Sprint War Canoe Entry Level Competitive Coach

ELCC Sprint War Canoe Coach Workbook

SPRINT WAR CANOE ENTRY LEVEL COMPETITIVE COACH

WORKBOOK AND REFERENCE MATERIAL

700-2197 Riverside Drive Ottawa, Ontario K1H 7X3 Tel: 613-260-1818 Fax: 613-260-5137

www.canoekayak.ca

Unless otherwise indicated, images and pictures contained in this document are the property of HEMERA TECHNOLOGIES INC. They are used under license and are copyrighted.

TABLE OF CONTENTS section 1 6 Introduction 6 Acknowledgements 6 Overview of the Sections 7 For Further Reading List 8 Reference List 10 Section 2 12 A. NCCP: A Passport to Better Coaching 12 B. NCCP Programs and Services 12 C. NCCP Program Overview 13 D. NCCP – Participant and Coach Development Models Sprint Canoe 15 E. LTAD Principles 20 F. Roles and tasks of coaches 22 G. NCCP Coaching Code of Ethics: The Principles 24 H. The CKC Coaches' Statement of Values 27 section 3 28 Coaching Outcomes – What does the elcc coach have to be able to do? 28 section 4 34 CKC eTHICS AND CKC CASE STUDIES 36 A. Verify that the practice environment is safe 37 SAT – 1 Identifying Hazards - Classroom 37 Phone Numbers 39 SAT – 2 Identifying Hazards – lakeside 42 SAT – 3 Identifying Hazards – Case studies 46 B. Implement an appropriately structured and organized practice. 48 SAT – 4 Managing a Program – Team spirit & coaching styles - classroom 48 SAT – 5 Creating a Positive Environment - classroom 51 WC-6: COMMANDS 52 WC-2. ORGANIZING THE PRACTICE 55 SAT – 6 The Basis of a Plan - classroom 59 SAT – 7 Understanding Athletic Abilities in Race distances 61 SAT – 8 TRAINING ATHLETIC ABILITIES – CLASSROOM 67 SAT – 9: PLAN A PRACTICE 73 C. Make interventions that promote learning. 89 SAT -10 / WC-3. CREW POSITIONS & PADDLE SELECTION 89 SAT – 11 Repairing Equipment – boathouse 92 SAT 13 / WC-8. LOADING AND UNLOADING A WARCANOE 93 WC -9. KNEELING & POSITIONING 96 WC-11: BALANCING THE BOAT 99 SAT – 14 Identifying Technical Progressions - classroom 100 SAT – 15 Objective of the Stroke - classroom 105 WC-4 / sat – 16 teaching the FIVE phases of the WAR CANOE stroke - classroom 106 SAT – 17 Objective of Effective WAR CANOE Paddling Technique – classroom 116 WC-7. COXING SKILLS 117

Copyright CKC, CAC, rev 2016 4 ELCC Sprint War Canoe Coach Workbook WC-10 COXING STANCE 118 WC - 12. STEERING 119 SAT – 18 / WC-4 Coaching Sprint WAR CANOE technique – Lakeside 121 SAT – 19 Self-Assessment after Coaching Session 129 D. Safely operate a motor boat in training and rescue situations 136 SAT – 20 Motorboat Skills: Demonstration – lakeside 137 SAT – 21 Motorboat Skills – Practice Rescues - lakeside 2 138 analyze performance 139 A. coach detects performance of the three key elements of technique 139 WC-13: Coach Detects and Corrects Performance of the Three key elements of technique - Analyzing War Canoe-Classroom 139 B. coach corrects performance of the Three key elements of technique 143 AP– 2 Analyzing WAR CANOE technique-classroom 143 WC-5: Staying In STROKE & Synchronization Drills 147 C. Coach Demonstrates the Three Key Elements of War Canoe Technique 150 AP– 3 Demonstrate WAR CANOE technique-lakeside 150 section 5 151 section 6 172 tool kit and resources for ELcc coaches 172 Things to Bring to a Regatta 179 "Typical" rEGATTA Coaching Tool Kit Contents 180 ATHLETE TRACKING TOOLS 184 Component 187 Coaching Behaviours Profile 192 APPENDIX I Error! Bookmark not defined. Action Card 193 I will START… 193 I will STOP… 193 I will CONTINUE… 193 Great Ideas 194

Welcome to the Sprint Canoe/Kayak Entry Level Competitive Coach (ELCC) Workbook and

Reference Material! This workbook was designed with the primary goal of enhancing coaching education across Canada for Sprint Racing Canoeing and Kayaking. Specifically, this workbook and its coaching course will work towards increasing the standardization and meaningfulness of coaching education across the country while striving to meet the education needs identified by coaches currently working in the field. The activities in the course have all been designed to help coaches develop the information and skills required to demonstrate the required coaching outcomes for their practical evaluations.

The ELCC coach will leave the workshop with the tools to coach their first season. These tools include a series of ready to use practice plans, coaching tips for teaching them to children, a bank of activities, and a series of tools that will be required for their season such as templates for medical information and for running a parent meeting (see the Coach Toolbox section).

The workshop will include two practice coaching sessions, wherein the facilitator will demonstrate how to coach an activity, and the coaches will have a chance to practice and to self-assess. During the second practice coaching session, children will be present. By doing this, coaches also get the chance to see and experience a variety of activities that are in the toolbox.

The ELCC course and workbook use the problem-solving teaching methodology in order to further develop this skill in coaches, and so that coaches learn by doing.

Acknowledgements

The foundation for this workbook is the creation of the Sprint Canoe/Kayak Coaching Advisory

Group. The members of this group dedicated significant time and resources outside of their daily coaching responsibilities to the design and content of this workbook. CanoeKayak Canada thanks the following Coaching Advisory Group members for their contributions:

• Lesley Anne Schmidt, ON • Trevor Marshall, NS

• Graham Barton, ON • Peter Niedre, ON

• Mark Granger, QC • Anna Mees, ON

• Tamas Buday, ON • John Edwards, CKC

• Laszlo (Csom) Latorovszki, NS • Cyndie Flett, Coaching Association of

• Paul Lovatt, BC Canada

• Jason Rusu, AB • Dean Oldershaw

• Troy Comeau, SK

Overview of the Sections

This workbook and reference material is divided into seven sections and three Appendices. The

sections are designed to work together to provide you with the all the information and tools required

for conducting a Sprint Canoe/Kayak Entry Level Competitive Coach Course.

Section 1 Introduction An overview of the workbook, reference material and course. NCCP: A Passport to Section 2 Better Coaching Roles, tasks and responsibilities of a Coach. An overview of the coaching outcomes that a Section 3 ELCC Coaching Outcomes certified ELCC will be expected to demonstrate during their practical evaluation. Section 4 Learning Activities A collection activities and reference materials based on ELCC outcomes. Canoe/Kayak Kids Games Section 5 A collection of Games and Activities for and Activities developing basic Canoe/Kayak Sprint skills Templates, Tips and Tools for ELCC Coaches to Tool kit and Resources use in the field. Coaches are encouraged to build Section 6 for ELCC coaches this section with new tools over time.

Section 7 Practical Evaluations The Evaluators’ and Candidates’ versions of the ELCC practical Evaluation. An outline of the rules used in the sport of Canoe/Kayak Competition Appendix 1 Rule Book Canoe/Kayak Sprint.

Copyright CKC, CAC, rev 2016 7 ELCC Sprint War Canoe Coach Workbook Document that explains the code of safety in Appendix 2 CKC Code of Safety detail.

Appendix 3 LTAD Document

For Further Reading List

In keeping with the need for Coaches to stay up to date, a list of additional resources has been

included on the following page. The websites listed regularly post articles relevant to coaching and

coaching education. In addition, each website has a detailed resale section that includes many

useful publications and resources for coaching.

Coaches may find the following resources to be of value. All items are available through the

CanoeKayak Canada National Office. You can reach the office by phone (613-260-1818 ext. 2201), by

fax (613-260-5137) by mail: CanoeKayak Canada, suite 705 - 2197 Riverside Drive, Ottawa, ON, K1H

7X3 or by email: www.canoekayak.ca

• CKC Athlete Training Diary

• International and National Results (pending availability)

• Kemecsey Mental Training by Imre Kemecsey

• International Canoe Federation Competition Rulebook (Sprint)

• CKC Competition Rulebook (Sprint)

• CKC Competition Rulebook (Slalom)

• Whitewater Results Booklet (national and international)

• CKC Code of Safety (Sprint)

• National Team Handbook (Sprint & Slalom)

• Canoe Kids Instructors Manual

• Canoe Kids Certificates and Stickers

• (specify colour level when ordering)

• Marathon Technical Manual (French & English)

• Officials Manual

• CBC Video, 1997 World Sprint Canoe Championships

• (price includes tax and shipping)

• Sprint Canoeing Level 3 Technical Starts Video (8 minutes)

• Just Canoe It – Promotional Video (8:45 minutes)

• Sprint to the Finish – Marketing Video (10 minutes)

• Dragon Boat Video (27 minutes)

• Canoe Polo Training Video (47:55 minutes)

• Pumped! – Marketing Video (3:15 minutes)

You will also find lots of great coaching information and resources available on the Web. Here are some sites which publish up to date coaching articles and resources. Take the time to check out these sites and browse through their resale lists.

Coaching Association of Canada www.coach.ca

Canadian Centre for Ethics in Sport www.cces.ca

Canadian Centre for the Advancement of Women in Sport www.caaws.ca

The following resources were used in the development of the content within this manual.

Barton Graham. Personal Collection of Level 1 and Level 2 Sprint Canoe Technical NCCP Course

Materials. (1999).

Coaching Association of Canada. 3M NCCP Level 1 Theory Manual. (1988). Coaching Association of

Canada: Ottawa, Canada.

Coaching Association of Canada. 3M NCCP Level 2 Theory Manual. (1988). Coaching Association of

Canada: Ottawa, Canada.

Coaching Association of Canada. 3M NCCP Plan a Practice Module Reference Material . (2007).

Coaching Association of Canada: Ottawa, Canada.

Coaching Association of Canada. 3M NCCP Course Conductor Development Handbook. (1994).

Coaching Association of Canada: Ottawa, Canada.

Coaching Association of Canada. Community Sport — Initiation Reference Material. (2003).

Coaching Association of Canada: Ottawa, Canada.

CanoeKayak Canada. 3M NCCP Level 1 Technical Manual. (1984). CanoeKayak Canada: Ottawa,

Canada.

CanoeKayak Canada. Canoe Kids: A Skill Development Awards Program, Instructor’s Handbook.

(2005). CanoeKayak Canada: Ottawa, Canada.

Issurin, Vladimir. “General Concept of Preparing Young Kayaks”. The Science and Practice of

Training Junior Kayak/Canoe Paddlers: Proceedings of the International Seminar on Kayak. (1994).

Editors: Vladimir Issurin and Raffy Dotan. International Canoe Federation, Israel Canoe Association,

Elite Sports Department of Israel: The Jordan Valley, Israel.

Szanto, Csaba. Racing Canoeing. (1996). International Canoe Federation and China Printing

Corporation: Beijing, China.

References for Canoe Kids Games and Activities (Section 5):

CanoeKayak Canada. 2002 Technical Advisors for the Canoe Kids Project: Lesley Anne Schmidt,

Marc Creamer, John Edwards

CanoeKayak Canada. ELCC Coaching Manual. (2000). CanoeKayak Canada, Ottawa, Ontario

Canada

CanoeKayak Canada. Canoe Kids Manual. (2005). CanoeKayak Canada, Ottawa, Ontario, Canada

Coaching Association of Canada

The Coaching Association of Canada (CAC) is a not-for-profit organization dedicated to improving the quality of coaching in Canada. Formed in 1971, its primary function is to provide expertise and guidance in the development of coaching education programs and services. Through these programs, the CAC influences more than 400,000 coaches, who in turn provide leadership to an estimated four million Canadians involved in sport.

The mission of the CAC is to enhance the experiences of all Canadian athletes through quality coaching. In fulfilling their mission, CAC employs four core strategies: Coach Education and Training,

Professionalization and Membership, Promotion and Communication, and, Resource and

Organizational Development. For more information, see the CAC website at: www.coach.ca

The primary education program for Canadian coaches is the National Coaching

Certification Program (NCCP). The responsibility for development and implementation of the program is shared by the federal and provincial/ territorial governments, National, Provincial and Territorial Sport Organizations, and the CAC.

The NCCP

As a Coach, you should have a good understanding of the NCCP structure and its programs and services. Through the NCCP, there will be educational opportunities which you may wish to access.

B. NCCP Programs and Services

The National Coaching Certification Program is the flagship program of the Coaching Association of

Canada. The NCCP is a structured progressive system through which coaches can upgrade their knowledge and skills.

The NCCP Locker maintains a listing of more than 400,000 coaches who have participated in the program.

In addition, CAC continues to promote the important role and contribution to be made by Canadian coaches to the development of moral and ethical values in sport.

For more information on the Coaching Association of Canada, please go to www.coach.ca .

C. NCCP Program Overview

Coaches in Canadian Sport

Sport plays an important role in the lives of many Canadians. Quality coaching is key to a positive sport experience for participants. Sport, government, and business leaders recommend that all coaches become trained and certified in the National Coaching Certification Program (NCCP) to ensure that the sport experience of every participant is a good one.

The NCCP is a collaborative program of the Government of Canada, the provincial/territorial governments, the national/provincial/territorial sport federations, and the Coaching Association of Canada.

What is the NCCP?

The NCCP is a training and certification program for coaches, offered across Canada in more

than 60 sports. The program was designed to meet the needs of a wide range of coaches -

from those who introduce youngsters to sport to those who work with Canada's high

performance athletes.

Since its inception, more than 875,000 coaches have taken part in NCCP activities that have

helped them to develop the skills, knowledge, and attitudes required to coach effectively.

The NCCP prepares coaches to

• better meet the needs of all participants in sport

• provide a positive sport experience to participants

• provide opportunities for participants to achieve their full potential in and through sport.

The design of the NCCP reflects the different types of coaches ("coaching streams") in the Canadian sport system and the specific environments ("coaching contexts") they work in. It will be up to each sport to determine which streams and contexts apply to its coach development system. The abilities deemed important to coach in a given context determine the scope of training required.

The NCCP structure

Coaching Streams

Community Sport Competition Instruction

Initiation Introduction Beginners Coaching Ongoing Participation Development Intermediate Performers Contexts High Performance Advanced Performers

How coaches achieve certification

The NCCP makes a distinction between coach training and coach certification. Coaches who need training will have opportunities to acquire or refine the skills, knowledge, and attitudes deemed important to coach effectively in a particular context. Coaches who want to be certified will be required to demonstrate the ELCC outcomes described in Section 3.

For more information

For more information about the NCCP and the transition to a competency-based approach, please contact CanoeKayak Canada and the Coaching Association of Canada website at www.coach.ca.

Copyright CKC, CAC, rev 2016 14 ELCC Sprint War Canoe Coach Workbook D. NCCP – Participant and Coach Development Models Sprint Canoe rev. March 2009

Participant Groups & LTAD Stages Community Sport Instructor Competition – Intro Competition – Develop Competition – H.P.

• Canoe Kids • School • Novice Age Classes • Intermediate Age Classes (U17, • National Teams (U23

• Aboriginal community programs Programs • Beginner Age Classes U19) Development, Senior)

• Advanced U15

(FUNdamentals, Active for Life) (FUNdamentals, Training to (Training to Compete,

Train, Learning to Compete) (Training to train, Learning to Training to Win)

Compete, Training to Compete)

• Adults in Training • Advanced Age Classes (National

• (A for L) Jr. team, Juv, U23)

• Retired Senior Team

(Training to Compete, Active for Life)

• Recreation Dragonboats • Warcanoes • Competitive Dragonboats

(A for L) • Competitive Dragonboats • Competitive War Canoes

• PaddleALL: Paddlers with a disability Notes:

• Age Class refers to a competitive category characterized by age.

