techniques and playing according to the rules, dramatically reduce the risk of major injury. In all teaching and competitive situations, safety to the participants is paramount. There are many things you can do to prevent injuries. For starters, you should: • Do a proper warm-up at the beginning of each session. • Be aware of your players’ capabilities. • Watch them after they have been sick or injured. • Inspect the practice and playing surfaces for safety hazards (holes, sharp objects, etc.) before each session. • Plan and organize practices with safety in mind. Be sure to space players far enough apart. • Check that no one is wearing anything (watches, bracelets, peaked hats, necklaces, etc.) that may be dangerous to themselves or to other players. Also, ensure that shorts, pants, do not have pockets. • Make sure you have adequate supervision. Strive for a 1:10 coach/player ratio. • Ensure that all Players wear a protective mouth guard. You should also maintain a complete first-aid kit (in a solid container) to help you deal with minor injuries when they occur. Always ensure that your players have safe transportation home. Plan for Every Situation Although serious injuries or accidents are rare, you must be ready to deal with them if and when they occur. As a first-step, formal training in first-aid and CPR for all team staff will give you the confidence and knowledge you need to deal with emergencies effectively. Have at least one qualified first-aid and CPR team staff member at all practices and games. Rules of Football The rules of the game have been established for the benefit and safety of the players. It is the coach’s responsibility to teach players the rules. To do this, you will want to have a copy of the Football Canada “Canadian Rule Book for Flag Football”. This official rule book for amateur flag football is updated every five years to include changes and modifications in the rules, and is must reading for every coach! This section outlines the basic rules in a simplified manner. The following explanations may be appropriate for very young October 2006 Community Sport – Flag: Reference Manual — 49 players or those in the least competitive situation. It is important, however, that coaches understand all the rules and their detailed interpretations. Use this information as a guide when reviewing the rules with your team. Remember, very young players will need simple, brief explanations, and not too much information at any one time, with special emphasis on the rules that apply to their position responsibilities.

Flag Football Playing Field Field dimensions and markings Diagram Length: 60 (or 80) yards Width: 20 (or 25) yards End Zones: Maximum 10 yards deep Minimum 7 yards deep No-running Zones: must be marked 5 yards from each end zone First Down Marker: at midfield Field Marker:

60 YARDS NO-RUNNING ZONE END ZONE 20 YARDS 20 END ZONE NO-RUNNING ZONE

5 5

1ST DOWN

Fig02FF

50 — Community Sport – Flag: Reference Manual October 2006 2. Object of the Game 1. Attire – Basic Rules Cleats are allowed, but must be rubber. Shorts are to be of one color with no pockets. Peaked hats are banned. Protective mouth pieces are mandatory. 2. Possession A coin is flipped to determine which team will get possession of the football first. A representative from each team meets before the game in the centre of the field with the Referee. The visiting team will call heads or tails before the Referee flips the coin in the air. If they choose correctly, they will have first possession of the ball in the first half or to choose the end zone they will defend in the first half. The team with first possession will begin play on the 5 yard line. From the 5-yard line the offense has three plays to cross midfield. If successful, it has three plays to score a touchdown. If the offense fails to score, the ball changes possession and the new offensive team takes over on its 5-yard line. An automatic first down by penalty will overrule the other requirements regarding three plays to make either a first down or score. If the offensive team fails to cross midfield, possession of the ball changes and the opposition starts its drive from its 5-yard line. A play should be pass or run as there is no kicking in 5 v 5 flag. All possession changes, except interceptions, start on the offense’s 5-yard line. Teams change sides at half time. 3. Number of Players • Teams consist of 10 Players (5 on the field at a time). • Teams may play with a minimum of four (4) Players (due to injuries). • If less than 4 Players are available, the game is cancelled. • In coed Flag there must be a 3/2 combo (3 boys + 2 girls or 3 girls + 2 boys). 4. Timing/Overtime • Game length is 20-50 minutes running time (two halves, 10- 25 minutes each). Running time: the clock stops only when deemed necessary by the official. • If the score is tied at the end of regulation time, teams move directly into overtime. A coin toss determines first possession of overtime. The team that wins the coin toss starts with the ball on its own 5-yard line. Play continues as in regulation until one team scores. There will be no timeouts granted during the overtime period. • Each time the ball is spotted the offense has 30 seconds to snap the ball. October 2006 Community Sport – Flag: Reference Manual — 51 • Each team has 2 x 60-second time outs per half. These cannot be carried over to the second half or overtime. • Officials can stop the clock at their discretion. • The teams will be warned when there are two minutes left to play in the second half. • There will be a halftime period of 2 minutes between the first and second half. (clock is stopped for halftime) 5. Scoring Touchdown: 6 points Extra point: 1 point (played from 5-yard line) 2 points (played from 12-yard line) Safety: 2 points Note: An interception return to opponent’s end zone on any extra point play by the defense will result in the defense scoring the same number of points as the offense was attempting (1 point conversion or 2 point conversion) and will keep possession for the next series. The new series will begin on the 5 yard line. 6. Running • To start the play, the ball must be snapped between the legs of the Center. • The Center is the Player who gives the ball to the Quarterback via a snap. The Center cannot take a direct handoff back from the Quarterback (no Center sneak play). • The Quarterback is the Player who receives the ball directly from the Center. • The Quarterback cannot run with the ball past the line of scrimmage (LOS) unless there has been a legal ball exchange with a player and a legal ball exchange back to the quarterback. • An offence may use multiple handoffs behind the line of scrimmage. Only backward or lateral handoffs are allowed and must be behind the LOS. • Tosses or sweeps behind the line of scrimmage are allowed and are considered running plays. • “No-running zones” are located 5 yards from each end zone. When a play starts on or closer than the 5 yard line, to the endzone the offense must pass the ball. • The Player who takes the handoff can throw the ball from behind the line of scrimmage. • All defensive Players are eligible to rush once the ball has been handed off or tossed, or there is a play-action fake or

52 — Community Sport – Flag: Reference Manual October 2006 fake handoff. • Spinning is allowed, but Players cannot leave their feet to avoid a Defensive Player (no diving). • The ball is spotted where the ball carrier’s feet are when the flag is pulled. • The Center and Quarterback are eligible Receivers. • One forward pass is permitted for each down and the passer must be behind the line of Scrimmage. 7. Receiving • All Players are eligible to receive passes (including the Quarterback if the ball has been handed off behind the line of scrimmage). • Only one Player may be in motion, but not in motion towards the opponent’s end zone at the snap. • A Player must have at least one foot inbounds when making a reception. (They cannot return on to the playing field from an out of bounds position.) 8. Passing • Only defensive Players starting 5 yards in front of the line of scrimmage can rush the passer. • The Quarterback has seven seconds to throw the ball from the time of the snap. If a pass is not thrown within the seven seconds, play is dead, loss of down and the ball is spotted at the previous line of scrimmage. Once the ball is handed off or tossed, or there is a play-action fake or fake handoff, the seven-second rule no longer is in effect. • Interceptions change the possession of the ball. Possession changes at the location of interception. • The defence can return interceptions. • On interceptions that occur and remain in the end zone, the ball will become dead and will result in the ball belonging to the intercepting team at its 5-yard line. Should an interception occur in the end zone and the ball carrier leave the end zone, the ball will belong to the intercepting team at the spot the ball becomes dead. However, should the ball carrier return to the end zone and be flagged, or the ball be ruled dead the result would be a safety for the other team. • ��Shovel passes must be thrown forward over the line of scrimmage. • Once a Player crosses the line of scrimmage with the ball he/she is no longer allowed to lateral the ball. This applies to Receivers as well. (i.e. hook and laterals are not permitted) October 2006 Community Sport – Flag: Reference Manual — 53 9. Dead Balls • Substitutions may be made on any dead ball. • Play is ruled “dead” when: - Official blows the whistle. - Ball carrier’s flag is pulled or becomes illegal. - Ball carrier steps out of bounds. - Touchdown or safety is scored. - When any part of the ball carrier’s body, other than a hand or foot, touches the ground. • If the ball carriers flag falls off, the play will be whistled dead and the ball will be spotted at the spot where the flag fell off. • Players are ineligible to catch a pass if their flag has fallen off. Note: There are no fumbles. The ball will be spotted where the ball carrier’s feet were when the fumble was made. (i.e. A bad snap will be blown dead and the ball will be spotted at the Center’s feet.) There is no stripping of the ball. 10. Rushing the Quarterback All Players who rush the passer must be a minimum of five yards from the line of scrimmage when the ball is snapped and no more than two yards out from the centers outside foot. The rusher cannot cross the face of the center during the rush unless the Quarterback receives the snap off center and away from the rusher. Any number of Players can rush the Quarterback. Players not rushing the Quarterback may defend on the line of scrimmage. Once the ball is handed off or tossed, or there is a play-action fake or fake handoff, the five-yard rule no longer is in effect and all Defenders may go behind the line of scrimmage. A special marker, or the Referee, will designate five yards from the line of scrimmage. Remember, Blocking or Tackling are Not Allowed. 11. Sportsmanship/Roughing • If the Referee witnesses any acts of flagrant contact, tackling, elbowing, cheap shots, blocking, or any unsportsmanlike act, the game will be stopped and the Player will be ejected from the tournament. FOUL PLAY WILL NOT BE TOLERATED. • Trash talking is illegal. (Trash talk is talk that may be offensive to officials, opposing Players, teams, or spectators.) Officials have the right to determine offensive language. If trash talking occurs, the Referee will give one warning. If it continues, the Player or Players will be ejected from the game.

54 — Community Sport – Flag: Reference Manual October 2006 12. Penalties • All penalties are 5 yards (except for Pass Interference - 15 yards). The down will be repeated, and will be assessed from the line of scrimmage, unless otherwise noted. • ��Any penalty can be declined by the opposing team. • Penalties will not exceed half the distance to the opposing team’s goal line from the line of scrimmage. • Referees determine incidental contact that may result from normal run of play. • All penalties will be assessed from the line of scrimmage. • Only the team captain may ask the Referee questions about rule clarification and interpretations. Players cannot question judgment calls. • Games cannot end on a defensive penalty, unless the offense declines it. 13. Defensive Penalties • Offside — A Player moves to the opponents side of the line of scrimmage before the ball is snapped. (5 yards and automatic first down) • Pass Interference — Defense must not interfere with the person trying to receive a pass. (15 yards and automatic first down) • Illegal contact — Holding, blocking, etc. (5 yards and automatic first down) • Illegal flag pull — Before Receiver has ball. (5 yards and automatic first down) • Illegal rushing — Starting rush from inside 5-yard marker. (5 yards and automatic first down) • Substitution fouls — Having�� too many team members on field when the start whistle blows. (��5�� yards)� 14. Offensive Penalties • Delay of game — Offense doesn’t start play within 30 seconds of ball being placed. • Substitution fouls — Having�� too many team members on field when the start whistle blows. (5 yards) • Illegal motion — More than one person moving or player in motion cross line of scrimmage before snap. (5 yards and loss of down) • False Start. • Illegal Snap. Legal snap must be through the center’s legs.

October 2006 Community Sport – Flag: Reference Manual — 55 • Offensive Holding — Offense�� cannot block a player to prevent the defensive pursuit of ball carrier. • Player out of bounds — If Player goes out of bounds, Player cannot return to the field and catch ball). Player�� is ‘�out�� of bounds’ and therefore illegal if one of his/her feet step outside of the field of play. An illegal player may not pursue the ball after being out of bounds. If he/she is in possession of the ball, the ball is downed at the point where the foot stepped outside the field of play. • Illegal forward pass — Pass received behind line of scrimmage (5 yards and loss of down) • Offensive pass interference — Illegal pick play, pushing off/away Defender (5 yards and loss of down) • Flag guarding — Each flag on ball carrier must be accessible and without protection from player’s hands or clothing. (5 yards from the point of foul and loss of down)

The most important rule of all … HAVE FUN!!!

56 — Community Sport – Flag: Reference Manual October 2006 3. Penalties

No shielding, guarding your flag No diving Fig102FF Fig103FF

No blocking No grabbing flag belt Fig104FF Fig105FF

No holding your opponent's jersey No arguing with game official Fig106FF Fig107FF

October 2006 Community Sport – Flag: Reference Manual — 57 4. Position Descriptions

Quarterback (QB) • The QB is the captain on offense. • The QB calls the offensive plays and is the leader. • The QB always receives the football in what is called a “snap” from the Center (C). Quarterback Fig108FF • The QB has the option to either hand off the football or pass the football to a teammate on offense. Center (C) • The Center snaps the football to the QB. A snap is when the Center tosses the football between his or her legs. • After the snap, the Center can run out for a pass. Center Fig109FF Wide Receiver (WR) • The Wide Receiver is responsible for catching passes from the QB and running with the ball. • The WR also can take a handoff. • There are up to three WR’s on offense. Wide Receiver Fig110FF Running Back (RB) • The Running Back stands behind the QB or next to the QB and is responsible for receiving handoffs from the QB and running with the ball. RBs also catch passes from the QB.

Running Back Fig111FF Defensive Backs (DB) • All defensive positions in Flag Football are called Defensive Backs. • The DB is responsible for stopping the Players on offense and trying to intercept DB or gain possession of the football. • The DB tries to pull the flag of the Player Defensive Backs with the football. Fig112FF • One or more Defensive Backs (DB) can be designated as the Rusher.

A coach should train each Player at every position.

58 — Community Sport – Flag: Reference Manual October 2006 5. Offensive Theory & Strategy Introduction To the uninitiated, Flag Football may be a confusing game. The many and varied offensive systems used by teams at all levels of Flag Football demand an understanding of general offensive principles. When developing a sound offensive system for a team, the coach is faced at once with a number of basic challenges. Five (5) Players must be developed in some order from the huddle to the line of scrimmage having a clear understanding of their alignment, type of play to be run, individual responsibilities, point of attack and the snap count. All this information must be conveyed to the huddled Players within 30 seconds by one person in a concise, logical, computer-like manner. Therefore, a simple system must be devised that can be easily understood by the Coach, Quarterback and Players.

The Huddle Although there is many huddle formations possible, two basic huddles are diagrammed. Selection of a specific type is arbitrary and a case for one over the other may be based on personal preference.

Open Closed

LOS LOS

5 yds 5 yds

WR RB C WR RB C

QB WR WR

QB Fig42FF Fig43FF

Offense C – Center RB – Running Back QB – Quarterback 2 WR – Wide Receivers LOS – Line of Scrimmage

One possible advantage of the Open Huddle, particularly for younger Players is that all the Players other than the Quarterback are facing the line of scrimmage. This provides them immediate right-left orientation to the play called in the huddle.

October 2006 Community Sport – Flag: Reference Manual — 59 Huddle Procedure Regardless of the type of huddle used, certain procedures are consistent when forming and breaking the huddles. 1. The Center should set up the huddle quickly after each play approximately 5 to 7 yards from the ball or line of scrimmage. This is achieved by the Center aligning himself/herself at this point and calling some word (e.g. “HUDDLE!”, “HURRY UP!”), which cues the other Players to enter into the huddle formation around the Center. 2. The uniform shape and appearance of the huddle is important for efficient play calling. 3. The Quarterback runs the huddle and is the only one who talks. Information for the Quarterback should be given before entering the huddle. 4. Players should not leave the huddle unless they are positive of their assignment and the snap count. If the signal is not heard, or understood, the word “CHECK” should be called out. 5. Rather than verbalizing the play in the huddle, the Quarterback may show a play diagram. 6. After giving the play and snap count, the Quarterback should say, “READY” and pause for a check call. When “BREAK” is called, all clap hands in unison and leave the huddle. 7. The huddle should be broken with dispatch and Players should move quickly to their positions at the line of scrimmage. It has been suggested that the manner in which a team forms and breaks a huddle reflects the overall attitude and confidence of the team.

The Cadence The cadence, or starting count, initiates the offensive play at the line of scrimmage. It is usually a series of words or numbers uttered by the Quarterback in a rhythmical or non-rhythmical manner. The verbal composition of a cadence varies extensively, but for purposes of this text the following rhythmical cadence has been selected. SET — Followed by a pause. Then a series of short, crisp, one- syllable words called out rhythmically. GO HUT HUT … etc. The ball may be snapped by the Center on a given sound or the first sound of the Quarterback’s voice (in this case “SET”) or on “GO”. This is referred to as quick count. If the Quarterback wishes to have the ball snapped on a longer count, this can be indicated in the huddle by saying, “first count (which is the first “HUT”) or “second count” (the second “HUT”) and so on.

60 — Community Sport – Flag: Reference Manual October 2006 Some teams build an audible system into the cadence. An audible is a method of changing to another play which may be better applied to a particular situation or defensive alignment after the team has left the huddle. At which level of football audibles should be introduced or whether, in fact, they should comprise a part of the cadence is a controversial question. The method of changing plays at the line of scrimmage would imply a high level of sophistication. It is possible, however, that a cadence have the capability of an audible system so that if its use were needed even in a limited manner, its institution would not require major changes in the fundamental pattern and rhythm of the cadence.

Formations There are innumerable methods of putting order into an offensive system. The following definition of a “formation” outlines the most commonly used denominator from which an orderly communication system can be developed. A “Formation” deals with the position of Players relative to each other at the line of scrimmage. The words LEFT or RIGHT are added to give a specific direction to the formation. For the purposes of illustration the “formations” in this guide are designed by the position of the Running Back (RB).

Running Back Left Running Back Right (Mirror Image)

WR C WR WR C WR

QB QB

RB RB

Fig44FF Fig45FF

Twins Left Twins Right (Mirror Image) Using RB as a Receiver

WR C WR WR C WR

RB RB

QB QB

Fig46FF Fig47FF October 2006 Community Sport – Flag: Reference Manual — 61 Offensive Strategy Introduction The principal objective of any offensive football system must incorporate the following: 1. Ball control and field position. 2. Consistent yardage gains. 3. Minimum predictability of point of attack, which keeps the defense off balance and guessing. 4. The ability to score. Offensive formations and the tactics used vary from team to team, however, all systems should evolve from sound, basic and fundamental aspects of football. Simplicity is the key; complex systems breed confusion. Offensive systems in most cases are built around a number of logically integrated series of complimentary pass patterns. “Series” can be defined as patterns or prescribed routes used to get to a specific point of attack. A team may have one basic series, which can be run to the right and left, or a number of varying series. It is important, though, that the total offensive system is flexible enough to be consistent with the skill of the personnel available to make it function. The Quarterback In Flag Football the offensive strategy reflects to a great extent on the abilities of the team’s personnel, and in particular, the Quarterback. A Quarterback’s ability is the most important because it is this individual who not only selects the plays but also provides the direction and leadership needed for any offense to be successful. However, no matter how much physical talent he or she may possess, the Quarterback is only as good as his or her Receivers. It must be emphasized that teamwork is the single most important factor in the makeup of the offense. Once this attitude is developed the offense is well on its way to perfecting a solid unit. Quarterback Tips 1. Keep the defense guessing when and where you are going to throw. 2. Throw to where the Receiver is going, not to where the Receiver is. 3. Throw the shorter pass harder. Long passes should be thrown softer and in more of an arc. 4. Be in good balance when you set up to pass. 5. Keep your eyes on the Receiver.

62 — Community Sport – Flag: Reference Manual October 2006 Attacking Types of Defenses The defenses in Flag Football can be quite sophisticated. There are two generic types of defenses, “Person to Person” defenses and the “Zone” defenses. The three most commonly used Zone defenses are the 2-2, 3-2 and the 2-3 Zone (see pages 65 to 66 for defensive diagrams). Attacking a Zone Defense Attacking a Two-Two When an offense is confronted with a 2-2 zone (meaning the defense has elected two Defenders to protect against the “deep” pass routes, two Defenders to cover “short” zones) the two most effective ways to move the ball on them are: 1. To select what is called intermediate pass routes (10 to 15 yards) for your primary Receiver. These intermediate pass routes are run deep enough to elude the short Defenders but not deep enough to be picked up by the deep Defenders. These routes are usually run into what are referred to as the seams (the area between the Defensive Backs). It is in these areas that the offense tries to direct its attack. Running the pass routes effectively, an offense can move the ball with a fair amount of success. 2. To flood the zone and outnumber the Defenders in the area. By flooding one of the zones, a Defensive Player will be forced to choose between the Receivers, usually leaving one Receiver open. Adjustments Attacking a 2-3 Zone Defense (Two Short – Three Deep) When attacking a 2-3 deep defense, an offense must use patience in its attack. This defense is primarily called to protect against the deep pass (3 deep Defenders). In order to be successful the offensive team must keep the ball short and rely on its execution for completing these passes. Also, a Quarterback must keep in mind that because the Defenders are deeper in their zones he/she may elect to run with the ball to pick up the necessary yardage needed to make a first down. Attacking a 3-2 Zone Defense (Three Short - Two Deep) The final zone defense “2 Deep with 3 Short Coverage” is basically the reverse of the “3 deep”. It is usually called in short yardage situations to prevent the offense from making a first down. With this in mind the offensive team must attack this zone in a deeper manner. Even though the percentages are lower in completing the pass, the coverage will not be as extensive. A golden rule for any offense is always to attack the defense at its weakest point and never force the issue with the defense. A good strategy for any offense is to examine the opponent’s tendencies and personnel with the aim of developing a plan, which attempts to exploit their weaknesses. October 2006 Community Sport – Flag: Reference Manual — 63 6. Defensive Theory & Strategy Introduction Every defense has aims and objectives similar to those listed below. 1. To prevent the opponent from scoring, particularly the long, easy touchdown. 2. To gain possession of the ball by: a) intercepting a pass; b) preventing the opposition from making a first down. 3. To score by: a) intercepting a pass and returning it for a touchdown; and b) touching the opponent behind the goal line (safety touch). The opposition can only score by running or passing. Whenever the defense is able to score, it gains a tremendous psychological advantage and many times during a ball game the team is able to rally and move on to victory. Regardless of the defensive alignment employed, there are basic principles that must be adhered to if a sound defense is desired. Accordingly, a complete defensive system must provide the flexibility necessary to cope with varying situations that occur during the course of a game. Factors such as personnel, field position, down and distance, time left in the game, score, and weather demand a varied defensive attack. In Flag Football, just as in tackle, there are two basic pass defense coverages: person to person and zone defense. In person to person, each Defender covers a specific Player on pass plays. In zone defense, a pass Defender has an area of the field to cover rather than a specific Player.

Defensive Strategy As on offense, there are many defensive formations. Both offense and defense have become more complex in Flag Football, but in order to run variations in both formations you must start with the basic fundamentals.

64 — Community Sport – Flag: Reference Manual October 2006 Basic Defensive Formations The basic formations on defense are: 1. Person to Person

Person-to-Person Defense Coverage

LOS

DB DB DB R DB

10 YDS

20 YDS

Fig133FF

2. Zone Defense

2 – 1 – 2 Zone Defense

LOS

DB DB

10 YDS

20 YDS

Fig134FF

October 2006 Community Sport – Flag: Reference Manual — 65 2 – 3 Zone Defense

LOS

DB DB DB

10 YDS

20 YDS

Fig135FF

3 – 2 Zone Defense

LOS

DB DB DB

DB 10 YDS

20 YDS

Fig136FF

2 – 2 Zone (one Rusher)

LOS

DB R

DB DB

10 YDS

20 YDS

Fig144FF

66 — Community Sport – Flag: Reference Manual October 2006 Playing Types of Defense Playing Person to Person Defense In person-to-person defense the Defenders are assigned to cover specific Receivers. In order for this type of defense to be effective, the Defender must closely cover the Receiver no matter where that Receiver goes on the field, and should continue this coverage until the ball is thrown since all Receivers are potential targets. It is extremely important for all of the Defenders to know whom they are responsible to cover. This should be determined before the snap of the ball. Often, an offense will employ some kind of crossing pattern when they recognize that they are facing a person-to-person defense. In this situation the defense must not get caught up in traffic. Before a play begins, the Defenders may decide that if the Receivers they are covering cross, they will switch and cover the Receiver moving toward them. This helps to avoid confusion in the coverage. The particular stance and alignment a Defender assumes when playing person to person coverage will depend on a variety of factors: the Defender’s own skill and speed; the Receiver’s skill and speed; offensive tendencies; and the game situation (i.e. down and distance, field position, etc.). As the Defender gains experience, these things will become second nature. Usually, however, a staggered stance is preferred with either the inside or outside foot forward. The alignment is usually such that the Defender is either slightly inside or slightly outside the Receiver. As the Receiver comes off the line of scrimmage the Defender should begin back peddling. The Defender’s eyes should be focused on the waist of the Receiver and while moving backward the Defender should keep his/her shoulders down and over the feet in order to ensure a balanced base of support. Leaning back should be avoided. The Defender should always attempt to keep a 2 to 3 yard cushion between himself/herself and the Receiver while back peddling. It is important that the Defender knows the quickness and speed of his/her opponent. The Defender may have to give a little more “cushion” or he/she may be able to reduce the “cushion”. At about 6 to 10 yards off the line of scrimmage, the Defender should be prepared to react on the break taken by the Receiver. At this point it is important to get as close as possible to the Receiver in order to defend against a potential pass. If possible, the Defender should attempt to intercept or knock down the ball. If circumstances do not permit this, the Defender must then pull the Receiver’s flag. No matter which Receiver catches the ball, regardless of the type of defense being played, all of the Defenders should pursue the ball carrier to make the “pull”. It should never be assumed that someone else would pull the flag.

October 2006 Community Sport – Flag: Reference Manual — 67 Playing the Zone Defense Teamwork is the key on zone defense. Each individual is given the responsibility for a certain area on the field. It is important that the Defenders know which Receivers are threatening or entering their zones, at all times. Communication is very important. Each Defender must give verbal signals to the other Defenders as to where the Receivers are and where they are going. Often the offense will send more than one Receiver into a particular zone. In this case the Defender must be in a position to react to a ball thrown to either of the Receivers. If the Defender commits himself/herself to one Receiver, the other Receiver will be wide open. Therefore, the Defender must be prepared to react to the ball after it is thrown and not before. A good way for a Defender to play his or her zone is to play as deep as the deepest Receiver in that zone. A Receiver should never be allowed to get behind a Defender. By doing this, the Defender is attempting to force the Quarterback to throw to the short patterns. With the deep pattern covered, the Defender can then move up on the short pattern Receiver to limit the play to a minimum yardage gain. Defending Against Types of Offenses Defending a Short Pass Offense Although a “Two-One-Two (2-1-2)” defense is a good sound formation to cover both the short and long ball threat, good teams find its vulnerability. There are teams that run a very disciplined short pass offense. In cases of such teams, the “Three Short - Two Deep” and “Person to Person” are probably the best defenses. In “Person to Person”, the key is having the personnel to be able to carry out this coverage. Each Defensive Player simply lines up on the inside or outside shoulder of the Offensive Player he/she is covering and never lets that Player get more than three steps away. Position is the key on this coverage. Defending the Long Pass Offense Again, there are teams that have Quarterbacks with strong arms, and good Receivers. These teams like to exploit the deep backs on defense. Often the “three deep”, two short gives the deep protection needed to curtail the long pass. The two short Players in the “three deep” also have an important role. They may be considered rovers, in that they read the Quarterback who may be trying to find his/her secondary Receivers underneath, if the deep Receivers are covered.

68 — Community Sport – Flag: Reference Manual October 2006 7. Equipment What equipment is required? Flag Football requires very little equipment other than comfortable clothes and a good pair of sports shoes for participants, and of course, a football. Below is a list of equipment that will assist you in conducting your Flag Football program: • Pylons or plastic disks. (Used for field boundary and end zone markers.) • Pinnies or jerseys. (To identify teams.) • Proper size footballs appropriate to the age and/or gender of the participants. the guidelines set by Football Canada are as follows:

Age Ball Size U11 Wilson K2 U13 Wilson TDJ 13+ Wilson TDY

• Flags and flag belts. • Bean bags for the officials. (Used to mark line of scrimmage and 5 yard rush zone.) • Mouth guards are mandatory – they protect the player’s teeth and provide protection against concussions.

Safety Considerations To ensure that the activities, which will take place during the program, occur in a safe environment, here are some points to consider: Fields Fields have been checked for and cleared of any debris (glass, rocks, uneven spots, etc) to a depth of at least 10 yards outside of the playing area. Goal Posts While not required to play Flag Football, goalposts, if they are present, have been covered and/or activities do not take place in their vicinity Clothing Ensure that players are wearing comfortable fitting clothing with no pockets. Shorts and pants should not have stripes, Cleats or running shoes should be appropriate for the playing surface. Jewellery should be removed. It is recommended that people with glasses utilize a band to keep them in place. Peaked hats are banned.

October 2006 Community Sport – Flag: Reference Manual — 69 70 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter D Ethical Decision-Making

1. A Simplified Ethical Decision-making Framework 2. What Influences How You See? 3. The NCCP Code of Ethics 4. Tips for Ethical Coaching 5. Fair Play 6. Community Sport as a Discrimination-free Zone 7. A Checklist – Is Our Team Environment a Discrimination-free Zone? 8. Examples of Coaching Situations that have Ethical Implications 9. Legal Questions and Answers (FAQ) 72 — Community Sport – Flag: Reference Manual October 2006 Ethical Decision-Making

1. A Simplified Ethical Decision-making Framework in 5 Steps

Step 1 Gather the Facts Prior to making any decisions, gather as many facts as possible about the situation. Here are some questions to help you do this: • What has happened? • Who is involved? • Who is affected by the decision or action and in what way? • What do all the parties involved have to say about the situation (i.e. what are all the sides of the story)? • Has anything like this happened before and, if so, what was done and what were the consequences? ➪

Step 2 Determine whether the situation is a legal one Some situations may have legal implications that require specific actions on your part. Here are some questions to help you determine if this is the case: • Is there concern for the health and safety of the individuals, particularly children? Has harm occurred and, if so, under what circumstances? • Has an existing law been broken, because the situation involves one or more of the following: – Child abuse – emotional or physical – Use of or condoning the use of illegal substances (narcotics, performance-enhancing drugs, alcohol, tobacco) – Harassment: sexual, verbal or psychological – Sexual relations with a minor – Theft or malicious damage to property – Assault ➪

If the situation is an If the situation is a legal STOP ethical one and does not one, contact authorities. ! have legal implications, try to resolve it. ➪

October 2006 Community Sport – Flag: Reference Manual — 73 ➪

Step 3 Identify all the ethical issues Here are some questions to help you clearly identify all the issues that are at play: Outcomes • Did the actions of an individual or group prevent an individual or group from reaching a goal? • Did certain actions or non-actions result in harm to anyone? Means • Was the issue related to the way someone did something? • Are there guidelines that indicate how a similar situation should be addressed? Rules and laws • Have specific rules or laws (of the game) been broken? • Have team policies been violated? • Have specific rules or laws been misinterpreted (accidentally or deliberately)? • Does the rule or law need to be changed? Responsibilities and duties • What duties and responsibilities did the parties involved have toward each other? • Has an individual or individuals failed to fulfil duties or responsibilities? ➪

Step 4 Consider what might influence how you see the situation Some factors that may influence you are outlined on the next page. ➪

Step 5 Use the NCCP Code of Ethics to guide your choice of action Here are some questions to consider as you are choosing what you are going to do: • Is it possible to park the situation until emotions cool? • If appropriate, can you resolve the situation in an informal way? • Can/should others be involved in the decision?

74 — Community Sport – Flag: Reference Manual October 2006 2. What Influences How You See?

Experiences as a participant Experiences as a coach

Life experiences Likes & dislikes

Family Religious beliefs

Friends & peer pressure Cultural beliefs

Education & training Now add...

The NCCP Code of Ethics

fair play concepts

CS014

October 2006 Community Sport – Flag: Reference Manual — 75 3. The NCCP Code of Based on the CPCA Coaching Code of Ethics (Canadian Professional Ethics Coaches Association) The NCCP Code of Ethics is based on four fundamental principles: 1. Respect for Participants/Athletes 2. Coaching Responsibly 3. Maintaining Integrity in Relationships 4. Honouring Sport 1. Respect for Participants/Athletes The principle of respecting participants/athletes challenges coaches to act in a manner respectful of the dignity of those involved in sport. The cornerstone of this principle is the basic assumption that each person has value and is worthy of respect. Acting with respect for participants/athletes means that coaches: • Do not make some participants/athletes feel more or less worthy as persons than others on the basis of gender, race, place of origin, athletic potential, colour, sexual orientation, religion, political beliefs, socioeconomic status, marital status, age, or any other conditions; • Have a responsibility to respect and promote the rights of all participants/athletes. This is accomplished by establishing and following procedures for confidentiality (right to privacy); informed participation and shared decision-making (right to self-determination – participants/athletes’ rights); and fair and reasonable treatment (right to procedural fairness). Coaches have a special responsibility to respect and promote the rights of participants/athletes who are in vulnerable or dependent positions, and therefore less able to protect their own rights; • Interact with others in a manner that enables all participants/athletes in sport to maintain their dignity; • Build mutual support among fellow coaches, officials, participants/athletes, and their family members. 2. Coaching Responsibly The principle of coaching responsibly carries the expectation that the activities of coaches will benefit society in general, and participants/athletes in particular, and will do no harm. Fundamental to the implementation of this principle is the notion of competence (i.e. coaches who are well prepared and current in their discipline will be able to maximize benefits and minimize risks to participants/athletes). In addition, coaching responsibly implies that coaches: • Act in the best interest of the participant/athlete’s

76 — Community Sport – Flag: Reference Manual October 2006 development as a whole person • Recognize the power inherent in the position of coach • Are aware of their personal values and how these affect their behaviour • Acknowledge the limitations of their knowledge and competence in their sport • Accept the responsibility to work with other coaches and professionals in sport in the best interests of the participants/athletes. 3. Maintaining Integrity in Relationships The principle of maintaining integrity in relationships means that coaches are expected to be honest, sincere, and honourable in their relationships. Acting on these values is most possible when coaches have a high degree of self-awareness and the ability to reflect critically on how their views and opinions influence their interactions. Critical reflection questions existing assumptions about the values and practices that govern coaches’ actions. The essential component of critical reflection is an attitude based on open- mindedness, active inquiry, and sincerity. 4. Honouring Sport The principle of honouring sport challenges coaches to recognize, act on, and promote the value of sport for individuals and teams, and for society in general. Honouring sport implies that coaches: • Act on and promote clearly articulated values related to coaching and sport • Encourage and model honourable intentions and actions.

4. Tips for Ethical Sport challenges everyone involved — players, coaches, officials, Coaching and parents — to do their best honestly and fairly. Your conduct as a coach will serve as an example to others. The following Code of Ethics should be your guide. Coaching Code of Ethics • Act with integrity in performing all duties with your players, their parents, and your local club. • Strive to be well-prepared so that your coaching duties are carried out with competence. • Act at all times in the best interest of the development of your players as whole persons. • Maintain the highest standards of personal conduct by respecting the rights and dignity of your players.

October 2006 Community Sport – Flag: Reference Manual — 77 • Accept both the letter and the spirit of the rules of the game. • Accept and support the role of the officials in providing judgment to ensure that games are conducted fairly and according to the established rules. • Treat your fellow coaches with courtesy, good faith, and respect. 5. Fair Play There are four main groups of people involved in community sport competitions; the participants, their parents, the coaches, and the officials. How these groups interact and treat each other before, during, and after each competition will greatly influence whether the sport experience for the participant is a positive or a negative one. Many teams spend time at the beginning of the season to outline together how the four groups involved will act, and then to describe these behaviours in their own fair play charter or team code of conduct. It is important to involve everyone in developing such a code and then have everyone sign it. Committing to fair play will not detract from the competitiveness of a participant or a team. In fact, teams and competitions are enhanced when all groups agree to adhere to fair play statements that outline the dos and don’ts in a very clear way. Football gives your players a chance to experience fair play in action. Here are some things you can do to encourage it: • Refusing to win by cheating • Respecting the officials (e.g. not yelling at them or harassing them in any way) • Demonstrating self-control • Recognizing good performances by the opponent; to get the best out of you, you need your opponents to play their best too • Cheering your team without verbally abusing opponents. • Recognizing and respect individual differences in your players. • Providing equal opportunity for all to participate. • Learning and following the rules of the game. • Encouraging your players to always do their best. • Instilling in your players a positive attitude toward competition. • Encouraging your players to be modest in victory and to be “good sports” in defeat.

78 — Community Sport – Flag: Reference Manual October 2006 Fair Play in Action Here are some examples to demonstrate the fair-play play approach to sport:

Try saying this: Not this: RESPECT

“Would you please “Don't you know the explain that rule to me?” rules?”

FAIRNESS

“It's your turn to go in.” “You stay here. We want our strong players on.” HONESTY

“Run a drill and have “Someone has to be the players call their own ref before we can play.” fouls; i.e. one-on-one pass drills.” CS016

Make sure that you talk to your players about what fair play meant to them.

