LEVEL ONE COMMUNITY ATHLETICS COACH PARTICIPANT’S MANUAL
Level 1 Community Athletics Coach 1 CONTENTS
Course Schedule (Indicative)...... 3 Level 1 Community Athletics Coach Competencies...... 4 Tips for the Community Coach...... 5 Safety for Athletic Events...... 6 Introduction Unit - Teaching Games for Understanding...... 8 Unit One – Coach and Athlete Pathways...... 9 Unit Two - Intoduction to Training Beginners...... 12 Unit Three – Warm Ups and Conditioning...... 16 Unit Four - Long Term Athlete Participation...... 21 Unit Five – Working Together...... 26 Unit Six - Fundamental Movement Skills...... 29 Unit Seven - Session Planning...... 36 Group Learning Task 1 - Outline...... 38 Session Plan Template...... 39 Group Learning Task 2 - Outline...... 40 Self Assessment Check List...... 41 Unit Eight - Coach Membership...... 42 Code of Conduct...... 44 Multi-Class Athletics...... 45
Level 1 Community Athletics Coach 2 COURSE COMPETENCIES
LEVEL 1 COMMUNITY ATHLETICS COACH
At the completion of the Level 1 Community Athletics Coach course it is expected that coaches will be able to demonstrate the following competencies:
1) Provide an environment for a club, squad or school level athlete that is inclusive, enjoyable, safe and fosters maximum participation. 2) Cater for the social and physical capabilities of individual participants. 3) Assess and manage the risks associated with athletics coaching. 4) Plan and organise a variety of activities that develop the fundamental movement skills of running, jumping and throwing. 5) Plan and implement a training session. 6) Reflect on a training session and be able to make appropriate modifications. 7) Demonstrate the key principles of effective communication methods and begin practicing effective and positive feedback. 8) Understand the structure of athletics in Australia so as to best support athletes’ involvement in the sport. 9) Understand the Athletics Coach Accreditation Framework within Australia. 10) Adhere to the requirements of the Accredited Athletics Coach, including registration, Member Protection and Coaches Code of Conduct.
In addition, as an Accredited Athletics Coach you are expected to abide by the Child Protection, Member Protection and Coaching Code of Conduct requirements as described in the Coaching Declarations.
Level 1 Community Athletics Coach 3 COMMUNITY COACH TIPS
Every coach will bring their own personal style in communication, group management and organisation to their coaching. A number of coaching styles have been identified, e.g. the Authoritarian Coach, the Business-like Coach, the “Nice” Coach, the Intense Coach and the Easy Going Coach.
Although there are advantages and disadvantages to all styles, all of these coaches can be successful. Coaches generally have a natural approach that will be a mixture of styles. Different coaching styles are appropriate for different situations and different participants; however there are some features that must always be present and which require no adaptation.
The safety of participants should always be your primary consideration when coaching. You must be aware that you have a legal responsibility to provide a duty of care to the participants you are coaching and in doing so, provide an adequate level of direct supervision.
The athletics activities described in the Community Athletics Coach course are designed to be exciting, enticing, accessible and engaging. You should always ensure that your coaching reflects these qualities.
- Always consider whether the prescribed activity is safe and meets the needs of the individual participant. It may be necessary to modify equipment or an activity to ensure this.
- Always ensure that a large number of participants can be active at the same time and that a variety of the fundamental movements of running, jumping and throwing are experienced by the participants.
- Ensure that all participants experience some success and that modifications are made to the activities to cater for a range of abilities.
- Ensure that experiential learning is a part of all activities and that activities are easy to organise and administer.
- Instructions should be simple and as brief as is necessary to ensure participants are quickly engaged in the activity.
Level 1 Community Athletics Coach 4 TRACK AND FIELD SAFETY
SAFETY CONSIDERATIONS FOR TRACK AND FIELD EVENTS
THE GOLDEN RULES OF SAFETY • Check that the environment is safe and free of hazards. • Ensure that the surface is safe and is an appropriate surface for the activities to be performed. • Check that there is a safe distance between groups of participants. • Ensure that the playing area is a safe distance away from walls and fixed objects. • Ensure that all equipment is appropriate, safe and working correctly. Be prepared to modify equipment and activities to reduce risk. • Ensure that there is always direct supervision of the participants. • Always provide clear instructions for the activity and use of equipment. • Ensure that all participants are wearing appropriate clothing and footwear. Jewellery should be removed and protected.