• Headings refer to participants’ goals not coach’s ability

• LTAD stage that best fits level is included

Copyright CKC, CAC, rev 2016 18 ELCC Sprint War Canoe Coach Workbook Participant Groups & LTAD Matched to Coaching Programs

COMMUNITY SPORT COMPETITION – INTRODUCTION Participant Groups Coach Programs Participant Groups Coach Programs • Novice Age Classes • Canoe Kids Community Canoe “CanoeKids” • Beginner Age Classes ELCC or ELCC – Advanced Coach • (FUNdamentals) Coach • (Training to Train) With WC, DB and OR PD Module

• All Warcanoes Qualifications (currently being developed and • Recreation Adults • Community Canoe coach Competitive Dragonboats piloted) • (active for life) (Training to train, Learning to compete) • Big Boats – Rec Coach Recreation Dragonboats • PD Module (to be developed) • Community Canoe Coach PaddleALL (AWAD) With PaddleALL (AWAD) PD Module

(development & pilot stage)

COMPETITION - DEVELOPMENT COMPETITION – HIGH PERFORMANCE Participant Groups Coach Programs Participant Groups Coach Programs

• Intermediate Age Classes • National Teams (Junior, Development,

• Advanced Bantams Senior) Competition Development Coach Competition High Performance Coach (Training to train, Learning to compete, • (Training to compete, Training to win) training to compete) • Expert Seniors • Advanced Age Classes

• (training to compete) Competition Development Coach

• Retired Senior Team Advanced

• (Active for Life)

• Competitive Dragonboats and WC, DB and OR qualifications added on

Warcanoes to CDC 1 & 2 (to be developed)

ELCC Sprint War Canoe Coach Workbook

ELCC Sprint War Canoe Coach Workbook F. Roles and tasks of coaches

The role of the Coach is to teach athletes the skills they need to be successful in their sport. It is therefore up to the Coach to ensure that this instruction is provided under optimum conditions so that the athletes attain the objectives set.

A Competitive Canoe Coach is a(n)….

• Instructor

• Teacher

• Trainer

• Psychologist

• Disciplinarian

• Boat and Paddle Technician

• Motorboat driver

• Van driver

• Travel Agent

• Manager / Administrator

• Scientist

• Student

• Recruiting Agent

• Tactician and Strategist

• Tabulator of progress and results

• Public Relations Specialist

Promoting

As a Coach, you are the frontline ambassadors of the CKC and the NCCP—you have a significant impact on the development of athletes in your area. One of your main tasks is to endorse and publicize the goals and objectives of this program.

ELCC Sprint War Canoe Coach Workbook Fair Play

Another task inherent in the role of a Coach is the promotion of fair play. A Coach must take the time to discuss fair play and assist athletes in their development. At no time should a coach accept solutions or opinions that run counter to 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.

Some examples of fair play behaviours include:

• following all the rules and never seeking to deliberately break a rule

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

To this end, the Code of Ethics advocated by the Coaching Association of Canada and the Canadian

Professional Coaches Association is shown on the following page.

ELCC Sprint War Canoe Coach Workbook G. NCCP Coaching Code of Ethics: The Principles

What is a Code of Ethics?

A code of ethics defines what is considered good and right behaviour. It reflects the values held by a group.

These values are usually organized into a series of core principles that contain standards of behaviour expected of members while they perform their duties. It can also be used as a benchmark to assess whether certain behaviours are acceptable.

Why a Code of Ethics in Coaching?

Core coaching values have been formalized and expressed as a series of principles in the NCCP Code of

Ethics. These principles can be thought of as a set of behavioural expectations regarding participation in sport, coaching athletes or teams, and administering sports. The NCCP Code of Ethics can help coaches to evaluate issues arising within sport because it represents a reference for what constitutes both “the good and right thing to do”. For example, the code of ethics helps coaches make balanced decisions about achieving personal or team goals and the means by which these goals are attained.

Values Underpinning the NCCP Code of Ethics

The NCCP Code of Ethics deals with the fundamental values of safety, responsible coaching, with engaging in relations integrity, respecting athletes, and honouring sport. These values are expressed as 5 core ethical principles.

1. Physical safety and health of athletes

2. Coaching responsibly

3. Integrity in relations with others

4. Respect of athletes

5. Honouring sport

ELCC Sprint War Canoe Coach Workbook Physical Safety and Health of Athletes

• Ensure that training or competition site is safe at all times

• Be prepared to act quickly and appropriately in case of emergency

• Avoid placing athletes in situations presenting unnecessary risk or that are beyond their level

• Strive to preserve the present and future health and well-being of athletes

Coaching Responsibly

• Make wise use of the authority of the position and make decisions in the interest of athletes

• Foster self-esteem among athletes

• Avoid deriving personal advantage for a situation or decision

• Know one’s limitations in terms of knowledge and skills when making decisions, giving instructions

or taking action

• Honour commitments, word given, and agreed objectives

• Maintain confidentiality and privacy of personal information and use it appropriately

Integrity in relations with others

• Avoid situations that may affect objectivity or impartiality of coaching duties

• Abstain from all behaviours considered to be harassment or inappropriate relations with an athlete

• Always ensure decisions are taken equitably

Respect

• Ensure that everyone is treated equally, regardless of age, ancestry, colour, race, citizenship, ethnic

origin, place of origin, language, creed, religion, athletic potential, disability, family status, marital

status, gender identity, gender expression, sex, and sexual orientation

• Preserve the dignity of each person in interacting with others

• Respect the principles, rules, and policies in force

ELCC Sprint War Canoe Coach Workbook Honouring sport

• Strictly observe and ensure observance of all regulations

• Aim to compete fairly

• Maintain dignity in all circumstances and exercise self-control

• Respect officials and accept their decisions without questioning their integrity

Putting the Code of Ethics into Perspective

The world of sport is our workplace and our passion. The sport each of us coaches has a rule book that establishes not only the activities that constitute the specific game but also the boundaries and limitations that ensure equitable participation; the rule book defines how to "play the game." The NCCP Coaching Code of Ethics, on the other hand, defines how we "play sport."

We are confronted with ethical choices every day and the decisions we make influence athletes, colleagues, and the environment we coach in. The primary purpose of this code is to guide and gauge our decisions as we make them, especially when the decisions are difficult ones. But the code also sends out a message to everyone in the sport community and to the public that we have high expectations of ourselves as coaches, not just in the results of our work but also in the manner in which those results are achieved.

ELCC Sprint War Canoe Coach Workbook H. The CKC Coaches' Statement of Values

Integrity

The coach must act with integrity in performing all duties owed to athletes, the sport, other members of the coaching profession and the public.

Competence

The coach must strive to be well prepared and current in order that all duties in the coach’s discipline are fulfilled with competence.

Athlete’s Interest

The coach must act in the best interest of the athlete’s development as a whole person.

Respect for the Rules

The coach must accept both the letter and the spirit of the rules that define and govern the sport.

Respect for Officials

The coach must accept the role of officials in providing judgment to ensure that competitions are conducted fairly and according to the established rules.

Responsibility to Other Coaches

The coach’s conduct towards other coaches must be characterized by courtesy, good faith and respect.

Personal Conduct

The coach must maintain the highest standards of personal conduct and support the principles of fair play.

ELCC Sprint War Canoe Coach Workbook section 3 Coaching Outcomes – What does the elcc coach have to be able to do?

The Entry Level Competitive War Canoe Coach will:

1. Make Ethical Decisions • Correctly applies the NCCP Make Ethical Decisions process to CKC Case Studies.

2. Provide Support To Athletes In Training a. Verifies that the practice environment is safe. b. Implements an appropriately structured and organized practice. c. Makes interventions that promote learning. d. Safely operates a motor boat in training and rescue situations.

3. Plan A Practice a. Identifies appropriate logistics for practice. b. Identifies appropriate activities in each part of the practice. c. Designs an emergency action plan.

4. Analyze Performance a. Coach detects performance of the three key elements of Sprint War Canoe technique. b. Coach corrects performance of the three key elements of Sprint War Canoe technique. c. Coach accurately demonstrates the three key elements of Sprint War Canoe technique.

ELCC Sprint War Canoe Coach Workbook COACHING OUTCOMES & CRITERIA in DETAIL

1. Make Ethical Decisions a. Correctly applies the NCCP Make Ethical Decisions process to CKC Case Studies.

• Facts are established for the situation

• “What is at stake” is determined – ethical, legal

• Potential decisions are identified and possible consequences are outlined in each case

• Pros and cons of each decision are identified

• The best decision option is selected

• An action plan and a plan to manage the consequences is designed

2. Provide Support To Athletes In Training a. Verifies that the practice environment is safe.

• Clearly identify all existing and potential hazards in the training environment and take steps to minimize risk to

participants before and throughout the practice

• Locate Medical Files and Contact #'s for athletes

• Fit Personal Flotation Devices for beginner athletes and non-swimmers and adhere to club policy regarding

carriage/wearing requirements

• Considers weather conditions and their appropriateness for skill level of participants

• Check boats for flotation ability

• Maintain class control on land as well as on water

• Reinforce and teach appropriate competitive rules to enable a safe practice environment (Including CKC Code of

Safety) before and during practice

• Present an Emergency Action Plan (EAP) that contains elements specific to the practice facility being used. (As

identified in Planning a practice outcome)

b. Implements an appropriately structured and organized practice.

• Present a practice plan to improve one of the Three Key Elements of Canoe/Kayak technique (this could be the same

plan from the Plan a Practice outcome or a plan from Program Design outcome)

• Equipment is available and ready to use

• Coach includes an appropriate fitness training component for age and ability of participants

• Keep group together in a safe range for rescue purposes

ELCC Sprint War Canoe Coach Workbook

• Demonstrate appropriate docking procedures

• Delivery of practice matches practice plan’s goal(s)

• Main practice\e segments are evident

• Adequate use of space and equipment is demonstrated.

• Breaks are provided for appropriate recovery and hydration

• Welcomes athletes prior to practice

• Coach is appropriately dressed for active coaching.

• Activities contribute to development of skill(s), tactic(s) and or athletic abilities.

• Practice time is maximized where participants have appropriate duration, transition, and waiting times.

• Include an appropriate cool-down component for age and ability of participants

c. Makes interventions that promote learning.

• Coach creates opportunities to interact with all athletes

• Coach sets up equipment appropriately for different types of athletes

• Coach accurately demonstrates the five basic elements of canoe/kayak technique

• Coach correctly applies drills that teach one of the five basic principles

• Coach and/or demonstrator is positioned so that athletes can see and hear clearly

• Explanation/demonstration has 1-3 key learning points

• Key factors or teaching points are explained and checked for clarification.

• Key learning points match Canoe/Kayak’s skill development model (3 KEY ELEMENTS )

• Coach constructively reinforces athletes’ efforts and correct performance

• Provides feedback and instruction that clearly identifies what to improve and how to improve

• Feedback is positive, specific and directed towards both the group and individuals

• Coach will assess whether the participants are enjoying the session and adapt to ensure fun is had

• Identifies appropriate expectations for athlete behaviour and reinforces these expectations when appropriate

• Promotes a positive image of the sport of CANOE/KAYAK and models the image to athletes and other stakeholders.

• Uses respectful language towards athletes when providing verbal interventions

• Maintains a positive outlook and acknowledges athletes needs and thoughts

ELCC Sprint War Canoe Coach Workbook d. Safely operates a motor boat in training and rescue situations

• Safely set up and start a coach boat (engine locked, gas mixed, enough gas, etc.)

• Demonstrate safe use of motor boat when monitoring a practice situation (steady pace, doesn’t wash out athletes)

• Demonstrate a safe approach to and rescue of a swamped boat and its crew (athlete before boat)

• Keeps boats close enough to be deemed effective for training

• Adheres to all government safety regulations for small vessels, including an attached kill cord

3. Plan A Practice a. Identifies appropriate logistics for practice.

• Athletes’ age, abilities and performance levels are identified.

• The practice has a clearly identified goal, consistent with the Canoe/Kayak LTAD model and the actual level of the

athletes.

• Main segments of the practice are identified: intro, warm-up, main part, cool-down and a conclusion/reflection

• Use of facilities and equipment are outlined and match practice goals.

• A timeline for the activities is provided.

b. Identifies appropriate activities in each part of the practice.

• Planned activities are effectively described through illustration, diagram, explanation

• Activities indicate key factors (coaching points) that will be identified in the practice activities.

• Duration of overall practice and each practice segment is clearly identified, and consistent with athlete abilities and

NCCP growth and development principles.

• Activities are purposeful and linked to overall practice goal (purposeful means that the activities match the

Canoe/Kayak’s LTAD model).

• Planned activities reflect awareness of and control for potential risk factors.

• Planned activities contribute to the development of skill (s) and are appropriate to the stage of skill development

(Acquisition, Consolidation, Refinement)

• Planned activities contribute to the development of athletic abilities, are appropriate for the Canoe/Kayak, and are

consistent with NCCP growth and development principles.

• Coach communicates next practice location and time to participants

ELCC Sprint War Canoe Coach Workbook c. Designs an emergency action plan.

• Location of telephones are identified (cell or land lines)

• Emergency telephone numbers are listed

• Location of medical profiles for each athlete under the coach’s care is identified

• Location of Fully-stocked first-aid kit identified

• Advance “call person” and “control person” are designated

• Directions to reach the activity site are provided

4. Analyze Performance a. Coach detects performance of the Three Key Elements of Sprint War Canoe technique through the Five Phases of the Stroke.

• Observes skills from adequate vantage point(s) as defined by War Canoe

• Identifies or selects factors that has a direct impact on performance

• identify one of the five basic technical elements that needs improving

• Explains how the error relates to overall skill performance

• Uses War Canoe approved skill development / progression checklist to scan basic movement phases

• Error identified for correction is consistent with the War Canoe approved skill development / progression checklist.

• Identifies potential causes of skill error (Cognitive / Affective / Motor)

• correctly uses the five key elements of technique to analyze athletes

• Correct the identified basic technical element that needs improving using appropriate drills and corrective measures

to instruct athletes

b. Coach corrects performance of the Three Key Elements of Sprint War Canoe technique through the Five Phases of the Stroke.

• Identifies specific correction based on observation of movement phases and in accordance with the skill /

development progression checklist.

• Skill/performance corrections are prescriptive (emphasize how to improve, not just what to improve) in an easily

understood manner

• correct the basic technical element

• Explains how the correction relates to improved performance

• Explains why the correction contributes to improved performance

ELCC Sprint War Canoe Coach Workbook

• Facilitates athletes to increase awareness of corrections by asking appropriate questions

• Prescribes an appropriate activity and or drill that assists athlete to make correction in performance.

c. Coach accurately demonstrates the Three Key Elements of Sprint War Canoe technique through the Five Phases of the Stroke.

• The coach illustrates the three key elements of war canoe technique by demonstrating:

o Balance

o Propulsion

o Boat Control/Steering

Through the Five Phases of the Stroke 1. Setup 2. Catch 3. Draw 4. Exit 5. Recovery

ELCC Sprint War Canoe Coach Workbook section 4

Learning Activity Modules At a Glance

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

Identifying Hazards (Classroom) SAT 1

Identifying Hazards (Lakeside) SAT 2

Identifying Hazards -- Case Studies SAT 3

CKC Competitive Rules Book

EAP B. Implements an appropriately structured and organized practice

Managing a Program – Team Spirit and Coaching Styles SAT 4

Creating a Positive Environment SAT 5

War Canoe Commands WC-6

The Basis of a Plan SAT 6

Organizing the Practice WC-2

Understanding Athletic Abilities SAT 7

Training Athletic Abilities SAT 8

Plan a Practice SAT 9

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

Crew Positions and Paddle Selection WC-3

Repairing Equipment (Boathouse) SAT 11

Launching &Loading a War Canoe WC-8

Balancing the War Canoe WC-11

Identifying Technical Progression SAT 14

Objective of the Stroke (Classroom) SAT 15

Teaching the Five Phases of the Stroke – War Canoe Technique WC-4

Objective of Effective Paddling Technique (Lakeside/Pool) SAT 17

ELCC Sprint War Canoe Coach Workbook

Coaching Sprint Canoe/Kayak Technique – (Lakeside/pool) SAT 18

Self-Assessment after Coaching Session SAT 19

Coxing Skills WC-7

Coxing Stance WC-10

War Canoe Steering WC-12 D. Safely operates a motor boat in training and rescue situations

Motorboat Skills – Demonstration – (Lakeside) SAT 20

Motorboat Skills – Practice Rescues SAT 21 Analyze Performance A. Detects performance of the five basic elements of Canoe/Kayak techniques.

SAT 14 Identifying Technical Progressions AP 1

SAT 15 Analyzing Canoe/Kayak Technique (Classroom) AP 2

SAT 16 Objective of the Stroke AP 3

Staying in Stroke and Synchronization Drills WC-5 B. Coach corrects performance of the three key elements of Canoe/Kayak technique.

