ELCC- Marathon Canoe Coach Workbook
MARATHON CANOE ENTRY LEVEL COMPETITIVE COACH
WORKBOOK AND REFERENCE MATERIAL 2014
705-2197 Riverside Drive Ottawa, Ontario K1H 7X3 Tel: 613-260-1818 Fax: 613-260-5137 www.canoekayak.ca
Editor: CKC Marathon Canoe Racing Council
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@ Coaching Association of Canada and Canoe Kayak Canada Page | 2 ELCC- Marathon Canoe Coach Workbook Table of Contents
SECTION 1 ...... 5 INTRODUCTION ...... 5 ACKNOWLEDGEMENTS ...... 5 OVERVIEW OF THE SECTIONS ...... 1 FOR FURTHER READING ...... 2 REFERENCE LIST ...... 3 SECTION 2 ...... 5 A. NCCP: A PASSPORT TO BETTER COACHING ...... 5 B. NCCP PROGRAMS AND SERVICES ...... 5 C. NCCP PROGRAM OVERVIEW ...... 7 D. CANOE/KAYAK-MARATHON COACH CERTIFICATION PATH ...... 9 E. ROLES AND TASKS OF COACHES ...... 12 CPCA COACHING CODE OF ETHICS: THE PRINCIPLES ...... 14 THE CKC COACHES' STATEMENT OF VALUES ...... 15 SECTION 3 ...... 16 WHAT DOES THE ELCC COACH HAVE TO BE ABLE TO DO? ...... 16 COACHING OUTCOMES & CRITERIA IN DETAIL ...... 17 SECTION 4 ...... 21 PROVIDE SUPPORT TO ATHLETES IN TRAINING ...... 23 A. VERIFY THAT THE PRACTICE ENVIRONMENT IS SAFE ...... 23 SAT – 1 IDENTIFYING HAZARDS - CLASSROOM ...... 23 SAT – 2 IDENTIFYING HAZARDS – LAKESIDE ...... 28 SAT – 3 IDENTIFYING HAZARDS – CASE STUDIES ...... 33 B. IMPLEMENT AN APPROPRIATELY STRUCTURED AND ORGANIZED PRACTICE...... 35 SAT – 4 CREATING A POSITIVE ENVIRONMENT - CLASSROOM ...... 36 SAT – 5 THE BASIS OF A PLAN - CLASSROOM ...... 37 SAT – 6 UNDERSTANDING ATHLETIC ABILITIES ...... 49 SAT - 7 PLAN A PRACTICE ...... 53 SAT - 8 TRAINING ATHLETIC ABILITIES - CLASSROOM ...... 59 C. MAKE INTERVENTIONS THAT PROMOTE LEARNING...... 67 SAT – 9 FITTING EQUIPMENT – LAKESIDE ...... 67 SAT – 10 REPAIRING EQUIPMENT – BOATHOUSE ...... 73 SAT – 11 “FEELING” BALANCE - CLASSROOM ...... 75 SAT – 12 LAUNCHING & LOADING SMALL BOATS - LAKESIDE ...... 76 ANALYZE PERFORMANCE ...... 78 AP – 1 IDENTIFYING TECHNICAL PROGRESSIONS - CLASSROOM ...... 78 AP – 2 OBJECTIVE OF THE STROKE - CLASSROOM ...... 82 AP – 3 TEACHING THE FOUR PHASES OF THE STROKE - CLASSROOM ...... 83 AP – 4 OBJECTIVE OF EFFECTIVE PADDLING TECHNIQUE - CLASSROOM ...... 91 AP – 5 ANALYZING CANOE/KAYAK TECHNIQUE - CLASSROOM ...... 92 AP – 6 CORRECTION FEEDBACK - CLASSROOM ...... 96 AP– 7 DEMONSTRATE CANOE/KAYAK TECHNIQUE - LAKESIDE ...... 101 AP – 8 COACHING MARATHON CANOE/KAYAK TECHNIQUE - LAKESIDE ...... 102
@ Coaching Association of Canada and Canoe Kayak Canada Page | 3 ELCC- Marathon Canoe Coach Workbook SUPPORTING THE COMPETITIVE ENVIRONMENT ...... 107 SAC – 1 READING WATER – CLASSROOM ...... 107 SAC – 2 RACE PLANNING/TACTICS – CLASSROOM ...... 112 SAC – 3 PERFORMANCE NUTRITION – CLASSROOM ...... 114 SAC – 4 BUOY TURNS – LAKESIDE ...... 120 SAC – 5 WASHRIDING – LAKESIDE ...... 122 SAC – 6 PORTAGING – LAKESIDE ...... 126 SAC – 7 BOAT TRANSPORTATION – LAKESIDE ...... 129 SECTION 5 ...... 131 TOOL KIT AND RESOURCES FOR ELCC COACHES ...... 131 THINGS TO BRING TO A RACE ...... 132 "TYPICAL" RACE COACHING TOOL KIT CONTENTS ...... 133 TRACKING TOOLS ...... 136 SECTION 6 ...... 139 CANOE/KAYAK ELCC MARATHON EVALUATION MATRICES ...... 144 SECTION 7 ...... 153
@ Coaching Association of Canada and Canoe Kayak Canada Page | 4 ELCC- Marathon Canoe Coach Workbook Section 1 Introduction
Welcome to the Marathon Canoe Entry Level Competitive Coach (ELCC) Workbook and Reference
Material! This workbook was designed with the primary goal of enhancing coaching education across Canada for Marathon 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 – Marathon 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 entry level paddlers, a bank of activities, and a series of tools that will be required for their season such as templates for medical information and an EAP plan (see the Coach Toolbox section).
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. CanoeKayak Canada thanks the following Coaching Advisory Group members for their contributions: Lesley Anne Schmidt, ON Peter Niedre, ON
Graham Barton, ON Jason Rusu, AB
Paul Lovatt, BC Laszlo (Csom) Latorovszki, NS
Mark Granger, QC John Edwards, CKC
Tamas Buday, ON Anna Mees, ON
Troy Comeau, SK Cyndie Flett, Coaching Association of Canada
Trevor Marshall, NS
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Additional information was obtained from the Marathon Canoe Racing Level 1 Technical Manual as
well as the OMCRA Instructor Manual – Modern Canoeing 2004. Special thanks are due to Murray
Marchment, and the Marathon Canoe Racing Council for revising the Sprint ELCC material so that it
could be used for the Marathon Canoe Racing discipline of CKC.
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 Marathon Canoe Entry Level Competitive Coach Course (ELCC-Marathon).
An overview of the workbook, reference material and Section 1 Introduction course. NCCP: A Passport to Better Section 2 Roles, tasks and responsibilities of a Coach. Coaching An overview of the coaching outcomes that a Section 3 ELCC Coaching Outcomes certified ELCC will be expected to demonstrate during their practical evaluation. A collection activities and reference materials based Section 4 Learning Activities on ELCC outcomes. Tool kit and Resources for ELCC Templates, Tips and Tools for ELCC Coaches to use Section 5 coaches in the field. Coaches are encouraged to build this section with new tools over time. The Evaluators’ and Candidates’ versions of the Section 6 Practical Evaluations ELCC practical Evaluation. Provides a sample workshop overview as well as a Section 7 Workshop Overview checklist with the required resources to administer a workshop. Marathon Canoe Racing Council Appendix 1 Document that explains the code of safety in detail. Safety Policy
An outline of the rules used in the sport of Marathon Marathon Canoe Racing Council Appendix 2 Racing Canoe. Rules of Competition
@ Coaching Association of Canada and Canoe Kayak Canada Page | 1 ELCC- Marathon Canoe Coach Workbook Canoe/Kayak Kids Games and A collection of Games and Activities for developing Appendix 3 Activities basic Canoe/Kayak skill.
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.
For Further Reading
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
• International and National Results (pending availability)
• International Canoe Federation 2013 Rules of Marathon Competition
• CKC Code of Safety (Marathon)
• Marathon Technical Manual (French & English)
• Canoe Racing by Peter Heed (Marathon)
• Long Distance Canoe Racing – technique and training (Marathon)
• Kemecsey Mental Training by Imre Kemecsey
• CKC Competition Rulebook (Sprint)
• CKC Competition Rulebook (Slalom)
• Whitewater Results Booklet (national and international)
• National Team Handbook (Sprint & Slalom)
• CanoeKids Instructors Manual
• CanoeKids Ribbons (Gold, Silver, Bronze)
• CanoeKids Technical DVD
• Officials Manual
• CBC Video, 1997 World Sprint Canoe Championships
• Sprint Canoeing Level 3 Technical Starts Video (8 minutes)
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• 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
Reference List
The following resources were used in the development of the manual content.
Barton Graham. Personal Collection of Level 1 and Level 2 Sprint Canoe Technical NCCP Course Materials.
(1999).
Coaching Association of Canada. NCCP Level 1 and Level II Theory Manual. (1988). Coaching Association of
Canada: Ottawa, Canada.
Coaching Association of Canada. 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. 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.
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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. ICF, Israel Canoe Association, Elite Sports Department of Israel: The Jordan Valley, Israel.
Millan, Denis. Marathon Canoe Racing Level 1 Technical Manual. (1995).
OMCRA Instructor Manual, Modern Canoeing. (2004).
Szanto, Csaba. Racing Canoeing. (1996). International Canoe Federation and China Printing Corporation:
Beijing, China.
References for CanoeKids Games and Activities (Section 5):
CanoeKayak Canada. 2002 Technical Advisors for the CanoeKids Project: Lesley Anne Schmidt, Marc Creamer,
John Edwards
CanoeKayak Canada. ELCC Coaching Manual. (2000). CanoeKayak Canada, Ottawa, Ontario Canada
CanoeKayak Canada. CanoeKids Manual. (2005). CanoeKayak Canada, Ottawa, ON, Canada
Wascana Racing Canoe Club. Coaching Manual. (1999). Club Personnel Committee and Troy Comeau, Regina,
Saskatchewan, Canada
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A. NCCP: A Passport to Better Coaching
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.
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The National Coaches Seminar is an annual conference providing advanced coaching education for national coaches and coaches of carded athletes.
The Special Education Projects program provides grants for National level coaches to complete an individually tailored program related to high-performance coaching.
The CAC supervises the operation of National Coaching Institutes, accredited at five Canadian universities. The Institutes offer Level 4 certification and a master’s degree in coaching, which combines sport science, sport-specific coaching theory and practical coaching. A one-year diploma program for Level 4 certification for non-degree candidates is also available.
The Coaching Scholarships program provides grants to enable coaches to work toward Level 4/5 certification at National Coaching Institutes.
The National Coaching Apprenticeship program offers grants to Canadian coaches to study advanced coaching theory under the tutelage of a master coach.
The Coach Recognition program is designed to acknowledge and reward outstanding contributions to coaching at the community, provincial, and national levels.
The Community Coaching Conferences program offers assistance to communities interested in upgrading coaching education at the developmental level.
The NCCP Database maintains a listing of more than 400,000 coaches who have participated in the program.
The Publication Services department coordinates the production of coaching-related educational materials.
The CAC Bookstore carries the most comprehensive collection of coaching education materials to be found in Canada.
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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.
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.
The NCCP Program
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 Contexts Ongoing Participation Development Intermediate Performers High Performance Advanced Performers
How coaches achieve certification
The NCCP model distinguishes between training and certification. Coaches can participate in training opportunities to acquire or refine the skills and knowledge required for a particular coaching context
(i.e. Competition-Introduction) as defined by the sport and be considered "trained".
To become "certified" in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, @ Coaching Association of Canada and Canoe Kayak Canada Page | 7 ELCC- Marathon Canoe Coach Workbook performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition (www.coach.ca).
For more information
For more information about the NCCP and the ELCC coaching context, please contact CanoeKayak
Canada and the Coaching Association of Canada website at www.canoekayak.ca and www.coach.ca.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 8 ELCC- Marathon Canoe Coach Workbook D. Canoe/Kayak-Marathon Coach Certification Path
CanoeKayak Canada NCCP Development Model
Community Initiation
Competition Introduction Canoe Kids Pool Kayak Instruction Beginner Instructor Lake Kayak Instructor CKC Entry Level Competition Coach Sprint Marathon Whitewater CKC PaddleAll Small Boat Canoe Slalom War Canoe Canoe Freestyle Swift Water Rescue Dragon Boat Wildwater Canoe Polo Dragon Instruction Intermediate Boat NCCP PD Modules River Leader 2 / Instructor 2 CKC sanctioned workshops, Competition Development webinars, events, etc. Sprint Canoe Slalom
Instruction Advanced
Advanced Coaching Diploma Whitewater Leader 3 / Instructor 3
Canadian Sport Institute/Centre Training
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•Making Ethical NCCP Decisions ELCC •Plan a Practice TRAINED NCCP Trained Status Multisport Workshop Marathon •Basic Nutrition
Modules •Teaching or Learning
NCCP Professional Training Portfolio Making Ethical CERTIFIED Online Evaluations Development Evaluation Submission Evaluation
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Prerequisite: Competitive Stream Experien Pleasure Craft ced Operator Card NCCP Competition Coach Paddler Multisport Modules
Comp Dev Modules
Community Stream
Canoe Adult Competitive Performance Kids Program ELCC Racing Racing
The candidate will remain Trained* until successfully certified as an
ELCC Coach
Learning Facilitator and/or Mentor and/or Evaluator
*"Trained” must work under direct supervision of a Certified Coach
ELCC Specialized P/D Modules
In order to be eligible for these modules the candidate needs to be a Trained ELCC Coach
Paddle All Dragon Boat Outrigger
@ Coaching Association of Canada and Canoe Kayak Canada Page I 11 ELCC- Marathon Canoe Coach Workbook E. 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
• Videographer
• 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.
@ Coaching Association of Canada and Canoe Kayak Canada Page I 12 ELCC- Marathon 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 below.
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CPCA Coaching Code of Ethics: The Principles
Respect for Participants
The principle of respect for participants challenges coaches to act in a manner respectful of the dignity of all participants in sport. Fundamental to this principle is the basic assumption that each person has value and is worthy of respect.
Responsible Coaching
The principle of responsible coaching carries the basic ethical expectation that the activities of coaches will benefit society in general and participants in particular and will do no harm. Fundamental to the implementation of this principle is the notion of competence - responsible coaching (maximizing benefits and minimizing risks to participants) is performed by coaches who are "well prepared and current" in their discipline.
Integrity in Relationships
Integrity means that coaches are expected to be honest, sincere, and honourable in their relationships with others. Acting on these values is most possible when coaches possess a high degree of self-awareness and the ability to reflect critically on how their perspectives influence their interactions with others.
Honouring Sport
The principle of honouring sport challenges coaches to recognize, act on, and promote the value of sport for individuals and teams and for society in general.
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 CPCA 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
@ Coaching Association of Canada and Canoe Kayak Canada Page I 14 ELCC- Marathon Canoe Coach Workbook 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.
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.
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What does the ELCC Coach have to be able to do?
The Entry Level Competitive Canoe/Kayak Coach will:
1. Making Ethical Decisions
a. Correctly applies the NCCP Make Ethical
Decisions process.
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.
3. Planning 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
Marathon Canoe/Kayak technique.
b. Coach corrects performance of the three key elements of
Marathon Canoe/Kayak technique.
@ Coaching Association of Canada and Canoe Kayak Canada Page I 16 ELCC- Marathon Canoe Coach Workbook Coaching Outcomes & Criteria in Detail
1. Making Ethical Decisions a. Correctly applies the NCCP Make Ethical Decisions process.
• 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 existing and potential hazards in the training environment and take steps to minimize
risk to participants before and throughout the practice
• 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-Marathon 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
• Demonstrate appropriate docking procedures
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• 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 four 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 - MARATHON 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
@ Coaching Association of Canada and Canoe Kayak Canada Page I 18 ELCC- Marathon Canoe Coach Workbook 3. Planning 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 Marathon 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 CKC-Marathon’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-Marathon, and are consistent with NCCP growth and development principles.
• Coach communicates next practice location and time to participants
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
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4. Analyze Performance a. Coach detects performance of the Three Key Elements of Marathon Canoe/Kayak Technique through the Four Phases of the Stroke.
• Observes skills from adequate vantage point(s) as defined by CKC
• Identifies or selects factors that has a direct impact on performance
• identify one of the key elements that needs improving
• Explains how the error relates to overall skill performance
• Uses Canoe/Kayak - Marathon approved skill development / progression checklist to scan basic
movement phases
• Error identified for correction is consistent with the Canoe/Kayak - Marathon approved skill
development / progression checklist.
• Identifies potential causes of skill error (Cognitive / Affective / Motor)
• correctly uses the three 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 Marathon Canoe/Kayak Technique through the Four 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
• 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.
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Learning Activity Modules At a Glance
Provide Support to Athletes in Training REF. A. Verifies that the practice environment is safe.