RUNNING EVENTS • Instil good lane discipline into your athletes: - Warm up only in the outer lanes - Observe local ‘fast lane’ arrangements - When providing feedback ensure that you are not blocking the track - Always be considerate to the needs of other track users - On completion of a run, move out of the inside lanes. • For relays, place teams far enough apart to avoid collisions or interference. • Be conscious that grass and synthetic surfaces become slippery in wet conditions • The infield is generally the location for throws training. Instil a habit of not crossing the infield to get from one side of the track to the other.
HURDLING • Hurdles must be set up to face in the correct direction and spaced correctly during events. • Athletes should never run over the hurdles from the incorrect direction. • Hurdles should be set at a height that is appropriate for the age and level of competency of the athlete.
Level 1 Community Athletics Coach 5 SAFETY CONSIDERATIONS FOR TRACK AND FIELD EVENTS
OUT OF STADIA RUNNING/TRAINING ROUTES • Where possible, avoid running on roads. • Check the conditions of a route prior to sending athletes out on a run. If the surface of the path you have chosen is too uneven, ankle and foot injuries can occur particularly as the athlete begins to fatigue. • For longer sessions, hard surfaces should be avoided to prevent stress injuries. • Athletes should run facing the oncoming traffic, even when running on the footpath. • Runners should wear light, bright or reflective clothing so they are visible to drivers.
JUMPING • Run up areas must be dry and clear of foreign objects. • Athletes’ footwear should be appropriate for the conditions of the track. • Spikes are essential if there is any moisture in the take off area. • Sandpits need to be dug over with a spade and raked so the sand is soft to land on and clear of foreign objects. • Ensure other athletes do not walk across the runway when in use. • Check the High Jump run up and take off area to ensure the condition of the area is safe. • The high jump landing area should be secure and have no gaps between mats/bags. If the landing area is not large enough in either length, width or depth to provide a safe landing area for all athletes, then athletes should be restricted to the scissor kick action. • Where multiple mats are used a proper cover should encompass all landing areas so there are no gaps. • Elastic crossbars (flexi bars) used in training lessen the risk of injury and improve confidence. When using flexi bars ensure uprights are secured with sandbags or weights so they do not fall over if the athlete lands on the flexi bar. •The crossbar must sit on the upright stands so it is free to fall either backwards or forwards. It must never be locked in so it doesn’t fall as this will put the jumper at risk of injury.
Level 1 Community Athletics Coach 6 SAFETY CONSIDERATIONS FOR TRACK AND FIELD EVENTS
THROWING • Ensure all throwing areas are dry and clear of foreign objects. • If using a cage, ensure that it is safe and the cage doors appropriately set. • Ensure that throwing implements are an appropriate weight for the age and level of ability of the athlete. • Never stand in front of the thrower. • Never stand in the cage while an athlete is throwing. • Never throw towards anyone – instruct the thrower to observe the landing area to ensure that the area is clear before throwing. • Never run with a javelin or run to collect a javelin. • Always carry javelins vertically, point down in front of you. • Ensure implements are well maintained and stored appropriately. • Where possible, throwing areas should be roped off so others cannot walk through a throwing area. • When training without a cage, throwers should always be placed a minimum of 5m apart when performing rotational throws, and a minimum of 2m apart for all other throws. • For throwing activities without a cage, left handed throwers should always be placed at the left hand end of any group. • Always use a throw and a retrieve signal/command when conducting throwing sessions. • Participants not throwing must stand well back from the throwers. • For throwing activities, have participants throw away from one another. Implements should always be gathered and carried back, never thrown back to the throwing area. • Alternatively, use a line-up configuration and have all athletes throw in the same direction.
Australian Decathlete Cedric Dubler at the 2016 Rio Olympic Games
Level 1 Community Athletics Coach 7 INTRODUCTION UNIT TEACHING GAMES for UNDERSTANDING
The Teaching Games for Understanding approach to coaching is the current best practice for achieving physical, social and cognitive learning outcomes.
Modified Games Learning is game-based, where the desired skills are developed through age- appropriate activities
Games are broken into their simplest Participants Develop an format and complexity is gradually Understanding of the Task increased
Games are designed to target specific skills Participants Learn When and opportunities for learning by the coach and How to Perform the Skills in Competition Participants develop awareness of ‘what needs to be done’ and ‘how to do it’
Skills are Developed in Fundamental movement skills and physical a Dynamic Setting That literacy is prioritised Replicates Competition
This course will explore how to coach following the Teaching Games for Understanding pedagogy
Level 1 Community Athletics Coach 8 UNIT 1 COACH PATHWAYS (Self Study)
Athletics Australia • Manages national events and selects teams for international events. • Administers elite athlete programs and development squads. • Registers all Accredited Coaches and responsible for the accreditation framework. State Member Associations • Register athletes at a state level with local athletics and running clubs. • Run state events and specialist events and arrange state representative teams that travel to National events. • Facilitate development squads. • All Accredited Coaches are registered with the Member Association in the state. Little Athletics Associations • Register Little Athletes aged U5-U17 at a State level with local Little Athletics Centres. • Run regional and State events for Little Athletes.