Objective of Technique AP 4

Understanding Balance AP 5

Launching & Loading Small Boats AP 6

Identifying Technical Progressions AP 7

Analyzing Canoe/Kayak Technique (Classroom) AP 8

Objective of the Stroke AP 9

Teaching the Phases of the Stroke – Demonstration AP 10

Teaching Technique (Lakeside/Pool) AP 11

Skill dev/progression checklist AP 12 C. Coach Demonstrates the three key elements of Canoe/Kayak Technique

Skill dev/progression checklist AP 12

ELCC Sprint War Canoe Coach Workbook CKC eTHICS AND CKC CASE STUDIES

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

Case Study #1 – Crew Selection

At the end of the summer, your group of athletes is participating in a regional regatta. One of the many crews you are putting together is a K-4 500m. You can only enter one crew into the K-4. A total of six athletes have been training for the

K-4 race. Five of them have come to practice regularly and have done everything you have asked of them. Three of these five are talented paddlers. The other two do not exhibit the same natural talent, but they work very hard. Your sixth paddler is an exceptionally talented paddler, but has not come to all of the practices. When this paddler has shown up to the practices, they haven’t always put forth the effort that the others have exhibited. Who do you select for the crew? Why?

Case Study #2 -- Inappropriate Touching

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

Case Study #3 – Fair Play

You are assisting at the Provincial Bantam Championships. One of the competing athletes mentions to you in passing that the Head Coach has just spared them into another race and that they are now in violation of the 6+2 race rule. The athlete is one of your best bantam paddlers and your club is in contention for the Championship Burgee. What do you do? Why?

Case Study #4 – Harassment

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

ELCC Sprint War Canoe Coach Workbook PROVIDE SUPPORT TO ATHLETES IN TRAINING

A. Verify that the practice environment is safe SAT – 1 Identifying Hazards - Classroom

In small groups, discuss local safety environmental concerns and identify existing and potential hazards. Each group will be given a hazard category (human aspect, regatta, water/weather, facilities/equipment). Come up with as many hazards in that category as possible in the next five to ten minutes. What hazards are unique to coaching War Canoe?

Hazards:

Prevention and coping strategies:

ELCC Sprint War Canoe Coach Workbook POTENTIAL SAFETY HAZARDS

AT YOUR CLUB

• Broken equipment (cracked paddles, broken rudders, etc.)

• Paddlers who can’t swim

• PFDs that don’t fit

• Shallow water

• Submerged obstacles (rocks, logs, …)

• Rough or moving water

• Wind

• Sun

• Cold

• Heat

• Storms

• Lots of kids and only one coach

• Others….

ELCC Sprint War Canoe Coach Workbook Emergency Action Plan Team / Event:

Site:

Charge Person:

Alternate Charge Person:

Call Person:

Alternate Call Person:

Number Card

Locations of Phones: Phone Numbers Emergency:

Ambulance Police:

Fire: Hospital:

Poison Control: Facility:

Location Directions for Emergency Personnel:

ELCC Sprint War Canoe Coach Workbook Small Vessels Regulations Regarding Racing Canoes and Kayaks

A pleasure craft that is a racing canoe, racing kayak or racing rowing shell is not required to carry personal protection equipment, boat safety equipment and distress equipment if it and its crew are engaged in formal training, in an official competition or in final preparation for an official competition and

(a) it is attended by a safety craft carrying a personal flotation device or lifejacket of appropriate size that can be

donned in the water for each member of the crew of the pleasure craft; or

(b) it carries

(i) a personal flotation device or lifejacket of appropriate size for each member of the crew,

(ii) a sound-signaling device, and

(iii) if it is operated after sunset and before sunrise, a water-tight flashlight.

"Final Preparation", in respect of an official competition, means activities to prepare for the competition that take place at the competition venue and during the times specified by the organizer of the competition.

"Formal Training" means practice for an official competition under the supervision of a coach or official certified by a governing body.

"Governing Body" means a national water sport governing body

(a) that publishes written rules and criteria respecting conduct and safety requirements during skill demonstrations, formal training or official competitions; and

(b) that

(i) certifies coaches and coaching programs,

(ii) certifies officials and programs for officials, or

(iii) recommends training and safety guidelines for certified coaches or officials.

"Official Competition" means a competition or regatta organized by a governing body or by a club or an organization that is affiliated with a governing body.

For more information: http://www.ccg-gcc.gc.ca/obs-bsn/regs-stds

ELCC Sprint War Canoe Coach Workbook Small Vessels Regulations Recreational Canoes and Kayaks

Recreational canoes and kayaks not over 6 metres in length must carry the following safety equipment when in use:

Personal protection equipment

• one Canadian-approved personal flotation device or lifejacket of appropriate size for each person on board

• one buoyant heaving line of not less than 15 m in length

Boat safety equipment

• one manual propelling device OR

• an anchor with not less than 15 m of cable, rope or chain in any combination

• one bailer or one manual water pump fitted with or accompanied by sufficient hose to enable a person using the

pump to pump water from the bilge of the vessel over the side of the vessel

Navigation equipment

• a sound-signaling device or a sound-signaling appliance

• navigation lights that meet the applicable standards set out in the Collision Regulations if the pleasure craft is

operated after sunset and before sunrise or in periods of restricted visibility

For more information: http://www.tc.gc.ca/marinesafety/debs/obs/menu.htm

ELCC Sprint War Canoe Coach Workbook SAT – 2 Identifying Hazards – lakeside

Your group has five to ten minutes to develop a list of all the potential hazards that could occur on the water. What are some potential hazards unique to War Canoe? Include athlete safety, water in the boat, capsizing, etc.

Strategies for prevention:

ELCC Sprint War Canoe Coach Workbook Water Emptying Procedures Canoes

1. Remove all equipment from the boat.

2. With the boat upright, hold the bow and slowly lift. This allows the water to slowly drain from the stern. This may

take five or more of the younger paddlers.

3. Once most of the water has been drained, the paddlers may remove the boat from the water (opposite to

launching procedure) and turn the boat upside down to empty it completely or use the bailer while the boat is still

in the water.

4. In most cases, the coach should assist the paddlers in emptying the boats as they are extremely heavy when filled

with water.

Kayaks

1. Always assist paddlers in emptying boats as they are very heavy when full of water.

2. Remove the equipment form the boat.

3. Hold the stern and push the bow away from the dock.

4. Push the stern down to allow the water to flow from the bow to the stern.

5. In a single motion, lift and turn the boat to allow the water to flow out of the cockpit.

6. Repeat this motion until the boat is completely empty.

7. IF the boat is extremely full of water, turn the boat over and slowly life the stern to allow half of the water to flow

out. Continue with the above procedure.

Capsizing Procedures Canoes

« Explain this procedure prior to taking any boats out on the water.

« Paddlers must stay with their boat.

« If there are two paddlers, have them turn the canoe upside down so that they may hold each others’ hands over

the bottom of the canoe (one paddler on each side of the canoe).

« If the paddlers are very close to the shore, have them upright the canoe, place equipment inside the canoe, and

swim or walk the canoe to shore.

ELCC Sprint War Canoe Coach Workbook

« If the paddler is alone, instruct him/her to hold the bow and swim or walk to shore ONLY if they are very close to

the shore.

« If one paddler falls out of the boat and the other stays in, have the paddler in the boat tow the other to shore

instead of trying to lift him/her into the boat.

« It is sometimes appropriate to capsize the canoes on purpose as a drill to ensure paddlers are familiar with the

procedure and do not panic in the real situation.

Kayaks

« Explain this procedure prior to taking any boats out on the water.

« Immediately upright the kayak when it is tipped to stop the boat from filling up with water.

« Put the paddle, seat, or any other equipment into the cockpit.

« Leave the equipment where it is to be picked up later if it has floated out of reach.

« Swim to the bow, hold it and swim with the boat to the dock or shore.

« The boat floats, so paddlers must always stay with their boats!

War Canoe

« Always before heading out on the water, establish a buddy system – either by position (paddler beside each

other), or paddler right in front. Buddies can find themselves in the event of a capsize

« AS the coach or cox, your first job is to count heads to ensure everyone is accounted for (and not trapped under

the boat). The buddy system helps in this as well.

« Anyone who is panicking should be removed from the situation (away from the others) as quickly as possible.

« Get everyone to stay with the boat.

« If close the shore, swim the boat in together, otherwise the war canoe will need to get towed. If the crew is strong

enough, flip the war canoe over.

ELCC Sprint War Canoe Coach Workbook Other War Canoe Notes:

1. Coach/Safety Boat - How many lifejackets do you carry for a Bantam crew? a Midget crew? a Masters crew?

2. Feathering skills - teach on dock - crew demonstrates in boat.

3. Balance problems - rookie crew - have 2-4 paddlers at a time feather other suggestions?

4. Capsizing issues - head count? buddy system? person directly in front of you? When do you instruct the crew in

what to do if capsized? Practice tipping and emptying the boat. Your club needs a common Capsizing Action Plan.

What is it?

5. Carrying and launching the W.C. - equal numbers on each side stronger paddlers at ends

6. Inspect W.C. gunwhales, thwarts and floorboards for loose screws or nails.

7. Coxing skills (e.g. stance, commands and boat balancing) are important in preventing capsizing.

ELCC Sprint War Canoe Coach Workbook SAT – 3 Identifying Hazards – Case studies

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

Action Plan:

ELCC Sprint War Canoe Coach Workbook Safety Scenario #1

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

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

Safety Scenario #2

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

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

Safety Scenario #3

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

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

Safety Scenario #4

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

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

ELCC Sprint War Canoe Coach Workbook B. Implement an appropriately structured and organized practice. SAT – 4 Managing a Program – Team spirit & coaching styles - classroom

Your group will be given a one of the following 4 case studies. Complete the following tasks in 15-20 minutes. Once completed, discuss the results in the large group. The discussion should focus on essential elements of managing successful “Learn to Paddle”, dragon boat or war canoe programs, including adopting a coaching style to the needs of the participants and incorporating fun into the program.

TASKS

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

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

ELCC Sprint War Canoe Coach Workbook CASE STUDY A

You have been assigned to one of the six-week summer Learn to Paddle programs run by your club. This program is one of the club’s most successful tools for recruiting new members. Many parents of participants become involved volunteers as a result of their positive experience with this program. Approximately 75% of the bantam competitive paddlers in your club were introduced to paddling through this program.

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

CASE STUDY B

You are the coach of the U17 women’s war canoe program. The club is a large club that has a significant number of athletes training small boats who compete at provincial and national level competitions; and also has a large number of war canoe only athletes. The war canoe program draws a lot of new paddlers that didn’t go through the U13 and U15 program.

Your crew is composed of 16 girls. Six are brand new 15 year old paddlers who joined because of either friends in the club, or parents felt it would be good cross training for their winter sports. The other 10 are 4 U15 that you feel are good enough to be in the U17 war canoe, and the other 6 are training in small boats on a regular basis. Your war canoe practice slots are Monday, Tuesday and Thursday at 6:00 pm.

CASE STUDY C

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

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

ELCC Sprint War Canoe Coach Workbook

CASE STUDY D

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

Your participants are a group of 22 novice paddlers between the ages of 18 and 55. None of the participants have had prior paddling experience. Over half registered because their friends and co-workers paddled last summer and had a great time. The other half of the other paddlers registered because they think that paddling is a healthy outdoor activity. Additionally, many registered looking for a social group. Your program will run two nights a week for the six week period.

Team Spirit Tasks

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

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

ELCC Sprint War Canoe Coach Workbook SAT – 5 Creating a Positive Environment - classroom

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

ELCC Sprint War Canoe Coach Workbook WC-6: COMMANDS

GOAL: The participant will develop a repertoire of ‘commands’ common to all crews & coxes at his/her club. The participant will demonstrate control of their crew through commands that are clearly understood and followed by all crew members.

LOCATION & TIME: Classroom – 10-15 minutes, dock – water 5 minutes

ACTIVITY: With a partner, you have 5 minutes to list War Canoe commands. When finished add your ‘new’ commands to the flip chart list. For the last 5 minutes, come together as a group and, while updating your list, share ideas on the importance of commands from a safety and performance perspective.

WAR CANOE COMMANDS

CLUB-to-DOCK ON-WATER RACE

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

ELCC Sprint War Canoe Coach Workbook COMMANDS

The coxswain’s and coach’s commands are vital for both boat safety and crew effectiveness both in practice and in races.

While the actual commands vary from club to club, the main objective of the commands remains the same - that the cox/coach have control of their crew. Only one crew member is in charge of the boat - the COX.

Instructions must be clearly understood by everyone in the crew. Whether a novice crew, where balance and tipping is a concern or a top competitive crew, where a quick response is the difference between winning and losing, the commands must be quickly followed by all. They need to be reviewed at the start of the season and reinforced in practice. The commands used during capsizing need to be practiced. Likewise, race commands should be part of race simulations in practice.

Each club should have a consistent set of commands throughout all war canoe crews from Bantam to Masters, male and female. All coxes within the club need to use the same commands as well. This will allow an easy adjustment for paddlers as they race and practice ‘up’ with older crews and also there is consistency when different coxes take a crew, whether for a race or a practice. Recommended for each club would be to publish a handout for coxes and paddlers listing the war canoe commands that the club uses.

Your Notes:

ELCC Sprint War Canoe Coach Workbook

ACTIVITY: Update the list below with other commands that you and the group came up with. Check-off the ones that are or will be part of your Commands repertoire. Have this list available for your Evaluator to see.

WAR CANOE COMMANDS

CLUB-to-DOCK ON-WATER RACE

• Everyone on the boat. • Lefts draw it over. • Eyes front, no looking around. • Lefts on the left, • Last 2 on the left, first 2 on the • Ready! Ready! rights on the right. right, draw it over. • Back four, take one. • Okay, roll it to the …… • Forward on the right, • Series (finish) in three. • Back 4 in, middle 6 in, .... back on the left. • Half, 3/4’s, Full. • Step into the middle. • In stroke [please!] • Transition. • Put your paddle & block in • 1, 2, 3, 4, 5, …… • Power. your spot. • NO clunking the boat. • Kill their series! • • Reach below the gunwhale. • 1, 2, 3, 4, 5, …… • • Give me 10 more. • We’ve got a boat, • • Lefts up on the side, who wants more. • rights come off the side. • Collision! • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

ELCC Sprint War Canoe Coach Workbook WC-2. ORGANIZING THE PRACTICE

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

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

Learning Method: In pairs, discuss and develop an on-land plan for an efficient start to the practice. Large group discussion of ideas.

ACTIVITY: With a partner, you have 5 minutes to discuss and develop an plan for an efficient start (first 10’-15’) to your

W.C. practice.

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

YOUR NOTES:

ELCC Sprint War Canoe Coach Workbook ORGANIZING THE PRACTICE

Ideas and Suggestions:

1. Be organized right from the beginning of the practice. That starts as soon as the paddlers arrive at the club.

Probably the only time parents will see the coach/cox as a crew leader will be on-land and on the dock. Your

credibility and control of your crew begins at the clubhouse.

2. Attendance taking is important. It’s also important to know who will be away well in advance. Then you’ll have

time to call in alternates. Develop a policy for paddlers and/or parents to notify you in advance of potential

absences.

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

4. Hint: See the attached War Canoe sheet. Put it on a clipboard and have paddlers ‘sign-in’ as a left or a right as

they arrive. This can become your attendance list. Once you are ready to start, check the list and number (1-7) -

the order that they will paddle for that workout. Read out the order to the paddlers. This a lot quicker than

moving paddlers around on a dock - something that always looks disorganized. Also you can use the list in the

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

position order.

5. Develop a set routine for the crew warm-up. Having crew members lead the warm-up with minimal direction

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

6. If possible, rather than going straight to the water, lay the war canoe down, upright on a ‘piece of grass’ or rack

beside the club. Have the crew put their paddles and blocks in the proper spots. This is a good time to do the

warm-up or to talk to your crew about the objectives of the practice or an upcoming competition. Then carry

the boat to the dock. This keeps dock time to a minimum.

7. If you are short paddlers, it is still important to go out. The quickest way to ‘kill’ a war canoe program is to

cancel practices. Whether 8 or 14, always go on the water. Try to know how many crew members will be absent

from each workout. Then you can invite other club members to fill in.

8. If there are more than enough for a crew, several options are available - take out 2 war canoes, send out a C-4

and/or a C-2 to do the same workout, rotate paddlers in and out, but have them run or weight training while

they wait.

ELCC Sprint War Canoe Coach Workbook CREW/EVENT:______CREW/EVENT:______CREW/EVENT:______

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ELCC Sprint War Canoe Coach Workbook CREW/EVENT:______CREW/EVENT:______CREW/EVENT:______

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ELCC Sprint War Canoe Coach Workbook SAT – 6 The Basis of a Plan - classroom

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

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

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

Instruction: athletes need specific guidance on how to learn something new and improve something they already do

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

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

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

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

Evaluation: allows a coach to improve future practices

Copyright CKC, CAC, rev 2016 60 ELCC Sprint War Canoe Coach Workbook SAT – 7 Understanding Athletic Abilities in Race distances

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

500m, 1000m, 2000m, 6000m. In your group, list and describe the athletic abilities (that you learned in your

Theory A workshop) involved in performing that race distance.