October 2006 Community Sport – Flag: Reference Manual — 79 6. Community Sport as Every individual is equal before and under the law and has the right to a Discrimination-free the equal protection and equal benefit of the law without discrimination Zone and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

Canadian Charter of Rights and Freedoms One of your shared responsibilities with participants and parents is to ensure that discriminatory behaviour on the bases described in the charter and in the NCCP of Ethics is not tolerated in your sport environment. Discrimination occurs when an individual or group is treated unfavourably or unequally because of prejudice or stereotyping. Prejudice is the use of prejudgment, or having a preconceived opinion about someone. A stereotype is the broad, often inaccurate, belief about the characteristics of a cultural, ethnic, or racial group used to describe an individual thought to be a member of that group. Harassment is comments or conduct that should reasonably be known to be unwelcome to another, and can include actions such as jokes that isolate a particular group or groups, verbal slurs and insults, and condescending or intimidating behaviours. What can I do to create a discrimination-free zone with my team? There are many influences on participants that affect their ability to treat each other fairly and with respect. For example, the participants may have been exposed to racist or sexist behaviour all around them at school, at home, and at play. The best thing you can do as a coach is to watch what you say and do, to intervene if someone on or around your team acts in a discriminatory way, and to encourage the participants and their parents to intervene themselves if they see or hear this type of behaviour.

Addressing how participants want to be treated and how they are going to treat others is a great starting point for building a team code together, which will go a long way toward preventing discriminatory behaviour before it happens.

What can I do if I witness discriminatory behaviour? Understand clearly that not responding is actually interpreted by others as a response; this passive response can indicate that you are OK with what was said or done. A passive response, although leaving you at little personal risk, does nothing to change or stop the behaviour from happening again. An aggressive response usually seeks to shame the person who has shown the discriminatory behaviour. This type of response usually escalates the situation and does not model respect for others.

80 — Community Sport – Flag: Reference Manual October 2006 Choose a positive response to intervene effectively

• Goal is to ignore the behaviour • Sometimes an attempt is made to rationalize the behaviour Passive response • Assumes the other person will not stop/change the behaviour “doing nothing” if an intervention is made Not recommended • Considers time on task and/or personal safety as more important Examples: Laugh along with a discriminatory joke, or saying nothing when a discriminatory remark is made

• Goal is to stop the behaviour in the short term • Comes across as judging the person, not the behaviour Aggressive response • Usually results in the other person wanting to retaliate “confronting” • Often based on a sense of superior authority, strength, or numbers Not recommended • The safety of the person whom you are confronting is now also at risk Examples: “I can’t believe you said that. How ignorant can you be?” “Don’t you know that what you are saying is wrong?”

• Goal is to stop the behaviour in the short term and to change the behaviour in the long term • Names the behaviour as unacceptable Positive response • Points out what is needed in the situation “seeking change” • Does not judge the other person Recommended • Is based on modelling respect Example: “Please do not say that; it is hurtful. How about treating that person as you would like to be treated, and as we agreed to treat one another as team members?”

By choosing a positive response and intervening when you witness discriminatory behaviour, you are modelling respect for others, and attempting to educate for change.

October 2006 Community Sport – Flag: Reference Manual — 81 What is inclusion? Inclusion is the welcoming and providing of full access to teams and programs for participants with a disability in your community. Inclusiveness means active involvement of participants with a disability in all aspects of the team or sport program. It does not mean that the focus of the team or sport program should be on the participants with a disability, but rather that they should play just as integral a role as any member of the team or program.

7. A Checklist – Is Our • People-first language is used (language that does not demean a Team Environment a particular person or group, i.e. person with a disability rather Discrimination-free than a disabled person). Zone? • Posters and other materials that demean a particular group are not displayed or exchanged (e.g. posters, cards, magazines, cartoons, videos/DVDs, screensavers) • Name calling is not tolerated • Jokes that poke fun at specific populations are not tolerated • Every participant is given equitable coach attention • Every participant is given equitable playing time in community sport • Every participant has a say in developing the team code of conduct • The team code of conduct outlines behaviour that will promote a discrimination-free zone and this code is enforced by all • Initiation ceremonies are not practiced

NB: The Coaching Association of Canada expresses its thanks to the Aboriginal Sport Circle and executive director Rick Brant, the Canadian Association for the Advancement of Women and Sport and Physical Activity and executive director Karin Lofstrom, and the Special Olympics Canada and director, coach development Mary Bluechardt for permission to adapt their materials on racism, equity, and inclusion.

82 — Community Sport – Flag: Reference Manual October 2006 8. Examples of Coaching Energy Time Situations that have As an assistant coach of 11 and 12 year old players you notice the Ethical Implications head coach supplying a case of “Energy Drink” for the players before your first game. The beverage is a popular marketed brand and clearly states “Not Recommended for Children under 13” on the label. Upon mentioning this to the head coach, his reply was that it was a legal beverage and that the parents have been notified.

Some issues in this situation: • Effect of the beverage – is it effective? Is it dangerous? • The health and safety of the athlete • Message being sent to the players and parents • Perception of winning at all costs • Player perception of supplements • Pressure and influence from the head coach and parents • Consequences of demonstrating your values in action • Conflict of values between head coach and assistant coach Can you think of • Possible impact on the future relationship between head coach others? and assistant coach • Challenging the head coach as an authority figure • For the assistant coach, a fear of losing his/her position if he/ she speaks out

Some possible interventions by the assistant coach: • Get expert opinion • Do nothing; the head coach is the boss. • Do nothing; because you share the opinions of the head coach • Confront the coach and let your disapproval be known publicly • Discuss your concerns in private with the head coach and share your opinions • Speak with the participants and let them know you do not agree with the head coach • Speak with the parents of the participants and let them know of your concerns about the head coach’s attitude and behavior

Note: Before�� following through on a chosen action, be sure you’re your intervention is consistent with the NCCP Code of Ethics and with fair play concepts. October 2006 Community Sport – Flag: Reference Manual — 83 Shaking Hands After each competition, you have the players on your team shake hands with their opponents. After a tough competition, one of your participants refuses to shake hands, on the grounds that some of the opponents mistreated him/her. The player’s parents seem to support this position, and encourage him/her to leave for home immediately.

Some issues in this situation: • Respect for team rules • Respect for the opponent • Fair play • Leadership of the coach versus influence of the parents • Parents as models for children • Confusion on the part of the participant about whose directions to follow • Authority of parents versus authority of the coach • Values of parents versus values of the coach • Breach of team contract

Some possible interventions by the coach: • Do nothing; the decision is the responsibility of the parents. • Look around to see if anyone has noticed the situation and, if Can you so, what seems to be their position? think of • Intervene and insist that the participant shakes hands with the others? opponents. • Do nothing at the time, but speak in private with the parents and the participant at a later time. • Do nothing at the time, but speak in private to the parents at a later time. • Do nothing at the moment, but speak in private to the participant at a later time. • Hold a brief meeting with the parents and members of the team to re-emphasize the importance of shaking hands as a means of demonstrating fair play and honouring the team contract.

Note: Before following through on a chosen action, be sure that your intervention is consistent with the NCCP Code of Ethics and with fair play concepts.

84 — Community Sport – Flag: Reference Manual October 2006 The Harassing Coach You are an assistant coach. At a practice, you notice that the head coach seems to be talking harshly to the players, so much so that some of them have their heads down, have pulled back from the group, and look upset. You hear the coach saying: “You don’t deserve my time,” “You have no guts,” “You are just a bunch of cowards with no skill.”

Some issues in this situation: • Emotional integrity of the participant as a person • Verbal harassment; abusive language toward participants under the responsibility of the coach • Potential damage to the self-image of participants • Comments that may lead to self-destructive behaviours • Coach showing disrespect for the participant as a person • Conflict of values between head coach and assistant coach • Possible impact on the future relationship between head coach and assistant coach • Challenging the head coach as an authority figure • For the assistant coach, a fear of losing his/her position if he/ she speaks out • Participants may quit the program

Some possible interventions by the assistant coach:

Can you • Do nothing; the head coach is the boss. think of • Do nothing, because you share the opinions of the head coach. others? • Confront the coach and let your disapproval be known publicly. • Discuss your concerns in private with the head coach and share your opinions. • Speak with the participants and let them know that you do not agree with the head coach. • Speak with the parents of the participants and let them know of your concerns about the head coach’s attitude and behaviour. • Ask the head coach and participants to establish a team code of conduct that addresses how participants want to be treated and how they wish others to be treated.

Note: Before following through on a chosen action, be sure that your intervention is consistent with the NCCP Code of Ethics and with fair play concepts. October 2006 Community Sport – Flag: Reference Manual — 85 Loud Mouth Fans You are a coach of 8-9 year old players and at a parent meeting a few days before a weekend tournament one of the parents tells you he/she is not happy about the behaviour of some other parents. “Some parents on our team keep shouting directions to their child and to other kids on the team. They also harass kids and coaches on the other teams. I don’t feel this is right at all,” he/she says.

Some issues in this situation: • Quality of the competitive environment, and of the sport experience • Leadership of the coach • Image presented by those associated with the team • Respect for others • Self-control of parents in situations where there is an emotional involvement • Self-control in public • Parents as models of proper behaviour for children • Safety of the environment (verbal harassment, verbal abuse) • Freedom of expression • Potential escalation (general security on the premises if parents come to blows) • Potential to lose volunteers if the situation persists (coaches, other parents) • The participant may be confused – Who should he/she be listening to: the parents or the coaches?

Some possible interventions by the coach: • Talk with the parent who is voicing concern, but do not intervene with the other because you do not feel there is a Can you problem (this is just a case of two parents who do not like each think of other). others? • Intervene alone with the parent who is yelling. • Intervene with all parents as a group. • Intervene by requesting a meeting with the parent who is complaining, the parent who is yelling, and yourself as mediator. • Have your team prepare a parent code of conduct and have a group of parents responsible for enforcing it.

86 — Community Sport – Flag: Reference Manual October 2006 • Talk to the participants about ignoring the yelling from the stands – they should only concern themselves with coaches, other players, and the officials. • Have the noisy parent banned from the stands.

Note: Before following through on a chosen action, be sure that your intervention is consistent with the NCCP Code of Ethics and with fair play concepts.

The Inclusive Team A player who has a mental disability has registered for your team. Parents of another child tell you they feel that a participant with a mental disability should not be allowed on the team because the program will be watered down and their own child’s needs will not be met. Other parents hear the remark and are awaiting your response.

Some issues in this situation: • Respect for others • Parents as models for children • Inclusion • Quality of the sport environment • Potential to lose participants and parents

Can you Some possible interventions by the coach: think of others? • Talk with the parent who is expressing concern • Intervene by having a meeting with all the parents • Have a team meeting with all the participants • Do nothing • Educate the complaining parent about inclusion in community sport

Note: Before following through on a chosen action, be sure that your intervention is consistent with the NCCP Code of Ethics and with fair play concepts.

October 2006 Community Sport – Flag: Reference Manual — 87 The Ignorant Coach You are a coach of a PeeWee team (~11 & 12 years old) and your team is from an ethnically diverse neighbourhood. One of the players is physically disabled. After a league competition that you won, both teams are assembled on the field for some post-game instructions fairly close to each other. The other team’s coach says to his/her assistant coach, at a volume that all can hear, “I can’t believe we just lost to a team made up of foreigners and cripples. We played like a big bunch of girls.” You can’t believe what you, your team, and the parents watching have just heard and you are fuming.

Some issues in this situation: • Discrimination • Safety of the environment (verbal harassment, verbal abuse) • Respect for others • Parents/coaches as models of proper behaviour for children • Freedom of expression • Potential escalation (general security on the premises if parents/ coaches come to blows) • Leadership of the coach • Image presented by those associated with the team • Self-control in situations where there is an emotional involvement • Self-control in public

Can you Some possible interventions by the coach: think of others? • Do nothing; pretend that you missed the comment entirely. • Tell your team and parents to pay no attention to the comments. • Tell the coach who made the comment that what he/she said is out of line. • Intervene privately with the coach and address issues of respect and a safe environment for all. • Intervene publicly with the coach and address issues of respect and a safe environment for all. • Address your team and parents, indicating your displeasure with what you heard.

Note: Before following through on a chosen action, be sure that your intervention is consistent with the NCCP Code of Ethics and with fair play concepts. 88 — Community Sport – Flag: Reference Manual October 2006 9. Legal Questions and The following are frequently asked legal questions about coaching. Answers (FAQ) Answers to these questions have been provided by the Centre for Sport and Law. 1. What are the major differences between provinces/territories regarding the law and how does this impact me as a coach? Laws in Canada can be divided into public laws (those laws that govern relations between the state and individuals) and private laws (those laws that govern relations between and among individuals and private entities – this area of law is also referred to as civil law). In Canada, public laws are generally in federal jurisdiction while private laws are generally in provincial jurisdiction. The most well-known body of public law in Canada is the Criminal Code: this applies to everyone, regardless of province/ territory of residence. Civil law varies from province/territory to province/territory, but not greatly. Examples of civil law relevant to coaches and varying slightly from one province/territory to another include human rights law, occupier’s liability and the law of defamation. An important distinction between criminal law and civil law is that there is a different ‘standard’ of proof, where the standard of proof refers to the certainty with which something must be proven. In criminal matters, guilt must be proven ‘beyond a reasonable doubt’ (a fairly high standard), while in civil matters, fault must be proven ‘on a balance of probabilities’ which means with a certainly that is greater than 50 percent. This is a lower standard of proof than the criminal standard. Thus, a person charged with a criminal offence could be found not guilty, while the same allegation made under civil law might be upheld. In criminal law penalties are imposed and may include fines, restrictions on activities, restitution (paying back the person harmed), or imprisonment. In civil law, the penalties take the form of monetary compensation. The amount of compensation will depend on the cost to reimburse the harmed person for their expenses and lost income, and will also attempt to place a monetary value on any injury that the person sustains. The courts can also require a person to perform a certain service (such as following through with a contractual promise) or to refrain from doing something in the future. 2. Are paid/contracted coaches subject to a different standard than are volunteer coaches? Yes and no. Paid and volunteer coaches of equivalent knowledge, skill and certification, performing equivalent duties within a sport setting, will likely be held to the same legal standard of care. They will, however, have different entitlements and privileges in other areas of the law – for example, a

October 2006 Community Sport – Flag: Reference Manual — 89 volunteer does not have the rights an employee has under employment standards legislation. Depending upon the circumstances of a coaching activity, paid and volunteer coaches could be held to the same or similar standard. However, coaches who are paid and coaches who are not paid will usually have different duties, obligations, and scope of authority. This will influence the standard of care to which they will be held. This standard is not dictated by whether or not they receive payment for their services, but rather is dictated by the scope of the coach’s responsibility and the nature of the relationship between the coach and the participant. The standard of care is constant in that it is always a reasonable standard; however, what is reasonable will vary according to the circumstances in which the paid coach and the volunteer coach find themselves. 3. Are coaches who are also physical educators held to a different standard? Yes and no. Children are required by law to go to school and when in school they are under the authority and care of school officials, including teachers. Thus, a teacher has a statutory duty to stand in loco parentis, a legal term meaning that he or she stands in the place of a parent with respect to his or her students. As such, teachers have duties and responsibilities equivalent to that of a ‘prudent parent’, and must behave as a parent would behave in caring for their child. Coaches who are not in a school setting do not stand ‘in loco parentis’ in the same way that teachers do, and are not required to meet this statutory duty. However, both coaches and teachers have specialized skills and knowledge and have a responsibility to provide a reasonable standard of care. The standard of care for anyone is determined by written standards, unwritten standards, case law, and common sense. The coach who is also a teacher will be held to written and unwritten standards that govern coaching (such as coaching manuals, rules of the sport, coaching code of conduct) as well as written and unwritten standards that apply to teachers (such as teacher manuals, school board policies, and duties imposed by statute upon teachers). The coach in the school setting must fulfil both roles and must adhere to standards that apply to both coaching and teaching activities. 4. How would a judge describe a “reasonable and prudent person” when referring to a coach? A coach will be held to an objective standard of behaviour that is what an average and reasonable coach would do, or not do, in the same circumstances. Black’s Law Dictionary defines ‘reasonable care’ as that degree of care which a person of ordinary prudence would exercise in the same or similar circumstance. A coach has special skills and knowledge

90 — Community Sport – Flag: Reference Manual October 2006 and is not the same as a ‘person of ordinary prudence’, thus the reasonable standard for the coach will be that standard expected of a reasonably prudent coach having similar knowledge and skill and finding themselves in similar circumstances. Keep in mind that the standard is objective, meaning that it is determined not by what a coach did or did not do in a situation, but by what a coach ought to have done, or ought not to have done. It might be tempting to believe that if a coach obtains less training and gains less knowledge, he or she will be held to a lesser standard. This is not the case, as the circumstances may well require a coach of greater knowledge and skill, and that will form the benchmark against which the coach’s conduct will be measured. 5. Are there differences in liability if you are a head coach or an assistant coach? Yes. The head coach and assistant coach have different degrees of responsibility and authority. The behaviour required to meet the standard of care is influenced by this. 6. What is jurisprudence? Technically, jurisprudence is defined as the “philosophy of law” or the “science of law”. For everyday purposes, jurisprudence refers to legal principles and how they have evolved over time. The law is not static; it continually evolves to reflect changing community standards. Jurisprudence refers to the principles that are reflected in our laws, both in legislation and in common law (also referred to as “judge-made” or the accumulated body of court decisions). 7. �f I am required to sign multiple codes of ethics or conduct, to which will I be held, or will I be held to all? You will be held to all of the codes you execute, within the specific jurisdiction in which they have been signed. In other words, if you sign a code with your provincial sport body it may hold you to it for the activities you undertake for it or within its jurisdiction. If you sign a code for a local sport club, it may hold you to it for activities you undertake with and for the club. There may also be situations where your activity is subject to two or more codes at the same time, such as if you are coaching at the Canada Games. Unless the codes specify clearly which one might take precedence, or “trump” the others, then all may apply simultaneously. This can create difficulties if any of the terms in different codes are contradictory. 8. �s special liability insurance a requirement for coaches? Special liability insurance is not a requirement for coaches, but is highly recommended as a risk management measure. Ideally, organizations that employ or engage coaches should include the

October 2006 Community Sport – Flag: Reference Manual — 91 coach as an insured party under their general liability insurance policy. Coaches should confirm this is the case and if it is not, the coach should insist that the policy be revised accordingly. As a last resort, an individual coach can purchase his or her own insurance, but this may be difficult to obtain and expensive. 9. What happens if I am uninsured? Are my personal assets at risk? The purpose of liability insurance is to cover the costs that an individual might have to pay in the event they are sued, or are required to compensate another person for loss or damage. Insurance may also cover the costs to defend oneself or to otherwise respond to an allegation of wrongdoing, even where such an allegation may prove to be untrue. The vast majority of coaches never find themselves in situations where they need insurance. However, if they do and they are not covered by an insurance policy, then they will be personally responsible for paying these costs. This could mean tapping into savings and other personal assets. It is also important to note that insurance policies and coverage vary widely and a given insurance policy may not cover all of the coach’s circumstances or all financial obligations. 10. What are my responsibilities if an accident occurs? Must I accompany a participant to the hospital? The coach’s responsibilities begin long before an accident occurs. The coach should have an Emergency Action Plan that identifies who does what in the event of an accident, and should have on hand all the necessary information to contact emergency and medical authorities as well as parents/ guardians, and to inform medical professionals of the medical history of the injured person. A coach does not necessarily have an obligation to accompany a participant to the hospital; it will depend on the nature and severity of the injury, whether or not there is another responsible person available to accompany the participant, and whether the remaining participants can be properly supervised should the coach be required to leave. The coach will have to make informed decisions about these matters depending on the circumstances; the Emergency Action Plan provides guidance for this decision-making, which is why it is so important to have prepared in advance. 11. What are the most commonly occurring cases where coaches require legal assistance? Coaches most frequently need legal assistance to deal with employment matters such as employment contracts and termination. They also seek assistance to deal with allegations of harassment and misconduct matters. On occasion, coaches

92 — Community Sport – Flag: Reference Manual October 2006 require legal assistance when implicated in a lawsuit from a person who has been injured and is seeking compensation. 12. What are the key preventive measures a coach can take to protect himself/herself? The competent, informed and prudent coach practises his or her own personal risk management as described in the NCCP materials. A ten-point plan is presented there that lays out an array of risk management techniques accessible to all coaches. A coach protects himself or herself through gaining knowledge about negligence and liability, and applying techniques to identify and control risks in the coaching environment.

October 2006 Community Sport – Flag: Reference Manual — 93 94 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter E Fundamental Skills and Drills of Flag Football

1. �ntroduction Center Quarterback Receivers Pass Pattern Fundamentals Pass Receiving Fundamentals After the Catch Carrying and Running with the Ball The Rusher (Blitzer) Defensive Backs 2. Skills and Drills 3. Fun, Fitness and Conditioning Apprendix 1: Stretching Appendix 2: Low Organized Activities Appendix 3: Running Program Appendix 4: Description of Free Body Exercises

Fundamental Skills and Drills of Flag Football

1. �ntroduction Flag Football emphasizes the use of the pass as the primary offensive strategy. The most common formation employed by the offense from which to execute a pass play is called the “shotgun” formation. This means that the Quarterback sets up a number of yards back from the line of scrimmage behind the Center and the other Players are aligned as Receivers. The ball is passed back from the Center to the Quarterback by a long snap rather than being placed in the Quarterback’s hands as in a direct snap. The “shotgun” is essentially a passing formation and emphasizes a medium to long-range passing attack.

Center The Center plays a very significant role in football. Essentially, without the Center, a scrimmage play cannot begin. A smooth exchange of the ball, from the Center to the Quarterback, is required. The faster and more efficient the exchange, the quicker the offensive play may be put into effect. Center’s Stance and Grip To deliver the ball effectively to the Quarterback, the Center must assume a proper “three-point” stance: • Place the feet parallel or with a slight stagger, but not greater than shoulder width apart. • Have the weight slightly forward on the balls of the feet, with the back parallel to the ground, knees bent, and the head up. • Place the ball on the ground, directly below or slightly forward of the head. and • Grip the ball with the “throwing” hand as if to throw a forward pass. The free arm can provide additional balance after the throwing motion. • Rest the free arm either on the knee or thigh. Experiment, if necessary, with the placement of the hands on the ball to ensure an efficient, powerful “snap”. For example, rolling the dominant hand under the ball may help. It is important to retain a good grip regardless of hand positioning.

Fig08FF Fig09FF October 2006 Community Sport – Flag: Reference Manual — 97 Center’s Snap The Center passes (snaps), between his/her legs, the ball back to the Quarterback in a spiralling manner. The technique for throwing a spiral is the same hand action as throwing a spiral on a forward pass. (See Forward Passing Fundamentals for details)

Quarterback The Quarterback’s Shotgun Stance Depending on the ability of the Center to provide an accurate and crisp snap, the Quarterback assumes a comfortable stance at the appropriate depth (3-5 yards) back from the Center. Considering the strength of the Quarterback’s throwing arm, and the ability of the Center to snap the ball, younger Quarterback’s may have to set up closer to the Line of Scrimmage (LOS). There is a tendency in the shotgun to set up too deep. Depth consistency is important for the Center, so care must be taken to set at the proper depth. An efficient shotgun stance for the Quarterback is as follows: • The feet are underneath the armpits, with the right foot staggered to the instep of the left foot (for right handed Quarterbacks – left foot suggested for left handed Quarterbacks). • The knees are comfortably bent with weight on the balls of the feet, inside edges. • The back is flat, with shoulders parallel to LOS. • The head is up “reading” the defensive alignment. • The hands rest comfortably on thighs. • The eyes focus on the ball, just before the snap. • On the snap, look the ball into hands and catch it with both hands. • Bring the ball into sternum with both hands. Once the “snap” has occurred, there are three methods to get the ball from the Quarterback to one of his/her teammates. There are hand-offs, lateral passes and forward passes.

Fig10FF

98 — Community Sport – Flag: Reference Manual October 2006 The Hand-Off The hand-off is a direct exchange from one Player to another. To effectively execute a hand-off, the Player receiving the ball creates a pocket with his/her arms in which the Quarterback will place the ball. The Receiver should lift his/her elbow closest to the Quarterback high so that the Quarterback can easily place the ball in the pocket. There is a distinct period of time during which the responsibility for the ball is transferred from the Quarterback to the ball carrier. Lateral Passing (Toss) There are various lateral passing techniques, using either one or two hands, but the most effective method to reduce the chance of fumbling is the Two Hand Underhand Lateral Pass. 1. Grasp the ball with both hands. 2. Pivot to the left or right on the appropriate foot (Tossing the ball to the right, pivot on the left foot … Tossing the ball to the left, pivot on the right foot. This pivot is called the Open Pivot.) 3. Step in the direction of the pass with the other foot. 4. Shovel pass the ball underhanded to the Receiver in a nice, easy motion. 5. Follow through by extending the arms toward the Receiver and transferring the weight to the forward foot. Setting Up To Pass Once the Quarterback has received the “snap”, he/she can deliver a pass from that point. If the ball is to be delivered quickly from the “shotgun” position, the Quarterback must develop the habit of adjusting his/her feet so that the front shoulder and hip are aimed to the intended “reception point” before the football is thrown. This is accomplished by keeping a narrow base, standing tall, head up, weight on balls of the feet, with the football held at the sternum with both hands, and then essentially bouncing on both feet to the required position while maintaining the correct posture.

October 2006 Community Sport – Flag: Reference Manual — 99 Throwing the Ball The Grip • Spread the fingers wide and allow them to rest on the football naturally. The last two (or maybe three) fingers may lie across the laces, about one-third of the way down the ball. The thumb serves as a brace beneath the ball. • Grip the ball firmly, but do not squeeze it. • The ball should not rest on the palm of the hand - leave space between the palm and the ball. Have each student grip the ball and review his/her grip (work in pairs or groups, if you have a limited number of balls).

Fig147FF Fig11FF

The Spiral A spiral pass is accomplished by having the ball roll off the fingertips as it is released. Staying in your pairs or groups, have the students place the ball in his/her hand. With the ball resting on the fingers (widthwise), have the students flick the ball off their finger tips (ball should roll off of finger tips and create a spiral). Students will toss the ball to a student in the other line, all the while working the ball down the line. Throwing Motion 1. Hold the ball close to the body at about chest height. 2. Stand tall with the body at right angles to the target, feet slightly staggered. 3. Focus on the target and bring the ball back close to the ear with both hands. 4. Step with the lead foot in the direction of the target. 5. Open the hips and rotate the shoulders square to the target. 6. Throw from an overhand position, with the elbow leading, and release the ball with a good wrist snap. 7. As the ball is released, the hand should finish with the palm

100 — Community Sport – Flag: Reference Manual October 2006 facing the ground, which helps impart the proper spiral. The ball should roll off the fingers, leaving the little finger first and the index finger last. 8. A good follow through will provide maximum power to the pass. The throwing arm should come across the body and point toward the target, and the back leg should finish parallel to the front leg.

Fig12FF Throwing to a Moving Target Reception Point The point where the ball and Receiver converge to make the catch is called the “reception point”. The Quarterback is taught to throw to a spot, away from the Defender that the Receiver can run to, in order to catch the ball (it is seldom right at the Receiver). Against Player-to-Player coverage, the Quarterback leads the Receiver into open areas so he can catch the ball in full stride. Against zone coverage, the Quarterback throws the ball into open areas between Defenders and expects the Receiver to see where the Defenders are located and get into the space between them. This may necessitate the Receiver slowing down or accelerating as he/ she comes out of the break, in order to adjust to the reception point. Correcting Throwing Problems Do not reconstruct the Quarterback’s throwing motion. Know what causes poor throwing and focus on improving the one or two techniques that are the source of the problem. Performance is the only measure of success; do not change if a Quarterback is getting desired results. Usually throwing problems are the result of one technique in the sequence of throwing. The key to correction is to analyze the cause and attend to it. Concentrate on coaching only one point at a time.

October 2006 Community Sport – Flag: Reference Manual — 101 The Most Common Problems Technique Problem • Overthrowing - releasing behind top of arm arc - opening front shoulder too soon - overstriding

• Underthrowing - releasing in front of arm arc - elbow not leading arm - understriding (causes inability to throw with velocity) - no spiral - ensure proper grip - forearm not pronated - no wrist snap and acceleration at release - not pulling down on ball with index finger - upper arm less parallel to ground

• Inaccuracy - guide step not at target (reception point) - front shoulder opening too soon or too late - lack of concentration (reduce size of visual concentration) - repetition brings consistency (with Receivers of routes)

• Inability to throw with - weight not transferred velocity - poor hip and shoulder rotation - ball release – not pulling down on ball - no follow-through

Receiver Pass Route Technique Due to the nature of the game, pass receiving is an integral element in Flag Football. As most offensive yardage is gained through the air, the passing attack is essential for success. The basis of the game is the acquiring of good fundamentals. Elaborate offensive strategy is useless, unless the basic requirements of consistent passing accuracy and reliable pass catching ability can be established. The Quarterback and the Receivers must work together to build a successful relationship. 1. Stance The two-point stance often affords the best manoeuvrability for the Receiver, although some individuals may prefer the three-point stance. Regardless of the type of stance used, the Receiver should make a point of setting up in such a way to take advantage of the basic principles of even weight distribution and proper foot placement. Thus the stance must be the catapult for a quick, explosive release. 2. The Release Depending upon the type of defense, which is being played, the Receiver may wish to vary his or her release off the line of scrimmage in a variety of ways:

102 — Community Sport – Flag: Reference Manual October 2006 a) Releasing Against a Zone Defense If the Receiver comes up against a zone defense, the release off the line of scrimmage should allow the Receiver to follow his designated pass pattern as efficiently as possible. The Receiver should explode off the line of scrimmage in order to get to the reception point as quickly as possible. Unnecessary fakes should be avoided. b) Releasing Against a Person to Person Defense i) Loose Person to Person When a Receiver notes that his/her Defender has lined up over him/her at about 5 to 7 yards in an obvious person- to-person situation, every effort should be made to shake off the Defender through the use of fakes. The fake will hopefully put the Defender in a bad situation from which the Receivers may take advantage. These fakes will give the Receiver that extra time needed to get open. ii) Tight Person to Person Often a Defender will line up over the Receiver, a yard off the line of scrimmage. This is a tactic used to break up the timing of the pattern. When faced with this situation the Receiver may use one of two releases. The Receiver can either take a quick step outside and around the Defender or he/she may fake outside and release inside (or vice- versa). 3. The Pass Pattern It should be remembered that any of the Receivers are potential Quarterback targets. Therefore, in order to keep the defense guessing as to who the primary Receiver is, all of the Receivers should be working to get open. One of the keys for success in the passing game is the consistency of the pass route. The Receiver should practice running pass routes to the point where he/she can run those routes in the same way each time. Running the assigned pattern is essential. The point at which the Receiver finishes the release and makes the required cut for the designated route is known as the break point. As soon as the Receiver has made the cut at the break point, he/she should immediately look for the ball. The Receiver should actually be prepared to catch the ball at the break point. This requires the utmost concentration on the part of the Receiver. Catching the ball cleanly is the primary responsibility of the Receiver, it is only after the ball has been caught securely that the Receiver should attempt to gain any additional yardage. The ball should then be tucked away under the arm for safety.

October 2006 Community Sport – Flag: Reference Manual — 103 Pass Pattern Fundamentals The following are pass patterns, which students may run during the course of a Flag Football game. Provided below is a brief description of the patterns. In teaching the patterns, it would be useful to place pylons along the intended path to provide the players with reference points. When teaching the patterns for the first time, do so without a Quarterback throwing the football. This will allow the Receiver to focus on the proper footwork for the pattern, as opposed to making a catch. Key Points in Running a Pass Route: • Run the required distance of the pattern. • Slow down at the break point and come under control. • Lower centre of gravity at the break point. • Plant or cut and push off of the foot opposite the intended direction. (If cutting to the right, plant and push off with the left foot). • Look for the ball after the break is made in the pattern. Break into manageable groups of six to ten players, and have them run through the patterns listed below. i) Slant Receiver must explode off the line of scrimmage to give the Defender the impression of going deep. The Receiver must make an angled break

off the line of scrimmage and 55 immediately look for the ball. QB

Fig13FF ii) Hook Receiver runs out 10-12 yards* and turns back to Quarterback. Receiver continues back to Quarterback (does not wait for ball to come to him/her). Hook

is always to the inside (into the 55 Quarterback). QB

Fig14FF

104 — Community Sport – Flag: Reference Manual October 2006 iii) Square In & Square Out Receiver runs out 10-12 yards And breaks at a 90 degree angle in or out. A Square In is always into the Quarterback; a Square Out is always a cut

away from the Quarterback. 55 QB

Fig15FF iv) Fly (Go) Receiver runs straight down, looking for the ball over the inside shoulder. 55

Fig16FF

v) Post & Flag Post Flag The Receiver runs out to 12 –15 yards* and breaks at 45˚ in (Post) or 45˚ out (Flag). 55

Fig17FF vi) Curl The curl route begins much the same as the post with the same wide split and hard drive at the Defender. Run out 12- 15 yards*, take three steps

towards the post then work 55 back towards the Quarterback and the ball. QB

Fig19FF

October 2006 Community Sport – Flag: Reference Manual — 105 vii) Fade Receiver gets outside position on Defender. Runs deep maintaining 5-7 yard space from the sideline. The Quarterback throws the ball

into that space over Receivers 55 outside shoulder. The Receiver QB stays between the Defender and the ball, and fades to the ball catching it over the outside Fig18FF shoulder.

viii) Post Corner Post Flag Start with the typical post move. Glance at the Quarterback on post move to fool Defender. Take three to five steps towards post before

making the break towards 55 corner. QB Look for the ball over outside shoulder. Fig20FF ix) Down Out & Down Receiver runs 10-12 yards* and breaks at a 90’ angle out. The Receiver takes three to five steps out before turning up field. The Receiver looks for the

ball after turning up field. 55 QB

Fig21FF

x) Hook & Go Run a hook pattern as described. After completing the hook, hold for a second or two to draw the Defender in, and then turn quickly and proceed

down field. Check for ball over 55 inside shoulder. QB

Fig23FF

106 — Community Sport – Flag: Reference Manual October 2006 xi) Hook & Slide Run a hook pattern as described. After completing the hook slide laterally, turn and run to the sideline with the same technique as an out

pattern. 55 QB

Fig22FF xii) Quick Out Receiver must explode off the line of scrimmage to give the Defender the impression of going deep. The Receiver cuts immediately to sideline and

looks for the ball. 55

Fig24FF

Once you have covered all the patterns, incorporate a Quarterback into the drill and have them throw the ball to the Receiver. To increase the success, choose Quarterbacks who have more refined throwing skills. *The length of the patterns can be shortened for those players with weaker throwing skills.

Pass Receiving Fundamentals Since Flag Football is primarily a passing game and every Player is an eligible Receiver, the art of catching the ball under a variety of circumstances is extremely important. Have the players work in pairs or small groups with one ball per group. Space the individuals approximately 10 yards apart. The first skill to be taught is receiving the ball above the waist. Have the Players throw the ball to their partners at or above chest height. Emphasize the following points: Receiving the Pass Above the Waist 1. Shoulders are perpendicular to flight of the ball. Extend arms (but keep elbows slightly flexed) toward the ball. Fingers spread; palms out facing passer; tips of thumbs touching. 2. As the ball touches the hands, allow the fingers and wrists to move back toward forearms to provide a more secure grip on the ball and cushion the catch.

October 2006 Community Sport – Flag: Reference Manual — 107 3. Look ball into hands (missed pass result, in large part, by taking the eyes off of ball in the last 2-3 feet of its flight).

Fig25FF Receiving the Pass Below the Waist 1. Shoulders are perpendicular to the flight of the ball. 2. Extend arms out and down, with elbows flexed and close together. If necessary, lower body by bending at the knees, not the waist. Fingers spread, palms out, facing passer, with the tips of little fingers touching. 3. As the ball contacts the hands, the fingers, wrists and arms give, in order to absorb the impact of the ball.

Fig26FF

Receiving the Pass Over the Shoulder Catching over the shoulder is a skill required when the Receiver is running away from the passer. Emphasize the following points: 1. Judge the flight of the ball. 2. Run with a natural arm motion until the ball approaches. Extend the arms at the last moment; fingers spread, little fingers touching, thumbs apart, palms facing the flight of the ball. 3. The elbows should be close together to provide a greater surface area for catching the ball. 4. Look the ball into the hands. 5. Give with the ball on contact, and gather the ball in. Arms should be relaxed. 6. Tuck the ball away. Continue the run. 108 — Community Sport – Flag: Reference Manual October 2006 In their groups, or with their partners, have the passer throw the ball over the top of the Receiver. The ball must be arced over the top of the Receiver.

Fig27FF

Receiving the Pass on the Side While accelerating out of the break, snap the head around to look for the ball, but keep running motion (including arms and shoulders) going in the direction of the reception point (the spot on the field where the ball and the Receiver meet and the reception can be made). Continue the running motion with the arms until just before the ball arrives then thrust them out in the appropriate manner to make the reception. Hands and arm position depends on the relationship of the relationship of the Receiver to the flight of the ball.

Fig28FF

Open Hand Position a) If the ball is in front and within easy reach, use hand position as in facing the passer - above the waist - (thumbs and forefingers together - arm closest to the ball on top - reaching out toward the ball) known as the open position. This position enables the Receiver to make contact with the ball sooner and more securely than if he/she waits to trap it against his/her body. It is also more difficult for the Defender to knock down or strip the ball, as the Receiver will be shielding the reception point with his/her body.