Opportunities for Coaches
Coaching in Coaching in Coaching in Schools Squads Clubs
Remember, as a Level 1 Community Athletics Coach it is recommended that you operate under the guidance of a senior coach.
Level 1 Community Athletics Coach 9 COACHING PATHWAYS
The Accredited Coaching Framework Track and Field - Click on the course for more information
Level 1 Community Athletics Coach 1 day course - Accredited Australian Sports Commission (NCAS)
Level 2 Intermediate Club Coach 2 day course - Accredited Australian Sports Commission (NCAS)
Level 2 Advanced Coach 2 day course - Accredited Australian Sports Commission (NCAS) Event Group Specific
Level 3 IAAF Coach 7 day course - Accredited IAAF Introduction to Performance Coaching
Level 4 Senior IAAF Coach 8 day course - Accredited IAAF Development of Performance Coaching
Level 5 IAAF Academy Coach 8 day course and thesis - Accredited IAAF Advanced Sports Science and National Team Coaching
Level 1 Community Athletics Coach 10 COACHING PATHWAYS
The Accredited Coaching Framework Recreational Running - Click on the course for more information
Level 1 Recreational Run Leader 1 day course
Level 2 Intermediate Recreational Running Coach 1 day course - Accredited Australian Sports Commission (NCAS)
Level 2 Advanced Coach - Recreational Running 2 day course - Accredited Australian Sports Commission (NCAS)
Level 3 IAAF Coach - Middle & Long Distance 7 day course - Accredited IAAF Introduction to Performance Coaching
The Accredited Coaching Framework Coaching in Schools - Click on the course for more information
IAAF Kids’ Athletics Youth Aths Leader (K-6 Students) (Year 7 & 8 Students) 4 hour course 4 hour course
Level 1 Community Athletics Coach 11 UNIT 2 TRAINING BEGINNING ATHLETES FUN Ensure that activities are exciting, enticing, accessible and engaging. INCLUSIVE Cater for the differing social and physical capabilities of all involved. It may be required to modify the equipment and/or activity to include all participants. SAFE Assess and manage the risks associated with each activity. The safety of participants is the coaches primary consideration. An adequate level of direct supervision must always be pro- vided. HIGH INVOLVEMENT Create activities that engage a large number of participants simultaneously. Give simple and brief instructions and get participants moving quickly.
Level 1 Community Athletics Coach 12 BEGINNER ATHLETES
Focus on ABC Agility, Balance, Coordination
• The abilities of agility, balance and coordination are the foundation of movement skills.
• When coupled with basic skill development they are said to produce a level of physical literacy.
• Experiential learning should be emphasized.
• A well rounded movement vocabulary provides the best preparation for the acquisition of more advanced and complex skills.
• Set the foundation of phsyical literacy and develop the fundamental movement skills of run, jump and throw.
• The holistic approach looks at all aspects of the individual - physical, mental and emotional.
KEY TRAINING PROGRESSIONS
Move fr om simpl e to compl ex
Move fr om gener al to specific
Doubl e l eg movements ar e easier than singl e l eg
For war d movements ar e easier than backwar ds and l ater al
Str aight l ine is easier than cur ved
Sel f dir ected action is easier than fol l owing the dir ections of other s.
Level 1 Community Athletics Coach 13 MODIFIED EQUIPMENT
Children display better movement patterns when playing modified sport...this is likely to reduce the risk of injury
Tim Buszard Post-Doctoral Fellow, Institute of Sport, Exercise & Active Living Victoria University
EQUIPMENT
• There is strong scientific “ evidence in support of modifying sporting equipment for children.
• Equipment can affect the rate of skill acquisition of beginning athletes.
• Scaling sporting equipment for children promotes implicit processes during performance.
• Can reduce the occurence of equipment related injuries.
What information can I take from this unit into my coaching sessions?