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

My Notes…..

Copyright CKC, CAC, rev 2016 61 ELCC Sprint War Canoe Coach Workbook Training Athletic Abilities: Summary and Key Points Athletic Activity Requirements Ability

Speed q Movements or actions performed at maximal speed or near maximal speed AND q Movements or actions identical to those in which speed improvement is sought AND q Efforts of short duration, i.e. less than 5 to 8 seconds AND q Long recovery between efforts, i.e. 8 to 10 times longer than the effort itself Note 1: Training no longer effective when intensity or quality of execution decreases. Note 2: Total time for all repetitions = 30 seconds to 2 minutes

Speed- q Movements or actions performed at near maximal speed AND Endurance q Movements or actions identical to those in which speed-endurance improvement is sought AND q Efforts between 8 and 60 seconds AND q Recovery between efforts 6 to 8 times longer than effort Note: Total time for all repetitions = 2 to 6 minutes

Aerobic q Aerobic Stamina is divided into 2 training zones or components: Stamina: • AEROBIC CAPACITY Aerobic • AEROBIC POWER Capacity q Repeated high-intensity dynamic efforts performed without interruption for more Aerobic than 2 or 3 minutes each (Aerobic Power – race pace) OR Power q High-intensity steady-state efforts performed for 10-15 minutes or more OR q Moderate-intensity steady-state efforts performed for 30 minutes or more OR q High-intensity intermittent efforts of 15 seconds to 2-3 minutes, followed by pauses of equal or shorter duration, for 20 to 30 minutes or more (Aerobic Power) Note: The more intense the efforts, the greater the training effect on maximum aerobic power Maximum Note: In many cases, the sport itself does not provide good opportunities to develop Strength this athletic ability; see detailed guidelines

Speed- q Movements or actions that require jumping, bounding, or quick pushing OR Strength q Movements or actions that require accelerating objects as quickly as possible Strength- q Repeated muscle contractions that are sustained for several seconds OR Endurance q Several sub-maximal muscle contractions performed consecutively at a constant rate Flexibility q Controlled movements of large amplitude OR q Controlled movements in which the muscles are stretched and where the position is maintained for 20 to 40 seconds Note: No external force should be exerted on the limb or the articulation

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

Balance q Activities where difficult or unusual positions must be assumed and maintained OR q Activities where normal movements are performed in unusual positions OR q Activities where balance is challenged by external factors or an effort is required to maintain balance Tactics q Situations that are relevant to the competitive experience AND q Situations that involve decision-making in order to gain an advantage AND q Situations that involve some degree of uncertainty OR q Situations where the best option must be selected

Note: Activities and methods to improve mental skills are dealt with in the Basic Mental Skills module.

From: CAC Competition-introduction Theory A ReferEnce Material

Copyright CKC, CAC, rev 2016 63 ELCC Sprint War Canoe Coach Workbook CKC Athletic Abilities Training Guidelines Summary for Athletes in FUN / Foundations and Early Train to Train Stage ATHLETIC ABILITY Aerobic Capacity Aerobic Power Speed Endurance (Short) Speed

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

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

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

continuous or interval)

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

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

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

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

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

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

Copyright CKC, CAC, rev 2016 64 ELCC Sprint War Canoe Coach Workbook ATHLETIC ABILITY Aerobic Capacity Aerobic Power Speed Endurance (Short) Speed Training Period for 6-8 weeks 8 – 12 weeks 6 – 8 weeks 4 – 6 weeks Training Effect

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

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

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

Teaching Goals: 1. Participants understand the application of the different athletic abilities to canoe specific activities.

Your Notes:

Copyright CKC, CAC, rev 2016 67 ELCC Sprint War Canoe Coach Workbook Guidelines for Developing Athletic Abilities Guidelines for Developing Speed

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

specific; they must also closely replicate the particular movements for which increased speed is

desired (adaptations are very specific).

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

• For speed to remain high, each repetition must be relatively short (approximately 5-8 seconds).

• Rest between repetitions has to be long enough to allow for sufficient recovery; this will enable the

athlete to perform other repetitions at a high speed. Rest intervals can be as many as 12-15 times

longer than work periods (e.g. 5 seconds of sprinting followed by 60 seconds of rest).

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

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

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

tends to decrease thereafter because of fatigue. It is a good idea to divide repetitions into sets (e.g. 2

sets of 5 repetitions each).

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

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

practice session, when athletes are not yet tired. Guidelines for Developing Speed-Endurance

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

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

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

desired (adaptations are very specific).

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

high, speed should also be controlled so that it is possible to sustain the effort for between 10 to 45-

60 seconds without any significant drop in intensity. For short efforts (e.g. 10-20 seconds), the

controlled speed should be close to maximum speed; conversely, if the effort is longer (e.g. 20

seconds and more), speed will have to decrease.

• Rest between repetitions has to be long enough to allow for sufficient recovery; this will enable the

athlete to perform other repetitions at a high speed. Rest intervals can be as much as 5-8 times

longer than work periods (e.g. 20 seconds of effort followed by 2 minutes of rest; in this case, the

duration of the rest period is 6 times the duration of the intense effort).

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

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

• For intense efforts lasting approximately 15 to 30 seconds, the total number of repetitions should be

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

each).

• For intense efforts lasting approximately 30 to 45 seconds, the total number of repetitions should be

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

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

intensity efforts of approximately 30 to 45 seconds with longer active recovery periods at a much

lower intensity.

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

• Activities to develop endurance-speed should take place when the athletes are not yet tired. Guidelines for Developing Aerobic Stamina

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

swimming, skating, etc.).

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

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

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

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

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

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

considered a moderate intensity for the athlete’s age.

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

recognize that work intensity may have to be individualized.

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

work and recovery).

• Fatigue may occur during low- to moderate-intensity efforts (e.g. 30 minutes of cycling or 20

minutes of running) because of the longer duration.

• If the efforts are intense, active rest periods may be included between periods of activity (e.g. 2

minutes of effort followed by approximately 1 minute of less intense effort, repeated for a total

period of 15 minutes, or 1 minute of effort followed by approximately 30 seconds of rest, repeated

for a total period of about 10 minutes); this type of intermittent effort usually allows athletes to

maintain a relatively high intensity without causing too much fatigue.

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

area for 5 to 10 minutes; in this type of activity, all athletes must be moving at all times. Coaches

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

recovery periods during the activity when the control implement is lost. Guidelines for Developing Coordination

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

• The level of difficulty of an activity aimed at developing coordination is determined primarily by the

number of movements or actions that must be performed; beginners and children should not have

too many movements or actions to perform in sequence (2 or 3 are sufficient).

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

desired goal. For young children, priority should be given to general coordination activities instead of

sport-specific ones.

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

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

rolling, turning, throwing and catching, jumping on one leg while maintaining balance, or lifting an

arm and the opposite leg simultaneously), they should not attempt more advanced coordination

activities.

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

several body parts at a time, or for the entire body; coordination activities can also take the form of

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

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

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

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

and then progressively accelerated to full speed.

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

or use their weaker side.

• An activity can be made more challenging by:

o Increasing the speed of execution

o Adding new movements

o Modifying the order in which the movements must be performed

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

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

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

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

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

mastered

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

frequently for more time; in other words, learning tends to be more effective if you have two 5-

minute motor sequences four times a week than if you have one 40-minute practice session once a

week. Guidelines for Developing Balance

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

activities may also contribute to the development of balance.

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

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

stay in position, hopping on one foot, on the spot, forward, backward) and are asked to maintain it

for a specified period of time.

• It is also possible to develop balance by performing normal movements in unusual conditions, for

instance walking backward, with eyes closed, on heels, on a slope or a narrow and unstable surface

(by drawing a line on the ground or placing a rope on the floor), etc. However, it is important to avoid

excessively difficult situations that could cause falls or injuries.

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

help develop balance. By using such balls, athletes make simple everyday activities such as sitting,

standing, or trying to maintain a horizontal body position much more difficult. Again, it is necessary

to take appropriate safety measures to minimize the risk of a fall.

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

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

legs), increase the number of contact points on the ground if this is possible (for instance by putting

one hand on the ground), and ensure the weight is evenly distributed on each contact point. Guidelines for Developing Flexibility

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

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

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

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

force on the limb or joint.

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

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

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

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

• Exercises should be performed on both sides.

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

• Quick, sudden movements should be avoided when stretching, especially when the muscle is not

sufficiently warm.

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

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

effort. While athletes are stretching, the coach can gather feedback concerning the practice session

and can provide his or her feedback or information as required.

From: CAC Competition-introduction Theory A Refernce Material

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

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

MY NOTES…

Copyright CKC, CAC, rev 2016 73 ELCC Sprint War Canoe Coach Workbook Order of Activities in the Main Part of the Practice

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

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

Early in the Main Part of the Practice…

Athletes are not tired, so try to plan for:

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

q Activities that develop or require coordination or balance

q Activities that develop or require speed

Then Consider…

q Activities to develop or require speed-endurance

q Activities that develop or require strength

q Activities that develop or require strength-endurance

Later in the Main Part of the Practice…

Athletes may be tired, so try to plan for:

q Activities to consolidate skills already acquired

q Activities that develop or require aerobic endurance

q Activities to develop flexibility

Copyright CKC, CAC, rev 2016 74 ELCC Sprint War Canoe Coach Workbook Planning a Practice: Self-evaluation Checklist Structure and Organization

• The practice is organized and well structured (introduction, warm-up, main part, cool-down,

conclusion)

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

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

• In the main part of the practice, activities take place in optimal order Nature of the Activities

• The practice includes a variety of activities

• Athletes have sufficient practice time during each activity

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

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

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

• Practice conditions are adapted to athletes’ skill level

• The activities present exciting and reasonable challenges to the athletes Safety

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

activities are designed accordingly

• An Emergency Action Plan is available

Practice Planning Tips

• Always include a warm-up in your practice plan. Never skip or rush the warm-up, as this may lead to

injury. If you are short on time, consider having athletes warm up before the practice; for instance, if

facilities are available for only a limited period of time.

• Get help from anyone who is available. For example, parents can help by arranging stations so that

you can maximize the time your athletes are active. In this case, make sure your assistants are familiar

with your practice plan, and give them simple and clear tasks.

• Avoid activities and games that eliminate people – the athletes who need the most practice will

probably get bumped first.

• When you plan an activity that involves opposition, pair up athletes with similar ability levels so that

they can challenge each other and each has a fair chance of success. This may also reduce the risk of

injuries.

• Think of all the skills required to perform the drill! A drill or an activity might be relevant to your sport

or to the long-term goal you have in mind, but the skill or fitness level of your athletes AT THIS TIME

may be such that they cannot really benefit from it.

• Be realistic about the actual number of skills your athletes can learn in a season. For some skills, it

may take a lot of time and practice for athletes to go beyond the Acquisition stage.

• Always make sure that athletes have mastered the fundamentals of their sport before you plan for

more advanced techniques. However, it is a good idea to start developing tactical and decision-

making skills early on. To do this, put your athletes in quite complex sport-specific situations that

require them to use their observation skills, analyze the situation, and come up with possible

solutions.

Practice Planning Tips

• Plan for fun – can you find a way to develop a skill or ability through a game or activity the athletes

enjoy doing? Ask athletes which activities they like the most: use those ones often, or try variations of

them to achieve specific goals.

• Be creative when athletes have to do a lot of repetitions, as is the case in the Acquisition and

Consolidation stages of skill development. Although your athletes may have to work on the same

fundamental movements in many practices to acquire the correct motor patterns, you can avoid

monotony by using different activities or games that require the movements and looking for new and

fun ways of doing them.

• Take time to get athletes to talk about their own performances and discuss what they think is

important to work on improving individually, and if appropriate, as a team. Try to build this into your

next practice plan.

• Use random practice whenever possible, as it promotes better long-term performance

improvements.

• Better long-term improvement in performance can be achieved by not making practices too

predictable.

• Motor tasks that do not produce extreme fatigue or muscle soreness can be practised every day.

• Tasks that do produce marked fatigue or muscle soreness should not be practised every day, and

recovery between practices must be longer. Alternate the days where these skills or tasks are

performed with recovery days, or with days where other, less tiring skills are practised. For skills that

involve some impact or where exhaustion can occur, it may be necessary to practise them only every

third day.

• Be aware of athletes’ physical capabilities before you ask them to do physical activity (growth and

development). Keep in mind that there could be some significant physical differences between your

athletes, especially in teenagers.

Practice Planning Tips

• Simulate competitive situations in practice. Include all elements of the game or competition in your

practices, e.g. rules, competition protocols, interaction with officials, respect for opponents and

teammates, etc.

• Make a list of all the skills that athletes should be coached in, given their age and experience – this

becomes a key element of your development plan.

• The first time you play a game or conduct a drill, it may not be as successful as you might like –

athletes may need more time to learn it. Give the activity a name, so that they will recognize it

immediately in the future.

• Find out what your athletes like and dislike about practice. Keep a file or a list of favourite drills,

activities, and games. Don’t be afraid to repeat a game or drill – we enjoy doing the things we like to

do.

• Practice does not make perfect, it only makes permanent. Perfect practice makes perfect,

permanently.

• Keep a binder that has EVERYTHING in it: medical information, player information, rosters, directions,

systems of play, team rules, etc. Keep a written or electronic record of what you do in practice.

• Make a list of EVERYTHING: have a TO DO LIST (generic sheet for every day/practice).

• Make a list of all your systems of play, break them all down into parts, and organize drills for each

individual concept. Break down all concepts into different options. Develop a drill for every option.

• Try to keep things as simple as possible.

From: CAC Competition-introduction Theory A Refernce Material

Copyright CKC, CAC, rev 2016 78 ELCC Sprint War Canoe Coach Workbook CKC’s Guidelines for the Training of Athletic Abilities and Athlete’s Age L J J Should be Not a priority Introduce in moderation Optimal training Coach should individualize avoided age for the athlete F Pre-Growth Spurt Growth Spurt Post-Growth Spurt 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+

FUNdamentals Train to Train Training to compete Learn to Compete

M Pre-Growth Spurt Growth Spurt Post Growth Spurt 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+ FUNdamentals Train to Train Train to Compete Learn to Compete NCCP Focus CanoeKids E.L.C.C. / ELCC Advanced COMP DEV Athletic Abilities Agility / Balance / F J J Coordination M J J Speed of segmental F F J J speed M M (Speed 1) J J Flexibility F J M J Anaerobic Speed F Introduce J J (efforts of 8 sec or less paddling, 5 sec M Introduce J J weightbearing) Aerobic Capacity – F Introduce J J FUN Fitness M Introduce J J Aerobic Power F L Introduce J J M L Introduce J J Basic Technique F Introduce (learning J J (Balance, Posture, through games) Introduce (learning J J Propulsion, Steering) M through games) Advanced Technique F Introduce J J M Introduce J J Tactics and Decision F L Introduce J making skills M L Introduce J Speed Endurance F L Introduce J (Anaerobic Capacity) M L Introduce J Strength-Endurance F L Introduce J J M L Introduce J J Max Strength F L Introduce J J M L Introduce J J Speed Strength – F L Introduce J J Muscle Power M L Introduce J J

ALL SYSTEMS AR E ALWAYS TRAINABLE! However, there are sensitive periods of opportunity, or

“accelerated adaptation to training” (Viru et al, 1998, 1999) where significant improvements or gains can be made due to the athlete’s stage of development. All of these guidelines are based on growth and development principles. Where the optimal training age is indicated, as a coach, try to maximize the opportunity to develop that athletic ability.

Peak Height Velocity:

PHV is a key tool to monitoring an individual’s stage of development.

As a coach, it is important to know when PHV occurs in your athletes. Each athlete grows at a different rate, therefore a coach can have all within the same training group, early, average or late maturers.

Use this great website to predict the Peak-Height Velocity for your athletes: http://taurus.usask.ca/growthutility/phv_ui.cfm?type=1

As soon as a young athlete is in your program, standing, sitting height should be monitored every 3 months on a consistent interval. You may want to include arm span as well. You should chart this on an excel spreadsheet with all 3 measurements on the vertical axis, and age across the horizontal (in 3 month intervals). This will give you a great indication when the growth spurts are happening.

Windows of Optimal Trainability: The windows are always open, but fully open during the sensitive periods of optimal trainability and partially open outside the sensitive periods.