October 2006 Community Sport – Flag: Reference Manual — 109 Low Closed b) If the Receiver must reach out for the ball (high or low in front of him) then use the below the waist technique (little fingers together - elbows close - basket the ball) known as the closed position. c) If the ball is behind the Receiver, stop and come back to it (catch as facing-above) or drag the hands behind in open or closed position (depends on the location of the ball) - may have to reverse pivot the entire body (a more advanced technique).

After the Catch Once the reception is made, the Receiver must attempt to gain as much yardage as possible, but first he/she must secure possession of the ball and tuck it into the proper carrying position.

Fig29FF

Carrying and Running with the The skills of running with the football are introduced. Ball Points of emphasis in carrying a football: 1. When a Player receives a pass, a lateral, or possession of the ball he/she “tucks it away” in one arm while running with the ball. 2. Hold the ball utilizing the three points of pressure listed below: • Spread the fingers (middle or index) to the forward tip of the ball. • Hold the rear point of ball snugly under bicep, between the elbow joint and up toward the armpit area. • Hold the length of the ball flat along forearm muscles and snug against the ribs. Fig30FF 3. Tuck the ball firmly away.

110 — Community Sport – Flag: Reference Manual October 2006 The Rusher (Blitzer) Defensively, the Rusher is a very important Player. He/she is the first Player on his/her team to cross the line of scrimmage and whose assignment is to flag the Quarterback or force him/her to throw in a hurry. In this position speed and agility are essential. Every split second that the Quarterback has to throw just makes it that much more difficult for the Defensive Players to cover their “person”. Rusher Tips 1. All players who rush the passer must be a minimum of five yards from the line of scrimmage when the ball is snapped and no more than two yards out from the center’s outside foot. The rusher cannot cross the face of the center during the rush unless the Quarterback receives the snap off center and away from the rusher. Any number of players can rush the Quarterback. Players not rushing the Quarterback may defend the line of scrimmage. Once the ball is handed off or tossed, or there is play action fake or fake handoff, the five yard rule no longer is in effect and all Defenders may go behind the line of scrimmage. A special marker, or the Referee, will designate five yards from the line of scrimmage. 2. The Rusher should watch the ball and begin to rush only when the ball is snapped by the Center and not before to avoid an illegal rush penalty. 3. On the snap, dash straight ahead toward the Quarterback. Do not break stride or change direction. 4. Look at the chest to contain the Quarterback but aim your attack at a point just outside the Quarterback’s non-throwing shoulder. Remember the Quarterback cannot run with the ball across the LOS, however the QB will scramble and is an eligible Receiver. The Rushers may be assigned to cover the QB in a passing situation if the ball is handed off to another Player. 5. Do not jump in the air to block a pass unless the Quarterback has committed himself/herself to release the ball, otherwise the Quarterback has an opportunity to beat your rush and gain valuable time to find an open Receiver.

Fig31FF

October 2006 Community Sport – Flag: Reference Manual — 111 Defensive Backs Stance Assume a parallel or slightly staggered stance, with either the inside or outside foot back. Put weight on the ball of the front foot, with the toe turned in slightly. Head and eyes are up, focusing on the key. Front foot is aligned under the nose, not shoulder, bend at the waist, drop the hips and flex the knees. Keep shoulders over the knees to facilitate the initial movement and reaction to the snap. Hold hands in front of sternum; arms bent to 90 degrees, ready to assist in the movement. Tips • Keep back flat • Stay low

Fig32FF Running Backward (Back Pedaling) Back pedaling is not the quickest means of movement but it is the best way to react to either side. It is the best method to use when a defender must see the offense clearly and react to coverage or to the ball. (i.e. person to person defense) or once the defender has reached the middle of their zone. To teach backward running, have the Players line up, at least arms distance apart, across the field. On your command, have the Players back-pedal for 10-15 yards. Have them move at a slow pace, then progress to a quicker pace as they become more comfortable with the skill. Key Points: From a stand-up position, the feet are moved approximately shoulder width apart and staggered slightly; the knees bent. Bend forward from the waist, keeping the back straight. Look straight ahead, hands and arms in ready position. The shoulders should be over the knees and this position should be maintained in order to move at maximum speed. Movement is normally a backward shuffle. As movement occurs, the feet should just skim the grass or surface.

112 — Community Sport – Flag: Reference Manual October 2006 Fig33FF

Maintain the feet a shoulder width and stay on your toes, keeping the shoulders over the knees. Allow the arms to work naturally (opposite arm and leg movement) as in forward running, and parallel to the direction of movement. Footwork Footwork is a vital skill that every good pass Defender must master. In covering a Receiver, the DB uses every type of footwork he/she can possibly come up with. Most Defensive Backs will begin each play by backpedaling. By learning to run and move backwards, the Defender will be able to cover a break, in any direction, by the Receiver. Each Receiver runs a designated route. A Defensive Back must try to keep the Receiver a distance of three yards away (maintain a cushion), until the Receiver makes his/her break. Once the break is made, the Defensive Back must change direction and run with the Receiver. It is important that the Defender avoids crossing his or her feet, stumbling, or taking extra steps when changing direction. The toes, by controlling the angle of the hips, may be turned during the back-pedal, allowing the Defender to change direction as desired. It is vital to understand at what angle the toes must point in order to plant the ball of the foot and push off, on that foot, to gain ground in the shortest time without loss of motion.

October 2006 Community Sport – Flag: Reference Manual — 113 Cross-Over Technique This is the quickest way to move backwards, but it is difficult to change directions. It is best used when the defender knows they must get to a certain spot in a hurry (i.e. dropping to the middle of the zone in a zone coverage defense). • Lateral running is almost the same as running forward except the defender must turn their head, so they can see the quarterback, and the hips are turned to the correct angle so they can run to the proper spot in the zone. • Cross the legs over each other (Inside leg closest to the Quarterback over the outside leg).

Pass Defend Techniques 1. Fundamental Principles Toes control the angle through which the hips are turned. It is vital to understand, during backpedalling, at what angle the toes must point in order to turn the hips in the desired direction to gain ground in the shortest time. This can be demonstrated by a simple diagram of the feet. Every change of direction must have a plant foot and a direction foot.

Direction Foot

Plant Foot

CS297

The direction foot should be perpendicular to the plant foot. It is important to find the best way to achieve this foot position for every change or direction. 2. Reversing Direction (covering the hook) • When backpedalling and the ball is thrown short and directly in front of the defender, turn the toe of the plant foot out to reverse direction quickly and efficiently. • Point toes out at 90 degrees or perpendicular to the direction foot. • Bend knee slightly. • Plant as close as possible to the center of gravity (below the hips).

114 — Community Sport – Flag: Reference Manual October 2006 3rd Step R (Running forward)

L L

2nd Step Direction Foot (Perpendicular to Plant Foot)

!st Step Plant Foot CS298

Coaching Emphasis: Immediate feedback is given from these breaks and success or failure can be seen easily by both coach and player. • One of three things occur in this break: i) The defensive back quickly changes direction in one step and breaks out of plant running forward smoothly and keeping low. In this instance the player has properly performed all aspects of direction change. ii) The defensive back’s plant foot slips back, causing the player to lose balance or fall. This is the result of a poor plant. The plant foot was not turned at 90 degrees. It therefore slipped because the stopping surface area was too small or the plant foot was turned at 90 degrees but was too far from the center of gravity. It therefore over- extended causing the slip. iii) The defensive back wastes time in the turn and appears to be standing still for a second. When this occurs the direction foot drifts back and does not land perpendicular to the plant foot. In this case the defensive back was backpedalling too high, letting the weight rest behind the center of gravity (shoulders behind the knees). The Defensive Back therefore had to pause and catch the weight from travelling backwards before reversing direction – this is usually done by drifting back with the direction foot and results in one or two false steps.

October 2006 Community Sport – Flag: Reference Manual — 115 3. Covering the Out/In • If the receiver has gone in or to the out the defensive back must turn the toe of his plant foot (foot opposite to the receiver’s break) slightly out.

3rd Step L Running to Interception Point

R R

2nd Step L Direction Foot (Perpendicular to Plant Foot)

!st Step

Toe out Plant Foot CS304 Coaching Emphasis: • The same three possibilities occur as in reversing direction. • Drive hard out of the break. 4. Covering Corner/Post • If the receiver has gone to the corner or post then the defensive back must turn the toe of the plant foot (foot opposite of receiver’s break) slightly in.

!st Step Toe in Plant Foot

2nd Step

Point Direction Foot L (Perpendicular to Plant Foot)

3rd Step Running to Interception Point

CS312 116 — Community Sport – Flag: Reference Manual October 2006 Coaching Emphasis: • The most common errors in this break are the following: i) The defensive back takes extra steps and comes out of the break underneath and behind the receiver. This is the result of no toe in at all. It does not allow the hips to open up enough. Therefore, the third step is short and not pointing in the desired direction.

R !st Step No Toe in 2nd Step Direction Foot

(Facing wrong direction) L

3rd Step Left leg awkwardly crosses right and causes short stride or fall

4th Step Now running forward but underneath receiver at improper angle.

CS313

ii) There is an uneven transition, especially seen on the third or fourth step by a stumble. Here the defensive back is too high in their backpedal and is forced to stop the momentum of their weight travelling too far ahead of their feet with the third or fourth step. This jarring step causes a stumble that requires several choppy steps to regain stability. • Drive hard out of the break.

October 2006 Community Sport – Flag: Reference Manual — 117 5. Covering the Seam, Streak, Fly • If the receiver has gone straight by the defensive back on a deep pattern they must turn the toe of their plant foot (foot opposite the one receiver is passing) deep in.

!st Step L Toe in Plant Foot

2nd Step Point Direction Foot (Perpendicular to Plant Foot)

3rd Step Running to Interception Point L

CS319

Coaching Emphasis: • The most common errors are similar to those of the corner/ post break. • To see if this break is done properly with a good deep toe in, drill the players to backpedal down a yard line across field. • If the break is done properly they will land the second and third steps right on the line. • If toe in is not deep enough they will come off the line to the inside. • Drive hard out of the break.

118 — Community Sport – Flag: Reference Manual October 2006 Intercepting a Pass Intercepting a pass requires good footwork, coordination of the body and good anticipation by the Defender. • Employ a burst of speed to get to the ball once it is in the air. • Play the ball aggressively … not the Receiver (in other words the ball is the Defender). • Intercept the ball at its highest point away from the ground and the furthermost point from the Receiver. • Catch the ball with the hands, using the same techniques as the Receiver. • After the ball is caught, protect it by tucking it away in the proper carrying position.

Fig146FF

2. Flagging • Watch the Ball Carrier’s hips. • Concentrate on where the flag is fastened to the belt. • Stay low and keep your feet moving to react quickly to the ball carriers direction. • Grab the flag as close to the belt as possible (this is where the flag is the most stable not flapping in the breeze). • After pulling the flag, stop running and hold it up as quickly as possible so the officials can see it and stop the play immediately. • Learn to use both hands to grab the flag of the ball carrier.

October 2006 Community Sport – Flag: Reference Manual — 119 3. Fun, Fitness and Improving the fitness level of your players is an important part of Conditioning your program. But you don’t have to set aside time to do it. And it doesn’t have to be boring! Fitness activities should be a natural, normal, and fun part of every practice session: • Include all kinds of bending and stretching activities in your warmup routine and as a part of your drills. These will improve flexibility. (Refer to Appendix 1: Stretching) • Use various stunts, games, and races to develop agility, coordination, balance, and quickness. (Refer to Appendix 2: Low Organized Activities) • Devote part of each practice to short bursts of activity (alternating with rest). This will enhance speed. • Keep your players moving — for aerobic endurance. Keep your instructions (and their standing around) to a minimum. Strive for continuous activity throughout each practice session. (Refer to Appendix 3: Running Program) • Use partner activities (pulling, pushing, and lifting movements, for example) to develop muscular strength and endurance. (Refer to Appendix 4: Description of Free Body Exercises) Although a base level of fitness is required at all levels of amateur football, the importance of a formalized year round program becomes more critical as the young athlete advances to elite levels, where strength and size become key components of the game. The extent and role that a coach may wish to get involved in developing formal training for advanced levels depends directly on knowledge and expertise in the area of exercise physiology.

Warm-Ups This is the time when you want to raise the core temperature of the body and stretch the muscles, so that all body parts are ready for more strenuous activities and to prevent injuries. The core temperature will usually be raised by jogging and performing some large muscle movements like arm circles, waist rotations, and leg swings. The stretching exercise will be performed for each major muscle group. Have your athletes perform the stretch as follows: • Slowly move to the point where there is a feeling of mild tension in the muscle. • NO BOUNCING OR TAKING THE STRETCH TO A POINT OF PAIN. These methods can do more harm than good. • Hold the stretch for 6-10 seconds. • Relax as the stretch is being held. The feeling of tension should subside as the stretch is held. If it does not, ease off slightly to a degree of tension that is comfortable.

120 — Community Sport – Flag: Reference Manual October 2006 An example of warm-up follows: • 2 Minutes Easy Jog sideline to sideline. First- crossing - just jog, second crossing - full arm circles (front and back), third crossing - jog backwards, fourth crossing - 360 turns (to the left and the right). • 5-7 minutes of loosening and stretching. Loosening consists of easy neck then shoulder rotations; back twists; hip, knee, and ankle rotations, first in one direction and then in the other. This is followed by stretching exercises (see diagrams 1-6), holding for 6 seconds on each leg/arm/side. • With a partner or against a wall have the athletes swing their legs back and front, then side to side x 5 with each leg and each direction. • Finish by jogging one more time across the field and back. • Also refer to Appendix 2 for Low Organized Activities.

Cool Down The cool down is the final on-field team activity during practice. It is important that your athletes take time to cool down all body parts using a stretching routine. Use the same stretching principles as in the warm-up: • Pick one stretch per muscle group (see diagrams 1-19). Perform 3 repetitions for each stretch. • Hold the first repetition of each stretching exercise for 6 to 10 seconds. • On subsequent repetitions, move a fraction of an inch further into the stretch, again until a mild tension in the muscle is felt, and hold it for 20 to 30 seconds. • The cool down also provides the opportunity for team building after competitive individual and unit practice activities. • Also refer to Appendix 2 for Low Organized Activities.

October 2006 Community Sport – Flag: Reference Manual — 121 Appendix 1: Stretching

Arms Side Calf Thigh Hamstring 1 2 3 4 5 CS415 CS420 CS417 CS419 CS418

Groin Lower Back Arms High Hamstring Groin 6 7 8 9 10 CS428 CS414 CS421 CS422 CS411

Back Neck Thigh Groin Ankle 11 12 13 14 15 CS423 CS424 CS425 CS412 CS410

Hamstring Calf Side Arms 16 17 18 19 CS413 CS426 CS427 CS416 122 — Community Sport – Flag: Reference Manual October 2006 Appendix 2: Low Organized Activities

Note A number of symbols are used in the diagram portion of the drills sheets. They stand for: – Offense – Defense

QB – Quarterback C – Center R – Rusher – Movement of Player – Passed/Kicked Ball

LOS – Line of Scrimmage

The following drills and activities can be modified to be suitable for use indoors.

Follow the Leader • One of the athletes takes the group on an improved running course. • Leader can run forward, backward, laterally. Encourage different body movements such as skipping, hopping, lunging, touch the ground with alternating hands. • Leader should vary the pace from slow to moderate. Students must maintain pace.

55 • To advance the activity a ball or balls can be introduced and passed between Players overhand and/or lateral. • It is recommended that the leader be changed often. • If there is a large group of participants, 2 or more groups should Fig67FF be started.

October 2006 Community Sport – Flag: Reference Manual — 123 Over & Under • 5-8 Players on a team, the object is to see which team can be first to finish passing the ball under (between their legs) and over (hand ball to teammate over their heads). BALL • The ball alternates first under and then over down the line until the final Player receives it. • That Player then runs with the ball to the front of the line and starts the process again.

55 Variation: • The drill continues until the line reaches a determined end point or the first person in line rotates through the line a number of times. Fig68FF • Have the end Player with the ball run through the line breaking around his/her teammates to reach the start of the line , the activity continues until each Player returns to their original position.

Mirror Drill Set up: • 20 x 20 yard area. Procedure: • Align players in two lines facing each other three yards apart. • Have Players pair up. • One Player moves from side to side, forward and backward,

55 while the other stands approximately 3 yards in front and mirrors the first Player move, always trying to keep approximately 3 yards away. • After about 10 seconds Players should switch roles. Fig69FF Coaches Tip: Players are instructed not to cross their feet when shuffling sideways.

Hand-off Relay • Divide the class into two teams, each team behind a pylon. • Each Player runs the described course and hands the ball off to the next teammate. • The course can vary as you see fit.

EXCHANGE ZONE55

Fig70FF

124 — Community Sport – Flag: Reference Manual October 2006 Passing Activities

Line Passing Players are partnered in two lines facing each other 7 to 10 yards apart. This setup is ideal for introducing the basic fundamental skills of passing, receiving, centering and defending. • Explain proper throwing techniques – demonstrate the proper grip, stance and throwing motion. • Form two lines, facing each other, and have partners throw ball back and forth.

55 • Have students throw from one knee. Begin with the left leg forward, right knee on the ground alternate legs. Teaches upper body rotation in the throwing motion and follow through without the use of the legs. Fig71FF • Divide the group into two lines and review basics of catching the ball (over the shoulder, above the waist, below the waist). • The instructor should work up and down the line correcting and offering encouragement. Progression • When the technique is correct, the distance between the lines should increase. • Incorporate angle passing with students throwing to the person directly to the right or left of the original partner. • Movement passing can be initiated with the partner jogging toward, away, backward or laterally to the right or left.

Running Receiver This drill is used as a warm up or a skill development drill and is a basic setup for introducing players to pass patterns. • Form two lines 15 yards (15 metres) apart, one of Receivers, one of Quarterbacks. • On a command (“go” or whistle) the Receiver runs downfield at a 45-degree angle.

QB • The Quarterback throws the ball to the Receiver. 55 • After the throw, the Quarterback moves to the end of the Receivers’ line and the Receiver moves to the end of the Quarterbacks’ line.

Fig72FF Progression: • Receivers should run different patterns (i.e. out, hook, post) in order to acquaint the Quarterbacks with a variety of situations. • Add a center snap in the drill • Instructors can mark distances to instruct Receivers to break at the proper distance and run the complete the pass route. (Mark 10, 15 and 20 yard distances).

October 2006 Community Sport – Flag: Reference Manual — 125 Over the Top • Players work in groups of four (see diagram). • Players practice throwing the ball over a stationary Player to their partner. Individual in front is stationary and puts arms up to try to catch the ball, but must remain stationary (cannot jump). Switch positions after every pass or after a series of 5-10 YDS passes.

3 YDS 3 YDS 55

Fig73FF

Hit the Target • Place a chair(s) or pylon(s) between two teams which are 20 yards apart. • Players try to hit target with the ball. Score a point each time a target is hit. • Use as many balls and targets as available to keep everyone active. 10 YDS 10 YDS • Variations include different sized targets for different point a

55 values, or placing targets at different distances for different point values.

Fig74FF

Ultimate Passing Game Ultimate Flag is an ideal game to teach Receivers to get open and away from a Defender. QB’s learn to throw to the open Player and Defenders learn to cover (guard) and not let the Offensive Player get behind them. Set up: • 20x40 area with two 7-10 yard end zones. • Space can be modified and can be played indoors. Procedure: • Divide students into two or four teams (two teams per field) of five to ten Players, one ball per game. One team takes possession of the Fig75FF ball on their 5-yard line. • Players pass the ball continuously to their teammates toward the opponent’s end zone without dropping a pass. • Players can move anywhere on the field to get open from Defenders.

126 — Community Sport – Flag: Reference Manual October 2006 • Passes can be forward, backward or lateral. • Possession of the ball changes if the pass is incomplete or a touchdown is scored. • Players with the ball are allowed two steps and must throw in 5 seconds of receiving the ball. • Team scores a touchdown (6 points) when the ball is caught in the opposition’s end zone. • Defenders must be 1-2 yards from the passer. • If the ball is dropped, knocked down, or a pass is not caught, the other team possession of the ball at the point it was dropped or touched the ground. Progression: Teams must complete 4 or more passes before attempting a touchdown pass. Passers (QB’s) must use only overhand throws. Team that scores must sit the Player scoring until the next change of possession or opponent’s touchdown.

Relay Passing (Circle • Divide into two or four groups of five to eight students. Passing) • Align the players as diagrammed. • Players pass the ball to a moving Player. • This Player will run to the pylon and throw the ball to the next student. • The passer then joins the back of the receiving line. 5510-25 YDS

Fig77FF

Circle Passing • Have the Players line up in a circle and pass a football around the circle, using an underhand pass.

October 2006 Community Sport – Flag: Reference Manual — 127 Circle Relay • Create a large circle with players 3-5 yards apart (depending on number of players, you may need two circles). • Randomly toss the ball to a player, who then passes the ball to the player beside him/her; the ball continues around circle while the first player tries to outrun the ball back to his/her original position. T 55

Fig78FF

Pass Receiving Activities

Champ • The Players are divided into pairs 5-7 yards apart and continue to throw the ball back and forth, first from a standing position, then from a kneeling position (one knee on ground), and then to a partner who is moving forwards, backwards and sideways. • Players count each completed pass. • After 3 consecutive catches the Players receive a C; 3 more catches an H; and soon until they spell CHAMP.

55 • For variation, increase or decrease the number of catches. • Add third Player to the group and triangle pass.

Fig81FF

Reaction Drill Turn • Have the Receiver stand 7-10 yards with his/her back to the Quarterback. • On command, the Receiver turns toward the Quarterback who throws the ball. • The ball should be thrown lightly at first and then gradually harder, to the reaction time of the Receiver. • Ball height and line can vary as well to make it more challenging

55 for the Receiver.

Fig82FF

128 — Community Sport – Flag: Reference Manual October 2006 Catching - On the Move • Form groups of 5-7 Players. Designate a QB. • Receivers run a pass “pattern”. Hook, out, fly, post pattern. • Quarterback throws the ball to a Receiver. • A variety of patterns can be run in order to develop the Receivers catching skills (i.e. over the shoulder, etc.). Instructors should emphasize that Receivers run the correct distance of each pass pattern. Cones can be used to designate distances.

55 Variations:

QB This is an ideal warm up drill and game preparation drill for QB’s and Receivers to time patterns up and gain confidence with Fig83FF completing passes.

One on One Receiving Drill • In groups of five or seven, students will practice the skills of passing, receiving, and defending. • Set up a 15 yard x 25 yard area. • One student is the Quarterback, another is a Receiver, and another is the Defender. • The Quarterback calls a pass pattern for the Receiver to run, the Defender must cover the Receiver.

55 • The Defender should try to intercept the pass, knock down the pass, or flag the Receiver when he/she catches the ball. • Rotate positions frequently for improve skill development. QB Fig85FF Variations: Use all receiving positions RB and Center alignments to complete this drill. Note: Remember, in Flag Football, the Defender is not allowed to grab the flag of the Receiver until the Receiver has touched the ball.

Pass Route Activities

Pass Pattern Bee • This drill is patterned after the spelling bee. • Players form a single line, are given a type of pattern to run and then they must run it. • If they run a wrong route (or drop a catchable ball) they go to the back of the line. • The Quarterback continues to work down the line. • Once the Quarterback reaches the end of the line, a new pattern QB 55 is introduced and the process is repeated. • A special reward can be given to those Players at the front of the line when the drill is over. Fig86FF October 2006 Community Sport – Flag: Reference Manual — 129 Make a Move • Participants are asked to think of a number of different types of moves they could use to “fake out” a Defensive Player who is playing person to person. • The instructor keeps track of the number (examples: head fake, jab step, turn and go, arm fakes, pause and go, etc.). • After the list has been compiled, each participant should run a particular pattern (10 and out) and introduce a move into the pattern. 55 • A number of Players can go at once. QB

Fig87FF

Cross Patterns • Two Receivers run out and cross over on their patterns. • They should try this without Defenders initially, coordinating who will cross first. • After they have the cross “down pat”, then add the Defenders. • The “pick” play should be explained and the ruling on the play covered. 55

Fig88FF

Move It • Setup a 15 yard X 30 yard area. • Divide into groups of four or five students. • One player is the Quarterback, another is the Receiver. • The Quarterback chooses a pattern for the Receiver. • The goal of the game is to move down the field by completing QB passes to the Receiver. • The Receiver stops wherever he/she catches the ball. • A new pattern is then called for a new Receiver, the ball is thrown from that spot. QB • If the ball is not caught, it is returned to the spot it was thrown from. • The game can be made competitive by seeing which team gets QB to the other end of the field the quickest or reaches the end of the field in the fewest number of pass attempts.

Fig89FF

130 — Community Sport – Flag: Reference Manual October 2006 Centering Activities

Center Catch • Two Centers can work together snapping the ball back and forth between each other. • Two Centers align 5 yards apart while one student is snapping C the ball, the other assumes the role and positioning of the Quarterback in a shotgun stance. Instructors - QB’s can use a cadence to initiate the snap. Progression:

55 From this alignment Centers can increase distance up to 7 yards from the Quarterback. The Center can initiate a short pass pattern C immediately after the snap. Fig90FF

Snap and Move • Set up a 10 x 15 yard area. Mark a 7 yard rush distance with a beanbag or cone. • The Center first checks on the alignment of the Rusher, snaps the ball and then runs his/her pattern. R Note:

C The Center cannot block or obstruct the Rusher. The Quarterback then throws the ball to the Center.

55 Progression: QB A variation is to have two people line up as Rushers. The Center then must adjust his/her pattern depending on which one rushes or if both rush. The other Defender can play person-to-person Fig91FF coverage on the Center. Instructors Tip: The Center must concentrate on a successful snap to avoid loss of down. Rushers must move forward on ball movement from the Center to avoid moving offside prior to the snap.

October 2006 Community Sport – Flag: Reference Manual — 131 Offensive Activities

Quarterback Under Pressure • The group should divide into three units; Quarterbacks, Receivers and Rushers. • This would be a good time to explain the alignment of the Rusher and Quarterback. • Upon command, the Receiver moves downfield and the Rusher comes toward the Quarterback. • The Quarterback, who already has a ball in his hands, then

55 throws the ball to the Receiver prior to being touched by the Rusher. QB • Players should rotate through all the three groups.

Fig92FF Instructors Tip: Receivers are encouraged to run the required distance of the pass pattern. Distance markers may be placed at the 5, 10 and 15-yard line. Limit the area that the QB can scramble to 10 by 10 yard area.

Quarterback Read • Three Receivers will be sent out against two Defenders. • The Quarterback must “read” which one is in the clear and throw the ball. • To add more difficulty, allow a Rusher to come in. 55 QB

Fig93FF

One on One • Setup an area approximately 10-15 yards x 25 yards. This is a competitive drill that teaches Players to defend and receive against person-to person coverage. • Defensive Backs (DB’s) cover a Receiver, one-on-one. • A system of scoring can be set up to add additional excitement to the drill (i.e. Defender gets 1 point if pass is incomplete, 2 points if he/she knocks pass down and 3 if he/she intercepts, QB etc.). 55 Instructors Tip: Defensive Players should align in an inside or outside shade to the Receiver and 3-5 yards back (cushion). Defensive Players must Fig94FF concentrate on the Receivers hips and not the upper body. Receivers

132 — Community Sport – Flag: Reference Manual October 2006 must initiate fakes and quick moves to get open and receive a pass. Progression: Advance drill to include two-on-two person coverage.

Team - One on One • Players should be taught how to slide through an offensive crossing pattern; and then practice. • Players should also be taught how to switch coverage on the Offensive Players.

SWITCH • The players will be formed into teams of 4 - 7 Players per team. • Each team will work together in developing plays to be used when they play against another team.

55 • Samples of offensive plays are provided below.

QB • To speed things up the coach could put the plays on large pieces of cardboard, then the players have a quick reference on the field. Fig95FF • Teams can rotate Quarterbacks or designate one Player as the Quarterback. • Plays should be designed so that the Receivers are not close together when the ball is thrown. • If Receivers are in the same location, then the ball is more likely to be knocked down by a Defender. • Each Player on defense will have to determine which Offensive Player he/she is covering. • This will have to be determined before each play starts.

Defensive Activities Introduction • Explain the basic techniques of defensive pass coverage (footwork, positioning, rules etc.).

QB 55

Fig96FF

October 2006 Community Sport – Flag: Reference Manual — 133 Footwork • Have Players run backwards and then throw them the ball. Variation: Have the Players run backwards and then turn and run forwards while looking back toward the Quarterback. Teach correct footwork. Have Players run backwards and break at 45 degree angles. Note: QB The coach (QB) should signal when the Defender breaks one way by 55 pointing in that direction with the non-throwing arm.

Fig97FF

QB 55

Fig98FF

Go to Ball • Defensive Players can line up covering Offensive Players. • When the ball is thrown, the Defenders must call “Ball” and go to where the ball is thrown. • If the pass is intercepted, “Bingo” or something similar should be called. 55

Fig99FF

134 — Community Sport – Flag: Reference Manual October 2006 Zone Coverage • Players should be taught how to move into their zone and then react to the bail. 2 – 1 – 2 Zone Defense • There are a number of types of zone defenses that can be

LOS employed, please refer to pages 65 and 66.

DB DB

10 YDS

20 YDS

Fig134FF

2 – 3 Zone Defense

LOS

DB DB DB

10 YDS

20 YDS

Fig135FF

Centre Field • This drill is designed to teach the Players how much ground they can cover when the ball is in the air. • The Defender moves into his/her zone and reacts to the ball thrown to a Receiver in that zone. • Good against teams who like to throw long.

QB 55

Fig101FF

October 2006 Community Sport – Flag: Reference Manual — 135 Intercepting a Pass

5 YDS

P 3 DDDD

Fig145FF

Objective: To develop the interception skills of Defensive Players. Procedure: • Station one Defender approximately 5 yards out in front of the passer (have the remaining Defenders line up to the side of the passer, about 5 yards away.) • On command (movement of the ball into the throwing position) have the Defender execute a good back peddle. • Passer throws the ball to various points, and the Defender breaks to the ball and makes the interception. • Upon completing the interception the Defender "tucks the ball away" and runs the ball back into the passer. Note: The passer throws the ball to different locations and heights so the Defender will have to adjust his approach to and catch the ball with different hand positions. Coaching Emphasis: • Defender executes a good backpedal. • Defender explodes quickly to the ball once it is thrown. • Catch the ball at highest point when thrown high. • Catch the ball with the hands. • "Put the ball away" after the catch. • Run the ball back into the passer.

136 — Community Sport – Flag: Reference Manual October 2006 Flag Elimination Purpose: Develop Flag Grabbing and Running Skills Setup: • 20(30) x 20 (30) area or gym. • Players line up at one Endzone. • 2-3 Players, DB’S are positioned 7-10 yards back from the other Players. Procedure: • RB’s begin at one end zone and run towards the other end zone to avoid having their flag pulled. • DB’s try to eliminate RB’s by pulling their flags (1) • When a RB has their flag pulled, that Player becomes a DB. • Running Backs run from opposite end zones and avoid having their flag pulled until the last RB remains. Instructor’s Tip: • Pulling the flag the DB should break down and watch the RB’s hips not the shoulders or head. • Group Players in 8-10 . Have Running Backs carry the football.

RB DB

RB DB RB

Fig125FF

October 2006 Community Sport – Flag: Reference Manual — 137 Flag One-On-One – RB / Purpose: DB Position Develop individual offensive and defensive skills. Running with the ball, flag the Running Back. Setup: • 10 x 30 yard area. • Place cones every 5 yards and establish an end zone area. Procedure: • This is a one on one competition between the RB and the DB. • The RB receives a pitch from the QB and runs towards the end zone. • The DB defends his area and attempts to flag the RB. Score 3 points • Offensive points are scored if the RB reaches the end zone. Score 6 points for a touch down. • Offensive team switches to defense after all Players have run the ball. • Points are totalled to determine the winner. Coaching Emphasis: • RB’s initiate moves, fakes and spins. • DB chooses a shade of the RB either inside or outside and utilizes the sidelines to gain an advantage on the RB. Progression/ Variation: • Throw Short Pass Routes in front of the DB. The WR runs toward the end zone after the ball is received. • DB aligns 7 yards back and cannot close on the WR until after the ball is received. • Add a second DB lined up 5-7 yards behind the first DB.

LOS 5 10 15 End Zone End Zone RB RB RB RB DB

Fig126FF

138 — Community Sport – Flag: Reference Manual October 2006 Relay Race – Pass, Run, Purpose: Catch Running, Passing and Receiving. Setup: • 20 x 20 yard area • Set up cones 5 – 10 yards apart. • Team 1 Players are divided in half and line up behind each cone facing each other. • Team 2, 3 and 4 same. • 1 ball per team. Procedure: • Team 1, 2 and 3 – one line are QB’s the other line are WR’s in the respected team lines. • QB’s throws 5-10 yards to the WR’s who receives the ball and runs to the QB line and performs a handoff to the next QB. • Players alternate until ever Player has thrown and received the ball at least once. Progression: • Use a Center to snap the ball to the QB. The Center runs to the end of the WR’s line and the QB now becomes the Center.

Team 1 Team 1 WR WR WR R R R

QB QB QB QB

QB QB QB QB WR WR WR R R R Team 2 Team 2

Fig128FF

• Players alternate as above until all Players have performed the three skills.

October 2006 Community Sport – Flag: Reference Manual — 139 End Zone Purpose: RB must out manoeuvre multiple DB’s Set Up: • 15 x 30 yards area. • Cones are marked every 10 yards. • WR’s, RB’s, DB’s Procedure: • DB’s (3) line up in the middle of area. The RB is handed a ball and runs toward the opposite end zone to outmanoeuvre each DB that is defending separate zone areas. • DB attempts to grab RB’s Flag before he/she reaches the end of the DB’s designated zone. DB’s cannot leave their zone to flag the RB. • The RB continues through the each zone towards the final end zone or until all his/her flags are removed. • DB’s rotate through the each defensive zone and RB’s alternate to the DB’s line. Progression: • QB can throw short pass to a WR prior to the first zone area. • QB can toss to the RB.

10 20 30 LOS END ZONE

RB RB RB DB DB DB

Fig129FF

140 — Community Sport – Flag: Reference Manual October 2006 DB Flag Grab (1 vs. 1) Purpose: Introduce Flag Grabbing Skills. Setup: • Align Players in two separate lines facing each other. • One line of RB’s and a line of DB’s. • Space each player in the line 5 –7 yards apart. • Use pylons to separate running areas. Procedure: • The DB is facing the RB and is aligned 5 yards from the RB or (LOS). • RB runs towards the DB and attempts to get by the DB without losing a flag. • DB attempts to flag the RB. • After three attempts the Players can change positions. • RB makes a deliberate move to one side or the other Coaching Emphasis: • The DB should pick a shade side on the RB and maintain this position forcing the RB to the opposite side. Instruct the DB to watch the hips or mid-section of RB not the head or shoulders. • DB’s should learn to flag the RB with either hand. Progression: The DB backpedals 3-5 yards then moves forward and attempts to flag the RB.

RB RB RB RB RB RB RB

DB DB DB DB DB DB DB

5 yds Fig130FF

October 2006 Community Sport – Flag: Reference Manual — 141 Flag and Out Purpose: Warm Up Activity. Develops Flag Grabbing Skills and Agility. Setup: • 20x20 area. • All Players wear flags. Procedure: • 8-10 Players. • One Player is "it" and must flag other Players in the area. • Players are eliminated when they lose a flag. • The game is over when all Players flag has been removed. Or a time limit is reached 30 seconds. • Players take turns as "it". Progression: • Instructor may set a time limit for each game. • Players that are flagged can remain in the game and attempt to flag the other Players.

142 — Community Sport – Flag: Reference Manual October 2006 Drill : Agility Box Drill Purpose: Agility drill for Warm Up and Movement. Setup: • 10 x 10 yard area. • Four Pylons position at each corner. Procedure: Each Player performs a forward run, side shuffle, backpedal, and carioca. The drill is performed in both directions.