Identifying Hazards (Classroom) SAT 1
Identifying Hazards (Lakeside) SAT 2
Identifying Hazards -- Case Studies SAT 3
EAP B. Implements an appropriately structured and organized practice
Creating a Positive Environment SAT 4
The Basis of a Plan SAT 5
Understanding Athletic Abilities SAT 6
Plan a Practice (Classroom) SAT 7
Training Athletic Abilities (Classroom) SAT 8 C. Interventions that promote learning.
Fitting Equipment (Lakeside) SAT 9
Repairing Equipment (Boathouse) SAT 10
‘Feeling’ Balance (Classroom) SAT 11
Launching &Loading Small Boats (Lakeside) SAT 12
Analyze Performance
Identifying Technical Progression (Classroom) AP 1
Objective of the Stroke (Classroom) AP 2
Teaching the Four Phases of the Stroke – Demonstration: Classroom AP 3
Objective of Effective Paddling Technique (Classroom) AP 4
Analyzing Canoe/Kayak Technique (Classroom) AP 5
Correction feedback (Classroom) AP 6
Demonstrate Canoe/Kayak Technique (Lakeside) AP 7
Coaching Marathon Canoe/Kayak Technique – (Lakeside) AP 8
Support the Competitive Experience
@ Coaching Association of Canada and Canoe Kayak Canada Page I 21 ELCC- Marathon Canoe Coach Workbook Prepares for readiness in competition
Reading water (Classroom) SAC 1
Race planning/tactics (Classroom) SAC 2
Performance nutrition (Classroom) SAC 3
Buoy turns (Lakeside) SAC 4
Washriding (Lakeside) SAC 5
Portaging (Lakeside) SAC 6
Boat transportation (Lakeside) SAC 7
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A. Verify that the Practice Environment is Safe SAT – 1 Identifying Hazards - Classroom
Goals: 1. Participants can identify environment concerns and potential hazards. 2. Participants can identify how hazards can be avoided. 3. Participants understand how to personalize an EAP for their club.
Reference: Use list of potential hazards/safety concerns
Blank EAP
Small Vessels Carriage Requirements for Canoes/Kayaks
In small groups, discuss local safety environmental concerns and identify existing and potential hazards.
Each group will be given a hazard category (human aspect, race, water/weather, facilities/equipment). Come up with as many hazards in that category as possible in the next five to ten minutes.
Hazards:
Prevention and coping strategies:
@ Coaching Association of Canada and Canoe Kayak Canada Page I 23 ELCC- Marathon Canoe Coach Workbook POTENTIAL SAFETY HAZARDS
• Broken equipment (chipped ends of paddles, gunnels, seats, foot rests, boat hulls etc.)
• Paddlers who can’t swim
• PFDs that don’t fit
• Submerged obstacles (rocks, logs, …)
• Rough or moving water
• Wind
• Sun
• Cold
• Heat
• Storms
• Others….
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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:
@ Coaching Association of Canada and Canoe Kayak Canada Page I 25 ELCC- Marathon Canoe Coach Workbook Small Vessels Regulations Regarding Racing Canoes and Kayaks SMALL VESSEL REGULATIONS - SOR/2010-91 – CANADA SHIPPING ACT, 2001
1. (1) The definitions in this subsection apply in these Regulations.
• "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 days and 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 governing body of a water sport
a. that publishes rules and criteria respecting conduct and safety requirements for 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.
SUBPART 5 - EXCEPTIONS FOR HUMAN-POWERED PLEASURE CRAFT Racing Canoes and Racing Kayaks • 221. (1) A racing canoe or racing kayak that is engaged in formal training, in an official competition or
in final preparation for an official competition that is governed by safety guidelines and procedures
established by the governing body is not required to carry on board the safety equipment required
by this Part if it is attended by a safety craft that is carrying on board a personal flotation device or
lifejacket of an appropriate size
a. for each person on board the canoe or kayak, if the safety craft is attending only one
pleasure craft; or
b. for each person on board the canoe or kayak with the most persons on board, if the safety
craft is attending more than one pleasure craft.
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• (2) However, if the canoe or kayak is not attended by a safety craft, it is required to carry on board the
following safety equipment:
a. a personal flotation device or lifejacket of an appropriate size for each person on board;
b. a sound-signalling device; and
c. a watertight flashlight, if the canoe or kayak is operated after sunset or before sunrise or in
periods of restricted visibility. th *Regulations are current to 2014-02-06 and last amended on 2013-12-06 - retrieved March 8 , 2014
For more information: http://laws-lois.justice.gc.ca/eng/regulations/SOR-2010-91/page-1.html
RECREATIONAL CANOES AND KAYAKS
Recreational canoes and kayaks not over 6 metres in length must carry the following safety equiment 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
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Goals: 1. Participants can identify environment concerns and potential hazards on the water.
Participants can identify how hazards can be avoided by following Safety, Water Emptying and Capsizing
Procedures
Reference: Safety Procedures
Water Emptying Procedures
Capsizing Procedures
CKC Cold Water Conditions and Guidelines
Your group has five to ten minutes to develop a list of all the potential hazards that could occur on the water.
Include athlete safety, water in the boat, capsizing, etc.
Strategies for prevention:
@ Coaching Association of Canada and Canoe Kayak Canada Page I 28 ELCC- Marathon Canoe Coach Workbook Safety Procedures Life Jacket and PFD selection
• All Canoe Kids must wear appropriately sized PFDs.
• Check to ensure that the jacket is the correct size for the participant – usually determined by the
participant’s weight.
• Take the time to explain how to find the right size and how to fasten it up securely.
Buddy System
• Have participants pair themselves up with someone of approximately the same size to work with,
and as a means of accounting for the presence of everyone in the group in case of an emergency.
Whistle System
• Use the whistle system as a method of communication when the group is on the water.
• One whistle means freeze and listen.
• Two whistles means find your respective buddy and raise each others’ hands.
• Three whistles means return to the dock immediately.
Safety Rules
• A life jacket or PFD must be worn at all times in adherence to CKC policy.
• No one is to take a boat without the coach’s permission.
• No swimming unless authorized by the coach.
• Stay within the designated area for paddling.
• Dress for the conditions:
o Wear light clothing and a hat to avoid sunburn or sunstroke.
o Wear protective clothing appropriate for cold weather
• Keep plenty of water handy for regular hydration – especially important on hot days.
• Use the buddy system at all times.
• Don’t overload the boats.
• If you capsize far from shore, stay with your boat. Don’t swim for shore or go after drifting paddles.
• Always inform the coach of any health issues.
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1. Always assist paddlers in emptying boats as they are very heavy when full of water.
2. Remove all loose equipment from the boat.
3. With the boat upright, hold the bow and slowly lift. This allows the water to slowly drain from the
stern.
4. 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.
5. 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 all loose equipment from 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.
• 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.
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• 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. Canoe-Over-Canoe Rescue
• Explain this procedure prior to taking any boats out on the water.
• In some instances, you may not be able to get to shore or it may not allow you to land, so practice in
calm up to rough conditions.
• Bow paddler in the rescue boat brace with a paddle while stern paddler takes the capsized canoe,
upside down, over the gunwales of their canoe to drain it and places it back in the water, capsized
canoers can pull themselves back into their canoe when both canoes are braced together. Kayaks
• It is important to 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!
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Section 9: Cold Water Conditions & Guidelines
The Club Safety Officer and/or Head Coach shall monitor environmental conditions, including: water temperature, air temperature, wind, precipitation. Appropriate safety measures shall be undertaken. They include the following:
• All persons shall wear protective clothing appropriate for the conditions and their activity.
• Cold Water/Weather Conditions require special safety precautions. When the water
temperature is below 8 degrees Celsius, the following precautions apply:
Participants below the age of 18 shall wear a Government of Canada approved Personal Flotation Device
(PFD). The participants shall also be accompanied by a safety boat during on-water training.
Participants 18 years of age or older are strongly advised to wear a Government of Canada approved PFD.
The participants should be accompanied by a safety boat during on-water training. Should participants 18 years of age or older choose not to wear a Government approved PFD during training they do so at their own risk. Clubs should ask these athletes to sign a Cold Water Conditions Waiver.
NOTE: Coast Guard Regulations with regard to safety equipment still apply.
• Where possible, participants should stay close to shore during on-water training.
• If the on-water training environment is within range of a communications network, coaches should
be encouraged to carry a cell phone while on the water.
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Goals: 1. Participants can identify environment concerns and potential hazards.
2. Participants can identify how hazards can be avoided.
Reference: Safety Scenarios
MCRC Safety Policy – Appendix 1
CKC – Marathon Canoe Competition Rules – Appendix 2
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:
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You are out for a 2 hr up steam, down stream paddle with 5 canoes. It is June, but the water is up and flowing fast thanks to a recent thunderstorm. Shortly after the turn around, 3 boats head around a turn abreast. The outer most boat hits a sweeper sticking out from the far bank. No one is hurt, but the boat sustains a 30 cm tear , right at the water line.
What types of safety concerns might you have? How might you address them? How could the problem have been avoided?
Safety Scenario # 2
You have agreed to take out 5 other experienced people. It is early April, the water is high and fast. 2 other people you had not anticipated heard there was a practice and decided to show up. The new paddlers are less experienced and skilled, but are keen to get an early jump on the season to improve their fitness and ability.
What types of safety concerns might you have? How might you address them?
Safety Scenario #3
You have organized a long paddle in mid April with 7 other people. You have arranged to do a car shuttle and are planning on a 5 hr down stream paddle. When you arrive at the put in at 0900, it is 5 ‘C and there is a 20 kmph head wind and the weather looks like it might deteriorate. Another team that is less experienced , heard about the practice and decided to show upon their own. You attempt to tell them that this will be a faster paced paddle and they will not be able to keep up. They decide that since they have driven to the put in they will go anyway and keep up as best they can.
What types of safety concerns might you have? How might you address them? Are you responsible for the safety of the extra boat?
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Team Spirit Tasks
1. What type of coaching approach or coaching style might a coach want to incorporate for this
program? Why?
2. Identify five ways a coach might build team spirit amongst your “Learn to Paddle” participants.
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Goals: 1. Participants can identify specific strategies for retaining participation in beginner programs.
2. Participants understand the links between fun, self-esteem, a positive environment and participant retention in programs.
3. Participants are aware of different ways to determine whether or not their group is enjoying themselves
Tools: Learning Facilitator will use flip charts to record coaches’ ideas.
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.
My notes….
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Goals: 1. Participants can identify the necessary components of a technical practice.
Tools: Learning Facilitator will use flip charts to record coaches’ ideas.
NCCP Part A - Reference Material – Planning a practice.
Principles of Teaching
Planning the Practice
Practice Design Sheet - grids
In a group, brainstorm the basic information a coach needs in order to put together a practice geared towards improving on of the key elements of canoe/kayak technique (e.g. balance, propulsion, boat control). Clearly indicate why each piece of information is important.
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page I 37 ELCC- Marathon Canoe Coach Workbook Key Elements of a Practice
Introduction: greet the paddlers and let them know what will be taking place
Warm up: prepare the body for the efforts of the main part – general and specific warm up
Main part: perform activities that will help paddlers improve sport specific abilities and fitness
Fitness: ensures that paddlers are continuing to improve their physical conditioning
Fun: will ensure that paddlers enjoy the sport and their workout
Cool Down: to begin recovery from the practice
Conclusion: debrief the paddlers and let them know about the next practice or competition
Evaluation: allows a coach to improve future practices
Principles of teaching
As the coach, your athletes will look to you for leadership. Therefore, to teach well, you must take command of the group, be confident, and be demanding, but positive, you are an important role model.
This is an introduction to some principles of teaching you can use to teach paddling effectively. In this chapter, the following topics are covered:
• Communication and Feedback
• Physical arrangements
• Teaching methodology
• Skill use in competition
1. Communication and Feedback
Communication may be defined as using the body and voice to convey information effectively. A good coach must be able to communicate; however, it often takes time to learn to do well.
To communicate effectively when presenting information to a group, be sure to do the following:
• Ask whether everyone can hear you
• Have a sense of humour, and do not take yourse/f too seriously
• Suit the information flow to the group. What you have budgeted time for may already be well
understood.
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• Be patient and do not ridicule people because of the questions they ask
• Use examples relevant to your group
• Watch facial expressions (confusion, puzzlement, etc) If the group does not seem to have
understood you, ask members of the group to repeat, in their own words, what you have said.
• If people ask about small details, answer the question quickly, and with respect - if the details are
relevant. Otherwise, say they will be discussed in the near future, for example, after practice, and
keep your promise.
• At the end of a presentation, summarize its content; you may want to ask participants to restate
your key points.
Presentations should be simple and concise. Try to avoid the overuse of jargon or big words, especially when teaching children. The words you use must be relevant to your listeners. It is also important that you not try to tell your audience everything you know. Especially in discussions of technique, limit your message to two or three important points. To ensure that the message sinks in, repeat your key points several times, and modify your phrasing slightly each time.
Verbal Communication
To communicate well verbally, you must use your voice well. Talk just louder than normal, but not too loudly.
Speak clearly, face your audience, and do not talk while demonstrating a skill. To enhance your presentation, use appropriate body language (see the discussion below on nonverbal communication). To avoid speaking in a monotone, which will bore your listeners, vary the inflection in your voice.
Use catchy, descriptive words when you are giving an explanation. Be prepared to say things several different ways, for athletes do not always fully understand explanations the first time. See Good descriptive words include:
• Strength crush, squash, violent, solid, intense, haul, crunch
• Power/Force might, heave, impel, smash, snap, rip, blast, boom, bang, thump,
• thrust, explode, hoist, crumble
• Speed fast, alert, explode, lunge, thrust, jab, rap, smack, flick, whip, fling
• Agility nimble, dance, brisk, alert, quick, shuffle, agile
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• Persistence crowd, press, pressure, hustle, push, squeeze, smother, lean, worry, strain, trouble,
continue, drag
• Confidence bold, great, going, on plan, push, concentrate, feels good, comfortable, control,
continued, fantastic, terrific
• Balance rock hard, block, dead, solid, firm, rooted, anchored, set, rigid
Nonverbal Communication
Nonverbal communication, or body language, refers to gestures, movements and expressions. This type of communication must be consistent with your verbal communication, because athletes do not trust you if there are discrepancies between your verbal and nonverbal messages; for example, do not tell athletes that they have done their best when you have a look of total disgust on your face.
Use nonverbal communication to establish your leadership: Stand erect, move with purpose, and do not slouch or pace when talking. Maintain eye contact with your listeners, look at the entire group and keep you head up.
Feedback is information on performance. By giving athletes such information, they help them learn skills faster than they otherwise would. Three messages are important:
• You are okay as a human being
• This is what you are doing right
• This is what you can do to improve your performance, (correct your error)
These are six additional points to remember about feedback:
• Be positive and informative. Say “You have a good rotation on your stroke, now extend a bit more
with your bottom hand.”, and not “No John, your arms are still wrong.”
• Be specific, not general. For example, say, “Rotate the torso,” not “Push harder on the paddle.”
• Be constructive, not destructive. “Let’s speed up your recovery, you have the basics right and just
need to add a bit more speed”, might be better than “Your stroke is too slow, do not do it like that.”
• Direct your feedback at changeable behaviour. For example, do not try to teach
• athletes to paddle in rough water before they are confident in good conditions.
• Give feedback sooner, not later. For example, give the athlete positive feedback
• following every correctly performed stroke not just at the end of the practice.
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• Make sure that the athletes understand the feedback. Ask them what they think you said or what
they think you want them to do.
2. Physical Arrangements
When organizing a skill-teaching session, you must decide the location of the lesson, what teaching formations to use and ensure that your class is comfortable.
The area you choose to teach in must be appropriate for the type of skill being taught. For example, a strong current will make it harder to keep a group together or have them stop to observe you teach. Be sure to take safety into account i.e. power boat traffic (rush hours), submerged rocks, floating logs, etc. If the practice involves buoy turns make sure there is sufficient room for your least experienced participant to make the turn.
Group Comfort and Attention
Ensuring the comfort of athletes often requires that instructors suffer. For example, to minimize the discomfort your athletes experience when “you are giving a demonstration or talking to a class, you might have to look into the sun, face the wind, or face traffic or construction next to the instructional area so that your athletes have their back to the problem and are not distracted.
Another important consideration is the length of time athletes must spend standing around on a dock.
Especially with youth, who have shorter attention spans, outside should last at most five minutes. You may have to make discussions even briefer, if your athletes have been exercising and sweating and it is cold.
3. Teaching Methodology
A standard methodology is used to teach technique in canoeing. This methodology has four components:
• The explanation
• The demonstration
• The practice
• The detection and correction of errors
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The Explanation This should be very brief. Start by telling athletes the name of the skill you are going to teach and then explain its use. Two sentences are usually enough of the explanation. Be sure to match your explanation to the age and experience of your athletes.