Level 1 Community Athletics Coach 14 INCLUSIVE COACHING
The TREE Model of Inclusion
What to Consider How to Coach
e.g. using physical demonstrations to assist an athlete from a non-English speaking Teaching Style background, e.g. physical manipulation to assist an athlete with a visual impairment
e.g. modifying hurdle heights for an athlete with a physical impairment, Rules e.g. adding a visual starting cue for an athlete with a hearing impairment
e.g. using lighter throwing Equipment implements for an athlete with a physical impairment
e.g. minimizing distractions in the Environments surrounding area for athletes with learning difficulties
Level 1 Community Athletics Coach 15 UNIT 3 WARM UPS and CONDITIONING PURPOSE OF A WARM UP
Increase Increase Prepare Help to Increase body blood flow to body and prevent heart rate temperature muscles mind injury. The warm up is also an excellent time to actively engage with your participants. This is“ a great time to ask them if they have any injuries or conditions affecting their participation.
“What have you done today before coming to training?”
“Do you have any injuries?”
“How are your energy levels?”
Level 1 Community Athletics Coach 16 WARM UP
“Slow to fast, simple to complex”
Those are the words to live by when creating your warm-up routine. We want slow, controlled, easy movements to get athletes ready to Start with walking and perform at full speed in practice or a game. progress to skipping As you progress through the warm-up, your athletes will make a simple transition to the more complicated and faster movements. We Start with activities that are want to stimulate and create the intensity of the in a forward motion before upcoming practice or competition by the end of undertaking backward or the warm-up. lateral movements
We do not want our athletes to be too fast too soon, and this is Ensure the warm up where a properly designed warm- prepares the body for the up comes into play. There is a training session to follow. progression of movements that you must follow in order to get the most out of your warm-up.
The purpose of the warm-up is to loosen and bring blood flow to the muscles, take the body through the ranges of motion they are going to compete in, and match the intensity of the competition the body is about to encounter.
The flow created from your warm-up program is going to set the tone for the rest of your workout or game.
Level 1 Community Athletics Coach 17 WARM UP
Consider including Agility var iety of fun, engaging activities: Balance Games Coordination Directed/Self directed Circuit.
Practical Warm Up Ideas: Select one of the following. - Form a Group Warm Up - Running - Jumping - Throwing - Stone Bridge Tree - Flip It Complete in your notebook or in a Word document. - Follow the Line - Tic Tac Toe 1) How did the Facilitator set up the module?
2) What was the key point of the instruction in the module?
3) How did the facilitator organise the activities and why do you believe the activities were organised in this way?
4) What is the key coaching point that you have taken away from your observation of the module?
Level 1 Community Athletics Coach 18 CONDITIONING
Conditioning exercises develop the BUILDING BLOCKS of the fundamental movement skills of running, jumping and throwing.
Hinge Lunge Squat Pull
Push Rotate Stabilise
Level 1 Community Athletics Coach 19 CONDITIONING
As Track and Field coaches, we are not strength and conditioning coaches, but we can follow the advice of experts to help our athletes develop their foundation movements.
Level 1 Community Athletics Coaches are expected to understand an appropriate conditioning circuit for beginning athletes, as endorsed by the Australian Strength and Conditioning Association (ASCA). This is provided for you in your course resources.
Without further specialised training, exercises should always stay within the recommended guidelines of the ASCA.
Where do you see a SQUAT? Where do you see a LUNGE? Where do you see STABALISATION?
How can we develop our athlete’s abililty to perform these movements? Conditioning Circuits - See your Prescribed Circuit for Beginning Athletes
Level 1 Community Athletics Coach 20 UNIT 4 LONG TERM ATHLETE PARTICIPATION
“It is interesting to note that even top athletes quit their very lucrative careers when sport is no longer fun.”
Dr Stuart Robbins Former National-level Soccer Coach
WHAT“ MOTIVATES PEOPLE TO PARTICIPATE IN SPORT? Write down what you Understanding why understand to be the people participate in People have many factors that motivate the sport is not a simple reasons for getting age group which you matter involved coach, to participate in sport
Factors that motivate participation:
Level 1 Community Athletics Coach 21 PARTICIPATION
There are many factors that • Fitness • Fun drive teens and • Excitement adults to begin • Physical competence playing sport: • Social Interaction
Dr Terry Orlick, a Professor of • Fun Sport Psychology • To improve skills • To feel wanted and valued at the University • To participate of Ottawa says • Excitement children play sport:
Acquire an appreciation for an active lifestyle When a coach creates • Develop a positive self- image by mastering physical a supportive and skills positive environment, • Learn to work as part of a participants have the team opportunity to: • Develop social skills • Learn about managing success and disappointment • Learn respect for others.
Level 1 Community Athletics Coach 22 PARTICIPATION
Bring the focus to the Effort should always be process of learning encouraged and skills rewarded.
Consider Maraget Paul’s comments on a process versus outcome approach to learning. What practical changes can you make to your coaching to avoid the fear of failure?