Side Shuffle Backward Forward

Carioca

Fig132FF

October 2006 Community Sport – Flag: Reference Manual — 143 Appendix 3: Running Program

Football Canada has partnered with Athletics Canada to insure that Football coaches are able to teach their athlete basic fundamental movement skills. Young athletes who acquire a complete set of motor skills at a young age also build a strong foundation upon which specific sport skills can be built. Athletes who are physically literate (i.e. have a complete set of fundamental skills) are more likely to reach their athletic potential than athletes who do not been exposed to fundamental skills. Excerpts from the Run, Jump, Throw Teacher (RJT) Manual have been included in your manual to allow you to build fundamental skills as well as Football specific skills in your practices. RJT activities can be used as practices on their own or can be used as warm-ups, cool downs or supplementary activities to the practices you already run. Once all the lessons at a given level have been completed and the majority of children can perform the skills well, they can progress to the next level. It is important that children are not moved to the next level before the skills at the previous level have been acquired. The successful acquisition of skills requires that children master fundamental skills before moving on to complex skills. Children may advance through the levels throughout a given year, or over a period of years. It is important to note that older children may lack fundamental motor skills and may be required to begin at Level 1, as well. These children may move through the early progressions much quicker than younger participants. So, although they begin at the same place, older children may move through two levels in the time it takes a younger child to move through one level. Other helpful hints … 1. Equipment Needs & Safety considerations are listed on each lesson place. Please review them before implementing your lesson. 2. The lessons are labelled by event, by level and by lesson number – For example: J:31 is Jumps. Level 3, Lesson 1. 3. Take approximately 10 minutes of each practice and coach-up and practice one of the skills using drills/games provided.

content reprinted with the permission of Athletics Canada 144 — Community Sport – Flag: Reference Manual October 2006 Why Run, Jump, Throw The Athletics Canada Run, Jump, Throw (RJT) Program can make a Works … significant contribution to a child’s ability to acquire fundamental movement skills. RJT develops basic motor skills such as running, jumping and throwing. It is designed to give children a strong background in sport skills that will not only serve them well in the sport of Track and Field, but also build an effective skill set that will serve them well in other sports and physical activities. It is designed to increase and enable physical literacy in Canada’s youth, for no matter what sport or physical endeavour children attempt in their lifetime, the mechanics of running, jumping and/or throwing will inevitably come into play. Physical activity programming for primary school aged children should develop agility, balance, coordination and speed (ABC’S) and, thereby, instill the capacity and desire for daily play and physical activity. Peak motor skill development occurs between the ages of 8 and 12 years. In general, by the time children reach the age of 6 years, their nervous system, in particular the neuromuscular connections and centres in the brain that control movement, are already at about 90% of their adult form. This system affects coordination, limb quickness and reaction to stimuli. In children of this age, the nervous system is at an advanced stage of development relative to all other systems. Therefore, athletic skills and abilities affected by this curve should be developed before other athletic abilities such as strength, aerobic endurance and power. Because the nervous system is so well developed in early childhood, children are ready and able to acquire and master fundamental motor skills. Sports programs for children should focus on the development of basic skills and technique. At this stage the fundamental motor skills of running, jumping, throwing, wheeling*, twisting, kicking, throwing and catching need to be taught. This is accomplished through well-structured, active movement programs that develop agility, balance, coordination & speed in concert with the fundamental skills mentioned above. If children are not exposed to opportunities that enable them to develop the capacity to move in these various ways during this critical window of opportunity, it is likely that incomplete motor skill development will result. Children who have not developed fundamental motor skills by age 12 will likely not reach their genetic athletic potential. The Run, Jump, Throw (RJT) program is designed to meet the developmental needs of children in this age group by providing coaches, instructors, care-providers and teachers with the tools to implement lessons where the learning outcomes result in the acquisition of a complete fundamental motor skill set.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 145 Creating a Safe Activity The specific precautions for each activity will be identified in Area each lesson plan. However, there are general safety precautions that apply to each event group area. It is important that they are reviewed and applied to each Run, Jump, Throw session. General Safety Precautions 1. Make sure the floor or activity surface is dry and free of debris 2. Shoe laces should be tied up – always check. 3. Do not let children participate in stocking feet. Running 1. Participants must look where they are going. Ensure children run with their heads up and eyes forward. This is especially important when playing mass tag games or implementing activities where children are able to run free-for-all in the gym. 2. During relay activities assign teams to specific lanes and dictate the location and direction of turn-around points (i.e. always turn left around the pylon). This will keep the participants in organized formations and help to prevent collisions. 3. Do not allow participants to brace their hands against the wall for stopping. Set up slow down areas or mats against the wall to prevent contact with concrete. Jumping 1. Landings must be safe: a. Participants should always absorb the force of landing. Force is absorbed beginning with the balls of the feet, followed by heels down, then knee flexion and hip flexion. b. Participants should land on mats where possible/applicable. If Long Jump or High Jump is being attempted with a run up, participants should be landing in/on a crash mat. Ensure that tumbling mats surround the crash mat so children are protected in the event that they miss the designated crash mat. c. Ensure crash mats will not slide. Mats can be easily stabilized and held in place by your foot. d. Do not use a wall as a brace for a crash mat – there will always be a child who will jump further than the mat and risk hitting the wall. Instead place the landing area in an open space and surround it with tumbling mats. 2. Clearly mark take-off and landing areas. 3. Ensure the landing area is clear before the next jumper proceeds to jump

content reprinted with the permission of Athletics Canada 146 — Community Sport – Flag: Reference Manual October 2006 Throwing 1. Children must throw from stations. There must be a clear throwing area and a clearly identified waiting area. The throwing area must be far enough away from the waiting area to allow the thrower to practice a full range of motion with the implement (hoop, rubber chicken, ball, etc). 2. The area the children throw into must be free of debris and other people 3. Children must be instructed to throw only on the command “Throw” from the instructor and only retrieve on the command “Retrieve” from the instructor. This insures that an implement will not hit children. 4. Left-handed throwers should throw from throwing station(s) located at the far left side of the activity area.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 147 Run Common Technical Running events and specific cues Elements for the Running Starts – feet move close to the surface, legs drive backwards until Events upright position is reached Hurdles – good running technique between obstacles; running, not jumping over obstacles Relays – maintaining the speed of the baton Sprinting 1. Posture • Feet point straight ahead • Back straight • Head up; eyes focused straight ahead 2. Tall body position: • Participants should begin all drills on the balls of their feet • Hips carried high (pelvis should be rotated upward and forward) • Shoulders square with hips • Shoulders should be relaxed (breath from stomach) 3. Proper head position: • Head aligned with neck and spine • Eyes level and looking forward • Face should be relaxed (jiggly) 4. Arm Action • Elbow angle should remain around 90 degrees • Movement (swinging action) should occur from the shoulder • Hands should approach the midline of the body, but not cross it, as the arms move through their range of motion 5. Leg Action • Toe up • Knee up (approximately 90 degrees) • Pawing action of the feet • Arms and legs move in opposition (left leg, right arm, right leg, left arm)

content reprinted with the permission of Athletics Canada 148 — Community Sport – Flag: Reference Manual October 2006 Run Skills Rubric Progressions at a Glance Level 1 • Exploring methods of locomotion (walking, running, skipping, hopping, galloping, sliding, leaping, jumping) • Combining movement patterns • Identification of most efficient pattern for speed • Reacting to visual and auditory signals Level 2 Sprints • Marching with low/high knee lift (concept of “A’s”) • Skipping with low/high knee lift • Sprinting with low/high knee lift • Introduction of “Bum Kicker” (concept of “C’s”) • Discovery of limbs in opposition • Introduce standard verbal starting sequence Middle Distance • Developing aerobic running system (continuous running) • Controlling velocity in relation to distance (concept of pace) • Introduction to Interval Training Level 3 Sprints • Review of high/low “A’s • Generating velocity (high frequency turnover of legs) • Reinforce limbs in opposition Starts • Introduce concept of propulsion (prone/supine starts) • Controlling velocity in relation to base of support (body lean) Relays • Presenting a target (visual hand-off of objects) • Developing spatial awareness (incoming/outgoing exchange) • Passing/receiving football through designated course (slow to increasing speed, visual pass) Level 4 Sprints • Foot strike patterns “B’s” (marching, skipping, running) • Direction of body movement (sprinting cues) • Controlling velocity (flying start sprints)

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 149 Starts • Identifying Center of Gravity (roll over starts) • Introduce standing start (coordination of body alignment with verbal start cues) • Introduce acceleration and speed maintenance phases

Relays • Review visual pass • Introduction of non-visual pass (hand position, exchange sequence) • Controlling velocity (synchronizing speed) • Introduce acceleration and exchange zones (straight lane, verbal cues) Level 5 Sprints • Combination of “A,B,C” sequences (high speed) • Running with resistance • Sprint training techniques (Interval running) Starts • Introduce crouch start with verbal start cues • Connecting the sprint phase sequence

content reprinted with the permission of Athletics Canada 150 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ R:1 Basic Movement Patterns Level 1—Run Locomotions – Methods of locomotion Equipment Required wooden blocks (or similar objects). pylons, music Introduction Inquire as to different ways in which we can move from one location of the playing area to the next (ie. walk, run, skip, hop, gallop, crawl, slide, leap, jump, etc.). Refer to these as “locomotions”. Explore the relationship that exists between particular locomotion(s) with distinct sports and/or activities (ie. jumping- basketball, sliding- hockey, running- track and field, etc.) Warm-up Have the students run slowly in general space, changing direction while filling the playing area. Instructor or student helper leads class through flexibility and endurance activities while moving (body rotations, stretches, etc.). Choose some rhythmic popular music as an aid to the activity. Skill Development 1. Form relay teams of 6-8 students in lines and from a visual and /or auditory start command the first relay member walks from one end of the activity area and back. A tag of hands and the next student in line repeats the method of locomotion. 2. Inquire from students other means of locomotion Shuttle Relay Setup they could use to get from the start line and back. Have a student demonstrate. Repeat the Waiting Area relay with that particular method of locomotion. 3. Repeat exercise using student input with alternate methods of locomotion.

Handoff Variation: Perform one method of locomotion to the end Area of the playing area and a different one back Teaching Cues: – What are different ways of beginning and/ or stopping a sport or activity? What is the difference between a visual command and an Handoff auditory command? Area – What are other methods we can use to move from one playing area to the next? – What do you think would be the fastest method of locomotion to get from the start to Waiting Area the finish? (running)

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 151 Culminating Activity Castle Building Relay Use the same relay team formation as previous activity. Each team member has a block or similar object to, as a team, combine their objects to construct a shape of a castle. Give the teams a few minutes to get together and develop and construct their design. The object of the relay is to construct the exact design of their castle at the other end of the playing area by taking turns placing their object in its proper position. Each team member must perform a separate method of locomotion on their way to the construction site (1st student- walk, 2nd student- crawl, 3rd student- hop, etc.) but may run back for the tag. The first team to properly construct their castle structure without it falling over is declared the World Champion Castle Builder. Use music to both begin and end the activity.

Castle Building Relay Setup

Turn around Points / Site of Castle Build

arrows indicate running direction

Waiting Area

Teaching Cues – Emphasis should be placed on moving in control. – Have the relay teams make up a name for their group based on a theme. – Encourage cheering for teammates as well as members from other teams. – Students must wait for the person in front of them to tag content reprinted with the permission of Athletics Canada off before they leave for their turn. 152 — Community Sport – Flag: Reference Manual October 2006 Cool Down/Closure Sit the students down in a group and repeat similar rotation and stretching activity as in the warm up. At this time verbally review the methods of locomotion stressing the fact that running is the fastest movement and that there are ways to get better at running which we will be learning at another time. Safety Elements: • Review rule for moving in open space • Review start and stop procedures

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 153 Lesson Plan/ R:21 Basic Movement Patterns Level 2—Sprints Locomotions – Developmental Sprint Movement Patterns / Limbs in Opposition Equipment Required wooden blocks (or similar objects), pylons, fun objects to use in shuttle relay Introduction Select students to hold cards representing 5 different animals (examples in lesson plan diagram). As a class have students rank the animals from fastest to slowest. Inquire as to the fastest person the students know (could be their friend, their parents, etc.). Does anyone know who the fastest male and the fastest female is in the world? Today we are going to learn some ways to help us run faster. Note: World Records for all events can be found at www.iaaf.org/ statistics/records/index.html

Cheetah Antelope Ostrich Human Sloth

Warm-up Castle Building Relay – Review this activity with students. See Level One for activity explanation. Method of locomotion will be the sprint run only. Review visual and auditory start commands. Skill Development Introduction to the elements of sprint technique: 1. Students in 2 or 3 lines spread out the width of the playing surface. Introduce auditory start command “On your Marks…Set…Go” 2. Each row on command walks to the end of the playing surface and waits for the command to return (stress free swing of arms) – 20m x 3 (each group goes three times) 3. Repeat procedure marching, first low knee lift, then high knee lift (this motion is called marching “A’s”) – 20m x 3 4. Repeat procedure skipping – 20m x 3 5. Repeat procedure running – 20m x 3 6. Students run on the spot with high knees for 10 seconds content reprinted with the permission then accelerate – 20m x 3 of Athletics Canada 154 — Community Sport – Flag: Reference Manual October 2006 7. Introduce “Bum Kicker”. Students kick heels back towards their rear concentrating on high turn over of legs, moving forward slowly for 5 m then sprint (this motion is called “C’s”) – 20m x 3 8. Sprint races (with commands) – 40m x 3

Walking a’s Bum Kickers

Teaching Cues: – Why is it important to walk with opposite arm/opposite leg (limbs in opposition)? – What knee lift (low or high) do you think would assist you in running faster? Skills to Look For: • knee up, toe up, tall body • limbs in opposition • actions in straight alignment – What would be the importance of the “bum kicker” phase in running? (quick foot turnover)

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 155 Culminating Activity Shuttle Relay Form teams of 8, half of which form a line one behind each other at one end of the playing surface and the other half form a line at the opposite end facing each other. Each team has one fun object to use as an exchange article (rubber chicken, shoe, football, etc.). On the command the first runner sprints to the other end hands-off the object to the first runner at that end and joins the end of that line. That runner now sprints to the original end where the exchange is made, again. The relay continues in this way until the team has returned to the same line formation as when the relay began.

Shuttle Relay Setup

Waiting Area

Handoff Area

Waiting Area

Teaching Cues – Stress proper sprinting technique. – Encourage sportsmanship and cheering. Cool Down/Closure Simon Says – Students walk around in open space while instructions are given (high knee march, forward skip, sprint, bum kick, etc). Follow elimination rules of the game. After the game sit students down and review technical terms of “A’s” and “C’s”. Explain that these are the same techniques that many Olympic champions use. Safety Elements: • Review rules for moving in open spaces (especially when near barriers such as walls). Heads up! Eyes up! content reprinted with the permission of Athletics Canada 156 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ R:22 Basic Movement Patterns Level 2—Middle Distance Locomotions – Combination of Running Movement Patterns, Controlling Velocity Landings – Absorption of Force Vectors Equipment Required pylons, benches, relay batons, gym mat, flip chart for recording heart rates (optional) Introduction Review the story of Terry Fox. Long distance Road Running is very popular. Thousands of adults and youth run for different causes and charities every year. Can anyone name a Road Race or charity run similar to the Terry Fox Run? (Check out the local runs in your community.) Running is one of the best ways to become physically fit. Today we are going to learn some running techniques that will enable us to use less energy to facilitate runs of longer duration. For more information regarding Terry Fox visit www.terryfoxrun.org Warm-up Off to Nature – Set up a course of 300-500m using natural landmarks. The course is divided up alternatively into 100m and 50m sections. Students jog the 100m sections and walk the 50m sections. Encourage the “buddy” system. Complete the course 2 times working up to 4 times (great way to develop the aerobic running system). Variation: Have students make up the course. Add music.

Off Into Nature Setup

50m 100m

100m

50m

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 157 Skill Development 1. Review the running skills from Level 2 sprints – students in rows of 2 or 3 run 50m sprints using standing start 2. Introduce Middle Distance running and the concept of pace – in rows of 2 or 3 jog 50m, heel toe roll action of the foot – students are divided into 2 groups on opposite sides of an oval running surface. A start/finish line is marked for each side. One group is selected as the “pace” group. Both groups run at the same time. The idea is for each group to cross their respective start/finish line at the same time. A timer may be used to assist with the pace to speed up or slow down the run. Alternate the pacer group. 3. Introduce the standing start for Middle/Long distance runs. Similar to standing start for sprints, but there are only two commands: i) “On your Mark”- students are placed 2m behind the start line. On the command, students walk to the start line placing their front foot close to the line, the back foot is placed approximately 50cm back. Lean forward, weight over front foot, opposite arm forward. ii) “Go” (or the gun) – when all runners are still the command is executed. Drive off the front foot and swing arms vigorously in opposition to leg action. 4. Students practice 3 starts running 20m each time.

Teaching Cues: Standing Start – Why should there be different On Your Mark Set Go! techniques for running long distance and sprinting? Skills to Look For: • arms fluid and relaxed, range less pronounced than in sprints • feet position, heel to toe roll • reduced foot and knee action • maintain erect posture and proper body alignment • Allow rest periods between pace runs (use music) content reprinted with the permission of Athletics Canada 158 — Community Sport – Flag: Reference Manual October 2006 Culminating Activity Steeplechase Continuous Relay – An oval course with 4 benches as barriers is set up. One of these benches also has a gym mat (or other material) to simulate a water jump. Four relay teams are set up in each corner. A member of each team runs the course in turn and hands off a baton to the next person in line. The team keeps on running until the time limit is done (4-8 minutes). Variation: Each student alternately must do 1 lap, 2 laps and 3 laps

Steeplechase Continuous Relay

Teaching Cues Tumbling Mat (Water Jump) – Review landings and absorption after a bench / steeple clearance Benches – One foot is placed on top of the bench, then push- Waiting Area off and continue to next barrier.

Cool Down/Closure Heart Rate Challenge – Have students take their pulse (at the neck or the wrist) after the steeplechase activity. Do a slow recovery jog for 2 minutes and take pulse again. Sit and perform stretches. Take pulse rate again. Discuss why some students’ heart rates recover quicker than others. Safety Elements: • Stress appropriate footwear • Check out possible dangerous obstacles when establishing running courses out of doors • Ensure steeplechase “water jump” mat does not slide

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 159 Lesson Plan/ R:31 Basic Movement Patterns Level 3—Sprints Locomotions – Generating Velocity /Limbs in Opposition Equipment Required Rubber chickens, pylons, pinnies, hoops, sprint ladders Introduction Inquire from the students if they can remember the last time they rode in their parent’s car and how it felt when the vehicle quickly “shifted into gear” or accelerated. Cars accelerating are like humans accelerating; we also shift gears to get to top speed. Today we will learn some techniques in generating velocity or acceleration. Warm-up Chicken Licken Tag – two teams (one with pinnies) set up in open space. The “tagging” team has 3 rubber chickens. The idea of the game is to tag as many of the opponents by touching them with the rubber chicken. When caught sit to the side. The only rule is that when in possession of the chicken you can only take 2 steps to tag. The idea is to pass the chickens to team members as they attempt to corral opponents. Cooperation by sprinting and passing are encouraged. At an appropriate time, teams switch roles. Skill Development 1. Review the elements of sprint technique by forming 2 or 3 lines spread the width of the playing surface and execute “A’s” techniques learned at Level Two (use auditory command “On your Mark…set…go”) – walk 20m x 2 – repeat action with march, skip and run 2. Run on the spot with high knees for 10 seconds, then accelerate 20 m (4 times). 3. Split the class in half. Set up 2 sets of 10 hoops end to end in a straight line. On command, have students (one at a time) run through hoops with “fast feet”. Join the end of the line and repeat. 4. Set up 2 sets of sprint ladders (or ropes/tape set at 30cm, 50 cm, 60cm, 70 cm, 80cm apart). On command, students run through the “ladders” two at a time – each through one ladder

content reprinted with the permission of Athletics Canada 160 — Community Sport – Flag: Reference Manual October 2006 A’s Sprint Ladder Taped Lines on Floor or Flat Hurdle 70cm Sticks

60cm

50cm

30cm

Start

Teaching Cues: – Who can remember what limbs in opposition means? Skills to Look For: • knee up, toe up, tall body • hand reaches shoulder height on forward arm swing • arms swing forward and back and not across body • loose grip of hands • when accelerating; fast feet, good form, powerful arm swing – What do you think is the relationship between how fast you are and the quickness of your feet? Culminating Activity Rabbits and Roosters The playing area should be approximately 40m x 20m (pylons as markers). Two teams face each other 4m apart with a 3m safety zone in front of their “home wall”. One team are the “Rabbits” the other “Roosters”. The instructor calls one name, which then sprints and chases the other team to their safety zone. Roll the “rrrr” to heighten anticipation. Those tagged join the other team. Repeat. Teaching Cues – Reinforce safety in tag games by emphasizing the degree of contact there should be in a tag content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 161 Rabbits and Roosters

3m 3m SAFETY SAFETY ZONE ZONE

Cool Down/Closure Stretching activity with students sitting down. In our last activity “Rabbits and Roosters”, what was the most important factor on why a person got caught or not? (students who accelerated the quickest got to the safety zone first) Review the concept of acceleration (generating velocity) and the technique learned to best achieve it. Safety Elements: • Always perform tagging activities at controlled speed • Spatial awareness, especially where activity is close to walls

content reprinted with the permission of Athletics Canada 162 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ R:32 Basic Movement Patterns Level 3—Starts Locomotions – Propulsion / Controlling velocity in relation to base of support Equipment Required pylons, 2 exchange objects (bean bags, blocks, rubber chickens, etc.), objects for visual commands (flag) Introduction Inquire from the students how many of them have ever seen a horse race live or on T.V. How was the race started? (Horses are herded into a gate and when all are in, the gates open and the race begins). How are races in other sports started (car races, swimming, cycling, etc.)? Why is it so important to have a good start? Today we are going to learn some ways to help us start more efficiently. Warm-up Spiders and Crabs – “Spiders” is a movement on all fours, stomach faces the floor. “Crabs” is a movement on all fours, back faces the floor. On command, alternating between Spiders and Crabs, have the students perform movements in open space using different directions (forwards, backwards, sideways, diagonal). Variation: Try opposite hand/foot and, then, same hand/foot.

Crabs and Spiders

Skill Development 1. Students line up at one end of playing surface and on visual command (hand down, drop a flag, etc.) sprint to other end 2. Repeat procedure, but lying on stomachs (known as prone position), facing the finish line. On visual command, students get up and sprint to finish line. 3. Repeat procedure, but lying on backs (known as supine position). On visual command (teacher behind start line this time), students flip over to prone position, get up and sprint to finish line. (Make sure the students turn the same way – left or right) content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 163 4. Review auditory commands “On your Mark…set…go” (can use football terminology) 5. Repeat above activities using auditory commands 6. Spider starts – students begin from a “Spider” stance. Place a pylon 5 meters from the start line. On auditory command students spider walk quickly to the pylon, rise and sprint to the end of the playing surface 7. Repeat from a crouching position on two feet Teaching Cues: – Why do runners in other sports, such as baseball players stealing second or speed skaters at the start line, always crouch low when they start? (better propulsion) Skills to Look For: • toes point in direction of movement • opposite arm forward • shoulders, hips, feet aligned • vigorous arms on first few steps • �uick first steps Culminating Activity The Start Wheel – Two teams, each member has a number (ie. 1-12). Both teams are placed in a large circle. Teams are arranged so that the same number on opposite teams will be facing each other (see diagram). Each team has an object (bean bag, rubber chicken, etc.) placed in the middle of the circle. On being called, the opponents with the same number sprint inside the circle, grab their object, run back through their spot and around the circle (clockwise), return to their spot and place the object back to the center. Commands for the game are “On your marks…set…and then a number is called” Variation: Students may start from a prone or supine position Teaching Cues – Why is it important to have quick first steps when you start? (balance, controlling velocity) – Arrange to have students of equal ability against each other – Encourage cheering and sportsmanship

content reprinted with the permission of Athletics Canada 164 — Community Sport – Flag: Reference Manual October 2006 The Start Wheel

8 1 2 Running 7 Direction

6 4

1m 20m 5 5

6 4 3

7 Running Direction

8 2 1

Cool Down/Closure Sit class in a circle and complete a stretching and flexibility activity. Discuss with the students the importance of a good start. Ask them what are the important skills they learned today in getting away from the start line faster (emphasis on the low body position). Safety Elements: • Spatial awareness, especially near walls • Stress sportsmanship in competition type activities

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 165 Lesson Plan/ R:34 Basic Movement Patterns Level 3—Relay Sending – Movement adjustment in velocity. Receiving – Presentation of target Equipment Required batons, bean bags, rubber chickens, pylons Introduction Students are gathered in a group. The instructor has 3 different sport implements (football, volleyball, soccer ball). Using the football ask the students how many ways you can pass in this sport (forward pass, lateral, push pass, hand-off, kick-off, etc). Select students to demo. Repeat using the sport of volleyball and soccer. Although these are individual skills, they all rely on teamwork; they all receive the implement from another teammate. In Track and Field the TEAM event is called a “Relay”. The implement that is passed from teammate to teammate is called a “baton” (show implement). Warm-up Over & Under Relay – Set class up into 4 teams, each in a line, the front person has a passing object (bean bag, rubber chicken, baton). On command the first person in line reaches over their head and hands the object off to the second person in line who bends down and hands off the object between their legs to the third person in line. Continue the sequence until it reaches the last person in line who then runs 30m to a pylon, returns to the front of the line and becomes the “new” first person in line to pass the object back. This action continues until all members of the team have run to the pylon and back. Variation: use other movements to handing off (ie. twisting torso, toss, etc.).

Over Under Relay

content reprinted with the permission of Athletics Canada 166 — Community Sport – Flag: Reference Manual October 2006 Skill Development (can be adapted with the use of a football – proper size ball for age specific) 1. Visual Exchange (standing) – groups of 4 standing side by side on perimeter of playing area. Baton moves back and forth along a line. Baton is held vertically (like a torch) in right hand, with the right arm extended forward. The baton is received with the left hand visually by the receiver, who has faced the inside of the playing area, then changes the baton to the right hand. Repeat action. 2. Visual Exchange (moving) – spread out in 30m intervals. Repeat as above…slow jog, outgoing runner matches the speed of incoming runner before exchange is made.

Visual Exchange

3. Repeat above, increasing speed Teaching Cues: – We use visual exchange in longer relays and non-visual in sprint relays. Why? (fatigue) Incoming Runner – with baton Outgoing Runner – receives Skills to Look For: • Incoming: holds baton upright with right hand and “reaches” to outgoing runner • Outgoing: faces inside of track, fingers extended, thumbs pointing up, hand makes a C • Accelerates to match speed of incoming runner & grabs baton • Transfers baton to right hand Culminating Activity Pursuit Relay – 4 teams spread out around a 200m oval or gym oval. Runners travel counter clockwise handing off and receiving content reprinted with the permission a baton using visual pass exchange. Two of the teams, located of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 167 opposite to each other, have batons. The first runner hands off the baton to the first runner of the next group. After the exchange each “just-arrived” runner joins that group, at the end of the line. Relay ends when one baton catches up to the other group or a designated time limit. VARIATION: For excitement add more batons.

Pursuit Relay

XB The Xs on the circle indicate the starting points for each team.

XB indicates the X X starting position of the batons.

Running XB Direction

Waiting Area

Teaching Cues – Stress proper visual exchange – Encourage cheering Cool Down/Closure Copy Cat – In partners, one with a passing implement (baton, bean bag, rubber chicken, etc.), jog around the perimeter of playing area. On command a visual pass is made after which the partner stops. The partner with the object executes a movement with the object (touch toes, body circle, toss& catch, etc.). On command they jog again; repeat action, only this time the other partner must repeat the previous movement pattern and add one more. Repeat the sequence. Safety Elements: • Spatial awareness of others

content reprinted with the permission of Athletics Canada 168 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ R:41 Basic Movement Patterns Level 4—Sprints Locomotions – Foot Strike Patterns / Direction of Body Movement / Controlling Velocity Equipment Required pylons, hula hoops, benches, relay passing objects, ropes, music Introduction Inquire from the students if any of them play a sport or after- school activity. Discuss particular ways that we move our feet to accomplish a skill in the sport (i.e. basketball – lay-up; bowling – approach and slide; volleyball – block; jazz dance – step ball change, etc.). Have several students demonstrate these if possible. These particular movements are all called foot strike patterns. Today we will be learning foot strike patterns that will assist us in becoming more efficient runners. Warm-up Obstacle Course Relay – set up playing area to form an oval using 4 pylons. Teams of 8 are set up in each corner (inside the playing area). One passing object (baton, pinnie, etc.) is issued to each team. In order, members of each team run one lap around the course and then pass off to the next in line. The course should involve running over, through and around objects, not jumping. Go through the line 3 times (variation: have a set time for the activity to begin and end…3-5 minutes).

Obstacle Course Relay

Waiting Area Waiting Area

content reprinted with the permission Waiting Area of Athletics Canada Waiting Area October 2006 Community Sport – Flag: Reference Manual — 169 Skill Development 1. Students in 2 or 3 lines spread out the width of the playing surface – review marching “A’s” 20m x 3 (with start commands) 2. Repeat marching action followed by lower leg extension and a “pawing” action of the feet. This motion is referred to as “B’s”. 3. Repeat “B’s” with skipping motion – right leg only (skip, right leg lift, skip, right leg lift… repeat) – left leg only (skip, left leg lift, skip, left leg lift…repeat) – both legs no skip 4. Place 5 –10 hula hoops (or series of ropes or taped lines) in a straight line, each the distance of a hoop apart. A pylon is placed 20m beyond the last hoop. Have the students bound from one hoop to the next concentrating on the “B” action with their feet. When they get to the last hoop, sprint to the pylon and walk back to the end of the line. 5. Set up three separate running zones in the playing area with pylons (acceleration zone, speed zone, slow down zone). Have students in groups and, on command, all members of a group execute the proper technique through the different zones. Group members then return to start line by walking along the outside of the running area and prepare to repeat the exercise.

A B

content reprinted with the permission of Athletics Canada 170 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues: – What is the importance of the “pawing” action after the knee lift? (prepares the foot to propel the body forward) Skills to Look For • toes pointing in direction of movement • shoulders square with hips • eyes looking forward • elbows swing at 90º • toe up, knee at 90º, pawing foot action • relaxation of face (giggly) – In what running zone do think you should be the most relaxed? (all of them) Culminating Activity Follow the Leader Students jog slow laps around the playing area. The instructor or designated student leader(s) execute a movement pattern in which the class repeats (A,B,C patterns, various arm and leg movements, etc.). Change the leader continuously. Choose rhythmic popular music to aid in this activity. Teaching Cues – Encourage creativity Cool Down/Closure Gather the class and have the students in pairs assist each other through passive “range of motion” stretches of legs, ankles and feet. Review with them the difference between the sprint training technique of “A”, “B” and “C”. Safety Elements: • Spatial awareness – know and anticipate the location of other runners

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 171 Lesson Plan/ R:42 Basic Movement Patterns Level 4—Starts Locomotions – Center of Gravity Awareness / Coordination of Body Alignment Equipment Required 2 or 3 sprint ladders (ropes, tape or hula hoops can be substituted) Introduction Have the students gather in a circle. Have them balance themselves on one leg and lean forward. Try to maintain this position without wobbling or toppling. To sustain this position, students need to find their “center of gravity” (always found over a base of support). Have students suggest and try other balance positions. Where do you think the “center of gravity is now? When you sprint start, your body compensates for your loss of balance by moving the legs and arms to control your “center of gravity”. Today we are going to learn some of these techniques. Warm-up Pirates of the Carribean – This is a review of prone and supine starts. The “pirate ship” is a playing field comprised of the Bow (front), Stern (back), Starboard (right), Port (left). On command students run to different parts of the pirate ship. Add commands “Hit the Deck” (lie to stomach; prone position), “Jolly Roger” (lie on back; supine position, one leg up). “Jolly Roger” or “Hit the Deck” can be carried out any time. VARIATION: modify “pirate” auditory directions for ship direction and movement. Skill Development 1. In lines students perform “rollover” starts (30 m) – to determine the back foot, have students stand feet together and fall forward, the foot that moves first to catch the fall is the back foot – the front foot is placed just behind a start line, the back foot with toe near heel of front foot – bend at hips, extend arms, bending torso and knees, correct body finger tips almost touching the surface position for acceleration – tip forward and fall towards the track – as an angle of approximately 45° is reached, vigorously move arms and sprint away from start line.

content reprinted with the permission of Athletics Canada 172 — Community Sport – Flag: Reference Manual October 2006 Rolling Start

2. In lines students perform “standing starts” in reaction to commands – “On your Mark”…from 2 m behind start line have students walk up to start line, placing front foot close to line, the other foot 50 – 70 cm behind front foot. Stand erect and still. Feet are now established and cannot move until gun sounds – “Set”…bend knees, lower head until slightly above level of hips, opposite arm to front foot is moved forward for balance. Stand still. – “Go” (gun blast)…student drives vigorously with arms and legs, head and shoulders low position, arms drive back as far as possible.

Standing Start On your Mark Set Go!

3. Standing Starts using 2 or 3 sprint ladder stations (30m)

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 173 4. After going through the sprint ladder, sprint a further 20m.

Sprint Ladder

Taped Lines on Floor or 70cm Flat Hurdle Sticks

60cm

50cm

30cm

Start

Teaching Cues: – Where do you think your “center of gravity” is before you recover on a rollover start? (slightly in front of your base of support) – Back foot moves first, if not switch foot positions Skills to Look For • begin on balls of feet • forward lean • eyes low first few steps • vigorous arms, opposite arm to leg • �uick first step • ankles locked, low heel recovery – There should be a 2 second delay between set and the gun. – Students are experiencing the acceleration and transition phases of a sprint Culminating Activity Sprint Challenge – Have students in lines and using proper commands, from a standing start, run 50m races. Repeat x 3. After completion students may challenge one another to a race if both parties are willing to participate. Closely monitor to ensure a fair competition. Stress cheering and sportsmanship. content reprinted with the permission of Athletics Canada 174 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues – Emphasize correct technique throughout the race. Cool Down/Closure Have students walk/jog around the outside of the playing area, stopping to perform cool down movements (stretching/ flexibility). Gather students to check for clarification of standing start procedures in conjunction with the acceleration phase of sprinting. Safety Elements: • Stress awareness of floor objects when performing sprint actions • Know and anticipate the location of other runners

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 175 Lesson Plan/ R:44 Basic Movement Patterns Level 4—Relay Locomotions – Movement Adjustment in Velocity Receiving – Flight Pathway Interception Point Equipment Required pylons, batons, music Introduction How many students are right (left) handed in the class? How many can use both hands equally well? There are exercises we can do to assist us with our left/right coordination (research on brain and midline movements). Try these: 1. Lazy “8’s”- extend one arm in front of your face, thumb pointing up, slowly and smoothly trace in the air, a large figure “8” on its side. Focus on the thumb, switch hands. 2. Kris Cross – standing or sitting, raise and bend left leg and touch left knee with right elbow, repeat using opposite leg and elbow (x 10). 3. Nose Job – place right index finger on left ear, left index finger on nose, arms crossed near midline of body. Carefully cross hands over, right index finger touching nose, left touching right ear (x 10). In today’s relay lesson we will learn the use of either hand. Warm-up Shuttle Relay – teams of 8, half lined up at one end of playing area, half at opposite end; lines face each other. Incoming runner hands off a baton before the outgoing runner leaves. Receivers’ hand should be in a cupped “C” position and held up as a target. Once pass is made runner goes to the end of the line. Continue until all runners are back to their original position.

Shuttle Relay Setup

waiting area handoff area

handoff area waiting area

content reprinted with the permission of Athletics Canada 176 — Community Sport – Flag: Reference Manual October 2006 Skill Development 1. Review visual pass (continuous passing) – same teams as warm-up activity and using an oval, place half of members on opposite sides. Incoming runner jogs half a lap, hands off to outgoing runner (visual pass techniques), and join the line they pass to. 2. Introduce non-visual pass – in groups of 8 students spread out and stand one behind each other. First runner (back of line) has a baton in right hand. On verbal signal “hand”, the second runner raises their left hand back to receive the baton, first runner places the baton in the left hand; the second runner calls “hand” and the third runner raises their right hand back to receive baton Continue sequence. No switching hands, no looking back. 3. Repeat using a continuous jog: last person receiving baton, places it on the floor, first runner picks it up in right hand and continues drill. 4. Set up continuous passing sequence similar to #1 above using non visual pass (speed up as skill improves).