Copyright CKC, CAC, rev 2016 80 ELCC Sprint War Canoe Coach Workbook 8-9 years, Growth and Development of Participants/athletes General remarks

• 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 adult’s/leader’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 non-existent athletic background.

• Interest for sport activities is often high.

Psycho-social

• 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 certain things.

• 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 to follow 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 (i.e. the legs) show a greater degree of development compared to smaller ones (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;

compared to adults, children must be considered at an increased risk of heat injuries. 8-9 years, Growth and Development of Participants/athletes Preferences

• Enjoys individual or group games, and drills where participants are paired.

• Likes activities where the whole body is involved (ex.: jumping, running).

• Likes to assume some responsibility, and to take part in decisions concerning

how the games or activities will take place.

• 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 implements or balls not designed

for kids in technical drills.

• 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.

• Emphasis on victory; pressure to perform. Emphasizing the result or performance. Comparisons between children.

• Unpleasant or non-gratifying 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, co-operation,

having fun, putting winning and losing into perspective, and giving a 100% effort.

• Instruction, teaching and demonstrations must be highly specific, simple, and aimed at the achievement of a well-defined

objective. The duration of activities must be relatively short, and exercises must change frequently.

• Focus on activities that are aimed at developing coordination, balance and correct motor patterns; encourage participation in a

variety of sports and activities. Encourage the use of both right and left hands/feet whenever possible to enhance motor patterns

and improve coordination. Good age to use speed games.

• Modified, scaled-down equipment should be used. Competitive games where ability levels are matched; create opportunities for

the child to demonstrate the progress s/he 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 palatable beverages are available when exercising in the heat.

Copyright CKC, CAC, rev 2016 83 ELCC Sprint War Canoe Coach Workbook 10-11 years, Growth and Development of Participants/athletes General remarks • The child develops conscience, morality, and values.

• At this age, the child may display a high competitive attitude. He/she wants to look like a good and competent

performer.

• Marked distinctions between boys and girls begin to be visible, particularly toward the end of this period.

• The child 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.

Psycho-social • The child: 1. is usually very interested in group activities, and creates strong links with a few friends

2. wants to enjoy a greater degree of autonomy, and wants to help/be useful

3. shows a high degree of loyalty to the group to which he/she belongs

4. begins to be interested in individuals of the opposite sex, without showing it openly

5. expresses his/her feelings easily (anger, sadness, etc.) • Boys and girls can be involved together in the same activities.

Learning

• The child begins to show some ability to deal with abstract concepts, yet prefers concrete examples.

• The 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.

• 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 and stay focused for longer increases (10 minutes or so).

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.

• The sweating mechanism of children is not well developed, which reduces their capacity to dissipate heat during exercise;

compared to adults, children must be considered 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.

Copyright CKC, CAC, rev 2016 84 ELCC Sprint War Canoe Coach Workbook 10-11 years, Growth and Development of Participants/athletes Preferences

• Enjoys games that feature some competition, team games, as well as games/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 (for reasons of boredom but also to prevent overuse injuries). Activities that feature too much structure. Exposure to a cold or hot environment. • Use of implements or balls not designed for kids in technical drills. 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. • Emphasis on victory; pressure to perform. • Emphasizing the result or performance. Comparisons between children. • Unpleasant or non-gratifying competitive experiences.

• Mechanical and/or highly repetitive approach to the teaching of fundamental techniques.

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.

• Instruction, teaching and demonstrations should be highly specific, simple, and aimed at the achievement of a well-

defined objective. The duration of activities should be relatively short, and exercises should change frequently.

• Time when participants are actively involved in exercises/activities during the practice session should be as high as

possible.

• 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 following: development

of confidence, self-esteem, peer interaction, co-operation, having fun, putting winning and losing into perspective,

and giving a 100% effort.

• Encourage children to drink, and ensure plenty of palatable beverages are available when exercising in the heat.

Copyright CKC, CAC, rev 2016 85 ELCC Sprint War Canoe Coach Workbook 12-15 years, Growth and Development of Participants/athletes General remarks

• This is a period where major growth spurts occur. In each sex, large differences in physical maturation may be observed in

individuals of the same chronological age. At this age, girls are in general more mature than boys.

• The child also acquires the moral concepts, values, and attitudes that make it possible to relate meaningfully to society. Positive

role models are important.

• The opinion of friends tends to be more important than that of the coach/group leader. The child wants to look like, or be perceived

as, a competent performer.

• For the child, this is a period of major changes that makes him/her likely to challenge authority, to be very critical and argue

decisions, and to ask for a lot of justification. Positive role models are important.

• Competition becomes increasingly important in some individuals, as well as the results of competition. Time devoted to general

training should be greater than time spent training specifically for a sport, or time spent competing.

Psycho-social • It is important to separate boys and girls for activities and competition. • Psychological and emotional instability may be observed due to the rate at which physiological changes occur.

• The child 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 (does not like being told what to do).

• 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. Girls may seek a more or less serious relationship with

older boys; boys may brag about their success with girls.

• This period is important for the development of values such as respect for others, fair play, and an appropriate 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, and ability to concentrate and attention span are high (20 minutes or more).

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 by position can begin, while also encouraging participation in a variety of sports that have different

demands.

Physical

Girls: On average, the growth spurt begins at 11; maximal growth rate (or peak height velocity, PHV) is observed at around 12; the

development of secondary sexual characteristics (pubic hair, breasts) begins around 11.5-12 years of age, and menarche (first

menstruations) occurs at around 12.5 years of age. During this period, body fat content tends to increase progressively, and typical

female body forms (hips) appear due to hormonal effect.

Boys: On average, the growth spurt begins at 13, and PHV is reached at around the age of 14; the development of secondary sexual

characteristics (pubic hair, testes, penis size) occurs progressively from the age of 12 on. Significant gains in muscle mass and in

strength typically occur one year after PHV (i.e. at around 15) due to higher levels of testosterone.

• During the growth spurt, feet and hands tend to grow first, followed by the legs and the arms. Long bones are also 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 compared to childhood or

adulthood; this may 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. 12-15 years, Growth and Development of Participants/athletes 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 (for reasons of boredom but also to prevent 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 higher than the number of training practice sessions.

• Pressure to perform.

• Unpleasant or non-gratifying competitive experiences.

Suggestions • Time when participants are actively involved in exercises/activities during the practice session should be as high as possible.

• Acquisition of more complex or sport-specific techniques. Explanations can be more elaborate, where appropriate.

• Strength training with own body weight and sub-maximal loads can begin; correct execution of movements must be

emphasized.

• Appropriate supervision of training activities is important to prevent/avoid 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.

• Depending on the maturity level, involvement of the adolescent in roles such as officiating, or the leadership of

certain activities (i.e. leading a warm up), etc.

Copyright CKC, CAC, rev 2016 88 ELCC Sprint War Canoe Coach Workbook C. Make interventions that promote learning. SAT -10 / WC-3. CREW POSITIONS & PADDLE SELECTION

GOAL: The participant will understand and apply sound principles in the placement of crew members and in paddle size selection based on height and position.

LOCATION & TIME: Classroom - 10 minutes, Land/Dock - 5 minutes

ACTIVITY: Individually, you have 2 minutes to draw the water line of a war canoe at top speed. Is it any different for a bantam crew vs a Masters men’s crew? How would the water line alter the placement of crew members and paddle size selection?

Waterline at speed: Bantam WC

Waterline at speed: Master Mens WC

Your Notes:

Paddle Size Considerations:

Chin height? Nose height? Eye height?

Crew Placement Considerations:

Paddles are to be handled with care. Whether made from wood or fiberglass, paddles are subject to damage and breakage. Paddles should be placed carefully; never thrown or dropped on the ground.

Paddles are to be rested on your foot or on the grip of the paddle, never on the tip. Care should be taken when placing a paddle on the rack so that it does not fall over, knocking other paddles over with it. Avoid placing paddles in cracks along the dock. Remind participants that paddles cost lots of money to replace.

Parts of the Paddle.

Identify the different parts of the canoe and kayak paddle with a demonstration.

Canoe Paddle

Canoe Paddle Selection

• Hold the paddle vertically in front of the paddler. Vertically placed, the paddle should reach from

the ground to a height between the chin and the eyes of the user to be technically correct. The

stronger the paddler, the closer the paddle should reach to the eyes.

• For beginning and intermediate Canoe Kids, use the chin to nose as the height reference. More

advanced Canoe Kids may use their nose as the reference point.

• Always double-check each paddler before they go out on the water to avoid any injuries from using a

paddle that is too long.

• NOTE: The size of a paddle selected for war canoe always depends on the position of the paddler in

the boat, as well as where the waterline lies. (example – a 165 cm paddler may use a 54 in stroke,

and a 60 in the engine room). It often takes more than just dryland measuring to figure out the

length of the paddle. In addition, the width of the blade may also be dependent of the paddler’s

position in the war canoe (eg: thinner blades in stroke position). It’s always a good idea to have a

selection of paddles in the motorboat, or taped to the thwarts in the war canoe in case paddlers

need to switch sizes. War Canoe Hand Position and Grip

• When paddling on the left, the paddler holds the grip with his/her right hand and the left hand holds

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

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

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

• Hold the paddle parallel to the ground so that the shaft of the paddle rests lightly on the paddler’s

head.

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

to the ground.

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

upper portion of the arm parallel to the ground.

• NOTE: War Canoe hand positions will often times change during the course of a race, depending on

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

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

start. The Bottom hand may go back down the shaft at the end of the race as well during the finish.

Using some equipment in need of repair, your LF will lead a session on how to execute some basic fixes. If possible, they will try to include ‘quick fixes’ which serve to hold through a regatta, and some longer term fixes.

Goals: 1. Participants understand how to safely make basic repairs to equipment.

Equipment: Repair Kit, some equipment which needs mending

Your Notes:

Copyright CKC, CAC, rev 2016 92 ELCC Sprint War Canoe Coach Workbook SAT 13 / WC-8. LOADING AND UNLOADING A WARCANOE GOAL: The participant will apply the principles involved in getting in and out of war canoes.

LOCATION & TIME: Dock - 5’ minutes

ACTIVITY: As a group determine and demonstrate the best way to load and

unload the war canoe.

Your Notes:

Teaching Tips Entering a War Canoe

1. PUTTING WAR CANOE IN THE WATER: When placing the war canoe in the water, launch the war canoe

either bow or stern first. Align your strongest paddlers at either end.

i) As the war canoe enters the water, the strong paddlers close to the edge of the dock use a hand-

over hand technique to get the boat into the water, being careful not let the hull touch the dock.

ii) As paddlers holding the war canoe reach the 2 paddlers closest to the water, they let go of the

war canoe. The 1 or 2 paddlers at the end of the war canoe lower it into the water.

2. From club-to-dock and back: “lefts on the left, rights on the right”. Have the strongest paddlers at the bow

and stern when it’s being carried. Cox and coach may be the prime carriers if it’s a young crew. Roll the boat

before getting to the dock where it’s more crowded and often unstable.

3. LOADING:

i) Paddlers should always step into the middle of the boat before settling into

the kneeling position. Alternate lefts and rights getting in.

ii) Back-to-front or Front-to-back? Which is preferred? Back-to-front allows

for the paddlers, once in, to see and help balance the boat for the one in

front of them. Front-to-back loading will finish with the back of the war

canoe ‘tight’ to the dock for the cox to get in.

4. UNLOADING:

i) Decide a sequence for paddlers getting out of the boat (this can always be a fun game), or

reward the paddlers in the boat who you think had a great practice to allow them out first

ii) Similar to loading, alternate left and right as the paddlers exit the war canoe

iii) Some coaches like to have 4 or 5 paddlers take all the equipment to the boat house, while

the others stay on the boat to lift it out.

5. TAKING THE WAR CANOE OUT OF THE WATER:

i) Push one end of war canoe out away from dock so war canoe is perpendicular to dock edge.

ii) Align your paddlers so there are equal numbers on each side

iii) Have yourself, or your strongest paddler lift the war canoe out. Some coaches / paddlers

like to gain momentum to lift the bow or stern out by “bouncing” the boat a few times to

help get the bow or stern out of the water.

iv) Take the war canoe out similar to how it went in, having paddlers hold on to the war canoe

and lift it as it comes out of the water.

GOAL: The participant will understand and teach proper kneeling to maximize the Key Elements of Balance and Propulsion.

LOCATION & TIME: Dock - 5’ minutes

LEARNING METHOD: Group discussion and demonstration. Evaluation video.

ACTIVITY: As a group determine and demonstrate the optimal kneeling position in the war canoe. Why is the triangle position preferred over the straight-line (C-1/C-2) set-up?

Notes:

1. Stroke side - between the thwarts, non-stroke side - straddle the thwart.

2. Front foot - diagonal; big toe against hull.

3. Kneeling block - diagonal; against hull.

4. Back foot - diagonal across boat, ‘wedged’ into floorboard for grip.

5. Footwear - some paddlers may want to protect their feet with aqua-shoes or light running shoes.

GOAL: The participant will identify and demonstrate potential balance safety skills during practices and races.

LOCATION & TIME: Dock/Water - 5’ minutes

ACTIVITY: As a group, determine the proper balancing techniques to ensure a safe balanced boat. Each participant will, in turn, practice and demonstrate balancing skills.

Notes and Suggestions:

1. Safety first! The cox’s first job is to provide a stable and balanced boat for the paddlers. Whether a beginner or a H.P. crew, the cox is responsible for the boat’s balance, lean and/or rocking.

2. Once the war canoe is off the dock and on the water, the first thing to do to balance the boat is to do a

“balance check” .

a. Have the crew let the war canoe run.

b. Get the crew to get into “sit-up” position (paddles resting on knees, off the water)

c. Adjust the balance by having lefts or rights move the war canoe buns or blocks away from, or

closer to the edge of the war canoe to balance the boat.

3. A high platform will put the cox in a position where he/she cannot help solve balance problems. Lower the platform or eliminate it.

4. The back leg is used to balance the boat. Put pressure, as needed, against either the tongue or the side of the boat to keep the boat level.

5. The need for balancing may be constant (e.g. a boat that is left or right heavy), sudden (e.g. passing motor boat waves, a paddler losing their balance) or sporadic (e.g. waves from a war canoe in the next lane). The cox has to be aware of the situation and know how to react.

MY NOTES…

Copyright CKC, CAC, rev 2016 99 ELCC Sprint War Canoe Coach Workbook SAT – 14 Identifying Technical Progressions - classroom

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

WITH THE

FIVE PHASES OF THE STROKE

BALANCE

CONTINUOUS INTERACTION BOAT CONTROL/ PROPULSION STEERING

THE FIVE PHASES OF THE SPRINT CANOEKAYAK STROKE

RECOVERY SETUP CATCH DRAW EXIT RECOVERY SETUP

Skill Level: No Paddling Experience Age of Participants:

Element Rationale

Key Elements:

Balance

Propulsion

Boat Control/Steering

Skill Level: No Paddling Experience Age of Participants:

Element Rationale

BALANCE • Paddlers must understand the relationship between body position and

balance before they even get in a boat

• Paddlers must progress from most stable to least stable position as they

acquire balance skills

• Good balance is the foundation of good technique

• Necessary to understand the three principles of balance before learning

propulsion otherwise paddlers won’t understand why they are constantly

tipping

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

(Through Rotation and the movement.

Sequencing of the stroke • Similar to riding a bike, a forward moving boat is more stable than a boat at

phases) rest.

• As balance improves, the paddler can start to think about propelling the

boat

• Need to have balance and basic propulsion skills before the paddler can

focus on the different stroke phases

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

propulsion

• Recruiting more fine muscle control

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

sequence in a relaxed and fluid fashion.

• NOTE: Trying to concentrate too much on rotation before solidly learning

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

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

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

the boat on a desired path

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

Copyright CKC, CAC, rev 2016 105 ELCC Sprint War Canoe Coach Workbook WC-4 / sat – 16 teaching the FIVE phases of the WAR CANOE stroke - classroom

GOAL: The participant will understand and demonstrate a working knowledge of the WC technique and apply it to his/her crew.

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

ACTIVITY: Discuss and demonstrate the main principles of the War Canoe technique. Fill in the chart comparing the War Canoe and the Canoe Technique at each of the 5 phases. Why should both techniques be as similar as possible? What phases see the biggest change from Canoe technique. Why?

