The official coaching magazine of England Handball ISSN 2053-8677

Issue 6December

➔ 2014 ➔

MERRY CHRISTMAS

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WE LOOK AT SOME OF THE BIG HITTERS IN SPORT WHO COACHINGNEVER STOP LEARNING FOR LIFE ANDY AND DASH HAVE INVADED

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FOCUS! WHY CLEAR VISION MATTERSFREEBIES COACHING COURSE MAP A PASS IT ON! 3

AAA LEVEL 1 WelcomeD COACHING COURSES NEAR YOU...... to the sixth issue of Pass it on! Welcome to the sixth issue Click on the map of Pass it On! your to find out more dedicated handball coaching magazine. It’s soon to be new New Year, and with that, new plans! In your latest issue, we’ve brought you an expert in the world of planning for coaches. Whether it’s planning from session to session, or over a season, Dr David Piggott’s special four-page article will provide lots of ideas and guidance to support your work. We’re also excited to share what we’ve been up to on YouTube, as well as bringing you insight from experts on why experience is no substitute for qualifications. Thank you for your support in 2014, and we’ll see you in 2015. Enjoy the issue! AAA UKCC David Meli (CEO) and LEVEL 2 Mike Briers (Chairman) COURSES Click here

HEY YOU THERE, YES YOU! WOULD YOU LIKE TO WIN A SPARKLY NEW IPAD? READ ON...... We want to hear from YOU! We are launching our third annual audit of the coaching, teaching and leadership workforce and if you've taken a course with us since 2009, we invite you to take part! Simply click here https://www.surveymonkey.com/s/EnglandHandballCoachSurvey2014 and help us help you, in 2015. As a thankyou for taking 10 minutes to complete the survey, we are giving one lucky winner a brand new iPad Air. Questions? Email National Coaching and Workforce Development Officer [email protected]

facebook.com/EnglandHandball @EHA_PassItOn instagram.com #handball 91133 Edited, designed and produced by Coachwise Ltd. Published December 2014 Editor: Anna Gutridge Email: [email protected] Tel: 0113-201 5533 Photography © England Handball, 2014 unless otherwise stated 4 PASS IT ON!

HighlyONE successful coaches have ‘vision’:VISION the ability to simplify complexity; to generate plans; and to communicate this vision and the related plans to athletes. Here, we offer some practical advice to coaches who want to create such a vision.

Dr David Piggott, Senior Lecturer in Sports Coaching, Beckett University PASS IT ON! 5

TASK 1: SIMPLIFYING YOUR SPORT

Most sports are highly complex systems of goals and rules, involving the application of dynamic tactical strategies and sequences of refined techniques. Trying to capture this complexity in a mental model, and communicating that idea to others in a way that they all understand, is a very demanding task. In my work with students and coaches, I have used three approaches to building what we call a ‘technical tactical mental model’ (or TTMM).

THE ‘INSIDE-OUT’ THE ‘TOP-DOWN’ THE ‘BOTTOM-UP’ 1 APPROACH 2 APPROACH 3 APPROACH Requires that you look carefully at the If the internal analysis of the sport In this approach, you simply observe rules of your sport and work out how proves too difficult a starting point, an your sport carefully, looking for they prevent the most efficient easier approach is to simply take an common tactical problems that arise, means of achieving the goal. For existing model and modify it. and the techniques players use to example, unlike many other ball-in- solve them. If you have a pro-active governing hand invasion games, handball body (like handball), you may find an If you have started with the top-down permits a high degree of physical existing model for your sport; or you approach, this is a useful way to modify contact. This rule creates clear could adapt one from a similar sport an existing model. For example, you tactical problems for the offensive (say, basketball or football). could take a basketball model, then team, one of which would be: how do modify those parts that change due to we create sufficient space to shoot The important point here is not to the increased contact (playing under whilst under pressure? To solve this copy blindly, as you will not own the contact) and bigger goal (different problem, a team has to move the ball final product. Your players will only shooting techniques) etc. quickly from side-to-side, and ‘buy-into’ your vision if they get a individual players need to develop sense that you really know what you are talking about! techniques such as convincing fakes. My advice is to use a mixture of all If you follow this through for every three approaches, with each providing major rule, you can start to create an opportunity to check and lists of tactical problems and challenge the others. technical solutions that form the basis of your TTMM. 6 PASS IT ON! TASK 2: ESTABLISHING THE VISION