An example would be “Today we are going to learn the bow rudder. This is a technique used by the bow paddler to make a quick change of direction, such as at a buoy turn.”
The Demonstration Immediately following the explanation, provide a global demonstration by paddling past your athletes at least twice using the skill you are teaching. The athletes thus get a general idea about how to perform the technique. In your global demonstration, paddle at normal speed and be sure that all athletes get a good look at your technique. If you cannot perform the technique well yourself, have a skilled assistant demonstrate it.
Before the global demonstration, decide what view you want your athletes to have: side, front, or back.You must also choose your teaching formation at this time
After the global demonstration, highlight one or two of the most important part of the skill In this highlighting, you or an assistant may have to do more paddling to emphasize a specific point It is these parts of the skill that athletes will subsequently practice.
The global demonstration gives athletes an overall image of the skill to be performed; however, some paddling techniques are fairly complicated actions. Skills are therefore frequently broken down into simple component parts, and paddlers learn each part separately and gradually combine the parts to build up to the whole skill. This process of learning first the simple and then the complex is called a teaching progression.
The Practice Immediately after the demonstration, have athletes practice the key points of the skills. State explicitly the area in which the athletes should practice the skill; otherwise, confusion will result, paddlers will interfere with one another or paddle out of the immediate area and you will have no way of calling them back. In addition, watch to ensure that the practice session runs smoothly (remember that using standard teaching formations increases your control over the group.
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Be sure to maximize activity during the practice, particularly when it is cold. Try to have everyone practicing at the same time; that way, athletes do not have to wait for others to finish performing a skill before they can practice.
The Detection and Correction of Errors Athletes learn by having their errors detected and corrected; consequently, feedback must be effective in this step of the teaching process.
The first step in the detection and correction of errors is to select a location from which you can see the whole group clearly (check the information on teaching formations in Section 2.3, for suggestions). Second, try to give some general positive feedback to the group as a whole. For example, tell your athletes. “Great.
That’s the way.” and then emphasize the key points.
Once the group has had a chance to become familiar with a skill, determine the errors individual paddlers are making. Check only for errors related to the key points of your demonstration. Give each paddler some feedback on his or her performance; for example, suggest ways of improving the skill (corrections), or tell the paddler that he or she is doing the skill right. Section 5.7 on the analysis of technique outlines methods to use to detect errors.
When correcting errors, remember the points discussed in this chapter, particularly those on communication and feedback. Correcting errors is probably the key skill coaches must master. It takes a lot of practice to learn to detect and correct errors, but the time and effort are well spent.
The coach must be careful in making sure that corrections are done with respect for the athlete. i.e. not in front of the whole group when it might be embarrassing for the student.
Competition Skills
In competitions your paddlers should only use skills that they have tried out in the practice sessions. For example, teams that have not improved their rough water skills should only race in easy conditions. A negative experience with a technique in a competition situation will interfere with the proper learning of that skill in the future.
@ Coaching Association of Canada and Canoe Kayak Canada Page I 43 ELCC- Marathon Canoe Coach Workbook Planning the practice Objectives
The practice session is the basic preparation for the athlete. If your athletes are to develop effectively, you must plan their practices carefully; for a series of poorly planned practices could retard their progress. In reality, a well organized practice is a necessary part of the foundation of being an effective coach
The basic steps in the planning of practices are presented below.
• The six stages of planning a practice
• Creating an effective practice area
• Apply longer term planning to your practices The Six Stages in Planning a Practice are:
1. Setting overall goals
2. Setting specific goals
3. Making practices effective
4. Taking into account developmental and physiological considerations
5. Designing the practice
6. Evaluating the practice
Stage 1: Setting Overall Goals
Overall goals are general statements about desired outcomes. By setting overall goals you determine the direction your practices take, moreover you can use these goals to keep practices on track.
To help yourself set general goals, ask the following questions:
• What do you want your athletes to get from their experience in sport?
• What do your athletes want to get from their experience in sport?
• What are the overall philosophies and goals of your sport organization: competition, skill
development, fun, fitness, social values, or a combination of these philosophies?
• What are the priorities of your sport organization?
@ Coaching Association of Canada and Canoe Kayak Canada Page I 44 ELCC- Marathon Canoe Coach Workbook Stage 2: Setting Specific Goals
Specific goals are more particular statements of goals than are overall goals. In addition, specific goals must be measurable, achievable and realistic.
The more important factors to consider when you are setting specific goals are your athletes’ needs and the physical resources available. Athletes’ needs are related to their level of development, physical ability, interest, skill, fitness, competitiveness, and motivation. When setting specific goals, you must strive to meet the needs of both the group and the individual athlete.
Physical resources include such factors as physical space, facilities, equipment, and teaching resources.
When you are setting specific goals, you must take into account the quality, quantity, accessibility, and safety of these resources.
Setting specific goals has four steps:
• Stating what in general you want
• Describing the behaviour you want to occur
• Starting the conditions of performance
• Deciding the criteria for acceptable performance
For example you might want the paddler to do a powerful, effective power stroke. The behaviour that you want to see is a smooth power stroke that uses torso rotation from a good catch and stops at the hip. The conditions of performance might be on reasonably calm water. Acceptable performance might be proper technique on at least half of the strokes.
Consider another example of the four steps in setting specific goals. In general, you want the athlete to improve his or her endurance in a distance work out. The behaviour you want to see is the athlete’s paddle one 5 km. loop, three times. The conditions of performance are that the athlete paddle at a heart rate of 120 beats per minute on a set course and emphasize the stroke. The athlete’s performance is acceptable, if he or she paddles 120 beats per minute for at least 12 km.
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When designing your practice, be sure to consider the following:
• Keep everyone active. For example, when instructing half your group in technique, have the other
half out paddling
• Set clear goals. For instance, write the goals of your practice on a blackboard at the boat house
• Give clear, concise instructions, and repeat them three times
• Monitor and chart athlete’s progress. For example, set up a chart in the boat house and record the
distance each athlete paddles
• Give positive feedback. Always try to point out what the athlete is doing right. Terms like “better”
might be more accurate, than “good”
• Provide variety; for example, introduce a new drill at every practice
• Emphasize enjoyment. For instance, include a fun game in each practice
• Create progression. Use the technical progressions from Chapter 5 of this manual and go from the
known to the unknown, the simple to the complex, the concrete to the abstract
• Use resources optimally. For instance, if the only training water your athletes have access to is small,
set up a slalom course
• Meet individual Requirements. That is, help an athlete who needs more help with a particular
technique
• Allow for individual differences. Remember that some athletes learn by’ watching (the majority),
some by doing, and some from verbal instruction
• Plan, but be flexible. For example, if the weather makes paddling impossible, have your athletes do
exercises indoors. In addition, do the following at each practice:
• Arrive well ahead of time, check the facilities, and talk to your athletes
• Start the practice on time - do not wait for stragglers
• Say “hello” to each athlete
• Say something positive to each athlete
• Project a good mood
• Conduct a group fun activity early in the warm up — it promotes team spirit
• Keep to the routine you have established for the early part of practices so that latecomers will know
where you are
• Involve athletes in leadership. For instance, have them lead parts of the practice
@ Coaching Association of Canada and Canoe Kayak Canada Page I 46 ELCC- Marathon Canoe Coach Workbook
• Individualize instruction and training to meet each paddlers needs
Stage 4: Taking into Account Psycho-social and Biophysical Considerations
By integrating psycho-social and biophysical considerations into practices, you ensure that the session will be in everyone’s best interests – yours and your athletes’.
Psycho-social considerations include the following:
• Instruction
• Feedback
• Communication
• Presentation
Biophysical considerations include the following technical items:
• Warm up techniques
• The athlete’s development level
• Skill analysis
• Properly adjusted equipment
Stage 5: Designing the Practice
The following six elements are essential ingredients of every practice:
1. Instruction
2. Warm up
3. Main part / Skill drills
4. Fitness
5. Fun
6. Cool down
In general, these elements occur in the order listed above. However, the emphasis on each element may vary throughout the year.
The warm up starts slowly and gradually involves all the muscles and body parts in exercises related to the skill being taught. The warm up prepares the body for the rest of practice.
@ Coaching Association of Canada and Canoe Kayak Canada Page I 47 ELCC- Marathon Canoe Coach Workbook
Instruction starts with known content and progresses to the application of skills to situations in races. Such instruction could cover paddling skills, personal or social skills, or even values in sport. Hold instructional sessions at the beginning of the practice, when athletes are rested and ready to learn, and tailor these sessions to the needs of the individual paddlers.
During the skill drills, athletes practice the techniques demonstrated during instruction. For optimal learning to occur, this skills practice should follow instruction, immediately.
Fitness involves the physical conditioning for paddling described in Chapter 6 of this manual. The fitness portion of the practice occurs after instruction, for the body is fully warmed up and ready to work hard. Be sure to address the needs of each paddler in this portion of the session.
Fun should be incorporated into every part of the practice. A fun activity at the end of the session finishes the practice on a really positive note.
The cool down follows the active parts of the practice. The paddler gradually decreases the intensity of activity and finishes with a series of static stretches.
Stage 6: Evaluating the Practice
The purpose of evaluation is to assess the effectiveness of the practice. Get feedback on the elements by spending a few minutes with your athletes at the end of the practice. Incorporate this feedback and your own thoughts into the planning of the next session. Use the practice evaluation form to help you with the evaluation of practices.
@ Coaching Association of Canada and Canoe Kayak Canada Page I 48 ELCC- Marathon Canoe Coach Workbook SAT – 6 Understanding Athletic Abilities
Your learning facilitator will give your group one of the following competition race scenarios – Sprints at the first day of La Classique, Coperstown and the Michigan Marathon. List and describe the athletic abilities from your competition Introduction module Planning a practice, involved in your scenario.
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page I 49 ELCC- Marathon Canoe Coach Workbook TRAINING ATHLETIC ABILITIES: SUMMARY AND KEY POINTS Athletic Activity Requirements Ability Speed • Movements or actions performed at maximal speed or near maximal speed AND
• Movements or actions identical to those in which speed improvement is sought AND
• Efforts of short duration, i.e. less than 5 to 8 seconds AND
• Long recovery between efforts, i.e. 8 to 10 times longer than the effort itself Note 1: Training no longer effective when intensity or quality of execution decreases. Note 2: Total time for all repetitions = 30 seconds to 2 minutes Speed- • Movements or actions performed at near maximal speed AND Endurance • Movements or actions identical to those in which speed-endurance improvement is
sought AND
• Efforts between 8 and 60 seconds AND
• Recovery between efforts 6 to 8 times longer than effort Note: Total time for all repetitions = 2 to 6 minutes Aerobic • Aerobic Stamina is divided into 2 training zones or components: Stamina: • AEROBIC CAPACITY Aerobic Capacity • AEROBIC POWER Aerobic • Repeated high-intensity dynamic efforts performed without interruption for more than Power 2 or 3 minutes each (Aerobic Power – race pace) OR
• High-intensity steady-state efforts performed for 10-15 minutes or more OR
• Moderate-intensity steady-state efforts performed for 30 minutes or more OR
• High-intensity intermittent efforts of 15 seconds to 2-3 minutes, followed by pauses of
equal or shorter duration, for 20 to 30 minutes or more (Aerobic Power) Note: The more intense the efforts, the greater the training effect on maximum aerobic power Maximum Note: In many cases, the sport itself does not provide good opportunities to develop this athletic Strength ability; see detailed guidelines Speed- • Movements or actions that require jumping, bounding, or quick pushing OR Strength • Movements or actions that require accelerating objects as quickly as possible Strength- • Repeated muscle contractions that are sustained for several seconds OR Endurance • Several sub-maximal muscle contractions performed consecutively at a constant rate Flexibility • Controlled movements of large amplitude OR
@ Coaching Association of Canada and Canoe Kayak Canada Page I 50 ELCC- Marathon Canoe Coach Workbook Athletic Activity Requirements Ability
• 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 Coordination Activities that involve a sequence of actions that must be performed in a given order Note: Improvements more likely to occur if activity is performed when the athlete is not tired Balance • Activities where difficult or unusual positions must be assumed and maintained OR
• Activities where normal movements are performed in unusual positions OR
• Activities where balance is challenged by external factors or an effort is required to
maintain balance Tactics • Situations that are relevant to the competitive experience AND
• Situations that involve decision-making in order to gain an advantage AND
• Situations that involve some degree of uncertainty OR
• Situations where the best option must be selected
Note: Activities and methods to improve mental skills are dealt with in the Basic Mental Skills module.
From: CAC Competition-introduction Theory A ReferEnce Material
@ Coaching Association of Canada and Canoe Kayak Canada Page I 51 ELCC- Marathon Canoe Coach Workbook
CKC Canoe-Kayak Energy Zones Terminology Summary
Aerobic Anaerobic Lactic Alactic (Phosphagen) Capacity Power Capacity Power Capacity Power Approx max Time for an all out effort 30min + 3-4min 2min 30-60sec 20 sec 6-10 sec Intensity/Concept Maximum worktime Work level is at a Maximum Highest sustained Maximum Maximal Power until this system is maximal Aerobic worktime until Power Output of a worktime until Output exhausted. This is contribution (4min this system is predominantly this system is Generation, at an intensity that Intensity is at VO2max) exhausted anaerobic exhausted and instant and has little anaerobic contribution. PCr is depleted explosive, uses contribution ATP stores Lactic Acid Minimal Considerable production Considerable Some production None None (<4mmol/L) and accumulation, likely production and accumulation lower than Anaerobic and (8+mmol/L) Capacity (10+mmol/L) accumulation (12+mmol/L) Component Terms Aerobic Endurance Aerobic Power Speed Speed Endurance Speed Top Speed (Basic Endurance) Endurance Senior Canoe on-water 6km Time trial 1000m (time trial, or 5-7 x 500m Paddle 200m, 150m time Starts, or 75 m Start Assessments 1000m test) 4 x 250m test trial test Aerobic Contribution % 98-99% 80% 70% 15% 0% 0% Anaerobic Contribution % 1-2% 20% 30% 85% 100% 100%
Note: These represent identified physiological components of sprint canoe-kayak. Assessments should be geared towards these. There are more training
zones than components listed above e.g. Anaerobic Threshold Training methods aim at improving each of these components. It is readily acknowledged that
an ongoing commitment to develop a strong aerobic foundation is required for continued anaerobic development.
Leo Thornley, CKC IST Sport
Scientist
@ Coaching Association of Canada and Canoe Kayak Canada Page I 52 ELCC- Marathon Canoe Coach Workbook SAT - 7 Plan a Practice
In partners, develop a 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?
@ Coaching Association of Canada and Canoe Kayak Canada Page | 53 ELCC- Marathon 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:
• Activities to acquire new techniques, skills, or motor patterns
• Activities that develop or require coordination or balance
• Activities that develop or require speed Then Consider…
• Activities to develop or require speed-endurance
• Activities that develop or require strength
• Activities that develop or require strength-endurance
Later in the Main Part of the Practice…
Athletes may be tired, so try to plan for:
• Activities to consolidate skills already acquired
• Activities that develop or require aerobic endurance
• Activities to develop flexibility
@ Coaching Association of Canada and Canoe Kayak Canada Page | 54 ELCC- Marathon 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
@ Coaching Association of Canada and Canoe Kayak Canada Page | 55 ELCC- Marathon Canoe Coach Workbook 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.
• 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.
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• 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.
• 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.
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• 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
@ Coaching Association of Canada and Canoe Kayak Canada Page | 58 ELCC- Marathon Canoe Coach Workbook SAT - 8 Training Athletic Abilities - classroom
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.
Goals: 1. Participants understand the application of the different athletic abilities to canoe specific activities.
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 59 ELCC- Marathon 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
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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.
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• 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.
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• 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.
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• 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
@ Coaching Association of Canada and Canoe Kayak Canada Page | 64 ELCC- Marathon Canoe Coach Workbook CKC’S GUIDELINES FOR THE TRAINING OF ATHLETIC ABILITIES & 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 J J speed 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
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HOW TO USE THIS TABLE:
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.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 66 ELCC- Marathon Canoe Coach Workbook C. Make interventions that promote learning. SAT – 9 Fitting Equipment – lakeside
Using entry level paddlers divide into small groups and appropriately equip each paddler (PFD, paddle and boat).
Goals: 1. Participants understand how to safely outfit paddlers with various PFDs, boats, paddles and boat set up.
Equipment: Variety of selection of boat types and makes; paddles of various sizes foot rests, seat placement, twist (kayaks only) PFDs of various sizes.
Reference: Fitting equipment – canoes, paddles, footrests, seats and PFDs
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 67 ELCC- Marathon Canoe Coach Workbook Fitting equipment Canoes Racing Canoe Template “3.27”
• The major cost of competitive paddling is the canoe itself, particularly a “3/27”.