Visual Pass Non-visual Pass

Cup C Hand Position Blind Hand Position

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 177 Teaching Cues: – From Level 3 what important things did we learn about the visual pass? Skills to Look For • IR = Incoming runner; OR = outgoing runner • IR passes baton in a push action • IR calls verbal hand signal • OR matches speed of IR • OR hand high above hip, thumb down, palm back and hand still • passing sequence: right hand to left, left hand to right, right hand to left, etc. Culminating Activity Parlauf – a continuous relay of 3 or 4 teams that are placed around an oval in running order. One runner from each team is placed on outside, others are in order inside the oval. First runner sprints a lap and hands off to next in line who has stepped on the outside of oval. Talk about “exchange phases”, use non-visual pass, stressing proper technique. Team with the most laps after a designated time limit is declared World and Olympic Champion(s). Variation: students can choose to do 1, 2 or 3 laps at a time. Play music

Parlauf Setup Teaching Cues

Running – Exchange Phases: IR = Incoming Direction runner; OR = outgoing runner 1. Preparation – IR: maintain speed; OR: assumes start position waiting area Starting 2. Acceleration (synchronize) – IR: Points maintains speed; OR: maximizes acceleration 3. Takeover – quick exchange

content reprinted with the permission of Athletics Canada 178 — Community Sport – Flag: Reference Manual October 2006 Cool Down/Closure Your Brain Revisited – repeat intro activities. Have students make up their own (only rule is exercise must cross midline of their body; bigger the movement the better). Safety Elements: • In relays without lanes, be aware of the position of others and only overtake competitors when safe to do so.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 179 Lesson Plan/ R:51 Basic Movement Patterns Level 5—Sprints Locomotions – Combination of Movement Patterns/ Generating Velocity Equipment Required (gym mats, hoops, benches, large playground balls, etc.,) junk items Introduction In previous lessons we have learned how to improve our technique towards being able to run more efficiently. Who can remember the names of these techniques? (“A, B, C’s”) Does anyone know any other training techniques that athletes use to enhance their performance (weight train, endurance train, etc.). Today we will learn some advanced methods which will assist us in running faster. Warm-up Training Circuit – set up 10 stations around the playing area with cards explaining the activity. In groups of 3 or 4, the students rotate clockwise through the stations (30-45 seconds at each). The instructor begins and ends activity at each station. Stations should include activities that target total body workout (sample exercises are provided in the lesson plan diagram). Skill Development 1. Review “A, B, C’s” with students, march in 2 or 3 lines 20m x 2 – repeat activity skipping, running 2. In partners have each pair create a sequence of movements using “A, B, C” techniques combined with walking, marching, skipping and running. Select several pairs to show off their sequences (e.g. 10 “C” runs on the spot, 5 right leg “A” march, 5 left leg “B” skip…repeat switching legs on “A” and “B” sequence, sprint 20 m) 3. Running with resistance – In pairs; each group has one skipping rope (or surgical tubing, towel, cloth pinnie, etc.). A front runner performs running “A’s” while a back partner offers resistance by holding a skipping rope which is placed around the hips area of the front runner. Run 25 m and switch partner positions (repeat x 3) [Variation: after 15m release the rope and full sprint 25m) 4. Set up pylons in playing area to accommodate a run of 50m. Students perform a sprint (50m) and walk the same distance back. The walk back is known as a rest “interval”. Repeat this sequence x 5. Each sprint should focus on a different element of sprinting (powerful arms, level head, knee pull, content reprinted with the permission high heels, relaxed form). of Athletics Canada 180 — Community Sport – Flag: Reference Manual October 2006 Sample Circuit

J Acceleration G Sprint Ladder standing long jump on mat A bench tricep push

B H bench skipping ‘b’ step ups in hoops

C crunches G on mat push ups on mat E F laps D stretching ball push on mat against wall

Teaching Cues: – Are there any sports or activities that have a planned sequence of movements? (dance, synchronized swimming, football offensive plays, etc.) – The back partner offers only enough resistance so that the forward movement of the front runner is not stalled. – This method of running is known as “Interval Training” and can be done in many combinations of distance and rest intervals.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 181 Culminating Activity Junk Relay Set up teams of approximately 6 students in lines, one behind each other, facing the opposite end of the playing area. At that end of the playing area will be a container of items (junk); a different one for each participant. On the start each member in turn sprints down to the container and retrieves a junk item from the container and sprints back to the end of the line. When their turn comes up again they sprint down and return their junk item to the container and sprint back and join the end of the line. Teaching Cues – Make this fun, use your imagination as to the junk items. – Encourage cheering. Cool Down/Closure Gather the class and have several students volunteer to lead several cool down and stretching activities. Discuss that proper sprint technique and appropriate training methods are not only helpful in track and field but also useful for other sports and activities where running at top speed is required. Can you name some of these sports or activities? (baseball, football, basketball, etc.) Safety Elements: • Reinforce expectations when working with partners • Awareness of the diverse physical fitness levels of the class (prepare to modify the workload with some activities)

content reprinted with the permission of Athletics Canada 182 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ R:52 Basic Movement Patterns Level 5—Starts Locomotions – Generating Velocity / Limbs in Opposition Equipment Required pylons, scooter boards, chalk or tape, starting blocks, gun or clapper board Introduction In previous lessons we learned about starting from various heights, from lying on our stomachs to standing up straight. What position gave us the most power? (low) If you could invent a machine to help you start super fast what would it look like? (stress use of imagination) In sprint races there is an actual machine called “starting blocks”. (Show a starting block and its parts.) Today we are going to learn how to use this machine in order to assist us in starting faster. Warm-up Scooter Board Relays – Teams of 6-8 lined up at one end of a gymnasium or tarmack, one behind each other. The student in front of each line has a scooter board. The first member on each team performs a movement to a pylon, which is placed 20-30m away and back to the line where an exchange is made, repeat action. Sample movements include (a) hands on side of scooter board, run (b) front prone using only legs and/or arms, (c) sit backwards, use legs only, (d) push a partner Skill Development 1. Introduce Crouch Start Setting up the blocks: Put heel on start line to measure 1 step back. Put blocks down or mark line with chalk – take 2 steps (heel-toe) from start line for front foot (mark with chalk or put front block down) – take 3 steps (heel-toe) back from start line for back foot (mark with chalk or put back block down) Note: Students should try starting with both feet in front/ back positions. They should choose the foot position that feels most comfortable as their front/back foot setup. 2. Crouch Start Sequence (in partners have one student coach the other) – “On your Mark”…student places front foot on the front chalk line, back foot on the back chalk line and crouches down, the knee of back foot touching ground for support. Hands placed close to start line, slightly more than shoulder width apart; fingers arched. Lean slightly so shoulders positioned over hands. This is for right handed content reprinted with the permission students. of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 183 - “Set”…student raises up hips, back knee comes off ground so front knee forms a right angle. Hips slightly higher than shoulder. Lean so that shoulders are over the hands. - “Go” (gun)…drive hard, move arms vigorously, fast first step, springing from crouch position 3. Crouch Start from blocks (working in partners) - demonstrate the mechanics of the starting block, students set up blocks using the same distances as above - command action same as above, have students back into the blocks 4. Practice starts as a group (20m)

Positioning in the Blocks

Introduce Crouch Start

Setting Up the Blocks a. put heel on start line to measure 1 step back. Put blocks down or mark line with chalk b. take 2 steps (heel-toe) from start line for front foot (mark with chalk or put front block down) c. take 3 steps (heel-toe) back from start line for back foot (mark with chalk or put back block down)

Note: Students should try starting with both feet in front/back positions. They should choose the foot position that feels most comfortable as their front/ back foot setup.

Start Line

Teaching Cues: – As students work in partners walk around to check for understanding of techniques. content reprinted with the permission of Athletics Canada – Left hand students, place right foot on front chalk line 184 — Community Sport – Flag: Reference Manual October 2006 6 Elements of Sprinting • run away from start line • run relaxed • high foot action • vigorous arm action • very fast first step • lean forward during acceleration – Press feet firmly against blocks – Toes must touch ground when feet are in blocks

Block Starts

Hips Higher than Shoulders Shoulders are Over Hands

On Your Mark Set Go!

Culminating Activity Connecting the Sprint Phase Sequence (80m) – Set out pylons mapping out the 4 phases of sprinting. Hold sprint races with blocks concentrating on the phases. Teaching Cues – Acceleration Phase – push, push – Transition Phase – drive taller – Max. Velocity – establish relaxed, efficient running form – Speed Maintenance Phase – maintain speed and stride Cool Down/Closure Follow the Leader – students walk, skip and jog around perimeter of playing surface copying stretching / flexibility movements of a student leader. Switch leaders frequently. Movements should be fun and creative. Safety Elements: • Review scooter board safety procedures (no runaway content reprinted with the permission boards, physical contact with scooter boards at all times) of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 185 Jump Important note regarding Throughout the Jump section the writers refer to short approaches jumping and long approaches. The approach refers to the length of the run a participant takes before jumping. Short approaches are 4 – 6 steps. Long approaches are 8 – 12 steps. When we say that someone has a 12 step approach – that means 12 running strides back from the take-off point. 1 running stride = 2 walking strides For example, to set up a 12-step approach, the participant should start off walking with their heel on the take-off point and count 24 regular walking steps back. To ease confusion, always use an even numbered approach. Have the participant count back starting with the foot on the take-off point being the same foot that will be forward when they start their approach run. How long should the approach be? The age of the child = the number of steps (round up to an even number)

Setting the Approach

Count Back in Regular Take-off Point Walking Steps to Mark the Approach

Common Technical There are four phases to any jump: approach, take-off, flight and Elements for the Jumping landing Events Approach: • Fast relaxed approach run • Tall erect body position • High knee lift over final strides • Maintain speed through take-off Take-off: • Very fast last stride • Heel-toe contact at take-off content reprinted with the permission • Fast, high knee drive of the free leg of Athletics Canada 186 — Community Sport – Flag: Reference Manual October 2006 • Gather and drive with the arms Flight: • Control of body rotations in flight Landing: • Safe landing area • Absorb landing impact

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 187 Jump Rubric Progressions at a Glance Level 1 • Explore methods of jumping (skipping, hopping, jumping, bounding) • Jumping off one foot and both feet • Achieve full extension of joints at take-off (ankle, knee, hip) • Establish proper body alignment for improved base of support • Introduce attenuation of force for safe landing • Experiment with arm drive for greater height or distance • Experiment with “loading” or pre-stretch of muscles for maximum force Level 2 • Introduce limited velocity into the jump take-off • Reinforce attenuation of force for safe landing • Introduce high knee drive and arm drive for added height • Progressive jumps for height and distance – clearing obstacles Level 3 High Jump • Introduce jumping rhythm at takeoff (1…2.3) • Introduce concept of scissor jump • Reinforce knee drive and arm drive at take-off • Introduce curve running and body lean Long Jump • Introduce concept of running through take-off to preserve momentum (quick heel-toe action) • Introduce jumping rhythm(1…2.3) • Increase approach distance and/or velocity • Reinforce attenuation of force for safe landing Triple Jump • Introduce 3 phases of triple jump (hop, bound, jump) • Integrate rhythm of phases (1...2...3) • Introduce concept of running through take-off to preserve momentum (pawing action) • Integrate very modest approach velocity to jumping phases content reprinted with the permission of Athletics Canada 188 — Community Sport – Flag: Reference Manual October 2006 Level 4 High Jump • Reinforce jumping rhythm • Integrate scissor jump into pre-established approach run • Emphasize importance of jumping “up” vs. “in” Long Jump • Introduce telemark jump into flight phase • Introduce the sail technique into flight phase • Emphasize leg extension prior to landing • Reinforce knee and arm drive at take-off Triple Jump • Emphasize high knee drive through phases • Introduce telemark jump into flight phase • Emphasize leg extension prior to landing • Reinforce even rhythm of phases (1…2…3) Pole Vault • Introduce arm position upon plant (rowing action) • Introduce telemark jump position • Integrate arm plant with Long Jump take-off from short approach Level 5 High Jump • Introduce flop technique (drive knee away from the bar) • Increase length of approach run • Reinforce quick final steps on approach run and introduce penultimate step • Reinforce curve running Long Jump • Increase approach speed • Introduce the penultimate step • Form connections with all four phases of jump • Reinforce arm drive at take-off

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 189 Triple Jump • Increase approach speed • Introduce the penultimate step • Introduce sail technique into flight phase • Form connections with all four phases of jump Pole Vault • Introduce hand grip on small implement • Introduce carrying stance of implement • Introduce take-off with small implement • Control body rotation on take-off • Reinforce rowing action on rope swing

content reprinted with the permission of Athletics Canada 190 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ J:1 Basic Movement Patterns Level 1 Springs – coordinated limb movement Landings – absorption of body force Locomotions – foot strike patterns Equipment Required small cones, rubber chicken, black or white tape Introduction Today we will be learning about jumping. Can anyone tell me what jumping is? What do we use jumping for? Are their different types of jumping? What animal do you think can jump the highest, the furthest? [Highest – Puma (15 feet/4.6meters); Furthest – Kangaroo (30 feet/9.1 meters) ] Warm-up Follow the leader activity. Activities include jogging – forwards and backwards, side shuffle, skipping and high skipping. VARIATION: Students walk and jump like their favourite animals. Skill Development 1. Introduction to Safe Landings – Students must learn proper landing technique in order to be safe during jumping activities. Students spread out into two lines across the length of the gym. Have them practice taking small jumps and then landing by absorbing the force through their ankles, knees and hip. The higher the jump the more the student will need to bend at the knees and absorb the force 2. Two Foot Jumps for Height – The students can be split into lines or groups. The skill can be introduced as a jump for height. Let students experiment with different techniques. As they get a feel for the skill, the instructor begins to emphasize specific points. a) Two foot jumps for height while stressing a broad (shoulder width) base stance with their feet. b) Two foot jumps for height with the addition of an arm swing. Challenge the students to jump higher. c) Two foot jumps for height with the addition of a quick “squat” or knee bend before take-off. 3. Two Foot Jumps for Distance – The students are again split into lines. Several lines of small cones are set out with progressively larger distances between them in different lines to challenge participants, who must endeavour to jump from one line to the next. The students should combine all the techniques they have just learned. content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 191 Jump Skill Development

Walk Back

Cones at Varying Distances for Practicing Jumps of Distance

Waiting Area

Teaching Cues: – A good landing should be quiet, you should not hear it – When landing, students can try and bend down into a position like they are riding a motorcycle. They should try and fold into a ball. – Preload the spring before it pops. – Stretch as tall as they can during lift-off. Skills to Look For: • first contact on landing is on balls of feet, followed by force absorption through ankles, knees and hips • full extension of joints at take off • swing the arms fast up to the ceiling, punch for the sky Culminating Activity Jump Tug-O-War – Students are split into teams, a line of tape is placed down on floor to mark the starting point. The students take turns by alternating with the other team, jumping towards their opponents with a standing two foot jump. Each jump is marked by a rubber chicken. Each jumper tries to push the chicken further onto the opponent’s side of the tape line. The goal is to have the chicken on the opponent’s side after the last person has jumped. content reprinted with the permission of Athletics Canada 192 — Community Sport – Flag: Reference Manual October 2006 Jump Tug-O-War

Waiting Area Starting Line

Team A Team B

Waiting Area

Teaching Cues – Students thrust their arms up and forward to achieve added distance. Cool Down/Closure Find the Lily Pad – A large circle of beanbags is assembled around the gym. There should be one less bean bag than there are students. The game begins with music. The students then hop around the circle until the music stops. They must then find a lily pad (bean bag) quickly. The student who is left without a lily pad walks around the circle and removes the next lily pad. The game continues for a predetermined amount of time or until there are no more lily pads. Ask students what they did to jump higher and further than their first jump. What worked the best? Safety Elements: • Flat landing surface, open area free of obstacles, adequate space for children to spread out

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 193 Lesson Plan/ J:2 Basic Movement Patterns Level 2 Springs – coordinated limb movement to generate force Landings – absorption of body force Locomotions – foot strike patterns, limbs in opposition, propulsion Equipment Required bean bags, small cones, large pylons, hula hoops, gymnasium benches Introduction

Has anyone ever tried to jump across something or over something? What was it? Did you jump from a stand still position or take a run up? Did you jump off of one foot or two? Today we will be learning the best way to jump over obstacles. (May wish to review key points from Lesson 1.) Warm-up Bean Bag Scatter – Spread beanbags throughout the gym. Students walk around/among them. Upon command from teacher students place a designated body part on the bean bag (elbow, head, hand, etc). Repeat 10 times Skill Development 1. One Foot Take-offs (2 step approach) See note re: Approach on page 48 – The instructor sets up several stations of small obstacles (sticks on blocks, pylons, mats) that the students must try to jump over, one at a time. The students form a line 2 strides away from each obstacle. The approach will be from head on. Students must drive the knee of their free leg into the air with a quick motion at take-off and, also, attempt to land safely. 2. One Foot Take-offs (4 step approach) – This activity is set up the same as the previous one. This time the approach will be from a 45º angle to the small obstacles. Students must drive the knee of the leg closest to the obstacle with a quick motion. Approaches should be attempted from both sides. As students become more comfortable, the heights of the obstacles can be raised to challenge the students.

One Foot Takeoffs

Free Leg

content reprinted with the permission of Athletics Canada 194 — Community Sport – Flag: Reference Manual October 2006 station set-ups

straight start angled start landing mat landing mat

waiting area

waiting area 45 degree angle

Teaching Cues: – Students should try and get their head to the ceiling – Students should focus on driving their free knee toward the ceiling. – Remind the students of the safe landing and “Motorcycle position” – Can you jump higher if you lift your legs up higher? Skills to Look For: • Stay tall • Drive inside knee up • Arms are used at take-off Culminating Activity Team Jumping Obstacle Course – Divide the students into teams and have them perform a relay race through an obstacle course of various barriers. Students can jump over pylons, onto benches, across hula hoops, etc. Distances between obstacles should be kept short, so that students cannot run too fast. A run to the finish may be a more appropriate place for a sprint. Teaching Cues – The goal of this exercise is proper jumping technique, not speed.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 195 Obstacle Course Relay Set-up

Jumping Running Direction Direction

Waiting Area

Cool Down/Closure Planet Track – Spread everything from the RJT bag and/or the gym supply closet out around the gym. Participants are split up into 4 teams and sent to the four corners of the gym. Each team gets a hula-hoop. The goal of the game is to rid Planet Track (i.e. the gym) of debris and keep it safe and clean for Run, Jump, Throw. On the command “go” one person from each team runs out, grabs one piece of debris, brings it back and deposits it in a hula hoop (the “garbage can”) placed where the team is located. The next team member can leave to pick up debris as soon as the first runner returns. The team with the most debris in their hula-hoop at the end wins the game. VARIATION: The “debris” could be returned to the supply closet instead. Ask the students if they will be able to jump over larger puddles or taller snowdrifts after today’s class. Safety Elements: • Flat landing area, obstacles should be able to tumble over if the students hit them, adequate space for students to avoid collisions

content reprinted with the permission of Athletics Canada 196 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ J:31 Basic Movement Patterns Level 3—High Jump Springs – coordinated limb movement to generate force, body alignment, controlling directional force Landings – absorption of body force, base of support Locomotions – foot strike patterns, limbs in opposition, change of direction Equipment Required small crash mats, small pylons, sticks, fabric elastic band Introduction Can anyone tell me what High Jump is? Can anyone tell me what part of our body we can use to jump higher? In High Jump it is important to use our arms and our legs to jump as high as possible. Warm-up Everybody’s It Tag – Participants scatter around the gym. Everyone is “It”. When participants are tagged, they must move out of the play area and perform an exercise or stretch. If two people tag each other at the same time, they both move out. The game is over when there are only two students left. Skill Development One Foot Take-offs 1. Short Approach for Rhythm (See note re: Approaches on page 48) – Students take a short run up (4 Steps) and jump onto a small crash mat, landing on their feet. The students should aim to increase the frequency of their last two Free Leg strides. 2. Diagonal Scissor Jumps – Set up a low barrier (stick on top of pylons, elastic tied between two chairs) with a small crash mat behind it. Have the students split into two lines (one from each side) and run at the “bar” from a 45º angle and jump by thrusting their “inside” knee (leg closest to the “bar”) and both arms upwards. They should be able to Scissor Jumps keep the jumping rhythm from the previous activity. Once students are comfortable with this skill, add an overhead target for them to drive their knee and inside arm up towards. The target can be adjusted for different calibre jumpers. 3. Slalom Approach – Set up several rows of small pylons in a slalom course. Have the students practice running through the course focusing on staying tall. Once students are comfortable with this skill, the slalom course can be set up in front of the High Jump area. Have students run through the slalom and, then, scissor jump over the “bar”. content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 197 Diagonal Approach Slalom Approach

Landing Mat Landing Mat

Waiting Area Waiting Area

Teaching Cues: – Students listen to the rhythm that is created from the other student’s feet when they jump. They can clap the rhythm to hear it better. – Students visualize driving their free knee to the ceiling, while keeping their torso tall during take-off. Skills to Look For • tall body position

High Jump Obstacle • �uick last stride Course • �uick knee drive of free leg Culminating Activity Slalom Approach High Jump Obstacle Course – An integration of the three Jump previous skills. An obstacle course can be set up with different types of jumps arranged in a loop pattern where students practice the jumping rhythm, scissor jumps and slalom curve running. The students can compete as a team to complete the Diagonal circuit the quickest. To reinforce proper technique, points can be Approach awarded to the team or teams with the best technical jumps. Scissor Jump Teaching Cues – Before the course begins, students can be prompted about what they need to think about when completing Straight each section. Jump

Waiting Area

content reprinted with the permission of Athletics Canada 198 — Community Sport – Flag: Reference Manual October 2006 Cool Down/Closure Amoeba Tag – Select 2 students to be “It.” When the “It’ tags other students they then become a team and tag others. As students are tagged the “It” will get bigger. When four people join together, they break off into a team of two. Continue until one student is left. Astonish the students by having them guess, and then showing them, the height of the World Record in High Jump – 2.45m! Safety Elements: • Secure landing mats to prevent sliding, barriers should fall or stretch easily, adequate space for activities, flat landing area

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 199 Lesson Plan/ J:32 Basic Movement Patterns Level 3—Long Jump Springs – coordinated limb movement to generate force, body alignment, controlling directional force Landings – absorption of body force, base of support Locomotions – foot strike patterns, limbs in opposition, change of direction Equipment Required wooden blocks, dowelling, pylons, trail marker tape, small tumbling mats Introduction Today we will be learning about jumping in Track and Field. Has anyone ever seen jumping at the Olympics on T.V.? What types did you see? Today we will be learning to jump as far as possible like in the Long Jump. Warm-up Hop N’ Stop Game – Mark off a Start Line and a Finish Line with cones. Everyone lines up at the Start Line. The goal is to try and get by the caller. The commands are “Hop” for go and “Stop” for stop. Forward movement via one-foot hops or two-foot jumps is allowed on the “Hop” command. On “Stop” everyone must stop. Participants move when “Stop” is called they must return to the Start line and begin again. Make sure the participants use proper jumping and hopping techniques. Reminder: Only move on word “Hop.” Must stop on the “Stop” command. Skill Development 1. One Foot Take-Off Leaps – Students now take a 6-step approach (see note re: Approach on page 48) up to an obstacle. It is important that students experiment with jumping off of both legs. Students try and preserve their speed at take-off by “running off the board” or in this case an imaginary board. Once in the air students strive to hold the knee drive position. 2. Long Jump approach for Rhythm – Students take a 6-step approach and aim to increase stride frequency during final two strides. Once students have attempted, they can try to clap the foot-strike rhythm they have heard during the approach and take-off. This exercise can be done with or without obstacles.

content reprinted with the permission of Athletics Canada 200 — Community Sport – Flag: Reference Manual October 2006 One Foot Take-off Leaps

Hold Position In The Air

Tumbling Board Mat or Pit

This Can Be a Real Board or Marked By Pylons in a Gym

Teaching Cues: – Remind the students that an airplane never takes off slowing down – do not slow down at take-off – Students take note if they have increased the length of their jump by quickening their strides. Skills to Look For • fast heel-toe striking action at take-off • posture is “tall” at take-off • arm and knee drive at take-off • safe landing Culminating Activity 5 Step Jump for Distance – The instructor sets up an obstacle to jump over and a points grid beyond the obstacle. The students compete to earn points as a team. The further the student jumps, the more points are awarded to the team. Points are awarded only if the students can perform the skill correctly the way they have learned. Teaching Cues – Safe landings are imperative, remind students to bend their knees and fold up at impact

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 201 5 Step Jump for Distance

Take Off Zone

50cm

1 2 3 4 5

Cool Down/Closure Popcorn Tag – Select 2 students to be “It”. When they tag other students those ones also become a team and tag others. As students are tagged, the “It” will get bigger.Astonish the students by having them guess, and then showing them, the distance of the World Record in Long Jump – 8.95m! Safety Elements: • Flat landing area (mat sure mats do not move), obstacles should be able to tumble over if the students hit them, adequate space for students to avoid collisions.

content reprinted with the permission of Athletics Canada 202 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ J:33 Basic Movement Patterns Level 3—Triple Jump Springs – changing force vectors Landings – absorption of body force Locomotions – foot strike patterns, limbs in opposition Equipment Required trail marker tape, small cones, various gym storage equipment, sidewalk chalk Introduction Today we will be learning about Triple Jump. Can anyone tell me some different ways of jumping? Triple Jump is a combination of three different types of jumping; the hop, the bound and the jump. Warm-up Leap Olympus – The participants are broken into 3 or 4 groups. The take-off and landing areas are marked by tape (landing area should be on a tumbling mat). The first person in each team runs up to the line, takes off on one foot and lands on both feet (“stick” the landing). It is important that the participants understand what a safe landing is and that they practice it during the game. They run back to their team and tag off with the next person who then runs, jumps, etc. The team who finishes first wins the game.

Leap Olympus Set-up

Tumbling Mat (Landing Areas)

Take Off Point (Line On Floor or Cones)

4 or 5 Running Steps

Walk Back Walk Back This Direction This Direction Waiting Area

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 203 Skill Development 1. Introduction to Phases – 1) The Hop – have the students stand in lines across the width of the gym. Have them practice hopping on the same foot, first on the spot and, then, forward to the halfway point of the gym. Students should try the hopping on both feet. 2) The Bound – line the students up as with the hop and have them now jump from one foot to the other all the way to the halfway point of the gym. 3) The Jump – if necessary you may wish to teach the children to jump off of one foot and land on two feet, although they probably have learned this previously. 2. Integration of Phases – The students can now put the jumps together. As before in lines across the gym they can now practice the hop, immediately followed by the bound. When the students can do this once, they can practice a continuous sequence (hop, bound, hop, bound, hop…). The last part of the sequence is the jump. Now the students can try and do the hop, bound and, finally, the jump. First try to complete the sequence once and then they can move on to a continuous sequence across the gym (hop, bound, jump; hop, bound, jump; etc.). 3. Triple Jump Grid – Using tape or trail marker tape, lay out a grid on the gym floor made up of 3 lines that get gradually further apart from each other at one end (i.e. At one end the three lines are close together, at the opposite end they are the furthest apart). The three lines at any one point should be equidistant to aid in making the three phases (jumps) the same length. The students pick a point on the grid and try to jump to the lines using the triple jump sequence. To challenge themselves, they can move further down the grid.

Triple Jump

Jump (Land On Both Feet) Step (Land On Other Foot) Hop (Land On Same Foot) Take-off Zone

content reprinted with the permission of Athletics Canada 204 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues: – Students can think of which foot they will be landing on. – The hop always lands on the same foot. The bound always lands on the other foot. – Students can now think of landing on the same foot and, then, on the other foot; same, other, same, etc. – When executing the entire sequence, the students’ foot pattern will now become: “same, other, both, same, other, both…” – Color coded cones can be placed to the sides of the lines to indicate which foot the students should land on. Example: A cone at the start point and at the first line would be the same color to indicate landing on the same foot; the next line would be a different color to indicate contact with the other foot; and, then, on the final line, a third color would be used to indicate both feet. Culminating Activity Triple Jump Grid with Approach – Students jump through the grid after taking a very short three or four step approach run. The students can try to jump further than they did from the standing start. They should be able to attempt the sequence at a point further down the grid across larger spaces. Teaching Cues – Students can clap the rhythm that they hear from the three phases. There should be no variation in time between phases. They may also chant “Run, Jump, Throw” on each phase. Cool Down/Closure Hop Scotch – A hop scotch pattern is laid out on the ground/ tarmack. Students then practice jumping from 1 foot to 2 feet in various rhythm patterns. Astonish the students by having them guess, and then showing them, the distance of the World Record in Triple Jump – 18.29m!

Hopscotch

Example of a Hopscotch Pattern If inside or outside with no chalk, hoops can be used to mark the pattern. Mulitple lines should be setup to ensure active engagement.

Safety Elements: • Adequate space for activities, flat dry landing area content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 205 Lesson Plan/ J:42 Basic Movement Patterns Level 4—Long Jump Springs – coordinated limb movement to generate force Landings – absorption of body force Locomotions – foot strike patterns, limbs in opposition, propulsion Rotations – approach velocity , coordinated limb movement to generate force Equipment Required crash mat or sand pit, wooden box or bench, flag or cloth Introduction Today we will be doing Long Jump. Does anyone know how a jump gets measured in Long Jump? It’s the first mark that is made in the sand. That is why we want to keep our bodies up out of the sand as long as possible. Warm-up Jump Tug-o-War – Students are split into teams, a line of tape is placed down on floor to mark the starting point. The students take turns by alternating with the other team, jumping towards their opponents with a standing two-foot jump. Each jump is marked by a rubber chicken. Each jumper tries to push the chicken further onto the opponent’s side of the tape line. The goal is to have the chicken on the opponent’s side after the last person has jumped.

Jump Tug-O-War

Starting Line Waiting Area

Team A Team B

Waiting Area

Skill Development 1. Standing Long Jump for Landing – Students perform a standing long jump into the sand pit or a crash mat. Prior to landing, students try and extend their legs in front of the body. 2. Telemark Jump (4 Step) – The students should jump from a short 4 step approach. Upon take-off, the knee of the content reprinted with the permission free leg is driven upwards and held in that position. The of Athletics Canada 206 — Community Sport – Flag: Reference Manual October 2006 students hold this position through the air and land in a lunge position on a small crash mat. A variation may be to perform this exercise off of a raised platform or bench (approx 20-30cm) to give the students added time in the air. 3. Sail Technique (4 Step) – In the previous two exercises, the students have learned the two components of the sail technique. They must now put the two together. Upon take- off, the students hold the telemark position as long as they can. Just before landing they extend both legs forward and, after landing, let their hips follow through by collapsing their knees

Take Off And Landing

Air Position Air Position

Landing Landing Take Off Position Take Off Position Position Position

Air Position

Landing Take Off Position Position

Teaching Cues: – For beginners, this exercise is best done off of a raised platform to give the students more time in the air to get into the proper position. – Push the legs as far in front of the body as possible. Skills to Look For • tall body in flight • reach for toes by holding legs up and bring chest down • separation between the front leg and rear leg

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 207 Culminating Activity Telemark Jumps for Height – The instructor sets up a flag or towel, suspended from high jump standards raised very high or some other overhead structure. The students perform a telemark jump off of a raised platform or bench (20-30cm) and try to reach the flag by jumping up and holding their knee drive. This can be done as a team, and points can be awarded for various levels of success.

Telemark Jumps For Height

Towel Suspended by Stick / Teacher

Crash Mat

50cm

Teaching Cues – Maintain a tall posture through hips and torso. – Land on a high jump crash mat Cool Down/Closure One lap walk with frequent stops to stretch specific muscles groups (calf, quad, hamstring, upper body). Discussion – have students summarize what they learned today (high knee drive, tall in the air, reach for their toes at landing). Safety Elements: • Soft landing area, well dug pit, crash mat needs to be secured • Tumbling mats around crash mat for safety

content reprinted with the permission of Athletics Canada 208 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ J:43 Basic Movement Patterns Level 4—Triple Jump Springs – changing force vectors Landings – absorption of body force Locomotions – foot strike patterns, limbs in opposition Equipment Required crash mats, tape, chalk, sand pit Introduction Who remembers the three phases of triple jumps we learned last day? Can anyone tell me which jump in the Triple Jump is the longest? All the jumps should be very close to the same length. Today we are going to work on finishing our jump with a good landing. Warm-up Sharks and Seals – Set boundaries. Scatter tumbling mats around the gym (these represent rocks). Choose 3-5 participants to be Sharks (the Sharks wear the pinnies). The remaining players are Seals. The Seals run around the gym avoiding the sharks. Seals can climb on a mat (rock) and be safe. The Seals can stay on a mat for only 5 seconds. Sharks cannot wait by the rocks for the Seal’s time to be up. When a Seal is caught s/he lies flat on the ground until another Seal drags them on to a rock to revive them. Skill Development 1. Hops and Bounds for Distance – Students line up across the gym as in Lesson 3 and perform hops and bounds across the gym. This time students need to practice driving the knee of their free leg high to attain extra distance with each jump. Once students can perform the hop and the bound individually they can do the two together in sequence. 2. Telemark Jump (4 Step) – This exercise is used to improve the jump phase of the Triple Jump. The students should jump from a short four step approach. (see note re: Approach on page 48) Upon take-off, the knee of the free leg is driven upwards and held in that position on a small crash mat. The students hold this position through the air and land in a lunge position. The students should first perform this exercise on it’s own before integrating it with the hop and bound phases. Once the students are comfortable with this exercise and are able to have a vertical jump at the last phase, they are ready to learn the landing technique. To create an appropriate landing, the students must move their legs from a telemark position to an extension in front of their body just before landing in the sand. Upon landing the students should let their legs bend at the knee and fold into content reprinted with the permission of Athletics Canada a ball to absorb the landing impact. October 2006 Community Sport – Flag: Reference Manual — 209 Hop Bound

Knee Drive is Free Leg Important!

Start and Land on Same Foot Start and Land on Opposite Foot Note: To aid children in developing this skill hoops can be set out to provide targets for landing. Students will need to drive their knees to leap out from one target to the next one.

Lunge Landing Position Telemark Jump

Air Position

Landing Take Off Position Position

Teaching Cues: – Students think of which foot they will be landing on. The hop always lands on the same foot. The bound always lands on the other foot. – The rhythm of the jump remains crucial for a successful jump. The students can always listen to the sound of their foot strikes, striving for an even duration and rhythm. Skills to Look For: • knee drive • separation between the front leg and rear leg while in the air. • hold feet up from the sand for as long as possible when landing • tall body position content reprinted with the permission • even phases through the jumps of Athletics Canada 210 — Community Sport – Flag: Reference Manual October 2006 Culminating Activity Bounds for Distance – The students try to cover the most ground horizontally in performing 5 consecutive bounds. The students get three attempts each, trying to better their mark each time. Variation: Students can compete as teams by scoring points for their team based on the distance of the jump. Hops can replace Bounds. Teaching Cues – Students should focus on a high knee drive of their free leg, as well the picking up of their feet. Cool Down/Closure Fox and Hounds – Three participants form a circle and choose one person to be protected. A fourth participant stands outside the circle and attempts to tag the protected person in the circle. The circle rotates to try to keep the protected person from being tagged. Ask the students to repeat the Triple Jump rhythm they have learned by clapping it out. Safety Elements: • Adequate space for activities, flat dry landing area, soft (well dug) landing pit • If inside, a crash mat surrounded by tumbling mats

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 211 Lesson Plan/ J:52 Basic Movement Patterns Level 5—Long Jump Springs – Coordinated Limb Movement To Generate Force Landings – Absorption Of Body Force Locomotions – foot strike patterns, limbs in opposition, propulsion Rotations – approach velocity , coordinated limb movement to generate force Equipment Required crash mat or sand pit, pylons, tape Introduction Can anyone tell me how many phases or parts there are in Long Jump? Can anyone tell me what some of them are? (Approach, Take-off, Flight, Landing). Today we will be putting all these parts together into one jump. Warm-up Jump Tag – A normal game of tag with “X” number of individuals being “It”. When students are tagged the first time they must do three toe hops before starting to play again. If they get tagged a second time they must do three tuck jumps. If they get tagged a third time, they must perform three burpees. Students cannot be tagged while they are performing their jumps. Skill Development If indoor, mark a take-off area (tape on the floor or cones identifying a line on the gym floor). Note: The Penultimate step is the second last step 1. Penultimate step to Take-off (4 Step Approach) – Students should have a consistent 4 Step Approach (see note re: Approach on page 48). In this exercise students work on taking a fast last step and planting the take-off foot down onto the take-off board. They then perform a normal take-off into a sand pit or crash mat. If or when the students become comfortable with the 4 step approach, they can increase the approach length. 2. The Complete Jump – Students can now put together the four phases of the jump (approach, take-off, flight-sail, landing). It may be desirable to start this exercise from a shortened approach and then increase the velocity by lengthening the approach as students become more accomplished.

content reprinted with the permission of Athletics Canada 212 — Community Sport – Flag: Reference Manual October 2006 Air Position

Mat or Sand Pit

Teaching Cues: – Have the students experiment with jumping with straight legs and then jumping from a bent knee position. Skills to Look For • continuous accelerated approach • high knee drive at take-off • arm drive at take-off • “tall” posture in air • extension of legs before landing Culminating Activity Jumping for Records – On the crash mat or in the sand pit mark the World record. The students can then take turns trying to reach the mark with full jumps. In the process the students can try to set classroom records that can be marked for different genders or ages.