Comparison: Canoe & War Canoe Technique Phases Similarities Differences Coaching Tips

Set-up

Catch

Draw

Exit

Recovery

WAR CANOE 5 PHASES:

1. brief pause to mentally Setup before the catch

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

3. Draw the body to the blade.;

4. Exit quickly and cleanly;

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

Technique Indicators/Analogies:

1. Shoulders & Hips Rotated on Set-up - indicator - able to look under armpit across boat: – A-Frame

2. Buried, Straight Arm Catch - indicator - THE TRIANGLE (gunwhale, arm, shaft)

3. Hip Rotation vs Bouncing - indicator - Knee movement (across vs forward/back)

4. Early Exit/No Swing - indicator - Top Thumb exit and pendulum recovery, open hands

5. Other:

6. Other:

Copyright CKC, CAC, rev 2016 107 ELCC Sprint War Canoe Coach Workbook WAR CANOE TECHNIQUE War Canoe photos showing 5 phases of Technique

SET-UP CATCH

DRAW 1 DRAW 2

EXIT

Teaching Checklists for the FIVE Phases of the Stroke Forward Stroke – War Canoe

1. Situated on side of dock, paddler twists the hip and torso forward and reaches forward to Setup create a perfect “A” shape with shaft, trunk and lower arm. (able to look under armpit across boat) 2. A slight pause emphasizes the mental focus on the Catch

3. paddler reaches forward and submerges the paddle in the water beside the dock. Catch 4. Top arm is at head height, hand is over the water, the elbow has a slight angle and should

remain at this angle for the duration of the stroke.

5. Lower shoulder and arm are rotated and extended forward, and the elbow is locked at the

Draw catch.

6. Top arm pushes down until the blade is fully submerged.

7. Bottom shoulder and arm pull the paddle back through the water.

Exit 8. Once the blade reaches the hip in the water, the body sits up and pulls the paddle out of the

water in a smooth, top thumb exit – lifting motion vs. swing which transfers to forward

recovery. The stroke has an earlier exit ; paddle exits at hip, top hand at eye level.

Recovery 9. Paddle is brought forward in the air to the starting position to complete one full stroke. The

recovery is a pendulum motion vs. swing. The top hand becomes fulcrum for bringing blade

back- snapping paddle back through air, top hand stays at eye level, body rotating. WHAT

• Used to propel boat forward in a generally straight line.

• Basic canoe stroke from which modifications are made to control and steer boat

Teaching Tips:

• Allow paddler to try this stroke on both sides while on the dock

• Do not spend too much time on the dock

• Start athlete on both knees until they feel comfortable on the dock

• Let the paddler decide which knee is most comfortable (if you end up with too many rights or lefts, this is the time

to switch them around)

• Emphasize comfort and confidence versus perfect technique

• While on the dock, encourage all paddlers to stay in stroke (will be beneficial in the carry over to crew boats).

Feathering Stroke – War Canoe

Perform while kneeling in the racing position

1. Back edge of the paddle is flat on the water.

2. In a planning action, the paddler moves his paddle back and forth along the surface.

3. The motion can be described to the paddler as “spreading peanut butter” or “icing a cake”.

4. The grip of the top hand does not change for this stroke.

5. Make sure that the paddle always stays above the water: don’t let the edge of the blade slide in.

WHAT

• Used as an aid to balance

Teaching Tips:

• Should be taught on dock before attempting to balance a racing boat.

• Have paddler put as much weight on the paddle as possible while feathering.

Backwater Stroke – War Canoe

Perform while kneeling in the racing position

1. Paddler places the paddle in the water past the hip and in a pushing action of the bottom arm, moves the water

towards the front of the boat.

2. Blade is skimmed back over the surface of the water towards the stern to begin another stroke.

WHAT

• Used to slow the boat down, maneuver the boat into position or move the boat backwards

Teaching Tips:

• Make sure paddlers keep edge of blade above the water

Check Stroke – War Canoe

Perform while kneeling in the racing position

1. In a similar action to the backwater stroke, the paddler places his or paddle in the water just past the kneeling knee

and applies pressure against the water.

WHAT

• Used for single purpose of slowing or stopping the boat while it has forward motion

Draw Stroke – War Canoe (Pulling Wide)

Perform while kneeling in the racing position

1. Paddler extends the flat side of the blade out parallel to the side of the boat and

buries the paddle in the water.

2. Paddler draws, the water towards the boat which will move boat sideways across

the water. WHAT

• Used to maneuver the boat in the water, and for steering purpose

Teaching Tips:

• Tell paddlers that they are going to pull or “draw” the water towards the canoe

Copyright CKC, CAC, rev 2016 115 ELCC Sprint War Canoe Coach Workbook SAT – 17 Objective of Effective WAR CANOE Paddling Technique – classroom

Answer the following question:

“What is the objective of paddling technique?”

Goals: 1. Participants understand why the development of solid and correct technique is a paddling essential.

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

Your Notes:

Copyright CKC, CAC, rev 2016 116 ELCC Sprint War Canoe Coach Workbook WC-7. COXING SKILLS GOAL: The participant will observe/ discuss and understand some of the ideas and techniques of coxing before the practical WC coxing session. Coaches will understand the importance of the coxing stance to the three key elements of coxing technique.

LOCATION & TIME: Classroom - 15 minutes ACTIVITY: Watch the video (if available), focusing on the coxing skills of stance, balancing and steering. Discuss, as a group, the importance of coxing STANCE to the three Key Elements (Balance, Propulsion, Boat Control).

THE THREE KEY ELEMENTS OF THE WAR CANOE COXING

BALANCE

CONTINUOUS

INTERACTION BOAT

PROPULSION CONTROL

STEERING

Your Notes: 1. STANCE & Balance

2. STANCE & Boat Control/Steering

3. STANCE & Propulsion

Copyright CKC, CAC, rev 2016 117 ELCC Sprint War Canoe Coach Workbook WC-10 COXING STANCE GOAL: The participant will understand and use proper coxing stance to maximize the 3 Elements (Balance, Steering & Propulsion).

LOCATION & TIME: Dock/Water - 5’ minutes

ACTIVITY: As a group, determine the proper coxing stance. How are the Elements of Balance, Steering and Propulsion maximized? Each participant will, in turn, practice and demonstrate the proper coxing stance.

Notes and Suggestions: 1. First the NEVER! Do not stand with both feet together hugging the ‘tongue’. The cox becomes completely unstable. Instead of keeping the boat balanced and stable, the cox becomes part of the problem. Also steering and propulsion are minimized. 2. Decide which foot to have forward - similar to C paddling. Most coxes will set-up on the side they paddle in canoe and/or WC. 3. Although it is not always possible, the preference is to have the stroke on the same side that the cox is set-up for. This places the 7th paddler further away on that side. 1. The farther apart the feet, the better. Helps keep centre of gravity low, and a wide base of support. 2. Front leg must be free of the tongue as far forward as possible. 3. The back leg is between the tongue and the hull (either left or right side) with a bent knee tucked under the steering seat. The foot is as far back as possible. 4. Ideally the cox’s platform is below the paddlers’ floorboard. This allows for a lower centre of gravity and better balance, steering and propulsion. Many top coxes take the platform out and stand on the bottom of the hull.

MY NOTES…

Copyright CKC, CAC, rev 2016 118 ELCC Sprint War Canoe Coach Workbook WC - 12. STEERING GOAL: The participant will, using proper WC steering methods, demonstrate a mastery of steering control in both war canoe workouts and races.

LOCATION & TIME: Water - 60’ minutes

LEARNING METHOD: Coxing Skills video. Group discussion and demonstration. Evaluation video

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

Notes: 1) Always keep two hands on the paddle. The exception is when switching sides, which is done behind the back. Do not pass the paddle in front of you. 2) Use the side of the gunwhale as the lever fulcrum to steer. Gentle pry; increase the pressure if needed 3) NEVER put the paddle in a draw position unless it is absolutely necessary (e.g. getting washed out of your lane). Drawing slows the boat, moves the back of the boat sideways and puts the cox in an unstable position.

War Canoe Steering

Gunwhale Pry:

CHANGING SIDES Paddling

COXING SKILLS NOTES:

Copyright CKC, CAC, rev 2016 120 ELCC Sprint War Canoe Coach Workbook SAT – 18 / WC-4 Coaching Sprint WAR CANOE technique – Lakeside

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

Section 5.

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

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

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

Wide base of support:

Three principles of

balance:

• Wide base of

support Low centre of gravity:

• Low Centre of Balance gravity

Dynamic stability:

• Dynamic

Stability

• Feathering Feathering Stroke:

• Body Position

War Canoe Forward stroke

Technical focus

on:

Setup

Catch

Draw

Exit

Recovery

Top hand position

at catch

Propulsion Straight arm pull Lift paddle out of

water (“thumb

exit”)

Sit-Up straight

during recovery

Rhythm of the

five phases

ROTATION:

Automatic, fluid

and continuous

movements

Copyright CKC, CAC, rev 2016 123 ELCC Sprint War Canoe Coach Workbook Teaching Correct Technique - blank Fundamentals to Key Element be developed in How to develop in beginners beginners

• Backwater

and Check Boat strokes Control/ Steering • Draw stroke

• Feathering

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

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

Three principles of support, introduce feathering as making the paddle an extension of

balance: the boat (e.g. a pontoon), start with wider boats as they will have a

wider base of support. On land experience difference of standing with

• Wide base of support two feet versus one foot.

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

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

• Dynamic Stability keeping the centre of gravity in the boat. Have athletes sit as low in the

boat as possible,. Teach athletes that their personal centre of gravity is

• Feathering in their torso, experience what happens when centre of gravity is not

• Body Position centred over base of support and link that to keeping their centre of Balance gravity within the boat. Demonstrate and explain how the centre of

gravity can exist outside the boat while still maintaining balance.

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

counteract this shift by providing another force in the opposite

direction (like a balance scale). Hold boat for paddler and have them

lean from side to side, then ask them shift their hips in the opposite

direction to balance like a scale.

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

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

along water surface (paddle is a big knife spreading peanut butter on

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

the water), grip of top hand does not change, keep paddle edges

above water, have paddler lean as much weight as possible on paddle.

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

War Canoe Forward

stroke • Make sure the paddle has been properly selected and gripped

• Focus on a single clear objective

Technical focus on: • Keep instructions simple and to the point.

Setup • Start on the dock, or on dry land where physical manipulation can

Catch occur to ensure correct body positions.

Draw • Demonstrate the basic skills

Exit • Teach canoe strokes on both sides so athletes can find their side

Recovery • For canoe, start an athlete on both knees until they feel comfortable

on the dock, then let athlete decide which knee is most comfortable

CANOE: on the dock, have every paddler try both sides

Top hand position at • Emphasize comfort and confidence

Propulsion catch • May want to break down stroke into five phases (setup, catch, draw,

Straight arm pull exit, recovery).

Sit-Up straight during • Use demonstrations and video when appropriate

recovery • Perform water warm-up drills to encourage paddlers to focus on

Timing of “j” stroke specific objective.

Rhythm of the four • Practice on-water drills and techniques

phases • Emphasize pulling blade through the water for propulsion

• Have paddlers focus on the ‘feel’ of the technique

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

Rotation - Automatic, paddler.

fluid and continuous • Recognize positive aspects of an individual’s technique when

movements correcting deficiencies so as to build confidence through what can

be a frustrating process.

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

• Make sure the paddle has been properly selected and gripped

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

• Backwater and • Demonstrate the basic skills

Check strokes • Emphasize comfort and confidence Boat • Draw stroke • Emphasize pulling blade through the water for propulsion Control/ • • Steering Feathering Have fun doing obstacle courses, or stopping the boat, etc during some initial practices.

ELCC War Canoe SAT – 19 Self-Assessment after Coaching Session

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

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

The following assessment tools are provided to help you check how you are doing as a community coach.

You will see that they are clearly focused on your ability to provide a fun and safe environment in which children can learn through playing a sport.

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

A few words on receiving feedback from others…

• 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.

CopyrightIt is very trueCKC, that CAC, a picture2016 is often worth more than words alone. 129

ELCC War Canoe Self-assessment Sheet #1 Practice Coaching #1: Explanation, demonstration, organization, and safety

Yes No Criteria

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

ELCC War Canoe

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:

ELCC War Canoe Self-assessment Sheet #2 Practice Coaching #2: Skill progression, intervention, and communication

Yes No Criteria

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!”)

ELCC War Canoe

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.

ELCC War Canoe Are the Children Having Fun?

While the children were participating, the following was observed:

(tick once in the shape for each time it was observed)

A child smiled A child laughed or giggled

A child encouraged another (cheer, pat on back, high five)

YOUR SELF-ESTEEM METER (count your ticks)

Today, your coaching helped make a child feel good about himself/herself _____ times. Way to go!

ELCC War Canoe Are you Spreading your Attention Around?

This is a tool to help you assess whether you are reaching all of the participants you coach. Are you sure that you are spreading your attention among all of the participants that you coach? Sometimes, what we think we do is quite different from what we actually do. In reality, as coaches we are not able to pay attention to everyone, all of the time. Sometimes, some participants need more of our help than others. As a general guideline, however, because you are valued by the participants that you coach, try to make an intervention at least once during a practice with each participant, especially to point out the specific things he/she is doing well. Using the table below, write in each of the names of the participants you coach, and tick on their “INT” boxes each time you intervene with a given participant. Compare your results over several practices to be sure you are spreading your attention among all participants.

Date of practice: ______

Int = Intervention Name Int 1 Int 2 Int 3 Int 4 Int 5 Ex. Jamie P P

ELCC War Canoe How are you Acting During Competitions, and is Everyone Getting a Chance to Play?

While you were coaching, the following was observed:

(tick once in the shape for each time it was observed)

The coach spoke harshly or yelled The coach encouraged a child at a child (smile, cheer, pat on back, high five)

The coach commented negatively about or A child smiled, laughed or cheered to the official

Participant’s name Total Participant’s name Total playing time playing time 1. 7. 2. 8. 3. 9. 4. 10. 5. 11. 6. 12.

ELCC War Canoe D. Safely operate a motor boat in training and rescue situations

SAT – 20 Motorboat Skills: Demonstration – lakeside

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

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

Equipment: Motorboat, gas, oil

Your Notes:

ELCC War Canoe SAT – 21 Motorboat Skills – Practice Rescues - lakeside 2

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

Goals: 1. Participants understand basics of safe rescues.

Equipment: Motorboat, gas, oil, paddlers, canoes/kayaks, PFD’s

Your Notes:

ELCC War Canoe analyze performance A. coach detects performance of the three key elements of technique

WC-13: Coach Detects and Corrects Performance of the Three key elements of technique - Analyzing War Canoe-Classroom

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

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

Goals: 1. Participants identify technical errors in war canoe crews.

2. Participants identify a variety of corrective measures for technical errors.

Tools: Blank DB / WC Detection and Correction Chart

Corrective Drills – Individual paddling technique and Cadence / blending

Your Notes:

ELCC War Canoe

War Canoe Detection-Correction - Blank

Skill Level: Beginner Age of Participants: All ages

ERROR CAUSE ADJUSTMENT

Little or no use of back

muscles – pulling with

arms

Bow bouncing up and

down

Paddlers out of stroke

Apparent increase in

resistance on the blade

Limited use of the back

Less efficient leverage

Decrease in resistance

on the blade

Paddler bent over too

far versus rotation

ELCC War Canoe

Short stroke

Loss of reach

Ineffective steering

Bouncing of boat

Side to side slewing of

the boat at the stern

Weaving the boat

Lateral boat rock

Uneven or ineffective application of force on

blades

Bent top arm or bottom arm

Late exit

ELCC War Canoe

ELCC War Canoe B. coach corrects performance of the Three key elements of technique

AP– 2 Analyzing WAR CANOE technique-classroom

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

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

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

Tools: Blank Canoe and Kayak Detection and Correction Chart

Canoe and Kayak Detection and Correction Chart

Your Notes:

ELCC War Canoe War Canoe Detection-Correction - Blank

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

Little or no use of back

muscles – pulling with

arms

Bow bouncing up and

down

Apparent increase in

resistance on the blade

Limited use of the back

Less efficient leverage

Decrease in resistance on

the blade

Paddler bent too far over

Short stroke

Lost reach

Ineffective steering

Leaning boat

ELCC War Canoe WAR CANOE Detection – Correction -Completed

Skill Level: Beginner Age of Participants: All ages

ERROR CAUSE ADJUSTMENT

Incomplete sit-up during the pull

Little or no use of back phase • Use stomach and lower back to

muscles – pulling with sit up with the pull phase.

arms Counter rotation and sit-up do • Focus on majority of the force at

not occur at the same time the start of the stroke where the

muscles are stretched and most

effectively positioned

Bow bouncing up and Riding the front knee – when the Maintain the weight on the bottom

down lower body moves forward by knee. Keep a semi-rigid front knee so

pivoting on the kneeling knee the weight does not transfer to the

and bending the front knee, front foot

weight is transferred to the front Timing drills

foot

Crew is out of stroke

Apparent increase in • Constant reminders – “where is

resistance on the blade Bottom hand too high on the your bottom hand on the shaft?”

shaft • Demonstrate the difference

Limited use of the back between too high and the correct

position

Put tape on the shaft

Less efficient leverage

ELCC War Canoe

• Constant reminders – “where is

Decrease in resistance on Bottom hand too low on the your bottom hand on the shaft?” the blade shaft • Demonstrate the difference

between too high and the correct Paddler bent too far over position

• Put tape on the shaft

• Try to help the paddler

understand why it is more

efficient to have the bottom hand

in the correct position

Short stroke Bent arm during catch • Straighten arm at catch

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

• Lock the elbow

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

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

board, problem is easier to fix.