• Current design is Kevlar, vacuum bag and foam core, weighting approx. 25 -30 pounds.
• At some considerable saving the same 3/27 can be bought in fibreglass with greater strength but a
10 pound weight disadvantage.
• For a novice paddler, or as a club boat , a used 3/27 kevlar canoe is probably the most cost effective
route, but a coach should be (or find) an expert to evaluate any used canoe as problems of a hogged
(bent) canoe or delamination can be a major problem. However, paddlers regularly trade up to the
latest design/material and sell older, used 3/27’s.
Jensen SCR (18’6”) J-Series Canoes
Standard Racing C-2 Design Standard Racing C-1 Design
(after We-no-nah Canoe Inc.)
ICF Specifications
• European racing hulls are generally faster, but are very little used in North America. They are, none
the less, the standard for international competition.
• One other major difference is that ICF competition allows any sitting position and most ICF canoeists
use the high kneel style of paddling used in sprint racing, (See inset). Both the different canoe length
and paddling style of ICF marathon design, make it unpopular at this time, in North America.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 68 ELCC- Marathon Canoe Coach Workbook
ICF Racing C-2 Design (after We-no-nah Canoe Inc.) ICF Racing C-1 Design
Jensen ICF C-2 (21’4”)
Maximum Width ….…30”
Gunwale Width ….…..30”
Jensen ICF C-1 (17’0)
Maximum Width ……30”
Gunwale Width ….…..30”
Stock Boat (standard class)
• State of the art stock boats mirror construction techniques used in 3/27’s but while relatively
competitive, they are less specialized hulls (i.e. 17’ or 18’ Jensen design can be found in fibreglass
with rib type construction).
• The fastest design hull is often (a) less stable, (b) not accepted in all races, (c) more costly, (d) only
faster in the hands of the highly skilled; therefore a coach should favour a reasonably competitive
hull of a proven design that can be reasonably obtained.
• Cedar strip canoes are two generations removed from current Keviar technology and are still being
made and raced successfully but they are really for the nostalgia buff who will care and maintain a
boat which is 5 to 10 pounds heavier and a lot weaker than a Kevlar hull. They are not recommended
as a cost saving measure.
18’ Jensen
Maximum Width ……...34 1/8
Gunwale Width ……….33”
Weight……………...….38 to 66lbs
@ Coaching Association of Canada and Canoe Kayak Canada Page | 69 ELCC- Marathon Canoe Coach Workbook Paddles
Gene Jensen developed the bent shaft paddle in 1971 in his quest for more speed in a canoe and it has become the standard for marathon racing and increasingly the recreational market. Degree of bend varies from 4° to 18° with 12° to 14° being the norm for racing with some leeway either side of this. Overall canoe paddle length is a debated issue. Generally, it is measured in a straight line from the tip of the blade to the top of the grip.
Length
• Length is related to the sitting position in the canoe (remove leg length from the equation.
• With the upper arm parallel to the water, the paddle blade should be buried, more or less.
• If you move to a canoe with higher placed seats ie from a “3/27” to a stock boat, you might want a
longer paddle.
• If possible, try a variety of paddle lengths in your canoe before purchasing any one paddle.
• Competitive paddlers can try measuring the distance from sitting chair seat height to the tip of your
nose and add blade length.
• Add 1 ½" to overall length for C-1 paddles.
• Recreational paddler should sit in a chair and measure the distance from the chair seat to the bridge
of your nose or eye-level, this is the length of your shaft and grip.
• Add the blade length of the paddle model you prefer in order to obtain the overall paddle length.
A point still open to discussion is whether a C-2 team should keep both paddles the same length, or allow each person to find their own preference. If the stern paddler has difficulty steering, having a shorter shaft than the bow person will allow for stroke synchrony. The same blade size and angle would still allow for easier stroke synchrony, regardless of length.
Sizing a kayak can be found in the CanoeKids appendix.
Grip
• The paddle grip should be a palm grip or a modified T-grip, or a T-grip
• Other styles have their place in other paddle sports.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 70 ELCC- Marathon Canoe Coach Workbook Shaft
• The shaft on all but the cheapest paddle will be oval (as opposed to round) for more comfort for the
lower hand as we as an index to the position of the blade.
• The oval is perpendicular to the blade.
• Shaft diameter varies with hand size — bigger hands may like bigger shafts.
Blade
• Two blade styles dominate in racing the standard: tear drop and the streamlined teardrop or
“Corbin” blade (Smaller surface area).
• Blade width varies from 8-8 3/4”. Wider than this is not likely to be suitable for a racing stroke rate.
• Blade length is 18”-19”.
• A blade 81/2” x 19” is 161.5 square inches.
Material
• Traditionally paddles have been made of laminated wood (first generation) and then wood
shaft/foam core blades (second generation) became popular and currently most racers use a
graphite/epoxy, hollow shaft, foam core blade paddle (third generation).
• First generation paddles are still suitable for training, rough use racing (shallow, rocky water) and
entry level racing. Weight is 18-22 oz., paddles are flexible, do require maintenance. They are readily
available made in Canada.
• Second generation paddles have largely been pushed out of the market but are available. Weight is
16 to 20 oz. and they do require maintenance. These are still made in Canada.
• Third generation paddles are light, 10 to 15 oz. and very rigid which is desirable, i.e. less energy is
wasted in bending the paddle and more is transmitted to the water.
• The blade is also thinner allowing a smooth catch and exit. The medium weight models (11-13 oz.) are
reasonably tough and will stand up to race conditions. Ultra light paddles (10 oz.) are not
recommended due to fragility and cost and are only suitable for deep water conditions only.
Maintenance is less than for a wooden paddle. Most third generation paddles are currently made in
the United States.
• There are a variety of other synthetic paddles on the market which are designed for the recreation
market and weigh in the same range as a first generation paddle.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 71 ELCC- Marathon Canoe Coach Workbook Footrests
A footrest, also commonly referred to as a “foot brace”. The goal of a footrest is to improve paddler comfort and creates a stable platform with which to generate leg power.
Seats
• Recreational canoes generally have fixed seats.
• Competitive canoes have adjustable seats that allow the paddlers to “trim the canoe” as well as
adapt to variable environmental conditions.
PFDs
• Colour - PFDs are available in many bright colours. Be sure to check the label to ensure the PFD is
Canadian approved. The Canadian Coast Guard strongly recommends bright colours for better
visibility.
• Size and Fit
o PFDs must be an appropriate size to be effective. Choose one that is comfortable and
allows free movement, including walking and sitting.
o Sizing is based on chest measurement for adults and body weight for children.
o Try on the PFD and secure all zippers and belts. Test by pulling up on the collar to insure it
does not ride-up and interfere with movement or breathing.
o Your child's PFD is too big if you can pull it over his or her ears, and the PFD is too small if
you cannot fasten all buckles and straps.
• For more information contact the Red Cross at www.redcross.ca.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 72 ELCC- Marathon Canoe Coach Workbook SAT – 10 Repairing Equipment – boathouse
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 race, and some longer term fixes.
Goals: 1. Participants understand how to safely make basic repairs to equipment.
Equipment: Patch Kit, some equipment which needs mending
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 73 ELCC- Marathon Canoe Coach Workbook REPAIR KIT
• screws • bungie cord
• nuts bolts • pliers
• wing nuts • multi bit screw driver
• rivets • red tape
• paddle clips • gloves
• hose clamps • duct tape
• velcro • 5 min epoxy
• zip ties • rivet gun
@ Coaching Association of Canada and Canoe Kayak Canada Page | 74 ELCC- Marathon Canoe Coach Workbook SAT – 11 “Feeling” Balance - classroom
Goals: Participants will ‘feel’ how centre of gravity and base of support affect balance.
Tools: Skateboard or a scooter board.
Utilize a skateboard to experiment with the concepts of a wide base of support, a low centre of gravity, and, dynamic stability.
How did you move the skateboard across the room as fast possible?
Experiment with different body positions on the skateboard. What happens when you drag a foot?
Can you get the board to move without pushing?
Where is your weight distributed while you are moving the skateboard?
Note: A safer alternative to the skateboard in a room full of adults would be a scooter board (board with four wheels), commonly found in elementary schools.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 75 ELCC- Marathon Canoe Coach Workbook SAT – 12 Launching & Loading Small Boats - lakeside
In small groups, practice launching and loading small boats. Review basic elements that must be conveyed when teaching children, teens, adults.
Goals: 1. Participants practice introducing the basic skill of balance. 2. Participants practice teaching how to launch boats.
Tools: Refer to “How to Launch Small Boats – Teaching Tips”
Equipment: paddles, a single, tandem canoe (or kayak)
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 76 ELCC- Marathon Canoe Coach Workbook How to Launch Small Boats - Teaching Tips Entering a Racing Canoe
1. Two people carry a C-2 or a C-1 out of the boat house approach the dock, holding opposite ends of the
canoe, and place the boat on the dock (if the surface of the dock is non-damaging) or on the drying
racks.
2. Facing each other on either side of the boat, the paddlers then lift the boat by the gunwales, or thwarts
and feed it into the water.
3. Another method of launching a canoe is to have two paddlers stand at either end of the canoe and carry
it to a position parallel to the dock’s edge. Reach out over the water, supporting the boat under the
bow and stern, and carefully lower the boat into the water.
4. With the paddles in the paddle holders, have the most experienced paddler get into the boat first.
5. Place your foot in the center of the boat, just in front of your seat, while hanging onto the dock.
6. Keeping low, transfer your weight to the foot in the boat, and sit down into the boat seat.
7. The first paddler gets into the boat and retrieves their paddler. Once the boat is stabilized, the second
paddler gets into the boat and retrieves their paddle in a similar fashion to the first paddler.
Note: Paddlers are discouraged, regardless of their strength and experience, from carrying boats alone. A light 3/27 can easily be made to helicopter by a gust of wind when handled by one person. This is dangerous for everybody in the vicinity, not to mention the boat.
Entering a Racing Kayak
1. With the boat sitting on the water, place the paddle across the deck immediately in front of the cockpit.
2. Crouch beside the boat facing the same direction as the bow.
3. Place the hand closest to the boat at the front of the cockpit, grasping it to secure the boat.
4. The other hand is supporting the paddler’s weight on the dock.
5. The leg closest to the boat is lifted and placed into the very centre of the boat, approximately 30 cm in
front of the seat.
6. Shifting the weight to the foot inside the kayak, bring the other foot in and cross in front of the foot
already inside the boat.
7. Staying as low as possible with the weight distributed over both feet in the boat and the hand on the
dock, the paddler will slowly ease his/her bottom backwards and down onto the seat, while controlling
the motion of the boat with the hand holding onto the kayak.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 77 ELCC- Marathon Canoe Coach Workbook Analyze Performance AP – 1 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.
Goals: 1. Participants understand basic technical progressions. 2. Participants understand that this technical progression is the standard method of teaching Canadian paddlers. 3. Participants understand that this technical progression is the same regardless of age.
Tools: Blank Teaching Technical Progressions Chart
Completed Teaching Technical Progressions Chart
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 78 ELCC- Marathon Canoe Coach Workbook THE THREE KEY ELEMENTS OF THE CANOE/KAYAK STROKE WITH THE FOUR PHASES OF THE STROKE
BALANCE
CONTINUOUS INTERACTION
BOAT PROPULSION CONTROL
THE FIVE PHASES OF THE MARATHON CANOEKAYAK STROKE
RECOVERY CATCH PULL EXIT RECOVERY
@ Coaching Association of Canada and Canoe Kayak Canada Page | 79 ELCC- Marathon Canoe Coach Workbook Teaching Technical Progression - Blank Skill Level: No Paddling Experience Age of Participants:
Element Rationale
1.
2.
3.
Key Elements:
Balance Propulsion Boat Control
@ Coaching Association of Canada and Canoe Kayak Canada Page | 80 ELCC- Marathon Canoe Coach Workbook Teaching Technical Progression – Completed Skill Level: No Paddling Experience Age of Participants:
Element Rationale
• Paddlers must understand the relationship between body position and BALANCE balance before they even get in a boat.
• Paddlers must progress from most stable to least stable position as they
acquire balance skills – think shape of the boat hull and the height of the
seats
• Good balance is the foundation of good technique.
• Necessary to understand the three principles of balance before learning
propulsion (base of support, center of gravity and dynamic stability).
• The principle of dynamic stability applies to paddling: there is stability in PROPULSION movement.
• Similar to riding a bike, a forward moving boat is more stable than a boat at
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
• Once the boat is moving forward, it is necessary to control the boat through BOAT CONTROL steering
• Boat control through switching sides
• Involves slowing, stopping, moving sideways and backwards, and steering
the boat on a desired path
• Involves different types of strokes – draw, crossbow rudder, push (also
referred to as a pry or sweep stroke)
@ Coaching Association of Canada and Canoe Kayak Canada Page | 81 ELCC- Marathon Canoe Coach Workbook AP – 2 Objective of the Stroke - classroom
In your group, develop a one sentence objective for each phase of the stroke.
NOTE: Many participants will find this activity to be redundant. However, many coaches cannot communicate this concept to a beginner let alone understand how important the very simplicity of this concept is to successful technical development.
Goals: 1. Participants understand that each phase of the stroke has a unique and important purpose to the overall objective of forward momentum.
Discussion Points:
• Objective of the Catch: to set up an efficient draw
• Objective of the Pull: to propel the boat forward by drawing the body to the paddle
• Objective of the Exit: to minimize drag on forward motion of boat
• Objective of the Recovery: to set up the next stroke
Tools: LF will use a flip chart to record ideas
My notes…..
@ Coaching Association of Canada and Canoe Kayak Canada Page | 82 ELCC- Marathon Canoe Coach Workbook AP – 3 Teaching the FOUR Phases of the Stroke - classroom
A volunteer “paddler” will be asked to kneel (or sit) on a table in the centre of the large group. Using the
“paddler”, the LF will demonstrate the Four Phases of the stroke. Emphasize five basic actions:
• Catch the water by sinking the blade quickly and squarely;
• Pull the body to the blade.;
• Exit quickly and cleanly;
• During Recovery, use as few movements as possible and recover as low as possible to set up the
next stroke efficiently.
Goals: 1. Participants understand the Four Phases of the Stroke. 2. Participants understand how each phase is correctly executed. 3. Participants are introduced to basic teaching techniques for the phases of the stroke.
Tools: Teaching Checklists for the phases of the stroke
Teaching Correct Technique
Detection/Correction Charts
Equipment: Paddles, stable tables,
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 83 ELCC- Marathon Canoe Coach Workbook Teaching Checklists for the Four Phases of the Stroke
Power (Forward) Stroke – Canoe
Perform while sitting in the racing position
1. Have the paddler sit on a chair or dock side.
2. Place the paddle into the catch position – emphasize the blade is buried – Catch perpendicular to the direction of boat travel.
3. The paddle must travel forward under the water to achieve an optimal catch. This is
best accomplished with a slicing motion from the side or a stab from above.
4. Top elbow is slightly bent with the top hand over the bottom hand (this position is
locked for the duration of the pull). Pull 5. Lower shoulder and arm are rotated forward, with the elbow fully extended. 6. Initiate the pull by driving with the foot and hip.
7. Retract the lower shoulder back towards the paddlers ear and pull the boat forward
to the paddle.
8. Pivot around a line from the top shoulder to the hip on the paddle side.
9. Top hand drives directly down into the paddle shaft.
Exit 10. Pull stops as your hip comes to your elbow.
11. Allow elbow to bend and the paddle to release from the water.
Recovery 12. Recover down to the water rather than up to the air in a quick, smooth and relaxed
manner. 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
• KISS – keep it simple
• Do not spend too much time on the dock
• Emphasize comfort and confidence versus perfect technique
@ Coaching Association of Canada and Canoe Kayak Canada Page | 84 ELCC- Marathon Canoe Coach Workbook
• While on the dock, encourage all paddlers to stay in stroke (will be beneficial in the carry over to
crew boats). Common Errors and correction techniques
• Paddling with arms only – keep your lower elbow straight during the pull phase (use
stronger muscles from your torso).
• Cavitations (noisy paddle) – caused by either not properly immersing blade at the catch, or
paddle not deep enough in the water or top hand driving forward.
• Pulling back too far – causes the boat to bob. Exit at your hips
• Paradoxical motion (body travels forward relative to the boat during the pull phase) – top
hand never travels forward relative to the boat
• Pushing sideways – top hand over your bottom hand
• Gripping the paddle too close or too far from the blade with the bottom hand – mark your
paddle shaft with tape.