World Records

Take Off Zone

50cm

1 2 3 4 5 content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 213 Stone Bridge Tree

Bridge

Stone Tree

Run Back This Direction

Teaching Cues – If possible make sure the more accomplished jumpers go last. – Students should be reminded that better technique makes for better jumps. Cool Down/Closure Stone, Bridge, Tree – Participants are put into groups of 4. One person in each group adopts one of the following roles: A runner, a stone (crouched down), a bridge (standing legs wide apart) and a tree (standing hands raised). The runner jumps over the stone, crawls under the bridge, runs around the tree and returns to take the place of the stone, who assumes the role of the runner and repeats all three activities. Repeat so everyone gets a turn to run. Remind the students that good jumps come with practice and with more practice they can get closer to the classroom- or world records Safety Elements: • Soft landing area, well dug pit, crash mat needs to be secured and surrounded by tumbling mats

content reprinted with the permission of Athletics Canada 214 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ J:53 Basic Movement Patterns Level 5—Triple Jump Springs – changing force vectors Landings – absorption of body force Locomotions – foot strike patterns, limbs in opposition Equipment Required crash mats, tape, chalk, sand pit, skipping rope Introduction In past lessons we have learned different elements of the Triple Jump. Can anyone tell me what the parts of the jump are? Can anyone tell me what you must do with your legs in order to jump? (bend your legs). We are going to practice a full Triple Jump, focusing on using our legs and driving our knees. Warm-up Shipwreck: Participants begin scattered around the gym. They move about the gym according to the directions given. Complete instructions can be found on page 120 in Appendix. Skill Development Note: The Penultimate step is the second last step 1. Penultimate Step to Take-off (4 Step) – Students should have a consistent 4 Step Approach. In this exercise the students work on taking a fast last step and planting the take-off foot down onto the take-off board. Almost instantaneously, the ankle, knee & hip extend, as in a normal take-off. The students then perform the entire Triple Jump sequence into a sand pit or crash mat. The take-off point should be 5 meters from the landing area. If or when the students become comfortable with the five-step approach, they can increase the approach length. 2. The Complete Jump – Students have now learned all the components to a full Triple Jump. For most students, an 8 to 10 step approach will be sufficient. The students should Triple Jump Phases

Hop Bound Jump content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 215 work towards becoming more proficient at the take-off, hop, bound, jump, flight and landing. There are two key elements through the jump: a) even phases and b) maintaining forward speed through the hop, bound and jump. Teaching Cues: – Students can experiment with jumping in a stationary position from a straight leg position and then a bent knee position to see the importance of a bent knee to generate a take-off. – Students should not increase their approach distance too dramatically at once, as it will create problems with their take-off. – “Forward, forward, up” Skills to Look For: • controlled accelerated approach • even hop, bound, jump phases • maintain forward speed • knee drive at take-off • arm drive at take-off • “tall” posture in the air • reach for toes when landing Culminating Activity Jumping for Records – In the sand pit mark off the World record. The students can then take turns trying to reach the mark with full jumps. In the process the students can try to set classroom records that can be marked for different genders or ages.

World Records Take Off Zone

1m 50cm

content reprinted with the permission 1 2 3 4 5 of Athletics Canada 216 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues – Students should be reminded that proper technique is more important than maximal speed in the approach. Cool Down/Closure Triple Skip – Two students hold an end of a skipping rope, halfway down the gym. The other students form a single file line 15m behind. On command, the students with the rope begin turning the rope while the other students hop, bound and jump towards the rope. The goal is to make it over/under the rope without disturbing the rhythm. Stretch appropriate muscle groups. Reinforce the importance of even rhythm and maintaining speed throughout the jump. Safety Elements: • Adequate space for activities, flat dry landing area, soft well dug landing pit, secured crash mat surrounded by tumbling mats

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 217 Throw Common Technical Events Elements for the Throwing There are four phases for throwing: preparation, build momentum, delivery and recovery Preparation • Begin from a balanced and stable position • Build momentum • Use legs to build momentum Delivery • Start the delivery in a power position • Initiate throw with the forward drive of the “throwing-side” hip • Transfer body weight from the back (“throwing-side”) foot to the front foot • “Block” with the “free” (or “non-throwing”) arm by stopping its movement at the side of the body • Finish “tall” Recovery • Follow through with the throwing hand pointing in the direction of the implement • Recover by transferring body weight to the other foot

content reprinted with the permission of Athletics Canada 218 — Community Sport – Flag: Reference Manual October 2006 Throw Rubric Progressions at a Glance Level 1 Exploring Throws • Exploring different ways of throwing and passing objects • Visual tracking • Range of motion Accuracy and Distance • Identify ways to throw with different objects • Identify ways to throw for accuracy • Identify ways to throw for distance Level 2 Two Hand Throws • Explore throwing objects from different positions with two hands (sitting, kneeling, standing) • Explore throwing objects from stationary, standing positions • Forwards from between the legs • Forwards from overhead, from the side, from the chest, from the shoulder • Backwards overhead • Throwing for accuracy One Hand Throws • Explore throwing objects from different positions with one hand (sitting, kneeling, standing) • Explore throwing objects from stationary, standing positions • Forwards underhand • Forwards overhead, from the side, from the shoulder • Throwing for accuracy Level 3 Pushing • Throwing objects with one hand • Throwing objects from a standing position with feet apart, one in front of the other (forward foot opposite to throwing arm) • Start with elbow high, hand under the object and throw to a high arc of flight content reprinted with the permission • Initiating the throw with the body facing sideways of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 219 • Throwing for accuracy • Throwing for distance Flinging • Flinging objects with one hand • Flinging objects forward with a straight arm, side action • Flinging objects from a standing position with feet apart, one foot in front of the other (forward foot opposite to throwing arm) • Flinging objects with the release at shoulder height as far out from the side as possible • Flinging objects for distance Throwing • Throwing objects with one hand • Throwing objects forward with an overhand action • Throwing objects from a standing position with feet apart, one foot in front of the other (forward foot opposite to throwing arm) • Throwing the baton on a rope • Throwing objects for distance using an overhand, above the shoulder, throwing action Level 4 Pushing • Introduce the power position • Introduce throwing (pushing) using weight transfer • Initiating the throw with the upper body facing backwards while the rear foot is turned to the side • Throwing with a fast drive of the shoulder and leg extension • Following through with the arm high, fingers extended Flinging • Introduce the power position • Flinging objects with both arms held high in a ‘T’ position, out to the side • Flinging objects using weight transfer • Stopping (blocking) the free arm to the side of the body while throwing • Following through in the direction of the throw Throwing content reprinted with the permission • Introduce the power position of Athletics Canada 220 — Community Sport – Flag: Reference Manual October 2006 • Throwing overhand from a standing position with the upper body turned to the side, arms starting in a ‘T’ position • Throwing with one forward step, keeping both feet firmly on the ground while throwing • Stopping (blocking) the opposite arm at the thrower’s side while releasing the object Level 5 Shot Put • Introduce real 2 kg shot implements • Introduce correct grip and arm positions • Standing throw using the power position • Use hip drive and weight transfer to throw • Use leg drive and send implement on a high arc • Introduce the recovery Discus • Introduce 750 gm or l kg rubber discus implements • Introduce correct grip and rolling the discus • Introduce palm down discus position • Standing throw using the power position • Use hip drive, weight transfer to throw • Introduce the recovery Javelin • Introduce 400 or 600 gm Javelins • Introduce the correct grip and withdrawn ‘T’ position • Two step throw using the power position and the free arm block • Throw using a high release and follow-through • Introduce the leg block Hammer • Introduce a 2 kg power ball implement • Introduce a grip using a nylon rope tethered to the power ball • Introduce the “winds” • Throw from a standing position with two hands • Introduce the follow-through with both hands high

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 221 Lesson Plan/ T:11 Basic Movement Patterns Level 1—Exploring Throws Sending – pre-stretch, range of motion Receiving – visual tracking, absorption, control Equipment Required 12 or more pebble balls or playground balls, 12 or more bean bags Introduction Ask the students about different types of objects that can be thrown. Ask the students about different ways of throwing objects. “In which other sports do you need to throw?” (Have students demonstrate different types of throws: fastball, baseball, basketball, football.) “Today we are going to explore different throwing methods.” Warm-up Skipping Drills – Have the students skip between two lines on the gym floor (10-15m apart) and have them move their arms while skipping – sideways, circular motions (forward and backward), alternating, together, etc. – 6 repetitions Skill Development 1. Form groups of 4-6 students in lines, 3 meters apart and 8 meters from the wall. The first person throws a pebble ball underhand towards the wall, next person walks up to retrieve the ball and returns to the front of the line and then throws. Continue until last person in the group throws. 2. Inquire from the students about other ways to throw the pebble ball. Have a student demonstrate and repeat taking turns as in #1 using the new method of throwing.

Skill Drill 3. Repeat with another throwing method Wall (e.g. Two-hand overhead throw) 4. Switch to bean bags 3m and try another throwing method (e.g. Sideways fling)

Thrower 5. Repeat with another throwing method (e.g. Pushing from shoulder)

Walk Back 6. Repeat with another throwing method This Way (e.g. Overhand content reprinted with the permission throw) of Athletics Canada Waiting Students 222 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues: – Instruct students to throw and retrieve on the command of the teacher Skills to Look For • pre-stretch • range of motion • feet stationary Culminating Activity Passing Relay – Divide the class into four relay teams in lines facing sideways at arms length apart. Using two hands, pass the pebble balls down the line. After passing the ball, the person at the start of the line runs to the end of the line to receive the ball. The passing and moving continues until the team moves the length of the gym

Passing Relay

Teaching Cues – Students remain stationary while they are passing the ball Cool Down/Closure Touch three walls of the gym and then sit in big circle centred around the teacher. Verbally review the throwing methods learned in the lesson. Safety Elements: • Make sure the students stand at an appropriate distance from the wall so that the ball does not bounce back to them • Stress safety and controlled speed when throwing • Ensure the students have a specific Waiting area and Throwing area content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 223 Lesson Plan/ T:12 Basic Movement Patterns Level 1—Accuracy and Sending – pre-stretch, range of motion Distance Equipment Required 12 or more pebble balls or bean bags, 12 or more skipping ropes, tape measure, playground balls Introduction Ask the students about ways to throw an object for accuracy. “In which sports do you need to throw an object a long way and be accurate with your throw?” “Today we are going to practice throwing skills that will help you in other sports.” (Use examples from the ones named earlier; baseball, football, track & field javelin) Warm-up Poison, Poison – [Equipment: 3 pebble or playground balls; 2 that are the same color.] Students spread out around the gym and roll the balls onto the floor. The same-colored balls are the poison balls and the other is the magic ball. Participants pick up the poison balls and throw them at each other trying to hit below the waist. Players hit by poison balls must sit down and wait for someone to throw them the magic ball. They must catch the magic ball, stand up, and then throw the ball to another student who has been hit and is sitting down. If a poison ball hits the person holding the magic ball, that person must sit down and throw the ball to someone else. Skill Development Accuracy 1. Pushing: Form groups of 4-6 students in lines (3 meters apart) with the first person standing behind a line on the gym floor, located 3m away from a hoop taped to the wall. Have the students take turns pushing the pebble ball to the hoop, holding the ball with two hands at chest height and pushing it vigorously, trying to hit the wall in the centre of the hoop. 2. Throwing: Repeat, as above, but with the students throwing from above their heads with two hands. Distance 1. Pushing: Move the groups back to a line 9 meters from the wall. Use skipping ropes to mark distances at 4, 5, 6, and 7 meters from the line. – Have the students take turns pushing the pebble ball to the hoop, holding the ball with two hands at chest height content reprinted with the permission and pushing it vigorously, trying throw it as far as they of Athletics Canada 224 — Community Sport – Flag: Reference Manual October 2006 can. The ropes indicate how far they have thrown. 2. Throwing: Repeat, as above, but with the students throwing from above their heads with two hands.

Skill Drill Wall

Hoop 3m

Thrower

Walk Back This Way Waiting Students

Teaching Cues: – The students face the direction they are throwing with both feet behind the line. – Students throw and retrieve on the command of the teacher. Skills to Look For: • pre-stretch • elbows up when pushing • follow through Culminating Activity Over Under Relay – The first person passes the pebble ball over the head backwards to the person behind. The second person passes the ball between the legs to the next person behind, the next pass is overhead, the next under legs, etc. The ball goes over, then under, over, under, and so on, until it reaches the last person in line, who, then runs to the front and starts the passing all over, again. The winning team is the one that arrives at their original line formation first. Teaching Cues – The line they run to should be fairly close. content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 225 Over Under Relay

Cool Down/Closure Elimination Tag – Begin with three “Its.” When tagged, students sit on a bench at the side of the gym. / Following the game, ask the students what they learned about throwing for accuracy and distance. Safety Elements: • Retrieving the pebble balls: All the balls are to be thrown before the group is allowed to go and pick up a ball to bring it back and throw again. Students should only throw and retrieve on the command of the teacher.

content reprinted with the permission of Athletics Canada 226 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ T:21 Basic Movement Patterns Level 2—Two Hands Sending – pre-stretch, range of motion, weight transfer Receiving – visual tracking, absorption, control Equipment Required 12 or more pebble balls; pylons Introduction Ask the class about different positions from which objects can be thrown (sitting, kneeling, lying down, standing and stepping). [Refer to trying different positions from which to throw a pebble ball far with two hands.] Which positions are best for accuracy? Which ones for distance? Today we are going to work on throwing with two hands. Warm-up Each student has a ball (playground balls, volleyballs or pebble balls). Instruct them to toss the ball up to themselves and catch it. Practice from various positions (sitting, kneeling, lying on back, standing) – 4 throws from each position. Variation: Fancy tosses and catches (behind the back, between legs) Skill Development 1. With the students in two lines facing their partners, have them sit down with outstretched legs, feet touching the feet of the person they are facing – use chest passes of a pebble ball and pass to partner 8 times (4 each) 2. Have the students move back 1m and kneel – repeat chest passes from the kneeling position 8 times (4 each) 3. Have the students move back another 1m and use a standing position – repeat chest passes from the standing position 8 times (4 each) 4. Have the students move back until they are 7-8m apart and throw a pebble ball with both hands to the person standing across from them using overhead throws 8 times (4 each) 5. Repeat #4 using underhand throws with two hands Teaching Cues: – Students should throw and retrieve on the command of the teacher – Throw should be quick but controlled (at a safe speed) content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 227 Skills to Look For: • follow through • absorb ball when receiving • elbows up Culminating Activity Tunnel Relay – Form 4 teams, each in a row behind a line on the gym floor. The first person carries a pebble ball to a cone or line about 10 metres away and runs to the back of the team row then rolls the ball between the legs of the team members to the person at the front. Repeat until all have finished and sit down.

Tunnel Relay

Turn Around Point

Run

10m

Walk Walk

Starting Area

Balls Rolled From This Position

Teaching Cues – Keep the feet far apart and line them up with the other team members content reprinted with the permission of Athletics Canada 228 — Community Sport – Flag: Reference Manual October 2006 Cool Down/Closure Run to one wall of the gym, skip to the next wall, hop to the third wall and walk to the fourth. Have the students sit in the center of the gym. Discuss with the class: “What was the easiest way to throw far?” “What was the easiest way to throw accurately?” Safety Elements: • During the Warm up and Development Sections, arrange the distance between the students so that the ball will bounce once when thrown to the person opposite.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 229 Lesson Plan/ T:22 Basic Movement Patterns Level 2—One Hand Sending – pre-stretch, range of motion, weight transfer, limbs in opposition Equipment Required 10 or more bean bags; pylons, 1 rubber medicine ball Introduction Ask the class about different positions from which objects can be thrown with one hand (sitting, kneeling, lying down, standing and stepping). “Can you throw farther with one hand or two hands?” “Which is more accurate?” [Refer to trying different positions from which to throw a bean bag far with one hand. What sports do we use one hand throws in?] Today we are going to work on throwing with one hand. Warm-up Students each have a bean bag. Instruct them to toss the bean bag up to themselves and catch it with one hand. Students should practice catching and throwing with both hands. Practice from various positions (sitting, kneeling, lying on back, standing). 4 throws from each position. Variation: Fancy tosses and catches (behind the back, between legs) Skill Development Arrange the students in two separate lines, each facing a wall located 8m away and supply them with bean bags. If there are not enough bean bags for every student, have them share a bean bag in pairs. 1. Have the students throw the bean bag with one hand from a kneeling position, underhand and then overhand. Repeat each type 4 times with each hand. 2. Have the students repeat from a standing position, first underhand, then overhand, then out to the side (flinging with a straight arm). Repeat each type 4 times with each hand. 3. Have the students throw after stepping forward with the foot opposite to the throwing hand, first underhand, then overhand, then out to the side. Repeat each type 4 times with each hand. Teaching Cues: – Throw and retrieve on the command of the teacher. - Throw should be quick but controlled (at a safe speed) - All throws should be attempted with both hands content reprinted with the permission - Students throw and retrieve on command of Athletics Canada 230 — Community Sport – Flag: Reference Manual October 2006 Skill Drill

Wall

Throwing Station Waiting Area

Skills to Look For: • follow through • weight transfer • arms and legs move in opposition Culminating Activity Roller Derby Relay – With the students in two rows 6m apart and 1m space between students, roll a rubber medicine ball or pebble ball (playground ball, basketball) between the rows. – The first time, the students throw bean bags to try to hit the medicine ball by throwing from the shoulder (repeat using throw from the hip; then throw from above head). – Students retrieve bean bags as per instruction by the teacher Teaching Cues – Throw in front of the direction the medicine ball is traveling

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 231 Roller Derby Relay

Student Line Medicine Ball 6m

Student Line

Cool Down/Closure Run to one wall of the gym, skip to the next wall, hop to the third wall, walk to the fourth wall and, then, return to a large circle around the teacher. Instruct the students to do reverse push-ups (lie on their backs and push their hands up to the roof and grunt on instruction). Ask the students about which throwing method(s) worked best for throwing far… “Why?” Safety Elements: • All the objects must be thrown before they are retrieved. • Never throw while someone is in the area where the objects land.

content reprinted with the permission of Athletics Canada 232 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ T:31 Basic Movement Patterns Level 3—Pushing Sending – pre-stretch, range of motion, weight transfer, limbs in opposition Equipment Required 24 bean bags, 24 coloured blocks Introduction Pushing is a common action people use everyday, not only in sports. Ask the students: “What are some examples of pushes (doors, lawnmowers, swings, baby carriages, toboggans).” “What do you do to open up a big door? (lean into it – weight transfer).” Then, tell them: “Today we are going to learn about a type of throw that is a push.” Warm-up Bounce Pass Relay – Teams of four line up single file facing a wall. The teams should be about 5m apart and about 3m-5m from the wall. On the command “Go!” the first person throws the ball and the second person catches it. The first person quickly moves to the end of the line. The first team to get through one rotation is the winner.

Bounce Pass Relay

Skill Development Tape 4 hoops to the wall 3m apart at about the same height as the heads of the students. Organize the students into four groups behind a gym line located 3m away from the hoops on the wall. Accuracy 1. Students take turns pushing the bean bag from their shoulder to the hoop. - face sideways to the wall, feet shoulder width apart and their throwing hand farthest from the wall content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 233 - hold the bean bag in one hand against the neck, elbow at shoulder height out to the side - opposite arm is pointed towards the hoop - push the bean bag with a vigorous pushing action towards the hoop [The throwing action should occur as the upper body turns to face the direction of the hoop. Each student takes several throws.] Distance 2. Move each group to a new position 8m away from the wall. The objective, now, is to push for distance, to see how close they can push the bean bag to the wall. Instruct the students to start with their weight on their back foot (farthest from the wall) and to push the beanbag in a high arc, as far as possible. Teaching Cues: Skill Drill – Throw and retrieve on the Wall command of the teacher. 3m 3m – If the students are bending Hoop Hoop Hoop forward at the waist as they throw, instruct them to “push with the stomach”. Throwing Skills to Look For: Station 1 – 2m • elbows are up Waiting • push the bean bag with Area shoulder • shift weight in the direction of the throw • rotate shoulders in the direction of the throw Correct Body Position • follow through

content reprinted with the permission of Athletics Canada 234 — Community Sport – Flag: Reference Manual October 2006 Culminating Activity Knock Your Blocks Off Relay – Using the coloured blocks as targets, the students try to throw for accuracy. Use the pushing method of throwing. Divide the class into four teams each with a different set of coloured blocks. At the signal, each team runs up and places the blocks vertically on a line 3-5m away (the blocks not touching each other). The team runs back to the throwing line and each one picks up a bean bag. The bean bags are thrown, one at a time, in an attempt to knock down the blocks. When all the blocks are knocked down, the team sprints to collect the bean bags, sprints back to the throwing line and sits down.

Knock Your Blocks Off

5m 5m 5m 5m

Throwing Line

Teaching Cues – Remind them to face sideways with the arm opposite to the throwing arm pointed in the direction of the block aimed at. Cool Down/Closure Instruct students to balance bean bags on their heads, touch three walls of the gym and return to the center of the gym. If the bean bag drops more than three times, the student must go the center of the gym without touching the walls. Discussion: What was learned today? Draw similarities between the pushing action and what you learned today. Safety Elements: • Always stand behind the thrower. • All the objects must be thrown before they are retrieved. • Never throw while someone is in the area where the objects land.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 235 Lesson Plan/ T:33 Basic Movement Patterns Level 3—Throwing Sending – pre-stretch, body alignment (base of support), range Overhand of motion, weight transfer, follow through, limbs in opposition Equipment Required 4 hoops, 24 bean bags, 4 throws-on-a-rope, pylons Introduction Word Association Game – Ask students to name the sport that is connected to each of these throwing actions: Knuckleball – Baseball; Spiral – Football; Spike – Volleyball; Smash – Tennis; Javelin – Track and Field. Now we are going to practice these skills. Warm-up – 20m skip forwards while swinging arms out to the side; skip while swinging arms over the head forward; skip but now swinging arms backwards – skip sideways while swinging arms low and high to the side – with a partner – do a high five – 4 times with the right hands; 4 times with the left hands – with a partner, standing opposite to each other (use line 4-5m apart) – stand facing the partner with feet shoulder width apart – using both hands throw a pebble ball to the partner from above the head 10 times (5 times each) Skill Development Tape 4 hoops to a wall 3m apart and double the height of the average student. Form 4 groups of students, each in front of a hoop, on a line 3m distant from the wall. 1. Students stand sideways to the wall behind the line with the beanbag held in their outstretched hand, their hand under the beanbag. The opposite arm is held high, also, pointed in the direction of the hoop. Feet are more than shoulder width apart. The arms and body form a ‘T’. Each student, in turn, throws a beanbag to the wall aiming at the hoop. Each student takes several turns throwing. 2. Prepare the throw-on-a-rope by attaching one end of a rope to a hook in the wall at approximately 1.5m high – baton is placed on the rope so it slides along it. One student stands holding the other end at shoulder height, putting tension on the rope. Each student, in turn, will assume the throwing position on their knees hand under the baton and throw the baton so that it slides the length of the rope. Repeat standing feet apart. content reprinted with the permission of Athletics Canada 236 — Community Sport – Flag: Reference Manual October 2006 Enrichment: When students master the throw-on–a–rope at shoulder height, move the wall attachment to 2.5m to 3m high. Each student throws the baton up, focusing on releasing the baton at a higher angle than before.

Skill Drill

Wall 3m 3m T Body Position Hoop Hoop Hoop 3m

Throwing Station 1 – 2m Waiting Area

Throw on a Rope

Wall

Baton Rope

Teaching Cues: – Throw and retrieve on the command of the teacher. – If the students bend forward while throwing, breaking at the hip, instruct them to push with their stomachs while throwing. Skills to Look For: • feet are to stay in place, the rear foot rotating towards the hoop. • feet should not move while the baton is thrown • lead with elbow when throwing • keep implement (beanbag or baton) above the head • arms and legs move in opposition

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 237 Culminating Activity Throw-on-a Rope Relay – Using the baton on a rope, each team ties one end of their rope to a badminton pole and assigns a student hold the other end at head height. Assemble team members behind the student holding the rope. The first person throws baton to the end of the rope, runs around the pole at the end of the rope, throws the baton back to the team, runs back to the team and tags the next member, returning to the end of the team line-up. Repeat until the last person throws. Variation: Throw with the opposite hand or from knees.

Throwing on a Rope Relay

Wall Waiting Baton Rope Area

Wall Waiting Area Baton Rope

Teaching Cues – Instruct the students to focus on how well they throw the baton, not on how far. – Repeated throws may be necessary to complete the distance. Cool Down/Closure Move to the center of the gym and stretch out triceps, shoulders and neck. Ask the students if they know any shoulder or arm stretches. Summarize the applications of overhand throwing. Safety Elements: • Always stand beside or far behind the thrower. • All the objects must be thrown before they are retrieved. • Never throw while someone is in the area where the objects land.

content reprinted with the permission of Athletics Canada 238 — Community Sport – Flag: Reference Manual October 2006 Lesson Plan/ T:43 Basic Movement Patterns Level 4—Throwing Sending – pre-stretch, body alignment (base of support), range Overhand of motion, weight transfer, follow through, limbs in opposition Equipment Required 4 batons-on-a-rope, 8 or more foam ‘javelins’ (see lesson plan for building instructions), 6 nerf balls Introduction In the last lesson we learned that overhand throwing was a lot like the throws we use in other sports (baseball, volleyball, javelin). Ask the students: What do good throwers in these sports look like? What do they do? [step, block, feet on the ground] Today we are going to add to the overhand throw technique and learn more about throwing. Warm-up Soccer Baseball – Separate the students into 2 teams. Set up the gym or activity area as a big baseball diamond (home plate, 1st, 2nd, 3rd base). One team takes the field, the other team “bats.” The pitcher bowls (underhand roll) a soccer ball at the batter, the batter kicks the ball and runs the bases. The students in the field must catch the soccer ball (it can bounce and roll first) and throw it to the students at the bases to get the batter out. Each team should get a chance to bat and a chance to field. Skill Development

T Body Position Throw-on-a-rope: Begin with the throw-on-a-rope from Throws T:33. Use four stations. Each student takes two turns. 1. Standing Throws: Use foam tubes like the insulation for hot water pipes or pool noodles, cut to a 1m length and cover the centre 10cm of the foam tube with duct tape to serve as the grip. Split the class into four groups at one end of the gym with hoop ‘targets’ on the floor at the other end of the gym. – Instruct the students to hold the foam Throw on a Rope ‘javelin’ as they did the baton on a rope (arm back, palm up) with their weight on their rear foot, facing sideways and Wall arms in a ‘T’ position. This is the ‘power position’. Have them throw the ‘javelins’ in Baton turn towards the target without moving the Rope position of their feet.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 239 One Step Throws 2. One Step Throws: - The students now stand facing sideways with their feet together, arms in a ‘T’ position. - Instruct them to step forward onto the foot opposite their throwing arm a little to the left of the direction of the throw. Opposite Arm - They should, then, throw from this ‘power position’ and Legs without moving the front foot. The students in each group take turns, one at a time, to throw the javelin.

Safe Throwing Positions Teaching Cues: – Throw and retrieve on the command of the teacher. Direction of Throw – Adjust the target distance of the hoops to suit the distance thrown by the students. – Push with the stomach Skills to Look For: Waiting • elbow high Area • �T’ position • finish ‘tall’ • follow through Culminating Activity D-Ball – Separate students into two teams. The center line of the gym separates the gym in two. Each team gets half the gym. At the back of each half, set up pylons about three meters from the wall, this is the jail. Each team gets 3 large nerf balls to start. Students must use an overhand throw to get their opponents out, hitting only below the waist. Once they are tagged, they go to the other team’s jail, where they can continue to tag their opponents from the back of their playing area. The goal of the game is to get all the players on the opposing team out.

D-ball Set-up

Back of Gym Jail 3m

Jail 3m content reprinted with the permission of Athletics Canada Back of Gym 240 — Community Sport – Flag: Reference Manual October 2006 Teaching Cues – Students should focus on how well they throw the ball, not on how far. – Students should use the ‘T’ position and take a step when throwing Cool Down/Closure Form a big circle and walk around the gym. Ask the students to name different upper body stretches. Move to the center of the gym. Discuss the throwing techniques learned today. Did they help you throw better? Farther? More accurately? Safety Elements: • Always stand well behind and to the side of the thrower. • All the objects must be thrown before they are retrieved. • Never throw while someone is in the area where the objects land.

content reprinted with the permission of Athletics Canada October 2006 Community Sport – Flag: Reference Manual — 241 Appendix 4: Description of Free Body Exercises

The Step-Up (Thighs and Hamstrings) Starting Position: • Set block or bench at a height so that the participant can easily step up without undo pressure on the knee and back. • Toes are slightly turned out. • Place foot fully on step. • Keep torso in an up-right position. • Head in neutral position. • Chin slightly up, and eyes focused on an object slightly above eye level. Action: • Step up onto bench. • The back leg should come in line with the lead foot, but not touch the bench. • The working knee should be straightened to just short of lockout. • Return to the starting position slowly and smoothly. • When the foot of the working leg makes contact with the floor, bend the knee slightly to alleviate pressure on the lower back. • Keep hips under shoulders as much as possible. Coaching Point: Fig500 • Focus on keeping the knees outward, over the foot, during the movement. Safety: • Do not tire the lower back and abdominal muscles before performing step-ups. Progression: • Start with a low block and build up height until the top of the thigh is parallel to the floor, as strength is gained. • Once the top of the thigh is parallel to the floor, slow the tempo of the movement to increase recruitment of muscle fibers.

242 — Community Sport – Flag: Reference Manual October 2006 The Chin-Up (Biceps/Upper Back) Starting Position: • Supinated grip (thumbs pointing away from each other), or hands are shoulder width apart. • Arms extended. • Hang from the bar. • Torso in line with arms. Action: • Pull up until the chin clears the bar. . Slowly return to the starting position. Coaching Points: • Keep the body as vertical as possible. • No swinging! Progression: • Perform with both knees bent - a partner assists by providing support at the ankles. Fig501 • Perform with one knee bent - a partner provides support at the ankle of the bent knee. • Perform with both legs straight - a partner helps lift at the waist but only at the sticking point, to help clear bar. • Perform straight legged with no assistance. Variations: • Pronated grip (thumbs pointed toward each other), hands wider than shoulder width apart. • Technique and progression is the same as supinated grip chinup.

October 2006 Community Sport – Flag: Reference Manual — 243 The Leg Curl (Hamstrings) Starting Position: • Lie face down on the floor, arms bent with hands under the chin, legs together and straight. • A partner sits on the floor legs apart and up close to the exerciser’s feet. • The partner will hold on to the exerciser’s heels. Action: • Curl legs up toward buttocks. • Partner provides light resistance to the movement, always allowing the exercise to progress in a smooth, continuous manner. • Once at the top of the leg curl, the partner pulls the legs back to the starting position. • The exerciser resists the partner’s pull, but always allowing a smooth, continuous motion to the starting position. • Do not lift the buttocks when performing the exercise. Safety: • The partner must be an adult who will apply just enough resistance to stimulate the hamstring muscles. Pulled muscles can occur with this exercise, so extreme caution must be taken when applying resistance. Good communication is essential.

Fig502

244 — Community Sport – Flag: Reference Manual October 2006 The Parallel Dip (Shoulders/Chest/Triceps) Starting Position: • Place the hands on parallel/dip bars, and assume a straight-arm position. • Bend the knees if necessary, so the feet will not touch the floor when in the lower part of the descent. Action: • Bend at the elbows and slowly lower the body until the biceps touch the forearms. • A slight forward lean of the torso may occur. • Push up by extending the elbows until the arms are just short of lockout. Coaching Points: • Keep torso as upright as possible. • No Bouncing! Progression: • Partner assisted - same as chin-up progression. Variations: • Holding the elbows out will recruit more use of chest muscles. • Keeping the elbows along the torso recruits more use of tricep muscles.

Fig503

October 2006 Community Sport – Flag: Reference Manual — 245 The Bench / Chair Dip (Chest/Shoulders/Triceps) Starting Position: • Assume position as shown in the diagram. • Hands are placed slightly wider than shoulder width apart. • The elbows are slightly angled outward. • Feet are together and are close to the bench. Action: • By bending the elbows, dip as low as possible. • Then push up to the starting position. Coaching Point: • Do not over stretch the shoulder and chest muscles by dipping too low. Progression: • If need be, start with the knees and feet close to the bench. • Gradually move feet out from bench until legs are straight. • Gradually elevate feet until they are at the same height as hands. • Slow down the tempo. • Pause at various points during the repetition.

Fig504

246 — Community Sport – Flag: Reference Manual October 2006 The Push-Up (Chest and Shoulders) Starting Position: • Lie flat on the stomach, with the legs together. • The fingers pointing forward, place hands under the shoulders, elbows comfortably back along sides. • Back flat. • The head, neck and back are in a straight line with the torso, the legs are straight, and the athlete is up on his or her toes. Action: • Push up by straightening the arms until the elbows are locked out. • Keep the elbows along the sides. • Return to the starting position (with the chest just touching the floor). Coaching Points: • Keep the head, neck, back and legs in a straight line throughout. • Do not arch the back. • Do not bounce the chest off the floor. • Do not reach for floor with the chin. Progression: • Bent knee push-ups. • Use the knees as the fulcrum. • Perform exercise slowly and pause 2 seconds at various points in the descent and ascent in order to recruit more muscle participation in the exercise. • Slowly elevate the feet - as in the bench/chair dip watch fatigue level. • Caution - bring one foot to the floor when too tired to continue. • Push-ups between the chairs with the elevated feet (caution: do not over fatigue the muscles in this position. Get down off the chairs feet first, one foot at a time).

Fig505 October 2006 Community Sport – Flag: Reference Manual — 247 The Heel Raise (Calf Muscles) Starting Position: • Stand tall, hands on the hips, head up, eyes slightly elevated. Action: • Slowly rise up on the toes, hold for three count, then slowly return to the starting position. Coaching Point: • Maintain an upright alignment and balance. Progression: • Start by standing on the floor. • Elevate the toes, increase the height of the block until heels do not touch the floor when in the stretched position. • Add resistance by performing a one legged heel raise (hold on to something for balance). Safety: • This is an exercise that is easy to do lots of reps, and an injury could occur.

Fig506

248 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter F Practice Planning and Safety

1. Sport Safety through Risk Management 2. Strategies for Managing Risk 3. Heat and Humidity as Risk Factors 4. Cold as a Risk Factor 5. Emergency Action Plan (EAP) 6. Emergency Action Plan Checklist 7. Sample Emergency Action Plan 8. Diagram of Home Facility 9. Steps to Follow when an Injury Occurs 10. Head Injuries and Concussions: Guidelines for Coaches 11. Coach Liabilities 12. The Coach’s Personal Risk Management Plan 13. Common Tasks of Community Coaches 14. Communication 15. Know Your Players 16. Recruiting Volunteers 17. Competition Organization 250 — Community Sport – Flag: Reference Manual October 2006 Practice Planning and Safety

1. Sport Safety Through By its very nature, physical activity can present some risk of Risk Management injury. One of the key responsibilities of the coach is to manage the potential risks that present themselves during practice or competition. The main risk factors can be categorized as follows: Environmental risks Factors related to the weather and/or its effects on the site or location where the sport takes place. Examples: Lightning, rain, puddles/mud on the playing surface, heat and humidity, cold

Equipment and facilities risks Factors related to the quality and operating conditions of the equipment and the facilities Examples: debris on the playing surface, goal posts not padded

Human risks Factors related to the participants and to the people who are associated with them, such as parents, coaches, officials, and event organizers. Human risks may also be related to a participant’s individual characteristics (e.g. height, weight, level of physical preparation, ability) or behaviour (e.g. carelessness, panic, aggression). Human factors related to coaches include their training and experience, their supervision of the participants, as well as their decisions they make about situations in which they place the participants.

October 2006 Community Sport – Flag: Reference Manual — 251 2. Strategies for Managing Information to Gather Risk • Risks of the activity • Participants’ medical information • Participants’ contact information in case of emergency • Facility safety checklist • Past injury reports Sample forms are provided in toolbox Actions to Take • Planning • Designing an Emergency Action Plan • Inspecting equipment and facilities • Informing participants and parents • Supervising activities Information to gather • Phone numbers and addresses of the participants, their parents, the ambulance service, the police force, the fire department, and the public safety service. • Medical conditions of each participant (e.g. illnesses, allergies, disabilities, injuries), whom to contact in an emergency situation, and what the procedures should be in the event of an emergency (e.g. intramuscular injection with an EpiPen® for a severe allergic reaction, giving a specific medication).

Keep this information in a waterproof binder that you can carry with you to the training or competition site. Find out if 911 services are accessible from your facility or if there is medical support on site.

Action to Take Planning • Ensure that the activities are appropriate for the age, fitness, and ability level of the participants. • Ensure that the practice starts with a warm-up, and that the activities include a reasonable progression and challenge for the participants. • Adjust activities for participants who cannot perform them as planned for the larger group.

252 — Community Sport – Flag: Reference Manual October 2006 Designing an Emergency Action Plan • Guidelines for designing an Emergency Action Plan appear in this document. Inspecting equipment and facilities • Ensure that you are fully aware of the specific safety standards related to the equipment used in your sport. • Take an inventory of collective and individual equipment. • Take an inventory of available first aid equipment. Carry a first aid kit at all times. • Assess the safety of the facility itself (e.g. walls, playing area, lighting) by completing a facility safety checklist. • Identify environmental, equipment and facilities and human risk factors. • Ensure that the participants wear their protective equipment and that it is properly adjusted and in good condition. Informing participants and parents • Inform the parents and the participants of the risks inherent to the sport. • Properly explain the safety procedures and instructions related to all activities, and check that the participants understand them. • When giving explanations for an activity during a practice or during competition, highlight potential risks. Examples: If participants are required to cross paths, ask them to keep their heads up and to be alert to where others are as they are moving around; if it has just rained and your team is practising on wet grass, remind your participants that the field is slippery. Supervising activities • Ensure that the number of participants involved is not so high as to compromise adequate supervision and safety. • Keep in mind that participants need to be constantly supervised. Stop all activities when you have to leave the room or site. • Look for signs of fatigue and aggression in participants and, if necessary, stop the activity. • Stop the practice if you have to leave the site for any reason, or delegate responsibility for the group to a competent person.

October 2006 Community Sport – Flag: Reference Manual — 253 Preventing sport-related injuries: what to do and when to do it Before the season • Have a medical profile completed for each participant • Inform parents of possible risks • Ensure facilities and equipment meet established safety requirements • Create and fill in a facility safety checklist • Review last season’s injuries and/or common injuries in your sport During the season Before a practice or competition • Inspect equipment and facilities • Meet with the officials • Prepare an Emergency Action Plan • Plan specific safety measures for the practice/competition During a practice or competition • Inform participants of specific safety measures relating to activities, facilities, and equipment • Ensure there is proper supervision • Evaluate participants • Ensure that fair play principles are followed After a practice or competition • Store equipment safely • Fill in an accident report if necessary After the season • Keep an accident/injury report log

254 — Community Sport – Flag: Reference Manual October 2006 3. Heat and Humidity as The challenges of exercising in the heat: Risk Factors Key Points • During exercise, the muscles produce heat. This heat must be dissipated, otherwise the body runs the risk of “overheating.” Overheating can result in serious, potentially life-threatening injuries. • Sweating is one of the heat-dissipating mechanisms of the body. When sweat evaporates, it cools off the body. Evaporation of sweat works best when the air is dry. In moist, damp air, sweat cannot evaporate easily and cooling off is more difficult. • High temperatures and high relative humidity make it hard for the body to dissipate heat; heavy sweating occurs, but the water lost does not help to cool off the body. Under these conditions, participants run the risk of overheating. • Water lost as a result of heavy sweating can lead to dehydration. Dehydration can reduce performance, decrease the body’s ability to dissipate heat, and endanger health. • During exercise in the heat, adequate hydration is a must. Participants must drink water whenever the risk of dehydration is present. • Thirst is not a good indicator of a need for water. In fact, dehydration has already started if a participant feels thirsty. • During most exercise conditions, the rate at which participants lose water exceeds the rate at which they can absorb it by drinking. This is accentuated during exercise in a hot environment. Therefore, participants need to drink fluids before they are thirsty. • Children run a higher risk of overheating when exercising in the heat, because their sweating mechanism is not fully developed. In addition, children tend to not drink enough during exercise, in particular if the beverage is not flavoured. If the humidex is above 30°C, in particular if it exceeds 35°C, • Tell participants to bring extra water or sport drinks; ensure there will be access to water during the practice or the competition, and bring a big jug of fluids. • Tell participants to dress in loosely fitting, lightweight, and light- coloured clothes. • Plan for low-intensity activities. • Plan for shorter work bouts, with frequent and longer pauses. • Schedule practices early in the morning or during the evening; avoid the hours between 9 a.m. and 6 p.m. • Consider changing the location of the practice to a shaded area,

October 2006 Community Sport – Flag: Reference Manual — 255 or ask participants to bring umbrellas to create shade during breaks. • Consider exercising indoors, in a facility with air conditioning. • Consider alternatives to physical exercises. Other Safety Measures to Avoid Heat Injuries • Plan for participants to have enough time to get used to the environment they will face in competition. Insisting on heat acclimatization may mean not entering competitions if participants cannot train in a similar climate for approximately two weeks beforehand. • In order to protect participants (in particular young children) against the potentially harmful effects of ultra violet (UV) rays, the following is recommended: they should wear a hat or a cap with a visor; clothes should cover the upper part of the body, the neck, the arms and the legs; sun screen lotion (protection factor of 30 or more) should be applied on the exposed skin, including the face and the hands. Participants should not expose their body to the sun without effective protection when the UV index is high. • Before exercise, participants should drink 400 to 600 mL of fluid. • During exercise, participants should drink 150 to 250 mL of fluid every 15 minutes. Remind participants to drink, lead by example, and never restrict them from drinking during a practice or a competition. • After exercise, participants should rehydrate by drinking as much fluid as thirst dictates, and even force themselves to drink. • Beverages should be cool (8 to 10°C and not too sweet) children prefer flavoured sport drinks and these promote drinking. • Tell the participants to bring a personal water bottle with cold fluids to each practice or competition; inform their parents about the importance of hydration; make sure each bottle is clean and well identified. • Tell the participants to monitor their hydration level by checking their urine. If it is dark, there is not much of it, and it has a strong smell, the participants are most likely dehydrated and should force themselves to drink. NB: Particular attention should be paid to these measures during the first few hot days of spring or summer, when participants are not yet acclimatized to hot and humid weather.

256 — Community Sport – Flag: Reference Manual October 2006 4. Cold as a Risk Factor The challenges of exercising in the cold: Key Points • The colder the environment, the faster a participant’s body temperature will decrease. • During exercise in a cold environment, the skin can become wet as a result of sweating, or exposure to rain or snow. A wet skin surface cools the body faster than when it is dry. • The wind magnifies the perception of cold, and increases the rate at which the body loses heat. This effect can be further amplified if the skin is wet. • In cold weather, high humidity makes the temperature feel colder than air temperature indicates it is. • Cold, dry air makes it difficult to breathe for some individuals with asthma, although it is generally easier to tolerate the cold when the air is dry. • Skin can freeze when exposed to very cold temperatures, and when this happens circulation slows. Tissue can be damaged if frostbite is prolonged and extensive. Extremities (e.g. toes, fingers, nose, ears) are particularly at risk in cold temperatures, because the body shunts blood flow to central organs and tissues to maintain the body’s core temperature. • In severe cold, brain function can slow down, and so risk of further injury in prolonged exposure increases. • Children get cold much faster than adults, and their skin is more prone to freeze. People with less body fat usually have less tolerance for cold than those with more body fat. • Muscles and other soft tissues that are cold are more susceptible to injuries such as pulls and tears, in particular if the efforts produced are sudden and intense. • In very dry cold environments, water vapour lost through breathing and evaporation of sweat from exposed surfaces may lead to dehydration. • Wearing appropriate clothing can be a challenge when exercising in the cold. Clothes must protect against the cold, but at the same time they must not impair the body’s ability to get rid of the heat produced during exercise. Heavy clothing can be cumbersome and interfere with movement; it can also increase air resistance in some sports where speed is critical. On the other hand, the thin clothing used in many sports often offers little protection from the cold and the wind. • The type of fabric worn can either wick water from the body surface (i.e. synthetics such as polypropylene or Gore-Tex ®) which results in less risk of heat loss, or trap it there (i.e. cotton or nylon) which results in greater risk of heat loss.

October 2006 Community Sport – Flag: Reference Manual — 257 Safety Measures to Avoid Cold Injuries • Ensure participants wear sufficient clothing for the conditions, and layer clothing as follows: Layer closest to skin: Polypropylene, close fitting (wicking effect) Second layer: Fleece or wool, slight room between first layer and second layer for “trapped air” effect Third layer: Wind-breaking, water repellent, breathable • When it is very cold, ensure exposed surfaces are kept to a minimum. • Once the body has warmed up, and if the temperature is not too cold, consider removal of the second layer of clothes during exercise to avoid excessive sweating. Have participants add a layer or use blankets to keep warm during breaks or pauses. • Apply antiperspirant on feet before exercising to lessen sweating of the feet (which is usually followed by cooling of the feet). Doing the same on the palm of the hands may reduce the feeling of cold for people who tend to sweat a lot in their gloves or mitts. • Ensure participants hydrate when they exercise in the cold. • Bring children inside when they say they are cold; it is not worth the risk to prolong exercise and have them suffer from frostbite. Once a person suffers serious frostbite, the risk of subsequent frostbites to the same area may be increased. • Never send participants out into the cold alone or without means of communicating with you and/or an emergency centre; avoid prolonged activities in which participants are in isolated areas and run the risk of becoming exhausted. • When the weather is very cold and participants must train outdoors, hold your practices between 11 a.m. and 2 p.m. as these tend to be the warmest hours of the day. Be aware that temperature drops quickly when the sun sets. • Inform participants and their parents to consider the combined effect of cold and wind (i.e. the wind chill factor) when making decisions about how to dress rather than simply looking at the thermometer. Do the same when you make coaching decisions about the choice and the scheduling of activities. • If possible, choose areas that are protected from the wind; avoid activities in open areas. • Ensure protective eyewear is worn to prevent snow reflection from damaging eyes, and protect from the cold and the wind. • Have participants or their parents bring a change of clothing,

258 — Community Sport – Flag: Reference Manual October 2006 especially socks and underwear. Try to find a warm and protected spot to change. • Inform participants and parents that a hat should be worn at all times; over 30% of body heat may be lost through the head. Ensure ears are covered to avoid frostbite. • Allow additional time for warming up for training and competition; it takes longer to get the body warmed up and ready for sport in cold weather than it does in warm weather.

5. Emergency Action Plan An Emergency Action Plan (EAP) is a plan designed by coaches to (EAP) assist them in responding to emergency situations. The idea behind having such a plan prepared in advance is that it will help you respond in a responsible and clear-headed way if an emergency occurs. An EAP should be prepared for the facility or site where you normally hold practices and for any facility or site where you regularly host competitions. For away competitions, ask the host team or host facility for a copy of their EAP. An EAP can be simple or elaborate but should cover the following items: 1. Designate in advance who is in charge in the event of an emergency (this may very well be you). 2. Have a cell phone with you and make sure the battery is fully charged. If this is not possible, find out exactly where a telephone that you can use is located. Have spare change in the event you need to use a pay phone. 3. Have emergency telephone numbers with you (facility manager, fire, police, ambulance) as well as contact numbers (parents/ guardians, next of kin, family doctor) for the participants. 4. Have on hand a medical profile for each participant, so that this information can be provided to emergency medical personnel. Include in this profile a signed consent from the parent/guardian to authorize medical treatment in an emergency. 5. Prepare directions to provide Emergency Medical Services (EMS) to enable them to reach the site as rapidly as possible. You may want to include information such as the closest major intersection, one-way streets, or major landmarks. 6. Have a first aid kit accessible and properly stocked at all times (all coaches are strongly encouraged to pursue first aid training). 7. Designate in advance a “call person” (the person who makes contact with medical authorities and otherwise assists the person in charge). Be sure that your call person can give emergency vehicles precise instructions to reach your facility or site.

October 2006 Community Sport – Flag: Reference Manual — 259 When an injury occurs, an EAP should be activated immediately if the injured person: • Is not breathing • Does not have a pulse • Is bleeding profusely • Has impaired consciousness • Has injured the back, neck or head • Has a visible major trauma to a limb Develop an Emergency Action Plan in consultation with a sport medicine expert and write it down so everyone involved is clear on his or her responsibilities. Keep this important record in your first- aid kit.

6. Emergency Action Plan Checklist

Emergency Action Plan Checklist Access to telephones Cell phone, battery well charged Training venues Home venues Away venues List of emergency phone numbers (home competitions) List of emergency numbers (away competitions) Change available to make phone calls from a pay phone

Directions to access the site Accurate directions to the site (practice) Accurate directions to the site (home competitions) Accurate directions to the site (away competitions)

Participant information Personal profile forms Emergency contacts Medical profiles

Personnel information The person in charge is identified The call person is identified Assistants (charge and call persons) are identified

• The medical profile of each participant should be up to date and located in the first aid kit. • A first aid kit must be accessible at all times, and must be checked regularly. See the appendices for suggestions on contents for a first aid kit.

260 — Community Sport – Flag: Reference Manual October 2006 7. Sample Emergency In-Charge person Action Plan • Clear the risk of further harm to the injured person by securing the area and shelter the injured person from the elements • Designate who is in charge of the other participants • Protect yourself (wear gloves when in contact with body fluids such as blood) • Assess ABCs (checks that airway is clear, breathing is present, a pulse is present, and there is no major bleeding) • Wait by the injured person until EMS arrives and the injured person is transported • Fill in an accident report form Call person • Call for emergency help • Provide all necessary information to dispatch (e.g. facility location, nature of injury, what, if any, first aid has been done) • Clear any traffic from the entrance/access road before ambulance arrives • Wait by the driveway entrance to the facility to direct the ambulance when it arrives • Call the emergency contact person listed on the injured person’s medical profile Contact Information Attach the medical profile for each participant and for all members of the coaching staff, as well as sufficient change to make several phone calls if necessary. The EAP should be printed two-sided, on a single sheet of paper. Emergency phone numbers: 9-1-1 for all emergencies Cell phone number of coach: (xxx) xxx-xxxx Cell phone number of assistant coach: (xxx) xxx-xxxx Phone number of home facility: (xxx) xxx-xxxx

Address of home facility: Algonquin Municipal Park 123 Park Lane, between Chestnut St. & Poplar St. City, Province/Territory XXX XXX

Address of nearest hospital: Mercy General Hospital 1234 Queen Elizabeth Drive City, Province/Territory XXX XXX

Charge person (1st option): Suzie Chalmers (coach) Charge person (2nd option): Joey Lemieux (assistant coach) Charge person (3rd option): Angela Stevens (parent, nurse, usually on site) October 2006 Community Sport – Flag: Reference Manual — 261 Call person (1st option): Brad Fontaine (parent, cell xxx- xxxx) Call person (2nd option): Sheila Lachance (parent, cell xxx- xxxx) Call person (3rd option): Stefano Martinez (parent, cell xxx- xxxx) Directions to Mercy General Hospital from Algonquin Municipal Park:

Algonquin Municipal Park Park Lane

Belmont

Mercy General Chestnut Popular Queen E. Drive Hospital

262 — Community Sport – Flag: Reference Manual October 2006 8. Diagram of Home Use the space below to draw a detailed diagram of your home Facility facility. Mark on it the location of the telephones, first-aid room, desired routes for attending medical personnel, and anything else that might be helpful.

October 2006 Community Sport – Flag: Reference Manual — 263 9. Steps to Follow When Step 1: Control the environment so that no further harm occurs an Injury Occurs • Stop all participants • Protect yourself if you suspect bleeding (put on gloves) • If outdoors, shelter the injured participant from the elements and from any traffic Step 2: Do a first assessment of the situation If the participant: • is not breathing

• does not have a pulse Activate ➪ • is bleeding profusely EAP! • has impaired consciousness • has injured the back, neck or head • has a visible major trauma to a limb • Cannot move his/her arms or legs or has lost feeling in them If the participant does not show the signs above, proceed to Step 3 Step 3: Do a second assessment of the situation • Gather the facts by asking the injured participant as well as anyone who witnessed the incident • Stay with the injured participant and try to calm him/her; your tone of voice and body language are critical • If possible, have the participant move himself/herself off the playing surface. Do not attempt to move an injured participant. Step 4: Assess the injury

Have someone with first aid training complete an assessment of

the injury and decide how to proceed. ➪ If the person trained in first aid is not sure of the severity of the Activate injury or there is no one available who has first aid training, EAP! activate EAP. If the assessor is sure the injury is minor, proceed to step 5. Step 5: Control the return to activity Allow a participant to return to activity after a minor injury only if there is no: • Swelling • Deformity • Continued bleeding • Reduced range of motion • Pain when using the injured part Step 6: Record the injury on an accident report form and inform the parents

264 — Community Sport – Flag: Reference Manual October 2006 Accident Report

Date of Occurrence: Event: Time: Team(s) League(s)/Association(s) Involved: Type of Injury/Accident: Weather Conditions: ■ Sunny ■ Rain ■ Snow ■ Hail ■ Overcast Field Conditions: ■ Muddy ■ Dry ■ Icy ■ Wet Cause & Manner of Accident/Injury (Events leading up to, how sustained):

Where did it occur (end zone, bench, etc.): Nature of Extent of Injuries: Name of Injured Person: ■ M ■ F Address: DOB: Telephone: Position Played: Jersey #: Team: League/Association: Action Taken First Aid Given: ■ Yes ■ No Who: Describe: Assistance Requested: ■ Police ■ Fire ■ Ambulance Other: By means of: ■ Telephone ■ Radio ■ Personal Contact Assistance Requested by: Name of Officer/Attendent in Charge: Division: Removed to Hospital? ■ Yes ■ No Name of Hospital: If Minor, Parents contacted by: at Time Description of the accident by Official:

First-hand witnesses and parties directly involved: Name: Name: Address: Address: Phone: Phone: Relationship: Relationship: Additional information/Comments (extra pages attached): ■ Yes ■ No # of pages:

Further Action/Follow Up Requested: ■ League ■ Officials Association ■ Provincial Association Details:

Declaration I hereby certify that the information contained in this report is true and correct to the best of my knowledge.

Date Signature of Official Filing Report Name of Official League: Association: October 2006 Community Sport – Flag: Reference Manual — 265 10. Head Injuries and NB: The following information is presented as a series of Concussions: Guidelines guidelines only. Head injuries must be treated by a recognized for Coaches medical professional. Introduction Head injuries and concussions can occur in many sports, either in training or during competitions. Because of the potentially grave consequences of injuries to the head, coaches must take certain precautions and should enforce strict safety measures when dealing with them. The information contained in this section is not designed to train coaches on how to implement a medical treatment or to offer medical advice in the event of a concussion. Rather, its purpose is to provide some recommendations on how to manage situations involving head injuries in a responsible manner. It is important to note that there is presently a lack of consensus in the medical community regarding precise grading scales and return to training or competition criteria following concussions. What is a concussion? A concussion is an injury to the brain that results from a hit to the head, or to another part of the body that allows the transmission of impact forces to the head. It shows itself through a temporary alteration in the mental status of the individual, and may also be accompanied by some physical symptoms. Some common causes of concussions The situations that may result in head injuries vary greatly from sport to sport. Producing a comprehensive list of possible causes is therefore difficult. However, some common causes include: • Direct blows to the head, face, jaw, or neck • Collisions from the blind side, or hits from behind • Hard fall on the buttocks, or whiplash effect • Poor quality of protective sport equipment (shock absorption), failure to wear protective equipment designed for the head, or improper adjustment of the same • The environment (e.g. obstacles near playing surface) • Significant differences in the skill level, age, or size of participants involved in activities with risk of impact • Poor physical condition, or insufficient strength in the neck and upper body musculature. Symptoms Symptoms observed in the case of a concussion include headache, dizziness, loss of consciousness, nausea, lethargy, memory loss, confusion or disorientation (lack of awareness of time, place, date), vacant stare, lack of focus, ringing in the ears, seeing stars

266 — Community Sport – Flag: Reference Manual October 2006 or flashing lights, speech impairment, balance impairment, and problems with sight. Other signs may include a major decrease in performance, difficulty following directions given by the coach, slow responses to simple questions, and displaying inappropriate or unusual reactions (laughing, crying) or behaviours (change in personality, illogical responses to sport situations). Managing a participant with concussion symptoms The following short-term measures should be implemented in the event that a participant suffers a concussion: • An unconscious participant, or a participant with significant changes in mental status following a head injury, must be transported to the emergency department of the nearest hospital by ambulance. This is a grave situation, and the participant must be seen by a medical doctor immediately. In such a situation, the Emergency Action Plan must be implemented. • A participant showing any of the concussion symptoms should not be allowed to return to the current practice or competition. • A participant showing concussion symptoms must not be left alone, and monitoring for the deterioration of his/her condition is essential. He/she should be medically evaluated as soon as possible following the injury. The circumstances of the injury should be recorded and communicated to the medical personnel. • If any of the concussion symptoms reoccur, the participant’s condition should be considered serious, and the individual must go immediately to the hospital. Managing the participant’s return after a concussion Although a participant may have been given the authorization to return to regular training and competition, this must be done gradually. The participant must be re-evaluated periodically during the weeks that follow his/her return, to ensure that there are no reoccurring symptoms. Below are a series of steps to assist coaches in managing the return to training or to competition of a participant who has suffered a concussion. Each step should take at least one day, although proceeding through each step may take longer depending on individual circumstances (Step 5 applies predominantly to sports that involve body contact). Step 1: No activity, complete rest; if no symptoms are observed for one full day, move to Step 2. Step 2: Low-intensity continuous exercise, such as walking, jogging, or

October 2006 Community Sport – Flag: Reference Manual — 267 cycling on a stationary bicycle; if no symptoms are observed, move to Step 3. Step 3: Low-intensity, sport-specific activity without contact; if no symptoms are observed, move to Step 4. Step 4: Moderate-intensity sport-specific training activities without body contact; if no symptoms are observed, move to Step 5. Step 5: Regular practice with body contact if it is required by the sport (no hard impact); if no symptoms are observed, move to Step 6. Step 6: Return to regular training and to competition. If symptoms do reoccur, the participant must immediately stop any form of activity and be examined by a medical doctor before resuming training or competition. It is extremely important for the participant, the coach, and the medical personnel to be open and frank when evaluating the participant’s condition. If reoccurring symptoms are not disclosed, the participant may suffer permanent damage. Repeated concussions Some data suggest that after a first concussion, a person might be more at risk of suffering from concussive injuries in the future. If a participant has a history of repeated concussions, he/she should participate in sport activities only when full clearance to do so is obtained from a medical professional. NB: This information is based on the summary and agreement statement of the First International Symposium on Concussion in Sport held in Vienna in 2001, and on a brochure produced by Judo Canada, entitled “Safety First - What You Need To Know About Concussions.” The Coaching Association of Canada is grateful to the Concussion in Sport Group and its chair, Dr. Karen M. Johnston, Division of Neurosurgery, McGill University Health Centre, and to Judo Canada’s director general, Andrzej Sadej, for permission to adapt this material. The Coaching Association of Canada also wishes to express its thanks to Dr. Johnston for reviewing this text.

268 — Community Sport – Flag: Reference Manual October 2006 11. Coaching Liabilities Introduction More than ever before, coaches are aware of the risks and responsibilities they assume when they coach. These risks and responsibilities include those that are legal in nature. No matter what their certification, experience, employment or volunteer status, sport discipline, or location of residence, coaches at all times have a legal obligation to provide a safe environment for participants. To understand this obligation more fully, the coach must understand some key legal principles including negligence and liability. In order to fulfil this obligation, the coach must also understand concepts and techniques related to risk management. With this knowledge, the coach can determine the applicable standard of care, can assess his or her own coaching situation for risks, and can put in place appropriate measures to manage these risks. These three topics – negligence, liability, and risk management – are discussed below. This section concludes with a ten-point “personal risk management plan.” Negligence Negligence is a legal term with precise legal meaning. The term relates to standards of behaviour that the law expects, and understanding the law of negligence is an essential first step in learning how to provide a safe environment for participants. In general terms, negligence refers to behaviour or action that falls below a “reasonable standard of care.” The law in Canada demands that we behave in a particular way so that others who might be affected by our actions are not exposed to an unreasonable risk of harm. The standard of behaviour the coach is expected to meet is what is termed an “objective” standard. As adults and as coaches, we are all credited with the same general intelligence and sensibility, and thus the law expects each of us to behave in a reasonable fashion when confronted with similar circumstances. The law does not expect a coach to be perfect in his or her behaviour, only that the coach be reasonable and act as other reasonable coaches would act in the same circumstances. It is widely accepted that there is a certain amount of risk in many sport activities and that such risk is knowable, foreseeable, acceptable, and, depending on the sport, even desirable. What is unacceptable in sport is behaviour that places participants in a situation of unreasonable risk or danger. A coach’s conduct is negligent when all four of the following conditions occur: • a duty of care exists (such as that which exists between a coach and a participant) • that duty imposes a standard of care that is not met by the coach

October 2006 Community Sport – Flag: Reference Manual — 269 • a participant, or other person, experiences harm • the failure to meet the standard can be shown to have caused or substantially contributed to the harm. For the coach, the “standard of care” is the most important of the above elements. The standard of care is what the coach should do in a given situation. Standard of care is difficult to define precisely because it is influenced by the risk inherent in the surrounding circumstances. Thus, the duty to act responsibly remains constant, but the specific behaviour required to fulfil that duty will change with the circumstances. To determine what the standard of care is in any given circumstance involves looking to four sources: • Written standards – these are government regulations, equipment standards, rules for a particular sport or facility, rules from a sport governing body, coaching standards and codes of conduct, and other internal risk management policies and procedures. • Unwritten standards – these are norms or conventions in a sport, an organization, or a facility that might not be written down, but are nonetheless known, accepted, and followed. • Case law – these are court decisions about similar situations. Where the circumstances are the same or similar, judges must apply legal principles in the same or similar ways. Earlier decisions of the court are a guide, or precedent, for future decisions where the facts are similar. • Common sense – this means simply doing what feels right, or avoiding doing what feels wrong. Common sense is the sum of a person’s knowledge and experience. Trusting one’s common sense is a good practice. The responsible and prudent coach is familiar with written policies that govern him/her, is aware of unwritten norms and practices, knows something of the case law as it applies to coaches, and has learned to trust his/her intuitive judgment and common sense. Liability Where all four conditions of the legal definition of negligence have been met, negligence of the coach may be established. What follows then is the question of liability. While negligence refers to conduct, liability refers to the responsibility for consequences of negligent conduct. Responsibility may lie with the coach who was negligent, or with another person or entity entirely. For example, an insurance policy transfers the financial liability for negligence to an insurance company. A valid waiver of liability agreement might eliminate liability entirely. An injured participant may be partially responsible for his or her injuries and thus may share liability with the negligent coach. And a sport organization may be vicariously liable for the negligent actions of its coach, 270 — Community Sport – Flag: Reference Manual October 2006 whether he or she is an employee or a volunteer. Liability can also refer to responsibility for the consequences of conduct that fails to meet a predetermined legal standard other than the standard of care in a negligence situation. In addition to the liability that can arise from negligence, liability can also arise when a law is broken or when a contract is breached. The prudent coach ensures that these types of liability are avoided by adhering to laws and complying with contractual agreements. In summary, an understanding of the legal meaning of negligence answers the coach’s question, How does the law expect me to behave? The follow-up question is, How can I be sure that my behaviour will meet this expectation? The answer to this question lies in risk management. Risk management Risk management is defined as “reducing the chances of injury or loss by taking steps to identify, measure, and control risks.” This means that the coach spends time thinking about potentially risky situations, decides which situations might pose serious risks, and determines what practical steps he/she can take to minimize those risks. The common ingredient in all these tasks is common sense. There are four strategies for controlling risks, all of which are important to the coach: • Retain the risk – the risk is minor and it is inherent in the sport activity, and the coach is willing to accept the consequences, so he/she does nothing about the risk. In sport, this is often a legitimate risk-management strategy. • Reduce the risk – the risk is moderately significant and the coach takes measures to reduce the likelihood of the risk occurring, or the consequences if it does occur, through careful planning and supervision and education of participants. • Transfer the risk – the risk is significant and it is transferred to others through contracts, including waivers and insurance. • Avoid the risk – the risk is severe and the coach decides to avoid whatever may cause the risk. A word of caution for coaches: there is no template, formula, or checklist for managing risk. The law expects coaches to provide a safe environment for participants, but what that means for a coach’s conduct will vary with the circumstances, including the age and skill level of participants and the environment in which the coaching activity occurs.

October 2006 Community Sport – Flag: Reference Manual — 271 12. The Coach’s Personal The informed and prudent coach protects himself/herself by Risk Management Plan implementing a personal risk management plan. This plan helps the coach on two fronts: first, it will promote a safe program and help to prevent injuries from occurring, and second, when an injury cannot be prevented, it will help to protect the coach from liability claims. Coaches can, and should, practise their own personal risk management by following this ten-point plan: 1. Be familiar with and adhere to applicable standards, both written and unwritten, as well as internal policies and rules governing the facility, the sport, and your program. 2. Monitor your participants’ fitness and skill levels, and teach new skills in a progressive fashion suitable to their age and skills. Never leave young participants unsupervised. 3. If you do not have access to medical personnel or a qualified trainer, keep adequate first aid supplies on hand; ideally, you should be trained in administering first aid. 4. Develop an Emergency Action Plan for the facility or site where you regularly hold practices or competitions. Carry with you, at all times, emergency contact numbers and participants’ medical profiles. 5. Inspect facilities and equipment before every practice and competition and take steps to ensure deficiencies are corrected immediately, or adjust your activities accordingly to avoid the risk. 6. Work with your employer or sport organization to use appropriately worded “assumption of risk” agreements in your programs and, where appropriate, in settings involving adult participants, “waiver of liability” agreements. 7. You should be covered by the liability insurance policy of your employer (if you are remunerated for your coaching services) or your organization (if you are a volunteer coach). Confirm that this is the case. If it is not, obtain your own insurance. 8. Do not be afraid to stop or withdraw from any activity that poses unreasonable risks, including stopping a practice or removing your team or your participants from a competition. 9. Trust your common sense and intuition! 10. Actively pursue your own training, professional development, and coaching certification. NB: Legal Questions and Answers (FAQ) on liability are provided in the appendices.

272 — Community Sport – Flag: Reference Manual October 2006 13. Common Tasks of Which of these are you expected to do? Community Coaches Team and equipment management • Registering individual participants • Registering the team • Gathering medical and contact information • Booking facilities for practices • Booking facilities for competitions • Ordering and purchasing equipment • Ordering and purchasing uniforms • Establishing a team code of conduct • Establishing a parent code of conduct • Recruiting assistants • Arranging for transportation when required • Compiling first aid kit • Designing an EAP • Designing/obtaining a facility safety checklist Planning • Planning practices • Scheduling practices • Planning the competitive calendar • Planning and preparing for a parent meeting – beginning of season • Planning and preparing for a parent meeting – mid-season • Planning and preparing for a parent meeting – end of season • Planning an end of season social Coaching • Setting up equipment • Completing a facility inspection • Running practices • Evaluating practices • Running parent meetings • Running the end of season social

October 2006 Community Sport – Flag: Reference Manual — 273 14. Communication Communication is a two-way process. Good communication leads to understanding.

message sent

speaking listening clearly carefully UNDERSTANDING listening speaking carefully clearly

message received

Meetings with Players & Parents Meetings with players and parents will encourage communication and help build a positive relationship. Many coaches like to hold three meetings each season: one at the beginning, one at mid- season, and one at the end. Some coaches have meetings with players and parents together; others like to hold a separate meeting for each group. The age range of your players and the approach you like to take will determine how you handle meetings and how many you hold. Remember, much can be accomplished in brief sessions before and after practices or games. And sometimes it may be preferable to speak to players or parents individually. Here are some things you might want to cover if you hold a players meeting at the beginning of the season: • Welcome and introductions • Goals and roles • Your coaching philosophy • Names of team contacts and their phone numbers (a handout) • Players’ hopes and expectations • Schedule of games • Schedule for practices • Plans for social activities • Plans for other activities such as fund-raising • Questions and answers.

274 — Community Sport – Flag: Reference Manual October 2006 A parents meeting at the beginning of the season can be helpful in a number of ways. It provides an opportunity to get to know parents and to discuss plans for the season. It is also a good time to recruit volunteers! Here are some items you could cover at the meeting: • Welcome and introductions • Team objectives • Your coaching philosophy • Parents’ expectations • Ways parents can assist and be involved • Schedule for practices and games • Arrangements for car pooling • Equipment costs, other expenses, fund-raising activities • Provide, as a handout, names of contacts and their telephone numbers • Questions and answers. You can use this meeting to hand out schedules and circulate your team (contact) directory. Don’t forget to have parents complete a Player Medical Information card for their child (see page 188). Communicating with Your Players Ongoing communication with your players will be easier if you have taken the time at the beginning of the season to talk about goals, outline your approach, and answer questions. Here are a few simple tips to help you communicate effectively with your players during practice and games: • Give them an opportunity to speak. • Listen to what they say and how they say it. • Speak to them using words they understand. • Always keep it simple. • Bend down (or crouch or kneel) so you can talk to them at their level. • Speak to every player at every session.

October 2006 Community Sport – Flag: Reference Manual — 275 Helping Your Players to Feel Good About Themselves As a coach, you can help your players to develop confidence and self-esteem. Here are some ways you can do it: • Greet them individually when they arrive for each session. Make them feel good about being there. • Show confidence in their ability to learn. • Offer activities that suit their level of development. • Encourage effort without always focusing on results. • Avoid elimination games and other activities that may add undue pressure. • Create situations where there are lots of “successes.” • Be specific when telling them what you like about their effort or performance. • Use a smile or a nod to acknowledge them. • Praise them for special things they have done. A “pat on the back” means a lot. • Give them responsibilities. Involve them in making decisions and give each of them a chance to be a “leader.” • Ask for their input and invite their questions. In spite of all your efforts, some players may still not respond. If any of them are uninterested, difficult, or unhappy, talk to them about it. Communicating with Parents A pre-season meeting (or individual discussion) with parents will set the stage for open and effective communication throughout the year. It will give you a chance to explain your coaching philosophy and approach, and provide an opportunity to deal with any questions or concerns they may have. It is important to listen to parents whenever they want to talk to you about their child. But as a coach you should do more. It is also your role to guide parents in their involvement in the sport. You can do this in a number of ways: • Encourage them to acquire an understanding and appreciation of the game through knowledge of basic rules, skills, and strategies. • Demand the same respect for fair play from them as you do from your players, • Discourage those who want to “coach” from the sidelines. Getting messages from others will only confuse your players.

276 — Community Sport – Flag: Reference Manual October 2006 Fair Play Agreement

For the Parent(s) I/We agree to: name(s) • Remember that children should always play for their fun. • Teach my children that honest effort is as important as winning. • Provide plenty of encouragement to my children because that is the best way to help them learn. • Teach my children that officials are an important part of the game and to respect their decisions. • Encourage my children to be good sports. • Applaud the value and effort of volunteer coaches and officials. Signature(s) Date Adapted from Fair Play for Kids. Used by permission. Contact the Canadian Centre for Ethics in Sport for other valuable resources.

Parents should guide their children’s involvement in sports, but they should be encouraged to let them make their own final decisions. A child who really doesn’t want to play football just now should not be forced into doing so. This will only lessen the chance of the child taking it up later and can even lead to negative feelings about sport in general. From time to time, some parents may have to be reminded that it’s just a game ... for the kids!

15. Know Your Players Keeping some simple records will help you manage your team. Having a Player Medical Information card on file for each player is important for safety. A Team Directory is useful for administration, and it can help with team spirit! Medical Information Form Blank Player Medical Information forms are provided on the next page. Photocopy the number you require, then ask parents to complete one for their child at the beginning of the season. In addition to the Medical Information Form, you should have each parent submit a physical examination certificate, completed by their family physician, for their child. Review all the forms when parents return them to you, and ask for any additional information you may need. Knowing these details will help you prevent problems and deal more effectively with injuries or accidents if they do occur.

October 2006 Community Sport – Flag: Reference Manual — 277 Player Medical Information

Name Date of Birth: D M Y

Person to be Contacted in Case of Emergency Phone: Day Evening

Alternative Contact Phone: Day Evening

Family Doctor Phone Health Insurance Number

Medications Allergies Relevant Previous injuries or surgeries Medical History

Does the Player carry and know how to administer his or her own medications? ■ yes ■ no

Other conditions (braces, contact lenses, etc.)

Note: Medical information is confidential. Only authorized individuals should have access to this card. Keep this card with the team at all times.

Player Medical Information

Name Date of Birth: D M Y

Person to be Contacted in Case of Emergency Phone: Day Evening

Alternative Contact Phone: Day Evening

Family Doctor Phone Health Insurance Number

Medications Allergies Relevant Previous injuries or surgeries Medical History

Does the Player carry and know how to administer his or her own medications? ■ yes ■ no

Other conditions (braces, contact lenses, etc.)

Note: Medical information is confidential. Only authorized individuals should have access to this card. Keep this card with the team at all times.

278 — Community Sport – Flag: Reference Manual October 2006 Team (Contact) Directory A blank Team Contact Directory sheet is shown on the next page. Ask your coaches, club officials, players and parents to provide the necessary information (get postal codes, too, so it will be easy for you when it’s time for Christmas cards!). When the directory is complete, make enough photocopies so you can give one to each family involved with your team. Team staff can use the list when they need to contact anyone connected with the team. Parents will appreciate having a copy — when arranging rides, for example. And if the team brings some of your players together for the first-time, they can use the list to call new friends to get together and play!

October 2006 Community Sport – Flag: Reference Manual — 279 Team Contact Directory

Name of Player (and Parent(s)) Jersey # Address Telephone #

( )

Head Coach:

Assistant Coaches:

Manager:

Equipment Manager:

Trainer:

280 — Community Sport – Flag: Reference Manual October 2006 16. Recruiting Volunteers The head coach is ultimately responsible for all team activities. Your … and keeping them! job will be easier and more enjoyable if others are recruited to help out. Friends, acquaintances, and parents of the participants can be called upon to serve as assistant coaches and managers. Here are suggested roles and responsibilities for these positions: Assistant Coach • Review the practice plans with the head coach before each practice. • Assist the head coach in practices and games. • Stand in for the head coach if required at practices and games. Manager • Look after team jerseys and equipment. • Distribute practice and game schedules. • Make any necessary telephone calls to participants and parents. • Be responsible for team funds. • Ask the league director or local association president for information on league regulations and activities. • Assist in the care and maintenance of participants’ equipment. Tips for Finding Volunteers • Ask your league director or local association president for names of people who might want to assist. • Spread the word to neighbours and friends. Can they help? Can they suggest others who enjoy sport and have experience working with children? • Call your local high school and speak to physical education teachers. Explain your needs, and ask if they can give you names of student-athletes who might be interested in helping out. • Talk to the parents of all your participants and invite them to get involved. Tips for Keeping Volunteers Once you have the help of volunteers, it’s important to keep them motivated and involved. Here are some ways you can do this: • Involve them in planning wherever possible and have them share in the decision-making. • Have them do things they will find enjoyable and satisfying. • Acknowledge them for their contributions.