Level 1 Community Athletics Coach 23 PARTICIPATION
LET BEGINNER ATHLETES KNOW: • Skills develop gradually, “Mistakes are here in life to help • Practise and experience are important people grow stronger and smarter. • Making mistakes is an important part of learning. This word mistake derives meaning only by comparison to what we desire, what we see as success. Noting and admitting our mistakes helps us get in touch with our commitments—what we really want to be, do, and have. Most of us have a long history of putting ourselves down when we blow it. But it’s a self- defeating habit we must break so that we can start appreciating ourselves, mistakes and all.”
Consider: In what way could the quotes displayed on the slides change your coaching behaviour? Consider the positive and negative aspects.
Level 1 Community Athletics Coach 24 PARTICIPATION
COACHING POINTS TO PROMOTE LONG-TERM PARTICIPATION
• When coaching athletes it is important to continually bring the focus to the process of learning skills rather than focussing solely on the outcome. For example we can focus on arm or knee drive, tall posture, looking straight ahead while running a race, rather than focussing on where the participant placed in the race.
• It is important that we reinforce the message that participation is important for achieving long term development.
• Effort should always be encouraged and rewarded.
• Early developers may win easily when they are young. It is important to support the long term engagement of early developers by maintaining a strong emphasis on skill development.
• There may be as much as six years difference in age between the earliest maturing girl and the latest maturing boy.
• It is the responsibility of the coach to challenge all athletes to continually develop their skills so that when they have reached maturity they will have the same skill set as their friends, no matter what their size.
Level 1 Community Athletics Coach 25 UNIT 5 WORKING TOGETHER (Self Study)
“A leader’s most powerful ally is his or her own example”
John Wooden, Basketball Coach
Coaches are role models and therefore it is important to create a welcoming, respectful“ and engaging environment for all.
As a coach, it is easy to lose sight of what is truly important. Accoridng to John Wooden, coaching is not about the X’s and O’s, nor about winning or teaching fundamentals. The most important thing is to teach players about life. Teach them how to be happy and successful. Teach them how to be a good friend and teammate. Teach them how to live with integrity and confidence.
Setting a good example and being a good role model is one of the most important factors in being a good coach.
Level 1 Community Athletics Coach 26 WORKING TOGETHER
A code of conduct is an important tool for clearly stating the rights, responsibilities and behavioral expectations of Open and clear each party. Having an effective code of conduct can assist communication parents, coaches and athletes to work together effectively. What expectations will you have of your athletes, their parents and spectators?
Clearly stated Suggested Considerations for Parents Never ridicule mistakes or losses expectations. Actively discourage racial abuse Condemn the use of violence Recognise the value of volunteers Demonstrate exemplary behaviour
“Codes of Conducts provide clear Suggested Considerations for Coaches behavioural guidelines and promote Be reasonable in your demands of your athletes a quality environment in which both Promote the safety of your athletes Teach fair play the game and the participants can Keep informed with sound principles of coaching flourish.”
Engaging Participants at Training Richard Cheetham’s Core Elements: • Make the content and learning objectives of your session clear. • Work hard to develop the partnership between yourself and Active Clearly state all learners. engagement Be prepared the goals of • Planning and preparation are key of all the session to engaging participants. participants. • Get them active quickly in the session. • Engagement levels will slip if you cram too much technical instruction into one session.
Level 1 Community Athletics Coach 27 WORKING TOGETHER
CONFLICT RESOLUTION STRATEGIES
When problems do occur with parents it is important that the coach: • Discusses issues as an adult • Conducts open two-way communications with parents • Remains open-minded to the views of others • Considers the possibility that they might be wrong • Remembers why parents and coaches are there (for the athlete); • Remains fair and honest with the parents.
When problems and grievances are encountered it is important for the coach to explain to the parents that this conflict needs to be handled in a timely manner to avoid their child being negatively affected. Parents should know that if they place excessive pressure on their child it can potentially reduce the enjoyment their child takes from participating and decrease personal growth.
Take discussions away from the group
Request a meeting in a couple of days
Encourage everyone to reflect on desired outcomes before meeting
At the meeting listen to all parties without interrupting
Always maintain a polite and respectful attitude
Remember the athlete’s best interest is what’s most important, always.
Level 1 Community Athletics Coach 28 UNIT 6 FUNDAMENTAL MOVEMENT SKILLS
Fundamental movement skills are important in the physical development of a child. When a child is confident and competent with these skills, they can develop sport- specific and complex movement skills that allow them to enjoy sport and physical activity. Most importantly, having a firm grasp of the fundamental movement skills and being physically literate leads a child to enjoy a long life of physical activity.
“ Coaching Association of Canada, Position Statement
The first layer of skills that need to be established
Must be established before adding technical skills
Logical progressions to learning.
Level 1 Community Athletics Coach 29 FUNDAMENTAL MOVEMENT SKILLS
FUNDAMENTAL MOVEMENT PATTERNS OF RUNNING
Head relaxed and eyes looking ahead
Arms 90 degrees and Body tall elbows punching back
Chest open
Hands in a relaxed position
Arms not crossing centre line of body Thighs parallel to the ground
Planted leg fully extended Toes up ‘dorsiflex’
Mid foot landing underneath body
Level 1 Community Athletics Coach 30 FUNDAMENTAL MOVEMENT SKILLS
Fundamental Movement Patterns of Running
Drills and Games:
Click below to see the fundamental movement patterns of running in action.
Level 1 Community Athletics Coach 31 FUNDAMENTAL MOVEMENT SKILLS
FUNDAMENTAL MOVEMENT PATTERNS OF JUMPING
Efficient sprint technique as described in the fundamental movement patterns of running
Length of run up to ensure optimal speed at take off
Tip: Age of participant in years should roughly equal number of strides.
Eyes looking forward
Active use of arms
Tall upright posture
Hips up and forward
Drive the knee of the free leg
Planted leg fully extended
Level 1 Community Athletics Coach 32 FUNDAMENTAL MOVEMENT SKILLS
FUNDAMENTAL MOVEMENT PATTERNS OF JUMPING
Trunk should be in a straight and stable position Look for a soft landing with bent ankles, knees and hips
Land with two feet together simultaneously
High Jump - take off and land in a scisscor action.
Click below to see the fundamental movement patterns of jumping in action.
Level 1 Community Athletics Coach 33 FUNDAMENTAL MOVEMENT SKILLS
FUNDAMENTAL MOVEMENT PATTERNS OF THROWING
Start low, finish Tall delivery high position • Push off the back • Hips facing the Extend arm fully leg to drive hips up direction of the and forward throw through the • Open chest throw and finish • Eyes forward with a long arm. toward the direction of the throw
Level 1 Community Athletics Coach 34 FUNDAMENTAL MOVEMENT SKILLS
FUNDAMENTAL MOVEMENT PATTERNS OF THROWING
Drills and Games:
Click below to see the fundamental movement patterns of throwing in action.
Level 1 Community Athletics Coach 35 UNIT 7 SESSION PLANNING
It is important a coach takes time to plan each training session. Training sessions should be developed from two or three goals that have been identified for that session Australian Sports Commission, Planning a Training Session
The elements of a training session that all coaches should include are a session introduction, a warm-up, games, skill and fitness activities, a cool down, and a session review. Ensure that each session has variety, appropriate activities and opportunities to practise and progress.
Before planning“ a training session, coaches should gather information about the participants and set target outcomes for the session. If you are working with a new group, the type of information you might need includes the athlete’s age, experience, physical fitness, goals and motivations to participate and previous illnesses or injuries that might restrict their ability to participate.
Level 1 Community Athletics Coach 36 SESSION PLANNING
PLANNING TRAINING ACTIVITIES
CONSIDER • What space is available? • What equipment is required to deliver the session? • How will you ensure all participants are safe throughout the session?
SESSION CONTENT • Include a variety of activities to ensure that participants remain active and engaged. • Avoid activities that require inactivity or elimination. • When doing group activities, use more groups with fewer participants. • Develop activity station cards to explain the drill. • Consider ways the activities can be simplified or progressed depending on skill level • Ensure activities flow smoothly from one to the next. • Consider ways you can engage participants with a disability or injury in each activity. • Sessions for children 12 years of age or under should include a run, jump and throw activity.
SESSION LENGTH • Consider the age, ability and fitness of your athletes. • General recommended guidelines:
Athlete’s Age Session Duration Under 6 45 minutes Under 8 45-60 minutes Under 10 60-75 minutes Under 12 75 minutes Under 14 75-90 minutes Under 16 90 minutes Under 19 90-120 minutes
Level 1 Community Athletics Coach 37 SESSION PLANNING
LEARNING TASK - DESIGN A SESSION
In groups, work together to design an appropriate session plan for the scenario below. This learning task will help prepare you for your Post-course work, where you must design two session plans for designated scenarios.
SCENARIO Fifteen (15) Year Three students are coming to your training session this week for a 45 minute program. Prepare a session that focuses on the fundamentals of run, jump and throw.
What are some of the factors that you need to consider when designing your program for your chosen group?
How will I ensure that all my participants are safe? How could I make this activity easier/more complex if required? How could I engage someone who is injured? How could I keep participants with a physical impairment such as vision, amputee, hearing or Cerebral Palsy involved in this activity?
Level 1 Community Athletics Coach 38 SESSION PLANNING
SESSION PLAN TEMPLATE Click below to download your session plan template.
Example Session Plans by Dragan Music - Click below to Download by Vanessa Busby - Click below to Download
These scenarios are the intellectual property of their designers and shared with their permission.
Level 1 Community Athletics Coach 39 UNIT 8 COACH MEMBERSHIP
BECOMING AN ACCREDITED ATHLETICS COACH
CURRENT COMPETENCE • Completion of the Level 1 Community Athletics Coach course. • Completion of the Australian Sports Commision’s Community Coaching General Principles Online Course. • Completion of the ‘Child Protection’ module of the Play By the Rules Online Course.
ACKNOWLEDGEMENT OF COACHING DECLARATIONS • Agree to abide by the Member Statement • Agree to abide by the Member Protection Declaration • Agree to abide by the Child Protection Declaration • Agree to abide by the Coaches Code of Conduct
BENEFITS OF ACCREDITATION • Accreditation with the Australian Sports Commission through the National Coaching Accreditation Scheme. • Public Liability insurance up to $30,000,000 for any one occurence. • Products Liability insurance up to $30,000,000 for any one occurence. • Professional Indemnity insurance up to $10,000,000 for any one insurance period. • Personal Injury insurance. • Eligibility to be endorsed to deliver Athletics as part of the Sporting Schools initiative. • Eligibility to attend higher level courses. • Eligibility to attend ongoing Professional Development courses. • A coaching accreditation card mailed to you. • The quarterly Athletics Coach magazine emailed to you. • An individual editable entry on the iCoach database. • Discounts on selected athletics events. • Discounted subscription to the IAAF’s New Studies in Athletics technical journal. • Access to mentor coaches where available through the National Coach Mentor Database. • Eligibility to be selected as a coach on an Australian or Member Association representative team.
At the end of your 12 month period you must renew your membership if you wish to maintain your active accreditation. This requires the completion of the member protection declaration and payment. You are able to renew your membership online through the Coach Portal.
Level 1 Community Athletics Coach 40 COACH MEMBERSHIP
Do 30 hours of Link with a mentor observation and coach in: coaching, then undertake a Level 2 • a school Intermediate • a squad Coaching Course – • an athletics or run either Club Coach or club Recreational Running Coach.
• Speak to your local coaching Need support in finding a coordinator or mentor coach? • Check the Athletics Australia Mentor Database
• Access the Athletics Australia Articles and Research page • Subscribe to the New Studies in Athletics Coaching is an ongoing technical journal learning process • Attend further education courses • Speak to other coaches
All coaches should engage in a process of life-long learning.
Level 1 Community Athletics Coach 41 CODE OF CONDUCT PAGE 1
The Code of Conduct for the Accredited Athletics Coach is adopted from the International Association of Athletics Federations (IAAF) and the Australian Sports Commission (ASC).
The basic principle is that ethical considerations leading to fair play are integral and mandatory elements of coaching Athletics. These ethical considerations apply to all levels of ability and commitment, including recreational and competitive involvement in Athletics.
A Coach is required to be a positive role model for athletes so they learn fair play and sportsperson-like behaviours. The role of the coach is therefore an ambassador, educator and guardian of the ethical values of fair play within the sport of Athletics.
The coach’s primary role is to facilitate the process of individual development through achievement of athletic potential. This role accepts the athletes’ long term interests as of greater importance than short-term athletic considerations. To fulfil this role the coach must behave in an ethical manner, specifically in relation to the following points:
1. Coaches must respect the basic human rights that is the equal rights of each athlete, with no discrimination on the grounds of gender, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, birth or other status.
2. Coaches must respect the dignity and recognise the contribution of each individual. Coaches must not act in any way that is defamatory, insulting or abusive to others. This includes respecting the rights of an individual for freedom from verbal, physical or sexual harassment and advances.
3. Coaches must avoid any form of sexual relationship with athletes that could develop as a result of their coach-athlete relationship.
4. Coaches must ensure that practical environments are safe and appropriate. This appropriateness must take into consideration the age, maturity and skill level of the athlete. This is particularly important in the case of younger or less experienced athletes.
5. Coaches will always consider the physical and emotional well-being of an athlete and place these needs ahead of any other concerns, such as competition or training. Coaches will discourage athletes from competing or training if there is likelihood that such competition or training could be detrimental to the athlete’s physical or emotional well-being.