Switching sides – Canoe
Perform while sitting in the racing position. 1. Switching is generally initiated by the stern paddler. 2. The stern paddler calls HUT at the beginning of a stroke, which both paddlers finish. 3. The recovery is initiated (paddle is lifted out of the water), the paddler lets go with their top hand and used the lower hand to lift the blade across the boat. 4. When the paddle blade is over the center of the boat, the free hand grasp the shaft immediately below the hand still holding on to the paddle. 5. The original bottom hand, which is now the top hand, slides up the shaft, straight to the grip. 6. It is often difficult to get a full stroke on the first stroke of the switch. 7. Paddling with two hands on the shaft rather than putting the top hand on the grip, is less effective. WHAT
• Used for boat control and maximum efficiency. Teaching Tips:
• Practice prior to getting into the boat.
• Keep one hand in contact with the paddle at all times.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 85 ELCC- Marathon Canoe Coach Workbook Feathering (stabilizing) Stroke – Canoe
Perform while sitting in the racing position
1. Back edge of the paddle is flat on the water.
2. In a planing 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.
6. Both the stern and bow paddler can perform this stroke. 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.
Check Stroke – Canoe
Perform while sitting in the racing position 1. Place the paddle in the water just in front of your hips.
2. Use the back side of the paddle, push forward relative to the canoe to stop the forward movement
of the boat.
3. Also called putting on the brakes, a “jam” stroke.
4. Both the stern and bow paddler can perform this stroke. WHAT
• Used for single purpose of slowing or stopping the boat while it has forward motion
@ Coaching Association of Canada and Canoe Kayak Canada Page | 86 ELCC- Marathon Canoe Coach Workbook Draw Stroke – Canoe (Pulling Wide)
Perform while sitting 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.
3. The active draw stroke, typically at 45° angle from the canoe`s direction of travel, combines the
steering and forward action.
4. The draw is a short stroke with the length limited by the reach of the top hand.
5. In order to be effective, the power phase must be perpendicular to the desired direction of travel.
6. Steering strokes have a greater effect the further they from the center of the canoe – example - the
bow paddler needs to reach closer to the bow, the stern paddler closer to the stern for most effect.
7. Both the stern and bow paddler can perform this stroke. 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
• As the paddle is drawn into the canoe, it must exit before it touches the canoe
Push- Pry - Sweep Stroke – Canoe
Perform while sitting in the racing position
1. The pry is the reverse of the draw stoke.
2. The stroke starts near the boat and the bow paddler pushes the canoe away from the paddle.
3. The sweep ends in a semi-circular or quarter circular motion.
4. Used in combination with a draw of a stern paddler for quick corrections. WHAT
• Used to maneuver the boat in the water, and for steering purpose Teaching Tips:
• The farther forward you reach the more effect you will have on the boat.
• The back face of the paddle should be parallel to the bow of the canoe at the start of the stroke.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 87 ELCC- Marathon Canoe Coach Workbook Crossbow Rudder Stroke – Canoe
Perform while sitting in the racing position
1. The crossbow rudder is initiated while the bowman is paddling on the side opposite to the direction
of the intended turn.
2. Without changing the position of the hands on the paddle, the bow paddler places the top hand into
the armpit of the top shoulder, the lower hand lifts the blade across the front of the canoe and places
it into the water, tight to the bow.
3. Be careful the blade is not too far away from the hull as it will pull to aggressively and stall the
canoe.
4. Lift the paddle straight out of the water and resume paddling on the same side. WHAT
• Most extreme steering stroke to turn the boat sharply Teaching Tips:
• Try the crossbow rudder while sitting in a canoe on the grass first.
• Do not change hand position on the blade.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 88 ELCC- Marathon Canoe Coach Workbook Forward Stroke – Kayak
Setup 1. Starting from correct resting position, paddler rotates forward at the hip, twists the torso and reaches forward with the shoulder and lower arm.
2. Top arm is bent at approximately 90 degrees with the hand at eye height. The
paddle side leg is ‘cocked’ and ready to be straightened.
Catch A slight pause emphasizes the mental focus of the Catch
3. Blade on the extended side is buried fully into the water while maintaining the Draw top arm position. 4. Blade is drawn back with the extended shoulder by counter rotating the trunk.
5. Top arm and shoulder are simultaneously rotating forward on the other side to
assist in propelling the paddle through the water.
Exit 6. Once the paddle has been pulled to the hip on the paddle side, the arm lifts the
paddle out of the water in smooth motion up to eye height.
7. The paddler is now set up to take a stroke on the other side and the same series Recovery of movements follow in the opposite side.
WHAT
• Used to propel boat forward in a generally straight line. Teaching Tips:
• Allow paddler to feel comfortable pulling the blade through the water before emphasizing rotation
or any other finer details of the stroke
• Make sure the grip does not change with the twist.
• Emphasize comfort and confidence versus perfect technique
• Paddlers may feel more comfortable learning stroke using paddle boards
Feathering Stroke – Kayak
1. Power face of the paddle is facing upwards and back edge of the paddle is flat on the water.
2. In a planing 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. Make sure that the paddle always stays above the water: don’t let the edge of the blade slide in.
WHAT
@ Coaching Association of Canada and Canoe Kayak Canada Page | 89 ELCC- Marathon Canoe Coach Workbook
• 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 – Kayak
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. The backside of the paddle is the side which applies pressure to the water from stern to bow.
3. 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
• Have paddlers practice on both sides.
Check Stroke – Kayak
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.
2. The backside of the paddle applies the pressure to the water. WHAT
• Used for single purpose of slowing or stopping the boat while it has forward motion Teaching Tips:
• Have paddlers practice on both sides.
Resting Position – Kayak
1. Paddler assumes a sitting position with legs together, knees bent at approximately 160 degrees
(relaxed bend in both legs) and feet are resting on footrest.
2. Weight is evenly distributed over the seat.
3. Paddle is held in the correct, resting on the knees
@ Coaching Association of Canada and Canoe Kayak Canada Page | 90 ELCC- Marathon Canoe Coach Workbook AP – 4 Objective of Effective Paddling Technique - classroom
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
Answer the following question: “What is the objective of paddling technique?” Your Notes…
@ Coaching Association of Canada and Canoe Kayak Canada Page | 91 ELCC- Marathon Canoe Coach Workbook AP – 5 Analyzing Canoe/Kayak Technique - classroom
Each coach will be asked to bring in a video of one of their own paddlers 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 Pitfalls and Corrective Measures Chart headings as a guideline, discuss what the video paddler needs to work on and how the coach might go about improving the technique.
Goals: 1. Participants can use the charts as tools to analyze paddling technique. 2. Participants can explain their charts in their own words. 3. Participants identify common pitfalls for entry level paddlers.
Tools: Blank Canoe and Kayak Pitfalls and Corrective Measures Chart
Canoe and Kayak Pitfalls and Corrective Measures Chart
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 92 ELCC- Marathon Canoe Coach Workbook Canoe and Kayak Pitfalls and Corrective Measures Chart - blank
Potential Pitfalls for Corrective Measures Key Element beginners AND children (Drills, instructions)
• Fear of falling in
• Can’t “feel” the
balance in the boat
• Not relaxed Balance • Leaning on gunnels
• Canoe and Kayak
Forward stroke
• See detailed
Correction/Detectio
n Chart Propulsion • Rotation
• Canoe and Kayak
Backwater and
Check strokes
• Canoe and Kayak
Boat Control Draw stroke • Canoe “J” stroke
• Canoe “C” stroke
@ Coaching Association of Canada and Canoe Kayak Canada Page | 93 ELCC- Marathon Canoe Coach Workbook Canoe and Kayak Pitfalls and Corrective Measures Chart – completed
Potential Pitfalls for Corrective Measures Key Element beginners AND children (Drills, instructions)
• Fear of falling in • Hold the boat while the beginner experiments with their centre of
• Can’t “feel” the balance gravity with their eyes open and closed
in the boat • Use a wider boat (mini kayaks and rec canoes)
• Not relaxed • Practice feathering on the dock
• Leaning on gunnels • Paddle with eyes closed
• Paddle kayaks with hands
Balance • Practice different positions (sitting, kneeling, standing)
• Toss paddle like a javelin then paddle over to retrieve it
• Pass the paddle over and under the boat
• Practice over leaning (how far can they lean before reaching the
point of no return)
• Emphasize leaning on the paddle while feathering instead of
leaning on the gunnels
• Canoe and Kayak • Correctly position grip (find sensations or images that paddlers
Forward stroke can relate to when their hands are in the proper grip position.)
• Revisit balance exercises and drills
• Over-focusing on • Dock Paddling
rotation • Hand Paddling
• Obstacle Courses
Propulsion • Relay Races
• Canoe Tag
• Pleasure Canoe Tug of War
• Canoe Polo
• See detailed Correction/Detection Chart for precise
modifications.
• Go back to basic skills of balance, propulsion and stroke sequence
@ Coaching Association of Canada and Canoe Kayak Canada Page | 94 ELCC- Marathon Canoe Coach Workbook Potential Pitfalls for Corrective Measures Key Element beginners AND children (Drills, instructions)
• Canoe and Kayak • Correctly position grip (find sensations or images that paddlers
Backwater and Check can relate to when their hands are in the proper grip position.)
strokes • Revisit balance exercises and drills
• Canoe and Kayak Draw • Dock Paddling
Boat Control/ stroke • Hand Paddling
Steering • Obstacle Courses
• Relay Races
• Canoe Tag
• Pleasure Canoe Tug of War
• Canoe Polo
@ Coaching Association of Canada and Canoe Kayak Canada Page | 95 ELCC- Marathon Canoe Coach Workbook AP – 6 Correction Feedback - classroom
Coaches will be broken down into small groups. Each group will be given a technical error often seen in entry level paddlers.
Using the BLANK Canoe and Kayak Detection – Correction Chart headings as a guideline, discuss the causes of the technical error and how a 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
My notes….
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ERROR CAUSE ADJUSTMENT
Noisy stroke
Bouncing boat
Pauses in stroke
Boat runs to the right or
the left
Inability to lean the boat
Poor switching; missed
stroke; hands not in
correct position
Boat zig zag
@ Coaching Association of Canada and Canoe Kayak Canada Page | 97 ELCC- Marathon Canoe Coach Workbook KAYAK Detection – Correction - Blank Skill Level: Entry level Age of Participants: All ages
ERROR CAUSE ADJUSTMENT
Lost Reach
Pulling with arm
Pulling with arm
Loss in power
Inhibition of rotation and
breathing
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
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ERROR CAUSE ADJUSTMENT
Noisy Stroke Trapping air at the catch; Paddle • Need to have clean & complete
pulled back before being fully entry; bury blade with no splash
buried; • Avoid driving forward with the top
- paddle being levered – shaft hand or body relative to the boat.
changing angle rapidly
Bouncing boat Excessive body motion; pulling • Minimize head movement; begin
back too far blade exit before hip; emphasize
smooth, fluid stroke
Pauses in stroke Mechanical paddling • Emphasis smooth, circular and
seamless stroke
Boat runs to the right or Paddler is stronger or more • Ensure boat is even; enter and exit at
the left effective on one side; incorrect same points on each side; ensure
stroke technique on one side; boat identical, ‘mirror-image’ motions on
is leaning; each side
Inability to lean the boat Novice paddler is ‘stiff’ and rigid • Relax and allow the boat to move
and probably nervous beneath the paddler; allow the core
to be supple, allow the boat to move
beneath the paddler
Poor switching; missed Lack of experience; distractions • Practice at a slower pace; keep two
stroke; hands not in hands in contact with the paddle as
correct position long as possible during the switch.
Boat zig zags - Over steering - switches being • Ensure the boat is not bow heavy
called too late (Trim the boat)Steersperson calls the
- Boat too bow down switches earlier;
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ERROR CAUSE ADJUSTMENT
Lost Reach Bottom arm bent during catch (can • Slow the stroke down
occur with a full rotation but the • Tell the paddler to lock the paddle at
Pulling with arm power is not transmitted from the the catch and do not pull unless the
back) arm is straight
Pulling with arm Limited or no trunk rotation • Tell paddler to keep chest parallel to
paddle
Loss in power • Rotate to face opposite shore
Inhibition of rotation and Too much forward lean • Sit up and stick out chest
breathing • Keep chin up
Bouncing of boat Torso bobbing with each forward • Rotation should be occurring around
stroke axis of spine thus eliminating forward
and backward movements
• Think “barber shop pole”
Side to side slewing of Stroke too far from side of boat • Keep path of the paddle in line to the
the boat at the stern keel of the boat
• Too long strokes often accompanies
Weaving the boat poor balance as it is an unstable
position
Lateral boat rock Blade pulled too far back past hip • Do not allow top hand to cross over
centre line – aim for centre of boat
Uneven or ineffective Position of hands too high or too • Hands should aim for the tip of the
application of force on low boat (from the paddler’s perspective)
blades • Use tape on shaft to ensure proper
positioning
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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 four phases of Canoe/Kayak Technique.
Equipment: paddles, seats that can be used on the dock
My Notes…
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Goals: 1. Participants have a clear understanding of the technical fundamentals that need to be developed in entry level paddlers.
2. Participants have an understanding of basic teaching technique for these fundamentals.
3. Participants are introduced to basic skills teaching techniques.
Equipment: paddles, seats that can be used on the dock and or paddle boards
Tools: Blank Teaching Correct Technique Chart
Completed Teaching Correct Technique Chart
Using some entry level 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.
After you have completed the exercise and sent the entry level 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 an entry level paddler. Record your answers on the Technical Progressions Chart provided.
My notes….
@ Coaching Association of Canada and Canoe Kayak Canada Page | 102 ELCC- Marathon Canoe Coach Workbook Teaching Correct Technique - blank Fundamentals to be Key Element developed in entry How to develop in beginners level paddlers Three principles of Wide base of support: balance: • Wide base of support • Low Centre of Low centre of gravity: gravity • Dynamic Stability • Feathering Balance • Body Position Dynamic stability:
Feathering Stroke:
Canoe and Kayak Forward stroke
Technical focus on: • Catch • Pull • Exit • Recovery CANOE: • Top hand position at catch • Straight arm pull • Sit-Up straight during recovery • Rhythm of the Propulsion Four Phases KAYAK: • Straight bottom arm at catch • Top hand position at catch • Press on the footboard with paddling side leg during the pull • Path of paddle during five phases • Rhythm of five phases
@ Coaching Association of Canada and Canoe Kayak Canada Page | 103 ELCC- Marathon Canoe Coach Workbook Teaching Correct Technique - blank Fundamentals to be Key Element developed in entry How to develop in beginners level paddlers ROTATION: Automatic, fluid and continuous movements
• Switching sides • Canoe and Kayak Draw stroke • Driving vs steering the boat
Boat Control/ Steering
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Teaching Correct Technique - completed Fundamentals to be Key Element How to develop in beginners developed in beginners Three principles of Wide base of support: use the paddle to broaden the lateral base of balance: support, introduce feathering as making the paddle an extension of the • Wide base of support boat (e.g. a pontoon), start with wider boats as they will have a wider • Low Centre of gravity base of support. On land experience difference of standing with two feet • Dynamic Stability versus one foot. • Feathering • Body Position Low centre of gravity: the lower the centre of gravity, the more stable the position. It is easiest to teach balance to entry level paddlers by keeping the centre of gravity in the boat. Have paddlers sit as low in the boat as possible (seat height). Teach paddlers that their personal centre of gravity is in their torso, experience what happens when centre of gravity is not centred over base of support and link that to keeping their centre of gravity within the boat. Demonstrate and explain how the centre of gravity can exist outside the boat while still maintaining balance.
Dynamic stability: centre of gravity starts to shift with movement. Can counteract this shift by providing another force in the opposite direction Balance (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. Stability changes considerably when the paddler is in motion because his or her centre of gravity is constantly shifting However, by using muscular strength as a counterbalance during paddling, the paddler can use this shifting effectively Most paddlers find it easier to balance while moving During the stroke the lateral point of the base of support (that is, the paddle) is dynamic, or moving, relative to the boat. The paddle is still a balancing force, as well as a propulsive one, when the centre of gravity actually moves outside the boat at the catch limit of extension of the stroke.