October 2006 Community Sport – Flag: Reference Manual — 281 17. Competition If you are well-organized and prepared for the competitions, Organization the participants will be more likely to do their best and enjoy themselves. Here are some suggestions for what to do before, during, and after a competition. Field play of Goal line Goal line Before the competition

20 yds 110 yds 20 yds

Imperial Field Dimensions • Arrive at the venue well ahead of time. and Markings Deadline Endzone Deadline Endzone 65 yds

24 yds • Make sure you have your first aid kit and all the equipment you

5 10 15 20 25 30 35 40 45 50 Centre 50 45 40 35 30 25 20 15 10 5 need. • Check the playing surface and the facility for safety hazards. • Make sure the participants’ equipment fits properly. • Be sure the various volunteers (e.g. assistants, manager, scorekeepers, timekeepers) are ready and aware of their duties. • Ensure that all participants go through a proper warm-up. • Have a short meeting with the participants. Be positive and stress just a few points of instruction. Do not ask participants to do anything they haven’t already practised. During the competition • Create a happy and positive mood (smile and enjoy yourself). • Be enthusiastic, respectful, fair, and consistent. • Encourage participants’ efforts in a clear and precise manner. • Encourage participants to ask questions. • Set a good example in dealing with officials and the other team. • Explain the officials’ calls to the participants. • Give all participants the opportunity to play every position. • Ensure that every participant has equitable playing time throughout the competition. • Make substitutions frequently to keep everyone in the competition. • Keep feedback positive and brief. After the competition • Make sure participants and team staff shake hands with the other team and officials. • Provide participants with encouragement and positive feedback. • Make announcements about upcoming practices or competition. • Ask yourself these questions: – Did the participants have fun? – Was there equal opportunity for everyone to play?

282 — Community Sport – Flag: Reference Manual October 2006 – Was it a positive experience for everyone? • After analysing the strengths and weaknesses demonstrated by participants during the competition (do this with the participants), prepare for your next practice. • Try to say something positive to each participant before he/she leaves.

October 2006 Community Sport – Flag: Reference Manual — 283 284 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter G Practice Coaching

1. Choosing Activities for your Practice 2. Key Parts of a Complete Practice in Community Sport 3. Practice Planning Checklist 4. Preparing for Practice 5. Practice Card 6. Running the Practice 7. Coaching Aids 8. What is Coaching? 286 — Community Sport – Flag: Reference Manual October 2006 Practice Coaching 1. Choosing Activities for Your Practice

Who? • Age of participants • Skill and proficiency level of How? participants What? • Number or participants • What the participants must do • Explanations/instructions • Exercise mode used for the activity to give to participants • Intensity of efforts to be produced • Setting the environment • Duration/number of repetitions for success • Challenges the activity presents and • Equipment required suitability to participants • Role of the coach during • Measures of success; success the activity indicators • Possible effects of the activity (e.g. fatigue, level or arousal) • Risk factors related to the activity Activity • Specific safety measures required When? • Procedures to follow in case of an emergency • Part of the practice in which the activity takes place Why? (warm-up, main part, cool-down) • Coach's goals • Ideal time during the • Purpose of the activity practice to perform the Where? activity • Venue where the activity is taking place • Location of the participants during the activity • Ideal location from which the coach can observe

CS406

October 2006 Community Sport – Flag: Reference Manual — 287 2. Key Parts of a Complete Practice in Community Sport

Time Practice Part Key contents and tips variable Introduction Before practice begins: • Arrive early • Inspect facilities • Organize equipment • Greet each participant as they arrive, get a feel for their mood

2-3 min At the beginning of practice: • Start on time • Ask participants to gather in front of you • Talk briefly about the goals of the practice • Give specific safety instructions • End with a team cheer

5-10 min Warm-up General Warm-up: • General exercises or games to raise body temperature • Progressive stretching

8-15 min Specific Warm-up: • Short activities that participants already know and that mimic the movements of the main part • Intensity should gradually increase but not tire the participant Never skip or rush a warm-up, as this may lead to injury.

15-30 min Main part • Sequence three or more activities (depending on time and logistics) together in a progressive fashion • Use cooperative games whenever possible • Avoid elimination activities, because participants who need the most practice get eliminated first (e.g. if you loose the ball you are out) • If parent assistants are available, set up stations to minimize downtime and lineups • Aim to improve gross motor skills in children • Aim to improve appropriate basic sport skills • Play mini games; participants like to play the sport!

5-10 min Cool-down • Gradually decrease intensity • Follow with stretching

2-3 min Conclusion • Give brief comments on what went well, what needs improving • End with a team cheer • Ensure that nobody is leaving feeling frustrated or in an aggressive mood

288 — Community Sport – Flag: Reference Manual October 2006 3. Practice Planning Structure and organization Checklist ■ The practice is organized and well structured (introduction, warm-up, main part, cool-down, conclusion). ■ The length of the practice is appropriate for the age and ability level of the participants. ■ Full use is made of available facilities and equipment to achieve the practice goals. ■ The practice includes a variety of activities. ■ Activities are planned so there is minimal waiting time for participants. ■ The transition from one activity to the next is planned in such a way as to minimize the time wasted. ■ Activities are presented in the appropriate order in the main part of the practice. Choice of the activities ■ The activities are appropriate to the developmental stage of the participants. ■ The activities are adapted to the skill and fitness level of the participants. ■ The activities have well-defined goals, and the purpose of the tasks involved is clear. ■ The activities are relevant to football. Success and challenge ■ The activities present reasonable challenges to the participants. ■ The activities are chosen or designed so that the success rate by the participants when performing the task is no less than 70%. Safety ■ Potential environmental, equipment and facilities, and human risk factors have been considered, and the activities are designed accordingly. ■ An Emergency Action Plan is available.

www.coach.ca

October 2006 Community Sport – Flag: Reference Manual — 289 4. Preparing for Practice Practice time is precious, so you’ll want to make the most of it. Here are some tips for planning and running your practices. Write out your practice plan and follow it. This should make your session more productive and enjoyable. Remember that football’s division of units and positions make a coordinated practice plan a must! Your plan should include an outline of time commitment to each phase of practice for each coach with a recommended breakdown as follows:

Practice Planning Worksheet Team: Date: Time: from to Location: Goal(s): Equipment Needed:

Introduction: Key messages/safety points Time: ~3 minutes

Warm-up: Include general, stretching, and specific key messages/safety points Time: ~10 minutes Equipment needed

Individual Skill Development Key messages/safety points Watch order of activities! Equipment needed Time: ~20 minutes Offensive/Defensive Unit Work Time: ~10 minutes

Entire Team Work Key messages/safety points Time: ~10-15 minutes

Conditioning\Post-Practice Announcements/Meetings Time: ~10 minutes

290 — Community Sport – Flag: Reference Manual October 2006 Sample Practice Plan

Practice Objectives: �ntroduce deep pass patterns. Duration: Zone defense – area drops and intercepting. 60 Minutes Practice new plays for upcoming game..

Segment Skill Description Time Warm-up Low organized activities. Slowly raising body 7-10 minutes Activities temperature with low impact Stretching Routine. exercises

Individual Skills Over the shoulder catching. a. Running Receiver. 10 minutes b. Introduce Deep Pass Patterns: Fly, Post, Flag.

Back Pedal and Break. a. Player breaks at 90 /45 10 minutes angles. Intercepting. b. Coach initiates break and passes the ball to the DB.

Break 1 - 3 min

Offense / Defense One-on-ones. a. Receivers and DB’s 12 minutes perform one-on-one pass receiving/defending skills.

Team Offense Pass Plays. a. Offensive team runs 8-10 12 minutes plays from LOS. (Carded)

Defense Team Coverage. b. DB’s work on zone coverage drops 2-1-2.

Cool Down Stretch. 5 minutes

October 2006 Community Sport – Flag: Reference Manual — 291 Backs Defensive Rusher Centers Date Receivers Backs Running Practice Card / Master Quarterbacks d Perio Pre-Practice Warm-Up Individual Group Team Game Play Condition/ Cool Down Time Practice Plan # Adapted from "A Novice Coaches Guide – Getting Started" from the St. Albert Minor Football Association.

292 — Community Sport – Flag: Reference Manual October 2006 Football Practice

Practice # Position Practice Plan: Date: Time Activity Time Activity

Football Practice

Practice # Position Practice Plan: Date: Time Activity Time Activity

October 2006 Community Sport – Flag: Reference Manual — 293 6. Running the Practice • Get to practice early and insist that your players arrive on time. • Share responsibilities with another coach (and other helpers if necessary). This will give players more individual attention and help keep them active and involved. • Young children have a short attention span, so keep drills and other activities brief (5-10 minutes each, for example). • Continually challenge players by increasing the difficulty of drills, once they have mastered easier ones. • Treat all players equally and emphasize positive feedback. Try to talk to each player individually at every practice. Tips for Teaching • Arrange an appropriate teaching formation. • Position players so there are no distractions behind you — the sun shining in their eyes, for example. • Scan the group as you talk. Make eye contact with all players. • Speak in a concise, clear manner. Too much information may confuse your players. • Ask questions to make sure players have understood you and know what is expected of them. • When setting up a drill, tell your players how, where, in what direction, and how many, or for how long. Do a walk through of the activity so that your players can visualize the requirements. Correction of Errors Whether they show it or not, most football players feel embarrassed when they are unable to perform a skill. They may attempt to hide this embarrassment through different techniques: laughing, giggling, or the “I was not really trying” gambit, or by an out burst of temper. As a coach you must avoid these attempts by the athlete to hide his/her embarrassment by giving then encouragement immediately after the error. If you manage the situation correctly, errors can also be a golden opportunity to provide corrective instruction. Corrective instruction should be provided in an encouraging and positive fashion. Do not focus on the error that has just occurred, but on the improvement that will follow. Your instruction should have three elements: • Compliment - Confirm effort or part of the skill that was performed correctly. • Future - Oriented instruction - correcting the error by stating how the athlete should perform the skill next time. • Positive statement - Provide a word of encouragement.

294 — Community Sport – Flag: Reference Manual October 2006 This kind of a “hamburger”, consisting of a reward for something done right and an encouraging positive remark wrapped around a constructive suggestion, is apt to make the player feel encouraged as a result of what you have said. Emphasizing the positive things that will happen if he or she follows your instruction will tend to motivate the player to perform correctly rather that be motivated to avoid failure and disapproval. Assessing the Results • Review your practice plan after the session. • Determine if you achieved your objectives. • If not, why not? • Decide what went well and what needs to be worked on. Use this information to select the skills and drills you will concentrate on next time. • Make a note of activities that players particularly enjoyed and return to them in the future. Check the Evaluation Section for tips on assessing your coaching performance.

October 2006 Community Sport – Flag: Reference Manual — 295 7. Coaching Aids

Flag Football 3-Hour Skills Session

Introduction /Warmup 15 minutes Skill Activity Description Time Getting Started Introductions, explain the Clinic format can be in either 5 minutes clinic format. position stations or divided into offense and defense team areas. Rotate Players throughout segments at the appropriate time.

Highlight the rules and a. No Tackling, Blocking, Co- fundamentals skills of Flag ed, anyone can play. Football. b. Importance of learning the basic fundamentals skills to enjoy the game.

Warm up Warm up activity and stretch Refer to Guide page 120 5 minutes

Agility Agility Drills Individual / positional agility 5 minutes drills, includes box drill, footwork and reaction drills. Refer to Section E p. 123-143

296 — Community Sport – Flag: Reference Manual October 2006 Flag Football 3-Hour Skills Session

Position Skills -Offense 1 hour Skill Activity Description Time Passing Partner Passing Drill – Players Explain the Proper Grip, 10 minutes pair up 10 yards apart. Passing Motion, Follow through. Players can perform kneeling and progress to standing position. Reference pages 98 - 102.

Pass Receiving Partner Passing Drill -Above Hand positions, eye tip of the 10 minutes and Below the waist. ball, arms give on contact ”soft hands”. Reference pages 107 & 108.

Pass Routes Line passing drills Group Players in five to seven. 15 minutes Demonstrate pass patterns. a. Demonstrate each pass patterns. Patterns can be a. Hook, Out, In, Slant. marked with pylons. b. Vary routes and multiple b. Players run pass patterns Players can run pass without receiving a pass. routes. c. Progress with a coach or c. Focus on proper break and QB passing the ball to pattern distance. Receivers. Reference pages 104 - 107.

Break 2-3 minutes

Centering Players pair up 5 yards apart Explain Center Position and 5 minutes and perform a shotgun snap. Snap Technique. Reference page 97. Demonstrate the Center Snap and QB position for receiving the snap. Introduce QB cadence. Reference page 60.

RB Handoffs Drill: Hand-off drill. Players Demonstrate Handoff 5 minutes pair up and complete a set Technique. QB Position, number of handoffs to either RB Position, Reference page side. Players rotate positions 99. QB /RB.

October 2006 Community Sport – Flag: Reference Manual — 297 Flag Football 3-Hour Skills Session

Position Skills -Offense (continued) 1 hour Skill Activity Description Time Carrying The From a stationary position. Demonstrate proper ball 5 minutes Football carrying technique and Each Player holds a ball with efficient running form. proper grip and performs Reference page 110. running arm action. Refer to page… Drill: Players run, zig zag around cones or within a grid.

Pass Receiving Over the shoulder catching. Demonstrate over the 10 minutes Line passing drill in groups shoulder catching and long of 5-7 Players. Coach or QB pass patterns Fly, Post, Flag. passes the ball to Receivers. Reference pages 105.

298 — Community Sport – Flag: Reference Manual October 2006 Flag Football 3-Hour Skills Session

Position Skills Defense 40 minutes Skill Activity Description Time Defensive Back Back Pedaling Breaking, Demonstrate back pedal 10 minutes Coverage Intercepting. technique. a. Players align facing coach Refer to Page 112. and backpedal 10 yards. b. Players break at 90/45 angles. c. Players break on coaches direction.

Defensive Back Person – to Person Coverage. Emphasize cushion, leverage 10 minutes Coverage on the Receiver. Refer to page a. DB covers a partner 67. running various pass patterns without a pass. b. Progress to coach passing the ball.

Flagging Drill: One-on-one flag pull. Key Points. Watch the ball 10 minutes Technique carriers hips. Target near Ref. Page 138. the belt attachment. Release Game Flag and Out. Player on missed grabs to avoid penalty. Learn to grab Ref. page 142. with either hand.

Rushing Technique Drill: Snap and move. Review alignment and 10 minutes position rules for Rusher. Ref. page 131. Blitzing Technique. Refer to manual page. Emphasis on movement on the snap of ball to avoid illegal rush.

Break 5 minutes

October 2006 Community Sport – Flag: Reference Manual — 299 Flag Football 3-Hour Skills Session

Offense Team Basics 30 minutes Skill Activity Description Time Introduce Stationary -Align Players in a. Review position and 10 minutes Offensive assigned positions. summary rules of the Formations game. (LOS) Line of scrimmage, downs, etc. b. Introduce huddle formation and procedures. Reference page 60.

Run: Offense Pass Plays (5) Use carded plays against a 20 minutes Run: Running Plays (5) ghost defense. Reference page 302-303.

Defense Team Basics 20 minutes Skill Activity Description Time Introduce Demonstrate 3-2 Zone Practice area drops and 10 minutes Defense Zone Coverage. reaction to QB movement and Coverage ball. Reference pages 304- 305.

Demonstrate 2-1-2. No Rush.

Team Play 20 minutes Skill Activity Description Time Scrimmage Practice Game Scrimmage. Run offense plays against 20 minutes defense.

Defense coverage zone and person-to-person.

Cool Down Group stretch. Announcements 10 minutes and Communication.

300 — Community Sport – Flag: Reference Manual October 2006 Sample Passing Tree

Fly 9

20 YDS

7 8 Post/ Corner/ Corner Flag

15 YDS

Curl

Hook Hook 10 YDS 5 4 Out 6 3 In

2 Out

5 YDS 1

Line of Scrimmage Receiver QB Side Line

Fig143FF

October 2006 Community Sport – Flag: Reference Manual — 301 Offensive Play Card

20 YDS

10 YDS

WR C WR LOS

RB Fig137FF

20 YDS

10 YDS

WR C WR LOS

RB Fig138FF

20 YDS

10 YDS

LOS WR C WR

RB Fig139FF

302 — Community Sport – Flag: Reference Manual October 2006 Offense Play Cards

20 YDS

10 YDS

WR C WR LOS

Q RB Fig140FF

20 YDS

10 YDS

WR C WR LOS

RB Fig141FF

20 YDS

10 YDS

LOS WR WR C

Q RB Fig142FF

October 2006 Community Sport – Flag: Reference Manual — 303 Defensive Play Card

Person-to-Person Defense Coverage

LOS

DB DB DB R DB

10 YDS

20 YDS

Fig133FF

2 – 1 – 2 Zone Defense

LOS

DB DB

10 YDS

20 YDS

Fig134FF

304 — Community Sport – Flag: Reference Manual October 2006 Defensive Play Card

2 – 3 Zone Defense

LOS

DB DB DB

10 YDS

20 YDS

Fig135FF

3 – 2 Zone Defense

LOS

DB DB DB

DB 10 YDS

20 YDS

Fig136FF

2 – 2 Zone (one Rusher)

LOS

DB R

DB DB

10 YDS

20 YDS Fig144FF

October 2006 Community Sport – Flag: Reference Manual — 305 Positional Skill Development Checklist

Skill Player Player Player Player Player Player Player Player Player (D) Developing 1 2 3 4 5 6 7 8 9 (E) Executing

QB Skills D E

Passing the Ball D E

Executing Handoffs E E

Executing Play Action E E

Receiving Shot Gun Snap E E

Drop Back Pass Action D E

Executing a Pitch Toss E E Pass Pattern Completions: (5 routes) D E Skills-RB E D

Receiving Handoffs E E

Receiving Pitch E Toss E E

Running with the Ball E E

RB Footwork Cuts, Spin-moves E D

Center Skills E D

Center Stance E E

Center Shot Gun Snap – 1 Hand E D

Center Release E E

306 — Community Sport – Flag: Reference Manual October 2006 Positional Skill Development Checklist

Skill Player Player Player Player Player Player Player Player Player (D) Developing 1 2 3 4 5 6 7 8 9 (E) Executing Receiver Skills

Receiving the Ball – High, Low, Side, Over the Shoulder E D Running Pass routes: Hook, Out, Post, Fly E D DB Skills

Stance E E

Backpedal E E

Footwork Breaking 90 E E

Footwork Rotate/ Breaking 45, 180 E D

Intercepting E E

Flagging –Both Hands D D

Zone Coverage Drops E E

Person –to-Person Coverage D D

Pass Rush Skills E E

Evaluation Date:

Evaluated By:

TEAM:

October 2006 Community Sport – Flag: Reference Manual — 307 8. What is Coaching? Coaching is teaching and it involves guiding the discovery of how to perform various skills. Examples of these skills are physical (how to tackle), social (how to share equipment), or mental (how to think ahead). Whole- Part - Whole Teaching There is a danger that you, as the coach, being thoroughly familiar with the skills about to be taught, may assume that it will be simple for all to learn. This assumption can lead to a negative attitude towards anyone who has trouble learning it. To avoid this situation, skills can be taught by the Whole - Part - Whole Teaching Method. Simply put: • Show the entire skill; then, • Break it down into component parts (coaching point) - these parts should be practised separately; lastly, • The whole skill is put back together and practised. *This section on Whole - Part - Whole Teaching was adapted from the “Novice Coaching Program” developed by Doug Krochak and Tim Raxter of the Manitoba Football Coaches’ Association. Teaching Skills and Progressions When introducing new skills: • Teach one thing at a time. • Keep teaching time short and to the point. • Progress from simple to more difficult skills or situations. • Use fun activities and games as much as possible. • Allow for different rates of progress. Tips for Working with Young Players • It’s got to be fun! • Keep everyone active — use lots of games, both sport-specific and general. • Keep things simple so everyone can be involved. • Let your players experiment. • Insure that there are no “physical” mismatches in contact drills. • When introducing contact skills (blocking/tackling) closely control sessions to reduce impact.

308 — Community Sport – Flag: Reference Manual October 2006 National Coaching Coaching Certification Association Program of Canada

Chapter H Teaching and Learning

1. Effective Communication Habits for Coaches 2. The Steps of Coaching an Activity 3. Tips to Help Children Improve Their Self-esteem 4. Assessment Tools for Community Coaches 5. Community Coach Workshop Action Card

Teaching and Learning

One of the primary goals of coaching is to help participants improve their abilities in their sport. Successful coaches are able to communicate and to manage groups and individuals effectively, and can accomplish both in a way that builds the self-esteem of the participants. In this section we will look at the following: • effective communication habits for coaches • the steps of coaching an activity • key points for each step in coaching an activity • self-esteem • creating a participant-centred environment.

1. Effective On a personal level Communication Habits • Know yourself as a coach and as a person. for Coaches • Know your predominant communication style and adapt your style to your audience. • Be aware of the importance of nonverbal communication, as others watch you when you are coaching. The participants will observe even your smallest actions. Nonverbal messages represent approximately 80% of all communication. Verbal and nonverbal messages should not conflict (e.g. saying “Let’s take time to get this right” while constantly looking at your watch may send conflicting messages). • Know your typical reactions to situations that commonly occur in your sport (e.g. Do you get agitated or stressed at competitions?). • Seek opportunities to listen to and communicate with others. • Pay attention to and show a genuine interest in those communicating with you. • Accept that over the course of a season you may have to repeat your messages often. It may be necessary to give the same message several times using different words until your point is understood. • Listen actively by ensuring that you fully understand what others may be trying to communicate. Listening actively means that you ask for clarification when needed, and you occasionally restate what you heard to be sure that you have correctly understood the other person (e.g. “When you said ___, did you mean ___, or ____?”, “If I understand you correctly, you are now going to try ____.”)

October 2006 Community Sport – Flag: Reference Manual — 311 On an environmental level • Create an environment that is based on trust, patience, tolerance, and empathy. • Choose an environment that is conducive to communication (i.e. quiet, free from distraction, discreet). When circumstances are not favourable for a private conversation, arrange a more appropriate time and location to talk (e.g. after the practice). On an interpersonal level • Respect individual differences and characteristics. • Clearly identify your expectations of participants. • Identify how these expectations can be met. • Identify desired attitudes and behaviours (code of ethics, fair play code). • Communicate clear and pertinent messages using words that others can easily understand. • Communicate directly to the intended recipient of your message; do not gossip about a participant. If you have an issue with someone, deal directly with him/her; do not generalize a problem, addressing the entire group when the matter concerns only one or two individuals. • Avoid long speeches to the team or to individuals before or after a competition; aim for brief and specific messages.

312 — Community Sport – Flag: Reference Manual October 2006 2. The Steps of Coaching an Activity

Explain Is there someone • Name the activity and who can give a describe it better demo than I • Say why it is important and can? when it is used • Highlight 2 or 3 key points

Show how it is done

• Demonstrate the activity • Show the key points

Did I allow enough Give time to practise time to practice before adding more • Give the participants time to or stopping for practise immediately feedback? • Get all participants involved

Watch, then let participants know how they are doing • Move around to see each participant and ask questions • Give individual feedback • Get assistants to help

Have I considered Give time to practise again asking for the participants's • Get the participants to feedback before practise immediately after feedback offering mine?

CS407 October 2006 Community Sport – Flag: Reference Manual — 313 3. Tips to Help Children • Give them a warm and personal welcome when they arrive, and Improve their Self- make sure they are happy to be there. esteem • Show them that you have confidence in their ability to learn and improve. • Show respect for them. • Tell them what their positive qualities are, and what they do well. • Show them you appreciate them as persons. • Communicate with them in a positive way. • Design activities that are suited to their level of performance. Establish realistic goals and expectations based on their abilities. • Give sincere and frequent praise, especially to young children. Encourage effort and avoid always focusing on results. However, avoid giving false praise, as participants will soon stop valuing your feedback. • Avoid games involving an elimination process because they may create unnecessary pressure. Create situations with high chances for success. • Be specific when you praise efforts or performance. • Praise them for their special achievements; recognize the progress they make. • Smile, wink, or nod when you want to express acknowledgment. A pat on the back or a high five is an excellent indication of support. • Give them responsibilities. Involve them in the decision-making process and give everyone the opportunity to be a leader (e.g. alternate captains regularly). • Ask for their opinions and encourage them to ask questions.

314 — Community Sport – Flag: Reference Manual October 2006 4. Assessment Tools for Great coaches are continually looking for ways to improve. In order Community Coaches 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 … • 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. • If possible, try to gather feedback from more than one person, and look for commonalities among their comments. • 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. It is very true that a picture is often worth more than words alone.

October 2006 Community Sport – Flag: Reference Manual — 315 Self-assessment Sheet #1 Explanation, demonstration, organization, and safety

Criteria Yes No Selection of the activity The activity selected is appropriate for the age of the participant The activity selected is appropriate for the ability of the participant Comments/suggestions:

Safety before beginning the activity Equipment is appropriate for the age/size of the participant Equipment is in good repair and is properly adjusted The playing area is checked for hazards Comments/suggestions:

Explanation Coach is positioned such that all children can see and distractions are minimized Explanation and demonstration last 90 seconds or less in total time The purpose of the exercise/activity is clearly stated One or two key points are emphasized (not necessarily technical aspects) Safety points are emphasized, if appropriate Coach speaks clearly and loud enough for all to hear The choice of words is appropriate for the age of the participants Participants are checked for understanding Comments/suggestions:

Demonstration All the participants can clearly see the demonstration The speed of the demonstration allows participants to see accurately what they are to do Coach demonstrates in a manner that a child would be able to perform the activity Coach reinforces key points while he/she demonstrates Participants are checked for understanding Comments/suggestions:

Organization A sufficient area is used for the activity Available equipment is used optimally Participants are active for the majority of the time (minimum waiting in line) Comments/suggestions:

Safety during the activity If a potentially hazardous situation presents itself, coach deals with it immediately Comments/suggestions:

316 — Community Sport – Flag: Reference Manual October 2006 Self-assessment Sheet #2 Skill progression, intervention, and communication

Criteria Yes No Skill Progression The progression for skill development is appropriate for the age/ability of the participant Coach focuses on the appropriate key points for the skill to be developed Coach adjusts the activity for more advanced and less advanced abilities within the group Comments/suggestions:

Intervention Coach scans the entire group constantly and intervenes with a variety of participants Coach looks for input/feedback from the participant Correction or reinforcement is clear and a visual is provided Correction or reinforcement is brief and participant returns quickly to activity Coach focuses on communicating what to do (not what NOT to do) Comments/suggestions:

Communication Coach speaks in a calm tone of voice (i.e. does not yell at the participants) Coach uses language that the children can easily understand Coach refrains from the use of foul language Words and body language used in the correction or reinforcement are positive * When praise is given, it is specific, not general (e.g. “you are doing __well”, not “nice one!”) Coach acts and speaks with enthusiasm * Comments/suggestions:

*This looks like: Smiles; nods in the affirmative *This sounds like: Cheers; “Sally, you did __ very well. Way to go!”; “Johnny, I see that you are improving at ___. Great job!” *This feels like: High fives; safe pats on the back; a hand shake of congratulations (use these only if the child/youth is clearly comfortable with physical contact from you)

Counting interventions during the activity Number Duration of the activity in minutes (when participants are practicing, excluding explanation & demo)

Total number of interventions with the entire group

Total number of interventions with individual participants

Total number of different participants with whom the coach intervened

Remember, more is not necessarily better. The total numbers are only to give you an indication of how often you are intervening and whether you are moving among the group or focusing only on certain participants. October 2006 Community Sport – Flag: Reference Manual — 317 5. Community Coach Workshop Action Card

Actions: Date:

I intend to stop …

I intend to continue …

I intend to start …

318 — Community Sport – Flag: Reference Manual October 2006 Great Ideas

New friends in coaching from this workshop… For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada web site at: www.coach.ca

October 2006 Community Sport – Flag: Reference Manual — 319

National Coaching Coaching Certification Association Program of Canada

Chapter I Taking Stock

Taking Stock Summing It Up Glossary of Terms References 1. The Structure of a Practice . Athletic Abilities and Guidelines for their Development . Skill Development . Growth and Development Guidelines . Head Injuries and Concussions . Safety and Liability

Taking Stock

It’s a good idea to “take stock” from time to time to see how you’re doing as a coach. Complete the following checklist early into your season. Do it again midway through and at the end of the season.

Always Sometimes Not yet I make sure players feel at ease when I am talking with them.

I am well-prepared for our sessions.

I do a safety check of our field before sessions.

I make sure practices involve lots of activity for each child.

I encourage cooperation among players.

I involve players in making decisions whenever possible.

I actively assist players who are having difficulty.

I promote respect for the officials and the rules.

I am an enthusiastic coach.

I try to make sure everyone is having FUN.

Keep monitoring yourself and if you’re not at a level you want to be, plan to make some changes. To help you do this, complete the following statements for each thing you would like to change.

I would like to improve

I can do this by

My deadline for improvement is

October 2006 Community Sport – Flag: Reference Manual — 323 Summing It Up

Here is a brief summary of some of the major points covered in this booklet. You could call it the Coach’s Creed. • Be ready, willing, and able to help your players develop their full potential — while recognizing their differences. They come from different backgrounds, are born with different talents, and grow and develop at different rates. • Set realistic goals based on each player’s stage of growth and development. • Lead by example. Teach (and demonstrate) self-discipline, cooperation, fairness, and respect for officials and opponents. • Emphasize challenge and fun. Learning new skills and techniques can be fun when introduced through active drills and games. • Stress variety. Encourage your players to try different positions and to participate in other sports and activities. • Be flexible and willing to learn as you develop your skills as a coach. Don’t be afraid to make mistakes or to ask for help when you need it. • Keep things in perspective. Make sure the time commitment required of your players is reasonable. • Remember, they are children first and players second!

Thanks for working at being a better coach!

324 — Community Sport – Flag: Reference Manual October 2006 Glossary of Terms Blitz When a Defensive Back (DB) runs from 7 yards behind the line of scrimmage towards the QB in an attempt to pull the QB’s flag and stop the play. Cadence Is the command from the QB “Set Go”. This will signal to the offense that Players can begin the down or play after the snap. Coin Flip A coin is flipped to determine which team will get possession of the football first. A representative from each team meets before the game in the centre of the field with the Referee. The visiting team will call heads or tails before the Referee flips the coin in the air. If they choose correctly, they will have first possession of the ball in the first half or to choose the end zone they will defend in the first half. Defense The team without the football, which protects its scoring area (end zone). (The same as in basketball, soccer or rugby.) Down 1. The offense has three attempts (downs) to cross midfield and, if successful, receives three additional downs to score. 2. After the ball carrier is stopped, he/she is called “down”. End Zone The area at both ends of the field 10 yards deep x 30 yards wide. The defense protects this area. Extra Point After a touchdown, the offense has a chance to score more points with one play from either the 5 yard line (1 point) or 12 yard line (2 points). First Down When the offense crosses midfield with the football it earns a first down. An official can also award a first down on a penalty. Flagging To stop the Player running with the football, the defense must pull the flag of the Player with the football. When the ball carrier’s flag is pulled, play is stopped and the down is over. Flat The area closest to each sideline directly on or behind the line of scrimmage. Fumble/Down Ball When the football is dropped (or “fumbled”) or touches the ground at any time, the play is stopped and the down is over. This prevents Players from diving on the ground after the football.

Goal Line The line that must be crossed to get into the end zone for a touchdown or extra point. Halftime There are two 20 minute halves during the 40 minute game. Between the halves, play is stopped for two minutes. This time can be used as a water break and to discuss strategy. Teams will switch field direction when they return from halftime, and the team that lost the coin toss in the first half, starts the second half with the ball on its own 5 yard line.

October 2006 Community Sport – Flag: Reference Manual — 325 Handoff A direct exchange of the football from one Offensive Player to another. Huddle A huddle is when the offense and/or defense gather separately on the field, between plays to call plays or discuss strategy. Coaches are allowed in the huddle with younger Players. Interception When a Defensive Player catches a pass intended for an Offensive Player. The interception can be run back by the Defensive Player toward the opponent’s end zone. Line of Scrimmage (LOS) The imaginary line showing the offensive position on the field. The ball is snapped and each play begins from the line of scrimmage. Midfield A line across the centre of the field that the team on offense must cross to earn a first down. Mirror When a Defensive Player closely follows an Offensive Player by copying (mirroring) his/her moves and direction. Motion When one Wide Receiver (WR) or Running Back (RB) switches his/her location before the ball is snapped. The RB or WR may run in either direction toward the sidelines but not toward the line of scrimmage. No Running Zone The area five yards from each goal line where running plays are not allowed. Handoffs, tosses, and pitches are also not allowed in this area. Offense The team with possession of the football. Offside When either team crosses the line of scrimmage before the football is snapped. This is a penalty. Pass When the QB throws the football to a teammate. Safety When an Offensive Player is caught in his/her own endzone with the football and a Defensive Player captures his/her flag, the play is stopped and the defense is awarded 2 points. The defensive team also is awarded possession of the football at its 5-yard line. Shotgun The formation in which the QB stands away from the Center, usually 3-5 yards, to take the snap. This will allow the QB more time to look for the WRs and watch for a blitz. Snap When the Center passes the football between his/her legs to a QB. Substitution Exchanging Players on the field. This is done at the end of a play, during time outs, and after touchdowns or turnovers. Touchdown (TD) A touchdown is scored when the offense runs or passes the football into the end zone and is awarded 6 points.

Time Outs Each team is allowed two 60-second time outs per half. This time is used to stop the game clock and discuss strategy. Toss When the QB pitches the football to a teammate. Turnover A loss of possession of the football. When the offense fails to score or get a first down, or the football is intercepted, the defense gains possession of the ball.

326 — Community Sport – Flag: Reference Manual October 2006 References

1. The Structure of a 1. Coaching Association of Canada, NCCP Level 1 Coaching Theory Practice manual, Ottawa, 1989. 2. Bompa, T. Theory and methodology of training: the key to athletic performance, Kendall/Hunt publishing company, 1994. 3. Platonov, V.N. L’entraînement sportifº: théorie et méthodologie (2e édition), Éditions Revue EPS, Paris, 1988. 4. Weineck, J. Manuel d’entraînement (4e édition), Vigot, Paris, 1997.

2. Athletic Abilities and 1. Coaching Association of Canada, Task 1: Energy Systems, NCCP Guidelines for their Levels 4/5, Ottawa, 1997. Development 2. Coaching Association of Canada, NCCP Level 1 Coaching Theory manual, Ottawa, 1989. 3. Åstrand P.O., Rødahl K. Textbook of Work Physiology, 3rd Edition, McGraw-Hill, 1986. 4. Manno R. Les bases de l’entraînement sportif, Éditions Revue EPS, Paris, 1992. 5. MacDougall J.D., Wenger H.A., Green H.J. Physiological testing of the high-performance athlete (2nd edition), Human Kinetics, 1990. 6. Pradet M. La préparation physique, Collection entraînement, INSEP, Paris, 1996. 7. Weineck J. Manuel d’entraînement (4e édition), Vigot, Paris, 1997.

3. Skill Development 1. Lee, T.D., Genovese, E.D. Distribution of practice in motor skill acquisition: learning and performance effects reconsidered. Research Quarterly for Exercise and Sport, 59, 277-287, 1988. 2. Magill, R.A. Motor learning: Concepts and applications (3rd edition), Brown, Dubuque IA, 1989. 3. Schmidt R.A. Motor learning & performanceº: From principles to practice, Human Kinetics, 1991. 4. Weineck, J. Manuel d’entraînement (4e édition), Vigot, Paris, 1997. 5. Football Canada, Getting Started in Football – A Guide for Parents and Novice Coaches, Ottawa 1996.

4. Growth and 1. Coaching Association of Canada, NCCP Level 1 Coaching Theory Development Guidelines manual, Ottawa, 1989. 2. Coaching Association of Canada, Task 16: Athlete Long-Term Development, NCCP Level 4/5, Ottawa, 1994. October 2006 Community Sport – Flag: Reference Manual — 327 3. Coaching Association of Canada, Straight Talk about Children and Sport, Ottawa, 1996. 4. Bar-Or, O. (Editor) The Encyclopedia of Sports Medicine: The child and the adolescent athlete (IOC Medical Commission Publication), Blackwell Scientific Publishers, Oxford, 1996. 5. Malina, R., Bouchard, C. Growth and Development of Children, Human Kinetics, Champaign, 1991.

5. Head Injuries and 1. Summary and Agreement Statement of the 1st International Concussions Symposium on Concussion in Sport (Vienna, 2001); Clinical Journal of Sports Medicine, Vol. 12, No. 1, pages 6-11, 2002. 2. Canadian Academy of Sports Medicine (CASM), Guidelines for the assessment and management of sports related concussion, May 2000. 3. Kelly J.P., Rosenberg, J. Practice parameter: The management of concussions in sport. Neurology 48:581-585, 1997. 4. Wojtys E et al. Concussion in Sports, The American Journal of Sports Medicine, Volume 27, Number 5, 1999.

6. Safety and Liability 1. Coaching Association of Canada, NCCP Level 1 Coaching Theory manual, Ottawa, 1989. 2. The Centre for Sport and Law, Brock University, St. Catharines, Ontario.

328 — Community Sport – Flag: Reference Manual October 2006