Once you have a model of your sport, you can begin to describe ‘target performance’. The main point here is to be both realistic and aspirational. The targets you set — for players or for team performance — must be achievable to maintain motivation, yet must also be calibrated above the existing standards to qualify as a target. In my own basketball club’s performance model, we use NCAA Division 1 as a target as we do recruit players from this level, but would like to develop young English players who could move in the other direction. In order to describe ‘target performance’ you may go through a number of processes, starting broad and becoming increasingly narrow. I outline three below.

SKETCH OUT THE IDENTIFY AND DESCRIBE IDENTIFY AND DESCRIBE 1 BIG PICTURE 2 ‘SIGNIFICANT PHASES’ 3 ‘CORE TECHNIQUES’ Find a team (or group of teams) that Team sports often contain sequences Similar to the above example, you reflect the standard at which you with clear goals and defined starting may also want to describe target aspire to play. Watch them carefully, points. An example from netball is the performance in core techniques such using your TTMM as a framework for centre pass: this happens around 50 as passing and shooting. The analysis. If, for example, you have times a game for each team and the important point here is not to be too identified a series of tactical problems goal is to score as directly as possible. prescriptive. It is relatively easy to in your TTMM, ask yourself: “how does It is possible to define the sequence of watch world-class players and this team (or player) solve the events that lead to a “world-class” describe how they perform a problem?” Then describe what they centre pass by watching top teams technique; yet we know from motor do. It is also useful to find or generate play, then use this as a basis for learning research that even expert statistics to quantify things where developing your own approach, with performers have a degree of possible (e.g. how many goals are success criteria or Key Performance important ‘functional variability’ in scored from passes from wide areas?). Indicators (KPIs) for both the team their technique. This video of This is the kind of thing the FA did and individual players. Pam Richards basketball player, Stephen Curry, is a when creating The Future Game and colleagues have shown how good example. Instead of describing performance model. successful this approach can be in his technique in strict terms, the netball in their recent research with analyst gives ‘windows’ of the national team. acceptability (e.g. forearm within 5 degrees of vertical) and explains how variability can impact on success. PASS IT ON! 7 TASK 3: CREATING THE CURRICULUM

Now that you know what the peak of child and adolescent development. depth and complexity with each your pyramid will look like, you can Indeed, this is the one area where it is passing spiral. The final task, then, is begin to scaffold the journey to the really useful to consult a specialist. to describe what you expect players top. Again, in my work with coaches However, there are a few key to be able to do at each stage of your and students, I have used Jerome reference sources that can help you curriculum - in the form of ‘learning Bruner’s concept of a ‘spiral understand how young people change outcomes’, if you like - based on your curriculum’ to explain how this can be and mature in different ways. This is understanding of child and adolescent achieved. Bruner’s main insight was useful information as it helps you to development (e.g. you would avoid two-fold: first, that we design understand what young people may setting targets concerned with curricula around the most important and may not be able to do at different ‘decision-making under pressure’ for and fundamental concepts that adults ages, enabling you to set a 15-year-olds if you knew that the need to understand (i.e. the sympathetic and realistic curriculum. adolescent brain is not well framework of tactical problems from equipped to make decisions under ● Physically - Lloyd and Oliver’s Youth our TTMM); and second, that these pressure!). The example diagram Physical Development (YPD) model concepts form the pillars of a below is for a curriculum I designed curriculum and need to be taught in a ● Psychologically - Erik Erikson’s for basketball, that could easily be manner that is consistent with the stages of psycho-social adapted for handball. learner’s stage of development. Even developmental To conclude, I want to remind you that very complex ideas, such as ‘creating ● Socially - Jean Cote’s this is no simple task. We spend three space for others’ and using ‘multiple developmental model of sports years and hundreds of hours of fakes’, that are central to handball participation dedicated study on this topic on our performance, can be taught to very sports coaching degree at Leeds, and young learners. The challenge is to ● Cognitively - Jean Piaget’s stages more again on our masters degree. present the ideas in a way the children of cognitive development Yet creating a coherent and shared understand. So, the first step in Working back from the ‘target club curriculum will probably be the developing your curriculum is learning performance’ described in part 2, the most valuable and important thing a bit about your learners! key themes of your model form the you will do as a coach, so it’s well You could easily get lost if you tried to pillars of programme that are returned worth the effort. fully understand the complexities of to, year-on-year, but in increasing