Feathering Stroke: teach first on the dock, back edge of paddle is flat on water, in a planing action paddler moves paddle back and forth along water surface (paddle is a big knife spreading peanut butter on the water), grip of top hand does not change, keep paddle edges above water, have paddler lean as much weight as possible on paddle. Canoe and Kayak Forward • Make sure the paddle has been properly selected and gripped stroke • Focus on a single clear objective • Keep instructions simple and to the point. Technical focus on: • Start on the dock, a paddle board or on a bench on dry land where • Catch physical manipulation can occur to ensure correct body positions. • Pull • Demonstrate the basic skills Propulsion • Exit • Teach both canoe and kayak strokes • Recovery • Emphasize comfort and confidence CANOE: • May want to break down stroke into four phases (catch, draw, exit, • Top hand position at recovery). catch • Use demonstrations and video when appropriate • Straight arm pull • Perform water warm-up drills to encourage paddlers to focus on specific objective. @ Coaching Association of Canada and Canoe Kayak Canada Page | 105
ELCC- Marathon Canoe Coach Workbook Teaching Correct Technique - completed Fundamentals to be Key Element How to develop in beginners developed in beginners • Sit-Up straight during • Practice on-water drills and techniques recovery • Emphasize pulling the body up to the blade for propulsion • Rhythm of the Four • Have paddlers focus on the ‘feel’ of the technique Phases • Work in small groups to allow for personal attention on each paddler. KAYAK: • Recognize positive aspects of an individual’s technique when • Straight bottom arm at correcting deficiencies so as to build confidence through what can be catch a frustrating process. • Top hand position at catch • Press on the footboard with paddling side leg during the pull • Path of paddle during five phases • Rhythm of five phases
ROTATION: Automatic, fluid and continuous movements • Switching sides • Make sure the paddle has been properly selected and gripped • Canoe and Kayak • Start on the dock, a paddle board or on a bench on dry land Draw stroke • Demonstrate the basic skills • Driving vs steering the • Teach both canoe and kayak strokes boat • Emphasize comfort and confidence • May want to break down stroke into five phases (catch, pull, exit, recovery). Boat Control/ • Emphasize pulling the body up to the blade for propulsion • Steering Ensure that the kayak grip does not change with the twist • Explain the use of the toe board and rudder for directional control of a kayak
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ELCC- Marathon Canoe Coach Workbook Supporting the Competitive Environment SAC – 1 Reading Water – classroom
Goals: 1. Participants will gain a basic understanding of water flow and how it relates to paddling
Equipment: drawing board, writing implement, table, objects to simulate obstructions
Reference: Reading the river
My notes:
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ELCC- Marathon Canoe Coach Workbook Reading the River
Rivers are classified according to the swiftness of the water flow, which is dictated by the drop in elevation and the quantity of water being pushed through limited special boundaries. It is not the intent of this resource to provide a detailed look at the specific elements utilized to classify rivers; however, it is helpful to have a fundamental understanding of the movement of water through a river and the effect of obstacles and current as it relates to its effect on a boat. Think of paddling marathon as paddling whitewater under a microscope. The principles that are used to navigate a boat through a series of rapids are the same ones that you see when paddling marathon in swift current, or as in the waves that come off of one or several boats while in a pack.
Classification of whitewater - Adapted from the International Scale of River Difficulty
The most widely used grading system is the International Grading System, where whitewater (either an individual rapid, or the entire river) is classed in six categories from class I (the easiest and safest) to class VI (the most difficult and most dangerous). The grade reflects both the technical difficulty and the danger associated with a rapid, with grade I referring to flat or slow moving water with few hazards, and grade VI referring to the hardest rapids which are very dangerous even for expert paddlers, and are rarely run. Grade-VI rapids are sometimes downgraded to grade-V or V+ if they have been run successfully. Harder rapids (for example a grade-V rapid on a mainly grade-III river) are often portaged, a French term for carrying. A portaged rapid is where the boater lands and carries the boat around the hazard.
A rapid's grade is not fixed, since it may vary greatly depending on the water depth and speed of flow. Although some rapids may be easier at high flows because features are covered or "washed-out," high water usually makes rapids more difficult and dangerous. At flood stage, even rapids which are usually easy can contain lethal and unpredictable hazards.
• Class 1: no rapids, smooth flowing water
• Class 2: some rough water--the line is easy to see and pursue
• Class 3: whitewater but very safe for larger rafts; kayakers and canoeists should have
• good rolling or self-rescue skills
• Class 4: whitewater for experienced paddlers only; the route through the rapids may require quick
maneuvering
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ELCC- Marathon Canoe Coach Workbook
• Class 5: whitewater for advanced paddlers; scouting the rapid may be required, and there may be hidden
hazards which require precise maneuvering
• Class 6: impassable or exploratory; for teams of experts, taking all safety precautions
What to watch for
• Keep your head up! Look at where the water is flowing and how that relates to where you want to go.
• Watch for easily visible rocks, water features formed by rocks under the surface, other hazards in the
form of broken logs or debris in the water.
• Look far downstream to figure out where the current ends. Does the main flow enter on one side, but
finish in a waves bouncing on the other side? You might see some rocks above the water deflecting the
current. Figuring out why the current was deflected is the key to reading the rapid.
• It is always a good idea to "scout" or "reconoiter"- if you’re not sure of the route, advanced scouting of
the waterway may be in order.
• One more rule of thumb for moving water when your travelling is to stay one third out from the inside of
the turn. That way you’re not subject to hitting sweepers, logjams etc. that are in the water.
Features found in whitewater
On any given rapid or fast moving water, there can be a multitude of different features which arise from the interplay between the shape of the riverbed and the velocity of the water in the stream.
• Eddy: an eddy is formed when moving water meets an obstacle like a boulder, creating a void behind the
object. The water divides and flows around the obstacle. On the upstream side, the water bunches
together creating a pillow. On the downstream side the re is a corresponding vortex which is the eddy.
• Eddy lines are created where calm water and moving water meet (water is flowing in opposite
directions). Eddies are also created when the river travels around a corner. The water wants to go in a
straight line and pushes to the outside of the corner. This results in a vortex or eddy on the inside of the
turn. The strength of the current and the sharpness of the turn will determine the force of the eddy and
the strength of the eddy lines- eddy - calm water (to park in) behind an obstacle in moving water
• Strainers: Strainers are formed when an object blocks the passage of larger objects but allows the flow
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ELCC- Marathon Canoe Coach Workbook
object or body against the strainer and then pile up, pushing it down under water. Strainers are formed
by many different objects, like storm grates over tunnels, trees that have fallen into a river ("log jam"),
bushes by the side of the river that are flooded during high water, or rebar from broken concrete
structures in the water.
• Sweepers: Sweepers are trees fallen or heavily leaning over the river, still rooted on the shore and not
fully submerged. Its trunk and branches may form an obstruction in the river like strainers. Since it is an
obstruction from above, it often does not contribute to whitewater features. But it should be mentioned
here because in fast water sweepers can pose a serious hazard to paddlers.
• Hydraulics: As water flows over an object, it creates a depression behind the object, and water flows
back upstream to fill the depression. A hydraulic results when the water flowing upstream is pronounced
and recirculates behind the object. A boil line appears where the upstream and downstream waters
separate. Hydraulics can be dangerous, so caution is advised.
• Waves: As water flows down a chute it gains speed. When the water hits river bottom, the energy is
dissipated into a series of standing waves.
• Standing waves: Standing waves result from the slowing down of a fast current and are usually
associated with deep water. Due to the increase depth required to produce standing waves, they are not
usually associated with any debris. Because of the rough and random pattern of a riverbed, waves are
often not perpendicular to the river's current. This makes them challenging for boaters since a strong
sideways or diagonal wave can throw the craft off.
• Ferrying: A ferry is a maneuver that uses the flow from the current to get you across the river, from an
eddy on one side to an eddy on the other side.
o To start a ferry, position yourself nearly parallel to the eddy line. Then establish a slight angle to
the oncoming current, and prepare to speed across the eddy line.
o This position is often the most important part of the ferry. It requires paddle control and finesse.
Backing up, then drawing or sculling may be necessary to move into place. With experience, you
will learn to jockey into position.
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ELCC- Marathon Canoe Coach Workbook
o Once you are positioned close to the eddy line, start looking at the current direction and speed.
The current next to the eddy line has usually been deflected by rocks, so it flows in a different
direction than the main flow. Establish an upstream angle to move your boat across the current.
That angle depends on the speed of the water; The faster the current, the more you'll need to
point straight upstream. If you are unsure of the angle, pointing straight upstream is more
conservative. The goal is to keep your bow from getting pushed downstream.
o Crossing the eddy line is a crucial point in keeping your ferry angle. The bow is in the current, and
the stern is in the eddy, so different forces are acting on your boat. Maintaining good forward
speed reduces the time these forces have to alter your course.
o Stroke timing and placement is important. The instant your feet reach the oncoming current you
should be poised for a stern draw correction on the downstream side of your boat, in case your
boat turns downstream. Realize the importance of correcting the angle from the stern when
ferrying. The end of the forward sweep, the stern draw, works with the current to turn the boat.
The first part of a sweep stroke doesn't correct a ferry angle as well since it pushes the bow
against the current.
Lean downstream!
Adapted from http://www.mmadventure.com/rafting/river_grade.htm http://www.performancevideo.com
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ELCC- Marathon Canoe Coach Workbook SAC – 2 Race Planning/Tactics – classroom
Answer the following question: Tactics are techniques used gain an advantage over teams of a similar speed. In small groups, come up with 2-3 techniques that you could use to your advantage in a marathon canoe race. Be prepared to flipchart and talk about your techniques in 10mins
Goals: 1. Participants can identify techniques to gain the advantage in a marathon canoe race. 2. Participants can identify counter tactics to implement .
Reference: Use list of potential race tactics
My notes…
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ELCC- Marathon Canoe Coach Workbook RACE TACTICS
• Washriding
• Manipulating the pack
• Arriving at shallows first
• Leading upstream
• Using obstacles to your advantage
• Buoy turns
• Patience
• Following less direct routes but more advantageous
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ELCC- Marathon Canoe Coach Workbook SAC – 3 Performance Nutrition – classroom
Goals: 1. Participants explain the importance of proper hydration and nutrition during a marathon race.
Equipment: drawing board, writing implement
Reference: Performance nutrition http://www.coach.ca/eng/nutrition/search.cfm
My notes…
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ELCC- Marathon Canoe Coach Workbook Performance Nutrition
The saying, Ayou are what you eat@ might be tailored to a paddler, Ayou look and feel, how you eat!@ Research shows that what you eat and drink has a tremendous effect on exercise performance. So whether you’re playing soccer with your children or colleagues, doing resistance training, or taking on the training demands of a marathon, your performance depends not only on your training methods, but also on eating the right foods.
Meeting energy needs become a top priority for any person involved in balancing the demands of work and extra physical activity. The main fuel used by the body during exercise is carbohydrate (e.g. from grains, fruit, vegetables), which is stored in muscle as glycogen - a form of sugar. During exercise, muscle glycogen reserves can be used up, especially when activity lasts longer than 60 to 90 minutes. Because the amount of glycogen that the body can store is limited, it is important to replace glycogen stores between exercise sessions by consuming a diet that is high in carbohydrates. Meeting energy needs can help improve performance during the sport, as well as improve overall strength and endurance.
Energy needs increase as the amount and the intensity of exercise increases. Whether your activity requires short bursts of effort or is an endurance event, carbohydrate is the main source of energy.
There are three key components of performance nutrition:
1. Quantity: How much food and fluids are required to be consumed on a daily basis to meet the
energy demands for optimal performance.
2. Mix: The right mix of each of the different nutrients based on current body weight and dietary
goals.
3. Timing: When is the right time to eat and drink to optimize training and recovery.
1. Quantity Meeting your individual needs are based one:
• Gender
• age
• current body weight
• height
• physical activity level B this will change as your training goals change over the year
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ELCC- Marathon Canoe Coach Workbook
• training frequency, duration, intensity
• goals: performance, weight, training
2. Mix
The mix of nutrients highly depends on the previously identified goals. However, during the planning consider:
• over 60% of total calories should come from carbohydrates.
• Carbohydrate requirements are based on bodyweight and training frequency, duration, and intensity.
- 1 to 1.5hr daily training - 5 to 7g carbohydrates/kg body weight
- 2hrs daily training - 7 to 10g carbohydrate/kg body weight
- 4+ hr daily training - 10 to 12g carbohydrates/kg body weight
• Protein requirements are increased during periods of intense training. These requirements are easily met
through dietary means and do not require additional supplementation.
- 1.2 - 1.6g/kg body weight/day
• Hydration levels are crucial to maintain a high blood volume during training (a high blood volume is
required as the transporter of oxygen).
• Know your sweat ratio! This will help you determine how much fluid you should be drinking after
exercising.
1. Weigh yourself in kilograms prior to your workout
2. Weigh yourself in kilograms after your workout
3. Your sweat loss in liters = bodyweight before - bodyweight after*
*add on any additional fluids you may have consumed during your workout
4. Your sweat ratio = sweat loss (L) / length of your workout (hr)
Example: Pre workout weight = 60kg
Post workout weight = 59kg
Consumed water = 500ml
Workout length = 1hr
Sweat rate = 60 - 59kg = 1 + 500ml = 1.5L / 1hr
3. Timing
Scheduling meals is an important consideration when training. It is important to eat frequently and to allow enough time for proper digestion of food before beginning a workout. A schedule may look like:
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ELCC- Marathon Canoe Coach Workbook
AM snack
Lunch
PM snack º Training session
Supper
Bedtime snack Pre-exercise
Before exercise, it is important to ensure that you are well fuelled and hydrated. A poorly fuelled and/or hydrated body is often the reason why athletes/exercisers report less than optimal performances. In fact, research shows that individuals who eat before exercise, have shown to improve performance as opposed to those who exercise in a fasted state.
The pre-exercise meal or snack should be sufficient to prepare you for the upcoming activity. The following general guidelines, from the Dietitians of Canada, the American Dietetic Association, and the American College of Sports Medicine, for meals and snacks should be used:
• they should contain enough fluid to maintain hydration
• be low in fat and fiber to facilitate digestion
• be high in carbohydrates to maintain blood glucose levels and maximize glycogen stores - 1 to 4g
carbohydrates/kg body weight
• contain a moderate amount of protein
• composed of foods familiar to the athlete
Examples include:
• ham and cheese sandwich on brown bread
• low fibre cereal with low fat milk
• pasta with cheese
• granola bar with low fat yogurt
• raw vegetables and low fat milk
• power bar and fruit juice
• peanut butter and banana sandwich
Generally, smaller meals should be consumed in closer proximity to the event to allow for proper digestion, and larger more substantial meals should be consumed 3-4 hours prior to the competition/exercise. It is important to
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ELCC- Marathon Canoe Coach Workbook note that these are general guidelines, and it is suggested that the exerciser develops a strategy that works best for them.
During Exercise
There is some debate on whether consuming carbohydrates improves performance in events lasting one hour or less. Some research suggests that it is beneficial for athletes who exercise in the morning, following an overnight fast, when liver glycogen stores are low. Consuming carbohydrates under these conditions might help maintain blood sugar levels and improve performance.
For events lasting over 1 hour, consuming carbohydrates during the session has shown to extend endurance performance. It is recommended that approximately 30-60 g/hour be consumed for longer endurance events (or
0.7g to 1g/kg body weight per hour). This recommendation appears to be more important for those individuals who have not carbohydrate-loaded, have not consumed a pre-exercise meal (i.e., exercising on an Aempty stomach@), or have restricted energy intake for weight loss.
For bouts of exercise greater than one hour, carbohydrate intake should begin shortly after the start and be taken in roughly the same quantity, and at regular intervals. The type of carbohydrate should be one that can be easily digested and can be in either liquid or solid sources.
Post-exercise
The post-exercise meal is an essential component of training as it plays a role in maximizing recovery between exercise sessions. The goals of the session should be to provide carbohydrate to replace muscle glycogen used for fuel and to provide protein to help repair muscle tissue.
• Ideally, the post exercise snack should be consumed in close proximity to the end of the session - 15 to
30 mins post completion of the session. This has been linked with improved recovery.
• The post exercise meal should contain both carbohydrates, protein and a small amount of fat.
• A quick and easily accessible post-exercise snack is:
• 250 ml of chocolate milk
• 250 ml of apple sauce
• 1 fruit source bar
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ELCC- Marathon Canoe Coach Workbook
• 8 squares of graham crackers
• 1 small bagel with cream cheese
• 600ml of corn flakes (or other grain cereals)
• 1 pouch of instant oatmeal
• 20 pretzels
• 250ml of cooked white rice
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ELCC- Marathon Canoe Coach Workbook SAC – 4 Buoy Turns – lakeside
Goals: 1. Participants will practice buoy turns in flatwater.
Equipment: boats and paddles
Soft buoy tethered in place
Reference: Buoy turns
My notes:
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ELCC- Marathon Canoe Coach Workbook Buoy Turns
Buoy turns occur where race organizers need paddlers to make a sharp turn, often to keep the boats in front of spectators, like a finish loop, or to change the direction of travel in an upstream downstream race. On flatwater, the fastest route is to come in slightly wide on the buoy, and finish the turn tight.
Upstream buoy
1. When paddling to an upstream buoy, the current must be taken into account. The turn will be late as
the current will sweep the boat down onto the buoy.
Downstream buoy
1. In a downstream buoy, the turn is started early, as the current will sweep the boat downstream past
the buoy.
NOTE: All buoy turns are complicated by multiple boats approaching the buoys together. Yield to the lead canoe who has the right of way.