Level 1 Community Athletics Coach 42 CODE OF CONDUCT PAGE 2
6. Coaches will, wherever practical, avoid unaccompanied and unobserved one-on-one activity, when in a supervisory capacity or where a power imbalance will exist, with people under the age of 18 years.
7. Coaches must acknowledge and respect the Rules of Competition. This respect should extend to the spirit, as well as to the letter of the rules, in both training and competition, to ensure fairness of competitive opportunity between all athletes.
8. Coaches must exhibit an active respect for officials, by accepting the role of the officials in providing judgment to ensure that competitions are conducted fairly and according to the established rules.
9. Coaches have a responsibility to influence the performance and conduct of the athletes they coach, while at the same time encouraging the independence and self- determination of each athlete by their acceptance of responsibility for their own decisions, conduct and performance.
10. Coaches must assert a positive and active leadership role to prevent any use of prohibited drugs or other disallowed performance enhancing substances or practices. This includes education of the athletes of the harmful effects of prohibited substances and practices.
11. The coach must acknowledge that all coaches have an equal right to desire the success of the athletes they coach - competing within the rules. Observations, recommendations and criticism should be directed to the appropriate person outside the view or hearing of the public domain.
12. The coach must acknowledge and recognise that all athletes have a right to pursue their athletic potential. A coach will recognise that a previous coach-athlete relationship may exist and that prior to taking on an athlete, all reasonable efforts have been made to ensure any previous relationship has ended in a ‘professional manner’. Coaches will always recognise the athlete’s right to consult with other coaches and advisers.
13. Coaches will hold the National Coaching Accreditation Scheme (NCAS) Accredited Athletics Coach (AAC) qualification. Coaches will respect that coaching accreditation is an ongoing commitment, achieved through the upgrading of their knowledge by further participation in accredited programs, or workshops, as well as through practical coaching experience. Coaches also have a responsibility to share the knowledge and practical experience they gain.
Level 1 Community Athletics Coach 43 CODE OF CONDUCT PAGE 3
14. Coaches must at all times be honest and never allow their qualifications or experience to be misrepresented.
15. Coaches must respect the image of the coach and continuously maintain the highest standards of personal conduct, reflected in both the manner of appearance and behaviour. Coaches must never smoke while coaching or in the presence of athletes, nor consume alcoholic beverages so soon before coaching that it affects their competence or that the smell of alcohol is on their breath.
16. Coaches should cooperate with all individuals and agencies that could play a role in the development of the athletes they coach, including working with other coaches and where appropriate, sports science and sports medicine professionals.
17. Coaches must not act in any way that brings the sport of athletics, Athletics Australia in its role as the National Federation, the IAAF or any other member organisation into disrepute.
The Accredited Athletics Coach is subject to the Member Protection Policies, Rules and By- Laws of Athletics Australia, those of the Member Association in the state where they reside and the Constitution and Rules of the International Association of Athletics Federation as amended from time to time.
Disciplinary Measures A Coach who is found to be in breach of the Code of Conduct may be subject to disciplinary measures as per the Athletics Australia By-laws Part A and Member Protection Policy Part B, refer: http://athletics.com.au/Portals/56/Admin/Documents/Member%20Protection%20Policy.pdf Disciplinary measures and sanctions that may be imposed range from the coach making an apology, to the termination of a coach’s accreditation or other sanction deemed appropriate. Details regarding the disciplinary measures are contained in the Member Protection Policy.
Level 1 Community Athletics Coach 44 MULTI-CLASS ATHLETICS GENERAL OVERVIEW
Athletics Australia manages the National Classification Structure for Para-athletics and partners with four National Sports Organisations in delivering classification. In total there are five impairment groups recognised nationally. All athletes that appear on the Athletics Australia Classification Masterlist are able to compete in School Sport, Little Athletics and Athletics Australia Para-athletics. There are a range of disability groups eligible to compete within the Australian athletics system as an athlete with a disability. These disability groups are separated into varying classifications to ensure fair competition. Each disability group has a set of minimal disability criteria that an athlete must meet in order to be eligible to compete as an athlete with a disability. Athletes must undergo specific Athlete Evaluation or Eligibility processes to obtain a classification. Please click on the links below for more information on classification.
Athletics Australia endorses an all-inclusive competition calendar. All events run by Athletics Australia and its Member Associations cater for para-athletics athletes. Athletics Australia has a fully inclusive competition pathway for Para-athletes, including the Australian All Schools (secondary schools natonals) Australian Junior Championships and Australian Open Championships. School Sport Australia and Little Athletics Australia also offer athletics opportunities for Para-athletes.
Level 1 Community Athletics Coach 45 Photos courtesy of Getty Images © Athletics Australia 2019