ELCC War Canoe WC-5: Staying In STROKE & Synchronization Drills GOAL: The participant will understand and apply in-stroke principles through a repertoire of synchronization drills.

LOCATION & TIME: Classroom - 20 minutes Water - 5 minutes

ACTIVITY 1: In groups of three, you have 3 minutes to determine a plan of action for the following Scenario. Then, for 5 minutes, come together as a group and share ideas.

Scenario: In your last War Canoe practice, # 4 and # 5 on the right were consistently out of stroke (late) with the rest of the crew, # 6 sometimes falls behind as well. How would you fix it during the next practice?

Action Plan:

ACTIVITY 2: In your group of three, you have 5 minutes to develop 1 dry-land and 2 on-water drills to improve a crew’s synchronization skills. Groups come together and compile a list of synchronization drills.

1. Dry-Land Drill:

2. On-Water Drill #1

3. On-Water Drill # 2

ELCC War Canoe STAYING IN STROKE

Staying in Stroke: The RULE of THUMB ONE-UP and ACROSS

DO NOT follow the paddler in front of you. • • FOLLOW the paddler ONE-UP and ACROSS from you. 1 - This will help the left and right sides stay in synch. 1 - One paddler out of stroke will be able to get 2 back in stroke and the boat speed will not be affected that much. But 2 or 3 paddlers out 2 of stroke will slow the boat and make it almost 3 impossible to get back in stroke. 3

• Getting back in stroke - try taking several short 4 strokes with a quick recovery. Preferably, it is 4 the back part of the stroke that is shortened. 5 As a last resort, the paddler can miss a stroke and get ready for the next stroke. 5 6

6 Go back to the Activity 1. Scenario. 7 Would the ‘one-up & across’ rule help solve the out-of-stroke 7 problem?

Your Notes:

ELCC War Canoe SYNCHRONIZATION DRILLS

1. Paddle with Eyes Closed: Feel the stroke, feel the rhythm. Often paddlers, who are out of stroke with open eyes, stay in stroke when their eyes are closed.

2. Upside Down Paddling: Turn the paddles upside down. This is good to feel the race rate and a fun challenge to stay in stroke when there is little resistance on the paddle. While the rest of the crew paddles normally, a select few can feel the stroke with an upside down paddle.

3. Count The Stroke: Have the beginner crew count out the stroke. The count is on the catch. To help focus on the quick exit, try a 2-count - “1, out, 2, out, 3, out, ...”

4. Pausing: on the catch for 2-3 seconds. Everyone tries to ‘catch’ at the same time. For variety, do 3 strokes and a pause (3,2,1, pause)

5. Deliberately Out Of Stroke: Have one or two crew members deliberately get out of stroke. See how others around them react. Then have them try to get back in stroke.

6. Dry-Land: Synchronized Warm-ups: Do sit-ups, stepping, hopping, arm circles, etc. in unison to work on timing.

7. 2 x 2’s, 4 x 4’s, 6 x 6’s: Front four paddle together, engine room (middle 6) paddle together, back four

8. Build from the back: Start with front 4 for 10 strokes, add in middle 6, then front 4, or do it 2 x 2

10.

11.

12.

ELCC War Canoe C. Coach Demonstrates the Three Key Elements of War Canoe Technique

AP– 3 Demonstrate WAR CANOE technique-lakeside Note: This is done in conjunction with WC-4, Lakeside

The LF will demonstrate the three key elements of Canoe/Kayak Technique. Each coach will then demonstrate the three key elements of Canoe/Kayak Technique.

Goals: 1. Participants demonstrate the five basic elements of Canoe/Kayak Technique.

Equipment: paddles, blocks, that can be used on the dock

ELCC War Canoe section 5

CANOEKIDS

ACTIVITIES FOR WAR CANOE:

Learning Through Games

Fun activities to help develop

BALANCE

PROPULSION

TECHNIQUE

ELCC War Canoe

CANOE KIDS ACTIVITIES

Eyes Closed

Riding the Waves / Wave Rodeo

Dock Paddling – Canoe Forward Stroke

Dock Paddling – Feathering Stroke

Dock Paddling – Draw Stroke

Dock Paddling – Backwater Stroke / Check

Target Ball

Treasure Hunt

Obstacle Courses

Mini-Triathalon

Stops and Starts

Pause Paddle

Simon Says

Canoe-kayak Ballet

Dryland Warm-up Games

ELCC War Canoe EYES CLOSED

For Ages: All ages

Ability Level: Intermediate to Advanced

Equipment: War Canoe, paddles, PFD’s,

Duration: 5 – 10 minutes (pending desired length of paddle)

Purpose: To develop a “feel” for balance and movement, as well as addling in stroke by paddling a

certain number of strokes with the eyes closed.

What this activity develops

« Balance

« Awareness of motor movement

« Cadence and timing in war canoe

Description

Paddlers close their eyes and attempt to paddle a pre-determined number of

strokes, in stroke. The war canoe paddlers need to keep in stroke.

Safety Notes

Make sure that crews don’t hit each other or other obstacles while their eyes

are closed, and that athletes are comfortable in doing this.

ELCC War Canoe

RIDING THE WAVES or WAVE RODEO

For Ages: 7 – 12 years

Ability Level: Intermediate to Advanced Canoe Kids

Equipment: Rec Canoes, mini kayaks or slenders, paddles, PFD’s, Motorboat

Duration: 10 – 15 minutes (pending desired length of paddle)

Purpose: Experience waves by paddling alongside a motorboat wake.

What this activity develops

« Balance

« Boat control in wave conditions.

Description

Participants align their boats parallel to motor boat wake and paddle through

the waves as they follow the motor boat. Coach starts out directing the group in

straight lines and large turns. As group becomes more comfortable with the

waves, turns can become tighter and eventually circles. This exercise helps

paddlers to think of waves as a source of fun and skill development instead of a

source anxiety.

Key Instructions for Paddlers: 1. Line paddlers up so that they are on the outskirts of the motorboat wake and at least 15-20 feet

behind the motorboat.

2. Play follow the leader with the motor boat as the leader.

3. Paddlers paddle as close to the “big” waves as possible.

ELCC War Canoe

4. Think of the waves as something to “ride” as though they were surfing or tubing.

Increasing the challenge for older or more skilled paddlers:

• Lead the group into tighter multiple circles which creates a bigger wake.

• Stage a WAVE RODEO where each paddler rides bigger and bigger waves until they get “thrown” –

just like riding a steer or bucking bronco at the rodeo.

Safety Notes

Make sure that crews are safely positioned away from the motor.

Keep your eye on the participants as there may be some tipping as they practice

on the waves. When crews tip, make it a fun event so that they stop thinking

about tipping as something to be “feared”.

ELCC War Canoe DOCK PADDLING – Canoe Forward Stroke

For Ages: 7 – 12 years

Ability Level: Beginner Canoe Kids

Equipment: Kneeling blocks, canoe paddles

Duration: 10 – 15 minutes

Purpose: To learn and practice the forward stroke for canoe

What this activity develops

« Forward stroke skill used to propel boat forward in a generally straight line.

« Basic canoe stroke from which modifications are made to control and steer boat

Description

Everyone finds a spot on the side of the dock with their kneeling block and appropriately sized paddle. Introduce forward stroke to participants by having them experiment and practice on the dock. This way they can focus on the stroke without worrying about balance. Start athlete on both knees until they feel comfortable on the dock. Allow paddlers to try this stroke on both sides while on the dock and let the paddler decide which knee is most comfortable (if you end up with too many rights or lefts, this is the time to switch them around). Emphasize comfort and confidence versus perfect technique. While on the dock, encourage all paddlers to stay in stroke (will be beneficial in the carry over to crew boats). Do not spend too much time on the dock.

Key Instructions for Paddlers:

1. Position yourself on the side of dock in a kneeling position with your paddle

CATCH held in the correct grip.

2. Your top arm is at head height and your elbow has a slight bend – try to keep

this bend for the duration of the stroke. Have an “A-Frame” at the catch.

ELCC War Canoe

3. Reach out and “grab” the water in front of you by completely burying your

EXIT paddle blade in the water.

4. Pull the paddle face towards you.

5. Once your paddle face reaches your hip, take the paddle out of the water with a RECOVERY lifting motion, using your top thumb.

6. Bring your paddle forward in the air, in a pendulum motion, to the starting

position to complete one full stroke.

Increasing the challenge for older or more skilled paddlers:

• Move into boats and have them think about pulling the boat forward to the buried paddle instead of

pulling the paddle back to the boat.

• As they become more comfortable with the exit, have them concentrate on sitting up tall and pulling

the paddle out of the water in a smooth sideways motion.

DOCK PADDLING – Feathering Stroke

For Ages: 7 – 12 years

Ability Level: Beginner Canoe Kids

Equipment: Kayak and/or canoe paddles, dock

Duration: 10 – 15 minutes

Purpose: To learn the feathering stroke with a kayak and/or canoe paddle

What this activity develops

« Feathering skill development

« Working towards balance in the boat.

ELCC War Canoe Description

Participants space themselves out along the side of the dock with a paddle to

learn and practice the feathering stroke. Have each paddlers practice putting as

much weight on the paddle as possible while feathering.

Key Instructions for Paddlers: 1. Position your paddle so that the face of the paddle (the scoop face on the kayak paddlers) is facing

upwards and back edge of the paddle is flat on the water.

2. Move the paddle back and forth along the surface of the water as though you are spreading peanut

butter or icing a cake.

3. Make sure that the paddle always stays above the water: don’t let the edge of the blade slide in.

4. Turn around and practice on the other side.

Increasing the challenge for older or more skilled paddlers:

• Move into boats and see how high each paddler can count before falling in.

Safety Notes

Once moved into boats, make sure that water is depth is appropriate for tipping

over and easily righting the boat.

Make sure that paddlers aren’t too close to the dock when they are in boats to

ensure that paddles, boats and heads don’t connect with the dock when they tip.

ELCC War Canoe DOCK PADDLING – Draw Stroke

For Ages: 7 – 12 years

Ability Level: Beginner Canoe Kids

Equipment: kayak paddles, canoe paddles, blocks/buns, dock

Duration: 10 – 15 minutes

Purpose: To move the boat sideways in the water.

What this activity develops

« Steering skills

Description

Participants space themselves out along the side of the dock with a paddle to learn and practice the

draw stroke. Participants will extend the flat side of the blade parallel to the side of the dock and bury

their blade in the water. The paddler will then pull (or draw) the water towards the dock. On the water

this stroke will move the boat towards the side the paddler is paddling on.

Key Instructions for Paddlers: 1. Draw stroke is used to move boats sideways -- for docking, rafting up, or for moving sideways in the

water.

2. Paddler reaches out beside their boat with the paddle’s face looking at the side of the boat.

3. Paddler draws the paddle back to the side of the boat – or paddler pulls the boat to the paddle.

Increasing the challenge for older or more skilled paddlers:

• Move into boats and experiment by moving the boat towards and away from the dock.

Safety Notes

ELCC War Canoe DOCK PADDLING – Backwater Stroke / Check

For Ages: 7 – 12 years

Ability Level: Beginner Canoe Kids

Equipment: kayak paddles, canoe paddles, blocks/buns, dock

Duration: 10 – 15 minutes

Purpose: To move the boat backwards in the water and/or to stop the boat.

What this activity develops

« Steering skills

Description

Participants space themselves out along the side of the dock with a paddle to learn and practice the

backwater stroke. To go backwards, the paddler reaches to grab the water behind them and pulls the

boat back to meet the paddle. The face of their paddle is looking forward. To stop or slow the boat the

paddler buries the paddle face in the water just past their kneeling knee and presses against the water.

Key Instructions for Paddlers: 1. The paddler places the paddle in the water behind their hip and in a pushing action of the bottom

arm, moves the water towards the front of the boat.

2. The paddle face is then skimmed back over the surface of the water towards the stern to begin

again.

3. Remember to keep the edge of the paddle blade above the water.

4. The check stroke is used for to slow or stop the boat.

5. The paddler buries the paddle face in the water (with the face looking forward) just past their

kneeling knee and applies pressure against the water.

Increasing the challenge for older or more skilled paddlers:

ELCC War Canoe

• Move into boats and experiment by moving the boat towards and away from the dock.

Safety Notes

ELCC War Canoe TREASURE HUNT

For Ages: 7 – 12 years

Ability Level: Intermediate Canoe Kids

Equipment: Rec Canoes, paddles, PFD’s, “treasures”,

Duration: 10 – 15 minutes

Purpose: To be the first team to solve the clues and collect the all treasure.

What this activity develops

« Boat launching, docking, basic strokes, turns

« Paddling in different wind conditions.

« Team work

Description

The coach hides a series of small treasures in strategic places that will cause the

students to paddle and find them. Treasures shouldn’t be placed more than

250m away from the dock. There should be enough treasures for each team.

Coach forms teams by assigning four paddlers to each canoe . Clues are given

out on the dock by the coach as each team completes a leg of the treasure

search. To encourage docking and launching skills, the coach may want to stand

back from the edge of the dock forcing a member of each team to get out of the

boat to come and get the clues.

ELCC War Canoe

Key Instructions for Paddlers: 1. Each team has their own set of treasure that they have to find.

2. Coach has a series of clues to help each team find their treasure.

3. Everytime a treasure is found, teams come back to the dock for the next clue.

4. Work together as a team to solve the clue and then paddle to find the hidden treasure.

Increasing the challenge for older or more skilled paddlers:

• Increase the distance from the dock that treasures are hidden.

• Work in teams of two instead of four.

• Make the clues more challenging.

Safety Notes

The thrill of competition may cause teams to come into the dock the too quickly

and / or rush their launches.

OBSTACLE COURSES

For Ages: 7 – 12 years

Ability Level: Beginner to Advanced Canoe Kids

Equipment: Rec Canoes, Mini / Slender kayaks, paddles, PFD’s, obstacles such as buoys, buckets,

balls, etc.

Duration: 10 – 15 minutes (pending desired length of paddle)

Purpose: As a team, complete an obstacle course that incorporates as many paddling skills as

possible.

What this activity develops

ELCC War Canoe

« Teamwork

« Propulsion

« Steering

Description

Coach divides paddlers into teams of 3-5 evenly matched boats. Paddlers must

complete a course of obstacles as a team. Obstacles can include docking,

launching, drawing/prying the boat to a certain target, paddling a set distance

through buoys, passing paddles under the boat, pushing a ball with the boat,

switching boats etc. The coach can divide the teams so that only one member of

each team does a particular skill or set it up like a relay race where each team

member must overcome all obstacles.

Key Instructions for Paddlers: 1. Coach explains the obstacle course.

2. Each team assigns as team member to a particular obstacle.

3. When the coach shouts “go” the paddlers at the first obstacle will do their challenge.

4. The next challenge can’t be started until the previous one is completed.

5. Complete all the obstacles to finish the course.

Increasing the challenge for older or more skilled paddlers:

• Increase the challenge of the obstacles.

• Have the paddlers do the course as relay race where every paddler must complete every obstacle.

Safety Notes

If including skills such as docking/launching be sure that the participants don’t

harm themselves or their equipment in their haste to finish the task.

ELCC War Canoe

You may not wish to include carrying boats in the course as haste may cause

participants to stumble and drop equipment.

MINI TRIATHLON

For Ages: 7 – 12 years

Ability Level: Intermediate to Advanced Canoe Kids

Equipment: Rec Canoes, Mini / Slender kayaks, soccer ball, hills (or other venue for running)

Duration: 30 minutes – 1.5 hours (pending desired length of each event)

Purpose: As a large group, complete the three events of the triathalon: paddle, soccer game, hill

running.