Buddy turns
1. Two boats approach the buoy at the same time, one slightly behind and inside of the other.
2. The lead boat initiates the turn.
3. The second boat allows their bow to contact the stern of the lead boat within a meter from the stern,
driving the lead boat around the buoy.
4. The bow of the second boat is forced around the corner by the stern of the lead boat.
5. Note: there needs to be communication between the two boats prior to any contact.
6. Caution with this maneuver, as not all paddlers approved of this technique.
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ELCC- Marathon Canoe Coach Workbook SAC – 5 Washriding – lakeside
Goals: 1. Participants will practice riding stern and side wash
2. Participants to proactive and observe teaching paddlers how to ride stern and side wash
Equipment: a minimum of 2 boats, paddles
Reference: Washriding
My notes:
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ELCC- Marathon Canoe Coach Workbook Washriding
Washriding is surfing the waves created by another boat. As boats travel through the water, they create waves or wash. The waves form in 2 patterns at the side and behind the stern.
The bow waves originate at a about the bow paddler and go out to the side making an angle of about 60° with the keel line of the boat. The stern waves follow the boat perpendicular to the keel line and are spaced about one rd boat length apart. The largest stern wave is closest to the boat. After about the 3 wave, they become too small to effectively ride.
Waves “push” either parallel or perpendicular to their direction of travel. For this reason, the stern wave is easier to ride then the side wave. Riding side wash requires constant steering as the wave tends to turn the following boat into the lead boat.
In order to surf, the canoe must be going downhill on the wave. The bow of the canoe must sit in the trough while the center of the canoe is just in front of the crest. If this position is maintained, it results in energy savings for the canoe that is drafting. There is no effect on the lead boat aside from tactical disadvantage.
Washriding takes a high degree of boat control (side wash more than stern wash). Every boat traveling through the water makes waves or wash. If there are several boats in the pack, the waves will interfere with each other. If the waves are in phase with each other, the effect will be additive and you may have a wave twice as large to ride. If the waves are out of sink, they may disappear completely.
Because the boats producing the waves are all traveling, the waves they are generating are constantly changing.
The boat direction and water depth also affect the quality and direction of the waves.
Teaching tips
• Try riding a small motor boat wash to get the feel of surfing.
• Start with one other boat before a pack.
• Work at facilitating each others wash riding (take turns leading).
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ELCC- Marathon Canoe Coach Workbook
Knowing that wash riding is beneficial to your speed is one thing, getting good at it is another and it takes lots of practice and excellent boat control to learn how to wash ride properly. From a tactical point of view you may have to think kilometers ahead to the next turn or narrow point on the course to be well positioned in a pack.
Even when surfing small waves positioning is important as being on the wrong side of another boat can compromise your race in no time.
Practice makes perfect!
Stern wash riding
To take advantage of this ride, look for the “V” that comes off of the stern of the boat in front of you. Place the bow of your boat a foot or two behind the stern of the boat ahead of you, directly in the “V”. The farther back you are the weaker and lower the wave, and the more work and energy it will take to stay on the wave.
Advantages of stern wash • Easiest and best ride
• Maximum energy conservation
• Out of view of your competitor (strategize)
Side wash riding
The most efficient position commonly known as the “sweet spot” is found approximately two feet to the side and three to four feet behind the lead boat. This spot changes depending on the water depth and the boat speed.
Advantages of the side wash • The side wash is easy to ride once you are on the wave.
• Better in shallow water or a tactical situation Disadvantages of the riding side wash
• Requires good boat control to avoid sliding into the lead canoe
Research says…
Washriding is used to reduce water resistance by riding on the wave produced by the lead paddler. Although this requires some technical skill, the returns, in terms of economy, are significant. Gray and his colleagues studied 10 male kayak paddlers from the Canadian National team under wash riding and not-wash riding conditions. By using a portable telemetric devise, they measured the oxygen cost of steady paddling at a standardized 10K race
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ELCC- Marathon Canoe Coach Workbook pace (3.7m/s) in a a K-1 under both conditions. Results demonstrated a decrease in oxygen consumption of 11% while using wash riding. It was concluded that wash riding during kayak paddling confers substantial metabolic savings at the speeds tested. This has implications for the design of training programs and competitive strategies for flatwater distance kayak racing (The International Journal of Sports Medicine May 1995: Vol. 16 Issue 4. p. 250-
254).
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ELCC- Marathon Canoe Coach Workbook SAC – 6 Portaging – lakeside
In groups of 4, practice portaging coming in and out on a fixed surface without stumbling.
Goals: 1. Participants will learn and safely practice the skill of portaging. 2. Participants to practice observing and teaching the skill of portaging.
Equipment: boats, paddles
Reference: Portaging
My notes:
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ELCC- Marathon Canoe Coach Workbook Portaging
A portage refers to the practice of carrying a boat over land to avoid an obstacle on the water route. This may include rapids or a waterfall or a road. Portaging in races may be off a gradual sand beach or a sheer drop off a dock or bank. For a bank or dock proceed as in launching small boats.
From a beach into shallow water, the bow paddler stows the paddle and drinker line, puts 2 hands on gunwales and both feet over one gunwale, then slides hand to handle without losing contact with the canoe. The stern paddler has stowed drinker line and provides a few more paddle strokes to keep up the momentum of the canoe
At the point the bow paddler is out and pulling the canoe, in the water, the stern paddler has stored his paddle and goes over the opposite gunwale to the bow paddler, keeps hold of the canoe continuously and signals the lift of the canoe when ready, on the run.
Continuous Motion
When well done, the portage start has the canoe continuously going forward and does require proficiency and timing of the crew. The end of the portage has the bow paddler sit in first and start paddling while the stern paddler “scooters” forward and jumps in. The bow paddler stabilizes the canoe (power stroke or brace) while the stern paddler gets in. Again, when well done, the canoe is moving forward continuously.
Portaging is viewed by -many paddlers as a necessary evil. As a coach, you gain advantage for your teams by taking the time to demonstrate and practice the necessary skills for a fluid portage.
Which Way?
Portaging right side up (with the bailer open) should be used for short portages or it your gear is not well rigged.
Portaging upside down is more comfortable for longer runs as well as immediately empties any water in the canoe. In a strong cross wind the Bernoie effect will cause lift on a boat upside down and conversely, strong pressure on a boat upside right.
Options
To avoid damage to canoes, a log 18’ x 6” long can be used to practice running with 40 pounds (18 kg.) on a crews shoulders and can be made heavier, a different form of weight training for advanced paddlers. Running with blocks or medicine balls can also be used by individuals in training.
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ELCC- Marathon Canoe Coach Workbook
During portage the stern person- should call a switch of shoulders as necessary for comfort. If bank runners are used to re-supply water, this must be practiced also.
Benefits
When two evenly matched paddling crews complete the skill and conditioning for the portage can be the difference that allows you to escape a comparable, wake riding, adversary. A race is rarely won on a portage but can easily be lost.
Common Errors
• Beach landing:
o One of the paddlers lets go of the canoe and stops the fluid motion
o both paddlers must keep contact with the canoe throughout
o Bow person tries to lift the canoe before stern person is out
o Paddler(s) forget to stow paddles, drink tubes, etc. causing the equipment to fall out during
the portage - paddlers need a well practiced drill and rigging in place to make this smooth.
• Dock or Bank: Paddlers forget order of entry/exit, misstep off the keel line, paddlers need a well
practiced drill.
In Conclusion, you must know your sequence for both types of portage and practice regularly. Practice for all types of portage that you are likely to meet in a race.
Portaging a racing single canoe or kayak
1. Stow your paddle as you approach the landing
2. Stand up in the boat (single leg squat, one fluid motion up)
3. With one leg in the boat, step out with the land side leg as you reach to lift up the boat with the
other hand
4. Either press the boat up to your shoulder OR you can hold onto the gunwale and carry the boat in
your hand.
5. If you are carrying the boat on your right shoulder, your right arm will go underneath the canoe and
hold unto the gunwale. The left hand in now available to carry the paddle.
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ELCC- Marathon Canoe Coach Workbook SAC – 7 Boat Transportation – lakeside
Goals: 1. Participants will demonstrate appropriate and effective ways to transport canoes and kayaks.
Equipment: boats – canoes and kayaks
Vehicles with appropriate racks
Ropes or straps
Reference: Transporting boats
My notes…
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ELCC- Marathon Canoe Coach Workbook Transporting boats
Most frequent damage to canoes is in transit. A coach should make sure that any club boats are tied securely to a rack, on an automobile roof or canoe trailer. Train all novice paddlers in proper tie downs. Tie rope rack and make loop on other end, run second rope through loop and use the loop to cinch down and tie off the second rope to itself.
Care must be taken with cinching as it can damage the hull but you also do not want the canoe to slide in a panic stop. Make sure the rack is padded to protect the gunwales and also to prevent sliding. Some scrap rug material glued on the racks will work.
Boats are best secured with a roof rack base of 2 M or wider. This helps to control the amount of strain from crosswinds while driving on the highway. If the boats must be loaded on a shorter base, the ends should be secured better to help stop the boat from twisting on the rack. When bow and stern tie downs are used, it is safest to secure the rope to the vehicle/ trailer and then tie to the boat. If one of the ropes is untied and the vehicle is moved, the rope may go under the wheels, but it will not break the boat in half as it would if it were tied to the boat and the free end were driven over.
In many places in the country winds in excess of 60 kmph are common. It is important not to underestimate the force this places on the bow rack in particular. There have been many boats broken when roof racks broke or were torn from the roof by large wind gusts. It is quicker to drive a little slower in these conditions!
As with any equipment issue, keep your eyes open for new and creative solutions at races. Most people are happy to share their ideas.
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ELCC- Marathon Canoe Coach Workbook Section 5
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:
• make overheads of various tools,
• make copies and distribute them as reference materials to your club, athletes, and parents,
• 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.
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ELCC- Marathon Canoe Coach Workbook Things to Bring to a Race
A Checklist
EQUIPMENT COACHING TOOLS PERSONAL
• Canoe paddles • Watch • Rain gear
• Kayak paddles • Clipboard • Cold weather wear
• PFDs • Tarp/tent • Hot weather wear
• Boats • Chair(s) • Hat
• Kayak seats • Paper • Sunscreen
• Foot rests • Pencils and magic • Sunglasses
• Foot brace markers • Lunch / Snack food
• Tool box • Masking tape • Water
• First aid kit
• Duct tape
• Repair kit
• Red tape
• Paddle clips
• Bungee cord
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ELCC- Marathon Canoe Coach Workbook "Typical" Race Coaching Tool Kit Contents
• gloves
• epoxy/resin (5 minute and normal curing time)
• coat hanger wire
• wire cutters
• needle nose pliers
• various sized wingnuts and clamps, both brass and stainless steel
• footrests (a few spare pieces of wood to make one if necessary)
• steering cable
• rudder wheel
• rudder
• hand saw
• hammer
• a multi head screwdriver
• Swiss army knife/leatherman
• duct tape, red tape and packing tape
• sandpaper
• bungee cord
• rivet gun and rivets
• zip ties
• hose clamps
• velcro
• paddle clips
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ELCC- Marathon Canoe Coach Workbook 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 dd mm yyyy PM PM PM
CHARGE PERSON, DESCRIBE THE INCIDENT: (what took place, where it took place, what were the signs and symptoms of the patient)
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…
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ELCC- Marathon Canoe Coach Workbook
ACCCIDENT 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
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ELCC- Marathon Canoe Coach Workbook TRACKING TOOLS Attendance Chart
Name Monday Tuesday Wednesday Thursday Friday
am am am am am pm pm pm pm pm
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am am am am am pm pm pm pm pm
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am am am am am pm pm pm pm pm
am am am am am pm pm pm pm pm
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am am am am am pm pm pm pm pm
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ELCC- Marathon Canoe Coach Workbook
WEEKLY KILOMETRE CLUB Name of Paddling Group: Week Starting: Week Ending:
Name MON TUE WED THUR FRI SAT
Daily Totals
GRAND TOTAL:
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ELCC- Marathon Canoe Coach Workbook 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
Component Date Comment
Rules/Safety
Balance
Canoe
Kayak
Endurance
Speed
General Comments:
Coach’s Signature: Date: ______
Adapted from Canoe Kids
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ELCC- Marathon Canoe Coach Workbook
Section 6
Marathon Canoe
Entry Level Competitive Coach
Evaluation MATERIAL 2014
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ELCC- Marathon Canoe Coach Workbook Introduction
This Evaluation process has been designed to meaningfully assess whether or not a coach can competently demonstrate the four outcomes required of an Entry Level Competitive Coach. The required criteria are outlined in the Coaching Outcomes and Criteria section of this package.
The four outcomes are evaluated using the following methods:
1. CAC Online evaluation system – Outcome 1 (Ethical Decision Making)
2. On-site evaluation – Outcomes 2 and 4 (Support to Athletes in Training and Analyzing Performance)
3. Submission of one practice plan and EAP – Outcome 3
Process
Each part contains detailed steps for completing the Evaluation. It is the responsibility of the coaching candidate to contact the Evaluator when they feel they are ready to be evaluated. Each coaching candidate should receive a copy of the Candidate’s Evaluation Package at the conclusion of the Entry Level Competitive Coach course or directly from an Evaluator. This package outlines in detail the Evaluation process, performance expectations and marking scheme for the candidate.
Timing
The Evaluator and the coaching candidate shall jointly determine when each component will be evaluated.
Some may choose to submit the practice plan, EAP and On-Water Evaluation on the same day, others may choose to submit the plan ahead of time. This is up to the Evaluator and coaching candidate.
Candidates should allow a minimum of four weeks between taking the Entry Level Competitive Coach course and the Evaluation. This will allow them time to implement the knowledge and practice the skills learned during the course.
Feedback
During an Evaluation, the Evaluator EVALUATES, he/she does not TEACH. However, as the Evaluation process has been designed to be a positive learning experience, some feedback is required. The Evaluation tools have been designed to allow the evaluator to provide objective feedback. Each tool also has room to record subjective comments. The Evaluator may wish to use this opportunity to provide praise on things particularly well done, thus reinforcing positive coaching behaviours. Or, extra information on a particular situation
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ELCC- Marathon Canoe Coach Workbook experienced during the Evaluation may be provided. The Evaluator may also wish to use the opportunity to explain why you did not believe that some coaching behaviours were adequately demonstrated. In the case of the latter, comments shall be constructive and provide the coach with a direction for improvement (i.e., more practice, talking to more experienced coaches, reviewing the course materials, etc.).
Every candidate should walk away from the process feeling that they have learned something regardless of the outcome.
Marking Scheme
A detailed marking scheme is included in this package. If a candidate does not score a passing mark in a particular outcome, he or she must undergo another Evaluation for that outcome. All re-Evaluations are up to the discretion of the Evaluator. There should be a minimum of one week between the initial Evaluation and a re-Evaluation.
Once the candidate has been accredited with all four outcomes, they will be certified as an Entry Level
Competitive Coach by the Evaluator.
Automatic failure
The demonstration of one or more of the following behaviours during an Evaluation will result in an automatic fail for the specific outcome being evaluated..
1. SAFETY -- Endangering the health of an athlete or any other person regardless of whether the behaviour
was accidental or intentional.
2. HARASSMENT AND/OR ABUSE -- Demonstrating harassing or abusive behaviour towards an athlete or any
other person. Harassing behaviour may consist of repeatedly humiliating or intimidating someone, making
racist comments, threatening someone with physical harm, making cruel personal jokes or teasing someone
about their body or sexual orientation. Abusive behaviour may consist of name calling, swearing,
threatening, ridiculing, intimidating, isolating, hazing, ignoring a person’s needs, slapping, hitting, shaking,
kicking, pulling hair, pulling ears, striking, shoving, grabbing, hazing, or excessive exercise as a form of
punishment.
3. DISREGARD FOR FAIRPLAY – Violating CKC-Marathon competition rules and/or the CKC Code of Ethics
and/or the Coaching Association of Canada Code of Ethics.
4. LOSS OF CONTROL OF ATHLETE GROUP – Athletes clearly not responding to directions of coach by
wandering off, and/or not following workout instructions, and/or displaying unsafe, abusive and/or
harassing behaviour.
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ELCC- Marathon Canoe Coach Workbook
5. DEMONSTRATION OF DISRESPECT FOR ATHLETES, PEERS, VOLUNTEERS & EQUIPMENT – Violation of
the CKC Code of Ethics and/or the Coaching Association of Canada Code of Ethics.
Certification
Once a candidate has been accredited with all four outcomes the Evaluator will CERTIFY the candidate as an
Entry Level Competitive Coach. In order to register this certification the Evaluator must submit the following paperwork to the PTSO.
• A copy of the fully completed Evaluation registration form.
• A copy of the completed marking scheme.
• A copy of the Practice Plan and EAP.
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ELCC- Marathon Canoe Coach Workbook
ELCC-Marathon Practical Evaluation Registration Form
Name of Coaching Candidate:
NCCP CC Number:
Mailing Address: Apartment Number and Street Address
City Province Postal Code
Date Outcome #1 (Ethical Decision Making) successfully accredited:
Date Outcome #2 (Support Athletes in Training) successfully accredited:
Date Outcome #3 (Plan A Practice) successfully accredited:
Date Outcome #4 (Analyze Performance) successfully accredited:
The following to be completed after the Coach has been successfully accredited with all four outcomes.
I recommend
Print Evaluator’s Name Print Candidate’s Name be fully certified as a Marathon Canoe/Kayak Entry Level Competitive Coach.
Evaluator’s Signature Date
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ELCC- Marathon Canoe Coach Workbook
Canoe/Kayak ELCC Marathon Evaluation Matrices
@ Coaching Association of Canada and Canoe Kayak Canada Page | 144 ELCC- Marathon Canoe Coach Workbook Canoe/Kayak Marathon ELCC Evaluation Coach CC number: C C Name Surname First Plan a Practice Mark Evidence of Achievement Comments Scoring • Practice plan identifies a goal or a series of key 0 1 elements that will be addressed in the practice • Practice plan identifies basic information include, Not There. No evidence appears on plan All There. date, time, location, number of athletes, level of athletes. • Practice plan indicates basic logistical needs (i.e.
facilities and equipment) to match the overall goal. Sufficient detail of evidence • Practice plan has a clearly identified goal that is consistent with NCCP growth and development principles • Practice plan is organized into main segments that include an introduction, warm-up, main part, cool- down and a conclusion. • Duration of the practice and each practice segment
Logistics & Structure are identified on a timeline. • Plan includes a list of key factors or teaching points that relate to the overall goal.
TOTAL POINTS • The location of telephones and emergency telephone
numbers • Specific directions to reach the activity site, which may include a map or a list of key instructions • Location of a fully stocked first aid kit • Designated charge person and call person with roles and responsibilities. Emergency Action Plan TOTAL POINTS Mark Evidence of Achievement Comments Scoring • Practice activities are effectively described (i.e. 0 1 2 3 diagrams, explanations, key points)
• Planned activities are allotted enough time to develop No evidence present the practice criteria. A different coach would have difficulty implementing Some evidence, limited detail criteria. A different coach could implement the practice Good evidence, sufficient detail and accuracy to meet overall enhancing the practice. meet overall criteria. Plan would assist a different coach in Exceptional evidence with exc the skills and or tactics identified by the goal.
• Planned activities contribute to the development of skill (s) and are appropriate to the stage of skill
development (Acquisition, Consolidation, Refinement) • The practice plan indicates key factors (coaching points) that will be identified in the practice activity.
• Planned activities contribute to the development of athletic abilities, are appropriate for the sport, and are
ellent detail and accuracy to consistent with NCCP growth and development and accuracy to meet overall principles. • Activities are purposeful and link to overall practice goal.
Appropriate Activities • The duration of the practice and each practice segment are consistent with NCCP growth and development principles.
• Planned activities reflect awareness of, and control for potential risk factors TOTAL POINTS NI = Needs ME = Meets EE = Exceeds Rank Planning Element (NI, ME, EE) Improvement Expectations Expectations
Identifies appropriate logistics for practice < 6 6 7
Design an Emergency Action Plan < 3 4 > 5 Identifies appropriate activities in each part of the practice < 8 9-14 (No 0s) > 15 Recommendation Certification Re-submit Attend training Signed Date
Evaluator Surname First White Copy = Coach Candidate Yellow Copy = Evaluator Pink Copy = Sport Organization / Federation
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Coach Name CC number: CC Surname First Provide Support to Athletes in Training
Mark Evidence of Achievement Comments Scoring • Surveys docks, equipment, and facilities (looking for potential 0 1 2 hazards) Not There. No evidence is observed. Evidence is observed, however there is limited attention and or quality in the presentation of the practice, or not entirely Evidence is observed consistently throughout the practice. Exceptional quality and attention to detail throughout the
• Takes steps to minimize risk to participants before and throughout the practice • Considers weather conditions and their appropriateness for skill level of participants • Awareness of the risks associated with canoeing • Maintains class control on land as well as on water • Reinforce and teach appropriate
competitive rules to enable a safe practice environment • Present an Emergency Action Plan (EAP) that contains elements specific to the practice facility being used. (As identified in Planning a practice Verifies that the practice environment is safe
outcome) - 1 • Surveys docks, equipment, and facilities (looking for potential hazards) TOTAL POINTS • 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) • Delivery of practice matches practice
plan’s goal(s) • Main practice\e segments are evident • Equipment is available and ready to use whole practice. • Adequate use of space and equipment
complete. is demonstrated organized practice • Breaks are provided for appropriate recovery and hydration
• Welcomes athletes prior to practice • Activities contribute to development Implements an appropriately structured and
of skill(s), tactic(s) and or athletic -
2 abilities. TOTAL POINTS • Coach creates opportunities to interact with all athletes
• Coach sets up equipment appropriately for different types of Makes
- athletes learning 3
interventions • that promote Coach correctly applies drills that teach one of the three key elements
@ Coaching Association of Canada and Canoe Kayak Canada Page | 146 ELCC- Marathon Canoe Coach Workbook • 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 CKC’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 o 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 TOTAL POINTS TOTAL POINTS
Rank NI = Needs ME = Meets EE = Exceeds (NI, ME, EE) Improvement Expectations Expectations Ensures that the practice environment is safe < 7 8 – 11 (no 0’s) > 15 Implements an appropriately structured and organized practice < 7 8 – 11 (no 0’s) > 15 Makes interventions that promote learning < 11 12– 14 (no 0’s) > 15 Recommendation Certification Re-observe Attend training Signed Date
Evaluator Surname First White Copy = Coach Candidate Yellow Copy = Evaluator Pink Copy = Sport Organization / Federation
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Mark Evidence of Achievement Comments Scoring • Observes skills from adequate vantage 0 1 2 point(s) as defined by Canoe/Kayak
Not There. No evidence is observed. Evidence is observed, however there is limited attention and or quality in the presentation of the practice, or not entirely Evidence is observed consistently throughout the practice. Exceptional quality and attention to detail throughout the whole • Identifies or selects factors that has a direct impact on performance • identify one of the four phases of the stroke that needs improving
• Explains how the error relates to overall skill three key elements performance • Uses Canoe/Kayak approved skill development / progression checklist to scan basic movement phases • Error identified for correction is consistent
Marathon technique with the Canoe/Kayak approved skill development / progression checklist.
• Identifies potential causes of skill error (Cognitive / Affective / Motor) • correctly uses the three key elements of Canoe/Kayak technique to analyze athletes
of • Correct the identified basic technical element that needs improving using appropriate drills and corrective measures to instruct athletes
Coach detects performance of the
- 1 TOTAL POINTS • 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 three key manner • correct the basic technical element • Explains how the correction relates to Marathon technique
– improved performance • Explains why the correction contributes to improved performance • Facilitates athletes to increase awareness of corrections by asking appropriate questions Canoe/Kayak
• Prescribes an appropriate activity and or drill that assists athlete to make correction in performance. Coach corrects performance of the
- 2 elements of TOTAL POINTS
1 3 complete. CK 2 practice. elements 3
4 Coach accurately
- 3 demonstrates the key elements of Marathon technique TOTAL POINTS NI = Needs ME = Meets Rank EE = Exceeds Expectations (NI, ME, EE) Improvement Expectations Detects Performance < 8 9 - 14 (no 0’s) > 15 Corrects Performance < 6 7 (no 0’s) > 12 Demonstrates the five elements < 7 8 (no 0’s) > 13 Recommendation Certification Re-observe Attend training Signed Date
Evaluator Surname First White Copy = Coach Candidate Yellow Copy = Evaluator Pink Copy = Sport Organization / Federation
@ Coaching Association of Canada and Canoe Kayak Canada Page | 148 ELCC- Marathon Canoe Coach Workbook NCCP OBSERVATION OUTCOMES & RECOMMENDATONS Date Coach
Name CC number: C C Surname First
Address Apt. Street
City Province Postal Code ( ) ( ) ( ) Phone Home Business Fax Email NI MS ES Provide Support to Athletes in Training Recommendation Attend training Another Observation Achieved Certification COMMENTS:
NI MS ES Analyze Performance Recommendation Attend training Another Observation Achieved Certification COMMENTS:
NI MS ES Plan a Practice Recommendation Attend training Another Observation Achieved Certification COMMENTS:
NI = Needs Improvement MS = Meets Standard ES = Exceeds Standard
Evaluator
Signed Date Evaluator Surname First
Address Apt. Street
City Province Postal Code ( ) ( ) ( ) Phone Home Business Fax Email THE ON-WATER EVALUATION
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1. Candidate must coach a technical workout.
2. Candidate will need to meet with the Evaluator for approximately 20 minutes prior to the beginning of
practice. The candidate should have completed any preparations for the practice prior to this meeting.
3. The athlete group must:
o be a group that the candidate works with on a regular basis OR a similar group;
o already have a basic skill level (i.e., able to balance and paddle for a 1000 metres);
o all be at the same approximate skill level;
o must have at least five (5) participants and no more than seven (7) participants.
4. The Candidate will need to meet with the Evaluator for approximately 40 minutes after the practice
has concluded to review the completed Coaching Checklist and Skills Profile.
There are three main sections to the On-Water Evaluation:
A. Before Practice Meeting – approximately 20 minutes
B. On-Water Evaluation – the length of the practice, should not exceed 60 minutes.
C. The Review – approximately 40 minutes
A. Before Practice Meeting
• The Evaluator will review the overall procedure followed when conducting an On-Water Evaluation.
• The Evaluator will ask the Candidate for their completed self-evaluation portion of the Coaching
Behaviours Profile at the beginning of the evaluation session
• The Evaluator will review the first three questions of the Coaching Checklist with the Candidate.
B. On-Water Evaluation
As soon as the first three elements of the Coaching Checklist are completed, the Evaluator will ask the
Candidate to begin their practice. The Evaluator will be using the Coaching Checklist to assess performance.
It is important to note that there are things on the checklist that a coach may not do for every practice. For
the purpose of this Evaluation, every item on the Checklist MUST be included in the practice. These are
considered to be essential skills for an Entry Level Competitive Coach and must be evaluated accordingly. If
the Candidate does not do everything automatically, you may wish to exercise your judgment and prompt
the Candidate to complete these items.
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During the technical improvement portion of the Candidate’s workout you will need to intervene and ask them to make a modification to a drill that the group is currently implementing. You will also need to ask the
Candidate to assess one of the basic technical elements that is not included in their practice plan.
Other than the above noted exceptions, an Evaluator should not make any comments while the Candidate is conducting their practice.
C. The Review
At the end of the practice you will complete the appropriate portion of the Candidate’s Coaching Behaviours
Profile. You will then go over the Behaviours Profile with the Candidate and discuss those areas where your
Evaluation differed from the Candidate’s self-evaluation. As this is a learning exercise, please include specific comments on where and how the Candidate can improve their coaching performance. This is also the time to encourage the Candidate by highlighting skills you think they perform well.
You will also go through the completed Coaching Checklist with your Candidate. Although you will highlight their strengths, the primary focus of this section is those areas that need improvement. This is the time for the
Candidate to ask questions about your Evaluation of their performance. If the Candidate was not successful in demonstrating their competence for the On-Water Evaluation section, you should outline some basic strategies as to how they can improve for next time. The goal is for every Candidate to finish this Evaluation feeling that it was a positive learning experience regardless of the outcome.
@ Coaching Association of Canada and Canoe Kayak Canada Page | 151 ELCC- Marathon Canoe Coach Workbook 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, 1 2 3 4 seasons, years (can see “big and small pictures”)
1 2 3 4 § General Organization ( includes time management 1 2 3 4 both on and off the water)
1 2 3 4 § Displays appropriate coaching behaviours/attitudes 1 2 3 4 (e.g. 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, 1 2 3 4 creation of 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 1 2 3 4 during 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
@ Coaching Association of Canada and Canoe Kayak Canada Page | 152 ELCC- Marathon Canoe Coach Workbook Section 7 Content Time Location Resources Introduction 15min Classroom • The NCCP vision in community sport • Manual • Goals of this workshop • NCCP web site - www.coach.ca Ethical Coaching 15min Classroom • Identifying ethical issues in community sport • Refer to internet site • Analyzing a situation that is relevant to you Setting the scene 30min Classroom • Expectations of an ELCC Marathon Canoe Coach • Manual • CPCA Code of Ethics & Coaches statement of value Provide support to athletes in training – Part A 45min Classroom • SAT 1 - List potential hazards • Emphasizing safety procedures • EAP • Create an EAP • SAT 3 - Safety scenarios • Safety scenarios case studies • MCRC safety procedures Provide support to athletes in training – Part B 45min Classroom • SAT 4 – create positive env. • Engaging entry level paddlers • Part A and B manuals • Basis of a practice plan • SAT 5 - Practice grid • Understanding & Training Athletic Abilities • SAT 6 & 7 • Plan a practice • SAT 8 Provide support to athletes in training – Part C 15min Classroom • Feeling balance • SAT 11 – feeling balance Provide support to athletes in training 60min Lakeside • Identify potential hazards at the water edge • SAT 2 – hazards lakeside • Rescue procedures/water emptying procedures • SAT 9 – fitting equipment • Repairing equipment • SAT 10 – repairing equipment • Launching and loading boats • SAT 12 – getting in boats Analyze performance 120min Classroom • AP 1 – technical progression • Teaching progressions – 3 key elements • AP 2 – objective of stroke • 4 phases of the stroke • AP 3 – 4 phases of the stroke • Analyze video feed of selected paddlers • AP 4 – obj of paddling tech • AP 5 – analyze video • AP 6 – correction feedback Analyze performance 120min Lakeside • Demonstrate canoe/kayak technique • AP 7 – coaching paddlers • Work in small groups with entry level paddlers • AP 8 – LF coach work together Support the competitive experience 60min Classroom • Learning to read the water • SAC 1 – reading water • Race tactics • SAC 2 – race tactics • Performance nutrition • SAC 3 – race nutrition Support the competitive experience 120min Lakeside • Learning to turn around a stable, soft buoy • SAC 4 – buoy turns • Introduce paddlers to riding stern and side wash • SAC 5 – washriding • Learn how to safely portage on a stable surface • SAC 6 – portaging • Learn how to safely tie down boats • SAC 7 – transporting boats Review appendices 30min Classroom • Handouts of each • Next steps in the certification process 15min Classroom • NCCP handout Workshop Wrap-up and Evaluation 30min Classroom • Evaluation form Total workshop time is approximately 12 hours 12hrs
@ Coaching Association of Canada and Canoe Kayak Canada Page | 153 ELCC- Marathon Canoe Coach Workbook Required Workshop Resources
The following is a checklist of supplies and resources required to run a workshop
Classroom sessions:
r Classroom with adequate space
o Overhead projector or power point projector
o Tables, chairs
o Flip chart paper and stand
o Flip chart pens (enough for each small group)
o Masking tape (to put up flip chart papers)
o Extra pens and paper
r Extra copies of each activity
r Mandatory safety equipment
r Scooter boards
r Race tool kit
r Paddles
r Video of several different paddlers
r Video camera and the capability of projecting the video for large group viewing
r Small boats (to use during the reading water session)
r Objects to use as obstructions (during reading water session)
Lakeside sessions:
r Boats to accommodate the number of participants (may want different makes and models)
r Paddles to accommodate the number of participants
r Lifejackets to accommodate the number of participants
r Extra seats to use with dock paddling
r Patch kit
r Buoys already on the water to turn around
r Entry level paddlers
r Vehicle with roof racks
r Rope (to tie down the boats) – enough for each small group
r Clip board and pens and paper
@ Coaching Association of Canada and Canoe Kayak Canada Page | 154 ELCC- Marathon Canoe Coach Workbook
Manuals:
r ELCC Marathon LF manual
r ELCC Marathon Evaluators guide
r Part A and Part B 6 modules
r MCRC safety policy
r MCRC rules of competition
r NCCP Certification graphic
r Canoe kids manual
@ Coaching Association of Canada and Canoe Kayak Canada Page | 155 ELCC- Marathon Canoe Coach Workbook
Appendices
Appendix 1 - MCRC safety policy
Appendix 2 - MCRC Rules of Competition
Appendix 3 - Canoe/Kayak kids games and activities
@ Coaching Association of Canada and Canoe Kayak Canada Page | 156 ELCC- Marathon Canoe Coach Workbook ACTION CARD
Date: ______Location: ______
I will START…
I will STOP…
I will CONTINUE…
@ Coaching Association of Canada and Canoe Kayak Canada Page | 157 ELCC- Marathon Canoe Coach Workbook 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:
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