TARGET PERFORMANCE (e.g. NCAA D1) Advanced learning outcomes (tactical, technical, physical, psycho-social) Dr David Piggott is a senior Players at this stage lecturer at Leeds Beckett are able to... University (LBU), who offer undergraduate and postgraduate Intermediate learning outcomes (tactical, degrees in sport coaching. These technical, physical, courses are organised around psycho-social) developing knowledge of the WHO Players at this stage (learners), WHAT (the sport) and are able to... HOW (coaching methods) in order Defending theDefending basket Penetration and scoring Penetration to produce high quality sport Beginner learning theAdvancing ball outcomes (tactical, coaches. Courses available in technical, physical, Keeping the ball Keeping Pressing the ball Covering (or ‘help’) defence (or ‘help’) Covering BSc (Hons) Sport Coaching and psycho-social) MSc Sport Coaching Supporting the player on-ball Players at this stage Supporting the defender on-ball Beginner Intermediate Advanced are able to... Defensive themes Offensive themes 8 PASS IT ON!

AAAAAND... CUT!

ell that’s the filming finally wrapped up...PHEW, what a year! With nearly fifteen thousand trained Wdeliverers of handball across England, we do take coach development seriously, and this extends far beyond the courses we provide. We have been trailblazing in working to support the coaching workforce over the last couple of years, and 2014 has been no different. We spoke to you about what you needed to help you be the best you can be and we have responded with lots of different options for you to use to take control of your own learning in the way which suits you best, from free downloads to videos and animations... a whole new approach to your learning is ready and waiting! PASS IT ON! 9

National Coaching and Workforce Development Manager Liam McCarthy shares what we have been up to at England Handball HQ: We recently launched a fab new coach development YouTube channel.. This new one-stop-shop for coach learning and development will be regularly updated, so stay tuned and subscribe! The new channel is home to Andy and Dash your coach-mates, who take Young Leaders on a journey through games and activities which can be delivered at lunchtime and in after- school clubs. Best of all, these can all be accessed on a smart phone, tablet or desktop PC or Mac.

The channel will host CPD web-casts on hot topics, from experts in their area. Dr David Piggott’s 15 minute web-cast on coaching for enjoyment can be found on the channel, after it was the must- see presentation at the 2014 conference with delegates lining up to hear all about enjoyment!

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e dusted off the clapper-board and donned our director’s hats to produce our I was really happy to Wbiggest coach filming project “ be involved in the to date. This was all to produce resources project. As a growing to support learners on the UKCC sport, we are are Level 2 Certificate in Coaching Handball (QCF). spreading far and Based on learner feedback, the wide and being able videos provide a great support tool for guided learning on the 10 week to support coaches in qualification. Coaches Bobby White (AASE Manager and Lead this way is a step in Coach Educator) and Scott the right direction. Harrington (Talent Manager) lead on sessions related to the phases of play and also give us their ” thoughts on why you (yes you!) Bobby White should get qualified. AASE Manager and Lead Coach Educator As well as filming coaching practice and activities, we also Handball Award, Handball Leader limited. Old or young, these are a spoke to handball players, who had Award and Girls4Gold Handball great way to get a taste of the some words of wisdom for coaches Leader Award now include added game! To get your hands on either at all levels. Take a truly needs-led content on a CD; all of this based the KS4 resource, or the challenge approach to coaching and check on feedback from coaches cards, you can find them on the out what they’re saying. Why not themselves. online shop as a FREE download. give this a go at your club or in As our commitment to support the We hope all of this is useful, as you your sessions? We think it’s great growth and quality of the game in continue to be at the forefront of practice. education, a KS4 handball delivery high-quality handball delivery While we have invested in off- resource has been developed, across the country. aligned to the national curriculum course and informal coach We want to say a special thank you and acts as a great preparation development provision, on course to everyone who has delivered tool for assessment of learners at learner materials have also handball in 2014, engaged in GCSE, we also launched a set of undergone a makeover. Learner courses and fed back to us. Here’s challenge cards, for informal packs from the Level 1 Coaching to more of the same in 2015! Award, Introduction to Teaching participation, to fill a gap in your day and where resources are

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Back to skool You can’t teach an old dog ___ tricks...

hen it comes to coaching, Successful coaches never stand still qualification and a post-graduate experience is the best and rest on their laurels – and this diploma in elite coaching practice teacher. Once you have means a never-ending quest to from the University of Central your qualifications, the improve their qualifications. Leading Lancashire (UCLan). onlyW way to become a better, more the field in is John Kear, ‘Those who say they have nothing to successful trainer is by actually doing former -winning coach learn in the classroom are talking it. A handful of certificates is no whose latest move has seen him on a nonsense,’ states Kear adamantly. substitute for the university of life. course that leads to a Level 4 UK ‘You can take on board new Or is it? Coaching Certificate (UKCC) information and ideas, and temper it PASS IT ON! 13

with your own experience. I’m certain Challenge Cup win in 1998, coached coach of , he is still that anyone who is a high achiever the England World Cup squad to the working at the sharp end of English must be open to new information and semi-finals in 2000 and pulled Rugby League, Kear has no doubt to new ideas.’ Wakefield Trinity Wildcats back from what he gets from further training: the brink of relegation in 2006 just a ‘Basically, I enjoy finding out, speaking Not for nothing is Kear called ‘The year after winning the Challenge Cup to others, listening and learning from Professor’; he has a long and glittering with Hull FC. them.’ career in the sport. Now aged 58, he was Head Coach at Paris St Germain, Despite this enviable range of hands- took Sheffield Eagles to an amazing on experience, and the fact that, as 14 PASS IT ON!

TOP OF THE CLASS!

STARARST PUPIL STARARST PUPIL

Sir Alex Ferguson John Kear

Kear is not the only one to benefit give you another certificate for your something from their perspective, from continuous professional wall – the networking it facilitates can which could turn into a ‘Eureka development (CPD). David Kirby is a be just as vital as the new moment’ for your own coaching Level 4 fencing coach with developments you may learn. ideas.’ Shakespeare’s Swords in Stratford- Kirby discovered something similar on upon-Avon. He has been coaching for one of his workshops: ‘I’ll happily 25 years, has been on many sports “ Even the most admit that I don’t attend such events coach UK workshops, and can’t merely to listen to the tutor. If this was recommend them highly enough. revered and the case I might as well read a book. ‘The workshops are always relevant experienced For me, the key thing is the interaction and I have often picked up ideas that I within the whole group. bring straight back to the training of coaches realise ‘The fact that there are always my fencers and they love it. coaches from other sports and with a ‘It’s a cliché, but no less true for that, they can never wide range of experiences means I but you are never too old to learn. It is know it all take good ideas that work in other very challenging to have your long- ” sports and adapt them for fencing. held and proven practices challenged For example, I hadn’t thought about ‘When I did my Level 4 coaching by somebody, to have to justify them.’ the fact that in hockey, when hitting a qualification it was fascinating to stationary ball, it’s important to be This is something echoed by Kear, speak to other coaches from other really well balanced and adopt a who says: ‘It’s a certainty, the only way sports, and share experiences and stable stance, and this is applicable to to maintain success, and longevity, ideas,’ says Kear. ‘The chance to talk fencing– stability is vital – so I have particularly in an elite coaching to hockey coaches and table tennis taken some drills that I learnt from a sphere, is to challenge and be coaches, for example, is one we don’t hockey coach, and my fencers have challenged.’ But attending further normally get. We can talk tactics, and benefited.’ training and workshops doesn’t just sometimes they can come up with PASS IT ON! 15

Both men are dismissive of the idea that the tutors, who are generally TOP TIPS younger than them, lack credibility. It is not just a waste of a morning yawning in an Kirby points out that if they come overheated classroom. Here is a round–up of fresh from university they are bang up what workshops can do for your CPD: to date on all the latest sports science research, and adds: ‘It’s invaluable to ● You will learn about the ● You will benefit from other people’s be with those people, specifically latest research findings, and experience, not just the tutor’s. younger coaches, who are looking at the most up-to-date sports ● Networking with other attendees things through new eyes. They have a science developments. refreshing naivety; they come into the can lead to more integrated learning environment without feeling ● Courses are held all across coaching systems. the country, so one will be gagged, and without the bias of ● Mixing with younger (or older) local to you. received, or perceived, history.’ coaches can give you a new This ‘refreshing naivety’ is also what ● Tutors are professional perspective on ingrained ideas and appeals to Kear: ‘Young coaches, and presenters – you won’t be practices. leafing through piles of dull athletes too for that matter, have ● Courses are always updated, so worksheets but engaging in brilliant new ideas and are not tainted even if you went on the same discussions and in their outlook, and they often have a course a few years ago, it will have interactions. sort of naivety which means they are moved on. up for new challenges. They aren’t afraid to ask questions, or to offer new viewpoints: this is the lifeblood of careers. One such man is rugby union things, moving on.’ coach Mike Avis, who was sports And he is damning of any coach who coach UK’s Children’s Coach of the is not open to new approaches: ‘I’ve Year in 2011. He is in no doubt as to been a coach for donkey’s years, since the role CPD played in his 1986. And I’m always open to new development: ‘A lot of people do ideas, and challenges, and don’t stay training courses and think, “right, in a comfort zone. Those coaches who that’s it” – put it to one side and never don’t do this, and won’t move on and touch it again. take on new thinking and ideas, who But if I do a training course, I do it for A are closed to new ideas, should think a reason – it’s two or three hours of “It’s time to call it a day”.’ my life I’m never going to get back so I NEXT STEPS Kirby saw an example of this in action use it and use it positively. Exchange ideas and learn from on one course: ‘When I was doing my ‘That’s the biggest thing I’ve taken on other coaches in different sports. diploma in Hungary, a hugely- board – going on courses and Learning from other coaches can respected coach there, who was well applying what I’ve learnt rigorously. It be invaluable. Workshop into his 70s, and was rightly revered has made a massive impact on what attendees tell us time and time by all as a font of knowledge, saw a I’ve been able to do.’ again how mixing with other technique being used by a brand new coaches and sharing experiences coach. He went over to him, said it There is no doubt in Kear’s mind that provides them with practical was an interesting method and asked continued training has helped mould solutions, alternate approaches if he’d mind him incorporating it in his his career and keep him on top of his and can spark many new ideas. training regime. game – and will do for a long time to sports coach UK workshops allow come: ‘We have to break away from ‘This really brought home to me that you to interact with like-minded the idea of being so immersed in our people from many different even the most revered and own particular sport that we are experienced coaches realise they can sports and clubs, who all share blinkered to any other sport’s training the same passion for coaching. never know it all, and have a hunger to ideas,’ he says. learn.’ What better environment to ‘We have to take a step back and take develop and improve your Other coaches, too, are crystal clear the blinkers off – this can open up so coaching? Find out more at as to the benefits training courses many new trains of thought and new www.sportscoachuk.org/cpd have brought their professional ideas. It is vital.’

This feature was previously published in COACHING EDGE magazine. Edited for publication in Pass it on! by Craig Smith. Education and Training Pathway

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