What this activity develops

« Teamwork

« Propulsion

« Steering

« Aerobic fitness

Description

Coach divides paddlers into 2 evenly matched teams. Each team is then

subdivided into crews of 2 or 4 to paddle in evenly matched boats (canoes

and/or kayaks) for the first leg of the triathlon: paddle a 250 metres course that

begins and ends near the dock. Once everyone has completed the paddle, the

two teams play a short game of mini - soccer (or other team sport game). After

the soccer game, the teams complete the third event which is to run up and

down a hill once.

ELCC War Canoe

Key Instructions for Paddlers: 1. Coach explains the triathlon concept.

2. The object is not to go full-out, but to pace themselves throughout the events.

3. Once divided into their teams and crews, the paddlers will launch their boats and proceed to the

start line.

4. When the coach shouts “go” the paddlers may begin the first event.

5. The coach will coordinate the start of each new event, the paddlers must wait for the coach before

going to the next event.

Increasing the challenge for older or more skilled paddlers:

• Increase the length of the events: e.g. a 500 m paddle, a 20 minute soccer game and 2 sets of hills.

• Coach can assign a victory to a particular team by assigning points for finishing in first, second, etc.

places in each event and tabulating all points at the end.

Safety Notes

Hydration may be a concern, so be sure that all participants have the opportunity

to drink water in between events and after the triathlon.

STOPS AND STARTS

For Ages: 7 – 12 years

Ability Level: Intermediate to Advanced Canoe Kids

Equipment: Rec Canoes, Mini or Slender kayaks, paddles, PFD’s, whistle

Duration: 10 - 15 minutes

Purpose: To paddle to a designated marker and back in a designated time frame.

What this activity develops

ELCC War Canoe

« Propulsion

« Check stroke

Description

On the single whistle command all paddlers will paddle towards a designated

marker. On the double whistle command, all paddlers must stop paddling and

apply a check stroke. Paddlers can only paddle forward after the coach has

given the whistle command. Coach continues to blow whistle commands and

paddlers keep starting and stopping until they have reached the designated

marker.

Key Instructions for Paddlers: 1. Paddlers will paddle towards the designated marker everytime the coach blows the whistle once.

2. Paddlers must stop paddling and apply a check stroke everytime the coach blows the whistle twice.

3. Paddlers will try to get to the marker before the coach while obeying the stop and start commands.

Increasing the challenge for older or more skilled paddlers:

• Introduce a three whistle blow which means the paddlers have to turn around paddle in the opposite

direction.

Safety Notes

ELCC War Canoe PAUSE PADDLE

For Ages: 7 – 12 years

Ability Level: Advanced Canoe Kids

Equipment: Rec Canoes, Mini or Slender kayaks, paddles, PFD’s

Duration: 10 - 15 minutes

Purpose: Paddle a designated distance while pausing 3-5 seconds to hold the paddle in the air

between each stroke. What this activity develops

« Balance

« Timing Description

Paddlers take a stroke and hold their paddle in the air for three to five seconds

before taking the next stoke. This is a good exercise for team boats as it lays the

foundation for teaching paddlers to stay in stroke. Key Instructions for Paddlers: 1. Paddlers will paddle towards the designated marker and back.

2. After every stroke, hold your paddle in the air and count to three one-thousands (one one-thousand,

two one-thousand, three one-thousand).

3. When your paddle is in the air, try to hold it still in the ready position – ready to take the next stroke.

Increasing the challenge for older or more skilled paddlers:

• Increase the pause time.

• Take 3 strokes and pause

Safety Notes

ELCC War Canoe SIMON SAYS

For Ages: 7 – 12 years

Ability Level: ANY

Equipment: Kayaks / canoes, dragon boat, war canoe, pleasure canoe, PFDs

Duration: 5 - 10 minutes

Purpose: Develop balance, technical skills.

What this activity develops

« Balance

« Propulsion

« steering

Description

This game is played the same way it is played on land. Lead the students to

mimic skills which you choose to demonstrate on the dock. Any boat can be

used in this exercise.

Key Instructions for Paddlers: 1. Keep good posture

2. Keep head up.

Increasing the challenge for older or more skilled paddlers:

• Make skills or activities increasingly difficult.

Safety Notes

ELCC War Canoe Canoe – Kayak Ballet

For Ages: 7 – 12 years, masters

Ability Level: ANY

Equipment: Kayaks / canoes, pleasure canoe, PFDs

Duration: 5 - 10 minutes

Purpose: Develop propulsion, steering skills. What this activity develops

« Balance

« Propulsion

« steering Description

Set up 3 or more markers or buoys. Paddlers must try to paddle from buoy to

buoy different ways: forwards, backwards, side ways, etc. Have fun with it and

put it to music, and give marks for artistic impression! At the very end, paddlers

can do a dismount (i.e. jump out of their boat). Key Instructions for Paddlers: 1. Keep good posture

2. Keep head up. Increasing the challenge for older or more skilled paddlers:

• Make movements more difficult.

Safety Notes

Ensure life jackets are used

Ensure a safety boat is present

ELCC War Canoe Dryland Games and Warm-Up Activities

q TAG:

o Freeze tag

o Ants tag

o Toilet tag

o Partner tag

o Rubber chicken tag

o Sharks and seals

o Octopus tag

q Bun ball

q Thief

q Obstacle course

q Scavenger hunt

q Speed ball

q Pylon craze

q 4 corner tag

q Mouse, mouse come out of your house

q Mouse tails

q Corner ball

q Group dynamic stretching

q Relay races

q Ultimate: football, ball, Frisbee, rubber chicken

q Ship / shore

q Indiana jones

ELCC War Canoe section 6 tool kit and resources for ELcc coaches

This section contains additional teaching tools in addition to those referenced in the Activity Modules (Section 4). It is your choice as to how you use these tools.

You may wish to: r make overheads of various tools, r make copies and distribute them as reference materials to your club, athletes, and parents, r keep them handy for your own use during the season.

As you continue to coach, you will undoubtedly add your own personal coaching tools to this section. Don’t forget to notify the CKC national office when you do this so that we may keep other Coach’s across Canada up to date with the latest coaching innovations. Similarly, you will be updated when other Coach’s add to their coaching tools. With your cooperation, coaching tools will continue to progress and evolve according to the needs of Canoe/Kayak participants across the country.

ELCC War Canoe PRACTICE PLAN #1

Goal of the practice:______DATE: ______

Equipment needed:______

Time Description of Activity Key Points Equipment Risk Factors Introduction

Warm-up

Main part

Cool-down

Conclusion

ELCC War Canoe Practice Plan #2 Goal of the practice: ______

Equipment needed: ______

Date: ______

Introduction (2-3 minutes)

Warm-up (5-10 minutes) Description of Activities Key Points

Main Part (30-45 minutes) Description of Activities Key Points

Cool-Down (5-10 minutes)

Conclusion/Debrief (2-3 minutes)

ELCC War Canoe PRACTICE PLANNING Template # 3

Coaching planner

Coach Assistants Date & time Session # Duration Preparation time Team Participant # Location

PLANNING

Equipment needed

Risk management

SESSION GOALS Fitness Technique Tactics Psychology

Social Achievement Sensation Self-Direction

SCHEDULE Item Duration Details

ELCC War Canoe

MY NOTES….

ELCC War Canoe Week of: Objectives: Physical: Group: Technical: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

Comments:

ELCC War Canoe Week Of: Objectives: Group: Monday am Monday pm

Tuesday am Tuesday pm

Wednesday am Wednesday pm

Thursday am Thursday pm

Friday am Friday pm

Saturday am Saturday pm

Sunday am Sunday pm

Comments: Quote of the week:

ELCC War Canoe Things to Bring to a Regatta

A Checklist EQUIPMENT COACHING TOOLS PERSONAL

r Canoe paddles r Watch r Rain gear

r C-15 paddles r Clipboard r Cold weather wear

r Kayak paddles r Regatta schedule and r Hot weather wear

Draw r PFDs r Hat

r Entries list r War canoe buns r Sunscreen

r Tarp/tent r Kneeling blocks r Sunglasses

r Chair(s) r Boats r Lunch / Snack food

r Paper r Canoe floor boards r Water r Pencils and magic markers r Kayak seats

r Masking tape r Rudders

r Protective cover for r Foot rests clipboard / program r Tool box

r First aid kit

r Duct tape

r Deck numbers

r Back numbers

ELCC War Canoe

"Typical" rEGATTA Coaching Tool Kit Contents r epoxy/resin (5 minute and normal curing time) r fiberglass r coat hanger wire r wire cutters r needle nose pliers r various sized wingnuts and clamps, both brass and stainless steel r K-1, K-2, K-4 footrests (a few spare pieces of wood to make one if necessary) r steering cable r rudder wheel r rudder r deck number holder r hand saw r hammer r a multi head screwdriver r Swiss army knife r duct tape r clear medical tape r sandpaper r cordless drill

ELCC War Canoe ACCIDENT REPORT FORM

Date of report : ______/______/______

dd mm yyyy

PATIENT INFORMATION

LAST NAME: FIRST NAME:

STREET ADDRESS: CITY:

POSTAL CODE: PHONE: ( )

E-MAIL : AGE :

SEX: ___M ___F HEIGHT: _____ WEIGHT: ____ DOB: _____/_____/_____

dd / mm / yyyy

KNOWN MEDICAL CONDITIONS/ALLERGIES:

INCIDENT INFORMATION

DATE & TIME OF INCIDENT: TIME OF FIRST TIME OF MEDICAL

INTERVENTION: SUPPORT ARRIVAL:

_____/_____/______AM ______AM

AM PM PM

dd mm yyyy PM

CHARGE PERSON, DESCRIBE THE INCIDENT: (what took place, where it took place, what were the signs

and symptoms of the patient)

ELCC War Canoe

PATIENT, DESCRIBE THE INCIDENT: (see above)

EVENT & CONDITIONS: (what was the event during which the incident took place, location of incident,

surface quality, light, weather etc.):

ACTIONS TAKEN/INTERVENTION:

After treatment, the patient was:

Sent home Sent to hospital/a clinic Returned to activity

OVER…

ELCC War Canoe

ACCIDENT REPORT FORM (p.2)

CHARGE PERSON INFORMATION

LAST NAME: FIRST NAME:

STREET ADDRESS: CITY:

POSTAL CODE: PHONE: ( ) E-MAIL: AGE:

ROLE (Coach, assistant, parent, official, bystander, therapist):

WITNESS INFORMATION (someone who observed the incident and the response, not the charge person)

LAST NAME: FIRST NAME:

STREET ADDRESS: CITY:

POSTAL CODE: PHONE: ( )

E-MAIL: AGE:

OTHER COMMENTS OR REMARKS

FORM COMPLETED BY:

______

PRINT NAME SIGNATURE

ELCC War Canoe

ATHLETE TRACKING TOOLS

ELCC War Canoe Attendance Chart Name Monday Tuesday Wednesday Thursday Friday

am am am am am pm pm pm pm pm am am am am am pm pm pm pm pm

am am am am am pm pm pm pm pm

am am am am am pm pm pm pm pm am am am am am pm pm pm pm pm

ELCC War Canoe

Weekly Kilometer Club

Name of Paddling Group:

Week Starting: Week Ending: Name MON TUE WED THUR FRI SAT

Daily Totals GRAND TOTAL:

ELCC War Canoe Paddler Information and Evaluation Form

Name: Date of Course:

Level: Instructor:

Emergency Contact: Tel: (bus/home)

Parents: Tel: (bus/home)

Paddler’s Hospital / Medical Insurance #:

Allergies / Relevant Medical Conditions:

Evaluation Chart Componen Date Comment t

Rules/Safety

Balance

Canoe

Kayak

Endurance

Speed

General Comments:

Coach’s Signature: Date: ______

Adapted from Canoe Kids

ELCC War Canoe

ELCC War Canoe THE REGATTA EXPERIENCE SELF- EVALUATION

A. While reflecting on your coaching during a recent regatta, fill out the Regatta Checklist to perform a

self-assessment. You may wish to review what happened with a mentor or senior coach to improve

your coaching. Determine why you felt that you excelled in some areas and needed improvement in

other areas.

Regatta Checklist

Marking Key

1 Element was missed or inappropriately applied during regatta

2 Element was executed, but required prompting from an outside source or was completed inappropriately.

3 Element executed and appropriately implemented and coach required no outside prompting

4 Element present and Coach displayed extraordinary understanding and maturity in its execution.

Planning for the Regatta 1. I communicated regatta logistics to parents and athletes via an information sheet/letter. 1 2 3 4 2. I provided directions and/or map to regatta site. 1 2 3 4 3. I posted the regatta time/schedule in a convenient place for my athletes at the training site. 1 2 3 4 4. I reviewed appropriate athlete conduct with my group and their parents. 1 2 3 4 5. I provided the Head Coach with appropriate entries on a timely basis. 1 2 3 4 6. I ogranized transportation of equipment and athletes. 1 2 3 4 7. I prepared a regatta First Aid kit. 1 2 3 4 8. I planned appropriate supplies for site. 1 2 3 4 Pre-Regatta 1. I was aware of Scratch Meeting logistics and purpose. 1 2 3 4 2. I reviewed my crew lists prior to Scratch Meeting. 1 2 3 4 3. I provided Head Coach with appropriate changes prior to Scratch Meeting. 1 2 3 4 4. I posted a Regatta Time/Schedule on-site for athletes. 1 2 3 4 5. I clearly communicated regatta rules to athletes. 1 2 3 4 6. I reviewed local site conditions and appropriate coping strategies with athletes. 1 2 3 4 During the Regatta 1. I ensured appropriate equipment was available for athletes. 1 2 3 4 2. I kept athletes organized and on-time. 1 2 3 4 3. I provided athletes with competition support (pep talks, stress control, strategies, etc.). 1 2 3 4

ELCC War Canoe 4. I communicated with members of Club Support Team (Head Coach, Volunteers, etc.). 1 2 3 4 5. I was available to athletes (dockside, pre-race, post-race). 1 2 3 4 6. I kept athletes focussed on the tasks at hand. 1 2 3 4 7. I maintained appropriate communication with parents. 1 2 3 4 8. I successfully coped with regatta “crises” as they occurred. 1 2 3 4 9. I successfully managed First Aid treatments throughout regatta. 1 2 3 4 10. I displayed knowledge of the results. 1 2 3 4 11. I communicated results to athletes as appropriate. 1 2 3 4 12. I displayed CKC coaching values at all times (Fair Play, Respect, Athlete Centredness). 1 2 3 4

Post - Regatta 1. I followed up with each athlete to review performance. 1 2 3 4 2. I modeled supporting, positive and mature behaviours after athlete performances. 1 2 3 4 3. I left the site cleaner than it was when I arrived at the regatta. 1 2 3 4 4. I assisted with the loading of the trailer and return of equipment. 1 2 3 4 5. I performed a self-evaluation of the regatta and the athletes’ performances. 1 2 3 4 6. My athletes reported having a positive competition experience. 1 2 3 4

ELCC War Canoe MY NOTES…

ELCC War Canoe This is an additional tool that Evaluators may utilize with ELCC candidates.

Coaching Behaviours Profile

MARKING KEY: 1 Needs more work, required behaviours not being demonstrated.

2 On the right track, but not consistently demonstrating the required behaviours.

3 Consistently demonstrates the appropriate behaviours.

4 Demonstrates extraordinarily mature behaviours.

ELCC Candidate Coach/Athlete Relationships Evaluator

§ 1 2 3 4 Identifies actual and potential goals for practices, seasons, 1 2 3 4 years (can see “big and small pictures”) § 1 2 3 4 General Organization ( includes time management both on and 1 2 3 4 off the water) § 1 2 3 4 Displays appropriate coaching behaviours/attitudes (e.g. 1 2 3 4 empathy, sincerity, respect, openness, Fair Play values, athlete-

centeredness….) § 1 2 3 4 Develops listening skills between coach and athlete 1 2 3 4 § 1 2 3 4 Clearly communicates to athletes 1 2 3 4 § 1 2 3 4 Manages training environment (includes awareness, creation of 1 2 3 4 functional learning environment and adapting to "unforeseen"

circumstances such as weather, equipment breakage, etc.) § 1 2 3 4 Motivation / Enthusiasm for and while coaching 1 2 3 4 § 1 2 3 4 Rapport with athletes 1 2 3 4 § 1 2 3 4 “With-it-ness” (Awareness of athletes performances during 1 2 3 4 practices, competitions, off water, etc.) § 1 2 3 4 Punctuality 1 2 3 4 Comments: (use the back of this form if more room is required) ELCC Candidate Evaluator

ELCC War Canoe

Action Card

Date: ______Location: ______

I will START…

I will STOP…

I will CONTINUE…

ELCC War Canoe Great Ideas

For coaching tips and New friends in coaching from this workshop… more information about coaching workshops, visit the Coaching Association of Canada website at: